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Adolescent and Family Relations

206: Family Dealing with Terminal Illness

206B: Family Dealing with Terminal Illness (daughter only)


208: Spousal Abuse - Effect on Child Behaviour


209: Child with Special Needs - Parent-Teacher Interview (Nancy Clarke)


209B: Child with Special Needs - Parent-Teacher Interview (Enida Pasic)


210: Gay-Positive Parenting


211: Child Abuse Initial Disclosure


212: Abuse by a Family Member: Immigrants to Canada (Rhudia Letka)


213: Overwhelmed Mother


301: Overwhelmed Caregiver of Elderly Woman


302: Financial Abuse by Adult Child


700: Suspected Child Neglect


701: Developmental Disability - Seeking Independence


702: Parents of Gay or Lesbian Youth - Effects of Disclosure to Parents


704: Child with Attention Deficit Hyperactivity Disorder (A.D.H.D.) - Team Meeting


704B: Child with Attention Deficit Hyperactivity Disorder (A.D.H.D.) - Parent/Teacher Meeting


800: Risk Factors Facing Gay or Lesbian / Bisexual Youth


800B: Risk Factors Facing Gay / Bisexual Youth - Part B: Ending Counseling


801: Teen Alcohol and Drug Abuse


802: Intergenerational and Cultural Conflict (Teen)

802B: Intergenerational and Cultural Conflict (Adult)

803: Refugee Student


804: Teen Pregnancy after Date Rape


805: Early Teen Pregnancy


806: High-Risk Teen Behaviour


901: Therapeutic Teen Group


907: Court-Mandated Youth Group

908: Mental Health Youth Group (3-part)



206: Family Dealing with Terminal Illness

This family is struggling to face the impending death of Margaret, wife and mother.  She gets her strength from her faith, but needs someone she can talk to about her fears for herself and her family.

LEARNING OBJECTIVES:  encouraging dialogue, acknowledging feelings, respecting differing perspectives, maintaining professionalism

*CHARACTERS:            Margaret Eaton (46) terminally ill

                                    Al Eaton (47) her husband

                                    Rebecca (15) her daughter

*Note: This simulation is adaptable to the use of one simulator (Margaret Eaton) and some or all of the family members.

LEARNER ROLE:          Social Worker / Nurse

SETTING:                      Hospital

INFORMATION FOR LEARNERS: Margaret has been in the hospital for five days after suffering a grand mal seizure.  She has cancer and has six months to live.  She wants to go home to die.

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206B: Family Dealing with Terminal Illness (daughter only)

A young woman is asked to meet and discuss her younger brother’s behaviour as the family is dealing with the mother’s illness.

LEARNING OBJECTIVES: encouraging dialogue, acknowledging feelings, respecting differing perspectives, maintaining professionalism

SIMULATOR ROLE:       Rebecca Eaton, 20 years old

LEARNER ROLE:          Social Worker/ Nurse/ECE Educator/Member of Teaching Team

SETTING:                      Hospital, public school

INFORMATION FOR LEARNERS: The purpose of the meeting is to discuss the behaviour

of Peter Eaton, Rebecca’s 11 year old brother.  Peter is in an after school program.  Peter and Rebecca’s mother is ill and unable to attend the meeting.  For the last 2 months, Rebecca has been responsible for picking Peter up after school.  She agreed to attend the meeting in her mother’s place as her father is working out of town.

Peter is in Grade 6.  There is some concern that he is withdrawing from activities and his school work is suffering.  There has been a noticeable change in his behaviour in the last couple of weeks.  In the after school program, Peter could always be counted on to help with the younger students as well as working on his homework assignments.  Now he simply sits alone with a book or goes on the computer.  No one seems to be able to reach him, he is closed off.

You are hoping that Rebecca can shed some light on this.

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208: Spousal Abuse - Effect On Child Behaviour

A small child lives in a household where his mother is beaten on a weekly basis. The mother wants help but doesn’t know how to ask for it.

