Department of Community
Health and Social Work

Portfolio

Practice Placement 2

(Module n

Division of Social Work

BSc (Hons) Social Work

Issue Date

Portfolio  Contents Page

Content page                                                                                2

GM50T7 Issues for Different User Groups                                      3-16

GM5074 Approach to Social Work                                                  17-28

GM5118 Practice Placement 2 Assignment (A-D)                           29-45

4 Summaries of Work Undertaken                                                  46-49

GM50T4 Inter-professional Practice Assessment                            50-51

National Occupational Standards (Key Roles 1-3)                           52-62

Reference                                                                                                      63-67

Appendices                                                                                   68

National Occupational Standards Authenticity Statements (Refer to Administration Pack)

ISSUES FOR DIFFERENT USER GROUPS

1. PLACEMENT SETTING

“I certify that this is my own work and confidentiality has been maintained by the use of pseudonyms”

My second year placement setting is in a South Asian voluntary organisation, which is a registered charity. The organisation was established in 1989 to represent and meet the needs of the South Asian community specifically parents/carers and children with disabilities.   It is funded and commissioned by the Local Authority to provide a wide range of care and support services for South Asian Children and their families from 0-30 years of age with disabilities and life threatening conditions within this inner city area.

Children who receive this care and support have a diversity of disabilities and conditions, such as hydrocephalus, Down’s syndrome, autism, severe Learning difficulties and many more.  According to Azmi et al, 1996 in a report carried out for the Department of Health 2005 by   (Mir et al, 2005:10) argues “learning difficulties in South Asians between the ages of five to thirty-two is up to three times higher than in any other communities”. He argued that the reasons for this were that children from South Asia were not diagnosed early enough.

Families are supported through a range of services, which includes; Domiciliary care (care in the home) After School Club, Youth Club, Liaison and Outreach Service and Parents and Carers Support Groups. According to the (DOH 2000) which states that minority ethnic communities face difficulties in accessing relevant information and services therefore this organisation was set up to address those issues specifically.

The activities in the after school club and domiciliary care are on a one-to-one basis either in the home or in a group setting at the centre the services are in relation to the service users’ needs and their wishes.  The organisation is located within a purpose built health and social care centre.  Although it is on the first floor access is good and the organisation conforms to all the relevant legislations including the disability Discrimination act 2005.

There are currently forty to forty five people employed by this organisation on the board of directors there are about eleven people out of whom two are parents/carers and one is a volunteer. There is a Chief Executive and a Manager who sees the running of this organisation on a daily basis.  There are five co-coordinators who manage various projects.  This organisation has one mini bus driver and about twenty- five care workers who provide care and support for children and adults at home or in activities at the centre.

The staffs at this organisation are multilingual and speak English, Urdu, Gujarati and Punjabi. This is appropriate as the service users are predominately from a South Asian origin and these are their first languages. The cultural backgrounds of the staff group reflect the community and therefore have expertise in working with a diverse group of   children and young people, and their families.

All the staffs have experience in working with children and have undertaken police checks and are trained in first aid, lifting and handling, child protection and behaviour management. They work along side other professionals and consultants to gain as much information as possible about the needs and disabilities of the service users so that they are fully equipped to carry out appropriate care to individual needs.

Social profile of the community is mixed; it has a diverse population including White, Asian Indian, Asian Pakistani, Asian Bangladeshi and Black African Caribbean.  The National Statistic states that the population within the constituency is 48,481 residents and the ethnicity of this population is illustrated by the pie chart.  (Refer to Appendix 1)  (www.national statistics.gov.uk)

There are many religious buildings within the constituency catering for all the various communities.  As well as being a residential area, it also contains a central shopping area, offices, library and banks.   A park is set-aside for the community as a recreation area, providing playing fields. This is used as the location for once a year for a circus and fairground visit.

This organisation accepts referrals for care and support either by a family member, social services, G.P. community special nurse, special educational schools, and self-referrals.

The main issues for the service users and their families are on maintaining their independence at home. The organisation responds to this need by providing domiciliary care for the children and young people with disabilities between the ages 0-18. The care workers provide practical help in bathing, feeding, and dressing within the service users own homes as well as engaging in therapeutic play and assisting the child or young person to take part in certain leisure activities. Home visits are undertaken to ensure that parents who are the main carers have respite from their caring and are not socially isolated.

The organisation has a specially adapted mini-bus for service users and carers, which accommodates wheelchair users. A care worker and the minibus driver pick up the service users for activities in the after school club from their homes and drop them off after wards. Some family members bring the service users in themselves. The organisation arranges outdoor activities for carers and service users such as trips to farms and theme parks.

The after school club is able to meet the cultural, religious and linguistic needs of the young children and religious events to assure that they will not feel isolated and excluded from family and friends.  The emphasis is on service users being given choices and included in the decision process. For example, the services received should reflect on service users’/ carers’ race, religion, gender, sexuality, language and culture. This is in accordance with the Children Act 1989 and Every Child Matters, which underpins the after school, project of this organisation. (Brammer 2007)

Research carried out by the Joseph Rowntree Foundation (1999) recognised that minority ethnic groups experienced social and material disadvantage. This research highlighted that families with disabled children felt excluded from their community, lack of transport to social events and not being advised on the rights of the services and benefits available to them. It is important to empower people, to support them constructively to retain as much control as over their lives, to remain as independent and autonomous as possible (Adams, Dominelli & Payne 2002).

Although the geographical area in which the organisation is located is currently one of the most deprived areas in Britain regeneration has been taking place since 2002 via a housing scheme of council homes, demolition and rebuilding of some council homes and the building of some new homes for private purchase   (www.national statistics.gov.uk).

Social Inclusion and the Health Departments that work closely with this organisation to ensure that communities are not excluded but included in every aspect of society. (Pierson & Thomas 2006) argue that social exclusion can deprive individuals and families, groups and neighbourhoods of the resources required to flourish in society. As a process, social exclusion is primarily a consequence of poverty and low income, but other factors such as poor housing, low educational attainment and deprived living environments also underpin it.

Although I believe that this organisation addresses these very issues by specifically meeting and providing services for the Asian Community. The advantage of an organisation like this is that staffs are of the same origin and are multilingual therefore there are no barriers to language and cultural needs are taken into account.

But on the other hand I would argue that these kinds of services could lead to segregation instead of integration as they specifically provide services for families from south Asia. Organisations like these are resources lead because they are voluntary and rely on funding from the statutory sector but if that support was taken away then these families will face many difficulties.

If it was statutory then it would be generally better funded with a long- term future and the focus will remain on the quality of the services rather than on the ethnicity of service users. But this in it self could exclude people from ethnic minority groups if they felt that the services were not meeting their cultural and religious needs. Mir et al 2005 argues “structural power differences remain and are exacerbated by the absence of people from minority ethnic groups at the higher levels of organisational hierarchies where decisions about service provisions are made”.

Describe any policy guidance, which relates to partnership working and service user involvement in the planning and delivery of services

Implementation of policies and guidance’s regarding children were introduced in the Laming report (2003) after failings by social services due to lack of information and communication between professionals, poor co-ordination of services and a lack of understanding of professional roles. The Children Act 1989, Every Child Matters guidance, The Children Act 2004, The Common Assessment Framework, these legislations and policies underpin the organisations after school club projects.  Under the Care Standards Act 2000, which underpins the guidance for domiciliary care standards, state that “services users need to be kept informed and enabled to make choices concerning their care, and participate in the process, thereby maintaining their independence”. (DOH 2003)

The Common Assessment framework (CAF) is a key part of Every Child Matters its aim is to identify at the earliest oppurtunity, childrens additional needs and deciding how those needs should be met.  It can be used by practitioners across children’s services in England. It is intended to provide a simple process for a holistic assessment of a child’s needs and strengths, taking account of the role of parents, carers and environment.  This organisation works along side other professionals and the local authority when providing care and support for children. The aim of this guidance was to improve multi-disciplinary working and integrated service delivery and increase accountability (Brammer 2007:195).

