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Psychosocial Assessment Template document sample
Psychosocial Assessment Template document sample
CAN PROFESSIONAL SUPERVISION PROVIDE A SUPPORT FUNCTION FOR TODAY’S SOCIAL WORKERS? Can professional supervision provide a support function for today’s social workers? A spotlight on the evidence behind the practice Presenter: Christine Saxby Clinical Supervision definition “a working alliance between practitioners in which they aim to enhance clinical practice… meet ethical, professional and best practice standards…while providing personal support and encouragement in relation to professional practice” (Kavanagh et al.:2002:247). Functions Proctor’s model (1992) • Normative (promoting competency standards) • Formative (educational aspects) • Restorative (support component) Kadushin’s model (1976) has similar functions • Administrative • Educational • Supportive Complex work environments Stressors: • worker role ambiguity • competing and often conflicting demands • high direct contact time with clients • indeterminate outcomes • pressure attaining work targets • access to shrinking material and human resources • a high level of public scrutiny • rapidly changing and often politically driven agendas (Allan & Ledwith: 1998; Ellett: 2003; Howard: 2008; Kim & Stoner: 2008; Lloyd & King: 2001; Lloyd et al.: 2002; McCracken & Wallace: 2000). Burnout • a syndrome that can result from chronic stress in workers who have frequent and intense interactions with other people (Maslach et al.: 1997). • “a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment " (Maslach et al.: 1997:192). Burnout Frequencies • A study of social service workers in New York reported that 57% of mental health workers and 71% of family workers described themselves as having moderate to severe burnout (Martin and Schinke:1998, in Lloyd et al.:2002). • Results from a study of 176 field social workers in Nth. Ireland showed that 47% scored in the moderate range for burnout (Gibson et al.:1989, in Lloyd et al.:2002). • A UK Survey of 211 senior OTs found one-third identified high or very high levels of stress (Allan and Ledwith :1998) Consequences of Burnout • represents considerable (and preventable) costs to workers, organisations and clients • linked to high staff turnover • affects workforce stability • disrupts continuity of care provision and can lead to reduction in quality of services • linked to workers’ experience of higher levels of anxiety and depression • linked to workers’ experience of higher levels of family disharmony (Bishop: 2007; Ellett et al.: 2003; Lloyd et al.: 2002; Maslach and Jackson: 1986; Sikora and Saha: 2009;Stalker et al.: 2007) Conflicting findings in the literature • Methodologically complex area (there are many mediator variables that can influence an individual worker’s performance) • Research design problems • Majority of studies undertaken with nursing populations (Bishop: 2007; Crow: 2008; Hyrkas et. al.: 2006; Roche et al.: 2007; Spence et al.: 2001; White & Winstanley: 2006) Evidence • Study of 22 supervised mental health nurses found no change in levels of occupational stress or job strain (Berg and Hallway: 1999 in Hyrkas: 2005). • A Finnish University Hospital that ran a supervision program for three years did demonstrate a reduction in stress-related sick leave taken by clinical staff in a 22 bed surgical ward, however 40% of the original participants had withdrawn from the study (Hyrkas et al.: 2001). Evidence however … • A Californian study of 211 social workers in health care found that supervision was negatively associated with burnout, esp. when it incorporated job-relevant communication (Kim and Lee: 2009). • In a larger sample of Californian social workers, Kim and Stoner found that a supportive working environment can be helpful even when workers perceive high role stress (2008). Evidence • A 2004 Qld survey of allied health mental health staff found when supervision provided an avenue for debriefing, it led to reported reductions in stress levels (Kavanagh et al.: 2004). • Findings from a study of 211 OTs found that more opportunities to offload negative feelings and more opportunitites for professional support and feedback in supervision were associated with lower levels of stress (Allan and Ledwith: 1998) Evidence In summary, while we are unable to make definitive claims, the evidence suggests that clinical supervision is likely to provide support to social workers and be a mitigation strategy against burnout, providing it is high quality supervision based on best practice principles. (Hyrkas: 2005; Kim & Lee: 2009; Roche et al.: 2007; Spence et al.: 2001) Principles of high quality supervision • Supervisor interested in well-being of the supervisee • Provision of