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Person centred reviews in adult services

The underlying concepts for this assignment are to critically assess my professional development in a practice positioning setting and record reflections for future learning. In this essay, I will include my reflections on the social work process of assessment, planning, treatment and review, and will critically analyse what I feel was successful and unsuccessful in each process, with work to identify what could be altered to improve future practice. I am going to also include my knowledge, skills and values incorporated into my practice with two service users and my group work, while detailing my efforts to market anti-oppressive practice. Throughout my task I'll endeavour to portray my learning quest right from the start to the end of my position and conclude with future learning needs, to improve my practice as a social worker.


The practice location I purchased was a Courtroom Children's Official (CCO), centered at the Belfast Family Proceedings Judge. It forms part of the Belfast Health and Social Health care Trust. My role as a CCO, previously known as a Child Welfare Official, was to use my training and experience to see the needs and emotions of children and their families in private regulation things. The role falls within family and child care and attention services and decides that the child's hobbies stay paramount in court docket proceedings. As a CCO my role was to deal with circumstances where assistance was needed to help parties give attention to the needs of these children, as opposed to continuing the incriminations as to who was responsible for the breakdown of their relationship. To be a CCO I got then asked to provide the information to courtroom in oral or written record format. The CCO is utilized if other work to get the parties to attain a conclusion in the interests with their children have failed. This is to avoid the court docket process itself adding to an extended breach connected before it grows to a decision. As a CCO I used to be also responsible to act as liaison official between the judge and HSS Trusts, or other agencies (e. g. NSPCC etc) in respect of the court's decisions. Although employed by the Trust, I got dependable to the courtroom.

Before commencement of the placement I had fashioned limited knowledge of the judge process, and the legislation involved with private law instances. I was excited about the prospect of the knowledge I'd gain having carried out law and courtroom modules, and attended court for several flexible learning times, but I used to be also stressed about determining the public work role within such a particular placement. "I feel nervous and uncomfortable. I'm finding the role intimidating being surrounded by lawyers and legislation (being simply a scholar). I'm concerned about needing to provide oral and written information to the court, and perhaps needing to disagree with the legal representatives views in judge. I feel deskilled and stressed" (PPDW: 21/01/10). After this initial anxious stage I began researching private rules and knowledge, and used my practice tutor and on site supervisor to ask questions.

Having completed a practice position last year I already knew of the benefits associated with using representation as an essential aspect of my practice and learning. Thompson (2005) clarifies that it is important that practitioners use not only established ideas, but use their own knowledge and experience to meet up with the needs of service users. He promises that "reflective practice should help us to acknowledge the important links between theory and practice and also to appreciate the hazards of treating the two elements as though they were separate domains" (Thompson, 2005: 147).

I was stressed to identify the sociable work process within my position, as it was not visible on commencement. I had been familiar with the process of examining, planning, involvement and review having acquired a previous position with men and women with learning disabilities. In a court, however, this is very different, as a way of the court determined my involvement with service users. Sch¶n (1987) identifies that more than 'a process' is needed with service users - experts need to include experience, skills and intuition for results to reach your goals. The data and skills i identified, within my Individual learning plan, were skills in dealing with children, assertiveness skills, statement writing and presenting skills, organisational skills, and group facilitation skills. I also wanted to enhance my value basic as my earlier placement helped me struggle issues around learning disabilities and the existing placement is a very different setting. I needed to develop my values around children's emotions about parental parting, and also working in relationship with children to see their wants and thoughts about contact issues.

I have outlined below the three situations I plan to use that will assist identify my professional development in my placement setting. I will use these to offer an examination of how my knowledge, skills and ideals have been developed through the interpersonal work process.

Family C: Polish origin

Child C (Years 7) currently resides with her dad. The parental romance lasted for seven years. Mother (Ms C) migrated from the family home to get alternative accommodation when the partnership broke down. Ms C and the child's contact have been very sporadic since. Contact hasn't occurred since December 2009. Mr C is concerned with Ms C's new accommodation being unsuitable for the child's safeness staying over night - claiming liquor misuse and the child coming home "smelling of smoke". Ms C requires an interpreter and it is seeking a Contact Order.

As directed by the court I carried out an evaluation of Ms C's home, and also used mediation and counselling when ending up in the gatherings to give attention to the child's needs. The child's desires and emotions were also ascertained.

