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

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

title: Spring 2026 SOWK 487w Week 04 - Further Practices for Engaging with Families date: 2026-02-11 13:40:27 location: Heritage University tags:

• Heritage University
• BASW Program
• SOWK 487w presentation_video: > “” 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.

Family Therapy

[Whole Class Activity] Watch Family Therapy Video clip of the Simpsons.

Today we will be talking about working with families and what that looks like.

Week Four Plan

Agenda

• 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.

How Engaged is the Family?

Chavil’s (2009) paper lays out three types of family engagement that could be laid out on a sort of a continuum.

• Family focused: more than working with just child, but whole family.
• Family-centered “Family-centered treatment is not simply a new technique that can be learned by frontline clinicians. Family-centered treatment involves the program’s philosophy, organization, financing, staffing, and many other policies and procedures.” (Ooms & Snyder, 2007)
• Family-driven “Family-driven means families have a primary decision making role in the care of their own children as well as the policies and procedures governing care for all children in their community, state, tribe, territory and nation” (Chavil, 2009).

Ten Principles of the Wraparound Process (1 of 2)

There are 10 identified principles of the wraparound process.

1. Family voice and choice. Family and youth/ child perspectives are intentionally elicited and prioritized during all phases of the wraparound process. Planning is grounded in family members’ perspectives, and the team strives to provide options and choices such that the plan reflects family values and preferences.
2. Team based. The wraparound team consists of individuals agreed upon by the family and committed to them through informal, formal, and community support and service relationships.
3. Natural supports. The team actively seeks out and encourages the full participation of team members drawn from family members’ networks of interpersonal and community relationships. The wraparound plan reflects activities and interventions that draw on sources of natural support.
4. Collaboration. Team members work cooperatively and share responsibility for developing, implementing, monitoring, and evaluating a single wraparound plan. The plan reflects a blending of team members’ perspectives, mandates, and resources. The plan guides and coordinates each team member’s work towards meeting the team’s goals.
5. Community-based. The wraparound team implements service and support strategies that take place in the most inclusive, most responsive, most accessible, and least restrictive settings possible; and that safely promote child and family integration into home and community life.

(Bruns et al., 2004)

Ten Principles of the Wraparound Process (2 of 2)

1. Culturally competent. The wraparound process demonstrates respect for and builds on the values, preferences, beliefs, culture, and identity of the child/youth and family, and their community.
2. Individualized. To achieve the goals laid out in the wraparound plan, the team develops and implements a customized set of strategies, supports, and services.
3. Strengths based. The wraparound process and the wraparound plan identify, build on, and enhance the capabilities, knowledge, skills, and assets of the child and family, their community, and other team members.
4. Persistence. Despite challenges, the team persists in working toward the goals included in the wraparound plan until the team reaches agreement that a formal wraparound process is no longer required.
5. Outcome based. The team ties the goals and strategies of the wraparound plan to observable or measurable indicators of success, monitors progress in terms of these indicators, and revises the plan accordingly.

Phases of Wraparound (1 of 5) 4 Phases

Eber et al (2008) describe four phases of wraparound as a tertiary level intervention with students with EBD.

• Phase I: Engagement and Team Preparation
• Phase II: Initial Plan Development
• Phase III: Plan Implementation and Refinement
• Phase IV: Transition

(Eber et al, 2008)

Phases of Wraparound (2 of 5) Phase I: Engagement and Team Preparation

The first phase of wraparound is mainly between the facilitator and the family (client system)

The facilitator…

• Meets with family and key team members to gather their perspectives.
• Guides family to generate a strengths list (multiple settings and perspectives) and a list of needs.
• Generates a team member list, which includes natural supports, with the family.
• Documents and shares baseline data about student’s strengths/needs.

(Eber et al, 2008)

Phases of Wraparound (3 of 5) Phase II: Initial Plan Development

The second phase of wraparound is around initial plan development with the client, family, and team.

The team…

• Begins regular meeting schedule.
• Documents and reviews strengths and needs data (home/school/community).
• Chooses a few needs for team to focus action planning, with special priority assigned to family concerns.
• Develops an intervention plan (including function-based behavior supports as needed) to respond to home, school, and community strengths/needs.
• Assesses community supports/resources available to meet needs identified by family.

