Case Study on Childrens Families Intervention

Introduction The social work process has changed dramatically within the intervention of child protection. The following paper will discuss the process over the last three decades. Also it discusses the important changes including some methods and skills which have developed. In addition a background of the crisis intervention is discussed. The legal discourse has also been very influential within changing the process especially the Children’s Act 1989. This is clearly discussed within this paper. A critical analysis of the process is included, with paying particular attention to ethics and values. The early childhood protection intervention has been transferred from a child-oriented approach, whereby intervention was mainly focused directly towards the child. This process is now one of a modest collection of pilot projects to one compromising of a multidimensional domain of theory. While in the 1970s childhood protection was changing to a new era, which consisted of significant social changes. Society began to introduce a new system of developing preventative work to support children and families. This created a much needed support for families, consisting of play groups and youth clubs. The early methods used within the childhood intervention was extremely weak whereby assessments were not always undertaken or completed with no emphasis on time limits to complete assessments. The analysis perspective was weak and little planning was provided. There was little emphasis on social workers reflectively making notes, with no clear reasons or expectations for the basis of intervention. These methods then highlighted certain issues which consisted of duplication and repetition of information. Furthermore information was not shared freely to incorporate a multiagency perspective. The intervening process has been changed to one of a huge economic, social and technological change to compromise a holistic approach. Currently intervention focuses on the service user being the centre of the work with a personalised process. One process frequently used within child protection is the crisis intervention. Its theoretical origins have risen from varied sources and comprised one of a psychoanalytic thinking perspective. Crisis intervention was highlighted by Lindemann (1944) study of grief with the reactions of survivors and relatives after a night club fire. He concluded that they all shared five similar reactions of guilt, hostility, pre occupation with the image of the deceased, somatic distress and loss of pattern of conduct. Lindemann also found that people needed encouragement to morn. Caplin (1964) goes on to explain that the problem in which an individual faces â€Å"stimuli which signals danger to a fundamental need satisfaction and the circumstances are such that habitual problem solving methods are unsuccessful within the time span of past expectations of success†(Caplin 1964). Rapoport (1967) conceptualised the intervention process particular within the initial stage, referred to now as assessment. In which clients should have immediate access to workers in a crisis situation. The crisis intervention has now moved on to influence coping capabilities within the immediate crisis and not focus on long term therapies such at C. B. T, which can be followed up later when the service user has emerged from the initial crisis. Roberts (1991) designed a seven stage model of crisis intervention, which is to be used as a guide for assessing. He also believed solution- focused therapy should be incorporated at the same time as the crisis intervention. Roberts also states that crisis intervention should culminate with a restoration of cognitive functioning, crisis resolution and cognitive mastery (Roberts 2000) However a critic perspective is that if such intervention is not handled correctly it may cause distort reality, maladaptive coping strategies, O’Hagan (1991) believes it is time limited, within a constructive period. Parker (1992) designed a crisis intervention flow diagram which is used to assess a referral to crisis intervention. The crisis theory is used to optimise social functioning therefore enabling choices and maximising respect, so the service user can empower themselves and live an independent life. Although the crisis intervention process has moved forward, it may fail in some aspects of diversity to take into account of different cultures, societies because it was generally developed in a western framework therefore it consists some western cultural assumptions . Middleton (1970) locates the process of assessment firmly in the context of social work values and states â€Å" respect for individual difference is central if the rocess is not going to dis empower the individual but enhance their strengths and coping abilities. The current assessment process is now seen as an art and science and in context is much more dedicated towards social workers involving wisdom, skills, to appreciate diversity and equality. With using a human diversity framework process. Clifford (1998) describes the inter connec ted elements in assessment. As â€Å"assessment has to partake of scientific, theoretical, artistic, ethical and practical elements† (Clifford 1998). Assessments are now seen as an ongoing fluid and dynamic process