"Social staff are proficient in and apply the key points of critical thinking and reasoned discernment. They identify, differentiate, evaluate and integrate multiple sources of knowledge and research. Included in these are practice research, their own practice experience, service end user and carer experience as well as research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativeness and interest. "
I will critically examine this extract predicated on my very own practice experience and measure the use of ideas, tools and techniques of reflective practice to see if it helps the statement. I will begin by providing a description of a case study drawn from my past placement to draw on the practice experience gained and how this may demonstrate my learning so far.
It is based on a 14 yr old young woman who have been attending a horse-riding charity to help promote her well-being, self-esteem and social skills. For the purpose of this assignment she will be referred to as A. In this specific example, this can be a and myself who have met as I have already been given the task by my manager to speak to her about her personal cleanliness. My manager believed this would also help in meeting the criteria required to take care of complex situations (National Occupational Expectations, Key role 6). Other girls in her group have been seen talking behind A's back about her and have not wanted to participate in group use her as a result of this.
I felt apprehensive about the meeting when i had not yet experienced anything such as this previously. Though I used to be reassured by my director that I'd have the possibility to feel the best procedure with her before I fulfilled with A. Alas credited to time constraints and my administrator having to deal with a crisis she was struggling to assist me. Before the initial meeting with A I began to research about how best to offer with the problem and plan ahead on how best to talk to her. I wanted to get this done without hurting her emotions as she was a young and impressionable young person. This is also known as second order skills when employing planning strategies in what I as an employee am doing, paying attention and observing relationships, being able to feedback what has took place (Kaprowska, 2005).
Still feeling doubtful on how to lead onto this specific topic anticipated to my insufficient experience, I realised that if my nervousness is clear to A this may only escalate her concerns as well. Because of this I attempted to keep my panic at bay. I asked if she possessed access to shower/bath facilities as most of the children who went to the organisation originated from areas of deprivation. At this point I realised I experienced out of my depth in having this talk, and on reflection later thought it conflicted with my very own personal beliefs. I did not believe her to have any health issues once i had caused A in the past. This may have shown when I eventually got to the topic accessible and informed her the reality. She may have noticed that I did not feel happy explaining why I am asking these questions while i myself didn't discuss the same view as my acquaintances as well as others. I came from the meeting with my confidence shaken, it was compounded when I discovered from my manager that A was upset and her mother had in reality complained about me the very next day.
I felt a great deal of empathy for this young gal, as a specialist I put made a commitment to ensure her well-being. I used to be trying to accomplish a fine balance between striving to aid her whilst also seeking to effect a result of social change. Grounds for this I realised was a and I had a few similarities which might have affected can certainly make money caused her, the way I recognized her and also in the manner I related to her. I recognized that people both possessed experienced bullying at similar age ranges. Upon representation I realised I needed assumed her to be more vulnerable in my eyes because of my very own experiences which might have impacted on the working marriage I had built with her (Ojala and Nesdale, 2004). Both A and her mom were disappointed in me and believed strongly enough to complain. I sensed terrible that I had induced A such problems.
Trust is, the burkha feature in doing person-centred work. Originally developed in the field of mindset by Carl Rogers (1951) where he discussed the person centred therapy. EASILY was disclosing information to A about her poor health which was not at all something I wholly decided with, then being clear and genuine became difficult. A may have detected my unease with her in the meeting, and could have lost trust in me and might work. I realise later on that I wanted this to improve, and so actively researched how I possibly could engage in positive work with A.
Person centred work also includes being able to uncover the client's hopes and feelings and taking this ahead in a positive manner. The theory proposes that both worker and the client are similar, it also troubles the idea of the staff member being viewed as an expert of knowledge, and that the 'expert has learned best. ' Inside the meeting with A I had not really questioned her thoughts and feelings on the problem, and therefore possessed made the power dynamics between A and myself unbalanced and less in her favour. I had not taken her personal information as something customer into full consideration and therefore may have oppressed her unknowingly by not striving to comprehend her views and thoughts.
In the next meeting with A, I actively researched and utilised the individual centred method of help her feel appreciated and considered along the way. In obtaining this I had formed learnt the gaps in my learning experience and attemptedto further my knowledge to benefit my work having a. This is seen i am applying the key elements of critical thinking as stated in Website 6 of the Professional Capabilties Construction (2012).
When talking using a about her operating ability and work with the group, I realised that her hopes, thoughts and emotions acquired perhaps been neglected when providing this service. Once I come to this final result I also began to observe that the organisation that we was based in, it may have been the situation a person centred procedure was taken at first to begin with. However, when aiming to implement the methodology fully into practice it felt as if individuals dealing with A may have ignored that the look is not fixed and irreversible. Mansell and Beadle-Brown (2004a) have mentioned that is may be the key reason why there is a lower and collapse in having the ability to take plans frontward.
