Reflective case study in counselling

Part I: Case Assessment Report

New Territories West Integrated Family Services Centre

Case Assessment Report

A. Basic Case Information

Name of Client: Madam CHAN

Sex/ Age of Client: F/36

Name of Worker: Dada Wong

Nature of case: Counseling

B. Presenting Problem

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

C. Social History

1. Genogram

2. Family background

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

3. Emotional condition

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

4. Health condition

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

5. Financial condition

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

6. Supportive network

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

D. Case Analysis

1. Underlying problem

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

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

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

2. Assessment

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

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

3. Intervention

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

E. Recommendation for Follow-up

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

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

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

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

Signed by Intake Worker: _________Signed by Supervisor: _________

Date: _________ Date: _________

Reference

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

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

Part II: Self-evaluation

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

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

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

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

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

1

Reflective assessment on health and well-being

REFLECTIVE COMMENTARY

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

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

Reaction to Event/Experience

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

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

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

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

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

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

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

Identified learning & learning needs

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

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

How might the learning needs be met?

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

Assessors signature of verification

Date

References

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

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

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

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

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

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

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

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

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

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

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

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

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

Lang (1981)

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

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

Anti Oppressive Practice in Social Work Essay

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

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

• Thompson -PCS model

• Tuckman theory (1983)

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

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

Case study: homeless pregnant young person

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

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

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

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

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

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

The PCS modal identifies the levels of oppression;

Personal
Cultural
Structural
The PCS Model
Personal

Beliefs, attitudes and behaviour

How people regard or treat others

Cultural

Accepted values and codes of conduct

Consensus

Structure

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

Personal (P) level

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

Cultural (C) Level

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

Structural (S) Level

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

Case study: homeless pregnant young person

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

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

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

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

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

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

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

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

• Act with a profession integrity (Banks, 2001)

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

Conclusion

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

Reflective Account On Social Theory Social Work Essay

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

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

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

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

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

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

Reflections On The Professional Use Of Self Social Work Essay

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Reflection on Social Work Group Task

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

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

According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. This was evident during the group work as the group worked collaboratively to share ideas and tasks were allocated to each member according to competencies and mutual understanding.

Salas et al. (2012) states that, group work started from the perspective of people working in partnership for a common goal. The theories of group work later materialised in regard to the dynamics of group work and the they provide an understanding of human behaviour when people are working in groups. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning.

According to Tuckman and Jensen (1977), the forming stage is when the group members are establishing common interests and get to know one another with the desire to be part of the group. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin.

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

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

Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the “forming”stage in which the group purpose was clarified. The group went through the “stormimg” stage and at that point, there were disagreements on what should be included and how the task will be presented. I was in favour for a presentation using Power Point, however the majority of the group voted for a role play which I thought was not going to address all the information due to time allocated for the group to present. I was also a bit anxious for failing the task as the group had elected me to take the lead on the role play. At that time I felt that the team wanted me to do most of the task and I rejected the ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback.

Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include co-ordinator, evaluator, maintainer, innovator, shaper, implementer, expert, investigator, team and completer, Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, “goal oriented, researched well on the topic, contributed well and very good ideas on the role play”, however I was criticised of being inflexible with ideas of others.

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

In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I think in future I need to be flexible and think of other ways of working around the plan for the benefit of the service users. I should also seek supervision with my manager to discuss such situations as it can provide best possible support. I later understood the situation of working in an organisation team by looking at the group system theory.

According to Connors and Caple (2005), group systems theory provides an understanding of working with teams or groups in an organisation. They suggested that, group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, resources and leadership structures. I abandoned a project which was going to benefit the young mothers and in a way the community as well. Although this was due to organisational constraints, as a future social worker, I should try to balance responsibilities in a way that supports well-informed decision making, using professional judgement and accountability (British Association of Social Workers 2012).

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

The Health and Care Professions Council (HPCP) (2012) also states that, I should “understand the key concepts of the knowledge base relevant to social work” so as to achieve change and development.

Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop effective interpersonal skills. As a social work student, in order to work collaboratively, I need to develop skills and knowledge in decision making, effective communication and task coordination and the ability to learn from others and embrace change (D’Amour et al 2005). This is imperative as I will be working in teams with other professionals or agencies.

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

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

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

The HCPC (2012) states that, I must “be able to engage in inter-professional and inter-agency communication” and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values.

According to Hall (2005), as values are internalised, they can be invisible to other team members thereby creating obstacles in inter-professional working. As a result, I must make my professional values clear to other professionals I work with and also have an understanding of their values.

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

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

References

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

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

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

Claire B. Halverson, S. Aqeel Tirmizi

Effective Multicultural Teams: Theory and Practice: theory and practice

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

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

Reflection On Placement Experience

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

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

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

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

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

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

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

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

Reflection on Child Observation Study

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

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

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

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

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

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

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

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

Recognizing Abuse and Self Harm in Service Users

Abuse is a violation of an individual’s human and civil rights by any other person or persons, consisting in single or repeated acts, may occur in any relationship and any context, some instances of abuse will constitute a criminal offence.

A definition of abuse in vulnerable adults was given in 1997 Consultation Paper “Who Decide” by the Lord Chancellor’s Department, who said that any person who is or may by in need of community care service by reason of mental or other disability, age or illness, who is or may be unable to take care or protect of him/herself against significant harm or exploitation. Types of abuse include: physical or sexual; emotional/psychological, including that related to age, race, gender, sexuality, culture or religion; financial; institutional; self neglect; neglect by others.

The vulnerable adults could be abused by a wide range of people, including multidisciplinary team in health care setting, family, friends, strangers, one in four vulnerable elders are at risk of abuse and only a small proportion of this is currently detected. The NHS and Community Care Act 1990, have eligibile criteria for those who suffer or cause harm or exploitation. The role and responsibility of every member from multidisciplinary team is to collaborate effective in identifying, investigating and responding to allegation of abuse. This must start from staff as a operational level, line manager, corporate authority, chief executives and to the local authority members.

In the case of Stafford Hospital scandal, were found many forms of abuse against people. There was a complete failure of management what led to a totally unacceptable failure to treat emergency patients safely and with dignity. The low staffing levels, inadequate nursing, lack of equipment, lack of leadership, poor training and ineffective systems for identifying when things went wrong. Some other problems was that the patients arriving at A&E department were checked by unqualified receptionist, nurses have no trained to use vital equipment in emergency assessment unit, not enough staff to provide health assistance, not supervision for quality of care, unacceptable waiting time in A&E without assistance and no experienced surgeon for the night shift, patients left crying for help, not food and drinks being left out of reach. Cite by BBC it said that “there were between 400 and 1,200 more deaths than would have been expected between 2005 and 2008, although it is impossible to say all of these patients would have survived if they had received better treatment”.

A case of people who wanting answers include a 79 years old person whom wife 73 years old, died five weeks after she were admitted at Stafford hospital in February 2009. She was suffering from dementia and was taken ill with dehydration and an infection and had to be taken to the hospital’s A&E department. At first checking the medical staff didn’t find anything wrong with her and sent her home, but she came back few days later. The husband complaint was because during her five weeks in hospital the only treatment received was a disgrace, she was left wet, not washed, ignored by the staff members and he decided, unfortunately too late, to move her in to the care home setting.

A similarity of abusing vulnerable adults is the case of Whipps Cross University Hospital in east London hospital, where three healthcare assistants who abused elderly patients have been sentenced. Whipps Cross Univeristy Hospital provides a full range of general inpatient, outpatient and day case services, elderly patients suffering from dementia and recovering from operations, strokes and falls, as well as maternity services and a 24-hour Emergency Department and Urgent Care Centre. The hospital has a strong reputation as a centre of excellence for various specialist services, including urology, ENT, audiology, cardiology, colorectal surgery, cancer care and acute stroke care.The abuse happened in spring of last year on the Beech Ward at Whipps Cross Hospital in east London,and came out when one of student nurse LB, blew the whistle after completing a placement on the hospital’s Beech Ward. At NHS control were uncovered a large range of failings at a London hospital including dirty equipment, poor hygiene standards, staff not assisting patients with eating or drinking, not feeding tube were done, not given medication at request and a high mortality rate. Some of the wards had to share equipment which come in conflict with infection control, and this led to sores pressures developed in five patients after admission.

