Field Work Talked about Darryl

Introduction

• Morning session starts with a prayer led by a student for safety and health of all participants heading into labs.

Overview of Daryl Case

• Daryl is a client they will see on day two of their program.

• Several students have viewed the case; some have yet to see it.

• A snippet of Daryl's case will be shown as part of the preparation for upcoming discussions.

Field Work Schedule

• Fieldwork occurs over two days: Sunday and Monday.

  • Labs start adjusted by two hours on Sunday (begin at 10:00 AM) to accommodate church services.

  • Recommended attire: business casual or scrubs; comfort and practicality emphasized for activities.

  • The first day focuses on Daryl, where students will develop an occupational profile, choose assessments, and create interventions in small groups.

  • Groups will alternate between assessments and documenting results.

Important Reminders

• Documentation should be personal; sharing ideas is encouraged, but individual submissions are required for goals.

• Students can utilize resources from their courses for the mental health aspect of the fieldwork.

• Emphasize understanding of clients, fieldwork, and documentation processes.

Evaluation Criteria

• Level one evaluation forms will guide understanding of performance throughout fieldwork.

  • Emphasis on professional behavior rather than high-level skills.

  • Passing is achieved through meeting standards, not necessarily excelling in grading.

Daryl’s Case Complexity

• Daryl's profile highlights a 54-year-old male diagnosed with schizophrenia.

• Important notes on his current status:

  • Well-controlled symptoms, following a medication regimen.

  • Seeking independence and housing.

• Initial evaluation overview:

  • Lived in homeless situations previously, currently in a suboptimal living situation.

  • Exhibiting some desire to improve living conditions and increase cooking and cleaning skills.

Client Characteristics to Consider

• Social challenges include limited social circle and environmental issues of mold in his apartment.

• Previous experiences in living independently and current motivations outlined.

• Consideration of Daryl's literacy level and communication style is crucial for setting realistic goals in therapy.

• Daryl's strengths include motivation, cognizance of his living situation, and some daily living skills.

Key Intervention Ideas

• Possible goals include:

  • Enhance budgeting skills to understand grocery shopping versus eating out.

  • Improve literacy skills for better independence and engagement with community resources.

  • Promote social skills and peer interaction through structured activities like group games.

• Emphasize harm reduction and realistic budgeting in therapy; accept clients' current habits as part of the budgeting process.

Conclusion and Reflection

• Ongoing discussions on how to approach Daryl’s challenges through tailored interventions.

• Need for creativity in therapy to meet client needs alongside achieving therapy goals.

• Importance of integrating realistic social and lifestyle scenarios into therapeutic goals.

• Class encourages open communication and mutual support throughout the learning process.