Hypothetical Case Study
Taking School Seriously
As a social worker, it is never easy to remove a child from their home. This is especially true when the child is going to be placed into a group home setting. In a group home, children are left to operate as a unit, but for the most part are on their own. While there is always an adult on call to supervise, that adult is simply that, a supervisor. Any parental role such as education advocate or assistant with homework are easily forgotten and not followed (Aldgate, 1993). This becomes a problem when the children begin thinking that school is less important than day-to-day life and for some reason stop learning. This problem becomes even more serious as these children approach adulthood where they are unable to transition from their financially supported world into the real working world (Reilly, 2003). It is a solution to this problem that my study will attempt to find.
The Study: Discovering this connection and how to prevent it is the purpose of this case study. Education is too vital to a child's success in life to be neglected and ignored. This will be a qualitative study using four girls between the ages of twelve and fifteen all of whom come from different group homes. The purpose is to determine how removal from their homes and placement in the group home has affected their grades, perspective on education, and desire to succeed in school and whether these factors can explain the common apathy among group home children toward education.
Procedure: I entered the group home as a tutor, offering my services to assist the four girls. During the first meeting, the case files were reviewed and interviews conducted with the adults who primarily interact with the girls. The next four weeks were spent tutoring the girls individually and tracking progress from the bi-weekly tutoring sessions.
Results: Three out of the four girls made no recognizable progress during tutoring. Only one out of the...
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