Fluent Essays

Professional Practice – Year 3 – CA Brief – Reflective Journal - CA1 This reflective Journal is worth 50\% of the module and has 5 main components.  Notes: · There are 5 questions – you must complete all questions. · Each question 1-5 has two options – you must complete either ‘a’ or ‘b’ for each question. · ‘a’ questions –are based on your practice experiences, you can draw on your experiences from 3rd year and/or 2nd year placement, or from other social care practice experiences you may have had. · ‘b’ questions - are based on hypothetical, general information or case studies rather than your own direct practice experiences. · While referencing academic sources is essential for all answers it is particularly important to support your writing if you are completing the ‘b’ questions as you are not drawing on your own practice experiences. Word Count: 2,500 – 3,000 words (500-600 words per question) 1a. It is essential that social care workers exercise a professional duty of care. Explain what is meant by ‘professional duty of care’. Drawing on the CORU Code of Professional Conduct and Ethics for Social Care, describe 3 specific examples of how your social care practice within your practice experience has demonstrated a professional duty of care. (This links with CORU proficiency 1.6 – Be able to exercise a professional duty of care.)  Or 1b. t is essential that social care workers exercise a professional duty of care. Explain what is meant by ‘professional duty of care’. Drawing on the CORU Code of Professional Conduct and Ethics for Social Care, describe 3 specific examples of how a social care worker might demonstrate a professional duty of care.. (This links with CORU proficiency 1.6 – Be able to exercise a professional duty of care.) 2a. Making professional decisions is a key part of social care work. Identify a decision that you have made in practice and indicate how this decision was made and how you took personal responsibility and professional accountability for your actions. You may write about a decision which was made by a team. (This links with CORU proficiency 1.17 - Recognise personal responsibility and professional accountability for ones own actions and be able to justify professional decisions made.)  Or 2b. Making professional decisions is a key part of social care work. Identify a decision in a case study that you have read about. What was the decision-making process? What went right or what went wrong in relation to decision making in this case? Your case study should be taken from an academic source (book, report or journal article). (This links with CORU proficiency 1.17 - Recognise personal responsibility and professional accountability for ones own actions and be able to justify professional decisions made.)  3a. Social Care workers need to take responsibility for managing our own health and well -being. Write about an incident or situation which may have posed a challenge to your health and/or well-being in your placement and detail what you did to manage your own health and well-being in this situation. (This links with CORU proficiency 1.20 - Be aware of and take responsibility for managing ones own health and well being.) Or 3b. Social Care workers need to take responsibility for managing our own health and well – being. Write about how social care work can pose a challenge to a social care workers health and/or well-being and detail some strategies to manage our own health and well-being as social care workers. (This links with CORU proficiency 1.20 - Be aware of and take responsibility for managing ones own health and well being.) 4a. Discuss what is meant by practicing in a ‘non-judgemental manner’. Show how you have been able to maintain a non-judgemental attitude with one particular service user over the course of your placement. What were the challenges involved in this and how did you overcome such challenges? How have you communicated this non-judgemental attitude? (This links with CORU proficiency 1.22 - Be able to see the world as others see it; be able to practice in a non-judgemental manner and be able to understand anothers feelings and be able to communicate that understanding.) Or 4b. Discuss what is meant by practicing in a ‘non-judgemental manner’. Why is it important to practice with unconditional positive regard and empathy? What are the challenges to maintaining a non-judgemental manner? How can a social care worker communicate this non-judgemental attitude?  (This links with CORU proficiency 1.22 - Be able to see the world as others see it; be able to practice in a non-judgemental manner and be able to understand anothers feelings and be able to communicate that understanding.) 5a. Identify 3 specific examples of how your own values, life experiences, attitudes and personal characteristics have had an impact on your interactions with service users over the course of your placement. Talk about where these aspects of your ‘self’ originated. Explain the impact on your practice. Identify how you have managed this impact appropriately within your placement.  (This is linked to CORU proficiency 4.4 - Understand and recognise the impact of personal values and life experience on professional practice and to be able to manage this impact appropriately.) Or 5b. Identify 3 specific examples of how your own values, life experiences, attitudes and personal characteristics may have an impact on your interactions with service users over the course of your social care career. Talk about where these aspects of your ‘self’ originated. Explain the possible impact on your practice. Identify how you plan to manage this impact appropriately in your social care practice. (This is linked to CORU proficiency 4.4 - Understand and recognise the impact of personal values and life experience on professional practice and to be able to manage this impact appropriately.) Marking Scheme Overall 50\%     Significantly   exceeds expectations Exceeds   expectations Meets   expectations Does not meet   expectations   Academic   Writing 10\% Writing is   clear, concise, and well organized with excellent sentence/paragraph   construction. Thoughts are expressed in a coherent and logical manner. 9-10\%  Writing is   mostly clear, concise, and well organized with good sentence/paragraph   construction. Thoughts are expressed in a coherent and logical manner.   6-8\% Writing is   unclear and/or disorganized. Thoughts are not expressed in a logical manner. Difficult   to follow arguments. 3-5\% Writing is   unclear and disorganized. Thoughts ramble and make little sense. There are   numerous errors and it is impossible to follow your arguments. 0-2\%   Drawing on   appropriate literature and referencing 10\% Excellent use   of a wide range of appropriate literature. Excellent standard of referencing.    9 -10\% Good use of literature.   Some errors in referencing, but clear effort made. 6-8\% Use of some   inappropriate sources or insufficient use of literature. Poor standard of   referencing. 3-5\% No attempt to   draw on literature, no effort at referencing.  0-2\%   Application of   academic learning to social care work. 15\% Excellent   account of a range of social care practice. Insightful application of theory   / academic learning to social care practice.  12-15\% Good account   of social care practice although writing is sometimes general. Good links   made between academic learning and social care practice.   8-11\% Reasonable   description of social care practice, although writing is general. Limited   links made between academic learning and social care practice.   4-7\% No real   description of social care practice. Very limited or incorrect links to academic   learning.   0-3\%   Depth of   reflection  on practice and/or   academic learning 15\% Deeply   reflective. Insightful self awareness shown. Ability to stand back from the   event and analyse rather than describe. Ability to question and acknowledge   your own values and vulnerabilities.  12-15\% Moves beyond   descriptive towards analysis. Good evidence of reflection, with some self awareness   demonstrated.  8-11\% Descriptive   with some limited reflection. Some evidence of considering the experience,   limited self awareness.  4-7\% Descriptive   only, writing simply tells the story with no analysis. 0-3\%Professional Practice – Year 3 – CA Brief – Reflective Journal - CA1 This reflective Journal is worth 50\% of the module and has 5 main components. Notes: · There are 5 questions – you must complete all questions. · Each question 1-5 has two options – you must complete either ‘a’ or ‘b’ for each question. · ‘a’ questions –are based on your practice experiences, you can draw on your experiences from 3rd year and/or 2nd year placement, or from other social care practice experiences you may have had. · ‘b’ questions - are based on hypothetical, general information or case studies rather than your own direct practice experiences. · While referencing academic sources is essential for all answers it is particularly important to support your writing if you are completing the ‘b’ questions as you are not drawing on your own practice experiences. Word Count: 2,500 – 3,000 words (500-600 words per question) 1a. It is essential that social care workers exercise a professional duty of care. Explain what is meant by ‘professional duty of care’. Drawing on the CORU Code of Professional Conduct and Ethics for Social Care, describe 3 specific examples of how your social care practice within your practice experience has demonstrated a professional duty of care. (This links with CORU proficiency 1.6 – Be able to exercise a professional duty of care.) Or 1b. t is essential that social care workers exercise a professional duty of care. Explain what is meant by ‘professional duty of care’. Drawing on the CORU Code of Professional Conduct and Ethics for Social Care, describe 3 specific examples of how a social care worker might demonstrate a professional duty of care.. (This links with CORU proficiency 1.6 – Be able to exercise a professional duty of care.) 2a. Making professional decisions is a key part of social care work. Identify a decision that you have made in practice and indicate how this decision was made and how you took personal responsibility and professional accountability for your actions. You may write about a decision which was made by a team. (This links with CORU proficiency 1.17 - Recognise personal responsibility and professional accountability for ones own actions and be able to justify professional decisions made.) Or 2b. Making professional decisions is a key part of social care work. Identify a decision in a case study that you have read about. What was the decision-making process? What went right or what went wrong in relation to decision making in this case? Your case study should be taken from an academic source (book, report or journal article). (This links with CORU proficiency 1.17 - Recognise personal responsibility and professional accountability for ones own actions and be able to justify professional decisions made.) 3a. Social Care workers need to take responsibility for managing our own health and well -being. Write about an incident or situation which may have posed a challenge to your health and/or well-b1 The National Association of Social Workers (NASW) Code of Ethics Preamble The primary mission of the social work profession is to enhance human well- being and help meet basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well- being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation, administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individual’s needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the professions history, are the foundation of social works unique purpose and perspective. x Service x Social justice x Dignity and worth of the person x Importance of human relationships x Integrity x Competence This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. Purpose of the NASW Code of Ethics Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve. The NASW Code of Ethics serves six purposes: 1. The Code identifies core values on which social work’s mission is based. 2. The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice. 3. The Code is designed to help social workers identify relevant considerations when professional oBarry,E (2009) An Examination of Ethics in Social Work, UCC, Critical Social Barry,E (2009) An Examination of Ethics in Social Work, UCC, Critical Social Barry,E (2009) An Examination of Ethics in Social Work, UCC, CriticBarry,E (2009) An Examination of Ethics in Social Work, UCC, Critical Social Barry,E (2009) An Examination of Ethics in Social Work, UCC, Critical Social Thinking: Policy and Practice, Vol. 1, 2009 [online] available on https://www.ucc.ie/en/media/academic/appliedsocialstudies/docs/EimearBarry.pdf, accessed 28/01/2021 Charleton,M (2014) (2nd Ed.) Ethics for Social Care in Ireland, Gill and Macmillan; Dublin National Association of Social Workers (2017) Code of Ethics, [online] available National Association of Social Workers (2017) Code of Ethics, [online] available on https://www.uaf.edu/socwork/student-information/checklist/(D)-NASW-Code-of-Ethics.pdf, accessed 28/01/2021 Maclean,S and Harrison,R (2010) Social Care, the common knowledge base, Kirwin Maclean Associates; Staffordshire Social Care Workers Registration Board, (2019) Code of Professional Conduct Social Care Workers Registration Board, (2019) Code of Professional Conduct and Ethics for Social Care, CORU, [online] available on https://www.coru.ie/files-codes-of-conduct/scwrb-code-of-professional-conduct-and-ethics-for-social-care-workers.pdf, accessed 28/01/2021 Share,P (2009) Social care and the professional development project, Chapter 5 in Share and Lalor (2nd Ed.) Applied Social Care, an introduction for students in Ireland, Gill and Macmillan; Dublin (p58-73) Social Care Institute for Excellence (2012) Principles for implementing duty of Social Care Workers Registration Board, (2019) Code of Professional Conduct Beckett,C, Maynard,A and Jordan,P (2017) 3rd Ed. Values and Ethics in Social Work, Sage Publications; London Charleton,M (2007) Ethics for Social Care in Ireland, Gill and Macmillan, Dublin Social Care Workers Registration Board, (2019) Code of Professional Conduct HIQA (2016) Supporting People’s Autonomy, [online] available at https://www.hiqa.ie/sites/default/files/2017-01/Supporting-Peoples-Autonomy.pdf, accessed 3/02/2021 Kirkman,E and Melrose, K (2014) Clinical judgement and decision making in Childrens Social work: an analysis of the front door system, [online] available at https://www.researchgate.net/ publication/263652682_Clinical_Judgement_and_Decision- Making_in_Childrens_Social_Work_An_analysis_of_the_front_door_system, accessed 3/02/2021 Munroe,E (2011) The Munro Review of Child Protection Services, [online] Munroe,E (2011) The Munro Review of Child Protection Services, [online]available on https://assets.publishing.service.gov.uk/government/uploads/ system/uploads/attachment_data/file/175391/Munro-Review.pdf, system/uploads/attachment_data/file/175391/Munro-Review.pdf, accessed 3/02/2021 Nyathi, N. (2018) ‘Child protection decision-making: social worker’s perceptions’, Journal of Social Work Practice, 32(2), pp.Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie An Examination of Ethics in Social Work Eimear Barry, BSocSc, MSW Abstract: Ethics, according to the Oxford English Dictionary, is ‘the science of morals in human conduct’. Social work is concerned with human relationships and behavior (Shardlow 2002). Shardlow (2002) suggests that this conjunction is indicative of a duty upon social workers to understand both ethics and social work, as social work contains a terrible potential for the misuse of power. In order to investigate the importance of ethics in social work practice Bisman (2004) poses the question ‘without morality what good is the knowledge attained and skills used by social workers?’ All professionals’ occupations are grounded by values and guided by ethical codes. However, the primary focus of a profession like social work is not defining and explaining but caring and changing. Key words: Social work; ethics; ethical dilemma Introduction The Irish Association of Social Workers’ code of ethics maintains that a code of ethics is important for the profession of social work as social work itself is centred on the social context of people’s lives and the right of people to make decisions for themselves. Because social work often operates on the edge of the individual’s normal functioning, or on the limits that social systems can tolerate, there can be a tension Critical Social Thinking: Policy and Practice, Vol. 1, 2009 Dept. of Applied Social Studies, University College Cork, Ireland Critical Social Thinking: Policy and Practice, Vol. 1, 2009 Critical Social Thinking | Applied Social Studies | University College Cork| http://cst.ucc.ie 111 between the social control, social care, social justice and social change functions of social work. This tension may be resolved by a consideration of what is right or wrong; what is good or bad; or the impact on the individual’s happiness- all is determined by the service user or by reference to a professional standard. Difficulties in resolving this tension may arise where a social worker has to balance the rights and the needs of the service user, the sometimes contradictory needs and rights of others, the rights and duties owed to colleagues and other professionals and the limited resources available. Theoretical Approach The theoretical approach adopted in this research was interpretivism. An interpretivist perspective places a strong emphasis on the meaning of social life and holds the belief that a scientist’s mode of analysis and exploration is not concerned with uncovering those meanings. Interpretivist researchers analysis the meanings people confer upon their own and other’s actions. Seale (1998) points out that the interpretive social scientist rejects the scientific model because they believe that the n1 Bord Clárchúcháin na nOibrithe Cúraim Shóisialta Social Care Workers Registration Board Social Care Workers Registration Board Code of Professional Conduct and Ethics 2 1 Foreword I am pleased to present the Code of Professional Conduct and Ethics for Social Care Workers devised by the Social Care Workers Registration Board at CORU. The code specifies the standards of ethics, conduct and performance expected of registered social care workers. The Social Care Workers Registration Board was appointed on 27 March 2015 by the Minister for Health, Leo Varadkar. The purpose of CORU is to protect the public by promoting high standards of professional conduct, professional education, training and competence among registrants. In 2010, the Health and Social Care Professionals Council at CORU developed a framework code detailing common standards across its constituent boards. The framework was reviewed and updated in 2013. The framework was further reviewed and updated in 2018. Many of the standards of ethics, conduct and performance expected of social care workers are common to the health and social care professions to be regulated by CORU. The Social Care Workers Registration Board, made up of both lay members and representatives of the profession, have carefully adapted the framework with additional assistance from experts external to the Board, public consultation and international best practice. This Code outlines the standards of ethical behaviour and conduct that the public expects from social care workers. Each year registrants will be asked to pledge that they comply with the Code of Professional Conduct and Ethics. It is essential that all registrants read, understand and meet the standards set out in this Code as failure to do so could result in a complaint of professional misconduct being made about the registrant. As the goal of the Social Care Workers Registration Board is to protect the public by fostering high standards of professional 2 conduct, education, training and competence among registrants, adopting this Code is a major milestone in this process. As the profession develops, the Social Care Workers Registration Board is committed to continually reviewing these standards, in doing so, ensuring that they remain both relevant and comprehensive. We expect that all social care workers will comply with these standards and that the consistent application of these standards will benefit individuals. We look forward to working with social care workers, their employers and service users in realising such benefits through developments in the statutory registration process. Dunia Hutchinson Chairperson Social Care Workers Registration Board 14 February 2019 3 Contents Foreword 1 About the Code 4 Summary of responsibilities 6 Conduct 8 Performance 13 Ethics 23 Responsibilities specific to Social Care Workers 27 Appendix A - Suggested procedure for decision-maSee discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/263652682 Clinical Judgement and Decision-Making in Childrens Social Work: An analysis of the front door system Article · April 2014 CITATIONS 35 READS 1,334 2 authors: Some of the authors of this publication are also working on these related projects: Behavioral Public Administration View project Elspeth Kirkman 7 PUBLICATIONS   54 CITATIONS    SEE PROFILE Karen Melrose Office of Qualifications and Examinations Regulation 4 PUBLICATIONS   129 CITATIONS    SEE PROFILE All content following this page was uploaded by Karen Melrose on 04 July 2014. The user has requested enhancement of the downloaded file. https://www.researchgate.net/publication/263652682_Clinical_Judgement_and_Decision-Making_in_Children\%27s_Social_Work_An_analysis_of_the_\%27front_door\%27_system?