Hannah Reinert

Field Practicum
Iowa Department of Human Services

PROCESS RECORDING:

Background information regarding the client and his case:

The client is a 2-year-old boy named Drayton from Baldwin. His mother is Chelsea, age 25, and his
father is Brian, age 45. The couple is not married and has had an unhealthy relationship since they
first met. There is an extensive history of domestic violence between the parents, including injury
caused to Chelsea. The pair has also had issues with substance abuse in the past. There is also serious
concern for Chelseas mental health and that Chelsea does not take her medication as prescribed.
Both parents have been involved with the department before and have had children removed from
their care in the past.

Drayton came to the attention of the department in December 2016 after allegations that Chelsea was
using methamphetamine. There were also allegations of physicals altercations between Brian and
Chelsea while Drayton was present. Prior to the assessment, Drayton lived with Brian and Chelsea
would care for Drayton throughout the week. During the assessment, Drayton still lived with Brian
and Chelsea had supervised visits with the Care Coordinator from Families First. During the course
of the assessment in December, there was a physical altercation between Brian and Chelsea while
Drayton was present, and Brian was arrested. The child abuse assessment was founded on Chelsea
and Brian for Denial of Critical Care and Failure to Provide Proper Supervision as a result of their
drug use and domestic violence, respectively.

An initial family team meeting was held in March, and both parents refused to cooperate with drug
testing for themselves or Drayton. Because Draytons hair was cut short, a hair stat couldnt be
completed. The department made special arrangements for a fingernail test for Drayton, but Brian
failed to show. A hair sample (holds 3 months) was ultimately collected later by a Clinton sheriff
during Chelseas supervised interaction, which came back positive for methamphetamine,
amphetamine, and marijuana. Since neither parent agreed to drug testing, it cannot be determined
which parent caused the exposure to Drayton. At this time, temporary removal was requested with
the following reasons: There is reasonable cause to believe that a request for consent would further
endanger the child; There is reasonable cause to believe that a request for consent would cause the
person responsible for the child to take flight with the child; It appears that the childs immediate
removal is necessary to avoid imminent danger to the childrens life or health.

Drayton was then placed in relative foster care and resided with his maternal grandparents, Ron and
Teresa. At this point, I really became involved with the case. I was responsible for making the initial
contact with the grandparents. I had called Teresa, but we ended up only playing phone tag for about
two days. She gave me Rons number and I was able to make immediate contact. He was fuming,
stating that he didnt want Drayton to stay with them anymore. I asked if Drayton had relatives that
were interested in placement and he listed Teresas sister and Draytons cousin. I made initial contact
with the two relatives. Long story short, after the removal hearing held on March 31, Drayton was
placed with Teresas sister, Draytons maternal great-aunt. Her name is Stacie and she lives in Miles,
IA. Stacie was present at the hearing, and Teena and I spoke with her during that time. Drayton has
been placed at Stacies since March 31, 2017.
I. Purpose of Client Contact:
Students should be asked to formulate a statement of purpose that is concise, clear,
and specific in relation to the proposed interview or encounter with the client. It
 should show the relation between the current meeting and previous contact and
should reflect the students awareness of the particular function of the agency and of
the clients capacity and motivation.

After the removal hearing held on March 31, it was decided that Drayton would move
from his grandparents home (Ron and Teresa) to his maternal great-aunts home (Stacie).
A home visit was scheduled at Stacies house in Miles, IA for Wednesday, April 5 at
4:30pm. It was expected that Stacie would be home at this time to converse with the
department. This interaction would be the second time Teena and I met with Stacie. We
were not to see Drayton during this interaction, as he was at a supervised visit with one of his
parents.

Ultimately, the purpose of this interaction was to ask Stacie basic, but important, questions
regarding Draytons recent move from Ron and Teresas home to her home. Teena and I
discussed that I would be the primary facilitator at this interaction. Essentially, my questions
were seeking the answers to: How is everyone doing? How are things going? What do
you need from DHS? I was also to confront Stacie about the reunification goal set by the
department. Stacie is very hesitant, and almost unwilling, in allowing Drayton to spend time
with his mother and father through Families First.

Additionally, I had to determine if Stacies home would be considered suitable for Drayton
long-term, in the event that Drayton would not be able to return to his parents. I had to
observe the home, while making note of any safety hazards or concerns to later address with
Stacie at this interaction.

