Practice on Placement A Critical Analysis

Practice on Placement A Critical Analysis

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

 

Practice First Placement Critical Analysis

Relationships, supervision, and reflection

Guidance

The goal of this CAP is for the student to take a proactive approach to preparing for supervision by engaging in critical thinking about social work practice, social work process, knowledge, values, skills, and professional development.

This should include relevant theory and research that relates to PCF Domains 1 Professionalism, 2 Values and Ethics, 5 Knowledge, and 6 Critical Reflection.

This template was created using Davys and Beddoe’s Reflective Learning Model and “One Hundred and More Questions” from Best Practice in Professional Supervision (2010). It should be shared with the Practice Educator before the supervision session.

Before supervision, Part 1 must be completed.

Part 2 must be completed prior to and following supervision.

Before and after supervision, Part 3 must be completed.

Part 4 must be completed before the next supervision.

EVENT OR ISSUE IN THE FIRST PART
A brief description of a practice issue you’d like to discuss with supervision. The problem should be related to the process of forming a bond with a coworker or a service user.

Between my first and most recent observations, I have improved my ability to communicate with the caregiver. However, I want to improve it through more practice and interaction with carers and those who are cared for, as I will encounter a variety of situations while conversing with them and the techniques to deal with them. Furthermore, I have learned about safeguarding alert and am aware of the various types of abuse associated with safeguarding alert and its symptoms, but I have not encountered any safeguarding alert while conversing with a carer thus far, and it is different to assess the safeguarding alert when interacting with a carer face to face and over the phone, so I want to learn more about it.

Furthermore, during a welfare call with a daughter of a carer, I suspected that she might be having difficulty shopping and picking up prescriptions because she has been caring for their parents, and her parents are not going outside due to coronavirus shielding, and thus she is exposing herself and making herself vulnerable to coronavirus, so I suggested that she be referred to NHS volunteers responders b.

Why have you brought this situation to your Practice Educator for supervision?

To address the issues mentioned in the previous section, I’d like to discuss them with my PE so that we can develop a strategy to address them.
What are your expectations of your Practice Educator?

To address the issues, I’m hoping for mentoring, resources, and learning support from my PE, and so far, the support and mentoring I’ve received from her has helped me to improve my communication and knowledge.

EXPLORATION, PART 2

To be finished prior to supervision, but revised/added to afterward

Returning to your first relationship, how do you see your relationship with this person?

Who do they make you think of?

What percentage of yourself do you recognize in them?

During my observation, I felt it in the same way I did when I was caring for my sister, and I understand the struggle to manage everything in the house, such as medication, cleaning, and a little bit of cooking, as well as outside, such as shopping and managing your own work.

Because I can relate to my own situation as a caregiver, it reminded me of my relationship with my sister, whom I have cared for for quite some time and who suffers from schizophrenia, and it made me more sympathetic to this caregiver.

What were your emotions like at the time?

What are your current thoughts on the situation?

What impact is it having on your practice?

Because I have been in a similar situation in the past while caring for my sister, I understand how difficult it is to balance household chores, outside work, personal needs, and caring for your parents and their needs. As a result, I have developed an extra empathy for the carer’s daughter, even though I was aware of the professional approach to the carer by not blaming her.

Have you ever been in a similar situation? If so, what has helped you in the past?

During my first observation, I made one welfare call, and the cared for was moving into residential care due to alzheimer’s on the same day, and because the carer was the cared for’s wife, she was quite emotional, and the situation was completely unexpected for me, so I was unable to demonstrate the empathy required during that call. Furthermore, after I finished the call, I realized that the carer was no longer in the caring role, and I should have updated the status of the carer on LAS (Liquidlogic Adults’ Social Care System), but I was overwhelmed and did not do so. Having said that, as evidenced by my most recent observation feedback, I have improved my knowledge of in-house services, local services, and technical knowledge of LAS from then to now, as well as communication in terms of showing empathy while speaking with the carer.

What do you think the other person is going through?

I believe the daughter of the caregiver, who is responsible for both of their parents, has a lot on her plate on a daily basis, including her own job, travel, shopping for their parents, and other responsibilities. However, she did not appear to be struggling with her role while I was speaking with her, and after asking her several times if she needed any additional assistance in terms of shopping, picking up prescriptions, or any other aspect of her caring role, she did not mention any assistance that she might require, and she sounded quite satisfied with the current level of support. However, when I called her, she was outside, and even though she spent some time on the welfare call, she was happy and grateful for it, which leads me to believe that she was satisfied with the services thus far, and when I asked her if she had our number in case she needed it in the future for any assistance, she happily asked me to text her the number.

What is your most pressing concern?

If Covid 19 continues in the long run, it will be difficult for social workers to assess the situation of carers and cared for over the phone in terms of safeguarding alerts, as some carers are hard of hearing or may be suffering from dementia, making it more difficult for us to assess the situation appropriately or support them with their needs. However, the pandemic situation can make it difficult for carers and those who are being cared for to raise the safeguarding alert over the phone.

EXPERIMENTATION – PLANNING (PART 3)

Prior to and after supervision, this task must be completed.

So, what are your plans?

So, what are your plans?

What’s the first thing you’re going to do?

In order to improve my communication with carers, I want to practice more on welfare calls and learn more about local services, social work theories, and motivational interviewing. As I interact more with carers, I will be exposed to a variety of situations, as each carer and their situation is unique, and this will aid me in developing my communication skills.

What would you like to see happen as a result?

The best outcome would be if I could provide all possible support to carers and service users with their needs through my communication with empathy, knowledge of local services, and theories, which will eventually assist me in identifying the needs of carers and cared for, allowing me to provide all possible support.

In addition, I want to learn about case load management and how to meet targets if there are any, as this will help me improve my professional performance.
What do you fear will happen?
As a result of the pandemic’s restrictions, we are unable to make home visits to carers for assessment, making it difficult to assess the carer’s needs appropriately in order to support them appropriately, as well as to assess safeguarding alert, and I am concerned that this will have an impact on my learning experience.

What resources/assistance do you require?

Mentoring, resources, learning support, and caregiver assessment shadowing are some of the services available.
So, what are your plans if nothing changes?

What kind of backup strategy do you have in mind?

What areas of knowledge, skills, and values will you need to improve?

EVALUATION

To be completed after actions in preparation for the next supervision have been taken.

Where are you now, given where you started?

What steps have been taken to address the problem?

What are your current feelings?

How do you think supervision has aided you in resolving the problem?

Confirmation from a practice educator

YES NO
As the situation has progressed, I confirm that the student has shared this document with me. We talked about it in class, and the document is a true representation.
Please comment on the student’s ability to discuss the situation or issue with supervision.

The PCF and Social Work England Standards are used to comment on the student’s professional development.

Educate yourself

 

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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