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An overview of my DP1 placement which will highlight the location of my placement, the opportunities for learning and a brief outline of the work undertaken by staff and myself.

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INTERIM REPORT Within the Final report, I will give an overview of my DP1 placement which will highlight the location of my placement, the opportunities for learning and a brief outline of the work undertaken by staff and myself. I will also draw on knowledge learned from academic study such as Social Work Practice 1, Poverty, Family and Lifespan and Disadvantage also personal experience and feedback from supervision. As a student, I am required to evidence from my practice and the progress towards meeting both the competence's and value requirements to the level outlined in the course manual. Hugman and Smith state,'' Competence in social work requires the understanding and the interaction of values in social work. This set of values can essentially be expressed as a commitment to social justice and social welfare, to enhance the quality of life of individuals, families and groups within communities, and to a repudiation of all forms of negative discrimination''. (2001,p95) I will discuss how supervision has been influential on my personal development and how it has enabled me to critically evaluate and promote my working practice by addressing core skills and values. Anti-racist and anti-discriminatory practices are issues that are an integral part of social work practice and therefore I shall discuss these issues within the report. Also within the report, I will maintain any individuals, group and/or agencies right to confidentiality as set out by CCETSW's rules outlined on page 113 section 2.1 of the course manual. SECTION ONE CONTEXT OF PLACEMENT For the purpose of this report, I will focus exclusively on area of Helensburgh and Lomond in which I am placed. Within this area I will outline relevant statistics: * 8 children on the Child Protection Register, * 23 children who are currently being accommodated, (31% of pop. 0-15years) * 3% of 0-15 years are currently being provided with a social work service. ...read more.


Bowlby 1984, p27 states, ''terming attachment theory..... and of explaining the many forms of emotional distress and personality disturbance, including anxiety, anger, depression, and emotional detachment, to which unwilling separation and loss give rise''. I was aware that I was quite prejudiced when I was informed that my placement was in a children's residential unit. The preconceived notion of 'bad kids' sprang to mind, although through learning related to my course, I knew that this was prejudiced and discriminatory to the young people. One young person has just been admitted into the unit and I have been doing some 'piece work' with her, (Y). Due to staff training, the keyworker allocated to this young person is doing her SVQ and I am aware that I sometimes feel as though the young person is being used to meet others competence's and I was reluctant to involve myself with this young person. Y has openly approached me though and I believe that we have a good relationship, as we were both anxious and honest with each other about our own anxieties. I discussed issues around confidentiality, choice and privacy and the promotion of the young person's rights. VR3. I am currently working with Y on her family tree which is obviously distressing for her and addressing issues such as feelings of loss, anger, rejection. This is ongoing and the completion of the family tree will be one of my observed practices. 3rd Piece of Work X is a 14 year old girl who has a history of being accommodated. X has been in several foster placements which have subsequently broken down. This young person has been in the unit since it opened and comes from the Oban area. She has some home contact which is normally when the young person herself or staff initiates it. X is a bright, articulate young girl, but is unable to attend mainstream school, due to behavioural problems. ...read more.


Supervision has allowed me to reflect on my practice and how it is informed not only by my academic study or personal experience but also by discussion with my practice teacher.I believe that this will heighten my understanding of the relationship between reflection on life experiences to inform values and practice, to understand social problems into legitimate theories, gain knowledge of legislation to empower service users, recognise values and challenge prejudices and stereotypical notions and give an opportunity to gather some constructive feedback both positive and negative. My practice teacher has highlighted and encouraged the use of supervision and the importance of keeping a reflective journal, direct observation and being aware of the importance of recording and observing the practice of other social workers and residential care staff. Supervision was also used to highlight and encourage the availability of learning opportunities whilst on placement. Specific areas of learning were identified through discussion with my practice teacher and myself. These include working with young people in ways that reflect their individual circumstances, understand the needs of young people and their families and to look at individual needs in a wider context, to work within a legal framework and to explore issues in social work practice. Other learning opportunities available to me in this placement involve working as part of a wider area team, including the area team and the generic duty system. This will involve working in an inter-disciplinary, inter-agency context including schools and health agencies. Due to the dual role of my placement there are also opportunities to develop understanding through observation of the social work role and responsibilities in child protection. (C6:1) I had concerns about my academic ability of linking theory to practice in my written reports. Watson et al (2002, p13) suggests,'' Failure in the integrated assignments can sometimes occur because students substantially misunderstand how to evidence theory, research, ethics... in their practice through academic writing''. The use of reflective journals and small exercises are used to help me have a clearer understanding on how to combine theory and practice and evidence this in my reports. (C6:1, 6:2) 1 1 ...read more.

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