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_2&_esc=publicationCoverPdf https://www.researchgate.net/publication/263652682_Clinical_Judgement_and_Decision-Making_in_Children\%27s_Social_Work_An_analysis_of_the_\%27front_door\%27_system?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_3&_esc=publicationCoverPdf https://www.researchgate.net/project/Behavioral-Public-Administration-4?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_9&_esc=publicationCoverPdf https://www.researchgate.net/?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_1&_esc=publicationCoverPdf https://www.researchgate.net/profile/Elspeth-Kirkman?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_4&_esc=publicationCoverPdf https://www.researchgate.net/profile/Elspeth-Kirkman?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_5&_esc=publicationCoverPdf https://www.researchgate.net/profile/Elspeth-Kirkman?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_7&_esc=publicationCoverPdf https://www.researchgate.net/profile/Karen-Melrose?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_x_4&_esc=publicationCoverPdf https://www.researchgate.net/profile/Karen-Melrose?enrichId=rgreq-9372203fb335ea0b9ae5ad6dbbaba361-XXX&enrichSource=Y292ZXJQYWdlOzI2MzY1MjY4MjtBUzoxMTUyMjgyMzQ3NTIwMDBAMTQwNDQ4Mzk2MDc4OA\%3D\%3D&el=1_Reliable In vo lv in gH on es t D ed ic at ed L is te ni ng C on si st en t E xp er ie nc ed Continuity Hearing Approachable Empathetic Respectful Relationships Kind Knowledgeable AccessibleInformed Rights Enthusiastic Supportive Trustworthy Helpful ProtectionOpen The Munro Review of Child Protection: Final Report A child-centred system Professor Eileen Munro Department for Education The Munro Review of Child Protection: Final Report � A child-centred system � Presented to Parliament by the Secretary of State for Education by Command of Her Majesty May 2011 Cm 8062 £37.00 © Crown copyright 2011 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: [email protected] Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Any enquiries regarding this publication should be sent to us at www.education.gov.uk/help/contacts This publication is also available for download at www.official-documents.gov.uk This document is also available from our website at http://www.education.gov.uk/publications ISBN: 9780101806220 Printed in the UK by The Stationery Office Limited on behalf of the Controller of Her Majesty’s Stationery Office ID: P002427861 05/11 Printed on paper containing 75\% recycled fibre content minimum. http://www.education.gov.uk/publications www.official-documents.gov.uk www.education.gov.uk/help/contacts http://www.nationalarchives.gov.uk/doc/open-government-licence 1 Contents Contents Acknowledgements 2 Preface 5 Executive Summary 6 Chapter one: Introduction 14 Chapter two: The principles of an effective child protection system 23 Chapter three: A system that values professional expertise 39 Chapter four: Clarifying accountabilities and improving learning 52 Chapter five: Sharing responsibility for the provision of early help 69 Chapter six: Developing social work expertise 84 Chapter seven: The organisational context: supporting effective social work practice 105 Chapter eight: Conclusion 128 Appendix A: Analysis of impact of increased prescription in social work 136 Appendix B: Munro Review of Child Protection – Draft Performance Information Set 139 Appendix C: Signposting 148 Appendix D: An example of system re-design: A case study from the London Borough of Hackney 151 Appendix E: Social Work Practices in Children’s Social Care 167 Appendix F: An example of feedback from children and young people: The Child Outcome and Session Rating Scale 169 2 The Munro Review of Child Protection: Final Vibeke, S., & Turney, D. (2017). The role of professional judgement in social work assessment: a comparison between Norway and England. European Journal of Social Work, 20(1), 112-124. https://doi.org/10.1080/13691457.2016.1185701 Peer reviewed version Link to published version (if available): 10.1080/13691457.2016.1185701 Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at http://www.tandfonline.com/doi/full/10.1080/13691457.2016.1185701. Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ https://doi.org/10.1080/13691457.2016.1185701 https://doi.org/10.1080/13691457.2016.1185701 https://research-information.bris.ac.uk/en/publications/a9998d0e-86ce-4d6f-84c7-d9884504e93d https://research-information.bris.ac.uk/en/publications/a9998d0e-86ce-4d6f-84c7-d9884504e93d 0 The role of professional judgement in social work assessment: a comparison between Norway and England. Author details: Corresponding author Vibeke Samsonsen, PhD student, University of Stavanger, Norway Postal address: Department of Social Work, University of Stavanger, 4036 Stavanger, Norway Tel: 0047 47057922 E-mail: [email protected] Dr. Danielle Turney, Senior Lecturer in Social Work, School for Policy studies, University of Bristol, England Postal address: School for Policy studies, University of Bristol, 8 Priory Road, Bristol, BS8 1TZ, England Tel: 0044 (0)117 954 6726 E-mail: [email protected] mailto:[email protected] mailto:[email protected] 1 ‘The role of professional judgement in social work assessment: a comparison between Norway and England’ Abstract: Good quality assessment has a