Category: Free Essays

The objective of this essay is to critically evaluate the following statement with reference to personal practice experience when assessing and managing risk. As my practice experience was based in a Children and Families Area Team, this essay will therefore explore the statement from this perspective.

“A good risk decision requires both good risk assessment and good risk management.” (Carson & Bain, 2008, p.156)

This essay will, initially, explore and demonstrate a critical understanding of the key concepts of risk assessment and risk management. It will then provide an analysis of the political, cultural and social contexts that shape practice in relation to risk management. Following this, a critical appreciation of the concept of risk decision making will be considered. Finally a reflective discussion of a case study drawn from my practice will be evaluated in relation to risk. This reflective discussion will be set within a theoretical framework of reflection.

In order to critically understand the concept of risk assessment, the question of what risk is ought to be defined. According to Alaszewski & Manthorpe (1991) risk may be defined as the probability that a course of action will not achieve the desired result but instead some unacceptable circumstance or event would prevail. McCarthy et al (2004) furthers this point as they also suggest that the term ‘risk’ implies the possibility of undesirable or negative outcomes. Furthermore, McCarthy also indicates that within the concept of risk it is also implied that these outcomes can be avoided. (McCarthy et al, 2004).

It is additionally pointed out that risk has both an objective and subjective dimension. For example, when viewing risk objectively it is possible to identify that any surroundings or environment will be hazardous and associated with danger. Defining risk from a subjective perspective means that the possibility of danger or an unacceptable event taking place will vary from individual to individual as well as social groups. (Aleszewski & Manthorpe, 1991). Nevertheless, Houston and Griffiths (2000) question the validity of the objectivist paradigm that they identify as the basis of risk assessment and point to its “failure to provide valid and reliable measures of risk.” (Houston & Griffiths, p.1) They argue for a move toward a subjectivist paradigm, and a return to the concept of ‘relationship’ as the rationale of social work intervention.

On the other hand, there can be value in taking risks. Indeed, risk taking can be seen to have beneficial as well as harmful outcomes to the life of an individual. (Titterton, 2005; Carson & Bain, 2008). As Titterton points out

“Risk taking is a course of purposeful action based on informed decisions concerning the possibility of positive and negative outcomes…and levels of risk appropriate in certain situations.”

(Titterton, 2005, p.25)

Consequently, the concept of risk assessment is a core activity within social work and further to this minimising risk has become a central element. Indeed, Calder (2002) describes risk assessment as a systematic collection of information in order to identify if risks are involved and identify the likelihood of their future occurrence. It is further suggested that risk assessment should be understood as collecting information and assessing any information gained regarding risk elements. These two elements, which are central to risk assessment, are consequences (or outcomes) and likelihood (also known as chance or exposure). (Carson & Bain, 2008).

As most of the situations social workers deal with contain considerable uncertainty about the meaning of events, the reasons for referrals, the accuracy of assessment, and the consequences of taking one course of action instead of another, it is reasonable to assume that assessment of risk is not an exact science. Further to this, the possible outcomes or consequences could be infinite and consequently impossible to predict with absolute certainty. Therefore, the element of uncertainty must be acknowledged as a core feature of professional judgement. Certainly, it is suggested that when considering the possible outcomes (including beneficial outcomes), a risk assessment should only require that reasonably predicted outcomes are met and that a lawful, moral and professional objectivity is upheld at all times. (Titterton, 2005; Carson & Bain, 2008; Macdonald & Macdonald, 2010). As Webb (2006) points out social workers have

‘an ethical disposition to do the best for clients and insofar as they have the resources to do so…”

(Webb, 2006, p. 203)

Within risk assessment literature, Titterton (2005) also argues that the emphasis remains on assessing for the risk of harmful or adverse outcomes but how this is completed can depend on which assessment framework is used. For example, within Criminal Justice Teams a more actuarial assessment is utilised. An actuarial assessment is based on statistical calculations of risk and, for example, uses scales to assess recidivism. Within a Children and Families Area Team the assessment framework used could be described as a holistic and inclusive assessment which is child-centred and addresses three domains: developmental needs, parental capacity and environmental factors. The GIRFEC practice model therefore aims for early identification of risk in all three domains as well as analysis of evidence, decision-making and planning. (Scottish Government 2008) Furthermore, it allows the practioner to utilise a developmental-ecological approach which is grounded in theories of child development and emphasises interaction between child and environment as well as taking a resilience approach which weights strengths as well as vulnerabilities. (Local Authority Risk Assessment Training Handout, 2009).

However, what all risk assessment tools have in common is that all information gathered is analysed to allow an understanding to be developed which then allows a professional judgement to be formed. Further to this risk assessment should take into account risk factors and protective factors that can anticipate and justify strategies of risk prevention as well as risk management. (Kemshall, 2003; Parton 2006). This should enable the social worker to utilise all appropriate interventions and/or decisions. Analysis of information, therefore, is an important factor when considering outcomes, likelihood and suitable action and accordingly, social workers require a good grasp of probability and statistical reason to interpret research and assessment information, organise their thinking and be able to draw sound provisional conclusions which are open to change in the light of new information. (Helm, 2009; Macdonald & Macdonald, 2010).

Risk management, in its simplest sense, describes the development of strategies to reduce the severity and frequency of identified risks and adverse outcomes. This involves discovering and controlling the dimensions of a proposed risk into a plan which involves implementing, monitoring, controlling and reviewing the risk decision. Further to this, at an organisational level, risk management requires a service that is adequately staffed with personnel who are fully trained and sufficiently knowledgeable and skilled in identifying problems or opportunities and to make appropriate interventions. (Vincent, 1995; Kapur, 2000; Carson & Bain, 2008). The Scottish Government (2008) further suggests that risk management should be understood as risk reduction and that collectively professionals should have confidence, through defensible decision making, that measures implemented will reduce risk sufficiently.

Taking these definitions into account, risk management suggest ways in which a decision may best be put into practice. What also should be included within a risk management strategy is the embracing of opportunities which could arise from any potential risk decisions. Another point which is important is that in order to make and manage a risk decision the quantity and quality of knowledge available to the social worker should meet the requirements needed to make a sound decision. Accordingly, before making a decision, consideration should be given to what is already known and its worth as well as reflection and contemplation of what is not known and any implications arising from this. Included in this should also be the consideration of any opportunities which may arise which may have the prospect of potential benefits. (Carson & Bain, 2008).

Littlechild & Blakeney (1996) further suggest that the management of risk should be adaptable. This refers to the notion that families and their lives do not stay stable and changes can take place in their ability to cope therefore the risks can change too. Monitoring, for these reasons are important as is communication with the family and other agencies who are involved. Littlechild & Blakeney go on to state that this is where the professional expertise of the social worker should be focused and not in an ineffective attempt to anticipate every potential risk. Consequently, the principles for risk management should be the need to ensure that the ongoing shared plan manages the risk, records decisions that shows how and why decisions were reached and ensures that decisions made have actions with named persons, clear timescales and review dates and also ensure that any agreed timescales may be reduced if new risks/needs become more apparent.

Beck (1992) suggests we are living in a ‘risk society’ in which he believes that late modernity, as a reflexive social order, ‘manufactures’ new risks and uncertainties. Furedi (1997) also determines that we live in a populace obsessed with risk and that safety has become the “fundamental value of our times.” (Furedi, 1997, p.1).

Furedi (1997) further suggests that the risk aversion culture we live in today is based on the way that risk and its negative effects are represented in the media and by politicians. Barry (2007) extends this claim by arguing that child protection work has become more reactive since the death of Maria Coldwell in 1973 which has resulted in a preoccupation with culpability, blame and retribution. This, has allowed social work practice to become

“…very defensive, overly proceduralised and narrowly concerned with assessing, managing and insuring against risk.”

(Parton & O’Byrne, 2000, p.1)

Green (2007) upholds this notion by suggesting that governments, and the excessive number of regulatory agencies, are anxious to control the identification and deployment of risks, particularly within the context of high-profile media stories such as reports of child abuse cases and deaths of children previously known to social work departments.

In retrospect, this socially acceptable requirement to minimise risk if not avoid taking risks altogether, has led to a social work profession that has become increasingly risk averse. (Scottish Executive, 2006). This approach to risk assessment and risk management has led to the introduction of more and more formal procedures to guide practice which could be argued is denying the freedom of the social worker to work in an empowering capacity. Working in an empowering capacity allows the professional practioner to focus on prevention and more centrally tackle issues of poverty and social inequality. What is also needed is a culture which is open for professional practioners to enable them to voice concerns and being able to discuss errors and therefore learn from mistakes. (Stalker, 2003; Barry, 2006; Ritchie & Woodward, 2009). However, the Changing Lives Report (2006) has signified that one of the key areas identified was the need to develop a new organisational culture and approach to risk management and risk assessment which would promote excellence.

Within risk decision making Macdonald & Macdonald (2010) argue that a focus on high-profile cases of low-probability events distorts decision making and this makes for a larger number of children taken into care after such cases. They advocate that decisions about children’s lives should be based on professional judgement rather than media vilification and political pressure.

When social workers make a professional judgement within risk decision making, the starting point must be the collection of information through professional observations and enquiries as well as from past information and information held by other professionals. It is that judgement that is carried forward into the decision making field. (Hollows 2003). However, the expression ‘error of judgment’ is offered as an explanation for most of the high-profile child cases as well as in other professional activities. It is for this reason that judgement making should be viewed as a serious task.

Hammond (1996) advocates that there are different kinds of judgements, made under different conditions. These different conditions are the time available, the kind of knowledge available and the judgement task itself. Hammond went on to develop a ‘cognitive continuum’ of judgement making. This recognises that there are different approaches to judgement making. Examples of these are: on the spot processing of information and knowledge, known as intuition; peer-aided judgements where two or more people will share their knowledge and discuss outcomes and likelihoods. Finally, there are system-aided judgements that are supervisor or manager aided. Accordingly, application of the Cognitive Continuum allows the practioner to utilise the highest knowledge available and further enables the practioner to ensure that the acknowledged goals of efficacy, accuracy and consistency can be promoted. (Hollows, 2003; Carson & Bain 2008).