The National Service  Framework for children with disabilities standard 8 specifically states: Children and young people who are disabled or who have complex health needs receive coordinated, high-quailty and family-centred services which are based on assessed needs, which promote social inclusion and, where possible,  enable them and their familes to live ordinary lives. This is done by this organisation by  providing services  such as care at home   for the children and activities in the after school club which promotes social inclusion.This organisation works in partnership with other local agencies for example education and health authorities.

The (DOH 2001) No Secrets guidance sets out a framework for the protection of vulnerable adults that will provide important safeguards for people with learning disabilities and for agencies to work in partnership with each other. This is to ensure that the appropriate policies, practices and procedures are implemented at a local level and that this is also in collaboration with voluntary and private sectors, as they should consult service users, carers, and other bodies that are involved. The Valuing People framework also sets out the four key principles that service users have rights, choice, independence and inclusion in the services they receive.

Although this is a voluntary organisation not statutory but most of the work that is undertaken does involve working in partnership with statutory agencies which is underpinned by the Children Act 1989 and the guidance Working Together  (DOH 1991) which supports this and stresses the importance of working collaboratively across agencies as specifically outlined in section 27 of the Act.   (Jowitt & O’Loughlin 2005)

Agencies and organisations all have a duty to safeguard and promote the welfare of children in their area who are in need so therefore it is essential that “Local agencies, including schools and education support services departments, primary and more specialist health care services and voluntary and private agencies should work together to establish agreed protocols which will help to ensure that early indications of a child being at risk of social exclusion receive appropriate attention” (DOH 2000).

Direct payments are also offered to service users and parents/carers under the Community Care Act 1996 by this organisation.  This provides a greater choice and allows service users parents /carers more control over the ways in which their needs are met and enables them to make their own decisions about how their own care is delivered.

If service users are not happy with services from social workers they must be made aware that these can be addressed by the General Social Care Council (GSCC) who sets the Codes of Practice for all Social Workers. Section 5.3 states that organisations have to make sure that service users and carers are aware of their rights.

Discuss what mechanisms are in place in the agency for involving service users and carers in decisions.

The organisations right to be heard complain and compliments procedure is the main mechanism for involving service users and carers. Their commitment is putting people first as it is their right to be heard and treated fairly, respectfully and with dignity when making a comment, compliment or complaint, regardless of racial identity, sexuality, disability, age, culture, religion, gender or status. The organisation monitors the quality of services provided and constantly urges service user/carers to let them know how things are going or how services can be improved (Adults & Communities 2005).

The organisation continually strives to improve services there is the involvement of parents/ carers and a volunteer on the board of directors.  This provides partnership working between the service users and carers on the types of services and support this organisation provides. There are bi-monthly meetings regarding between the local authority and this organisation to monitor key services, key social workers will visit the families to ascertain views or observe the quality of domiciliary care provided by the organisation. There are annual review meetings involving the parents, this organisation and the local authority, to make any necessary changes. The service users parents/carers may request a review at any time if they felt the service being delivered is too little or inappropriate.

Children and young adults who attend the after school activities which are funded by the Carers Grant are sent questionnaires to the parents/carers homes under the recommendations by the Commission for Social Care Inspection. This is too establish a good working relationship with the service users where they have a choice in the services they receive and if they are not happy they can put forward suggestions to make changes.

Arnstein theory (1969) explains how individuals are involved in the planning process. There are three sections: non-participation, where service users have no say; tokenism, where they are only involved as a gesture towards their stated policy; and, citizen power, where service users are fully involved in the decision process and their views genuinely taken into account.  Therefore, by looking at the mechanisms within the organisation and relating them to Arnstein’s theory, it would appear that there is participation from service users and they are actively involved in all decision-making processes and their views are heard and acted upon.

Eligibility criteria and organisations priorities for accessing services are assessed under the level of risk the service user/carer falls into:  substantial, moderate or low.

Service from this organisation is provided once a referral has been received, it is processed and an initial assessment is arranged. Service users are assessed on the basis of their disability, service user who have a high dependency and whose physical, social, intellectual or emotional welfare is at risk.  Secondly service users who without the support of this organisation may be unable to remain within the family home and thirdly the service user whose quality of life would be enhanced by the involvement of this organisation.

In summing up on the reflection I observed gaps within my current placement in services provided to service users there are no timescales. Once this organisation does an initial assessment regarding domiciliary care which depend on the service user’s needs they then refer the case to the local authority for them to carry out an assessment in many cases it could be up to weeks or months before a decision is made by the local authority.

This leaves the organisation powerless to do anything until they get they get the necessary funding allocated to them from the local authority to provide domiciliary care. The other observation I made was that some of the information printed for service users to read and understand was formatted and printed in English; limited availability of translated materials could make access to appropriate information difficult. The other thing I observed was when I attended a review meeting about a service user. That care workers were not invited to participate in this meeting, which I felt, would have been beneficial to gain the views of the care workers who actually go to the service user’s homes and provide the care.

Throughout my time at placement, as I am given more cases, I will endeavour to empower service users to access the best services for their needs and to work in partnership with them. Although service users have varying degrees of disabilities there will be issues with communication and difficulties with partnership working.  I must make sure that I do everything I can to respect their individual rights and to make positive efforts to communicate effectively in order to ensure that they are able to share in the decisions taken in respect of their needs and general well being.

1. WORKING IN PARTNERSHIP

 “I certify that this is my own work and confidentiality has been maintained by the use of pseudonyms”

In this section I shall be discussing some of the positive and negative experiences that I have had with service users and carers of this organisation.

In order for a constructive working relationship to be achieved between service user and social worker, it is essential for a certain level of mutual respect to be developed and a solid foundation of trust and honesty established by both parties.  Rogers (1975) believed that approaches to social work using elements of unconditional positive regard, warmth and a genuine interest in service users needs, would be conducive to establishing effective working partnerships.

It is important in any social work setting to build and maintain working partnerships and this has been reflected in the positive experiences I have had with service users/carers. Lishman (1994) describes that building and maintaining partnerships conveys genuineness, warmth, acceptance, encouragement and empathy.

This was how I was able to establish a working partnership with an Asian couple that was my first case.  Mrs X had fallen from the stairs and broken her leg she has two children with disabilities. She referred herself to this organisation for support and care for her two children. My assessor and I visited Mrs X to carry out an initial assessment to identify her needs (NOS 1.1 1.2 1.3).

On my first visit Mrs X was fine with me being a student social worker and co-operated with me fully her husband on the hand was a bit apprehensive he did not have a positive view about social workers. Although it was not through personal experience but just hear say. He was under the impression that social workers role was only to take away the children.

I reassured him that I was not there to take away the children I explained my role and that I would be working towards their best interests and not mine. After visiting this family several times Mrs X’s husband attitude changed and he realised that I was working with them not against them but he still had his reservations. During these visits I informed Mrs X and her husband about the organisations role in supporting the family and Mrs X outlined what support she required from this organisation. (NOS 2.1, 2.2, 2.4, 3.1, 5.1, 7.1, 11.4).

This is supported by Thompson (2005) who says that one important aspect in building partnerships is to make it clear at the beginning of involvement why we are here and what our role is; without this initial process of clarification service users can be left feeling suspicious, guarded and therefore reluctant to co-operate.

During the visits we worked together and identified what support exactly Mrs X would need and how this the support would become available to her, We discussed home care regarding the children, a nursery place for her two year old and a benefit check too see if the family were getting the right amount of benefits. By working together I was able to empower her to make choices and decisions that suited the needs of the whole family (NOS 1.2, 1.3, 2.2, 2.3, 2.4, 3.1, 4.2, 4.3, 4.4, 5.1, 5.4, 6.1, 6.2, 6.3, 6.4, 6.5).

