Category: Free Essays

The purpose of this essay is to Critically examine an area of Community Care provision in mental health services. ideological, political and legislative frameworks will be taken into account, it will also examine the complex relationships between service user movements, professional bodies and the statutory, voluntary and independent sector services in the delivery of community care it will also identify and justify evidence of good practice in the provision of community care

The system of community care was aimed to maintain the stability of the social order and to address the disparities and inconsistencies within the existing community care discourse. Mental health services became a part of the community care system early in the 17th century. With time, mental health in community care became an effective element of regulating the state of mental health across different population groups. Today, mental health community care is a two-tier system of community services, comprising health care and mental care provided to vulnerable populations in need for treating and monitoring various types of mental health conditions.

The history of community care in the UK dates back to the beginning of the 17th century, when the Poor Law was adopted to make every parish responsible for supporting those who could not look after themselves (Mind 2010). Yet, it was not before the beginning of the 19th century (or 1808, to be more exact) that the County Asylums Act permitted county justices to build asylums supported by the local authorities to” replace psychiatric annexes to voluntary general hospitals” (Mind 2010). In 1879, the UK established the Mental Aftercare Association which worked on a comparatively small scale and focused on personal and residential care of the limited amount of mental ex-patients (Yip 2007). The association was further supplemented with three more voluntary associations that worked on a national scale and provided community care to mental outpatients (Yip 2007). Those organisations included the Central Association for Mental Welfare, the Child Guidance Council, and the National Council for Mental Hygiene (Yip 2007). Later in 1939 the Feversham Committee proposed amalgamation of all four voluntary organizations into “a single system of mental health community care” (Yip 2007). In 1890, the first general hospital clinic for psychiatric patients

Was created at St. Thomas Hospital, while the World War I became the turning point in the improvement of health care facilities in the UK, giving rise to an unprecedented number of asylums and hospital facilities for mentally ill people (Yip 2007).

It should be noted, that the first stages of mental health community care development was marked with the growing public commitment toward institutionalized care: throughout the 18th and the 19th centuries, cure and containment of mental illnesses in the U.K. and in Europe was provided in accordance with the principles of institutionalized care (Wright et al. 2008). The mental health care went in line in the development and proliferation of other institutional solutions, including houses of correction, schools, and prisons (Wight et al. 2008). “The asylums’ rationale, first and foremost, lay in the belief that separation was in the interests of dangerous lunatics, giving them security and maximizing the prospects for cure” (Wright et al 2008). Yet, those who ever appeared within such asylums had only one chance out of three to come out; the majority of mental health patients, regardless of the diagnosis, were destined to stay behind the asylum walls for the rest of their lives (Yip 2007). Medical professionals considered asylums as an effective means to isolate potentially dangerous patients from the rest of the community: asylums and isolation often served an effective way of investigating the reasons and consequences of mental health disturbances (Wright et al 2008). Many doctors viewed asylums and isolation as the sources of effective moral treatment for mentally ill (Wright et al 2008). Only by the beginning of the 19th century did professionals in medicine and social care come to recognize insanity as a mental illness and not as a product of sinful human nature; yet, years would pass before asylum residents would be given a slight hope to release themselves from the burden of isolation and torture (Wright et al. 2008).

With the development of psychoanalysis in the 19th century, mental health became one of the issues of the national concern – supported by the active development of psychopharmacology in the 20th century mental illness was finally explained in somatic terms (Wright et al. 2008). Psychopharmacology promised a relatively safe method of treating and alleviating mental health suffering, while the identity of psychiatry within the medical profession was finally restored (Wright et al 2008). Nevertheless, for many years and centuries, mental health community care remained a by-product of industrialized society development, which, under the pressure of the growing urban populations, sought effective means to maintain the stability of the social order. Because in conditions of the newly emerging economies lunatics and individuals with mental health disturbances were less able to conform to the labor market discipline and more apt to create disorder and disturbance in society, asylums were an effective response to the growing urban mass and the basic for maintain peace and stability in the new industrialized community (Goodwin 2007). The need for maintaining social order was an essential component of the community care ideology, with institutionalization and local provision support as the two basic elements of mental health care provision. Today, the provision of mental health community care services is associated with several issues and inconsistencies; many of the community care complexities that emerged early in the 19th century have not been resolved until today. Nevertheless, it would fair to say that under the influence of the social and scientific development, the provision of mental health community services has undergone a profound shift and currently represents a complex combination of health care and social care aimed to treat and support individuals with diagnosed mental health disturbances.

In present day community care environments, mental health care provision exemplifies a complex combination of health care and social care. The former is the responsibility of the NHS, while the latter is arranged by local authority social services (Mind 2010). It should be noted, that the division of duties between medical establishments, local authorities, and social care professionals has always been one of the basic complexities in the development of mental health care in the U.K. (Wright et al. 2008). In 1954, the House of Commons was the first to emphasis inadequate resorting of mental health community services and to vote for the development of a community-based rather than a closed system of mental health institutions (Wright et al. 2008). Community services proposed by the House of Commons had to be available to everyone who could potentially benefit from them (Wright et al. 2008). As a result, deinstitutionalization became and remains one of the central policy debates within the mental health service provision discourse. “Central to the argument for deinstitutionalization and the development of community-based services is the contention that the prognosis of patients is likely to improve as a result of discharge from mental hospitals, and that people with mental health problems already in community will benefit from remaining there rather than being institutionalized” (Goodwin 2007). Social care providers in England claim that deinstitutionalization represents a new style of service provision and approach to mental illness which is better and more acceptable than traditional remote mental hospitals (Goodwin 2007). Since the beginning of the 1970s, mental health community care was associated with the treatment of mentally ill patients outside the asylums but, unfortunately, deinstitutionalization did not always lead to the anticipated results and is still one of the major policy debates.

The ideology of deinstitutionalization in mental health community care failed and did not improve the provision of mental health services for several reasons. First, deinstitutionalization does not provide mental health patients with an opportunity to reintegrate with their community: being discharged from asylums, many mentally ill patients were transferred to general medical establishments and other facilities, including residential homes – as a result, instead of community living, deinstitutionalization for these patients turned out to be a complex form of deinstitutionalization, while adequate funding of community services was constantly lacking (Wright et al. 2008). For this reason, the practical side of the deinstitutionalization policy proved to be less advantageous for the prevailing majority of asylums residents than it was claimed to be (Goodwin 2007).

Second, the ideology of deinstitutionalization does not improve health outcomes for patients with mental problems. The current state of research suggests that the process of transferring mental health patients from one hospital to another results in negative health consequences and adverse mental health reactions, including significant deterioration of behaviors and greater problems with social activity (Goodwin 2007). The more complex are the issues with transferring mentally ill patients from and into prisons – according to Fawcett and Karban (2007) the process, later called transinstitutionalisation, results in prison overcrowding and the loss of effective psychiatric care for those who are imprisoned. Today, deinstitutionalization as the ideological underpinning of mental health delivery does not work for patients but works against them. It does not improve the state of care provision and reflects in additional costs and adverse health outcomes. Nevertheless, the prevention of unwanted institutionalization is acknowledged as one of the basic principles of care provision (Gladman et al. 2007) and must become one of the basic elements of policy development and provision in community mental health.

The third problem is the lack of outpatient monitoring: the ideology of deinstitutionalization in mental health delivery will not be effective and productive, unless policymakers and social workers have a possibility to monitor the destination of the discharged patients and their live in communities. Throughout the period between 1954 and 1994, the number of mental health hospital beds in the U.K. was reduced from 152000 to 43000 which, according to Wright et al. (2008) did not result in a reduction in the number of people treated. Not with standing that since 1997 the Government is the one solely responsible for the development and implementation of programmes of supervision and control regarding mentally ill patients, the quality of their discharge and monitoring leaves much room for improvement (Lehman 2007). The discharge process itself and the destination of the discharged patients represent the two most problematic areas of community care provision: the discharge process is often poorly planned, while a very little effort is put into monitoring their quality of life beyond asylums (Goodwin 2007). Discharged patients are believed to live and operate in the community, with their families and friends, but the real outcomes of the discharge into community is highly variable (Ritchie & Spencer 2007). Of all patients discharged from mental hospitals, over 45 percent find themselves in residential homes, 7 percent are in locked facilities, and only 22 percent live independently or with their families (Goodwin 2007). The remainder are either homeless or untreated (Morse et al 2007).

Deinstitutionalization in its current form and in the way the government implements it does not make outpatients automatically eligible for social care. In present day community care environments, the four basic measures predetermine the quality of outpatients with mental illnesses lives: sufficient material support, emotional support, sufficient care, and the presence of a well-performing social network within which they must be accepted (Goodwin 2007). These are the basic prerequisites for the successful outpatient reintegration with their

Community. The only problem to be resolved is the need to develop a clear set of criteria, which will define and determine each patient’s right for social care services. Today, according to the basic provisions of the National Service Framework for Mental Health, all mentally ill individuals should have 24-hour access to local social and medical services to meet their needs (Mind 2009). These patients and individuals have the right for their needs to be assessed – based on the results of the needs assessment social care providers will decide whether an individual is eligible for this particular type of social services (Mind 2009).

Finally, deinstitutionalization of care does not provide any opportunity to properly and objectively assess the needs of patients. When developed, the deinstitutionalization ideology in mental health community care implied that all mental health patients would have similar community needs, but the idealistic interpretation of deinstitutionalization is far from reality. Today, needs assessment was and in one of the most problematic aspects of the social care provision for mentally ill. Despite the fact that needs assessment represents and reflects the major policy shift toward better quality of social care provision, social services do not always provide or have an opportunity to fully utilize their service potential and to meet the needs of the mentally ill individuals. According to Mind (2009), needs assessment compromise’s community care assessment, care programme approach assessment, mental health assessment, and carer’s assessment. Yet, there is still the lack of consensus on what constitutes need: social care providers tend to define need as “the requirement of individuals to enable them to achieve acceptable quality of life” and as “a problem which can benefit from an existing intervention” (Thornicroft 2007). It is not clear whether acceptable quality of life is the notion comprehensible to guarantee that all community needs of mentally ill patients are met (Barry & Crosby 2007). More importantly, it is not clear who, when, and in what conditions should engage in the process of needs assessment: do social care providers possess enough education, training, and knowledge to conduct regular assessments? These are the issues which must be resolved to enhance the quality and efficiency of community care in the context of mental health services.

Mental health and deinstitutionalization: still effective

Despite the problems and failures of deinstitutionalization, community care for mentally ill individuals is effective and reliable, given that it leads to reduced social withdrawal, better social functioning, and increased participation in various pro-social activities (McGuire et al 2007). That, however, does not mean that mentally ill outpatients have better opportunities to find a job; rather, they either participate in specially designed workshops or return to the function of a house wife (Prot-Klinger & Pawlowska 2009). Yet, some population groups require additional attention on the side of care providers. For example, in older populations, more than 55 percent of people with diagnosed schizophrenia were never offered appropriate psychological therapies and do not even have any out-of-hours contact number (Parish 2009). As a result, there must be a profound shift toward providing community care based on the need rather than based on the patient age (Parish 2009). People with learning disabilities represent the opposite end of the current problem continuum, and social care providers often either omit or neglect the needs of these patients (Thronicroft 2007). Several essential steps should be made to develop the quality of community care provision for the mentally ill.

Conclusion

First, community care providers must develop a single set of measures as a part of their needs assessment strategy – to make sure that all community care providers operate as one, and use the same criteria of needs assessment in different socioeconomic groups. Second, special attention must be paid to the vulnerable populations that are often overlooked by the community care system, including older patients with mental health problems. Third, the principles of deinstitutionalisation require detailed consideration:

more often than not, patients who are discharged from closed mental health facilities are transferred to other mental health hospitals or smaller mental health departments and wards, while the government’s striving to reduce the number of mental health beds and specialists do not leave these patients any single chance to meet their health and social needs. The groups of patients, who will benefit most from the closure of the mental health institutions, have in many cases fared worst (Goodwin 2007). Finally and, probably, the most important, is that patients who are discharged from mental health institutions should be closely monitored and constantly supported. One of the main goals of the community care is to help out patients successfully reintegrate with their community. The destination of the discharged patients must become one of the social care priorities, and community care providers must engage outpatients in their social network, to ensure that all social and health needs of these individuals are met.

In this paper, I will examine an interesting case study that I found important to discuss. On one hand, I will scrutinize the details of this case study and the vital culture information of the participants. On the second hand, I will analyze the incident from the perspectives of the ethnicity, White American culture, and language differences.

Description of the Critical Incident

Sequence of events

This event took place in a primary school in Indiana State a year ago. H was introduced to a school psychologist by his teacher. He was the worst-behaved white kid in school. He was aggressive, fights with other peers, and argues with his teacher all the time. The teacher wanted to improve H’s behaviors and reported it to his mother. Therefore, the teacher and the school psychologist agreed to work with H, since he was the most challenging child in the classroom. H was in the 4th grade and had maintained high grades. He continued o have good grades throughout the school year. He sometimes had difficulties in following directions and completing in-class assignments in writing activity, yet his academic standing is in the average; however, it is higher in the math area.

In order to know more about H, an interview was conducted by a school psychologist with his teacher; the reported that H is from a divorced family and living with his mother who is a special education teacher in high school.

During the first session, H was observed to be a Caucasian male of average height and weight with blonde hair, blue eyes, and was dressed casually in a black sweat suit and sneakers. H was sitting silently at his desk and working on his own.

The following session, H was observed to be more aggressive and started to make noises, yelling, arguing with teacher and talking back in the classroom. I interviewed H about his behavior that the teacher and principal told me about his behavior that was erratic; I started the first session with him by playing a game to help him identify his feeling and behavior.

Throughout the sessions, the student was talking to the school psychologist, and he was telling her that he was having some problems in the new place. He was having a hard time socialing and making friends. The student was also talking about the absence of his father, and how bad he was feeling to be raised by a single mother. He also addressed the bad relationship he had with his peers and teacher and he was telling through the sessions that no one could understand him. During this session, there were some misunderstandings between the client and the therapist in terms of language and some cultural things, such as talking about cartoons and movies characters, favorite Cereal, and kinds of dogs.

As a professional, I examined how I would help Hunter to change his behavior issues in the classroom. Therefore, a meeting was conducted with H’s mother in order to know more about his behavior at home and to get her involved. Unfortunately, the conference ended negatively. Added to this, the frustration of Hunter’s mother over my cultural differences led the consultation process to a negative outcome on H’s concerns.

During the meeting, H’s mother argued that her son will be will be attracting attention since they live in a small rural community and everybody knows each other. This was the major problem the mother was thinking about and was frustrated because she would have to face her neighbors’ staring and comments. The mom was also thinking of her kid in the future and how people will treat and look at him as an aggressive and misbehaved kid in the town. She stated as well that she is a single mom that raised her child by herself and she had faced enough from these people in the town. She mentioned that her kid would have some problems working with an international school psychologist who speaks better in another language than English and had a different cultural background. The student was willing to keep working with him, but his mom was refusing to complete our sessions; he seemed to change gradually and wanted to be different. He was mad, because his mother stopped everything and he told the school psychologist that his mother had not let him come to her. He stated that he did not have friends before and the school psychologist was his friend around that time.

Culture of the client The client is H’s mother, 38-year-old, and Caucasian female. She has one child who is 10 years old and step-elder son (age 17) and one younger step daughter (age 5) who does not currently live with her in the same house. The client is divorced, living with her son since she got divorced six years ago. She is working as a special education teacher in high school and mentioned she is from the superior middle class background.