However, risk decision making is also subject to personal values and subjective perceptions of risk and dilemmas which continue to challenge social workers. Low-probability events such as child abuse or extreme violence can make prediction difficult. In these circumstances social workers can be challenged by risks that are high profile but typically infrequent and therefore, have a tendency to either overestimate risks because of anxiety or to underestimate risks which they are unaccustomed to. (Kemshall, 2002). From this perspective it is crucial that reflection, continuous review and the opportunity for regular supervision is supported particularly when research by Janus & Mann (1977) found that stress generated a limited capacity to make a judgement as well as, and more crucially, an inability to make a decision.

BL was referred to the Children and Families Area Team by his school. This was after a meeting with his primary carers regarding BL’s increasingly emotional and angry outbursts and lack of attendance at school. The referral was made with agreement from his primary carers. BL is 12 years old and lives with his maternal grandmother, step-grandfather and his maternal aunt and has done since he was 18 months old. His step-grandfather is paraplegic as a result of an accident when BL was 3 years old. BL’s maternal aunt has Prader-Willi Syndrome, she is 40 years old. BL has to share a bedroom with his aunt as the house only has two bedrooms and is privately owned. BL maintains contact with his mother and her long-term partner on a fortnightly basis and also goes on holiday with her but he has no wish to live full-time with his mother as she lives approximately 50 miles away. BL stated both to his grandmother and to me that his home is with ‘Gran and Gramps’. Mrs. L independently confirmed that BL had no wish to move to the city as did Ms. L (Ben’s mother). Ms. L has no other children.

In order to understand Ben’s emotional frustration, I undertook some research on Prader-Willi Syndrome. I discovered that disordered night-time sleep patterns as well as emotional outbursts of rage were part of the symptoms. Coupled with this obsessive and/or compulsive behaviour including argumentative or oppositional behaviour were also predominant. (Clarke et al 1996). I also spoke with Mrs. L at length about her other caring commitments and discovered that she also drives to England on a monthly basis to visit her father, who is 90 years old, to make sure that his financial commitments are paid as well as making sure his carers are supporting him. Contact was also made with the social worker assigned to BL’s aunt whereby I was informed that his aunt was in the process of being allocated a home of her own. This would take at least three months as adaptations had to be made to the house and suitable care arrangements had to be put into place. The social worker realised that these circumstances were affecting BL and we arranged to contact each other on a weekly basis regarding exchange of information. This was agreed with the L family.

I placed my assessment and intervention practice within a developmental/ecological approach which has links with a strengths based approach. This allowed me to consider BL’s protective factors as well as risk factors. BL has a secure base and has close bonds with his grandparents. He also had two very close friends from primary school and who continue to good friends. BL admitted that he was frustrated he had to share a bedroom. This meant no privacy in his home and he found it difficult to complete his homework or even relax as carers for his aunt came in at different times to get her ready for bed. This meant that he had to go to bed when his aunt’s carers were getting her ready for bed. BL also admitted that he felt that he sometimes had to compete for his grandparents’ attention. His absences from school appeared to coincide with the times his grandmother returned from her visit to England.

After analysis of potential risk factors to BL such as possible self-harm, withdrawal from his family and friends, I made a referral to the local young carers group. This would allow him to spend time away from the family home with other young people who lived in similar circumstances as well as broaden his social network. This organisation would also be able to support him on a one-to-one and group work basis. Support was also made available to his primary carers, particularly his grandmother. Through the use of a personal diary I supported BL to talk to his grandparents about the frustration and emotional anger he felt which was relatively successful in the short term.

In conclusion, Kolb’s Reflective Cycle (1984) and Hammond’s Cognitive Continuum (1996) allowed me to take into consideration BL’s whole situation and promote protective factors and minimise risk. With reflection and supervisory discussion I believe I used my analytical skills and utilised my professional judgement to the best of my ability. However, as has been pointed out ‘uncertainty’ is an important element in any risk assessment and/or decision and has to be taken into account when managing risk. Taking all these concepts regarding risk and reflective practice into consideration when I start to practice should enable me to better support service users in the future.

2,995 words

Examine your own personal and professional development in relation to the values of social work.

Introduction

Social workers are usually motivated either by personal experience, something that has happened in their lives, or by a desire to see that people receive the kind of help that they need in times of crisis. I think that looking at these issues and trying to analyse what motivates you and what helps you to develop professionally are critical issues in social work training. This kind of examination spills over into a person’s professional practice because it helps the social worker to take more care when it comes to assessing a person’s need. This course has helped me to examine my own personal values as they relate to values issues during the course and also how this works out in my professional practice. In some respects values and ethics are interchangeable in this paper, in others values represent the more personal aspect and ethics the wider context. This need to think about my values and the values of social work, is making me into what Schon (1991) calls a reflective practitioner. Shon’s work demonstrates how important it is for social workers to be reflective, to think about what they are doing and to refine their later actions. This reflection is extremely important when it comes to values and how values impact on the way you look at the world and relate to other people.

This paper will look at my personal and professional development in relation to the values of social work. There will be an assessment of social values as they are found in the literature that I have looked at during the course. Finally I will evaluate the areas where I would like to develop both personally and professionally in relation to social work values.

Personal and Professional Development and Values Issues

I think that this course has helped me to assess what my personal values are, not just that they are inherited, but how they have become my own. I believe that this process is invaluable to my personal and professional development and to my understanding of issues to do with values. During my time on the course I have learned to think more deeply about what I do and to examine my own personal values and see how far they might be comparable to the values issues I have been studying. I have also learned that I constantly need to think about what I am doing and how far this agrees or conflicts with my basic values and the values of social work. Shon (1991) has argued that:

Professionals claim to contribute to social well-being, put their clients’ needs ahead of their own, and hold themselves accountable to standards of competence and morality. But both popular and scholarly critics accuse the professions of serving themselves at the expense of their clients, ignoring their obligation to public service, and failing to police themselves effectively (Schon, 1991:11-12).

The way in which social workers ‘police’ themselves is to think critically about what they are doing, why they are doing it, and what moral implications this may have. Certainly social work ethics does not lead me to believe that the social work profession should serve itself, rather the needs of the client should be most important. There should also be an early establishing of clear relationship boundaries as to great a personal involvement with a client is contrary to what the BASW has to say about social work ethics and values.

One of things that I have learned during the course is that in higher education attention always has to be paid to the question of knowledge and what it is that makes knowledge. Since the Enlightenment it has been said that knowledge is drawn from observable facts (as in science) and this has meant that knowledge based on experience is not so highly thought of. The objective, scientific view of knowledge has increasingly been challenged as a narrow view that maintains there is a specific response to situations that a practitioner can employ and thus solve a problem. The Enlightenment view is one which tends to forget that people (both social workers and their clients) are individuals and so there is not one size that fits all, rather each situation has to be responded to in a way that best suits the situation and the people involved. Schon (1991) maintains that this knowledge is acquired through process or doing. It is a key part of reflective practice which recognises the importance of non-rational knowledge. Arguably this type of knowledge is invaluable to social workers because they deal with people and have to think about their relationship with others on a daily basis.

Social workers are often faced with a conflict of values, on the one hand there is a particular client and situation and on the other there is an increasing need to satisfy bureaucracy by processing a case as quickly as possible. In a situation like this it is very easy to be governed by rules and procedures and particular theoretical approaches that may have little basis in reality. I am finding that good social work practice puts the needs of the client first and the rules and procedures second, particularly where they might contradict the values of social work. Social work, it would seem to me is based on a common sense of justice and on the basic worth of all human beings. Once this value is acknowledged and it is accepted that all human beings are valuable then the response has to be the one that best suits the situation and the people involved.

I have been brought up to have respect for myself and other people and to tell the truth. I have found that if I try to understand my work from this basis which in the literature, is a human rights perspective, then not only am I being true to the values of social work, but I am being true to my own values. Cemlyn and Briskman (2003) argue that social workers who base their practice on concepts of human rights and social justice need to be more aware of how the inequalities that they see in society might affect their practice. Sometimes society and its rules are not always just, society does not always operate in the best interests of the individual person, furthermore, the fact that social care is now based on how well it operates in the market, means that the legal framework within which a social worker has to act may also (however much it is unintended) work against individual rights. In these cases, Cemlyn and Briskman (2003) believe that the social worker has a duty to be prepared to go outside of the immediate context and be ready to operate at a personal level from an ethical sense and decision making process that is informed by the valuing of the human person and the concept of human rights. In a contemporary context the notion of human rights is all encompassing, however much the present Government might try to restrict it in many cases. In social work, it is arguably the case that the values of human rights and social justice are different from Enlightenment ideas of human rights and justice.. They are more inclusive in that the concept refers to all people and in this sense they are more true. Such values, it has to be said, should not be at the mercy of a system which is more concerned with rules that are governed by budgetary concerns. Ring (2001) explains this process when he says that:

The last two decades have seen an increasing emphasis on the performance of health and social services. This is attributable partly to central government’s concern to ensure value for money and contain expenditure, but variations in the range, quality, and costs of care, and failures to protect vulnerable individuals have also been significant concerns (Ring, 2001:1)..

Giving way to this means that those who actually need the social services, for instance the poor, or children at risk, or those with physical and mental disabilities, end up the losers and are pushed even further to the margins of society.