My communication skills empowered the service user, which was a positive experience. Lishman states (1994:1): “Effective communication is an essential component in social work” as this provides a sound working partnership between social worker and service user. I was able to be honest and open, advocating when needed and empowering the service user by sharing information, offering choices and at the same time respecting her values and confidentiality.

I explained to Mrs X the need to share information with other agencies, for example the special school her eldest child attends or the local authority that will visit her to carry out an assessment of their own. This, I feel, communicates a professional commitment in establishing working partnerships. Phillips et al argues (2006) effective communication is central to all social practice. It forms, develops and maintains partnerships.  It is essential for effective assessment planning and undertaking intervention and negotiating and sharing information with other professionals. (NOS 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.3, 4.4, 5.4, 10.1, 10.2, 10.3)

On reflection I felt I enabled the service user to view other professional interventions positively.  She was able to take the lead in her decision making process and became able to state her care needs clearly too all professionals involved.  This was a positive outcome of partnership working between the service user and me (NOS 2.1, 2.2, 2.3, 2.4, 5.1, 5.2).

The negative aspects working with service users has been that when parents have refused to bring or pick up their children from the after school club even though they have the necessary transport and along with not notifying   staff members in advance of cancellations of session which then leaves other families and children at a disadvantage.  This leaves the organisation in a dilemma as they are a voluntary organisation and resources are limited. This aspect has made me aware that on some occasion’s service users do not work in partnership with the relevant parties. On the other hand I have also observed that if a care worker cancels their services for the service users and there is no back up care worker available then that service user is left without any form of care for that particular day.

In conclusion, I believe that I have gained a valuable experience in establishing both positive and negative partnerships with service users. It has most certainly made me aware that just as we have a duty to safeguard service users whilst taking into account their own wishes; we must respect the wishes and views of children and adults.  I also recognise that although I have strived to work in an anti-oppressive and anti- discriminatory manner to empower service users to make their own choices, service users may choose not to establish a working relationship with others. I am now mindful that I have to respect and preserve their rights to do this and I will carry this awareness with me throughout my future practice.

Word Count 3,435

GM5074 APPROACH TO SOCIAL WORK ASSIGNMENT

1. Background to the case

“I certify that this is my own work and confidentiality has been maintained by the use of pseudonyms”

For the purpose of the assignment and due to the word limit I shall be just focusing on the service user who will be referred to as Mrs X.

Whilst on placement I was allocated the case of Mrs X who was of South Asian origin she had referred herself to this organisation.  She was inquiring about the services that this organisation provided and if she could get support for her self and her two children. My assessor took the initial call and passed the details to me, I was requested by my assessor to take the lead on this case. I called Mrs X back to inquire what the issues were and what kind of support she was looking for.  She informed me that she had just broken her leg and had two children a five year old and a two year old who had disabilities although she was not completely aware of the disabilities and diagnosis. (NOS 2.1, 2.2, 2.3)

I informed her some of the services that this organisation provides she was interested in domiciliary care, after school club and the outreach service. I also informed Mrs X if I had her permission to refer the children to the other agencies who would carry out an assessment on the children, she agreed to this. (2.4, 3.1, 3.2, 3.3)

Through my conversation with Mrs X I established that the family had moved from another town four months although she had family in the same town but they were living quite far and she had no friends for support.

Mrs X had poor mobility problems and had difficulties climbing up the stairs and was therefore sleeping downstairs and only accessing the lower ground

of her three-storey property.  It was identified that a needs assessment for the children needed to be carried out as well as informing other agencies regarding the two children who had disabilities. (4.1, 4.2, 4.3, 4.4)

My involvement with Mrs X was to carry out an assessment of needs through this organisations needs assessment process and to ascertain if she met the eligibility criteria for service intervention.  Although Mrs X had been visited by a social worker from the local authorities who offered her support with personal care Mrs X had refused she wanted support and care for her children (O’Hagan 2005). (5.1, 5.2, 5.4)

Mrs X’s case was a new referral and relevant information had to be gathered I had to liase with other professionals. I found that there were no time-scales in dealing with urgent cases quickly because this organisation has to work alongside   the local authority that have to carry out their assessments and then decide if Mrs X was eligible for the services.   I found that the amount of paperwork involved was time consuming; however I recognise the importance of this work.  (Parker 2005). (NOS 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 7.1, 7.2, 7.3)

In my involvement with Mrs X I was able to use the Narrative perspective the theory being that it is not the person who is the problem but those who have difficulty coping with those problems. Service users using the narrative approach appreciate the opportunity to tell their story in an unhurried way. (Trevithick 2005). I noticed the style of my questioning empowered Mrs X who felt able to tell her story of how she broke her leg and that she was finding it difficult to cope with the children. She informed that she had always been very independent and active doing all the housework and looking after the children. (NOS 5.1, 5.3, 9.1, 9.2, 9.3)

1. OUTCOMES DESIRED BY THE SERVICE USERS AND CARERS

From discussions with Mrs X what she wanted as the main outcome of my involvement was the support of this organisation to provide domiciliary care at home for the children, after school club and a place in a nursery for her two year old.  She wanted to regain the independence to which she was accustomed before she fell and broke her leg e.g. being able to have access to the upstairs of her property, to carry out her own household chores and her own personal care and to be able to take care of her children.

I felt I was able to support Mrs X with her own ideas and choices by letting her know what services the organisation provided and then she in turn specifying the type of services she required as well as the times. With Mrs X’s permission I liased with other agencies for them to come and assess the children and see what support they could offer. I also made inquiries at a nursery to see if they had a place for Mrs X two year old this would provide respite for Mrs X.  Two days later the nursery offered Mrs X youngest child a place at the playgroup from nine to five two days a week. (NOS 2.1, 2.2, 2.3, 2.4, 3.1, 4.3, 4.4, 5.1, 5.2, 5.3, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3)

The approach I took with Mrs X from the point of contact was holistic and based on Maslow’s hierarchy theory of needs my approach was person centred I focused on the needs of Mrs X and her children. According to Maslow ‘s human behaviour is motivated by a set of needs he argues that there are levels of need that have to be met for individuals starting from the basic such as food, warmth, protection, education, care and health. (NOS 5.3)

Once this need is met then the individual can move onto the next step.  The General Social Care Council also states that social workers must “Protect the rights and promote the interest of service users” (Brammer 2007:15).

 (NOS 5.1, 5.3, 9.1, 9.2, 9.3)

The main points of conflict in this case were between this organisation and the local authorities’ time-scales and Mrs X needs which had to be met urgently. Once the initial assessment was completed by this organisation I had too wait for the local authority to carry out an assessment. I felt that because Mrs X was a new referral to the organisation, and given her current situation having no family to support her and she had a broken leg as well as two children to look after I felt that the local authorities were taking too long regarding Mrs X situation. I contacted the local authorities many times before someone went out too assess Mrs X. Mrs X has been notified that she will be able to get support from the local authorities and I have been given permission by my assessor to remain with this case until my placement ends. (NOS 10.1, 10.2, 10.3)

1. THE LEGAL AND POLICY CONTEXT

The work of the agency is underpinned by guidance contained within The Care Standard Act 2000 for Domiciliary care the legislation aims at services to be delivered within a mixed economy of care including statutory and voluntary organisations as set in the national minimum standards. The purpose of these minimum standards is to ensure the quality of personal care and support which people receive whilst living in their own home in the community. This would include older people, people with physical disabilities and children and families.

