Author: Andre Coleman

Values are part of my upbringing and play a big part in my life, as they underpin my thoughts and actions. As a social work student I need to question my personal values, beliefs and ethics as these will have a big impact on my behaviour as a professional. My personal values are congruent to the values of social work, which is the reason why I have chosen a career in a social care. This values are self – determination to promote social justice, being caring and helpful toward others, truthfulness (honesty) and respect. Working in Residential and Care Homes further developed my interest in promoting social justice and social change on behalf of the service users. I understand, that as a social work student I need to act in accordance with the values, and ethics of the profession, recognizing how personal and professional values may conflict with the needs of diverse clients.

VALUING DIVERSITY

To value diversity means acknowledging my own prejudices, allowing people to be different and respecting these differences. Being raised in Poland, where 96, 7% of population is polish my upbringing was “white” and influenced my prejudice about people from other cultures. Due to lack of contact and knowledge I have made a preconceived judgment about other races. My social environment such as religion and culture has influenced me to behave in certain ways towards other people. My religion created a stereotype and prejudice about homosexuality. My beliefs would not accept homosexuality due to influence of the church on my attitude towards sexual orientation. Moving to England and changing my social environment made me realize how wrong those perceptions were. Living in multicultural environment made me aware of different cultures, religions, races, which helped me to change my attitude towards people from diverse backgrounds. I have made friends from different parts of the world what helped me to enhance my understanding of different cultures and religions. I have learned how to accept and respect the differences. I understand and recognise that we living in a diverse society and that there is much

to be gained by having a variety of people, with a variety of backgrounds, approaches, talents and contributions.

DISCRIMINATION

My experience with discrimination started when I moved to England in 2004. I was often subject to insulting racial jokes. The stereotypes about my culture and people along with labelling were very offensive and painful. The people with whom I have been working held hostile attitudes toward Polish people and culture. I was working in Bed and Breakfast where the majority of employees were English. My employer treated me differently than other employees. When allocating the tasks, she would often give me the most of them living the rest of the staff doing almost nothing. On one occasion one of the employees did not complete the given task and she said “Let the Polish get on with this”. She would not have dared to treat other employees the way she treated me. Probably she thought that she could get away with it because I did not know my rights and my English language was very poor. I found that experience very painful and could not understand why I was treated this way. Later on I have discovered that it was a direct discrimination and it is against the law to be treated this way. There are a number of policies and legislations that could apply to my situation such as:

The 1976 Race Relations Act, which “makes it unlawful for an employer to discriminate against you on racial grounds. Race includes: colour, nationality, ethnic or national origins”. ( www.direct.gov.uk)

The Equality Act 2010 “provides a new cross-cutting legislative framework to protect the rights of individuals and advance equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society”.( www.equalities.gov.uk)

I could also use agencies such as Citizen Advice Bureau, which provides free advice to foreigners, and often offer a translator to provide information and advice on employment rights, including discrimination. ACAS is another organisation, which provides general information on employment rights and responsibilities.

Being discriminated in the past made me realise how damaging the effects of discrimination can be. I have started to wonder why people discriminate against each other. On many occasions I have witness discrimination but due to lack of knowledge I was not able to challenge it and simply accept or ignore it. Last year on the Access Course I have developed a knowledge which helped me to understand why discrimination happens in society. I have learned different theories behind discrimination which helped me to understand its roots. Since then I have become more observant and started to reflect on my own actions and actions of others. Schon (1983) identifies two types of reflection. Reflection – in – action, which is “thinking back on what we have done in order to discover how our knowing in action may have contributed to an unexpected outcome. We may do so after the fact, in tranquillity or we may pause in the midst of action (stop and think) “(Schon,1987:26). Reflection -in -action is about challenging my assumptions, thinking again, in a new way about the problem that I have encountered. Reflection – In – Action is happening “where we may reflect in the midst of action without interrupting it. Our thinking serves to reshape what we are doing while doing it” (Schon, 1987:26).

By observing others in my current work place I have identified negative experiences present in a Care Home based on feelings of discrimination and unfair treatment which was against my own values and believes. One of the examples of discrimination that I have witness was discrimination through the language. Working in a Residential Home as a carer I have noticed a member of staff using patronising and insulting language towards residents. I found that language very disrespecting and decided to challenge my colleague. I have realized that he held a negative attitude towards older people, as he regards to residents as ” dirty old woman”, and call them as “useless “. I have explained to him that one day he also will be old and

is that the way he would like to be seen. At this point my Manager came in and after explaining what has happen, the member of staff was asked to leave the premises. In reflection on this experience I have realized that people have different attitudes to aged population, which are different to my own attitude.

Another observation involves a resident having negative attitudes towards black people. The resident would not allow a black member of staff to provide any kind of help or personal care. She would shout and swear using insulting language as soon as they entered the room. Because the majority of carers are black it is hard to allocate a white member of staff to help her. When asking her why she does not want a black member of staff she answered that she “does not want blacks to help or touch her because they are dirty and “useless”. On one occasion when attending this resident I decided to challenge her perceptions about black people and called a new black member of staff to help me when giving personal care. I have explained to the resident that she is a new member of staff and she will only observe me. She accepted it but was not very happy about it. While working with resident I started to ask the girl questions, such as why she wants to work here and does she like her job. She responds that she was looking after her grandmother who passed away recently and has a lot of experience and that she enjoys helping other people. The resident was listening but did not say anything. I was hoping that she will change her negative attitude after spending some time with the black member of staff, after watching me having a positive interaction with her. Not being aware of the resident attitude the girl asked her if she would like her to do her hair because she used to do it very nice to her grandmother. The resident did not answer just sat on the chair and gave the girl a hair brush. On that stage I have left the room hoping that this experience will change her attitude and prejudice against black people. The resident now is being attended by black staff without any problems, and communicating in a respectful way.

REFLECTION ON THE POLICIES OF CHALLENGING DISCRIMINATION IN MY WORK PLACE (JEWISH RESIDENTIAL HOME)

The use of Anti – Discriminatory practice at my work place is fundamental to the ethical basis of care provision, and equality legislation is crucial to the protection of service users dignity. It imposes particular responsibilities on public and service providers to avoid stereotyping and to respect service user’s diverse needs and cultural diversity. To challenge discrimination Jewish Care has put into place a written policies and procedures to deal with discriminatory behaviour and practice.

CHALLENGING DISCRIMINATION AND OPPRESSION

A starting point in challenging discrimination and oppression is having awareness of the different types and ways that discrimination and oppression can occur. Thompson PCS Analysis provides a clear and understandable method of consideration discrimination and oppression in the context of personal, cultural and societal levels. The process of empowerment is also crucial in challenging oppression. On a personal level we could empower individuals to take control over their lives, for example through enhancement of self-esteem and confidence. On a cultural level empowerment is concerned with becoming aware of ideologies premised on inequality. Discriminatory assumptions and stereotypes should be challenged in order to break down an oppressive culture. On a structural level empowerment involve abolition of structural inequalities from the structure of society. Education plays important role in challenging discrimination. By educating people to understand the causes and effects of discrimination we can challenge traditional beliefs and practices concerning particular groups and promote equality, diversity, inclusion and tolerance.

ANTI – DISCRIMINATORY PRACTICE

Anti – discriminatory practice is an approach which seeks to combat discrimination and oppression, in terms of challenging all forms of discrimination and oppression from our own practice and practice of others (Thompson, 2006).

As a social work student I need to develop further my anti – discriminatory practice. To do so I have to recognise the significance of discrimination in people’s lives, especially in the lives of disadvantaged people. I also need to develop self-awareness and make sure, that my own action does not reinforce discrimination.

Health, Wellbeing and Quality of Life is defined in different ways due to circumstances of the person it represents comparing age and gender brings different results as so does the economic status of the person and what social class they belong Blaxter (1990) study of health and lifestyle of 9000 people in the UK showed that a percentage of people could not tell when they were healthy only that they knew when they are unwell people’s perceptions of health show in studies that the elderly define health and quality of life as being able to move around where as a younger person might think running a marathon or going to a gym make you healthy. Disease can have a major negative impact on health and wellbeing feeling that a label has been placed on someone makes them feel that they are now classed as defective and this knocks confidence to improve their situation and they fail to regain a better quality of life Exploring different sectors of society we see a bigger picture that health, wellbeing and quality of life means different things to everyone

Elderly people have experienced many changes over the years physically and mentally their bodies no longer agile as when they were young making simple tasks around the home a challenge mobility has one of the biggest impacts stair climbing and general moving around safely in the home impact on how the older person feels their quality of life is now compared to how they were younger physical impairments sight and hearing loss weakening of limbs and arthritic conditions makes the person feel they can no longer lead a fulfilling life and fear losing their independence

With health promotion to improve the quality of life of elderly people service improvements can be put into place including community care and day centres (Hubley and Copeman 2010 p104) provisions to make the home safer and providing equipment such as walking aids and stairlifts which the local authority may help to fund also the local council can supply nutritious meals through its meals on wheels service ensuring the elderly person gets hot food.

Another major factor in the United Kingdom that affects quality of life and health is housing according to the World Health Organization the conditions of living in insufficient housing has contributing factors to numerous avertable maladies amongst these include respirational problems, nervous system, diseases of the heart and cancer So for the lower class people those who fall into the scale of poverty, homeless including those living in temporary accommodation and the unemployed their quality of life will be impaired as there are very little options in where they reside with council and housing waiting lists at an all-time high over 1.7 million households are currently waiting for social housing (Shelter 2012) private rented accommodation is another option but with unscrupulous landlords looking to make easy money and not maintaining their properties people are living in dangerous and unhealthy conditions properties may have damp issues which affect the respiratory system causing such ailments as asthma and bronchitis as well as suffering more colds and flu although these are treatable with medication or by moving home then a person can regain a better quality of life another problem facing the lower class is stress living in unsuitable accommodation or in a poor run-down neighbourhoods with anti-social problems such as drug abuse and noise the stress can put a strain on family relationships causing arguments and unhappiness the area may not be safe for children to play out and this affects the quality of life not only of adults but children suffer too and this may affect their schooling by ill health causing time off

on the other scale of the ladder we see people who are in steady employment and have the finances to purchase their own property in areas of their own choosing these people have a better quality of life and health as they have the finances for improved medical and health treatment and with the satisfaction of achievement of having better things owning a home, career, financial security, car and holidays

Most have found they are in the sector who are enjoying health, wellbeing and quality of life

A decent home is fundamental to people’s well-being (Shelter 2007)

One of the most traumatic and stressful things a person can go through in life is finding themselves homeless there are many reasons why this may happen a private landlord may decide to sell the house they have been leasing out or it could be a breakdown of a relationship or having to flee domestic violence there have been a significant amount of homes being repossessed as people can’t keep up the mortgage payments due to job loss, ill health or financial problems

There are also other reasons why a person might find themselves homeless such as a person from another country seeking asylum in the UK everyone’s experience of homelessness is different for some people they will find themselves staying with family or friends others especially families who cannot be found a home immediately will be placed in temporary accommodation where they may have to share facilities such as bathroom and kitchen this can make a person feel degraded accommodation may not be found in the local vicinity meaning people may be far away from family and friends and they can feel isolated For those not so fortunate to have temporary accommodation because of issues such as mental health, drug and alcohol abuse these people may find themselves sleeping rough on the streets or squatting in unsafe and unsanitary conditions the charity St Mungo’s based in London hold a survey of the homeless people who attend their centre each year and the findings show that there is very poor health amongst the homeless people as shown in their 2012 survey 64% had a physical health condition and 70% were suffering mental health problems (see Appendix A,B and C) the survey clearly shows that most of the homeless people suffered a poor quality of health for some a change is possible with medication to improve mental health or people addressing their addictions and seeking help from medical or self-help group taking responsibility will empower the person to lead a better life with the possibility of getting a home and job a person can then gain back a good quality of life

Everyone has a responsibility for their own health and well-being for others higher up the social ladder this is easier as they have safer cleaner living conditions and access to private medical care and facilities where this may be impossible for others such as the homeless and gypsys who are constantly moving around and may not have access to facilities education can play a good part in giving advice to these sectors especially on the importance of childhood vaccinations to prevent the spread of diseases and infections such as chicken pox, Measles and whooping cough and provide advice to the elderly who may need care for arthritis and other ageing conditions with health promotion members of the community who are trusted can relay the information and help improve the communities health. the Government and National Health Service have set up many schemes to help people with addictions, healthy eating, exercise and unemployment initiatives Charity’s such as Shelter provide help on housing crisis and homelessness and Age UK help promote advice and services to help the elderly community It is possible with knowledge to make changes and to some degree people can experience health, wellbeing and quality of life.

