And Professional Development in Social Work - Personal Statement Example

Personal and Professional Development Introduction The training and development process which is applied in social work goes through various transformations depending on the exposure and the experiences encountered by the client and the social worker. Throughout this placement, I have learned the different theories and practical applications involved in social work. This paper shall now present a critical reflection on the learning which has taken place during the course of the professional training. Such professional training includes the assessment, working with clients attending inbound training, etc, up to the current training process. It shall also discuss the ongoing learning needs and formulation of a strategy to meet such needs. A feedback from colleagues and service users shall also be presented, as well as an analysis of the learning which has been met and as identified in the learning agreement. Finally, an assessment of my learning with respect to values, knowledge, skills, and identity shall be conducted in order to summarize my journey from the first to my last day of placement. Discussion During my 90-day placement, my daily learning experiences were documented into a journal. Such journal is the evidence used in order to reflect whether or not the learning needs identified before the start of the placement have been met. In my first year of professional development, I found out that there was a substantial amount of theory-based work in order for me to be able to practice effectively and competently. I needed to arm myself with the necessary theories to understand the different issues which I was faced with in practice and to be able to advise my clients competently on such issues. At first, the relationship of the modules and the degree Social Policy and Learning Strategy was not clear to me. I struggled to understand their relationship and their relevance to each other considering that the modules we were applying did not seem to embellish or help explain better the elements of Social Policy. However, by the end of my first year, while I was doing an essay for the course Introduction to Social Work, I was able to amalgamate all the modules into one comprehensive whole. I was now able to relate each concept to the course and I understood how the different elements of the modules fulfilled the holistic purpose of the course. I could now see the blending and the interaction of the module with the Social Policy degree and the ultimate goal of the course was taken one step further by the modules. Through the Social policy and Law module, the process of legislation was highlighted. Such process included the persons who influenced the legislation process within the different political groups or stakeholders. This module also taught me that the different agencies had to comply with the legislative acts related to the practice. Such agencies also had to follow the frameworks set in practice. The module also helped me understand and determine the powers and the duties of the social workers’ position. By learning about policies such as the Children Act, the Disability Act, the Community Care Act, I have learned that it is possible to empower social workers to strive for equality and better resources. This module was able to establish the basic legal standards involved in Social policy. I have gained better confidence about the legal mandates that I knew I had to comply with during my current and future practice. Having no political interest, this was a particularly difficult module for me to comprehend and relate to. However, it has served a crucial role in expanding my knowledge about the practice, especially as regards the impact of legislation to our daily activities and our individual lives. I consider my learning in relation to legislation as important because, without such legislative knowledge, I would not have been able to effectively promote the rights of or give informed advice to service users. The legislative standards or modules were able to impact on the practice as presented by The National Occupational Standards (NOS, 2004), particularly in relation of Key Roles 5 and 6. In such standards, I had to manage accountability to the law and to the agency in order to exemplify professional competence while complying with the different guidelines and laws. Such accountability is exemplified through feedback forms from colleagues and service users whose views can serve as valuable insights into my current practice. Consequently, such insights ultimately account for my professional development by amending my approach in order to meet the standards of practice and the limits of legislation. Through accountability, the involvement of service users sets forth issues in relation to power and ethics. Conflicts of interest are seen in the process of gathering feedback in instances where there may be an unequal balance of power resulting in the lack of substance in the feedback. Setting up feedback forms may require the service users to give positive feedback in order to influence other users in the services they receive and in order to prevent intimidation in the process of questioning. Instances when issues would not be identified may lead to the service user feeling manipulated or exploited. Solutions in this instance may include giving choices to the service users by letting an impartial third party gather feedback and thereby give confidentiality to the users. In relation to Value 3, I have promoted to the clients the autonomy