The Care Standard Act 2000 emphasises the importance that agencies and care workers who are providing personal domiciliary care for children and their families use the working together to safeguard children (2006) which is a guide to inter-agency working to safeguard and promote the welfare of children. Service users views and choices should be influential in the decision making process assessments should be needs led rather than resource led.  This input by service users should ensure the effectiveness of the service provided (Adams 2002).

The Disability Discrimination Act 1995 states that no person should be discriminated against due to his or her disability. The National Health Service and Community Care Act 1990 aims this is to ensure that Mrs X has a right to determine the choice of care she receives and that ‘Best Value’ is being practised (Crawford & Walker 2004). The Carers (Equal Opportunities) Act 2004.

Policies that relate to this case study are Our Health, Our care, Our say 2006,

Protection Of Vulnerable Adults 2006, National Service Framework, working together 2006, Valuing People 2001. These policies sets out the governments vision for people with disabilities, across a range of services based on four key principles of rights, independence, choice and inclusion. This enables service users parents/carers and organisations to work together and provide support for adults and children who are in need.

The General Social Care Council (GSCC) policy contains agreed codes of practice for all social care workers, which is to promote the interests of service users and carers.  Section 5.3 states that the agency has to make sure that service users and carers are aware of this policy and promote their independence and make them aware of their rights, and to strive to establish and maintain the confidence of service users and their carers.

“Services for disabled children are provided for by the Children Act 1989 by virtue of their status as a child in need” (Brammer: 2007:209) were a wide range of services are to be provided to support children and families.

The policies relating to the children would be Every Child Matters, The Framework for the Assessment of Children in Need and their Families (2000), National Service Framework standard eight for Children with Disabilities and the Human Rights Act 1998.

Although the National Health Service and Community Care Act 1990 Act states that assessments should be needs led and should reflect the needs of service users, this does not often occur, as there are limited resources available to meet the needs of service users. Furthermore the National Health and Service Community Care Act 1990 do not appear to make reference to and take into account race, religion and culture.  This could pose dilemmas because of the restriction in choice of services (Dalrymple& Burke 2006).

Although services were available for Mrs X children through the legislation of the Care Standard Act 2000 but not specifically for Mrs X but in meeting the needs of the children Mrs X needs were also being met.  Mrs X was offered support for personal care by the local authority but she refused on the basis that she wanted care for her children not herself.  (NOS 6.1, 6.2, 6.3, 6.5, 7.1, 7.2, 7.3)

1. RISK ASSESSMENT AND MANAGEMENT

My involvement with Mrs X was at the stage when she had broken her leg and was in need of support and care by this organisation and others. Mrs X was under a lot of stress, as she was the main carer of her two children with disabilities she had no family or friends who lived near by to offer her support. I took the holistic approach in weighing the nature of risks involving Mrs X and her children and liased with other agencies in meeting the needs of Mrs X and her children. As Mrs X had poor mobility the likelihood of the environmental factors of risk I considered would be the downstairs of her property and Mrs X had moved her bed to the first floor which is adjoined to the kitchen my own observations I judged the room to be safe It was free from any kind of clutter and there were no obstructions. “Crisis intervention approach suggests that at the time of crisis help should be given at the right time” (Coulshed & Orme 2006). (NOS 1.2, 1.3, 2.4, 3.2, 4.1)

Before the intervention of this organisation the local authorities had carried out an assessment under the National Health and Service Community Care Act 1990 regarding Mrs X care at home but she had refused that care for her self. In managing the risks in relation to the children the risks were managed by carrying out an initial assessment by this organisation where information was gathered from the family, schools, doctors, and then I referred it to the agency that carried out an assessment and approved domiciliary care for the children. (NOS 2.1, 2.2, 2.3, 3.1, 3.2, 4.2, 4.3, 4.4) 

I advocated and supported Mrs X throughout this procedure in locating a place in nursery for her two year old, two days a week from nine to five this would provide Mrs X with some respite. Beckett (2006) states that “ A social worker is acting as an advocate when she helps give a service user a voice, either by speaking on behalf of the service user or by helping the service user to speak for him or herself”. (NOS 4.3, 5.1, 5.2, 6.3, 10.1, 10.2, 10.3)

On reflection I should have referred Mrs X to the Occupational Therapist who would have carried out an assessment on Mrs X abilities and provided her with some form of equipment which would have helped her regarding her broken leg. Although I was aware that this was a new referral to this organisation and the local authority had assessed Mrs X and she had refused care for herself I had to respect her choice.  Perhaps if she had accepted that support for herself it might have helped her but it was not my place to insist on what I felt was the best thing to do. (NOS 6.1, 6.4, 6.5)

I felt that I had worked well with Mrs X in identifying the possible risk involved and in taking into account her rights to autonomy she was able to make her own decisions regarding the needs of the children and agreed that intervention could take place from other agencies (Phillips, Ray and Marshall 2006)  (NOS 7.1, 7.2, 7.3)

1. SOCIAL WORK AND ETHICS

The principle values that I have considered in this case are respecting Mrs X as an individual irrespective of her age, gender, race, religion or lifestyle. I feel I have supported Mrs X throughout my intervention respecting her autonomy – maximising opportunities for her to implement her choices as she is the expert and has greater understanding of her own needs.  This is set out within the British Association of Social Workers (BASW) 3.1.2 which states the need to show respect for service users’ beliefs, values, goals and needs. I am aware that adults experience many forms of oppression, for example isolation, therefore it was imperative for me that Mrs X did not receive or experience second rate treatment as she was in a vulnerable stage but there were things that not even I could control (Lymbery 2005). (5.1)

I am fully aware of my responsibility to Mrs X to work towards her best interests and these were to regain her independence and be able to take care of her family. BASW 4.1 states that social workers must give priority to maintaining the best interests of service users. I was able to build a positive professional relationship with Mrs X and was thus able to maintain her general trust. This was achieved not only through care, but also through observing certain codes of practice such as the General Social Care Council Codes of Practice 2002 (GSCC) and the Code of Ethics for Social Work to preserve service users’ rights. These codes reflect a commitment to good practice as to what social workers should aspire to in relation to our own practices.  For example, I ensured Mrs X was aware of her rights to complain if she was not satisfied with the service she received from the agency.  I was mindful of the ethical rules of practice that are contained in the organisations policies and procedures that set out very specific guidance relating to professional practice (NOS 5.1, 3.2, 3.3, 4.2, 4.3, 4.4).  There is an expectancy not to abuse my power, or that of the agency, when working with service users (Dalrymple& Burke 2006).

I was able to be honest and open, advocating when needed and empowering Mrs X by sharing information, offering choices and at the same time respecting her values and confidentiality (GSCC, 2002). Furthermore, I am aware that Mrs X has a right to privacy under the Human Rights Act 1998; article 8 states that individuals have a right to privacy (Dalrymple& Burke 2006). However, I explained to her that if she disclosed something to me that I felt might put her at risk, I would have to share this with my manager due to my obligations to the organisation, but that without her express permission this information would not be passed on to any other person or agencies. (NOS 2.4, 3.2, 5.1)

I did not want Mrs X to feel oppressed by the authority, power of either myself or the organisation and so made sure that she was in control of her own situation and that she could view my input as advice rather than being pressured to do as I suggested.  Oppression is a powerful force on a personal level, which may have led Mrs X to feel demoralised, and to a lack of self-esteem on a structural level.  This could lead to Mrs X being denied her rights (Thompson 2003). (NOS 5.1, 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 10.1, 10.2, 10.3, 11.1, 11.2, 11.3, 11.4)

1. THEORY, METHODS AND RESEARCH UNDERPINNING PRACTICE

The organisation that I am placed with uses the person centred approach, which underpins their practice; it focuses on the individual and their needs this approach is developed initially among service users with physical disabilities.

