Preparation 85 b. In order to more fully identify with Ms. Anderson, experience her situation and reaction as if you were lying in the hospital bed (first person). c. To identify with Ms. Anderson even more fully, call up and reflect on your own experiences so you can better anticipate what she is going through (first person). d. Detach yourself and explore how Ms. Anderson’s reactions might be similar to and different from yours. 3. Have students consider the following scenario: A community agency pro- vides services to residents in public housing. The director identifies a cluster of isolated, elderly tenants and decides that the intern should offer them a group service. You call up potential group members in advance, and they agree to come to the first meeting. As you prepare for the first group session: a. Anticipate what the tenants may be thinking and feeling. b. Experience the tenants’ situation as if it were your own. c. Call up your own experiences that may help you understand the tenants’ feelings. d. Detach yourself and separate yours and the tenants’ reactions. 4. In chapter 7, we explore in detail clients’ degree of choice and the context of services—offered, mandated, or deliberately sought—and the meaning that this has for beginnings. To encourage students to begin to think about this idea, consider using the following case, where the mandate is subtle and therefore easily overlooked: Billy is a 10-year-old Caucasian youngster whose parents are engaged in an acri- monious divorce. His teacher is concerned about his increasing withdrawal in class (he daydreams and otherwise does not pay attention in class, and he has suffered a significant drop in grades). The teacher met with his mother, who gave her permission to refer Billy to the school’s social worker. The social worker tasks her student intern with meeting with Billy. Begin by asking students to think about how Billy’s referral to the social worker may be experienced as a mandate. Ask students to engage in the anticipatory process: a. Anticipate what Billy may be thinking and feeling. b. Experience Billy’s situation as if it were your own. c. Call up your own experiences that may help you understand Billy’s feelings. d. Detach yourself and separate yours and Billy’s reactions. If you wish, you may continue with this scenario to allow students to engage in anticipatory empathy when using the family modality: Billy’s mother has primary custody, and the school social worker and social work student believe that the stress that she is experiencing as a result of the
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