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Running Head: COVID – 19 ANALYSIS
Analysis of COVID – 19
Caitlin Bauer
Briar Cliff University
1COVID – 19 ANALYSIS
Introduction
During the current pandemic of COVID – 19, there is no doubt of the great impact it has
on society. But, further analysis with a social work lens is required to understand exactly how
great the impact is across systems at the micro, mezzo, and macro level. In order to achieve this,
a variety of resources will be used. They include: current knowledge on COVID – 19 from
credible sources, the Council on Social Work Education’s (CSWE) nine competencies (2015),
and findings and recommendations from my internship agency and my community.
Current Information
In order to fully understand the impact COVID – 19 has, it is necessary to be aware of the
current state of the pandemic as well as current information on it. Nationwide, as of April 9th,
2020, the reported number of COVID – 19 cases is 427,460 out of the total United States
population of 329, 497, 250; in other words, about 0.13% of the U.S population has contracted
the virus (CDC, 2020a). As of April 9th, 2020, Colorado has 5655 confirmed, reported cases
(CDC, 2020a). A population estimate from the United States Census Bureau approximates the
Colorado population, as of July 1st, 2019, at 5,758,736 people (USCB, 2020a). In other words,
about 0.1% of the Colorado population have contracted the virus as of April 9th, 2020. On an
even smaller scale, in Weld County, my county of residence in Colorado, there are 614
confirmed cases (CO, 2020). A population estimate from the United States Census Bureau
approximates the Weld County population, as of July 1st, 2019, at 324,492 people (USCB,
2020b). In other words, 0.19% of the Weld County population contracted the virus as of April
9th, 2020.
2COVID – 19 ANALYSIS
While these numbers represent current confirmed cases, they do not, represent the full
impact of COVID – 19 across systems. In Colorado, institutes of education, workplaces, places
of worship, and recreational sites have been closed, because of the stay-at-home order, to slow
the curve of the pandemic. Due to this, people have adapted in great ways to working, learning,
worshiping, and living at home. While these adjustments show the resilience of Coloradans, the
shadow side of the stay-at-home order warrants concerns for mental health as many people are
isolated from friends, family, and coworkers. A complete analysis of COVID – 19, through a
social work lens, will include a look at what changes have been made in my community on a
micro, mezzo, and macro level due to the pandemic; it will also include what my internship
agency, as a leader in behavioral and mental health care in northern Colorado, is doing to
respond.
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers often face ethical dilemmas when working in the professional
environment. When such situations occur, an ethical decision-making model can be applied to
reach a decision ensuring all ethical guidelines have been followed. One ethical model comes
from the National Association of Social Workers, Massachusetts Chapter (NASW-MA) and can
be applied to the current pandemic in Colorado on all three levels of practice (see Appendix A).
First on the macro level, the steps for ethical decision making were followed which
indicates the state government adhering to ethical codes. The first step in the model is to
determine whether there is an ethical dilemma present and the second step is to determine what
values are then attached to the dilemma (NASW – MA, 2017). For example, Colorado governor
Jared Polis explained that “this decision was made to help save lives” at a press conference on
March 25th that first announced the stay-at-home order going into effect (Polis, 2020). This
3COVID – 19 ANALYSIS
indicates that after weighing the great economic costs of the order with the potential costs of
human lives, the value of life was prioritized. The state of Colorado then moved to steps four and
five which is determining and then implementing an action plan (NASW – MA, 2017). Part of
the ethical guidelines for implementation is making use of core social work skills (NASW – MA,
2017). For example, the state partnered with major hospitals as well as Colorado University (CU)
and Colorado State University (CSU) to set up new labs to test personal protective equipment for
redistribution (Polis, 2020); this exemplifies standard 2.03 Interdisciplinary Collaboration in the
Code of Ethics (NASW, 2017).