LEARNING OBJECTIVES: creating a safe environment, acknowledging strengths, encouraging dialogue, prioritizing issues, considering options, defining next steps

CHARACTER:               Karen Seager (32)

LEARNER ROLE:          Social Worker / Early Childhood Educator

SETTING:                      Community Health Centre / ECE office

INFORMATION FOR LEARNERS: Karen’s son Sean is 4 years old. The school social worker/ECE teacher has asked to speak to the family regarding Sean’s violent and aggressive behaviours observed in the early childhood program that he attends each morning. He talks about himself in the third person and doesn’t accept affection.

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209: Child with Special Needs - Parent-Teacher Interview

At a regularly scheduled meeting with the child care centre teacher, Nancy Clarke reveals a number of family issues that are of concern to her. Jordan, her three-year old son, has Down’s Syndrome, and has adjusted quite well to the special program in this daycare centre. Nancy is determined that Jordan stay at this school as it has been a positive experience for him, but there are other family concerns that require decisions.

LEARNING OBJECTIVES: conducting an assessment, listening skills, developing collaborative goals, demonstrating empathy and professionalism

CHARACTER:               Nancy Clarke (41)

LEARNER ROLE:          Special needs teacher / Day care teacher

SETTING:                      Daycare/educational setting

INFORMATION FOR LEARNERS:  This is a routine interview with John and Nancy Clarke to discuss their son Jordan’s progress at daycare.  Aged 3, he has Down’s syndrome and is in a special program.

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209B: Child with Special Needs - Parent-Teacher Interview

This simulation was developed in collaboration with Sara Marlowe and the School of Early Childhood Education.

An immigrant family is adjusting to life in Canada, including the school system and their young son’s disruptive behaviour in the classroom.

LEARNING OBJECTIVES: to practice interviewing and assessment skills including:

welcoming, respecting diversity, honouring a parent’s expertise. Gaining awareness of systemic issues impacting families, develop a plan with a parent, connect family with community resources

SIMULATOR ROLE:       Enida Pasic – Joseph’s mother

LEARNER ROLE:          Teacher, Grade One/ECE Educator

SETTING:                      Neighbourhood public school

INFORMATION FOR LEARNERS: You are Joseph’s Grade One/ECE teacher and are concerned about his adjustment to the school and his behaviour in the class.  You have asked Joe’s parents to book an interview.

* Handout for Learners available.

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210: Gay-Positive Parenting

A gay father worries about his son’s treatment at daycare, but may be expecting too much of the program when he demands that homophobia among parents be stopped.

LEARNING OBJECTIVES: listening skills, developing trust, demonstrating empathy & professionalism, setting goals, finding collaborative solutions

SIMULATOR ROLES:     Henry Wilson, father of Sam (3)

                                    Gene, his live-in partner

                                    *Note: this simulation can be adapted to work with one simulator as                                            Henry, the father

LEARNER ROLE:          Day Care Supervisor / Social Worker

SETTING:                      Day care centre

INFORMATION FOR LEARNERS: Sam has lived with his father ever since his parents divorced two years ago.  His mother visits occasionally but does not live in the same city.  Two children in the neighbourhood have stopped coming over since Henry’s new partner moved in. Sam, normally outgoing and well-liked, has come home crying from school. Henry and his partner want to meet with the daycare supervisor to discuss what is happening to Sam.

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211: Child Abuse - Initial Disclosure

A troubled teenager reveals a complex mass of guilt and anger over the death of his brother.  It turns out, though, that his father is his biggest problem.

LEARNING OBJECTIVE: listening skills with a good use of silence, developing trust, demonstrating empathy, asking open-ended questions, formulating next steps

SIMULATOR ROLE:       Alec Henderson (15 - 17)

LEARNER ROLE:          High school counselor/School social worker

SETTING:                      Guidance counselor’s office at a large high school

INFORMATION FOR LEARNERS: Alec is apathetic and despondent since the death of his brother Gary 10 months ago.  The depression seems to have gotten worse, not better, as time goes by.  Mr. Williams, a teacher at school, is concerned and contacted the counselor / social worker to meet with Alec. Alec is reluctant but finally agreed to take the appointment.

