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A Case Study Of Social USE Families Sociable Work Essay

This was my third contact with Mrs G however my first contact with Mrs G on her own without Ps presence. The goal of the visit was to carry out a carer's diagnosis which focused on Mrs G's needs separate from P's needs. It was important that I tuned in to the visit in order to utilize Mrs G effectively. The process of tuning in helped me consider the legal mandate for the intervention, it helped me put together myself for areas Mrs G may have wished to discuss, I could consider relevant ideas, Mrs G's thoughts, my thoughts as an employee and how I would address these thoughts through the use of good knowledge, skills and worth.

Before ending up in the family I put read through the prevailing case record which allowed me to get an insight in to the social work participation of MS the transition co-ordinator at this point, other professionals included and an insight into the family background. I had formed previously carried out a UNOCINI analysis on P, have been over a few appointments to P and Mrs G and liaised with other professionals involved with P such as the Renal Team at the Royal Belfast Medical center for Sick Children (RBHSC), the school, P's G. P, Clinical psychologist etc. I had fashioned already obtained relevant information and thus obtained a good understanding into the family situation, particularly through liaising with the Clinical Psychologist who possessed done some quick family use the family. From liaising with him, I could determine that there have been strained romantic relationships within the house. As my role in this instance involved assessing the needs of the carer, I read around carers in Northern Ireland, their needs and what they often experience etc. This allowed me to tune into what Mrs G's life may involve in relation to caring for P and consider some of the challenges carers experience on a regular basis.

As I had already been associated with the family and completed a UNOCINI examination, I gained a great understanding into the family's circumstances, record/background. In this contact I wanted to obtain a greater information into how P's impairment impacted is currently impacting on Mrs G, the principal carer of P. I well prepared myself for the contact by familiarising myself with the carers assessment form however I had developed already made a decision to approach the situation by allowing Mrs G to seize control and make clear openly how she was coping etc. My practice tutor also reviewed her expectations with me during supervision.

My primary goal in this piece of work was:

The purpose of the work was to talk with Mrs G in her home. Carry out an assessment of Mrs G's needs as a carer distinct from P's needs by allowing Mrs G to discuss openly about her situation, how she was coping as a carer etc, communicate any concerns she got and have her how she seems we could best support her at this time. This allowed Mrs G to take control of the conversation and identify areas to go over.

My main seeks and were they achieved

I approached Mrs G before the visit to describe the observation so that she was aware of the situation before we attained the house. On arrival, I discovered that Mrs G experienced forgotten about the visit and organized to go into town. I asked Mrs G if she'd like to reschedule but she said she'd prefer to just do it with the visit. I did so not have to present myself at the beginning of the contact as I possessed clarified my role and function within the company through the first visit with the family. I firstly presented my practice instructor, reassuring Mrs G that she was there to examine me and my practice and that anything she'd be writing would be about myself and not her. I further reassured Mrs G that anything discussed within the visit would not be discussed outside of the visit. At this time I feel I could have discussed the restrictions of confidentiality. I told Mrs G she was entitled to a carers analysis under the Carers and Direct Repayments Act and that would concentrate on her needs as a carer as apposed to P's needs. After some consideration I really do feel I possibly could have told Mrs G at this time what the evaluation involved and I possibly could have summarised what I designed to cover during the visit. Instead I just explained her entitlement to a carer's evaluation and this it focused on her needs.

I recognized how difficult life has been for Mrs G and her family until this point and asked Mrs g what it was like looking after P. Mrs G gave a very thorough bank account of P's medical history and exactly how his condition affected him. Issues arising were P's limited diet consumption, P's noncompliance for taking medication and his personal health care. On reflection, although I did so try to probe further on these issues as an effort to determine if and what triggers may have been contributing, looking again I really do feel I possibly could have used more effective questioning as an effort to determine the impact it has got for Mrs G as a carer. Other issues arising were P's insufficient self-esteem and body issues which clearly contributed to his low ambiance. Looking back I feel I could have explored into this area more through probing more however I remember the carer at this stage having given me allot of in-depth information. I put reacted by probing further on another subject matter and had forgotten to return and explore this area. After some consideration I feel it would have been important to obtain explored this area further to get a greater perception into how Mrs G coped with understanding that her boy was insecure and body issues. Does indeed she attempt to talk to P? Will this stress her, make her feel stressed etc, how can she cope seeing how P's impairment impacts after him?