Second, this same ethical decision-making model can be applied to analyze the steps my
internship agency took to address the pandemic on a mezzo level. Prior to the stay-at-home order
being issued, North Range Behavioral Health (NRBH) made the decision to temporarily close all
locations for two days; this decision was not taken lightly (B. Shover, Personal Communication,
April 20, 2020). NRBH followed step three in the ethical decision-making model and determined
that the long-term safety and health of the community overall was a higher priority than the
immediate, short-term needs of clients. However, the clients of NRBH were still kept a top
priority as the agency immediately implemented their developed action plan: telehealth and
remote work. By following the model through step five, the agency not only adhered to ethical
practice, but also kept the whole community surrounding NRBH safe by minimizing potential
exposure to the virus. Also, by immediately implementing the action plan of telehealth and
remote work, NRBH adhered to their agency value “customer first” which means helping
customers achieve recovery every day (NRBH, 2018). This is similar to ethical standard 1.01 in
the NASW Code of Ethics that explains “social workers’ primary responsibility is to promote the
well-being of clients” (NASW, 2017, par. 3).
4COVID – 19 ANALYSIS
Finally, on a micro level, I also applied the ethical decision-making model in my personal
life which has helped me to demonstrate ethical and professional behavior during recent changes.
I am especially following step six of the model which is to reflect on the outcomes of the process
(NASW – MA, 2017). I realize that when I adhere to the instructions of my internship agency,
who is also following the direction from the state government, I too am following the ethical
model. For example, according to the Center for Disease Control and Prevention (CDC) older
adults are one of the populations most at risk to the virus (CDC, 2020b). I know that the
disappointment of no longer engaging in the public ranks below the benefit of keeping my family
safe from exposure, especially since I live with my grandparents whom are in their late seventies.
In addition, I am demonstrating ethical and professional behavior not only by following
the ethical decision-making model, but also by using technology ethically and appropriately to
facilitate practice outcomes and by using supervision and consultation to guide my professional
behavior (CSWE, 2015). For example, I am participating in several regular weekly meetings
through Zoom, one of which is supervision; I am responding to emails and other forms of
electronic communication in a timely manner. I also recently led a grounding/meditation exercise
through Zoom for a reflective group meeting; these help professionals to develop self-awareness
in order to better serve their clients. By understanding ethical decision making on all levels of
practice, and by engaging in ethical practice myself during this pandemic, I am becoming a more
competent professional.
Competency 2: Engage Diversity and Difference in Practice
The Colorado stay-at-home order went into effect on March 26th, 2020, and due to this,
countless businesses deemed as non-essential temporarily closed. This has a large negative effect
on the economy because people are not working to earn money, therefore, they are not spending
5COVID – 19 ANALYSIS
money. The cycle of monetary exchange has slowed, and even stopped in some ways. Analyzing
this through a systems perspective, provides an awareness to the intersectionality of diversity in
terms of class and race which results in greater competence in practice for professionals during
this pandemic. In addition, NRBH professionals exemplify competence in diversity.
On a macro scale, since the outbreak of COVID – 19, Americans are adjusting to a new
lifestyle, but adjustment is harder for marginalized populations. Due to the unequal distribution
of wealth in America, there is an unequal distribution of the security wealth provides in times of
crisis. With little no to wealth security and bleak job prospects, African American and Latinx
families are more likely to face insecurity during crisis than their white counterparts (Solomon &
Hamilton, 2020). Insecurity may present itself in housing, food, and health, meaning the basic
necessities for life are in jeopardy during the current pandemic.
Looking at a smaller scale in Weld County, the intersectionality of diversity can be
understood better. A population estimate from July 1st, 2019, approximates 65.4% of the
population is White, 29.6% of the population is Hispanic or Latino, and 1.5% of the population is
Black or African American; also 19.3% of people speak a language other than English at home
(USCB, 2020b). These numbers show that while White peoples make up a majority of the
population, there is no doubt of the great diversity in Weld County and therefore, a great need for
services that understand this diversity. Similarly, the same estimate approximates that 10.5% of
people are living in poverty in Weld County; this number however, is reflective of a stable
economy not experiencing crisis (USCB, 2020b). Thinking of minority populations, the
percentage of those in poverty is expected to rise now because “those families who are more
likely to experience the fallout from this crisis are disproportionately nonwhite families with low
6COVID – 19 ANALYSIS
levels of wealth” (Solomon & Hamilton, 2020). This shows the relationship between wealth and
race and the effect it will have on Weld County residents.