Culture of therapist The therapist in this case was me. I am a 26 year old, Muslim international female student. I am from a middle-class background, and grew up in a home with my father, step-mother, and my sisters and half brothers. My family has been an important part in my life. I had a lot of social and emotional support. My mother had a heart attack and died when I was six. I hardly remember her face and how she was acting. Education was a stressful part of my life; living alone far away, and within a different culture was not an easy thing to deal with.

Handling of situation The team contained the teacher, the school psychologist, and the principle tried to intervene and help Hunter to stop his negative behaviors and start acting like a normal kid. The team conducted a meeting to target the behavior and plan an intervention. They called H’s mother to get her involved. As the team was working through this case, the mom came to school and asked the principle to discontinue working with her child. She said they are living in a small town and it is a sin in her area to be in trouble in school, especially in terms of behavior issues, and she did not want any kind of services from an international school psychologist. There was no way to convince the mother to get her involved and persuade convinced her to finish the case. This was one of my cultural incompetencies and biases that I experienced. I felt so mad and under micro-aggression, because I am not an American school psychologist. They do not want me to work with this kid; especially then the teacher refused to continue consulting with me about the student and the principle asked me to stay away from him. I felt like an outsider and helpless.

The team implemented an intervention to work with H in classroom, but everything was canceled. The problem of this case was unfortunately, was held at the end of the school year. So, I had to stop meeting the child and do what the mom was asking for. I felt so unhelpful and I realized the problems that can occur within school settings and how incompetent people would be in order to intervene. I tried to convince the teacher and the principle to re-set a meeting with the mother to discuss with her H’s academic concerns first, instead of his behavior issues. Explain to her how important it is to work with him before they become major issues in the future, get the mom more involved, and create a connection between home and school. Unfortunately, it was inappropriate to force people to attend sessions or receive help.

It was difficult to present a final consultation report for my project. As a final point, the teacher and school psychologist indicated using time-out and ignoring as methods of discipline. Lots of feedback also was suggested to reduce H’s frustration, but there was no way to handle the mother’s case expectation through her son. Therefore, I found it very important to address this case study to be more aware if it happened again in the future another time.

The Analysis

Cross-cultural issues and value differences

The following are the cross-cultural issues and value differences that may have existed between therapist and client: Gender, age, socioeconomic status, education, ethnicity, religion, and language differences.

Age: The client is 38 years old. The school psychologist is 26 years old.

Socioeconomic status: the client is from superior middle class background and the therapist is from middle class background.

Education: the client is a special education teacher at a high school. The therapist is a student in an EdS program.

Religion: the client is a Christian, while the therapist is a Muslim.

Ethnicity: the client is White European American and the therapist is an international Arab student.

Language: The client speaks English as the first language. The therapist speaks Arabic as the first language.

Out of these issues, I will specifically address ethnicity and language differences in the analysis part of this paper.

Ethnicity

Sue and Sue (2007, chap.1), Hence and Boyd-Franklin (2005), and Fuller (1995) discuss the significance of being aware of our own culture, and each culture has limitations. As an international school psychologist, I was very aware of the ethnic differences during our sessions which made me feel like an outsider. The client in this case was a female white American. She seemed to be categorized deeply within her ethnicity, and she appeared to enjoy being white. In working with her, I believe that it seemed to be heavily associated with how she distinguished and reacted to racial stimuli. Therefore, the race-related reality of whites symbolizes major dissimilarities in how she viewed the world (Sue & Sue 2007). The client was not at ease in the beginning, and she noticed my accent and realized that I am not an American professional; she kept asking the “what are you?” and the “where are you from?” questions, which I believed now how rude and insensitive this questions were. I felt that she was judging me, and it was unclear what she was trying to mention with those questions. I believe that she is one of the people who think that it was fine to scrutinize and query people with dissimilar accents. This unsure idea is surely not to make the individual feel unwanted or insulted when asking about their ethnicity (Sue and Sue, chap.18),

According to my own interpretations and what I congregated from the readings through this class, my client showed her own privilege (Sue & Sue, chap. 11). It was clear for my client to notice that I am from another country, especially after our following sessions and appeared to see school psychologist students in general as incompetent people who wanted only to practice their skills.

While I was reading the Parker and Schwartz (2002) article, I assumed “how did ‘White’ come to be the majority and the oppressor?” certainly, I agree that, in the United States, white is the foremost community that has become more pale into the statistical unit beside the other ethnicities that are classified as “minority” categories.

Through my little experience on the practicum at this school, I also noticed some strange things happening at this school; I did not notice that it was discrimination until now. In this school, all the school staff and students were whites and there was an ignorance of the culture strengths and the school staff blames the students and their parents for their problem; this reminded me of cultural blindness agencies. I did not notice all the time working in this school any other different ethnicities besides white Americans. In this stage, the school works with students as they are all the same, ignoring their unique needs and cultural differences (Sue & Sue 2007)

Goal: the goal of this difference would be to make an equal relationship, free from any racism. Racism found to be evident in all aspects of white community in our daily lives (such as in television, radio, and educational materials, etc.) (Sue & Sue 2007) My client is a white American and I should be aware of her own racial background and the persistence of racism in the United States just by being white (Parker & Schwartz). As was discussed in McGoldrick outlines (2005) “Ethnocultural factors are often the hidden dimension in family therapy with white ethnics, and exploring them may be a key component of successful treatment.” Create a therapeutic rapport will be the main goal of this scenario.

Course of action: After working with this client, I would collaborate with her with respect to determine her feelings in working with a therapist who is from a different culture as hers. I would also work on her confidentiality since there is a clear feeling of mistrust which is a reaction to being discriminated against and abhor for the dominant communities in an approximately global anti-White demonstration and feeling (Sue & Sue, p.200). As a professional, I should know the presence of distrust and work to get my client’s trust. My client is white American; I should be aware that white privilege is invisible (McIntosh, 1988) to her I was unwelcome. It will very effective to reduce the anxiety and the upset feelings of the client and the school psychologist as well in this scenario.

Rationale: My rationale for choosing this goal and course of action was to address the dissimilarities that exist between the school psychologist and the client in order to understand and reduce the relationship of dominant and minority. Collaborating with my client in the future will focus on her salient issues in order to get her more involved and trust the school psychologist. I would also teach my client some therapeutic techniques in order to help her comprehend and increase her feelings of trust and comfort.

Language

Strong emotions such as anger, sadness, and defensiveness were displayed when talking about experiences of race, culture, and other socio demographic variables (McIntosh, chap.1). These feelings may improve or negate a full meaning to comprehend the worldviews of culturally varied clients. As professional, working with a multicultural population, I need to know that I am different and how to deal with it in an appropriate way. In this case study, I worked with a client who is from a diverse culture and that leads to have some hard times to understand each other in the beginning, especially in terms of the language, eye contact, and sometimes body language. The client in this case is an American English speaker using high Standard English and emphasizing verbal communication (Sue & Sue, chap. 6). The client was talking normally, but with attention that she was not satisfied. She sometimes talked very fast.

As a school psychologist, English is my third language and as most of non English first language speaker, I have an accent. Sometimes my accent may sound familiar, but usually most people mentioned that it is understood and has a French flavor, which most of people likes. From time to time, I feel uncomfortable if my client misunderstood me. I think that was because of my accent and she did not used to talk with foreigners she is having troubles to understand me; as Sue and Sue stated (2007, Chap. 21) “Communication due to language difficulties” as I stated above, my client may sometimes talk fast and use some slang statements that I could not comprehend. We were having a problem to connect and link up together, but the main problem was to be unable to work with her child that made me feel very embarrassed and sometimes unfruitful. In this case, I feel very depressed and sometimes I could not handle situations. I know that I have a productive background, but language issues make me very upset. It made me feel utterly unwelcomed in my client’s community and this country, especially with these kinds of clients who do not like me to work with their children, just because they do not trust international people. This idea of the inferiority of me in addition to the belief that my client has the power to impose her standards upon my culture was also presented (Sue & Sue, chap. 4). These also made feel both astound and shocked, especially when I experienced such things directly in this case.

Communication is an appealing part of communicative interaction; it is an instrument that helps the therapists to comprehend their clients and provides him or her needed services. (Sue & Sue, chap.6) In our field, we need to be able to exchange communication in appropriate way for both verbal and nonverbal messages. Coding and decoding messages from others is the key to understand both the language and the message that is transmitted through the use of the language.

Goal: as a goal to resolve this scenario is to be familiar with American culture and speak English perfectly, and also be familiar with their slangs and have self confidence that I am trying to do well. American speakers if they attempt to speak Arabic for an example they will have an accent as well. Through working with this client, I will discuss the language especially the accent barrier openly with her; I bet that this may be beneficial.

Course of action: I think it is very vital to talk with the clients in the initial interview before starting any assessment. Informed her that I am an international school psychologist and they may not fully understand my accent. I will let her know that I am open to answer her questions and repeat if it needed. Discussing the foreign language accents and refer that is normal to have an accent within another language learned as well. I again felt the stinging confidence to improve English with the aim of being a more effective and diverse professional.

Rational: My rationale for choosing this goal and course of action was to talk about the accent issues that may help me relax and work comfortably. Educating the client that her kid’s case is going to be confidential and no one will know about it in the town. It may lead to ignore other issues like language, I will also ask my client to ask for clarifications if the she did not understand me and the problem will be resolved.

Conclusion

After analyzing this case study, I recognized how significant it is to be sensitive of our cultural difference in order to be competent and sensitive to other cultures. This experience helped me to comprehend how dissimilar we are as people and how this affect the interpersonal communications. This will help me be to be aware and work on myself to be more an effective and successful professional in the future.

The moment of learning that has grabbed my attention in this supervision session is that I need to research and identify my practice framework when working bi-culturally with tangata whenua and cross-culturally.

During my sixth supervision session my supervisor assessed me using the second direct practice observation relating to my second learning outcome”to demonstrate competency when working with young people cross-culturally”. This assessment led to discussions around my practice cross-culturally as I have been closely working with young people and their families who are of a different culture from my own. Also in my practice at the alterative education centre where I am placed two days a week I am the only pakeha person there. My supervisor stated in the assessment that “Working in the school setting as the only female and pakeha person, has enabled her to identify the differences in culture but also helped her to work cross-culturally with other staff and clients. Family visitation has also helped her to identify areas that need more training in”.

When my supervisor asked me to identify how I work bi-culturally with tangata whenua and cross-culturally with clients I was unable to articulate easily how I practice in this setting. My response was that in the alternative education setting because I am the only pakeha person there, I work biculturally and cross-culturally:

By respecting the Maori culture of the centre

Removing my shoes when I enter

I have had to learn the words in order to participate in the morning waiata and karakia

I eat my lunch with the young men and the other tutors each day as sharing food together is part of the Maori culture

Following on from this I have stated that during home visits with clients and their families I respect the different cultures; by removing my shoes and accepting food and beverages from cultures where the sharing of food is important.

These responses were very vague and did not give a clear answer as to how I practice bi-culturally and cross-culturally. I am aware that I have been trained at university to practice from a bi-cultural and multi-cultural perspective but I have found it hard to articulate how I do this. As my supervisor has noted I have identified through this supervision session that I need to critically reflect on my practice cross-culturally and identify the areas that I need more training in order to become a competent bi-cultural and cross-cultural practitioner. For the benefit of cross-cultural practice and working with tangata whenua I as a social worker need to recognise that:

“As a professional helper, one can feel uneasy when challenged by striking difference is the first step towards self-reflection. This attitude has a better chance of leading to genuine accommodation of the client than pretending to be politically correct. The creation of collegial support structures and the cultivation of a climate of trust and open sharing within the service setting might encourage this attitude, to be affective in cross-cultural practice” (Tsang &George, 1998, p.87).

Looking backward

The assumptions and biases that are present in this moment of learning is my own cultural awareness;

In Tatum (2000) she discuses the concept of identity and what it means for the individual and how the roles of the dominant over the subordinate can influence a persons view of themselves:

This “looking glass self” is not a flat one-dimensional reflection, but multidimensional. How one’s identity is experienced will be mediated by dimensions of one self: male or female; young or old, wealthy or poor, gay, lesbian, bisexual, transgender or heterosexual; able-bodied or with disabilities: Christian, Muslim, Jewish, Buddhist, Hindu, or atheistaˆ¦ (Tatum, 2000).

The role and the devaluation associated with it will differ in relation to the socio-cultural context that the subordinate person/s and the dominant groups are part of (Wolfensberger, 1972, as cited in (Wills, 2008b).

Discourses are systemic ways of talking, discussing something of significance. They are the consequence of a combination of social, political even economic factors and often have ‘voices of authority’. Discourses are often informed by beliefs, ideas and understandings that are implicit; taken for grantedaˆ¦even ideologicalaˆ¦Some forms of discourse are legitimated and validated – but still one cannot be confident, and assume that such discourses have become established as a result of well-rationalised, carefully researched, developed and rigorous argument/debate (Wills, 2008a).

Looking inward
Looking outward
Looking forward

I identify to the families that although I am from a different culture to them I have been university trained to work cross-culturally and I am happy to enter into discussions around what this means for our social work relation

Question construction 300
Literature300

In defining competence one must also consider the meaning of culture. “Essentially, culture is understood to relate to some shared elements which connect people in a common way of experiencing and seeing the world. These perceptions of the world guide day-to-day living, influence how decisions are made and by whom, and determine what is perceived to be appropriate and inappropriate behaviour within any given context” (Connolly, Crichton-Hill &Ward, 2005 p.17, as cited in SWRB, 2007, p.5)

To work with Maori clients the social worker must competently understand what Te Ao Maori means, the same goes with working with other cultural and ethnic groups. Using Tsang and George’s conceptual framework of attitude knowledge and skills the SWRB created its competence standards of practice. To understand what competent practice for Maori and other cultural and ethnic groups means for social workers in New Zealand I will be critically discussing in this essay; what the ANZASW’s standards of practice are that inform competence and what it means for social work practice in New Zealand, I will identify and describe the constituent elements of Te Ao Maori – the Maori world view, critically examine Tsang and Georges conceptual framework and apply their framework to an aspect of Te Ao Maori in a practice setting.

Members of the ANZASW are accountable to the association and expected to abide by their policies and procedures, competent social work practice being one of them, the following ten standards for social work practice in Aotearoa New Zealand were set and ratified by the National Executive of NZASW (now ANZASW) in June 1990:

The social worker establishes an appropriate and purposeful working relationship with clients taking into account individual differences and the cultural and social context of the client’s situation.

The social worker acts to secure the client’s participation in the whole process of the working relationship with them.

The social worker’s practice assists clients to gain control over her/his own circumstances.

The social worker has knowledge about social work methods, social policy, social services, resources and opportunities.

In working with clients, the social worker is aware of and uses her/his own personal attributes appropriately.

The social worker only works where systems of accountability are in place in respect of his/her agency, clients and the social work profession.

The social worker constantly works to make the organisation and systems, which are part of the social work effort, responsive to the needs of those who use them.

The social worker acts to ensure the client’s access to the Code of Ethics and objects of the New Zealand Association of Social Workers.

The social worker uses membership of the New Zealand Association of Social Workers to influence and reinforce competent social practice.

The social worker uses membership of the New Zealand Association of Social Workers to influence and reinforce competent practice (NZASW, 1993).