II. Observations:
This section of the recording varies in length and content in accordance with the
stage of the student-client relationship. More detail is likely to be needed during the
initial contacts. Students should record general impressions of the physical and
emotional climate at the outset of meeting and its specific impact in the client.
Significant changes in the clients appearance or surroundings are also important.

Stacie lives in a small town called Miles, roughly 25 minutes from Maquoketa. The
towns population is about 450 people; however, after a brief drive though the town, the
population would appear to be significantly less. Stacies apartment is located above a
bar/dinner. It was difficult to locate the door to her home, as the building didnt indicate
an address. Teena and I knocked on the screen door and Stacie eventually came down the
stairwell outside of her apartment. The stairwell distinctly smelt like dogs and the
carpeted steps seemed to be covered in animal hair. After climbing the steep steps, Teena
and I were welcomed into her apartment.

The small apartment held two bedrooms and one bathroom. Draytons room was
completed with a toddler bed, a dresser, and toys. Stacie shares a room and bed with her
15-year-old daughter. The room was large enough to contain a queen sized bed. The only
windows in the apartment were in the bedrooms and kitchen. The living room was very
dark, but Stacie had appropriate furniture. In addition to Stacie, her daughter, and
Drayton, the apartment is also home for two dogs, two cats, and one bird. The dogs were

Source: Urbanowski and Dwyer, Learning through Field Instruction, 1988

 kenneled in the kitchen area the locations of the actual interaction. There were no
immediate safety hazards or concerns noted at this time; however, Teena explained this
tends to be the case when the home visit is a scheduled appointment. Despite an overall
cleanliness, the apartment was obviously home to several beings humans and animals.

Throughout the visit, Stacie appeared to feel very comfortable in her own environment.
She showed us the entire apartment without question and even joked that the tour wont
take very long! (Indicating that Stacie understands her home is small). During the tour,
she happily showed us where Drayton sleeps and explained that she obtained the toddler
bed specifically for Drayton. She was talkative, calm and asked appropriate questions
throughout the visit.

III. Content:
This part of the recording should describe the interaction between the client and
student during the planned contact. Although each student develops her/his own
style of writing, this section should include the following:
a) description of how the interview or activity began
b) pertinent information discussed with the client and responses of both client and
student in relation to it
c) description of the interaction between the client and student in dealing with the
purpose and the concerns identified during the client contact, including facts
and feelings revealed by both client and student.
d) description of the clients preparation for the next interview or activity and a
statement of how the contact ended.

As stated, the home visit began with a tour of the apartment. Stacie then offered us a seat
in the kitchen at her dining room table for further conversation. The purpose of this visit
was to answer the questions: How is everyone doing? How are things going? What do
you need from DHS?

The initial question I asked Stacie was, How is Drayton adjusting to the move? Stacie
quickly replied, Good, hes getting along well here. She asked questions regarding
Draytons daycare. It was explained to her at this time that Draytons daycare would be
covered by the state. She provided the name of the daycare as well as Draytons daycare
schedule starting next week. Here, Stacie also asked questions about getting more money for
food. We explained that she can change the information on her already existing food stamp
card. In addition, we mentioned that we can get her a referral to a food pantry near her.

I then asked Stacie, How are you adjusting to the move? She responded, Good. Ive done
this before. Ive watched Dray several times before and I used to watch Chelsea when she
was growing up. After this, Stacie continued talking about Chelsea. She explained that
Chelsea used to drop Drayton off at her house with only a few diapers and food jars and then
leave for long periods of time (anywhere from several hours to several days). She stated that
Chelsea is definitely using right now and that is why she will not agree to take a drug
test. Stacie stated that Chelsea only looks that thin when she is using meth. Stacie also
explained that she has seen Chelsea on drugs a lot and that Chelsea is extremely mean and
agitated when she is using methamphetamine. At this point, I asked Chelsea to provide

Source: Urbanowski and Dwyer, Learning through Field Instruction, 1988

 examples and additional details of what she has seen with Chelsea over the years. According
to Stacie, Chelsea is able to engage in appropriate conversations when she is sober. Stacie
explained that Chelsea was talkative and kind as a young girl and that Chelsea is capable of
listening intently without interrupting. Stacie stated that Chelsea has not been able to
maintain a conversation for quite some time due to her addiction to meth.

