Fall 2025 SOWK 530 Week 13 - Practice Skills in Effecting Change and Managing Barriers to It
Fall 2025 SOWK 530 Week 13 - Practice Skills in Effecting Change and Managing Barriers to It
title: Fall 2025 SOWK 530 Week 13 - Practice Skills in Effecting Change and Managing Barriers to It date: 2025-11-21 17:36:17 location: Heritage University tags:
- Heritage University
- MSW Program
- SOWK 530 presentation_video: > “” description: >
Week 13 is synchronous with a class session on Saturday (11/22/25). Students will read about barriers that make change hard for clients and how we might limit those barriers in our practice (Hepworth et al, 2025). There are forums for reflection on the reading, for sharing personal experiences of making individual change, and a space to explore cultural and racial dynamics and the impact they might have on our helping relationships with clients. The agenda for the in-person class includes:
- Preparing for research paper
- Additive empathy practice
- Barriers to change
- Reflecting on client dynamics
- Confrontation
The learning objectives this week include
- Identify and analyze common barriers that interfere with the client change process.
- Reflect on personal experiences of making change to build insight into client challenges.
- Recognize and address the influence of cross-cultural and cross-racial dynamics in social work practice.
- Practice and apply additive empathy and interpretation skills in response to client statements.
- Examine and reflect on personal and professional reactions to client behaviors and identities.
- Demonstrate the ability to use assertive confrontation techniques within a helping relationship.
Plan for Week 13
Agenda
- Preparing for research paper
- Additive empathy practice
- Barriers to change
- Reflecting on client dynamics
- Confrontation
Learning Objectives
- Practice and apply additive empathy and interpretation skills in response to client statements.
- Examine and reflect on personal and professional reactions to client behaviors and identities.
- Demonstrate the ability to use assertive confrontation techniques within a helping relationship.
Assignment 05: Family Treatment Modality Research Paper
Meta: Points 100 pts (20% of final grade); Deadline Monday 12/01/25 at 08:00 AM; Completion via MyHeritage Assignments; Locations Assignment Submission and Description and Rubric;
Purpose: This assignment aims for students to research a given topic to understand the empirical evidence around a specific modality of family treatment. Students will improve their ability to find and understand peer-reviewed research journals and use scholarly writing techniques. The research paper opens up a suitable occasion for students to practice their scholarly writing skills.
Task: Working individually, students will complete a research paper regarding an evidence-based treatment modality for working with families and or couples. Students may select any intervention. The following are examples of empirically supported family therapeutic interventions: Jim Alexander’s Functional Family Therapy, Howard Liddle’s Multidimensional Family Therapy, Scott Henggler’s Multisystemic Therapy, Jose Szapocznik’s Brief Strategic Family Therapy, and Attachment-Based Family Therapy. Students should use strong academic and professional writing skills based on the APA style guide. A title page, abstract, written article, and reference page are all to be included. The following are the expected components:
- Introduction: Your paper starts with the title of your paper, and without an additional heading, you should start introducing the context of your paper. You should start by explaining the topic you are considering in a broad manner. This might include identifying the needs of families and couples and explaining the rationale behind the intervention you selected.
- History of the Treatment Modality: You should discuss the intervention’s history, including when it was developed and introduced, who the creator(s) of the intervention were, and the context of its development.
- Treatment Implementation and Common Techniques: Evidence-based interventions typically involve a series of stages or steps that clinicians follow to implement the intervention. Describe the general process of implementing the modality and give a description of the techniques or strategies used. Provide examples of how a social worker would implement them in practice.
- Research Findings Regarding Efficacy: Describe some of the evidence bases of the intervention. Detail at least three studies that showcase its efficacy. Describe some of the key elements (e.g., context, format, participants, outcomes) and results of the studies.
- Strengths and Limitations: Report on the strengths and limitations of the given intervention.
Success: Students will be assessed on their ability to demonstrate effective scholarly writing. For information, see Family Treatment Modality Research Paper Rubric. Students can also earn ten extra credit points toward their final paper grade by demonstrating that they worked with the tutoring services at the Academic Skills Center to review their papers before final submission. Documentation can be emailed to the instructor.