Looking again another issue which Mrs G described was the actual fact that P got fell out with their local Church over his diet. This is a clear concern/concern for Mrs G, however looking again, I did not probe further on this issue as once again, I remember Mrs G explaining a number of issues at once. I explored further using one concern and again I forgot to go back and explore this matter. At this point I feel I will have listed back to Mrs G the concerns that were arising and explored each of them one at a time. Instead Personally i think I became overwhelmed by all of the information she was supplying me, I consequently responded by discovering into one concern, which then led into another concern and I forgot to cover the other issues arising a the beginning. This has been a big learning curve for me personally as an employee. From this specifically I've learnt that I need to become more assertive and take more control of the dialogue, especially if you are with something user who's quite talkative. In future I intend to say, 'ok, mrs G, you've given me a great deal of information there. You could have raised concerns about this, this and this'. I'd then cover each one of the issues independently to ensure I've explored all areas fully that the service individual has identified as being problem areas. I will also ensure to use more control of the talk by stopping the service end user easily feel she's stressed me with information and pace the move of the interaction to ensure each area has been totally explored.

I recall Mrs G explaining that P have been abiding by his limited substance and diet intake lately as apposed to what he had done before. Mrs G have however communicate that P would still sometimes 'push the boundaries'. I remember just reassuring Mrs G that was very positive, however on reflection, Personally i think that I possibly could have found on the actual fact that she got portrayed he still pushes the boundaries at times and explored more into how they managed this, how he responds when she reminds him the value of his restricted diet and how P's reactions impacted on Mrs G and other family within the house.

Mrs G went on to describe that the medical psychologist P have been to see just lately acquired diagnosed P to be biologically depressed and not clinically stressed out. I remember probing further as an attempt to regulate how Mrs G believed about this medical diagnosis, and asked whether P would continue steadily to start to see the psychologist. However on reflection I do feel I possibly could have explored further in regards to to the possible dangers this presented for P, how P was behaving, had she recognized any significant changes in his spirits, behavior etc. Looking again I feel this might have been very important and usually Personally i think a very clear area to cover however I remember reminding myself of my role within that visit and this was to focus on Mrs G as a carer and how she was coping as a carer. Looking again however I do feel it was important to have explored further on this issue as there evidently might have been risks involved that could have led me to identifying how Mrs G noticed and coped with these.

I recall Mrs G describing about P's argumentative characteristics. I did attempt to explore this area further however again at this time I remember Mrs G presenting a whole lot of specific information and again I do feel it could have been good for have redirected the information she had returned to how Mrs G was influenced and exactly how she was coping.

I summarised by explaining to Mrs. G the primary issues which we had discussed through the visit and what Mrs G was currently dealing with. Then i reminded Mrs G of the primary reason behind the contact that was an examination of Mrs G's needs as a carer, how things have impacted on her behalf and how she was coping as a carer. I summarised by requesting Mrs G to once more eplain what the primary concerns were for her in coping and caring for P at when. Mrs G once again plainly highlighted that the main concern for her as a mother was the actual fact that P had no opportunities at when to meet, socialise and interact others his own age group. She further explained that she experienced this might undoubtly help to promote P's freedom while offering her and her husband a little respite. I paraphrased this back again to Mrs G to possess her clarify what I known in relation to P's needs and how this would eventually benefit them as carers. I summarised by acknowledging and trying to explain to Mrs G that I understood the amount of P's health care needs, what the family attended through in their lives thus far and the impact of looking after P and other members of the family. At this time I recall advising Mrs G of some organizations which might be of support to Mrs and Mrs G. Mrs G however clarified that she believed it had not been them as parents who needed the support but their child, P who benefit from some kind of social wall socket. Furthermore, she have highlight she sensed this would additionally profit her and her man as P relied quite a lot on her behalf and her man to use him out.

