1. Watch the video on genealogy at http://www.esl-lab.com/roots/rootsrd1.htm#list
2. Answer the quiz questions.
3. Write in your journal about your family roots.
Wednesday, April 23, 2014
Monday, April 21, 2014
Apr 21: Michael's case
Read the case study below and answer at least three of the questions.
Michael (age 8) has lived with his non-kin foster mother, Ms. Daniels, since he was removed from his
mother’s care two years ago. While Michael was placed in Ms. Daniels’ care, his older sister was placed
with a relative. Michael has seen his mother nearly every weekend during the last two years. At the time
of our interview, Michael had six more weeks before he would reunify with his mother and sister.
Michael said that he is happy about returning to live with his mother again, but that he will miss Ms.
Daniels a lot. He said that he will go back to the elementary school that he attended prior to his removal,
but that his mother and Ms. Daniels also made arrangements for him to continue playing in the baseball
league that meets near the school he attended while living with Ms. Daniels. Similarly, Ms. Daniels told
Michael that he can visit her and stay the night if he wants.
Michael and Ms. Daniels have created a scrapbook over the course of the last two years which includes
awards, certificates, and a collection of photos documenting Michael’s classes, baseball teams, birthday
parties, visits with his mother, various outings, and vacations. Reflecting on the time when he was
removed from his mother’s care, Michael said that he was initially sad, but that now he feels good because
he has two families. The scrapbook captures Michael’s two families; it includes photos of Ms. Daniels’
extended family, as well as photos that Michael’s mother contributed.
Questions:
1. What are the positive aspects of Michael’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Michael’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
Probes:
1. What are some thoughts and feelings that Michael might experience when he transitions home? How
would you assist Michael during this time?
2. Is it in Michael’s best interest to maintain a relationship with his foster mother? Role play a
conversation that you might have with Michael about the nature of his future relationship with Ms.
Daniels.
3. What function does the scrapbook serve in Michael’s life?
(taken from http://cssr.berkeley.edu/pdfs/vignettes.pdf)
Michael (age 8) has lived with his non-kin foster mother, Ms. Daniels, since he was removed from his
mother’s care two years ago. While Michael was placed in Ms. Daniels’ care, his older sister was placed
with a relative. Michael has seen his mother nearly every weekend during the last two years. At the time
of our interview, Michael had six more weeks before he would reunify with his mother and sister.
Michael said that he is happy about returning to live with his mother again, but that he will miss Ms.
Daniels a lot. He said that he will go back to the elementary school that he attended prior to his removal,
but that his mother and Ms. Daniels also made arrangements for him to continue playing in the baseball
league that meets near the school he attended while living with Ms. Daniels. Similarly, Ms. Daniels told
Michael that he can visit her and stay the night if he wants.
Michael and Ms. Daniels have created a scrapbook over the course of the last two years which includes
awards, certificates, and a collection of photos documenting Michael’s classes, baseball teams, birthday
parties, visits with his mother, various outings, and vacations. Reflecting on the time when he was
removed from his mother’s care, Michael said that he was initially sad, but that now he feels good because
he has two families. The scrapbook captures Michael’s two families; it includes photos of Ms. Daniels’
extended family, as well as photos that Michael’s mother contributed.
Questions:
1. What are the positive aspects of Michael’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Michael’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
Probes:
1. What are some thoughts and feelings that Michael might experience when he transitions home? How
would you assist Michael during this time?
2. Is it in Michael’s best interest to maintain a relationship with his foster mother? Role play a
conversation that you might have with Michael about the nature of his future relationship with Ms.
Daniels.
3. What function does the scrapbook serve in Michael’s life?
(taken from http://cssr.berkeley.edu/pdfs/vignettes.pdf)
Saturday, April 19, 2014
Apr 19: A good night's sleep
1. Listen to the article while reading online: http://www.manythings.org/listen/sleep.html
2. Make a list of reasons why you think it is important to get a good night's sleep.
3. Write in your journal. What can you do to improve your sleep at night?
Thursday, April 17, 2014
Apr 17: What are some common personal or health problems we encounter in our lives?
1. Listen to the audio at http://www.esl-lab.com/problem/probrd1.htm#list
2. Complete the quiz.
3. Write in your journal. What are some common personal or health problems we encounter in our lives? What words of advice would you give a person with these problems?
2. Complete the quiz.
3. Write in your journal. What are some common personal or health problems we encounter in our lives? What words of advice would you give a person with these problems?
Tuesday, April 15, 2014
Apr 15: Family size and children
A few decades ago, many families had half a dozen or more children. Nowadays, more and more families are choosing to have only one or two children. Are smaller families better than larger ones? Why or why not? State your position and support it with specific reasons and examples.
Sunday, April 13, 2014
Apr 13: Eye for an Eye
Is “an eye for an eye” a good basis for determining an appropriate punishment? Why or why not? Use specific reasons and examples to explain your position.
Friday, April 11, 2014
Apr 11: City versus Countryside
Some people prefer to live in the quiet of the country; others prefer the hustle and bustle of the city. Which do you think is the better choice? State your position and support it with specific reasons and examples.
