what should jessica do.
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SOWK778-0P1-SPRING-2023
Advanced Analysis of Social Policy, Programs, and Services
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SOWK784-001-SPRING-2023
Field Instruction IV: Advanced Social Work Practice
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Systems Analysis of Social Work Practice
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Systems Analysis of Social Work Practice
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Sample Case Analysis for SOWK 718
1
CONFLICT ON THE HUMAN SERVICES COORDINATION TEAM
Terry A. Wolfer
Introduction
As Director of Field Services for the Human Services Coordination Team (HSCT) of the
State Services Department (SSD), Jerry Feldman supervises Arthur Harris, who he recently
promoted to Northeast Regional Director. In turn, Harris supervises Frances Carpenter, a former
peer and a specialist with the African American community. Feldman, the protagonist, is
meeting with Carpenter and Harris to discuss their conflict on the job.
Problem Statement
Shifting organizational priorities have resulted in some confusion, uncertainty, and
disagreement among HSCT staff. Feldman apparently selected Harris as a new regional director
to implement the new priorities, and this internal promotion and interpersonal differences
between staff members contributed to tensions resulting from the changes.
Contextual Analysis
The rather amorphous mission of HSCT is to promote citizen involvement with and
coordinate services provided by a variety of private and public agencies, including SSD itself.
The mission requires that staff use creativity and initiative in solving problems.
In the past, HSCT worked toward this mission by providing case management services
for individuals, intervening to improve coordination between agencies, and helping agencies
develop their own capacity for coordinating services. Based on Harris’ comments, it appears that
Feldman wants the team to focus more on organizational-level coordination and capacity
development. Nevertheless, their mission will no doubt continue to require a diverse set of
strategies, selected on a case-by-case basis. The case does not identify what efforts Feldman
made to educate and prepare the staff for the shift in strategy, and his response to Harris on this
point is vague. Indeed, it is not clear whether HSCT has job descriptions spelling out the new
staff roles, responsibilities, and intervention methods, and providing a written basis for
evaluation.
The expressed disagreement between Harris and Carpenter suggests that they are not
clear about the shifting priorities and associated strategies. To some extent, the changes seem a
better fit for Harris’ preference for organization-level interventions than Carpenter’s preference
for case-level interventions. But both have demonstrated previous skill in resolving problems
across systems levels. And it is not clear the Feldman is insisting on a complete change of
strategy; there will likely be continued opportunity and need for multiple approaches.
However, the underlying confusion and disagreement between staff members has been
worsened by differences in their cultural backgrounds. As suggested by a diversity perspective,
differences in how one manages stress, interpersonal interactions and methods of communication
in the workplace can create workplace conflict (Thomas & Eli, 2001). Harris is a youthful white
man with military experience and graduate education. In contrast, Carpenter is an African
American woman with children, college education, more work experience than Harris, and seven
Sample Case Analysis for SOWK 718
2
years older than Harris. Furthermore, under the stress of organizational change, these cultural
differences probably undermined their trust for each other.
Because they started at HSCT as peers only 1.5 years ago, the internal promotion likely
caused additional tension in their relationship. Not only was Harris a new and inexperienced
supervisor, he was younger and less experienced and asking Carpenter to adopt strategies with
which she was less comfortable and familiar. Her negative reactions provided severe challenge to
his nascent authority and shook his confidence.
In the midst of this transition, it will be important for Feldman to affirm Harris’
supervisory leadership but without encouraging rigidity and control on his part. If he does not,
this will undermine Harris’ ability to guide the northeast region team, in general, and Carpenter,
in particular. How Feldman handles the conflict between the two staff members will likely
influence their ability to accept and implement the organization’s new strategic priorities and
their future working relationship. He may unintentionally undermine a new supervisor’s
authority or alienate a competent, specialist employee.
Alternative Strategies
Upon returning to the meeting, Feldman has several immediate options for resolving the
underlying confusion and conflict.
1. Feldman could meet with Harris alone to review the preferred goals and strategies for
HSCT and to provide guidance for dealing constructively with Carpenter. Then, Feldman
could allow Harris to meet with Carpenter for supervision and then provide further
guidance as needed. This coaching approach could encourage Harris to assert appropriate
supervisory authority and, more importantly, help Harris to increase his supervisory
skills. However, it may delay resolution of the conflict and risks further alienating
Carpenter, especially because she is at the present meeting.