Appendix A,
Appendix B,
Appendix C
,

Introduction

The aim of this assignment is to show how a Social Worker would apply a Behavioural Method as an understanding and intervention on the case study supplied. I will do this by explaining what Behavioural Social Work is, how it is used in practice, how it meets the needs of the service user and identify personal challenges along the way. I will try to challenge my own views and ideals on the service user, and how these can be challenged for Anti-Oppressive Practice.

The History of Behavioural Social Work

“Most of what makes us truly human, most of what makes us individuals rather than ‘clones’, most of what gives us a discernible personality – made up of characteristic patterns of behaviour, emotion and cognition – is the result of learning” (Sheldon and McDonald, 2008). The Behavioural Perspective focuses on the individual and the relationship between stimuli in an environment and how it determines behaviour through learning (Westen, 2001). This is also how Behavioural Social Work is executed, by focusing on behaviour that is observable and changeable. Like other forms of social work methods it has been adopted from other disciplines, and in particular Psychology, but has been adapted to achieve measured outcomes and effective practice for Social Work (Watson and West, 2006).

There are four main Theories that are relevant and used in Behavioural Social Work;
The first behavioural theory is Respondent Conditioning, first introduced by Ivan Pavlov, who used experiments on dogs to discover how to condition a response after the presence of a certain stimuli has been removed.
The second major behavioural theorist is B.F Skinner and his Operant Conditioning, he observed that the behaviour of organisms can be controlled by environmental consequences that either increase (reinforce) or decrease (punish) the likelihood of the behaviour occurring (Westen, 2001). He claimed that the outcome of behaviour was voluntary and goal directed, and always controlled by the consequences the behaviour would lead to.
The next behavioural theory identified is Social Learning Theory, which extends behavioural ideas and claims that most learning is gained by copying others around them, rather than them being reinforced as skinner claimed. That behaviour is shaped by observing others and interpreting it (Payne, 1997).
The fourth behavioural theory is Cognitive Learning Theory and was introduced by Albert Ellis and Aaron Beck in the 1960’s, this is a theory that focuses on the way people perceive, process and retrieve information (Westen, 2001). A perception of the environment from previous experience.

It was during the 1980’s that Social Work adopted behavioural theory as a method of working with service users, part of the reason for this was the ability of the theory to achieve realistic outcomes (Watson and West, 2006). The learning theory used in social work is a combination between all four theories listed above; Respondent Conditioning, Operant Conditioning, The Social Learning Theory and Cognitive Learning. These are used to enable the social worker to observe behaviour and therefore intervene appropriately (Watson and West, 2006). The importance of behavioural social work is that the behaviour is learned and can therefore be unlearned. Cognitive learning theory focuses on this specifically and its engagement with cognitive processes which produce thoughts and feelings (Sheldon, 1995). Behavioural social work allows the service user to modify and change their behaviour through a process of reinforcement, both positive and negative, to produce a likeliness of a wanted behaviour occurring (Watson and West, 2006).

There have been criticisms of this form of social work as it involves deciding what ‘normal’ behaviour is. This may lead to discriminatory and oppressive practice, as a perception of ‘normal’ behaviour can come from a range of sources, such as, personal and professional values (Trevithick, 2000). Another criticism is that the social worker may be seen as having significant power in deciding a future for the service user, which may in turn lead to further problems. To overcome these criticisms for an affective and constructive service for users, social workers have to be aware of empowering skills to help the service user help themselves. Informed consent and active participation is also a significant part of behavioural social work (Watson and West, 2006).

How is Behavioural Social Work Used in Practice?

Some of the reasons a behavioural method was chosen for intervention is because it mainly targets problem solving, and anger management, which are some of the problems faced by the family in the case study.

The first stage of Behavioural Social Work is the process of Assessment. This will begin by identifying the service user’s problem(s) (Howe, 1998). It not only identifies the problem behaviour, but how it manifested to begin with, and what can be done to change it.

The first stage of assessment and intervention is to establish the behaviour to work with (Watson and West, 2006). Within the case study, the problem is the behaviour of Jake who is increasingly violent and aggressive towards his parents and siblings. To establish the intensity and occurrence of his aggression it should be recorded and written down. This will provide clarity and understanding of the nature of the violence, which person(s) are present when he does it and what are the consequences of his behaviour (Watson and West, 2006) The problem behaviour has to be described in terms that are observable and measureable (Howe, 1998). To ensure an accurate documentation of behaviour, partnership should be used with the parents and social worker for empowerment (Watson and West, 2006). A contact either written or verbal can be useful in establishing aims and goals for sessions, and an overall aim for behaviour (Howe, 1998).

Operant conditioning is one of the main theories used in Behavioural Social Work; this is put into practice by the ABC Assessment, which uses the identification of Antecedents, Behaviour and Consequences to help shape wanted behaviour (Hudson and Macdonald, 1998 cited in Watson and West, 2006). The Antecedent – what precedes the behaviour, The Behaviour – in this case aggression and violence, and the Consequence – What happens immediately after the violence i.e Is the behaviour being reinforced? Once all the assessment has been carried out and all the information gathered, the social worker and the service user (parents) must work together to plan a method of intervention which promotes a wanted behaviour, this will be a baseline for intervention (Watson and West, 2006)

The next stage in the process of behavioural intervention is the implementation of the plan to change the unwanted behaviour. For this method to be effective it needs partnership of both parents and the social worker to establish roles, tasks and responsibilities (Howe, 1998). The main task for all involved is to develop appropriate strategies to implement within a certain time frame (Watson and West, 2006), which will enable the social worker to evaluate the process and respond by either changing the strategies or the method implemented. In the case study Jake’s behaviour deteriorated after the new baby was born, so the strategies that could be implemented would involve activities and more contact with his mother, and the rest of the family. Consequences of his bad behaviour should be consistent and happen immediately after an event (Watson and West, 2006). The main aim of Behavioural Intervention and Operant Conditioning is to focus on positive reinforcement rather than punishment, this is to positively change behaviour and motivate Jake to complete goals (Watson and West, 2006).

How Does Behavioural Intervention Meet the Needs of the Service User?

Behavioural Social Work is effective in meeting the needs of the service user as it is specific, simple and structured. It works in partnership with the parents and gives them an understanding into why their son behaves the way he does, and that Jake’s behaviour is the problem and not Jake. Behavioural intervention is also cost effective and doesn’t rely on financial help, therefore can be used immediately to help and support Jake’s parents, as well as Jake’s behaviour. One of the reasons why this method is widely used is because it is time limited; this allows the social worker to assess if the method is effective and if it is not it can be easily altered or changed.

This method is specifically relevant to the case study as Jake’s behaviour is the problem, which has been learned through time. A positive to this is that it can be unlearned with the help of his parents. To avoid oppressive practice this has to be a method that includes Jake, both his parents and the Social Worker. This will ensure empowerment to Jake’s parents; a less likelihood of powerlessness over Jakes behaviour and a more effective outcome.

Some of the negatives of this method if intervention is that it does not tackle the underlying problems to Jake’s violence, but by using skills, values and knowledge the social worker can talk and support Jake to discover other underlying issues.

Challenges working with this service user

Some of the challenges I would face being a social worker for this case is helping Linda and Michael become more involved in changing Jake’s behaviour. There is a new baby in the home and one other sibling besides Jake, and getting time to respond to Jake’s behaviour may be difficult. There is also no other social support outside the home and Linda is very stressed and “at the end of her tether” with Jake, so getting time to spend with Jake alone may also be complicated. Another problem is that Michael is already threatening about having Jake removed from the home as his behaviour is so bad, so Michael’s patience to assess and implement a behavioural intervention may be limited. To resolve these challenges I would have to use skills such as empathy and active listening, as well as appropriate questioning to gain a full awareness of the situation. The next step would be to involve both parents in trying to understand that Jake’s behaviour is a result of learning and can therefore be unlearned in time, to show both parents that I am there to help and support both them and Jake for the sake of the family.

Some personal challenges I would face as the social worker is trying to understand what it must be like to have three children under the age of ten, and being at a crisis point with one of them. To be so stressed that your husband is threatening to put one of your children into care because of his behaviour towards the rest of the family. I can’t help but feel “how could anyone, through choice, want to put their child into care”. Can things get that terrible that some parent’s cannot see any way out rather than this? I couldn’t help but think that Michael is saying this because he is Jake’s step father and not biological father, but then, I do not have children and therefore have never had a child with behavioural difficulties. But I do understand what stress can do to a person, and how it can seem like there is no way out. I must challenge these stereotypical views on Michael and realise he has raised Jake from six years old, and probably knows a lot more about Jake’s behaviour and the family dynamic than I do, as a Social Worker.

Conclusion

A behavioural method for Social Work was chosen for this case study. It enables the social worker and the service user to work in partnership which is fundamental for a behavioural method to succeed. It includes a step by step process with defined roles and responsibilities to alter behaviour. Operant Conditioning is mainly used as its emphasis is reinforcing positive behaviour, but with punishment which should be consistent and applied immediately. Behavioural Intervention provides the Social Worker with a method which can be implemented swiftly, but can also be evaluated after time for its effectiveness. This provides the social worker with the knowledge to alter a method or implement and new one. Values such as anti-oppressive practice and empowerment are vital to implement this method as they provide the service user with choice, roles and responsibilities. By challenging stereotypical views, a social worker can make informed decisions and support the service user effectively. Over all a behavioural intervention is used to alter behaviour, as it is the behaviour that is the problem, not the person.

References:
Howe, D. (1998) An Introduction to Social Work Theory. Ashgate Publishing. Chapter 9
Hudson, B. and Macdonald, G. (1986) Behavioural Social Work: An Introduction. London: Macmillan cited in Watson, D. and West, J. (2006) Social Work Process and Practice. London: Palgrave Macmillan.
Payne, M. (1997) Modern Social Work Theory: A Critical Introduction. London: Palgrave Macmillan
Sheldon, B. (1995) Cognitive Behavioural Therapy: Research, Practice and Philosophy. London: Routledge
Sheldon, B. and Macdonald, G. (2008) A Textbook of Social Work. London: Routledge. Chapter 7
Trevithick, P. (2000) Social Work Skills a Practice Handbook. Buckingham: Open University Press.
Watson, D. and West, J. (2006) Social Work Process and Practice. Palgrave Macmillan
Westen, D. (2001) Psychology: Brain, Behaviour and Culture. Boston: John Wiley and Sons.

Supervision theories and practices began emerging as soon as counsellors started to train other counsellors (Bernard & Goodyear, 2009). Several different theoretical models have developed to clarify and support counselling supervision. The focus of early models of supervision had generally been based on counselling theories (such as Cognitive Behavioural Therapy, Adlerian or client-centred), but these orientation-specific models have begun to be challenged as supervision has many characteristics that are different to counselling. Competency as a counsellor does not automatically translate into competency as a supervisor, and when supervisee/supervisor orientations differ, conflicts may arise (Falender & Safranske, 2004).

More recent models of supervision have integrated theories from psychology and other disciplines, for one-to-one, peer and group supervision. As supervision has become more focused, different types of models emerged, such as developmental models, integrated models, and agency models. As a result, these models have to some extent replaced the original counselling theory models of supervision, and supervisors may utilise several different models to qualify and simplify the complexities of supervision (Powell, 1993). This paper will briefly look at a definition of supervision, and an outline of two different models – agency and developmental.

What is Supervision?

Supervision is the process where by a counsellor can speak to someone who is trained to identify any psychological or behavioural changes in the counsellor that could be due to an inability to cope with issues of one or more clients. A supervisor is also responsible for challenging practices and procedures, developing improved or different techniques, and informing clients of alternative theories and/or new practices, as well as industry changes. The supportive and educative process of supervision is aimed toward assisting supervisees in the application of counselling theory and techniques to client concerns (Bernard & Goodyear, 2009).

