Unit K/601/7629 Professional Organisational Issues In counselling assignment
. Understand what is meant by counselling. .1 Define what is meant by the term counselling. BACP definition of counselling and psychotherapy:- 'Counselling and psychotherapy are umbrella terms that cover a range of talking therapies. They are delivered by trained practitioners who work with people over a short or long term to help them bring about effective change or enhance their wellbeing.’ (BACP [online]). The BACP states that “counselling takes place when a counsellor see a client in a private and confidential setting to explore a difficulty the client is having, distress they may be experiencing or perhaps their dissatisfaction with life or loss of a sense of direction and purpose. It is always at the request of the client as no one can properly be ‘sent’ for counselling. In the sessions the client can explore various aspects of their life and feelings, talking about them freely and openly in a way that is rarely possible with friends and family. Bottled up feelings such as anger, anxiety, grief and embarrassment can become very intense and counselling offers an opportunity to explore them, with the possibility of making them easier to understand.”(BACP Guidelines 2010) Oxford dictionary definition of counselling:- A person trained to give guidance on personal or psychological problems. “counselling is a helping process with the overriding aim of
Nepotism - research project
CONTENTS Acknowledgements Page 3 CHAPTER 1 Page 4 * Rationale * Aims of the study Page 5 * Design & Methodology * Limits, scope & concern of the study Page 7 * Summary of chapters and anticipated value of my findings CHAPTER 2 Page 8 Literature review * Specific instances of nepotism and findings * Nepotism as defined by the Public Protector Page 9 * Legislation on nepotism Page 10 * Job reservation and affirmative action Page 12 * Individualism and its negative manifestations Page 15 * Impact of nepotism on good governance Page 16 * Conclusion Page 17 CHAPTER 3 Page 18 Interviews CHAPTER 4 Page 21 * Preamble to responses CHAPTER 5 Page 27 * Methodology & Design * Sampling procedure and size CHAPTER 6 Page 29 * Data analysis * Nepotism: the source of despondent respondents CHAPTER 7 Page 37 * Interpretation of data * Public servants: A society sworn to confidentiality? CHAPTER 8 Page 40 * Limitations CHAPTER 9 Page 42 * Presentation and discussion of my findings * Conclusion Page 44 REFERENCES Page 45 ACKOWLEDGEMENTS I would like to thank the following people for the support they gave me throughout my research: * To all those who participated in my
Transforming Cultural Practices: Illustrations from Children's Game Play
Transforming Cultural Practices: Illustrations from Children's Game Play ABSTRACT Analyses of children's participation in cultural practices typically focus on the ways in which dimensions of activities shape the nature of children's participation and learning. In contrast, our concern in this paper is to understand how children, in their participation, transform cultural practices. We use Saxe's (1991) Emergent Goals Framework to illustrate how the mathematical problems that emerge in children's play of Monopoly are interwoven with children's developing competencies and social interactions. Transforming Cultural Practices: Illustrations from Children's Game Play As researchers increasingly incorporate sociocultural context into analyses of children's learning and development, they are faced with the challenge of devising methods for describing the interplay between actors and the social and cultural settings they inhabit. In general, relations between children and their environments tend to be conceived of in one-way terms: the focus has been on how the social world influences the behavior of individuals. John-Steiner and Mahn (1996) point out that this unidirectional model distorts sociocultural theory and reduces it to a social transmission model. Engeström (1993:65-66) notes that, although it is tempting to conceive of contexts "as containers of behavior, untouched in
Disaster Policies and Social Organisation.
