Social Work Practice in Conflict Solving - Essay Example

SOCIAL WORK PRACTICE IN CONFLICT SOLVING and Introduction: Social work is a discipline that usually deals with societal issues. These tribulations are typically multidimensional, multifaceted, and very complicated to assess, appraise and also, concentrate to them all with the necessitate cryptogram of ethics. All the social human resources are provided with very crucial education to take keen on the consideration, directorial, juridical, enlightening, society and also psychosomatic issues. Most of the books, journals of social occupation are frequently described as the cookbooks incorporated in diverse and often in conflicting theories, eclecticism, approaches and others in general (Reamer 2013, p. 26). Social workers in general are usually encouraged to think according to the terms of supervision, ground-breaking approach and eclecticism in extensive ranging. Consequently, a social psychological perspective on social occupation service is both obligatory and crucial for this assortment of concern. Problem solving and learning are very closely related. Problem solving involves the knowledge required by the responder which on the other hand learning fulfills it completely. There are different methods to problem solving that enables one to solve different problems, conflicts and many more issues (Reamer 2013, p. 36). All these methods require one to first identify the problem. The reflection can be used as the core process of solving or analyzing the problem at hand, which in this case is a conflict between two teenagers involved in a fight with an extend of both admitted to the hospital by the police. In this project, the reflective model will help the responder to fully adapt to the task which is the conflict. The two teenagers stared and argued just because of a mere issue, which led them to a fierce fight. That which is commonly known as “intelligence” is surely the result of the interaction of a great number of cognitive The use of motivation and knowing the background will; however, help me know the cause of the fight, which will be brought about abilities such as motor control, vision, learning, problem solving, and language use, just to name a few (Akhtar 2013, p. 55). Yet, most researchers do not fully exploit the constraints that these faculties impose on one another. For example, research on problem solving often assumes the existence of rich domain knowledge for solving complex problems, but it is typical ignores the issue the acquisition of the assumed knowledge. Similarly, research on learning often views the learner as an entity unto itself, and focuses on developing strategies to learn simple concepts without much regard to their usefulness in reasoning. For example, much of learning research has focused on the issue of acquisition of domain concepts, for example, [32, 11, and 20]. The task most commonly used for evaluating the products of concept learning has been classification while the learning of new concepts may expand the range of objects a clasification system may recognize; it has little or no effect on the internal mechanism of classification. Improving the classification mechanism requires the learning of problem-solving concepts, for instance, concepts that affect the problem-solving mechanism as opposed to domain concepts, which simply refer to classes of objects and relations in the world. When learning research has aimed towards improving the performance of a problem solver, it has adopted a narrow (Martyn & Atkinson 2000, p. 145) View of problem-solving. For example, some studies have investigated learning in the context of tasks such as game-playing [27], automatic programming [28], symbolic integration [22], and scheduling [21]. These systems view problem solving as search in a problem space. The search begins at either the initial or the goal state in the problem space, and ends with a sequence of operators that connects the two states. These systems assume the availability of a “complete” set of operators. The only type of information not completely specified is the heuristic rules for selecting the operators. In this framework, the only problem-solving concepts that the problem solver may learn are rules for selecting an appropriate operator to apply for a given state, in the problem space. Since these systems can learn only one kind of concept, the impact of learning on problem solving is limited to improving the efficiency of the problem solver. Reflection of the concept: A Perspective on Problem Solving We adopts Chandrasekaran’s [1989] task structures as the framework for analyzing and modeling problem solving. A task consumes some type(s) of information as input and produces as output some other type(s) of information. A task may be accomplished by one or more methods, each of which may decompose the task into a set of simpler subtasks. A method is specified by the kinds of knowledge it uses, the subtasks, it setup, and the control it exercises over the processing of these subtasks. The subtasks, into which a method decomposes, a task can be accomplished by other methods, or, if the appropriate knowledge is available, they may be solved directly. The task structure of a problem solver thus provides a recursive decomposition of its overall task in terms of methods and subtasks. The tasks and subtasks in the task structure of a problem solver may be instances of generic tasks [4]. A generic task is a task instances of which can be encountered in several domains, such as classification and plan synthesis, and whose methods are applicable to all its instantiations. The blame assignment: Blame Assignment Even if the problem solving proceeds without expectation failures, the problem solver may produce an incorrect or suboptimal solution. If the problem solver receives the correct solution as feedback from the world, then this too may present another opportunity for learning. In this case, the problem solver can use the record4of its failed reasoning process, and the model of its problem solving to assign blame for the failure to some element(s) in its task structure and propose modifications which can potentially remedy the problem. The task-structure view of problem solving gives rise to taxonomy of learning tasks each one corresponding to a different type of potential causes of failure that the problem solver can identify [30]. In this paper, we focus on the learning tasks that involve learning of a new problem-solving concept. One possible cause for the failure of the problem solver to produce the desired solution to the given problem may be that Reflection on the blame concept: It did not use the appropriate method to solve it. Often the applicability criteria of some methods may overlap. If the known applicability criteria do not enable the problem solver to discriminate between the methods, then it may choose one arbitrarily (Lishman 2007, p. 48). The sets of conceptual relations that describe the transformation of the input problem to the output solution differ from one method to another. Thus, in general, the solutions that each method produces are characterized by different properties. The properties and attributes of the desired solution may suggest that the problem solver should have been used some method, say, alternative, different from the one actually used, say Mused. In such a case, the problem solver may recognize that it should modify the applicability criteria of the available methods such that it gives precedence to Alternative over Mused in similar situations (Barsky 2010, p. 112). This is an instance of recognizing the need for learning a type-1 concept. All these reflective modules, such