and social workers are using this framework. It helps to positively acknowledge that development and changes in people’s lives is a continuous process. (Hepworth, Rooney and Larsen 1997) suggested a second way to categorise assessment in social work is within a time specific formulation. The processes of assessments include the notion of Fooks (2002) joint construction of a narrative exchange model, by making the service user the expert. Coulshed and Orme (2006) describe how assessments may be understood by its core processes, its purpose of theoretical base. The theoretical base may also influence the process of assessment and could be related to that similar of personal values and beliefs. The assessment process has changed from one of service led process, which just focused on pathology and appeared to ignore service user’s strengths to change. To a personalised process whereby placing the focus on service user involvement at the centre of intervention. By using this in assessment it can positively build on service users strengths to help ensure anti oppressive practice, with an emphasis on self responsibility. Saleeby states â€Å" the strengths perspectives focuses on positives with the intention of increasing motivation, capacity and potential for making real and informed life choice† (Saleeby, D. 2006). With an emphasis on using the C. P. R model. Assessments undertaken now are to consider a wide variety of factors; for example the environment, living system, culture and diversity which can impact on the service user. Social workers are now adopting new approaches in assessment for example â€Å"to think out of the box† . Therefore insuring a multi disciplinary approach and holistic overview to take into consideration all aspects of the service user’s life. The principles of intervention and assessment are to insure it is child-centred; using informed child development theory’s within the framework to promote equality. With involving interagency services to build strengths, with the understanding that it will be a continuous process to adopt change and empower service users. The Department of Health (2000) published its own framework for assessment to ensure assessments secure the well being of children and provides a systematic way of analysing children within their family and wider community. This framework pays attention to the legislation of the Children’s Act 1989. The legal discourse is a contested domain it has influenced the process of child intervention in many ways. As defined by Ball (1996) â€Å"the body of rules whereby a civilized society maintains order and regulates its internal affairs as between one individual and another, and between individuals and the state† (Ball 1996). Legal discourse is divided into two areas, the statutory law which is the current legislation. The children’s Act (1989) was implemented to change the process of intervention to ensure all children are protected not just vulnerable children, which was the main focus of previous intervention. This changed the assessment process to include many children from different backgrounds and cultures, making this law highlighted the importance that a child from any background and culture is protected. Earlier intervention seemed to focus on the lower, working class or families in poverty. The act sets out guidelines to promote and ensure wellbeing and equality for all children. The act promotes that children should be best kept within the family home unless the case is in extreme circumstances of abuse or neglect. Bowlby highlights that children need secure attachment, therefore promoting the well being of all children within their family unit. Children were no longer removed as quickly from their family surrounds and placed into institutions and care for the fear of maternal depravation. Bowlby’s theory highlighted, if a child does not form a secure attachment it could significantly impair their future mental health. Another aspect of legal discourse is the case law which was established by previous case reasoning’s and case findings. It can be referred to, to help change legislation and to avoid unnecessary mistakes within the intervention process; the laming report (2003) was used in this way to help to ensure no further such cases as the tragic death of Victoria Climbie would occur again. The legal discourse is used to promote social work values and ethics, thus ensuring social justice to protect and ensure the wellbeing of all children. However a critic can be taken from (Dung 1984) he is concerned that despite a veneer of objectivity and neutrality. Statutory law can be used as a vehicle to improve Eurocentric and middle-class norms on working class and non- European families. Conclusion In conclusion to this paper it can be clearly seen that assessment and intervention has moved forward in the last three decades to place the service user at the centre of involvement, to empower and enhance their quality of life. It now promotes the wellbeing of all children not just the vulnerable. Bowlby’s attachment theory is very much used within social work and has influenced the legal discourse and practice of social work . As we can see the crisis intervention as positively moved forward by the influence of various theorists. Legal discourse is important to ensure we can learn