Spring 2026 SOWK 487w Week 04 - Further Practices for Engaging with Families

A presentation at Heritage University in February 2026 by Jacob Campbell and is tagged with Heritage University, BASW Program, SOWK 487w

Title slide featuring text 'Further Practice for Engaging with Families,' and a circular icon depicting a family within a house. Course is 'Week 04 of SOWK 487w in Spring 2026.' Presented by Jacob Campbell, Ph.D. at Heritage University.

The slide outlines a plan and objectives for Week Four. It lists the agenda: Wraparound models, dysfunctional family roles, and activities. Objectives include differentiating engagement approaches and promoting holistic wellness.

Magnifying glass labeled 'Family focused,' bullseye labeled 'Family-centered,' and car with people labeled 'Family-driven' illustrate concepts. Title: 'How Engaged is the Family?' Credit: Jacob Campbell, Ph.D., Heritage University. References: Chovil, 2009; SOWK 487w, Spring 2026.

Slide displaying text on ten principles of the Wraparound Process. Key points include family voice, team-based approach, natural supports, collaboration, and community-based strategies. Credited to Jacob Campbell, Ph.D., LICSW, Heritage University.

Slide detailing principles of the Wraparound Process with text on a black background. Key points include cultural competence, individualization, strengths-based focus, persistence, and outcome-based strategies. Credits: Jacob Campbell, Ph.D., LCSW, Heritage University. Course: SOWK 487w Spring 2026.

Circular diagram showing 'Phases of Wraparound' with four sequential steps: Phase I (Engagement and Team Preparation), Phase II (Initial Plan Development), Phase III (Plan Implementation and Refinement), Phase IV (Transition). Text indicates Jacob Campbell, Ph.D. and course details.

Diagram shows a circular flow chart titled 'Phases of Wraparound.' Arrows indicate phases: I. Engagement and Team Preparation, II. Initial Plan Development, III. Plan Implementation, IV. Transition. Text includes strategies: 'Gather perspectives, List strengths and needs, Identify team, Baseline data.' Jacob Campbell, Ph.D., LICSWHeritage UniversitySOWK 487wSpring 2026(Eber et al., 2008)

Diagram with a circular arrow presents the 'Phases of Wraparound.' It includes four stages: Engagement, Initial Plan Development (highlighted phase), Implementation, and Transition. Activities: Regular meetings, data review, choosing needs, intervention planning, assessing supports. Authored by Jacob Campbell, Ph.D., Spring 2026.

Diagram illustrating the 'Phases of Wraparound,' with four colored quadrants: Phase I (Engagement), Phase II (Plan Development), Phase III (Implementation), and Phase IV (Transition). Includes tasks like documenting accomplishments and assessing progress.

The image displays a circular flow diagram titled 'Phases of Wraparound.' It includes four phases: Engagement, Initial Plan Development, Plan Implementation, and Transition. Context tabs address team concerns and future planning.

Diagram titled 'Anger Control Chain' lists steps for managing anger, including triggers, cues, anger reducers, reminders, thinking ahead, social skills, and self-evaluation. Features a stick figure icon and the question, 'What are your CUES?' Presenter's name and university are noted.

Text slide titled 'Dysfunctional Family Roles' explains the prevalence of family dynamics in substance use counseling and support groups for those with alcohol-dependent parents. (Vernig, 2011, p. 535).

Cartoon character sits in an armchair, wearing underwear, surrounded by several beer bottles. Text reads, 'Dysfunctional Family Roles.'

A cartoon character sits surrounded by beer cans, labeled 'The Addict' and 'The Victim.' Other faded characters are labeled: 'The Mascot,' 'The Caretaker,' 'The Scapegoat,' 'The Hero,' and 'The Lost Child.'

A cartoon character stands confidently with hands on hips, labeled 'The Hero, The Good Child.' Surrounding them are other faded characters with roles like 'The Addict,' 'The Caretaker,' and 'The Scapegoat.'

A cartoon character dressed as a prisoner stands prominently, labeled 'The Scapegoat,' 'The Screw Up,' and 'The Problem Child.' Surrounding characters are faded, with labels like 'The Addict,' 'The Mascot,' 'The Caretaker,' 'The Lost Child,' and 'The Hero.'

A cartoon character stands confidently in the center labeled 'The Mascot,' surrounded by faded characters with titles like 'The Addict,' 'The Caretaker,' and roles such as 'The Victim,' 'The Enabler.'