Furthermore very much like Carl Rogers (1951) and his humanistic view for individualism within person centred practice, Yelloly and Henkel (1995) recommended uniqueness as central for effective public work practice. With regards to A's identity that i had not at first considered, I had come to comprehend that I had a need to make some self-disclosures about my knowledge of how I looked at her. I achieved this by connecting honestly my thoughts on how I had formed assumed that she would not be resilient enough to comprehend the first reaching. I had fashioned labelled her as a 'sufferer' of bullying in my own mind when this isn't how she found herself. Perhaps easily experienced realised this in early stages I would not need meandered through the dialog of hygiene with no direction, and stated the reality in a much direct and available manner. I made my apologies known to A and explored more about her thoughts on bullying and its own impact. This allowed me to remain consciously centered on her as a person and aware of my own prices about addressing individuals.
Funding and organisational issues within the social care sector have recommended that resources and quantity of staff open to attend to service users has supposed there is an uphill struggle to meet the needs of the users (Routledge and Gitsham, 2004). These have also had a substantial effect on the voluntary sector where I had been based. My relationships using a were mainly unsupervised to get started with because of a shortage of qualified personnel and resources. This supposed the amount of time and resources I was able to spend with the young people attending the service has to be made the most of. This can be why having very skilled practitioners is essential in the face of the current politics context. When confronted with a double dip recession means needing to economise now also extends to social employees as well (Sanderson et al. , 2002). Having enough workers to get started with would be helpful in providing one to one work usually required for person-centred planning. Even though facing such hardships, it could be crucial to have a positive attitude and also have a good team to work within to feel that the work you are producing isn't just of a higher standard but also done collaboratively. Kydd (2004) also affirms that the answer may well not always rest in having enough resources but positive along to build up conducive and appropriate working environments. This might go a way to describe how my director recognized me in this particular incident and was able to provide valuable insight into how to improve our working relationship, by being present in future work with A. It is also good organisation's working coverage (Appendix A).
Transparency is vital to doing positive work with people in interpersonal work. Congruence is an imperative aspect of this where in fact the staff member and the service user have openness within themselves and with one another to foster trustworthiness (Platt, 2007). Though this can only happen if there is a genuine desire to be honest with one another. Which the professional won't hold up a faade and will be able to attend to the particular service user says by staying in the present and remaining translucent. This may have appeared like a natural concept but was very difficult to apply whenever using A. I did not want to undermine her connection with being bullied by her peers by bringing my very own personal experiences into the forefront. Yet I thought easily told her she may not feel quite so isolated which is a common feeling in teenagers with intricate lives (Metzing-Blau and Schnepp, 2008). In the end I realised my confidence had been shattered to the stage where I began to question nearly every piece of work I undertook having a, convinced that I'd disappoint her and her mother.
This led me to consider other approaches or skills I could better use which has a later in my own use her. I came across cognitive-behavioural remedy which is an amalgamation of both behavioural and cognitive disciplines which emerged as a fascinating new principle in 1970s (Rachman, 1997). It addresses the thinking and emotional aspects jointly, and feels that behaviours can be unlearned. In this way I hoped to have the ability to view what sort of conceptualises particular occurrences in her life. Through this I recognized just how A may view herself as she often expressed feeling low, and lack of self-esteem and self-worth. A also got a persistent behavior to carefully turn a seemingly positive situation into something negative. This empowered me to comprehend her experiences from a different perspective and continuous reflection helped me see how she may have needed empowering.
A strengths-based methodology was also investigated and utilised in my utilize a, which has become favourable in both immediate and indirect work with service users (Rapp, 1997). This approach appealed to me as it is more service-user led, and helps them see how their advantages play a significant role when confronted with their problems or turmoil that they might be facing. It is quite different to other approaches for the reason that it acknowledges a person's suffering and impairment as the consequence of systemic rather than just psychological downsides. In using this approach, this helped A to understand her ability to cope well regardless of the harshness of her bordering environment and daily routine of caring for her mom. She was able to see her positive qualities, how others also accepted these which provided for a far more healthy view of herself. That is also in line with social work principles which places focus on helping an individual feel empowered and in charge (Value B, Topps, 2002).
Since the occurrence I have had ample time for you to reflect on my work with A and exactly how I feel about it. Different techniques and tools are used to enable representation within the field of sociable work, which can help just how we relate with work, home, culture, and backed systems. Winter (1988) states that experience is not something that we 'store' as we'd over a computer, alternatively we 'story' it.
Similarly keeping a reflective journal is a good strategy in proactively stimulating critical representation if done properly (Kam-shing, 2005). This is a requirement whilst on the course, that i was not keen on at the beginning. I experienced it was quite a overwhelming experience expressing my thoughts and emotions and may not see the great things about this. For the duration of the placement, as my ability and understanding of reflection improved by making use of my educator, I was able to understand how this would help me in becoming a highly effective practitioner. It helped to formalise my ideas, trail of thoughts and bring in regards to a heightened sense of recognition by myself practice.