significant role to play in contributing to better outcomes for children in need of protection, so it is important to understand what supports best practice. This paper focuses on the role of professional judgement in assessment, and compares two very different national approaches. In England, governmental responses to perceived failings in the child protection system have led to a highly proceduralised and bureaucratised system and a corresponding down playing of the role of professional judgement. In Norway, professional discretion and judgement have been seen as key to the assessment process, and governmental response to criticism of child protection practice has been to support their use through provision of increased resources. However, too much emphasis on professional judgement and too little procedure may be as problematic aThe SPARK tool is a self-reflective evaluation tool for practitioners working in community and social services, supporting them to develop a tailored self-care plan. It aims to prevent excessive stress and burnout by encouraging practitioners to reflect on distinct areas in their personal and professional lives. Using evidence- informed prompts, practitioners can assess, what, if any, changes are necessary to improve their welfare. This tool aims to build personal resilience in practitioners as an ongoing process. It provides a reminder that kindness and compassion towards ourselves and others are essential components in our personal and professional satisfaction. Being exposed to stressful workplaces and trauma cases can have a cumulative negative impact on practitioners’ well-being. Developing and implementing a plan can help to express and process feelings, recover, re-energise, promote physical and mental health, develop a worker’s resilience and ultimately improve practitioners’ work. In essence, self-care helps to keep the SPARK alive, or rekindles it when energies run low. A self-care tool for professionals SPARK Self-reflection Prevention Assessment Resilience Kindness Created by Dr Kenneth Burns, Dr Conor O’Mahony and Dr Elaine O’Callaghan, IDEA project, University College Cork, Ireland. This publication has been produced with the financial support of the Rights, Equality and Citizenship (REC) Programme of the European Union. The contents of this publication are the sole responsibility of University College Cork and can in no way be taken to reflect the views of the European Commission. Version 1.1b (2018). © Burns, O’Mahony & O’Callaghan. Permission is granted to make copies. A PDF version of the SPARK tool can be downloaded from: http://ideachildrights. ucc.ie/resources/ SELF CARE SELF CARE 1 2 3 4 5 6 7 8 9 10SELF CARE 1 2 3 4 5 6 7 8 9 10 Le is ur e & Re la xa tio n C om pa ssi on & K ind nes s W ork (suppo rt & environment) Work (conditions) Sleep Spirituality Physical & Mental Health Support Networks Em otio nal / P hy cho log ica l Te ch no lo gy http://ideachildrights.ucc.ie/resources THESPARKTOOL Checking in On a scale of 1–10, where 1 means that you are exhausted, tired and stressed and 10 means that you are energised, feel healthy and are not stressed today, where would you rate yourself on this scale? _______ How you are feeling will influence how you complete this tool. This rating will also provide you with useful context on how you were feeling when you review your completed SPARK tool. Instructions SPARK is best used as a reflective tool, rather than focusing on a total result. On a scale of 1–10, where 1 is weak and 10 is strong, where would youHOW SOCIAL WORK STUDENTS DEFINE AND PRACTICE SELF CARE—AND WHAT THEY CARED FOR MOST ON THE DAY (2/2) November 21, 2012 @ 11:02 pm Social workers cannot be of much use to their clients if they are stressed, sick or exhausted, and have not made time for self-care. Thats what I picked up from CUSSWs Self-Care Day, held on Monday October 22 ( see Part 1 ). In Part 2 of this post, we move on to how current CUSSW students define and practice self-care. I asked the following 16 students to share the best and worst tips theyve received, along with their impressions of this years event. · Ashley Adams (2014): Law minor and thinking about Advanced Generalist Practice and Programming concentration · Liandra Aptekar (2014), Advanced Clinical Practice, with a concentration in School-based and School-linked Services · Lauren Bachman (2014): Interested in doing AGPP/Mental Health, dual degree with Mailman School of Public Health · Robyn Chazen (2014) · Chris Eagar-Finney (2013): Advanced Generalist Practice and Programming, with Law minor · Marissa Fielstein (2014): Interested in doing Advanced Clinical Practice, with a concentration in School-based and School-linked Services · Kyndra Frazier (2014): Already an M.Div and planning to specialize in Family, Youth & Children’s Services · Diana Gutierrez (2014) · Amanda Mandy Hine (2013): Interested in doing Advanced Clinical Practice, with a concentration in Mental Health and Disabilities · Jayson Jones (2014): Most likely Advanced Clinical Practice, with a concentration in Health, Mental Health and Disabilities · Esther Kwon (2013): Interested in Advanced Clinical Practice · Hana Myjer (2014): Hoping to concentrate on School-based/linked Services · Katie Porter (2014): Thinking about Advanced Clinical Practice · Jocelyn Singer-Sargent (2013): Advanced Generalist Practice and Programming, with a concentration in Contemporary Social