Final ENGLISH PROJECT: Adaptation
Final Project about adaptation. This is my English project which is about adaptation. I have also attached all the instructions. my professor mentioned adapting to the topic from our course. The topic is
MURDERS IN THE RUE MORGUE
https://www.gutenberg.org/ebooks/2147?msg=welcome_…
this is the link for more information about this topic.
this is the topic that you’ll be going to adapt on. make sure to read the instructions.
I have attached all the instruction that my professor mentioned.
[supanova_question]
Introduction ‘Early help’ means providing support as soon as a problem emerges
Introduction
‘Early help’ means providing support as soon as a problem emerges at any point in a child’s life, from foundation through to teenage years (Gov.uk, 2003).
Theory is an essential part of practice that guides how social workers interact with groups and individuals in the community. A social theory may explain human behaviour or how and why humans interact with each other in the way that they do. Theory influences the way social workers predict, explain and assess situations and behaviours. Theory also provides a rationale for social workers who intervene with service users who are in need or have problems with stability and find it difficult in reaching their goals.
This paper will discuss Simon and his family. He is having issues with behaviour and stability at home and in school. Theories will be applied to inform the types of methods appropriate for the support of Simon and his family. This paper will assess and suggest interventions for Simon based on sociological and psychological issues, in addition to implementing the social work theories of anti-oppression and anti-discrimination.
In Simon’s case, local authorities can plan effective methods for the problems of Simon and his family and identify their unmet needs. They can do so by collaborating with relevant organisations and agencies to create a ‘team around the child’ based on a clear understanding of social needs. Regarding Simon and his family, practitioners should understand their role by identifying the emerging problem, which is Simon’s behaviour deteriorating in school and at home, and share information with other practitioners to support early identification and assessment (HM Government, 2018).
Motivational interviewing
Miller (1983) Motivational interviewing is defined as a collaborative, goal-orientated style of communication (Hohman, 2012), and it directs persuasion for facilitating behaviour change (Wahab, 2005). Motivational interviewing is a person-centred, guiding approach used to elicit and strengthen personal motivation for change and seeks ways to explore and resolve ambivalence to enhance individuals’ intrinsic motivation to change (Morton et al., 2014).
When a practitioner liaises with Simon, open-ended questions, affirmations, reflection and summaries (ORAS) could be effective because it will allow Simon to share his side of the story, leading to the practitioner being able to identify solutions to the problem and his behaviour whilst conducting an assessment (Miller & Rollnick, 2002).
A social worker could act as a facilitator between Simon and Delores, his mother, and both of them could utilise this opportunity to aid in making their own decisions regarding their support. This can be explored whilst a practitioner conducts an assessment.
The four principles of motivational interviewing
(1) Expressing empathy: This approach seeks to provide the basis for service users to be understood. In turn, service users are more likely to honestly share their experiences in depth. Regarding Simon’s case, the practitioner should use reflective listening to empathise with him, see things from his point of view, discover what he thinks about the situation, discern how he is feeling and share in his experiences. This will allow the practitioner to have a deep understanding of Simon’s characteristics (Lord et al., 2015). Therefore, by utilising empathy, the practitioner could take a problem-solving approach by identifying the problem, gathering and analysing information that is related to the problem and designing a useful intervention. For Simon’s case, collaboration could be effective because both he and the practitioner will jointly make decisions (Bundy & Cpsychol, 2004).
(2) Developing discrepancy: This refers to the service user’s current situation and where they want to be. In Simon’s case, the practitioner can examine the discrepancy between his current situation and his goals for the future and identify what is currently working. According to the case study, Simon is socially isolated, and in my view, his goal could be making friends. When service users recognise that their behaviour may interfere with their goals, they are likely to become more motivated and make important life changes (Westra & Aviram, 2013).
(3) Rolling with resistance: This refers to services users being ambivalent about making changes and can be defined as a practitioner expecting or pushing for change that the service user is not ready for. For Simon, practitioners should not impose on Simon’s ways of thinking, as this could cause conflict between him and the practitioner regarding his perspective of the problem. Autonomy could be used whilst working with simon , as it allows the service user to be responsible for the change. In Simon’s case, the practitioner should respect Simon’s choices and whether he wants to make a change (Strait et al., 2012).
