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My interpersonal work practice

Within this task I will show my capacity to critically reflect on the impact the service user feedback acquired on my social work practice. Firstly, I will briefly describe how my firm became associated with this specific young person and the goal of my intervention. I am discussing the service customer of whom I received the service user responses from as Child A. My company had previously been associated with Child A, a colleague caused Child A for several months before it was known onto me. Child A constantly absconded and was recognized to associate with aged males. It had been for these reasons that Child A was referred to my agency by the 'Vulnerable Police Officer (VPO)'. I had formed previously been to this young person with a colleague, the colleague did not get along efficiently with Child A and so Child A was referenced onto me in the hope that I could work with this young person and create a professional romantic relationship.

Child A did the trick very well beside me and a rapport was immediately created where Child A was ready to share delicate information. I believe one of the reasons why Child A was eager to work with me might have been because Child A was known to associate with older males whom are in the similar a long time and ethnicity as me, therefore I believe that she did not brain being around me. I wanted Child A to perceive me as a 'friend' similar to the people she hangs around with but I also wanted her to comprehend that I was there to help her and the relationship between us must remain professional. Another impact that this type of romantic relationship might have is the fact that Child A may be eager to speak to me because she may see me as you of her friends somewhat than another professional. On the other hand, there's a possibility that this 'friendly' type of relationship may have a negative influence on our romantic relationship. Child A may have respected me with very sensitive information but did not want me to share with anybody especially from my firm - this can be difficult because as a specialist social worker it is my duty to see relevant businesses of confidential information if it will position the service user or others at risk. At that time, Child A was dating a young men of the same years and ethnicity as me, in this respect I did not need her to see me in the same limelight as the other males she socialises with. I asked Child A to complete a service user feedback form at the end of my fourth and final stop by at the care and attention home where she was accommodated. I asked Child A to complete the proper execution once might work with her was almost complete because right now Child A could have spent lots of days dealing with me and the rapport would have been well established and so, the reviews would provide more of an accurate explanation of my involvement and the commentary would become more valid.

There are other strategies which contribute to reflection such as publications and learning associates. Journals can be quite useful in conditions of critical reflection. A regular journal may be used to record and touch upon experiences each day. These entries can be assessed at the end of the week and a synopsis can be produced about yourself and ways in which you can make your practice (Knights 1991 cited in Griffin and Mulligan, 1991). A learning partner is a co-worker/scholar which you match with to "discuss ideas that are raised, explore. . . pursuits, exchange work with comment and generally be a friendly person on whom they can call" (Griffin et al 1985 cited in Gould and Taylor, 1996, p. 25).

The service individual feedback was positive and the feedback received delighted me because the commentary demonstrated that my participation with Child A was taking effect and that goals were being satisfied. For instance, an decided goal between me and Child A was to allocate her with a project worker from a drugs misuse company since it was clear that she needed specialist help to cope with her drugs problem. The response from Child A in the responses showed that this need was satisfied and this she was actually happy that we had referred her onto the drugs misuse company. The responses were very uplifting plus they encouraged me to keep in my work with Child A because it was noticeable that she was pleased with my engagement. Child A mentions in the responses i ask questions if Child A disagrees with me at night and I recognize what is thought to me and consent to it. At first I read this is in a positive perspective because it shows that I am acknowledging what she says of course, if there are any disagreements between us i quickly would clear this up by requesting questions. However, Child A's reviews can be interpreted differently; it may even imply that Child A feels that I trust what she says even if there are disagreements. Alas I was struggling to clear this up and have what Child A actually intended by this comment as I obtained the reviews on the final visit to see Child A. I now see it to become more beneficial if responses is not obtained on the ultimate visit.

The service customer feedback recognized that some of the Country wide Occupational Criteria (Skills for Health care 2002) for interpersonal personnel were being fulfilled. For example, the expectation of interpersonal workers to be good at time keeping had been met in line with the reviews received. The Country wide Occupational Standards claims that nearly as good interpersonal work practice, communal employees must be "good at time keeping" (Skills for Care and attention 2002, p2) and this was plainly illustrated in the responses in which Child A pointed out which i was promptly and reliable. The Country wide Occupational Benchmarks also declares that social staff must "listen actively from what individuals, young families, carers, groupings and areas have to state" (Skills for Care 2002, p2). Child A's responses acknowledges that was achieved as she claims "when I have personal problems, he listens". Following a National Occupational Requirements is important and we must ensure that we do not land below these criteria. Page 9 of the NOS bought at Skills for Health care claims that "the purpose of this code is to create out the carry out that is expected of interpersonal care workers and to notify service users and the general public about the criteria of conduct they can get from social health care workers. "

The opinions from Child A was very uplifting and urged me to continue in my initiatives working with young adults. At first glance, the feedback brought about personal satisfaction in conditions of my engagement with all the service users I caused because my procedure with Child A was just like my techniques with other service users. But after further reflection I realised that not all service users are the same. Some might not have recognized me to be as effectual as Child A did and that all young person I work with have their own unique problems which require tailor made techniques. Each young person has their own needs, perspective and the dynamics changes in each romantic relationship I've with the young person. My practice assessor was happy with the service consumer responses from Child A; therefore resulted in further encouragement from the practice assessor which determined me to work harder with service users.