To illustrate how these standards for practice work in professional social work practice I will select one standard and show how two aspects of the standard apply. For standard four: the social worker has knowledge about social work methods, social policy and social services, this standard can be shown in practice with how Child, Youth and Family services work within a bicultural framework and the Treaty of Waitangi:

Child, Youth and Family acknowledges its duties and obligations to the tangata whenua as a Crown partner to New Zealand’s founding document, the Treaty of Waitangi. We are committed to ensuring that services we deliver and purchase are fully responsive to the needs and aspirations of Maori, and that our actions are consistent with the Principles for Crown Action on the Treaty of Waitangi. Our commitment is reflected in a key result area – improved outcomes for Maori, the alliances and partnerships we have built and continue to foster with iwi and Maori social services groups and communities, our human resource policies, and in our work programme (especially the development and implementation of a strategy for improving outcomes for Maori children, young people and their families) (CYF, 2008).

In relation to the social policy part of this standard the CYF’s social workers are aware of the legislations of Aotearoa New Zealand and how other aspects of the law:

Child, Youth and Family’s statutory role is defined by the following legislation:

The Children, Young Persons, and Their Families Act 1989

The Adoption Act 1955

The Adult Adoption Information Act 1985

The Adoption (Inter-country) Act 1997(CYF, 2008).

Child, Youth and Family services are an excellent example of how an agency has set guidelines and policies around the standards set out by the SWRB and ANZASW to implement competent practice by their social workers.

In the next part of this essay I will identify and describe the constituent elements of Te Ao Maori – the Maori world view. To understand the Maori world view we must examine what are the Maori behaviour and conduct in social relationships or korero tawhito are; then what the Maori social structures of whanau, hapu, iwi mean and what the three classes of Maori society are, and what mana and tapu mean for Maori people who are the tangata whenua of Aotearoa. Korero tawhito are they ways in which Maori behave and conduct themselves in social relationships:

Korero tawhito reflected the thought concepts, philosophies, ideals, norms and underlying values of Maori societyaˆ¦ The values represent ideals, which were not necessarily achievable but something to aspire to (Ministry of Justice, 2001, p.1).

These underlying values of Maori society are the ways in which Maori people socially interact with each other. The next step in understanding what the Maori world view is, is to understand Maori social structures:

The Maori social structure was based on decent, seniority and the kinship groupings. Maori recognised four kin groups:

Whanau – the basic unit of Maori society into which an individual was born and socialised.

Hapu – the basic political init within Maori society, concerned with ordinary social and economic affairs and making basic day-to-day decisions.

Iwi – the largest independent, politico-economic unit in Maori society. An iwi would be identified by its territorial boundaries, which were of great social, cultural and economic importance (Ministry of Justice, 2001, p.2).

The kin group a person belongs to affects their world view because it influences their place within society. The fundamental concepts of mana and tapu are those which govern the framework of Maori society:

Mana was inherited at birth, and the more senior the descent of a person, the greater the mana. Tapu invariably accompanied mana. The more prestigious the event, person or object, the more it was surrounded by the protection of tapu. The complex notions of mana and tapu reflect the ideals and values of social control and responsibility. The analysis of mana endeavours to identify the role of mana in relation to responsibility, leadership and birthright. The examination of tapu illustrated how tapu operated and affected the everyday lives of Maori (Ministry of Justice, 2001, p.6).

In examining the elements of Te Ao Maori I have examine the different concepts of Maori behaviour and conduct korero tawhito, the Maori social structures of kin and class and what mana and tapu mean.

Theory 300
CRITERION FOR CULTURALLY APPROPRIATE THEORY/MODEL OF SOCIAL WORK PRACTICE

Identifies and is based upon beliefs and values of Pacific Islands culture.

Explains problems and concerns in a manner that is relevant to Pacific Islands understanding.

Uses Pacific Islands helping traditions and practices.

Incorporates a Pacific Islands understanding to change the process.

Can differentiate aspects of the behaviour which are associated with Pacific Islands cultural patterns from those resultant

in dominant palagi cultural interpretations.

Avoids cultural pathological stereotyping.

Encompass macro and micro levels of explanations and interventions.

Incorporates the experiences of the community and individuals in New Zealand Society.

Can guide the selection of appropriate knowledge and practice skills from other cultures.

(Adapted from Meemeduma, P. (1994). Cross cultural social work: New models for new practice, Advances in social work welfare education, Montash University.)

Ethics 300
Skills 300

The Social Work Registration Board of Aotearoa New Zealand released in 2007 a policy statement in regard to the competence of registered social workers to practise social work with Maori and different ethnic and cultural groups in New Zealand. The release of this document was to set the levels of competency that are needed for social workers to work effectively in a positive way to empower those who are disadvantaged by society. As Mason Durie comments, cultural competence about the acquiring of skills to achieve a better understanding of members of other cultures (SWRB, 2007, p.5). To be competent when working with other cultures one must understand the differences and similarities between other cultures and know what is culturally appropriate and inappropriate; the social worker needs to respect the client’s culture and use recourses available to them to effectively work with the client to achieve the best possible outcome

Bicultural code of Ethics

In the next part of this essay I will critically examine Tsang and George’s (1998) – Integrated Conceptual Framework for Cross-cultural Practice of attitude, knowledge and skills. I will do this by describing the three elements and examining these elements by assessing their significance and importance in social work practice with mana whenua. To understand what the significance and importance of Tsang and George’s conceptual framework in relation to mana whenua we must first examine what mana whenua are:

Mana whenua(noun):territorial rights, power from the land – power associated with possession and occupation of tribal land. The tribe’s history and legends are based in the lands they have occupied over generations and the land provides the sustenance for the people and to provide hospitality for guests (Maori Dictionary, 2008).

Now we know what mana whenua means the next apart is to describe the three elements of the framework:

Attitude Commitment to justice and equity

Valuing difference

Other-directed: Openness to cultural difference

Self directed: Critical self-reflection

Knowledge Specific cultural content

Systemic context of culture

Acculturation and internalized culture

Dynamics of cross-cultural communication and understanding

Skills Management of own emotional response

Professional intervention within institutional contexts

Communication, engagement, and relationship skills

Specific change strategies (Tsang and George, 1998, p.84).

The concept of attitude relates to the social worker’s own behaviour and their use of self as a tool when working with clients, the concept of knowledge relates to the knowledge theories behind cross-cultural practice and knowledge learnt from a practitioners own experiences. The concept of skills relates to the practical aspect of working with clients. To use the element of attitude when working with mana whenua, one needs to be aware of their own limitations, lack of knowledge and understanding of other cultures:

This awareness has both self-directed and other-directed implications. The other-directed expression of this awareness is an openness to cultural difference and a readiness to learn form a client. Such openness is based on acknowledgement and positive regard for the cultural differences that exist between the client and the practitioner, respect for client cultures, and readiness to accommodate alternative world views or ways of life. The self-directed expression of this awareness is a readiness to engage in self-reflection, including the examination of possible cultural biases, assumptions, values, and one’s emotional experience and comfort level when challenged with difference (Tsang and George, 1998, p.84).

For a social worker to be aware of their own limitations and lack of knowledge is the first step in establishing a working relationship with mana whenua, their own ability to acknowledge the differences and similarities between their own culture and their client’s culture is a huge component of their attitude when working with their clients. Supervision is needed in this context for the social worker to be able to discuss with others their own reflections and feelings associated when working cross-culturally, for personal and professional growth. Knowledge is the next element in which the cross-cultural practice framework discusses the four elements of knowledge:

We can identify four areas of cross-cultural knowledge. First is the knowledge of specific cultural content as captured by the cultural literacy model. In agreement with Dyche and Zayas (1995), it is probably not realistic to expect cros0cultural practitioners to be knowledgeable in a large number of cultural systems. It may be more practical for practitioners to focus on the other three kinds of knowledge: the systemic context of culture, acculturation and internalized culture, and the dynamics of cross-cultural communication and understanding. Consistent with an ecological perspective adopted by many social workers, cross-cultural clinical practice is understood within the broader systemic context of current structural inequalities, racial politics, histories of colonization, slavery, and other forms of racial oppression (Tsang and George, 1998, p.85).

For a worker to work effectively cross-culturally they must understand and have knowledge of other cultures, historically, ethnically, their value and belief systems, their customs and day-to-day living. To have a comprehensive understanding of a client’s total living and life experience a practitioner must have an appreciation of the effects of their socio-political systems. In this context in New Zealand it would be effective for social workers working with mana whenua to have knowledge of the Treaty of Waitangi and what it means for Maori people and the political aspects that go with it. The final element of Skills in Tsang and George’s model related to the specific skills a social worker needs when working biculturally with the mana whenua and cross-culturally:

Social work skills are specific courses of action taken by practitioner to achieve positive changes needed by their clients aˆ¦ Appropriate attitude and knowledge in cross-cultural practice, therefore, must be translated into specific professional behaviour which addresses practitioner, client, institutional and contextual realities. A variety of skills have been recommended by authors in cross-cultural practice, covering professional behaviour within institutional contexts; communication skills, specific interviewing skills such as ethnographic interview, relationship-building skills, and change strategies (Tsang and George, 1998, p.85-86).

Practice skills can not be effective without the social worker having a sound understanding of knowledge and the appropriate attitude when working with mana whenua. Skills are the practical component on Tsang and George’s model, and when working with mana whenua the practitioner must use the appropriate skills from their knowledge base for their work to be effective. Their interactions with their clients are an important part of their role as a social worker. Mana whenua need social workers with the specialist cross-cultural skills. In this part of the essay I have examined Tsang and George’s model of attitude, knowledge and skills by describing the three elements and examining the elements by assessing their significance and importance in social work practice with mana whenua and other cultures.

Evidence 300

It is important to have a set service standards and programs that ensure provision of high quality services in our health service system so as to achieve health care that is of high standard and beneficial to the people. It is for this reason that in 1996, the government of Australia developed the National Standards for Mental Health Services (Fenna, 2001, p.80). Ensuring that the standards were fully implemented provided an important chance for the improvement of the value of mental health care. The standards were intended to be used as a guideline in order to develop new services in mental health care or to improve the existing mental services ensuring they attained to recommended quality standards (Human Rights and Equal Opportunity Commission, 1997, p.68).

Additionally, the consumers of mental health services or their carers can use these standards to have a clue on their expectations from the health service (Australian Council on Healthcare Standards, 1995, p.78). These standards were developed to meet the National Mental Health Policy that the Australian government had formulated in order to enhance the treatment and care of all the people who were suffering from any mental health problem (Althaus, Bridgman & Davis, 2007, p.23). The standards lay a greater weight on the outcome of the patients with mental health problems and their carers in order to uphold their human rights and provide empowerment to them. The standards were set in agreement with the United Nationaa‚¬a„?s Principles on the Protection of People with Mental Illness (Australian Health Ministers, 1991, p.67).

Among these principles are as follows; encouragement of the people with mental disorders to attain the highest quality of life as compared with healthy individuals, the positive outcomes for the patients of mental illness and their carers was to be the center of attention for the standards and the recognition of all the perspectives of the patients, that is, their spiritual, emotional and physical needs. These standards have served to improve the quality of care to the consumers of mental health services (Rosen, Miller & Parker, 1993, p.23). This essay critically analyses a mental health service on how well it meets the standards in their day to day activities.

Mental health service

CRS Australia is an organization whose presence is being felt in many communities in Australia. Presently, there is high competition for the limited job opportunities that our economy is able to support. This has led to a huge backlog of learned people in wait for job opportunities. Many college leavers are finding it quite difficult to secure that dream job that you have been anticipating for throughout your educational life (Meagher, 1995, p. 73). As a result, stress builds up and at times this has led to various mental disorders. CRS has come in place to provide a contact between the job seekers and the employers. It helps job seekers who may be having any disability or health conditions to acquire some job positions and also provide guidelines that ensure the job is maintained.

The job seekers are guided to break any barriers they may encounter in finding employment. The organization also works together with employers in finding qualified candidates for the vacant posts in their workplaces. Also, they offer technical advice on the safety measures to be observed in the workplaces and give assistance in the management of any worker injured on duty. It offers its services to any person who has the will and is able to acquire guidance from it. For the job seekers it has over 170 offices distributed across Australia where any person can contact them and he/she will be offered with the appropriate guidelines on what to do and how to get that needed job. It has helped a lot of people who are full of praise for it. For the employers it offers a wide package including guiding them to select the qualified employers and offering expertise in areas like risk and hazard reduction to reduce work place injuries. This saves their institutions from the high compensation charges that they may be forced to pay the workers in case they get injured during the work service (Allan, Briskman, Pease, 2009, p.77). Any company is welcome to CRS to seek its services which are offered without discrimination.

National Standards for Mental Health Services

These standards are grouped into three sections where the first seven standards are concerned with issues that are accepted universally concerning human dignity, the human rights of the people with mental illness and their acceptance in our societies. The next three standards focus on the organizational structure of the mental health service with an emphasis on the connections existing between different departments of the mental health sector (United Nations General Assembly, 1992, p.12). Finally, the 11th standard illustrates the care delivery process beginning with initial contact with mental health services to their final contact. We now focus on the first and third standard in relation to CRS Australia to determine how well the organization has worked in meeting the standards.

The first standard is concerned with protection of the rights of people who have mental disorders or mental health problems by the mental health services which they are offered (Commonwealth Department of Health & Aged Care, 1997, p.16). Compliance with the legislations and all the regulations by the staff of mental health service to ensure the rights are upheld is of importance and therefore given the first consideration. Application of this standard ensures that the mentally disabled people are not discriminated against in being offered essential services so long as they are in a capacity to work efficiently (United Nations, 1991, p.56). CRS on its behalf is entitled in ensuring equal opportunities are offered to job seekers when accessing job opportunities. According to CRS Australia (2010, para. 2-4), 20% of the population have an exposure to a mental health problem during their life time.

As an organization, CRS has experts staff that guides people in managing their mental health conditions in order for them to acquire a job or if they are in one maintain their positions. They have helped many people with mental health problems which are at often accompanied by various injuries some of which are physical and hence have caused a disability in them. With an inner understanding of the hard and tiring process of dealing with mental health problems, CRS has programs on disability management which are suited to job seekers. They work together to ensure that their clients are able to secure that job which they desire thus making it a reality for many job seekers who have mental problems a reality (Mendes, 2008, p.56). Once a person has acquired a job, there are sometimes psychological injuries that come as a result of the type of work that a person is doing. This result into work related stress which often cause low productivity by the employees, ever rising rates of absenteeism or job absconding, bad relations between the staff and the employees in the work places among others (Swain, & Rice, 2009, p.76). This causes a high employee turnover which is detrimental to an institutions reputation. CRS Australia has come in to solve these problems through its experienced psychologists, counselors and the social workers. The organization assesses the situation to find out the kind of assistance needed and determines the appropriate changes to be made in order to minimize the psychological problems or injuries.

In addition, CRS do take into account the goals and ambitions of the people with mental disorders in relation to their jobs. They are able to offer private and confidential information to the consumers of their services concerning their rights and privileges in their work places so as to retain their jobs. This is offered in a language that is freely understood by the concerned parties. In any case a legislative action is sought to resolve any tussle the consumers and their carersaa‚¬a„? written consent is freely sought (Myers, 1995, p.19). By so doing CRS has served and supported the welfare of people with mental conditions and illnesses and thus improving their wellness in the society. It also monitors their progress in their areas of work identifying any work related problems they are encountering and giving appropriate solutions and guidelines on how to tackle them. The act of seeking employment for them or the endeavors to sustain their employment ensures they are empowered to take care of themselves and this gives them morale. It also serves to curtail any form of discrimination that may exist in job acquisition process and thus upholding the rights of the consumers as described by the UN principles for the protection of people who are mentally handicapped.