2. With both Harris and Carpenter, Feldman could explain the shifting organizational
priorities and strategies in an effort to clarify his changing expectations for their work.
This educational strategy could spell out what Feldman thinks needs to be done and how.
On the assumption this has not been sufficiently explicit before, doing so may produce
new understanding of their work (especially for Carpenter) and defuse the interpersonal
conflict. However, this joint approach may undermine Harris’ supervisory authority.
3. Feldman could invite Harris and Carpenter to articulate their individual understandings of
the agency’s mission and preferred strategies, and lead them in a mutual effort to resolve
their misunderstandings of the new approach and of each other. This more collaborative
problem solving approach would both model what Feldman wants them to do with other
agencies and may elicit both substantive contributions and buy-in from the two staff
members. As a result, they may reach a new and different agreement about the agency’s
goals and strategies for working with multiple constituencies. But this approach may take
longer (i.e., multiple sessions) and may end up in a different place than Feldman
intended.
Recommendation and Evaluation
I recommend the third alternative because it represents the most powerful effort to coach
both Harris and Carpenter in collaborative problem-solving and reflects a genuine openness to
Sample Case Analysis for SOWK 718
3
both their contributions. Specifically, it maintains openness to the possibility that Feldman’s
proposed approach for HSCT may not work well with the African American community and it
allows Carpenter to educate Harris and Feldman about that. Further, it affirms Harris’ leadership
without actually taking a side in the conflict.
This strategy would be considered successful if it restored working relationships within
the HSCT itself, helped Harris and Carpenter to grow professionally, and helped them to see past
their personal differences.
Rationale
My recommendation is based on experience with organizational change processes and the
conflict that often results.
Reference
Thomas, D. A., & Eli, R. J. (2001). Cultural diversity at work: The effects of diversity
perspectives on work group processes and outcomes. Administrative Science Quarterly.
Retrieved January 16, 2010, from
http://findarticles.com/p/articles/mi_m4035/is_2_46/ai_79829822/
http://findarticles.com/p/articles/mi_m4035/is_2_46/ai_79829822/�
1
Jacked Up!1
Margriet de Zeeuw Wright and Terry A. Wolfer
In April 2016, Jessica Wilson and her classmates were about to conclude their bi-
weekly field seminar at Florida State University College of Social Work. She was feeling
a sense of relief that the morning session was almost over. As it ended, she rose quickly
and stretched her legs. Turning to her friend, Caroline, Jessica said, “I saw a kid get
jacked up at field
last week . . .”
Overhearing the comment, Dr. Paxton shot a look that conveyed her concern, a
signal the discussion was not over and about to turn serious.
Pausing mid-sentence, Jessica felt a simultaneous mix of dread and relief. How can I
put those words back in my mouth? she wondered, but then realized, I need to get this
off my
chest.
One by one, her classmates sat back down in their seats. Lunch would have to wait.
The South Town Clergy Group and the Social Work Initiative in South Town
The South Town Clergy (SoToC) group was an informal gathering of Christian
pastors in the southwest area of Tallahassee that formed out of an interest to serve their
communities. The small group of clergy met every other month to support each other
and share Thanksgiving service and the Week for Christian Unity every January. The
SoToC group was composed of pastors of small churches (average Sunday attendance
ranged from 75-200 worshippers) including some historically white and some
historically African American congregations. This consortium of engaged local
congregations included Zion Moriah AME Church, Freedom Church, Faith Lutheran,
Grace Lutheran, and First Presbyterian Church.
The Social Work Initiative in South Town (SWIST) grew out of the SoToC group. In
fall 2014, Presbyterian pastor Paul Rutter, attended a workshop on congregational social
work and sat next to Dr. Sarah Paxton, a clinical professor at FSU College of Social
Work. Longtime friends, they discovered mutual interest in placing field students in
congregations to build on existing social capital, and he arranged for Dr. Paxton to speak
to the SoToC group. Beginning in spring 2015, Dr. Paxton met with the clergy group for
five months to discuss the feasibility of organizing a grassroots faith-based initiative. A
representative mix of Caucasian (including Rutter and Paxton) and African American
1 Development of this decision case was supported in part by the University of South Carolina
College of Social Work. It was prepared solely to provide material for class discussion and not to
suggest either effective or ineffective handling of the situation depicted. While based on field
research regarding an actual situation, names and certain facts may have been disguised to
protect confidentiality. The authors wish to thank the two anonymous case reporters for
cooperation in making this account available for the benefit of social work students and
instructors.