On an even smaller scale, the clients that NRBH serves in Weld County are extremely
diverse in terms of class, race, and needs; understanding this diversity allows professionals at
NRBH to respond in an appropriate way to help their clients. Once the agency made the
transition to telehealth and remote work, in order to respond to the state-wide stay-at-home order,
they were able to continue serving their diverse clientele. NRBH serves clients in several
different languages, and by using technology, is able to continue helping those in need. For
example, therapists and home visitors are able to meet with clients through the HIPAA compliant
platform Zoom for face to face interaction (B. Shover, Personal Communication, April 20,
2020). Phone calls are another way of reaching clients. This allows for continued services aimed
at reaching clients through a mode of delivery that is accessible to them. NRBH exemplifies the
Code of Ethics value of service by adapting to new means of providing care to their clients
because they are helping those in need and addressing different social problems (NASW, 2017).
In addition, services that were provided in English and Spanish continue. For example,
the program called Dina School, a therapeutic classroom environment for childcare while parents
are in group/therapy, is now called Dina Club. It is a fifteen-minute session held over Zoom that
children can engage in activities at home similar to the ones in the classroom (B. Shover,
Personal Communication, April 20, 2020). At home, children are still developing the social and
emotional skills of Dina School because the professionals are purposeful in the lessons each day.
Another example is the parenting group that occurs twice a week, one in Spanish, one in English.
This group has also been able to resume via Zoom (B. Shover, Personal Communication, April
20, 2020). By continuing to provide services to diverse clientele, NRBH is aware of the different
7COVID – 19 ANALYSIS
needs in the community and they are adhering to ethical standard 1.05 Cultural Awareness and
Social Diversity (NASW, 2017).
Personally, I am developing this competency by engaging difference in practice.
Although I no longer engage in direct service with clients, through the virtual meetings, I present
myself as a learner to other professionals. Life during the pandemic is unique for everyone, yet
the same because it is difficult. By listening to the different experiences of professionals at
NRBH and participating in conversation, I am engaging others as experts in their own
experiences. Similarly, by reflecting on the different experiences everyone is having during this
time, I am applying self-awareness and self-regulation to manage my own biases I may hold
during this crisis. I have developed competence in diversity and difference especially through
conversation engagement and personal reflection.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
As the world works to slow the curve of COVID – 19, human rights and social,
economic, and environmental justice are at risk. Human rights and social justice refer to access
to protective equipment as well as medical testing and treatment of the virus. Economic justice
refers to the amount of wealth available to an individual or family during the pandemic which is
directly related to aspects like health insurance and job security. Environmental justice refers to
accessibility to non-medical resources such as food, living situation, the ability to social distance,
and the ability to self-quarantine. All of these factors impact the spread of COVID – 19.
Thinking of these definitions, the global interconnections that impact human rights and
social, economic, and environmental justice during this time include location and development
status of countries. Globally, nations across the world are struggling with the spread of the virus
8COVID – 19 ANALYSIS
and with access to medical care due to the space/region of their location, and their economic
status. For example, Africa is the world’s second largest continent by population and land area
(World Atlas, 2020). This continent has been deemed especially vulnerable to COVID – 19 due,
in part, to “the layout and infrastructure of some of the biggest cities on the continent, where the
majority of the urban population lives in overcrowded neighborhoods without reliable access to
hand-washing facilities” (Dwyer, 2020, par. 4).
