Essay social work methods PDF

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Essay social work methods...

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COURSEWORK 2859 words

1501461 15 December 2016 Social Work Methods SS2004 BA (Hons) Social Work 2nd Stage Angela Duvollet th

The ASPIRE model that Sutton (2006) presents outlines the steps of the social work process (See Appendices 1 and 2). This essay will explain two of these steps, starting with assessment. It will outline some of the skills that underpin the assessment process while applying them to the case study regarding Fiona. It will also briefly explore intervention and then task-centred practice in further detail. Finally, the role, process, skills and values of keyworking will be explained. The focus of Key Role 1 of the Standards in Social Work Education (further referred to as SiSWE) is the theoretical and practical knowledge that all social work students have to develop during their training, in order to assess the needs of individuals, families, carers, groups and communities (Scottish Executive 2003). Here an appropriate definition of assessment would be of use. Such is provided by Collins dictionary of social work (2006 p. 35) - “the process by which judgements are made about an individual or family and their environment in deciding what their needs are”. However, Harris and White (2013) argue that an assessment could be a process as well as a single event, a combination of both or, when circumstances alter, a fluctuation between an event and a process. What is more, Sutton (2006) claims that assessment is the first and most important stage of the ASPIRE process. Taking all that into account, it can be argued that assessment is central to social work practice regardless of the situation (Dunk-West 2013). Thus, assessment skills are vital to social work universally (Milner and O’Byrne 2002).

As every assessment consists of major components, Milner and O’Byrne (2002) suggest commonly adopted five stages - preparation, collection of data, application of professional knowledge, judgment and a decision on or recommendation of further actions. However, they alert that assessment is never a clear-cut acquirement of data and, as a result of that, arrival at an unbiased conclusion. To be effective, an assessment has to be underpinned by appropriate skills (Watson and West 2006). There is a range of social work skills accompanying each of the already mentioned stages. Since data has a significant role in the initial two stages, a social worker has to be capable of applying information management skills efficiently (See Appendix 3) (Milner and O’Byrne 2002). Determining what information needs to be acquired and how much of it is right to be utilised are principles which could be challenging for a social worker (Thompson 2015). There is a danger that one can either be drowning in an information overload, or not be decently prepared due to disregard of sources deemed to be trivial. Learning through experience and on-going reflection assist the practitioner to avoid these extremes and maintain a healthy balance. For instance, not acquiring or taking into account information from Grace might mean that the social worker involved in the case study has not acknowledged from Fiona’s perspective the most suitable place to meet as it is specified that she does not feel comfortable with unfamiliar visitors into the house.

Confidentiality, which is directly affected by data acquirement, is also key to assessment (Watson and West 2002). Thompson (2015) notes that how information regarding the service user is being recorded and used

should

be

expressed

with

clarity.

Also,

the

limitations

of

confidentiality have to be explicitly acknowledged. The individual should be aware of the fact that if there is an identified risk of harm, information regarding them may have to be disclosed to a third party. In the situation presented in the case study, information regarding Fiona might have to be shared with other professionals. This would be done with the aim of meeting her needs. The social worker should make sure that she is fully aware of the limitations of confidentiality and understands them clearly in order to avoid deception and potential break of trust. Communication skills are vital to the stage at which the practitioner and the client meet (Watson and West 2002). In order to obtain relevant information

from

the

service

user,

a

spectrum

of

significant

communication skills needs to be put into practicr (Watson and West 2006). Verbal and non-verbal communication skills have a powerful impact on both acquiring information and comforting and empowering service users (Lishman 2009). In terms of verbal communication Thompson (2015) identifies two elements – input (what is said) and output (what is heard).

He emphasises on the importance of both

elements due to the two-way nature of communication. Different skills linked to spoken communication are questioning or probing, reflection, conveying

empathy,

focussing,

summarising,

confrontation

and

challenging (Lishman 2009). What is more, non-verbal communication is another dimension of human interaction that carries a compelling meaning. For this reason, there is a need of skills for expressing and comprehending nonverbal signals (Thompson 2015). Applying this to the case study, the worker needs to take into account that this experience could

be

anxiety-provoking

for

Fiona.

