Community Development and Social Work - Assignment Example

?This part presents the arguments for and against the integration of social work and community work. As part of the discussion, it is important to understand the key purpose of social work and community development work, their values and fundamental principles. Social work, like all other respected careers, uphold certain principles. Social workers work within these values and recognise the need to commit and put these into use. These principles work at their best in common social work cases such as providing temporary shelters and evaluating the needs of indigents in the community; giving care to the elderly in matters relating to their health needs; or giving guidance to youth with behavioural problems. Holding on to certain social work principles, social workers work on reinforcing their sense of worth and at the same time preserving their self-respect while evaluating their needs. The intention is coming up with possible resolutions taking also into consideration the options and approval of those concerned (Helium 2009). Discussing further, one of the principles of social work is treating people with respect and dignity. Intimidation must not form part of social work and cultural differences should be duly recognised. Protection from harm and fair share in resources must be promoted. Any form of discrimination must not be practised; options must be made available; and obstacles must be lessened. In social work, the needs of others must be prioritised and social workers must make use of their skills and abilities in resolving conflicts among the members of the community. Trust and confidence in the exercise of duties must be practised and people should be given the highest quality of service (BASW 2002). Community development is centered on the values of social justice, self determination, working and learning together, sustainable communities, participation and reflective practise. Some underlying principles that strengthen social justice are showing respect for individuals’ civic and human rights; being sensitive to cultural diversities, differences in beliefs and ideologies; promoting equal career opportunities; and discouraging discrimination (Ontario Healthy Communities Coalition 2011). Self-determination can be shown by identifying first and foremost, the root of the problem currently experienced by the community. Making people aware of the alternatives available and conferring with them about the repercussions and other concerns related to the wide variety of possible choices given; upholding the right perspective that other communities should not be regarded as inferior; and properly addressing clashes within the community are also some ways of exhibiting self-determination (Ontario Healthy Communities Coalition 2011). Another principle essential for the development of a community is the value of working and learning together. This principle can be promoted by establishing that collaborative working is better and more efficient than doing tasks individually. This entails a shorter period of time and less effort for the task to be done, encouraging people to contribute for the welfare of the whole community and urging them to work as one. Moreover, this assures people that all views or suggestions are considered and making them feel that they are essential members of the community, and lastly by trying to build up a culture of knowledgeable and responsible decision makers (Ontario Healthy Communities Coalition 2011). Developing a sustainable community is one of the goals of a community development worker. This can be made by encouraging self-sufficiency among the members of the community, developing the abilities of the people to be productive citizens; upholding the value of independency; learning from past mistakes and by using few resources from the environment while generating less waste and pollution (Ontario Healthy Communities Coalition 2011). The right of the community must be fully respected by community workers in deciding what is beneficial for them. The needs of the community, the evaluation of priorities, the formation of health and welfare services are but some of these considerations. Community development depends upon the social conviction of the people who distinguish needs and possibilities but at the same time taking into consideration the scarcity of resources. Members of the community are considered equal despite diversity in culture, status, religion, educational background and professions. The social worker as the community organiser will support the advocacy of the community in looking after the welfare of the people and making use of all possible resources available in order to attain this (Nisbet 1972). To support the arguments on the topic, the insights of an outreach worker were sought. For the purpose of discussion, the outreach worker will be referred to as OW. OW joined the community in one of the sub-urban areas with the objective of dealing with the biopsychosocial needs of the populace. The integration of social work with community development made an impact in terms of studies, health care and living conditions of the residents. Among OW’s contributions to the community are providing awareness on serious psychosocial issues like domestic violence, child abuse, setting up of fund raising projects to finance the need to employ the services of professionals, promoting physical fitness within the community and providing support in alleviating the plight of poor residents (Beder 2006). Through the integration of social work and community work, a high degree of social, physical and mental welfare of the residents is achieved. This was made possible by the collaboration of the existing community services and OW applied a system that encompasses all psychological, economic and social aspects that affect the lives of the people in that community. OW with his participation on community based activities focused on the goal of upholding the health, safety and best interests of the people and at the same time valuing their self reliance. Focusing on the goal of improving the present conditions of the community, OW supports the advocacy of augmenting the living standards of the people (UNESCO 1950). Integrating community and social work may contribute to the improvement of life, equal opportunities and upholding human rights. It also raises consciousness on the options available to the people at the same time opening the venue for the discussion of the consequences of such options. Fair and just policies and practices are supported while those that were in questions can be modified. This integration had proven the notion that combined participations in community services can produce effective outcomes. It also encourages individuals to play active roles in the community by giving them equal opportunities regardless of diversity in culture (Sheppard 1991). One of the disadvantages of social and community work integration is the apparent overlapping of roles in evaluating the health conditions of the community members and in rendering respective treatments (Sheppard 1991). There may also be confusion with respect to the role of social workers and this may develop conflict among community workers whose line of profession is similar to the social worker (Landman 2005). B. The first case scenario presents how the need for continuing education of pregnant and parenting teenagers was sustained by a positive and caring community environment. Teenage pregnancy is widespread in one sub-urban community. Normally, these pregnant teenagers stop their schooling and seldom finish their education. Health care programmes such as prenatal and postnatal were not accessible for them. They also do not have active participation in the recreational activities within their community. Securing a stable employment were hard for these young women and this have effects on their capacity to provide for their family. In some cases, adverse effects on the health condition and wellbeing of these young women and their families left them impoverished. Their life revolved in sex, crime and abuse. Likewise, the children of these young mothers are not given much attention with regards to their health and wellbeing such as check ups and immunisations. A teacher working and living in the said sub-urban area initiated the Teen Moms Programme and act as the Programme Coordinator. She will be herein referred to as PROCOR. PROCOR worked in partnership with the local health professionals and with pregnant and parenting teenagers and their families to better their present access to education and services. At the outset, a survey on 30 pregnant and parenting teenagers was conducted to pinpoint their needs and wants. PROCOR speak with district and local level education and health professional on the possibility of setting up a programme to address these issues. A pilot programme was devised with a small fund from the Office of Youth in coordination with the district hospital and community health services. TCHR initially launch a 5-month programme in 2005. 15 pregnant and parenting students and their children were picked up from their houses each morning to join in a range of activities at the local high school. PROCOR coordinated with the Senior Secondary Evaluation Team (SSET) to devise Individual Appraisal Plans, allowing each student to participate in community activities which would form part of a school subject. Each student was also given support for housing, childcare and medical sustenance. The PROCOR’s past dealings with disengaged students proposed that an effective strategy to try and engage them in learning is to allow them to get involve in the planning process. The students assisted to design the daily arrangement of the programme such as the time to begin and end, and joining in improving the content of the curriculum by pointing out the knowledge and skills they wanted to develop. They also offered significant insights on the difficulties that obstruct them from participating in the services and letting the concerned group tackle structures and process of the programme. Early in 2006, the Local High School acquired a substantial funding from the National Education Office to run and staff a full time Teen Moms Programme for an extended period of three years. Many associations were asked to attend the first planning meeting and main organisation keep on joining the Steering Group meeting conducted each school term. The community organisations were represented by the Office of the Youth, District Hospital and Community Health Services, City Council, Housing Committee, Education and Youth Services, Local Police Authorities and representatives of Local High School and other secondary schools. The Teen Moms Programme organises and advocates for the wide range of needs of pregnant and parenting teenagers. They are urged and supported to finish their schooling. Most significant is that Teen Moms provides an interaction venue where pregnant and parenting teenagers can intermingle with others. The Teen Moms Programme has many features and each participant can choose based on their needs. Each of them has a Care Supervision File in which records of information regarding educational achievements, their future parenting plan, education and employment and the identification of the support they needed to access the services. They were provided with assistance to help them make positive links with services such as child care, prenatal and post natal care, child and youth health programmes and housing committee services. Transportation is provided to help the students in going to school. Assistance is given to manage childcare including transport and a large classroom was assigned to young women who attend classes with their children. The culture of the school community is consistently being formed towards becoming more agreeable to the diversities in both structured and unstructured ways. The staff was provided with intensive training and development. There were formal recognitions and publications of students’ accomplishments such as births, outstanding attendance in school or academic feats. Reports submitted by the PROCOR to the funding body presented quantitative data gathered at school level showing the population of pregnant and parenting students, the total number of subjects they are enrolled, their satisfactory performance and partnerships with community organisations by each student. Reports