(4) Supporting efficiency: This focuses on the client’s strengths and successes. I believe that Simon’s behaviour troubles could be because he finds it difficult to change or because he has previously tried to change but was unable to achieve or maintain this desired change. According to the case study, Simon lacks confidence, and I believe that this could be negatively impacting his ability to make behavioural changes. Practitioners should identify his strengths to elicit Simon’s belief in his own abilities. For instance, using motivational interviewing and utilising his strengths could make his abilities surface and provide him with resources that he did not recognise in himself. This begins with understanding his goals and dreams and reflecting on the possibilities and hopes he might have. Social workers can achieve this by liaising with his school to discover what his strongest educational subjects or favourite activities are. If a practitioner identifies his strengths, it could give Simon something to look forward to and focus on, which, in turn, will hopefully facilitate in building his confidence (Manthey et al., 2011). Moreover, using affirmation skills could enable social workers to identify and affirm his strengths, encourage autonomy and provide support.
Strengths and limitations
Motivational interviewing is effective because it has proven useful when delivering substance abuse interventions. Moreover, it can be delivered by clinicians who do not specialise in substance abuse treatment, and it is person-centred. Furthermore, it helps service users to express their thoughts and feelings. Over the last decade, motivational interviewing has been effective in promoting other behaviours such as oral health, safe sexual practices and diet modification. Moreover, it facilitates behaviour change. The disadvantages are that there is limited evidence for the effect of motivational interviewing on behaviour changes in non-clinical settings, as motivational interviewing was designed for the addiction field, which requires greater specialist training than does primary care settings (Lord et al., 2015).
Anti-oppressive practice
Anti-oppressive practice (AOP) can be defined as an interdisciplinary approach that addresses social divisions and structural inequalities during work with service users. It also suggests that social workers should challenge structural power dynamics to eradicate various forms of oppression and provides an effective avenue for analysing issues at the macro and mezzo levels. AOP focuses on the diversity of oppression and helps to deliver welfare services inclusively (Strier & Binyamin, 2013). This practice focuses on promoting change regarding socio-economic oppression by ensuring that service users have equal access and opportunities that are required to satisfy their basic needs, such as the rights to education, employment, health and social security. In Simon’s case, advocacy can be implemented through the social worker having a discussion with Simon’s family about their problems. Simon must be included in any decisions, as they may affect him directly. The practitioner should assist him in making informed choices and not make choices for him whilst allowing his voice to be heard (Holt, 2019). AOP requires practitioners who can critically examine any power imbalances present in organisations and wider fields, such as the larger socio-cultural and political context, to develop strategies to empower individuals (Baines & Edwards, 2018). This practice focuses on creating an environment that is free from oppression, racism and other forms of discrimination in larger society by engaging at the legal and political levels. Therefore, social workers should be aware of the political context of social work practice and advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice (Rome, Hoechstetter & Harris, 2010).
AOP involves identifying psychosocial issues through an intersectional lens and acting on them (Burke & Harrison, 2002). Simon and his mother are both going through a psychosocial issue, as I believe that Simon’s peers are oppressing him, which is causing his behavioural issues. I believe that the pattern of social relations in this case could be complex, as Simon’s father separated from Delores when Simon was young. Therefore, from childhood, his father’s involvement was sporadic. As a social worker, one must take this into account to understand any possible oppression. In my view, Simon and Delores may have experienced being stereotyped, racially abused or labelled due to their Black–Caribbean origin. According to Hester and Gray (2018), Black males are seen as a threat or are known to be aggressive. Due to Simon’s ethnicity, he could have been seen as the aggressor instead of the victim of bullying.
Further, whilst analysing Simon’s behaviour and formulating strategies to manage it, it is important to consider the life experiences of Simon and his mother. A plan for the provision of care and support for Simon and his mother can only be formulated after considering the experiences both have had in the past. Delores has been taking care of Simon and the other two children alone. She has taken responsibility for supporting her family and meeting their material, social and emotional needs alone. It can be deduced that due to playing the roles of both parents and supporting the family, Delores may have become exhausted, which may have made her less confident in managing Simon’s behaviour.
Anti-discriminatory practice
Anti-discriminatory practice (ADP) is a practice that can be defined as working with families to promote diversity, self-esteem and the realisation of an individual’s potential. It also focuses on encouraging the value of differences and developing positive identities within groups that exist in different communities. ADP is at the core of social work values that include services, social justice, dignity, integrity and competence (Lane & Tribe, 2017). The ADP approach seeks to reduce or eliminate discrimination and oppression and remove the barriers that prevent people from accessing services. Social workers need to tackle discrimination by treating service users with respect and including them in services whilst remaining mindful of their background, age, religion, economic status and sexuality (BASW, 2019).
The Equality Act 2010 put the responsibility for eliminating discrimination and promoting equality of opportunity on public authorities. This applies to the process of identifying an individual child’s needs and risks during the process of assessment. No child or group of children must be treated any less favourably than others when accessing effective services that meet their needs (HM Government, 2018).
