The Role of the Social Worker in Working with People with Learning Disabilities - Assignment Example

The Role of the Social Worker in Working with People with Learning Disabilities The role of a social worker in the life of a person with learning disabilities is based on the hope that an individual with these needs can be helped forward in order to create a mainstream life that is functional and fulfilling. While this is not always possible, there are many resources that can help facilitate this end if the client has the capacity to meet the required sufficiencies. If the needs that are required for independence cannot be met, it is the responsibility of the social worker to help create a circle of friends in which the care of the client can be suitably and safely managed. In assisting a person with learning disabilities in navigating the world through the growth of the abilities they have as a resource, the social worker can help to facilitate lives that have as robust a meaning as is possible for those who are challenged in learning. According to the Blackwell Encyclopedia of social work, the social worker is responsible for facilitating the client in accessing services and opportunities as well as offering emotional support for the difficulty that the client is experiencing (Davies 2008, p. 186). The initial function of the social worker will be to arrange for an assessment of the problems facing the individual in order to correctly guide them through the steps they must take in order to manage their difficulty. The level of support provided must be in balance with the level of support provided at home in conjunction with the level of support needed to manage the disability (Maschi, Bradley, and Ward 2009, p. 123). The social worker within the school will provide a variety of services outside of the context of learning disabilities. Other duties will be to become involved in finding suitable resolutions that children bring from their families and their communities into the experiences as a student (Maschi, Bradley, and Ward: 123). The specific duties will be as described by the governmental authorities who are responsible for the creation of the post. However, in regard to learning disabilities, the social worker will most often adhere to specific theories in handling the progress of their assistance, even as they use these theories for other aspects of their work. The current trends in school social work has developed a specialty that is becoming rapidly recognized as having legitimate need and standing within the academic community as well as within the governmental and political agendas that provide services for the people. Professional journals as well as special accrediting help to create a sense of categorization with these skill as working with school age children has a certain level of special care involved. The unfortunate circumstances of the position, however, is that it is one of the first positions to be cut during budgetary problems that require cutbacks. The need for a social worker with vast resources that can be utilized to further the education of children in need, however, is without dispute a necessary resource for a school system in order to support well-rounded educations for all children despite their needs. However, finding a social worker within the school system is not the only place in which social workers can function with children who have learning disabilities. According to Davies (2008, p. 186), these workers maybe found within care management teams, in multidisciplinary teams that are designed to have an array of specialists in order to help a child through their needs, as well as in institutions involved in relocation of severely disabled patients when they are ready to go into society and function more independently. In the U.K., the primary advocacy group for people with learning disabilities is called People First (Davies 2008, p. 187). People First is a self-advocacy group that is comprised of those with learning disabilities in order to form a network of resources through which to promote independence where it can be supported, and help where it is needed. Social workers must work with groups such as this in order to affectively advocate for the ones they intend to support (People First, 2009). Social workers advocating for students must utilize several theories in order to successfully assist in managing learning difficulties. The first theory that should be addressed is reality therapy. Reality therapy was introduced by William Glasser (1999), and was then further defined through choice theory. Reality therapy focuses on starting at the current day and building forward based on choices that are reasonable and attainable in terms of goals. The intent is to create a positive future that is better than the current circumstances, rather than focusing on the past and on how this affects the present (Corey 2009, p. 330). Motivational interviewing is a technique that was designed by Miller and Rollnick (2002) with the intent of helping clients through centered conversations on their goals for change promote healthy progress in their lives. The idea is that change is defined by the individual’s desire to change and their motivation to get to a place beyond the one in which they currently stand. The intent is to help the client come to conclusions about the consequences of certain behaviors in order to find logical and reasonable reasons in order to promote change (Rollnick, Milner and Butler 2008). The technique is intended to be non-confrontational in nature, creating an atmosphere in which the client is ultimately in control of the progress. In family systems therapy, a social worker may use the dynamics of a family as a basis for promoting change and