Issues · Elizabeth Libby Steinmeyer (2013): Advanced Generalist Practice and Programming, with a concentration in Health, Mental Health and Disabilities · Ashley Stewart (2014): Thinking about pursuing Advanced Clinical Practice. As a social worker, you have to learn how to manage stress so that you can care for others. But many people are fuzzy on what self-care is and how to practice it. Whats the best advice youve ever received on practicing self-care? ASHLEY ADAMS: Know your boundaries and when to stop, because unless it is urgent, it can wait. I can practice this in different ways—for example, by not taking work home with me at the end of the day or by making sure I take lunch and not working straight through. LIANDRA APTEKAR: No matter how much work you have to do and how little time you have to do it, take a break and do something you enjoy—whether its watching a TV show, taking a nap, or going to the gym. It will help you re-focus, and ultimately youll be able to produce at a higher level. LAUREN BACHMAN: Pay attention to both body and mind. We can often teSupporting people’s autonomy: a guidance document Health Information and Quality Authority Page 1 of 62 Supporting people’s autonomy: a guidance document Supporting people’s autonomy: a guidance document Health Information and Quality Authority Supporting people’s autonomy: a guidance document Health Information and Quality Authority Page 3 of 62 About the Health Information and Quality Authority The Health Information and Quality Authority (HIQA) is an independent Authority established to drive high quality and safe care for people using our health and social care and support services in Ireland. HIQA’s role is to develop standards, inspect and review health and social care and support services, and support informed decisions on how services are delivered. HIQA’s ultimate aim is to safeguard people using services and improve the quality and safety of services across its full range of functions. HIQA’s mandate to date extends across a specified range of public, private and voluntary sector services. Reporting to the Minister for Health and the Minister for Children and Youth Affairs, the Health Information and Quality Authority has statutory responsibility for:  Setting Standards for Health and Social Services — Developing person- centred standards, based on evidence and best international practice, for health and social care and support services in Ireland.  Regulation – Registering and inspecting designated centres.  Monitoring Children’s Services — Monitoring and inspecting children’s social services.  Monitoring Healthcare Quality and Safety — Monitoring the quality and safety of health services and investigating as necessary serious concerns about the health and welfare of people who use these services.  Health Technology Assessment — Providing advice that enables the best outcome for people who use our health service and the best use of resources by evaluating the clinical effectiveness and cost-effectiveness of drugs, equipment, diagnostic techniques and health promotion and protection activities.  Health Information — Advising on the efficient and secure collection and sharing of health information, setting standards, evaluating information resources and publishing information about the delivery and performance of Ireland’s health and social care and support services. Supporting people’s autonomy: a guidance document Health Information and Quality Authority Page 4 of 62 Note on this guidance This guidance document is produced by the Health Information and Quality Authority (HIQA). It supports the commitments made by HIQA in 2013 to ensure that the rights of vulnerable services users are placed at the heart of our work, whether that be in development of standards and guidance or in our assessment of the quality and safety of services through our programmes of regulation. It is HIQA’s belieThe Concise ProQOL Manual Beth Hudnall Stamm, PhD Proqol.org BethHudnallStamm.com and CompassionSatisfactionAndCompassionFatigue.com 2010 2 3 THE CONCISE MANUAL FOR THE PROFESSIONAL QUALITY OF LIFE SCALE T HE P r oQOL 4 The Concise ProQOL Manual, 2 nd Edition Reference Stamm, B.H. (2010). The Concise ProQOL Manual, 2 nd Ed. Pocatello, ID: ProQOL.org. Copyright  Beth Hudnall Stamm. All rights reserved. 1 2 3 4 5 6 7 9 8 9 0 Published The ProQOL.org, P.O. Box 4362. Pocatello, ID 83205-4362 Cover design by Beth Hudnall Stamm. Images copyright 2008 Henry E. Stamm, IV Printed in Trebuchert MS font for the headers and 11 point Calibri font for the body. ISSN to be applied for Reference Stamm, B.H. (2010). The Concise ProQOL Manual. Pocatello, ID: ProQOL.org. Acknowledgements I here provide acknowledgements for their faithful contributions to the development of the ProQOL go to Joseph M. Rudolph, Edward M. Varra, Kelly Davis, Debra Larsen, Craig Higson-Smith, Amy C. Hudnall, Henry E. Stamm, and to all those from around the world who contributed their raw data to the databank. I am forever indebted to Charles F. Figley who originated the scale, and in 1996, handed the scale off to me saying “I put a semicolon there; you take it and put a period at the end of the sentence.” No one could have wished for a better mentor, colleague, and friend. 