Wednesday, April 9, 2014
Apr 9: Tran's case
Tran is a thirteen-year old Vietnamese-American boy. Tran’s mother and younger sister were killed in
Vietnam when he was an infant. Tran and his father subsequently moved to live with extended family in
a large, urban city on the West Coast. A year ago, Tran ran away from the downtown hotel where he and
his father lived: “I don’t like him. He just lay around. He got drunk all of the time. He stole from me.
He hit me bad.” The Department of Social Services subsequently placed Tran in a foster home with Mr.
O’Leary, one of the county’s most experienced and reputable foster parents.
Mr. O’Leary’s home is located in a quiet, middle-class neighborhood in the hills. The house itself is
spacious and lovely. Books and art from around the world adorn the walls. As Mr. O’Leary says,
“They’re there for storytelling and knowledge that there are other worlds out there to explore.” He bought
big comfortable furniture so the four adolescent boys in his care would enjoy spending time in the house’s
common spaces, as well as their private bedrooms. Mr. O’Leary clearly strives for an orderly home
atmosphere and in his efforts to achieve that goal, he regularly solicits support from social workers,
therapists, and volunteer mentors.
During the interview, Tran reported that he doesn’t like Mr. O’Leary because “he talks too much and
thinks he knows everything.” Tran also perceives that Mr. O’Leary has consistently low expectations for
Tran’s future, while Tran himself believes that he will finish high school, go to college, have a job when
he’s older, and generally stay out of trouble. In spite of his criticisms of Mr. O’Leary, Tran said that he
likes the people with whom he lives and is proud of his new home. When asked if he wants Mr.
O’Leary’s home to be permanent, Tran replied, “Yes, my father can’t get at me here, and there’s nowhere
else to go.”
Prior to the interview, Mr. O’Leary told the interviewer that Tran steals from the other boys, regularly
beats up on a developmentally delayed fifteen-year-old boy who also lives in the home, and is frequently
involved in physical fights outside of the home. The Department of Social Services and Juvenile
Probation Department are currently conducting two separate investigations into Tran’s behavior. During
the interview, Tran reported that physical fighting, stealing, drug deals, and arrests frequently occur in
Mr. O’Leary’s home, but Tran did not identify himself as the perpetrator. Tran also said that although he
feels safer in Mr. O’Leary’s home than in his father’s home, he still feels “not at all safe” in Mr.
O’Leary’s home. Out of any place in the world, he feels most safe in church. At the conclusion of our
interview with Tran, we asked, “If you were in charge here, what is one thing you would change around
here to keep kids safe?” He recommended that Mr. O’Leary give personal keys to the boys for their
bedrooms, install metal bars on the windows, and purchase an alarm system for the house.
Questions:
1. What are the positive aspects of Tran’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Tran’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
(taken from http://cssr.berkeley.edu/pdfs/vignettes.pdf)
Vietnam when he was an infant. Tran and his father subsequently moved to live with extended family in
a large, urban city on the West Coast. A year ago, Tran ran away from the downtown hotel where he and
his father lived: “I don’t like him. He just lay around. He got drunk all of the time. He stole from me.
He hit me bad.” The Department of Social Services subsequently placed Tran in a foster home with Mr.
O’Leary, one of the county’s most experienced and reputable foster parents.
Mr. O’Leary’s home is located in a quiet, middle-class neighborhood in the hills. The house itself is
spacious and lovely. Books and art from around the world adorn the walls. As Mr. O’Leary says,
“They’re there for storytelling and knowledge that there are other worlds out there to explore.” He bought
big comfortable furniture so the four adolescent boys in his care would enjoy spending time in the house’s
common spaces, as well as their private bedrooms. Mr. O’Leary clearly strives for an orderly home
atmosphere and in his efforts to achieve that goal, he regularly solicits support from social workers,
therapists, and volunteer mentors.
During the interview, Tran reported that he doesn’t like Mr. O’Leary because “he talks too much and
thinks he knows everything.” Tran also perceives that Mr. O’Leary has consistently low expectations for
Tran’s future, while Tran himself believes that he will finish high school, go to college, have a job when
he’s older, and generally stay out of trouble. In spite of his criticisms of Mr. O’Leary, Tran said that he
likes the people with whom he lives and is proud of his new home. When asked if he wants Mr.
O’Leary’s home to be permanent, Tran replied, “Yes, my father can’t get at me here, and there’s nowhere
else to go.”
Prior to the interview, Mr. O’Leary told the interviewer that Tran steals from the other boys, regularly
beats up on a developmentally delayed fifteen-year-old boy who also lives in the home, and is frequently
involved in physical fights outside of the home. The Department of Social Services and Juvenile
Probation Department are currently conducting two separate investigations into Tran’s behavior. During
the interview, Tran reported that physical fighting, stealing, drug deals, and arrests frequently occur in
Mr. O’Leary’s home, but Tran did not identify himself as the perpetrator. Tran also said that although he
feels safer in Mr. O’Leary’s home than in his father’s home, he still feels “not at all safe” in Mr.
