Problem Solving





1&2. The first step in the problem-solving process is intake and engagement of the client, which was conducted about eight months ago as a result of the needed group home placement. I went to her home where, at that time, she was still living with her parents. Through several meetings I obtained a full and lengthy social history of the client. It was agreed upon by all that Jane be placed in the group home because her parents are getting older, and becoming unable to fully take of her needs or supervise her. We came to the second step in the problem-solving process, which is data collection and assessment. I have made several visits to the group home to assess her behavior and see if there are any needs that are not being met. We have identified her need to work on appropriate socialization skills with other members in the group home. Part of this process is to identify client strengths and areas for improvement. Jane excels in her ability to take care of her personal belongings, keep her room clean, be aware of the importance of personal hygiene, doing dishes, working on puzzles, coloring, and drawing. As Jane noted, she cannot cook very well, do laundry, manage money, and she needs to work on her reading and writing ability. I have observed how she likes to hug people or hold on to their hand when she talks to them. I feel that is because she has lacked socializing with people in the community, but its something she enjoys although her behavior may not be appropriate for those who are not aware of her condition. Also, she tends to ask the same questions as if she has forgot what happened two days ago. I see a slight short-term memory loss, yet her long-term memory is accurate. I have seen improvement in many social skills and daily skills. The third step in the problem solving process is planning and contracting. Planning is the stage between assessment and intervention where we must develop a contract of goals and expectations. At this time, it seems appropriate that Jane be given the chance to work. She and I felt that it would help broaden her socialization and gain more independence. She feels confident and is supported by her family, as well as by her friends from the group home. I then found a job for her at a local shelter workshop where she carries supplies from the back to the front of the department, helps customers find supplies, and other odd jobs.
Jane has been at the workshop for three weeks now and enjoys her job. She has mentioned hopes of moving from the group home to a supervised living program. The workshop supervisor just informed me of an incident at work involving Jane. Jane was apprehensive in discussing the situation at work. She repeated, “he was mean and I hate him.” I told Jane kindly that her was inappropriate because she could have hurt the customer and she could lose her job. I also stated how well she was doing in reaching her goals and that it is important for her to maintain her job if she wants to move into the supervised living complex. After my discussion with Jane, I went to the workshop supervisor to discuss what happened in detail. She did not see the incident, but a co-worker did. I expressed interest in keeping Jane at the workshop and I will be assisting her in getting her through this so it doesn’t happen again. The supervisor agreed, but we needed to speak to the co-worker who was the incident take place. The co-worker said Jane was bringing out some supplies, tripped over the rug, and fell. She became nervous and frustrated, and she went after the man that was laughing at her. The co-worker then went over to remove Jane from the situation. I informed Jane’s parents of the situation and her mother mentioned that that happened when she went to school, which was the reason they removed her from the school system. I explained that I needed her cooperation in this matter. With this information in mind, I met with Jane to formulate other