respectful, constructive and clear feedback • Assistance to develop new skills and to problem- solve • Style adapted to developmental level of the supervisee • Facilitation of “safe” place for reflective exploration of practice • Supervisor receives supervision of their supervisory role (Clare: 2001; Kavangh et al.: 2003; Roche et al.: 2007; Spence et al.:2001; Strong et al.: 2001) Principles of high quality supervision • clear policies and processes in place • training for supervisors and supervisees • separation of clinical supervisor role from administrative supervisor role • supervisee has some choice in selection of supervisor • dedicated time for supervision • organisational culture where supervision is valued (Clare: 2001; Kavangh et al.: 2003; Roche et al.: 2007; Spence et al.:2001; Strong et al.: 2001) Mitigating strategies in high quality supervision • Opportunities for expression of emotion • Reinforcement of self-care strategies • Support to problem solve • Facilitate development of skills to build resilience • Development of worker’s self-efficacy • Enabling recognition of success after application of new skills • Fostering supervisee’s belief in their professional competency Within a trusting supervisory relationship Proposed research evaluation Research to be conducted as part of the research higher degree program within The School of Social Work and Applied Human Services The University of Queensland Aims of proposed research Identify whether clinical supervision delivered under a new program is: • Perceived by supervisees to be effective • Has a positive effect on perceived job satisfaction • Has a negative effect on perceived burnout • Demonstrates any discipline specific differences In conclusion We all need to consider whether the clinical supervision that is currently provided to social workers meets standards that are likely to provide real support against burnout. Questions ? Thank You SOCIAL WORK AND MANAGEMENT – CONGRUENCE OR SELL OUT AASW Conference 2009 Social Work in Management & Leadership Congruence or Sell-out? Tensions for the Social Work Manager 1. Sense of loss of identity as a Social Worker 2. Perceptions that Social Workers are not equipped to manage and lead 3. Role appears focused on: - social / workplace control - meeting the bottom line - risk management priority What do they say? • When did you stop being a Social Worker? • Do I have to go to the dark side to survive…? • Now I can‟t trust anyone….when you manage, you have to watch your back • I haven‟t identified myself as a social worker for 15 years • I might be hired because I‟m social work trained, but my work doesn‟t reflect that • They don‟t really care about any social work values • If I start managing my peers they‟ll see it as a „sell-out‟ to the enemy Contributing variables: • Poor articulation of what Social Work is, and what the profession stands for • Ignorance regarding the „Scope of influence‟ • Difference between disciplines • Failure to link the Code of Ethics and Standards to workforce management • Poor post graduate supervision • Understanding the relationship between business and not-for-profit enterprise • Acknowledgement of the „power‟ differential within the workforce Remediation Strategies 1. Emphasise the „systems discipline‟ nature of Social Work 2. Acknowledge the nature of business enterprise; workforce advocacy; market forces 3. Gain an understanding of organisations as sustainable systems: - Rational aspects - Non-rational aspects 4. Develop a Management Framework informed by knowledge about: • Leadership & management & the difference between them • A theoretical base congruent with professional orientation • Differentiating strategic and operational practice & thinking • Acknowledging the role of „culture‟ in organisations • Managing change within the contemporary empowered workplace • Understanding governance processes Management Framework (cont) • Managing the team dynamic • Communication as a management tool • Differentiate: mentoring, counselling, coaching, professional supervision and line management • Skills around the „theatre of management‟ - power of non-verbal communication - having the difficult conversation - story telling and role models - know when to „switch‟ hats - be prepared to „call it‟ - lateral thinking / reframe / functionality of behaviour The Managers Lament • “They should know better” • “They are professionals, so why do I have to spoon feed them? • “It‟s not the clients that will drive me nuts, it‟s the staff” Understandable perhaps, but to a large extent when you become a manager / leader, your employees become your primary stakeholder. Conclusion • I believe that Social Workers make good - and sometimes even great - Managers and Leaders. Our discipline specialties provide a sound base