The three healthcare assistants worked on Beech Ward at Whipps Cross employed to carry out basic feeding and washing duties, have been suspended by the hospital and barred from working anywhere in the NHS while an urgent investigation is conducted by police and hospital bosses. They had physically and verbally abuse patients, telling them to shut up, handling them in a non professional manner, grabbing sore or painful areas of patients, pushing them and forcing to sit in chairs, make the patients believed that it was due to their conditions. The care professionals damaged patient trust and not followed the quality of care for the elderly and vulnerable at Whipps Cross.”

Outline the vulnerability of these patients, follow the codes of practice, the duty of every member of staff to report such behavior, whistle blowing policy is made clear to all staff on day one of their employment with the Trust, with ongoing statutory and mandatory training to those that providing care professionally.

In order to protect our clients of harm and abuse we had to review the risks factors by monitoring and evaluating how policies, procedures and practices are working in the workshop and receiving feedback. Work with person- centred care value, promoting empowerment, prevention and managing risk but keep a balance between managing risk and enabling independence, choice and control. Recognize and explain the new signs of abuse or potential abuse in vulnerable adults must be the basis of developing outcome measures which can be used by service users and service providers in monitor and evaluate service provision regarding safety and protection generally speaking.

References

C. Cooper, A. Selwwod & G. Livingson, Oxford Journal, Age Ageing, (2008), The prevalence of elder abuse and neglect: a systematic review, Vol.37, Issue 2, Pp.151-160

E. Salend, R.A. Kane, M. Satz & J. Pynoos, Oxford Journal, The Gerontologist, Elder Abuse Reporting: Limitations of Statutes1, Vol24, Issue 1, Pp61-69

Links:

http://news.bbc.co.uk/1/hi/programmes/politics_show/8022608.stm, checked 09.03.2014

http://news.bbc.co.uk/1/hi/health/8531441.stm, checked 09.03.2014

http://www.bbc.co.uk/news/health-11696735, checked 09.03.2014

http://www.bartshealth.nhs.uk/our-hospitals/whipps-cross-university-hospital/, checked 08.03.2014

http://www.guardian series.co.uk/news/10461128.Whipps_Cross_nurse_left_dementia_patients__screaming_in_pain_/ ,checked 08.03.2014

http://www.bbc.co.uk/news/uk-england-23808971, checked 08.03.2014

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/194272/No_secrets__guidance_on_developing_and_implementing_multi-agency_policies_and_procedures_to_protect_vulnerable_adults_from_abuse.pdf ,checked 08.09.2014

Recognising Limitations And Strengths Of Law Social Work Essay

In order to practice effectively it is necessary to have a critical understanding of the law and to recognise limitations as well as strengths. The law can lack clarity which may be open to interpretation. This essay aims to discuss Social Work roles and responsibilities in Criminal Justice settings.

‘There are many competing pressures to direct the service in ways that may not be consistent with Social Work principles towards greater penal and correctional models. It is therefore essential to have a clear understanding of the policy and legal framework that creates the remit and legitimacy for the operation of Social Work in the Criminal Justice process’ (Whyte, 2001, p.7).

Statute law is created by Acts of the UK and Scottish Parliaments and relies upon rulings made in Court Hearings to set precedents that define and interpret key terms i.e. Case Law. Understanding the law is fundamental to practice in Criminal Justice settings. Criminal Law is a powerful instrument of social control and sanctions and the Criminal Courts have the potential to impose restrictions of liberty of individuals. Social Workers have a responsibility towards the general public and the courts to protect the public and ensure their wellbeing however, there is also obligation towards those who are in the Criminal Justice process who may be vulnerable and in need of services provided by Social Work. It is therefore essential that all workers have an understanding of the legal frameworks that govern Criminal Justice Social Work and are aware of the scope and limitations of their mandate (Whyte, 2001). However, law is subject to change and ‘criminal justice policy is more liable to sudden, politically motivated changes of direction than is social policy in other fields’ (Smith, 2002, p.309)

The law defines what a crime is, rules of evidence and criminal procedure. However, discretion is given to those involved and therefore, the criminal justice process is not systematic. The judiciary, police and social work have differing roles, agendas, values and beliefs which are shaped by training and cultures which can make working within the system difficult due to lack of shared understanding of common aims and individual roles.

