ImmersionPreparation for Students
MSW 517-Specialized Practice
Introduction:
You are assigned as a second-year school MSW intern at a large urban high school. In this
advanced internship you work closely with your LCSW supervisor running groups and
individual sessions with students. From time to time, you also do some family work with
students and their families. You initially met Jade when they started attending an empowerment
group that you were facilitating a few weeks back. In recent weeks you have been seeing Jade in
weekly individual sessions at their request.
Jade Martinez
Jade is a 17-year-old transgender male who uses the pronouns they/them. Jade has lived with
their maternal grandmother, Benita for the past 8 years. Jade’s biological mother, Maria, is
Cuban American and identifies as white Cuban. Her and their father is from the Dominican
Republic and returned to his home country when Jade was just 3 years old. Jade identifies as
Afro-Latina. Jade does not have a close relationship with their father. Jade’s mother, Maria,
relinquished parental rights to Jade when they were just 10 years old and Jade’s grandmother
was granted legal guardianship. At age 9, Jade made allegations of sexual abuse against Maria’s
long-term paramour, Alejandro. The allegations were substantiated by children’s protective
services. While child welfare professionals investigated both Benita and Maria for failure to
protect, both were cleared at the conclusion of the investigation. Jade’s grandmother, Benita, was
very responsive in the immediate aftermath of the abuse and connected Jade with a therapist to
process the abuse.
Jade was born female and given the name Isabel. Jade has identified as male for as long as they
can remember. While their family considered them to be a “tomboy” throughout childhood, at
age 15 Jade confided in a small group of close friends that they were transgender. Jade fears that
Benita will not be supportive of their trans identity and doubts that she will agree to stop using
their deadname, Isabel. Jade intends on having gender confirmation surgery when they turn 18.
Jade and Benita have experienced political and ideological divisions. Jade feels very upset with
their Benita’s for her conservative beliefs. Benita routinely makes negative comments LGBTQ+
individuals and often shares Facebook posts that mock Black Lives Matter supporters. Given that
they are Black and transgender, Jade feels a sense of betrayal and shame from the person who
they trust most. Jade has increasingly become more involved in advocacy groups at school. They
are involved in the school’s PRIDE chapter and Young Progressive Democrats group.
Employment status
Jade is a full-time student works part-time at a nearby coffee shop.
Ethnicity and Race
Jade is Afro Latina. Their mother identifies as white Cuban and their father is Afro-Dominican.
Her returned to the Dominican Republic when Jade was a small child.
Religion
Jade identifies as agnostic. While they grew up in the Roman Catholic church, they largely reject
many of the church’s teachings.
Political Views and Affiliation
Jade identifies as a progressive liberal. They are involved in their school’s chapter of the Young
Progressive Democrats. They are very politically active and phone banked for a number of
progressive candidates in the most recent election.
Ms. Benita Martinez, Grandmother
Benita Martinez is the 65-year old maternal grandmother of Jade. She has had full guardianship
of Jade for over 6 years. After several episodes of Maria, Benita’s daughter, dropping off Jade for
a visit and not returning for several days or weeks, Benita requested legal guardianship, which
Maria willingly gave. Benita used her guardianship rights to enroll Jade in school, Medicaid, and
food stamp benefits to adequately care for her granddaughter. Before Jade disclosed the sexual
abuse by Alejandro, Benita’s long-time paramour, she prided herself on providing a safe home
for Jade. When she learned of the abuse, Benita took immediate action involving law
enforcement and cooperating with child protective services. She also made sure that Jade
received therapy to process the abuse. Benita has lived with a lot of guilt since the disclosure of
the abuse, and her relationship with Jade has been strained.
Benita is not aware of Jade’s transition and has always and continues to refer to Jade as Isabel.
Benita has expressed some discomfort with Jade’s masculine presentation and interests and has
routinely expressed that she wished they would dress and act more feminine.
Employment status
Benita is a retired certified nurse’s aide. She receives a pension and social security benefits.
Ethnicity and Race
Benita identifies as Cuban American. She identifies her ethnicity as Hispanic and her race as
White.
Religion
She is an active Roman Catholic that attends church services every Sunday. She volunteers at the
church several times a week. She is known for her devotion to her church.