Reading and Values

Practical reflection Ruch (2002) contends makes a practitioner more open to new and different ways of coping with clients and their situations. Social workers also have to be aware of the more rational and theoretical approaches that underpin their work. I have learned from my reading about social values and social work that these things do not operate in isolation but are drawn together when I reflect critically on what I have read and what I am doing. I hope that the critical reflection which is a result of the above two processes means that I will work for the good of whatever client I may be dealing with and that I will be able to hold to the view that oppression is wrong. My reading on social values has taught me that as a social worker my practice should work against oppression. From an ethically informed perspective critical reflection should be a necessary part of social work training and practice because there is always a need to stop and think when you are dealing with people. In the same way, an emancipatory and anti-oppressive attitude is a critical component of ethical social work. When a practitioner is driven by target orientated structures then he/she does not have the time to think about what they are doing and to learn from the process. They can then, without meaning it, be drawn into unethical practice, or practice that works against the needs of the client. In this way they can end up violating their professional code of ethics if they are not careful. Social work practice that is based on heavily prescribed rules and actions is not equipped to deal with the complex nature of modern western society. In this way such practice is actually contrary to social work ethics as it neglects the fact that you are dealing with each client and situation on its on merits.

Reflective practice, on the other hand, acknowledges the uniqueness of each human being and each situation that arguably makes it much more compatible with social work ethics. Who a person is, their life history their culture, their race, and their gender all affect how they act and judge in a given situation. When I reflect on my work it is a way of noticing where and if I am biased about something and how this affects and influences my perception of a given person or situation. Holding to my personal values and to the values of social work means that I have to get to know myself well. Self-knowledge is, or should be a necessary component in a social worker’s continuing development. Papell (1996) contends that:

Social work learners must perceive the human situation which they confront in their practice and recognise that their perceptions are filtered through their own thinking and knowing processes, through their emotions and feeling processes and through the way they themselves integrate and regulate their own doing and behaving. Knowing the self is more than knowing how one feels. It is knowing how one thinks and acts (Papell, 1996:19).

How far then, is a social worker being guided by even general ethical principles and his/her own social values, let alone a specific code of practice. Ethics are moral principles on which our behaviour is based and in that sense they are interchangeable with values such as telling the truth and valuing people. Ethical codes on the other hand, while they may be based on moral principles, are not as generalisable in that they refer to particular professions and the way in which professional behaviour is governed. Butler (2000) maintains that such ethical codes cannot be said to be neutral or value free because they have arisen in a particular context for a particular purpose and as such are influenced by the ideologies held in that context. The ethical code or code of practice as it is outlined by the British Association of Social Workers defines social work and the values inherent within the profession in the following way:

The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (BASW,2001). ^[1]

The Association maintains that ethical practice must be centred on the needs of service users Social workers of necessity intervene in people’s lives and have an influence on situations, ethical decision making is therefore a vital component of social work practice (Osmo and Landau, 2001). The Association is there to give advice to social workers on what constitutes ethical decision making in different contexts. Decision making has to be grounded in the values of ethics of social work. Some of the issues that social workers have to deal with and that involve them in ethical decision making centre around balancing the rights of one individual against others, around public welfare and issues of institutional and structural oppression. This can make life difficult because the social worker has then to identify when institutions and structures are being oppressive and how the values of social work may be used to combat this.

Banks (2003) has argued that codes of practice and ethics are often idealistic that is to say that they are too far removed from the situation. Human rights for example might mean ensuring that someone has the right information to access the help they need, it is not always about large scale abuse. Codes of ethics can also encourage a false sense of security as they may be seen as providing a blueprint for how a social worker should act when it is impossible to legislate for every situation. Social workers need to be able to critically reflect on their own practice in order to act in an ethical manner in any given situation. Ethical codes are something that imposed from outside. This means that they do not have anything to say about a practitioner as a person and whether, and in what ways their personal values agree with or differ from the values of social work. It is here that reflection on practice is crucial. Without reflection on previous actions and how these might relate to the code of ethics the social worker could be at a considerable disadvantage in decision making and could either leave a child open to danger or infringe the rights of a possibly innocent client.

Social work intervention if it is based on real social values cannot be allowed to be target driven if it is to be truly ethical and based upon notions of social justice. In some respects organisational and managerial ethos does not always fit well with the ideals of social workers and their practice and some councils are not so inclined to recognise the rights of service users. This can leave social workers with a dilemma, do they operate within a human rights framework or don’t they? Moral engagement with clients takes place at a personal level and Husband (1995) maintains that social workers should not feel themselves limited by codes that does not operate within a framework that is informed by human rights and social justice. Ife (2001) argues that within the context of social work practice a framework, and working perspective of human rights:

…reinforces and validates the traditional understandings and practices of social work while in other cases it challenges some of the assumptions of the social work profession (Ife, 2001:1).

Social Work Values and Continuing Personal and Professional Development

While continuing professional development can tend to be outcome orientated in that the practitioner is attempting to reach a certain level of professionalism. This does not mean to say that reflective practice should be entirely forgotten and become totally process orientated. Rather, Postle et al. (2002) argue for a more inclusive approach of development where both outcomes and process are of equal value in the practitioner’s continuing development. This inclusive approach is achieved by reflecting on personal values and how far these can be said to be the same as social work values. I think my values are consistent with the values that underpin social work. I think that perhaps my understanding of how these values govern my behaviour and dictate how I deal with clients needs developing further. I also think that I need to pay more attention to what being reflective in my work really means and how this can be achieved.

Conclusion

Clearly social work values and social work practice have to be understood as two sides of the same coin. A social worker, I believe, cannot operate effectively without recognising how closely connected social values and the business of social work are. How we interpret those values, particularly if they appear to conflict with what is regarded as correct practice, needs careful thought and reflection. Our values may seem to remain constant but they do operate differently in response to different contexts and this is an area which I think needs further development. Adherence to a specific code of ethics and to social work values tends to imply that myself, and others learning to be social workers already possess a certain moral character and will thus act in accordance with specific values that take into account concern for the welfare of others whilst also having a concern for the self. I would hope that eventually this will truly be the case. Until such time, my values of truth and the worth of a person are very much in line with what I have understood about values in the course and what is contained in the literature. I hope that my engagement with social values during the course will lead me to develop into a more efficient, reflective, and ethically informed practitioner.

3000 words

Bibliography

Banks, S. 2003 From oaths to rulebooks: a critical examination of codes of ethics for the social professions European journal of Social Work Volume 6 No. 2 July 2003 p. 133-144

Barr, J and Steele, T. 2003 “Revaluing the Enlightenment: Reason and Imagination” Teaching in Higher Education 8 (4) October, 2003 pp.505-515

British Association of Social Workers (2002) The Code of Ethics for Social Work.http://www.basw.co.uk/.

Butler, I 2000. A Code of Ethics for Social Work and Social Work Research http://www.elsc.org.uk/socialcareresource/tswr/seminar6/butler.htm

Cremlyn, S and Briskman L. 2003 “Asylum, Children’s Rights and Social Work” Child and Family Social Work 8 (3) pp. 163-178

Gardner, F. 2001 “Social Work Students and Self-awareness: How does it happen” Reflective Practice 2 (1) 2001 pp.27-40

Husband, C. (1995) The morally active practitioner and the ethics of anti-racist social work. In: Ethical Issues in Social Work (eds R. Hugman & D. Smith), pp. 84–103. Routledge, London

Ife, J. (2001) Human Rights Social Work: Towards Rights-Based Practice. Cambridge University Press, Cambridge

Papell, C. (1996) Reflection on issues in social work education in: N. Gould & I.

Taylor (Eds) Reflective Learning for Social Work (Aldershot, Arena).

Postle, K. Edwards , C. Moon, R. Rumsey, H. Thomas, T. 2002 “Continuing professional development after qualification–partnerships, pitfalls and potential” Social Work Education Volume 21. No. 2 1^st April 2002

Ring, C. 2001 “Quality assurance in mental-health care: A case study from social work” Health and Social Care in the Community 9(6) 2001 pp. 383-390

Ruch, G 2002 “From triangle to spiral: Reflective practice in social work education, practice and research” Social Work Education Volume 21 no. 2 2002

Ruch, G. 2000 “Self and social work: Towards an integrated model of learning” Journal of Social Work Practice Volume 14, no. 2 November 1^st 2000

1

Part I: Case Assessment Report

New Territories West Integrated Family Services Centre

Case Assessment Report

A. Basic Case Information

Name of Client: Madam CHAN

Sex/ Age of Client: F/36

Name of Worker: Dada Wong

Nature of case: Counseling

B. Presenting Problem

Madam CHAN reported that she has been suffering from low mood, loss of appetite, headaches and insomnia for over a month. She had also lost motivation in doing household chores and would cry sometimes without reasons.

C. Social History

1. Genogram

2. Family background

Case client, Madam CHAN, moved from Mainland China to Hong Kong 5 years ago. She married with her husband, Mr. LEE, in Mainland China. They have one son, two daughters in total, and living together. Son is 12 years old, will become F. 1 student in secondary school, and daughters are 8 years old and 3 months respectively. Madam Chan got pregnancy last year and Mr. Lee suggested Madam Chan to have abortion but she refused. She insisted to give birth of the youngest daughter because she thinks it belongs to her. She expressed husband does not put much cares, include physical and financial, on the youngest daughter. Madam CHAN reported their marital relationship was fine when lived in Mainland China, but conflicts increase when move to Hong Kong. Client complains Mr. LEE sends most of his income for his parents in Mainland China and does not give much money for their family. They have arguments about this issue always.

3. Emotional condition

Madam CHAN suffers from low mood, loss of appetite for over a month. She reported sometimes would cry without reasons and loss of motivation in doing housework at home. Emotional unstable when talking about her situation, she cried twice during the counseling process.

4. Health condition

Client expresses loss of appetite, headaches and insomnia for over a month. She feels tired and lack of energy when at home, but no problem at working.

5. Financial condition

Madam CHAN now works as a part-time waitress in restaurant, and responsible for taking orders and delivering dishes to customers. She earns around $5000 per month. Mr. LEE is an air-conditioner technician, earning around $12000 per month. Madam CHAN reports Mr. LEE does not contribute much income on own family, around $3000 per month, but gives most of money to his parents in Mainland China. She reported that most of the expenditures of family are supported by her own.

6. Supportive network

Madam CHAN pays around $1000 each month for her younger sister to take care the baby when she goes to work. She expressed the money also viewed as a help to sister’s family. Client mentioned that her younger sister and brother have their own financial difficulties, therefore, she also needs to take the responsibility of parents’ financial supporting. Madam CHAN said she only visited for her parents two times after move to Hong Kong in five recent years.