Mrs G indicated she felt it would be beneficial for P if someone P's age were to come and bring P out for a couple of hours. I brought up a voluntary 'befrienders design' however I was unsure regarding the likeliness to getting a befriender that age within the area thus I reassured Mrs G I'd follow this up and get back to her. At this time I recall adding the topic of direct payments. Looking back, Personally i think the conversation got flowed up until this point. After some consideration I needed no reason to bring up this issue of direct repayments as the discussion up until this stage have been centred on Mrs G, her life as a carer and how this is impacting on her behalf. I had prepared to cover this subject solely on the basis that this was one of the subject areas covered within the agency's' Carers Examination forms. Looking back again, I feel there is no reason to expose this issue as there was simply no goal in this instance. I recall asking Mrs G if she was alert to direct payments and or if she received direct payments. Mrs G was not and asked if this was exactly like carer's allowance. At this stage I recall heading completely blank. I understood it wasn't however I proceeded to go completely empty and I possibly could not think and turned to my practice professor for reassurance and have her if they were the same. At this stage I experienced quite stressed and found it hard to refocus my brain back on this issue of conversation. Then i recall aiming to explain the idea of direct obligations to Mrs G. I could explain which it centered on empowering service users through allowing them to be employers and this was a payment paid to them which allows these to effectively 'employ' someone if for example they wanted to pay you to definitely come in and care for their impaired child. I remember stumbling through this description when i consciously realized I wasn't connecting my understanding of direct obligations effectively in ways to ensure that Mrs G understood it and moreover I doubted what I was saying. Personally i think I cold have tuned in better to what direct repayments were, whether Mrs G and P could have been eligible for this service, what the options were for the coffee lover and been able to describe to them in a way that they understood and have given an example of their circumstances as apposed to a child. i. e. considering the fact that P was turning 18 in a few months. I feel if I had prepared better using this method, there could have been more composition and goal to introducing the topic in the first instance, Mrs G would have grasped a specific and concise understanding of what direct repayments were, I'd attended across as a far more competent and proficient worker which could have lessened the likeliness of bafflement or unrealistic desires and goals on Mrs G's behalf on the eligibility and entitlement for the service. Right away following a visit I recognized how my replies could have potentially have given Mrs g unrealistic desires and expectations with regard to what they could easily get. Personally i think nervousness and lack of concise planning significantly contributed to my inability to describe the service effectively and concisely, especially when i was struggling to explain the difference between carers allowance and immediate payments originally.

I finally summarised what I was going to do for Mrs G such as looking at the befriending structure, their eligibility for direct obligations, as she queried if she would be able to pay you to definitely come and take P out for a couple of hours weekly etc. Then i explained Mrs G that I'd maintain touch to arrange a period and date to speak through the evaluation once I had formed completed it and also have her signal it. Mrs G arranged.

Skills

I do feel I paid attention to Mrs G and demonstrated respect when you are empathetic towards her and her situation - past and present. I had been very aware of the sensitivity around what Mrs G has come through in her life as of yet and used silence allot to permit Mrs. G to gather her thoughts before responding to the questions. When she was chatting I continued to utilize silence as a means of making Mrs G notify her storyline and exhibit her emotions. I ensured to maintain eyesight contact. My non verbal's I hope mentioned to Mrs G i was listening to what she possessed to state.