of choice and privacy, and I have addressed the complexities within the feedback gathering process. Through the psychology module, I was able to improve my understanding of behaviour. In my personal development, the module was also able to offer alternative perspectives of human behaviour; and it helped me understand the alternative perspectives of human actions. I was able to understand that behaviour is only the tip of the iceberg and underneath this external display, are the unobservable emotions which fuel and contribute to actions. The module assisted me in analysing my behaviour and in understanding why my attitudes/insecurities/ childhood experiences have influenced my current values and expectations. I felt it important to understand my behaviour and attitudes because, ultimately, it would help me face situations that may distress me. By understanding where emotions come from, I would have better motivation in changing my future actions. In relation practice, I recall an incident where I, as a service user, suffered a personal attack on the work I was involved in. I took this incident as an attack on my person. Initially, I held back, but I realised that my bodily responses were giving me away. At that time, I reacted appropriately by questioning the attack. Afterwards, I discussed the incident with my supervising practice educator. It seems that the emotional response which I presented stems from very personal experiences that affected me deeply. The resulting response was actually an automatic and spontaneous defence response that built up over the years. In responding to this incident, I further assessed various models of reflective skills in order to identify my thinking process and to develop a transferable skill. This incident, I felt is related to the concept of technical rationality by Schon (1991) and the concept of Tate (2004). Both authors suggested that our learning process is accomplished by placing ourselves in the situation, and then investigating the personal and theoretical knowledge in order to comprehend the situation. Applying such concepts to this case, suffice it to say that, when placed in similar situations, I do not have the original emotionally-driven feelings, but I am able to reflect on such actions in order to determine the proper reaction. Knowledge gained from the psychology modules are also applicable to the continual process of assessment which helps understand behaviours, reduce risks to service users, to self, and to others (as seen in Key Role 4). Such understanding can be used to recognize triggers and behaviours associated with particular service users in order to prevent them from surfacing through intervention. Example of this was the contact with C6 wherein I thought about how his experience of loss may have impacted on his behaviour; and that the discussion of his children and of certain dates distressed him and triggered increased risks. It is however difficult to judge individual behaviour and triggers and I felt that it may be unattainable to fully understand human behaviour. However, training in the relevant field and experience will bring a heightened awareness in determining triggers and in managing such triggers. A crucial point for me was when I began my professional practice. At the start of my professional practice, I felt that I was unable to grasp the process of assessment. In time, when I was able to physically do it, assessment succeeded in finally putting theory into perspective. Parker (2004) explained that theory is a source of guidance for action, as it gives explanatory frameworks which make effective intervention possible. Through the different stages of assessment theory, I was guided throughout the process from the preparation stages up to the point of meeting the service user (Coulshed & Orme, 1998). The process of theory and practice has not been a straightforward process. Parker (2004) explains that theory is a form of practice guidance. However, amid written formulas and physical practice, there is a great deal of cognition required between the two in order to assess the appropriate use of theories based on circumstances to form cohesive partnership. Prior to my first assessment, despite my nerves, I was aware that I did not want to appear unprofessional to the service user. To prepare, I gathered all the information I could about the service user before the assessment. Familiarity of the assessment process and guidelines were consulted so I knew which information I needed to gather. This process links to Key Role 1 where this involves preparation for work with service users and Key Role 5 – personal accountability of my work. In order to ensure successful assessment, interpersonal skills are important. I found it difficult during my first assessment to gather enough information from the client. I found that my undeveloped skills prevented me from gathering enough information from my client. Later, upon reflection and after proper supervision, I was able to identify the weaknesses within my ability to interview. Based on Trevithick (2005: 142), he states that “these skills and interventions are best learned in role-play exercises and in practice”. I felt that with experience, I can gain the confidence during the interview process which would allow me to probe deeper into the client. McBride (1998) was able to determine that sixty five percent of our communication is manifested through our body language, ten percent through our words, and twenty five percent through the tone and pitch of our voice. A significant percentage of the body