by our practice by case laws and the statutory law insurers’ equality and protection. References Coulshed V & Orme, J. (2006) Social Work Practice: An introduction (4th Edition). Basingstoke: Palgrave MacMillan. Clifford, D (1998). Social Assessment Theory and Practice a Multi-disciplinary Framework. Aldershot: Ashgate. Howe, D (1992). An Introduction to Social Work Theory. Aldershot: Arena Fook, J (2002) Social Work Critical Theory and Practice: London. Sage Fowler J (2003) A Practitioners Tool for Child Protection and the Assessment of Parents. London: Jessica Kingsley. Healy, K. (2005). Social Work Theories in Context. Basingstoke. Palgrave Macmillan Hepworth, D. Rooney, R & Larsen, JA (1997). Direct Social Work Practice: Theory and Skills (5th Edition). London: Brooks Cole Publishing. Laming H (2003). Victoria Climbie Inquiry Report: C. M 5730: London: The Stationary Office Middleton, L (1997) The Art of Assessment: Birmingham Venture Press O’Hagan, K (1986) Crisis Intervention in Social Work: Basingstoke MacMillan Parker, J. (2007b). The Process of Social Work: Assessment, Planning, Intervention and review in M Lymbery & K. Postle (Eds) Social Work. A Companion for learning: London. Sage. Payne, M (2005) Modern Social Work Theory (3rd Edition), Basingstoke: Palgrave Macmillan Roberts A, (2000) Crisis Intervention Handbook. Oxford University Press Saleeby, D. (2006). The Strengths Perspective in Social Work Practice (4th Ed. ). New York: Pearson/Allyn and Bacon

Waiting For Godot Mean Time and Do Not Go Gentle Into That Good Night essays

Waiting For Godot Mean Time and Do Not Go Gentle Into That Good Night essays This essay shows the similarities and differences related to the handling of time of three stories which are: Waiting For Godot, Mean Time, and Do Not Go Gentle Into That Good Night. In Waiting for Godot, the author shows different ways of spending time. The purpose of the story is to pass time because the characters are waiting for Godot. In page 4, Vladimir asks to Estragon if he remembers the Gospels, who answers that he doesnt, so Vladimir tries to tell the story saying that itll pass the time. This means that they have to wait, they dont know how much, and if they dont talk about something theyll get bored and itll seem that time wont pass. In page 8 is Stragon who tries to talk about something asking Vladimir You know the story of the Englishman in the brothel?. In the page 9 Vladimir asks what do we do now (...) while waiting. Here they try to pass the time by doing something rather that speaking. This kind of things happens throughout the story, so the main intention of the author is to show that when theres nothing to do time seems to be stopped. In Mean Time, the author centers the poem in season time with the first line: the clocks slid back an hour The clocks slid back an hour in Autum, due to her broken relationship with her partner, and this season has to do with sadness, depressions, deaths, loss. These feelings seem to be endless.The pass of time becomes very slow. there are words I would never have said not heard you say The author spends her time regretting what happened for them to break up, because that situation cannot be fixed as time cannot go back to let it happen. But we will be dead, as we know, beyond all light This line of the last stanza shows the inevitability of the pass of time, its something that will happen in one way or another. ...

Attachment Word Count 1466

Secondly I will explain how attachment informs in social work. ‘Among the most significant developments of psychiatry during the past quarter of a century has been the steady growth of evidence that the quality of parental care which a child receives in his earliest years is of vital importance to his future mental health’ (Bowlby. J. p11. 953) Attachment is an emotional relationship that involves comfort care and contentment. The roots of attachment were thought to be from Freuds theory’s about love, however John Bowlby is accredited with being the fore father of attachment theory. Bowlby shared the psychoanalytic view that early experiences in childhood have a major influence on development and behaviour later in life. Our early attachment styles are established in childhood through the infant/caregiver relationship. Kennhell and Klaus said that sometime attachment is confused with the natural bonding process that takes place between mother and child, and we should be careful not to mix these too up. Bowlby believed that attachment begins in infancy and carries on throughout life, resulting in several behavioural systems that are required for survival and reproduction. Bowlby suggested that there are four central characteristics of attachment; these are proximity maintenance, this is when the child strives to stay close to the care giver enabling the child to stay safe. Safe haven, this is when the child feel scared or afraid turning to the caregiver for support and comfort. Secure base, this is when the caregiver gives the child a protected place to discover the world from. Separation distress this is when the child get upset or distressed when it is absent from the caregiver. Bowlby suggested that attachment was an element of selected relationships throughout the lifespan, even though most of his research focused on infancy. Mary Ainsworth