D. Case Analysis

1. Underlying problem

Based on the information collected from counseling Madam CHAN, it is believed that her headaches and insomnia symptoms are closely related to the stress on family financial situation.

Madam CHAN expressed worries of limited income from being part-time waitress, may not be sufficient for supporting the expenditure of whole family. She complained Mr. LEE giving most of the salaries for his parents in Mainland China but little for family expenditures and children. They argued for this issue many times after Madam CHAN moved from Mainland China to Hong Kong. She believes that family financial situation would be improved if Mr. LEE willing to share more monthly income to their family. She tried to ask for more financial supports from Mr. LEE but failed, and thought like begging from him. She feels angry about that and gives up trying anymore. For this reason, she believes she cannot reply on her husband. In addition, client complained Mr. LEE ignores the responsibilities of taking care of the children, especially the new born baby.

On the other hand, based on the information got from Mr. LEE during interview, the third child is not he expected and wished. He believed the third child is a real burden on family financial aspect. He expressed the major reason of argument with Madam Chan is money distribution.

2. Assessment

Counseling done. From the interviews, Madam CHAN presented the concern about the financial problem of family. She cried twice when talking about the issue of Mr. LEE sends most of the salaries to his family in Mainland China. She said, “Maybe our children are less valued than his family!”. That shows her anger about Mr. LEE behavior toward money distribution. She has expressed her worries about the maintenance of family income as one more child at home nowadays, expenses increase. She reported that feeling lack of energy when at home, suffering from low mood, headaches and insomnia for over a month, however, does not have these problems when working. It is believed that her physical discomfort symptoms like headaches and insomnia are due to the pressure and worries about family financial situation.

From the interview with Mr. LEE, he expressed the new born baby is unplanned. He believes family situation in general would be better if without the third child. Mr. LEE expressed he has the money saving plan for children before, likes saving for their future study. That shows Mr. LEE willing to plan about the future of family. However, the new born makes the plan collapsed. He suggested Madam CHAN to have abortion but she insisted to preserve the baby. He was angry about that. Mr. LEE stated that Madam CHAN always ask for more money during the conversation. He has implied the new born may not belongs to him during the interview, but he did not explain further on this point.

3. Intervention

It is believed that the emotional problem of Madam CHAN may due to the stresses on worrying about not able to take care of the children and maintain the family income at the same time. According to the information got from interview, Cognitive Behavior Therapy (CBT) Approach would be appropriate to adopt in the intervention. CBT addresses the interactions between how we think, feel and behave (Somers, 2007). It believes that the peoples’ feelings, emotions, thoughts are the responses to the outside world. Therefore, one’s behaviors could be changed from changing their perception and cognition of the situation from the process of therapy (Somers, 2007). According to Hall & Iqbal (2010), CBT could reduce the stress and anxiety level, and the related symptoms would be relieved when go through the therapy or treatment. CBT states that behaviours could be changed by changing perception. Therefore, the stress related symptoms of Madam CHAN, such as headaches and feeling lack of energy, are expected be addressed if using CBT approach.

E. Recommendation for Follow-up

I would like to refer Madam CHAN for psychiatric consultation, to have medication treatments. It is necessary to relieve the physical discomfort of client immediately. Referral for psychiatric consultation was sent out.

After addressing the problem of physical discomfort syndromes, it is recommend Madam CHAN to join education group about stress management in centre after having individual counseling, in order to learn the skill of handle stress in life.

Counseling services in centre for Madam Chan keeps on for monitoring. CBT approach would be used on changing her perception about worrying the financial difficulties.

For long term goal, joint interview and counseling of Madam CHAN and Mr. LEE is suggested for them. As both of Madam CHAN and Mr. LEE have plans on family future, thus, the joint interview would focus on encourage effective communication between each other, to discuss how to do the better distribution of family income.

Signed by Intake Worker: _________Signed by Supervisor: _________

Date: _________ Date: _________

Reference

Hall, K. & Iqbal, F. (2010). The Problem with Cognitive Behavior Therapy. London: Karnac Book Company.

Somers, J. (2007). Cognitive Behavioural Therapy: Core information document. Vancouver: Centre for Applied Research in Mental Health and Addiction, Simon Fraser University. .

Part II: Self-evaluation

From the role-play practice, it was a good experience for me to feel the dynamic between worker and client. Within the practice, several communication and counseling skills have been used.

Several basic communication skills have been used in the counseling practice, such as Questioning, Reflection of feeling, and Paraphrasing and Clarifying. During the counseling process, open and closed also have been used. For the closed question, such as “Have you discussed with your wife about the income distribution of family?”, in order to know whether Mr. LEE and Madam Chan ever talked about the core problem. As Mr. LEE answer “No”, and following an open question of “Why?” to Mr. LEE, in order to know the reason and the dynamic between them. In addition, Reflection of feeling can let me to know the exact feelings of clients, to distinguish the feeling of disappointment or angry with Mr. LEE. The skill of Paraphrasing and Clarifying also help me to clarifying the meaning of Mr. LEE as he implied some wordings like he doubted about the baby is not belongs to him. I think it is important to clarify from him as it might be another core family issue in this case.

Empathy is also one of the important elements has been used during the counseling process because it can let me to engage with Madam CHAN. Once she feels I am a person who could understand her feelings, she becomes more willing to talk and share with me about real difficulties she is facing. Therefore, empathy is one of the core elements within the intervention process.

On the other hand, I had made a mistake in the intervention. I presumed the client emotion and attitude would be gradually better after each session. I anticipate Madam CHAN would turn to understand and appreciate Mr. LEE who has planned about their family future in last session. Therefore, I prepared a lot of suggestions based on Madam CHAN who is ready for consensus with Mr. LEE. However, my expectation failed. Madam CHAN does not want to agree with Mr. LEE, my suggestions were not suitable for client and seems I was not able to engage with her. It may due to I ignored the factors that they may have dynamic interaction during the week between sessions. From this mistake, I have learned that, as a worker, we should not presume the behavior and attitude of client. We could not include all the factors outside the intervention session. Also, behaviors are changeable. It was a good opportunity for me to learn, worker should prepare for changes every moment

Generally, I have urged client to change her mind and perception and ignore the emotional needs of client. As I would like to use CBT to be my intervention approach, to make client believes that the situation is not really bad and would like her to understand that Mr. LEE also planned for family future, I hope to change her mind as soon as possible. Thus, I may ignore the emotion needs of client, such as addressing her anger about feeling unresponsive of Mr. LEE. From this role-play, I have learned that, do not only focus on the intervention process but also need to cater and care about the feelings and emotions of client. It was a good experience for me to prepare the case work in the coming future.

1

REFLECTIVE COMMENTARY

This experience involved working with a group of 6 women with learning disabilities who live in an urban area of Wales. The group was set up to enable women with learning disabilities to improve their health and well-being. It provides equal opportunities by increasing their knowledge on how to be healthy and active like other women in Wales. The need for a healthy lifestyle is recognised in Maslow’s Hierarchy of Needs (1970) (Maclean & Harrison, 2008). The aims of the group are to increase the member’s confidence, promote healthy eating whilst developing and maintaining networks. Influencing personal, community and organisational problems which are consistent with The Fulfilled Lives and Supportive Community strategy introduced by the Welsh Assembly Government (2007)(Lindsey & Orton,2008). The main focus being social inclusion to achieve positive outcomes by working in partnership with other agencies (WG, 2007).

The women in the group were recognised as key contributors to the easy read leaflets/invite letters for all women in Wales, breaking down negative attitudes/stereotypes of people with learning disabilities. The group is peer led and provides support for members to learn from each other regarding women’s health and well-being. Payne (2000) suggests the purpose of multi-agency working is to plan, co-ordinate and deliver services the service user will benefit from. However, the Department of Health (Doh,1998) argues this system will fail the most vulnerable members of society including those with a learning disability. Within the Local Authority area in 2012/13 779 adults with learning disabilities live in the community and a further 113 live in a health service, local authority or private/voluntary residential setting (Welsh government, 2013).

Reaction to Event/Experience

I realised Group work would inform my practice although the forming stage had been carried out prior to my involvement. I felt I would need permission from the ladies to join the sessions for the following 6 weeks. This enabled me to gain the ladies trust and respect and allow them to feel safe and comfortable when discussing personal issues (Douglas, 1978) (CCW, 2002,). I felt quite comfortable introducing myself to the group having many years’ experience with adults with learning disabilities. Using the Johari window() enabled me to recognise I was not afraid of sharing personal information with the group as this would allow me to be accepted into the group and enable me to work in an anti-oppressive manner, (West & Turner, 2009).

Joining the group at the start of a 6 week intervention period I was able to identify the developments that needed to take place for the group to be successful. Tuckman (1965) suggest’s these are ; forming, storming, norming, performing and mourning. (Maclean & Harrison,2008).

The group participated in a storming session and were encouraged to make choices in activities they wish to join. Group work can be seen as a mutual aid to choice whereby all members of the group can benefit. Developing their knowledge through the support and interactions with each other (Lang, 1981).

I recognised System theory as an appropriate method of intervention as changes within a system can influence the application of this theory to practice (Vigars et al, 2008).

Maclean and Harrison (2008) suggest we operate within three systems; informal, formal and public systems. The group is a partnership initiative between social services, health and the voluntary sector and the ladies have forged links between Breast Awareness Wales, the police and education. I felt the women had come together to help inform practice and promote equality for all women with a learning disability. (CCW,2002, 1.1, 1.2, 1.3, 1.5, 6.4, 6.7: CCW, 2003, 2.3, 3.1, 6.1, 7.1, 7.2, 8.1).

I felt very proud of the ladies and being involved in the group. I could identify they have used the opportunity to build on their own friendships/networks as the group are now making arrangements to participate in community activities outside of the group. They have become concerned for each other and arrange to meet prior to the group, they show concern for each other and make enquires when a member does not attend the group.(CCW, 2002, 1.5).

