A turning point in regards to policy change led from the unfortunate death of Victoria Climbie. Victoria died from no less than 128 injuries she had received at the hands of her carers in February 2000. The subsequent investigation into her death conducted by Lord Lamming laid the foundations for the ‘Every Child Matters’ Green paper published in 2003. The Governments response to the Lamming Enquiry was almost immediate with the production of the Green Paper ‘Every Child Matters’ which focused on four keys themes. These included supporting families where need is identified and early intervention in relation to child protection (Every Child Matters, 2006). Additional changes have also taken effect since 2003 such as a multi-agency singular ‘Common Assessment Framework’ (CAF), the formulation of ‘Local Safeguarding Children’s Boards’ (LSCB) and changes to the Child Protection register from 1st of April 2008.
In conjunction with Every Child Matters is The Children Act 2004 which is in addition to the original Act of 1989. The Act encompasses several components based on recommendations from the Lamming Report and is responsible for promoting a partnership between agencies working with children including health, education and social care in a more cohesive manner (Allen, 2008).
Task Centred practice was originally based on work of an American academic called Bill Reid. There was a series of studies carried out. These included:
- Reid and Shyne (1969)
- Reid and Epstein (1972)
- Doel and Marsh (1992)
These earlier researchers by Reid and Shyne (1969) concluded that, often long-term intervention which ran all the way to completion was no more effective than intervention which was stopped early. The user would come to the same conclusion if not earlier. Planned short-term work was more effective as open-ended work. Buckle, (1981) in Coulshed & Orme (1998) state that ‘some clients received help for years and compulsive care-giving by helpers often resulted in difficulties of becoming the responsibility and ‘property’ of the worker’
Reid and Epstein (1972) published the first book describing ‘task centred practice’. The translated research and designed elements of Task Centred Model (Price, 2005. 1).
Task centred practice in the context of theoretical framework borrows from a range of other theories. It can be seen as borrowing from these theories for these following reasons.
- Behavioural Theory: By helping people learn how to develop problem & solving skills attached to this process.
- Social Learning Theory: By using targets, task and rehearse.
- Systems Theory: By acknowledging the impact of the environment.
Task centred practice borrows and therefore has similarities with other theoretical approaches. It can be seen as having similarities with ‘crisis intervention’. The basis of this may be because the majority of the research around effectiveness of task centred practice was carried out on users in crisis situations. Both methods handle significant social, emotional and practical difficulties (Coulshed & Orme, 1998, p125).
Task-centred social work is a way of working with people that emphasises partnership and, though the term is in danger of becoming a cliché, we see it as a careful negotiation between people to agree what should be done and how it can be done. Part of this negotiation is openness about how different people see the situation, about the different power and status in the relationships, and a commitment to balancing that power as far as practical and desirable.
There is the entry and exit and then three core phases in task centred work:
- Entry.
- Exploring problems.
- Agreeing a goal-the written agreement.
- Planning and implementing tasks.
- Exit.
The initial phase of task centred practice is problem exploration. During this phase key problems are identified, and then prioritised. A maximum of three problems should be worked on as to “many selected problems will probably lead to confusion and dissipated effort” (Doel & Marsh, 1992, p31). Having selected the problem(s) the worker then finds out what the service user wants to happen, what goal(s) they wish to achieve in an agreed time scale. The goal(s) need to be connected to the problem. Once Alison acknowledge problem areas, such balancing time to Jack’s needs, but also acknowledging that the care of her mother may be affected. It is important to stress at this point that problems are related to what Alison sees as a problem, and not what the social worker sees as a priority therefore supporting anti oppressive practice whilst adhering with the General Social Care Codes of Practice.
If we explore this in relation to working with Alison "I asked Alison what she thought of this way of working. She said she had not had any involvement with social services before, and didn't really know what to expect”. She said she didn't expect to be involved in the work rather that we were going to tell her what was wrong. Alison said that when she contacted social services the only thing she had thought of was [her son] Jacks behaviour towards her and his sibling’s and she wanted this to stop. Working in this way had given her an opportunity to understand why Jack behaved in this way."
Once the basis for work is established, the worker and service user proceed in a series of incremental steps towards the goal(s). According to Doel (1994) the journey from agreeing the objective to achieving it is measured in small steps called ‘tasks’. These are pieces of work completed by the service user and worker in order to help the service user meet the objective. Once Alison acknowledged this as a priority through exploring alternatives or by even verbalising its existence, it was then possible to apply for an assessment on her mother’s needs.