DISASTER POLICIES AND SOCIAL ORGANISATION Murat Balamir* [email protected] Paper to be presented at the 5th Conference of ESA, Helsinki, August 28-September 1, 2001. 'Disaster and Social Crisis Research Network' sessions: 'Deconstructing Disaster Management: Beyond the Command and Control Model', Chaired by Maureen Fordham. Background Major part of this paper rests on work I undertook between 1997-1999, as a result of an officially tendered research project supported by the World Bank (1). The objective was to evaluate the 'Development Law' and its attendant Regulations concerning plan-making and building construction in Turkey, and together with an overview of the world experience, make recommendations and produce the necessary legislative texts for a new system aiming to reduce risks and losses in the occurence of natural hazards. The final report was submitted to the authorities in 10 August 1999, only a week before the East Marmara Earthquake. Investigation into the structure and elements of the conventional disasters policy in Turkey, with their legal and organisational components, has been an exercise of evaluating the existing state of affairs and in the meantime formulating the rationally desirable organisation and procedures. The conventional disaster policy in Turkey has two major components: the 'Disasters Law' and the 'Development Law' and their
Housing and Homelessness.
Housing and Homelessness The types of homelessness that have been hitting the headlines in Great Britain are the cardboard cities seen in London, and the families spending years in cramped and expensive bed and breakfast accommodation. Neither is particularly noticeable in Northern Ireland. Yet the absence of a visible homelessness crisis does not means that there is not a major homelessness problem. How many people are affected by homelessness in Northern Ireland? Who are? Where are they from? Why are they homeless? What happen to them? In this assignment I hope to explore the reasons for these questions. Task 1 Briefly outline housing policy in Northern Ireland 1921 - 1969. Historical background "The ancient Irish quarrel is... a conflict of tribal minorities - who are also, confusing, majorities. Perhaps you could represent this historical puzzle as a set of ill-fitting Chinese boxes. The outside box is the British Isles, where, as we all know, English Protestants have dominated since the reformation. Trapped inside is Ireland, a box full of Catholics, majority of the island since time of ST Patrick. Trapped inside that is Ulster, a box full of northern Protestants, and the majority in the northeast since they were settled there in the 17-century. And at the heart of the puzzle are the northern Catholics, outnumbered two to one in Northern Ireland, yet part
Chosen area of practice:- Adults with Learning Disabilities
Chosen area of practice:- Adults with Learning Disabilities A critical analysis of debates concerning the social construction of Adults with Learning Disabilities A critical awareness of the impact of salient legislation and policy on adults with learning disabilities A critical analysis of the impact of equality and discrimination A critical examination of how service user movements have contributed to recent debates around the development of welfare services in respects of adults with learning disabilities A critical analysis of debates concerning the social construction of Adults with Learning Disabilities. The World Health Organisation defines learning disability as: ...a state of arrested or incomplete development of mind", and somebody with a learning disability is said also to have "significant impairment of intellectual functioning" and "significant impairment of adaptive/social functioning" (World Health Organisation, 2001). Mencap 2002 in their article 'Changing attitudes to people with a learning disability' highlights the difficulties that this can cause, stating: The day-to-day lives of people with learning disabilities and their families are affected by the way they are perceived and treated by the communities in which they live. Historically, public and private attitudes have been of intolerance and lack of understanding. The right to freedom from
MULTI-AGENCY WORK IN THE NEW CHILDRENS SERVICES
MULTI-AGENCY WORK IN THE NEW CHILDREN’S SERVICES Background In 2000, a young girl called Victoria Climbié died at the hands of her carers – a great-aunt and her partner – after an extended period of horrific mistreatment. What made Victoria’s death particularly distressing was that she was known to a range of local authority and other children’s agencies – housing departments, social services departments, the police, hospitals and a charity – who between them failed to arrive at co-ordinated effective action to save her. The subsequent independent statutory inquiry, chaired by Lord Laming, concluded that Victoria’s death was the consequence not simply of the actions of her carers, but of “a gross failure of the system”. (Laming, 2003: par. 1.18). “I am in no doubt,” Lord Laming stated, that effective support for children and families cannot be achieved by a single agency acting alone. It depends on a number of agencies working well together. It is a multi-disciplinary task. (Laming, 2003: par. 1.30) The Government’s response was not simply to strengthen child protection procedures, but to view the Climbié affair in the wider context of the role that children’s service might play in combating ‘social exclusion’. In the same year as the Laming report, it issued a Green Paper with the title Every Child Matters (DfES, 2003a), proposing
Describe a therapeutic approach of your choice in terms of key concepts and therapeutic process.