growth. Through the use of techniques that are associated with this type of connection to the family and their issues, interactions of the family within itself is focused on in order to create a sufficient framework in which to promote changes that will specifically increase the quality of life and the growth of the individual with special needs. The entire family is The Role 5 involved in this type of counseling in order to create goals and select resources that are most appropriate to the situation of the family (Schwartz 1995: Goldenberg and Goldenberg 2008). Through the use of these techniques, a social worker can help a family find the resources that are most appropriate to their needs. A family with a person with learning disabilities will have a variety of issues arise that must be addressed and solutions found to resolve those issues. In creating a circle of friends for the client, the social worker will help to provide a foundation of care that might be needed throughout the life of the client (Mamen 2007, p 75). Depending on the severity of a disability and the number of years that a client may or may not have to be dependant on having care, creating a system of people who will take responsibility for the client, whether they be family, friends, or social organizations, creates a valuable resource for the client through the work of the social worker. It is vital in working with clients with learning disabilities that an anti-discrimination and anti-oppression approach be utilized. In order to fully resource a client, a sense that their needs and goals are equal to the needs and goals of any other has to be created. In order to create an atmosphere of equity, the sense that treatment is not being divided and individuated according to criteria that is not relevant must be maintained (Thomas and Mathias 1998: Nzira and Williams 2009). As well, an oppressive atmosphere must be alleviated so that the client does not feel that a power or authority is creating judgments and assessments that are not in line with the reality and needs of the client, but rather associated with the needs of the power that has control of the policies that affect the client, whether that be government or the social worker (Thomas and Woods 2003, p. 45). According to Gates and Atherton (2007, p. xii), the way in which legislation is designed greatly impacts the work that is done by social services. In the UK, there is a concerted effort to put the needs of learning disabled people as a priority with the goal of integration into the mainstream facilitated as much as possible by governmental aide. The future of facilitating the needs of learning disabled people will be affected by the following aspects of political struggle: demographic changes, changes in service philosophies, client preferences, and policy development (Gates 2007, p. xii). Because the laws and policies are always changing, the services that are provided can be subject to a great many changes that will affect the outcome of service to a client. The Department of Health in the United Kingdom has set out a policy of behavior that is expected to create policies from legislation that will advocate for those with learning disabilities. Through a paper entitled, Valuing People, according to Gates and Woods (2007, p. 244), issues that need to be addressed and evaluated include eleven criteria of core problems have been identified as needing resolution. The following list is found within the work: Poorly coordinated services for families with disabled children especially with those who have severely disabled children Poor planning for young disabled people at the transition into adulthood. Insufficient support for careers, particularly for those caring for people with complex needs. People with learning disabilities often have little choice or control over aspects of their lives Substantial health care needs of people with learning needs are often unmet. Housing choice is limited. Day services are often not tailored to the needs and abilities of the individual. Limited opportunities for employment. The needs of people from minority ethnic communities are often overlooked. Inconsistency in expenditure and service delivery. Few examples of real partnership between health and social care or involving people with learning disabilities and careers (Thomas and Woods 2007, p. 244 - 245). In conjunction with this list of criteria for change, Riding Swann and Swann list the five most important aspects of service to be assessed and addressed through legislation of polices to be housing, benefits, transportation, employment and education. Through the use of empowerment and advocacy, as represented by the organization People First, a sense of self efficacy can be managed and attained by people with learning disabilities. As well, the concept of joint use of resources through effective social work can provide a network of resources for a client to use in order to reach the goal of integration into the mainstream society to become a productive adult. Through the presence of a social work in schools, the resources can be used by families in order to find solutions to the issues that they face. As well, through the use of defined theories of practice and management of care, the social worker can create a desired result for the client who is in need of services. The Role 8 References Byran, Tanis H., Wong, Bernice Y. L., and Donahue, Mavis. 2002. The social dimensions of learning disabilities: Essays in honor of Tanis Bryan. Ease Sussex, Routledge. Corey, Gerald. 2009. Theory and practice of counseling and psychotherapy. Belmont, CA: Thomson Brooks/Cole. Davies, Martin. 2008. The Blackwell encyclopedia of social work. Malden, Mass. [u.a.]: Blackwell Publ. Gates, Bob, and Helen Atherton. 