The Evaluation And Invention Of Social Work Social Work Essay

The Evaluation And Invention Of Social Work Social Work Essay This short study takes up the evaluation and assessment of two social work intervention theories, namely the Task Centred Approach and the Crisis Intervention Method, with special regard to their implications and applications for social work practice. Social workers, in the course of their practice, are often called upon to help people in coping and dealing with different types of difficulties in their lives. Human beings face situations of crisis at one time or the other during their lives (Roberts, 2000, p 11). The crisis theory postulates that the occurrence of crises is normal to life. Such crisis situations can occur suddenly, like family illnesses or a loss of jobs, or be unpredictable, like entering school or growing older (Roberts, 2000, p 11). Individuals attempt to cope with crises with their available mechanisms, but face problems when such mechanisms do not work or when earlier unresolved crises get reactivated. Social workers are often called upon to intervene with individuals and help them in coping with their crises (Roberts, 2000, p 11). The task-centred approach is a progressive and goal-orientated method for social work practice. It constitutes a practice-based approach that is built on research and is being used in a diverse settings and circumstances (Nash, et al, 2005, p 33).  It represents a social work method wherein clients are assisted in carrying out problem reducing tasks within specific time periods. It is structured, problem focused and time-restricted and is being increasingly used in contemporary social service interventions (Nash, et al, 2005, p 33). Crisis intervention is often grouped together with the task centred approach. Malcolm Payne (1991, p 4) sees significant common ground between crises intervention and task centred approaches to social work practice. Both methods focus on problem solving, deal with brief interventions and are related to learning theory. This essay takes up the examination and assessment of these two theories, with especial regard to their communalities, their differences and their relevance for social work practice. Due regard is given to the implications of anti-oppressive practice. 2. Crisis Intervention Theory The crisis theory states that it is important for people to resolve their crises situations and experiences in order to cope with new developments and crises (Aguilera, 1998, p 47). If individuals are unable to resolve their earlier crises, they become more vulnerable to inability to resolve new crises. Individuals who learn new skills to resolve their crises are on the other hand strengthened in coping with future crisis situations (Aguilera, 1998, p 47). Human beings have considerable capacities for handling or dealing with difficult situations. It is only when such difficulties assume significant proportions and people do not have appropriate resources, personal, emotional, social, spiritual or physical, to deal appropriately with stressful circumstances or events that they become involved in crises. Difficult or stressful events do not by themselves result in crisis situations (Aguilera, 1998, p 47). Crises are actually determined by the responses of individuals to specific stres sful circumstances or events and their responses to them. Crises develop only when individuals perceive specific events to be significant and threatening, try to handle such events with their usual coping strategies without success, and are not able to use other alternatives (Aguilera, 1998, p 47). Behavioural and psychological experts perceive crises to be akin to states of psychological disequilibrium. Individuals experiencing crises are likely to experience a range of emotions like feelings of apprehension, anxiety, fear, guilt and helplessness (Nash, et al, 2005, p 37). Other indicators include alterations in eating and sleeping patterns, activity and energy levels and ability to concentrate. People in crises are also commonly known to suffer from depression and withdraw from social intervention (Nash, et al, 2005, p 37). Social work experts argue that whilst the majority of crises run their course or reach some semblance of stability within one or two months, it is necessary for skilled intervention to take place to strengthen the coping mechanisms of individuals. The failure to do so will