Once it is noted that 34 of Africa’s 54 countries (about 63%) are on the United Nation’s
list of least developed countries as of 2013, the interconnections of space/region and economic
status of countries globally becomes clear (UN, 2014). In other words, the varying location of a
people globally greatly impacts their risk or protective factors to COVID-19. The easy
contraction of the virus in addition to the fact that developing nations already face daily
challenges such as “fraying health-care systems, fragile governments, and impoverished
populations in which social distancing can be practically impossible” brings awareness to human
rights and social, economic, and environmental justice issues on a macro level during the
pandemic (Faiolo et al., 2020).
Looking at the same interconnections of how the location in which people live and their
economic status impacts human rights and social, economic, and environmental justice, systemic
inequality can also be understood on a local level. Weld County is mostly a rural community,
aside from the city of Greeley which makes up about a third of the population. Living in a rural
setting provides some protective factors such as making it easier to social distance and self-
quarantine. However, rural living also provides risk factors when it comes to accessibility and
economic status. In Weld County, 10.5% of the population, or about 34, 072 people are living in
poverty (USCB, 2020b). Considering this number with high level of rural communities raises
9COVID – 19 ANALYSIS
concerns for local leaders on strategies to safely provide social, economic, and environmental
justice and promote human rights.
Despite the structural barriers presented by systemic inequality on both local and global
levels, there are a few strategies to be taken in order to ensure equity. First, partnering and
sharing resources on a global and local level can help to create equity. In other words, this means
that those who have more, or have access to more, share with those who have less, or have
access to less; this will promote human rights and social, economic, and environmental justice by
creating equity in resources. For example, NRBH Family Connects program is creating “survival
kits” to send to the families they currently serve; these contain resources for parents, resources
for children, as well as tangible items such as markers and bubbles (B. Shover, Personal
Communication, April 20, 2020). Another example is that NRBH has partnered with United Way
of Weld County (UWWC) to supply resources for families in need with young children. The
resources include items such as diapers, wipes, and baby formula (B. Shover, Personal
Communication, April 20, 2020). This is made possible through coordinated efforts of FEMA
and the Colorado State COVID Emergency Fund.
Second, identifying those global populations or local communities that are most in need
will promote environmental justice by creating safer, healthier spaces for people everywhere.
Third, creating and advocating for policies to address inequality in crisis will ensure equity by
fighting policies that create structural barriers. Policies that provide relief funding for families
locally and globally are needed to avoid non-viral causalities during the pandemic. For example,
in the US, the CARES Act was passed in late March; this legislation provides economic support
for individuals and businesses in addition to changes in tax policy (Watson, et al., 2020). This
financial aid provides some relief for families in poverty who may not have an income during the
10COVID – 19 ANALYSIS
pandemic, as the legislation provides more relief for those with lower incomes. Following
strategies such as these will help slow the negative impact that COVID-19 has on human rights
and social, economic, and environmental justice.
Competency 4: Engage in Practice-informed Research and Research-informed Practice
Understanding the full impact of COVID-19 through research will inform best practice in a
variety of situations. On a macro level, the negative impact of the virus quickly became evident
due to the rapid growth of transmission and infection rates worldwide. A study located in
Germany and completed in late January, gave an insight early on to how the virus was spreading
so quickly (Rothe et al., 2020).
One reason the virus spread so rapidly, the study points out, is that “asymptomatic persons
are potential sources of 2019-nCoV infection” (Rothe et al., 2020). What this means, is that
persons who have contracted the virus, may not even be aware of it due to an absence or delay of
symptoms. This fact is a major concern for leaders across the globe and resulted in a
“reassessment of transmission dynamics of the current outbreak” in order to slow down the
spread (Rothe et al., 2020, par. 7). Furthermore, the study also raises the point of concern of
possible transmission of the virus even after recovery (Rothe et al., 2020). As a result, leaders in
the medical field wondered what measures could be taken to prohibit rapid spread of accidental
infections.
This reassessment of COVID-19 dynamics currently guides professional and personal
practice on the micro, mezzo, and macro level even three months later. One evidence-based
approach that resulted from information revealed in the study is social distancing. The World
Health Organization (WHO) recommends social distancing of at least one meter (WHO, 2020a).