(Coulshed & Orme 2006). (NOS 5.3)

This approach looks at many aspects of a person’s experiences that should be acknowledged when assessing their needs, In Mrs X’s case I focused on the nature of her disability and what her needs were as Mrs X had broken her leg which left her unable to care for her family and she had no family or friends who could support her.  Mrs X is from a South Asian background it is often assumed by some social workers that in the Asian communities families will take care of their own relatives and are denied services this can be oppressive and discriminatory.  It is important to respect cultural diversity as well as to acknowledge differences (Coulshed & Orme 2006). (NOS 5.1, 5.2, 5.3)

Systems theory was another theory that I found useful, it is used to work with families this theory is based on the facts that systems are connected and if what happens in one will have an effect on other parts of the system.  It also enables social workers to work in partnership with the service user to promote change. When Mrs X broke her leg it had an effect on the families life at home, which had an effect on Mrs X husbands employment.  Who had to give up his full time job and become the main carer of his family not only affecting their finances but he had to adjust in becoming the main carer. (5.2, 5.3, 5.4)

The other approach that was useful was the social and the medical model. The social model looks at people from a social perspective, which enables disabled people to focus on their capabilities and not their disabilities. This approach supports people to look at them selves in a positive way, which increases their self-esteem and confidence.  The medical model looks at the disability of the person and not their capabilities. Although Mrs X had broken her leg and at that point she had lost some of her confidence and was feeling very low because she was unable to go out. She participated in all the decisions made regarding her children as I kept her informed through out all the process. The social model is incorporated with in this organisation when assessing the needs of service users and parents/carers. (5.2, 5.3, 6.4)

The other theory that would have been useful and should have been applied to Mrs X is crisis intervention as it is often a ‘crisis’ that brings about the need for social work intervention (Lymbey 2006).  This intervention work responds to problems in individuals’ lives and enhances them to deal with situations of crisis.   This relates to Mrs X as she had broken her leg and was experiencing a lot of difficulties.  In crisis intervention work, the client’s openness to change at the point of crisis can be an advantage as it presents an opportunity for the client to be helped to understand and to gain some control over their situation (Miler and O,Byrne 2002). (NOS 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3,)

Word Count 3,200

GM5118 A. PRACTICE PLACEMENT 2 ASSIGNMENT

A.ASSESSMENT OF EFFECTIVENESS AND WHAT MIGHT HAVE BEEN DONE DIFFERENTLY

“I certify that this is my own work and confidentiality has been maintained by the use of pseudonyms”

Reflecting on the case I believe the appropriate approach was used throughout my intervention with Mrs X as my involvement with her was from the day she referred herself to this organisation. This gave me the opportunity to build a good working relationship with Mrs X.  I felt the work was effective as Mrs X was new to the organisation I was able to take away the doubts and fears she had of social workers. My working relationship with Mrs X was positive and this was evident as throughout the main body of the assignment and extracts from the contact notes.

By applying the person centred approach I was looking at the whole holistic aspect of Mrs X’s family situation. I concentrated on Mrs X’s needs and the needs of her children. Mrs X wanted her family to stay together and at home and have support in looking after the children from this organisation. (NOS 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4)

In providing care and support through the organisations policies and the policies set out in the Children Act 1989 and the Care Standard Act 2000 I felt my work has been effective in regards to the children but not Mrs X as she was offered no support by this organisation or through this legislation as they only provide care and support for children and adults with disabilities from the age of three to thirty which now has been increased to thirty-five but Mrs X was forty-two. Her needs were not met by this organisation but through meeting the needs of the children some of Mrs X’s needs were also being met, as she wanted care just for her children. (3.1 3.2, 3.3, 4.2, 4.3, 4.4)

It was through the intervention of this organisation and my self in making sure that Mrs X children were referred to the appropriate agencies and professionals for assessments. Through my intervention both of Mrs X’s children are currently going through the assessment process.  I also advocated on Mrs X behalf and located a placement at the nursery for her two year old. I also referred her to a liaison officer who supported her in claiming benefits at a higher rate than she was getting previously. She has been notified that she will get the higher rate.  (1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 10.1, 10.2, 10.3)

I have worked in partnership with Mrs X involving her and keeping her informed about all issues involving her and her children.  I worked in an anti-discriminatory and anti-oppressive manner respecting Mrs X wishes and valuing her opinion at all times.  I believe that I could not have done things any differently other than persuaded her to take up the offer of support offered by the agency for domiciliary care for her children. But that would have meant that I was taking away her choice and control and   imposing my own personal views, instead of empowering her I would have been disempowering her.  (Dalrymple & Burke; 1995) argues, “Legitimate use of power is ensuring that service users are treated as equals in decision making processes concerning their lives”.  (5.1, 5.2)

1. SIGNIFICANT INCIDENT ANALYSIS

“I certify that this is my own work and confidentiality has been maintained

by the use of    pseudonyms”.

This significant incident involved the review of an adult who was a service user cared for by her parents. This service user has Severe Development Delay, Severe-Learning Difficulties and suffers from Epilepsy. I chose this incident as it demonstrates the importance of not been fully aware of the facts of the case and the lack of information and communication between myself and the other professionals who were present at this meeting.

The review was taking place at the day care centre to discuss the needs of the service user and her family. I briefly went through the case notes on the day if the review. At this review a social worker from the adult team was present, the manager of the day care centre my self and a member of staff who deals with the benefits who is based at this office. (NOS 1.2, 2.2)

Issues were raised regarding the service user’s personal hygiene and her health. I was unaware of the issues surrounding the service user’s personal hygiene and her health, as she was not eating properly and not taking any fluids at all or that she was seen by a speech therapist because I had not been reviewed her case notes properly.

I was unaware that the parents did not speak very good English, so therefore there was little participation by the parents, or that the mother suffered from mental health issues and had some learning difficulties. (Koprowska 2005) argues that although speaking a minority language is not impairment, yet many of the barriers people face when they do not speak much or any English are similar to those faced by people with impairments.

The liaison officer and I were left to translate for the parents and the social worker. There was clearly a lack of communication between all parties that were present as well as whose responsibility it was to organise an interpreter for this meeting. In this respect I felt I was left powerless to support this family, as I was unaware of so many details. (Banks 2006) argues that students on placement feel a lot of anxiety, lack of power and a low level, of confidence in their own position.

The outcomes for all those involved were that parents wanted more information from the speech therapist regarding their daughter’s speech as she had completely stopped talking. Issues had also arisen about the service users living situation, as the service user had no bedroom of her own and was using the living room as her bedroom which offered no privacy.  I informed the parents that if they wanted I could arrange it for them that they could speak to the speech therapist themselves in person and raise all the issues and concerns that they had regarding their daughters speech. As for the living arrangements it was suggested by me if it was possible if they could apply for a council house but they disagreed with this because they would have to pay rent as one of the parents was working and were they were living at present was owned by the them. (1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.4, 5.2, 11.2, 11.3)

Suggestions were also made to the parents by me if they would consider their residential care or independent living scheme instead where their daughter would be under care staff for twenty four hours a day seven days a week this would provide her privacy and space.   Parents were a bit reluctant about this issue they saw it as their responsibility to look after her as they were her parents but agreed to think about.  Mir et al argues that schemes like independent living schemes ignores the importance of family connections as Asian families are a very close network and this network includes extended family members who although may be not living in the family home but can offer support on which family members can rely on. (DOH: 2000) (2.2, 2.3, 2.4, 3.3, 4.4, 11.4)

On reflection I feel if I had been given the details of this case a day before and not told about it on the morning of the review then I would have reviewed the case notes more thoroughly and not just very briefly go through it. Arrangements could have been made to contact the relevant professionals who had regular contact with the service user like the speech therapist, the care workers who provide the care at home and an interpreter for the parents. This I believe would have given everybody present a better understanding of the situation regarding the issues surrounding the service user and her parents.

