Critical Analysis of Video Excerpt of InterviewSWB211 CRA for Critical Analysis of Video Excerpt of Interview 50% Word count: up to 2000 + refs Due: Week 1426/10/20 at 11.59pm Student Name: ____________________________________________________ Mark: = 50 % (of final unit grade) Assessor Name:_______________________________________ Clarity of focus and organisation of discussion High Distinction Distinction Credit Pass Fail 10 You need to be able to focus your work and organise your discussion in a logically unfolding manner Beautifully focussed throughout the paper, with impressive flow. Very well focussed throughout the paper, with very good flow. Well focussed throughout the paper, with good flow. Adequate focus that doesn’t always flow Poorly or inadequately focussed throughout the paper, with problematic flow. Demonstration of relevant theoretical ideas, especially those related to skills in motivational interviewing and holding critical conversations High Distinction Distinction Credit Pass Fail 10 You need to demonstrate your comprehension of relevant theories, especially those that are critical and are skills based . Highly insightful, sophisticated use of relevant theoretical ideas, especially those that are critical and skills based Insightful and impressive understanding of relevant theoretical ideas, especially those that are critical and skills based Insightful but could be more compelling and/or expansive understanding of relevant theoretical ideas, especially those that are critical and skills based Basic or patchy understanding of relevant theoretical ideas, especially those that are critical and skills based Inadequate, muddled or missing understanding of relevant theoretical ideas, especially those that are critical and skills based Demonstration of research and referencing High Distinction Distinction Credit Pass Fail 10 Your paper should demonstrate thoughtful research has been undertaken and that you have been systematic in your use of references. Extensive, highly relevant and very impressive use of research as evidenced by many scholarly references, including those that are prescribed. Highly relevant and very impressive use of research as evidenced by many scholarly references, including those that are prescribed. Very good use of research as evidenced by several scholarly references, including those that are prescribed. Satisfactory use of research as evidenced by some scholarly references, including those that are prescribed. Inadequate use of research as evidenced by insufficient scholarly references, including those that are prescribed. Demonstration of integration of knowledge and skills through use of illustrative examples High Distinction Distinction Credit Pass Fail 10 Illustrative examples help ground your discussion and show that you are understanding come of the complexities of the work. Details of intended actions are included and relate to motivational interviewing and holding critical conversations Illustrative examples are relevant and impressively articulated. Demonstrations of actions undertaken/proposed are highly relevant Illustrative examples are very good, relevant and well-articulated. Demonstrations of actions undertaken/proposed are relevant Illustrative examples are solid and relevant. Demonstrations of actions undertaken/proposed have relevance. Illustrative examples are adequate but could be extended, clarified and/or made more relevant Demonstrations of actions undertaken/proposed are not very relevant. Illustrative examples are missing, muddled or not clearly relevant. Demonstrations of actions undertaken/proposed are not included or relevant. Quality of written Expression High Distinction Distinction Credit Pass Fail 10 The quality of written expression refers to many aspects, including but not limited to those listed below: Use of language and grammar Structure and flow of writing. Eg logic of paragraphs No. of errors in written expression Polished, highly articulate, well-structured paper showing a sophistication in expression. Paragraphs adeptly structured. No errors. A delight to read. High quality, articulate and well-crafted piece. Nicely linked and organised discussion. Paragraphs very well structured. Few errors. Very good to read. Good quality, solid piece that is easy to follow and has a well linked and organised discussion. Paragraphs well structured. Some errors. Gratifying to read. Adequately articulated paper with some attempt to organise the writing for logical flow Paragraphs adequately structured. Several errors. Harder to read. Written expression is hard to understand and follow, at least in