Social Work Partnership Management Case Study

Social Work Partnership Management Case Study Examine the case study above and analyze the potential conflicts in values  between the school, parent and the police. On the basis of your professional value base what could you suggest as a social worker to help and support Allen, his father and the school. Allen, who is 15 years old, has a special needs statement for learning and  behavioural difficulties and attends a referral unit (a special school with  smaller class sizes and varied learning experiences) to meet these needs. Recently Allen has stopped attending the unit, complaining of boredom, bullying  and lack of teachers support to stop the bullying. Added to the concerns Allen  has also been arrested on a couple of occasions from shoplifting, during school  time, with others from the same referral unit. Alans father, Peter, is concerned about him not going to the referral unit, but  has not been into school to sort things out. He tells you (The Social Worker) he  does not believe Alans story about the bullying but at the same time he does  not appear to have done anything to challenge Allens absence. The head teacher from Allens referral unit is clear in saying there is no  bullying. He is keen for the education Department to prosecute Peter for failing  to get Allen to attend school. What Specific Elements of the GSCC Code of Practice and Social Work Values  Are Relevant and Comment on How This Can Help in Applying the Law and Good  Practice. How notions of human rights, utilitarian and Kantian Philosophies Might Apply  to this Situation. How anti discriminatory practice can inform your working with the situation. Protect the rights and The power that young people have in relation to school/social work agency and  how other viewpoints can be balanced alongside the wishes and feelings of the  young person. Initial Assessment Allen is 15 years old and currently displaying behavioral difficulties in school. He attends a referral unit, which is designed to attend to the needs of children with special needs such as Allen. He is also presenting with anti-social behaviors in that he was caught committing theft. This occurred during school hours. Additionally, Allen allegedly told mistruths about being bullied by other students, thus his reason for leaving school. It appears that the school is reaching out to Peter, Allen’s father, with no success. Peter has not been to the school to address Allen’s current behaviors. Foremost, it is important to reflect on the differences in views and values caused by the current situation to better understand the complexities within it. Firstly, the school may not be able to provide additional services without parental consent and collaboration. Therefore, the school is limited in what services can be put in place. Additionally, school personnel may desire that discipline be applied at school and home in a consistent manner, which requires school involvement by parents. Another concern for the school is whether it can safely contain a child who is displaying high-risk behaviors. Although the school is required to work with Allen on his behavioral issues, the school’s resources are limited to children who are able to defray from harmful situations. In the case of this particular child, the school may not have appropriate staff that can provide additional safety and security so that Alan does not hurt himself within school property. There is also the chance that he may attempt to leave the school premises as he has done in the past. Without parental support and possible lack of services to contain Allen, the school may be concerned about liability. Eventually, if he becomes involved in a situation that is either harmful to himself or others, the school may opt to recommend he attend a lock-down facility. Peter, on the other hand, may feel that school should be equipped to handle Allen’s behaviors, especially being that it is a school for children with special needs. Peter may be a single parent and/or have a very demanding job, which may make it difficult for him to attend school meetings. Despite these obstacles however, he is Allen’s legal guardian and is ultimately responsible for providing him with an appropriate educational environment. This entails collaborating with the school. His lack of presence in the school is a display that he is not adequately providing for Allen’s educational needs. Police is obligated to keep Allen safe and at the same time required to enforce the law. Police is also the neutral force amidst the school system and Allen’s father. However, if Allen continues to break the law, the police department will be in the position to support the school’s recommendation for a more restrictive environment. Although it is sometimes difficult for collaterals in a child’s life to work cohesively to provide the best level of care possible, it is all involved adults’ legal and ethical responsibility to do so. Therefore, while working with Allen, Peter and school staff should keep in mind that Allen is protected by stringent laws pertaining to children with disabilities. For instance, in my work with Allen, I must keep in mind the General Social Care Council Code of Practice and Social Work Values that specify the level of care participants such as Allen should be receiving. According to social work practice, I should remember the important principles set forth in this code. First, I should promote Allen’s interests. To do so, I must prove to Allen that I am invested in his well-being and in alliance with him. I should also strive to develop and maintain a relationship of trust and confidence with Allen. Otherwise, he will not be willing to work with me. I am also respon sible for promoting Allen’s independence while also ensuring that he is not vulnerable to harmful situations, harmful to himself or to someone else. I am also compelled to respect Allen’s rights at all times. Following these guidelines ensures that I am adhering to legal and good practice standards.