Precious By Lee Daniels
Introduction
The following information was obtained from the movie, Precious, by Lee Daniels. The information was obtained to conduct a biopsychosocial assessment of the character, Precious, to utilize the Monmouth University’s empowering, strength-based, psychosocial assessment, and intervention outline. The writer is a graduate student social worker and assessment is aimed towards providing understanding of the presenting problem to promote human rights and economic justice.
1. Identifying information
The client is a sixteen year old, pregnant, African American, female, and junior high student. The client lives with her biological mother in a Harlem housing development for persons with low socioeconomic status. Client is observed as a heterosexual …show more content…
The home had one black and white television set and one radio. The home was sparsely clean with furniture for sleeping and living. The home had running water and electricity and was composed of the basic necessities for living. There were no visible assets of value in the home and the family used public transportation. There was one pet cat, and it appeared to be healthy.
C. Educational/Occupational history
The client is currently a student in junior high school. The movie does not state the educational level of either parents or grandmother. The client never has been employed, and the movie does not state whether either parents or grandmother was employed. It is assumed that there is a generational pathology of participation in the state welfare system.
D. Cultural. Racial, Religion, Sexual Orientation, Cohort factors
The movie portrays the client is raised in an uneducated setting with exposure to high crime and poverty. The client is not diverse with other ethnic backgrounds, and appears to feel threatened by Caucasians who have positions of authority (School, DHS). The client’s behavior exhibits through dreams and dissociation thoughts that she is interested in dating males. The movie does not display any interactions with other cohorts except the ones that were formed in the alternative
The following information was obtained from the movie, Precious, by Lee Daniels. The information was obtained to conduct a biopsychosocial assessment of the character, Precious, to utilize the Monmouth University’s empowering, strength-based, psychosocial assessment, and intervention outline. The writer is a graduate student social worker and assessment is aimed towards providing understanding of the presenting problem to promote human rights and economic justice.
1. Identifying information
The client is a sixteen year old, pregnant, African American, female, and junior high student. The client lives with her biological mother in a Harlem housing development for persons with low socioeconomic status. Client is observed as a heterosexual …show more content…
The home had one black and white television set and one radio. The home was sparsely clean with furniture for sleeping and living. The home had running water and electricity and was composed of the basic necessities for living. There were no visible assets of value in the home and the family used public transportation. There was one pet cat, and it appeared to be healthy.
C. Educational/Occupational history
The client is currently a student in junior high school. The movie does not state the educational level of either parents or grandmother. The client never has been employed, and the movie does not state whether either parents or grandmother was employed. It is assumed that there is a generational pathology of participation in the state welfare system.
D. Cultural. Racial, Religion, Sexual Orientation, Cohort factors
The movie portrays the client is raised in an uneducated setting with exposure to high crime and poverty. The client is not diverse with other ethnic backgrounds, and appears to feel threatened by Caucasians who have positions of authority (School, DHS). The client’s behavior exhibits through dreams and dissociation thoughts that she is interested in dating males. The movie does not display any interactions with other cohorts except the ones that were formed in the alternative