I agree with Maclean and Harrison (2008) that we all rely on other people around us including family and friends making Systems theory a ‘human truth’ (Maclean & Harrison, 2008). However, Germain (1979) suggests it is too general and can be difficult to apply in certain circumstances which can be construed differently by different workers (Payne, 2005,b).

Identified learning & learning needs

I was able to reflect on the group in supervision and I could identify the group dynamics and behaviours that were taking place. This helped me to understand the need to not only present information to the group as a whole but to speak individually to the quieter members of the group to empower them and make their own choices.

I was able to identify my communication was a vital part of group work and Egan’s Skilled Helper approach enabled me to take into account the different levels of communication required within the group, taking into account the quieter members also had a voice and an opinion that needed to be heard (Egan,2010).

How might the learning needs be met?

Continuing to develop my knowledge of theories and how they can be put into practice to empower individuals. Using the Collingwood (2005) KIT framework will help me to understand the service users circumstances and enable me to identify the best form of interventions to provide the best form of intervention as using the wrong theory at the wrong tine could have a negative affect rather than a positive (Wright, et al, 2010).

Assessors signature of verification

Date

References

Care Council for Wales (CCW) (2002). The Code of Practice for Social Care Workers. Cardiff: Care Council for Wales.

Care Council for Wales (CCW) (2003). National Occupational Standards for Social Work. Cardiff: Care Council for Wales.

Douglas, T. (1978). Basic Group Work. London: Routledge

Department of Health (DoH, 1998). Partnership in Action: New opportunities for jointworking between health and social services –A discussion document. London: Department of Health

Healy, K. (2005). Social Work Theories in context: Creating frameworks for Practice. Hampshire: Palgrave Macmillan.

Johnsson, E. & Svensson, K. (2005). Theory in social work – some reflections on understanding and explaining interventions. British Journal of Social Work. Vol 8 (4) pp. 419-433.

Maclean, S. & Harrison, R. (2008) Social Work Theory A straightforward Guide for Practice Assessors and Placement Supervisors. Staffordshire: Kirwin Maclean associates Ltd.

Payne, M. (2000,a). Team Work in Multi-Professional Care. Basingstoke: MacMillan.

Payne, M. (2005,b). Modern Social Work Theory 3rd Edition. Hampshire: Palgrave MacMillan

Vigars et al. (2008). Faculty of Health and Social Care: Aids of Practice Cards. The Open University.

West & Turner (2009) Understanding interpersonal Communication 3^rd edition. USA: Wadsworth Cengage Learning.

Wright, S, et al. (2012). Evaluation of Early Parental Intervention Pilot Project. XXXXX. Welsh Assembly Government. Retrieved from: http://www.scie-socialcareonline.org.uk/profile.asp?guid=13a77ca2-2f61-4dbc-a8b0-368ff694ffe1 [Accessed 23/10/2012].

Lindsey, T. & Orton, S. (2008). Group work Practice in Social Work: Transforming Social Work Practice. Exeter: Learning Matters

Lang (1981)

.Welsh Government. (2010). Fulfilled Lives Supportive Communities. Cardiff: Welsh Government

Welsh Government (2013) Stats Wales. Persons with learning disabilities by LA, service and age range. Retrieved 27/04/2014 from https://statswales.wales.gov.uk/Catalogue/Health-and-Social-Care/Social-Services/Disability-Registers/PersonsWithLearningDisabilities-by-LocalAuthority-Service-AgeRange

I will demonstrate the role of the practitioner on Reflective Anti-oppressive practice. l will reflect upon the effect that my experiences had on me . In relation to supporting care housing will identify the underlying values of being a reflective practitioner.

In the essay, I will explore and draw upon a range of Models and theory’s themes as shown:

• Thompson -PCS model

• Tuckman theory (1983)

Banks (2001) explore oppression, discrimination and anti-oppressive practices are based on society that creates divisions and how people divide themselves. Conducting a session about sex education set targets to assess the young people is to treat people with respect and value each other, avoid negative discrimination(quote). Dalrymple et al, (1995) defines the anti-oppressive practice is about a process of change, ich leads service users from feeling powerless to powerful’ (Dalrymple andBurke, 1995). Empowerment links with anti-oppressive practice, in that the social worker can work with service users enables them to overcome barriers to solving problems.

Braye et al (1997) identify the challenges faced in practice, it is about positively working to myths and stereotypes speak out and act against the way professional practices and the law itself discriminate against certain groups of people (Braye andPreston-Shoot, 1997).

Case study: homeless pregnant young person

Young person 18 years old sharing at her friend’s home. She is 3 week pregnant; her boyfriend has left her and both arguing all the time. There are no support from home as her mother on benefits and living off her.

The organisation is run by supported housing is called Vincent de Paul ‘society SVP, which is an international charity Christian voluntary organisation. SVP aim to tackle poverty and disadvantages provides accommodation and support for clients through contact with supporting people between 16-25 years old(svp.org.uk, 2012).

The types of vulnerable group who are homeless are served females only Clients with learning disabilities and mental-health problems accommodated. SVP is a community based valued which is supported by the local authorities (svp.org.uk, 2012 ). Value based within the local community, especially in relation to the framework of occupation in supported housing these identified the service provided for young people. values of choice is to respects the rights from where they live as well as promote young people rights to make their own decisions choices.

The aim of forming is to identify the boundaries on both interpersonal and task behaviours (Tuckman,1965). I have applied Tuckman’s theory in the workplace because this has helped to identify leadership within a group stage development. The stages are the following; , Forming, Storming, Norming and Performing. Tuckman’s (1965) approach as a linear model was applying to the group.

The standards and norms of behaviour are establishing. Forming identified to work with group service users together. However not everyone does not want to engage

From storming to norming stages, working with client P is recoded by doing key sessions weekly Client P have to make the choice to conform with, she is awareness breach her contract . Asking open and closed questions are the key to build a good rapport with the service user.

The PCS modal identifies the levels of oppression;

Personal
Cultural
Structural
The PCS Model
Personal

Beliefs, attitudes and behaviour

How people regard or treat others

Cultural

Accepted values and codes of conduct

Consensus

Structure

Structural and institutions within society which act to perpetuate social divisions, prejudice and discrimination

Personal (P) level

Individual actions that I come into contact with, for example service user.

Cultural (C) Level

This analysis is related to the ‘shared values’ or ‘commonalties’. For example, shared beliefs about what is right and wrong, good or bad, can form a consensus.

Structural (S) Level

This analysis demonstrates how oppression is ‘sewn into the fabric’ of society through institutions that support both cultural norms and personal beliefs. Some institutions such as sections of the media, religion and the government can cement the beliefs.

Case study: homeless pregnant young person

P: Young person 18 years old sharing at her friend’s home. She is 3 week pregnant; her boyfriend has left her and both arguing all the time. There is no support from home as her mother is on benefits and living off her. There is argument with her new boyfriend for support.

C: being homeless within the community she is sharing her thoughts and feelings with different groups.

S: Network of divisions, social services, health, local authority

Practitioners will support with learning tools that transform to challenge oppression. Thompson, (2006) have identified the barriers in relating to ethical practice to identify form group- based approaches to anti-discriminatory practice to work together on issues of inequality, discrimination and oppression (Thompson, 2006). Challenging practice with young people engages them into ways at using wider policy objectives ia person centred base. Service users will openly discuss and debate issues within a safe environment amongst their peers and focus on building one’s confidence and reassurance within a group, as well as maintaining the learner’s concentration.

These principles are about being worthy of attention regardless what they can do and who they are as follows

• Respects and promote young people’s rights to make their decision or choices, unless the welfare of them as seriously threatened.

• Promote the welfare and safety while permitting them to learn through activities.

• Contributes towards the promotion of social justices for young people and encourages them to respect differences, diversity and challenging discrimination.

• Act with a profession integrity (Banks, 2001)

When assessing young people it is necessary to take into consideration that there are no right or wrong answers. By using open questions, this allow service user to engage with the practitioner to expand on their opinions and experiences..

Conclusion

Using the PCS model, I recognised the signs within groups to work together and support each other on their strengths and weakness. Thompson, (1994) identified the barriers in relating to ethical practice to identify form group- based approaches to anti-discriminatory practice is to work together on issues of inequality, discrimination and oppression. Tuckman’s theory in the workplace has helped to identify leadership within a group stage development. I identify the stages through tuckmans theory has helped to be non judegment al with clients as their strengths and weakness can be assesss to build up their esteem and confidence for them to rapport a good working relationship.

This assignment will critically reflect upon the learning that I have gained through group participation. It will also look at what knowledge I have learnt in relation to how I look at putting theory into practice. It will also explore how these theories interconnect and how I used elements of psychology and sociology to explain how I might work with individuals in future practice.

As a group we chose to analyse scenario two, the case of Fiona and mainly focused on her mental health issues, her lack of support as a result of family breakdown and her social isolation. To begin with we identified that Fiona seemed to have a lack of control in her life and as a group we felt that this was a huge area that needed to be addressed. To begin to support Fiona she needed to be ‘given meaningful choice and valuable options’ (Clark, 2000, p.57) in order for her to gain greater control over her life and her circumstances. As a social worker we promote ‘social change, problem solving in human relationships and the empowerment of liberation of people to enhance well-being’. (IFSW, 2000, cited in Banks, p.3).This was an important aspect to remember when applying theory to Fiona.

Theory in social work is an attempt to explain situations and social relationships. So to be begin with as a group we began to look at theories that may help Fiona holistically such as Marxist theory and in particular conflict theory which seeks to examine structural inequality within society. This theory argues that society is structured along lines of inequality such as wealth, health and income thus providing people with different life chances which in turn can result in different life experiences. So whilst this theory could be linked to Fiona with her structural issues of deprivation and relative poverty and the issue of crime and deviancy in her neighbourhood, this was not the main focus that our group were concerned with and we wanted to concentrate more on her social isolation and her lack of a support network.