result in the existence and continuance of crisis associated behaviours, even as the opportunity for change will be forgone (Nash, et al, 2005, p 37). People in crisis often have little by way of solutions and are receptive to external help and assistance (Roberts, 2000, p 19). The provisioning of skilled intervention by social work practitioners during the occurrence of the crises can result in opportunities for individuals experiencing crisis to learn new skills, achieve beneficial behavioural change, and regain stability. Individuals who have been able to successfully cope with crises are strengthened by such experiences and can use their skills in future times of difficulty (Roberts, 2000, p 19). Crisis intervention is essentially a professional response that is limited in terms of time and is used to assist individuals, families, and groups (Hepworth, et al, 2002, p 83). Social workers aim to assess the openness of individuals experiencing crises to learning of new skills and mechanisms for coping. They also help individuals in reducing their feelings of helplessness, isolation, and distress and use social resources to help in restoring individuals to their prior functional levels, as soon as practically possible (Hepworth, et al, 2002, p 83). Such social work intervention is done through listening, validation, acceptance, normalisation, reassurance, education, advocacy and brokering resources (Nash, et al, 2005, p 38). Crisis intervention can be specifically segregated into 7 stages, namely (a) establishment of communication and development of feelings with individuals that circumstances can become better, (b) assessment of situation, (c) exploration of available strengths and resources, (d) goal setting with the use of such strengths and resources, (e) implementation of plan, teaching of new skills and mobilisation of other support if required, (f) evaluation and adjustment of the plan and (g) follow up and termination of relationship (Hepworth, et al, 2002, p 83). It is important for social workers to be skilled in crisis intervention because of the constant demand upon them for helping people in crisis situations (Roberts, 2000, p 19). Social workers are liable to encounter clients with diverse needs, which may in turn require research, strategic planning and the providing of individualised person centred support (Roberts, 2000, p 19). The nature of crisis intervention work also calls for confidentiality and emotional separation in order to deliver services in a professional manner (Roberts, 2000, p 19). 3. Task Centred Approach The task centred approach emerged in response to the slow and inadequate results that were being achieved through traditional casework methods (Reid, 1997, p 134). Traditional casework methods in social work were felt to be of limited use because of their resource intensive nature, their lack of focus, and their ambiguous outcomes, which were difficult to assess and quantify (Reid, 1997, p 134). Reid and Shyne engaged in extensive study in the late 1960s to explore alternate approaches to casework and developed the task centred approach for social work practice, which called for limited but intensely focused intervention periods. The approach was essentially client oriented and required the social worker to act as a facilitator (Reid, 1997, p 134). With the task centred approach helping clients to improve their difficulties quickly, the process was soon adopted for replication and development in the United Kingdom (Reid, 1997, p 134). Studies on the task centred approach revealed that unfocused help, as was provided by the psycho-social approach and the case study method, over long periods, resulted in reduction of hope and self confidence on the part of the client (Nash, et al, 2005, p 42). It also resulted in negative dependency and unnecessary attachments to specific organisations or particular social workers (Nash, et al, 2005, p 42). It was also seen that the setting of time limits for achievement of specific outcomes helped in building expectations of the possibility of rapid change and enhanced participant energy and motivation (Nash, et al, 2005, p 42). Whilst the task centred approach proved to be practically beneficial for clients and also served, reduce and optimise utilisation of limited social work resources, it also facilitated a shift towards the person centred approach, the negation of the assumption of the professional