Methods or techniques for achieving the task(s) should be negotiated with the service user. Task centred practice “is designed to enhance the problem solving skills of participants , so it is important that tasks undertaken by clients involve elements of decision making and self-direction, if the work goes well then they will progressively exercise more control over implementation of tasks, ultimately enhancing their ability to resolve problems independently” (Ford and Postle, 200, p55). Alison was empowered in this process by being able to choose the course of action, with contact and guidance with relevant agencies that were able to assist in the assessment of her mother.
The task centred approach enabled fast and effective support to Alison. The “time limit is a brief statement about the likely length of time needed to reach a goal” (Doel and Marsh, 1992, p51). Time limits are important for a number of reasons. It guards against drift and complacency, allows time to review and encourages accountability. It also acts as an indicator of progress (Adams, et al, 2002). The task phase consists of a series of developments and reviews. The implementation of reviews is important because it allows for an assessment of the success of steps taken that task centred work will have anticipated at the initial phase.
The ending of the process of task centred work will have been agreed and negotiated at the initial stage. The concluding session should include a review of the work that has been accomplished by the service user in order to alleviate the target problem. The approach in Alison’s case proved successful as she was able to identify the problems and therefore more clear in defining it. This enabled her to clearly decide the solution, giving her a commitment to support the process.
A benefit of a task centred practice is it falls in line with good practice. It is transparent “based on closed collaboration between the worker and service user and a recognition of the importance of service user self-determination in the decision making process” (Trevithick, 2000, p183). According to Doel and Marsh (1992) these elements are important in the overall development of genuinely anti discriminatory practice “task centred work does contribute to AOP by helping people to understand the context of their problems and by giving them know-how to achieve small changes” (Doel and Marsh, 1992, p97).
I feel a strong aspect of Task centred practice is that it fits in well with modern day social work, which at times can be bureaucratic and a prominent feature of working under very restricted financial constraints. I feel task centred practice therefore has the potential to uphold professional practice in regards to the GSCC codes of practice, support the public s trust of the profession and balance the agencies requirements. “Task centred practice provides a visible means of shaping good intentions of partnership and the concrete expression of anti-oppressive principles, while also attracting interest from agency managers keen to have measurable outcomes and explicit systems of accountability (Adams et al, 2002, p193)
Although task centred practice is a positive method of working with clients such as Alison, we have to acknowledge its limitations and therefore we have to be conscious that there may be a point that it does not work or a differing approach may be required. Research has shown that the stage around drawing up a contract can become disempowering. Since the tasks should be for the service user to do, it may come across as homework for the service user, which could then cast the professional as the teacher. It is also suggested that that Task centred is a simple model “one weakness of task centred practice is that it is a relatively simple model and should not be seen as the universal underpinning theoretical tool to inform direct work with services users” (Maclean & Harrison, 2008, p200).
A problem that I feel may limit Task centred practice is the acknowledgement of problems. People share some problems with others in their lives, who may define the problem in the same way “agreement does not always exist about shared problems; people in the situation may see them differently” (Payne, 2005, 108). It could therefore lead to you enforcing your own values on a situation and becoming oppressive. On reflection when working with Alison I thought a key factor was for her to find employment, which would help with social skills, independence and self-esteem building. I was unaware that she helped with domestic care for her own mother, who was disabled and solely dependant on Alison. Therefore it was hard for me to process and resolve differing perceptions in regards to family duties to the task of finding employment. It could be argued that I was therefore looking at Alisons situation from my position and placing greater emphasis on employment and losing the value of what was important to Alison. On reflection I would always place greater priority on the care of my family over work, I may have differing skills in balancing them, but I would become quite obstinate if a person challenged me on my loyalties.
It has to acknowledged that task centred practice has great benefits around achieving positive outcomes when working with service users, this is evident in the vast range of authors whom have published work in regards to it, however I feel it can have a point whereby it ceases to be productive. Whilst working with Alison it could have been perceived that I as the social worker had addressed some of the underlying issues and concerns and simply left once these had been acknowledged. An additional approach to continuing building upon the relationship, I could have considered applying ‘Solution Focused Theory’ also known as Brief Solution Focused Therapy (BSFT).
Solution Focused Theory emphasise the positive, rather than problem solving aspect. It validates that “the client is treated as the expert in their situation” (Payne, 1997, p178). It focuses on behaviours which may not be typical of the problems identified and uses these as a base for change. Change is assumed to be continual, with small changed leading to bigger ones. This method is based on De Shazer (1985) and Kim Berg (1988, 1990). It is focused on the same idea as family therapy (interactional), although it is very different in a number of ways. It views the process of change as inevitable (Hubbard, 2007).