O’Leary’s home. Out of any place in the world, he feels most safe in church. At the conclusion of our
interview with Tran, we asked, “If you were in charge here, what is one thing you would change around
here to keep kids safe?” He recommended that Mr. O’Leary give personal keys to the boys for their
bedrooms, install metal bars on the windows, and purchase an alarm system for the house.
Questions:
1. What are the positive aspects of Tran’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Tran’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
(taken from http://cssr.berkeley.edu/pdfs/vignettes.pdf)
Monday, April 7, 2014
Apr 7: Internet censorship
The Internet includes many websites with images and content that are inappropriate. Should websites like these be censored by parents? Why or why not? State your position and support it with specific reasons and examples.
Saturday, April 5, 2014
Apr 5: Doing what's good for the environment
Carpooling, recycling, and planting trees are all activities that are good for the environment. Write an essay convincing readers to actively participate in one of these activities.
Wednesday, April 2, 2014
Apr 3: Security at home
1. Listen to the audio at http://www.esl-lab.com/homesecurity/homesecurityrd1.htm#list
2. Complete the quiz
3. Write in your journal. Home owners should always take precautions to protect their places from burglars and theft. In addition to home alarm systems, what are other things that people can do to protect their homes from crime?
2. Complete the quiz
3. Write in your journal. Home owners should always take precautions to protect their places from burglars and theft. In addition to home alarm systems, what are other things that people can do to protect their homes from crime?
Tuesday, April 1, 2014
Apr 1: Janelle
Read the case study and answer the questions below.
Janelle (age 11) lives with her grandparents, two younger cousins, and a two-year-old foster child in an
urban public housing development. She has lived with her grandparents since she was removed from her
biological mother’s care at age seven. She refers to her grandmother as “mama,” her grandfather as
“papa,” and all of the children in her home as “sisters.” When asked who she considers part of her
family, Janelle identified an exceptionally long list including everyone in her household, aunts, uncles,
cousins, her biological parents, friends, church members, and neighbors.
Over the course of the interview, Janelle offered several images depicting her relationship with her
grandmother: “We are best friends because we love to do everything together, especially shopping… My
mama knows all the stuff that kids want like pizza and ice cream… We always like to go places together
because we laugh at all the same things… I always feel loved in my mama’s family… I can’t imagine
being anywhere else.” Similarly, Janelle reported enjoying the almost daily contact that she has with her
biological mother. Janelle’s biological mother frequently picks Janelle up from school. They typically
spend afternoons together, sometimes with Janelle’s grandmother. To Janelle’s dismay, she sees her
biological father infrequently. While Janelle regularly spends time with her biological mother, Janelle
wants and expects that she will live with her grandparents until she is grown.
Janelle lives in a neighborhood with an unusually high crime rate, but she reported that she has never
witnessed drug deals, nor a range of violent events in or near her home. She said, “There is bad stuff
happening, but my mama makes sure nothing bad is going on out there when I go outside to play.”
Moreover, Janelle reported feeling “almost always” safe at home and in her neighborhood.
Janelle has positive expectations for her future. She wants to go to a college in Atlanta where her uncle,
aunt, and grandparents attended. She said that she wants to be a doctor. Her grandmother appears to
have played an important role in shaping Janelle’s future expectations: “My mama told me that I’ll be
good at whatever I decide to do. I can do whatever I put my mind to.” At the conclusion of the interview,
Janelle’s grandmother brought out Janelle’s certificates and report cards. She also showed us an article
written for a local paper about grandmothers as foster parents.
Questions:
1. What are the positive aspects of Janelle’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Janelle’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
Probes:
1. What are some concrete ways that you could support Janelle (and her caregivers) to increase the
possibility that Janelle will, in fact, achieve her future goals?
2. What lessons could other kinship foster parents learn from Janelle’s grandmother? What could you
do to facilitate and support the positive work of these relatives?
3. Janelle lives in a very unsafe neighborhood, although she does not experience it as such. What
strategies do you think her grandparents apply to make her feel so safe? Had you been the child’s
placement worker, would the neighborhood conditions have influenced your placement decision?
Janelle (age 11) lives with her grandparents, two younger cousins, and a two-year-old foster child in an
urban public housing development. She has lived with her grandparents since she was removed from her
biological mother’s care at age seven. She refers to her grandmother as “mama,” her grandfather as
“papa,” and all of the children in her home as “sisters.” When asked who she considers part of her
family, Janelle identified an exceptionally long list including everyone in her household, aunts, uncles,
cousins, her biological parents, friends, church members, and neighbors.
Over the course of the interview, Janelle offered several images depicting her relationship with her
grandmother: “We are best friends because we love to do everything together, especially shopping… My
mama knows all the stuff that kids want like pizza and ice cream… We always like to go places together
because we laugh at all the same things… I always feel loved in my mama’s family… I can’t imagine
being anywhere else.” Similarly, Janelle reported enjoying the almost daily contact that she has with her
biological mother. Janelle’s biological mother frequently picks Janelle up from school. They typically
spend afternoons together, sometimes with Janelle’s grandmother. To Janelle’s dismay, she sees her
biological father infrequently. While Janelle regularly spends time with her biological mother, Janelle
wants and expects that she will live with her grandparents until she is grown.