© Margriet de Zeeuw Wright and Terry A. Wolfer
2
community partners participated. Eventually they developed the terms of SWIST, its
initial mission statement, name, goals, and field placement contracts. Pastors would
serve as Field Preceptors (i.e. task supervisors) and Dr. Paxton would serve as Field
Instructor.
The mission of SWIST was to enhance the social, economic, and spiritual lives of
congregants and local communities by providing congregational social work services in
collaboration with clergy. The initiative worked in partnership with FSU’s College of
Social Work to provide advanced-year field placements for motivated students who
demonstrated cultural competence in congregational settings. The goal of the field
placements was to prepare social workers to serve within congregational-community
settings. It was expected that each student would be a self-starter and be able to work
independently, as the initiative found its stride in each congregation and within the
wider community. In addition to assisting with the development, implementation,
maintenance, and evaluation of social work and case management services within the
congregational setting, students would also be responsible for community networking,
and public media duties.
Reverend Brown, Zion Moriah AME Church, and the Helping Hands Child
Development Center
One member of the SoToC group was The Reverend Mr. Jeremiah Brown. Born,
raised, and educated in Florida, Reverend Brown answered the call to ministry in 1995
and was called to serve Zion Moriah African Methodist Episcopal Church in 2010. He
focused his ministry on growth and social justice and he was affectionately known by
his congregants as the pastor with the beaming smile. Reverend Brown was a single
African American father in his sixties.
Zion Moriah AME Church was an historic African American congregation; its
history was woven into the history of African American people in the state of Florida.
Average Sunday attendance was typically 60-70 parishioners, and reflected the nature of
small congregations where parishioners not only waved and said good morning to one
another, they knew one another.
Zion Moriah was located in a neighborhood with mostly low income African-
American and Hispanic residents. The surrounding community had challenges. High
rates of alcohol and drug use reflected supply and demand in the area. During the
daytime, most members felt safe in the neighborhood, especially when accompanied by
someone else, but they were less inclined to venture out at night.
To respond to community needs the church offered outreach programs such as
classes and workshops, as well as a weekday lunch program. The feeding program was
for young and old alike; folks just needed to sign-in so the church could keep a record.
Another part of parish life, and one of the ministries at Zion Moriah, was the Helping
Hands Child Development Center.
Helping Hands served families of children age 0-4 during the daytime, and children
up to the age of 12 after school. On paper, Helping Hands served 80 children but only 30
3
to 40 attended regularly. A number of those travelled more than 30 minutes to the
center. Funding for Helping Hands was tenuous because it came primarily from parent
fees.
Miss Ja’Nae Jackson was the Director of Helping Hands. She was an African
American woman in her early thirties. She grew up in the community and was familiar
with most of the families served at Helping Hands. But she was new to the position
because the previous director had been let go in the past year. Under Miss Ja’Nae’s
supervision, there were four workers looking after the center’s children.
The staff included Miss Hattie Williams, who had been with Helping Hands for six
years after a career in special education. Even casual observers noted that Miss Hattie,
an imposing African American woman in her sixties, wore an air of experience and
authority like women in the south wore their hats to church on Sunday – confidently.
Indeed, Miss Hattie was sometimes mistaken for one of the pastors on staff, and while
she was a pastor at another local congregation, her role at Zion Moriah was confined to
working with the children. That said, workers knew they could often find her hanging
out in the church office to be near Reverend Brown. Her colleagues chose to not say
anything however, as Miss Hattie was a mighty matriarchal presence.
Another worker was Miss Tawana Simmons, the Special Education Instructor, and
new to working at Helping Hands. She was an African American woman in her late
thirties. She had a child that attended the afterschool program. She had told Dr. Paxton
that she was excited about sharing her knowledge of child development with the social
work students, and helping them identify what this looked like in real time with the
center’s children. If the truth be told, Miss Tawana also felt they could use some extra
hands around the center, as they were a bit short staffed at the time.
When Dr. Paxton and the SoToC group discussed the use of social work students in
field placements, Reverend Brown and the Director, Miss Ja’Nae, agreed on the
condition that they wanted social work students to assist with the children and parents
of Helping Hands as needed.