(Eber et al, 2008)

Phases of Wraparound (4 of 5) Phase III: Plan Implementation and Refinement

The third phase is implementing and making incremental changes to the plan.

The team…

• Documents accomplishments of student and team at each meeting.
• Meets frequently, checking follow-through and assessing progress of different interventions.
• Receives regular documentation including data and plan updates.
• Facilitates ongoing communication among those providing interventions at home, school, and in the community.

(Eber et al, 2008)

Phases of Wraparound (5 of 5) Phase IV: Transition

The fourth phase starts to look at transitioning out of services.

The team…

• Discusses transitioning out of wraparound.
• Considers the concerns of all team members in transition planning.
• Communicates methods for future access to services to all team members.
• Negotiates methods of introducing student and family to future teachers or providers.

(Eber et al, 2008)

What Are My Cues

This activity is based on work done ART and from Guiding Good Choices Parenting Classes. In ART, the following are the sections of what is called the anger control chain.

• Triggers (internal/external)
• Cues
• Anger reducers
• Reminders
• Thinking ahead (if __ then __ thinking)
• Social skill
• Self evaluation

I want to show you an activity you could do in groups or with families to help you brainstorm a youth’s cues.

[Whole Class Activity] Outline a person. Have people brainstorm what they feel like when they get upset. Using outrageous drawings.

Dysfunctional Family Roles (1 of 9) Critical Consideration

I’m going to share with you what are sometimes referred to as the dysfunctional family roles. I think it is helpful to discuss as Vernig (2011) described:

So common is this model of family dynamics that it has entered into the folk wisdom of the field of substance use counseling and self-help support groups for individuals coping with the long-term effects of growing up with an alcohol-dependent parent.

His paper is debunks some of the validity of this as a singular model to follow, although it validates other aspects. It lets us know that we should recognize that roles change and don’t necessarily stay the same. We should be cautious about going into family assessment assuming this is what is happening and their is overlap between these and many other roles that could be described…

But I want to provide an example that you can take with a metaphorical grain of salt and help consider some of the potential roles people follow in. Consider these roles as coping strategies, not pathologies and that they are fluid and can shift.

I’d also encourage you to consider how culture, race, gender, class, and disability intersect with these roles.

I’m also drawing my definitions from this article.

Dysfunctional Family Roles (2 of 9) Overview

There can be several roles that family members might fall under. Sometimes, especially in literature regarding substance abuse, there are roles described as co-dependent or dysfunctional considered common. We are going to spend some time examining those.

I like to share this using the example of the Simpsons, as they fit in it very neatly. If you have ever seen the breakfast club movie, the main characters in that also fit neatly into these archetypes.

Dysfunctional Family Roles (3 of 9) The Addict: The Victim

The addict (or alcoholic) is at the center of the family’s dysfunction. The rest of the family revolves around their behavior—adjusting, enabling, avoiding, or reacting in roles shaped by the addiction.

• Their substance use creates instability, chaos, and emotional upheaval in the home.
• Family members unconsciously organize themselves into roles (Hero, Scapegoat, Lost Child, Mascot, Caretaker) in an effort to manage or respond to the addict’s behavior.
• Often sees themselves as the victim—blaming circumstances, stress, or others for their substance use.
• May manipulate family members to maintain their addiction (e.g., guilt-tripping, denial, anger, or charm).
• The addict’s behavior is usually the unspoken focus of family life—even if not openly discussed.
• Family energy is spent cleaning up after crises, covering for them, or trying to control their use.
• The addict often resists treatment and change because the family system has adapted to accommodate them.
• Recovery requires the whole family to shift—when others change their roles, the addict may be more likely to confront the consequences of their behavior.

While the addict’s behavior is the source of the dysfunction, the family system sustains it through unspoken rules and coping roles. Change is most powerful when each member adjusts their own behavior, rather than trying to “fix” the addict.

Dysfunctional Family Roles (4 of 9) The Hero

This family member (often the oldest child) devotes their time and attention to making the family look “normal” and without problems.

• Often takes on adult responsibilities early in life to support the family.
• Highly accomplished in areas valued by the family (e.g., school, career).
• Provides the family with someone to brag about—helping maintain an external image of success and stability.
• May leave the home early but remains available to “rescue” the family when needed.
• Internally:
  • Driven to succeed, but not always for their own reasons—often based on external expectations.
  • Constantly scrutinizing themselves, struggling with feelings of inadequacy.
• Neglects personal needs and relationships in pursuit of success.
• Often feels like the entire family depends on them.
• May become a workaholic as an adult or develop stress-related illness.