What

is

more,

failing

to

communicate adequately with her might result in confusion about what the point of the social work assessment and intervention is. Smale and Tuson (1993) recognise three models of assessment. The questioning approach identifies the social worker as the expert, while in the exchange model the service user also has power over the expertise. The procedural model, which is seen to derive from the questioning one, frequently involves forms of questions representing eligibility criteria. When giving answers to them, a decision whether to allow access to resources is usually made. Тhe major difference between the first two approaches is the use and balance of power and its impact on the people using social work services. According to Thompson (2015) an accurate balance of power is significant for the assessment process as it fuels another skill which is key to social work assessment - partnership. For this reason, the exchange model could be more appropriate to use in the presented situation as Fiona could be provided with greater opportunities for engagement in the decision-making process and, therefore, higher chance of empowerment. Moreover, communication skills and particularly

active listening are found to be of great importance for this model (Walker and Beckett 2003). Being judgmental must be avoided by social workers, nevertheless, a key stage of assessment is making judgements based on already gathered relevant information (Middleton 1997; Trevithick 2000). As assessment occurs in a sociological context, social workers need to be aware of that context to make adequate judgements (Davies and Jones 2016). The social location of the Fiona needs to be taken into consideration - this includes race, ethnicity, gender, language, disability and age (Thompson 2015). What is more, she might be stigmatised as a result of her learning disability, even though it is mild or due to her early pregnancy from an older man. All these characteristics could assist the social worker in comprehending where Fiona fits into community. According to Walker and Beckett (2003) assessment cannot be considered if need is not explored. This is due to its frequent use in a high number

of

pieces

of

legislation,

guidance

and

other

types

of

documentation. To enhance understanding, Bradshaw (1972) indicates four categories of need. Normative needs are the standards set by professionals who represent the community. The process of identifying such needs usually involves eligibility criteria developed by experts which have to be met to define one as an individual in need (Hothersall and Maas-Lowit 2010). Felt need is extremely subjective as it is based entirely on the individual’s perceptions. When a felt need is explicitly articulated it

becomes an expressed need. The last category is called comparative need and is the result of comparison between groups in possession of similar characteristics but provided with different services. Ensuring that these concepts are taken into account in the course of assessment is highly beneficial for competent practice (Walker and Beckett 2003). Prior and during the assessment relevant psychological theories and concepts might be found useful to support the social worker in identifying the need and thereafter applying a suitable model of intervention. Such are Bowlby and Ainsworth’s attachment theory and Erikson’s psychosocial stages (Ainsworth and Bowlby 1991; Erikson 1950). All in all, social work assessment is not a process with a strict format and stages which will come to an end and a right answer (Lloyd and Taylor 1995). It is rather an on-going and dynamic activity with an outcome on which all parties have an impact. In Key Role 2 of the SiSWE is asserted that each student must prepare, implement, examine and appraise social work practice with individuals, families, carers, groups and communities (Scottish executive 2003). This implies that each social worker needs to understand a variety of methods of intervention and be able to put them into practice. Proper

assessment

underpinned

by

skills

and

informed

by

psychological and sociological theories is the basis of another stage of the ASPIRE model - intervention (Sutton 2006). Through the assessment process a picture of likely results is built. These desired outcomes can be

reached if an appropriate model of intervention is exercised (Teater 2012). There are different approaches of intervention which construct the process of work with service users theoretically and practically (Watson and West 2006). Despite of the fact that the process of selecting appropriate method is not clearly examined and recorded, it is as essential as the assessment process. Employing an effective model of intervention assists in developing a work plan and selecting priorities in recognition of and response to the service users’ needs (Taylor 2012). Skills in communication, interviewing and relationship-building support social workers in exercising intervention (Teater 2012). Application of the particular method of intervention is also influenced by the worker’s individual approach (Watson and West 2006). Task-centred practice could be found particularly applicable to Fiona. The task-centred approach is a time-limited method which is based on social work practice research rather than on theories (Milner and O’Byrne 2002). It aims to provide the service users with positive problemsolving experience and in this way enhance their ability to cope with future difficult situations. Its other target is focused on assisting individuals to find solutions to issues of concern to them (Coulshed and Orme 2006). Prior to implementing the model, there is initial work in which both the social worker and the service user need to be involved. While the social worker still holds the power, the service users is believed

to be the expert of their own situation and the primary agent of change. They have to be empowered to take actions themselves, even though the social worker might need to support them or fulfil some tasks as well. It is important to remember that even though the task-centred approach is performed in a systematic way, it does not entirely rely on the accomplishment of assigned tasks (Marsh and Doel 2005). It requires development of profound relationship between the social worker and the service user which will assist work in partnership. This approach consists of five stages. It begins with problem exploration where the issues concerning the service user are expressed explicitly and classified in terms of importance to the client. An accurate definition of problem is provided by Doel and Marsh (1992 p.23) - “the social difficulties that individuals, groups or communities face”. Fiona has to be involved in and empowered by this initial phase of the process which is all about scanning and brainstorming the current issues affecting her life. The next stage is setting these issues in order of priority and agreeing on which to work. It is of great importance that not more than two or three of the problems are selected as otherwise both the worker and the user might find the method unmanageable (Watson and West 2006). In order to encourage greater involvement of Fiona in the process of change, it is important that the priorities are chosen by her. Another pitfall to be avoided is focusing on problems rather than on change and