Jessica Wilson
Jessica Wilson was a 26-year-old African American woman in her advanced year of a
Masters of Social Work Program at FSU. She had a broad smile and a ready laugh that
came from years of practice. With a bright mind and the good sense to think before
speaking, she exuded confidence, at least under most circumstances. Jessica grew up in
Sumter County, a small, predominantly African American rural county in the Black Belt
region of western Alabama. Originally named for its rich black topsoil, the name was
later associated with cotton plantations and the slaves who built the economy. Jessica
and her family had deep roots in the area. She came from a successful family of long-
time residents and property owners, but not everyone in Sumter County had the same
experiences. The area lay within a neglected region for public schools. In 2011, after
years of debate, lawsuits and appeals over equity funding in education that literally put
centuries of Alabama history on trial, a federal judge decided the plaintiffs were not
4
entitled to relief from the court and changes to school funding would not be made.
After high school, Jessica left home to study business at Athens State University.
After two years, with the support of her family, she transferred out-of-state as she said,
“for the sake of my business career.” Her father had always told her, “Jessica, if you
want to be a professional basket weaver, you go be the best basket weaver you can be!”
After graduation, it was difficult to find work because the Great Recession had a
stranglehold on new job opportunities. Desperate, she finally found employment with
an entertainment company in Orlando. But two years later, with too many rules, high
employee turnover, no encouragement to grow, and stress-related sleep problems,
Jessica was ready for a different challenge.
Despite reservations about the low pay, Jessica decided to follow in her mother’s
footsteps and become a social worker. She enrolled in the MSW program at FSU and
chose the Children, Youth, and their Families Specialization. She completed her first
field placement at a local elementary school classroom designed for children living with
emotional, behavioral and developmental disabilities. There, she learned appropriate
procedures for least restrictive restraints and got the message, “Don’t put your hands on
other people’s children.”
Near the end of the academic year, Dr. Paxton, who was also a
Field Seminar
Instructor, encouraged Jessica to apply for an advanced-year field placement at SWIST.
Dr. Paxton sought a racially diverse group of students to work with the newly formed
initiative to fit the demographics of South Town. She liked Jessica’s approach to social
work practice and appreciated her experience and interest in working with children and
youth. Further, she saw Jessica as a self-starter. With her background in business and
marketing, Jessica could be helpful in getting this new grassroots faith-based organizing
initiative off the ground. Beyond that, Dr. Paxton thought Jessica was able to set
boundaries and had a strong sense of ethics and integrity. She seemed to be a good fit.
From Jessica’s perspective, the placement matched her career goals of working with
children, youth, and their families and also getting an opportunity to try macro-level
work related to race and reconciliation and issues of health coverage.
In the spring of 2015, Jessica felt honored to be one of the first field students selected
for the SWIST. She really wanted the initiative to do some good work while she was
associated with it. She was glad that another social work student, Ciera Washington,
was also going to be starting at the same time. By September, after several weeks in the
placement, Jessica was enjoying the variety it offered. She met with the consortium’s
clergy and community partners. Her interests in race and reconciliation and health care
coverage were timely given public discourse begun by the Black Lives Matter Movement
and President Obama’s Affordable Care Act. Jessica felt good about her choice of career
and placement.
Signs of Trouble
In late November, even though this was not part of her placement duties, Jessica was
staffing the front desk of Helping Hands over the lunch hour. It’s part of being helping
5
hands, she thought, when she agreed to cover the desk. Some of these women don’t get
a break all day, it’s not their fault that there’s not coverage. It seems like everyone just
helps out where they can. A white woman entered the building. Out of the corner of her
eye, Jessica saw a colleague, Ebony Jones, frantically motioning for her to come to the
kitchen. Jessica quickly got up and joined her.
“What was that all about?” she asked.
“Technically,” Ebony said, “you aren’t supposed to be sitting at the front desk
because you’re not on the roster. You’ll have to talk with Miss Ja’Nae about that.”
When she got a chance the next day, Jessica went by Miss Ja’Nae’s office and
broached the subject. “Ebony told me that I couldn’t sit at the desk because I am not on
the roster. Can you explain to me what that means?”
“Well, it happened before you or I were here,” she explained. “We’re being
monitored by the Department of Children & Families because of a fairly serious safety
violation that occurred here. It led to the previous Director leaving. As a result, only
rostered employees are authorized to be in the front area.”
“Do you think I could get rostered?” Jessica asked.
“You could,” Miss Ja’Nae responded, “but that would involve a background check
and that’s more than we’re willing to pay for right now.”