Although I contently paid attention to Mrs G and what she acquired to say, I do feel she overcome me with information a lot of the time. Although I were able to explore further some of these issues by probing further on certain issues, I feel I didn't probe further on all the issues/concerns portrayed by Mrs G. Personally i think I could used control of the conversation more by stopping Mrs G at times and sensitively declaring for example, 'ok Mrs G, you have given me quite a lot of information there. You stated this, this, this and this. . Can you first of all tell me somewhat more about (1st concern), how exactly does this have an impact on you as a carer etc. I'd then have been through each issue independently and also have explored each concern fully. I then would have got Mrs G to carry on. This might have ensured which i was using my probing skills better and ensured I used to be checking out and analysing evenly all areas which arose. Furthermore, Personally i think I did probe further on certain content to gain an additional information into how G believed about certain things although in doing this I do agree to which i still may well not have held the topics focused on Mrs G approximately what I possibly could have. I really do feel however that in this instance, the needs of Mrs G was very dependent on that of assembly P's needs first as she continuously explained, 'if I thought that P was getting ready and looking forward to venturing out and ending up in others his age group, I would have the ability to relax and when he'd be away, this might become respite for me'. I must say i feel this is the main concern for Mrs G and she clarified this towards the finish of the visit. I was particularly ware of this as I experienced tuned into the idea that in a typical encounter involving two people, it's estimated that the actual spoken or verbal content will probably carry only one third of the social meaning in any given event, whereas the non verbal forms convey around two thirds of this is (Birdwhistell, 1970). Communication is a two way process. It entails being attentive as well as speaking. Non-verbal's used were: nodding, having an appropriate body good posture, using eyes contact, smiling and sitting down in the SOLAR position. Allot of the time Mrs G was communicating. I hope my non-verbal's indicated to her i was hearing what she acquired to say, respected the information she was posting and demonstrated empathy and admiration.

I feel I used my interpersonal skills throughout the visit ad this added to a slow paced life and interaction. I really do feel however I had developed developed a good rapport at this time with Mrs G when i had been on a few past home sessions through undertaking the UNOCINI examination. I feel I put a generally good framework to the contact however I do feel I could have explained at the beginning the content of what I hoped to hide with Mrs G instead of just summarising that I would be looking at her needs as a carer. I feel I confirmed good non verbal communication through appropriate cosmetic expressions, a good relaxing position with an open posture, good eye contact and nodding my head to reassure Mrs G I recognized, was hearing and comprehended what she was declaring. Personally i think I laughed when appropriate and exhibited empathy when covering hypersensitive issues such as P's earlier medical history of tumor and chemotherapy. I did ask various open up questions that i had planned as a means of making use of the exchange model and allowing Mrs G to talk openly about her life as a carer. This also allowed me to gain an insight into what Mrs G's life was like, what her caring role entailed and exactly how she coped with her caring duties. I asked shut questions to gain more information on certain issues and clarify information. I feel my tone of voice was appropriate considering we were covering issues that have been hypersensitive to Mrs G. Generally, Personally i think I effectively communicated with Mrs G. 'Effective communication is an essential element of traditional interpersonal work activities' (Lishman, 1994, pg 1). I communicated evidently with Mrs G by detailing why I used to be there, adding my practice educator, explaining her role, reassured Mrs G my practice tutor was there to observe me and not her. I discussed clearly what I hoped to hide through the contact and under ground she was entitled to a carer's analysis. The process of participating entails social personnel being explicit in what our company is doing and just why (Munro 1998a: 98). I feel I employed well with Mrs G by clearing explaining my role and goal. I paraphrased back to Mrs G what she acquired said at certain levels, particularly towards the finish of the contact showing Mrs G which i realized what she'd explained. This involved me paraphrasing or 'feeding back again' to Mrs G what they'd conveyed, in a meaningful way. This was also useful in having Mrs G clarify that is definitely what she meant. Empowerment- Empowerment is more commonly used to spell it out service users being given 'important choice' and 'valuable options' (Clark 2000: 57). Personally i think I provided Mrs G with choice and valuable options by providing her with information, informing her of the services available. I really do feel I positively paid attention to G and responded by probing further on certain issues.

On reflection, I feel the kind of questions I asked G could have been more centered on the needs of G and Ge as apposed from having her make clear about P. In the beginning I felt this might have given R an understanding into what G's life is similar to and I thought it may have been a good starting point however Personally i think I possibly could have protected aspects such as how she coped when P was away to college, to dialysis. In declaring this I do feel that G made it very clear specifically towards the finish that the primary concern for her at when was the fact that her kid acquired no friends his age, was struggling to get away and had nothing at all to look forward to. And continually indicated that this was the key issue for her and this if he had an possibility to get out and socialise with others his era, this would favorably effect on her as she'd be able to relax if she believed P was happy which would also act as a few hours respite on her behalf as associations in the family have been strained just lately.