The supervisor is responsible for monitoring the mental health of their supervisee, in turn protecting the public from unhealthy counsellors. Counsellors can face issues such as transference and burn out without any recognition of the symptoms. A supervisor should notice the symptoms before the counsellor (Australian Counsellors Association, 2009).

Supervision is a formal arrangement for counsellors to discuss their work regularly with someone who is experienced in counselling and supervision. The task is to work together to ensure and develop the efficiency of the counsellor/client relationship, maintain adequate standards of counselling and a method of consultancy to widen the horizons of an experienced practitioner (ACA, 2009).

The supervisor’s primary role is to ensure that their clients are receiving appropriate therapeutic counselling. By ensuring the counsellor continually develops their professional practice in all areas, the supervisor ensures a counsellor remains psychologically healthy. The supervisor is also responsible for detecting any symptoms of burn out, transference or hidden agendas in the supervisee. The Australian Counsellors Association (2009) recommends that supervisors cover the following as a matter of course:

Evaluation
Supervisee’s counselling;
Developing process of self-review;
Quality assurance;
Best practice;
Service outcomes of service delivery;
Identifying risk for supervisee and clients;
Referrals;
Follow up on client progress;
Helping the counsellor assess strengths and weaknesses.
Education
Establishing clear goals for further sessions;
Providing resources;
Modelling;
Explaining the rationale behind a suggested intervention and visa versa;
Professional development;
Interpreting significant events in the therapy session;
Convergent and divergent thinking;
Use of self;
Topping up;
Facilitating peer connection;
Duty of care;
Legal responsibilities.
Administration
Procedures;
Paperwork;
Links;
Accounting;
Case planning;
Record keeping;
Insurance.
Support
Advocate;
Challenge;
Confront;
Empower;
Affirm;
Availability;
Empowering;
Use of self.

A range of different models have evolved to provide a framework for these topics within which supervisors of can organize their approaches to supervision, and act as an aid to understanding reality (Powell, 1993).

Agency Model of Supervision – Kadushin

Kadushin describes a supervisor as someone “to whom authority is delegated to direct, coordinate, enhance, and evaluate on-the-job performance of the supervisees for whose work he/she is held accountable. In implementing this responsibility, the supervisor performs administrative, educational, and supportive functions in interaction with the supervisee in the context of a positive relationship” (Powell, 1993).

In educational supervision the primary issue for Kadushin is the counsellor knowing how to perform their job well and to be accountable for work performed, and developing skills through learning and feedback. The object is to increase understanding and improve skill levels by encouraging reflection on, and exploration of the work (Tsui, 2005).

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor’s role is to help the counsellor manage that stress more effectively and provide re-assurance and emotional support (Tsui, 2005).

The administrative function is the promotion and maintenance of good standards of work and adherence to organisational policies and good practice. This includes reviews and assessments. The interpretation here is that the supervisor inducts the counsellor into the norms, values and best practices. It is the ‘community of practice’ dimension ensuring that standards are maintained (Tsui, 2005.

Not every supervision session will involve all three areas or functions, and at different times there may be more of a focus on one area rather than another.

The supervisor cannot avoid the pressure that arises from their responsibility to the workplace, other staff, and to clients. No simple model of supervision is to be expected to be practical in every situation. Supervisors are expected to adapt approaches to the developmental level of supervisees, and both must adapt to the varying demands of any professional situation (Powell, 1993).

For this model, the focus of supervision is as a prompt for behavioural change and skill acquisition. The emphasis is on persuading staff to learn “how to use oneself in counselling to promote behavioural change in the client” (Powell, 1993).

The supervisor’s attention should be on the activities of the supervisee rather than on study of the supervisee themselves. With a focus on the activity, rather than the worker, it allows the supervisee to listen to constructive criticism rather than feeling compelled to defend themselves from a personal attack (Tsui, 2005).

This model has several strengths in that it is very flexible, and open to exploration and experimentation. It is also more challenging for both the supervisor and supervisee. This style of supervision can be tailored to meet different needs and variables. This model may prove unsatisfactory when the supervisor has insufficient experience to be able to provide proper direction and support, and where supervisor skills do not allow for appropriate evaluation of the supervisee (Powell, 1993).

Developmental Models of Supervision – Erskine

Underlying developmental models of supervision is the notion that as people and counsellors we are continuously growing and maturing; like all people we develop over time, and this development and is a process with stages or phases that are predictable. In general, developmental models of supervision define progressive stages of supervisee development from novice to expert, each stage consisting of discrete characteristics and skills (Bradley & Ladany, 2000).

For example, supervisees at the beginning or novice stage would be expected to have limited skills and lack confidence as counsellors, while middle stage supervisees might have more skill and confidence and have conflicting feelings about perceived independence/dependence on the supervisor. A supervisee in a later developmental stage is expected to employ good problem-solving skills and be reflective about the counselling and supervisory process (Haynes, Corey, & Moulton, 2003).

Erskine (1982) identifies three stages in the development of the skills of a therapist, each of which represents specific characteristics and responds to specific training needs. In the beginning stage of training, therapists have operational needs as they are developing professional skills, a sound theoretical reference system, and intervention techniques. They also have emotional needs: to feel comfortable in their professional role, to be reassured of their ability to do the work, and to feel adequate to act in this new undertaking.

This is the stage at which trainees most need positive motivations centred on their skills so that they can know their strengths and on which they can build their skills. Erskine (1982) suggests temporarily ignoring what the trainee does not do well so as to reduce any feelings of inadequacy and to support self esteem, provided this does not cause harm to the trainee or clients.

During the intermediate stage of training, Erskine proposes that trainees need to reinforce their personal identity as therapists, learn to define the direction of treatment, and draw up a treatment plan. At the personal level, their goal is to integrate their sense of self and to work on their emotions in order to understand and solve any personal difficulties that might create obstacles to their contact with clients. According to Erskine, in this second phase, trainees’ personal therapy is of highest importance (Bradley & Ladany, 2000).

During the advanced stage of training, trainees need to learn various approaches and to integrate theoretical frameworks, to recognise alternative interventions, and to choose among them so as to encourage flexibility. Trainees must also practise self-supervision and learn to differentiate between observations of behaviour, and theorising about observations (Stoltenberg & Delworth, 1987).

One of the potential drawbacks of developmental models is that not only do people learn in different ways but they also develop at diverse speeds, in varied areas. The development model does not show how the supervisee develops and moves from one stage to the next, and how this progress is connected to the supervision process (Bradley & Ladany, 2000).

For this model, it is necessary to modify the relationship to meet the supervisee’s needs based on their current developmental level. Supervisors employing a development approach to supervision need to be able to accurately identify the supervisee’s current stage of development and provide feedback and support appropriate to that developmental stage, while at the same time assisting the supervisee’s advancement to the next stage (Stoltenberg & Delworth, 1987)

Commonalities

Regardless of the model used or theoretical background, any model or theory of supervision should cover some common fundamental principles. Supervisors are responsible for the professional developmental of those under supervision. These responsibilities involve issues such as informed consent, confidentiality, and dual relationships (ACA, 2009).

Ethical and legal concerns are central to supervision. The balance between a supervisory relationship and a therapeutic one only becomes a problem when the supervisor discovers that personal problems hold back the supervisee. The supervisory relationship becomes a dual relationship if the supervisor tries to become the student’s therapist. A dual relationship is considered unethical (Powell, 1993).

Dual relationships can occur in different ways. A supervisory relationship can develop into a close, emotional relationship between supervisor and supervisee. The supervisory relationship will in this situation be less effective and supervision should not continue. In consensual relationships the emotional relationship can continue; however, the professional relationship has to end. The supervisory relationship needs to be governed by the same ethical principle as is the therapeutic process (Powell, 1993).

Different ways of evaluating the supervisory process are important both for the supervisor and the supervisee. Establishing a contract for the supervisory relationship makes evaluation easier. The contract should include the student’s developmental needs, the supervisor’s competencies, and supervisory goals and methods (Stoltenberg & Delworth, 1987).

Throughout the supervision process, the supervisor is responsible for evaluating the quality of the supervisory relationship (Powell, 1993). This responsibility especially comes to bear when a conflict arises or an impasse develops. Investigating problems and challenges often begins with asking questions about various aspects of the supervisory relationship. When asking these questions, it is important to consider not only how the counsellor may be contributing to a problem but also how the supervisor may be contributing.

The supervisor has a responsibility to ensure that confidentiality is maintained, and any information obtained in a clinical or consulting relationship is discussed only for professional purposes and only with persons clearly concerned with the case (ACA, 2009).

Conclusion

Supervision is not a senior counsellor watching over the shoulder of a new or junior counsellor. Nor is it a conversation between two practitioners, or a dialogue of personal matters with a counsellor. It is a distinct intervention, to enhance professional functioning and monitor the quality of counselling services being provided (Bernard & Goodyear, 2009).

Clinical supervision is a complex activity; it can be education or support, assists with confidence or doubts, it can process through different levels or stages. “The competent clinical supervisor must embrace not only the domain of psychological science, but also the domains of client service and trainee development. The competent supervisor must not only comprehend how these various knowledge bases are connected, but also apply them to the individual case” (Bradley & Ladany, 2000). The purpose is to help identify obstacles that prevent the supervisee from learning, growing and ultimately helping their client.

No matter what theoretical framework is used, supervision can be used as a means to develop professionally. Like any other relationship in life it is not perfect, nor is it an answer to every problem. Like any other relationship, it is necessary to be honest, consistent, and dependable, and work hard to build trust. Supervisors and supervisees have to work together to make it successful.

Powell (1993) theorised that the emphasis should not be on why a counsellor feels a certain way, but on being able to put a end to behaviours that inhibit change. Powell advises professionals to develop their own model of supervision in order to understand what one is doing and why.

Whatever model of supervision if employed, a supervisor should seek to encourage ongoing professional education, challenge the supervisee to improve their skills and techniques

A supervisor should intervene where client welfare is at risk, and ensure that ethical guidelines and professional standards are maintained.

A supervisee should endeavour to uphold ethical guidelines and professional standards, be open to change and alternative methods of practice, maintain a commitment to continuing education and consult the supervisor in cases of emergency.

Supervision, regardless of any model used, should enable counsellors to acquire new professional and personal insights through their own experiences.

REFERENCES

Australian Counsellors Association (2009). Professional Supervision. Accessed 2nd February 2010.

http://www.theaca.net.au/docs/Supervision_Complete.pdf

Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision (4th ed.). Needham Heights, MA: Allyn & Bacon.

Bradley, L.J., & Ladany, N. (2000). Counsellor Supervision: Principles, Process and Practice. Philadelphia, PA: Brunner-Routlege.

Erskine, R. G. (1982). Supervision for psychotherapy: Models for professional development. Transactional Analysis Journal, 12, 314-321.

Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.

Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide. Pacific Grove, CA: Brooks/Cole.

Powell, D. (1993). A developmental approach to supervision. In Clinical supervision in alcohol and drug abuse counselling. (p. 58-84). New York, NY: Lexington Books.

Stoltenberg, C. D., & Delworth, U. (1987). Supervising counsellors and therapists. San Francisco, CA: Jossey-Bass.

Tsui, Ming-Sum (2005). Social work supervision: contexts and concepts. Thousand Oaks, CA: Sage Publications.

The term ‘modern Welfare State’ comes from the Beveridge report of 1941. The words represent that Government provides a minimum level of taxed welfare support for citizens in need. Beveridge and his five giants showed a greater need for an active role by Government in the welfare of its citizens through better housing, education, benefits for the unemployed and an accessible National Health Service. The foundations of this started mainly with the Liberal Reforms of 1906 – 1914 but this can even go back to the 1601 poor law.

The 1601 poor law had control over the poor with very little interference from Government, as it was locally administered by the parish overseers (P. Spicker 2008) but still required the Church to assist. In 1834 the poor law was changed by Earl Grey (Spartacus Schoolnet); workhouses were introduced which meant no able bodied person would receive money or help from the poor law authorities (M. Bloy 2002). Other changes happened to this law; children would get schooling and be clothed and fed while in the workhouse. However, some people spoke out against the workhouses and called them ‘prisons for the poor’. Seebohm Rowntree did a study in 1901 and found a number of people living in poverty even though they were working, their wages were below the poverty line and they were struggling to survive (R. Ensor 1980).

