Reflections On The Professional Use Of Self Social Work Essay

Reflections On The Professional Use Of Self Social Work Essay At the heart of social work lies the fundamental belief in human rights, citizenship and social justice (Fook, 2002). Indeed, social workers are ordinarily duty-bound to advocate the principles of empowerment through anti-oppressive practice whilst placing the wishes and needs of clients at the centre of delivery (General Social Care Council (GSCC), 2004; Dalrymple and Burke, 2006). Yet practice is complex not least because the success of any intervention is entwined with the phenomenological attributes of both clients and practitioners (Prynn, 2008). Thus, social work practitioners face significant challenges such as identifying what they contribute to a relationship, how this impacts on decisions and what individual and structural power imbalances influence practice (Fook, 2002). Critical practice is a conceptual tool which affords practitioners the opportunity to engage in transformational practice whilst recognising the value base and social justice agenda of social work (Fook, 2002). This paper will briefly provide a case study of an experience I encountered as a practitioner. This will then be explored through what Brechin (2000) identifies as the three interrelated domains of critical practice: critical analysis, critical reflexivity and critical action. In doing so it will demonstrate how I have engaged with my self to identify what I took into practice and the implications this can have in being a transformational practitioner. On commencing my role as a project worker within a residential home for young people with behavioural difficulties I was introduced to John (pseudonym). John was fourteen and had a history of anti-social behaviour and a criminal history for burglary and assault although all cases were at least two years prior. John was in care because of a request from his parents who no longer felt they could control his behaviour because his reaction to discipline was often non-compliance and violence. His file illustrated him as mischievous, yet comical, with recent signs of improved behaviour. He enjoyed partaking in various hobbies; however, these were often short-lived with him becoming disinterested very quickly. I worked with John for several months and at a case-review meeting Johns parents informed the panel that he wished to take up boxing. His parents supported the idea, as did the Social Worker because it was thought it may inspire some discipline. I objected because of his criminal conviction of assault. However, the Social Worker dismissed this by indicating that Johns wishes were important and that our role was to empower him. Despite my objections it was agreed that John could attend. John soon attended a boxing club organised and operated by two retired policemen. Approximately one year later John was convicted of aggravated burglary with the victim being an elderly woman. The first domain of critical practice, critical analysis, is concerned with how practitioners evaluate evidence, policies, and knowledge to influence decisions (Brechin, 2000; Glaister, 2008). Furthermore, the practitioner becomes conscious of multiple perspectives and the contextual nature of them (Brechin, 2000; Fook, 2002). Chalmers (2003:22) claims that practitioners who intervene in peoples lives have a responsibility to be informed by rigorous, transparent, up-to-date evaluations. Yet Sheldon and MacDonald (2009) note the reliance on robust evidence being available and the practitioners having the time, resources and skill-base to adequately evaluate evidence. Indeed, Fook (2002) argues that it is often in the interests of agencies to prevent such approaches as it may lead to increased responsibilities and higher costs. Placing this experience in the context of critical analysis it is unsure at this point what informed the Social Workers knowledge; however, it was clear that he wished to respect Johns voice. The Social Worker believed John had personal agency and a fundamental right to choose his own life direction. The GSCC (2004) concurs with the Social Worker in-so-far as practitioners should promote independence and respect the clients right to take risks. The Social Worker, as an agent of the state, was further supported by policies such as article 12 of the United Nations Convention on the Rights of the Child (1990:4) which stipulates that any child capable of forming his or her own views has the right to express those views[and this be] given due weight. Indeed, his employer has signed up to this convention (Somerset County Council, 2009). However, practitioners also have an obligation to ensure that these risks are managed and necessary steps are taken to minimise the risk of harm to service users or others (GSCC, 2010). I held an alternative view to protect John, and others, from harm. It is clear that both the Social Worker and I had valid points, thus, being guided by knowledge, policies and theories on their own may result in conflicts about what actions to follow (Banks, 2006). The second domain of critical practice, critical