created a method called the strange situation. The method that Ainsworth had created was to examine that bond between the care giver and the child. The method is to examine the child playing for approximately twenty minutes while the care giver and the person who is unknown to the child enters and exit the room. This method creates a familiar and unfamiliar situation for the child. For some children this type of situation can be very stressful. The case of ‘Genie’ was an extreme example of a child that had no attachment or social contact resulting in her being a feral child. She was unable to talk dress herself or toilet herself, when support was implemented within a few days progress was seen to be made, showing that even though no attachment had been made the child was still able to learn new behaviours. A striking example of adult attachment to a parent is the comment made by a 40 year old lady who had lost her mother; I never realised, until she was gone, how much my own sense of confidence depended on knowing that if I ran into trouble I could always turn to her for help and advice. Goldberg 2000 p10)in my own experience of working with adult services, I gained an understanding of how separation could have affected an elderly couple’s health. After 60 years of marriage social services where call in to assess their situation as they where no longer able to cope due to the fact the wife had senile dementia. Initially the was talk of them being home together however a standard care home would not have met the need of the wife, a nursing home was needed for her. This was seen as being detrimental to both their health due to separation. Therefore, it was seen to be better to provide them with support in their own home. In conclusion children who are securely attached tend to have trusting, long-term relationships in their adulthood. As adults and being securely attached, these same individuals have a great understanding and perspective on important relationships in their lives. They demonstrate a forgiving attitude toward their mate and tend to show compassion for others. They tend to speak of how their past experiences have influenced their present feelings and relationships. References Bowlby, J. (1953) Childcare and the growth of maternal love. Harmondsworth: Penguin Books. Feeney,J. Noller,P. (1996) Adult Attachment. London: sage publications. Goldberg, S. (2000) Attachment and Development. London: Arnold publishers. Howe,D. (1995) Attachment theory for social work practice. London: Macmillan press. Smith, Cowie, Blades. online. ‘The Adult Attachment Interview (AAI). Understanding Children’s Development’. York College: Homepage, (http://www. ycc. ac. uk/yc/new/HUMSOC/psycho/unit1/adultatt. htm), (5 December 2008) Attachment Word Count 1466 Secondly I will explain how attachment informs in social work. ‘Among the most significant developments of psychiatry during the past quarter of a century has been the steady growth of evidence that the quality of parental care which a child receives in his earliest years is of vital importance to his future mental health’ (Bowlby. J. p11. 953) Attachment is an emotional relationship that involves comfort care and contentment. The roots of attachment were thought to be from Freuds theory’s about love, however John Bowlby is accredited with being the fore father of attachment theory. Bowlby shared the psychoanalytic view that early experiences in childhood have a major influence on development and behaviour later in life. Our early attachment styles are established in childhood through the infant/caregiver relationship. Kennhell and Klaus said that sometime attachment is confused with the natural bonding process that takes place between mother and child, and we should be careful not to mix these too up. Bowlby believed that attachment begins in infancy and carries on throughout life, resulting in several behavioural systems that are required for survival and reproduction. Bowlby suggested that there are four central characteristics of attachment; these are proximity maintenance, this is when the child strives to stay close to the care giver enabling the child to stay safe. Safe haven, this is when the child feel scared or afraid turning to the caregiver for support and comfort. Secure base, this is when the caregiver gives the child a protected place to discover the world from. Separation distress this is when the child get upset or distressed when it is absent from the caregiver. Bowlby suggested that attachment was an element of selected relationships throughout the lifespan, even though most of his research focused on infancy. Mary Ainsworth created a method called the strange situation. The method that Ainsworth had created was to examine that bond between the care giver and the child. The method is to examine the child playing for approximately twenty minutes while the care giver and the person who is unknown to the child enters and exit the room. This method creates a familiar and unfamiliar situation for the child. For some children this type of situation can be very stressful. The case of ‘Genie’ was an extreme example of a child that had no attachment or social contact resulting in her being a feral child. She was unable to talk dress herself or toilet herself, when support was implemented within a few