Student: Marshal Tokunaga
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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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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 18 of 18( 2015)Brief excerpt from interview: [The instructor] likes a really detailed outline. My outlines, I would do the introduction, body, conclusion, and then in there I would maybe have a topic sentence for each thing or each paragraph that I would write for the different sections. What [the instructor] likes is actually writing not only the topic sentence but what you would put in there . . . When you finally do the final paper, you do some grammatical changes . . . Since [his] class, I do still make a little more detailed outline, but I go back to my old way because it takes me forever to even write the outline.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 17 of 18( 2015)Brief excerpt from interview: I came back because my family is here. That's the main reason I came back. I have to come back to my home base . . . but there wasn't really anything I could do in Oregon, and with the Social Work classes that I'm taking, I feel really connected with my class . . . Half the class are older, and most of the class are local people . . . I just feel really comfortable.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 16 of 18( 2015)Brief excerpt from interview: [The individual in the case study] is a local boy and we are all local boys, but I am from Oʻahu. I am actually from Kaneohe side, so I do have some country in me . . . He's from Hilo which is really country so you gotta take into account that what we are used to on Oʻahu is different from the Big Island. That does affect my writing.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 15 of 18( 2015)Brief excerpt from interview: [The genogram assignment] is a great way to see someone's family history in one picture. The genogram assignment--we had to [map] our own family. It was a little complicated, actually. You'd think, I can do my own family tree, but once I started connecting lines and seeing the different relationships in my family, actually pointing them out that these people don't really get along, or these people they fight all the time. It brings awareness of these things. And we had to write about it after . . . it was a little difficult to write about these things.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 14 of 18( 2015)Brief excerpt from interview: One of my social work classmates and myself were in this political science research class since we have to take upper division electives . . . she's a local Hawaiian girl and we were sitting in there and we were like 'oh my gosh, this class is full of white people.' You can still get that experience here in Hawaiʻi.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 13 of 18( 2015)Brief excerpt from interview: [The intervention strategies] were created by people on the mainland. And Hawaiʻi/local style is very family oriented. It's not really the individual. You gotta work around with the whole family and make sure everyone is incorporated.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 12 of 18( 2015)Brief excerpt from interview: The lessons learned from this class, especially how to write, will stay with me.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 11 of 18( 2015)Brief excerpt from interview: I plan on staying here.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 10 of 18( 2015)Brief excerpt from interview: After graduating with my Bachelor's, I will most likely go on to get my Masters. In the Master's program, they have an advanced standing program and that's a one year, 11-month intensive program and you get your master's program. After that I would love to go into gerontology and helping the elderly. Right now, I am doing a practicum at the Waikīkī Health Caravan which helps the homeless so I might actually do that too . . . It's great. It's a great way to interact with people. It's a great way to practice these interventions that we are learning and see how they work. It's a great time to make mistakes because it's practicum internship and you don't have to worry as much . . . We do a journal every day, a short journal of what we did throughout the day.
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ItemStudent interview for Place-Based WAC/WID writing instruction in Social Work, clip 9 of 18( 2015)Brief excerpt from interview: For each of these papers, we had to do a peer review, so we would get into groups of 3 or 4 . . . You got to read their papers while they read yours. So I got to see how other people wrote and how they thought and got closer that way. I thought that was great. I think [the writing in the class] affects me a lot. [The instructor] says we cannot write in the first person in these kinds of papers. So you have to find a way to not really put in your views but to put in your views into this analysis. So it makes you think how are you going to influence these things and these people and these papers.