Janelle lives in a neighborhood with an unusually high crime rate, but she reported that she has never
witnessed drug deals, nor a range of violent events in or near her home. She said, “There is bad stuff
happening, but my mama makes sure nothing bad is going on out there when I go outside to play.”
Moreover, Janelle reported feeling “almost always” safe at home and in her neighborhood.
Janelle has positive expectations for her future. She wants to go to a college in Atlanta where her uncle,
aunt, and grandparents attended. She said that she wants to be a doctor. Her grandmother appears to
have played an important role in shaping Janelle’s future expectations: “My mama told me that I’ll be
good at whatever I decide to do. I can do whatever I put my mind to.” At the conclusion of the interview,
Janelle’s grandmother brought out Janelle’s certificates and report cards. She also showed us an article
written for a local paper about grandmothers as foster parents.
Questions:
1. What are the positive aspects of Janelle’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Janelle’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
Probes:
1. What are some concrete ways that you could support Janelle (and her caregivers) to increase the
possibility that Janelle will, in fact, achieve her future goals?
2. What lessons could other kinship foster parents learn from Janelle’s grandmother? What could you
do to facilitate and support the positive work of these relatives?
3. Janelle lives in a very unsafe neighborhood, although she does not experience it as such. What
strategies do you think her grandparents apply to make her feel so safe? Had you been the child’s
placement worker, would the neighborhood conditions have influenced your placement decision?
Sunday, March 30, 2014
Mar 30: How do you define success?
The singer and songwriter Bob Dylan once wrote, “A man is a success if he gets up in the morning and gets to bed at night and in between does what he wants to do.” Do you agree with this definition of success? Why or why not? Use specific reasons and examples to support your position.
Friday, March 28, 2014
Mar 28: Denzil's case
Denzil is a 12 year old African American boy raised in a middle-class home where both parents
work. His parents are currently divorced, with Denzil living with his mother and seeing his
father regularly. The relationship between his mother and father is contentious however, because
his father believes in doctors and medical treatment, whereas his mother relies on her family and
pastor for guidance. His grandmother has strong opinions about traditional healing practices,
and raised her own children using family remedies. The fact her children all lived into adulthood
is evidence to her the “old ways” work. Denzil’s mother does not believe in medical
intervention except for physical injuries.
A juvenile court judge has ordered Denzil into a day treatment program seeking compliance by
both Denzil and his mother with prescribed treatment protocols. In particular, Denzil has a
history of what appears to be ADHD. He has been suspended from school numerous times since
kindergarten for being disruptive in class. These suspensions have been exacerbated by his
mother, who has begun to keep him at home to treat him with “natural” remedies. Denzil is
small for his age, and his mother has read that Ritalin and other drugs for ADHD inhibit grown
in pubescent boys. She has him on a special diet, which includes drinking a cup of her special
herbal tea every hour.
She has accepted that Denzil has to go to day treatment because of the court order, but wants to
continue her herbal treatments in lieu of medications prescribed by the center psychiatrist. She
states the behavioral interventions provided by the therapists in conjunction with her regimen
will help him. She stated that if she is forced to give her son medications, she will flee the state
with him and live in a place where the government cannot control them.
You are the director of a day treatment program in a community mental health center, serving
youth ages 12-18 with seriously persistent mental health, behavioral and developmental
disorders. Denzil has been placed in your program for therapy, medication management, and
specialized schooling. As the director of the program, you have to follow the court order and
follow agency policies, while ensuring appropriate and meaningful treatment is being provided
to Denzil and his family. Thinking as a social worker, what are the factors to be considered and
how will you balance these often competing mandates?
(taken from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf)
work. His parents are currently divorced, with Denzil living with his mother and seeing his
father regularly. The relationship between his mother and father is contentious however, because
his father believes in doctors and medical treatment, whereas his mother relies on her family and
pastor for guidance. His grandmother has strong opinions about traditional healing practices,
and raised her own children using family remedies. The fact her children all lived into adulthood
is evidence to her the “old ways” work. Denzil’s mother does not believe in medical
intervention except for physical injuries.
A juvenile court judge has ordered Denzil into a day treatment program seeking compliance by
both Denzil and his mother with prescribed treatment protocols. In particular, Denzil has a
history of what appears to be ADHD. He has been suspended from school numerous times since
kindergarten for being disruptive in class. These suspensions have been exacerbated by his
mother, who has begun to keep him at home to treat him with “natural” remedies. Denzil is
small for his age, and his mother has read that Ritalin and other drugs for ADHD inhibit grown
in pubescent boys. She has him on a special diet, which includes drinking a cup of her special
herbal tea every hour.
She has accepted that Denzil has to go to day treatment because of the court order, but wants to
continue her herbal treatments in lieu of medications prescribed by the center psychiatrist. She
states the behavioral interventions provided by the therapists in conjunction with her regimen
will help him. She stated that if she is forced to give her son medications, she will flee the state
with him and live in a place where the government cannot control them.
You are the director of a day treatment program in a community mental health center, serving
youth ages 12-18 with seriously persistent mental health, behavioral and developmental
disorders. Denzil has been placed in your program for therapy, medication management, and
specialized schooling. As the director of the program, you have to follow the court order and
follow agency policies, while ensuring appropriate and meaningful treatment is being provided
to Denzil and his family. Thinking as a social worker, what are the factors to be considered and
how will you balance these often competing mandates?