also reflect qualitative data about the changes in the students’ behaviour, their self respect and self worth and the relative effects on their participation and accomplishments. Improvements are notable on the attendance, participation and retention rates. Other positive results of the program typecasting within the school community have been disputed and a higher level of acceptance are becoming evident. The National Education Office, managers, policy makers and finance administrators are now conscious of the complex needs of parenting and pregnant students. Evaluations are being made to assess the real cost to keep the program running beyond the 3-year implementation period and how possible to encourage other schools to implement same program for their pregnant and parenting teenage students. Concerned agencies have created partnerships so that the young women and their families mutual support. They have become more aware on the issues and different strategies were implemented in order to be more comprehensive. The whole community approach towards mutually working together to enhance the educational, recreational and health developments of pregnant and parenting teenagers and their families has been the most significant contributing factor toward the success of the Teen Moms Programme. A network of support has been created and regular communication between the concerned people has been established thus making it possible for a unified approach to be developed. Procedures and organisations are now assured within and between the agencies that support pregnant and parenting teenagers. Local media support had been acquired by the program as well. The PROCOR played an important role in achieving positive results through its commitment and energy. Over the last three years, the success of the programme has extended to other people within the school community. The programme had since then been considered owned by the community and certainly, adjustment of culture in which pregnant and parenting teenagers are not only expected to continue their education but are extensively supported and encouraged to do so within a pleasant, secured and caring environment. Community-based interventions are considered more effective in this case scenario because it is client-centered and aimed at vulnerable populations like the pregnant and parenting teenagers bringing the case intervention to their homes and their neighborhoods. The subjects were given preferential treatments through the implemented program; thus ensuring them that they can easily access the services provided. Cases handled are relatively small like in this case which allows for more concentrated and thorough services compared with more traditional case intervention. The second case scenario involved a 70-year old paralyzed man named Jim who was living alone. He suffered a stroke a year ago that left him paralysed on the right side of his body. He was decided to stay in his home but had spent considerable amount of time in the hospital and in the rehabilitation facility. He could no longer do the activities he was engaged before like driving and working. His friends had abandoned him as well. He financially incapacitated with a meager sum left in his pocket. He had already accepted that he will be confined at home and socially isolated. Jim was introduced at the ‘Towards Community Acceptance’ (TCA) and they were told of his wish to be involved in pottery works. The group was willing to accept Jim as part of their pottery activities, thus, making him productive at the same time enhance his relationship with other people. Social isolation has been considered a major issue for many older people living in the metropolitan area. Recognising the significance of dealing with social exclusion, a local agency named Elderly Care Provider established a community integration services in 2007. The priority of these services were older people specifically those at risk of social isolation living in the metropolitan area with the goal of enhancing their social network and community involvement. In 2008, the ‘On the Roads Towards Community Acceptance’ (ORTCA) was formed experimenting a group-based capacity building model to uphold community inclusion for aged people. ORTCA first focused on the barriers to access and then implement proper strategies for addressing social isolation. Personal and collective visions of community inclusion can be achieve through individual interventions, teamwork involving focus groups to address the existing barriers and the activities of community organisations such as data gathering forums. ORTCA started to identify the regular incidence of social exclusions through numerous interactions specifically with men. To ensure effective implementation of this programme, a Physical Therapist (PT) acted as facilitator for ORTCA. PT coordinated with focus group consisting of 10 self identified socially isolated men to study the issues together. Coordinating with this focus group, PT recognised the hindrance to social participations and explored strategies to face these. They finally worked for the creation of a consumer working team to address a particular issue or identify objective. ORTCA geared toward the use of community development/competence building model that resulted in both informal and formal support. The support group profited greatly by empowering the older men to be involved in their achievement. Men who were considered before as socially isolated now portray many roles. The action group consists of 10 members who participated by providing their services like driving for those who are still capable of doing this or help others with eating, toileting and other daily activities as needed. The concepts of empowerment Lee (2001), mutual aid Shulman(2008), and community development Henderson et al (2001) using an approach that recognises the relation of a person to a community and the need to work all together with both (Germain et al 2008). Work is based on a strength viewpoint, seeking to recognise each individual dreams and aspirations, both for themselves and for their communities together with identifying and creating competence at the individual, community and system levels. ORTCA was assessed using self