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reflective piece of work where you have been directly involved in assessing, planning and intervening with the service user and ending your involvement.

*** This is a reflective piece of work where you have been directly involved in assessing, planning and intervening with the service user and ending your involvement. This was done over a period of 70 working days.
(A) Preparation: Applying knowledge
Introduction:
Social work placement is essential part of social work degree course. I learnt in the course of my study the essential part of social work profession is to promote social change,……..
Explain briefly what you are going to do in this essay:
In this essay I am going to analyses how I implemented social work theories, knowledge and research on intervention with service users I work with while on placement. …………………. I promoted anti-discriminatory and anti-oppressive practice with service users……………………
Identify a service user/group you have worked with and the agency objectives, legislation and policy which informed the interventions
The agency I had my placement was a voluntary organisation with a supported accommodation. The organisation’s primary aim is to provide support, care and recovery to adult service users from twenty one to sixty years old who experience mental ill health, drugs, alcohol and substance dependency and rehabilitate them back into the community. In order to promote the well being of service users, the Agency in collaboration with the service users work alongside other multi agency team namely; The Forensic Teams, Multi-Agency Public Protection Arrangement (MAPPA), National Probation Service, Community Mental Health Team (CMHT), Mood, Anxiety and Personality Services and Early Intervention Team to provide services and support applicable and required by the service users.
The legislative framework and the code of practice that inform the Agency practice are Mental Health Act 1983, Care Act 2014, Mental Capacity Act 2005 and other legislative acts, the organisation’s policies and procedures to safeguarding the welfare of the service users.
• Other legislative acts :
• Confidentiality and Data Protection
• Safeguarding of Vulnerable Adult
• Health and Safety.
• Equal Opportunity & Diversity
• Code of Conduct
• Lone Working
• Safeguarding
• Supervision

What were the issues requiring interventions:
One of the service users I worked with and for the purpose of confidentiality will be referred to as X. She is a 22 years old female, British of Irish and African descendants. X was diagnosed of Triple X syndrome and struggle with personality and psychology disorders. X is dyslexia and can sometimes display low self-esteem emotionally and socially and suffer from anxiety. She struggle with personality and psychological problems. Other issues that X required interventions with were identified as X’s obsessed with drinking alcohol and mis-used of substances. She needs to be prompted to comply with getting her monthly depot. In addition, X is in a vulnerable position and at issue of risks dating men she recently met and doesn’t know well enough. Other identified issues with X finding it difficult to keep appointments and engage with staff and other professionals that support her well-being. X is constantly away from her accommodation and spends considerable long time socialising with friends and family.
X was supported to get admission to college to do a course to enhance her personality. Staff found it difficult to contact X on phone because she hardly respond to calls and sleep all day and she claimed it is due to tiredness.
• What knowledge and theories were helped to understand the service users situation? How did you assess the service user? How did you decide what method of intervention need to be done or what method of intervention you decide to use? How successful was this?
Applicable Intervention Theories
o E.g. Crisis intervention
o Empowerment
o Task Centred
o Recovery Models
o Strength based approach
o Harm minimisation

• How is any issue of oppression, discrimination and power affected the service user?
• What methods were used to work with this service user to address the issue for intervention and the issue of discrimination?
• Did any other policy or legislation become relevant? Were there ethical issues that challenged your practice? Did you become aware of other psychological or sociological factors or How ideas from psychology and sociology relevant?
• How did you work with other organisations or teams or other workers within your agency?
• How did you end your work with the service user and how was this informed by your reading about endings; organisational procedures; and any other issues?
• What have you read that helped you work with this service user (books, journals, articles, websites)?

(B) Reflection and Critical Analysis (Evidence Based Practice)
• How useful was your knowledge base in helping you with the support and intervention and the goal clearer?
• How did you or others assess what help the service user needed? How was this informed by your reading about assessment generally and for this service user group in particular?
• What method did you use to work with this service user? Why did you choose it? How effective was the method and how skilled were you at using it?
(C) Ecogram or Culturgram
• Students are encouraged to preface their case study with an ‘ecogram’ or ‘culturgram’ of the service user/s in their family or social context to assist in understanding and reflecting upon an holistic perspective of the case.
• Using a diagram or ‘map’ such as this could save word count and assist the clarity of your assignment.
(D) The Role of Feedback:
• From self reflection
• From service users and carers
• From colleagues
• From practice supervisor and/or practice educator
• How did feedback from any or all of these sources impact upon your practice or your learning and development?
Throughout you need to identify how your work was informed by your knowledge base – you need to make reference to at least two research articles from peer reviewed journals as well as referring to books and websites (not Wikipedia ; Businessballs or similar).
• Throughout you need to use a reflective and evaluative style which discusses not just what you did, but how and why you did it, how effective it was and what you might have done differently.
• You also need to consider your gender, age and ethnicity, your own feelings and values and how they might have been challenged by the work you undertook.
Age: 45 years, Female, Black African origin
• You should identify how supervision and feedback from others impacted on how you approached/evaluated the work.
• All sources need to be referenced correctly (Harvard) and the spelling and grammar need to be at an appropriate standard for professional practice.
• Structure your assignment using paragraphs, an introduction, a body and a conclusion.
• Include a reference list. (Harvard)
References:
• Adams, R., Dominelli, L. and Payne, M. (eds) (2012) Practising Social Work in a Complex World. 3rd edn. Basingstoke: Palgrave Macmillan
• Akhtar, F. (2012) Mastering Social Work Values and Ethics. London: Jessica Kingsley

