| Course | MSW 520 International Social Work |
|---|---|
| Week | 3 |
| Paper type | Displacement case study |
| Length | About 630 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | Master of Social Work (MSW) |
| Updated | October 2026 |
Free sample paper for MSW 520 Week 3
Displacement Case Study of One Rohingya Household in a Cox's Bazar Camp: The Site and Who Runs It, a Status Written as Permissions and Prohibitions, Services Measured in Walking Time and a Plan That Survives Relocation
Student Name
Chamberlain University
MSW 520: International Social Work
Instructor Name
Month Day, Year
Displacement Case Study of One Rohingya Household in a Cox's Bazar Camp: The Site and Who Runs It, a Status Written as Permissions and Prohibitions, Services Measured in Walking Time and a Plan That Survives Relocation
The Site and Who Administers It
The household lives in one of the camps near Kutupalong in Cox's Bazar district, Bangladesh, in a bamboo and tarpaulin shelter on a hillside. The camp is administered by a Bangladeshi official appointed by the refugee relief commissioner. A Rohingya block leader passes messages between the camp office and households. NGOs run the health post, a learning center and a women-friendly space under agreements with the government and UN agencies.
The Household
R., 38, a widowed mother; three children aged 15, 11 and 6; and R.'s mother-in-law, 64. They arrived in September 2017. R.'s eldest child, a son, left the camp in 2023 by boat and has not been heard from. The household's vignette names a concern from the learning center: the 15-year-old daughter has stopped attending.
Status Written as Consequences
The household holds the identity card issued in the joint registration. In practice, that status means: they may live in the camp and receive food assistance; they may not work legally outside it; they may not leave the camp area without permission; the children may study at a learning center but cannot sit Bangladeshi national exams; and the household cannot apply for resettlement on its own. Each of those rules shapes the plan below (Milton et al., 2017).
Reachable, Not Nominally Available
Health post: 15 minutes' walk downhill, 25 back up. Learning center: 10 minutes, but past a market where the daughter was harassed in March. Women-friendly space: 30 minutes, across a bridge that floods in the monsoon. Water point: 5 minutes, with lines of up to an hour in the dry season. Distances are given in walking time because there are no vehicles for refugees inside the camp.
The Members Who Are Not There
The son who left by boat is the household's largest worry. R. does not know whether the son is alive. The daughter's absence from the learning center began after a neighbor said a marriage could protect her. Daily stressors such as these, and not only past violence, are linked to distress among Rohingya in the camps (Riley et al., 2017).
Assessment
The daughter's absence is driven by fear of harassment on the route and by a family conversation about early marriage, both tied to the missing son, whose income the household had expected. R. shows signs of distress: poor sleep and headaches described as "too much thinking."
The mother-in-law's view matters too. She has told R. that a husband would keep the girl safe on the route, and R. has not argued. The assessment records that the marriage conversation is a response to the route and the missing income, not a settled family wish.
A Plan That Survives a Move
Refer the daughter to the women-friendly space's adolescent girls' group, which meets in the afternoon when the route is busier. Ask the learning center whether a female volunteer can walk a group of girls past the market. Refer R. to the health post's psychosocial worker. Ask the protection agency to register the son as missing with tracing services. Because the government has relocated some camp households to Bhasan Char, write down which agency runs each service there, so the referrals can follow the family if they move.
References
Milton, A. H., Rahman, M., Hussain, S., Jindal, C., Choudhury, S., Akter, S., Ferdousi, S., Mouly, T. A., Hall, J., & Efird, J. T. (2017). Trapped in statelessness: Rohingya refugees in Bangladesh. International Journal of Environmental Research and Public Health, 14(8), Article 942. https://doi.org/10.3390/ijerph14080942
Riley, A., Varner, A., Ventevogel, P., Taimur Hasan, M. M., & Welton-Mitchell, C. (2017). Daily stressors, trauma exposure, and mental health among stateless Rohingya refugees in Bangladesh. Transcultural Psychiatry, 54(3), 304-331. https://doi.org/10.1177/1363461517705571
The Chamberlain MSW 520 Week 3 instructions
The displacement case study takes one household from the vignette your section supplies and assesses it in its actual setting. Fix the site by what it is and who runs it: a camp, a transit point or an informal settlement, and the authority that administers it. Put legal status early and write it as a set of permissions and prohibitions that apply to this household, not as a demographic label. Describe services as reachable or not, using walking time and real barriers rather than listing what exists on paper. Include members who are not present, since separation shapes most displaced families. Then assess, and write a plan that would still work if the household were moved, because relocation is common.