*********** Similarly, the school should also adhere to guidelines regarding how Allen is treated within the school environment. School staff should pay particular attention to laws set forth for children with disabilities. Due to Allen’s behavioral disability, the school cannot expel him, but rather should work with him in an attempt to resolve any concerns. Allen’s father, Peter, is also responsible for Allen’s care and well-being. Peter is bound by child protection and welfare laws, which include specifications regarding parents’ responsibility to provide children with the appropriate educational opportunities. The fact that Peter is unable or unwilling to attend the school to address Allen’s behavioral and truancy issues can constitute as neglect due to the severity of Allen’s behaviors. In addition, Allen is engaging in high-risk behaviors which are potentially putting him in harm’s way while truant. This causes concern of liability by both the caregiver and the school. Clinical Recommendations Fortunately, Allen is protected by child laws which state that he cannot be expelled from school due to his behavior. This law was created specifically for children who suffer from learning disabilities ()********. They acknowledge this and many times use this, very rightfully, to their advantage. For instance, Allen may be well aware that he will not be expelled for the current behaviors he is displaying. Additionally, he appears to be manipulating the situation by falsely stating that he is being bullied. In spite of his acting out, however, Allen has the right to be treated fairly. Thus, the bullying should be investigated despite Peter and the head teacher’s feeling that it is not occurring. Additionally, appropriate services for educational and emotional advancement should be implemented, according to the guidelines specified by the Special Education Needs Code of Practice (2001). It appears that Allen has been acting out behaviorally for some time. It is important to investigate what it is that is causing him to manifest his feelings through negative behaviors. It is vital that Allen begin to see an individual therapist so that he may have a safe environment to discuss his current stressors. I am a licensed Social Worker and would like to work with Allen on a weekly basis. Currently, Allen is socializing with others who are also engaging in the self-damaging behaviors. He is in need of a positive support system. Peter is also in need of supportive services. I will refer Peter to a support group for children with learning and behavioral issues so that he may understand that other families also deal with similar struggles. If Allen is willing to attend, it may benefit him to view other children’s perspectives on their attitudes toward their educational and emotional difficulties (Social Care Institute for Excellence Research briefing 14). Peter may not be cognizant of the severity of Allen’s behavior, which may be the reason he is not willing to collaborate with the school. It may be useful to provide outreach support by sharing pamphlets, making phone calls to the home and providing Internet resources so that Peter may be educated properly regarding Allen’s current needs. It is unsure whether Peter has a strong support system on which he is able to rely. It would be fruitful to explore family and friends that could assist him in caring for Allen when Peter is feeling overwhelmed. The school may also benefit from social work services. Teachers and staff that work with Allen may need to discuss their struggles with someone who could provide clinically sound feedback. I recommend that personnel meet with me and the school psychologist once a week to discuss Allen’s behaviors and help teachers think through effective methods of intervention. Further, teachers may benefit from collaborating with each other and discussing methods of providing consistency for Allen throughout his school day. A mentoring program may also be valuable to Allen. A program that provides Allen with a mentor who is a little older and more mature may assist Allen in understanding perspectives other than his own. In the most ideal situation, Allen should be provided with a mentor who is just slightly older than he, so that Allen can confide in someone who understands his adolescent culture; yet is also a resource who could model positive, responsible behavior. References http://society.guardian.co.uk/scperformance/story/0,11025,629574,00.html Code of Practice for Social Care Workers and Code of Practice for Employers of Social Care Workers. GSCC Code of Practice General Social Care Council Goldings House 2 Hay’s Lane London SE1 2HB 020 7397 5100www.gscc.org.uk Special Education Needs Code of Practice (2001). The Education Act, 1996. Banks (2004) Ethics, Accountability and the Social Professions. Becket and Maynard (2005) Values and Ethics in Social Work. Clark (2000) Social Work Ethics. Hugman and Smith (1995) Ethical Issues in Social Work. Jordan, B (1990) Social Work in an Unjust Society. Payne and Littlechild (ed., 2000) Ethical Practice and the Abuse of Power in  Social Responsibility. Shardow, S.M. (2002) Values and Ethics in Social Work. Spratt, T. Callan, J. (2004) Interventions in Child Welfare Cases. British Journal of Social Work, 34(2), 199-224. SCIE Research briefing 14: Helping parents with learning disabilities in their role as parents