The third standard for mental health services is concerned with ensuring the consumer of mental health services and their carers are involved in the processes of planning of the mental health service being provided (Commonwealth Department of Health & Aged Care, 1997, p. 19). Also, it ensures that they actively participate in the implementation and evaluation of the services provided. CRS Australia is tasked with provision of interventional measures both at the early stages and later after the injuries have occurred. It provides a platform where the consumers are involved giving their views on where they think should be improved so as to reduce their levels of mental stress (Wade, & Weir, 1995, p.99). The job seekers are taken through counseling sessions where their views are sought so as to help them find solutions to their problems. In the work places, the people under these services are also asked to provide their opinions on how to reduce the mental injuries that they are suffering from. They give their opinions which are then incorporated with policy guidelines to come up with in born solutions to the health problems. The consumers are in a position to feel as part of the solution to their problems and hence are able to adhere to the recommendations that come up (Andrews, Peters & Teesson, 1994, p.30). The MHS offered by the CRS is inclusive and supports a number of activities for both the consumers and the cares. It has evaluation criteria for the consumers to determine the level of support that they are able to acquire and what is needed to improve their conditions in a much better way (Rapp, 1998, p.79).

In addition to these, CRS is able to provide trainings to the consumers on how to improve their workplaces in order to reduce physical mental injuries which can heighten their problems. Employers do seek the services of CRS in promoting work safety measures through the trainings they offer. CRS is also able to monitor the progress it has made in ensuring equal opportunities for all in employment. In its efforts it is able to make workplace visits to assess the progress of the employees they are able to send to the various institutions (Rapp & Goscha, 2006, p.101). In case any deviation from the principles is noticed it offers appropriate guidelines in order to protect the rights of people with mental disabilities.

Conclusion

In conclusion, CRS Australia has been instrumental in assisting people with mental disabilities or injuries to secure a place in employment and consequently be in a position to maintain their places. The organization has been able to attain the specifications of the Australian government and the private sector in providing mental injury management, assessment and any other measures intended for prevention of mental injuries (Australian Council on Healthcare Standardsaa‚¬a„? Care Evaluation Program, 1995, p.50). CRS has been able to be in a position to attain the standards set for mental health services. With an emphasis to standard one which is concerned with ensuring equal rights to people with mental disorders and problems. By offering employment chances to the mentally handicapped, CRS is able to ensure the mentally handicapped are not discriminated when it comes to employment. This has served to empower the mentally ill patients. They thus are able to care for themselves and reduce their over reliance on their carers for financial and wellbeing help. CRS is also able to attain the standard number three of ensuring that the consumers and their carers are involved in the mental health service. CRS is therefore effective in provision of mental health service especially in offering employment.

School shootings are one of the common events that achieved a level of cultural symbolism and make fear within students, their relatives, and school personnel. It is not shocking that these shootings are still happening, since the source of the problem is sophisticated. School shootings promote depression and anxiety within schools and encourage the idea that schools are unsafe for many students; in this paper I will discuss the course of action in Virginia Tech and my role as a school psychologist during the crisis.

On April 16, 2007, Virginia Tech experienced a terrible and unforgettable event in the American university history. An Asian student shot and took the lives of 32 students and faculty, staff. He left behind injured individuals and people with psychological problems, and then he killed himself. Moreover, victim’s families, friends and the university community have suffered horribly.

As a school psychologist in Virginia Tech, I think it is very crucial to collect the data about the student who killed the victims in order to know more about the real causes that led him to shoot people and kill himself after. This will help to deal with students’ behavior to avoid and stop real causes before they get more complicated. The student murderer was skinny and looked younger than his age. He did not participate in class and did not want to speak. The professors reported that he was mentally ill and he asked him to seek counseling. I believed that it is important to work with students who have same symptoms like this person who needed an early diagnosis.

I believe that mental health clinics receive a big number of antisocial behaviors which is the most common disorder in our daily life. I think that early diagnosis of serious aggression that can be Conduct Disorder which begins as aggression in the early childhood and developed during adolescence and adulthood, it is very vital to know about these cases in order to help those individuals since they were diagnosed with Oppositional Defiant Disorder (ODD). Conduct is a disorder that refers to people who deal with specific behavioral and emotional problems during the childhood. People diagnoses with this disorder cannot focus and they have a hard time to follow rules. They are often referred as bad people or delinquent, ignoring that they mentally ill.

Course of action

Schools must be protected and safe places for children to study, however after this shooting event, a number of students and their families still feel threatened and their lives in danger by armed and dangerous classmates. As a member of school community we need to discuss our plan and how to deal with current students, families, professors and the other members who experienced the incident and help them to overcome and continue benefit from school. I believe that it is very interesting to work with survived students to trust us and discuss our plans to offer a safe place to learn. As school staff, we need to “work with parents and public safety providers (local police and fire departments, emergency responders, hospitals, etc.)” (National Association of School Psychologists, 2006) The school community needs also to enhance, and renew the school procedures to keep school building safe. Work with students to be able to discuss and talk aloud if something happened that makes them feel uncomfortable, worried or scared. Teach the students that everybody play a big role to maintain the school safety. School community needs also to offer “crisis training and professional development for all staff based upon needs assessment”. (NASP, 2006)

Anger and violence are progressively more significant issues to school psychologists and other professionals today. Those educators faced the effects of learning problems and social adjustment issues. It is very significant to provide monthly workshops for all students to identify their feelings and help them to know how to manage their feelings of anger, especially if they are taking drugs or having mental illness will be helpful. It is very important to teach and make students stay away from drugs and alcohol. Added to this, being away from guns and other weapons will be helpful as well. Teach students in early age that violence is not a solution to handle problems. Therefore, provide counseling sessions to all students, especially those who are struggling with anxiety, depression, or other emotional concerns that they cannot handle.

William Pollack, a Harvard Medical School psychologist, stated in the incident of the Columbine shooters “needed help, and what they got day after day was no one noticing. They were left alone. Adolescents, even though they say they want to be alone…they really want some kind of connection with an adult who understands and cares.” (USA today, 2009) As a school staff, we need to work on our safety programs as well. We will need to lock doors, provide security cameras and call systems. We need to encourage and build up the respect between staff and students, students and students. Respect the students’ potential and performance is very vital also. The interaction between counselors or professors and students is very important to be able to recognize students’ feelings and alert any serious emotional issues or mental health problems.

“Check and connect” is a good strategy to provide to school staffs in the workshops. In this approach, every day, one professor or more should talk about a specific student’s case.

As the initial responsibility we have as school staff, we should help people experience the event in an appropriate context. We need to provide counseling and psychological treatments and we have to work with them to be able to continue their studies and help them to achieve their goals as they came for the first time and may be better. We have to work with those people who were in the event on the traumatic that may happened and they will think about all the time. We need to be able to help them to forget it and start a new personal and educational safe life.

It is obvious that people who commit this kind of things and shooting usually have mental disorders such as severe depression or other emotional problems. Those individuals usually feel unwanted and badly treated by others, they are dissatisfied in their academic performance and goals, and therefore they go for suicide and shooting in order to do revenge. Moreover, these students always prepared for their plans previously and they talked about their purposes in advance. Hopefully, we will have time to know about their plans and help them recognize their feelings to be able to intervene early. That is why I believe that we need to build up confidence and communication with students and promote them to ask for help whenever they feel that they need it.

As people working in schools, the event is hard to experience, but we may be able to better control the school and in preventing more shootings. Moreover, students who are under medications for anxiety, depression or other concerns and are currently in university, they need to be in contact with their doctor, therapist as well as their family. It may be also appropriate for students who have faced a prior traumatic event as well.

I believed that school shooting is one of the biggest issues that need more than a single solution; poor parenting and early identification are big terms to think about dealing with such incidents. Most shootings in schools occurred primarily because of revenge against society.

Specific people such as parents, friends, and roommates know how to help professionals to diminish specific psychological outcomes of a traumatic incident by using observation as a method to watch students who are at greater jeopardy and assist directly. Awareness of the issues that can lead to cruel psychological distress may assist adults to differentiate those students who need mental health assistance.

As school community, we should plan cooperatively to invent a safety within schools to decrease violence by utilizing various approaches in order to meet each school’s needs. For an effective result, it is helpful to include the following components such as making “school-community safety partnerships, establishing comprehensive school crisis response plans” (NASP, 2006) As a course of action, schools should adopted new laws and strategies to cope with this new style of showing such brutal aggression in instructional establishments, such as forbidding violent behaviors by issuing a disciplinary rules and punishments against individuals who are attempting to be involved in aggressive behaviors in schools settings. Besides, schools need also to offer a proper and effective counseling therapy for people who still under the shock of a shooting incident and help them to overcome the crisis time. As far as community is concerned, it should be a priority to protect students who experience aggressive events and make them regain confidence to pursue their academic and emotional life. Improving classroom environment is also presented in our school plan by endorsing such a positive school discipline “School climate is a relatively enduring quality of the entire school that is experienced by members, describes their collective perceptions of routine behavior, and affects their attitudes and behavior in the school” (Camilla &Sandra, 2007). Our program fights racism and intolerance and implements strategies to accept people from different cultures; in school program, the community promotes consultation, appropriate social skills, rising security in schools, and use disciplinary method to punish individuals who did not respect the school policy. Utilizing prevention programs for all students is one of the vital strategies we have in our program like talking about the federal law. Basically, we also implement some specific interventions in order to support students’ positive emotional development and educate them to utilize non-violent methods to decipher their personal concerns. Support students who show early signs of violation behaviors at schools and encouraging peer relationship by utilizing communication and mediation programs to resolve conflicts.

School-based mental health services are very wanted recently. As school community, collaborating with parents and policy makers we should scrutinize issues that can account for events in which a massacre happened in the establishment setting in order to assist students to accomplish their aims in schools and help them to identify their personal and social issues.

During the crisis, as member of school community, we were looking for manners in order to stop these events to re-happen. School Psychologists national association (NASP) team stated that, “Crisis has been frequently recognized as a time of potential danger as well as potential opportunity.aˆ¦ If our profession is able to manage the danger that is, manage the immediate crisis and quickly return the system to normal functioning then there exists a tremendous opportunity to stimulate long-term systemic change. Once seen as effective and credible, the psychologist has infinitely more opportunity to move the system in the direction of prevention” (Kathy, 2008).

School psychologists can be a terrific source to the institutional community in the improvement of efficient mental health services to discuss students and families’ needs. It is also fundamental that school psychologists become very important and positive individuals in endorsing their task as mental health service providers and programs in schools.

My role as a school psychologist

As a school psychologist, I need to be able to identify student in need for extra help and aid in recognizing proper referral sources in the community. I would also use the psychological triage as a technique to establish the crisis intervention cure. The use of this approach is particularly significant when the psychological trauma victim surpasses the number of available people who can intervene.

According to National Association of School Psychologists (NASP), there are various things that we can do as people working in schools that may insure that schools are secure places for students and enhance the comfort level of individuals such as inform parents by the school safety policies and calamity avoidance efforts. As a school psychologist, I need to be active within schools, communicate with students and their parents. I need also to visit classrooms frequently. Work on students’ behavior and help school community to teach students the appropriate and expected behaviors, provide interventions and supports. Talk and make a link with community colleagues to evaluate emergency response plans and discuss the needs that may be noticeable to the current crisis. “Highlight violence prevention programs and curriculum currently being taught in schools and emphasize the efforts of the school to teach students alternatives to violence including peaceful conflict resolution and positive interpersonal relationship skills. Cite specific examples such as Second Step Violence Prevention, bully proofing, or other positive interventions and behavioral supports” (NASP, 2006).

My role as school psychologist as well is to prevent those individuals who homicide others and suicide. An article by NASP stated that society needs to ease closer relations as a replacement of watching television and using computers in the rest of the evenings, visit friends, classmates, and neighbors, walk you dog or go for picnic will help to stop murders to realize their plans and crimes. As a course of action, we should work on the relationship between students, their professors, and other school workers (NASP, 2006)

My role as a school psychologist also is to examine the psychological disorders of students who appeared to be at risk such as those individuals who may have post traumatic stress syndrome, depression, Schizophrenia, and other mental health problems. It is very significant to early diagnosis those people with the previous disorders in order to be able to intervene and help them to live normal people and act responsively.

My job as a member of the community is to be aware of some people who refuse to talk about their experience in the past and hide their traumatic events. In this point, I need to be able to help survivors of this horrible crisis to talk about it and assist them to be able to identify and discuss their feelings from it. I need to be able to aid those people by using psychotherapy sessions and advanced techniques. As a school psychologist, I can be trusted to help with delicate personal and family situations that interfere with schooling. I can also help prevent future problems when I intervene with learning problems early on, and I can also recognize that changes in the school environment and at home can improve the quality of life for children and their families. For most victims, cognitive-behavioral therapy is the best treatment that I can use in order to change distorted and possibly harmful perceptions of post-traumatic stress, severe anxiety, depression, pleasant mental imagery, and relaxation techniques. Other counseling and therapy techniques may help those people achieve a good perceptive of the illness and the factors that protect against it. There are also stress inoculation training and visualization techniques that can be used as treatment to help those victims in our school setting. All these treatments need to be taught to survivors in order to practice it on their own. I need also to share with them my feelings, experience, and signs to help decreasing feelings of fear and helplessness.

In terms of intervention, as a school psychologist I should work and consult with teachers in order to choose, implement, and evaluate interventions that best work for the different needs of different students. As expert I need to be able to teach students, teachers, parents, and other professionals’ problem-solving strategies to address issues related to students’ academic, behavioral, and psychological problems after the incident. I need also to be able to assist teachers, parents, and other professionals use data-based decision making to improve student and systemic outcomes. Besides, I have to help teachers understand the unique needs of students, especially those diagnosis with mental health problems. It is very important to consult with those individuals’ doctors and counselor as well in order to keep in truck, know more about their current situations, and help them to release their pains. NASP promotes that “school psychologists to take a leadership role in developing comprehensive approaches to violence reduction and crisis response in schools” (NASP, 2006). Since school psychologists are capable to involve in the whole school personals in enhancing and applying positive behavioral interventions that support social-emotional development of students. School psychologists are also important members who are skilled by using and implementing different intervention strategies that may decrease violent behaviors within school settings and with different students. As a school psychologist, I can discuss with other school members the implementation of social skills activities and other techniques used in order to educate students how to solve their personal issues. My other role is to offer consultation process to promote schools form calamity planning teams. As part of the evaluation program, I need to reduce aggression activities among students and help those who were presenting during the incident physically, psychologically, and social seclusion. As far as my role, I will help school to response to this emergency case. As a school psychology, my role also is to be well aware of the advantage of the early intervention and prevention efforts.

“Traditional crisis caregivers include emergency response professionals, mental health providers, medical professionals, victim assistance counselors, and faith leaders” (NASP, 2003) those professionals are all well skilled to handle different cases and to help sufferers to manage their life and handle their problems. Teachers and administrators are the most people who interact with our students; however some of them did not get any training to offer mental health services and intervention. As a school psychologist, I think that will be very helpful to provide trainings and help those professionals to be able to intervene.

These roles of school psychologists are very vital elements as plans of school safety. To guarantee that school psychologists are well trained to offer leadership in school violence prevention. NASP helped school psychologists to get the necessary comprehension and skills to apply aggression prevention and the crisis in schools during their programs and through their life experiences.
Summary

Very serious violent problems occur in school settings and have sophisticated causes, unknown sources and valuable consequences. Besides, fights, sexual harassment, and bullying that occur every day in all school establishments in the world. We started to experience shootings people at schools and suicide. These affected the schools environments, safety, and made many students, relatives and school staffs to undergo horribly. Thus, the efforts to decrease aggression at school settings need to be multi-faceted.