This technique can be seen as embedded within a theory of reflection produced by Sch¶n (1991). He called this representation doing his thing (whilst the function is occurring) and reflection on action (after the event has took place). The publications or learning logs were mostly used after an event had occurred to understand our learning. This tool is available to measure the work I have undertaken and exactly how my knowing-in-action may have had a direct effect on the end outcome. Thus will be able to improve on my skills and potential to reflect-in-action and recognise when there is something more to be achieved to help the service consumer. In my interactions using a and other users, I have also accepted that reflection on action is effective in evaluating my own practice and representation doing his thing to apply those lessons learnt actively.
To be able to detect my very own mistakes and correct these consists of uncovering deeper learning. Argryis and Sch¶n (1974) proposed that whenever we as people and professionals simply only operationalize our goals rather than question them we are only making use of single-loop learning. When this occurrence having a occurred, I looked at the several aspects such as ideas, A's behaviour, the organisation's policies that had influenced my thoughts and perceptions and brought me to look at myself and the situation with close scrutiny and query the regulating variables to enforce interpersonal change be that within myself, the company or perhaps a or many of these.
Kolb (1984) and his reflective routine helped me take a look at the structures to my representation. He developed four periods to his cycle. Included in these are concrete experiences, reflective observation, followed by abstract conceptualisation which include pulling conclusions from happenings encountered and effective experimentation. Dynamic experimentation is the capability to learn from earlier situations and get one of these new approach. I believe that's where I feel I continued my work having a from the very first incident in looking to utilise different methods to help her. Using this approach also made me realise that maybe even if the event itself may have harmed A's feelings it may have raised consciousness about her health and brought about independence. That is also in line with Value B of the GSCC codes of practice (Topps, 2002) and with Domain 6 (Professional Capabilities Platform 2012).
Group learning has been known to develop improved learning and representation. Bold (2008) shows that developing a supportive group to discuss through your knowledge and experience gained can create deeper learning and increase reflective competence. In using group representation I came across that having a group to speak through my morals, beliefs and assumptions that direct my work very helpful in a general population and collaborative setting up. It provided the opportunity to look back at a previous experience from multiples perspectives and raise questions. I hadn't realised the grave nature of discussing one's hygiene would be so hard, by using the group I had been more alert to my invisible assumptions upon this and how it might have an impact on my practice.
Research by Dahlgren et al. (2006) highlights the importance of group reflection and the role of a crucial friend to promote empowerment to both students and professors. This may be because it allows for the students work within an informal setting and for that reason have more of the well balanced working dynamics. This sort of democratic environment helps reflective learning by advancing self-knowledge. In my group learning set I emerged away learning more about my own assumptions in regards to a being a carer to her mother with mental medical issues recommended that she might not exactly have had facilities to assist good health. The group also helped me take a look at other explanations for what possessed happened. I arrived to understand that whilst the issues of any 'smelling' may have been genuine, it could have also been exacerbated by other personnel and children through their own assumptions about her learning disability, and status as a carer to a parent with mental health issues. Their behavior and assumptions daily may have impacted the way I noticed A even though I did not agree with their views. I didn't raise this further with my supervisor when handed the duty of revealing to A, as I may have also assumed here that she would 'know best'.
Much later I got unveiled to the critical incident technique developed by Tripp (1993). To analyse situations that have had a strong mental impact on ourselves as experts. It entails learning to look beyond just explaining to get deeper representation. I began to understand that my underestimation in what I put to inform A, was my own failure. This primary assumption I later realised arose from my supervision with my supervisor who had assured me that disclosing this information into a would gain her. The feedback given from my group has helped me identify areas of my representation where there will be gaps and how I could improve on these. I felt the reviews was appropriate and enriching, it helped for me to understand how they observed my situation using a and were able to offer choice explanations for the final results that I had not yet explored further.
Overall this task has aimed to show that we now have a number of factors involved with practicing good cultural work. That is highlighted by being able to demonstrate a knowledge of my very own principles and philosophies, how my knowledge in conditions of ideas can be applied to inform my very own practice. I've learnt that utilising and evaluating theories have furthered my practice by eliciting my understanding and learning as time passes. I have gained additional skills together with multiple resources of knowledge and ways to better help the people I've worked with. This kind of creativity is what can bring about communal change and empowerment. Reflection is an vital part of public work practice and various tools like journals can augment profound learning and improve future practice. What I might have learnt from a situation initially does not mean that they are the only recommendations to take ahead. Through continual reflection and critical thinking, it can benefit to question our judgements which of others and find out if more can be done to change the facial skin of communal work practice.