11COVID – 19 ANALYSIS
However, most public places are taking extra precautions and doubling the length to six feet of
social distancing. This is because when a person coughs or sneezes, they spray small liquid
droplets from their nose or mouth which may contain virus; if another person is too close, they
can breathe in these droplets that may contain the virus (WHO, 2020a). Social distancing is
recommended on a global level, and can especially be seen practiced in local communities as
markers have been placed on the floor in grocery stores for people to maintain the six-foot
distancing when waiting in line to check out. On a micro level, NRBH, although currently
engaged in telehealth and remote work, has implemented policy adhering to social distancing. If
employees need materials from the office, they must schedule in advance and notify supervisors
for monitoring purposes (B. Shover, Personal Communication, April 20, 2020). The intention is
to keep the number of people and their time spent in the building to a minimum.
The second evidence-based approach that resulted is wearing face masks. On a macro level,
the WHO urges people to wear masks if they are coughing or sneezing, or if they are caring for
someone with COVID-19 (WHO, 2020b). On a mezzo level, the governor of Colorado declared
that if people are out of their homes, they should use a mask at all times (Hill, 2020). While not a
requirement, the governor urged all Coloradans to wear any sort of cloth face covering out in
public that can be washed frequently in order to protect those most vulnerable to the virus (Hill,
2020). On a micro level, NRBH has put policy in place that if anyone enters one of the eleven
locations, they must be wearing a face mask. In addition, as childcare resumes at Family
Connects, providers would most definitely wear face masks to protect young children and infants
from the virus (B. Shover, Personal Communication, April 20, 2020).
12COVID – 19 ANALYSIS
Competency 5: Engage in Policy Practice
The importance of engaging in research-informed practice is similar to the importance of
engagement in policy practice. In the social services and medical fields, one of the most essential
public health policies to be aware of is the Health Insurance Portability and Accountability Act
(HIPAA). HIPAA was passed in 1996 and plays a critical role during the COVID-19 crisis as
many healthcare providers switch to telehealth (HHS, 2020). Since telehealth requires a new use
of existing technologies, following public health policy such as HIPAA is necessary for
continuing to meet the needs of clients and adhering to professional ethics. Agencies that engage
in practices with HIPAA compliant technologies are also adhering to the NASW Code of Ethics
(2017) standard 1.07 privacy and confidentiality of clients.
Local agencies such as NRBH are adhering to both HIPAA and the NASW Code of
Ethics (2017) in their telehealth services. When discussing possible methods of video
communication with clients, NRBH noted that platforms such as Skype, Google Hangouts, and
FaceTime are not HIPAA compliant; other platforms such as Zoom are, as long as it is through a
professional subscription (B. Shover, Personal Communication, April 20, 2020). The US
Department of Health and Human Services (HHS) also supports the use of platforms such as
Zoom because they provide HIPAA compliant video communication services and because they
will enter into a HIPAA business associate agreement (BAA) (HHS, 2020).
In evaluation of the HIPAA technology policy’s impact on service delivery, a couple
points are brought to light. First, the shadow side of telehealth is that by not using platforms
already installed on smartphone devices, such as FaceTime, it may be difficult for clients to gain
access to other platforms. This impacts service delivery because either extra time is needed or
valuable time is taken away from scheduled appointments to help the client gain access to and
13COVID – 19 ANALYSIS
become familiar with a new technology. However, this obstacle is minute in comparison to the
alternative of not providing behavioral health services at all due to lack of technology access.
Second, socioeconomic factors have to be taken into consideration as some clients may not have
access to reliable internet services or own technology capable of video. In this case, then
telehealth can be conducted through phone calls; however, in order to adhere to ethical policy,
the phone calls must be made by the employees on NRBH issued phones (B. Shover, Personal
Communication, April 20, 2020).