Family E:

Child E (14) presently resides along with his father (Mr E). Mother (Ms E) is seeking a Dwelling Order. Father presently resides with the child in a family hostel provided by the Belfast Enclosure Executive, which Ms E is concerned about. Court path stipulated me to ascertain the child's needs and thoughts about residence with his father and connection with his mother. In addition to this I used mediation as an treatment to attempt to help the functions reach agreement about the kid. I concluded my work with the family utilizing a Person Centred Review with Child E to ascertain if the ideas implemented earlier in my practice were working, and what he would prefer to change when his case was scheduled for review in judge.

Group Work:

My group work contains dealing with teenage women at a high institution in North Belfast; these were aged 14/15. I worked alongside medical for Young ones through Peer Education (Buzz) team who regularly visit academic institutions to promote erotic health understanding. I co-facilitated this group and functioned to teach the group about intimate health and associations. This was to advertise the need for the provision of accurate information to prevent teenage pregnancies and STI's, which have been highlighted as statistically higher in this field of North Ireland.

Preparation of placement

As suggested above, to prepare for this location, I began by producing my knowledge bottom around the court docket environment and private laws, so that I could be responsible to the court docket and the Trust for my actions. Trevithick (2000:162) boasts to be accountable denotes 'professionalism and reliability' - by using knowledge, skills and skills, and sticking with principles and ethics when serving a client. I began to tune in to the positioning setting up using knowledge, skills and ideals, with legislation like the Children (NI) Order 1995, The Family Legislations Function (NI) 2001 as well as the Human Rights Act 1998.

I tuned in to the court setting up and the rights of the service users who used it. Article 3 of the Children (NI) Order 1995 claims that the court should respond in the best interests of the kid, and I was thinking about discovering if this occurred or if parental pursuits were considered higher. I tuned into the results that divorce and separation have on children, and focused on gaining knowledge how to minimize the negative impact this might have on children. The issue of contact in private rules proceedings is a complex subject which boosts questions of protection under the law, tasks and 'ownership' of children (Kroll, 2000: 217). I got initially enthusiastic about researching if children knowing both parents were in their best interests, and why.

Having possessed a position with adults and learning disabilities last year I had shown on the medical model versus the communal model of impairment, this placement was completely different in that it might be the a legal context versus the communal work role. I found this initially difficult as the legal responsibilities of the court over-shadowed the cultural work process. Judge directions dictated the aspects of work to be done, that i found difficult as service individual needs were not necessarily set up and satisfied.


Ms C's examination required me to talk with her, discuss problems with respect to connection with her child, and check out her living environment to find out if it was ideal for the child to obtain contact in. Ahead of Ms C's evaluation it was essential for me to listen in to get hold of disputes between parents. I accepted that there is significant animosity with both parties, but that having contact with both parents is in the child's best interests to market for attachment, personal information and positive human relationships. To initiate Ms C's examination I had developed received court directions, a recommendation and found with her legal advisor. I was at this time I was prepared that Ms C was Polish and required an interpreter. The People Rights Action 1998 and the Contest Relations Amendment Function 2000 both stipulate an interpreter should be provided for health services to promote anti-discriminative practice and similar opportunities.

I was then necessary to make a recommendation to the Trust interpreting service, plus they up to date me that they might make initial contact with Ms C. I found this unnerving, as the interpreter would be making first connection with the service individual, and I'd have liked the chance to describe my role. Having completed earlier assessments, I recognized that communication was needed for the diagnosis and central to the procedure of gathering information and empowering service users (Watson and Western world, 2006), therefore never to have the ability to make initial connection with a service individual I found to be restrictive and tense.

On initial connection with Ms C (and the interpreter) communication was difficult to establish. I found that by connecting via an interpreter I had been limited in gathering information. I found it difficult to focus on Ms C, especially observing body language and modulation of voice; instead I focused on the interpreter and actively hearing her. Ms C found as frustrated and disengaged, exhibiting signs of finished body gestures. I believed empathetic to Ms C due to court process she was involved in, and the actual fact that she had to go to court to get connection with her child. I sensed the initial ending up in Ms C had not been as successful when i got hoped, I had not been able to discuss the issues affecting her, and unable to establish an effective working relationship due to the barrier with an interpreter. I kept the meeting sense deskilled and questioning my practice. On reflection, I will have provided more time to Ms C due to the dialect obstacle and compiled more information on her behalf issues. I will have focused on Ms C and not the interpreter, and used the interpreter better to establish a marriage. For future learning I'll endeavour to work with these reflections.