for application to the Management function. The principles of sound management resonate with our philosophical orientation, and the correct selection of like theories and managerial approaches, is congruent with our practice ethos. • Thank you • Debra Doherty (MAASW; AFAIM) IS THERE ANYTHING NEW UNDER THE SUN? EVIDENCE BASED PRACTICE AND INNOVATION CAN MEDICO LEGAL DOCUMENTATION AND REFLECTIVE PRACTICE CO- EXIST? Life Is Not Experienced Under Neat Sub-Headings? Presented by Erica Summers on behalf of Janine Kemp, Renay Green and Miriam Locke Royal Children’s Hospital (Children’s Health Service District) November 2009 Introduction Schon in his work on reflective practice, writes of the ‘swampy lowlands’ of front line practice and contrasts this with the ‘high ground’ of theory and research. When we ‘wade in’ to become social workers we quickly understand the complexities that arise when working with families. At the Royal Children’s Hospital Social Work Department, we have encouraged our staff to combine the high ground with the lowlands. The outcome has been an increase in practice standards that utilize reflective practice supported by theory and linked with the assessment and documentation process that we, as Social Workers, carry in our backpacks. The Social Work role… IS NOT ABOUT: • ‘Good actions’ and ‘good intentions’ IS ABOUT: • Thinking, assessing, planning, and empowering. NEEDS: • Workers to develop a conscious awareness of their own approach, their own knowledge base, skills and personal and professional values. • An understanding of society, wider political issues and agency agendas. CAN BE SUPPORTED BY: • The consistent use of thorough documented assessments and reflective practice. ‘The Shadow Side of helping’ (Egan (1994) Egan uses this term to explain the range of factors that have an adverse effect on practice and therefore undermine our efforts to achieve high standards. We identify these as: • Workload expectations • Devaluing of profession • Over-simplification of role • Discouragement of learning • Multidisciplinary tensions • Reluctant / disgruntled clients • Social Work seen as vague and woolly • Unreliable standards • Bureaucratic framework Shadow side of practice continued… Ineffective team work - all staff rotating in different directions by different The ‘Shadow Side’ of acute standards. hospital Social Work practice left staff with five main issues: • Emotional exhaustion • Lack of individual achievement • Depersonalization • Feeling professionally unsafe • High turnover of staff Managing workload Having too many demands on our time is a fact of life in Social Work. At RCH we: • Take workload management seriously • Do not feel guilty • Accept we cannot meet everybody’s needs • Do not volunteer for more than we can cope with • Do not let ‘ward, units, medical teams etc’ bully us into taking on more work than we can effectively manage within a practice standard Blow out the ‘shadows’ and in with the ‘light’ High quality Social Work practice involves being able to: • Gather, shift and process relevant information in order to form an overall picture of the situation • Be selective and set priorities • Use analytical skills to recognise significant patterns and interconnections • Undertake a critical evaluation; to weigh advantages and disadvantages • Marshal a set of arguments to support or justify a particular decision or course of action, and • Be able to document clinical practice competently which reflects AASW Direct practice standards. From ship wreck to sailing with practice standards The impact of ‘change’ could be likened to that of being shipwrecked on strange shores: immediate escape is difficult or impossible, the future is unknown but threatening, human contacts are unpredictable but will probably be prone to misunderstanding, the customs and ways of the people yet to be encountered are unknown and likely to be anticipated with apprehension. With this in mind - Where to start? Three areas were identified in 2005 for development within the Department 1. Assessment and documentation project 2. Theory to Practice 3. Supervision standards Formal Assessment and Medico Legal Documentation The First Reaction The Royal Children’s Hospital approach Identification of the dangers of not undertaking a full Psychosocial Assessment • Important issues such as significant grief and loss, coping mechanisms, family history and trauma experiences can be missed • Resources can be wasted • High risk areas missed (DV, CP, DA and MH) • Significant issues / losses can receive no attention at all • Practice becomes narrow, routine and reduced to administrative • Shortfalls and gaps in services not identified and services become under funded • Job satisfaction is limited • De-professionalization of Social Work practice