Family Treatment Modality Research Paper Rubric
The Family Treatment Modality Research Paper Rubric assesses the quality of a submitted research paper based on the paper’s organization, the content of the paper, and the inclusion of intervention history, implementation, research basis, strengths, and limitations. Having a paper that engages in effective scholarship and follows the assignment requirements is also required. This rubric is used to assess the A-05 Family Treatment Modality Research Paper.
| Description | Initial | Emerging | Developed | Highly Developed |
|---|---|---|---|---|
| Papers Organization: (relevant, legitimate, and follows syllabus topics) |
The paper does not match the assignment description or includes false and or misleading information. | The paper tangentially follows the course syllabus but misses some of the major aspects of the assignment directly. It presents mostly relevant facts but lacks the ability to connect the research to a broader understanding of the study area. | The paper appears to fit within the course syllabus description’s general idea but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the information being presented. | The content of the paper is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description. |
| Paper Content: (description and history of the treatment modality) |
There is no discussion of the development or historical context of the treatment modality. | The paper does not provide meaningful details about the intervention’s development and history. | The paper offers a description of the development of the treatment modality. The intervention creators are mentioned. It lacks discussion of the treatment in the context of other interventions. | The paper provides a meaningful description of the history and development of the treatment modality. It helps place it in the context of other treatment options. The intervention’s creators are discussed and how the intervention was developed is fully explained. |
| Paper Content: (treatment implementation and common techniques) | There is no discussion of the implementation and common techniques. | There is limited discussion of the implementation process or the standard techniques. It lacks details about how a clinician uses the modality. | The implementation details are described in enough detail to show the general focus of the intervention. Many of the strategies or techniques are described. The submitted paper would be enhanced with more detailed discussion or real-world implementation details. | The stages or steps a clinician goes through to implement the intervention are outlined in detail. Many of the strategies or techniques are explained. Some methods are have examples or scenarios so it clear how to implement the techniques. |
| Paper Content: (research findings regarding efficacy) |
There is no discussion or inclusion of research findings. | There is little explanation of the efficacy of the intervention. The effectiveness discussed is based on only one study. | At least two studies and the effectiveness of the treatments. Most of the vital information for each study is provided. The presentation lacks some of the key descriptive information from the study is discussed. | The presenters provide an insightful understanding of the effectiveness of the intervention. Three or more studies are used to provide the basis for efficacy. Key elements of the studies (context, format, participants, outcomes, etc.) are detailed in the discussion. |
| Paper Content: (strengths and limitations of the selected treatment) |
There is no discussion of the strengths or limitations of the treatment. | There is little information provided regarding strengths and limitations. | The strengths are briefly described in general terms, without using case examples. The limitations are generic. | There is a detailed discussion of the strengths of the given intervention. Potential population and uses are described. The limitations of the interventions are also described. Limitations should include a discussion of what researchers have defined as needing more research regarding this intervention. |
| Scholarship, Clarity, and APA Formatting | The paper lacks clear scholarship; tone is informal or inappropriate for an academic audience; citations and references are missing. | Some engagement with scholarship is evident but ideas may be disjointed; tone is uneven or somewhat unprofessional; several APA citation errors are present. | The paper is generally well-organized with a mostly professional tone; minor APA formatting errors are present but do not detract significantly from clarity. | The paper is clearly and logically organized with a consistently professional, action-oriented tone; APA citations and references are accurate and properly formatted throughout. |
| Following Assignment Requirements | Does not follow the assignment description. | Somewhat follows the assignment description, but significant problems exist. | Follows the assignment description and requirements but has minor problems. | Closely follows the assignment description and requirements. |
Put Particular Attention into Your APA Style Formatting
In the weekly course page for this week, I included some links and information talking about academic writing and using APA style.
Additive Empathy and Interpretation: Practice with Client Statements
We are going to spend some practicing with some client statements and how we might engage in additive empathy or interpretation.
[Whole Group Activity] Practice with Additive Empathy and Interpretation using Client Statements
With a partner take turns going through each example and offering potential interpretations.
- Read the statement with your partner
- Discuss what you would say or respond
- Engage dialogue with your partner
- Review the modeled response for that one
Client statements on pp. 401–402 and Modeled Responses pp. 402—403
(Hepworth et al. 2023)
Barriers to Change
- Problematic social worker behavior
- Cross-racial and cross-cultural experiences
- Difficulties establishing trust
- Transference
- Countertransference
(Hepworth, et al. 2023)
Reactance Theory
Brehm (1972) talked about Reactance (well and had been writing about it since the sixties).