• Beckett, C. (2010) Assessment and Intervention in Social Work. London: Sage.
• Hawkins, P. and Shohet, R. (2012) Supervision in the Helping Professions. 4th edn. Maidenhead: Open University Press
• McKitterick, B. (2012) Supervision. Maidenhead: Open University Press.
• Nicholson, P. and Bayne, R. (2014) Psychology for Social Work Theory and Practice. Basingstoke:Palgrave Macmillan.
• Ruch, G., Turney,D. and Ward, A. (eds) Relationship based social work. London: Jessica Kingsley
• Teater, B. (2014) An Introduction to Applying Social Work Theories and Methods. 2nd edn. Berkshire: Open University Press.
• Thompson, N. and Thompson, S. (2008) The Critically Reflective Practitioner. Basingstoke: Palgrave Macmillan.
• Trevithick, P. (2012) Social Work Skills and Knowledge: a practice handbook. 3rd edn. Maidenhead: Open University Press
• Recommended Reading:
• Atkins, B. (2013) Personal Safety for Social Workers and Health Professionals. Northwich: Critical Publishing Ltd.
• Cree, V. E (2011) Social Work: A Reader Abingdon: Routledge
• Fook, J. (2002) Social work, Critical theory and practice. London, Sage Publications.
• Green Lister, P. (2012) Integrating social work theory and practice: A practical skills guide. Abingdon: Routledge.
• Howe, D. (2009) A brief introduction to social work theory. Basingstoke: Palgrave Macmillan.
• Howe, D (2008) The Emotionally Intelligent Social Worker Basingstoke: Palgrave Macmillan.
• Jones, S. (2013) Critical Learning for Social Work Students.2nd edn. London: Sage/Learning Matters.
• Lindsay, T. (Ed.) (2009) Social work intervention. Exeter: Learning Matters.
• Okitikpi, T. and Aymer, C. (2010) Key Concepts in Anti-discriminatory Social Work, London: Sage Publications
• Payne, M. (2005) Modern social work theory (3rd ed.). Basingstoke: Palgrave Macmillan.
• Taylor, B.J. (Ed.) (2011) Working with aggression and resistance in social work. Exeter: Learning Matters.
• Walker, S., & Beckett, C. (2011) Social work assessment and intervention (2nd ed.). Lyme Regis: Russell House Publishing, Ltd.
• Wilson, K., Ruch, G., Lymbery, M. & Cooper, A. (2011) Social work: An introduction to contemporary perspectives. (2nd edn). Harlow, Pearson Education Ltd.
Additional Reference
o HCPC – Health and Care Professions Council – Guidance on Conduct and ethics for students.
o Professional Capability Framework
o Journals/Articles/Research Articles

Note: You should also demonstrate that you are reading literature relevant to your particular service user group and placement setting. This will include recent research articles from peer reviewed journals.
9. MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY
LEARNING OUTCOME
On completion of the module, students will be able to: ASSESSMENT STRATEGY
1) Demonstrate knowledge of assessment, planning and intervention and show awareness of relevant application in social work practice Case study (100%)

2) Identify and discuss the organisational, social and ecological contexts of, and their impact on, social work practice Case study (100%)

3) Apply and evaluate their knowledge and skills of psychological and sociological approaches to working with people within legal and ethical frameworks Case study (100%)

4) Demonstrate reflection on their own learning and identification of continuing learning and development needs Case study (100%)

5) Demonstrate ability to integrate learning and practice, whilst drawing on research outcomes Case study (100%)
Category Pass
A B C D Fail
F5 F4
Introduction, information about the agency context and Identification of service user/group.
Discuss the ecological contexts of your work with this service user/group and their impact on your practice
Apply and evaluate knowledge of assessment, planning and intervention in your work with this service user/group
Apply and evaluate your knowledge of and skills in working with this service user/group within legal and ethical frameworks
Reflect on your learning from this experience and identify your continuing learning and development needs
Integrate learning and practice whilst drawing on research outcomes
Style and Presentation: coherence, structure, written language, spelling, grammar, citing and referencing.

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