being the only source of expertise, and helped in achievement of greater empowerment and reduction of oppression (Naleppa Reid, 1998, p 63). The task centred approach calls for attention to be paid to social and external issues that affect individuals rather than on perceiving individuals and their psychological histories to be the main cause of their difficulties (Naleppa Reid, 1998, p 63). The task centred approach involves a structured method wherein the social worker firstly assists the service user in articulating the problems in the ways perceived by service users (Hepworth, et al, 2002, p 87). The social workers subsequently helps the service user to detail and breakdown the problems, taking care to redefine them wherever necessary and helping the service user to locate important areas for action (Hepworth, et al, 2002, p 87). The social worker finally motivates the service user to categorise and prioritise his or her individual problem in line with his or her perceptions (Naleppa Reid, 1998, p 63). The social worker and service user thereafter work in partnership to (a) specify and identify outcomes, (b) agree to contracts and (c) review and assess progress. Social workers who use the task centred approach should be able to positively engage service users and instil trust and confidence (Hepworth, et al, 2002, p 87). Commonalities in Task Centred and Crisis Intervention Approaches Task centred approaches and crisis intervention methods appear to merge well in both theory and practice (Watson, et al, 2002, p 96). Social work research indicates that the use of these methods have proved to be effective with a wide range of clients. Both theories emerged in response to the apparently ineffective outcomes of case work approaches that were grounded in psychodynamic theory (Watson, et al, 2002, p 96). Both methods additionally focus on brief and short term interventions. They are connected to learning theory and based upon problem solving ideas (Watson, et al, 2002, p 96). Both these approaches call upon social workers to engage in participative and joint activity with service users, first to assess and analyse problems and their causes and then take action to deal with such problems (Sandoval, 2002, p 63). The application of these methods thus calls for the use of the person centred theory, the need to place the service user at the centre of the issue and the urgency of viewing the issue from his or her perspective (Sandoval, 2002, p 63). Social workers need to be very good listeners in order to be able to locate the real issues that are troubling service users and thereafter be able to help them with measures to tackle their difficulties (Sandoval, 2002, p 63). Like other social work methods, the task centred approach does have its limitations. It is in the first instance predicated upon the rationality of service users and their willingness to work with social workers (Nash, et al, 2005, p 53). It is also difficult to apply it without appropriate agency support. Despite such limitations the two approaches continue to be very useful, especially because of their instrumentality in increasing empowerment and their integral anti-oppressive approach (Nash, et al, 2005, p 53). The methods increase the abilities of service users through the inculcation of new skills and allow them to deal, not just with their current situations but with future circumstances of difficulty and oppression (Nash, et al, 2005, p 53). Conclusions Social work practice is influenced by many factors that require the taking account of the perspectives of service users, social workers, agencies and society. The approach of individual workers is bound to be influenced by numerous factors that can leave them confused and looking for guidance in their task of assisting service users in difficulties. The task centred approach and the crisis intervention theory provide useful tools to service users to assess the true conditions of service users, participate with them in structured, time bound and joint resolution of problems and empower them to face and overcome oppression. Social workers do however need to understand the implications of these theories and refrain from labeling their actions in all difficult situations to be task centred or critical intervention in nature. The true understanding of the potential and use of these theories will help them significantly in their practice scenarios.

