ALTERNATE PAPER FORMAT (If you’re using Tres Madres) Family Theory and Interven

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ALTERNATE PAPER FORMAT (If you’re using Tres Madres)
Family Theory and Intervention Alternative Paper – Tres Madres
 
Students are still required to demonstrate their understanding of the specific tasks and skills involved in the beginning and middle phase of practice with a family and the theoretical and empirical support for their work.
To complete this assignment the student is required to view the video of a family therapy session, “Tres Madres,” on the Kanopy platform and submit an analysis of the session.
Please note:  The discussion and critique of each stage should be grounded in the relevant required readings and at least 3 additional readings from academic journals that inform how to work with this family at each stage of the intervention process.
Introduction (1-3 paragraphs, ) Introduce the group you will be writing about, and briefly describe what you will be covering in your paper. If you are unsure about writing an introduction Google it!

Setting (~1 page)
A brief descriiption of each client’s identifying information (e.g., Lori, Melanie, David, Nita, etc.).
A descriiption of how the client/client system was referred, the reason for the referral, and any other information the social worker appeared to have prior to the session. You might have to infer some of this information and that is fine.

Beginning (~1 page)
Discuss the social worker’s decision about who in the family to include in this beginning. Do you agree with the social worker’s decision making about who to include and discuss why or why not? Support with the literature.
If you would change anything about who came to the first session describe what that change would be and why? Support in the literature.

Engagement (~1 page)
Describe any engagement strategies/techniques that you observed the social worker using. Critique how the social worker joined with each member, and with the family as a whole. You should define what joining is and cite the literature.

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