Dysfunctional Family Roles (5 of 9) The Scapegoat or “The Screw Up” or “The Problem Child”

The Scapegoat (often the second-born) always seems defiant, hostile, and angry. They are perpetually in trouble at school, work, or social situations… (this is who our clients often are)

• Commonly follows the hero and may feel overshadowed by them.
• Often reacts to the praise and success the hero receives with resentment.
• Their misbehavior draws attention away from the addicted parent or family dysfunction.
• Frequently gets in trouble—academic problems, legal issues, or risky behavior.
• May experiment with drugs, alcohol, or engage in early sexual activity.
• Attracted to peer groups that reinforce antisocial or rebellious behavior (e.g., gangs).
• Often blamed for family problems, reinforcing feelings of failure and alienation.
• Internally:
  • Feels out of control.
  • Struggles with anger, which is often expressed outwardly.
• These patterns may lead to problems in adulthood: legal trouble, substance use, or poor academic/work performance.

Dysfunctional Family Roles (6 of 9) The Mascot

This family member is often the youngest child in the family. They are the court jester, trying to get everyone to laugh. They do this unconsciously to improve the atmosphere in the dysfunctional household, as well as turn the focus away from the addict or alcoholic.

• Seen as cute, funny, or the “life of the party”—a welcome distraction from family problems.
• Uses humor and charm to reduce tension and lift the family’s mood.
• Often protected by the family, who withhold serious information from them.
• Internally:
  • More aware of the family’s issues than others assume.
  • Struggles to understand these problems and lacks tools to cope.
• Experiences fear in response to family conflict and uses humor to manage anxiety.
• This coping strategy becomes reinforced over time.
• As an adult:
  • May avoid confrontation and serious topics.
  • Struggles in relationships.
  • May turn to drugs or alcohol to manage anxiety or maintain energy.
  • Has difficulty with focus, may be constantly busy or hyperactive.

Dysfunctional Family Roles (7 of 9) The Lost Child or “Space Cadet”

The lost child basically disappears. They become loners or are very shy. They feel like strangers or outsiders—not only in social situations, but also within their own families.

• Withdraws from the family to avoid adding to the chaos or conflict.
• Often ignored or overlooked by other family members.
• Develops a rich inner world through reading, fantasy, or imagination.
• Learns not to seek attention or disrupt the family system.
• Avoids expressing needs, even when essential.
• Rarely receives praise or recognition like the hero does.
• Internally:
  • Feels lonely, sad, and disconnected.
  • May struggle to form friendships or intimate relationships.
• As an adult:
  • Tends to keep distance from family.
  • May remain single or experience difficulty with closeness in relationships.

Dysfunctional Family Roles (8 of 9) The Caretaker / Enabler

Also known as the enabler, this family member—often a spouse—takes on the addict’s responsibilities and shields them from consequences.

• Usually the spouse of the alcohol-dependent person.
• Attempts to protect the addicted partner from consequences of their behavior (e.g., making excuses, covering up).
• Takes on excessive responsibilities to preserve the family image.
• May appear outwardly devoted to stopping the addiction while unknowingly reinforcing it.
• Internally:
  • Feels helpless and inadequate.
  • Lacks time for personal needs or interests.
• Focused on maintaining a façade of normalcy and ensuring others in the family stay in their roles.
• Behavior is often rooted in loyalty and modeled by previous generations.
• Life becomes centered around the addicted person.
• As an adult:
  • May struggle with personal identity and needs.
  • Operates primarily in reaction to others’ crises.
  • Reinforces the dysfunction by maintaining the system.

Dysfunctional Family Roles (9 of 9) Titles/Activity

• The Addict: The Victim
• The Hero
• The Scapegoat or “The Screw Up” or “The Problem Child”
• The Mascot
• The Lost Child or “Space Cadet” The Caretaker / Enabler

[Small Group Activity] Role Play (can use scenerios from prior week)

We will be going through an activity where you will break into groups of three or four. Somebody will be the clinician. Everybody else will act as the family. Spend a little time discussing and thinking about what role (doesn’t necessarily have to be co-dependent family) and your family’s needs. Practice going through some of the initial phases of working with a family.

