Integrated Case Study (Practice Placement)

 Integrated Case Study (Practice Placement)

An integrated case study of 3500 words based on the following vignette. Your case study should demonstrate the learning outcomes for this module. In précis these are:

LEARNING OUTCOME

LO1: Capability in professional standards for qualifying social work to the end of the placement level of the Professional Capability Framework (and adherence to HCPC standards and code of conduct)

LO2: An applied and critical understanding, derived from practice, research, academic writing and service user perspectives, of the values and ethics of social work including anti-oppressive practice.

LO3: An applied and critical understanding, derived from practice, research, academic writing and service user perspectives, of relevant research and keys social work theories and approach appropriate to your practice learning setting.

LO4: An applied and critical understanding of policy, legal and organisational contexts appropriate to your practice learning setting.

LO5: Ability to reflect critically and reveal an understanding of competing paradigms, ideologies, and ethical issues that inform different approaches to practice. The nature and purpose of social work are much disputed, e.g. is it for the regulation or the reform of society? Ensure you refer to the paradigmatic, or ideological, or ethical basis underpinning your discussion.

LO6: A knowledge of and ability to understand and apply theories of communication.
This need not be extensive but needs to consider some methods and skills for good communication aimed at building rapport and engaging the person/people with whom you are planning to intervene.

Whilst you should be mindful of the nine domains of social work capability throughout your integrated case study, you are advised to select work that enables you to cover the following areas:

  1. Legal and policy context
  2. Theory/method/approach
  • Social work’s values
  1. Evaluation and lesson for the future

It is important to integrate these into a single, coherent analysis of your practice. By which we mean you should not simply take each of these elements and write about them in turn without discussing the way they influence and impact on each other.

When planning what to write, consider the following:

Legal and policy context:  Identify the legislation (statute and case law) which created the boundaries of intervention for this case, and shaped the intervention and identify the relevant policies (at national, local and agency level) which shaped the intervention.

 

Theory/method/approach Identify and critical analyse the theory / method / approach used in the case. This can be a theory of intervention, a wider approach or indeed ‘social theory’ which leads to a particular approach.

 

Social work’s values Examine how you have promoted social work’s values and how these interact with the situation in which you’re working. Were values compromised by other factors? You could refer to the Codes of Practice; the literature around anti-discriminatory practice and/or anti-oppressive practice; or, the role of critical perspectives. Evaluation & Lessons for the future Evaluate your intervention. Was it effective? Was there a key determining factor? Was it law or policy or theory / method / intervention?  Explore your learning from this case and consider the limits of your autonomy as a social worker.

 

 

CASE STUDY

LA is a 11 years old boy of mixed heritage parents, and in year 7. He is the first child of a family of four children. LA lives with mum and other sibling and like spending time with dad. Mum is council tenant and she is at risk of being made homeless due to rent arrears and has been to court due to this. Support offered by mum’s sister and ex-partner who lives around the corner from the family home.

Initial referral was made by LA’s younger sister’s school when she mentioned at school that they had no food to eat at home. Hence, there were concerns around wellbeing, emotional needs, family routine, home and money. Mum had previously had Early Help support in 2015 and 2017, and also had previously received support from children’s Village Strengthening Family Hub around same issues that have been recorded and the MASH Referral was made.

LA is active and generally healthy with no health concerns. He is registered with a local GP and Dentist.

School attendance: 92.7% with 8 session (4.2%) of authorized absence and 6 sessions (3.1) of unauthorized absence. LA has received 34 achievement point due to effort and excellent work, but 20 behavioral point for persistent refusal to follow instructions, rudeness to teachers, use of offensive language to teachers. Hence, he was sent on managed move 19th and 29th November 2019 to another School.

He is above target in PE and Engineering; on target in 8 subjects (English, drama, Food Tech, French, Geography, History, music and science. Low (29%) on subjects are computer science and Mathematics.

There were concerns raised about home condition being unorganized. These were about the hard floor with no carpet and the loads of clothes across the kitchen and bedrooms causing hazards. Mum struggles to keep up with the house, leading to dirty and unclean living conditions.  Mum disclosed that dirty and clean clothes were mixed due to the children changing clothes multiple times a day and mixing the washing up. The family currently store their clothing in black bags and on the floor as there are no suitable storage facilities to store them. The children appear unkempt due to lack of supervision and guidance from mum. The family lack any consistent rules/boundaries and mum finds it difficult to control the children’s behavior. Mum constantly has low mood and not feeling motivated to carry out daily tasks.

Mum stated that routine introduced by the previous Family support Worker was successful but got messed up while she was pregnant with LA’s youngest sibling but later found it difficult to implement a positive routine that would work well for the whole family.

Mum now has court agreement in place to clear her rent arrears. Mum has got no budgeting skills. Mum has a young baby, so she is unable to work at the moment. She receives support from local authority regarding receiving the correct benefit and support with retuning to work.

Mum is compliant as she attends appointments, good communication skills, awareness of family issues, she ready to engage with Strengthening Families Workers again to help implement Routine/Boundaries, model house chores and engage the children in helping and listening to mum.

There are no history or records of domestic violence, no police criminal record, no risk of sexual exploitation, no social inclusion.

 

INSTRUCTION

You could structure your assignment around these three elements

  1. The initial meeting: This was attended by the following people

Social worker (chaired the meeting)

Dad and mum

Primary and secondary school representatives

The meeting will have taken place under some law, policy and/or procedure. It will have had a purpose. Different people in attendance would have had different roles; they may have had different, maybe even competing, interests. There will have been power dynamics – formal ones related to who is chairing, who is professional etc. There will be less formal power dynamics – who is listened to as a respected and trusted speaker? So, a meeting can be analysed on the grounds of its mandate (what does law or policy say it is there to achieve?), its specific purpose in relation to this service user, the dynamics between those present – who wants to achieve what and whose voice wins / what decisions are made. Is the voice of the service user, family, carer etc heard?

 

  1. Speaking with (interviewing) the service user and partial completion of an assessment form

Your own conversation with the service user also has a purpose – when is a conversation an ‘interview’, what were you trying to achieve, what did the service user want or why did they think they were meeting with you? Were you person centred? Was your approach to your work strengths based, relationship-based and/or restorative? Was a ‘life-span’ approach of use to you – was it useful to know the developmental life stage of the service user (emotional development, cognitive capacity, moral development). How did communication theory help you; how did it help your communication skills?