A second policy to consider is a federal policy that allocates funding for state-wide
initiatives to combat hunger during COVID-19. Under H.R 6201, the Families First Coronavirus
Response Act (FFCRA), a variety of measures were taken to ensure the continued health of
families during the pandemic; they include, but are not limited to, nutrition waivers, tax credits,
health provisions, and emergency paid sick leave (FFCRA, 2020). Title II in this legislation is
the COVID-19 Child Nutrition Response Act and mainly provides waivers for certain
requirements of school lunch programs so they are able to serve families during this crisis. These
programs include, but are not limited to, the school lunch program, the child and adult care food
program, and the summer food service program all under the Richard B. Russell National School
Lunch Act, as well as the school breakfast program under the Child Nutrition Act of 1966
(FFCRA, 2020). The waivers are for “providing meals and meal supplements under a qualified
program”; however, it is important to note that this must be done taking the proper safety
measures regarding COVID-19 as determined by the Secretary of Agriculture (FFCRA, 2020).
As a result of this legislation, communities across Colorado are able to provide free meal
services for families who might be facing food insecurity during the current pandemic. Families
of all income levels may be facing food insecurity during the crisis due to unforeseen expenses
14COVID – 19 ANALYSIS
or loss of employment. In other words, anyone is able to receive the meals. This service also
benefits families in both urban and rural communities because schools in both types of areas are
providing free meals (see Appendix B). Furthermore, the program is decreasing the risk of
exposure to COVID-19 because students are able to take meals away from distribution sites to be
consumed elsewhere; this allows for social distancing (CDE, 2020). On the mezzo level, it is
clear that this federal legislation benefits many families in a variety of circumstances by creating
equal access to critical food resources.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Understanding human behavior and the social environment is central to the field of social
work; applying related theories will help professionals better engage with individuals, families,
groups, organizations, and communities during the COVID-19 crisis. The Person-in-
Environment perspective (PIE) looks at people as constantly interacting with various systems
around them; for example, family, friends, workplace, educational places, religion, politics and
social services (Zastrow & Kirst-Ashman, 2016). With this perspective, it is clear how people’s
environments have drastically changed due to measures taken to slow the spread of COVID-19.
A professional recognizes that constituencies must keep the current changing environment of
individuals in mind when engaging in social service approaches. My engagement approaches
across systems occurs regularly during the week through technology. For example, I am able to
meet with my practicum task supervisor weekly as well as participate in reflective groups; I still
stay in touch with my family during the stay-at-home order. In addition, the strengths of
constituencies such as NRBH include resiliency and teamwork; this agency is using technology
to continuously provide services to clients during uncertain times.
15COVID – 19 ANALYSIS
In addition to PIE, Erik Erikson’s Theory of Psychosocial Development can also be applied
to describe engagement approaches across systems. Erikson’s theory outlines eight stages of
development; stage six is intimacy versus isolation and occurs between the ages of about
eighteen to forty (McLeod, 2018). This stage especially refers to the exploration and
development of long-term relationships other than family members. Intimacy is achieved in
forming a variety of relationships while isolation is the result of the crisis of young adulthood in
which people put barriers between themselves and others (Zastrow & Kirst-Ashman, 2016).
In relation to the COVID-19 crisis, people who once enjoyed intimate relationships may now
be experiencing isolation in relationships due to requirements for stay-at-home orders.
Constituencies in the social services field must recognize the need people have for connection
and intimacy in order to properly continue services. Isolation on top of pre-existing mental health
challenges creates a unique challenge for providers in that clients may have new needs that arise.
Strengths of constituencies such as NRBH include creative ways to maintain relationships with
clients and colleagues. For example, the idea of starting a new grief group held over Zoom for
clients was proposed. This would be a group for people who have lost loved ones to the virus or
people who are simply grieving for the loss of what life used to be before the pandemic. in
addition, NRBH recognizes the need of its employees to maintain intimate relationships and
addresses this need by scheduling supervision, virtual lunch hours, and group meetings over
Zoom.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Continuing with the identification of theory in relation to COVID-19, theory can also help in
assessing the needs and strengths of my community. Family Systems Theory looks at families as
a system and subsystems within a family (Zastrow & Kirst-Ashman, 2016). For example, a
16COVID – 19 ANALYSIS
family with two parents and three children is a system, while the three children are a separate
subsystem from the parental subsystem. Family Systems Theory also looks at the relationships
that exist in a family and how they influence the individuals in the system (PAT, 2016). Using
this theory, I would assess my communities needs in the system of families.