This led to the Liberal Reforms of 1906-1914, with the introduction of free school meals in 1906 and medical inspections in 1907 paid for by the State, but the treatment was largely unaffordable and relied on the charity of others. This was the start of new ideas in the Social Service State and Liberals made sweeping changes in their reforms; the elderly received an old age pension in 1908 and the sick would be paid whilst being unable to work through the National insurance Act of 1911. Unemployed people did not have to wander the country looking for work with the new labour exchanges set up in 1909, which meant employers could advertise jobs in one place, much like the Job Centres of today.

Even with all the laws to help the poor, it still required a lot of help from other sectors (pluralism); the Church still played a major role in providing housing, food and clothing; charities still had to ask the rich to help. Even the poor had to help by sharing what little they had. Families united and pulled together to survive and this built a community spirit. The State didn’t want the poor to rely on State help alone.

This is the foundation of the modern Welfare State today. The NHS (established in 1948) still relies on outside resources, with charities like St John’s Ambulance helping provide front line assistance and organisations such as BUPA taking some of the pressure off the service from those who can pay.

Housing for the poor is now mostly run through charitable associations in most areas and the Welfare State relies on voluntary organisations like Salvation Army and Barnardos to help with problems in society. This partnership with state, church, private business, voluntary organisations and charities has created a safety net for the poor in which children and adults have protection from poverty, abuse, hunger; giving them security and care in times of desperation.

Task 2: Explain the contents and evaluate the purpose of the 1834 Poor Law. (540 words not including titles)

The 1601 Poor Law had controlled the actions of the poor; making it very difficult for the poor to travel the country begging for food and shelter and helping stop associated anti-social behaviour. The poor could only get aid from charities and the local tax payers from their place of birth.

This was costing more every year and the middle and upper classes that were paying through taxes, started to think they were paying for the lazy and those who would not help themselves to find work and better their lives. Charles Grey (2nd Earl Grey) was prime minister at this time and had been making sweeping reforms throughout Government; he set up a poor law commission to examine the poor law. The commission felt that to relieve poverty, the poor had to help themselves. As a result of this the 1834 poor law amendment act was passed.

This new act made it so the poor were only able to receive any aid if they entered a poor house. All the parishes of the previous 1601 law now had to group together and set up poor law unions. This gave greater control over the poor and even on the cost to the Government and local tax payers; this was called indoor relief as opposed to outdoor relief. Outdoor relief tried to get the poor to look for work themselves and made those who were lazy and avoided work less eligible for help, with the hope that the fear of the poor house would be a deterrent and make them find work. These places were unforgiving; you would have to work hard to receive any state or charity help. The masters and matrons were harsh and there to be a visible deterrent; conditions hit the papers of half starved inmates even eating the rotting flesh from bones at the Andover workhouse (September 1845; The Times). Parliament had to do something and created a select committee in 1846 and with the result of its findings the poor law commission was abolished in 1847.

The poor law act of 1834 was intended to be the solution to pauperism and believed the moral character of the working man would be his own saviour. This was shown not to be the case. The Government had to make improvements to this law after anti-poor law propaganda in its early years, to social unrest and riots in Bradford in 1837 where troops had to control the Chartism threat (the people’s charter). These revolts made way for changes to improved conditions for the working populations, such that the threat of the workhouse could be avoided through better sanitisation and clean water to counter sickness. Medical Officers were also introduced in 1871 to control public health issues. The state would provide schooling for 5-10 year olds from 1870 – 1880 to educate the poor to better themselves and Hospitals were slowly being made available for the most needy, to aid those in the population on low wages. The amendment of 1834 did go some way to improving the poor’s conditions, but it would not be until a number of years later that the Government chose not to control the poor by harsh measures but by working in partnership with them.

Task 3: Outline some of the Liberal Reforms and evaluate their contribution to welfare policy (791 words not including titles)

In Manchester 1899, out of 12,000 men offering to fight in the South African war, 8,000 were rejected on grounds such as malnutrition and illness. This led Charles Booth and Seebohm Rowntree to undertake studies of the state of poverty in Britain between 1901 and 1902. Rowntree found that the number of people in York found to be in ‘primary’ poverty, was 15.45 percent of the wage earning class. Investigations by AL Rowley and AR Burnet found that working class areas throughout England showed much the same (R. Esnor ‘England’). This came from low paid jobs in society which made them have a very low standard of living.

The Liberals took power in 1906 under Sir Henry Bannerman with a huge majority. They had not promised to bring poor law reforms, but were influenced by Rowntree and Booths’ reports which showed the laissez faire solution was not working in Britain.

In 1906 the Liberals started to reform the poor law starting with the (1906) Education Act; this meant free school meals for the poorest families, making sure a child would receive one healthy meal a day. This was a great success as it encouraged parents to make sure their child went to school and keep them off the streets, but some local councils did not follow it up as it meant they would have to increase local taxes. Some councils did not want to move forward with new reforms for the poorest in society (National Archives).

Liberals took this act further with the introduction of compulsory school medical inspections in 1907; these ensured children would be healthy but the downfall meant if the child needed treatment, they would still have to pay. The poorest of families would not have been able to afford this and would have had to go to charities for help. This changed in 1912 with the introduction of School Clinics; by this time the Government had introduced the new Children’s Act of 1909 which protected children from persecution / neglect from the family or their environment.

The Liberals also helped the old with the introduction of a Pension Act in 1908 for those aged 70; they would receive 5 shillings a week and if married, 7 shillings 6d. This took away the affects of the workhouse for the elderly and protected them to a certain extent from working themselves to an early death, whilst taking away the pressure placed on poor families to look after an elderly family member. This would be funded by general taxation and had many critics. Many believed that the elderly had wasted money throughout their youth (National Archives) and now it would be down to the middle to wealthy classes to pay for their old age. To qualify people had to live in Britain for twenty years. Criminals and those felt to be idle did not receive any pension. They would still have to find work or enter the workhouse. This seemed fair as if you contributed to taxes you would be entitled to the pension; if not then you would be looking for the charity of others or the workhouse.

Under Lloyd George the National Insurance Act of 1911 (Part 1 Health) would protect the sick if they became ill whilst working and help them and their family avoid ending up in the workhouse or in poverty. The worker would contribute 4d into the scheme while the employer would add another 3d, while Government added another 2d; this would give the worker 9d for only paying 4d. If the worker became ill, he would receive 10 shillings per week for up to 26 weeks and after that if he still was injured, 5 shillings disability pension. This scheme relied on the worker to protect himself from possible sickness / injury and built a structured work ethic for the working classes with a safety net if required; this is what Lloyd George hoped.

The National Insurance Act of 1912 then came in to protect those who worked in jobs that lasted for short periods, like ship builders and construction workers. They paid into the scheme and could claim 7 shillings for 15 weeks whilst out of work until they either went back to their previous job or found another job. This was made easier with the set up of the Labour Exchanges in 1909, where employers could advertise positions of work in a designated place to save time for the jobseeker travelling from area to area. By 1910 eighty three exchanges had been set up. This system can still be seen today with the local Job Centres helping skilled and unskilled workers find employment to keep the costs of welfare to a minimum and ensure no-one had the option to be idle.

Task 4: Describe and discuss Beveridge’s 5 giant evils and outline the key points of the Beveridge report and evaluate their significance. (1,274 words not including titles)

William Henry Beveridge (1st Baron Beveridge 1879 – 1963) studied law in Oxford and became interested in the social service state while writing for the Morning Post Newspaper. Under a Liberal Government of 1906 – 1914 he became a prominent member of Lloyd George’s pensions and National Insurance scheme and was also involved in setting up labour exchanges throughout the country. After his book called ‘Unemployment’ (1909), he altered expert opinion from one where low wages were seen as the cause of poverty, to one where people only being casually employed and not working all the time, meant they were unable to get themselves out of poverty.

At the time of the Second World War, Beveridge was asked by the coalition Government to commission a report of how to rebuild after the war. Beveridge published his findings in 1942, but the words ‘welfare state’ actually entered print in the early part of the war in 1941. In December 1942, the BBC broadcast to Nazi occupied Europe that ‘Britain is grappling with its social problems through Beveridge’s proposals, even through war’. This could have been seen as propaganda.

As part of his report, Beveridge identified 5 giant evils that caused poverty. They were:

Want. He identified that people lacked the security of an income, which in turn left them short of funds to live off. These were usually unemployed, sick, old or widowed and possibly unable to work through no fault of their own. To counter this problem, Beveridge created a means tested benefit system that would give the poorest people a safety net in times of crisis. This would be paid for by a compulsory flat rate National Insurance Scheme paid by the employee and employer. It would use the Rowntree calculations of basic needs to tackle poverty (Thane 1982).

Beveridge also suggested that social insurance schemes like child benefit became universal and not means tested as this would help with the extra costs of having children preventing them becoming a burden to the family.

Disease. Beveridge felt that better provision of non means tested health care by state funding should be comprehensive and available to everyone. This would improve the nation’s health and make people more able to get back into work and less dependent on the welfare system.

Ignorance. This would be dealt with by a universal and compulsory state education system, particularly through provision of state funding with everyone able to have secondary education. This would improve the chances of the country, giving a better future for all.

Squalor. Better housing and social environment improvements would provide subsistence and help the country become united for future prosperity, with the development of affordable homes as council houses for rent. This would also make jobs for the nation before and after the war through a building program.

Idleness. Beveridge did not want what happened in the 1930s (mass unemployment) to be repeated again. This increased poverty and made some people become idle and brought back the problems of anti-social behaviour. He wanted more involvement from Government to create jobs and building programs to get the country to work, which would be self generating for prosperity.

Beveridge’s report covered these 5 giant evils and aimed to address them. He proposed that the welfare state should focus on key points of; being comprehensive, universal for all, non means tested, compulsory for everyone, and funded through insurance type payments. The key points of his report guided changes in Government legislation in the following years, with huge significance for the country.

Under Churchill, the Government moved on the Beveridge report with the undertaking of the Town and Country Planning Act (1943). The country needed to be rebuilt and this would go some way towards removing Squalor, but it wasn’t until 1946 until most of Beveridge’s ideas of tackling this problem were undertaken by a Labour Government under Clement Attlee. Between 1946 and 1949, Housing Acts gave financial support to local authorities for rebuilding after the war. Between 1945 and 1951 1.25 million new council affordable homes were constructed. A Rent Control Act also came in in 1946 which would stop landlords increasing rents or providing shoddy housing; it also gave tenants the right to inform on unscrupulous landlords. Under this Act the councils could build new towns in the country and in 1949 Countryside Act, people had the right to roam, which in turn kept them fit and healthy.

At much the same time, the Education Act (1944) was passed. This Act raised the school leaving age to 15 which later increased to 16. This could not be put into place as the Conservative Government had no way of funding it. When Labour came into power in 1947 the Act was passed and paid for by the state. This was a time of change and Labour started a nationalisation program to bring the country more in line with socialist ideas, being able to bring profits by other means than taxing heavily and creating a fairer society. In 1948 they introduced the Employment and Training Act which would tackle two of Beveridge’s problems, Idleness and Ignorance, making people go into work schemes, creating a skilled workforce for a better future. This was aimed at areas such as South Wales and the North East where there was high unemployment. This would make people feel part of the new ideas and make it hard for them to expect handouts.

In 1945 the family allowance came into effect. This meant all those who had children would receive help from the state; this would be a universal benefit which would not be means tested which would make everyone feel it was comprehensive for all.

In 1946 the National Insurance Act tackled the problems of the poor and Beveridge’s evil of Want. If someone became unemployed they would receive benefits to provide a minimum standard of living; this was also available to pregnant women and helped to fund old aged pensions. This also covered the sick and provided a comprehensive policy to solve the social problems from the cradle to the grave. To protect people from injuries at work, another act came into force, the Industrial Injuries Act (1946) which made employers take more care of the workers so they didn’t claim compensation. In 1948 the National Assistance Act protected the poorest in society and this was the final nail that abolished the poor law. To fund this, everyone working and employers would pay into the scheme; this was compulsory and universal for all.

The jewel in the crown for a more fair society in tackling Disease was the 1946 National Health Service. This provided free comprehensive health care, universal and regardless of means. This was put into place by Aneurin Bevan in 1948 under Labour. By 1949 187 million people had received prescriptions and another 8.5 million had free dental care which was very expensive for the country. By 1951 some services had to be paid for by its users to help fund the NHS but in general it still provided free health care for all while, in most cases, not being means tested.