Central character clutches a teddy bear. Text reads 'The Lost Child 'Space Cadet.'' Other faded characters represent archetypes like 'The Addict,' 'The Mascot,' and 'The Hero' in a family dynamic.

A blue-haired woman mops the floor, captioned as 'The Caretaker' and 'The Enabler,' amid faded cartoon characters labeled with familial roles such as 'The Addict' and 'The Scapegoat.'

Seven cartoon characters illustrate family roles with labels: 'The Addict – The Victim,' 'The Mascot,' 'The Caretaker – The Enabler,' 'The Scapegoat – The Screw Up – The Problem Child,' 'The Hero – The Good Child,' and 'The Lost Child – Space Cadet.'

A color-coded wheel chart divides eight aspects of wellness: Spiritual, Career, Financial, Family, Social, Emotional, Physical, Intellectual. Right side text reads 'Holistic Wellness Wheel' with presentation details below.

Toolbelt displaying words like 'Techniques' and 'Empowerment,' accompanied by title 'Implementation of Family Intervention.' Context includes an academic citation and course details, suggesting an educational presentation.

Slide titled 'Implementation of Family Intervention' focuses on empowerment strategies, including emphasizing positive communication, exploring exceptions, strengths and competency, positive activities, and examining problem solving. It references Kirst-Ashman & Hull (2015).

A tool belt is displayed with labeled pouches, symbolizing different family intervention concepts like 'Empowerment,' 'Reframing,' and 'Networking.' The title reads 'Implementation of Family Intervention.'

A tool belt with labeled pockets (e.g., 'ENGAGEMENT,' 'EMPOWERMENT') represents various intervention techniques. Text: 'Implementation of Family Intervention,' 'Jacob Campbell,' 'Kirst-Ashman & Hull,' 'SOWK 487w Spring 2026,' and 'TECHNIQUES.'

A tool belt labeled “Child Management” carries words: '+/- Reinforcement,' '+/- Punishment,' 'Modeling.' The slide title reads “Implementation of Family Intervention.” Credits include 'Jacob Campbell, Ph.D., LICSW.'

A tool belt labeled 'Calhoun' displays words like 'PLAYING,' 'IMPLEMENTATION,' 'SUPPORT,' and 'TECHNIQUES.' The slide title reads 'Implementation of Family Intervention.' It includes academic credits and a reference.

A tool belt labeled with terms like 'Empowerment' and 'Role Playing' symbolizes skills for a family intervention program. Title: 'Implementation of Family Intervention.'Text: - 'Techniques'- 'Networking'- 'Responding'- 'Jacob Campbell, Ph.D., LICSW'- 'SOWK 487w Spring 2026'- '(Kirst-Ashman & Hull, 2015)'

Tool belt with labeled sections (e.g., 'PLANNING,' 'TECHNIQUES') represents aspects of family intervention implementation. Title: 'Implementation of Family Intervention.' Additional text: 'Jacob Campbell, Ph.D., LICSW,' 'SOWK 487w Spring 2026.'

A tool belt holds labels: 'PLAYING,' 'HOMEWORK,' 'EXPERIMENT,' 'TECHNIQUES,' 'COMMUNICATION,' 'BOUNDARIES.' Text reads 'Implementation of Family Intervention,' authored by Jacob Campbell, Ph.D., with academic details.

Tool belt displaying words like 'Techniques,' 'Empowerment,' 'Work,' and 'Planning' beneath the title 'Implementation of Family Intervention.' Presentation mentions Jacob Campbell, Ph.D., LICSW, Heritage University, and SOWK 487w Spring 2026.

Dr. Jacob Campbell

32 slides

Description

In week four, we continue with our consideration and work on understanding and working with families. You have to do readings outside the textbook. First, Chovil (2009) presents a report that explains some of the best practices for working with and engaging families. It also provides context for what roles families can play in developing and promoting services. As you read Anderson-Butcher et al. (2004), we will also be the first to focus on the connection that families might have to other types of groups. Next, you can watch a short documentary about services for families, produced by the Administration for Children and Families (2015). During class, we will also spend time discussing potential family roles and specific tools for family work.

The following is the agenda for week four:

Wraparound model for working with clients
Dysfunctional family roles
Holistic Wellness Wheel Activity
Some standard techniques for working with families

Learning Objectives:

Differentiate between family-focused, family-centered, and family-driven approaches to engagement.
Identify and describe the ten principles and four phases of the wraparound process.
Recognize common roles in dysfunctional family systems and critique their limitations.
Facilitate and reflect on activities that promote holistic wellness and strength-based family interactions.