School settings are trusted to protect children and keep them secure during the school day. Teachers, principals, and all school staff do big efforts to keep students safe and away from any danger. Many students trust schools and they feel happy and comfort in the school staffs who save them from harms and protect them. There are various cases and huge number of shoots and suicide in school settings, therefore schools and professionals community need to prepared in order to have a minimum damages and handle crises, in order to keep students and staff out of harm and able to learn and teach.

In my opinion, I think that a successful and effective program will guarantee the safety of all students and school staff. It is crucial to create programs that lead to stop and reduce aggression and responding rapidly and efficiently whenever violence happens. Aggression decrease plans have to also affect on all student approaches to violence, educate them and school workers to be able to solve their skills in an effective away, and help the school to make an environment that encourages acceptance and tolerance between students and staff.

School safety programs are very efficient when we involved other groups of violence prevention efforts such as “local law enforcement, juvenile probation, public health personnel, and other parent and community groups” (NASP, 2006) This will help to reduce aggression and anger among students in order to ensure life of all children and youth and improved their performance to achieve their goal. I believe that all families, friends, and school staff have the responsibility in this massacre, by ignoring the murder mental health history and let him lived in the campus as a normal student. The safety group of the campus has also a big responsibility and failed to intervene in the appropriate time to stop the killing show was happening. The uncontrolled guns are big issues as well that led to kill those innocent students easily. All school psychologists have the responsibility to give hands to educational institutions and involve in the methodical group structure and problem solving process. They have the responsibility to analysis the data and identify students’ problems. All these plans should be discussed in objective data of school databases.

Typically my role as a school psychologist is that I cannot make diagnosis, but I can provide data by using various number of assessments tools like doing observations, interviews, and consulting with parents and other professionals. There are very big numbers of interventions that can be used by school psychologists to assist those individuals in order to comprehend their goals and try be able to deal with it.

In general, most of us will agree that not everyone is suitable to be a crisis helper because there is no one trade that can suit for all. I personal feel that it is irresponsible to give a conclusion of whether is everyone suitable or not to be a crisis helper before exploring what qualification or characteristic does a crisis helper require. Hence, in this essay, I would like to briefly discuss about the definition of crisis, resources for crisis intervention and the qualities of a crisis helper before giving my conclusion.

Crisis Definition

Although there are many definitions of crisis, Richard. K. James presented 6 in his book, Crisis Intervention Strategies. They are: 1) Crisis is because people important life goals face obstacles. 2) “Crisis results from impediments to life goals that people believe that they cannot overcome through customary choices and behaviors (Caplan, 1964, p. 40)”. 3) When people know that they have no responses to handle their situation, the situation is consider a crisis. 4) When, due to a situation, one cannot control his life consciously and it immobilizes him, a crisis is formed (Belkin, 1984, p. 424). 5) “Crisis is a state of disorganization in which people face frustration of important life goals or profound disruption of their life cycles and methods of coping with stressors. (Brammer, 1985, p. 94). 6) Crisis develops in four distinct stages: (a) a critical situation occurs in which a determination is made as to whether a person’s normal coping mechanisms will suffice; (b) increased tension and disorganization surrounding the event escalate beyond the person’s coping ability; (c) demand for additional resources (such as counseling) to resolve the event is needed; (d) referral may be required to resolve major personality disorganization (Marino, 1995)”.

Kristi Kanel uses Trilogy definition to reflect the three essential parts of a crisis. “The three parts of a crisis are these: (1) a precipitating event; (2) a perception of the event that causes subjective distress; and (3) the failure of a person’s usual coping methods, which causes a person experiencing the precipitating event to function it a lower level than before the event. ( Kanel, p. 1) “

Through Richard and Kristi crisis definitions, we realize that crisis can be a situation that has disrupted a person life cycle or a person having malfunction coping mechanism. Situation that person A has considered as a crisis may not be a crisis to person B because everyone’s coping ability is different. The situation that causes Person A to be stressful and anxious may not create the same degree of stress and anxiety for person B; hence, for a crisis worker to handle a client successfully, he needs to have sharp analysis and quick reponse. The eventual goal of a crisis helper is to help the client to return to a precise level of functioning. As a result, although anyone who is trained can be a crisis helper, he may not handle the situation well due to crisis’ versatility.

Crisis Intervention Helpers’ Qualities

The first step in cultivating the skills needed to help people in crisis is to construct a definition of crisis. Crisis worker must “tune into” a client’s level of mastering reality in order to set up realistic goals and problem- solving strategies.

In Lindemanns (1944) work with survivors of the Coconut Grove nightclub fire of 1943, he discovered that premature cessation of the expression of feelings is harmful. Therefore, it is essential for crisis workers to allow clients to express emotional actions. However, crisis workers must also ensure that the expression of these feelings is not harmful to the client or others. Crisis workers must be aware that whether the expression of emotional reactions to crisis events is it healthy (Myer, 37)

Crisis workers must be willing to share the client’s pain. Empathy that demonstrates to clients shows crisis workers understand their frame of reference in the crisis situation. (Myer 38) Care must be used to guard against allowing crisis workers’ personal issues to influence the assessment process. For example, a crisis worker, while a child, may have seen his or her mother abused by the father or another person. As a result, the crisis worker may become angry whenever abuse is an issue. Being a crisis helper, he must not handle the client’s situation personally; therefore, the ability of assessing the client thought and action is important.

Assessing clients’ cognitive and behavioral reaction to a crisis can be troublesome for crisis workers. Simply knowing that a client has seemingly done nothing or has made several unsuccessful attempts to resolve the crisis is not enough. Crisis workers must see beyond the content of what clients report to truly understand clients’ reaction. (Myer 86) Too often, crisis workers have difficulty distinguishing their perceptions from clients’ perceptions of the crisis. ( Myer 57)

After knowing clients’ cognitive reactions and the life dimension that is affected by crisis, it helps crisis workers target their intervention efforts. However, crisis workers must also evaluate the severity of clients’ reactions in order to determine if this area should be addressed first and how direct the intervention process should be. ( Myer 73)

Ethical and legal concerns are particularly relevant in the assessment of behavioral reaction because during the assessment process clients may disclose information about child or elder abuse, sexual abuse of minors, suicidal ideations, intent to harm someone else, or other equally disturbing material. Crisis workers can be caught off guard hearing this information; once it is disclosed, what are they to do? ( Myer 86)

Certain personality traits may interfere with coping and also with accepting intervention. Some people have problems accepting help or being strong. Others are paranoid or avoid conflict. These people present challenges to counselors, in contrast to clients who are open and trusting.

According to Kanel, there are factors for a crisis helper to determine whether a crisis presents a danger to his client or his client needs additional help. A trained crisis helper not only needs to be psychologically trained, his personality and experiences can also be a great asset during crisis intervention. Thus, not everyone can be a crisis helper well.

Resources for Crisis Intervention Work

Not everyone who experiences a stressor in life will succumb to a crisis state and no one is certain why some people cope with stress easily whereas others deteriorate into disequilibrium. ( Kanel, 7). But, Kanel writes that material resources, personal resources, and social resources seems to determine the level of an individual coping mechanism after a crisis. ( Kanel, 7)

Material resources are money, shelter, food, transportation, and clothing. Money may not buy love, but it does make life easier during crisis. For example, a poorer woman with minimal material resources [money, food, housing, and transportation] may suffer more in a crisis than a woman with her own income and transportation. A woman with richer material sources has the choice of staying at a hotel or moving into her own apartment. She can drive to work; she can afford to pay for counseling sessions. ( Kanel, 7)

After her material needs are met, the woman can begin to work through the crisis. Her personal resources, such as ego strength, previous history of coping with stressful situations, absence of personality problems, and physical well-being will help determine how well she copes on her own and how she accepts and implements intervention. ( Kanel, 7)

Ego strength is the ability to understand the world realistically and act on that understanding to get one’s needs and wishes met. Many times a crisis worker will be called on to be the client’s ego strength temporarily (as when a person is psychotic or severely depressed) until the client can take over for himself or herself. These clients can neither see reality clearly nor put into action realistic coping behaviors. They need someone to structure their behavior until the crisis is managed successfully, often with medication, family intervention, and individual counseling.

Social resource

Conclusion

Some clients may display extreme emotion to a minor incident; others may exhibit an almost undetectable affective reaction to a significant crisis. In addition, people react differently to different crises. Just because a client reacts with anger in one crisis does not mean that he or she will react with anger in another crisis (Myer 52). Client may be overwhelmed by the situation and find it difficult to vocalize any feelings; perhaps, they may vent their anger to the crisis worker. If the crisis worker is not prepared, he or she may be bewildered by the client’s display of feelings. Hence, “the intensity of the client’s emotional expression may result in the crisis worker feeling uncomfortable and out of control” (Myer, p. 37)

According to Myer, crisis worker need to be prepared to face clients’ raging screaming or sobbing uncontroably. During crisis intervention, crisis workers must use their knowledge of human behavior, sensitivity to cultural norms, and their clinical experience to make sound judgments. As a result, I agree that it is not everyone suitable to do crisis intervention work because not everyone can handle intensity of the job scope.

The case of Sabina Akthar is a tragic case, which shows negligence of the Crown Prosecution Service(CPS). Sabina Akthar and Malik Mannan had married through arrange marriage in Bangladesh. When Akthar found out that her husband had a mistress, problems occurred in their marriage. Akthar had faced domestic violence from her husband and as result made complaints to the police. Mannan was arrested and about a month later he was released on bail. Mannan’s bail conditions included clauses such as; he was not to contact his wife or visit her home. After Mannan had broken his bail conditions on several instances he was re-arrested. However on this occasion he was released without charge and also his bail order was dropped. After Mannan was released he carried on sending Akthar text messages in which he threatened to kill her. Few days after these messages Mannan had stabbed Akthar from her heart, which caused Akthar’s death. After the young woman’s death the Crown Prosecutions Service accepted that they were negligent in the way they have handled the case and apologised to Sabina Akthar’s family (Guardian 2009).

The British Crime Survey’s (BCS) measurement of the culture effect on domestic violence is different to the police statistics. According to statistics the culture effect on domestic violence plays an important role here.

The aim of my research is to define how culture has an effect on domestic violence in the United Kingdom amongst the white ethnicity. Due to the experience I have gained through volunteering in the Coventry Refugee Centre I have gained knowledge about different countries and the cultures those countries have.

In the United Kingdom victims of domestic violence are mainly women and children. For many women their home is where they suffer abuse at hands of somebody who is really close to them. Most victims of domestic violence face long term physical and psychological damages. The person who abuses them does not give them any chance to make their own decision; therefore after a while some victims believe that there is no way out of their sufferings and gives up on trying to escape.

This research seeks to determine the impact of cultural effect on domestic violence in women and children in United Kingdom.

Key literature

Domestic violence also known and expressed as fie beating or intimate partner violence usually coexists with child abuse about half of the time (Hamel. J, Tonia L. Nicholls 2007). Husbands who beat their wives are much likely to apply for permanent residence for their undocumented wives than husbands who do not beat their wives. Therefore immigration status appears to be another way in which abusive husbands control their wives in the UK. Abusive husbands often threaten their wives with deportation if they do not comply with the husband’s wishes. Frequently undocumented abused wives are afraid to cooperate with child protection authorities for fear that their husbands might retaliate by turning them into immigration authorities. Women who cooperate with investigations of child abuse and or domestic violence have unusually good access to legal permanent residency but they are unlikely to be aware of this. Battered immigrant women face several impediments to seeking protection and services. These impediments including language barriers, negative perceptions of the law enforcement and legal system, fear of deportation, cultural and religious issues and discrimination (Gabriel 1994).

When it comes to the culture effect on domestic violence Uganda has the highest crime rates of domestic violence, 41 % of women reported being beaten or physically harmed by their husbands. This can be related to the economic factors and conditions as well as different life styles and cultural variation in Uganda.

According to the statistic the media has been considered one of many contributing factors in domestic violence. It has been criticized for its portrayal of violence in movies, television and printed form resulting in the desensitization of people with regard to their tolerance of violence. On the other hand the media has also been used as a modern communication tool in increasing public awareness of domestic violence and increasing support for ongoing research, funding education and prevention and treatment programs and support for improvement in the laws the criminal justice system and the public policy.

The impact of income inequality and social structure may also create more domestic violence towards women. Men’s unemployment or part time employment has been associated with increased rates of domestic violence. (Natalie, Sokoloff and Pratt 2005). Recent study found that unemployment was a significant predictor of violence. This suggests some men might perceive employment as a critical component of their masculine identity and resort to violence as an effort to regain lost status.

Some studies report that middle class Asian women are more likely to experience domestic violence than white middle class women among some ethnic and racial minority groups are attributable in part to poverty. Some research has suggested that the discrepancy between employment and income places women at risk. When women earn more than men or have a higher education qualification and employment skills, many men feel psychologically threatened and some use violence to reassert power in their relationship.

Many immigrants coming to England to find a better life to live for themselves and for their children but the barriers the immigrant face are really tremendous. New culture that they face as well as language barriers their husbands take advantage of this and start intimating their partner’s that their husbands may report their views to the UK immigrations service. Different countries and cultures may have their own values and attitudes toward a woman place family, marriage, sex roles and divorce and women may not notice that the domestic violence is against the law they may not know that they have the legal option to end the abusive relationship.

Domestic violence can occur in families from all cultural and ethnic group and beliefs and intervention policies and practices in treating battered women should accommodate their diverse cultural backgrounds. The British Crime Survey statistics shows that one in five women has experienced domestic violence in their lifestyle and many of these women ended their relationship because of abusive relationship. . According to the survey shows that woman chose to stay in abusive relationship because of fear if the women attempts to leave they will be tracked down and beaten or killed because of this the most women think that any prison time would be temporary and the subsequent and consequences even worse.

Methodology

My research approach will reflect a subjectivism. I believe this perspective is most appropriate for my investigation because people got their own ideas and it will be in subjectivism way the result that I will get in the end it will not be based on one interview. My methodology will be based on interviews, qualitative, subjectivism and interpretivism. Every interview that I will do will have different view and different ideas in it.

I will be dealing with human views rather than materials. In order to finish my dissertation I need to understand how women are expected to behave within different cultures, believes and religions. For example as I have spent two years at the Coventry Refugee Centre as an interpreter and a case worker this has given me a good knowledge about diverse people and I understand their opinions and feelings. Therefore I believe the experience that I have gained within that work environment will be very helpful to me while I am conducting my interviews.

To update my literal review I will also use secondary data. As my secondary data resources I will use books and contemporary articles. This will enable me to widen my knowledge and understanding of the general theory aspects on culture effect on domestic violence. I will also get some help from the Coventry Refugee Centre by going on their websites and also by speak to them face to face when needed. This secondary data will help me to design the interview questions in order to get the best answers.

For my research I will also do face to face semi-structured interviews to understand the effect of culture on domestic violence. I will also use internet searches. I have applied to volunteer within the victim support scheme. I am hoping that the experience I will gain from this work placement will give me the opportunity to find out more information about victims of domestic violence which will help to finish my dissertation. I will do some interpretivisim to assess the meaning of domestic violence. This will provide me a good feedback about the domestic violence and the trust in the police and Criminal Justice System. These questioners will provide me some quantitative data. In order to get answers that are representative and non-biased these questioners will be given to randomly selected women.