reflexivity, originates from reflective practice and the concept that practitioners learn through experience (Schà ¶n, 1983). However, because reflective practice has limited criticalness (Fook and Askeland, 2006) it often fails to acknowledge deeper processes which impact practice (Fook, 2002). Furthermore, reflective practice can result in negative outcomes such as self-doubt or an acceptance of status quos (Eby, 2000). Critical reflexivity refers to a practitioner who engages in self-criticism whilst being reflective. The practitioner becomes reflexive in questioning pre-established values, assumptions and prejudices (Taylor and White, 2001) and gains an understanding on how this influences negotiated understandings and interventions whilst working across difference (Glaister, 2008; Fook, 2002). Because critical reflexivity permits the practitioner to acknowledge the complex nature of the clients circumstances and their perspective s there is an organic acknowledgement of cultural and social disparities (Fook, 2002). Indeed, Allport (1978:437) concurs and states how practitioners who engage in inwardness are generally less prejudice, are more tolerant in understanding others, and exhibit a desire for personal autonomy rather than for external, institutional anchorage. Critical reflexivity affords me the opportunity to contemplate on how my preformed values and assumptions influenced my perspective. Thus, I needed to consider the opposition I held to Johns participation. As a pre-adolescent child I was bullied in school with a particular individual being prevalent in my memory. This individual attended martial arts which he duly practised on me. Ultimately, this had a significant impact on my belief that violence is wrong. Indeed, in relation to John my assumption was that everyone who attended a power sport had the potential to bully. This was hyperbolised by Johns past and thus my opposition to his partaking. Adams (2009) supports my exploration by indicating how our experiences can have an implicit impact on our decisions and in this instance I can identify how my negotiated understanding had become manipulated by my self. The Social Worker adopted a Kantianistic approach by wanting to empower John to make his own life choices. Indeed, the Social Worker wanted to advocate Johns rights rather than impose carers perspectives which is understandable considering the current agenda toward person-centred planning (GSCC, 20100; Kellett, 2009). However, I felt that as professionals there was a justification in adopting utilitarianistic values because the risk of re-engaging in criminal activities was too high. Yet evidently apparent is neither the Social Worker or I respected each others perspective. However, notably the issues of the Social Workers claims that he wanted to empower John also become apparent. The very notion that the Social Worker wanted to empower John indicates that the Social Worker was actually the one with the power. Yet, the Social Worker has duties and responsibilities beyond the value of empowerment because of his legislated duty to protect John, and others, from harm (Banks, 2006). The final domain, critical action, is concerned with practitioners having a robust skill-base whilst being conscious of its contextual nature. A critical practitioner works across difference to promote empowerment whilst confronting structural oppressions (Brechin, 2000; Eby, 2000). A primary principle of critical practice is the notion that practitioners should be research-minded in understanding the contextual basis of empirical evidence (Shemmings and Shemmings, 2003). Utilisation of the best available evidence is essential to contemporary practice (Sheldon and MacDonald, 2009) and yet despite being a self-evidently a good idea (Trinder, 2000:3), evidence-based practice has faced fierce opposition because there is a risk that practitioners may abandon reflexivity and personal agency for technical rationality (Taylor and White, 2006; Webb, 2001). However, this view has been adequately challenged by commentators who state that evidence-based practice, which actually means evidence-i nformed practice (MacDonald, 2003; Chalmers, 2003) has, when scrutinised, the potential to minimise the risk of harm to service users (Chalmers, 2003). Indeed, evidence-informed practice is the critically appraised synthesis of empirical and experiential evidence (Fook, 2002; Sheldon and MacDonald, 2009). In linking this to my experience with John, it becomes clear that I could not knowingly offer any definitive empirical evidence to support my perspective. However, neither could the Social Worker. In this sense both the Social Worker and I failed to be research-minded. Thus, in opposition to anti-evidence-based advocates, this experience indicates how practitioners can make mistakes when acting on instinct alone. Indeed, a brief search for empirical evidence found a longitudinal study by Endersen and Olweus (2005) which identified how participation in power sports for adolescents with a previous history of anti-social behaviours is likely to result in re-engagement. As John had