Social Work involves working with the marginalised and disadvantaged and can be both vulnerable to crime and susceptible to criminalisation and practice involves work with victims or offenders. Local Authorities have statutory responsibility to provide Criminal Justice Social Work Services to support the Criminal Justice Process through assessment of individuals, information to the Courts and supervision of offenders.

Scotland differs from the rest of the UK in that there is a unique cultural and political heritage and a separate legal system. Social Work therefore, has a central role within the Criminal Justice process in Scotland which is in contrast to England and Wales where probation work is commissioned by the National Offender Management Service (NOMS) which is separate from Local Authority control and Social Work functions and shows a difference in their approaches in responding to crime. As McAra (2005) suggests a more welfare orientated approach has been adopted due to its legal culture and political history.

The legal framework outlining powers and duties of Criminal Justice Social Work is the Social Work Scotland Act 1968 (as amended). Section 27 of this Act outlines the duty by Local Authorities to provide specific Criminal Justice services (e.g. social background reports, supervision of offenders on an Order or Licence) in respect of central government funding however, it does not explain the objectives of these services or provide guidance on their exercise. Section 12 gives Local Authorities (LA’s) discretion to provide additional services (e.g. victims) as part of the general responsibility to ‘promote social welfare.’

Probation or offender services became the responsibility of the Local Authority Social Work Departments in 1968 and had a general duty to ‘promote social welfare’ in their locality (S12, Social Work (Scotland) Act 1968). This was due to the Kilbrandon Committee (Kilbrandon, 1964) being appointed to investigate increasing juvenile crime. The Kilbrandon Report recommended a new approach to children’s services based on the needs of children and families and those who offend should be treated the same as those children requiring care and protection. Kilbrandon also suggested diversion and early voluntary intervention as crime prevention and one department for children and adults. This merge of work with adult offenders was pivotal in recognising work with offenders as having a welfare component admittedly with a level of control. Although the Kilbrandon philosophy followed trends of the time which advocated rehabilitation and treatment of offenders and an awareness of the social causes of crime, this is still highly relevant to today’s practice.

From the 1980’s onwards Criminal Justice in Scotland has undergone major legislative and

policy change due to successive governments. As there was concern for public protection

and community disposal effectiveness in 1991, 100 per cent central government funding was

introduced and the National Objectives and Standards were published which set out

core objectives, service provision and guidance on their delivery (Social Work Group, 1991).

This resulted in the government committing to Social Work delivering this role. This policy

arrangement outlined by Rifkind in 1989 has survived changes in political administration

although, it has been suggested that devolution has caused a ‘sudden and dramatic

politicisation’ of Criminal Justice issues and could undermine the welfare tradition (McNeill

and Batchelor, 2004: Croal, 2005).

Social Work with offenders should aim to address and reduce offending behaviour. Whilst the law provides a framework for practice, effective work with offenders requires Social Work skills such as communication, therapeutic relationships in supervision, assessment and risk management. The task is therefore, varied and complex as Social Workers have the power to control the individuals who are referred via the Courts and enforce any Court Orders but must also work with an offender in a holistic, inclusive way to have a positive impact on their offending behaviour and this can be through support and assistance in relation to personal and social problems but also the individual taking responsibility for their actions. Effective and ethical practice is therefore, about considering and managing the needs and rights of the Courts, the general public, victims and offenders. Although Social Workers have statutory duties and powers to interfere in people’s lives this is not always welcome but is necessary in promoting public safety. Under the Scottish Social Work Services Council (SSSC) Code of Practice Social Workers have an obligation ‘to uphold public trust and confidence’ and the Criminal Justice Authorities (CJA’s) are required by Scottish Executive guidance to develop a strategy to address this (Scottish Executive, 2006b). This strategy includes both offenders and their families and Social Workers should engage these individuals and recognise their views in the development of services.