The next part of Ms C's assessment was her home assessment. I was initially reluctant to carry out a home assessment, as I acquired no earlier experience, and did not really know what was classed as an "unsafe" environment for children. I started tuning in and identified that a home analysis required strong observational skills for child coverage concerns. I also discussed the home assessment with my practice instructor and on site supervisor for aspects I will be concerned about within the house. It was mentioned that a safe environment for a kid did not have to be overly clean, just safe considering where in fact the child sleeps, hearth hazards, will there be evidence of drug or liquor use, or smelling of smoke (as Mr C alleges).

On entering Ms C's home, as the interpreter had not arrived yet, I was reluctant to converse with Ms C. Ms C spoke limited English, and I did so not need to confuse or alarm her by hoping to discuss the truth issues. However, I did so make an effort to use body gestures and facial expressions to attain for thoughts and make an effort to build a rapport by asking basic questions about weather and work etc. Personally i think this helped our romantic relationship, and helped me empathise about how exactly difficult it must be never to have the ability to talk effectively. By the time the interpreter had arrived I felt more at ease with Ms C, and resolved her (instead of the interpreter) with non-verbal cues such as nodding and body gestures. I felt more comfortable talking with Ms C, I thought more in a position to understand her frustrations at the court docket process, her ex-partner and his allegations.

Prior to the evaluation of the home I put gained stereotypical perceptions about Ms C's home. I thought that the house, as it was in a working class area, would be unclean and neglected. However, the analysis of the house, using observational skills, indicated no child safety concerns, a clean environment for a child, and Mr C's allegations unfounded. On reflection of my perceptions Personally i think I got oppressive to Ms C having been so judgemental, and I believed guilty about my ideas having been class discriminatory.

Throughout the diagnosis with Ms C I found that by using an interpreter Ms C was able to stay up to date and in charge over her situation (Watson and Western world, 2006). Personally i think that by working with Ms C has helped my problem my future practice with individuals who are non-English speaker systems. It will help me consider the needs of the service individual, before judging them entirely on words or their country of origin to provide equivalent opportunities. I now feel interpreters are required for an equilibrium of power between the worker and service user, and promote anti-discriminatory practice.


According to Parker and Bradley (2008: 72) Planning within the sociable work process is a way of continually critiquing and evaluating the needs of all individual service users. It really is based after the assessment and identifies what needs to be done and what the results may be if it is completed.

Prior to the beginning of placement I had limited connection with planning, or group work. It was important for me understand the facilitation and communication skills needed for successful group work, and help to develop my understanding of group dynamics, group control, and peer pressure for this generation.

The key reason for planning the group was to enable the teenagers to build up their knowledge and skills to have the ability to make up to date decisions and options about personal interactions and erotic health. I commenced preparing for the look stage of the interpersonal work process by meeting with the Media hype team and researching their work. I had been thinking about the sexual health training for young people at university, as my very own experience at school showed that the information was often limited, and I was interesting to find out if it had been challenged.

I then began by tuning in to how I wanted to undergo the look process, and researching the matters of the different sessions as I considered I put limited knowledge on intimate health awareness. As I were required to plan weekly individually it was important to listen in to each and use knowledge, such as group work skills to inform my practice.

During initial lessons I observed how group people were calm and withdrawn, this is important to notice as the main topic of sexual relationships may have been embarrassing for them to discuss. I too felt uncomfortable discussing the material, when i had limited knowledge of intimate health, but it was important for the group to overcome these anxieties and work through them jointly. I identified that 'ice breaking' techniques were necessary to aid trust and partnership.

As the lessons advanced, one of the primary obstacles found was that peer affect was a major issue, with a few of the participants managing other quieter members. I believed it was necessary to include all associates and encouraged participation using video games. However, it was important never to motivate individuals when they became uncomfortable, as this could lead them to withdraw and disengage, disempowering them. Another problem was that despite time management of the classes, inevitably there had to be flexibility. A number of the group monopolised additional time than others and it was necessary to be able to alter the programs matching to time restraints.