parts Paragraphs poorly structured. Unfortunately ridden with errors. Very difficult to read. Overall quality of critical analysis High Distinction 7 Distinction 6 Credit 5 Pass 4 Fail <4 10 you must show your ability to be critically analytical. this means engaging with ideas not just reciting them in a pedestrian manner. coherence in argument/discussion is also part of the quality of critical analysis. do all your parts of discussion fit together and make sense? exceptional analysis showing deep appreciation of all parts of the chosen essay question discussion clearly relates and responds to the instructions given. extremely coherent excellent discussion of all or almost all parts of the chosen essay question discussion relates and responds to the instructions given. coherent solid discussion of most parts of the chosen essay question discussion mostly relates and responds to the instructions given. mostly coherent just adequate discussion of chosen essay question, or parts thereof. discussion partially relates and responds to the instructions given. not always coherent missing, inadequate or muddled discussion of chosen essay question, or parts thereof. discussion does not relate and respond to the instructions given. often incoherent please note you may not find work called ‘critical casework’ to cite directly. you may need to use critical social work (aop/human rights etc) texts to conduct this work. jan fook’s (1993) radical casework might also help and it is now available electronically through the library. comments/feedback______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ swb211 task sheet assessment 2 critical analysis of video excerpt of interview 50% word count: up to 2000 + refs due: week 1426/10/20 at 11.59pm choose one of the following interviews to analyse: 1. interview with a gambler: anthony robbins, 2.29mins https://www.youtube.com/watch?v=bbejn-afzia&feature=youtu.be this white middle-class man describes how he became addicted to gambling. prompts: what does this man say about predatory gambling practices, including credit offers? how does this knowledge inform the work you will minimising the harms of future gambling? what critical casework skills will you use? or 2. interview with a hoarder 5.25mins https://www.youtube.com/watch?v=wrugsqtbbji&feature=youtu.be this is a street interview with a man living in his car and identified as a hoarder. prompt: in relation to critical casework practice, does the interviewer pose any useful questions to the man he identifies as a hoarder? if so, what are the questions and why are the useful? would you respond differently? if so, how? or 3. ‘prostitute-amanda’ (2) 7mins https://www.youtube.com/watch?v=ot0tfc4ndym this is a journalistic interview with a woman who is really struggling with crack addiction. **please note this footage may be confronting or triggering. prompts: what important information do you learn from amanda about her life that can inform your use critical casework skills? how does this interviewer display behaviours that go against the ideas of motivational interviewing and stages of change? or 4. alcohol and motivational interviewing: ‘good example’ by alan lyme, 9mins https://www.youtube.com/watch?v=67i6g1i7zao this is a social work interview using motivational interviewing skills. prompts: how could this be a much stronger interview in motivational interviewing terms? in terms of critical social work, comment on any gender issues you are observing and talk about what these insights will mean for your critical casework skills. or 5. the truth about being fat, 2018, 7mins https://www.youtube.com/watch?v=shei65lgn7g this is not an interview but a young woman speaking via a vlog. prompts: assume that you are a counsellor who has just been introduced to this woman. she has come to you to manage her anxiety. she tells you about what has just happened to her. what does her disclosure of the incident with the dermatologist teach you about the problem of professionals giving unsolicited advice? how would you respond to her? description: this second assignment is designed to help you develop your skills in motivational interviewing, counselling and being able to hold a critical conversation with others. these skills are the focus because they are important to critical casework, specifically important to creating and maintaining a good working alliance with clients and understanding how power relations are operating. in this assignment you are to demonstrate an appreciation of and ability to use both motivational interviewing and critical conversations in practice. you are to select one