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212: Abuse by a Family Member - Immigrants to Canada

A frightened woman with no support network is being abused by a family member.  Disclosing the abuse may jeopardize the family’s legal status in Canada.

LEARNING OBJECTIVES: listening skills (attending, restating, reflecting, supporting), developing trust, maintaining objectivity, ensuring safety, responding to non-verbal cues

SIMULATOR ROLE:         **Rhudia Letkha, mid thirties to early forties, immigrant to Canada

LEARNER ROLE:            Counselor at a community health centre

SETTING:                     Community Health Centre Counseling Office      

INFORMATION FOR LEARNERS: A distraught woman, Rhudia Letkha has asked to speak with a counselor at the local  community health centre near to her two daughters’ school.  She is here to discuss concerns about her daughter, Khatia, who is recently demonstrating disruptive behaviour.

**Note: this scenario can be adapted for any ethnicity

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213: Overwhelmed Mother

A caring wife, mother and daughter-in-law, this woman is upset by the possibility of picking up her family and moving to Asia.  She needs an objective ear as she goes through all the complications of her family life, wanting to keep her family together at any cost, while maintaining support for her husband’s career. Right now she is feeling overwhelmed.

LEARNING OBJECTIVES: listening skills, developing trust, demonstrating empathy, asking

open-ended questions

SIMULATOR ROLE:                   Nancy Clarke, mother in her 40’s

LEARNER ROLE:                      Counselor/Social worker

SETTING:                                  Community Health Centre counseling service                 

INFORMATION FOR LEARNERS: Nancy is concerned about the impact of her husband’s possible promotion and transfer to China. Nancy is very supportive of her husband’s career but this may be a huge disruption for all the members of their family. Nancy needs to talk to an objective person who is not involved in these decisions.

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301: Overwhelmed Caregiver of Elderly Woman

A caring daughter feels her life is being overtaken by a demanding mother.  A widowed mother feels she deserves all the attention she is asking for.  They need help before things escalate into total frustration.

LEARNING OBJECTIVES:  identifying issues, respecting diverse viewpoints, responding to non-verbal cues, developing collaborative solutions

SIMULATOR ROLES:     Susan Graham (70)

                                    Tracy Graham-Stuart (45)

LEARNER ROLE:          Counsellor / Social Worker at a senior’s day centre

SETTING:                      Senior’s day care centre at community centre

INFORMATION FOR LEARNERS:  Tracy has scheduled this appointment to get some support in dealing with her mother. She is too busy to deal with the “constant demands” her mother makes.

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302: Financial Abuse by Adult Child

This 69 year old woman is being assessed by a home care worker for support services. She is a widow who lives on her own. Her 45 year old daughter has Power of Attorney and looks after all of her mother’s financial affairs.

LEARNING OBJECTIVES:  uncovering hidden agendas, asking direct questions, mediating, identifying issues and strengths

SIMULATOR ROLES:     Mrs. Letterman (69)

                                    Peggy Letterman (daughter, 45)

LEARNER ROLE:          Social Worker/Counsellor in a home care agency.

SETTING:                      Mrs. Letterman’s apartment

INFORMATION FOR LEARNERS:  The home care case manager is visiting Mrs. Letterman’s apartment at the request of the family doctor. Her daughter has been asked to attend the meeting in order to discuss the recommendation to provide Mrs. Letterman with some support services. Her doctor asked for an assessment because she has been concerned about Mrs. Letterman’s increasing forgetfulness over the past six months.