I also would have to be aware of my very own worth when planning sexual health recognition training, as it is still regarded as a controversial concern, especially in Catholic institutions with young adults (www. famyouth. org. uk). I considered erotic health awareness to be always a great profit in schools, but obviously credited to religious concerns many Catholic universities continue only to instruct abstinence as the only form of contraception. This is important to consider as the group was facilitated in a Catholic school and many of the participants or their professors could have had religious views and ideas on the consultations, creating pressure or animosity. Reflecting upon this parental consent have been provided for the group, however the group itself were necessary to take part during a free period. I consider this to be an ethical dilemma as the children's views weren't thought to be highly as their parents. If undertaking this group in future, Personally i think it would be essential to ask the group if indeed they wish to take part, and present the chance to withdraw - promoting anti-oppressive practice.


Prior to the practice placement I had limited experience using intervention methods. My past placement focused on task centred work with service users, however in the court children's service this may not be facilitated because of the time limitations of the court docket. I had developed also previously used Rogerian person centred counselling which I found I possibly could use some of the idea and apply it to this setting.

After gathering a range of information from the judge referral, C1 and other professionals, I commenced to tune in to E's circumstance. I have been aimed by the judge to ascertain his wishes and feelings in regards to residence and contact preparations, and mediate between his parents to find arrangement about the child's dwelling. As Child E is fourteen, I experienced it was necessary to research degrees of development for this age group and understand, corresponding to psychologists, what level Child E would be at psychologically, in physical form and psychologically. I came across that Child E should be at a level to become more impartial, having his own worth, and being able to make informed selections.

One of the most important issues, through mediation, was challenging my very own principles and becoming aware of my own stereotypical views on men and women who have separated, and the consequences on their children. I had developed to challenge the idea that Child E just wished to reside with his dad as he was the less disciplined father or mother, or that Child E would most likely be participating in his parents off against each other to get his own way. However, by challenging these views, and dealing with the celebrations through mediation, I came up to understand that E acquired strong views about living with his father and acquired a stronger attachment to him. By reflecting on my values I realised that it was oppressive to consider the kid as manipulating and could have affected my work with him.

I discovered that having to be considered a neutral 'third' get together in mediation was difficult, I came across myself having a role as a witness, a referee and a peacekeeper trying to find common ground. Not surprisingly Personally i think a 'third aspect' was essential to help the parties sort out issues. I came across the most difficult facet of this role to be impartiality as I came across myself empathizing more with the mother (as the kid refused to live on with her). However, I also realized the child's reasons behind his decision.

During mediation, and in judge, I also challenged my judgements on gender and the idea that the mother is the 'nurturer' or 'key care giver' in the home (Posada and Jacobs, 2001). The child clearly mentioned that he wished to reside along with his father, so when using questioning skills to probe concerning this, he claimed he had a stronger relationship with his father, and this his mother was regularly ridiculing him. I found myself needing to change my views about attachment and mom being the primary good care giver and concentrate on what the child wants.

As the treatment progressed I used family mediation procedure to sort out issues. I found that effective communication was primary in ascertaining Child E's wishes and emotions, and assisting the get-togethers consider his views, instead of their own relationship incriminations. This not only empowered E by promoting collaboration, but also gave him the data that the court would be turning over the info he provided. Within the meeting I felt I possibly could have paced the assembly better and made better use of silences with E, when i dominated the chat.

I consider mediation to be successful as it helped the celebrations focus on the needs of the child, and helped them realize that they had a child's emotions to consider instead of the adversarial relationship built from judge.


Prior to the review process I needed experience of undertaking person centred reviews (PCR) through my prior practice placement. I had developed past training on PCR's and found them to become more effective than traditional reviews, due to the service user engagement. A PCR can be an exemplory case of a person centred strategy and the information from an assessment could possibly be the foundation of a person centred plan (Bailey et al. , 2009).

Within the family proceedings court the goal of reviews are to reassess interim strategies, and either change them, or confirm they will work for the kid(ren). In Child E's circumstance a review was necessary to indicate if coping with his dad was working, and to discuss if he wished to change anything about his interim ideas, which were introduced three months previously. Within the courtroom children's team an assessment is fundamental to think about what is in the child's best interests, assess what is working and what's not working, and how to progress (considering the child's desires and emotions).