• Consider drawing out values, rules, norms

Holistic Wellness Wheel: Implementation

The holistic wellness wheel really does have its ties to the medicine wheel.

[Hybrid] If you are joining virtually, this is when you will need your paper and writing utensil I shared about. You can draw a large circle on your paper (doesn’t have to be purfect) and I am going to have you divide it up by drawing four lines cutting the circle up into 8 equal sections. [Whole Class Activity] Pass out handouts and invite people to get crayons if prefer

We are going to go through this together. I would encourage you to follow along and not color in the whole assignment as we talk about each one of these aspects of our lives. I’m going to refer to each of these wedges as a part of our life and in that way we have a physical life, emotional, etc.

[Whole Class Activity] Have entire class complete a wellness wheel themselves, walking them through questions.

[Small Group Activity] Share your experience going through the wellness wheel. You don’t have to share your actual results (you can if you like). What does it make you think about, what do you notice, what was this experience like?

Implementation of Family Intervention

“Social workers address a wide range of family problems and issues. Thus, the techniques and approaches used vary dramatically.” (p. 371)

We can think of these interventions as tools we can keep in our tool belt.

Empowerment by Emphasizing Family Strengths

“Reinforcing and reaffirming the positive qualities, strengths, and resources of a family should be an ongoing theme in work with families.” (p. 371)

1. Emphasizing Positive Communication: Emphasize positive statement reported by the family
2. Explore Exceptions: Encourage family members to share stories about themselves - discuss aspects of their previous success. (think SFBT “Exploring for exceptions”)
3. Strengths & Competency: Note family interactions that reflect strength and competency (Underscoring positive family interactions)
4. Positive Activities: Investigate times that family members enjoy together (what it looks like, where they do it) and encourage more.
5. Examine Problem Solving: Emphasize what families do well (learn how families solve problems)

Reframing

“Reframing is a strategy that helps family members view a problem or issue with a different outlook or understand it differently.”

• Often means changing negative thinking about another family member to a new, more positive perspective
• Provides opportunities for sharing strengths

[Activity] With a partner, think about something you are ambivalent about changing. Discuss the topic, and practice reframing your fellow students’ views.

Teaching Families Problem-solving Techniques

“Problem-solving focuses on how the family experienced differences as well as on its methods for solving difficult problems.” (p. 372)

• Exploring how to manage behaviors (or other problem solving applications)
• Teaching the generalist intervention model

[Discussion] What might this look like?

Teaching Child Management Methods

“Teaching parents how to improve their children’s behavior is a common goal in family treatment.” (p. 373)

• Opportunities for increasing positive behavior
• Opportunities for decreasing negative behaviors
• Teaching I-Messages

-> Slide

• Behavioral approaches (operant conditioning)
  • Positive reinforcement (consequence to increase a behavior)
  • Negative reinforcement (removal of negative impact to increase behavior)
  • Positive punishment (addition of something negative have to do)
  • Negative punishment (taking away something enjoyable)
  • Modeling (learning behavior by observation)

Offering Families Support

Our clients often need a little more support and can be successful.

Brokering activities

• Focus on formal / in-formal supports

Role-Playing

“Role-playing refers to having a person assume a different role or part than the one he or she would normally assume.” (p. 374)

• (pretend to be somebody else) Can be one family member assuming the role of another family member (i.e. dad sees how yelling looks, kid sees how tantrum looks to others)
• (pretend to manage differently) Can be the person remains, but practices doing it differently than would have (think about ART)

Digital Recording and Tape Recording

Recording makes people confront the effectiveness and appropriateness of their verbal and nonverbal behaviors.

Notes of caution -> Using discretion, only for infrequent/specific purposes. Can take time for families to get used to being recorded.

Homework Assignments

“Homework assignments are tasks given to the client to be completed at home or outside the interview.” (p. 375)

[Discussion] What are some possible examples of homework assignments?

• Should have at least one of the following:
  • Specific directions for activities
  • Specific directions for frequency
  • Specific directions for how to track progress
  • Specific directions of what is going to be shared at the next meeting
  • Indication of what might happen while implementing

Implementation of Family Intervention

Plan for next week