Process for when to do Psychosocial Assessments • All new diagnoses and chronic / complex conditions require a full Psychosocial Assessment. • All Child Protection cases require a full Psychosocial Assessment to be undertaken. • For short term and brief pieces of work a ‘tick and flick’ Psychosocial Assessment is required to be undertaken. • Psychosocial Assessments to be reviewed and modified on an ongoing basis. • Following handover to a new social worker, record in the progress notes that the new allocated worker has read the Psychosocial Assessment, and if appropriate that it is still current. A new plan needs to be identified by the new worker. If the Psychosocial Assessment is not current, an updated Psychosocial Assessment is required to be undertaken. • When completed, file Psychosocial Assessments in the Allied Health section of the chart, if available, and write progress notes referring to where the Psychosocial Assessments are filed. If no Allied Health section exists, create an Allied Health section using the appropriate divider. • Give consideration to where and how you share information from the Psychosocial Assessment with relevant team members. Developed a Paediatric Psychosocial Assessment template Demographic information including the preface statement. Presenting Problem Family Structure, Functioning, Intrapersonal Factors and History (Include Geno gram; immediate & extended family members; who in Brisbane & who home; relationships; support level for each other; communication styles; and individual history of violence, grief and loss, trauma, abuse) Child’s Details (Including education, physical, emotional and behavioural development; interests; other issues i.e. aspersers, downs syndrome, etc.) Support Network (Including significant non-familial relationships and community links; friends / family; access to resources; links to community groups i.e. church, cultural, etc.) Employment / Finances (Employer details; leave entitlements; benefits; access to any savings) Accommodation (Who in household; rent / mortgage; PTS needs) Response / Adjustment to Diagnosis / Hospitalisation (including child’s / family’s adjustment to child’s condition; child and family’s understanding of current situation; child and family’s current coping, coping styles, and coping with past crises; explore feelings i.e. guilt, blame, shock, fear, anger, etc; history of hospitalisation; understanding of health status / diagnosis / prognosis / treatment; resources known to family or previously used) Child / Parents’ Emotional State / Affect / Presentation (Distress i.e. crying; child’s possible phobias re procedures / needles; presentation i.e. avoidant, flat, happy, blank, etc; engagement with SW) Attachment / Parenting (Explore attachment /relationship of child and parent; is parent responding to child’s needs appropriately) Additional Stressors (Other issues re family members i.e. health, stress, etc; loss of income/job; bullying; other grief or loss) Assessment of Situation (Summary & draw conclusions based on evidence) Interventions (Used during assessment – supportive counselling, reassurance, normalisation, psychosocial supports, etc.) Plan (to be mutually developed with the client) (e.g. referral to OT, Centre link, community supports) OTHER AREAS OF ASSESSMENT WHEN RELEVANT: • Significant Mental health • Drug and alcohol history • Pregnancy / birth / post-natal issues (Planned or unplanned, prenatal & antenatal care, birth trauma, if a new baby how coping) • Protective factors and strengths • Social risk factors and/or degree of risk • Referral (client to be involved in referral process) Support provided to promote change All staff had: • ‘Review and reflect on Psychosocial Assessment’ added to their PAD to discuss in formal supervision sessions • Mandatory skills training on Psychosocial Assessment • Mandatory training on ‘How to document Psychosocial Assessment’ • Informal support around documentation of assessments provided from senior staff • Chart audit with QH audit tool to review compliance around Psychosocial Assessments after 6 months Formal review via chart audit of compliance of Psychosocial Assessment in medical record undertaken using traditional QH audit tool Findings: • No standardisation of assessment across staff • No consistently documented coherent aims / goals for every contact • No continuity between the assessment and ongoing interventions / activity at future sessions • QH chart audit tool inadequate to assess professional clinical content of charts • No discharge summary consistently documented New audit tool • Review of AASW Direct Practice Standards 1 to 12 which led to the development a new chart audit tool for Social Work direct clinical practice. CHART REVIEW UR Number: __________________ CLINICAL AUDIT TOOL – SOCIAL WORK –Royal Children’s Hosptial Discharged: _____ / _____ / _____ STANDARD INDICATORS COMPLIANCE COMMENTS EVIDENCE 1.1 The social worker, as a Full Partial No N/A member of an agency or as a The social worker has the private practitioner, makes necessary knowledge, skills an appropriate assessment of and resources to bring to the client’s situation the client situation. Where the social worker Full Partial No N/A does not have the necessary knowledge, skills or resources to offer an appropriate and satisfactory service to the client, the client is advised and referred to another worker or agency. 