I feel I did not communicate to Mrs G in a specific and concise manner what direct repayments was and was struggling to provide her with a definite differentiation between that of carers allowance and immediate payments. Looking back again I went blank at this point and felt I possibly could not think and panicked. Because of this I looked to R for re-assurance.

I do not feel I ran across as a reliable worker as after some consideration I considered my practice educator when G asked me in case a carer's examination was exactly like a direct repayment. Looking back on this I feel very silly when i understood the difference but I just recall heading blank when i stumbled with how to explain the difference. I feel this was down to nervousness and because of this I panicked and considered R for advice. I'll definitely stay away from achieving this in future as it is not professional and service users expect that we as workers know very well what we are talking about.

I feel I possibly could have been better well prepared with regard to knowledge in relation to direct repayments and carers allowance etc. Although I thought I realized what these were, obviously hadn't read enough around them or had the information prepared in a way that would allow me to effectively speak to the service end user what these were. Although prior to the contact I sensed I was ready, On reflection, I believe I possibly could have been better ready with regard to familiarising myself better with immediate obligations and carers allowance etc. I will have prepared in my head how I would describe this to G in a manner that was clear and concise that she'd have grasped.

My main goals achieved were:

I was successful in getting Mrs G to start about her situation and her feelings

I was successful in determining what it was she felt would best help and support her and her husband at the moment, that was providing them with respite by giving P with opportunities for communal interaction.

The main knowledge used and exactly how it impacted after might work:

I had a knowledge of Mrs G's circumstances through prior sessions with the family and following a UNOCINI analysis and liaising with other professionals already associated with the family. I feel I tuned in carefully to Mrs G's previous history, current circumstances and her life and needs as a carer. I did so not need a whole lot of understanding of the appropriate way of concluding the carers assessment form. From talking about this issue with my practice tutor and other work acquaintances, I noticed it was easier to not bring the form along with me through the visit. I believed this may have put Mrs G of or have sidetracked her. I considered the sensitivity of some of the issues that Mrs G may be relaying if you ask me and I wanted to give her my greatest attention, reassure that we was fully hearing her, engage completely with Mrs G and let her lead the conversation and speak openly about her situation. This then led me to use the exchange style of assessment which appears upon service users as experts in their own lives. I tuned in to the reality no-one understood Mrs G and her life situation as well as herself therefore i experienced this model was ideal to apply as a way of diagnosis. The 'Life needs model' is another model which up to date my knowledge platform prior to the visit. This is a developmental and social-ecological model and increased my knowledge bottom part on key transitions in children's lives. Although this model up to date my knowledge bottom more so with regards to P's UNOCINI assessment, it also allowed me to consider how Mrs G as a carer may be dealing with P's transition and current life level of adolescence, as a carer and mom. Knowledge around diagnosis theory increased my knowledge platform on what analysis is and what it requires. Erik Erikson's life stage theory increased my knowledge basic around Mrs G's life level. Theories around reduction increased my knowledge foundation as to how Mrs G acquired experienced loss because of P's physical impairment and his cancer tumor. This was very significant as the focus of the task was on assessing Mrs G's needs as a carer, considering who she cares for, how that influences on her behalf life and how she effectively copes with her caring tasks. To be a carer of a kid who have a physical disability and who got had cancer and been cured with chemotherapy and has had two failed kidney transplants, this theory allowed me to tune into a number of deficits Mrs G may has or may have had, losses in conditions of lack of socialisation, freedom etc. This knowledge allowed me to consider that Mrs G may have been affected psychologically, literally, emotionally and socially. Among my objectives for the visit was to discuss direct payments. Personally i think that I did so not perform sufficient research to permit me to clarify this service plainly and concisely in a fashion that Mrs G would have grasped. I recognise that direct payments is a relatively new way of acquiring services and other professionals are still learning about what they are and exactly how they are really used. However, this can be an area I had planned for with Mrs G as it is one of the questions within the carers evaluation form and thus I do feel I possibly could have investigated this area more concisely to ensure I got confident in detailing it in a way that Mrs G could have realized. I also feel I had fashioned a good grasp of the existing family situation through completion of the original UNOCINI assessment and thus I possibly could have enquired into the family's eligibility for obtaining direct payments prior to the visit. Personally i think I needed already previously sufficiently investigated into P's renal condition, kidney dialysis, the consequences, the importance of any restricted substance and dietary intake and the results of not abiding with a limited diet from completing P's UNOCINI evaluation. This information allowed me to further consider what life is like for Mrs G as a carer. I needed already gained a great insight into the family circumstances through liaising with other experts and completing the original UNOCINI diagnosis. This knowledge was significant as it allowed me to consider the troubles Mrs G was facing as a mom and carer and so I already had an information into how she was coping with caring for P. I also done some research on carers of children who've disabilities which allowed to familiarise myself with what pressures and stresses carers are confronted with on a daily basis.