case example to critically analyse. through your analysis you are to demonstrate both your understanding of motivational interviewing (mi) and critical conversation (cc) skills. mi is client-centred and directed counselling approach predicated on the belief that change, especially change relating to habits and behaviours, must first come from within. evidence based and widely practiced across many fields (including child protection), mi positions the worker as someone who helps clients resolve their ambivalence to change. they do not: argue for why clients should change; start making ‘helpful’ suggestions, especially early in the relationship; or try to make clients feel guilty or ashamed for the practices they engage in. critical conversations (cc) are conversations that do not shy away from questions about injustice and inequality, especially as they play out for oppressed groups. critical social workers need to be able to facilitate critical conversations with people who have experienced great inequality and hardship, abuse and trauma—including those who develop addictions. critical social workers hold these conversations with clients for many purposes, including but not limited to helping clients to: reflect on their lives in social context; resist the internalisation of oppression, shame and stigma; explore alternative accounts of their scenarios and issues; and examine the benefits but also limits and potentially self-defeating nature of addictive practices often used to block out pain. with references to at least 4 prescribed readings, you are to critically analyse your observations, thoughts, feelings—and those you perceived occurred for others—that occurred in relation to the video excerpt of an interview chosen by you. to get started, first consider some of the following questions for options 1-4: · what happened in the exchange? · how did the interviewer try to engage and collaborate with the client in a partnership? · how were the interviewer’s active listening skills demonstrated? · did the interviewer ‘roll with resistance’? · was there any insinuation of blame or reproduction of shame conveyed by the interviewer? if so, to what effect? · did the interviewer prematurely shut down 10="" you="" must="" show="" your="" ability="" to="" be="" critically="" analytical.="" this="" means="" engaging="" with="" ideas="" not="" just="" reciting="" them="" in="" a="" pedestrian="" manner.="" coherence="" in="" argument/discussion="" is="" also="" part="" of="" the="" quality="" of="" critical="" analysis.="" do="" all="" your="" parts="" of="" discussion="" fit="" together="" and="" make="" sense?="" exceptional="" analysis="" showing="" deep="" appreciation="" of="" all="" parts="" of="" the="" chosen="" essay="" question="" discussion="" clearly="" relates="" and="" responds="" to="" the="" instructions="" given.="" extremely="" coherent="" excellent="" discussion="" of="" all="" or="" almost="" all="" parts="" of="" the="" chosen="" essay="" question="" discussion="" relates="" and="" responds="" to="" the="" instructions="" given.="" coherent="" solid="" discussion="" of="" most="" parts="" of="" the="" chosen="" essay="" question="" discussion="" mostly="" relates="" and="" responds="" to="" the="" instructions="" given.="" mostly="" coherent="" just="" adequate="" discussion="" of="" chosen="" essay="" question,="" or="" parts="" thereof.="" discussion="" partially="" relates="" and="" responds="" to="" the="" instructions="" given.="" not="" always="" coherent="" missing,="" inadequate="" or="" muddled="" discussion="" of="" chosen="" essay="" question,="" or="" parts="" thereof.="" discussion="" does="" not="" relate="" and="" respond="" to="" the="" instructions="" given.="" often="" incoherent="" please="" note="" you="" may="" not="" find="" work="" called="" ‘critical="" casework’="" to="" cite="" directly.="" you="" may="" need="" to="" use="" critical="" social="" work="" (aop/human="" rights="" etc)="" texts="" to="" conduct="" this="" work.="" jan="" fook’s="" (1993)="" radical="" casework="" might="" also="" help="" and="" it="" is="" now="" available="" electronically="" through="" the="" library.="" comments/feedback______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________="" swb211="" task="" sheet="" assessment="" 2="" critical="" analysis="" of="" video="" excerpt="" of="" interview="" 50%="" word="" count:="" up="" to="" 2000="" +="" refs="" due:="" week="" 14="" 26/10/20="" at="" 11.59pm="" choose="" one="" of="" the="" following="" interviews="" to="" analyse:="" 1.