Children are now finishing the school year at home with online learning and many parents
have switched to remote work. Understanding the unique functioning of each family is especially
important during times of crisis to address new needs that may arise. For example, if I was
meeting with a family via Zoom that I used to see for in-person services, I would inquire about
their daily routine and what additional stressors are present. Depending on the needs identified, I
would assess those through a family systems perspective and assess what services would best
support the family system. For example, I could recommend services such as Dina Club, hosted
by NRBH, for the children; this gives the parental subsystem respite for a few minutes every day.
Giving the parental subsystem time to reflect and refresh might be beneficial for the family
because the parents may then be more responsive to the children with the absence of stress.
Another theory that helps in assessing the needs and strengths of my community is
Ecosystems Theory. This theory is used to “describe and analyze people and other living systems
and their transactions” (Zastrow & Kirst-Ashman, 2016, pg. 23). My community of Weld
County has shown the strength of resiliency to address to new needs of its members. Using
ecosystems theory, a closer look can be taken at how community services are helping individuals
during the crisis. For example, families that are experiencing food insecurities can pickup meals
at various schools serving as distribution sites; organizations like the Weld Food Bank are
partnering with school districts to help with this need. The strength identified here is
collaboration among constituencies.
17COVID – 19 ANALYSIS
Reflecting on my personal experiences and reactions during the current pandemic, I
understand that not everyone has the same experiences as me and that others reactions may be
different than my own. Being able to self-reflect and hold my viewpoints will allow me to
properly assess and make decisions with the clients best interests in mind.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and
Communities
During the time of the stay-at-home order, new challenges arise in meeting new needs of
clients and families. There is a need for people to stay connected now more than ever and to
meet this goal, social service agencies can communicate information on ways to sustain close
relationships with friends, family, and coworkers to combat feelings of isolation. For example, if
I was meeting with a client who was experiencing increased anxiety due to feelings of isolation, I
would inquire about their connection habits. I would prompt a discussion about who they have
connected with lately and how they have connected with others. I would communicate free
technology resources for them to use to visually connect with others in their system in addition to
phone calls. I would also collaborate with the agency I am employed for and suggest possible
virtual groups my client could attend in order to feel more connected and know they are not
alone in feeling isolation.
A second need identified during the time of the pandemic is the need for resources.
Individuals and families may be experiencing a lack of resources due to unexpected changes in
employment or income, which can result in greater stress/anxiety in the family system. To meet
the goal of providing resources to individuals in my community, I would collaborate with other
professionals to connect clients to resources available. For example, if a family is experiencing
food insecurity, I would connect them to a meal site pickup location that is closest to their home.
18COVID – 19 ANALYSIS
If a family is experiencing a lack of financial resources, I can connect them with federal
resources online to gain access to filing for unemployment, checking eligibility for the economic
impact payment, or local resources online in search of employment opportunities. Collaboration
with other organizations is critical to gaining shareable knowledge of resources in the
community for individuals and families.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities
It is important to evaluate practice efforts in order to understand if client goals are being met,
or if new efforts need to be taken to meet those goals. The use of tools such as an ecomap and the
GAD-7 assessment will be helpful in evaluating the effectiveness of the strategies identified
above to meet the goals of individuals and families. An ecomap is used by social work
professionals that shows the client or family in their social environment; it helps both the
professional and client to gain a holistic view of the client’s life and the nature of their
relationships (Zastrow & Kirst-Ashman, 2016). Using this as a professional would allow me to
evaluate if a client is connecting with the right people to combat feelings of isolation. By visually
seeing all of the relationships in the client’s life, they will be able to better identify those who
they wish to connect with. It would also allow me help the client to examine if the means of
connecting with those in their ecosystem are successful or not. For example, using the ecomap
will help see which methods of connection are successful with some people, and which are
unsuccessful with others. This then leads to developing better strategies of connecting to people
identified in the client’s ecosystem.
