Student: Leʻa Moses

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Writing Assignment Used for This Interview


Cross System Case Analysis

Learning objective of the assignment: This assignment is designed to challenge students to think critically and logically regarding case conceptualization with individuals, families and groups. Students are challenged to “connect-the-dots” between the client’s assessed problems, current strengths, service goals, and potential treatment options.

Description of assignment: There will be three Cross System Case Analysis (CSCA) papers submitted over the course of the semester. Each will be five pages long covering a topic directly related to the case vignette provided by the instructor. In the first CSCA, students will identify a client problem/issue and a possible intervention appropriate at the individual level. In the second CSCA, students will identify a client problem/issue and a possible intervention appropriate at the family level. In the third CSCA, students will identify a client problem/issue and a possible intervention appropriate for the group level. It is critical that the proposed intervention be suitable to the client problem and account for client strengths.

The paper should include the critical analysis of the following elements:

  • Why the identified problem should be a focus of intervention; what would be the benefits or desired results of successful intervention.
  • Why the identified form of intervention (individual, group, or family) would be most appropriate or beneficial to the client in addressing the problem.
  • Assuming the intervention is successful, what other areas/systems of the client’s life would be impacted by the intervention; and in what way(s).

Your paper should be no more or less than 5 pages (typed, double-spaced), and should be properly referenced using APA style. Students may use no more than one reading from those assigned by the instructor and must also include at least three other scholarly resources for each of the three papers.

There is a mandatory peer review required for each of the Cross System Case Analysis assignments. The peer review will occur one week prior to the due date. Students should be prepared to present their draft in a small group format. The draft must be type written and appropriately formatted according to assigned specifications. Students will have the remaining week between the peer review and the paper due date to make any changes.

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    Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 15 of 15
    ( 2015) Place-based WAC/WID Hui ; Moses, Leʻa ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: [Developers] need to think of the people in Kʻaū. What Kʻaū is lacking is jobs and we need the jobs in order for people to stay in Kau or else they will keep moving out . . . I am hoping that, in the future, there's a negotiation where it will generate jobs for Kʻaū and bring Kʻaū back to life.
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    Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 14 of 15
    ( 2015) Place-based WAC/WID Hui ; Moses, Leʻa ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: Some people have been moving out [of the area I am from] because there are no jobs within our area. So they've had the need to move, not to outer island, but move to like Hilo or more densely populated areas where there are jobs. [The people coming in are] rich people building big houses.
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    Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 13 of 15
    ( 2015) Place-based WAC/WID Hui ; Moses, Leʻa ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: At first I was a little self conscious about the way I dress or the way I speak . . . I've kind of adapted to [Oʻahu] but I haven't really changed myself. I try to blend in instead of trying to stand out sometimes. Being from a rural area kind of hinders your outside thinking.You only know what's within that area. So coming here I was able to expand that, and I was able to expand my writing. I could only write from a rural person's perspective before, and now I can incorporate the two perspectives into one and I can understand where people come from that perspective and from my own perspective.
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    Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 12 of 15
    ( 2015) Place-based WAC/WID Hui ; Moses, Leʻa ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: [The instructor] has always had his door open to us . . . Even though I'm not taking his class this semester, his door is always open to reading my papers I'm doing for other classes . . . I know his feedback that he has given me will always be in the back of my mind while writing any kind of paper.
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    Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 11 of 15
    ( 2015) Place-based WAC/WID Hui ; Moses, Leʻa ; Henry, Jim ; Bost, Dawne
    Brief excerpt from interview: I will be doing the distance ed program from UH Mānoa through UH Hilo back on the Big Island so I can actually getting into the workforce there.