“But I’ve been credentialed,” Jessica went on, “I’ve had a FDLE check and completed
the Safeguarding program. What more do I need to do to get rostered?”
“There’s more to it than that,” Miss Ja’Nae said. Then she turned back to her work,
leaving Jessica to see herself out.
What was that all about and what am I supposed to do now? That was pretty dismissive and
I still don’t have a good answer for myself or for Ciera about becoming fully rostered workers.
So for the time, it was clear to Jessica that whenever a Caucasian woman dropped by
unannounced, she was to make herself scarce. Helping Hands would be up for licensing
review shortly, and Jessica understood that staff simply wanted to get to the other side
of that. Regardless of the specific behind-the-scenes organizational dynamics, it seemed
clear to Jessica that the families needed and the children benefitted from the center’s
programs.
New Incidents
Jessica enjoyed the placement, and her time passed quickly. One April afternoon,
late in the school year, Jessica made her way back into the common space for the
afterschool program. That day, about 25 children were busy working on their reading
programs and vocabulary. Miss Hattie was already there giving directions with a
commanding voice. Suddenly, out of the corner of her eye, Jessica saw Miss Hattie
forcefully lift four-year-old Deon Davis with one hand and put his back against the wall.
But almost as quickly, Miss Hattie put Deon down and grabbed him in a big bear
hug. Jessica wondered if that was a response to her arrival in the room.
What just happened? Jessica froze, momentarily confused.
Oh, that’s a lawsuit, Jessica thought. But almost immediately, she wondered, Do I say
6
something or not? If I get involved will she take it that I’m telling her what to do? I only have a
few weeks left and I’m going to see her everyday I’m here.
Fifteen minutes later, Jessica was still mulling over what had happened when she
saw Miss Hattie approach a boy and girl sitting next to one another and backhand the
leg of one of the children. Jessica didn’t know which child was hit because she couldn’t
see whose leg it was, and no one cried. Jessica doubted there was bruising. Besides, she
justified, it’s not uncommon for black children to be handled a little rougher. My grandmother
kept a switch by the chair and I knew what boundaries to cross and which ones not to cross. It’s
not a thing, really, unless you’re actually leaving bruises or marks. Still, the incident nagged at
her.
Did they see it? Jessica looked around and saw other staff members in the area. Why
didn’t anyone respond? I wish that Miss Tawana was here. I’m sure she would know what to do,
if anything. But I’m the only one reacting. If I say anything, they would know it was me. Is this
really a big deal? Am I being culturally competent?
Later, as she reflected on the situation, Jessica realized Helping Hands simply didn’t
have the staff it needed. Do you get rid of somebody? If you lose another person, do you have a
bigger problem? Or do you keep the person, let whatever happens happen, as long as no one says
anything?
Over the next few days, Jessica held her thoughts until they interfered with her
sleep. She tossed and turned, vacillating between, They need to do something, and, Do I
need to do something? Jessica envisioned images of the caring hands of the center staff and
Miss Hattie’s hands on other people’s children. It was a matter of trust. It was a matter
of taking sides . . . black or white. If I say something, will I be identified with the white
woman from DCF, and be seen as an outsider? Things are already under investigation here, and I
know how things can get blown out of proportion when folks don’t have all the facts. What more
do I need to do? But if I don’t say something, are there children here who might be in harm’s
way? What are their chances in life and who is standing up for them? What’s my ethical and
professional obligation here as a mandated reporter? Like Deon, she felt the ground disappear
beneath her feet. Is speaking up a matter of social justice or would that make me an ethnic
traitor? Which tribe do you belong to, Jessica, you gotta pick a side. But my position is part of a
new initiative, could whistleblowing put this in jeopardy? Oh, why couldn’t I have gotten out of
here before this happened?
Field Seminar
The next week, Jessica attended field seminar at FSU. She was feeling a sense of relief
that the morning session was almost over. As it ended, she rose quickly and stretched
her legs. Turning to her friend, Caroline, Jessica said, “I saw a kid get jacked up at field
last week . . .”
Overhearing the comment, Dr. Paxton shot a look that conveyed her concern, a
signal the discussion was not over and about to turn serious.
Pausing mid-sentence, Jessica felt a simultaneous mix of dread and relief. How can I
put those words back in my mouth? she wondered, but then realized, I need to get this off my
7
chest.
One by one, her classmates sat back down in their seats. Lunch would have to wait.
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