At this point, Stacie continued to talk negatively about Chelsea. We reminded her that she
is entitled to have her own opinions regarding Chelsea and the open DHS case. During
this part of the interaction, it was very appropriate to confront Stacie about the
reunification goal set by the department. It was calmly explained to Stacie that she cannot
allow her feelings or grudges to get in the way of the reunification goal. We respectfully
explained to her that she needs to put a smile on her face, even if it is fake, and allow
interactions to happen between Drayton and his parents. Stacie listened the entire time,
but she still seemed hesitant. She then stated that she doesnt like Drayton going out in
the cold to the interactions with the parents. I responded that the visits with parents are
not outrageous, and that Drayton only spends time outside if the weather allows. I also
added that Drayton would have to go outside to get to daycare while she is at work.
Stacie did not respond. I asked Stacy if she understands the reunification goal and if shes
going to support the goal, and she replied, Yes.

Shortly after, the interaction ended. We reminded Stacie that we will be stopping by once
a month at her home to see her and Drayton. She understood. We also told her to call
either my or Teenas direct lines with any questions. Stacie walked us out and down the
steps to her front door.

IV. Impressions:
As early as students first contact with their clients, students should state their
impressions based on the facts. This process gradually develops into analytical
thinking as students integrate course content and gain understanding of the
interaction between themselves and their clients.

Since I initially contacted the relatives regarding possible placement of Drayton, I really
got to know the ins-and-outs of Stacie and her family. Based on the facts, Stacie seems
fully mentally, emotionally, physically, and financially capable of taking care of Drayton.
She has a full-time job to support herself and her daughter. She has her own apartment
that is appropriately sized and furnished. She also has reliable transportation, which is
incredibly important considering her location in a small rural town. She has nothing on
her record to cause concern and has not been involved with the department before. Stacie
also has a large family support system that all know about the departments involvement.

Stacie is also able to maintain phone contact. She always returns missed phone calls and
will often call to follow-up or to simply ask a question. This shows that Stacie is reliable
and resourceful. It is clear by her questions, involvement and persistence (prior to
Draytons placement with her) that she genuinely cares about Draytons well-being.

With that being said, there are still concerns about Stacies willingness to allow Drayton
to see his parents. She has made several comments regarding Draytons parents and her

Source: Urbanowski and Dwyer, Learning through Field Instruction, 1988

 reluctance to allow Drayton to have visits with Brian and Chelsea, despite discussing the
departments goal of reunification with her again. If these comments and behaviors
continue, Drayton may be moved into another relatives care or foster care because she
would be considered unsupportive of the parents and the department.

V. Workers Role:
This section should highlight the students activity with clients and reflect the use of
social work roles, skills, and techniques. Students should evaluate their effectiveness
as helping persons in each interview or encounter with the client.

This interaction, a home visit at Stacies house in Miles, was to engage with Stacie and
essentially ask how everyone is doing with Draytons transition; address any current or
potential concerns; and confront and remind Stacie of the departments reunification goal.
During this interaction, I asked open-ended questions to allow Stacie to mention anything
she finds pertinent. While she was speaking, I attentively listened while taking note of her
mood, emotion, and facial expressions. Confrontation skills were used during this
interaction, as we were to discuss the departments goal with Stacie. In addition, the
contents to be discussed at this interaction were premediated. It is important for social
workers to go over the case prior to determine the ultimate purpose of the interaction.
Premediating a visit can enhance communication, conversation, and general
effectiveness.

In sum, I believe this interaction was effective. Ultimately, we were able to gather the
necessary information regarding Drayton and his transition. Confronting Stacie went
relatively well. We were able to confront her in a conversational manner because she
made comments regarding the parents and their inability to care for Drayton. I still have
concerns that Stacie didnt take the discussion to heart and feel that she will need to be
confronted again in the near future. I believe that the next confrontation needs to be less
lax, perhaps bluntly stating that if she cannot support the parents and the department,
Drayton will be removed from her care.

VI. Plan:
Students should briefly state plans for next contact and record thoughts about long-
range goals for their clients.

The next plan for contact will be after the food pantry referral is made. After the food
pantry is called, I will need to call Stacie to inform her of the details. The next time we
are likely to see Stacie is at court on April 24. If she doesnt attend, as she is not required
to, she will probably see Teena in May for a home visit. Typically, a home visit is not
always necessary, as Teena could see Drayton with either parent during a supervised
interaction. However, due to Stacies remarks, Teena will likely have an interaction
scheduled at Stacies home.

Source: Urbanowski and Dwyer, Learning through Field Instruction, 1988