The qualitative result that I have gained from the interviews will be used in two ways. First of all I will compare them to the secondary data which is the theory aspect of the research. Secondly I will compare the questionnaire results (practice). Through comparing these data I will examine the views on domestic violence. As the results that are gained through the interviews will be qualitative, which means these statistics will give me an opportunity to analyses the results in order to create some charts, graphs and pies. As I worked as an interpreter and a case worker at the Coventry Refugee Centre it is easy for me to access into the centre and get the support that I need. I have decided to choose my participant through my work experience place, because my topic is based on culture effect on domestic violence and there are many women who been victims of domestic violence in their home countries. I will hopefully do my interview at the Refugee centre and I will inform my participants that everything that they say throughout the interview will be confidential and that no one will be allowed to see the answers that they have given in the questionnaires. However there are some difficulties to do this interview for example some of the participants may not speak English. Therefore I will also try to arrange an interpreter for them where needed in order to finish my research proposal.

Ethnical issues

Researching about domestic violence is not easy. While I am doing my research there are several ethical issues which I need to pay close attention to not to cause further distress to the participants. For example some question may cause distress to participants if they are asked in a certain way. Therefore I will need to design my questions in a way which my participants will not feel uncomfortable to answer them. Conducting a research on domestic violence might be a stressful investigation. This is because the topic is a very sensitive topic as it is not psychologically easy for people to talk about their tragic experiences. Therefore this study might cause potential or further pain and harm to the individual who have or still experiencing abuse by reminding them events that they do not wish to remember. It may also expose incriminating information and expose individual to risk. Consequently I need to be fully prepared to deal with the likely effects of the research. For example the effects of my research on participants on their families and on the researchers themselves (conduction such research may be distressing) may be defeated by a debriefing session at the end of the research. In this debriefing session participants will be able to speak to professional psychiatrists about their experience within the research. During this session participants can discuss any particular concerns they have about the research.

Another example of a sensitive issue is false memory and recovered memory. This is a debate which has been going on over the past 20 years. A famous memory psychologist Elizabeth Loftus has written about the validity of recovered memories of childhood abuse. According o Loftus’s studies these memories commonly come to light only after therapeutic sessions with people who use techniques such as guided imagery to explore early life experience. This domestic violence research is socially sensitive because there are potential consequences for people who have claimed to have recovered memories and for their families. Therefore to complete my research I need to consider including some ethnical guidelines document. I will sign this document and included in my proposal to state that I have tried to deal with ethical issues as best as I could.

Also the questions that I will ask during the interview have to be approved by my tutor. I will also ask my participants to sign a consent form which will state that the interviews done are totally confidentially and that they are willing to take part in this research. Data that will be collected through the interviews will be confidential therefore I will be keeping this data with me at all times until my research is complete and I will not let anyone else to see it.

I will be dealing with woman with cultural views, being sensitive to other cultures is easier said than done. Cultural sensitivity has nothing to with the art and music of a culture and almost everything to do with respect, shared decision making and effective communication. Too often researches ignore these values, the life style and the cognitive and affective world of the subject. soz jus on the phone to ma man. bu ma cwk is on my laptop n im on my pc bu jus write bou wha research method u gna use like for mine im doin case stdies n interviews n lyk u gta say whether u gna use qualitative method or quantitative methods n why u using those methods das it reallyysoz jus on the phone to ma man. bu ma cwk is on my laptop n im on my pc bu jus write bou wha research method u gna use like for mine im doin case stdies n interviews n lyk u gta say whether u gna use qualitative method or quantitative methods n why u using those methods das it really

Reflection

I have learnt too many things about the research method and technique that are used in it. Having completed this research that is based on culture effect on domestic violence improved my argument skills in a paper. Through using and collecting data and with example of statistics my arguments have become much better than how it was used to be.

My researching skills also improved in a positive way during this research proposal. In previous researches for my study I used to get stuck on how to gather information but now I am able to use largely different resources I can now understand the topic more widely and it also helps me to make a better argument. In my opinion this research is my best research paper that I have done in my life. The grade that I will get for it might not show a good grade but what I learned from it will benefit me for my future researches. I spent about two days just for doing the actual research. It will be useful for the next year when it come to the dissertation by using these new techniques that I have learnt from this research proposal, hopefully then I will be able to put my points across more effectively and clearly. How to write a research proposal will benefit me in future lessons in my life. Due to the experience that I have gained while preparing this proposal I will be able to give good examples about the topics that I will be preparing a proposal for in my future academic life. I will also be able to give and create a better arguments and counter-arguments in my future research proposal.

To do my dissertation I have to stay focus on my chosen topic in order to complete it by using different skills that I have learned from this research proposal.

According to the Home Office findings, Rape is defined as ‘forced to have sexual intercourse (Vaginal or anal penetration)’. The legal definition stipulates it to be ‘penile’. In general terms, rape is an act of aggression and violence against another; it is not an act of sex but is one of specifically dominance and power.

Key points of the findings of the Research, Development andStatistics directorate of the Home Office published in 2002 are listedbelow. 0.4% of women aged 16 to 59 in England and Wales said they hadbeen raped in the year preceding the 2000 BCS, an estimated 61,000victims. 0.9% of women said they had been subject to some form ofsexual victimization (including rape) in this period. Around 1 in 20women (4.9%) said they had been raped since age 16, an estimated 754,000 victims. About 1 in 10 women (9.7%) said they had experiencedsome form of sexual victimisation (including rape) since age 16.

Age is the biggest risk factor for experiencing sexual victimisation; women aged 16 to 24 were more likely to say they had been sexually victimised in the last year than older women. Women are most likely tobe sexually attacked by men they know in some way, most often partners(32%) or acquaintances (22%). Current partners (at the time of theattack) were responsible for 45% of rapes reported to the survey.Strangers were responsible for only 8% of rapes reported to the survey.18% of incidents of sexual victimisation reported to the survey came to the attention of the police; the police came to know about 20% of rapes. 32% of women who reported rape were ‘very satisfied’ with theway the police handled the matter, 22% were very dissatisfied. Lessthan two-thirds (60%) of female rape victims were prepared toself-classify their experience as ‘rape’ and less than three-quarters(70%) of women who self-classified themselves as having been victims of ‘attempted rape’.

Amnesty international reported that there were 14,000 recorded rapesin 2003 and 11,441 recorded rapes in 2002, representing a 8% increase.According to the Home Office, in the year ending March 2003, the totalnumber of sexual offences recorded by police in England & Wales was 48,654, a 17% rise over the previous year.

A victim of rape feels the “fight or flight” response that humans have built-in; which means that when the incident is over, one is leftwith a feeling of devastation, exhaustion, confusion, sadness, etc. The lingering psychological disorder is called Post Traumatic Stress Disorder (PTSD). The most effective therapeutic approach for long-term,severe PSTD appears to be talking treatment sessions with a clinicalpsychologist, in which the person is encouraged to talk through theirexperiences in detail. This may involve behavioural or cognitivetherapeutic approaches. Antidepressants may also be prescribed torelieve concurrent depression, a common feature in survivors, andenable the person to get the most out of any psychological treatment.Counselling may be helpful too in the early stages of recovery,particularly from counsellors experienced in the treatment of PTSD.

Before we go into detail on counselling for rape survivors, it is essential to take into account the effectiveness of counselling in general. According to the Department of Health (2001), Counselling hasbeen defined as “ a systematic process which gives individuals anopportunity to explore, discover and clarify ways of living moreresourcefully, with a greater sense of well-being ”. The use ofcounselling as a means of responding to people in distress and turmoilhas been increasing rapidly in recent years. This has generated adebate on the effectiveness of counselling process itself. The methodsof evaluation of effectiveness is also highly controversial. Theconcerns in the qualitative and quantitative evaluation is discussed indetail later.

Bondi summarises from her reports on controlled trials conducted inhealth care settings. They seem to indicate that counselling is aneffective intervention, clinically and economically. Its costs andbenefits are broadly comparable to those of antidepressant medication. Moreover, it seems to be a popular choice with many patients. Cautionis sometimes attached to the results of these trials. This may be dueto the fact that it only involves a small trial when compared to thelarge trial group of medication. Studies of counselling in othersettings indicate a high level of satisfaction among clients. Bondialso writes that there is good evidence to suggest that counselling hasa capacity to reduce demand on psychiatric services. This is becausecounselling prevents less serious problems from becoming more seriousand helps people to maintain reasonably good levels of mental health.

Choice of treatment of survivors of rape has been one of increasing significance within health care and also highlights the need toconsider factors other than clinical and cost-effectiveness.Counselling is not the only form of talking treatment available. Otherforms of talking treatment include psychotherapy, cognitive behaviourtherapy, self-help groups and support groups.

Counselling attaches a great significance to the autonomy of the victim and therefore it cannot be administered to the unwilling. The success of counselling, therefore, depends on active participation. For counsellingof rape victims, feelings caused by abuse may be quite overwhelming and difficult to deal with. The Department of Health (2001) has recommended counselling as one of the types of psychological therapy for depression, anxiety, panic disorder, social anxiety and phobias andpost traumatic disorders. These problems can be mainly related tosurvivors of rape.

The National Center for Victims of Crime (2004) recommends that counselling can help cope with the physical and emotional reactions to the sexual assault or rape, as well as provide necessary information about medical and criminal justice system procedures.

According to the reports by the Brunel University (2005) on sexual abuse and rape, sharing experiences in a safe, understanding and confidential setting may help to manage their feelings by being heard and taken seriously. Counselling enables to make sense of the present, in relation to the past. Some survivors of sexual abuse maybe plagued by memories in the form of distressing flashbacks, mental images or nightmares. Talking about the images and memories while being heard and supported will often ease the problem. It may beeasier to share incidents and feelings with a professional counsellorconfidential, rather than a friend. Some people prefer to talk to ahelpline so they do not have to face the person they are disclosing to.

According to Bondi’s summary of her studies on the effectiveness ofcounselling that sceptics often voice doubts of counselling because itappears to involve nothing other than one (or two people) “chatting” toa counsellor. However, in spite of these doubts, communication takesplace when counselling is effected, whereby a special kind ofrelationship is developed between the counsellor and the victim. Bondiattributes this to the fact that human beings are social creaturescapable of connecting with others. It is worth to note that allapproaches to counselling share a commitment to apply insights andunderstandings about the importance of these connections to offertherapeutically effective relationships.

Impacts of counselling on rape survivors often depends on the development of a helpful working relationship between the counsellor and survivor. According to the STAR findings, some women feel nervous and unenthusiastic about seeing a counsellor. Therefore, it is essential that they feel relaxed and comfortable to be able to talk freely. Setting up of a pace comfortable for the victim is important as it recognises the interlinked nature of people’s lives (Skinner andTaylor, Home Office report 51/04).

According to Bernes (2005), effective counselling leading to a good counsellor-victim relationship follows the following dynamics. They are an emotionally charged, confiding relationship between the patient and therapist; warmth, support and attention from the therapist in a healing setting; a positive therapeutic alliance between patient and therapist; a new rationale or conceptual scheme offered with confidence by the therapist; the passage of time; installation of hope and expectancy and finally techniques consistent with patient expectation and efficacy.

Common process strategies in counselling include gathering sufficient information, listening well and with understanding, helping the individual reflect and gain insight, helping in decision-making and goal setting, and providing options and ideas for client consideration (Korhonen). According to the Home Office reports on the STAR scheme, the data collected from the survey did not give any indications that anyone counselling technique works better than another. Methods likedrawing or making lists of feelings, events, concerns and workingthrough them were found to be effective by some rape survivors. Some found making plans for the future, for example, symbolic moves such aschanging the decor of the room seemed to indicate a new phase in their lives.

Others indicated that a flexible integrated approach with respect, a respectful politeness, support and even the smiling face of the counsellors seemedto have helped them. The need for administering couna respectful, supportive and caring environment is also essential. Also, them cope development of a programme of work that enabled them to look at themselves in a logical, positive and respective manner athem cope with their emotions and move forward at their own pace is essential.

The university of Dundee has introduced a computer counsellingtechnique called ‘ENHANCE’ for rape victims. Often, women who have been raped find it hard to talk about their feelings and research evidence shows that in sensitive and potentially embarrassing areas of human functioning, some people may find it easier to talk openly to acomputer. ENHANCE, a computer based facility which includes a diaryfacility for free writing, a visualisation tool to describe feelingsand graphic manipulation and exploration, an information base to accessa range of supportive information, leaflets and contacts and the optionof what to destroy or save it for later reference. Further work is being done to develop ENHANCE and the researchers feel that their workcan be transferred to other agencies in future. Furthermore, it is inan early stage to be assessed for effectiveness. Computer counselling is, therefore, new and brings to attention to the fact there is very few online support available for rape survivors. This can be a good sourceof data for qualitative research as it reduces some of its ethical risks which are discussed in detail later.

It is very difficult to assess the effectiveness of counselling forrape survivors as due to the dilemmas in relation to the ethicalpractises of counselling, training and qualifications of counsellors and the evaluation of counselling and little published information.Counselling services are offered in a wide range of settings, which influences the kind of outcomes (Bondi). Bondi, in her review ofdifferent counselling orientations writes that similar effects may beusually reported. This is consistent with the argument that it is thequality of the therapeutic relationships offered by the counsellorswhich determine the effectiveness of counselling.

Effectiveness of rape counselling can be studied by either qualitativeor quantitative research. McLeod (2000) reports from his paperpresented at the 8th Annual International Counselling, University of Durham that counselling in Britain at the beginning of the twenty-first century does not have a clear vision of the role of research. It is worth mentioning that very few studies have focussed on research methods to measure effectiveness of counselling for rape victims. McLeod also reports that, in general, published studies of counsellingand therapy in dominated by quantitative research like up to 95%. Ingeneral, cultural assumptions are concerned with the development ofmethods that are valid and reliable. Quantitative research reduceshuman experience and action to variables. Hypothesis are framed interms of the relationships between these variables, which can often beinterpreted a rational voice allowing no expression of feeling orpersonal experience (McLoad, 2000). There has been no reports relating to quantitative research on counselling for rape.

Qualitative research has been used lately in the health care settingsand voluntary organisation for rape survivors. Qualitative research refers to research conducted in an interpretive or critical tradition. Research conducted in this tradition generally includes ethnographies, naturalistic observation or intensive interviewing studies, and usessome type of content analysis of words or texts to generate themes, which summarize the results of the study. The goals of qualitative research are not usually to generalize from the findings to some largertruth, but rather to explore or generate truths for the particular sample of individuals studied or to generate new theories. There is often an emphasis in qualitative research on perception or livedexperience.
There are quite a few ethical concerns in qualitative research of assessing the effectiveness of counselling of rape victims. Knapik (2002)in his paper summarises the ethical concerns of qualitative researchwhich mainly revolve around an assessment of benefit versus harm,confidentiality, duality of roles, and informed consent It is oftenassumed that qualitative data does not involve physical manipulation orintrusive procedures on victims. But it can pose certain risks to the victims.

Moleski and Kiselica (2005) highlight the dangers of a dual or multiplerelationships between the counsellor and victim. During research involving in-depth interviews or focus group discussions on such asensitive as rape, the researcher (generally a counsellor, but called aresearcher in this context as the data collected is for the purposes of qualitative research) develops a relationship of trust with the victim. The relationship may be misinterpreted by the participant as atherapist-client relationship. The data may be interpreted in waysunflattering or damaging to participants. It is therefore important toassess the harms and benefits in dealing with real clients.
Secondly, risks to individuals participating in qualitative researchmay often not be anticipated. This is because the method and researchquestions are always evolving and changing from the various organisation’s approach to the case. These risks should be made clearto the participants from the beginning and also during the course ofthe experiment.