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700: Suspected Child-Neglect

A single mother with a long history with Children’s Aid has been accused of neglecting her children.  A case worker must try to get at the truth with a proud and wary woman.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy, uncovering hidden agendas, finding collaborative solutions

SIMULATOR ROLES:     Linda Roy (45)

LEARNER ROLE:          Children’s Aid case worker

SETTING:                      Linda Roy’s apartment in low-income housing development

INFORMATION FOR LEARNERS:  Neighbours have reported that she leaves her children alone to go out drinking, and possibly beats them.

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701: Developmental Disability - Seeking Independence

A young woman with a developmental disability wants more independence while her parents want to shelter her from the world.  A counselor must assess whether she is suitable for a community living project.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy, uncovering hidden agendas, mediating between parties, finding collaborative solutions

SIMULATOR ROLES:     Maria (23)

                                    Mother, Francesca (50)

                                    Younger sister, Josephine (19)

                                    Note: This simulation may be adapted to include Maria and her mother, or just Maria.

LEARNER ROLE:          Intake counselor/social worker at the Association for Community Living

SETTING:                      Association for Community Living Centre

INFORMATION FOR LEARNERS:  Maria has an intellectual disability which prompted a teacher to encourage her to join a community living workshop.  Her parents think she should stay home to look after her aging grandmother and help around the house.

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702: Parents of Gay or Lesbian Youth - Effects of Disclosure to Parents

LEARNING OBJECTIVES:  listening skills, establishing rapport, maintaining objectivity, mediating, building trust

LEARNER ROLE:          School social worker/counselor

SETTING:                      School guidance office or community health centre counseling office

Gay Youth:

A young gay student has recently come out to his parents who are extremely upset about this revelation. A school social worker must address the concerns of both the parents and the student.

SIMULATOR ROLES:     Matthew McKinnon (18), gay student

                                    Don McKinnon, father

                                    Beth McKinnon, mother

* please note that this simulation will work with just the parents

INFORMATION FOR LEARNERS:  Matthew has just told his parents he is gay. Matthew’s parents, Beth and Don are very concerned about him and have decided they need to see a counselor to discuss their concerns.

Lesbian Youth:

Two parents are upset and worried because their daughter has told them she’s a lesbian.  They are looking for some reassurance from the school social worker/counselor.

SIMULATORS ROLES:              Linda McKinnon (18)

                                                Don McKinnon (46), her father

                                                Beth McKinnon (42), her mother

*please note that this simulation will work with just the parents

INFORMATION FOR LEARNERS:  Linda has just told her parents that she is a lesbian and has

been dating a woman for four months. Her parents, Don and Beth decide they need to talk to a counselor about their concerns.

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704: Child with Attention Deficit Hyperactivity Disorder (ADHD) - Team Meeting

This meeting between teachers and a parent is an emotional one for all because of the child’s behavioural problems.  A consultant must try to understand the positions of each person, remembering that the child’s interests are most important.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy, uncovering hidden agendas, finding collaborative solutions

SIMULATOR ROLES:     Elaine Knight, mother

                                    Miss Paris, kindergarten teacher

                                    Cathy Smith, day care worker

LEARNER ROLE:          Early Childhood Education Consultant / Social Work Consultant

SETTING:                      Child Care Centre

INFORMATION FOR LEARNERS:  Elaine’s oldest son, Michael, has ADHD.  His teachers are frustrated that she has not made herself available to discuss his behavioural problems.  They have called this meeting, with the consultant, to assist them in coping with Michael’s challenging behaviours in their respective classrooms. They have not had a chance to discuss their concerns in depth with Elaine Knight prior to this meeting.  She does not come into the centre when he is dropped off in the morning and she usually sends a friend to pick him up at the end of the day. When she does pick him up, she is often late and has her eight-month old daughter with her so she rushes off without any interaction.