The service customer feedback gave me the possibility to critically represent and measure the feedback received. Bankers (2001, p162) identifies critical reflection as "much more than simply learning steps or attaining particular 'competencies'. Area of the process of learning to be a reflective practitioner is the adoption of a crucial and informed stance towards practice. This may only come about through doing the practice, reflecting onto it through dialogue and questioning, and changing the practice in the light of representation. " This critical reflection can be an important part in interpersonal work practice since it scrutinizes your practice with regards to personal and professional worth and commitments. I believe reflection is absolutely critical and without taking time for you to consider the task you have done; the quality of work can are affected. "Reflective practice helps us to acknowledge the key links between theory and practice and to appreciate the potential issues of treating the two elements as if they were distinct domains, with little if any interconnection" (Thompson, 2000, p144).

On my journeys back to the office after appointments to see Child A, I'd think back again on the appointments and the interactions we had, being unsure of that what I was actually doing was critical representation. Ixer (1999 cited in Baldwin and Gould, 2004, p. 41) "shows that this is a slippery notion, hard to identify when it is happening and difficult to judge". This reflection allowed me to question whether might work with Child A was effective, this brought forth new ideas and ways to allow Child A to talk about information and realize the potential risks she puts herself in. For example, Child A was hesitant in talking about her boyfriend but after critical representation, I determined an alternative approach to ask the question but from a different angle. I started off requesting her what she knows about safe love-making, this enabled me to slowly but surely come to the discourse about her sweetheart. After obtaining the feedback from Child A, I got time out to reflect on the work I did so with Child A, how it might have been advanced and how I might have connected theory into practice more effectively. For instance, before reflecting I did so not recognize that Maslow's work on the Hierarchy of Human being Needs might have some play in my visits. It had been only after reflecting on the original visit i reread my notes from School on Maslow and made a decision to work with Child A for this model to get an improved understanding to why Child A might entail herself in high-risk behavior.

It can be easy to come quickly to assumptions and sometimes we might be unaware that we are doing any such thing. I possibly could have assumed that Child A was like some other child from a care home, no longer working towards her needs and eliminating her 'uniqueness', which leads to oppression as it gets rid of her individuality. However, critically reflecting on the task I did so with Child A challenged these assumptions and guided me to raised sociable work practice, reminding me that Child A has her own unique needs which is not to be recognized and cared for like any other child in a treatment home. Whilst dealing with Child A, I assumed that I was working effectively with her. Critically reflecting on the reviews received from Child A reinforced this; however, easily did not request feedback, I'd not need known i was working effectively. On the other hand, the responses received might not have been such a valid report of Child A's views. Perhaps the simple fact that she knew that I would read the reviews might have deterred her from writing the reality. Maybe she actually loved absconding and relating herself in dangerous behavior and did not want me to know the truth about how exactly effective my practice and methods were because she knew that I'd change my procedure and improve my practice with her. She may have deceived me into convinced that I was working effectively with her by writing an inaccurate responses report.

So how will the responses received from Child A inform my future communal work practice? Above all, it will remind me that reviews is an important part of bettering my sociable work practice. It increases questions, obstacles assumptions and may bring frontward new and ground breaking ways to work more effectively with service users. In addition, it reminds me to take care not to discriminate service users or oppress them by providing the same solutions and services for any. Feedback from one service user will not necessarily mean that other service users will be the same, quite simply not all of them are like Child A, perhaps some service users might have recognized me to be very effective in the work I did, or possibly some may have thought I did not help in any way. Providing the same method of all service users might be effective for a few but disastrous for others In future public work practice, I am going to take time out to critically reflect on recent events and how I can improve on my practice. I'll refer to my University notes and access material from libraries and the internet as they are useful sources of information that can certainly help effective practice. I will also think about all responses I receive and take any negativity as constructive criticism, concentrating on what I would have done wrong and how I can improve in order to work more effectively in future public work practice.


  • Fook, J. and Gardner, F. (2007) Practising Critical Representation: A Resource Handbook. Suffolk, Open University Press.
  • Griffin, C. and Mulligan, J. (1991) Empowerment through Experiential Learning. London, Koogan.


  • Baldwin, M. and Gould, N. (2004) Sociable Work, Critical Representation and the Learning Corporation. Hampshire, Ashgate.
  • Banks, S. (2001), Ethics and Values in Friendly Work, 2nd release. Basingstoke, Palgrave.
  • Gould, N. and Taylor, I. (1996) Reflective Learning for Community Work. Hampshire, Ashgate.
  • Skills for Treatment (2002), Country wide Occupational Specifications for Public Work (online), Topss UK Partnership, http://www. skillsforcare. org. uk/developing_skills/National_Occupational_Standards/social_work. aspx [utilized 8th Oct 2009]
  • Thompson, N. (2000) Understanding Community Work: Preparing For Practice, Hampshire, Palgrave.
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