Whilst working with Simon and Delores, ADP can be used. The various principles that can be used are justice, autonomy, beneficence and non-maleficence. The principle of non-maleficence means avoiding harm (Caras & Sandu, 2013b). According to the BASW code of ethics, when a practitioner is assessing a service user’s beneficence and non-maleficence, they should give the service user information to allow them to make informed choices regarding their care or treatment, provided that this does not conflict with their safety or the rights of others (British Association of Social Workers, 2014). For example, beneficence can be implemented by assessing the risks and promoting their wellbeing. Social workers need to ensure that the background and social status of Simon and his mother do not impact the decisions of the former regarding the provision of social services related to the case. Furthermore, social workers need to respect the choices of Simon and his mother regarding the care and support to be implemented.
Moreover, social workers can apply ADP by following the principles of beneficence. They can act in a way that benefits both Simon and his mother.
Practitioners can utilise beneficence and non-maleficence when liaising with Simon and his mother by advising them on the options that will provide the best balance between beneficence and non-maleficence to protect them from potential harm (Singh & Ivory, 2015). Ethics can be applied when liaising with Simon and his mother through the social worker assessing the risks. They should also respect Simon and his autonomy, i.e., respect his views regarding his care, and practitioners should act according to his best interests. The social intervention used for tackling Simon’s behaviour should not be discriminatory towards Simon or Dolores.
Task-centred practice
For tackling Simon’s case, social workers can use Reid and Shyne’s (1969) task-centred (TC) practice as a theory of intervention. This will involve adopting a problem-solving approach to solve the case. Using this structured method, the social worker could assist the service user to articulate the problem. I suspect that Simon may not have been allocated tasks during his childhood, which has resulted in him refusing to do chores when Delores instructs him to. Shyne’s (1969) TC practice could be useful, as it could help to identify ways for Simon and Dolores to work together and form a healthier relationship.
Simon is struggling with behaviour issues that could be due to him being socially isolated, thus desiring to make friends, or because he has an undiagnosed social-emotional condition. A social worker could obtain Simon and his mother’s perspectives on the situation and implement a series of tasks for them to work on to solve the problem. The task suggested for Simon is to attend community links every day after school via referral from the social worker. It is anticipated that this would help him to build his self-confidence and relationships with his peers, as he lacks self-confidence and is socially isolated. If a social worker refers Simon to a community links centre, he could interact with other children from different schools and build positive relationships whilst enhancing his strengths once they are recognised (Manthey et al., 2011).
Another task could include Simon spending less time on video games and more on attending to his strengths and goals once he recognises them. It was established during the case study that he is overweight for his age. The social worker could, thus, have the task of referring him to a nutritionist. If Simon is referred to a nutritionist, Delores could assist by providing Simon with healthier meals to support his weight loss. In my view, if Delores assists in providing healthy meals, Simon may lose weight and increase his self-confidence relating to his peers, as he may feel more included with his peers. It is hoped that this will assist with resolving the issue or at least add to its holistic management.
Strengths and limitations
The advantages of the TC practice are that it embraces services users’ commitment to completing tasks. When working with families, a TC approach allows for consulting with more than one family member to resolve the problem. The TC practice can motivate clients to work on tasks to achieve their goals. However, a limitation of the TC practice is that when the task is set, some service users are not ready to take action to solve their problems and may prefer other approaches. Furthermore, I believe that the TC practice has limited evidence on the effect of praising the service user when they have completed tasks (Coady & Lehmann, 2016b).
Conclusion
Thus, it can be concluded that many theories can be applied in Early Help interventions. However, this assignment focused on motivational interviewing, TC practice . Both of these theories have advantages and disadvantages and play an important role in identifying an individual’s behaviours and possible influences thereon. In this case study, motivational interviewing and TC views social and economic institutions as tools that could assist in the struggle between two or more people due to inequality and the dominance culture. Early Help teams play a vital role in providing help to people who are suffering from such problems. Simon’s mother could also accept support from Early Help to improve the physical and emotional health of her son.
Referances
Bundy, C. and Cpsychol, P. (2004). Changing behaviour: using motivational interviewing techniques. J R Soc Med, [online] 97(97), pp.43–47. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1308798/pdf/15239293.pdf.
BASW (2019). Strategic social worker 3 – Diversity and equality. [online] BASW. Available at: https://www.basw.co.uk/professional-development/professional-capabilities-framework-pcf/the-pcf/strategic-social-worker/diversity-and-equality.