language was not evaluated during this assessment process because I realised that I was very much preoccupied with what I was writing. My preoccupation was in recording information correctly. Consequently, this limited my interaction with the client. After the event, a discussion with the team ensued and various aspects of the service users’ non-verbal language were identified. And in the process of discussion, I was able to take relevant advice and reflect on my first assessment, before I proceeded to my next assessment. In order to enhance the learning process as professionals, we must constantly reflect during and after practice. Since I had the experience of keeping a reflective journal during previous placement opportunities, I was able to use the existing knowledge to my advantage. However, my thinking process had no structure and it was not related to a particular learning theory. My previous learning encouraged me to think about events and to learn from them. A deeper analysis was however needed during the assessment process. In order to channel existing skills into a particular learning model, I assessed several models and identified one which fit my style. I felt that in any learning activity, each person has a distinct style which may work for them, but which may not work well with others. Sticking to one model would not be advantageous and continually updating the personal and professional development process is needed in order to ensure that we effectively learn from our experiences. I adopted an eclectic approach and explored the different models presented. There are various notions in reflective practice, including those by Kolb, Gibbs, Boud, and other more recent ideas, such as reflexivity and critical thinking (Parker, 2004). Kolb’s and Gibbs’ experimental learning model is based on concrete experiences and on the notion that reflection is a continual experience. Revisiting events through observations allow us to reflect upon these experiences. Through reflection, a hypothesis can be conceptualized based on new situations. Gibbs’ learning cycle is very similar to Kolb’s but in more detail – focusing on feelings and on what can be changed if similar situations come up. Boud’s experimental learning is similar to Kolb’s, however, it is more rounded in its composition because it takes into consideration the “emotional impact of events [and the] cognitive processes involved in learning” (as cited by Parker, 2004: 31). Schon’s (as cited by Parker, 2004: 26) notion of reflection in practice also appeals to me. I am aware that even when I am physically in a setting, I am continually reflecting on my actions – questioning my reasons for doing something in a particular way and reflecting on how such actions impact on myself and on the service user. Further, reflection has also allowed me to discuss my actions with my practice educator in supervision and with my colleagues in order to understand their perspectives. I was able to understand that by combining the different aspects of reflection and by finding parts that encourage my professional development is important in gaining professionalism in my practice. An example of intensive reflection focused on my prejudiced view of alcohol abuse. Throughout the placement, I have encountered comments and actions which personally hurt me. During the beginning of my placement, I had little control over these feelings which often welled up to uncontrollable and deeply hurtful moments. However, with proper supervision and reflection, I learned not to take remarks personally and to challenge them on a more professional level. I assessed my actions and then I also assessed the service users’ actions and his reasons for making such oppressive comments. The word challenge is a term I understood to mean an aggressive attack; it means telling someone what you think. I have learned over time that a challenge can be done at different levels as it can challenge a person to question their own thoughts. An example of this incident was during my third observation while I was completing paperwork with a service user who was moving in. I was required to go through a support agreement, license agreement, and other relevant information with the service user. The service user however, was not fully cooperative and at one point refuse to work with me because I was still a student. I made sure that the client understood that the comment offended me and I asked why he felt that way. He later revealed that a student nurse stuck a needle into him and from then on he was not comfortable dealing with student practitioners. I made it clear to him that I understood why he felt uncomfortable with me handling his case. I then went on to explain that I was filling-up paperwork before he could move in; I also explained that the requirements were part of the agency protocol and that he could not move in without them being filled-up. The demonstration of personal competence in order to practice and to continuously develop can be attained by critically reflecting on one’s own actions and prejudices. These processes are important within the Social Work frameworks. This is evidently supported by the National Occupational Standards of 2004 and further guided by the General Social Care Council of 2002 Codes of Practice. One of the main requirements of these codes and standards is to demonstrate personal development and evidencing on an individual’s fitness to practice in accordance with the values and ethics of social work. Within the NOS lie six key roles (NOS, 2004). Such key roles stipulate the continued