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704B: Child with Attention Deficit Hyperactivity Disorder (ADHD) - Parent/Teacher Meeting

This meeting between a teacher and a parent is an emotional one for all because of the child’s behavioural problems.  The parties must try to understand each other’s positions, remembering that the child’s interests are most important.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy, finding collaborative solutions

SIMULATOR ROLES:     Elaine Knight, mother                                 

LEARNER ROLE:          Kindergarten Teacher

SETTING:                      Child Care Centre

INFORMATION FOR LEARNERS:  Elaine’s oldest son, Michael, has ADHD.  Michael’s teacher has asked to see Ms. Knight to review his progress and discuss mutual supports for his ongoing social and emotional development.

* Learner handout available

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800: Risk Factors Facing Gay or Lesbian / Bisexual Youth

LEARNING OBJECTIVES: listening skills, responding to non-verbal cues, demonstrating empathy, building trust, creating a safe environment

LEARNER ROLE:          High school social worker/counselor

SETTING:                      High School Guidance Office or Community Counseling Centre

Gay/Bisexual Youth:

Derek is having trouble facing life as a gay youth.  Harassment, drugs, and loneliness are wreaking havoc on his performance in school and his ability to make intelligent decisions.

SIMULATOR ROLE:       Derek Simpson (16 - 18)

INFORMATION FOR LEARNERS: Derek has been asked to make an appointment with a counselor as teachers are concerned about his absences and declining grades. The counselor is aware of rumours that Derek came out about 2 months ago. 

Lesbian/Bisexual Youth:

Jessica, a gay female student, has been called to the guidance office to discuss her declining academic performance and harassment she endured in the hallways.

SIMULATOR ROLE:       Jessica Burns (17), gay student

INFORMATION FOR LEARNERS:  Jessica finds herself in the guidance office. Some of her teachers are concerned about her erratic attendance and declining school performance. She has reluctantly agreed to see a counselor if only to get everyone off her back. There have also been a few incidents in the hall – name calling and shouting matches. Her marks are also beginning to jeopardize her post-secondary options.  

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800B: Risk Factors Facing Gay / Bisexual Youth - Part B: Ending Counseling                                                                        This simulation was developed in collaboration with Dr. Farzana Doctor to meet the learning objectives of her social work class at Ryerson University.                                                                                                          

This teenager has been attending weekly counseling sessions for the last nine weeks. In the tenth and final session, the social worker must review what was accomplished and help the client come to terms with saying goodbye.

 LEARNING OBJECTIVES: listening skills, acknowledging feelings, defining next steps, developing collaborative goals

SIMULATOR ROLE:       Derek Simpson (16 - 18), gay student

LEARNER ROLE:          social worker/counselor

SETTING:                      Community Centre Counseling Office

INFORMATION FOR LEARNERS: Derek has been attending weekly counseling sessions for the past 9 weeks. The sessions must end as the agency has an upper limit of 10 sessions per client. This is week 10 and the counselor must review the work done, encourage feelings about the ending and say good-bye.     

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801: Teen Alcohol and Drug Abuse  

This teenager is here because of his girlfriend – he doesn’t believe ‘partying’ is a problem.  Someone who can draw out the details of his life might make him willing to enter a substance abuse program.

LEARNING OBJECTIVES:  listening skills, responding to non-verbal cues, establishing a rapport, building trust, developing collaborative goals

SIMULATOR ROLE:       Travis Milton (18)

LEARNERS ROLE:        Social worker / Nurse

SETTING:                      Community Health Centre

INFORMATION FOR LEARNERS: Travis enjoys having a good time with his friends and so he drinks and smokes a little pot.  His mother and girlfriend feel he may need some help so convinced him to see someone about what they say is his drinking and drug abuse.  He doesn’t think he has a problem.

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802: Intergenerational and Cultural Conflict (Teen)

This simulation was developed in collaboration with the IESW – Internationally Educated Social Workers Professional Bridging Program

LEARNING OBJECTIVES: listening skills, responding to non-verbal cues, establishing rapport, creating a safe environment

LEARNER ROLE:          Counselor in a Community Centre, Drop –In Counseling Service

SETTING:                      Outside the Drop-In Counseling Office at a Community Centre

Female Version:

Mira is becoming overwhelmed by the responsibilities of growing up and meeting the expectations of all those around her. Every choice she makes seems to be the wrong one. Her life is one big complicated mess.