My Brother the Drunk Essay -- Descriptive Essay Examples, Observation

My Brother the Drunk As he walked past me, I glanced up at him timidly. I looked into his eyes, realizing they were exactly like mine. Quickly I shifted my gaze to the floor, not wanting to make eye contact. It wasn't always this awkward between us, but something had changed. My brother stood tall a few feet in front of me. He was almost towering, and I felt myself become very nervous. With his head held high, he walked over to me. He asked how I was doing; I told him that I was fine. My brother flipped his head back in a cocky manner, as if to emphasize his ear-length hair. I secretly rolled my eyes. Making small talk, I asked him how school was going. He replied that it was great and that all his teachers loved him. He also commented on how he might be playing baseball for his college again this year. I smiled and said that that was wonderful. He didn't bother to ask how school was going for me. Feeling strange, I told him that I had to run. We said our goodbyes and he began to leave. As he left, I noticed the way he walked. It wasn't a normal walk. It was a walk that commanded everyone's attention. It was a steady stride. With his shoulders back and head up, I could tell that everyone at the grocery store was watching him. Unfortunately , so could he. As children, my brother and I were very close. Well, as close as a brother and sister can be. We played together all of the time, and he always tucked me into bed at night. Sometimes, when I was scared of the dark, he would take all of my stuffed animals and surround me with them. In elementary school, he was very protective of me. He always made sure that no one was ... ...pick him up. He started to scream and yell at me. "You never do anything for me," he said. I gave the phone to my dad, and he explained to my brother that he would be picking him up. My brother was mad at me for days. Along with an attitude, my brother had developed an ego problem. He would stand at the bathroom mirror, telling himself how gorgeous he looked. Moving his head back and forth, he commented on how he had no bad angles. He started to brag about cheating on his girlfriend. I couldn't stand to be around him anymore. He finally decided to move out a couple of months ago. He didn't even say goodbye to me. My mother told me he was leaving. Since then I can barely talk to him. Things have become so strained between us. I see him here and there, and I wish that things hadn't changed so much. My Brother the Drunk Essay -- Descriptive Essay Examples, Observation My Brother the Drunk As he walked past me, I glanced up at him timidly. I looked into his eyes, realizing they were exactly like mine. Quickly I shifted my gaze to the floor, not wanting to make eye contact. It wasn't always this awkward between us, but something had changed. My brother stood tall a few feet in front of me. He was almost towering, and I felt myself become very nervous. With his head held high, he walked over to me. He asked how I was doing; I told him that I was fine. My brother flipped his head back in a cocky manner, as if to emphasize his ear-length hair. I secretly rolled my eyes. Making small talk, I asked him how school was going. He replied that it was great and that all his teachers loved him. He also commented on how he might be playing baseball for his college again this year. I smiled and said that that was wonderful. He didn't bother to ask how school was going for me. Feeling strange, I told him that I had to run. We said our goodbyes and he began to leave. As he left, I noticed the way he walked. It wasn't a normal walk. It was a walk that commanded everyone's attention. It was a steady stride. With his shoulders back and head up, I could tell that everyone at the grocery store was watching him. Unfortunately , so could he. As children, my brother and I were very close. Well, as close as a brother and sister can be. We played together all of the time, and he always tucked me into bed at night. Sometimes, when I was scared of the dark, he would take all of my stuffed animals and surround me with them. In elementary school, he was very protective of me. He always made sure that no one was ... ...pick him up. He started to scream and yell at me. "You never do anything for me," he said. I gave the phone to my dad, and he explained to my brother that he would be picking him up. My brother was mad at me for days. Along with an attitude, my brother had developed an ego problem. He would stand at the bathroom mirror, telling himself how gorgeous he looked. Moving his head back and forth, he commented on how he had no bad angles. He started to brag about cheating on his girlfriend. I couldn't stand to be around him anymore. He finally decided to move out a couple of months ago. He didn't even say goodbye to me. My mother told me he was leaving. Since then I can barely talk to him. Things have become so strained between us. I see him here and there, and I wish that things hadn't changed so much.

Macbeth - Downfall Of Lady Macbeth :: essays research papers

What do you think brought about the downfall of Lady Macbeth? There were several aspects of Shakespeare’s novel ‘Macbeth’ that led to the downfall of Lady Macbeth. The mentality of Lady Macbeth in the play changes dramatically from the wife a Noble General, to an evil aggressive murderer (brought upon by the witches predictions), and finally a woman who had de-graded to such an extent that she took her own life. We are not told an awful amount about Lady Macbeth at the start of the play [prior to her letter from Macbeth about the witches prophecies I.iv], but I thought that Lady Macbeth seemed: as good of a wife as any nobleman’s or officer’s. We see how a vigorous Lady Macbeth; initially in association with the witches’ predictions, at-tempts to mirror their disturbance of gender in psychological terms by desiring to "unsex" herself in order to carry out such a powerful action [murder], otherwise, being impossible for a woman to carry out (no offence or sexism is intended when I state this). Lady Macbeth continues to be a frightening and vicious figure as she becomes full of evil thoughts. This is evident by the context in which she states that she would sacrifice the life of her own infant, if it were her wish or order to do so: "†¦Have plucked my nipple from his boneless gums And dashed the brains out, had I so sworn As you have done this†¦" [I.vii.57-59]. So enraged and overpowered by evil, that her purity and innocence (which is part of a woman) had all but depleted, and consequently she also lost her will to control herself and her sanity (sanity-later on in the deterioration of Lady Macbeth's character). She came to a point where evil pushed her to certain lengths such as committing the heinous act of regicide; killing her loyal and innocent king, king Duncan. At one stage I believed that it was as if she was given the supernatural strength of a warrior or a Knight to commit such an act. Her feminisms had all but been ripped out, being replaced with a heart of stone. She could only have acquired such forces when she wished for them [via evil forces]: "Come, you Spirits That tend on mortal thoughts, unsex me here, And fill me, from the crown (crown-she already pic-tures herself with a crown alofted on her royal