a previous history of theft, this evidence may well have helped me, the Social Worker, and even John, come to a different decision. Critical action also involves the practitioner developing a consciousness of the often hidden imbalances of power between themselves, agencies and the client (Payne, 2005). Critical practice occurs within the context of theory and consideration of critical theories permits me to understand my construction of power and how this influenced my action, or inaction. For example, Foucault was concerned with language and how discourse can assist professionals to create natural and unchallengeable situations because they are deemed to have knowledge and thus power (Finlay, 2000:85). Indeed, the Social Worker established, chaired and controlled the case-review meeting. Fook (2002) concurs and argues that professionals utilise societal structures in order to suppress service users. Taking my earlier point regarding the construction of the case-meeting further it is clear that it was designed by adults with no real consideration about what John wanted. Indeed it is hard to understand why John, or an advocate, was not at the meeting. Yet, even if John was permitted to attend, it is highly likely he would have faced oppression by being forced to engage with the hegemonic language of adults which he would not have understood, thus he would ultimately been oppressed and possibly disempowered (Kehily, 2009). However, Cocker and Allain (2008) contend that service users have the right to take a pro-active role in decision making processes and suggest that the role of the practitioner is to ensure that service users are fully informed through the provision of concise information. This clearly did not transpire and thus true empowerment was never apparent. In concluding it is evident a professionals self can impact on the everyday lives of service users and practitioners. As practitioners we all have multiple identities which we take into practice. Not only do these derive from our previous experiences, but also our responsibilities as professionals, agents of the states, as employees and of course as statutory creation created to fulfil a role. Indeed, critical practice assists practitioners highlight how their self has been impacted upon from each of these identities and permits the us to make decisions, along with the service user, that are more likely to produce a more productive, and effective, outcome for all. In engaging in critical practice I have been able to identify significant factors which may have contributed to a better outcome. Whether Johns participation in boxing contributed to his re-engagement in criminal activities cannot be realistically measured. However, what is certain is John was disempowered in-so-far as he should have been fully informed. It is clear that none of the three domains of critical practice isolated can work independently, however, the careful and intentional synthesis of values, experiences, evidence and knowledge along with an awareness of structural disadvantage caused by agencies can all have a positive impact on the self and ultimately a practitioners power to challenge practice. I misplaced my power as a morally active practitioner and permitted the Social Worker to make a judgement based on instinct. I could have researched the potential issues of boxing and provided John with more in-depth information in a format he would understand. However, as practitioners we have an obligation to learn from our experiences because a critical practitioner who is engaged with their self is more likely to succeed in becoming a transformational practitioner.

Critical Reading Of Professional Literature

How do pesticides disrupt food chains? TWO: Review the homework by asking student volunteers to suggest ways one population's growth can lead to another population's disappearance during succession. ; Display a blank copy of a K-W-L Chart (ERE, p. GAP-8) on pollution. Have students individually complete the chart except for the L column. ; (Teacher Note: The K-W-L Chart will be completed during the Warm-up section of tomorrows lesson, so you may wish to collect it from students for safekeeping. SW: Organize the students in groups of 3-4, and ask each group to write down ways that pollution released into the environment might affect plants or animals in an ecosystem. Have students list as many possibilities as they can think of in five minutes Saba, Subs, cashed, cash, cashed, cash, cash How do populations grow and what factors limit population growth? TWO: Use Figure 4. 3 in GAL., p. 97, to explain how populations grow exponentially. ; Ask students why populations cannot continue to grow endlessly.Explain carrying capacity, using â€Å"Inside Story' in GAL., p. 98, to illustrate population growth patterns. ; Define and provide examples of limiting factors on populations. Explain that factors that limit one population in a community can also affect other populations (e. G. , populations in the same food chain). Teacher Note: See GAL., up. 68, 97, and 100-101, for examples of limiting factors. SW: Have students study the graph in Figure 4. 