When I got back to the office I wrote a report on the events which took place at the review as well as in the service user’s case notes and gave verbal feedback to the adult co-ordinator. I discussed all the issues with my supervisor in supervision sessions this offered me the opportunity to explore my personal thoughts and feelings as well as to discuss the concerns that had arisen from this review. Parker (2006) argues that that it should be remembered that reflection is a process and therefore does not fit any single model but should be used as device in building strategies for learning. (11.1)

C.MANAGING RISK

Throughout my placement I have gained experience and knowledge on the importance of risks and managing risk in relation to children and families with disabilities. According to Nolan et al (2005) assessing risk is an important tool for practitioners to monitor and be alert to a range of consequences.

Under the national minimum standards, which are underpinned by the Care Standard Act 2000 for domiciliary care, standard 12 states that risk assessments should be undertaken prior to the provision of domiciliary care. Assessments are one way of managing risks according to Parker & Bradley (2007) who state that assessments are part of a continual process which links with planning; intervening and reviewing these can identify what possible risks there could be for all concerned.

Working together to safeguard (DOH 1999) and the framework for assessment for children in need and their families (DOH 2000) underpin this organisations work in managing and minimising risks. It also recognises its legal duty under S. 175 Education Act and the 1989 Children act, to work with other agencies in safeguarding and protecting them from significant harm. These policies and frameworks sets out how risks are identified in service user’s homes for the benefit of the support workers and the service users themselves by this organisation by looking at every aspect of service user’s behaviour, their disabilities, their living environment and any challenging behaviour service user’s display.

I equipped myself by researching on the issues of risk and vulnerability through familiarising myself with the organisations policies and procedures on risk. Under the management of Health and Safety at work regulations 1999 the after school is required to undertake regular risk assessments and take any necessary action arising from these according to provisions set out in the Health and Safety policy. The after school club co-coordinator carries out the risk assessments before the service users arrive to ensure their safety.

If there is any damage to the property that could be viewed as a risk, or any loose wiring or broken furniture, these must be reported and dealt with promptly.   Any incident or accident that has occurred will be recorded in either the incident sheet or the accident book on the same day as the event took place.  (Organisation policy 2006)

Staff members and any other authorised persons are issued with identity badges and they must wear them at all times while they are on the after school premises. Children who take part in the after school club activities will not be left unsupervised at any time during activity sessions. There is a visitor’s book that is kept in the main office and visitors must sign on arrival. The following information is required when signing in for example the name of the visitor, date and time of arrival, the reason of their visit and their departure time.  Also, to ensure no unauthorised entry, there is a security camera at the entrance into the main office building.

When I carried out risk assessments in the service user’s homes, I followed the procedures set down by the organisation. Before going to visit service users to carry out an initial assessments, I would take responsibility to review the case notes and see if there were any risks to both care workers and service user/carer in the initial stages – to do this I have to identify those areas where a risk is possible and take steps to make contingency plans.  However, I must always seek to balance the particular wishes/needs of the service users with their own, and safety.

Although I would be able to point out potential risks, I would not be able to tell them what to do.  My responsibility would be to give advice and to ensure my own safety.  It is stated within GSCC 4.3 (2002) that I have a duty to respect the rights of service users yet ensure that I take steps to minimise the risk that service users may pose to themselves or others. (NOS 4.2, 4.3, 4.4)

On visits it is essential that staff members wear identity badges, especially on first visits to see service users, as this will clarify who they are and the organisation that they are representing. Parents/carers and service users can be particularly vulnerable over unknown visitors to their home, and therefore it is essential that the identify badge/card is shown.  This helps to establish the importance of this procedure and the service user should be encouraged to ask for such identification from all unknown visitors. Before going out on visits it is the requirement of the organisation that staff members complete the signing out book stating the time, place and purpose of the visit, and estimated time of return. If they were not to return within a reason time, the manager is required to contact them to ensure that all is well. Work mobile phones are therefore provided and are to be carried at all times. (NOS 4.2, 4.3, 4.4)

Whenever I have had contact with a service user either by telephone or on a home visit the organisation has a policy that requires me to record all home visits on the organisations case recordings so therefore any issues of risk are recorded.  (NOS 4.2, 4.3, 4.4)

Although it is the aim of the social worker to empower service users and carers to manage their own situation for themselves, for some service users this will not be always possible.   Because of issues such as mental capacity and learning difficulties this cannot be a realistic aim in all cases. With reference to service users who have severe learning difficulties and have little or no understanding of the issues around them this can prove to be very difficult.  During a home visit where I carried a risk assessment regarding Mr N who is a thirty-four old adult and has learning disabilities and a hearing impairment he only communicates by using his hands and verbal gestures. Towards the ending of the assessment Mr N got very agitated with my supervisor and me, he started to bite and pinch his hands and was gesturing us to leave. The risk presented here was to all of us including the service user, my supervisor and me.

We diffused the situation by getting up and walking towards the door, when Mr N saw us do this he started to calm down. Due to Mr N’s limited understanding as to why we were there I could not empower him in any way.

(NOS 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4)

In any risk assessment the service user’s wishes and rights must be at the heart of the assessment and not to be minimised due to me being ‘over protective’ and feeling the need to ‘rescue’ the service user (O’Hagan 2005). It is important to recognise that because something may be effective protection for one service user, it does not mean it will be for another.

D.WORK CARRIED OUT

“I certify that this is my own work and confidentiality has been maintained

by the use of pseudonyms”.

Example 1

Office Duty Tasks

While on placement I was allocated many tasks to carry out in the office one of them was dealing with benefit queries, where carers came in to the office where they needed support in completing forms. This ranged from Disability Living Allowance, Child Tax Credit and Community Care Grant forms. In some cases where I could not support them I would refer them to the Citizens Advice Bureaux or other agencies where carers and service users would be supported. (NOS 7.1, 7.2, 7.3, 10.2, 10.3)   

The other task I was allocated was to make telephone calls to care workers on their mobiles every day when the care workers would go into the service users homes to carry out care duties. This was to minimise the risk to care workers and service users to insure that everything ran smoothly. If the care workers do not answer their phones then there is a policy with in this organisation to contact the family directly on their house phones. (2.4, 5.1, 5.2, 5.3) 

Working with Youth/Adult Club

During this placement I had the opportunity to work with the youth/adult club where service users are given a choice in the activities they want to do. On some occasions service users were taken out for a meal, bowling, or to the cinema. This is to ensure that service users do not experience isolation as well as giving them the opportunity to engage with others. (NOS 2.3, 2.4, 5.1,11.4)

The work of this organisation is underpinned by guidance contained within The Care Standard Act 2000 for Domiciliary care the legislation aims at services to be delivered within a mixed economy of care including statutory and voluntary organisations as set in the national minimum standards. The purpose of these minimum standards is to ensure the quality of personal care and support which people receive whilst living in their own home in the community.

The Disability Discrimination Act 1995 states that no person should be discriminated against due to his or her disability. The National Health Service and Community Care Act 1990 aims to ensure that adults have a right to determine the choice of care they receives and that ‘Best Value’ is being practised (Crawford & Walker 2004). Under the Carers (Equal Opportunities) Act 2004 local authorities are required to inform all carers of whom they are aware that they are entitled to an assessment. (Brammer 2007)

Policies that relate to this case study are Our Health, Our care, Our say 2006,

Protection of Vulnerable Adults 2006, National Service Framework, working together 2006, Valuing People 2001. These policies sets out the governments vision for people with disabilities, across a range of services based on four key principles of rights, independence, choice and inclusion.