="" interview="" with="" a="" gambler:="" anthony="" robbins,="" 2.29mins="" https://www.youtube.com/watch?v="BBeJn-afZiA&feature=youtu.be" this="" white="" middle-class="" man="" describes="" how="" he="" became="" addicted="" to="" gambling.="" prompts:="" what="" does="" this="" man="" say="" about="" predatory="" gambling="" practices,="" including="" credit="" offers?="" how="" does="" this="" knowledge="" inform="" the="" work="" you="" will="" minimising="" the="" harms="" of="" future="" gambling?="" what="" critical="" casework="" skills="" will="" you="" use?="" or="" 2.="" interview="" with="" a="" hoarder="" 5.25mins="" https://www.youtube.com/watch?v="WRuGsqTbbjI&feature=youtu.be" this="" is="" a="" street="" interview="" with="" a="" man="" living="" in="" his="" car="" and="" identified="" as="" a="" hoarder.="" prompt:="" in="" relation="" to="" critical="" casework="" practice,="" does="" the="" interviewer="" pose="" any="" useful="" questions="" to="" the="" man="" he="" identifies="" as="" a="" hoarder?="" if="" so,="" what="" are="" the="" questions="" and="" why="" are="" the="" useful?="" would="" you="" respond="" differently?="" if="" so,="" how?="" or="" 3.="" ‘prostitute-amanda’="" (2)="" 7mins="" https://www.youtube.com/watch?v="OT0tfC4NDYM" this="" is="" a="" journalistic="" interview="" with="" a="" woman="" who="" is="" really="" struggling="" with="" crack="" addiction.="" **please="" note="" this="" footage="" may="" be="" confronting="" or="" triggering.="" prompts:="" what="" important="" information="" do="" you="" learn="" from="" amanda="" about="" her="" life="" that="" can="" inform="" your="" use="" critical="" casework="" skills?="" how="" does="" this="" interviewer="" display="" behaviours="" that="" go="" against="" the="" ideas="" of="" motivational="" interviewing="" and="" stages="" of="" change?="" or="" 4.="" alcohol="" and="" motivational="" interviewing:="" ‘good="" example’="" by="" alan="" lyme,="" 9mins="" https://www.youtube.com/watch?v="67I6g1I7Zao" this="" is="" a="" social="" work="" interview="" using="" motivational="" interviewing="" skills.="" prompts:="" how="" could="" this="" be="" a="" much="" stronger="" interview="" in="" motivational="" interviewing="" terms?="" in="" terms="" of="" critical="" social="" work,="" comment="" on="" any="" gender="" issues="" you="" are="" observing="" and="" talk="" about="" what="" these="" insights="" will="" mean="" for="" your="" critical="" casework="" skills.="" or="" 5.="" the="" truth="" about="" being="" fat,="" 2018,="" 7mins="" https://www.youtube.com/watch?v="SHei65LgN7g" this="" is="" not="" an="" interview="" but="" a="" young="" woman="" speaking="" via="" a="" vlog.="" prompts:="" assume="" that="" you="" are="" a="" counsellor="" who="" has="" just="" been="" introduced="" to="" this="" woman.="" she="" has="" come="" to="" you="" to="" manage="" her="" anxiety.="" she="" tells="" you="" about="" what="" has="" just="" happened="" to="" her.="" what="" does="" her="" disclosure="" of="" the="" incident="" with="" the="" dermatologist="" teach="" you="" about="" the="" problem="" of="" professionals="" giving="" unsolicited="" advice?="" how="" would="" you="" respond="" to="" her?="" description:="" this="" second="" assignment="" is="" designed="" to="" help="" you="" develop="" your="" skills="" in="" motivational="" interviewing,="" counselling="" and="" being="" able="" to="" hold="" a="" critical="" conversation="" with="" others.="" these="" skills="" are="" the="" focus="" because="" they="" are="" important="" to="" critical="" casework,="" specifically="" important="" to="" creating="" and="" maintaining="" a="" good="" working="" alliance="" with="" clients="" and="" understanding="" how="" power="" relations="" are="" operating.="" in="" this="" assignment="" you="" are="" to="" demonstrate="" an="" appreciation="" of="" and="" ability="" to="" use="" both="" motivational="" interviewing="" and="" critical="" conversations="" in="" practice.="" you="" are="" to="" select="" one="" case="" example="" to="" critically="" analyse.="" through="" your="" analysis="" you="" are="" to="" demonstrate="" both="" your="" understanding="" of="" motivational="" interviewing="" (mi)="" and="" critical="" conversation="" (cc)="" skills.="" mi="" is="" client-centred="" and="" directed="" counselling="" approach="" predicated="" on="" the="" belief="" that="" change,="" especially="" change="" relating="" to="" habits="" and="" behaviours,="" must="" first="" come="" from="" within.="" evidence="" based="" and="" widely="" practiced="" across="" many="" fields="" (including="" child="" protection),="" mi="" positions="" the="" worker="" as="" someone="" who="" helps="" clients="" resolve="" their="" ambivalence="" to="" change.