MSWPG7107 Social Work Practice with Children, Young People and Families
Individual and family life course and development assessment,
2000 word essay (35%).
This task assesses the students’ capacity to demonstrate an understanding of life course development and ecological systems as key theoretical frameworks underpinning social work with children, young people and families.
Read the ‘Askin family’ case study and consider the presenting issue ‘Justin’s behavior’.
Drawing from the literature on life course and ecological systems theories, discuss:
- Factors that may be negatively impacting on Justin’s well-being
- Strengths, resources and protective factors of the Askin family
- Possible approaches to facilitating greater well-being and person: environment fit for Justin.
Submissions will be graded using a marking guide and feedback will be provided within 3 weeks.
Your Essay must include full referencing using the APA style.
MSWPG7107 Assessment 1 Marking Guide
Individual and family life course and development assessment, 2000-word essay (35%):
This task assesses the student’s capacity to demonstrate an understanding of life course
development and ecological systems as key theoretical frameworks underpinning social
work with children, young people and families.
- Effective critical analysis of the case study, linking theory to practice
- Demonstrated understanding of life course and ecological systems theories
- Identification of appropriate approaches to enhancing well-being in the case study
- Clear, coherent and logical expression
- Appropriate use of references and accurate reference style
Hypothetical Case Study “The Askin Family”
Gill Askin sought help with managing the behavior of her 12 yo son Justin. She described Justin’s behavior as “aggressive and getting worse”. She said Justin had always been difficult to manage but had become worse over the past 6 months. Gill said he was aggressive to his siblings and her, and his school had suspended him twice for hitting other children.
Gill said Fred sees the children every second weekend. She said their separation had come as a surprise to her: “he just came home one night and told me he was leaving. That was it. Nothing to talk about. I was devastated. Then I got angry and refused to let him see the kids. I shouldn’t have done it, but I was hurt. Justin got upset. He’s “daddy’s boy”. Eventually, Fred got a solicitor, so I did too. They got me to agree to the access arrangements, but that was before I knew about Susie. Now I don’t know what to think. I reckon they’ve been an item for a lot longer than Fred says, maybe a year or more. They work together in Fred’s Accountancy business.”
Further Assessment Information:
Over the following 4 weeks, the worker had contact with Gill and the children 3 times and, in a separate interview, Fred and Susie and, later Gill’s parents. The following information has been obtained:
Gill had a successful teaching career after Justin was born. She explained that she became pregnant in her final year at Uni, married Fred, and had Justin then started teaching. She said Fred and she had agreed that was the way to go, but she now regrets placing Justin in childcare from an early age. She said they decided she would not return to teaching after the other two children were born. Gill said: “Maybe Justin needed me more in those early years, but I can’t change that now, and I don’t think it explains all of his behavior. The child care was good, and our parents helped out heaps. He had plenty of people loving and caring for him.”
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