Child centred preparatory work with Child E was important to the review success as it founded that which was important to him (Smull and Sanderson, 2005). Reflecting on my person centred work last year; I accepted that it was important to obtain preparatory use Child E as it promoted choice and options to explore. I needed also recognised that the info compiled from the preparatory work may be the foundations of the review itself, particularly if Child E noticed embarrassed or shy speaking out before his family on the day of the review (Smull and Sanderson, 2005)

I conducted the review with Child E and his parents present, but reflecting on this it could also have been useful including his school tutor or other friends to truly have a holistic approach. Through the entire review Personally i think I was able to engage the individuals successfully using goals to spotlight, and we were able to generate a person centred arrange for Child E. Through the prep for the review Child E got indicated that he sensed he was having too much connection with his mom, and wish to limit this, he also portrayed that this was an awkward subject to discuss with his mom present. I determined this in the review as child E did not wish to. I used skills such as facilitation and communication to show that Child E sensed strongly about this concern, and both parents stated they grasped his view point. The review was also useful in presenting the info in court, as the child could not be there and I possibly could advocate on his behalf.

On reflection of Child E's review I feel it was an effective measure to determine what was working and not working since strategies were put in place from the last court date. I had fashioned self-assurance in facilitating the review, but I did feel I perhaps dominated the dialogue as both parents were hostile towards one another, and Child E was shy and unassertive about expressing his emotions. During future reviews I will endeavour to promote communication between parties, while empowering of the child. I'll use better use of silences and encourage lively involvement.


"No matter how skilled, experienced or effective we are, there are, of course, always lessons to be discovered, improvements to be produced and benefits to be gained from reflecting on our practice" (Thompson, 2005: 146)

I feel this PLO has provided me with learning opportunities and recognized my learning needs. It includes urged me to reflect on my knowledge, skills and ideals and ensured which i used my reflections to study from my practice.

At the beginning of placement I was concerned I'd oppress the service users insurance firms limited understanding of the court docket process, and unable to work effectively because of this. However, through training, help from my practice professor and knowledge, I soon realised that the placement was about providing support, not as an expert. I feel I was able to set up a balance of the legal requirements of court docket and social work role, which has contributed to my learning experience and future knowledge.

As my location advanced I used tuning in and evaluations to analyse my practice, and utilize them to learn from. My location has allowed me to improve my court report writing skills, presentations skills and legislation knowledge, that i consider to be invaluable for the future.

In terms of future professional development, I'll endeavour to concern my stereotypical assumptions about service users, I will seek advice and information from more capable members of staff, and I will use knowledge and theory to inform my practice prior to appointment service users.

Future learning requires me to continue to build up skills in working with children, to make use of silence as a skill, as listen positively from what the service end user would like. Having an opportunity to work within the court system has been priceless, but I would also like the chance to have more experience working with children to enhance my knowledge, skills and values further.


  1. Bailey, G. , Sanderson, H. , Sweeney, C. and Heaney, B. (2008) Person Centred Reviews in Adult Services. Valuing People Support Team.
  2. Kroll, B. (2000) Dairy Bottle, Messenger, Monitor, Spy: Children's Experiences of Contact. Child Treatment in Practice: 6: 3
  3. Parker, J. , and Bradley, G. (2003) Sociable Work Practice: Examination, Planning, Involvement and Review. Learning Matters Ltd.
  4. Posada, G and Jacobs, A. (2001) Child-mother attachment romantic relationships and culture. American Psychologist. 56(10), 821-822.
  5. Sch¶n, D. (1987) Educating the Reflective Practitioner. SAN FRANCISCO BAY AREA: Jossey-Bass.
  6. Smull, M and Sanderson, H. (2005) Essential Lifestyle Planning for Everyone. The USA: Learning Community
  7. Thompson, N. (2005) Understanding Social Work: Preparing for Practice. Basingstoke: Palgrave Macmillan
  8. Trevithick, P. (2005) Sociable Work Skills: A Practice Handbook (2nd Ed). Buckingham: Start University or college Press.
  9. Watson, D and Western, J (2006) Community Work Process and Practice: Approaches, Knowledge and Skills. Basingstoke; Palgrave Macmillan
  10. Williams, P (2006) Friendly Work with People with Learning Disabilities. Learning Concerns Ltd


  • http://www. famyouth. org. uk/pdfs/CondomControversy. pdf - accessed 24/4/10
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