Amazing Grace :: Amazing Grace Essays

Amazing Grace As part of the summer reading assignment this year, I read the book Amazing Grace by Jonathan Kozol.   In this documentary-style book, he told about the horrible yet completely realistic conditions of the most poor, rundown neighborhoods and districts in New York City.   Kozol wrote the book for the purpose of telling the stories of the children who lived in these parts of the city.   He dedicated his work to those children and it was his goal to inform readers that slums were in fact in existence and the children who resided there did not deserve to live in such a poverty-stricken area.   The question "Why should their childhood be different from others across the country?" arose often and needs to be examined by all.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In some ways the stories, accounts and tales of these inner city children were shocking.   I was aware that slums existed, but knew nothing of how they functioned, what living conditions were really like, or how the people there managed to live.   But in no way was I aware that such conditions existed in America, the so called "Land of Opportunity."   It seems it was just the opposite in these ghettos.   There was very little, if any for the people living here.   No chance whatsoever of employment outside the ghetto, or being accepted outside it.   It was their home, they were not supposed to leave it, and when they did they were eyed with hate by other people who did not want to be in their presence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I was also mortified by the extremely high amounts of child deaths in this particular ghetto.   It seemed terrible that so many young children were getting killed, whether it be an accidental death in an elevator shaft, and mistaken shootings, or because of the extremely unhealthy conditions they were living in and the poor treatments that were available at area hospitals.   I cannot even imagine myself in those conditions or anyone for the matter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The stories of people’s bravery in the face of so much adversity affected me the most.   I am amazed by the people who live in these terrible conditions day after day year after year yet still have the drive to go on and encourage others that things will be better and that one day everything will be all right.

Internal and External Conflicts Essay

Materials †¢ Copies of the attached Interior or Exterior Conflicts worksheet †¢ Sticky notes †¢ Short story Lesson 1. 2. Brainstorm with students the types of conflicts or problems they face on a daily basis, and write their responses on the board. Explain to students that there are two types of conflicts that people face every day: †¢ Internal conflict, which takes place in a person’s mind—for example, a struggle to make a decision or overcome a feeling. Internal conflicts are character vs. self. †¢ External conflict, which generally takes place between a person and someone or something else, such as nature, another person or persons, or an event or situation. External conflicts may be character vs. character, character vs. nature, or character vs. society. Tell students that characters in a story face the same types of conflicts, and it is important to identify them in order to understand the story completely. 3. 4. 5. Distribute copies of the â€Å"Interior or Exterior Conflicts† worksheet. Have students classify the conflicts as internal or external conflicts, writing the answers in the left column. Go over the classifications with the class, and allow students to correct their answers as needed. Give students copies of another worksheet showing a different set of interior and exterior conflicts, and have students classify them independently and hand in the completed worksheet for assessment. Have students read a short story from their literature book and as they read, put sticky notes on the text wherever conflict is present. When they have finished, ask students to identify the types of conflict they found in the story. Lead a class discussion of the ways the plot might have been different had internal conflicts been externa l or vice versa. 6. 7. English Enhanced Scope a Interior or Exterior Conflicts Interior or Exterior Conflict You love going to soccer practice every Friday night. However, last week you had to go to dinner with your family instead, and this week a friend has invited you to the movies. At a party, you spent a lot of time talking to a friend from your math class—just chatting. Now another classmate has spread rumors around school about the two of you. For the past month, you have been bullied on the school bus by older middle school guys. They typically call you names and sometimes even poke at you. Finally one day, you get fed up and scream, â€Å"Don’t ever touch me again!† You have a project due on Monday. Even though you have had several weeks to read, by Sunday night you’ve only read half the book. To make things worse, your teacher has stated, â€Å"I have high expectations for this assignment.† Your school has a state level ice-hockey team—for boys. When you and a group of girlfriends want to start a girls’ hockey program, you’re told that, alth ough it’s a nice idea, there just isn’t enough money in the athletic budget. Although your friends say that you’re very attractive, you think just the opposite. You are overly critical about physical appearance. You think someone from your fifth period class is extremely cute! You’ve been trying to work up the nerve to ask him/her out, but you’re just too scared. Your dad is driving you and your friends to a big football game in town. Although you left in plenty of time, he seems to have lost his way. You think you saw the football field a couple of blocks back. When you tell your dad, he says, â€Å"Who’s driving—you or me?†