1.2 The social worker explains Full Partial No N/A The client is made aware of the service to the client and the nature and extent of the describes any limitations social work service being with what is being offered, offered and this information and/or provides the Social is recorded. Work Department brochure to the client and documents that the brochure has been given. STANDARD INDICATORS COMPLIANCE COMMENTS EVIDENCE 1.4 Relevant information is Full Partial No N/A gathered regarding the The social work assessment client’s psychosocial and the intervention taken is situation. appropriate to the client’s situation, in keeping with ethical and legislative The client situation is assessed including identification of requirements and directed towards appropriate relevant: outcomes reached in a) Physical factors including Full Partial No N/A agreement with the client family structure and wherever possible. functioning, significant relationships, social contacts and supports. b) Psychological factors, Full Partial No N/A including developmental and life span factors, significant life events, grief and loss, exposure to violence, abuse and neglect. ________________________ Date: _____ / _____ / _____ How we supported change in assessment and documentation standard which incorporated reflective practice • Individual coaching • Formal supervision • Informal supervision of both assessments and documentation • Group supervision • Peer support group work • Theory to Practice • Training and Professional Development fortnightly • Promoted transparent documentation practice • Informal chart audit ‘practice run’ • Strength based change reflecting quality principle of ‘growth and development’ rather than inadequacy of skill Incorporation reflective practice, assessment and documentation Reflective practice within supervision Incorporated within staff’s PAD Audit tool Documented assessment framework The three points on the triad have been combined to enhance the RCH Social Worker’s clinical practice standards. We believe this has been due to staff having a greater understanding and ability to articulate and document what, why and how they practice. Evaluation of Primary Assessment documentation using AASW Direct Practice standard 1-12 (new audit tool used) Relevant Information Is Gathered of the Standard 1.4 The Social Work Assessment And The Intervention Taken Is Appropriate To The Client's Situation, In Keeping Psychosocial Situation With Ethical And Legislative Requirements and Directed Towards Appropriate Outcomes Reached In Agreement With The Physical Factors Client Wherever Poss. Psychological Factors Environmental Factors 16 Personal and Other Resources 14 Attachment/ Parenting 12 Response to Diagnosis/ Hospitalisation/Adjustment to Condition/ 10 Understanding Nature/ Level/ Intervention of Risk 8 Understanding, Strenghts and Capacities in Assessment and Plan 6 Outcomes Identified Discussed & Agreed 4 Appropriate Assessment Framew ork Utilised 2 Preface Statement Included 0 Full Partial No N/A Relevant Others Involved or Advised of Plan Is documentation compatible with reflective practice? Identifies gaps in assessment and encourages worker to reflect on reasons for omission 18 16 16 14 12 10 8 6 4 3 2 0 0 0 Not significant Somewhat Significant Highly significant significant Coaching The tool enables supervisors to coach in reflective practice as they review cases 16 15 14 12 10 8 6 4 3 2 1 0 0 Not significant Somewhat Significant Highly significant significant Complex cases Assists with identification of cases that may become complex political / legal matters 16 15 14 12 10 8 6 4 3 2 0 0 0 Not significant Somewhat Significant Highly significant significant Personal practice framework Enables the social worker to discuss ‘personal practice framework’ and how that impacted on case work. (Discussion of contradictions between ppf and organisation demands / client demands) 18 16 16 14 12 10 8 6 4 2 2 1 0 0 Not significant Somewhat Significant Highly significant significant Identification of impact on clinician Assists with identification of cases that could potentially impact emotionally on worker 18 16 16 14 12 10 8 6 4 2 2 1 0 0 Not significant