Beveridge’s ideas had now been introduced into society, with many changes since their introduction, but in general they accomplished their aims. They would provide a comprehensive package to all from cradle to grave. Benefits would be universal, regardless of means. They would be funded by the people for the people by insurance based payments. It would be compulsory for all to pay a flat rate payment and would provide subsistence to those living below the poverty line. Even those who were above this line would receive universal non-means tested benefits.

References:

Spicker, P (Unknown): UK Social Policy: Available. An Introduction to Social Policy; www.rgu.ac.uk/publicpolicy ; Last accessed 14/10/2010

Bloy, M (2002): Workhouses and the Poor Law: Available. The Victorian Web; www.victorianweb.org; Last accessed 14/10/2010

Driver, F (1993): Power and Pauperism: Available. Spartacus Schoolnet; www.spartacus.schoolnet.co.uk/Lpoor1834.htm ; Accessed 14/10/2010

Sutton Pocket Histories: Class Handout Social Welfare 2010

Ensor, R (1980): England 1870 – 1914: Book Club Associates London; chapter 14; p 515

Attraction- selection attrition framework; In Attraction, everyone is different, people are differently attracted to a career for different reasons, this could be their passion, helping and/or looking after people could make them happy and fulfilled, even if they just want to try different job, and this is depending on their personality to choose the organization they want. In Selection, in organization the Manager chooses who she thinks will qualified for the job, with the same interest, goals, and personal reasons. Attrition, this is the complete opposite of attraction, where the people who didn’t qualify, or found that they are not happy with the organization, management, job tend to leave, only those people who have the same ideas, interest, fits in the job chose to stay. A very good example is in the residential home I used to work, I’d chose that residential home to apply because of a good reputation. The manager hired me because she thinks have got the qualification they are looking for, and I can contribute to the organization. I and the other lady started working as a Induction carer, 3 days after the manager talked to me, and told me my colleagues are happy working with me and I can start working as a regular carer, working on my own. The sad part was, the new lady didn’t appear two days after.

http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Public%20Relations,%20Advertising,%20Marketing%20and%20Consumer%20Behavior/Attraction-Selection-Attrition_Framework(ASA).doc/

There are many types of organizational communication. Individuals communicate with peers, superiors, and subordinates within the organization. Managers manage through communication. Employee communication departments attempt to inform and/or secure “cooperation”; from employees. Labour relations specialists deal with labour unions. Formal and informal communication takes place between departments and role occupants throughout the organization. Public relations specialists communicate to external audiences about the organization in general,and advertising departments communicate to consumers about the organization’s products and services. Change agents; and other organizational representatives communicate with clients and community representatives. Finally, organizations communicate with other organizations which generally share common problems or values. In groupthink or team work, a manager or team leader should be sensitive, open to accept suggestions from your subordinates in order to meet the target goal. Working in groups are building blocks for meeting organization goals. Managers should also consider ways to develop leadership in team members. Training for versatility in leadership styles through workshops could encourage this growth. Encouraging self-growth through concept of motivation.

Task 2 – Report

Catherine Lodge is a residential care home that aims to provide continuous professional care to all its residents within a safe, friendly and relaxed environment. It caters up to 39 elderly residents providing each individual with a personal form of service derived from a carefully formulated care plan that meets their needs. This is provided both in short and long term basis depending on each individual. Since each resident has specific needs that range from physical, psychological, social or spiritual needs on a 24 hour basis it requires a certain level of personnel to facilitate this.

“Show me the money!” Well, that’s what financial data do. They show you the money. They show you where a company’s money came from, where it went, and where it is now.

There are four main financial data. They are: (1) balance sheets; (2) income statements; (3) cash flow statements; and (4) statements of shareholders’ equity. Balance sheets show what a company owns and what it owes at a fixed point in time. Income statements show how much money a company made and spent over a period of time. Cash flow statements show the exchange of money between a company and the outside world also over a period of time. The fourth financial statement, called a “statement of shareholders’ equity,” shows changes in the interests of the company’s shareholders over time.

A balance sheet provides detailed information of company’s asset, liabilities and shareholders’ equity.

Assets are things that company owns that have value. They can either be sold or used by the company to provide services that can also be sold. It also includes physical property of the residents that can/can’t be touched but nevertheless exist and have value.

Liabilities are amounts of money that a company owes to others e.g. all kinds of obligations like borrowed money from a bank,payroll a company owes to its employees, environmental costs, taxes owed, and obligations to provide good quality of services.

Shareholders’ equity or capital

Income statements is a report that shows how much revenue a company earned over a specific period, it also shows the company’s net earnings and losses.

Cash flow statement report a company’s inflows and outflows of cash. This is important because a company needs to have enough cash on hand to pay its expenses and purchase assets. While an income statement can tell you whether a company made a profit, a cash flow statement can tell you whether the company generated cash. It shows the net increase or decrease in cash for a period.

In Residential home, we have enough staff to work in the morning, in the afternoon and at night. We have a monthly staff meeting to raise our concern at work, problems with our colleagues, and suggestions on resident/s care plan, and we also have a separate Senior Carers meeting, the Manager/Owner and the Deputy Manager always presents the Carers the needs of good communication, and team work. We have supervision every 3 months, the manager is giving feedback to identify our strengths and weaknesses, and if they think the staff needs to be trained, and appraisal every 6 months in which we rate ourselves, and the Deputy Manager is rating the staff as well in our performance, we can voice out our own opinion, about the job, colleagues and if we are getting support from the Managers. The company also provided us mandatory training, manuals, booklets, presentation from the lecturer and a questionnaire that we need to answer at the end of the training. Catherine Lodge has a seasonal newsletter where they introduce new staff member, residents who celebrated their birthday, and about the achievements of the company. A good communication skill is very important, specially working in care settings. Working with vulnerable adults requires more understanding, must have different techniques and strategies use in supporting communication between the individual with specific communication needs. Good communication with vulnerable adult is essential. This includes identifying behaviour triggers, by means of visual prompts and speaking in short, clear sentences. I considered that the social workers used verbal and non-verbal forms of communications and applied the principles of active listening. Some people with disabilities are not able to use speech as their principle means of communication. They may however be able to use an alternative method of communication such as symbols and symbolic languages. It is vital to recognise that symbols are different from pictures. Pictures generally convey a lot of information at once but their focus is often unclear. Symbols, on the other hand, are often designed to convey a particular meaning. Symbols or symbolic languages can be applied to signify many aspects of verbal communication. Symbols can be presented through visual, auditory and/or tactile media and can take the form of gestures, photos, manual signs, printed words, objects, ‘reproduced’ spoken words or Braille. Symbols help understanding which can increase involvement, choice and confidence. It helps support creativity and self expressions. Using mobile phones at work is strictly prohibited, as it may interfere in whatever the carer is doing or it may cause accident e.g if the Carer is feeding, doing morning care. Some residents may have challenging behaviour that sometimes affects the carer itself, they best react in a calm, quiet environment, Carer must consider the Residents preference, cultural difference, language and environment, assumptions, judging, noise, and distraction.

The use of technology helps the care workers by having an easy access by just typing the resident’s name all his/her information daily report will come out in one click, comparison graph of residential’s weight incomparable from past to present will easily available in one click, not unlike if it is just written and filled you have to search for it and check the book where you filed it. Make work a lot easy, report will neat and tidy, because it is easy to edit if you accidentally misspelled.

Disadvantage of it is if the computer got virus and/or the system got hacked all the information will wipe out, that will give an extra work for the manager, care workers, and andmin.

Code of Practice sets out the minimum standards and guidelines for hygiene, fire building safety, and the level of care required , which aims at ensuring that residents in the homes receive services of acceptable standards that are of benefit to them physically, emotionally and socially. (http://www.swd.gov.hk/doc/downsecdoc/code_rchpd.pdf)I will assess the workplace strategies, policies and procedures that should be in place to ensure good practice in relation to all forms of communication in health and social care setting. The health and social care industry mainly focuses on the heart of care. Since it involves people, communication takes a very important role. Effective communication is not only significant to the health care professionals in ensuring the improvement of clients’ quality of life by addressing their needs. It is also the client’s and support systems’ right in the promotion of their equality and diversity as people.

Workplace strategies, policies, and procedures for good practice in communication focus on ensuring privacy, and confidentiality, disclosure, protection of individuals, rights and responsibilities, and equal opportunities. Moreover, a practice on disciplinary procedures, complaints policy, and flexible working also benefit the entire health care team. If all these flow efficiently, there will be no hindrance in the system of communication. For example, one of our residents had a GP appointment and I escorted her. When we arrived in the GP surgery, the receptionist asks the residents loudly for the reason that I am in the GP surgery in which other patients can hear, there is a break in the policy of ensuring privacy. Whenever I start expressing my concerns at her pace, then I will definitely not have my privacy. It establishes a barrier between us personally and professionally. As a patient, I might start complaining with regards to her action.

Effective communication is a key factor in success may it be in work or association. It is always a part of personal and professional progress. Therefore, to master communication skills and techniques is a very important area to develop in each individual. In the given scenario its implication is to render a quality health care service which benefits the service providers and the service users.

Data Protection is designed for person responsible for safeguarding the confidentiality of information and of the person giving his or her own information. One of its purposes is to safeguard “the fundamental rights of individuals”.

This act governs the right storage and processing of personal data held in manual records and on computers. Under this act, the rights of the individual are protected by forcing organisations to follow proper and sound practices, known as data principles (DPP). Reporting and recording of information is a vital form of communication needed to ensure the safety of vulnerable adults. Parts of a carer’s daily routine should include making notes in a care file, as well as using communication books, forms and documents. Make sure that the writing is legible and clear, that is signed and dated, and that where necessary copies are made.

http://transparency.dh.gov.uk/dataprotection/information-charter/

Health and Safety inspections are an important monitoring tool to help ensure that workplace hazards are controlled and that risk to employees and others are eliminated or minimised. Inspections should be carried out regularly. Carers must inspect the equipment/s before using it, report and record all faulty equipment/s to the Manager e.g. heating, lightning, and ventilation. Charter is for anyone who has dealings with the Department of Health whether through correspondence, involvement in public policy consultations or if for any other reason we hold personal information about the resident.

Communication and listening gives clues to a better understanding of an individual’s preferences and wishes. Gathering information about an individual will lead to creative and supportive ways of providing care. Carers must exercised active listening and having the ability to empathise with the residents by paraphrasing what the others saying to her and understand it. So that, she will increased the trust and gain more information from the individuals. Communication itself is influenced by individual’s values and culture. Carers should always make sure of eye contact; focus on what they are saying and acknowledged what is being said to her by paraphrasing or nodding her head. Carers must also use different technique to enhance their social culture, beliefs and values. Like for instances, I usually greets and chat with the individuals by smiling , Carers must apply the sense of touch in her communication. I believes that by means of touch can be a very positive form of communication in that it can provide comfort and re-assurance when someone is distressed making them feel safe and secure, it can also be a signed of love, respect and affection to somebody or it may calm someone who is agitated. In this case carers show that they met the desires of the human beings to their client which are love, purpose and self expression.

Carers should be warm and caring in nature and she has the ability to connect well with others. Fine qualities and having a good communication skill plays important role in the delivery of care in whatever ethnicity, sex, education or social care they may be.

Saving face is saving your credibility, dignity and ethics by means of being honest, getting out of the situation by means of good explanation.