Both Criminal Law and Social Work recognise the autonomy of individual’s choices on how they lead their lives and with this capacity is criminal responsibility. Those of which who lack capacity (e.g. children and the mentally disordered) are not culpable in the eyes of the law and may be treated differently. It is therefore recognised that criminal behaviour is not just a choice but may be about social circumstances to which they have minimal control. Social Workers should assist in allowing individuals to improve their capacity for making choices together with consequences to their actions (ADSW, 1996a).

Although Social Workers are obliged to protect the rights and interests of service users’ there is a belief amongst the general public that they have forfeited these rights when they have offended. All Criminal Justice agencies must comply with the Human Rights Act 1988 which incorporates into domestic law the fundamental rights set out in the European Convention of Human Rights (ECHR). Public Authorities are required to respect all of the provisions however, the two articles with particular relevance to Criminal Law and Social Work are ‘the right to liberty and security’ (Article 5. ECHR) and ‘the right to a fair trial’ (Article 6, ECHR). However, the state can impose restrictions on those who breach criminal law or are a threat to public safety as long as the detention is authorised by law and there is a balance between the individual, their victims and the general public. The Social Worker must assess this balance through rigorous assessment and analysis of risk. The Social Work role requires respect to offenders as individuals and ‘ensure that the offender’s ability and right to function as a member of society is not impaired to a greater extent than is necessary in the interests of justice’ (ADSW, 1996a).

Criminal Justice Social Work services are delivered in partnership with various statutory and non-statutory agencies and this can present challenges due to conflicting professional values and aims. The Management of Offenders etc. (Scotland) Act 2005 was introduced to improve joint working and co-ordinate the management of offenders especially in the transition from custody to community supervision and places a duty on Criminal Justice Authorities (CJAs) to have an information sharing process in order that relevant information is shared between agencies (s.3 (5)(g)) for improving offender and risk management. However, sensitive personal information must be handled carefully and be under the principles of the Data Protection Act 1988 and local agency protocols. Practitioners within Social Work must ensure that any information sharing decisions are fully explained and understood by the offender even when their consent to disclosure is not required.

Organisations who deliver public services have general duties to eliminate unlawful discrimination and promote equality of opportunity on the grounds of race (Race Relations (Amendment) Act 2000), sex (Equality Act 2006), and disability (Disability Discrimination Act 2005). Individuals who are involved with Criminal Justice organisations are entitled to the protection of discrimination laws which relate to sex, race, disability, religious beliefs and sexual orientation, with exception to exercising judicial functions or carrying out Court orders. In these circumstances it may be within Article 14 of the ECHR which prevents to the right to liberty and security of the individual or the right to a fair trial being interfered with on a wide range of discriminatory grounds. Criminal Justice is still influenced by prejudicial and discriminatory views.

Research has been carried out by both the Social Work and Prisons Inspectorate for Scotland (1998) which highlighted concerns about the treatment of female offenders in the Criminal Justice process. In addition to this, several inquiries in England and Wales in relation to racial discrimination by the police and prison services has subsequently raised public awareness (Macpherson, 1999; Keith, 2006). The Scottish Government has a duty to publish information of discrimination of any unlawful grounds (s.306 (1)(b) Criminal Procedure (Scotland) Act 1995) and therefore, all workers need to practice in an anti-discriminatory way.

The law outlines the limits of Social Work intervention and knowledge of the law is essential to anti-oppressive practice. ‘The only legitimacy for intervening in the life of the individual within the criminal justice process is the individual’s offending behaviour…if individuals have social needs which require to be met but are not crime related or crime producing, or if the offence is not sufficiently serious to fall within the criteria of the ‘twin-track’ approach, services should be offered, as far as possible, through voluntary provision…No-one should be drawn into the criminal justice processes in order to receive social work help’ (Moore and Whyte, 1998, p.24).