How this MSW 520 Week 3 example is built
The site section places the household in a camp near Kutupalong, administered by a government-appointed official, with a Rohingya block leader and NGO-run services. The household section introduces R., 38, three children, a mother-in-law and a son who left by boat in 2023, along with the daughter's absence from the learning center. The status section lists what the registration card allows and forbids, citing Milton et al. (2017). Services are given in walking minutes, including a market route where the daughter was harassed. The absent son's role in the household's worry and in talk of early marriage leads to Riley et al. (2017). The plan refers the daughter to an adolescent girls' group, R. to a psychosocial worker, the son to tracing services and records services on Bhasan Char.
Where the points sit in the MSW 520 Week 3 rubric
The heaviest deduction falls on an assessment that could describe a family in any city, with the camp reduced to scene setting. Faculty look first for status written as consequences that reappear in the assessment and plan. Services must be described as reachable, with time, safety and cost, rather than nominally available. Credit goes to including absent members and to naming who administers the site. The assessment should connect concerns to the setting. A plan that would collapse if the family moved loses points. Accurate sources on the population and setting, cited in APA, are expected, and the vignette's details should not be contradicted.
MSW 520 Week 3 help: mistakes that cost points
The costliest study is generic: a family assessment where the camp appears in one sentence and services are assumed. Next is legal status filed with age and household size, never used again. Studies also list a clinic or school as available without saying how long it takes to reach or whether the route is safe. Some leave out members who are missing, even when the vignette makes them central. If your vignette is different, perhaps a family in an informal settlement in Lebanon or a transit center in Panama, the same frame applies: site and authority, status as consequences, reachability, absent members and a portable plan. A study written for your vignette would give every service a walking time and every status a rule.
Get a MSW-520 Week 3 example written to your instructions
Send the vignette your classroom issued, with the rubric and any word limit, and a case study is written to it and back inside 24 to 48 hours, the first at no charge. If you are working from a real file at your own agency, keep that file where it is; the desk writes only from what your section issued.
More MSW 520 papers and MSW samples
- MSW 520 Week 1: What Makes Practice International
- MSW 520 Week 2: UNHCR Bangladesh Agency Profile
- MSW 520 Week 4: Resettlement Service Plan
- MSW 520 Week 5: Intervention Adaptation Write-up
- MSW 520 Week 6: Diaspora Community Assessment
- MSW 520 Week 7: Cross-border Case Consultation
- MSW 520 Week 8: International Practice Paper
- MSW 521 Week 3: Activation Checklist
- MSW 517 Week 3: First Move Memo
- MSW 524 Week 3: Stress Response Explainer
- MSW 516 Week 3: Self-Efficacy Reading of W.
MSW 520 Week 3 questions, answered
Can I write the case study on a real family I know of?
Better not to. Sections supply a vignette precisely so the writing can be graded without anybody's private circumstances entering a classroom, and a study built on someone you know carries details you cannot remove without changing the case. Where a section allows a published account, use one that was written for publication and cite it like any other source.
What if the vignette does not say what status the family holds?
Then the study names that as the first unknown and reasons in branches. State the two or three positions the household might be in, say what each would permit, and identify the single document or determination that would settle it. Markers reward that more than a confident guess, because working without a determination is the ordinary condition of the job.
How much background on the conflict or disaster belongs in it?
A paragraph, and only the part that bears on the household in front of you: why they left, what route they took, and which authority they have dealt with since. Longer histories push out the assessment, and the marker is looking for a worker's document. Cite the background rather than narrating it from memory.
Where can I find a free MSW 520 Week 3 sample paper?
You can read a full MSW 520 Week 3 displacement case study of a Rohingya household in Cox's Bazar here, with margin notes on site, status and reachability.
Why does the MSW 520 Week 3 sample give distances in walking time?
Because refugees have no vehicles inside the camp, so the time and safety of each route decide whether a service is reachable at all.