Throughout my work with this family I am constantly aware of overarching legislation including the Children's Order (NI) 1995, the People Rights Act 1998, Disabled Persons Function (NI) 1989, and THE TRAINING (NI) Order 1996. The main piece of legislation that enlightened this good article however was the Carers and direct payments Action (NI) 1996. I have to always be aware of the legal and statutory framework in which I work. It really is impossible to apply without approaching illegal: it is impossible to apply effectively lacking any in-depth understanding of how the Legislations affects everyday communal work practice (Johns, 2005:1). Looking again I strongly feel I possibly could have increased my knowledge base better around direct payments and familiarise myself using what the criteria is good for eligibility for family members. I've since spoken to other personnel in the team and have read around this issue more and therefore feel a lot more confident about this issue.

The main values I used were:

The NISCC Codes of Practice for Public care Personnel underpins my professional value foundation and I noticed this impacted whenever using this family. I feel that I cared for Mrs G and her home environment with respect by requesting Mrs G prior to the visit if she'd head my practice professor being show observe my work. I feel I empathised with G when you are understanding of her all that her and her family have come through in their lives as of yet. I felt I could easily empathise with her when she was discussing P and his health background and his malignancy. I considered prior to contact how devastating this particular time could have experienced their lives and recognized the importance of showing empathy, particularly if this service individual was happy to talk openly to me who she may have looked upon as a 'stranger', about such a delicate area in her life. I empathised with her further when she talked openly about her elderly boy also having been created with a renal condition and the ongoing each day strains and strains this acquired. I did not judge Mrs G. I listened openly from what she had to say and shown empathy by being understanding of Mrs G's circumstances at present and what she has come through to date. By being empathetic and understanding towards Mrs G, Personally i think she was more motivated to work together with me. Personally i think I demonstrated esteem by explaining the issue of confidentiality, detailing my student position, getting consent and ensuring Mrs G was happy and content dealing with myself, students, by reminding Mrs G of my pupil status and allowing her to clarify she was happy to proceed. Furthermore, Personally i think I well known Mrs G by pre organizing the appointment and arriving on time. I feel I demonstrated value at all times throughout the visit by preserving eye contact, listening to Mrs G, using silence when appropriate and allowing her to speak, gather her thoughts and communicate her feelings. I got genuinely enthusiastic about what Mrs G acquired to say, finding out more about her life and previous activities and I was honest and open which I feel added to an effective, positive working romantic relationship with Mrs G. I made myself aware of any social/structural oppression that the service end user may be experiencing, such as gender, religious issues. I also considered that Mrs G went to a Church group and this she and her family held firm religious values and attended Cathedral frequently.