solutions. The second part of this stage is exploring the chosen problems further so that coherent and uncomplicated goals can be agreed on. Achievable and realistic time-scales for accomplishing these goals also need to be set in order to keep Fiona concentrated and stimulated. The key stage in the task-centred approach is agreeing on required tasks, some of which will be completed by the social worker but it is important that the majority of them are for the service user to accomplish. Tasks are crucial and because of that the social worker needs to make sure that they are manageable and realistic. The plan should stick to a limited number of goals as too many of them could make Fiona feel overwhelmed. When devising tasks, a useful framework to refer to is the SMART principles where each letter of the word stands for a vital characteristic of the tasks that will be agreed on - Specific, Measurable, Achievable, Realistic and Time-limited. Applying this to Fiona, specific tasks could assist her in being aware what she needs to do and not experience any confusion. Measurable tasks could enable her to see the progress over time and increase her confidence and self-esteem. In order to

support

independence

and self-efficacy

the

tasks

have

to

be

achievable. Linked to that are realistic tasks in terms of making sure Fiona is not set up to fail. Acceptable time frames could increase her motivation. In addition to that, negotiation should appear constantly as perceptions of what realistic time scale is might change.

The fourth stage requires action and the actual accomplishment of the tasks which are seen as the building blocks of change. Concentrating on the slight but positive and meaningful changes that the individual has made through completing the tasks is vital since it is the channel through which permanent change will take place. This stage, like all the others, could involve open and effective negotiation between the social worker and the service user. Planned review sessions are regular part of this stage. They consider and evaluate the so far accomplished tasks and their success and give the chance to the social worker to positively reinforce them. Applying this to the case study, Fiona’s goal might be to find a job and in this way to increase financial means. Tasks that can be undertaken in this case are, for instance, visiting the local job-centre weekly or Fiona with the help of the social worker to develop a CV in the next three weeks. The last stage includes a review session of the process which could be defined to the service user from the begging in order to avoid anxiety and stress. Reflection from both parties is expected in terms of the successes,

accomplishments

and

achievement.

When

those

are

highlighted, confidence is more likely to be boosted and the individual is supported to realise that they can affect positive change in the future. Reflection of the social worker on their own role is also significant. Evaluation of the effectiveness of the implemented intervention is vital and happens on the grounds of reflective practice and analysis of the

approach (Tearer 2012). In spite of the fact that this method does not originate from theories, Doel and Marsh (1992) argue that it could be exercised in different social work contexts and with a wide range of groups. It is indicated to be highly beneficial to the majority of the service users who have experieced it (Butler et al 1978; Gibbons et al 1979). The family in the case study is concerned by a lot of issues. Such situations are frequent for social work practice and could require the support of a system called keyworking (Mallinson 1995). The system of keyworking supplies individualised social care. This is provided by a named person who is called a keyworker. The central obligation of this person is the care of and support for the service user. This involves assistance during the decision-making process and about all aspects of the service user’s well-being. When exploring the relationship between the service user and the keyworker in terms of the decision making process, it has been found that the partnership had a beneficial effect (Burningham 1983). The keyworkers have a number of vital roles. They are responsible for identifying issues, demands and actions and directing any undertaken plans. Also, the responsibility to plan, counsel and perform as agents on behalf of the service users lay on them. Other tasks they need to undertake in relation to the service user are empowering, defending and mediating as well as supporting. However, some of these roles would be appropriate to some of the service users, while irrelevant to others due to

the uniqueness of every individual, their life and care plan. The keyworkers have to carefully consider which of their roles need to be exercised and to what extent. What is more, they should be aware of their personality

and

style

of

keyworking

and

take

those

aspects

in

consideration as well. Social work skills and values are significant part of the keyworking process. Some of the underpinning skills are relationship building skills, partnership, openness, honesty, trust, equality and respect. The ultimate goal of the keyworking process is personalisation of the care.

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GIBBONS, J. S. et al., 1979. Clients’ reaction to task-centred casework: a follow-up study. British journal of Social Work, 9(2), pp. 203-215. HARRIS, J. and WHITE, V., 2013. A dictionary of social work and social care. Oxford: Oxford University Press. HOTHERSALL, S. J. and MAAS-LOWIT, M., 2010. Nee...