British Association of Social Workers (2014). Code of Ethics. [online] BASW. Available at: https://www.basw.co.uk/about-basw/code-ethics.
Baines, S. and Edwards, J., 2018. A constructivist grounded theory research project studying music therapy as an anti-oppressive practice in long-term and psychiatric residential care. The Arts in Psychotherapy, 60, pp.1-8.
Burke, B. and Harrison, P. (2002). ANTI-OPPRESSIVE PRACTICE. [online] . Available at: https://www.open.edu/openlearn/ocw/pluginfile.php/618861/mod_resource/content/1/k205_1readerchap14.pdf.
Coady, N. and Lehmann, P. (2016b). Theoretical perspectives for direct social work practice : a generalist-eclectic approach. New York, Ny: Springer Publishing Company.
HM Government (2018). Working Together to Safeguard Children. [online] . Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/942454/Working_together_to_safeguard_children_inter_agency_guidance.pdf.
Lord, S.P., Sheng, E., Imel, Z.E., Baer, J. and Atkins, D.C. (2015). More Than Reflections: Empathy in Motivational Interviewing Includes Language Style Synchrony Between Therapist and Client. Behavior Therapy, 46(3), pp.296–303.
Manthey, T.J., Knowles, B., Asher, D. and Wahab, S. (2011). Strengths-based Practice and Motivational Interviewing. Advances in Social Work, [online] 12(2), pp.126–151. Available at: https://journals.iupui.edu/index.php/advancesinsocialwork/article/download/959/1866/.
Miller, W.R. and Rollnick, S. (2002). Motivational interviewing : preparing people for change. 2nd ed. New York, Guilford Press.
Morton, K., Beauchamp, M., Prothero, A., Joyce, L., Saunders, L., Spencer-Bowdage, S., Dancy, B. and Pedlar, C. (2014). The effectiveness of motivational interviewing for health behaviour change in primary care settings: a systematic review. Health Psychology Review, 9(2), pp.205–223.
Gov.uk (2003). Every child matters. [online] . Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf.
Hester, N. and Gray, K. (2018). For Black men, being tall increases threat stereotyping and police stops. Proceedings of the National Academy of Sciences, [online] 115(11), pp.2711–2715. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856523/#r22.
Lane, P. and Tribe, R., 2017. Anti-Discriminatory Practice in Mental Health Care for Older People. Jessica Kingsley.
Hohman, M. (2012). Motivational interviewing in social work practice. New York: Guilford Press.
Holt, K. (2019). Child protection. London: Red Globe Press.
Singh, J.P. and Ivory, M. (2015). Beneficence/Nonmaleficence. The Encyclopedia of Clinical Psychology, pp.1–3.
Strait, G.G., McQuillin, S., Smith, B. and Englund, J.A. (2012). Using motivational interviewing with children and adolescents: a cognitive and neurodevelopmental perspective. Advances in School Mental Health Promotion, 5(4), pp.290–304.
Rome, S., Hoechstetter, S. and Harris (2010). The Journal of Sociology & Social Welfare Social Work and Civic Engagement: The Political Participation of Professional Social Workers Recommended Citation. The Journal of Sociology & Social Welfare, [online] 37(3). Available at: https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3541&context=jssw.
Strier, R. and Binyamin, S. (2013). Introducing Anti-Oppressive Social Work Practices in Public Services: Rhetoric to Practice. British Journal of Social Work, 44(8), pp.2095–2112.
Wahab, S. (2005). Motivational Interviewing and Social Work Practice. Journal of Social Work, 5(1), pp.45–60.
Westra, H.A. and Aviram, A. (2013). Core skills in motivational interviewing. Psychotherapy, 50(3), pp.273–278.[supanova_question]
Adjusting to College Life
Writing Assignment Help Choose and describe at least (3) three exercises . Explain why you chose to use the exercises that your chose. Use at least two references to support why the exercise may be beneficial to use. Create a feedback questionnaire for your group attendees to complete to help assist you in improving the next group session. Example of a exercise: written [supanova_question]
Adjusting to College Life
Choose and describe at least (3) three exercises . Explain why you chose to use the exercises that your chose. Use at least two references to support why the exercise may be beneficial to use. Create a feedback questionnaire for your group attendees to complete to help assist you in improving the next group session. Example of a exercise: written[supanova_question]
Adjusting to College Life
Choose and describe at least (3) three exercises . Explain why you chose to use the exercises that your chose. Use at least two references to support why the exercise may be beneficial to use. Create a feedback questionnaire for your group attendees to complete to help assist you in improving the next group session. Example of a exercise: written[supanova_question]