evaluation form and a record of community connections before and after the project. Most of those who participated in the program shown better and improved moods, higher levels of motivation, positive outlook, self-respect and a sense of personal strength. There has been a considerable increase in connection with friends, neighbors, volunteers, leisure and more access to service. There was recorded success in the attaining the goals these people have set for themselves. The model’s partnership scheme is a strong tool for empowerment and has been proven successful not only in getting the program started but also in sustaining it. As with other community services, the people involved developed a sense of ownership of the programme. Community based interventions in the illustrated case have offered more opportunities for social involvement and this had resulted in an increase in satisfaction in life. The program implemented was client-centered and used a positive development approach, and focused on developing social relationships. It also aims to identify the elderly men’s goals by helping them build and improve their capabilities thus enhancing their self-esteem and coping skills. The third case scenario for community based interventions involved housing and integrated services for homeless women with psychiatric disorder. Metropolitan Mental Health Programme (MMHP) was implemented to provide rigorous residential and psychosocial therapy on the basis of the level of needs of women suffering psychiatric disorders; who are homeless; or about to be discharged from the mental institution. Most of these women have been physically abused during their childhood; have experienced domestic violence, alcohol and substance dependency, unemployment, health issues and lack of motivation, confidence and self respect. This programme was coordinated by a psychotherapist and provides continuing home-based outreach services to help them in setting up and maintenance of appropriate suitable housing and providing connection to various community supports and activities. MMHP functions through a formal collaboration involving Memorandum of Agreement between the concerned agencies. Included in this programme is a stipulation of medical and everyday living support services that are connected with community-based accommodation and presents an integrated positive response to the fundamental factors that contribute to homelessness. Recognising the vital links between established housing term, flexible support and lifestyles, the partnership between public housing and community housing group, non-governmental organisation and community mental health service provider was formed. The psychotherapist who played the role of a Programme Coordinator was tasked to set up the programme within the context of a partnership. Setting up this programme is time consuming and as such patience and high level of communication and negotiation were employed. The programme also required active participation of all partners in the implementation of the programme, and the ability to bring debatable issues to a forum can be effective in supporting the partnership. The programme coordinator makes sure that there was a clear defining of roles and responsibilities for each of the agency partners. This is imperative to avoid confusion and uncertainty. The initial phase of the programme presents a positive effect on the concerned women. The have experienced considerable improvement in accommodation stability, having transferred on to live independently in the community. Diverse skills from budgeting to social skills had been developed and their confidence and self worth were enhanced. Community-based intervention in this case broadened awareness on the scope of issues of homelessness as well as the possible solutions. This has contributed to the commitment of a community to joined together to solve problems rather than focus on funding matters. Oftentimes, there were failures from clinicians to addressed the housing problems or preferences of a patient. Sometimes, the needs of patient were addressed and they were provided with housing that is accessible for medical supervision but not one that really meets the actual needs of the patient. Community- based intervention encourages mutual partnership and data sharing between agencies and allows the patient to enjoy continuous support of the community. Community interventions are better than traditional case management in the sense that these put emphasis on team and integrated approaches. In such approaches, each member is accountable to the clients with each individual offering their expertise as called for. Multidisciplinary teams offer a combined approach in which treatment issues (prescription of medicines, health care and control of symptoms), rehabilitation concerns (accommodation, daily activities, employment, interpersonal relationship), and practical assistance are personalised to the needs and objectives of each client. Contacts with clients and other people including family members involved in the treatments or rehabilitations are mostly conducted in the client’s home or community setting, not in a mental institution or rehabilitation center. Contacts in normal set ups where clients live, work and intermingle would be more successful than those in hospital or office set ups because skills taught in hospitals or clinics are limited in scope. Evaluations done in real life settings are more convincing than office/hospital based evaluations because behaviours of clients can be directly observed by the practitioners rather than being reliant on clients’ self reports. Home or community visits also provide for quick and easy delivery of services such as medications, treatments, solutions to problems and issues or crisis management. Community interventions provide client-centered services, with individualised support to accommodate the needs of clients, based on their preferences. Options available to clients can be increased beyond what they actually need and clients may have access to continuing services. References Badger, L., 1997, The care for integration of social work psychosocial services into rural primary care practice. 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