5 This material may be freely copied as long as (a) author is credited, (b) no changes are made, & (c) it is not sold except for in agreement specifically with the author. T AB LE OF C ON T EN T S The ProQOL .......................................................................................................................................................... 3 section 1: Compassion Satisfaction and Compassion Fatigue ............................................................................. 8 Figure 1: Diagram of Professional Quality of Life ........................................................ 8 Background .............................................................................................................................................. 8 Figure 2: Theoretical path analysis ............................................................................ 10 Section 2: Scale Definitions................................................................................................................................ 12 Compassion Satisfaction ............................................................................................ 12 Compassion Fatigue ................................................................................................... 12 section 3: Scale Properties................................................................................................................................. 13 Scale Distribution ...................................................................Skip to main content Side panel 0 Notifications You have no notifications See all 0 Onayemi Sosu Dashboard View profile Edit profile Grades Preferences Calendar Log out SSSC H3017 Professio ... Dashboard Events My Courses APSS Health & Safety - ... SSSC H3011 - Full Time SSSC H3012 - Full Time SSSC H3013 - Full Time SSSC H3014 - Full Time SSSC H3015 - Full Time sssc H3016 - Full Time SSSC H3017 - Full Time SSSC H3018 - Full Time This course Sections General Timetable and Introduction Geraldines CA and Tutorial Groups Geraldine Fays Content 2. Continuous Professional Development (CPD) Feb 2021 3. Supervision + Reflection Deirdres CA Brief and Tutorial Groups Deirdres Notes - Topic 1 - Professionalisation and Duty of Care Deirdres notes - Topic 2 - Professional Decision Making Deirdres notes - Topic 3 - Self Care Participants Grades Assignments Forums Resources [email protected] Transformative Learning (STLR) Dashboard Create Student Export Request reflection Request event STLR Suggestion Box Site administration Dashboard Events My Courses APSS Health & Safety - ... SSSC H3011 - Full Time SSSC H3012 - Full Time SSSC H3013 - Full Time SSSC H3014 - Full Time SSSC H3015 - Full Time sssc H3016 - Full Time SSSC H3017 - Full Time SSSC H3018 - Full Time This course Sections General Timetable and Introduction Geraldines CA and Tutorial Groups Geraldine Fays Content 2. Continuous Professional Development (CPD) Feb 2021 3. Supervision + Reflection Deirdres CA Brief and Tutorial Groups Deirdres Notes - Topic 1 - Professionalisation and Duty of Care Deirdres notes - Topic 2 - Professional Decision Making Deirdres notes - Topic 3 - Self Care Participants Grades Assignments Forums Resources [email protected] Transformative Learning (STLR) Dashboard Create Student Export Request reflection Request event STLR Suggestion Box My courses SSSC H3017 Professional Development Deirdres notes - Topic 3 - Self Care CAccessibility View Reading for this lecture: Fenton, M (2015) Social Care and Child Welfare in Ireland, Liffey Press; Dublin (Extract on http://www.empowerireland.ie/uncategorized/self-care-in-social- care-vicarious-trauma-vicarious-resilience-and-self-compassion/) López-Cabarcos, M., López-Carballeira, A. and Ferro-Soto,C. (2019) ‘The role of emotional exhaustion among public healthcare professionals’, Journal of Health Organization and Management, 33(6), pp. 649–655. doi: 10.1108/ JHOM-04-2019-0091. Ireland, C. and Huxley, S. (2018) ‘Psychological trauma in professionals working with traumatised children’, Journal of Forensic Practice, 20(3), pp. 141–151. doi: 10.1108/JFP-10-2017-0045. Johnson, A and Long,D (2019) Approaches to self care in a third level social care programme to establish and maintain health and wellbeing, Social Care Ireland Conference 28/03/2019, [online] available at https:// socialcareireland.ie/wp-content/uploads/2018/11/Approaches-to-self-care-in- a-third-level-social-care-programme-to-establish-maintain-wellbeing-Dr-Aoife- Johnson-Deborah-Long.pdf, accessed 27/02/2021 Professional Quality of Life Measures - www.proqol.org Tend Academy Resources - https://www.tendacademy.ca/resources/ Stamm, B.H. (2010). The Concise ProQOL Manual, 2nd Ed. [online] available at https://www.proqol.org/uploads/ProQOLManual.pdf accessed 27/02/2021 Butler, L. D., & McClain-Meeder, K. (2015). Self-Care Starter Kit. [online] available at http://www.socialwork.buffalo.edu/students/self-care/index.asp, accessed 27/02/2021 Burns, K., OMahony, C. and OCallagan, E.(2018) SPARK: A Self-Care Tool for Professionals Working in Child Protection. IDEA Project, University College Cork, available online: https://ideachildrights.ucc.ie/resources/spark-tool- staff1.1a.pdf accessed 27/02/2021 Columbia University School of Social Work (2012) How Social Work Students Define and Practice Self Care—and What They Cared for Most on the Day (2-2). Columbia University School of Social Work. [online] Available at: https:// socialwork.columbia.edu/news/how-social-work-students-define-and-practice- self-care-and-what-they-cared-for-most-on-the-day-22/ accessed 02/03/2020