Theories of Organisational communication

Attraction- selection attrition framework; In Attraction, everyone is different, people are differently attracted to a career for different reasons, this could be their passion, helping and/or looking after people could make them happy and fulfilled, even if they just want to try different job, and this is depending on their personality to choose the organization they want. In Selection, in organization the Manager chooses who she thinks will qualified for the job, with the same interest, goals, and personal reasons. Attrition, this is the complete opposite of attraction, where the people who didn’t qualify, or found that they are not happy with the organization, management, job tend to leave, only those people who have the same ideas, interest, fits in the job chose to stay. A very good example is in the residential home I used to work, I’d chose that residential home to apply because of a good reputation. The manager hired me because she thinks have got the qualification they are looking for, and I can contribute to the organization. I and the other lady started working as a Induction carer, 3 days after the manager talked to me, and told me my colleagues are happy working with me and I can start working as a regular carer, working on my own. The sad part was, the new lady didn’t appear two days after.

http://www.utwente.nl/cw/theorieenoverzicht/Theory%20clusters/Public%20Relations,%20Advertising,%20Marketing%20and%20Consumer%20Behavior/Attraction-Selection-Attrition_Framework(ASA).doc/

There are many types of organizational communication. Individuals communicate with peers, superiors, and subordinates within the organization. Managers manage through communication. Employee communication departments attempt to inform and/or secure “cooperation”; from employees. Labour relations specialists deal with labour unions. Formal and informal communication takes place between departments and role occupants throughout the organization. Public relations specialists communicate to external audiences about the organization in general,and advertising departments communicate to consumers about the organization’s products and services. Change agents; and other organizational representatives communicate with clients and community representatives. Finally, organizations communicate with other organizations which generally share common problems or values. In groupthink or team work, a manager or team leader should be sensitive, open to accept suggestions from your subordinates in order to meet the target goal. Working in groups are building blocks for meeting organization goals. Managers should also consider ways to develop leadership in team members. Training for versatility in leadership styles through workshops could encourage this growth. Encouraging self-growth through concept of motivation.

It is very important to have an effective communication at shift turnover; Care workers should give this a high priority. Shift turnover should be included in the safety-critical topics supervised and audited periodically by management. They should identify its importance in policy and procedures, assign responsibilities and set minimum standards. A description of how to conduct an effective handover should be available so individuals can assess and improve their own practice. High risk handovers needing extra attention should be flagged up.

The importance of effective communication skills during shift handover and throughout other work activities suggests this attribute should be amongst the selection criteria for key posts. Furthermore, opportunities should be available for existing staff to develop their communication skills if required.

To be able to motivate a care worker is to identify his strengths and weaknesses, and by giving him feedback. Being open to accept negative feedback is the key for being productive by improving, and being eager to learn, and update skills. Team work and good communication with one another will make each other’s work easy.

Task 3 – Interpersonal communication

How the use of ICT in health and social care benefits service users? The Information Communication Technology aims to the efficiency of the health care services. This means to b a better outcome for the same or a lesser use of resources. ICT also helps and empowers the health and social care staff, it improves positive patient’s experiences and facilities research and development relevant to health and social care, the legal consideration in the use of ICT is the Health and Safety. How the ICT supports and enhances the activities of care workers and care organisations? As aforementioned, the ICT supports and enhances health and social care activities of care workers and care organisations. It is through administrative, financial, clinical, infrastructure applications, etc. That the needs of staff are met; and there is a high regard innovation in business administration, efficiency and quality of service. It also helps in meeting requirement of other agencies, accountability, and audit. For example, the use of a computer screen is an indication of a patient’s arrival makes the work of the receptionist lighter and easier. Imagine if there was no such thing then the receptionist will have to entertain every person coming in a queue. She will not have enough have time to do other things.

Working with vulnerable adult, Professionals must shows different techniques and strategies used in supporting communication between the individual with specific communication needs. Good communication with people with vulnerable adult is essential. This includes identifying behaviour triggers, by means of visual prompts and speaking in short, clear sentences. I considered that the carers must use verbal and non-verbal forms of communications and applied the principles of active listening. Some people with disabilities are not able to use speech as their principle means of communication. They may however be able to use an alternative method of communication such as symbols and body language. It is vital to recognise that symbols are different from pictures. Pictures generally convey a lot of information at once but their focus is often unclear. Symbols, on the other hand, are often designed to convey a particular meaning. Symbols or body language can be applied to signify many aspects of verbal communication. Symbols can be presented through visual, auditory and/or tactile media and can take the form of gestures, photos, manual signs, printed words, objects, ‘reproduced’ spoken words or Braille. Symbols help understanding which can increase involvement, choice and confidence; it helps support creativity and self expressions.

Theories of Interpersonal Communication

Uncertainty reduction model People have an urge or need to reduce uncertainty about individuals that they find attractive and this motivates them to communicate In Social network theory closeness develops if people proceed in gradual and orderly fashion from superficial to more intimate levels of exchange. People consciously and deliberately weigh the costs and rewards associated with a relationship and seek relationships that reward them and avoid those that are costly. People connect with others because they believe that rewards or positive outcomes will result. Expectancy value model People believe according to their expectations, and evaluation. The behaviours they perform in response to their beliefs and values are undertaken to achieve some end. However, although expectancy-value theory can be used to explain central concepts in uses and gratifications research, there are other factors that influence the process. Attribution theory is significantly driven by motivational drives, looking at how the person constructs the meaning of an event based on the person’s motives to find cause on person’s surroundings.

Personal development planning is the lifelong process of nurturing, shaping, and updating person’s knowledge. It is about allowing individuals to improve and develop in line with the industry in which they engage or aspire to engage. It is about widening or broadening their knowledge and skills in order that they will continue to have a place in the flatter structures of today’s organisations.

The benefits of personal development planning are that it provides a schedule to work to motivate the individual and suggests a framework for monitoring and evaluating achievements. A good example is If you are currently working as a first line manager or senior administrator and aspire to the position of your manager, you may need to acquire new skills or develop your lower level skills to a higher level in, for example, budgeting, managing people, performance review, report writing and chairing meetings. You would need to planhow you are going to acquire these skills and over what time frame. Personal development planning can also be the basis for: Assessing where you want to be and how you can get there ,keeping skills up-to-date through meetings, trainings, reading the record book of the residents, updating it via computer, particularly in IT and technical areas, Continuous learning, gaining satisfaction from achievements through feedback from colleagues and management whether it is formal or informal, Building up transferable skills, such as time management, adaptability to change, self-awareness, and supporting future employability. You have to set yourself a SMART objective; they must be attainable, viable and realistic time-frame.

A good example of SMART objective is;

Within the next 12 months (time-bound), I will devise and implement a system (specific) which will enable the team to communicate more effectively with each other (achievable and realistic) through monthly group meetings and three-monthly one-to-one meetings (measurable).

There are many different theories as to the causes of domestic violence (abuse). These include psychological theories that consider personality traits and mental characteristics of the offender, as well as social theories which consider external factors in the offender’s environment, such as stress, social learning and drug and alcohol abuse.

Psychological theories focus on personality traits and mental characteristics of the offender. According to this theoretical approach, characteristics associated with individuals who abuse their partners include low self-esteem, isolation from social support, a manipulative nature, and a desire for power and control (Suman Kakar 1998). These individuals are likely to be unwilling to take responsibility for their own actions, have extreme feelings of jealousy and possessiveness, be overly dependent on the victim, and/or have certain mental or psychological disorders.

An important aspect in the psychological theory is power and control. In some relationships, violence arises out of a perceived need for power and control. This is where the abuser may use violence as a strategy to gain or maintain power and control over the victim. Abusers may feel the need to control their partner because of difficulties in regulating anger and other strong emotions, or when they feel inferior to the other partner in education and socioeconomic background. For instance, in our society today, women have moved away from being just a “housewife” and taken up the role as a “career woman”. No longer are women staying home and tending to the house while men go out and work. In fact, a lot of women have taken over jobs that were previously held my men (women politicians). This has brought about a power struggle in the family which often leads to domestic disputes and abuse: Some men with very traditional beliefs still think they have the right to control women, and that women are not equal to men, while women on the other hand, are vying for power and control.

Stress may be increased when a person is living in a family situation, with increased pressures. Social stresses, due to inadequate finances or other such problems in a family may further increase tensions. Violence is not always caused by stress, but may be one way that some (but not all) people respond to stress. Families and couples in poverty may be more likely to experience domestic violence, due to increased stress and conflicts about finances and other aspects. Some speculate that poverty may hinder a man’s ability to live up to his idea of “successful manhood”, thus he fears losing honor and respect. As a result of him not being able to economically support his wife, and maintain control, he may turn to violence as ways to express masculinity.

Social learning theory suggests that people learn from observing and modeling after others’ behaviour. With positive reinforcement, the behavior continues. If one observes violent behavior, one is more likely to imitate it. If there are no negative consequences (e.g. victim accepts the violence, with submission), then the behaviour will likely continue. Oftentimes, violence is transmitted from generation to generation in a cyclical manner. According to Faith St Catherine of the Women’s Resource and Outreach centre in Jamaica, “there is a culture of abuse, especially among the inner city poor…” Studies have found that nearly one half of abusive men grew up in homes where their father or step father was an abuser. An environment where violence is either taught, by example, or accepted as “normal” will imprint upon a child’s psyche. For instance, a young boy may see his father come home from work drunk and angry, screaming at his mother. He watches his mother attempt to please and placate his father’s drunken behaviour. The young boy is being taught that violence gets results. He is developing his own ideas about what makes a man.

http://books.google.com/books?hl=en&lr=&id=BPT0HelrVcMC&oi=fnd&pg=PA201&dq=Social+theories+of+Domestic+Violence&ots=9iVvl8_Tpr&sig=C9P8UBogyad2RePEnpeTk5JYs7Y#v=onepage&q=&f=false

Drug and/or alcohol abuse may be a precursor to domestic violence. Substance abuse leads to out-of-control behaviour. A drunk or high person will be less likely to control his or her violent impulses. However some have argued that abusers use drug and alcohol as an excuse for their action. Yet, alcohol is an important risk factor for partner abuse. According to University of the West Indies professor and gender expert in Trinidad, Rhoda Reddock: in Trinidad, many of the most gruesome murders and sexual violence are linked to mental disease brought about by drug and alcohol addiction, respectively. Since alcohol decreases control and raises the potential for acting on impulse, it is not surprising that some feel it can be a catalyst for abuse. Often a person is able to maintain control of violent emotions when he is sober, but after a few drinks, he becomes abusive. The alcohol has dulled his wits and diminished his ability to control his temper.

In the Caribbean or more specifically in Barbados, domestic violence is becoming more and more apparent in the society. Domestic violence is seldom reported in the island, hence why the true incidence of domestic violence is unknown. In November of 2005, according to The World Health Organization (WHO) one woman in every three (3) women are reported to be sexually abused during childhood or adolescence. The study revealed that the most common forms of violence is meted out by loved ones. As mentioned earlier, domestic violence is also known to be closely linked with drug and alcohol abuse. According to Tessa Chaderton-Shaw , manager, of the National Council of Substance Abuse (NCSA), “There are many cross-cutting issues with substance abuse and domestic violence…” She also stated that, “It can lead to isolation, shame, guilt, initial denial, loss of support, low self-esteem and a potential for criminal involvement.” People then became more aware of Domestic Violence in the country, and the awareness has constantly been growing. Even the Barbados Police Force has taken domestic violence under more serious consideration and had devised a strategic plan to address domestic violence and reduce its occurrence, according to Sergeant David Wiltshire. Wiltshire said that officers were sent to the United States and England for training to respond to domestic violence issues.

References
Theories – http://social.jrank.org/pages/210/Domestic-Violence-Causes-Domestic-Violence.html
http://en.wikipedia.org/wiki/Domestic_violence#Psychological
http://wost201h_domviol.tripod.com/groupactionproject/id4.html
Suman Kakar – Criminal Justice Approaches to Domestic Violence (1998).
Rhoda Reddock & Faith St Catherine – http://www.jamaicaobserver.com/magazines/AllWoman/html/20061203T000000-0500_116180_OBS_CARIBBEAN_FACES_DOMESTIC_VIOLENCE_CHALLENGE_.asp
Barbados & Domestic Violence – http://archive.nationnews.com/archive_results.php?mode=allwords&IncludeStories=1&numPer=20&start=0&keyword=Domestic+Violence&smartText

Reflection on group task

This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore the theories which inform group work, inter-disciplinary and collaborative working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice.

Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professionals working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning.

Salas et al. (2012) states that, group work was developed from a philosophy of people working together for mutual gain and theories later emerged to provide clarity regarding the dynamics of groups and to provide an understanding of human behaviour. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuchman and Jensen (1977), the forming stage of a group involves clarifying common interests and roles to be played. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. According to Tuchman and Jensen (1977), the storming stage may involve the problem-solving processes and this is usually where conflict emerges. If the conflict is unresolved, it can inhibit the team’s progress. The norming stage usually involves the clarification of the task and establishing the agenda. This stage involves belonging, growth and control. The performing stage involves the allocation, implementation, and evaluation of the task. Finally, the adjourning stage can include the celebration of task completion.

Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the “forming”stage in which the group purpose was clarified. The group went through the “stormimg” stage and at that point, there were disagreements on what should be included and how the task will be presented. One of the group members suggested that a role play was ideal for the presentation and I was not comfortable with the idea, as I thought that all of the information was not going to be included in the role play. I was anxious, as I had not get the general picture of exactly what the role play was about. I alsofeltanxious as other members elected me to take the lead role as I had experience in working with psychiatrists. At that time I felt that the team wanted me to do most of the task and I rejected their ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. The group also decided that we give ourselves time to research on the topic given (norming stage) and then meet the following week. I was very frustrated to find the following week that some of the group members did not bring the material they had researched. As I have worked with psychiatrist before and had researched I took on the lead role and shared the information I had.

Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include innovator, implementer, completer, evaluator, investigator, shaper, team maintainer, co-ordinator and expert. Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, “goal oriented, researched well on the topic, contributed well and very good ideas on the role play”, however I was criticised for being inflexible with ideas of others. I think I took the role of an implementer who turns ideas and decisions into tasks and actions but inflexible and reluctant to change plans. However from my previous placement I think I took the role of an investigator in a proposed group project of working with young mothers to enable them to gain independent skills. The project failed because I lost interest as a result of constraint in obtaining the resources.

In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I later understood the situation of working in an organisation team by looking at the group system theory.

According to Connors and Caple (2005), group systems theory provides an understanding and working with teams or groups in an organisation as it goes beyond a focus on the individual or interpersonal exchanges. They suggested that, a group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, power structures that make decisions and the resources it allocates for group work. The environment impacts the group and the group can impact the larger social environment. I abandoned a project which was going to benefit the young mothers and in a way the community as well. In group systems theory, a change in any part of a system creates change in that system and in the other systems in which it is embedded.

Another form of group theory emerged from Bion (1989) who viewed the group working as a collective entity and was concerned with overt and covert aspects. Bion (1989) suggested that overt aspects are the task and purpose of the group. The covert aspects are the unconscious emotions and the basic assumptions of group functioning. Bion (1989) also proposed three basic assumptions in group working. He suggested that there is the dependency group, which assumes that security and protection can be obtained from the group leader. Members expect the leader to have all the answers. As a result, individuals may act helpless and incompetent in the hopes that the group leader will carry the responsibilities. This was evident in my group as they assumed that as I am a mental health nurse and had worked with psychiatrist before, I will have all the information at hand. When this did not occur, group members become angry or expressed their disappointment by acting incompetent and not doing enough research. Bion’s (1989) other basic assumption is the fight-flight group. Examples of flight include absences and fight is demonstrated by resisting reflection and self-examination. In inter-disciplinary working, flight is demonstrated by blaming management for the failure of team work. The final basic assumption identified by Bion (1989) is the pairing group where two group members form a bond. The rest of the group may become inactive as the pair rely on each other and exclude other group members.

Salas et a.l (2012) state that, it is necessary to develop a theoretical framework to guide group practice and to support my techniques and interventions. I am responsible for formulating my own theoretical framework that is derived from the synthesis of theories and that is aligned with my natural views and inclinations. To achieve this it is imperative that I be self-aware and grounded in theories of small group work, including the strengths and limitations of the theories. Only then I can select theories and interventions that are advantageous and appropriate fit for the client. The Health and Care Professions Council (HPCP) (2012) also states that, I should understand the key concepts of the knowledge base relevant to social work so as to achieve change and development.

Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop problem-solving skills. As a social work student, in order to work collaboratively, I need to develop skills, knowledge, and attitudes in conflict resolution, problem solving, communication, organisational understanding, decision making, and task coordination. This is imperative as I will be working in teams with other professionals or agencies.

From the unit group work, I have learnt that co-operation is vital for effective teamwork. Acknowledging and respecting other opinions and viewpoints while maintaining the willingness to examine and change personal beliefs and perspectives are some of the skills I have learnt. I also now have an understanding of the importance of accepting and sharing responsibilities, participating in group decision-making and effective communication. I have also developed skills in exchanging of ideas and discussion and also how to relay and support my own viewpoint with confidence.

As a future social worker, specific leadership skills are required to manage an inter-disciplinary team, so I need to develop skills in the ability to recognise the challenges inherent not only in group dynamics, but in trying to blend the different professional cultures represented in the team. According to Crawford (2012), to work effectively and confidently with other professionals, I need to understand my own professional identity as a social worker. The HCPC (2012) states that, I need to be able to engage in inter-professional and inter-agency communication and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), values are internalised, therefore they can create obstacles that may actually be invisible to different team members. Therefore the professional values must be made apparent to all professionals involved.

Through experiences in group work feedback received from other group members and self observation, I have learnt about my maladaptive style of interacting with others and perceptual distortions. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. If faced with the same situation again I would try to take into consideration other people’s ideas and also take into consideration that, as people we are different and we have different approaches to tasks.

References

Belbin, R. M. (2010) Management teams. 3^rd edn. Oxford: Elsevier Limited

Bion, W. R. (1989) Experiences in groups and other papers. New edition. London: Routledge

Cheminais, R. (2009) Effective multi-agency partnerships : putting every child matters into practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781446203514/startPage/38 (Accessed: 13 January 2014)

Connors, J. and Caple, R. (2005) “Review of group systems theory”,Journal for Specialists in Group Work, 30(2), pp. 93-110, SocINDEX [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=5&sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005&hid=4108 (Accessed: 30 December 2013)

Crawford, K. (2012) Interprofessional Collaboration in Social Work Practice. London: sage Publications Limited

Gilley, J.W., Waite, A.M., Coates, T., Veliquette, A. and Morris, M.L. (2010) “Integrated theoretical model for building effective teams”,Advances In Developing Human Resources12(1) pp. 7-28.SCOPUS [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/detail?sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005&vid=10&hid=4108 (Accessed: 30 December 2013)

Hall, P. (2005) “Interprofessional teamwork: professional cultures as barriers”,Journal of Interprofessional Care19 pp. 188-196. CINAHL [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=13&sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005&hid=4108 (Accessed: 12 January 2014)

Health and Care Professions Council (2012) Standards of proficiency. Available at: http://www.hpc-uk.org/assets/documents/10003B08Standardsofproficiency-SocialworkersinEngland.pdf (Accessed: 20 January 2014)

Martin, V. and Rogers, A. M. ( 2004) Leading interprofessional teams in health and social care. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9780203505359/startPage/139 (Accessed: 10 January 2014)

Salas, L. M., Roe-Sepowitz, D. and Le Croy, C. W. (2012) “Small group theory”, in Thyer, B. A., Dulmus, C. N. and Sowers, K. M. (eds) Human behavior in the social environment: theories for social work practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781118227251/startPage/363 (Accessed: 15 January 2014)

Toseland, R. W. and Rivas, R. F. (2008) An introduction to groupwork practice. 6^th edn. Harlow: Pearson Education Limited.

Tuckman, B. W. and Jensen, M. A. (1977). “Stages of small group development revisited”, Group and Organizational Studies, 2(4) pp. 419- 427. Available at: http://www.freewebs.com/group-management/BruceTuckman(1).pdf (Accessed: 30 December 2013)

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Theories are used to explain the characteristics and circumstances of individual. Theories look at human growth and development; managing loss and change; managing stress and behaviour

AQA. (2017). The Humanistic Approach | AQA B Psychology. [online] Available at: http://aqabpsychology.co.uk/2010/07/the-humanistic-approach/ [Accessed 4 Feb. 2017].

The aim of this essay is to use knowledge of human growth and development to critically discuss the theories a social worker might employ to assess a family and better understand their behaviour. A family profile will be provided and two family members selected for further discussion and the application of appropriate theories. These theories will be critiqued in terms of how they might assist social workers in making informed assessments, as well as where the theories are limited in their application.

Sylvie and Greg met when they were 19-years of age. They had been together for 5-years when their daughter Molly was born. They split up when Molly was 1-years old, but got back together 6-years later when Molly was 7-years of age. Greg said that they split up because he was unable to handle Sylvie’s total lack of trust in him. This caused huge arguments between them, with Sylvie constantly questioning where he was and his commitment to his family. Sylvie said that she was devastated when Greg left, but knew that it was going to happen. During their time apart Sylvie turned to alcohol and drugs, but sought counselling and support for this and the issues in her past. As a result, she has been drug and alcohol free for over 4-years.

Greg always maintained a good relationship with Molly during the 6-year separation and she lived with him and her paternal Grandparents at different points when Sylvie was not coping. Molly said that she was happy that her parents got back together.

Mason was planned and both Sylvie and Greg felt they had resolved historic issues and were committed as a family unit to having another child. Mason was born with Global Developmental Delay, which is a condition that occurs between birth to 18-years of age and is usually characterised by lower intellectual functioning and significant limitations in communication and other developmental skills. Sylvie blames herself for Mason’s condition, believing that it must somehow be linked to her ‘wild’ years of drinking and drug binges. Despite being reassured to the contrary by medical professionals and a social worker, she remains low in mood and feels that she has let everyone down. Sylvie has found bonding with Mason difficult and she feels frustrated by him not meeting his developmental milestones. Mason is in nappies, he is not yet talking, he is very unsteady on his feet and he lacks co-ordination. As a result, he still requires feeding at mealtimes and has not begun to develop independent skills. Sylvie has said that she feels like ‘sending him somewhere.’ Greg, on the other hand, feels very attached and protective towards Mason and Sylvie feels that he ‘lets him get away with anything.’ Conflict has developed between Sylvie and Greg, resulting in Greg staying at work longer and meeting up with his friends more in an effort to avoid the arguments and tension at home.

Elsie, mother to Greg, owns the large family home in which they all live. Sylvie and Greg decided that they would move in with her shortly after they got back together, as Greg’s father died very unexpectedly. The plan was that they would all support one another financially, practically and emotionally. Elsie is very involved with the children as both parents work. However, recently Elsie has been forgetting things, such as collecting Mason from the specialist childminder and this has caused tension between the adults.

There have been some difficulties with Molly at school. Sylvie was called in to Molly’s school last week as a result of Molly using racist language towards another student. The school state that Molly is very close to being excluded, as a result of her angry and disruptive behaviour. Sylvie broke down upon hearing this and explained about her low mood, feelings of despair and worries about Greg’s mum. Sylvie cannot understand the change in Molly’s behaviour and said that she and Greg need help.

Applying Human Growth and Development to Social Work

As part of this essay, there will be a focus on two members of this family: Molly and Elsie. The two theories of human growth and development to be applied to Molly are Attachment Theory and Life Course Theory. The two theories of human growth and development to be applied to Elsie are Ecological Theory and Disengagement Theory.

Anti-oppressive practice will underlie the critique and has been defined as “a form of social work practice which addresses social divisions and structural inequalities in the work that is done with ‘clients’ (users) and workers” (Dominelli, 1993, p. 24). Anti-oppressive practice is a person-centred approach synonymous with Carl Rogers (1980) philosophy of person-centred practice. It is designed to empower individuals by reducing the negative effects of hierarchy, with the emphasis being on a holistic approach to assessment. Practising in an anti-oppressive way requires valuing differences lifestyles and personal identities. This goes against common sense socialisation which portrays differences as inferior or pathological and which excludes individuals from the social world and denies them their rights.

MOLLY
Attachment Theory

Attachment Theory is a psychological theory based on the premise that young children require an attachment relationship with at least one consistent caregiver within their lives for normal social and emotional development (Bowlby, 1958). Attachment is an emotional bond between an individual and an attachment figure, usually the person who cares for them. Psychologically, attachment provides a child with security. Biologically, it provides a child with survival. Ainsworth et al. (1978) formulated four types of attachment that provide a tool for social workers to assess and understand children’s emotional experiences and psychosocial functioning: secure; insecure, ambivalent; insecure, avoiding; and disorganised.

Molly appears demonstrates insecure, ambivalent attachments, where parental care is inconsistent and unpredictable. This type of attachment is characterised by parents who fail to empathise with their children’s moods, needs and feelings. Indeed, Sylvie cannot understand the change in Molly’s behaviour, indicating an inability to empathise with Molly.