Thirdly and most importantly, qualitative research always generatesquestions on the ability to protect confidential information. Usually, names and personal data are excluded from published results, but quotations, cues from the publications can always identify theparticipant to those familiar with the research. Reasons for this maybe because of the nature of sensitivity of the rape abuse problem, trial groups always being small and trials being conducted in smallcommunity structures.

Reports were published by the Home Office on the ‘STAR young person project’ on assessing the counselling services offered to rape survivors. Young women primarily had a positive counselling experiencebut a small number reported some level of dissatisfaction. One of the reasons were the short sessions of counselling, as they could not continue working with their counsellors on a long term basis. This indicated the issue of assess to a restricted number of sessions. Another issue was the pace at which information is disclosed to thecounsellor, as a small percentage of the women disliked gettingstraight to the information or having to answer questions pertaining tothe incidents within a shorter period of contact between the victim andthe counsellor. This may be because a certain time span is needed toestablish a counsellor-victim relationship which varies from case tocase and depends on the severity of the case.

Another small percentage of the STAR participants felt that the counsellor was not equipped to work with areas of the case and thatthey were given unhelpful advise or irrelevant information or help in away which was not the one suited for the particular case. This throwslight on the training issues of counsellors, whether they are properly equipped for the job. Another percentage of the women, said that thecounsellor disapproved of them being late or related issues whichindicate an over-protective or over-controlling issue which can causenegative impacts on the counselling experience. The findings indicatethe need for a more flexible approach during counselling experiences, longer-term counselling and support by the counsellor, proper trainingfor counsellors and more research into counselling methods and theirevaluation.

According to the findings of the British Crime Survey (2002), it isdifficult to assess the level of support for victims of rape due to the small number of victims in year 2001. Also, the British Crime Survey(2002) reports that support services are under-funded, relative tosupport services dedicated to victims of domestic violence. In UK, therapy services for rape survivors are available from charity andlistening services, health services provided by the universities forstudents, NHS and few religious movements. In the NHS, there areusually long waiting lists sometimes up to a year for patients toaccess counsellor services. In voluntary and charity services there maynot always be round-the clock assistance for rape survivors. Telephone access is restricted to certain times of the day.

Findings of research on women rape victims are available in a varietyof forms and from a variety of places. Professional journals such as Violence Against Women, the Journal of Interpersonal Violence, Aggression & Violence Behavior, Violence & Victims, and the Journal of Family Violence include research conducted by psychologists, social workers, sociologists, advocates, and others. In addition to professional journals, findings of research are presented at domesticviolence conferences, described in the popular press, found on websites devoted to ending violence against women, and are available aspublications from government agencies like the Home Office, UK orprivate research organizations (various voluntary organisation’swebsites).

Research reports published in scientific journals are subject to peer-review. Research published in scientific journals thus gives thereader some confidence in the scientific credibility of the researchfindings. Scientific credibility, however, does not necessarily meanthat the findings represent “the truth”. Research released directlyfrom an organization sponsoring the research does not usually gothrough the peer review process. So there is a real need for independent qualitative research into the counselling services for rape victims in the UK. The UK Home Office should actively engage inindependent evaluation of counselling services for rape victims.

The STAR project recommendations the following for future research. There is need for piloting and evaluating peer support systems. New research projects into contexts and circumstances of rape is requiredto throw new light on the academic and practitioner’s knowledge. More research is needed into the needs of victims from internet supportservices while reviewing the current internet support service toprovide guidelines for practise. More creative approaches in regards toservices for survivors were also required.

It is also recommended that counsellors be given appropriate training to improve the services to rape survivors. According to Bernes (2005), there are five critical components forbecoming an effective counsellor. The counsellor should have aprofound, genuine and early draw to the field, a profound and genuinefascination to try to understand human nature, cognitive ability, arigorous and quality academic program and major field exposure.

There is therefore a genuine need for efforts to be focussed in creating effective counsellors to deal with rape victims. More funding to develop therapy services is required. There is a need to establish infrastructure towards organisations involved in treatmentand care of victims. Further research into the effective processes ofvarious approaches of counselling is recommended. Detailed research isneeded into the qualitative analysis of effectiveness of thecounselling processes. Also, independent qualitative analysis in victimsupport is needed to verify the results. In general, in the UK, counselling for rape survivors have still a long way to go.

The Role and Applicability of Counselling in Social Work PracticeIntroduction and Overview

Social work originated as a community help measure in the 19^th century and has since then become an organised discipline that aims to support and empower those who suffer from social unfairness. Apart from helping the disadvantaged to live with dignity, social work aims at achieving social inclusion and has been found to be effective in correcting disparities and in helping individuals to overcome impediments that arise from different aspects of life; apart from those that require knowledge of the physical and medical sciences. Social work practice has, over the years, become integral to Britain’s working life and current estimates put the number of active social workers in the country at significantly more than one million. (Parrott, 2002)

Whilst social workers can be called upon to assist all sections of the community, the majority of their assignments concern helping individuals in stressful situations and those experiencing difficulties with issues that relate to emotions, relationships, unemployment, work, disabilities, discrimination, substance abuse, finances, housing, domestic violence, poverty, and social exclusion. Such a range of applications has necessitated the development of (a) a variety of skills and techniques, (b) methods to transfer these skills to social workers, and (c) procedures for the delivery of social work in a variety of settings, which include schools and colleges, households, hospitals, prisons and secured homes, and training and community centres. (Parton, 1996)

Social work practice focuses on dealing with the problems of service users. The maintenance and improvement of their social, physical, and mental states is often dependent upon the effectiveness of social work intervention. (Miller, 2005) Users of social work services are largely economically and/or socially disadvantaged, and the vulnerabilities, which arise from these circumstances, frequently contribute to the nature of their relationships with service providers. (Miller, 2005) Social work makes use of a broad range of knowledge and incorporates information obtained from several disciplines; it empowers social workers in practice to use their acquired knowledge and skills first to engage service users and then to bring about positive changes in undesirable emotional states and behavioural attitudes, or in positions of social disempowerment. (Miller, 2005)

Counselling forms one of the main planks of social work practice and constitutes the chief mode through which social workers directly engage service users; it is considered to be the public face of the activity and is an integrative course of action between a service user, who is vulnerable and who needs support, and a counsellor who is trained and educated to give this help. Face to face and 121 interactions between social workers and service users take place mostly through counselling activities. Apart from the directly beneficial effect that occurs through counselling, much of the social work approach that needs to be adopted in specific cases for other interventionist activity is decided on the basis of feedback provided by counsellors. This assignment aims to study and analyse the importance of counselling in social work practice.

Commentary and Analysis

Social work practice, in the UK, has evolved along with the development of the profession, and with the progression of social policy, ever since the first social workers were trained at the London School of Economics, at the beginning of the 20^th century. (Parton, 1996) Whilst social policy, formulated at the level of policy makers, defines the broad routes taken to alleviate social inequalities, the actual delivery of social work occurs through social work practice, an activity carried out by thousands of social workers all over the United Kingdom. (Harris, 2002) Social work makes use of a range of skills, methods, and actions that are aligned to its holistic concentration on individuals and their environments. (Harris, 2002) Social work interventions vary from person-focused psychosocial processes that are focused on individuals, to participation in social policy, planning and development. (Harris, 2002) These interventions include counselling, clinical social work, group work, social academic work, and family treatment and psychotherapy, as well as efforts to assist people in accessing services and resources within the community. (Harris, 2002) Social workers, in their everyday activity, need to assume multiple roles that aim to balance empowerment and emancipation with protection and support. (Harris, 2002) Balancing this dilemma is often a difficult process; it depends upon the needs of service users and requires social workers to assume more than one role. (Harris, 2002) These roles, whilst being versatile and flexible, broadly consist of seven broad categories, namely those of planners, assessors, evaluators, supporters, advocates, managers, and counsellors. (Harris, 2002)

Whilst social work practice is spread over these broad functions, this assignment aims to examine and analyse the significance and application of counselling in social work, especially with reference to (a) the complexities involved in its practice, (b) combating oppression and discrimination, and (c) from the viewpoint of service users.

Counselling, whilst being a catch-all term, used for describing of various professions, is, an important component of social work practice. (Rowland, 1993) It is a developmental process in which one individual (the social work counsellor) provides to another individual or group (the client), guidance and encouragement, as well as challenge and inspiration, in creatively managing and resolving practical, personal and relationship issues, in achieving goals, and in self realisation. (Rowland, 1993) Whilst the relationship of social work with poverty and deprivation necessitates that most counselling activities relate to such issues, counselling has now become an active and interventionist method to achieve change in social situations and empower people to improve the quality of heir lives. (Rowland, 1993) The activity depends upon client-counsellor relationships and includes a range of theoretical approaches, skills and modes of practice. The British Association for Counselling defined the activity thus in 1991:

“Counselling is the skilled and principled use of relationships to develop self knowledge, emotional acceptance and growth, and personal resources. The overall aim is to live more fully and satisfyingly. Counselling may be concerned with addressing and resolving specific problems, making decisions, coping with crisis, working through feelings or inner conflict or improving relationships with others. The counsellor’s role is to facilitate the client’s work in ways that respect the client’s values, personal resources and capacity for self determination.” (Rowland, 1993, p 18)

Part of the confusion regarding the actual nature of counselling activity stems from the fact that the phenomenon is of recent origin and is becoming increasingly popular both as a widely sought service and as a professional career. (Dryden & Mytton, 1999) Whilst social researchers have floated a number of theories to explain the growth in counselling in social work, most experts ascribe its increasing usage to the diminishing impact of religion, the breaking and scattering of family life, and the removal of previously existing family and community social structures. (Dryden & Mytton, 1999) Priests have ceased to become confidantes and advisors; New modes of disempowerment have also led to the creation of a vast range of emotional and physical stresses with adverse effects on the psycho-emotional states of numerous people and their consequent need for counselling. (Dryden & Mytton, 1999)

Counselling has its origins, both in the past, and as an up-and-coming discipline, in various professions. It fills the intermediate gap between psychotherapy and amity, and thus becomes a particularly useful tool for intervening and touching upon the private, societal, professional, medical, and educational aspects of people. (Rowland, 1993) Whilst it grew organically, its effectiveness in diminishing distress led to its progressive assimilation in social work practice. Again the idea of the social worker as a person, who works with or counsels persons, has been a persistent concept in social work all through its emergence. (Pease & Fook, 1999) Counselling has also been connected with some of the critical principles of social work, particularly with regard to recognising the innate value of the individual and respecting the human being. (Pease & Fook, 1999) Counselling and casework also find favour with those who look at social work, in its entirety, as a process where different components work synergistically with each other in helping and supporting individuals. (Pease & Fook, 1999) Also inherent in the role of the social worker, as a counsellor, is the idea that change will be involved in the behaviour or outlook of the service user. It is in fact the diminution on the role of counselling role, which has been one of the major apprehensions regarding provision of social work through services. (Pease & Fook, 1999)

Counselling, in its basic form, involves the meeting of a counsellor and a service user in a private and confidential setting to investigate the emotional and mental difficulties, and distress, the service user may be having because of varying person-specific reasons. (Rowland, 1993) Counselling, as is evident from its increasing usage, has been found to be of great help in a variety of situations; in treating people with mental problems of varying severity; in helping those suffering from trauma, anxiety or depression; and in aiding people with emotional or decision making issues. (Rowland, 1993) Whilst it has been found to be applicable across different locales, for example, in schools and colleges, disturbed domestic settings, and in workplaces, it has also proved to be effective in helping people afflicted with serious illnesses like cancer and aids, victims of road and industrial accidents, and people in various stages of rehabilitation. (Coney & Jenkins, 1993)

Counsellors meet the requirements of people who experience traumatic or sudden interruptions to their life development and to their social roles. (Dryden & Mytton, 1999) Prominent among these counselling functions are those in areas of marital breakdown, rape and bereavement. (Dryden & Mytton, 1999) The work of the counsellors in such cases can be clearly seen to arise from social problems, namely from shifting social perceptions of marriage, reassessments of male and female roles, and new patterns of marriage and family life. (Dryden & Mytton, 1999) Counselling provides a route to helping individuals to negotiate this changing social landscape. Counselling has also been found to be helpful in the area of addictions. Specific counselling approaches have been developed to assist people with problems related to substance abuse, gluttony and for giving up smoking. (Pease & Fook, 1999) In some areas of counselling, which deal with addiction, for example, with users of hard drugs, counsellors engaged in social work practice, function side by side, with sets of legal restrictions and moral issues. (Pease & Fook, 1999) The possession and use of cocaine, for example, is not just viewed to be morally incorrect but also a criminal activity. (Pease & Fook, 1999) “The counsellor working with a heroin addict, therefore, is not merely exploring ‘ways of living more satisfyingly and resourcefully’ but is also mediating between competing social definitions of what an acceptable ‘way of living’ entails.” (Pease & Fook, 1999, p72) Some of the different objectives counsellors try to achieve in their dealing with service users relate to (a) providing them with an understanding of the origins of emotional difficulties, (b) enabling them to build meaningful relationships with other people, (c) allowing them to become more aware of blocked thoughts and feelings, (d) enabling them to develop a more positive attitude towards their own selves, (e) encouraging them to move towards more fulfilment of their potential and (f) helping them in solving particular problems. (Pease & Fook, 1999)

The following example provides an instance of how counselling helps individuals to overcome serious personal traumas.

“Paula had been driving her car. Her friend, Marian, was a passenger. Without any warning they were hit by another vehicle, the car spun down the road, and Paula thought ‘this is it’. Following this frightening event, Paula experienced intense flashbacks to the incident. She had nightmares which disturbed her sleep. She became irritable and hyper vigilant, always on the alert. She became increasingly detached from her family and friends, and stopped using her car. Paula worked hard at trying to forget the accident, but without success. When she went to see a counsellor, Paula was given some questionnaires to fill in, and he gave her a homework sheet that asked her to write about the incident for ten minutes each day at a fixed time. In the next counselling session, she was asked to dictate an account of the event into a tape recorder, speaking in the first person as if it was happening now. She was told to play the trauma tape over and over again, at home, until she got bored with it. In session 3, the counsellor suggested a way of dealing with her bad dreams, by turning the accident into an imaginary game between two cartoon characters. In session 4 she was invited to remember her positive, pre-accident memories. She was given advice on starting to drive her car again, beginning with a short five-minute drive, and then gradually increasing the time behind the wheel. Throughout all this, her counsellor listened carefully to what she had to say, treated her with great respect and was very positive about her prospects for improvement. After nine sessions her symptoms of post-traumatic stress had almost entirely disappeared, and she was able to live her life as before.” (Starkey, 2000, p37)

Counsellors need to keep in mind that socialisation leads to the development of perspectives on issues like race and gender. (Moore, 2003) Many of these perspectives are assimilated to such an extent that people have little control over them and are bound to impact the working of counsellors if not understood, isolated and overcome. (Moore, 2003) “In an anti-oppressive framework, these views are broken into six main lenses; racism, sexism, heterosexism, ableism, ageism, and class oppression.” (Moore, 2003) People are regularly excluded on account of their colour, gender, sexual orientation, abilities, age, and class. (Moore, 2003) Most of these factors do not occur in isolation and thus lead to multi-oppression, for example an aged female from a minority background could face oppression because of three factors, the whole of which becomes stronger than the sum of individual components. Oppressive perspectives occur through a common origin, namely economic power and control, and employ common methods of limiting, controlling, and destroying lives.