="" they="" do="" not:="" argue="" for="" why="" clients="" should="" change;="" start="" making="" ‘helpful’="" suggestions,="" especially="" early="" in="" the="" relationship;="" or="" try="" to="" make="" clients="" feel="" guilty="" or="" ashamed="" for="" the="" practices="" they="" engage="" in.="" critical="" conversations="" (cc)="" are="" conversations="" that="" do="" not="" shy="" away="" from="" questions="" about="" injustice="" and="" inequality,="" especially="" as="" they="" play="" out="" for="" oppressed="" groups.="" critical="" social="" workers="" need="" to="" be="" able="" to="" facilitate="" critical="" conversations="" with="" people="" who="" have="" experienced="" great="" inequality="" and="" hardship,="" abuse="" and="" trauma—including="" those="" who="" develop="" addictions.="" critical="" social="" workers="" hold="" these="" conversations="" with="" clients="" for="" many="" purposes,="" including="" but="" not="" limited="" to="" helping="" clients="" to:="" reflect="" on="" their="" lives="" in="" social="" context;="" resist="" the="" internalisation="" of="" oppression,="" shame="" and="" stigma;="" explore="" alternative="" accounts="" of="" their="" scenarios="" and="" issues;="" and="" examine="" the="" benefits="" but="" also="" limits="" and="" potentially="" self-defeating="" nature="" of="" addictive="" practices="" often="" used="" to="" block="" out="" pain.="" with="" references="" to="" at="" least="" 4="" prescribed="" readings,="" you="" are="" to="" critically="" analyse="" your="" observations,="" thoughts,="" feelings—and="" those="" you="" perceived="" occurred="" for="" others—that="" occurred="" in="" relation="" to="" the="" video="" excerpt="" of="" an="" interview="" chosen="" by="" you.="" to="" get="" started,="" first="" consider="" some="" of="" the="" following="" questions="" for="" options="" 1-4:="" ·="" what="" happened="" in="" the="" exchange?="" ·="" how="" did="" the="" interviewer="" try="" to="" engage="" and="" collaborate="" with="" the="" client="" in="" a="" partnership?="" ·="" how="" were="" the="" interviewer’s="" active="" listening="" skills="" demonstrated?="" ·="" did="" the="" interviewer="" ‘roll="" with="" resistance’?="" ·="" was="" there="" any="" insinuation="" of="" blame="" or="" reproduction="" of="" shame="" conveyed="" by="" the="" interviewer?="" if="" so,="" to="" what="" effect?="" ·="" did="" the="" interviewer="" prematurely="" shut="">4 10 you must show your ability to be critically analytical. this means engaging with ideas not just reciting them in a pedestrian manner. coherence in argument/discussion is also part of the quality of critical analysis. do all your parts of discussion fit together and make sense? exceptional analysis showing deep appreciation of all parts of the chosen essay question discussion clearly relates and responds to the instructions given. extremely coherent excellent discussion of all or almost all parts of the chosen essay question discussion relates and responds to the instructions given. coherent solid discussion of most parts of the chosen essay question discussion mostly relates and responds to the instructions given. mostly coherent just adequate discussion of chosen essay question, or parts thereof. discussion partially relates and responds to the instructions given. not always coherent missing, inadequate or muddled discussion of chosen essay question, or parts thereof. discussion does not relate and respond to the instructions given. often incoherent please note you may not find work called ‘critical casework’ to cite directly. you may need to use critical social work (aop/human rights etc) texts to conduct this work. jan fook’s (1993) radical casework might also help and it is now available electronically through the library. comments/feedback______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ swb211 task sheet assessment 2 critical analysis of video excerpt of interview 50% word count: up to 2000 + refs due: week 1426/10/20 at 11.59pm choose one of the following interviews to analyse: 1. interview with a gambler: anthony robbins, 2.29mins https://www.youtube.com/watch?v=bbejn-afzia&feature=youtu.be this white middle-class man describes how he became addicted to gambling. prompts: what does this man say about predatory gambling practices, including credit offers? how does this knowledge inform the work you will minimising the harms of future gambling? what critical casework skills will you use? or 