Culturagram-Hamza Case Study
The Relevance of the Culturagram to Assessment
In the case study, Hamza is sent to the social worker by his teacher because the latter feels the former does not fit in with the rest of the class. The culturagram is an essential tool that will help the social worker to work more effectively with Hamza’s family and teachers to achieve a greater understanding of the boy’s family culture. The culturagram will be useful in arriving at decisions regarding the planning and intervention needed to meet Hamza’s educational needs. The social worker is required to look at the family both in the present and the future. It will be more useful to construct a culturagram at different points in time, such as immediately after the intervention starts and at another point in the future (Jani & Okundaye, 2014).
Additionally, a retrospective approach taken when constructing a culturagram will be useful. Learning the history of the immigrant is very important in creating a culturagram. For example, the social worker will need to study the experience of the immigrants in their country of origin and as they move to the country. It will be helpful then for the social worker to take a developmental approach that focuses on three immigration stages, namely pre-immigration, transit, and their current situation. An example is the traumatic events that Hamza and his family may have experienced while back in their native country and any event that might affect them in the U.S.
A Culturagram Diagram Depicting Each of the 10 Elements of the Culturagram
Additional Questions to Gather the Needed Information and Why These Questions Might Be Relevant in the Assessment
English is not the first language of Hamza’s parents. They also said that they were not educated, and while back in their country of origin, they were peasant farmers. The first question I would like to ask them is why they want Hamza to be educated. While the parents may not be educated and have lived their lives as peasants, it would be interesting to know why they want their children to get an education. If their intention is for Hamza to live a better life, what they define as a better life would be interesting to know. It is well recognized that most people migrate to countries abroad, such as the U.S., to improve their lives as well as the lives of their families. However, migrants will most times experience challenges on their way to the country of destination or when they get to the destination (Congress, 2017). Some of the challenges include human trafficking, exploitation, unsuccessful assimilation, and homesickness. These negative experiences are suggestive that many prospective migrants could be holding expectations that are excessive regarding their futures and that when positive outcomes occur, these cannot be taken for granted. Policymakers and the public in countries such as the U.S. have concerns regarding immigration (Congress,2017).
The second question I would like to ask is how they intend to remain in the U.S. in light of their current migrant status. If Hamza’s parents do not work at changing their migration status, they risk being deported, and the hopes they have for their son will end. The social worker has a key role to play in working with different agencies, including state agencies, in helping refugees and asylum seekers. The social worker can help the family to access appropriate support and ensure that their fundamental human rights are not violated. Also, the social worker can help in ensuring that the family’s holistic needs are met. Thomas et al. (2010) point out that ‘Language discordance also affects the appropriate delivery of services.‘ In this case, the social worker can help Hamza and his family apply for asylum in the U.S. as the parents are not conversant with the English language and the U.S. system of asylum application.
References
Congress, E. (2017). Immigrants and refugees in cities: Issues, challenges, and interventions for social workers. Urban Social Work, 1(1), 20-35.
Jani, J., & Okundaye, J. (2014). The culturagram: An educational tool to enhance practice competence with diverse populations. Journal of Baccalaureate Social Work, 19(1), 53–63. Note: You will access this article from the Walden Library databases.
Thomas, C., Medina, C., & Cohen, H. (2010). Latino voices: Service delivery challenges in child protective services. Families in Society: The Journal of Contemporary Social Services, 91(2), 158–164. doi: 10.1606/1044.3894.3975 Note: You will access this article from the Walden Library databases.
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Question 
When attempting to assess a new client, it is important to consider them within their cultural context. To stop there, however, could lead to overgeneralization and stereotyping.
Culturagram-Hamza Case Study
In this Assignment, you implement an assessment tool—the Culturagram—that can assist you in developing a fuller understanding of diverse clients. It can also shed light on interventions and strategies that may be more successful and respectful than others.
By Day 7
Submit a 2- to 3-page paper and include the following:
Based on the case study you selected for your Week 1 Discussion, explain the relevance of the Culturagram to assessment.
Complete a Culturagram diagram (using Microsoft Word, Excel, or PowerPoint) depicting each of the ten elements of the culturagram using information from the case study.
For any information missing from the case study, indicate two questions you would ask to gather the needed information and why these questions might be relevant for your assessment.
Include the case study as a reference, as well as any additional material used to formulate your assessment questions.
The CASE STUDY to do the culturagram and paper is:
Working With Children and Families: The Case of Hamza
Hamza came to my office after his teacher said he “did not fit” in her classroom. Hamza is the 12-year-old son of a Southeast Asian family who recently moved to a small Midwestern town to join other family members. I was the school social worker, and Hamza arrived in my office on the fourth day of the new school year with a note from the teacher that said, “He doesn’t get along with the other kids in the classroom.” As part of my assessment, I asked the teacher, the teacher’s assistant, and Hamza’s parents to complete a child behavior inventory. No specific information came back on the lists to suggest a problem. At that time, I asked Hamza’s parents and his
teacher to attend a case conference. During the meeting, Hamza’s parents disclosed their recent immigration and their lack of documentation to remain in the United States. At that point, Hamza’s
teacher exclaimed, “I knew it; he should not be here [in the U.S.], and he definitely should not be in my class!” As the school social worker, I felt uncertain about how to respond. Hamza’s teacher apparently held animosity toward Hamza and his immigration status. At the same time, Hamza’s educational, emotional, and social well-being was my concern. I was responsible for ensuring that a strengths perspective was embraced and surrounded
each of our students.
In the following weeks, I worked with the teachers and parents to place Hamza’s
needs as a priority.