- Importance of the freedom
- Magnitude of threat to freedom
Creates Reactance
- Mental Effects: Perceptual or judgmental changes
- Behavioral Effects: Opposition, aggression, etc.
Share story about client and being “a F… Hawaiian.”
Case Examples and Personal Reactions: How We Process Our Reactions to Our Clients (1 of 3) Individual
I want to take us though a bit of process reflecting of how we can reflect on the responses we have with our clients.
[Individual Activity] Consider Case Examples and Personal Reactions Take about 10 minutes to read and think about one of the case study examples.
(1) Pick one of the case examples
- Case Example 1 (p. 407)
- Case Example 2 (p. 411)
- Case Example 3 (p. 411)
- Case Example 4 (p. 412)
- Case Example 5 (p. 424)
(2) Consider Individually
- Reflect upon the circumstances of a case that precipitated a reaction
- Identify their beliefs, emotions, and feelings associated with their reaction and the effects that the reaction had on their ability to work with the client
- Identify whether the client was a member of a different (or same) racial, class, or cultural group
- Identify whether the reaction caused them to become under- or overinvolved in the case
Case Examples and Personal Reactions: How We Process Our Reactions to Our Clients (2 of 3) Group
[Whole Group Activity] Consider Case Examples and Personal Reactions Now we are going to do some reflective sharing.
(3) Work as a Group
Sharing
- Share your case example and reflection with the group.
- Differentiate the reaction; for example, whether it was reality-based, a distorted and over-generalized perception transferred from another relationship, the result of personal attributes of the client, or the client’s behavior
Group Feedback
- Describe the ways in which the reactions could influence their ability to work with the client
- Describe what steps they would take to address their reactions and uphold professional responsibility
Case Examples and Personal Reactions: How We Process Our Reactions to Our Clients (3 of 3) Debrief
[Whole Group Activity] Consider Case Examples and Personal Reactions - Debrief
- Highlight their learning (or anxieties) because of the experience
We can become anxious when faced with clients’ reactions or behaviors. In addition, it is common to feel nervous and uncomfortable when they have a certain feeling toward a client.
- This exercise is intended to help students develop insight into the reactions, emotions, and conflicts that they can experience in practice.
- Conclude the class discussion by highlighting the normalcy of reactions.
- Stress the professional rather than personal nature of the helping process; and that ethically, social workers must be aware of their reaction and biases and act to separate people from their actions.
Activity developed based on Hepworth et al (2023) instructor guide.
Confrontation
“Social workers would more appropriately consider confrontation to exist along a continuum that ranges from fostering self-confrontation at one extreme to assertive confrontation at the other extreme” (Hepworth, p. 524) describing information based on Rooney (2009).
(Hepworth, et al. 2023)
Effective Assertive Confrontation (1 of 2)
Effective assertive confrontations embody four elements
- Expression of concern
- A description of the client’s purported goal, belief, or commitment
- The behavior (or absence of behavior) that is inconsistent or discrepant with the goal, belief, or commitment
- The probable negative outcomes of the discrepant behavior
(Hepworth, et al. 2023)
Effective Assertive Confrontation (2 of 2)
Confrontation is probably one of the most important skills that you can can develop in trying to help changes others.
The sentence frame follows this pattern:
I am concerned because you (want, believe, are striving to) (describe desired outcome) but you (describe discrepant action, behavior, or inaction) is likely to produce (describe probable negative consequences).
```markdown Potential Examples from ChatGPT Example 1: Missed Appointments
I’m concerned because you’ve said you want to work on improving your mental health and build more stability, but you’ve missed several of our recent sessions, which is likely to slow your progress and make it harder to see positive change.
Example 2: Substance Use
I’m concerned because you’ve shared that staying sober is important to you so you can regain custody of your children, but continuing to use substances is likely to interfere with your recovery and your goal of being reunited with them.
Example 3: Relationship Goals
I’m concerned because you’ve said you want to have a healthier relationship with your partner, but yelling and shutting down during arguments is likely to continue the conflict and distance between you.
Example 4: Employment Goals
I’m concerned because you’ve expressed wanting to find steady work, but not following through on job applications is likely to delay you getting hired and improving your financial situation.
```
[Small Group Activity] Practice with Confrontation Using Client Statements
Review Skill Development and Exercises for Confrontation: Situations and Dialog on pp.403–404.
- What would you say
- Role-play saying it
- Review and compare the modeled responses