Political Views and Affiliation
Benita identifies as a conservative who is opposed to left-leaning politics, with any hints of
socialism, which caused her to flee her homeland in the 1980s. She has been a registered
Republican since receiving her citizenship through naturalization in the early 2000s.
Other Information
Benita has suspicions about her granddaughter’s gender expression and sexual orientation and
blossoming “socialist” political views, but she is in denial. She continually prays that neither is
true.
Social Work Competencies:
Because the immersion asks you to show competency in all nine of the social work competencies
(at either the generalist or specialized levels), it’s important that you take some time to research
some areas of practice relevant to this situation.
Competencies 1-5 focus on issues related to professionalism and ethics in social work, diversity
and inclusion, policy practice, social justice and human rights, and research.
Competencies 6-9 focus on the specifics of client interactions: engagement, assessment,
intervention and evaluation.
Expected Skills:
Plan to come to the immersion prepared to engage social work skills such as:
• Listening skills
• Rapport building skills
• Ability to apply an understanding of system levels
• Ability to apply policies such as confidentiality and ethics
• Ability to apply an understanding of human rights and advocacy to the scenario
• Ability to apply Non-Western practice approaches like Mindfulness
Preparation Guide:
Prior to immersion, familiarize yourself with the components listed below:
Trans youth identity: To prepare, you should consider looking into the following:
• Trans youth identity
• The impact of family acceptance and family rejection on trans youth
• Psychoeducation about trans identity
Diversity and Cultural competence: What are diversity issues you expect are important given
the family’s racial and ethnic backgrounds?
• Consider Jade’s experience as a second generation Afro-Latina youth. Consider what that
might mean to them and how that might impact their relationship with family, peers, etc.
• Review dynamics related to acculturation with second generation youth.
• Consider how theories such as feminist theory, post-colonial theories, and critical race
theory can be used to empower Jade and their family and address structural barriers they
are facing.
Ethics: Review the Code of Ethics as it is the best tool to help navigate any ethical issues that
may arise during the scenarios
• Examine potential dynamics related to confidentiality with LGBTQ+ youth
• Consider the importance of the code’s emphasis on respecting a client’s dignity and
worth
Human Rights and Social Justice:
• Consider the ways in which Jade’s experiences might have been impacted by structural
and systemic injustice
• Be prepared to the ways in which the school social worker could potentially advocate for
systemic change within the school, community, etc.
Evidence-Based Practice
• Examine the evidence of the impact of family acceptance and family rejection on
LGBTQ+ youth
• Examine research the addresses early childhood sexual abuse with specific attention to
Jade’s racial and SOGIE identity.
Trauma Informed Care:
• The effects of early childhood sexual abuse experiences
• Trauma informed care with LGBTQ+ youth
• Consider dynamics related to generational trauma in the family
Intersectionality
• Be prepared to examine Jade’s intersecting identities
• Examine how those intersections can impact their relationships, safety, support system,
etc.
Interdisciplinary Collaborations:
• Be prepared to examine potential interdisciplinary collaborations that the social worker
(you) can use to engage with Jade and their family
• Consider the systems involved in Jade’s life
Supervision Scenario Guidance:
The purpose of supervision is to provide a safe and supportive environment, to openly discuss
thoughts and feelings regarding practice issues. Plan to approach supervision as a learning
opportunity. It is important to engage in reflective processing during supervision. Supervision is
not something that you can get “right” or “wrong”; it is a process for professional growth and
development.
Immersion Scenarios:
Scenario 1: Preparing to come out
Today you are meeting in an individual session with Jade. The emphasis on this session will be
to assist Jade in preparing for coming out as transgender to their grandmother. Your job is to
engage with Jade towards developing a positive relationship. Consider various factors as you
meet with Jade their age, identity, reasons for coming to you, etc. As you engage, think of the
knowledge, values and skills needed to effectively engage with Jade. Be prepared for Jade to
share personal information with you. Remember how to demonstrate empathy as well as react
appropriately to sensitive information from a client.
Jade expresses that they fear that their grandmother, Benita, will be disappointed and ashamed of
their identity. They also disclose for the first time that they are in a romantic relationship with a
16-year old Black female named Ericka. Jade has spent a great deal of time with Ericka over the
past year and Jade’s grandmother is under the impression that Ericka is Jade’s best friend. Jade
also discloses that they are sexually active with Ericka.
