Student Instructions: You are a community case planner with ACS for local inner

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Student Instructions: You are a community case planner with ACS for local inner city children. Your agency’s program goal is to work with high school-age adolescents of the local communities to see a positive future for themselves. For the past four (4) years, you have provided after school programs for youth that provided academic support, neighborhood beautification projects (such as planting trees, painting local flower pots, cleaning up the local parks), hosted sports tournaments with small but good prizes, and planned trips for the youth (to restaurants outside of their neighborhood, museums, and interviews with millionaires that are Black and between the ages of 18-22 years of age. One year, you were able to secure funding to take a group of youth to Thailand for two weeks. All of the youth are doing wonderfully! Most are completing high school and thinking about either college or a vocational program. Some have even shared with you that they would like to become social workers. You have recently been promoted to being a Program Director for another site. This means that you will not be able to work with this neighborhood in this way any more. Please use the questions below to describe how you will work with the children of this community to have an action plan in place and follow up on their progress.
Current Situation: You work in a community that has a large public housing area where most of the high school age youth either do not complete school or complete high school and do not go onto any further formal training, such as college or a vocational program. Rates of poor nutrition, premature death and poverty are higher in this area than in most other areas of Brooklyn, NY. The demographic information is that the neighborhood is predominantly Black, African American and second generation Caribbean. When the youth are asked where they see themselves in five years, most answer that they just hope that they are alive and if so, not locked up.
Mini-Assignment 4: Termination/Follow-Up
OUTLINE
Mini-Assignment 4: Termination/Follow-Up is designed to provide social work students with the opportunity to explore termination and follow-up in child welfare practice from theoretical and practice perspectives. Please answer the below questions in paragraph form. The paper should be double spaced and use Times New Roman font in a 12-point size.
I. Termination/Follow-Up (Theory)
a. What is the termination/follow-up process?
b. When does the termination/follow-up process begin?
c. Describe role of the social work professional in the termination/follow-up process?
d. What are two (2) ways in which family engagement in the termination/follow-up is important to child welfare practice? Please explain these two ways while referencing course material to substantiate all points made.
e. What are two (2) factors that can make termination/follow-up process challenging for the worker, and or the community?
f. How might you, as the social worker be able to mitigate these challenges?
g. How might historical context show up in the termination/follow-up process?
II. Termination/Follow-up (Practice) Please base the answers to the following questions on the attached vignette.
Describe to role of the social work professional to the youth of the community during the termination/follow-up process?
How might you, as the worker engage these youth and or the youth’s family in the termination/follow-up process?
Using the course text, please help me to understand how these approaches could be a best fit for this scenario in particular?
What are two (2) challenges you may encounter in the termination/follow-up process with the youth and or the youth’s family?
Please describe how you can prepare for and address these challenges.
PLEASE USE THESE SOURCES ONLY !!!!!!!
https://www.socialworker.com/feature-articles/practice/The_Importance_of_Closure/

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