Systems theory was looked at by the group and I came to understand that this theory would fit perfectly with what we were focusing on. Although I did not do much research into this theory for the group work I did get a greater understanding of how this theory would link to Fiona. Systems theory is a functionalist perspective that takes into account how individuals relate to one another and society as a whole. It would seem that this theory is popular with social work texts and in practice as it has been suggested that it ‘can be attributed to the consistency with social work’s long-standing mission to understand and respond to people in their environment’ (Bartlett, 1970, cited in Healy, 2005, p.89). This theory seeks to provide ways to understand problems and issues and after perusing through some of the literature, I had to agree that this theory links closely to an empowerment approach which aims to seek social change at both an individual and a social level for a service user and as I already know, empowerment is a core component of social work practice.

From the start as a group we always knew that we were going to apply cognitive theory to Fiona. As part of my individual research I focused on cognitive theory and cognitive behaviour therapy (CBT) as this was the perspective that we felt as a group would be most beneficial to Fiona. While researching this theory my understanding of it was that Fiona needed to address the distorted picture she had of herself as she was blaming herself for experiences not of her making. She had low self-esteem and low self-efficacy and as such she had developed faulty cognitions about herself. Wessler (1986, cited in Gross, 2005, p.286) suggests that CBT is ‘the attempt to change cognition and is always a means to an end, that end being lasting changes in target emotions and behaviour’. This I felt is exactly what Fiona needed to do. She needed to change the ways she thinks (her cognition) so she can change what she does (her behaviour) and as such this is the theory that we are a group used in our presentation. It became evident the more I researched CBT that this is a theory that could be applied to many service users as the struggles of daily life can be stressful and CBT could help them cope better in the future as it can be completed in a relatively short time.

I gained a vast amount of knowledge about why social workers use theory as we prepared for the group presentation. I understand now that theory helps to explain a situation and perhaps how that situation came about. I recognise that theory can be seen as helping to describe (what is happening), explain (why it is happening) and predict (what is likely to happen next). In practice, if I understand all the above I can help to control a situation and bring about change for the service user. I began to recognise that there is no one single theory that can explain everything. Theories have limitations too and will not work for everyone. I learnt that much of the theory that is used in social work is drawn from outside the profession and has its roots in psychology and sociology and that we should always apply the value base to theory. Theory can help to avoid discrimination and as social workers we are orientated towards anti-oppressive and empowerment practices which seek social change. Dominelli (2002 p.4) suggests that social workers can help ‘individuals to understand their situation, make connections between their personal plight and that of others, examine power relations and their impact on the specifics of their daily routines and acquire the knowledge and skills for taking control of their lives’. When theory is used in practice it can undo jumbled information and give the social worker more direction in their work with the service user. Using theory in practice can give an explanation about why an action resulted in a particular consequence and as such can help the social worker to review and possible change in an attempt to make the consequences more effective. It became clear to me as I researched that theory is important in practice both for the service user and for the social worker to be more valued in society.

At the heart of social work lies the fundamental belief in human rights, citizenship and social justice (Fook, 2002). Indeed, social workers are ordinarily duty-bound to advocate the principles of empowerment through anti-oppressive practice whilst placing the wishes and needs of clients at the centre of delivery (General Social Care Council (GSCC), 2004; Dalrymple and Burke, 2006). Yet practice is complex not least because the success of any intervention is entwined with the phenomenological attributes of both clients and practitioners (Prynn, 2008). Thus, social work practitioners face significant challenges such as identifying what they contribute to a relationship, how this impacts on decisions and what individual and structural power imbalances influence practice (Fook, 2002).

Critical practice is a conceptual tool which affords practitioners the opportunity to engage in transformational practice whilst recognising the value base and social justice agenda of social work (Fook, 2002). This paper will briefly provide a case study of an experience I encountered as a practitioner. This will then be explored through what Brechin (2000) identifies as the three interrelated domains of critical practice: critical analysis, critical reflexivity and critical action. In doing so it will demonstrate how I have engaged with my ‘self’ to identify what I took into practice and the implications this can have in being a transformational practitioner.

On commencing my role as a project worker within a residential home for young people with behavioural difficulties I was introduced to John (pseudonym). John was fourteen and had a history of anti-social behaviour and a criminal history for burglary and assault although all cases were at least two years prior. John was in care because of a request from his parents who no longer felt they could control his behaviour because his reaction to discipline was often non-compliance and violence. His file illustrated him as mischievous, yet comical, with recent signs of improved behaviour. He enjoyed partaking in various hobbies; however, these were often short-lived with him becoming disinterested very quickly.

I worked with John for several months and at a case-review meeting John’s parents informed the panel that he wished to take up boxing. His parents supported the idea, as did the Social Worker because it was thought it may inspire some discipline. I objected because of his criminal conviction of assault. However, the Social Worker dismissed this by indicating that John’s wishes were important and that our role was to empower him. Despite my objections it was agreed that John could attend. John soon attended a boxing club organised and operated by two retired policemen. Approximately one year later John was convicted of aggravated burglary with the victim being an elderly woman.

The first domain of critical practice, critical analysis, is concerned with how practitioners evaluate evidence, policies, and knowledge to influence decisions (Brechin, 2000; Glaister, 2008). Furthermore, the practitioner becomes conscious of multiple perspectives and the contextual nature of them (Brechin, 2000; Fook, 2002). Chalmers (2003:22) claims that practitioners who intervene in people’s lives have a responsibility to be informed by ‘rigorous, transparent, up-to-date evaluations’. Yet Sheldon and MacDonald (2009) note the reliance on robust evidence being available and the practitioners having the time, resources and skill-base to adequately evaluate evidence. Indeed, Fook (2002) argues that it is often in the interests of agencies to prevent such approaches as it may lead to increased responsibilities and higher costs.

Placing this experience in the context of critical analysis it is unsure at this point what informed the Social Workers knowledge; however, it was clear that he wished to respect John’s voice. The Social Worker believed John had personal agency and a fundamental right to choose his own life direction. The GSCC (2004) concurs with the Social Worker in-so-far as practitioners should promote independence and respect the client’s right to take risks. The Social Worker, as an agent of the state, was further supported by policies such as article 12 of the United Nations Convention on the Rights of the Child (1990:4) which stipulates that any child ‘capable of forming his or her own views has the right to express those views…[and this be] given due weight’. Indeed, his employer has signed up to this convention (Somerset County Council, 2009).

However, practitioners also have an obligation to ensure that these risks are managed and necessary steps are taken to minimise the risk of harm to service users or others (GSCC, 2010). I held an alternative view to protect John, and others, from harm. It is clear that both the Social Worker and I had valid points, thus, being guided by knowledge, policies and theories on their own may result in conflicts about what actions to follow (Banks, 2006).

The second domain of critical practice, critical reflexivity, originates from reflective practice and the concept that practitioners learn through experience (Schon, 1983). However, because reflective practice has limited criticalness (Fook and Askeland, 2006) it often fails to acknowledge deeper processes which impact practice (Fook, 2002). Furthermore, reflective practice can result in negative outcomes such as self-doubt or an acceptance of status quo’s (Eby, 2000). Critical reflexivity refers to a practitioner who engages in ‘self-criticism’ whilst being reflective. The practitioner becomes reflexive in questioning pre-established values, assumptions and prejudices (Taylor and White, 2001) and gains an understanding on how this influences negotiated understandings and interventions whilst working across difference (Glaister, 2008; Fook, 2002). Because critical reflexivity permits the practitioner to acknowledge the complex nature of the client’s circumstances and their perspectives there is an organic acknowledgement of cultural and social disparities (Fook, 2002). Indeed, Allport (1978:437) concurs and states how practitioners who engage in inwardness are generally less prejudice, are more tolerant in understanding others, and exhibit a ‘desire for personal autonomy rather than for external, institutional anchorage’.

Critical reflexivity affords me the opportunity to contemplate on how my preformed values and assumptions influenced my perspective. Thus, I needed to consider the opposition I held to John’s participation. As a pre-adolescent child I was bullied in school with a particular individual being prevalent in my memory. This individual attended martial arts which he duly practised on me. Ultimately, this had a significant impact on my belief that violence is wrong. Indeed, in relation to John my assumption was that everyone who attended a power sport had the potential to bully. This was hyperbolised by John’s past and thus my opposition to his partaking. Adams (2009) supports my exploration by indicating how our experiences can have an implicit impact on our decisions and in this instance I can identify how my negotiated understanding had become manipulated by my self.

The Social Worker adopted a Kantianistic approach by wanting to empower John to make his own life choices. Indeed, the Social Worker wanted to advocate Johns rights rather than impose carers perspectives which is understandable considering the current agenda toward person-centred planning (GSCC, 20100; Kellett, 2009). However, I felt that as professionals there was a justification in adopting utilitarianistic values because the risk of re-engaging in criminal activities was too high. Yet evidently apparent is neither the Social Worker or I respected each other’s perspective. However, notably the issues of the Social Workers claims that he wanted to empower John also become apparent. The very notion that the Social Worker wanted to empower John indicates that the Social Worker was actually the one with the power. Yet, the Social Worker has duties and responsibilities beyond the value of empowerment because of his legislated duty to protect John, and others, from harm (Banks, 2006).

The final domain, critical action, is concerned with practitioners having a robust skill-base whilst being conscious of its contextual nature. A critical practitioner works across difference to promote empowerment whilst confronting structural oppressions (Brechin, 2000; Eby, 2000). A primary principle of critical practice is the notion that practitioners should be research-minded in understanding the contextual basis of empirical evidence (Shemmings and Shemmings, 2003). Utilisation of the best available evidence is essential to contemporary practice (Sheldon and MacDonald, 2009) and yet despite being a ‘self-evidently a good idea’ (Trinder, 2000:3), evidence-based practice has faced fierce opposition because there is a risk that practitioners may abandon reflexivity and personal agency for technical rationality (Taylor and White, 2006; Webb, 2001). However, this view has been adequately challenged by commentators who state that evidence-based practice, which actually means evidence-informed practice (MacDonald, 2003; Chalmers, 2003) has, when scrutinised, the potential to minimise the risk of harm to service users (Chalmers, 2003). Indeed, evidence-informed practice is the critically appraised synthesis of empirical and experiential evidence (Fook, 2002; Sheldon and MacDonald, 2009).