8 in GAL., p. 02, and suggest reasons the lynx and hare populations rise and fall together.Explain that population sizes can be controlled by interactions among organisms in a community, including predation, competition, and crowding. INSTRUCTION THURSDAY Saba, chubs, cashed-e, chubs, coaches, cashed How can you model the way ecologists determine the size of an animal population? TWO: Have students brainstorm (ERE, p. GAP-4) the following question for three minutes in groups of 4-5 students: If you had to count all of the squi rrels in a park, how would you do it? Have each group decide upon and present one method. Write a word or two on the board to describe each group's method.Briefly discuss the pros and cons of each idea with students. SW: Ask students to explain why electioneering is effective and to suggest ways that other species of animals (e. G. , owls, wolves) could be marked without harm for recapture. ; Have students answer questions #2-5 of the Analyze and Conclude questions in GAL., p. 109. FRIDAY TWO: Teacher will review limiting factors. SW: Students will be given a quiz on limiting factors. 10/1/12-10/5/12 Saba, CUBIC, Sub, Subs, cash, cash SECT: cells Why is water important? TWO: ; Explain the dependence of all organisms on water for survival. Sub) ; Describe how plants are adapted to use the capillary action of water to obtain ground water. (Subs) ; Read about the properties of water and relate them to organism survival in a graphic organizer. (Cash, Cash) SW: Have students select one o f the properties of water discussed in the text and write two or three sentences about how that property is vital for the survival of organisms. Encourage students to use an example that is not discussed in the text to support their claim. Saba, CUBIC, cash, cash How does the interaction of atoms drive life processes?TWO: Explain to students that atoms are the building blocks of all matter, including organisms. Discuss how atoms form compounds and that compounds interact in chemical reactions, upon which life processes depend. Remind students of the dissolving properties of water, emphasizing that a salt dissolving in water is a chemical reaction. SW: Think-pair-share: Water is a substance that is vital to the survival of organisms. List as many vocabulary terms from the lesson that can be applied to water as possible, and explain why each term fits. INSTRUCTION SIB b-c, cash-b, cash, cashHow does temperature affect the reaction rates of enzymes? TWO: Review the following terms: che mical reaction, substrate, product. ; DOD Shared Reading (ERE, p. GAP-12), explaining the action of enzymes using the example in GAL., p. 166. Emphasize the specificity of enzymes to specific substrates. Explain that chemical reactions require energy, and enzymes often lower the amount of energy required to carry out a chemical reaction. SW: Describe in a short paragraph the importance of digestive enzymes in the chemical breakdown of food, including an example of a digestive enzyme and its specific role in digestion.

The Start of Military Persuasive Essay Topics

The Start of Military Persuasive Essay Topics As tempting as it might appear to skip past the extra info and go straight to the list of persuasive essay topics, don't do it. When you have topics to select from, it is essential that you choose one which you can write about comfortably. Language ought never to be permitted to change. The aforementioned sample of the persuasive essay will assist you in writing your college essay assignments in time. There are some easy guidelines to follow as a way to be in a position to compose a decent persuasive essay. Whenever your professor starts to read your paper, he will initially find the topic. Every student should learn a minumum of one foreign language. What You Should Do About Military Persuasive Essay Topics Starting in the Next 20 Minutes It's definitely hard to deal with a circumstance when you're charged by means of a teacher for plagiarism and get rid of respect in their eyes, apart from unexplainably reduced grades. The structure ought to be deliberately chosen to ensure it suits the subject, audience and aim of the speech. With time, it turns into a practice which sadly even requires an acceptable premise. The absolute most important aspect to take into account when planning your controversial speech is choosing a great topic that is suitable for your personality. Persuasive speech refers to a specific kind of speech where the speaker has the objective of persuading the audience to accept their perspective. Thus, the speaker should guarantee they use credible and relevant sources. Lastly, having gathered all the material required for the speech, he should select the structure of the speech. First, he must ensure that they present a balanced argument without undermining their point of view. The Definitive Approach for Military Persuasive Essay Topics Persuasive essays are an excellent means to encourage the reader to check at a particular topic in a different light. On the opposite side, obtaining a list of good persuasive essay topics is inadequate. It's important