days progress was seen to be made, showing that even though no attachment had been made the child was still able to learn new behaviours. A striking example of adult attachment to a parent is the comment made by a 40 year old lady who had lost her mother; I never realised, until she was gone, how much my own sense of confidence depended on knowing that if I ran into trouble I could always turn to her for help and advice. Goldberg 2000 p10)in my own experience of working with adult services, I gained an understanding of how separation could have affected an elderly couple’s health. After 60 years of marriage social services where call in to assess their situation as they where no longer able to cope due to the fact the wife had senile dementia. Initially the was talk of them being home together however a standard care home would not have met the need of the wife, a nursing home was needed for her. This was seen as being detrimental to both their health due to separation. Therefore, it was seen to be better to provide them with support in their own home. In conclusion children who are securely attached tend to have trusting, long-term relationships in their adulthood. As adults and being securely attached, these same individuals have a great understanding and perspective on important relationships in their lives. They demonstrate a forgiving attitude toward their mate and tend to show compassion for others. They tend to speak of how their past experiences have influenced their present feelings and relationships. References Bowlby, J. (1953) Childcare and the growth of maternal love. Harmondsworth: Penguin Books. Feeney,J. Noller,P. (1996) Adult Attachment. London: sage publications. Goldberg, S. (2000) Attachment and Development. London: Arnold publishers. Howe,D. (1995) Attachment theory for social work practice. London: Macmillan press. Smith, Cowie, Blades. online. ‘The Adult Attachment Interview (AAI). Understanding Children’s Development’. York College: Homepage, (http://www. ycc. ac. uk/yc/new/HUMSOC/psycho/unit1/adultatt. htm), (5 December 2008)

The Role of Training in Employee Performance Improvement Essay

The Role of Training in Employee Performance Improvement - Essay Example Some were focused on the developmental aspect of learning while other theorists suggest learning in the behavioural context. In the constructivist view of learning, there are two important developments beyond the notion of an 'accumulation'. First, there is a flexibility in cognitive structure that allows change but without the influence of a third party to facilitate learning. Second, new materials are digested through the assimilation and selection processes.of learning (Moon 2004, p.17). Pavlovian conditioning theory asserts that learning is achieved if appropriate stimulus is given. Piaget has made major contributions to our understandings of the learning process, in particular through his emphasis on human beings as "active meaning-makers rather than passive 'recipients' of knowledge" (Moore 2000,p.30). Bloom presented the three domains of learning as cognitive (intellectual capability), affective (emotions) and psychomotor (skills). Bloom espoused the importance of progressive learning. As the student progresses and completes a level, the next level also increases in the degree of difficulty (Chapman 2005). Recent developments in learning techniques are introduced in the attempt to bridge the gap between theory and practice. But these are not new theories as explained by Moon (2004). For Dewey (1933), reflection is thinking about the self, his function as an individual. Reflective qualities focused on the strengths and weakness "typifies the holistic aspirations behind Personal Development Programmes. Kolb's (1984) "cycle of experiential learning" is a familiar concept. (Reflection n.d.) Elements of Effective Training and Development Programs Noe and Colquitte (2002) have four criteria so training and development programs are considered effective. The trainees must: a) be ready to learn; b) be motivated; c) learn the content of the training program; and d) transfer their training when back on the job. When organizations implement training and development programs, they must inform their employees about the purpose of the program and how it will help them perform their jobs better. The organization must also make it clear to the employees that the training program is meant to improve performance and not nitpick areas where they are deficient. The company can use technology like web-based applications to facilitate training so that it gives participants some degrees of freedom and flexibility. Finally, some testimonial from previous participants will encourage employees to join the training sessions. Determining Employee Training Readiness To determine training readiness of employees, the Human Resource Department will conduct an organizational meeting where parties involved are invited to participate in the discussion. Representative from various departments of the organization can aid in the discussion and analysis of the learning goals and processes. Important inputs must be gleaned about various operational procedures. Participants must maintain a broad perspective on the activity and avoid presumptions that would otherwise contaminate the results (Freeman 1993,