Jade is very comfortable with their sexual orientation and gender identity. They have come out to
friends and teachers and have been mostly met with acceptance and affirmation. Jade also
knows that Benita feels an intense amount of guilt about the sexual abuse that Jade experienced
years earlier. Jade feels that she dealt with the guilt and confusion of the abuse by becoming
“hyper-religious”. Jade’s grandmother is also disappointed at Jade’s interests in politics,
specifically their participation in the young Progressive Democrats meetings. They know that she
is frightened at what she believes is a socialist club. Jade’s feels that Benita is under the
impression that this group has placed ideas in their head about the LGBTQ community being”
accepted” and” normal,” which is not true because that lifestyle is” sinful.” The two things Jade
fears the most is Benita’s rejection and the prospect of being kicked out of the only home they
have ever known. Jade loves their grandmother very much and hopes that she can accept them
for all the intersectional of their identity.
Some areas to consider in your session with Jade:
• How do they feel about their identity and what does it mean for them to identify as
transgender?
• What do they hope to convey to their grandmother about their identity?
• Explore how you might work with Jade to prepare them for their grandmother’s reaction.
Consider how you might prepare them if their grandmother is rejecting, accepting or
somewhere in between.
• Emphasize trust and rapport and potentially explore the dynamics behind why they have
chosen to disclose this information at this time. Explore the strengths and resilience that
Jade has exhibited while navigating this situation and where that strengths and resilience
come from.
• Consider examining what is says about their relationship that it is so important for Jade to
confide in their grandmother. Examine the strengths of their relationship.
Scenario 2
Based on your experience in the first meeting with Jade, you engage in a conversation with your
field supervisor about the situation. Be prepared to discuss the ethical issues involved, the policy
issues at play, the type of research you’d need to do to better understand Jade and their situation.
Also be able to summarize the human behavior knowledge you’d use in assessing Jade and their
current issues. Discuss any diversity issues that affect Jade’s situation as well. Some questions
to consider with your supervisor:
1. How do diversity and differences shape experiences to the client in the case? Consider
the multiple levels of various systems involved.
2. How you would engage the interaction with the adolescent and consider them as experts
in their experiences?
3. What will be some of your own biases that you would be mindful of when working with
the client? How would you keep those in check?
4. What policies affect your next steps with Jade? Are there school, state and federal
policies at play?
5. Is there any research you would need to assist in next steps with Jade? If so, from what
areas?
6. Are there any theories that particularly help you understand Jade’s situation, their
development, etc.?
7. Discuss if you should, and if so, how you would engage the Jade’s grandmother, Benita.
Elaborate on the pros and cons.
Scenario 3A: The Family Meeting
After working in close collaboration with Jade, you have invited Jade’s grandmother, Benita, in
for a family session. The aim of this session is for Jade to disclose their gender identity to their
grandmother and potentially discuss their relationship with Ericka. This meeting will take place
at the end of the school day in your offices.
Both Jade and Benita are noticeable tense when they arrive. This is the first time you are meeting
Benita. Your perception of her so far is based solely on Jade’ depiction, which is influenced by
Jade’s mounting anxiety about disclosing their identity to their grandmother. They are also
concerned about revealing their relationship with Ericka.
During this session, you will observe the family dynamics and engage the family in meaningful
discussions to mediate any immediate issues presented while you are with the family. You will
ask Benita to share her concerns and understand any concerns she may have about parenting
Jade. Given the generational gap, you anticipate she may have different views than her
granddaughter on several topics (including LGBTQ issues, religion, and politics).
Your goals are to get to know Benita, help facilitate a discussion about Jade’ concerns, and
assessing the individual and family needs to customize treatment plans and interventions to
address the family’s issues.
This scenario focuses on both assessment and intervention at the individual and family levels, so
it’s important to demonstrate the skills needed to conduct such a meeting while also
incorporating the relevant knowledge and values for this case.
Be prepared to:
• Assess Benita’s level of acceptance of Jade’s identity. Process where those feelings are
coming from in a manner that is both sensitive and understanding.
• Process any concerns, fears, or frustration that Benita might have related to Jade’s
disclosure.