to understand that essay topics are just basic ideas that leave you pondering an idea that might be a huge deal to somebody else. Take notes concerning all prospective topics it is possible to consider. The list is intended to inspire ideas. Along with the library, you can go on the internet and join a variety of forums and chat rooms. Unique strategies can work in various situations. For instance, if you're given with cyber security essay topics research work must complete such essays by utilizing relevant examples associated with your opinion on the subject. There are many different persuasion approaches that were shown to be the best in an argumentative essay. Is it true that the paparazzi help or hinder the goal of completely free press. What Military Persuasive Essay Topics Is - and What it Is Not Some schools are somewhat more responsible in regards to eliminating bullying. Your essay on bullying can be managed in many ways. The main reasons for bullying are largely psychological. Bullying is now a remarkably considerable problem of contemporary schooling and the more preventive actions we'd take, the fewer acts of vandalism will take place in future. The 5-Minute Rule for Military Persuasive Essay Topics Military service needs to be based on conduct, not sexual orientation. Students ought to be p ermitted to listen to music during prep moment. Before they start to write, it's a good idea for them to make a list of the points they want to make to their readers. Students in sports teams should attain a particular grade point average so as to play. Bloggers ought to be regulated. Children ought to be able to use cellphones in school. Students always go online when they should find something. They have to complete a lot of writing assignments during college years. Health care needs to be free for everybody. Folks enlist in the military for a number of explanations. Food shouldn't be used for fuel. Travel health should be given more importance. Military Persuasive Essay Topics - the Conspiracy Although having the ability to write persuasively can look like a tough thing for children to learn, remind them that everyone has valid opinions. The effect of bullying on the human mind may also be observed in the essay how it put an excellent function in the psychological maturation of the individual. One of the greatest ways to handle it lies in reverse. The legal drinking age should be raised. On the flip side, attempting to abuse somebody at school could be the upshot of home conflicts, as an example, parents beating kids or an unpredictable divorce. Something has to be done to stop people employing the ability of bullying to make others feel bad. Not all mentally folks are violent. There are several different things people may be in a position to do if they are being bullied. Guns ought to be made illegal. Internet censorship is acceptable. Fire safety awareness should be raised. Cyber security awareness needs to be raised.

A New Form Of Imperialism - 2456 Words

During the late nineteenth and early twentieth centuries, the United States pursued an aggressive policy of expansionism, extending its political and economic influence around the globe. Reasons for this were the strong desire for military strength, the thirst for new markets in order to stimulate the economy and trade, and the core belief in cultural superiority (QUOTE). During that time United States became an expansionist nation, so by late nineteenth century America’s thrust into Imperialism had already begun. A new form of imperialism to an extent, the policy still involved extending its country authority and control over foreign countries as a medium of obtaining and maintaining an empire. Imperialism usually involves a stronger nation (emerging world power U.S.) extended control over a weaker nation. But different from the previous European empires of the colonialist time, which were formal administrative systems founded on social, economic and political control, the Am erican Empire was in one way or another a voluntary association, established in improving international mass market. United States imperialism is mainly prevalent in Latin America, which the Spanish-American War of 1898, marks the beginning of. The war marked the emergence of the United States as an externally focused world power. Post war the United States was left with a commercial and physical empire and a strong momentum for American nation-building activities. This era which marks the newShow MoreRelatedDifference Between Formal And Informal Imperialism1721 Words   |  7 PagesDIFFERENCE BETWEEN FORMAL AND INFORMAL IMPERIALISM Name University Course Tutor Date Difference between formal and informal imperialism Throughout the history of the world, different kingdoms have been competing to expand their territories. In most cases, the expansion of theses territories has been at the expense of weaker territories that are incapable of fighting back effectively owing to different barriers . For example, the Mongols expanded their territory in less than a hundred yearsRead MoreImperialism And Its Impact On The Domestic Institutions