Analysis of Ann Patchett’s “Bel Canto

In Ann Patchett’s novel, â€Å"Bel Canto,† various themes that are dramatic or psychological in content are explored. However, arguably the most notable among them is the strange nature and irony of fate, which also encompasses several sub-themes such as the abundance of passion and love in the face of death. These themes are highlighted mostly by the relationships between the characters and the development of their personalities. In general, the strange twist of fate is best depicted by the unusual relationships formed between the characters in the novel.These ties and bonds built can arguably be described unusual due to the backdrop of the story. Basically, the entire plot revolves around a terrorist group taking hostage various celebrities, politicians, and other prominent personalities for a several months while at the same time forming unique relationships with their victims in the process at the house of the vice-president of a Latin American country. Moreover, as the novel concludes, the so-called heroes or good guys aren’t exactly the ideal benevolent people one would expect and the villains or bad guys (Gioia n.p. ). Towards the end, the lines between the terrorists and the hostages are blurred as both groups become less hostile and friendlier to each other, which further added to the strange change in fate of the characters in the story. Ironically, it was as if all the hostages and the terrorists wanted to remain inside the home of the country’s vice president where they have been holed up since the crisis began. Moreover, as mentioned above, multiple unique relationships are formed between the characters of the book.The first notable one is between Roxanne Coss, the American Soprano singer, and her fellow captive, Katsumi Hosokawa, who is also one of her big fans. Although their romance is evident in the novel, it is somehow ironic because they could not understand each other due to a language barrier. In other words, alt hough Roxanne and Katsumi were not able to communicate verbally, they shared a passion for each other which aroused in the face of death—one of the sub-themes explored in the novel.However, like all the other hostages, Roxanne and Katsumi knew the painful reality that awaits them should there captivity ends. In chapter 10 of the novel, Kastumi reflected on the possible scenarios if they are released from their captors. â€Å"He understood that these were extraordinary times, and if their old life was ever restored to them, nothing would be the same† (Patchett 298). Meaning to say, Kastumi knew that he loved Roxanne and how full his life has become but also realized that their relationship could never exist in the world outside their captivity.This is highly ironic because like the rest of the hostages, initially, the only thing that Katsumi and Roxanne wanted was to escape from their terrorist captors and get their normal lives back. But due to the deep involvement of the two with each other and due to the romantic relationship they have formed, they no longed wanted to escape but instead remain in captivity, which is one of the best examples of the strange nature of fate explored in the novel.The same applies to the relationship between Gen Watanabe, Katsumi’s translator, and Carmen, one of the young female terrorists. The two became romantically involved with each other when Gen taught Carmen how to read. They would meet inside a closet every night for Carmen’s reading lessons and where they would also make love. In other words, like Katsumi and Roxanne, the two have also accepted the fact that their hostage-terrorist relationship cannot be revealed to anyone nor could it exist in the world outside.In the tenth chapter of the novel, after learning that the government forces would soon attack and release all hostages, the author described the reaction of the two: â€Å"So Gen should have said something more, and Carmen should have listened more, but instead she kissed him, because the important thing was to forget. That kiss was like a lake, deep and clear, and they swam into it forgetting† (Patchett 302). Meaning to say, the two have accepted their fate and the fact that their relationship would be short-lived. Instead of pondering on the upcoming reality, they chose to make the most their present situation by hugging and kissing.In short, the novel vividly illustrates the strange twist of fate between among the characters in the novel. In early chapters, the characters can be divided into two groups: the hostages and the terrorists. However, as the story progresses, in a strange twist of fate, those lines that divide the two groups become blurred as the captives and the captors began enjoying each other’s company. This is exemplified not only by the relationships formed between Katsumi and Roxanne and Gen and Carmen but in other characters as well.In one scene, Ruben Iglesias, the vice preside nt of the Latin American Country and owner of the house where the hostages were held in the novel, was shown playing chess with the leader of the terrorists, General Benjamin. The vice president also implied that he was considering adopting one of the young members of the terrorists, Ishmael. Therefore, it can be surmised that hostage crisis transformed nearly all of the characters in the novel to the point where they wanted to remain holed up in the vice-president’s house forever, which is exactly the opposite of what hostages usually feel when they are held captive.Over-all, the novel greatly explored a theme in which the fate of its characters took an ironic twist that added depth and color to the over-all plot. The strange yet unique relationships formed are the best examples of the theme in which the true identities of the characters were also revealed. Works Cited Goia, Ted. â€Å"Bel Canto†. 2008. The New Canon. com 11 May 2009 < http://www. thenewcanon. com/bel _canto. html>. Patchett, Ann. Bel Canto. New York: Harper Perennial, 2002.