The Independence, Well-being and Choice policy of the Department of Health (2005) aims to support independence not dependence. Adults should be treated with dignity, respect and support by ensuring they have more control and greater choice over the way their needs are met. (NOS 5.3,7.1,7.2,7.3,8.1, 8.2,8.3)

The main theories and methods used initially at the start of intervention were from a holistic and person-centred approach. This method ensures that service user’s views and choices are included. (NOS 5.3)

I have learnt that interpersonal skills are an important factor especially when working with service user’s who have a very limited understanding. It is crucial that when interacting with service users to face them and use simple words and to recognise that service users can also communicate in a non-verbal way. Effective non-verbal communication, active listening and observation skills, were all crucial elements regarding these service users Lishman (1994).

Example 2

I was allocated many cases while on placement where families required support ranging from organising smoke alarms to be fitted in their homes to liasing with other professionals on their behalf. One of the cases that I was allocated was that of a newborn baby who had a wide range of disabilities. The baby was diagnosed with Congenital Nephrotic syndrome and Hypocalcaemia and persistent Hypomagnesaemia.  Nephrotic syndrome is a serious kidney disorder where protein leaks into the urine this syndrome is more likely to affect males than females. Hypocalcaemia is a condition in which there is too little calcium in the blood and is more common in premature and low birth weight babies.

On the initial assessment it was established that the baby had a brain scan and he had suffered brain damage to the right side of his head and that he is being tube fed.  The parents were finding it very difficult to cope and wanted respite from caring so they were referred to the parents and carer’s co-ordinator and to the staff member who deals with benefits. (NOS 1.1, 1.2, 1.3)

I asked the parents permission to contact the relevant agencies regarding the above issues, they agreed with what I had suggested. I contacted the agency that deals with children’s with disabilities and passed on all the information. I also contacted the health visitor and see what support she could provide regarding the child’s feeding situation. (NOS 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 4.1, 4.3, 4.4, 7.1, 7.2, 7.3)

The Children Act 1989, Every Child Matters guidance, The Children Act 2004, The Common Assessment Framework, these legislations and policies framed   the assessment that I under took along side the organisations guidelines.  Under the Care Standards Act 2000, which underpins the guidance for domiciliary care standards, state that “services users and carers need to be kept informed and enabled to make choices concerning their care, and participate in the process, thereby maintaining their independence”. (DOH 2003)

The Common Assessment framework,  is a key part of Every Child Matters its aim is to identify at the earliest oppurtunity, childrens additional needs and deciding how those needs should be met.  It can be used by practitioners across children’s services in England. It is intended to provide a simple process for a holistic assessment of a child’s needs and strengths, taking account of the role of parents, carers and environment.

The main theories and methods used were the holistic approach and advocacy. I advocated on behalf of the parents by referring them to other professional and agencies so they could obtain the relevant support in relation to the various issues regarding their baby. Advocacy seeks to represent the interests of service users within social structures (Payne 2005). In addition to this, Schneider and Lester (2001) suggest that the main aspects of advocacy in social work are representation and influence. (NOS 5.1, 5.2, 5.3, 5.4)

Example 3

During this placement I was given the opportunity to spend some time with the parents and carers group and participate in some of the activities that they do. The parents and carers group is held once a week and was set up to provide support for parents and carers of children with disabilities so that they do not become isolated and depressed. Group sessions and activities are discussed with the parents/carers by the co-ordinator and whatever activity is suggested is then carried out the following week. Participation of carers/parents is essential as this is their time to spend as their wish. (NOS 5.1, 8.1, 8.2, 8.3)

The group consists of all females and they all are from a south Asian background. Transport is made available to the parents/carers in the form of a mini-bus the co-ordinator picks them up and drops them off at the end of each activity.

On my day out with the parents/carers many of them confided in me that if it were not for the support of this organisation they would be unable to cope with their day-to-day duties due to the physical and emotional stresses of their caring roles. In a survey carried out in 2008 by Carers Week where two thousand carers were questioned. This highlighted the effect of what caring can have regarding carer’s health, relationships, careers and finances. “More than seventy-seven percent of those questioned feel that their health is worse as a result of caring “(Careers week home page).

To ensure that I met the Equality Act 2006, these sessions were made available to all service users regardless of their gender, class, and sexual orientation.  However the group consists of all females and they all are from a south Asian background. To ensure that the Data Protection Act 1998 was adhered to, I informed the group that I would not disclose anything that would be discussed to anyone else. (NOS 2.1,2.2,2.3, 2.4)

There was one area of conflict in the group; this entailed one parent/carer who kept talking over the other carers, not giving them a chance to talk about their experiences (Storming Stage). The other parents/carers made the person aware of this and I encouraged all of them to allow each other to share their experiences equally, this enabled the carer to stop talking over the others (Norming Stage) and resolved the initial conflict. (NOS 5.2, 9.1, 9.2, 9.3)

The parents/carers were able to share their experiences, which held both sad and happy memories. These experiences have held significant meaning in their lives and it was a privilege to be able to share these special moments with them; at times it was very moving.

The group were thanked for their contribution as the event was drawing to a close (Adjourning Stage). They wanted to now if I will be going out with them again but I had to inform them that my placement was coming to an end and that was not possible. (NOS 5.5, 8.4)

I believe narrative theory was applied, as the focus was placed upon the stories of peoples’ lives. By using open questioning, especially with the parents/carers who initially did not contribute in the discussions, I feel I enabled them to make a valuable contribution and share their experiences with each other. (NOS 5.3)

I have learnt that interpersonal skills are an important factor especially with group-work. Effective verbal communication, active listening and observation skills, were all crucial elements to enabling the group to verbalise their experiences. These skills allowed the growth of more ideas and paved the way for further discussions by the parents/carers.

I have learnt to recognise that working in groups can be difficult, as individuals can come with their own set of ideas as this was evident when one of the parent/carer kept talking over the group and therefore not allowing others to share their experiences. It can also be difficult to manage in terms of protecting confidentiality.

I realised that I had achieved the National Occupational Standard Key role 2 Unit 8. This work gave me the opportunity to see how important it is for parents/carers to have some sort of a social life. This process assisted me to view the dynamics and support the parents/carers to promote their individual growth and they were all given the opportunity to talk about the issues affecting their lives. The group was able to achieve the planned outcomes; this was demonstrated through service users’ feedback forms and a high interest in the group continuing. I disengaged appropriately; and thanked the parents/carers for letting me participate in the group. (NOS 5.5, 8.4)

I feel being given the opportunity to participate with this parents/carers    group it has enhanced my confidence and has equipped me with transferable skills that I will take into my future role as a social worker, including my ability to work in partnership with service users and carers in an anti-oppressive approach.

Total word count for Practice 2 (A, B, C, & D) – 4,527

ADDITIONAL PORTFOLIO ITEMS SUMMARIES OF WORK UNDERTAKEN

“I certify that this is my own work and confidentiality has been maintained

by the use of pseudonyms”.

(1)

While on placement I send a referral form by fax to another agency requesting them to carry out an assessment regarding this service users challenging behaviour. This is a sample of the fax and referral form for the portfolio.

ADDITIONAL PORTFOLIO ITEMS SUMMARIES OF WORK UNDERTAKEN

“I certify that this is my own work and confidentiality has been maintained

by the use of   pseudonyms”.

(2)

These are extracts from case recordings regarding the case study of Mrs X, which I was allocated while on placement.

ADDITIONAL PORTFOLIO ITEMS SUMMARIES OF WORK UNDERTAKEN

“I certify that this is my own work and confidentiality has been maintained

by the use of   pseudonyms

(3)

This is a service user care plan for a child that includes; a needs assessment form, Medical history, health and safety risk assessment. This child has Marked Learning Disabilities, Behavioural Problems, Limited speech & Kidney disease and is Registered Blind.

ADDITIONAL PORTFOLIO ITEMS SUMMARIES OF WORK UNDERTAKEN

“I certify that this is my own work and confidentiality has been maintained by the use of   pseudonyms

(4)

This is a minute of meetings between my supervisor and the care staff members who wanted to discuss issues regarding domiciliary care.