Rehabilitative intervention is not just about helping; it imposes limitations on the rights of the individual who is subject to the intervention. Risk assessment and offence based practice is an ethical approach. It aims to ensure that ‘the most intensive and potentially most intrusive services are focused on those service users who pose the greatest risk of causing harm to others (ADSW, 2003) and to prevent socially disadvantaged individuals being taken further into criminal justice control which can result in further social exclusion.

Criminal Justice Social Workers must take note that the role involves work with disadvantaged social groups. Certain types of crimes and offenders often criminalise the young, deprived, unemployed and undereducated male with an experience of the care system and this is clear from Social Work and prison statistics (Croall, 2005; McAra and McVie, 2005). There is often a complex relationship between social exclusion and offending behaviour and often the Criminal Justice process displays existing injustices within society. It is important that issues in relation to class, age and social context should be recognised together with vulnerability to discrimination.

The Social Worker’s role should be to address issues of social exclusion and empower individuals to lead law abiding lives by addressing their offending behaviour. Social Work can help offenders develop capacity to make informed choices by actively encouraging their participation in the supervision/change process and their engagement with improving their current social situation (McCulloch, 2005; McNeill, 2004). Assisting offenders to focus on their strengths as opposed to their risk and needs can have a positive impact as they learn to recognise the value in their own lives and respecting the value of others.

The sentencing stage in the criminal justice process generates the majority of Criminal Justice Social Work through provision of information to the Court in the form of Social Enquiry Reports (SERs) and the administration of community disposals, with the exception of liberty orders (tagging). SERs have no legal basis but there is a statutory duty on criminal justice social work to provide reports to the Court for disposal of a case (s.27(1)(a) SWSA 1968. ‘Reports provide the court with the information and advice they need in deciding on the most appropriate way to deal with offenders. They include information and advice about the feasibility of community based disposals, particularly those involving local authority supervision. In the case of every offender under 21 and any offender facing custody for the first time, the court must obtain information and advice about whether a community based disposal is available and appropriate. In the event of custody, the court requires advice about the possible need for a Supervised Release order or Extended Sentence Supervision on release’. (Scottish Executive, 2004d, para. 1.5)

The Criminal Procedure (Scotland) Act 1995 sets out when the court can or must obtain an SER. Failure to request a report, where required by law, can result in a sentence being quashed on appeal. The Court is not obliged to follow recommendations or opinions in the SER however, Social workers can have a direct influence on the sentence passed.

‘Preparing SERs demands a high standard of professional practice. It requires skilled interviewing, the ability to collect and assess information from different sources, and the art of writing a report which is dependable, constructive, impartial and brief’ (Social Work Services Inspectorate (SWSI), 1996, Foreword).

The law imposes time limits in compiling reports. The Courts require a report within three weeks (s.201(3) (a) if an offender is remanded in custody and within four weeks if the offender is on bail (s.21(3)(b) of the 1995 Act). This means in practice that there are increased demands on a worker’s time that places increased pressure in the preparation of SERs especially if there are high numbers of worker absence due to leave or whether the worker knows the offender and their individual circumstances. Whilst conducting interviews the worker must ensure that the offender understands the purpose of the report, the relevance of questions (health, addiction issues, and personal relationships) and the limits to confidentiality of this information. Social workers must balance between an informed recommendation and an awareness of the severity of the offence. The report author should be impartial and not minimise the seriousness of the offence and its impact (NOS, Scottish Executive, 2004d, para 5.5) and phrases that imply moral judgements, label or stereotype offenders should not be used (para. 5.1).

