Client Centred

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The client is the expert on themselves. Brian Tranter, Manager, The Bridge Youth Service

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SOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORKSOCIAL WORK HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS HELPING PROCESS Nunavik Counselling and Social Work Training Program Spring 2011 � Always take seriously the problem experienced by the clients. � Be persuasive in pursuit of service for the client. � Work creatively with them toward achieving solutions. Important reminder for social Important reminder for social workerworker solutions. � Properly assess needs and identify the request for assistance from the client. � Applicants; a client request services of a social worker to deal with internal or external problem (teachers, nurses, doctors, employers, family members) � Referrals; client who did not apply for service. Person who are referred vary in the extent to which they perceive that referrals as a source of pressure or simply as a source of potential assistance. Involuntary clients; who respond to perceived Potential clientsPotential clients � Involuntary clients; who respond to perceived requirements to seek help as a result of pressure from other persons or legal sources. Clients are facing a situation of disequilibrium in which they can potentially enhance their problem-solving ability by developing new resources or employing untapped resources in ways that reduces tension and achieve mastery that reduces tension and achieve mastery over problems. � Clients are facing a situation of disequilibrium in which they can potentially enhance their problem- solving ability by developing new developing new resources or employing untapped resources in ways that reduces tension and achieve mastery over problems. Reflective activity 1 disequilibrium vs change = transition � Phase 1: Exploration, engagement, assessment and planning. � Phase 2: Implementation, achieve goal and attainment goal. Phase 3: Termination. The helping process in social workThe helping process in social work � Phase 3: Termination. � The first phase lays the groundwork for subsequent implementation of interventions and strategies aimed at resolving client’s problems and Phase 1: Exploration, engagement, Phase 1: Exploration, engagement, assessment and planningassessment and planning problems and promoting problem solving skills. Keys steps in helping Keys steps in helping relationshiprelationship � Exploring client’s problem by eliciting comprehensive data about the person(s), the problem, and environmental factors, including forces influencing the referral for contact. � Establishing rapport and enhancing motivation.� Establishing rapport and enhancing motivation. � Formulating a multidimensional assessment of the problem, identifying systems that play a significant role in difficulties, and identifying relevant resources that can be tapped or must be developed. � Mutually.

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Beyond ethics and evidence: Learning to look at the intended and unintended consequences of our actions Grant Charles To cite this article: Grant Charles (2017) Beyond ethics and evidence: Learning to look at the intended and unintended consequences of our actions, Child & Youth Services, 38:2, 108-125, DOI: 10.1080/0145935X.2017.1297200 To link to this article: https://doi.org/10.1080/0145935X.2017.1297200 Accepted author version posted online: 26 Feb 2017. Published online: 24 Mar 2017. Submit your article to this journal Article views: 91 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=wcys20 CHILD & YOUTH SERVICES , VOL. , NO. , – http://dx.doi.org/./X.. Beyond ethics and evidence: Learning to look at the intended and unintended consequences of our actions Grant Charles School of Social Work, University of British Columbia, Vancouver, British Columbia, Canada ABSTRACT The human service professions have traditionally taken a narrow perspective on what constitutes ethical and effective practice. We are taught to use simplistic code-based models to judge whether our actions are ethical and in-the-moment measures to deter- mine if we are being effective. If we observe no harm in the period of our intervention, then we believe our actions are ethical. Sim- ilarly, if we observe some positive change, then we believe our interventions are effective. However, when we examine our work within a broader context and over a longer period of time we can come to different conclusions. This article illustrates several problems with these current methods and suggests alternative ways of examining ethics and effectiveness. KEYWORDS ethics; evidence; unintended consequences We all wish to be ethical and effective practitioners. Despite this desire, there is no shortage of examples of unethical behavior and poor practice in the human services sector (see Representative for Children and Youth of British Columbia, 2013, 2014, 2015). There are numerous systemic reasons why we see unethical practice ranging from human frailty to overwhelmed workers with inadequate resources to antiquated and oppressive systems of care. However, I also believe it has something to do with how we are taught to understand ethical behavior. I think that the current approaches to teaching and applying ethics in professional practice are often shallow and short-sighted. They are shallow when we focus on specific actions as being right or wrong. Short-sightedness includes the failure to consider a given situation within a sufficiently broad context and failing to imagine the effect of an action taken now beyond the term of service, our direct involvement, and the measure of desired outcomes. The results may lead to significant harmful unintended consequences. I believe that this has contributed to us having wro ...

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Chapter 19 The Heart of the Matter TO SAY IT ONE LAST TIME, maybe, consulting is primarily a relationship business. No matter how research-based or technical the project is, it will always reach a point at which the success of the work will hinge on the quality of the relationships we have with our clients. This relationship is the conduit through which our expertise passes. The way we contact and engage people around our expertise is an applied art and takes a hundred forms. At times it is one-to-one coaching with an individual or team. It can be working with a group on strategy or technology, or running a training session. Underlying all the ways we work with clients is a set of beliefs about relationships, learning, and the nuances of how change occurs that ultimately define our practice. While this book is threaded with thoughts about good, or flawless, consulting practice, I want to take a moment to be explicit about its foundational concepts. When I am lost, unsure how to proceed, which is most of the time, I return to a few ideas that ground me again and again and serve to reassure. Each of these ideas has as much to do with the heart as the head; in fact, finding and sustaining this connection may be the whole point. Consulting cannot be done well without genuine caring for the client, and the challenge is to find ways to embody our care in the way we do the work. Our care is expressed partly in our behavior and style, but it is also a matter of how we structure critical elements of the learning and change process. In a sense, our job is to be a learning architect. At our best, we design social settings that lead to insight, resolution of differences, and change. What follows are some ideas that support conditions under which learning and change are more likely to happen. None is fail-safe, each contains elements of adventure, and all flow against the stream of the conventional wisdom and the dominant culture. That is what makes them useful. Choosing Learning Over Teaching While we usually claim that we are in the business of helping our clients learn, most traditional educational or consulting efforts are more about teaching than learning. If you ask who is really learning at any meeting, communication session, or training event, the answer is usually, “The person in charge.” The dominant models for learning come from our educational system. If you look at most of our classrooms, the teacher stands in front, and students line up behind or around tables, facing the front. The agenda, the objectives, and the method of learning are all specified by the teacher. The teacher is in effect the supervisor of learning. This is the world that Ward, in the previous chapter, is chipping away at. Similarly in consulting, the consultant is expected to be the change manager, even the change agent. The task of the client is to absorb what the consultant has to offer. The classroom or consulting project run on this model is based on the need for p ...

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