In addition, the GAD-7 (generalized Anxiety Disorder-7) assessment can be used to evaluate
the effectiveness of connection to resources in reducing the stress of clients during the pandemic.
19COVID – 19 ANALYSIS
This assessment tool is self-reporting and is mainly used to diagnose anxiety disorder (Jordan et
al., 2017). During the pandemic, clients may be experiencing increased anxiety due to stress
from change. As a professional, my main goal in using this assessment tool would be to measure
the level of anxiety of a client prior to gaining access to resources in the community and after
utilizing identified community resources for two weeks. This allows me as the professional to
determine the effectiveness of the resources. If the anxiety levels have decreased after using the
community resources for two weeks, then the client goals have been achieved. But if anxiety
levels have not changed or have increased, then the client goals are not being achieved. It would
then be necessary to talk with the client to affirm goals and explore alternative ways to achieve
those goals.
Conclusion
To conclude, the analysis of the COVID-19 pandemic through a social work lens has
resulted in a greater and more holistic understanding of the impact it has on society. I have been
able to examine the crisis on the macro, mezzo, and micro levels of practice to better understand
the connection across systems. By using a variety of evaluation tools through a social work lens,
I have a greater awareness of how to conduct myself as a professional during times of crisis to
best serve those in need.
20COVID – 19 ANALYSIS
Appendix A Essential Steps for Ethical Problem-Solving
1. DETERMINE whether there is an ethical issue or/and dilemma. Is there a conflict of values, or rights, or professional responsibilities? (For example, there may be an issue of self-determination of an adolescent versus the well-being of the family.)
2. IDENTIFY the key values and principles involved. What meanings and limitations are typically attached to these competing values? (For example, rarely is confidential information held in absolute secrecy; however, typically decisions about access by third parties to sensitive content should be contracted with clients.)
3. RANK the values or ethical principles which - in your professional judgment - are most relevant to the issue or dilemma. What reasons can you provide for prioritizing one competing value/principle over another? (For example, your client’s right to choose a beneficial course of action could bring hardship or harm to others who would be affected.)
4. DEVELOP an action plan that is consistent with the ethical priorities that have been determined as central to the dilemma. Have you conferred with clients and colleagues, as appropriate, about the potential risks and consequences of alternative courses of action? Can you support or justify your action plan with the values/principles on which the plan is based? (For example, have you conferred with all the necessary persons regarding the ethical dimensions of planning for a battered wife’s quest to secure secret shelter and the implications for her teen-aged children?)
5. IMPLEMENT your plan, utilizing the most appropriate practice skills and competencies. How will you make use of core social work skills such as sensitive communication, skillful negotiation, and cultural competence? (For example, skillful colleague or supervisory communication and negotiation may enable an impaired colleague to see her/his impact on clients and to take appropriate action.)
6. REFLECT on the outcome of this ethical decision-making process. How would you evaluate the consequences of this process for those involved: Client(s), professional(s), and agency (ies)? (Increasingly, professionals have begun to seek support, further professional training, and consultation through the development of Ethics review Committees or Ethics Consultation processes.)
National Association of Social Workers – Massachusetts Chapter (NASW – MA). (2017).
Essential steps for ethical problem-solving. Retrieved from
https://www.naswma.org/page/100/Essential-Steps-for-Ethical-Problem-Solving.htm
21COVID – 19 ANALYSIS
Appendix BInteractive Map of the Locations of School Feeding Sites in Colorado
Feeding Sites for Students COVID19. (2020). Colorado. Retrieved from
https://dhsem.maps.arcgis.com/apps/webappviewer/index.html?
id=9d4c088bca3b4166994dcb0dbbec6f94
22COVID – 19 ANALYSIS
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