(taken from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf)
Wednesday, March 26, 2014
Mar 26: Cancer
1. Listen to the audio at http://www.esl-lab.com/cancer/cancerrd1.htm#list
2. Complete the quiz.
3. Write in your journal. What exactly is cancer, and what forms of cancer are most common in your area (liver cancer, prostate cancer, pancreatic cancer, skin cancer, or other)? Also, discuss whether family members openly discuss the disease and if there are any cultural norms on how people deal with cancer.
2. Complete the quiz.
3. Write in your journal. What exactly is cancer, and what forms of cancer are most common in your area (liver cancer, prostate cancer, pancreatic cancer, skin cancer, or other)? Also, discuss whether family members openly discuss the disease and if there are any cultural norms on how people deal with cancer.
Monday, March 24, 2014
Mar 24: Would you want to live forever?
If someone discovered a formula that would enable us to live forever, would that be a blessing or a curse? Use specific reasons and examples to support your answer.
Saturday, March 22, 2014
Mar 22: Is it ever okay to lie?
Many people believe that honesty is the best policy. In your opinion, is it ever okay to lie? Explain your answer using specific reasons and examples.
Thursday, March 20, 2014
Mar 20: A Worn Path
Read the short story "A Worn Path" by Eudora Welty which was published in 1941. You can find the story here: http://www.theatlantic.com/past/docs/issues/41feb/wornpath.htm
Then, reflect on the story in your journal.
Then, reflect on the story in your journal.
Tuesday, March 18, 2014
Mar 18: Expressing condolences
1. Listen to the audio at http://www.esl-lab.com/insurance/insurancerd1.htm#list
2. Answer the quiz questions.
3. Write in your journal. What are some common expressions you say to people who have lost a loved one due to illness, accident, or other circumstances?
2. Answer the quiz questions.
3. Write in your journal. What are some common expressions you say to people who have lost a loved one due to illness, accident, or other circumstances?
Sunday, March 16, 2014
Mar 16: Kyle's case
Kyle is a 12-year-old boy. He is the youngest of 3 children. He has a brother who is
17 and a sister, aged 15. Kyle was raised in a lower middle-class area at the edges of a city. His
parents divorced two years ago. His father had been physically abusive to his mother. Kyle now
lives with his mother, sister and grandparents in a community about four hours away from his
home. At the time of the divorce, Kyle's mother left the home, taking him and his sister to live
with her parents. She has full custody of Kyle and his sister. His older brother decided to stay
with their father and has had trouble doing well in school because he is working to help support
himself and his father.
The grandparents are helping Kyle's mother raise the kids and they babysit often. Upon first
moving, Kyle adjusted well to his new elementary school and made friends easily. Recently,
Kyle's mother has started to date again and is spending more time with one boyfriend in
particular. Her dating coincides with Kyle's transition into middle school, which is difficult for
many children. In addition, in middle school students from several elementary schools
representing different cultural and socio-economic status neighborhoods come together. Kyle
has starting acting out in school. He reports not liking the new school and believes he does not
fit in with either his old friends or his new peers. He has begun talking about moving in with his
father and brother.
In addition, he has become more defiant at home and was recently caught stealing from a
department store. Charges are pending and he will need to go to court. His grandparents believe
he may be sneaking out and spray-painting graffiti in the neighborhood, because they have found
paint on his clothing. Worried, his grandmother has made an appointment with you, the school’s
social worker, because she is worried about him. She does not know what will happen to him in
court, and wants to report to the judge that he is doing well in school. As the school social
worker, you can do therapy with Kyle and his family, but you must consider several other factors
in this situation to have the best outcomes. As Kyle’s school social worker, what would you do
in this case?
(taken from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf)
17 and a sister, aged 15. Kyle was raised in a lower middle-class area at the edges of a city. His
parents divorced two years ago. His father had been physically abusive to his mother. Kyle now
lives with his mother, sister and grandparents in a community about four hours away from his
home. At the time of the divorce, Kyle's mother left the home, taking him and his sister to live
with her parents. She has full custody of Kyle and his sister. His older brother decided to stay
with their father and has had trouble doing well in school because he is working to help support
himself and his father.
The grandparents are helping Kyle's mother raise the kids and they babysit often. Upon first
moving, Kyle adjusted well to his new elementary school and made friends easily. Recently,
Kyle's mother has started to date again and is spending more time with one boyfriend in
particular. Her dating coincides with Kyle's transition into middle school, which is difficult for
many children. In addition, in middle school students from several elementary schools
representing different cultural and socio-economic status neighborhoods come together. Kyle
has starting acting out in school. He reports not liking the new school and believes he does not
fit in with either his old friends or his new peers. He has begun talking about moving in with his
father and brother.