• Assess and process Jade’s response to Benita. Externalize any potential comments that
you feel could be perceived by Jade to be shaming, discouraging or adverse in any other
way.
• Provide psychoeducation to Benita about Jade’s identity and what it means to be
transgender. Be prepared to dispel any myths or misinformation.
• Explore with Benita the potential impact that her level of acceptance or rejection can
have on Jade’s well-being.
• Be prepared to explore with both Jade and Benita what acceptance and affirmation would
look like.
Scenario 3B
Scenario Three, Part Two-Making a treatment plan
A treatment plan requires you have time to think. Given what happened in the previous session,
go through the steps below to create a tentative plan for Jade and Benita. You will work in close
consultation with your supervisor on this plan.
Collect and organize data. Apply critical thinking to interpret information from clients and
constituents – this could be presented in the form of a summary and interpretation skills used
while interviewing Jade.
1. Apply knowledge of human behavior and the social environment, person-in-environment,
and other multidisciplinary theoretical frameworks in the analysis of assessment data
from clients and constituencies – use the information from your meeting with Jade. and
now with her foster parents to present Jade and the family with your assessment and
understanding of the current challenges.
2. Develop mutually agreed-on intervention goals and objectives based on the critical
assessment of strengths, needs, and challenges within clients and constituencies – at least
2 goals.
3. Which intervention method or framework would work best considering the client
background, presenting problem and the agency setting as well as scope of practice?
Your district’s supervisor of all social workers, Jenna, routinely sits in on supervision sessions
when she is on campus and she just happened to request to sit it on this session. Your supervisor
has agreed to allow Jenna to sit in on this session.
Scenario 4, The Follow Up
Scene 4
Jade and Benita are back a few weeks later for their follow-up appointment, which is also
afterschool. You still sense some tensions between them, but it is not as intense as the previous
week. You have two goals in this session (1) assess how the family has been doing since last
week’s meeting, (2) discuss the status of existing and evolving concerns, (3) present your
proposed intervention plan and (4) evaluate the families willingness to follow through with
services.
During this session, you may be challenged by Jade and Benita that some elements of the
intervention plan does not align with their personal views and values. During this session, Jade
and/or Benita may also share new or emerging concerns that we’re previously unknown and
disclosed to you at that moment. You must consider these new concerns and the client’s
stipulations to make changes to your original service plan, which requires consensus from Jade
and Benita.
Scenario 5: Wrap-Up
This scenario will focus on the macro issues that affect Louisa, with social justice, policy
practice and evaluation of practice as primary concerns. Competencies 3, 5 and 9 will be
addressed.
You are in a supervision session to discuss Jade’s case from the perspectives of social justice
issues, policy-related issues and to evaluate your work with Jade, including any interventions
you’ve recommended. Think about the social justice and human rights issues presented by
Jade’s case, on a macro level, as well as mezzo and macro. Also think about the various federal,
state and agency policies that affect Jade’s life. Finally, imagine what success will look like for
Jade and the ways you will ascertain if goals have been reached.
In addition, be prepared to examine the impact of things like systemic racism and transphobia
and how they pertain to Jade’s case. Think about the structural changes that would need to occur
for Jade to have an accepting and affirming experience.
Just Do Your Best
It’s not important that you’re perfect! It’s important that you’re thoughtful, reflective and do
your best to use what you’ve learned thus far to work with Jade and their family. Be mindful of
issues related to Jade’s intersecting identities and do not underestimate the vital role that a social
worker can play in bringing families together, even on issue where there is a great deal of
disagreement and division.
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Immersion Preparation
Student’s Name:
Course:
Instructor’s Name:
Date:
Scenario 1: Preparing to Come out
Before the first session, it is essential to master good listening and rapport-building skills. As a social worker, excellent listening skills will help understand Jade’s situation, feelings, and experiences (Bulletins for Professionals, 2021). On the other hand, rapport-building skills will enhance collaboration and cultivate trust between the social worker and the client (Jade).