In linking this to my experience with John, it becomes clear that I could not knowingly offer any definitive empirical evidence to support my perspective. However, neither could the Social Worker. In this sense both the Social Worker and I failed to be research-minded. Thus, in opposition to anti-evidence-based advocates, this experience indicates how practitioners can make mistakes when acting on instinct alone. Indeed, a brief search for empirical evidence found a longitudinal study by Endersen and Olweus (2005) which identified how participation in power sports for adolescents with a previous history of anti-social behaviours is likely to result in re-engagement. As John had a previous history of theft, this evidence may well have helped me, the Social Worker, and even John, come to a different decision.

Critical action also involves the practitioner developing a consciousness of the often hidden imbalances of power between themselves, agencies and the client (Payne, 2005). Critical practice occurs within the context of theory and consideration of critical theories permits me to understand my construction of power and how this influenced my action, or inaction. For example, Foucault was concerned with language and how discourse can assist professionals to create ‘natural and unchallengeable’ situations because they are deemed to have knowledge and thus power (Finlay, 2000:85). Indeed, the Social Worker established, chaired and controlled the case-review meeting. Fook (2002) concurs and argues that professionals utilise societal structures in order to suppress service users. Taking my earlier point regarding the construction of the case-meeting further it is clear that it was designed by adults with no real consideration about what John wanted. Indeed it is hard to understand why John, or an advocate, was not at the meeting. Yet, even if John was permitted to attend, it is highly likely he would have faced oppression by being forced to engage with the hegemonic language of adults which he would not have understood, thus he would ultimately been oppressed and possibly disempowered (Kehily, 2009). However, Cocker and Allain (2008) contend that service users have the right to take a pro-active role in decision making processes and suggest that the role of the practitioner is to ensure that service users are fully informed through the provision of concise information. This clearly did not transpire and thus true empowerment was never apparent.

In concluding it is evident a professionals self can impact on the everyday lives of service users and practitioners. As practitioners we all have multiple identities which we take into practice. Not only do these derive from our previous experiences, but also our responsibilities as professionals, agents of the states, as employees and of course as statutory creation created to fulfil a role. Indeed, critical practice assists practitioners highlight how their self has been impacted upon from each of these identities and permits the us to make decisions, along with the service user, that are more likely to produce a more productive, and effective, outcome for all.

In engaging in critical practice I have been able to identify significant factors which may have contributed to a better outcome. Whether John’s participation in boxing contributed to his re-engagement in criminal activities cannot be realistically measured. However, what is certain is John was disempowered in-so-far as he should have been fully informed. It is clear that none of the three domains of critical practice isolated can work independently, however, the careful and intentional synthesis of values, experiences, evidence and knowledge along with an awareness of structural disadvantage caused by agencies can all have a positive impact on the self and ultimately a practitioner’s power to challenge practice.

I misplaced my power as a morally active practitioner and permitted the Social Worker to make a judgement based on instinct. I could have researched the potential issues of boxing and provided John with more in-depth information in a format he would understand. However, as practitioners we have an obligation to learn from our experiences because a critical practitioner who is engaged with their self is more likely to succeed in becoming a transformational practitioner.

This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore group work theories, collaborative and inter-disciplinary 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 professions, 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. This was evident during the group work as the group worked collaboratively to share ideas and tasks were allocated to each member according to competencies and mutual understanding.

Salas et al. (2012) states that, group work started from the perspective of people working in partnership for a common goal. The theories of group work later materialised in regard to the dynamics of group work and the they provide an understanding of human behaviour when people are working in groups. 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 Tuckman and Jensen (1977), the forming stage is when the group members are establishing common interests and get to know one another with the desire to be part of the group. 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.

Tuchman and Jensen (1977) state that, storming stage may involve competing for ideas and perspectives, rules are developed and members may confront one another. Conflict may emerge and when unresolved, it can inhibit the team’s progress. There is then the norming stage when members take roles and responsibilities and an agenda is established. This stage involves belonging, growth and control. The performing stage is when the group is functional and tasks are implemented and evaluated. Finally, the adjourning stage involves the goals and objectives fulfilled and task completed.

Tuckman and Jensen’s (1977) model of group formation can be applied to different settings and groups and it is easy to use. The model is flexible and can be applied regardless of type of group or task. However the model has no clear demarcation of the stages and is a linear format although the first four stages may not be in sequence. It does not explain time spent in each stage or if the stage can be repeated as some of the stages can recur for example norming and perfoming stages. (Halverson 2008)

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. I was in favour for a presentation using Power Point, however the majority of the group voted for a role play which I thought was not going to address all the information due to time allocated for the group to present. I was also a bit anxious for failing the task as the group had elected me to take the lead on the role play. At that time I felt that the team wanted me to do most of the task and I rejected the ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback.

Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include co-ordinator, evaluator, maintainer, innovator, shaper, implementer, expert, investigator, team and completer, 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 of being inflexible with ideas of others.

The feedback brought awareness on how I work with others and will help me in my practice. I think I took the role of an implementer who turns the team concepts into practical actions and plans however, inflexible and somewhat reluctant to change. However reflecting on my experience from my previous placement when I was working on a project to enable young mothers to gain independent skills, the project failed because I lost interest as a result of constraint in obtaining the resources. I think at that time I took the role of an investigator.

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 think in future I need to be flexible and think of other ways of working around the plan for the benefit of the service users. I should also seek supervision with my manager to discuss such situations as it can provide best possible support. 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 of working with teams or groups in an organisation. They suggested that, 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, resources and leadership structures. I abandoned a project which was going to benefit the young mothers and in a way the community as well. Although this was due to organisational constraints, as a future social worker, I should try to balance responsibilities in a way that supports well-informed decision making, using professional judgement and accountability (British Association of Social Workers 2012).

Salas et a.l (2012) state that, in order for me to be grounded in theories of group work, I need to formulate theoretical frameworks that are in alignment with my perspectives and inclinations. To achieve this I need to have knowledge of the strength and weaknesses of the frameworks I use. This will help me to select theories that are appropriate to the situation.

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 effective interpersonal skills. As a social work student, in order to work collaboratively, I need to develop skills and knowledge in decision making, effective communication and task coordination and the ability to learn from others and embrace change (D’Amour et al 2005). This is imperative as I will be working in teams with other professionals or agencies.

From the unit group work, I have learnt that mutual understanding and collaboration is vital for teamwork to be effective. Teamwork requires respecting each other’s values, beliefs and viewpoints and also self awareness of my own beliefs, values and perspectives (Hall 2005).

I also now have an understanding of the importance of effective communication, participative decision making and accepting ideas of other when working in a team. The group work enabled me to develop skills in sharing of ideas and also how to relay and support my own viewpoint with confidence.

According to Crawford (2012), I must have an understanding of my own professional identity as a social worker so as to develop confidence in myself and work with other professionals effectively.

The HCPC (2012) states that, I must “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), as values are internalised, they can be invisible to other team members thereby creating obstacles in inter-professional working. As a result, I must make my professional values clear to other professionals I work with and also have an understanding of their values.

The College of Social Work (2014) states that, as a social worker, I need to develop skills, competencies and the ability to recognise the challenges and dynamics of team-working and also have an awareness of team cultures so as to be able to work effectively in a multi-disciplinary team.

The group work task and the feedback I received from my colleagues enabled me to develop awareness on how I work with others and I also managed to learn about my strengths and weaknesses. For example taking the role of an implementer I was able to execute a plan however resistant to change. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. In future, I need to take into consideration other people’s ideas as there are different approaches to tasks and also appreciate other people’s experiences and values especially when working with professional of different background as mine.

References

The College of Social Work (2014) Roles and functions of social workers in England http://www.tcsw.org.uk/uploadedfiles/thecollege/_collegelibrary/policy/rolesfunctionsadvicenote.pdf

D’Amour, D, Ferrada-Videla, M, Rodriguez, L, & Beaulieu, M 2005, ‘The conceptual basis for interprofessional collaboration: core concepts and theoretical frameworks’,Journal Of Interprofessional Care, 19, pp. 116-131, CINAHL Plus with Full Text, EBSCOhost, viewed 14 August 2014.

http://0-eds.b.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?nobk=y&vid=4&[email protected]&hid=102

Claire B. Halverson, S. Aqeel Tirmizi

Effective Multicultural Teams: Theory and Practice: theory and practice

British Association of Social Workers (2012) The Code of Ethics for Social Work :Statement of Principles

http://cdn.basw.co.uk/upload/basw_112315-7.pdf

The Ipswich Women’s Centre Against Domestic Violence is a feminist community based organisation committed to working towards the elimination of domestic and family violence throughout the community. The primary focus of IWCADV is to provide support to women and children survivors of domestic and family violence. This includes telephone information, referral and support services, court support for women, counselling services, group work and children’s work. During my placement experience as a women’s counsellor at IWCADV I first spent a few weeks developing my understanding of the issues involved in domestic violence and the systems that are in place to support women and children who are survivors of domestic and family violence.

My knowledge of the issues affecting women and children experiencing domestic and family violence includes an understanding of the emotional impacts of abuse (such as feelings of grief and loss, anger, guilt, depression, trauma), the loss of personal and physical security, safety concerns, the financial costs, family law and other legal issues, and power and control imbalances in relationships.

I have developed my knowledge of the issues affecting women and children experiencing domestic and family violence in my university studies and my work experience. The understanding that I gained from my University studies was enhanced during my student placement at the Ipswich Women’s Centre Against Domestic Violence. It was here that I developed my understanding of feminist perspectives on domestic and family violence, including the individual, familial, legal and social issues. In this role I was able to develop my understanding of feminist informed practises and techniques. I support this framework for practice as it can empower women and help them find their voice, encouraging women who have experienced the loss of control to make choices about their own life and to take responsibility for their life choices and to take back control. I worked from within a feminist framework to empower the client to find her voice and to discover her worth and make her own choices.