In addition, he has become more defiant at home and was recently caught stealing from a
department store. Charges are pending and he will need to go to court. His grandparents believe
he may be sneaking out and spray-painting graffiti in the neighborhood, because they have found
paint on his clothing. Worried, his grandmother has made an appointment with you, the school’s
social worker, because she is worried about him. She does not know what will happen to him in
court, and wants to report to the judge that he is doing well in school. As the school social
worker, you can do therapy with Kyle and his family, but you must consider several other factors
in this situation to have the best outcomes. As Kyle’s school social worker, what would you do
in this case?
(taken from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf)
Friday, March 14, 2014
Mar 14: Choosing a Major
1. Listen to the audio at http://www.esl-lab.com/collegemajor/collegemajorrd1.htm#list
2. Complete the quiz.
3. Write in your journal about how you decided what to study in university.
2. Complete the quiz.
3. Write in your journal about how you decided what to study in university.
Wednesday, March 12, 2014
Mar 12: Healthy Lifestyle
1. Listen to the audio file about the need to maintain a healthy lifestyle online here http://www.esl-lab.com/health/healrd1.htm#list2. Complete the quiz on the website
3. Write in your journal about three things you can do to be healthier
Monday, March 10, 2014
Mar 10: Idioms
1. Take the idioms quiz online at http://www.usingenglish.com/quizzes/517.html
2. Write in your journal about idioms. What are some idioms in Creole? Are these idioms also used in English?
2. Write in your journal about idioms. What are some idioms in Creole? Are these idioms also used in English?
Saturday, March 8, 2014
Mar 8: Support my charity
Imagine that you have been asked to help raise money for a local charity. Choose a charity and write an essay convincing readers to contribute to the fundraising campaign.
Thursday, March 6, 2014
Mar 6: Grammar quiz
Take the "Interesting Facts" grammar quiz online at http://a4esl.org/q/j/vm/fb-facts.html.
Then write in your journal about an interesting fact that most people don't know about you.
Then write in your journal about an interesting fact that most people don't know about you.
Tuesday, March 4, 2014
Mar 4: Adoption Competency in Clinical Social Work
Read the article "Adoption Competency in Clinical Social Work" in Social Work Today. http://www.socialworktoday.com/archive/111113p16.shtmlThen write about competencies for adoption social work in Haiti. What competencies should social workers have which are not included on the list in the article?
Sunday, March 2, 2014
Mar 2: "The Story of an Hour" by Kate Chopin
Read the short story below. Then pick out at least five phrases which you think are especially important to the story (what you might mark on a printed text.) Briefly describe why you chose each. What questions about character or motivation or plot does this story leave in your mind?
http://www.vcu.edu/engweb/webtexts/hour/
"The Story of An Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under hte breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy that kills.
http://www.vcu.edu/engweb/webtexts/hour/
"The Story of An Hour"
Kate Chopin (1894)
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought.
There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under hte breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome.
There would be no one to live for during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination.
And yet she had loved him--sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to the keyhold, imploring for admission. "Louise, open the door! I beg; open the door--you will make yourself ill. What are you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in a very elixir of life through that open window.
Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long.
She arose at length and opened the door to her sister's importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister's waist, and together they descended the stairs. Richards stood waiting for them at the bottom.
Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his grip-sack and umbrella. He had been far from the scene of the accident, and did not even know there had been one. He stood amazed at Josephine's piercing cry; at Richards' quick motion to screen him from the view of his wife.
When the doctors came they said she had died of heart disease--of the joy that kills.
Friday, February 28, 2014
Feb 28: The Importance of Handwashing
Washing hands prevents the spread of illness. Read and listen to this report: http://www.manythings.org/listen/handwashing/
Write in your journal about the importance of hand washing in preventing the spread of illnesses including cholera. How can people be encouraged to wash their hands? How can children be taught to wash their hands?
Write in your journal about the importance of hand washing in preventing the spread of illnesses including cholera. How can people be encouraged to wash their hands? How can children be taught to wash their hands?
Wednesday, February 26, 2014
Feb 26: American and British English
Professor Brookes speaks with a British accent. Sometimes students struggle to understand her accent. Listen to the audio while reading along at http://www.manythings.org/listen/americanbritish.html and then reflect in your journal about the first time you interacted with Professor Brookes.
Monday, February 24, 2014
Feb 24: Ruby's case study
Read the case study from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf below and answer the question.
You are employed full time as a hospital social worker on an inpatient psychiatric unit. You have been given the following patient on your caseload and need to help in the discharge plan. Even though your responsibilities revolve around Ruby, there are other significant factors that need to be considered in order for any plans surrounding Ruby to be successful.
Ruby is a 59-year old woman diagnosed with paranoid schizophrenia and takes medications to help control hallucinations and delusions. She is also diagnosed with diabetes and needs to take insulin. She is morbidly obese. It has been many years since she was last employed. She attended high school through the 10th grade and can read and write at basic levels only. .Ruby was admitted to an inpatient psychiatric unit at a local hospital after her daughters took her to the emergency room saying she was “acting crazy” and that she shouldn't be allowed to return to the apartment because “she can’t take care of herself.” Ruby was expressing thoughts of suicide at the time of her admission to the hospital seven days ago but is no longer expressing these thoughts and seems ready for discharge back to the community. Ruby reports that she does not know where she will live when she is discharged from the hospital because her landlord is evicting her from the apartment. The lease is terminating at the end of the month (15 days) and her landlord has given her notice that he will not renew the lease with her. It is a one bedroom apartment with rent subsidized by the government. She needs to vacate the apartment.