Somewhat Significant Highly significant significant Critical reflective practice Offers a structure for ‘critical reflective practice’ (what is the problem, how is it a problem, why it is a problem and how do we respond?) (Goddard and Carew 1996) 18 17 16 14 12 10 8 6 4 2 1 1 0 0 Not significant Somewhat Significant Highly significant significant Organizational outcomes This is evidenced by: • Increase in relevant Social Work referrals. • Increase in requests from medical teams in areas traditionally unfunded for Social Work. • Demand for increase in SW FTE under QCH across all areas. • Increase staffs’ confidence and retention. • Increase in understanding and demand for formally documented Psychosocial Assessment to inform multidisciplinary teams interaction / practice with clients. Outcomes for staff Improvement in: • Assessment skills • Documentation skills • Team cohesion • Supportive practice • Transparent practice • Self awareness • Disciplined use of self • Professional confidence • Understanding of AASW standards. Question to be reflected on We are all Psychosocial ‘beings’ and this is our lived experience. SO… How do we promote professional respect for Social Work’s understandings around assessment and clinical interventions as well as acknowledgement of the repercussions for children and families if not performed and documented correctly? IS SELF AWARENESS THE MISSING INGREDIENT IN LEADERSHIP? SCIENTISM TO SOPHISM Sophism Modern definition: Confusing illogical argument to deceive someone Original meaning: Anyone with expertise in a specific domain WE CAN BECOME EXPERTS ABOUT OURSELVES IS SELF AWARENESS THE MISSING INGREDIENT IN LEADERSHIP? WHERE DOES SELF AWARENESS FIT IN THE DEVELOPMENT OF KNOWLEDGE FOR OUR PROFESSION HOW WE LEARN EXPERIENTIAL Learning RATIONAL Learning DEVOTIONAL Learning 3 Level Approach Self Individual Awareness Mindfulness Community Connectedness Leadership Society Purpose Social Work 3 Level What's Self Awareness Leadership Our What is Approach Possible? profession Individual Ethical Mindfulness Less Ego Social Work Ego based self Self Integrity Neuroscience leadership Practise attachment to Awareness Obedience Taking Neuro Critical self identity to the “Self” Sceptical responsibility for leadership reflection unenforceable awareness not Experiential and changing Being on the agenda Learning how we think reflective with feel and act less ego Breath & Body awareness Community From Equanimity A connected Systems Theory Us v them communication stance Connections Duality to Impermanence relationship skills Sceptical Unity Attention with others Social workers community can be Experiential Observation Not development uncomfortable Learning attachment about leading Society Information Neuro plasticity A liberating Code of Critical analysis Purpose to Formal Practise Intent Ethics which criticises Sceptical Inspiration Breath Understanding Human without power before inspiring Experiential Awareness of Rights promoting Sense of Learning body sensations freedom Powerlessness MINDFULNESS 2 complementary definitions 1.Sustained attention: “…paying attention on purpose, from moment to moment, and non- judgementally” (Kabat-Zinn, 1994). 2.Inhibitory control: “…mindfulness is achieved through the development of experiential awareness and equanimity, which is the ability to remain unperturbed by an event experienced within the framework of one’s body and thoughts as a result of objective observation” (Cayoun, 2003). SELF AWARENESS “We can improve self awareness the same way we can improve our ability to speak a language, play tennis....we need to pay attention and activate the relevant circuitry regularly.” David Rock Neuroleadership “Sometimes the obstacle to doing leadership differently is oneself........Our attachment to particular understandings of ourselves – our – identities and the ego’s need to protect those selves is the problem” Amanda Sinclair 2007 3 Level What's Self Awareness Leadership Our What is Approach Possible? profession Individual Ethical Mindfulness Less Ego Social Work Ego based self Self Integrity Neuroscience leadership Practise attachment to Awareness Obedience Taking Neuro Critical self identity to the “Self” Sceptical responsibility for leadership reflection unenforceable awareness not Experiential and changing Being on the agenda Learning how we think reflective with feel and act less ego Breath & Body awareness Community From Equanimity A connected Systems Theory Us v them communication stance Connections Duality to Impermanence relationship skills Sceptical Unity Attention with others Social workers community can be Experiential Observation Not development uncomfortable Learning attachment about leading Society Information Neuro plasticity A liberating Code of Critical analysis Purpose