SIMULATOR ROLE:       Mira Kulin (16-ish)

INFORMATION FOR LEARNERS: The counselors have noticed that Mira has been hanging out by the drop-in centre for the last few weeks watching everyone come and go. She seems sad and upset. Finally, a counselor approaches Mira.

* Note: Mira can also make the decision to talk to someone and make an appointment

Male Version:                                                                                                  

Milan is becoming overwhelmed by the responsibilities of growing up and meeting the expectations of all those around him. Every choice he makes seems to be the wrong one. His life is one big complicated mess.

SIMULATOR ROLE:       Milan Kulin (16-ish)

INFORMATION FOR LEARNERS: The counselors have noticed that this young man, Milan, has been hanging out by the drop-in centre for the last few weeks watching everyone come and go. He seems sad and        upset. Finally, a counselor approaches Milan.

* Note: Milan can also make the decision to talk to someone and make an appointment.

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802B: Intergenerational and Cultural Conflict (Adult)         

Amelia feels isolated and alone, navigating between tensions at home and the stress of being a student. She also has a shameful secret and no one to talk to.

LEARNING OBJECTIVES: listening skills, responding to non-verbal cues, establishing rapport, creating a safe environment

SIMULATOR ROLE:       Amelia Vega, early 20’s

LEARNER ROLE:          Counselor in a Community Centre, Drop –In Counseling Service

SETTING:                      Outside the Drop-In Counseling Office at a Community Centre

INFORMATION FOR LEARNERS: The counselors have noticed that this young woman, Amelia, has been hanging out by the drop-in centre for the last few weeks watching everyone come and go. She seems sad and upset. Finally, Amelia decides to make an appointment.

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803: Refugee Student

A teenager with a troubled family can’t keep her emotions in check.  She needs someone to listen as she adjusts to life in Canada in a tumultuous household and to help her deal with her living situation.

LEARNING OBJECTIVES:  listening skills, demonstrating empathy, creating a safe environment, building trust

SIMULATOR ROLE:       Andrea (15 -17)

LEARNER ROLE:          High school counselor/Social worker

SETTING:                      High School Guidance Office/Community Counseling Office

INFORMATION FOR LEARNERS:   Andrea is very quiet and isolated in class.  She burst into tears in the middle of class today and her home room teacher has recommended that Andrea see a counselor.        

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804: Teen Pregnancy after Date Rape

A teenager blames herself for a pregnancy after date rape.  She is panicking about her secret.

LEARNING OBJECTIVES:  listening skills, developing trust, demonstrating empathy,

encouraging dialogue, generating options, defining next steps

SIMULATOR ROLE:       Tracey (18)

LEARNER ROLE:          social worker/ nurse

SETTING:                      Community Health Centre or walk-in clinic

INFORMATION FOR LEARNERS:  Tracey just learned that she is pregnant. She is panicking and needs to talk to someone about her options.  She has seen a doctor and is now seeking guidance and advice at the centre.

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805: Early-Teen Pregnancy

A confused and terrified young teenager is pregnant despite a religion strongly against pre-marital sex and abortion. Her family doctor has referred her to a social worker/nurse to help her understand that the pregnancy isn't goint to go away through prayer.

LEARNING OBJECTIVES: Listening skills, developing trust, demonstrating empathy, balancing respect for beliefs with realistic options, finding collaborative solutions.

SIMULATOR ROLE: Gail Burns (15)

LEARNER ROLE: Social worker/nurse

SETTING: Community Health Center or walk-in clinic.

INFORMATION FOR LEARNERS: Gail is 2 months pregnant and doesn't want her parents to know. She needs to talk about her feelings and her options.

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806: High-Risk Teen Behaviour

An overwhelmed teen-age girl faces the challenge of fitting in with the “cool crowd” and engaging in high risk behavior at the risk of losing her connection to friends and family.