competence which a student must reach in order to practice professionally. During the first year, the learning needs were identified for subsequent placement in year two. Throughout the placement, various opportunities in practice have enabled me to meet these key roles. Assessment, planning, and intervention skills were identified and these were met through opportunities during the initial assessment through my case analysis. These skills are part of Key role 1 and are essential in preparing for contact and for the building of a working relationship. The case analysis provided me with an opportunity to demonstrate these skills as I was able to follow the flow from the process of preparation, assessment, planning, intervention, and evaluation. Within these processes, Key Role 4 was also fulfilled when the more formal approach to risk assessment was made. However, an assessment in the case analysis indicated a need for intervention and a need to advocate (Key Role 3) for C5 to reduce risks. An element of oppression was identified in the relationship between C6 and the doctor which had to be challenged; and C6 had to realise that his view matters. Thompson (2002) described advocacy as a skill which enables the representation of other people’s interests in situations which they may not be able to handle on their own. Key role 2 is linking theory to practice and I feel that I have done this through the preparation process to the assessment stage. As I have no experience in this area, it was very important for me to make relevant researches to guide my thoughts and to justify my actions. For example, during my assessment of C6, I attempted to understand and to take into consideration his experience of loss and how such experience impacted on his well-being (Journal 11 December). As a student, I have found my practice placement very challenging. The placement I faced was totally against my values. I was initially prejudiced against people who abuse alcohol and this prejudice stems from my past experiences with alcohol, which were mostly negative. I questioned my abilities to practice in the area and I immediately thought that I was in no way fit to practice because of my prejudice. I came into the placement with a lot of unresolved anger and I felt that my feelings were too raw to deal with situations similar to my experience. I also felt that such feelings would impede my own development and my ability to communicate with my clients. Moreover, my communication and interaction could have been oppressive, to myself and to the client, and, ultimately, would have rendered me incompetent. Before and during the placement, I learned to overcome these feelings and unresolved issues; I knew, without a proper resolution, such feelings would have obstructed my practice and my reflection process. I have also become more confident in terms of my communication and recording skills. During my placement, I was often prompted to do assessments and to communicate with outside agencies. I did not have a lot of confidence at first, but because I was assigned these tasks, I researched and built my knowledge before I met with clients. The knowledge and the interpersonal skills I gained helped in the planning process, and helped me to gain information, to negotiate, and to empathize. I am very glad I had this opportunity to face up to my fears and to challenge my prejudicial views. I understand now that not all alcohol users are the same; and that the circumstances in their lives very much contributed to their abuse problems. I learned that most anyone can develop dependence and that society has a stigmatized perception of alcohol abusers – that they are lazy, dirty, living on the streets with a bottle in their hand. I learned during my placement, that not all alcoholics fit the stigmatized description that society labels them with. The use of alcohol is accepted as part of people’s daily lives. Unfortunately, many people do not see it as a problem because they have jobs, families, and the comfort of their homes. To these people, alcoholism is an incomprehensible and unaccepted practice. By using feedback from colleagues and service users, an analysis of learning goals which have been identified in the learning agreement will be evidence here. And an emphasis would be placed on the practice relating to anti-oppression. Finally, an appraisal of my own learning with respect to values, knowledge, skills, and identity unearthed my journey from the first to my last day of placement. The piece will be concluded with established areas of learning in need of development in order to continually maintain high standards of practice as a professional learner. Works Cited Coulshed, V. and Orme, J. (1998) Social Work Practice: An introduction, (3rd Ed) Basingstoke: Macmillian/BASW General Social Care Council, (2002) Codes of practice for social care workers and code of practice for employers of social care workers, September 2002. Available on: http://www.gscc.org.uk McBride, P. (1998) The Assertive Social Worker. Great Britain: Arena, Ashegate Co. Parker, J. (2004) Effective Practice Learning in Social Work. Glasgow: Learning Matters. Tate, S. and Sills, M (eds) (2004) The Development of Critical Reflection in the Health Professions. London: Higher Education Academy. Thompson, N. (2000) Reflective Practice in M, Davis (ed) The Blackwell Encyclopaedia of Social Work, (2nd ed). Oxford: Blackwell. TOPSS UK (2004) The National Occupational Standards. April 2004. Available online: http://www.topps.org.uk/uk_eng/standards/cdrom/Emgland/main.htm Read More