GM50T4 INTER-PROFESSIONAL PRACTICE ASSESSMENT

WORKING WITH POTENTIALLY VULNERABLE PEOPLE

“I certify that this is my own work and confidentiality has been maintained

by the use of pseudonyms”.

As this placement was a children and families with disabilities setting it has made me aware that service users’ with disabilities in the future may want to lead an independent life, and although this is not totally possible other possible alternatives have to be considered.  During my placement I attended a review meeting concerning a service user who is about twenty two she has Severe Development delay, Severe learning Difficulty and epilepsy and lives with her parents her mother has mental health problems and dad is not around much to support the family. At this review it was mentioned to the parents if they would consider the service user to live independently in a flat by her self or in a residential home. Where care would be provided for her twenty-four hours a day the parents refused they could not imagine being separated from their child even though they faced many pressures by keeping her at home, I had to respect their concerns and issues.

The inter-professional learning event enabled me to understand the complex and diverse issues that can and may happen when working with vulnerable people and the importance of how it is essential to work in partnerships with other professionals to protect and safeguard. Quinney (2006) says that successful partnerships relate when professionals service users, parents/carers understand each other roles.

This event has provided me with the grounding whilst working with vulnerable families on my placement, as it is vital for me to be aware of my own role and the intervention that will be carried out with the service user group. Through the assessment process this will be done jointly between professionals and service users and parents/carers.

On reflection the IPL event has taught me that when working with vulnerable people it is important to know that they are the experts of their lives and it is important to listen and respect their views ensuring that I use the appropriate language for example jargon free, talking on a level that service users are able to understand and able to communicate freely back to me and not creating any barriers that may hinder the process communication. The impact this has on my placement is to maintain that vulnerable people are kept safe from any potential risk but to support and empower them to express their wishes and feelings. This is supported by policies such as Every Child Matters and the National Service Framework in relation to adults and children, which highlight some of the main themes that they are treated as individuals and are, enabled to make choices about their own care. These documents set out the guidelines for the agency and professionals to adhere to in relation to working with service users and carers.

Word count 499

National Occupational Standards for Social Work

Key Role 1:    Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances

Unit 1 – Prepare for social work contact and involvement

Unit 2 – Work with individuals, families, carers, groups and   communities to help them make informed decisions

Unit 3 – Assess needs and options to recommend a course of action

Key Role 2: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals

Unit 4 – Respond to crisis situations

Unit 5 – Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities

Unit 6 – Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues

Unit 7 – Support the development of networks to meet assessed needs and planned outcomes

Unit 8 – Work with groups to promote individual growth, development and independence

Unit 9 – Address behaviour which presents a risk to individuals, families,

  carers, groups and communities

Key Role 3:    Support individuals to represent their needs, views and circumstances

Unit 10 – Advocate with, and on behalf of, individuals, families, carers,

groups and communities

Unit 11 – Prepare for, and participate in decision making forums

Reference

Adams, R., Dominelli, L. & Payne, M. (2002) Social Work Themes, Issues And Critical Debates. Second Edition, Hampshire: Palgrave Macmillan.

Department of Health (2005) Adults and Communities: Publications Policy and Guidance- Improving health for adults with Social care needs [online]. (2005)  [citied 4th April 2008]   <www.birmingham.gov.uk>

Arnstein, R, S. (no date) A ladder of Citizen Participation [online]. 4^th July 1969 (cited 10 th April 2008) <www.partnerships.org.uk>.

Brammer, A. (2007) Social work Law. 2^nd ed, Great Britain; Ashford Colour Press.

British Association of Social Workers (2002) The Code of Ethics for Social Workers: Birmingham

Banks, S. (2006) Ethics and Values in Social work.3^rd ed, Hampshire: Palgrave Macmillan.

Crawford, K. & Walker, J. (2004) Social Work with Older People Exeter: Learning Matters Ltd

Carers Week [0nline]. (citied on 9^th June 2008). <www.carersweek.org/>

Common Assessment Framework (2005) [online]. (cited  4^th April 2008).<http://www.everychildmatters.gov.uk/>.

Coulshed, V. & Orme, J. (2006) Social Work Practice. 4^th ed, Hampshire; Palgrave Macmillan.

Department of health (2000) Framework for the Assessment of children in Need and their Families. London: Department of Health.

Department of health (2003) Domiciliary Care National Minimum Standards, London: Department of Health.

Department of Health (2000) No Secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse. [online] 20 March 2000. [citied 4^th April 2008]. <www.doh.gov.uk/scg/>.

Department of Health (2005) Independence, Well-being and Choice: Our Vision for the Future of Social Care for Adults in England. [Online]. [citied 10^th April 2008]. < www.dh.gov.uk>

Dalrymple, J. & Burke, B.  (2006) Anti-Oppressive practice Social care and the Law. Berkshire: Open university Press.

General Social Care Council. (2002) Codes of Practice for Social Care Workers and Employers. London: General Social Care Council.

Jowitt, M. and O’Loughlin, S. (2005) Social work with Children and Families.

Koprowska, J. (2005) Communication and Interpersonal Skills in Social work: Exeter: Learning matters.

Kemshall, H. and Pritchard, J. (1999) Good practice in working with violence. London: Jessica Kingsley.

Lishman, J. (1994) Communication in Social Work. Basingstoke: Macmillan Press.

Lymbery, M. (2005) Social Work with Older People London: Sage Publications

Mir, Ghazala. & Nocon, Andrew. & Ahmad, Waqar. & Jones, Lesley. (2000) Learning Difficulties and Ethnicity. London: Department of Health.

Miller, J. and O’Byrne. (2002) Assessment in Social Work. 2^nd ed,

Palgrave: McMillan

National Statistics (no date) United Kingdom: National Statistics [online]. (26^th March 2008]. <http://www.statistics.gov.uk/>

Nolan, Y. Moonie, N. Lavers, S (2005) Health & Social Care (Adults). Oxford: Heinemann Educational Publishers

O’ Hagan, K. (2005). Competence in Social Work Practice. London: Jessica Kingsley Publishers.

Organisation policy 2006

Parker. J. (2005) Effective Practice Learning in Social Work. Learning Matters: Exeter.

Phillips, J. Ray, M. & Marshall, M. (2006) Social Work with Older People. 4^th ed, Hampshire: Palgrave Macmillan.

Parker, Jonathan. & Bradley Greta. (2007) Social Work Practice: Assessment, Planning, Intervention and Review. 2^nd ed, Great Britain: Learning Matters.

Payne, M. (2005) Modern Social Work Theory. 3^rd edition. Hampshire: Palgrave.

Quinney, A. (2006) Collaborative Social Work. Exeter: Learning Matters

Rowntree, J. (1999) Minority ethnic families caring for a severely disabled child. (Birmingham UK) 23/3/08 http://www.jrf.org.uk/knowledge/ findings/socialcare/539.asp.

Rogers, C. (1975) in Trevithick. Social Work Skills and Practice Handbook (2002), Oxford University Press, Buckinghamshire.

Stephney, P. Ford, D. (2000) Social Work Methods and Theories: A framework for practice. Lyme Regis: Russell House Publishing.

Schneider and Lester (2001) Social Work Advocacy; A New Framework for Action. New York: Wadsworth Publishing.

Thompson, N. (2005) Understanding Social Work Preparing for Practice. 2^nd Edition, Hampshire: Palgrave Macmillan.

Trevithick, P. (2005) Social Work Skills: a practice handbook.2^nd ed, Berkshire: Open University Press.

Thomas, M. &  Pierson, J. (2006) Dictionary of Social Work. London: Harper Collins.

Appendices

Appendix 1: Pie chart of ethnicity