Of Africa Essay1525 Words   |  7 PagesImperialism, when one country dominates another for its own benefit, is an expansion policy that has reigned for centuries. Over time, imperialism has drastically changed in its magnitude and severity. At the turn of the nineteenth century, a â€Å"new,† more aggressive and competitive form of imperialism emerged and completely dismantled the domestic institutions of various developing countries. Africa in the nineteenth century is a prime example of the â€Å"new† imperialism in effect. How was Africa affectedRea d MoreThe Enlightenment Set the Stage for New Imperialism1362 Words   |  6 PagesNew imperialism was the mid nineteenth and twentieth centuries cultural equivalent to a modern day mafia, its roots entangled in the economic, cultural, and humanistic aspects of life. The sole objective of the nations entailed the exploitation of their controlled state. Gestating from the change in control of Asian and African nations to the Europeans by means of political deviance, malicious sieges, and strategic military attacks. The juxtaposition to the modern equivalent endures as the aforesaidRead MoreEssay about The Pros and Cons of Imperialism540 Words   |  3 Pagesnations interfered with nations that were weaker than they were. This form of sabotaging a nation is economic, political or cultural life is called as imperialism. Imperialism is often separated into two sects. The first one is old imperialism, which was the period from the 1500s to the 1800s, where European nation started to c olonize many areas such as the Americas, and parts of Southeast Asia. On the other hand, the new imperialism was the period between the years â€Å"1870-1914†, where Europe became moreRead MoreThe World War II And The Middle East1332 Words   |  6 PagesFrom the 17th to the 20th centuries, imperialism served a mode of global exploration and expansion of economic, political and religious influence. Glory was at stake; the opportunity to expound upon their influence on the balance of power galvanized most of Europe to explore and colonize Central Europe, Africa, Asia, and the Middle East. In the period of European imperialism, imperialism served as conveyer of status and power in world affairs; the more imperialist territory, a more powerful nationRead More The Compelling Motives of European Imperialism Essay794 Words   |  4 PagesThe Compelling Motives of Imperialism The presence of Europe in Africa in the late nineteenth century was one of extreme power. The countries of France, Britain, and Germany had especially large claims to the African continent during this time. The motives of imperialism for these countries greatly define Europe at this time. Insatiable desires for economic markets, power and political struggles, the motivating belief in Social Darwinism, and the European idea of superiority were the drivingRead MoreEssay on The End of the Cold War1634 Words   |  7 PagesThe end of the Cold War brought about the collapse of communism in Eastern Europe, paving the way for an unprecedented new paradigm – one characterised by the end of hostilities between the two dominant ideologies: Soviet communism and American liberal capitalism. This dominant new paradigm encouraged the homogenisation of ideas, in the form of exchanging ethos and values along former cultural, ideological and geographical divides. As such, this integration of world societies has earned the titleRead MoreColonialism And Imperialism In Europe1440 Words   |  6 Pageslarge part of the world. Imperialism can be defined as the system in which the politics, economy and culture of one part of the world are organized according to the domination of some countries over others. The imperialism that emerged in the nineteenth century was the culmination of colonialism initiated in the fifteenth and sixteenth centuries. But both forms of colonial domination were very different. The old colonial empires have been seen mainly in America, while the new colonial empires focusedRead MoreChange and Continuity738 Words   |  3 Pageshistory dramatically with transportation. Concepts that distinguish 1750 – 1900 from previous eras in world history included: industrialization, imperialism, and nationalism Basically, industrialization helped change the production of goods around the world and created new patterns of global trade and production. Transportation and communication were new expanded methods that supported global capitalism. The Industrial Revolution gave huge economic and political advantages to countries where it occurredRead MoreWestern Imperialism and Modern East Asia Essay example1188 Words   |  5 PagesWestern imperialism in East Asia caused many tribulations for China, Japan, and Korea but also helped them to become contemporary nations. The East Asian countries were tremendously affected by unequal treaties, extraterritoriality, and above all, technology. Great Britain encroached upon China their greed for open trade with the Chinese empire resulting in the deterioration of the Chinese culture, which led to the emergence of a modernized civilization. Japan was co-subjugated by Russia and the