BSFT allows the practitioner to ask the service user a range of questions that enable recognition of their own strengths and abilities. Various questions are use, including
- Goal setting questions. This is about allowing the focus at the start of a contact to be about why the service user has presented to the service in their own opinion.
- The Miracle Question. This supports the service user identity how the future will be different when the problem is no longer present.
- Scaling Questions. The service user is asked to score the present scale of 1-10. Then allowing the practitioner to ask what it takes to move up the scale.
- Coping Questions. These seek to support the service user recognise the general strengths and resources they have.
(Maclean & Harrison, 2008, p149)
Taking this view pays close attention to exceptions to problems e.g. when there is a change to stability of problem. It sees this as the key to finding solutions. (Kim Berg 1999). If we can find a way to repeat the behaviour which surrounds the exception the problematic situation can become less overwhelming and more manageable, it can even eventually disappear.
Change occurs in differing ways, emotional, perceptual and behavioural. If a feeling toward a situation is changed, a perceptual shift is possible, and in turn shows a different behaviour. When a problem is seen as positive, we can make behavioural changes in respect of the problem which lead to the service user feeling differently about it. If we can create a different emotional reaction to the same problem change can occur. (Kim Berg 1999).
This type of therapy is about constructing solutions, not focusing on problems. In the case of Alison it may have been an idea to focus on her family as a pre-session change. This may lead us to think that there is something positive which has rewards and offers stability for Alison. This is an area where there is exception to her problems. Therefore it could be used as the key to finding a solution for her problems.
When working with Alison we could have started creating a small goal which would be set by Alison. After establishing where she wants to be in her life at the present time, we would try to find the quickest way to get her there. Constructing solutions and helping her to focus and discover her own resolution are also part of the role of the therapist (Deshazer 1995).
Scaling is a tool I use personally to keep me positive and also allowing me to reflect. It can also help the therapy in order of getting the pitch of the problem right e.g. how does Alison feel before she had difficulties with Jack on a scale of 1-10. Then by setting achievable goals and feeding back as to whether things are working for her, we can help bring about change. Once we know what works as practitioners we can repeat the exercises in order to keep supporting change. These techniques could also be applied to Jack and his siblings, if they are willing to take part, the goals could be set on the strengths of the family. Reframing and focusing on a preferred future rather than the unsatisfactory present helps the family to shift from negative to positive attainments of the relationship, behaviours and emotions. These interventions and would have suited a family such as the one I was working with. (Beckett 2006).
Using BSFT methods would help improve service delivery for the service use because it would give a more robust performance. Alison along with all service users need a wide range of interventions available to them in order to give a holistic overview of support given.
In concluding this assignment the task centred model has proved itself to be an effective method and is popular with both practitioners and service users alike. It has the potential to maintain good professional practice while satisfying agency requirements of efficient use of time and resources. “However, this degree of accommodation can appear ambiguous and perhaps explain why task-centred method is described on the one hand, as supporting managerialist objectives…and on the other as offering much potential for empowering clients” (Adams et al, 2002, p198). The balance therefore must be carefully monitored to ensure that task centred approach is being used predominantly because it is the right method of good practice in social work rather than the bureaucratic advantages that may take precedence.
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Ref List
Adams, R, Dominelli, L and Payne, M. (2002), Social Work: Themes Issues and Critical Debate, (2nd) Palgrave.
Becket, C (2006). Essential Theory for Social Work Practice. London: Sage Publications.
Berg, Kim Insoo (1994). Family Based Services. A Solution Focussed Approach. New York W.W Norton.
Coulshed, V and Orme, J. (1998). Social Work Practice- An Introduction, Hampshire: Palgrave.
Doel, M. (1994) Task Centred Practice & Philpot, Practicing Social Work, (Eds) Routledge.
Ford & Postle, (2000) Task Centred Practice and Care Management, In Stepney and Ford Social Work Models, Methods and Theories, Russell House.
Payne, M,2nd Edition(1997), Modern Social Work Theory, Palgrave macmillan
Payne, M,3rd Edition(2005), Modern Social Work Theory, Palgrave macmillan
Maclean, S & Harrison, R. A Straightforward Guide for Practice Assessors and Placement Supervisors, 2008, Kirwin Maclean.
Trevithick, P. (2000) Social Work Skills, Open University Press.