Ruby has two unmarried adult daughters. Her daughters are both homeless and they each have two children. The children range in age from 1½ to 4 years old. It appears that the daughters and children have been living with Ruby on and off for the past several months. The neighbors have been complaining to the landlord about the children running unsupervised around the apartment building and about visitors coming and going from the building at all hours of the day and night. Her neighbors also say they suspect that the daughters are involved with illegal drug use and dealing. It is unclear if Ruby would be able to renew her lease if her daughters were not staying with her. Ruby, however, maintains that her family is very important to her and that she intends to help them in any way she can and wants to find a place to live where she can stay close with her children and grandchildren. As Ruby’s social worker on the inpatient psychiatric unit, what would you do?
Saturday, February 22, 2014
Feb 22: Leisure Activities
1. Listen to the audio at http://www.esl-lab.com/nightlife/nightliferd1.htm#list
2. Complete the quiz.
3. Getting together with friends on group date can be a fun activity, especially when you like hanging out with people, but you aren't interested in a serious relationship. In such situations, what kinds of activities to you like to do with your friends (e.g., going to watch a movie, playing video games, hiking, etc.). Write in your journal about leisure activities you enjoy.
2. Complete the quiz.
3. Getting together with friends on group date can be a fun activity, especially when you like hanging out with people, but you aren't interested in a serious relationship. In such situations, what kinds of activities to you like to do with your friends (e.g., going to watch a movie, playing video games, hiking, etc.). Write in your journal about leisure activities you enjoy.
Thursday, February 20, 2014
Feb 20: What's worth fighting for?
Is there something that you believe is truly worth fighting for? Write an essay persuading others that this cause is worth a fight
Tuesday, February 18, 2014
Feb. 18: How loneliness can impact social networks
Go this this website: http://www.manythings.org/listen/loneliness/
You will listen to a short essay while reading it online.
When you've finished, write in your journal reflecting on what you've read.
You will listen to a short essay while reading it online.
When you've finished, write in your journal reflecting on what you've read.
Sunday, February 16, 2014
Feb 16: The importance of saving money
Imagine that you have a friend who doesn't have any money in his or her savings account. Convince this friend that it’s important to create and follow through with a savings plan.
Friday, February 14, 2014
Feb 14: The History of Valentine's Day
Today is Valentine's Day. Watch this video on the history of Valentine's Day and then reflect on what you've learned in your journal. You can take the quiz on the website before writing in your journal to make sure you understand the content of the video before writing.
http://www.esolcourses.com/content/topics/valentinesday/listening/history-of-valentines-day.html
http://www.esolcourses.com/content/topics/valentinesday/listening/history-of-valentines-day.html
Wednesday, February 12, 2014
Feb 12: Job interview
Imagine that you have made it to the final round of interviews for a new job. Convince your prospective employers that you are the one who most deserves the position.
Monday, February 10, 2014
Feb 10: Albert's case study
Read the case study from http://www.socwk.utah.edu/msw/pdf/CriticalThinkingEssay.pdf below and answer the question.
Albert is a 70 year old widowed man originally from a European country, who has resided in the United States for the past 45 years. He is able to speak and read English but is not proficient in writing in English as his profession has been in agriculture. He has maintained close ties to his family of origin through trips, letters and phone calls; however, he only has one living sister whom he hopes to visit “one last time.” He has maintained his culture in his home including speaking his native language with his children. Although he has grown used to “American food” he prefers dietary choices and ways of preparing meals that reflect his country of origin.
Albert has experienced extreme osteoarthritis since his early 50’s and has had two knee replacements and a hip replacement. He has been hospitalized for an acute and life threatening infection in his artificial hip, which has resulted in most of his femur and part of his pelvis being removed, in addition to the artificial joint. He is given massive doses of strong antibiotics to save his life, which results in renal failure requiring dialysis. There is a possibility that the renal failure will reverse itself as he recovers sufficiently to be discharged. He has three adult children, who take turns being in the hospital throughout the weeks of treatment. As he begins to recover, family frequently bring in his favorite types of foods to supplant his hospital diet. Hospital personnel do not question this practice.
Albert is to be discharged to a rehabilitation center for occupational and physical therapy so he may return to his home. He does not want to go to the center, because he believes people die in “these places.” He finally agrees to go because his family convinces him he needs the strength to live alone, or he will have to move into one of their homes. This proves to be very motivating. Diet continues to be an issue with him in his new life in the rehab center. He tells the dietitian he likes yogurt and dislikes “green.” He wants foods he is familiar with, but the facility will not allow his children to bring in meals like the hospital did. The dietitian informs him that he needs to get used to the food, because they are likely to order meals-on-wheels for him when he is discharged. Albert reacts by getting depressed, refusing to eat, and has just begun muttering, “maybe I should just die.”