When compiling an SER workers are required to consider the suitability of disposals in relation to the risk posed by an offender and to target appropriate resources which are most appropriate and successful in addressing offending behaviour. Guidelines for the assessment and management of risk are outlined in the Management and Assessment of Risk in Social Work Services (SWSI, 2000) and there are also additional risk assessment frameworks which specifically relate to serious violent and sex offenders. In Criminal Justice the focus has moved from risk of custody to risk of reoffending and risk of harm. Risk assessment is complex and there has been a shift from concern for the offender and their needs to concern about public safety and the offender being a potential source of risk to others. Although the legislation is not explicit about offending behaviour, National Standards state that SERs should provide ‘information and advice which will help the Court decide the available sentencing options…by assessing the risk of reoffending, and…the possible harm to others. This requires an investigation of offending behaviour and of the offenders’ circumstances, attitudes and motivation to change’ (Scottish Executive, 2004d, 1.6).

Risk is defined by Kemshall (1996) as ‘the probability of a future negative or harmful event’ and assessment of risk includes: the likliehood of an event occurring, who is likely to be at risk, the nature of the harm which they might be exposed and the impact and consequences of the harmful event.

Risk assessment has changed over the years and prior to the introduction of risk assessment tools workers relied on clinical methods or professional judgement which was based on an offender’s history. These methods were criticised for being too subjective, inaccurate, open to worker bias and dependent on information given by the offender. In the 1990’s workers moved towards objective and empirically based risk assessment tools (actuarial) to support their assessment. Actuarial risk assessment tools rely on static (historical) risk factors together with dynamic (criminogenic) risk factors and to assess the risk of reoffending.

The static factors (which cannot change) take into account gender, age at first conviction, number of previous offences and custodial experiences, school progress, previous employment and personal history. The criminogenic factors (focus on current areas) include current employment, personal relationships, peer associates, use of time, substance use, mental health and attitudes and behaviour. All of these factors impact on the risk of reoffending (Bonta, 1996). The most widely used assessment tool, The Level of Service Inventory – Revised (LSI-R) devised by Andrews and Bonta (1995) incorporates both static and dynamic factors. However, it does not assess risk of harm and this shows that both actuarial and clinical risk assessments are crucial for an effective and comprehensive risk assessment. Clinical methods combine knowledge of the offender’s personality, habits’ lifestyle and an analysis of the circumstances of the offending behaviour and are therefore, the most appropriate assessment tool at identifying those who are likely to cause serious harm. Although more time consuming and require more in-depth analysis of both the offender and the offence risk is assessed on predispositions, motivation towards certain behaviours and triggers that may contribute to harmful behaviour.

Actuarial tools are not totally accurate (Kemshall, 1996) and although this is improved upon through use of clinical methods in decision making, professional judgement is also crucial. Social workers must be aware that social disadvantage plays a part and this can contribute to a higher assessment of risk and need and to be cautious about the total reliability of these factors when making recommendations that may affect an offender’s liberty.

Risk assessment and intervention or supervision should be informed by valid, reliable and ongoing assessment and Social Workers should familiarise themselves with research emerging in this area and the many assessment tools and change programmes available (Levy et.al., 2002).

To support change Social Workers have to not just think about what work is done with the offender but how that work is done. ‘Offenders under supervision have very high levels of need. Moreover, although most offenders have many needs in common, there are also significant variations that necessitate the thoughtful tailoring of individual interventions if the effectiveness of practice is to be maximised. In delivering effective practice, the accumulated weight of evidence…drives us towards recognition that practice skills in general and relationship skills in particular are at least as critical in reducing re-offending as programme content’ (McNeill et al., 2005, p.5). This recent review of core skills required for effective Criminal Justice Social Work practice raises challenges in practising ethically and effectively but when applied critically and reflectively this could achieve positive outcomes that are in the interest of the public, victims and offenders.

Although the law is crucial in framing Social Work practice in the Criminal Justice process it is equally important that Social Work skills and values are central to effective interventions as the role is both demanding and rewarding. Crime has become increasingly prominent both in the public and political agenda and therefore, Social Work has become more prominent and complex. Social Workers have a professional responsibility towards victims, the Court, community and offenders. To fulfil this role effectively, Social Workers must have a clear, confident understanding of their role, the legislative and policy context and a commitment to increasing and developing knowledge, skills and values required for effective and ethical practice.