to Formal Practise Intent Ethics which criticises Sceptical Inspiration Breath Understanding Human without power before inspiring Experiential Awareness of Rights promoting Sense of Learning body sensations freedom Powerlessness LEADERSHIP “Leadership is a relationship not a job or a position but a way of influencing others towards ends recognised as valuable & fulfilling.” Amanda Sinclair leadership for the disillusioned 2007 “When a leader can forget the self, let go of the all important personal narrative it allows one to be with others without looking for gratitude, or the self to be reflected heroically through the eyes of others” organisational theorist John Roberts Leadership for the Disillusioned 2007 3 Level What's Self Awareness Leadership Our What is Approach Possible? profession Individual Ethical Mindfulness Less Ego Social Work Ego based self Self Integrity Neuroscience leadership Practise attachment to Awareness Obedience Taking Neuro Critical self identity to the “Self” Sceptical responsibility for leadership reflection unenforceable awareness not Experiential and changing Being on the agenda Learning how we think reflective with feel and act less ego Breath & Body awareness Community From Equanimity A connected Systems Theory Us v them communication stance Connections Duality to Impermanence relationship skills Sceptical Unity Attention with others Social workers community can be Experiential Observation Not development uncomfortable Learning attachment about leading Society Information Neuro plasticity A liberating Code of Critical analysis Purpose to Formal Practise Intent Ethics which criticises Sceptical Inspiration Breath Understanding Human without power before inspiring Experiential Awareness of Rights promoting Sense of Learning body sensations freedom Powerlessness CONNECTEDNESS “others experiences become more accurately perceived when we are not so attached to and protective of our sense of self” Dr Bruno Cayoun MiCBT 2009 “Any community is a living network – an interconnected system that constantly assembles, disassembles disperses, then reconnects and recreates itself every day.” Think of an Elephant Paul Bailey 2007 SOCIAL WORK “In order to operate within a public sector so heavily influenced by managerialism, social workers have had to compromise their values, and undertake work that is not consistent with principles such as self determination empowerment and community accountability.” Ife Rethinking social work 1999 “Critical reflection should allow us to not take anything for granted, to actually reanalyse situations in ways which allow new actions and to change power relations at both macro and micro levels. It is an attitude and approach rather than a set of new skills.” Jan Fook Critical Transforming social work practice 1999 WITH SELF AWARENESS & LESS EGO LEADERSHIP SOCIAL WORK COULD • Move from duality to unity: Rather than engaging in oppositional stances i.e. “war against this or that” look for connection where traditionally opposing ideas have a commonality. • Assist ethical integration : In all levels of our working lives, from service delivery, to interactions with colleagues to interagency collaboration to our relationships with CEO’s • Transform information to inspiration : In form data to in spirit creativity IS SELF AWARENESS THE MISSING INGREDIENT IN LEADERSHIP? WHERE DOES SELF AWARENESS FIT IN THE DEVELOPMENT OF KNOWLEDGE FOR OUR PROFESSION Jill_Maybir@health.qld.gov.au AASW Conference Queensland Branch, 8 November, 2009 Evidence Based Practice and Innovation Helen Redfern, Lecturer Australian Catholic University McAuley Campus, Banyo http://www.flickr.com/photos/87719210@N00/3860175298/ Key Points • Innovation is a concept not clearly defined in social work • While EBP argues that innovation occurs in the research context, innovation in social work is more likely to occur in the practice context • EBP logic does not adequately guide decision making where there is no research evidence or where innovation occurs in the practice context • There is a need to develop a clear logic for EBP around practice innovation that should be ethically and theoretically based and leads to the building of research evidence The Logic of EBP 1 Best Evidence 3 2 Client values and Practitioner’s expectations individual expertise EBP and Innovation Research Practice evidence Innovation change A New EBP Logic - Ethics informed evidence 3. Building research evidence 2. Client values 1. Practitioner’s and individual expertise expectations Ethical (Based on practice and decision theoretical knowledge) making Practice innovation Practice change Ethical decision making Building research evidence to demonstrate effectiveness and professional accountability.
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