2. interview with a hoarder 5.25mins https://www.youtube.com/watch?v=wrugsqtbbji&feature=youtu.be this is a street interview with a man living in his car and identified as a hoarder. prompt: in relation to critical casework practice, does the interviewer pose any useful questions to the man he identifies as a hoarder? if so, what are the questions and why are the useful? would you respond differently? if so, how? or 3. ‘prostitute-amanda’ (2) 7mins https://www.youtube.com/watch?v=ot0tfc4ndym this is a journalistic interview with a woman who is really struggling with crack addiction. **please note this footage may be confronting or triggering. prompts: what important information do you learn from amanda about her life that can inform your use critical casework skills? how does this interviewer display behaviours that go against the ideas of motivational interviewing and stages of change? or 4. alcohol and motivational interviewing: ‘good example’ by alan lyme, 9mins https://www.youtube.com/watch?v=67i6g1i7zao this is a social work interview using motivational interviewing skills. prompts: how could this be a much stronger interview in motivational interviewing terms? in terms of critical social work, comment on any gender issues you are observing and talk about what these insights will mean for your critical casework skills. or 5. the truth about being fat, 2018, 7mins https://www.youtube.com/watch?v=shei65lgn7g this is not an interview but a young woman speaking via a vlog. prompts: assume that you are a counsellor who has just been introduced to this woman. she has come to you to manage her anxiety. she tells you about what has just happened to her. what does her disclosure of the incident with the dermatologist teach you about the problem of professionals giving unsolicited advice? how would you respond to her? description: this second assignment is designed to help you develop your skills in motivational interviewing, counselling and being able to hold a critical conversation with others. these skills are the focus because they are important to critical casework, specifically important to creating and maintaining a good working alliance with clients and understanding how power relations are operating. in this assignment you are to demonstrate an appreciation of and ability to use both motivational interviewing and critical conversations in practice. you are to select one case example to critically analyse. through your analysis you are to demonstrate both your understanding of motivational interviewing (mi) and critical conversation (cc) skills. mi is client-centred and directed counselling approach predicated on the belief that change, especially change relating to habits and behaviours, must first come from within. evidence based and widely practiced across many fields (including child protection), mi positions the worker as someone who helps clients resolve their ambivalence to change. they do not: argue for why clients should change; start making ‘helpful’ suggestions, especially early in the relationship; or try to make clients feel guilty or ashamed for the practices they engage in. critical conversations (cc) are conversations that do not shy away from questions about injustice and inequality, especially as they play out for oppressed groups. critical social workers need to be able to facilitate critical conversations with people who have experienced great inequality and hardship, abuse and trauma—including those who develop addictions. critical social workers hold these conversations with clients for many purposes, including but not limited to helping clients to: reflect on their lives in social context; resist the internalisation of oppression, shame and stigma; explore alternative accounts of their scenarios and issues; and examine the benefits but also limits and potentially self-defeating nature of addictive practices often used to block out pain. with references to at least 4 prescribed readings, you are to critically analyse your observations, thoughts, feelings—and those you perceived occurred for others—that occurred in relation to the video excerpt of an interview chosen by you. to get started, first consider some of the following questions for options 1-4: · what happened in the exchange? · how did the interviewer try to engage and collaborate with the client in a partnership? · how were the interviewer’s active listening skills demonstrated? · did the interviewer ‘roll with resistance’? · was there any insinuation of blame or reproduction of shame conveyed by the interviewer? if so, to what effect? · did the interviewer prematurely shut down>