Future learning requirements mentioned by this piece of work

What I am hoping to improve upon in the foreseeable future:

From looking back again I could see that we now have significant areas I need to develop my knowledge and experience in. For instance I strongly feel I could have increased my knowledge bottom better around direct obligations and have familiarised myself using what the criteria is designed for eligibility for families. My insufficient experience delivering immediate payments is evident here. I feel that my understanding on this subject could be better through reading further on this issue and perhaps shadowing other interpersonal staff in the team when they visit service users about direct payments. Being ready for what it is I wish to cover during connections is another significant area I have to work on. Looking back, I feel the contact possessed flowed up until the point where I introduced this issue of direct obligations. Personally i think, I already possessed an insight into the family situation through concluding the initial assessment ad I knew that Mrs G's priority was that P did not have sufficient opportunities for interpersonal outlets and easily had ready to introduce this matter, I will have recently enquired into whether this is an option for Mrs G and her family. On reflection this would have made much more sense as I'd have had reasoning for bringing out the topic and I'd have had the opportunity to see Mrs G of information that was clear, concise and accurate, protecting against informing Mrs G of information that was inaccurate, risking false hopes and possible disappointment. Personally i think I did not run into as a competent worker when i had to refer to my practice educator for clarification and I acknowledge how Mrs G may have searched after this as my not being educated enough to provide information that was clear, concise and correct. I feel I've developed a good rapport with Mrs G currently and I have considered how this might have harmed Mrs G's conception of me and my capability as students social employee. In future I have to be better made by considering all areas equally which need to be covered during the contact to ensure I know very well what What i'm saying is and this is equally relayed to the service customer through my level of communication and capability to explain something obviously. Increasing my knowledge bottom part around direct obligations will ensure I am positive in detailing this service in a way where the service individual will understand and I acknowledge the importance with this to guarantee the service consumer is not given unrealistic anticipations of these eligibility, entitlement to services and what that service delivers. Being organised and comprehensively prepare for the contact. For example, if there is a possibility that the service individual may check into something, benefits, carer's allowance, direct payments etc. I need to ensure I have familiarised myself with them well enough so which i am in a position to confidently describe to the user what it is and what it includes if not, I need to most probably and genuine with service users that we am unsure however inform them I am going to enquire in to the service for tem. I will not just expect that what I had planned on my plan will be talked about.

Mrs G comprehensively reviewed her situation throughout the contact. Although I tuned into the advantages of applying the exchange style of analysis and allowing Mrs G to talk openly about her life, looking back, I really do feel I possibly could have placed the contact more focused. In future I will be conscious of: - Why I am there? What's my role? What is the concentrate of the contact? Personally i think in future I am going to realize, if or when the chat is steering away from the emphasis of the contact and work upon this by taking more control over the situation and steering it back gently but as quickly as possible. This is good, effective sensible practice. In this instance I feel I tuned into the importance of allowing the service user to speak openly, letting her exchange the information yet, in doing, after some consideration I may have ignored about the sort of information I wanted to find out. Effectively I wanted to regulate how Mrs G experienced, how she found being a carer, what were the problems, stresses, strains to be a carer, how was she handling etc. Looking back, I realize that she spoken a great deal about P, his situation and exactly how it affected him. I realise this is ok as her caring responsibilities are immediately related to the however I really do feel I could have used my probing and questioning skills more effectively. I do feel I've learnt out of this contact however which raised my knowing of how and when I need to make far better use of these skills.

I feel this may be a challenge for me, especially if the service customer is talkative or chatty. It could be hard to obtain a balance as you want to ensure you are using effective hearing skills, using silence to allow them to gather their thoughts, particularly if they are showing sensitive problems with you and you want to obtain all the information as it can be during the visit. I recognize the value of exploring all issues which the carer communicates and I plan to utilise a variety of questioning skills and redirect the service end user back again to issues previously mentioned.

As a student, my professional and personal ideals have been producing through my life and work experience. Through the span of my future and work I have to always ensure that my own values do not enter into turmoil with my professional ideals. Having a position in a social work, field work setting is completely not used to me and I need to develop my communal work skills further but Personally i think that working with various service users and by obtaining more experience, I am able to accomplish that.

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