In my role as a student counsellor at IWCADV I provided crisis support and advocacy work to women who have experienced domestic and family violence. During the beginning counselling sessions, I found it was quite difficult to always follow the story and set direction for the counselling. I took a strengths based narrative approach and usually after 2 -3 sessions a clearer picture had developed of the client’s experience with domestic violence, and this continued to unfold throughout the counselling sessions.

One of the most personally rewarding aspects of my counselling experience was the opportunity to explore and experience symbol and sand tray therapy. I spent some time reading Sandplay and Symbol Work – Emotional healing and personal development with children, adolescents and adults by Mark Pearson and Helen Wilson to prepare for my personal experience with symbols and sand tray therapy during my professional supervision sessions. I then had the opportunity to introduce one of my counselling clients to the sand tray. Whilst I did have feelings of uncertainty about my ability to facilitate the process, I did feel comfortable enough with the setting and with my client to create a safe place for self-discovery and self-awareness. She was very open to the process and we both found this to be an enjoyable and meaningful experience. My client reported that this was a very positive experience for her and allowed her to process some of her experiences with domestic violence and that it was a breakthrough for her in terms of learning to accept and value herself. I felt that it was an honour to share this part of my client’s journey.

With another client who was directed by the Department of Child Safety to attend counselling, setting the direction for each session was more difficult. I did not believe that this woman was ready to explore some of the emotional issues related to the trauma that she had experienced as a result of long term domestic violence. I was encouraged by her regular attendance and I believe that this was a result of my increasing ability to develop rapport. I was able to develop good rapport with my clients by being non-judgemental, using open ended questions and appropriate body language. I believe that my skill in developing rapport is reflected by the feedback and regular attendance to counselling sessions by my clients.

I did struggle with ending the sessions on time and frequently found that sessions with some clients were running over 1.5 hours long. I spoke with some of the other workers at the service about this and they agreed that it could be difficult especially when women are exploring very painful issues and that it was important to be sensitive but direct when closing a counselling session.

The group supervision times that I was included in at IWCADV were also very rewarding and inspiring times for me. The other workers at the service were all very passionate women with a strong commitment to empowering women and changing community attitudes about violence towards women. During group supervision there was opportunity and support for workers to reflect on their own feelings of despair and helplessness, and there was encouragement to extend and share your knowledge and understanding of the issues relating to domestic and family violence. The group times were also very rewarding team building occasions and there is a strong commitment at the service to supporting one another. For example, I found that after long phone calls or after a counselling session, another worker would check-in with me to provide any support and to answer any questions that I had.

The purpose of this essay is to discuss an observation I undertook of an 18 month year old boy, whose mother was a friend of a friend who I had no prior knowledge about. Initially I explained the observation to the mother and a contract was soon drawn up and subsequently signed. It ensured that the study was completely confidential and the child’s name would be anonymised. I have used x to refer to the child. Firstly I am going to discuss some of the challenges I faced, how intrusive I felt initially and how I struggled not to interact. I will then discuss the benefits of child observations in helping me to overcome these challenges, for instance, the benefits of seminar groups and how the observation has been beneficial in developing my reflective skills. I will then discuss some factors I felt impacted on my observation and how these will be useful to me in future social work practice.

For me one of the most challenging aspects I found with the child observation was feeling intrusive. Initially on my way to the house I felt very nervous and during the observation when x ran off to the kitchen to see his mother I felt very uneasy following him as I felt I was invading their privacy. Having read McMahon & Farnfield (1994) I now know that this is a common anxiety for students who undertake child observations as many observers feel uncomfortable about intruding in to the privacy of someone’s home. However, having read Quitak (2004) I know that social workers often have to visit client’s homes and if they are too anxious to invade a client’s privacy they may miss out on information that is vitally important. For example, social workers can feel intimidated by parents and find it difficult focussing on the child (Blom-Cooper et al, 1985). Social work will often involve infringing on a client’s privacy (Trowell and Miles, 1991). Therefore it is vital social workers have the confidence to deal with their uncomfortable feelings of intruding in order for them to be effective in their role (Quitak, 2004).

I felt the seminar groups were beneficial in helping me to overcome my fear of intruding because they felt like a safe space in which I could discuss my anxieties. McKinnon commented that the seminar group provides a “safe container” (2009: 90). The seminar creates a safe environment where students can share and discuss any uncomfortable feelings and experiences that they came across during the observation (Ruch, 2007). The term containment was developed by Bion (1962) who believed that therapeutic relationships, such as groups can act as containers for uncontrollable feelings (Ruch, 2007). In the same way a mother or carer contain the painful feelings of a child and return them in a way the child can understand in an attempt to make the child feel safe (Mckenzie & Beecraft, 2004). The seminar also acts as a container, by discussing my feelings and anxieties about intruding on somebody’s home it helped me to overcome the anxiety of feeling intrusive which was distracting me from observing properly. As I continued to visit the home for following visits, I subsequently developed my confidence in visiting the home and not feel quite so intrusive.

In addition, one of the biggest challenges I faced was my desire to intervene. Ruch (2009) believed that attempting to not interact with a child is arguably one of the most challenging elements of the child observation. I always felt cruel because at times I had to completely ignore the child and this felt strange and unnatural for me. Tanner & Turney (2000) and Le Riche (2006) commented that not interacting can feel strange and uncomfortable for observers because it is unnatural and goes against traditional customs. However, not interacting can be beneficial because it creates space to reflect on and explore my feelings (Tanner & Turney, 2000; Trowell and Miles, 2004). For example, I found myself in disbelief because x refused to eat the peas on his plate and x’s mother although attempting once to make them eat them, gave up quite quickly. This could be because this took me back to when I was a young child when my parents always made me eat my vegetables; otherwise I wasn’t allowed to leave the table. I was surprised at how strong and how personal my reaction was.

Having read Fawcett (1996), however I realised that as children we all grow up with certain rules our parents make us obey and these may still reside with us when we are older and can have a major influence on our attitudes (Fawcett, 1996). In my case I found myself judging x’s mother because she didn’t view eating vegetables as important. Having read McMahnon & Farnfield , they argued “It takes emotional effort for students to see that what is different is not necessarily wrong” (2004: 240). Therefore, I realised that just because x’s mother is doing things in a different way and I view my family’s experience as the ‘correct’ way, this does not mean what she is doing is wrong. Fawcett (1996) and Trowell & Miles (2004) argued that it is acceptable for students to have these attitudes and preconceptions provided that students identify these and question them through reflection. Therefore, one of the benefits of the child observation for me was significantly developing the ability to reflect and develop self-awareness. These are useful skills for me as a student social worker because by allowing time to reflect I can begin to recognise and question how my emotions and preconceptions may be affecting my judgement or an assessment of a family or individual and can incorporate this before deciding the next steps to help them (Turney,2008; Mckinnon, 2009).

One of the most significant learning points from the child observation for me was when I first met the family, one of the first things x’s mother did was explain the bruise on x’s face and how he was always falling over. Despite my best efforts to ensure the mother that it was purely an observation, I believed she still felt that she was being judged as a mother and felt anxious about being observed. At the time I did not question this because I was very anxious myself, it was only later when I was writing up my notes that I realised how significant this was. Having experienced this, it made me aware of the power imbalances that existed between the observer and the observed. Turney argues that it could be slightly anxious and uncomfortable for those being observed because they are aware of “the power of the gaze, the power of the looker in relation to the “looked at”” (2008: 124). Therefore because x’s mother knew I was observing her she perhaps felt vulnerable and anxious because she viewed me as being in a more powerful position than her. This could explain why she defended her son’s bruise so early on in the observation. During a normal assessment between a social worker and a client these feelings are intensified. Therefore, this has taught me the importance of remembering that as a social worker I can be intimidating to the client because I am perceived as the more powerful person. As a next step, I must learn the most effective methods and techniques to try and minimise the imbalance of power between myself and the service user.

For me the most meaningful aspect of the child observation was when I attempted to explain to x that he was being observed. Despite him being only 18 months old and although I did not feel he understood me due to his age, for me this demonstrated how powerless children are. Young children in particular are totally dependent on adults for their safety and well-being, by not telling the child they were being observed I felt that this was reinforcing their invisibility and undermining their views and opinions. Ruch (2009) commented that some observers believed it was oppressive by not introducing themselves to their child and this is how I felt because by not asking a child for their consent, arguably we are not valuing what they have to say. For example, reports in to the death of children such as Victoria Climbre and Jasmine Beckford, reveal how children were not effectively “seen and heard” (Fawcett, 1996:18). In addition, inquiries often revealed that there was limited understanding of the child’s world and everyday activities were inadequately described because adult’s interpretations were valued over children’s (Mckinnon, 2009; King, 2002). Turney (2008) believes that the child observation can help to develop the skills of ensuring excluded groups such as children are completely focussed on and is crucial in evaluating whether a vulnerable child is safe or not. Fawcett (1996) argued that observation allows the chance for a child’s voices, stories and opinions to be taken seriously and valued. Therefore, I believe the child observation has helped me to focus on the child, observe what they do and listen to what they say to ensure that they are not invisible. I feel I have significantly improved my understanding of the powerlessness of children which will help me to improve and adapt my communication skills with children.

To conclude, for me one of the biggest challenges of the child observation was initially feeling intrusive, however the seminar acted as a “safe container”, where I could discuss and overcome my anxieties in a safe environment. Subsequently on following visits I found these anxieties soon disappeared. In addition, I found not interacting very challenging, but soon learnt how valuable this was because it gave me an opportunity to reflect and explore my feelings. Recognising and questioning how our values and attitudes may be affecting my judgement or an assessment of a family is a valuable skill in social work and this can be taken in to account when deciding the best help for a family. The child observation has been an important reminder that as a social worker I can appear more powerful and even intimidating to the client, as well as the powerlessness of children. Therefore developing techniques to try and minimise these power imbalances is a crucial next step.