as identifying the problem that leads to a fight, who started, who is to be blamed, and the right steps to take to solve the problem; all help in social work practices. In this case the teenagers went to the hospital since they hurt each other badly. However, they were arguing just because of a minor thing which, if they used reelection and the reflexivity, then they could not end up in a fight. In the community today socially, many times people engage in conflicts, family fights, relationship fights and many others. The concepts of critical thinking, socially or even to the social workers are very important because they will be able to solve or even analysis the conflicts and also small misunderstanding in their day to day life activities. In my case I could not be able to fully work out the conflict between the two teenagers, thus I called the police and were taken to the hospital for treatment. In this case there must be one to blame since there is always a culprit and the victim in every conflict or a fight. Use of the reflexivity practice can be used to manage the conflict between the two teenagers, with the help of me being the witnessed, police and the medical staff, we could be able to solve the problem cooperatively and productively come up with a foundation for the significant team task reflexivity (Barsky 2010, p. 102). In this case, the team work applied helps to full know the cause of the fight and also the way of solving it equally on both sides of the victim and the culprit. Reflexivity on the other hand also helps in the social practice by the service providing work as a team to a particular issue or problem to come up with a solution or even a makeover to a certain issue. Task reflexivity is the most complementary key foundations for the most effective teamwork in solving issues. In conflict, there is also a module called the conflict management, this practice helps to manage the conflict and in this case the fight conflict between two teenagers. A conflict between teenagers is not a simple one rather very delicate since teenagers are sometimes seen as stubborn in their adolescence stages; thus making it a little difficult for them to splint their indifferences. The conflict management in social life also helps the social personnel to confidently work them out when the parties involved in a conflict mutually are willing to talk out the issues and therefore the conflicts and interpersonal difficulties are solved successfully. Reflecting on my own behavior, and also bearing in mind that I am a social worker service provider, I had to do something when I meet two teenagers fighting. In this case, I first identified the task which in this case was a fight brought about by some disagreements. What was first required was to separate the two as that is simply the required initial thing. On the other hand, I set priorities on what to do next; since they had hurt one another I decided to call for help and I called the police, before the police arrived, I had to do so prying to come to the depth of this unworthy fight (Dolgoff, Harrington & Loewenberg 2012, p. 98). As a social worker, I have to implement my plan on problem solving and also, include the ethical decision making. I first had to know what lead to a fight and who started but because they were bleeding and were hurt that is why I made a decision to call the police. Calling the police in my own perspective could not be the best idea since I would bring trouble to the two, but on the other hand it was the only help I could find at the moment. The two definitely were to face the charges in a minor court for fighting instead of solving the issue in a well civilized manner rather than fighting. In this case the conflict at hand was a difficult one since the two could not talk immediately since were taken to the hospital. On the other hand, I do not blame myself by reporting the incident to the authority because maybe if I did not there would be the occurrence of death which is a more serious and dangerous issue than just a fight. In my own perspective the two teenagers should have not got into a fight, but get to think we are all created differently whereby we react to provocations in a very different manner. Let’s say that one teenager completely provoked the other party to an extend of starting a fight or both are hot tempered fellows; this was enough to start a fight (Dolgoff, Harrington & Loewenberg 2012, p. 77). On the other hand, if one had the ethics or the good morals, I do not think there would bring an occurrence of a fight at all. As a service provider am supposed to follow ethical and also be very careful in handling conflicts, especially teenagers since they are very sensitive to handle not like the adults. In this case, as the social worker there is this dilemma of reporting the two to the police or leave them to solve their differences or I even intercede, in this case, I ranked the ethical principles in my profession and I was able to judge whether or most issues or the dilemma. Calling on the police was a bit better choice since there would be justice done for both parties and also the root of the problem would be known. Reflecting on the outcome of this ethical decision, I see it as a significant one since the culprit will be taught a lesson and the victim will get justice. Conclusion In conclusion the whole saga Was very difficult to apply on who and also what caused the fight, also as a social worker, one is supposed to be vigilant in performing the services and also follow the ethics of the profession. However, there was a very big process of solving the problem and the two teenagers were able to console through my interrogation, the police and also the medical providers. As a social worker one need to have the needed skills to deal with all the problems and conflicts that arise in their day to day work service. All the social human resources are provided with very crucial education to take keen on the consideration, directorial, juridical, enlightening, society and also psychosomatic issues. All these reflective modules, such as identifying the problem that leads to a fight, who started, who is to be blamed, and the right steps to take to solve the problem; all help in social work practices. All these methods require one to first identify the problem. The reflection can be used as the core process of solving or analyzing the problem at hand, which in this case is a conflict between two teenagers involved in a fight with an extend of both admitted to the hospital by the police. In this framework, the only problem-solving concepts that the problem solver may learn are rules for selecting an appropriate operator to apply for a given state, in the problem space. References: Dolgoff, R., Harrington, D., & Loewenberg, F. M. (2012). Ethical decisions for social work practice. Belmont, CA, Thomson Brooks/Cole. Barsky, A. E. (2010). Ethics and values in social work an integrated approach for a comprehensive curriculum. Oxford, Oxford University Press. http://site.ebrary.com/id/10358532. Reamer, F. G. (2013). Social work values and ethics. New York, Columbia University Press. Akhtar, F. N. (2013). Mastering social work values and ethics. Lishman, J. (2007). Handbook for Practice Learning in Social Work and Social Care Knowledge and Theory. Jessica Kingsley Publishers. http://public.eblib.com/EBLPublic/PublicView.do?ptiID=334114. Top of Form Yelloly, M., & Henkel, M. (1995). Learning and teaching in social work: towards reflective practice. London, J. KingsleyBottom of Form Martyn, H., & Atkinson, M. (2000). Developing reflective practice: making sense of social work in a world of change. Bristol, UK, Policy Press. Read More