Ethics †Meaning of life Essay

1. The Meaning of Life Connect your ideas on the essential meaning of life to the views of at least one philosopher. This philosopher can be someone whom we studied or can come from an outside source. You might connect your ideas in a harmonious or contradictory way. Utilize the academic resources aligned with this course to find a philosopher that coincides with or contradicts your own ideas. Your initial post should be at least 150 words in length. Support your claims with examples from this week’s required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. What gives human life meaning? I think Immanuel Kant said it best when he asked the three question that make up what it is to be human. â€Å"What can I know? What ought I to do? What may I hope? † (Ch. 5. 4, Mosser) I think that it is what we do with our lives that make them worth living. The people’s lives that we touch and help are what give our own lives meaning. How should one act in the world once one realizes this meaning? One should follow the consequentialist theory. Meaning that one should make the choices that will bring about the most benefits to everyone not just one’s self. How do you know? I know by the feeling that is left after I help others. This feeling is what drives us to give, to help to reach out and continue helping others. Most of us do not enjoy the thought of others suffering, so it would make sense that they would enjoy seeing others happy. As they say happiness is contagious. References: Mosser, K. (2010). Philosophy: A Concise Intro. San Diego, CA: Bridgepoint Education, Inc. After watching Relationship of Philosophy to Other Fields, reflect on the relationship of philosophy to your life in terms of your future education and career What value does philosophy have? I am getting my bachelors in health care administration, in laments terms I will be the lady to hand you forms and answer immediate question when you come into a hospital. Having philosophy in my life will actually help by enabling me to help patients when they come in, by being better able to answer their question. Example: A patients asks: Why is it taking so long? My response: I having taken philosophy can respond by giving them an answer that would eliminate all why questions and would help them feel a little more at ease with their wait. How can people benefit from thinking more philosophically? They can benefit by broadening their way of thinking, which in turns helps understand more and see things from a different point of view. How does philosophy affect ethical issues? Philosophy describes how humans should behave while ethics describes what is right and wrong and how we should respond to the situation. Unfortunately they do not always go hand in hand. What significance does thinking and reasoning critically play in society, and in human flourishing? Thinking’s is what brought about the wheel or electricity. It is those that stop and ask why not, these are the people that flourish in society. It is using your brain to understand things not just what you can see but also what you cannot.

How Electricity Is Produced

1.How is electricity produced? The most simple way of producing static ekectricity is by rubbing or friction. When you rub two different kind of materials that are insulator, you can transfer electrons from one substance to another. Nowadays, to create electricity we use battery and generators. Voltage can be made by heart, light or mechanical pressure. 2.Where and how is electricity used? Electricity gives us ability to produce heat, which is essential in our life. Electricity makes heat and used in toasters, soldering irons and almost every machine. A very useful property of electricity is that it is a source of a magnetism. Electrons flow through wires which is how telephones, loudspeakers could work. Without electricity, we will be living in a place where there is no light at night. For a power source to work we need ‘energy', just like the human body needs energy to function 3.How was it discovered? Electricity was first discovered by a greek philosopheres. They discovered when amber was rubbed against the cloth, light weight objects stuck to it. Moreover, Benjamin Franklin flew his kite during a thunderstorm and when lightning flashed, the spark transferred from the key to his wrist. He could had easily been killed from electric shock. Without these people, the discovery of light bulb would have been impossible. 4.What is electricity how does electricity flow? Electricity is a flow of tiny particles called electrons which can travel through wires. â€Å"Electron current† the name of this flow. Just like water, which can only flow down a hill, an electric current can only flow if there's something pushing the electron.