The use of Narrative Therapy Describe a therapeutic approach of your choice in terms of key concepts and therapeutic process. Also explain how this approach contributes to your self understanding. Describe the ethical and multicultural relevant issues. TABLE OF CONTENTS TABLE OF CONTENTS 2 INTRODUCTION 4 2 THE CONTEXT OF NARRATIVE THERAPY 4 3 KEY CONCEPTS OF NARRATIVE THERAPY 5 3.1 The narrative metaphor 5 3.2 Social constructionism 5 3.3 Post-modernism 6 3.4 Post-structuralism 7 4 THE THERAPEUTIC PROCESS 7 4.1 A re-authoring therapy 7 4.2 Telling the problem-saturated story 7 4.3 Naming the problem 7 4.4 Externalising discourses 8 4.5 Deconstructing dominant discourses 8 4.6 Constructing Positive Alternatives - Unique Outcomes 8 4.7 Taking a position on the problem 9 4.8 Re-telling the new story 9 4.9 Audiences 9 4.10 Therapeutic documents 10 4.11 Ending therapy 10 5 THERAPEUTIC GOALS 10 5.1.1 Re-authoring of a problem-saturated life story 10 5.1.2 Privileging family members 10 5.1.3 Creating a safe space 10 6 THERAPIST'S FUNCTION AND ROLE 11 7 CLIENT'S EXPERIENCE IN THERAPY 11 8 RELATIONSHIP BETWEEN THERAPIST AND CLIENT 11 9 A CONTRIBUTION TO MY SELF UNDERSTANDING 12 9.1 My thin and problem-saturated story 12 9.2 Externalising the problem 12 9.3 Unique Outcomes 13 9.4 An audience 13 9.5 Retelling my new story 13 0 MULTICULTURAL ISSUES
How do the Family Support Team and service users, at a Childrens Centre in South West Birmingham view the effectiveness of implementing the Common Assessment Framework in assessing and supporting the needs of children and families?
ABSTRACT This report examines the views of the Family Support Team and service users at a Children's Centre in South West Birmingham, on the effectiveness of implementing the Common Assessment Framework (CAF) in assessing and supporting children and families. The aim of this report is to gain an insight into the views of the Family Support Team and service users, on the effectiveness of the CAF and the evidence to support these views, by looking at its objectives and evidence to support or disprove these objectives are being met. It presents the findings of a small scale case study employing a purposive sampling strategy and presents data generated by interviews, observations of practice, and documentary analysis of current guidance and legislation. Findings suggest both the Family Support team and those using the CAF find it an effective tool for assessment and describe the process as positive. Service users report that it has had a positive effect on their lives and the Family Support team feel that it has been useful in developing further practice. The formal approval of Newman University College Ethics Committee has been sought in the design of this research project, along with written informed consent from all participants involved. KEYWORDS Common Assessment Framework (CAF), Family Support Team, Children's Centre, South West Birmingham. ACKNOWLEDGEMENTS Thank you
Hearing impairment andthe impact on social relationships for the child.
Hearing impairment and the impact on social relationships for the child. This essay discusses what hearing and speech impairment is, and some of the common causes for hearing loss in children, and then investigates the different causes of hearing loss and, depending on how serious the loss, the difficulties it can cause. After focusing on what social development is, we then discuss how the disability affects the child's social development. A number of past theories will be discussed which have been concluded in relation to the effects of hearing and speech impairment on a child's social development. Different areas of a child's learning will be looked at including language, behaviour and academic level and how they form part of a child's social development, and if affected, how these areas hinder the social development of the child. Furthermore we will look at the role of parents and professionals within the mainstream setting, and some of the possible strategies, which could be pursued to deal with children's pro-social behaviour. The conclusion will discuss the impact of hearing impairment on the child in the mainstream setting, and what professionals can do in order to enhance a child's social development. Human hearing and speech are the means by which we communicate ideas and transmit information and emotions. Speech and language are usually acquired through hearing
