Working With Resistant Service Users

This will build up relationship and trust between the care worker and the service user.

College of social Work . (2013). The Professional Capabilities Framework . Available: http://www.tcsw.org.uk/home/. Last accessed 1/12/13.

As part of our preparation for placement, we were required to make a role play on a given scenario in pairs. Each of us had to play the role of the social work student and the service user. We chose to use Miss Allen’s scenario, because we both had experience of working the adults. In preparation for this task, we met twice to clarify our roles and discussed the scenario as we understood it. We also discussed how we were going to assess Miss Allen, and what help we would offer her. The preparation was an important part of our task because it challenged us to think of the interview within its widest context, taking into account the particular needs of Miss Allen, agency policy and procedure and ourselves as student social

In this paper I will explore each of these areas in order to define my own personal practice framework, as well as looking at how the elements I have chosen fit within the social work field.

As stated before, my journey in social work hasn’t been straightforward, yet one life experiences have

Having interviewed a significant number of service users, including youth and adult and other parties involved in a user's care, I developed the ability to listen carefully and pay attention to details. This involves taking detailed notes so as to easily recall what was said later. For effective communication in SW practice building trust by not minimizing what a user has to say and focusing on user's perspective I found to be crucial. Also, a special attention I give to non verbal behaviour in a contact with a service user.

“… there are no easy remedies in social work, especially when we are confronted daily with oppression and deprivation…” (Trevithick, 1)

The Social Care Institute for Excellence aims to improve the lives of people who use care services by sharing knowledge about what works. They provide practical resources including learning materials and offer training and consultancy services for people who plan, deliver and use adults, children’s and families services.

Within this case study I am going to use two of the Chapelhow et al. (2005) enablers to discuss and reflect on the care of a patient I have been involved with on placement over a period of 5 weeks. ‘Enablers are the essential and underpinning skills that come together to provide expert professional practice’ (Chapelhow, C et al. 2005, p.2). These include; assessment, communication, documentation, risk, professional decision making and managing uncertainty. The enablers work together to provide a holistic approach to the care of patients in health care settings. I am going to focus on and discuss two of the enablers, linking them both together, which will be assessment and communication as I believe these two enablers can be related most to my patient.

The Professional Capabilities Framework developed by the social work reform board and owned by The College of Social Work provides a structure to support the career development of every social worker: from initial social work education, through continuing professional development, towards the role of principal social worker. The framework provides criteria for career progression and opens new career pathways that will allow experienced workers to sustain engagement with the challenges and rewards of practice. Furthermore The PCF applies to all social workers in England (including independent social workers), in all roles and settings and so it is an essential document for all.

My role as senior support worker is to work alongside management to provide an effective service to vulnerable adults with mental health living in the community; it is important to offer professional leadership and positive team work skills. At the beginning of my employment as a senior support worker in mental health there was minimal knowledge and experience in supporting vulnerable adults within this specific area, however CQC fundamental standards which everyone in health and social care can expect remain transferable.

Today’s session was conducted by second year placement social work students and service users. The issue they covered was about the relevance of working in partnership within the social care profession.

I feel I was able to improve and strengthen this clinical skill dramatically throughout the placement. When considering my previous paediatric caseload placement rapport building was rather simple in comparison to the adult caseload I experienced more recently. Rapport with children was easily achieved through appealing activities however this is clearly not transferable to adults. Despite this I believe I adapted to the case load rather well, as illustrated through the rapport built with my client who stated they enjoyed the therapy I implemented and were clearly comfortable in my presence. By the end of placement this particular client expressed emotion for my departure, which was an extremely rewarding feeling to have built a strong rapport in such a short

This has provided me with an added insight into what interventions may be beneficial when working with clients. My aptitude for ¨thinking outside the box¨ has facilitated effective problem solving in situations that had no single or clear-cut solution. I hope to enhance this attribute during my time in field placement by refining my critical thinking skills and increasing my knowledge of community resources, so that I can gain a strengthened awareness of how to best advocate for and support clients. My ability to integrate personal goals, values, culture and socioeconomic background into treatment planning and in the treatment process has allowed me to develop realistic and attainable goals that are relevant to each individual. This strength stems from the steadfast belief that cultural relevance is essential to provide effective services. My social work experience has refined my organization and planning skills and I have fine-tuned my ability to manage a chaotic schedule. When I have encountered challenges in the field, I have overcome them by seeking supervision and consulting with more experienced colleagues. I also dedicate extra time to learning about cultures, concepts, and practices that I may have a difficult time understanding or am not familiar with. A final strength I believe will be an asset when working as a professional social worker is my dedication to the social work mission and

I was allocated my first Social work placement working in a hostel alongside my manager who provided me with support at all times and she also gave me supervision. The Housing agency works alongside vulnerable Young People age range 16-25 who are at risk of homelessness. There overall aim is to Make inable young people included in society rather than excluded. I was case managing four young people. In (appendix 2) Readiness for Direct Practice Feedback it states that my three areas of strength were “Warm open approach, Active listening, good use of open questions and Strength of summarising and leading on to next steps (leaving written information) (Helen Crawley, 2016). These were my strengths at the beginning of starting my placement and