Based on the immersion scenario, Jade feels comfortable about his transgender status. He has disclosed to some of his close friends and teachers as transgender. The teachers and friends have accepted his identity and work closely with him. Jade has also accepted all the stereotypes and biases regarding the LGBTQ+ community (Bulletins for Professionals, 2021). Currently, Jade has not disclosed his identity to Benita, their maternal grandmother. He hopes to tell Benita that he is transgender and identifies with a new name (Jade) and not Isabel. The task during the immersion will involve helping Jade disclose his identity to his grandmother and dealing with any issues that may emerge from Jade’s disclosure.
Benita may reject or accept Jade because he currently identifies as a male. Consequently, when coming out about his situation, Jade should be aware that rejection happens to everyone in life regardless of one’s identity. He also needs to validate his feelings and develop self-worth irrespective of how Benita perceives him. In many instances, internal stressors can be problematic for many clients and inhibit healing. Further, the social worker will have to connect Jade to LGBTQ parents if the situation at their home becomes tougher after disclosing his present gender identity to Benita. Research shows that LGBTQ+ parents may be potential placement options for LGBTQ+ youths (Bulletins for Professionals, 2021). The social worker will collaborate with Benita to help Jade if his transgender identity is accepted. If Benita neither rejects nor accepts him, the social worker will work closely with both parties to help Jade and Benita move on.
Scenario 2: Ethical and Diversity Issues
There are inherent ethical issues that would arise when working with Jade and must be identified first using the prior information Jade shared. The LGBTQ group faces discrimination in meeting basic needs such as educational opportunities, housing, food, medical care, and access to mental health services. Social workers handling the population may also face barriers from the community due to societal perceptions. The ethical considerations needed while working with Jade will include social justice, dignity, and worth of the person, importance of human relationships, integrity, and competence (American Psychological Association, n.d). These values will be defined in the process of dealing with Jade’s situation. Further, the SW must uphold personal values; understand the faith traditions and cultural inclinations of Jade and Benita to solve their problem adequately.
Regarding diversity, many issues manifest. First, Jade and Benita support different political ideologies. While Benita is a conservative, Jade is a socialist, so both differ on the rights of LGBTQ. The political diversity of the clients may need to be considered in the coming meeting. The community and cultural issues also impact the situation since different cultures have different perceptions towards the LGBTQ+ group (American Psychological Association, n.d). Jade has experienced sexual abuse in the past. During the meeting, the SW must understand the connectedness of Jade’s past to the present. Government policies on the population both within the state and at the Federal level will influence the decisions made during the intervention. Laws on LGBTQ+ create barriers as they differ from one state to another. For instance, couples’ adoption laws based on their genders are loose, and their interpretation depends on the SW.
I hold some biases against the LGBTQ+ due to my religious beliefs, and I need to confront them when dealing with Jade. Moreover, before dealing with the assigned clients, I will need a bit of research like understanding how their gender identities affect their physical, emotional, and mental development. I would wish to work with Benita in helping Jade. The advantage of working with Benita is that we shall help Jade collaboratively. However, it could also be risky working with Benita if she rejects Jade’s gender identity as a transgender youth.
Scenario 3 A: Meeting with the Family
In this session, I met Benita (Jade’s maternal grandmother) and Jade’s maternal grandmother. The meeting aimed for Jade to disclose his relationship with Ericka and his gender identity. From the meeting, it was evident that Benita was a bit unwilling to accept Jade’s identity as a transgender person. Her fears come primarily from her religious beliefs, societal perceptions, and cultural background. Benita is afraid that her friends, relatives, and church members may discriminate against her due to Jade’s identity. On the other hand, Jade is disappointed with Benita’s lack of willingness to accept his gender identity. Jade quickly suggests that he be taken to foster homes instead of staying together with his grandmother.
Scenario B: Scenario Three, Part Two-Making a treatment plan
In the treatment plan, it is vital to appreciate the position of each of the clients. Based on the first meeting, the problem is that Benita is partly unwilling to accept Jade as a transgender person due to her religious, family, and cultural beliefs. However, two notable strengths from Benita are her resilience and composure even when she feels disturbed. These strengths may be essential in implementing the treatment plan. On the other hand, Jade appears an enduring transgender youth who sees purpose in life even in the face of difficulties. Jade wants to be separated from his grandmother so that he is far from the feeling of guilt whenever he sees Benita. Jade is fifteen-years-old and in a relationship with Ericka. The goals of interventions are to ensure Jade is not affected by disclosing his gender identity while Benita accepts the revelations. As an SW, there are two interventions to achieve the objectives. First, the SW must convince Benita that Jade’s identity is average. If Benita accepts, then she can continue living with Jade. The alternative is assigning Jade foster parents. The approach will ensure that Jade lives with LGBTQ+ parents and escapes from the feelings of guilt from his grandmother’s home. The best treatment method for the situation is using the strength-based approach of social work. The process recognizes the uniqueness of individual service users and utilizes these innate abilities to help them. Benita (resilient and composed) and Jade (enduring and seeing life’s purpose) should focus on their strengths to handle their differences.