LERNING OBJECTIVES: Listening skills, demonstrating empathy, building rapport, responding to non-verbal cues, awareness of personal biases.

SIMULATOR ROLE: Kayla Markus

LEARNER ROLE: Child Youth Care Worker/Social Worker/Youth Counsellor/Nurse

SETTING: Office in small open door counselling centre

INFORMATION FOR LEARNERS: A young woman called the clinic and said, “I would like to talk to someone.”  You set the appointment to meet in your office today.

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901: Therapeutic Teen Group

This scenario focuses on a group of teenagers who have experienced disrupted family lives, abuse and repressed anger. A counselor must reach these teens who have little patience for authority.

LEARNING OBJECTIVES: Agenda setting, facilitating group discussion, mediating between parties, aknowledging underlying interests, prioritizing issues, creating safe environments for discussion and defining next steps.

SIMULATOR ROLES:

Derrick: Lives at home with is mother and sister

Nella: In foster care for eight months

Sophie: Living downtown at Covenant House

Terry: A Crown Ward living in foster care for the past four years

Lureen: Living in a group home

Trevor: Currently without a home, sometimes staying with a friend.

LEARNER ROLE: Social Worker/Child Youth Worker/Counselor

SETTING: Office in a local community centre

INFORMATION FOR LEARNERS: You are a Social Worker/Child Youth Worker/Counselor working at an office in a local community centre. You have been working with a group of teenagers who have experienced disrupted family lives, abuse and repressed anger.

NOTE: This simulation can be presented as a single scenario taking place during week three of the group's meetings or it can ben done over several weeks to include meeting the group on two or three occasions (week twelve and week eighteen).

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907: Court-Mandated Youth Group

Developed in collaboration with Judy Finlay of the school of Child and Youth Care at Ryerson University.

This scenario focuses on a group of teenagers fulfilling court-mandated counselling to discuss their offenses and look ahead to their futures.

LEARNING OBJECTIVES: Setting an agenda, facilitating group discussion, managing group dynamics, mediating between parties, addressing individual needs and concerns, building rapport, developing goals, fostering trust, responding to non-verbal cues, maintaining professional demeanor and expanding awareness of personal biases.

SIMULATOR ROLES:

Randy Freeman

Robin Thomas

Tara Marcheck

Sandi Naismith

Elizabeth Farley

Charlie Frances

LEARNER ROLE: Child Youth Care Worker/Social Worker/Counselor

SETTING: Local attendance centre

INFORMATION FOR LEARNERS: You are the Child Youth Care Worker/Social Worker/Counselor assigned to this group. The group, which is not voluntary, has been mandated by the Ontario Court system, to attend a sixteen week counseling program for young offenders regarding substance abuse. The purpose of the program is to assist the teens in taking responsibility for their actions and to set goals and make plans for their futures. This is the fifth meeting.

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908: Mental Health Youth Group (3-Part)

This simulation was developed in collaboration with Judy Finlay of the School of Child and Youth Care at Ryerson University.

This simulation takes place over 3 separate classes, simulating stages of group development. A group of young people meet weekly at a closed meeting. This is an involuntary, 20 week group and the meetings are Week Two, Week Eight and Week Sixteen.

LEARNING OBJECTIVES: Assisting youth in planning for the future, managing group dynamics, addressing individual needs and concerns, building rapport, responding to non-verbal cues.

SIMULATOR ROLES:

Jeremy

Samantha

Marta

Rob

Sharma

Charlie

LEARNER ROLE: CYC worker

SETTING: Mental health care facility

INFORMATION FOR LEARNERS:  This group has been mandated by mental health counselors and parole officers to attend a 16 week, 32 hour youth mutual aid program for youth who are transitioning from high school and looking for direction in their lives. This is not a voluntary group.  

The purpose of the group is to provide information about options, learn about mutual support/aid and empowerment and make some choices about their futures.

*More learner information available upon request.

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