The PCS model developed by Thompson, in 2001, argues, in similar vein that inequalities, prejudice and discrimination operate at three levels, Personal, Cultural, and Structural, and by constantly strengthening each other, create powerful mental biases and prejudices against members of out-groups, people who are disadvantaged by way of colour, race, ethnicity, religion and language. Individual views, at the personal level, interact with shared cultural, historical and traditional beliefs to create powerful prejudices. (Thompson, 2001) Dominant groups within society constantly reinforce their superiority by driving home the inferiority of other groups through a number of overt and covert methods. (Harris, 2002) Whilst movements that aim to dismantle such stereotypes are emerging slowly, the biggest conflict is still within. (Harris, 2002) Internalised oppression is the oppression that we impose on our own selves due to environmental pressures. (Harris, 2002) The oppression is internalised from the prevailing society’s message through various institutions like the media, existing religious infrastructure, and other forms of socialisation. (Harris, 2002) Examples of such oppressive practices are the pressure put on working mothers to run an efficient household, in addition to putting in a full day at the office, or expecting mothers who stay at home to work from dawn until late night. (Harris, 2002) These prejudices are further strengthened by structural discriminations that are created by social and governmental structures, (as evinced by diminished employment opportunities for people with histories of substance abuse or the refusal of landlords to rent houses to members of certain communities), and create a complex web of mutually reinforcing social processes. Counsellors are prone to be oppressive because of assimilated perspectives, stereotyping, and because they hold power over service users. It is imperative that they recognise these imbalances and work towards eliminating them in their work as well as in the promotion of change to redress the balance of power. Looking at social issues through the perspectives of service users is thus critical to counselling activity. Social workers often face ethical challenges in their dealing with service users. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Clients, for example, can inform counsellors about their intention to commit suicide or inflict physical harm on their own selves, ask for reassuring physical contact in the nature of hugs, and confide about their intentions to harm others. (Langs, 1998) There is a strong possibility of sexual attraction developing between counsellor and service user. (Langs, 1998) Such situations can lead to the development of dichotomies between personal and professional ethics, and to extremely uncomfortable choices. (Langs, 1998)

Conclusion

Counselling is a complex and demanding activity that demands knowledge, experience and people skills, as well as compassion, empathy and understanding. Above all counselling activity, as an integral component of social work, requires commitment to social good. Counselling theories have evolved over the last half century; they have multiple origins, are complex in their formulation, and whilst having common features, need to be individually adapted to the needs of service users. Whilst it is not easy to grasp and apply these theories, their comprehensive understanding and application are essential to the effectiveness of counselling work. Counsellors, by virtue of the nature of their work and their power in counsellor-service user relationships exercise enormous influence over the decisions of service users.

The diversity and heterogeneity of counselling reflects the sensitivity of counselling to the enormous variations in human experience. Whilst understanding of theory helps in discharging of responsibilities, counsellors are also limited by assimilated perspectives on oppression, career and money demands, and their own emotions. Their responsibilities are manifold, and include duties towards service users, towards the profession, and towards the wider community. Apart from being challenging, satisfying and rewarding, counselling also provides the opportunity to make profound differences to the lives of other human beings.

References

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Corney, R. & Jenkins, R, (Eds.), 1993, Counselling in General Practice. London: Routledge

Counselling saves British business millions every year, 2003, British Association for Counselling and Therapy, Retrieved December 3, 2007 from www.instituteofwelfare.co.uk/downloads/welfare_world_24_full.pdf

Dryden, W, 2006, Counselling in a nutshell, Sage Publications Ltd. London

Dryden, W., & Mytton, J, 1999, Four Approaches to Counselling and Psychotherapy, London: Routledge

Feltham, C, 1995, What Is Counselling? The Promise and Problem of the Talking Therapies, Sage Publications Ltd. London

Harrow, J, 2001, Working Models: theories of counselling, Retrieved December 3, 2007 from http://www.draknet.com/proteus/models.htm

Harris, J, 2002, The Social Work Business /. London: Routledge

Hornby, G., Hall, C., & Hall, E. (Eds.), 2003, Counselling Pupils in Schools: Skills and Strategies for Teachers, London: RoutledgeFalmer

Langs, R, 1998, Ground Rules in Psychotherapy and Counselling. London: Karnac Books

Miller, L, 2005, Counselling Skills for Social Work, Sage Publications Ltd. London

Moore, P, 2003, Critical components of an anti-oppressive framework, The International Child and Youth Care Framework, Retrieved December 3, 2007 from www.cyc-net.org/cyc-online/cycol-1203-moore.html

Nelson-Jones, R, 2000, Six key approaches to counselling and therapy, Sage Publications Ltd. London

Noonan, E, 1983, Counselling Young People. London: Tavistock Routledge

Now You’re Talking; Counselling Has Become a Big Business Employing Thousands. but Is It a Job for You? Bonnie Estridge Talks It through London Jobs/Opportunities, 2004, October 14, The Evening Standard (London, England), p. 61

Parrott, L, 2002, Social Work and Social Care, London: Routledge

Parton, N. (Ed.), 1996, Social Theory, Social Change and Social Work, London: Routledge

Pease, B. & Fook, J. (Eds.), 1999, Transforming Social Work Practice: Postmodern Critical Perspectives. London: Routledge

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Starkey, P, 2000, Families and Social Workers : The Work of Family Service Units, 1940-1985 /. Liverpool, England: Liverpool University Press

Thompson, N (2001) Anti-Discriminatory Practice, Third Edition, London: Palgrave

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COUNSELING EDUCATION FROM UPPER PRIMARY TO TERTIARY LEVEL OF EDUCATION: IN QUEST OF CONTROLLING SOCIAL ILLS AMONG STUDENTS (Kiambu County)

TABLE OF CONTENTS (JUMP TO)

Abstract

Background Information

Aim of the Research

Literature Review

Methodology

Ethical Issues

Data Dissemination

Timetable

Budget

References

Abstract

Case of drug abuse and early pregnancy in teenage girls has been on the rise. As a result; many girls are dropping out of school and young men indulging into crime due to addiction to drugs. You find that most of the time spend by young kids is spent in institutions of learning and therefore the need to invest a lot into this age bracket (9- 18 years). It is around this age that this children question things, seek to identify themselves with something or someone, there is also growth in reproductive health (E. Njagi, 2009). They are also very eager to try almost everything. A two to three hours session fortnightly would have less impact to their live. Instead, if it is incorporated into the curriculum; it would influence behaviors positively. The future of a republic is vested in this age. Hence, no one should ever neglect these children. Inclusion of guidance and counseling in curriculum would compel students towards embracing a culture of responsible behavior. This research proposal will therefore, seek to gather information so as to establish the way forward in advising making of policies in the education sector. This will be through action research

Background Information

Survey reports presents millions of young men and women indulging into socially unaccepted activities. This even with having departments in the government working towards ensuring that, the society is “clean”. It is evident that we might not get rid of drugs and substance abuse, crime and teenage pregnancy. But most ultimately we can work towards reducing the numbers. Whether one is rich or poor, if they are not informed about some things; they might fall victims. Even though my research is based in Kiambu County, it would go a long way in advising the government on policy making in the education sector.

We can immunize the degree of social ills if only we take responsibility. And one is by ensuring that guidance and counseling is included in the curriculum of upper primary, secondary and first year of tertiary learning.

It is alarming that according to F. Chesang (2013, pg 126), Up to 30 to 40% in class seven, eight and form one have taken drugs at one time or another. Drugs abused are available next to every family’s door. They are available next to every family’s door. They are available everywhere anytime, in kiosks, bars, social gatherings and over the counter. They are available in every street corner, sold by the street people and other specialised gangs. So, as investors and entrepreneurs mushroom everywhere around the society. The government should also advance their scope of protecting the promising population from manipulation and enticement into venturing into drugs and other social ills. It important that we establish ways to ensure that, a population is healthy. A healthy population is a productive population.

Aim of the Research

The aim of this research is to establish problems encountered by students, and they have no possible way of overcoming them. This problems include peer pressure, domestic violence etc. which as a result if there is no mechanism to counter the force; they might end up in drugs, drop out of school, engage in pre marital sex, venture into crime, abortion etc

This research would also help unravel social ills that might have been neglected, as a result leading to confusion of identity among young population. With confusion; there is likelihood of engaging into socially unaccepted practices.

There has been less contact at the learning institutions; in this case, as far as guidance and counseling is concerned. As result, the growing and curious students end up picking on bad behaviors due to lack of information.

It will endeavor to help the government come up with structure and strategies to ensure total protection of the juvenile as enshrined in the de facto constitution of the republic of Kenya. It is protection from anything that might challenge their academic and skills development focus.

This research will also seek to establish the prevalence of the drugs and knowledge about them

Literature Review

Many scholars and scientists have been able to identify many types of social ills and researchers disseminating diverse findings and statistic about them. One challenge that come about is the fact that schools have guidance and counseling departments but they are rarely up to task. Character and knowledge might be gotten from homes (J. Drescher, 1973) but institutions have got more to do in building character of its students. We can be proud of schools but, according to Kenya National Bureau of Statistics (2012) there was an increase in number of reported offences from 9,929 cases (2009) to 10,016 (2011), in Central Province which is actually the highest compared to other provinces. Citizen Television last year featured, young men in Dandora as young as 14 years, having guns and actually already being in criminal activities

The age mentioned in my research is very critical. It holds the future of a republic. They are adventurous and therefore, they need to be monitored. The curriculum that exists is okey for children development, but it would be appropriate to have formalized guidance and counseling at all levels of child development (J. Greata, 2006).

R. Maithya (2009) says that Families can have a powerful influence on shaping the attitudes, values and behaviour of children. During socialization, parents and family members direct young peopleaˆYs conduct along desired channels, and enforce conformity to social norms. In traditional African society, socialization began with the birth of a child and progressed in stages to old age, building on preceding socially recognized achievements. Again, there are several levels of socialization apart from family, it includes, peers and school is also very important in socialization. It is the reason why there is needs to have guidance and counseling incorporated in the curriculum. It will only help create a culture of responsible acts.

It is important to note that we cannot isolate kids from their peers hence, the need to come up with ways to help them relate effectively without negative influence, from the age of 8, students detach themselves from their parents in need of some sort of independence, their employ logic in reasoning and experience improved understanding of concepts. It is where friends matters most and hence, kids can be easily manipulated by morally corrupt peers (J. Greata, 2006). As soon as students join secondary school.

They are at a greater risk of indulging into drug abuse and making it an obsession. All this happens in quest of recognition and seeking to conform to codes of a certain group. It could be through coercion, protection from bullies or extension of a habit that started in the final years of primary education.

With all this challenges, it is important to note that the young population contributes 50% of the total population (G. Ondieki, Z. Ondieki, 2012). According to Ndirangu (2004), traditional values and family patterns, which had, for long given the society coherence, sense of belonging and identity have been assaulted and in some cases, discarded altogether in our shrinking ‘global village'(cited in G. Ondieki and Z. Ondieki, 2014 pg 467) access to media content that would be violent or even explicit, exposure to western culture among other factors influence the lens they view the world with. The only placed to channel most resources is where this kids spend much of their time.

G. Ondieki and Z. Ondieki, 2012 also mention that, Kenya is committed to providing education for every child not just for human rights but also as a necessary element for social-economic development. Consequently drug use and abuse is therefore identified as one of the problems that hinder children from taking full advantage of educational opportunities. We can therefore understand the intensity at which lack of structured guidance and counseling affect the nation. It only by understands the fragility of teenagers that we can be able to embark on a lasting solution toward eradicating drug usage in Kenya; but by also putting up structures that will help save this generation.

Y. Ronen (2004, pg148) captures a very crucial point in the importance of allowing children to self actualize themselves in their identity, allowing them to explore. But again, it is the responsibility of the parents to ensure that they monitor their children while at home while the mandate shift while kids are in the institutions of learning.

Methodology

While in the field, I will employ diverse action research approach method. This is because; my endeavor will be coming up with qualitative data. Since I will be dealing with students, staffs, government officials and school drop outs, I will ensure maximum use of focus group discussion, and interviews where necessary (especially when dealing with staffs and government officials).

After each day activity in the field, in the evening we will be working on data interpretation and analysis. So, as not to leave out some data that might be of importance to our findings

This will also allow for informal discussion on topic defined by the researcher

Ethical Issues

As researchers there are different people to whom I pay my allegiance to. In this case, my respondents/interviewees are the ones that should show loyalty and integrity. Since they are vulnerable, while working with focus groups, I will ensure that there is total immunity from their identity being known to the recipients of my finding. So,

I will give name letters or numbers for the sake of their security.
While doing research, I will allow them to bombard me with information so that I can have a lot to withdraw data from.

The names will neither be known by readers of my work or policy makers if they take up the findings.

Any data surrendered to me will remain private and confidential.

Data Dissemination

As soon as I complete my research; I will focus on attending to seminars involving education sector and the National Agency for the Campaign Against Drug Abuse (NACADA). I also plan to submit my work to a legitimate publisher to be printed as books. Policy briefs will further my dissemination of my findings; especially meeting with policy makers on topical occasions. I also plan to send my work to journal publishers so that scholars can access and use it for their scholarly work.

One Month Timetable For the Field Work

WEEK

ONE

TWO

THREE

FOUR

DAY

MONDAY

SCHOOL1

SCHOOL6

SCHOOL11

SCHOOL16

TUESDAY

SCHOOL2

SCHOOL7

SCHOOL12

SCHOOL17

WEDNESDAY

SCHOOL3

SCHOOL8

SCHOOL13

SCHOOL18

THURSDAY

SCHOOL4

SCHOOL9

SCHOOL14

SCHOOL19

FRIDAY

SCHOOL 5

SCHOOL10

SCHOOL15

SCHOOL20

BUDGET FOR THE EXECETION OF THE ASSIGNMENT

(ONE MONTH)

ITEM

AMOUNT

TRANSPORT

Lunch

20schools

@5sch per week i.e 8primary and 12 secondary.

Participant in schools and researchers

50,000

160,000

ACCOMODATION

5 participant

60,000

STATIONERY

Recorder

Notebooks pen

One laptop

100,000

ALLOWANCES

Researchers

[email protected] 4,000per day

[email protected],500per day

280,000

MISCELLANEOUS

65000

TOTAL

715000

References

E. Njagi, 2009, Child Growth and Development II, Longhorn Publishers, Nairobi, Kenya

R. Chesang, 2013, Drug Abuse Among the Youths in Kenya, International Journal of Scientific & Technology Research, Volume 2, Issue 6

J. Drescher, 1973, Seven Things Children Need, Herald Press, Pennsylvania, USA

J. Greata, 2006, An Introduction to Music In Early Childhood Education, Delmar Cengage Learning

R. Njoroge, G. Bennaars, Social Education and Ethics, Transafrica Press, Nairobi, Kenya

Y. Ronen, 2004, Redefining the Child Rights to Identify, International Journal of Law Policy and the Family 18 , page 147-177

G. Ondieki, Z. Ondieki,2012, The Preconditioning Factors of Drug Usage and Abuse Among Secondary Adolescents in Kiamokma Division, Kisii County, Journals of Emerging Trends in Educational Research and Policy Studies(Scholarlink Research Institute journals)

R. Maithya, 2009 Drug Abuse in Secondary Schools in Kenya: Developing a programme for Prevention and Intervention (Project Submitted in November, 2009 for Socio-Education). University of South Africa

N. Pelt, 2009, Train Up a Child, The Stanborough Press Limited.