Scenario 4: The Follow-Up
Both Benita and Jade present themselves on time as agreed during the last session. During this time, however, Benita, though tense, seems undisturbed, as was the case when Jade disclosed his identity at the first meeting. Benita assures that she is willing to accept Jade’s identity, but she still feels worried about how her fellow church and family members perceive her. On the other hand, Jade is pretty happy about Benita’s admission but still feels guilt over his identity. More concerning is that Benita keeps informing her grandchild that the church will reject her for living with him.
Scenario 5: Wrap Up
Jade’s case represents multiple issues on social justice and human rights. Social justice constitutes equity, participation, access, and fairness. At the micro-level, Jade has faced discrimination and denial by family members because of their identity. During the first session with the family, Benita denied Jade as a transgender youth. Also, the client was sexually abused by their grandmother’s lover. Jade faces discrimination from the community at the macro level due to gender orientation. At the mezzo level, members belonging to LGBTQ+ groups are discriminated against both in private and public institutions. Some of the current policies or legislation affecting LGBTQ+ members in the USA are Single-Sex Facility Restrictions in some states, Prohibiting healthcare for transgender youth, and excluding transgender youth from athletics (Legislation affecting LGBTQ rights across the country 2021, n.d). The SW must confront these policies and laws when helping LGBTQ+ clients at all levels. Also, the professionals will have to handle family, community, and institutional discrimination against Jade.
References
American Psychological Association. (n.d.). Guidelines for psychological practice with lesbian, gay and bisexual clients. American Psychological Association. Retrieved February 2, 2022, from
https://www.apa.org/pi/lgbt/resources/guidelines
Bulletins for Professionals, (June, 2021). Working With LGBTQ+ Families in Foster Care and Adoption
Legislation affecting LGBTQ rights across the country 2021. American Civil Liberties Union. (n.d.). Retrieved February 2, 2022, from
https://www.aclu.org/legislation-affecting-lgbtq-rights-across-country-2021
Presented by the MSW Faculty Team
Master of Social Work Immersion
Student Orientation
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“Social workers care. They care about people, their families, communities. Social workers dedicate themselves to service, to making this world a more just, fair and safe place for all.” – Dr. Stacey Borasky
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“Social workers care. They care about people, their families, communities. Social workers dedicate themselves to service, to making this world a more just, fair and safe place for all.” — Dr. Stacey Borasky
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Agenda
Welcome and Introductions
What is Immersion
Student Experience
Immersion Rubrics and Assessment
Scenario Details
Frequently Asked Questions
Questions
Thank you!
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What is Immersion?
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The Master in Social Work (MSW) immersion integrates learning principles, mechanics, models, and techniques that are evidenced-based and proven to be effective for an immersive learning experiences.
Immersed in a variety of environments, learners demonstrate emotional competencies such as using reflection, empathy, active listening, and self-regulation to maintain professionalism, as well as process competencies such as using technology, supervision, and consultation to guide professional behavior.
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Day of Immersion:
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Immersion will be completed in week 6 of the session.
Each student will participate in 6 different immersive scenarios.
Each (MSW 517) immersive scenario will be hosted live via Microsoft Teams
Allow you to demonstrate the social work competencies through a series of six scenarios where you will play the role of a social worker who is meeting with a client.
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Student Experience: Tips
Read over all Immersion material sent out to you, so you know what to expect.
If the materials bring up any topic/issue you are not aware of, look it up to give yourself the knowledge you need on the topic.
Review the NASW Code of Ethics before the Immersion.
Look over each scenario for the Immersion and create about 3-5 questions you can see yourself asking the client.