Critical Period and Language Acquisition Essay

Part of the reason why Genie’s case fascinated psychologists and linguists so deeply was that it presented a unique opportunity to study a hotly contested debate about language development. Nativists believe that the capacity for language is innate, while empiricists suggest that it is environmental variables that play a key role. Essentially, it boils down to the age-old nature versus nurture debate. Do genetics or environment play a greater role in the development of language? Nativist Noam Chomsky suggested that the acquisition of language could not be fully explained by learning alone. Instead, he proposed that children are born with a language acquisition device (LAD), an innate ability to understand the principles of language. Once exposed to language, the LAD allows children to learn the language at a remarkable pace. Linguist Eric Lenneberg suggests that like many other human behaviors, the ability to acquire language is subject to what are known as critical periods. A critical period is a limited span of time during which an organism is sensitive to external stimuli and capable of acquiring certain skills. According to Lenneberg, the critical period for language acquisition lasts until around age 12. After the onset of puberty, he argued, the organization of the brain becomes set and no longer able to learn and utilize language in a fully functional manner. Genie’s case presented researchers with a unique opportunity. If given an enriched learning environment, could she overcome her deprived childhood and learn language even though she had missed the critical period? If she could, it would suggest that the critical period hypothesis of language development was wrong. If she could not, it would indicate that Lenneberg’s theory was correct. Genie’s Language Progress Despite scoring at the level of a one-year-old upon her initial assessment, Genie quickly began adding new words to her vocabulary. She started by learning single words and eventually began putting two words together much the way young children do. Curtiss began to feel that Genie would be fully capable of acquiring language. After a year of treatment, she even started putting three words together occasionally. In children going through normal language development, this stage is followed by what is known as a language explosion. Children rapidly acquire new words and begin putting them together in novel ways. Unfortunately, this never happened for Genie. Her language abilities remained stuck at this stage and she appeared unable to apply grammatical rules and use language in a meaningful way. At this point, her progress leveled off and her acquisition of new language halted. While Genie was able to learn some language after puberty, her inability to use grammar (which Chomsky suggests is what separates human language from animal communication) offers evidence for the critical period hypothesis. Of course, Genie’s case is not so simple. Not only did she miss the critical period for learning language, she was also horrifically abused. She was malnourished and deprived of cognitive stimulation for most of her childhood. Researchers were also never able to fully determine if Genie suffered from pre-existing cognitive deficits. As an infant, a pediatrician had identified her as having some type of mental delay. So researchers were left to wonder whether Genie had suffered from cognitive deficits caused by her years of abuse or if she had been born with some degree of mental retardation.

Aging A Normal Biological And Physical Process - 1196 Words

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