His children contact you, the rehab center’s social worker, because they are worried about his mental state which is affecting his recovery, and to ask you to intervene with the center’s director on Albert’s behalf. They in particular think the dietitian is arbitrary and unreasonable and they are paying good money for his care and he doesn't deserve to be bullied. They also want accommodations made for Albert’s diet, and wonder if Albert could benefit from seeing a psychiatrist. What would you, as the social worker, do in this case?
Albert is a 70 year old widowed man originally from a European country, who has resided in the United States for the past 45 years. He is able to speak and read English but is not proficient in writing in English as his profession has been in agriculture. He has maintained close ties to his family of origin through trips, letters and phone calls; however, he only has one living sister whom he hopes to visit “one last time.” He has maintained his culture in his home including speaking his native language with his children. Although he has grown used to “American food” he prefers dietary choices and ways of preparing meals that reflect his country of origin.
Albert has experienced extreme osteoarthritis since his early 50’s and has had two knee replacements and a hip replacement. He has been hospitalized for an acute and life threatening infection in his artificial hip, which has resulted in most of his femur and part of his pelvis being removed, in addition to the artificial joint. He is given massive doses of strong antibiotics to save his life, which results in renal failure requiring dialysis. There is a possibility that the renal failure will reverse itself as he recovers sufficiently to be discharged. He has three adult children, who take turns being in the hospital throughout the weeks of treatment. As he begins to recover, family frequently bring in his favorite types of foods to supplant his hospital diet. Hospital personnel do not question this practice.
Albert is to be discharged to a rehabilitation center for occupational and physical therapy so he may return to his home. He does not want to go to the center, because he believes people die in “these places.” He finally agrees to go because his family convinces him he needs the strength to live alone, or he will have to move into one of their homes. This proves to be very motivating. Diet continues to be an issue with him in his new life in the rehab center. He tells the dietitian he likes yogurt and dislikes “green.” He wants foods he is familiar with, but the facility will not allow his children to bring in meals like the hospital did. The dietitian informs him that he needs to get used to the food, because they are likely to order meals-on-wheels for him when he is discharged. Albert reacts by getting depressed, refusing to eat, and has just begun muttering, “maybe I should just die.”
His children contact you, the rehab center’s social worker, because they are worried about his mental state which is affecting his recovery, and to ask you to intervene with the center’s director on Albert’s behalf. They in particular think the dietitian is arbitrary and unreasonable and they are paying good money for his care and he doesn't deserve to be bullied. They also want accommodations made for Albert’s diet, and wonder if Albert could benefit from seeing a psychiatrist. What would you, as the social worker, do in this case?
Saturday, February 8, 2014
Feb 8: Are fairy tales good for children?
Thursday, February 6, 2014
Feb 6: Should parents give their children spending money?
Many parents give children a weekly or monthly allowance regardless of their behavior because they believe an allowance teaches children to be financially responsible. Other parents only give children an allowance as a reward for completing chores or when they have behaved properly. Explain what you think parents should do and why.Tuesday, February 4, 2014
Feb 4: What would improve your neighborhood?
What would improve your hometown? Write an essay convincing town officials to make a change that would improve your neighborhood.Sunday, February 2, 2014
Feb 2: Serenity's Case
Read the case study from below and answer at least three of the questions.
Serenity (age 13) has lived with her non-kin foster parents (the Burnetts) for twelve years, along with four other children, three of whom are foster children. Serenity has monthly contact with her biological mother. Their visits are “always fun,” and Serenity frequently tells her biological mother about important things that are going on in her life. Serenity reported that she used to imagine living with her biological mother again, but that her social worker was helpful in explaining to her why she was initially removed and why she would not be able to return. Now Serenity does not want to live with her biological mother again, but she wishes that they could visit more often. Serenity has not had contact with her biological father and siblings in several years, but she believes that they live in nearby towns and is very interested in finding them. She has asked her social worker to help her find them, but does not yet know if her social worker will, in fact, help. Serenity reported feeling proud of her home with the Burnetts. She gave many examples of ways in which they are supportive. She is pleased that the Burnetts are pursuing legal guardianship and wishes that they would adopt her.
Questions:1. What are the positive aspects of Serenity’s experience in out-of-home care?
2. What are your concerns?
3. How would you address your concerns?
4. What services or community resources would improve the quality of Serenity’s experience?
5. What ethnic/cultural considerations seem particularly relevant?
6. How would you respond to Serenity’s interest in seeing her biological mother more often?
7. How would you respond to Serenity’s interest in finding her biological father and siblings?
8. How would you respond to Serenity’s interest in being adopted by the Burnetts?
Thursday, January 9, 2014
Welcome to LG273 English Communication Lab 4!
Welcome to LG273! During the January-April 2014 term this class meets on Saturdays from 9-12 during the months of February and April.
For this class you will need to get a notebook and use it for this class (and only this class) to keep a journal. Every other day you will write in your journal. Check this blog every other day to find out what you should write about in your journal. Be sure to bring it to class so I can review it and grade your entries.
Be sure to:
1) Print, don't use cursive.
2) Put a date at the top of each entry.
3) Write in complete sentences and use paragraphs.
4) Respond to the writing prompt posted on this blog.
5) Write at least one page!
I look forward to seeing you next month!
Athena Kolbe
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