Children with insecure and ambivalent attachments often become increasingly confused and frustrated. They can become demanding, attention seeking, angry and needful, creating trouble in order to keep other people involved and interested. Feelings are acted out, as Molly has been doing at school. This is because insensitive and inconsistent care is interpreted by the child to mean that they are unworthy of love and unlovable. Such painful feelings undermine self-esteem and self-confidence and an understanding of this can ensure that social workers resist stereotypes of the moody, anti-social teenager, and instead explore the underlying reasons for changes in mood.

For Molly, the development of an attachment figure was likely to have been compromised during her early developmental years. In particular, when Molly was between the ages of 1 and 7-years old, her mother was addicted to drugs and alcohol and thus was emotionally and physically unavailable. Despite living with her father and paternal grandparents for a period of time, the overall insecurity within her family unit is likely to have impacted her ability to attach to others. If Molly did develop an attachment figure it is most likely to have been with her father or maternal grandparents, who were not unavailable due to drug or alcohol abuse during this vital developmental phase of Molly’s childhood.

Taking this into consideration, there are a number of significant changes that have occurred in Molly’s life and that involve potential attachment figures who have provided Molly with much-needed security and safety. For example, Molly’s father, whom Molly has remained close to throughout drama within the family, is no longer at home as much in an effort to avoid arguments with Sylvie. When he is at home, the tension is likely to impact the duration and quality of time spent with Molly. Indeed, marital conflict has been found to influence adolescents’ attachment security by reducing the responsiveness and effectiveness of parenting (Markiewicz, Doyle, and Brendgen, 2001). Strained marital relationships can also lead to increased marginalisation of the father who can become distanced from their children, as has been the case within this family (Markiewicz, Doyle, and Brendgen, 2001).

In addition, Molly has recently lost her grandfather, which her grandmother is also trying to come to terms with. Not only has Molly lost her grandfather, but her grandmother’s behaviour is likely to have changed as she comes to terms with her own loss. All of the key attachment figures in Molly’s life are either emotionally or physically unavailable at present. It is important to consider this within the context of Molly’s current developmental stage, which is that of adolescence.

Attachments to peers tend to emerge in adolescence, but the role of parents remains vital in teenagers successfully achieving attachments outside of the home. It is a time when parents are required to be available if needed, while the teenager makes their first independent steps into the outside world (Allen and Land, 1999). Molly’s recent problems at school could be the result of this lack of availability from adults in her life. She might also be anxious about losing her father again, creating anticipation and fear about separation from an attachment figures. The anger she expresses at school could be transference of the anger and fear created by her unstable circumstances at home. The fact that she has become racially abusive might suggest that her anger lies with her mother, who is of dual nationality.

The main critique of Attachment Theory has been in the guise of the nature versus nurture debate, the former being genetic factors and the latter being the way a child is parented. Harris (1998) argues that parents do not shape their child’s personality or character, but that a child’s peers have more influence on them than their parents. She cites that children are more influenced by their peers because they are eager to fit in. This argument is supported by twin studies showing that identical twins reared apart often develop the same hobbies, habits, and character traits; the same has been found with fraternal twins reared together (Loehlin et al., 1985; Tellegen et al., 1988; Jang et al., 1998). It is likely that nurture plays a greater role in the younger years, when parents and caregivers are the child’s primary point of contact. On the other hand, when a child enters adolescents and engages with society more, nature might take over.

Another limitation in Attachment Theory is the fact that model attachment is based on behaviours that occur during stressful separations rather than during non-stressful situations. Field (1996) astutely argues that a broader understanding of attachment requires observation of how the caregiver and child interact during natural, non-stressful situations. It is agreed that behaviours directed towards the attachment figure during separation and reunion cannot be the only factors used to define attachment.

Despite these limitations, the theory does provide valuable information regarding relationship dynamics and bonds, which social workers can use to better understanding the individual being assessed. It is, however, important to remember that what is seen as healthy attachment will vary culturally. Consideration of this is crucial to anti-oppressive practice.

Life Course Theory

Life Course Theory has been defined as a “sequence of socially defined events and roles that the individual enacts over time” (Giele and Elder, 1998, p. 22). Within this theory, the family is perceived as a micro social group within a macro social context (Bengston and Allen, 1993). According to Erikson’s 8 stages of human development, Molly is in stage five, which is characterised by a conflict between identity versus role confusion. Being of dual heritage might cause issues within this stage and within Molly’s search for identity. Evidence within the literature has shown that adolescents of dual heritage report more ethnic exploration, discrimination, and behavioural problems than those of single heritage (Ward, 2005). Indeed, this could explain why Molly is being racially abusive, in an effort to determine her own thoughts and feelings on ethnicity and the confusion it can cause. The racial abuse directed at other children might even be representative of her own anger at being of dual heritage.

Adolescence is difficult to define, but it is traditionally assumed to be between 12-18 years of age and characterised by puberty (i.e. the transformation from a child to a young person). During this time, hormones strongly influence mood swings and extremes of emotion, which might explain Molly’s difficulty controlling her anger at school. Adolescence is also when an individual starts to develop socially, increasing their independence and becoming more influenced by peers. During this time, according to Piaget’s (1964) theory of cognitive development, an individual enters the ‘formal operational stage’ and starts to understand abstract concepts, develop moral philosophies, establish and maintain satisfying personal relationships, and gain a greater sense of personal identity and purpose (Santrock, 2008). Risks to social and cognitive development include poor parental supervision and discipline, as well as family conflict (Beinart et al., 2002), showing this to be an important time to intervene with Molly.

It is these biological and social changes during adolescents that can create the stereotype of the moody, anti-social teenager. It is important that social workers do not allow negative stereotypes to influence their expectations of Molly. Instead, they need to take a holistic approach and examine where she is on the life course as well as what the character and quality of Molly’s behaviours and relationships tell them about her internal working model, defensive inclinations, emotional states and personality. This ant-oppressive approach will also allow social workers to identify links between past and present relationship experiences.

ELSIE
Ecological Theory

Bronfenbrenner’s (1977) Ecological Model of human development posits that in order to understand human development, an individual’s ecological system needs to be taken into consideration. According to the theory, an individual’s ecological system comprises five social subsystems:

Micro-system – comprising activities and social roles within the immediate environment.

Mesosystem – processes taking place between two or more different social settings.

Exosystem – processes taking place between two or more different social systems, at least one of which does not involve the individual but indirectly affects them.

Macrosystem – includes ideology, attitudes, customs, traditions, values and culture.

Chronosystem – change or consistency over time in individual characteristics and environmental characteristics.

Ecological Theory is, overall, a model of how the social environment affects the individual, with these five systems interacting and thus influencing human growth and development.

Elsie’s ecological system has been continually changing for many years. At one point she was living with her husband, son, and her granddaughter. This was followed by living alone with her husband. On losing her husband, Elsie’s son moved in with his wife and two children, one of whom has a disability. There has been very little environmental stability within Elsie’s life, at least over the last 7-years or more. It is perhaps understandable that her health has started to deteriorate. She has recently lost her husband, experienced continually fluctuating environmental conditions, and is now living in a tense atmosphere due to issues within her son’s marriage. It is also important to note that, children’s behaviour and personality can also affect the behaviour of adults; Elsie’s behaviour might be negatively affected by her granddaughters struggle through adolescence and her grandson’s disability. Taking into consideration Elsie’s ecological system highlights the importance of not making assumptions that Elsie’s increased forgetting is a sign of dementia; her symptoms may be the result of stress within her ecological system.

Despite the relevance of this theory to understanding Elsie’s situation, the critique does highlight limitations in its operationalisation (Wakefield, 1996). In particular, since past experiences and future anticipations can impact an individual’s current well-being, lack of inclusion of this element of human growth and development within the Ecological Model is a serious limitation. In addition, the emphasis of the model is on adaptation and thus it has been argued that the theory can be abused and used to encourage individuals to accept oppressive circumstances (Coady and Lehman, 2008). Social workers using this theory in their assessments ideally need to be aware that oppression and injustice are part of the environment that needs to be considered in an ecological analysis. With this consideration, the theory offers social workers a way of thinking about and assessing the relatedness of individuals and their environments; the person is assessed holistically and within the context of their social circumstances.

Disengagement Theory

Disengagement has been described by Cumming and Henry (1961) as “an inevitable mutual withdrawal . . . resulting in decreased interaction between the ageing person and others in the social systems he belongs to” (p. 227). Within their theory, they argue that older people do not contribute to society with the same efficiency as the younger population and thus become a societal burden. In order to function, therefore, society requires a process for disengaging older people. By internalising the norms of society, older people become socialised and take disengage from society due to a sense of obligation. The theory further purports that the extent to which an individual disengages determines how well they adjust to older age. In other words, continued withdrawal from society in later life has been deemed the hallmark of successful and happy ageing.

Applying this theory to Elsie’s situation, it could be that the problems surrounding her forgetfulness in collecting her grandson from school is a step towards social disengagement. Furthermore, it could be theorised that this disengagement was prompted by her husband taking the most extreme form of disengagement, which is death.

There has, however, been much critique of this theory, including the fact that many older people do not conform to this image and remain actively involved in life and in society. Hochschild (1976) has criticised the theory with what has been termed the ‘omnibus variable.’ Hochschild points out that while an older person might experience disengagement from certain social activities, such as retiring from work, they are likely to replace this with something else that is socially engaging such as being more involved in the community or becoming more family-oriented. Indeed, Hochschild’s biggest challenge to Disengagement Theory was the presentation of evidence from Cumming and Henry’s own data showing that many older people do not withdraw from society.

Disengagement Theory creates a picture of older people as lacking freedom to act on their own, thus ignoring individual ageing experiences and describing the ageing process in a purely social context (Gouldner, 1970). Indeed, Estes et al. (1982) argues that disengagement is often forced upon older people, which supports the notion that old age is just as much a social construction as it is a biological process. Older people are, in many ways, socialised into acting ‘old.’ Thus, older age is strongly related to Labelling Theory (Rosenthal and Jacobson, 1968). For example, making assumptions about old age and having low expectations of older people can become a self-fulfilling prophecy. This again raises the importance of not assuming that Elsie’s forgetting is a sign of dementia; despite being seen as a natural consequence of ageing, only a minority of people develop dementia (Stuart-Hamilton, 2006).

In many ways, Disengagement Theory serves to legitimise the marginalisation of older people and is, it could be argued, ageist and discriminative. Ageism is the application of negative stereotypes and includes actions such as categorising older people separately from ‘adults.’ This has created immense debate within social work practice, with it being believed by some that distinguishing older people from adults is oppressive and can exacerbate social isolation. Tackling social isolation is being encouraged in efforts to prevent deteriorating health in older age, suggesting that disengagement is far from the ideology purported by Cumming’s and Henry (DH, 2010). The introduction of the Equality Act 2010, which replaces the existing duties on the public sector to promote race, disability and gender equality, now comprises a single duty to promote equality across eight ‘protected’ characteristics, one of which is age. The Act also includes provisions allowing the government to make age discrimination in service planning and delivery unlawful. This is likely to be implemented in 2012 and thus it is crucial that social workers make anti-oppressive practice in the form of tackling ageism a priority. There needs to be a move away from viewing older people as an homogenous group characterised by passivity, failing health, and dependency, as highlighted within Activity Theory.

Activity Theory (Leont’ev, 1978) is a direct challenge to Disengagement Theory in that it suggests that life satisfaction is related to social interaction and level of activity. Nevertheless, as with all theories discussed within this essay, Disengagement Theory can be applied to understanding Elsie’s situation without being oppressive and without taking the extreme position that originally inspired the theory. More modern approaches to human growth and development clearly show the benefits of social engagement versus disengagement; however, disengagement remains a key factor to consider due to ageist attitudes and the socialisation of old age.

Conclusion

This essay has utilised theory and knowledge of human growth and development to demonstrate how social workers can make an informed assessment of a complex family situation. The strengths and limitations of these theories have been discussed, drawing in particular on their application within anti-oppressive practice. All theories offer a better understanding of human growth and development, with some requiring specific adaptation to encompass the core values of social work practice. Such adaptation is not necessarily a disadvantage if the key strengths of each theory are utilised alongside the knowledge and expertise of the social worker.