Review how to pose questions to clients from Direct Practice I & II (i.e., reframing, focusing, reflection…)
Review different theories you have learned thus far.
I highly recommend that you write out theories on notecards and a short explanation about what that theory posits (This was extremely helpful for me!).
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Student Experience: Tips
Review different theories you have learned thus far.
I highly recommend that you write out theories on notecards and a short explanation about what that theory posits (This was extremely helpful for me!).
Professionalism is key
There will be moments when the client’s responses might surprise you, so when this happens, take a moment to reflect on their response, breathe, and respond calmly and professionally.
Make sure you prepare the area in which you will be doing your Immersion.
Have all of your notes and materials set up and organized the night prior. Keep a notebook next to you to write down any helpful notes during your sessions with the client.
Get a good night’s rest!
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Student Experience: Reflections
Check your biases
As you look over the materials and think of what you can expect for the Immersion, put yourself in the client’s shoes. If you know there is a way in which you live your life or may handle a situation in a certain way, identify that area for yourself early on. Once you identify this bias, avoid imposing it on your client.
Consider what approach you may use as you work with the client.
For instance, I prefer the strengths-based approach and Motivational Interviewing, so the way I frame my questions and build a relationship with my client reflect these approaches.
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Student Experience: Reflections
Listen to the client
Although it sounds simple, this can be a challenge. Take the time to really focus on the client and listen to their needs. A good deal of the time, I was able to recommend the right resources for the client because they already knew what they needed, I just guided them to these resources or further articulated these needs to the right people.
This is a fantastic way to get some experience and become comfortable in this new role. Take advantage of it and be open to the great learning that will come from it!
Have fun!
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Immersion Assessment and Rubrics Example
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Scenario Details
MSW 517
Jade is a 17-year-old transgender male who uses the pronouns they/them. Jade has lived with their maternal grandmother, Benita for the past 8 years. Jade’s biological mother, Maria, is Cuban American and identifies as white Cuban. Her and their father is from the Dominican Republic and returned to his home country when Jade was just 3 years old. Jade identifies as Afro-Latina . Jade does not have a close relationship with their father. Jade’s mother, Maria, relinquished parental rights to Jade when they were just 10 years old and Jade’s grandmother was granted legal guardianship. At age 9, Jade made allegations of sexual abuse against Maria’s long-term paramour, Alejandro. The allegations were substantiated by children’s protective services. While child welfare professionals investigated both Benita and Maria for failure to protect, both were cleared at the conclusion of the investigation. Jade’s grandmother, Benita, was very responsive in the immediate aftermath of the abuse and connected Jade with a therapist to process the abuse.
In the following scenarios, you will engage with the following people.
Scenario 1: Jade
Scenario 2: Supervisor
Scenario 3A: Jade & Grandmother
Scenario 3B: Supervisor
Scenario 4: Jade & Grandmother
Scenario 5: Supervisor
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You are assigned as a second-year school MSW intern at a large urban high school. In this advanced internship you work closely with your LCSW supervisor running groups and individual sessions with students. From time to time, you also do some family work with students and their families. You initially met Jade when they started attending an empowerment group that you were facilitating a few weeks back. In recent weeks you have been seeing Jade in weekly individual sessions at their request.
Today you are meeting in an individual session with Jade. The emphasis on this session will be to assist Jade in preparing for coming out as transgender to their grandmother. Your job is to engage with Jade towards developing a positive relationship. Consider various factors as you meet with Jade her age, ethnicity, current placement, reasons for being in care. As you engage, think of the knowledge, values and skills needed to effectively engage with Jade. Be prepared for Jade to share personal information with you. Remember how to demonstrate empathy as well as react appropriately to sensitive information from a client.
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Frequently Asked Questions:
2. How should I prepare for the session?
Double check your computer requirements and make sure your audio (speaker/headphones) and mic are working.
You will need access to the internet.
A current version of Chrome or Edge browser is preferred.
Review the Immersion Rubric, Student Study Guide, and any accompanying materials that will help you demonstrate the competencies.
Practice playing the role of a social worker in a new client scenario, supervisor scenario, and family counseling scenario and note any areas that you could improve your performance.
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CONFIDENTIAL ©2017 Chamberlain University LLC. All rights reserved.