2007. Learning disabilities: toward inclusion. Edinburgh ; New York: Elsevier/Churchill Livingstone. Glasser, William. 1999. Choice theory: a new psychology of personal freedom. New York: HarperPerennial. Goldenberg, Irene, and Herbert Goldenberg. 2008. Family therapy: an overview. Belmont, CA: Thomson Brooks/Cole. Mamen, Maggie. 2007. A guide to nonverbal learning disabilities: common-sense approaches to understanding and management. London: Jessica Kingsley Publishers. Maschi, Tina, Carolyn Bradley, and Kelly Ward. 2009. Forensic social work: psychosocial and legal issues in diverse practice settings. New York: Springer Pub. Co. Miller, William R., and Stephen Rollnick. 2002. Motivational interviewing: preparing people for change. New York: Guilford Press. Nzira, Viola, and Paul Williams. 2009. Anti-oppressive practice in health and social care. Los Angeles: SAGE. Riding, Tim, Caron Swann, and Bob Swann. 2005. The handbook of forensic learning disabilities. Oxford: Radcliffe Pub. Rollnick, Stephen, William R. Miller, and Christopher Butler. 2008. Motivational interviewing in health care: helping patients change behavior. Applications of motivational interviewing. New York: Guilford Press. Schwartz, Richard C. 1995. Internal family systems therapy. The Guilford family therapy series. New York: Guilford Press. Thompson, Tony, and Peter Mathias. 1998. Standards and learning disability. London, UK: The Role 9 Baillure Tinsdale. Thomas, David, and Honor Woods. 2003. Working with people with learning disabilities: theory and practice. Philadelphia, PA: Jessica Kingsley Publishers. People First. 2009. Central England People First. Retrieved on 14 May 2010 from http://www.peoplefirst.org.uk/ Presentation Reflection 1 Presentation Reflection The Role of the Social Worker in Working with People with Learning Disabilities Client’s Name Name of University On the day that I gave my presentations, I was nervous and anxious about creating a presentable point of view. However, the anxiety that I felt prevented me from connecting well to my audience, therefore the primary goal of my presentation was difficult to get across. Through the use of speech techniques, that included using gestured communication trying to make eye contact I worked towards my goal of connecting my topic to the interest of my audience. However, as the preparation of the assignment lacked the organization and collaborative effort that I had hoped to achieve, I do not feel that I was able to thoroughly reach my goals. I was unfortunately left to do the majority of work for the presentation. My partner was unable to contribute in the way that I had anticipated, therefore I did most of the work and created the bulk of the assignment. In attempting to reach theses goals, I was unable to manage my time effectively, leaving me fatigued and without proper rest on the day of my presentation. This contributed to my feeling that I had not been as successful as I had hoped to be in creating a well thought out and delivered concept. Since I was unable to work effectively with my partner, I feel that the organization of the work was not at its optimum. I prepared my resources and well organized the beginnings of the work, but in organizing the presentation I felt that I was left in a position to create the work of another, therefore any attempts at collaborative effort were not fulfilled. Therefore, the organization of the work was not tight and well put together and this contributed to my anxiety Presentation Reflection 2 on the day of the presentation. The issues that I had with my partner were due to several factors that are related to classical management theory. As the project was begun, the tasks were divided in a way in which to create the most amount of efficiency. However, a breakdown in communications created an overload on one of the partners in preparing the work. Therefore, efficiency theory was not reached and the collaboration fell apart (Morgan 2007, p. 18). The division of labor became effected by prioritization that did not include the work that was assigned to my partner within the realm of the work that was intended to be done from his point of view. This break down in communications was resolved when he apologized to me, acknowledging that I had done what I could to create a workable presentation and allowing for his own duplicity in the failure to deliver the project we had intended. While the resolution did not remedy the issue of the lack of work that was done, it did go a long way in mending the gap that had been created when the proper amount of attention was not given to the project for which a needed positive response had been the goal. In creating a presentation through the use of a group, a five stage group development model can be used. Forming, storming, norming, performing and adjourning is most often used in order create a balanced dynamic and a positive result (Stevens 2001, p. 219). In the forming stage, the group tests the dynamic in order to see if it will provide what is necessary to get the job done. This stage seems to be where my group fell apart as we did not form the collaborative team that should have come together to form a great project. During the storming stage, there was no resistance or collaborative conflict as a sense of disinterest became apparent as the work towards developing a team effort began to fail. As the group should have been norming, the solidification Presentation Reflection 3 of the group was never achieved thus leaving the breakdown of performing and the ultimate failure of adjourning because no real goal was achieved. While an attempt was made on my part to achieve the goals of the group, my partner was not inspired to participate and therefore left the dynamic without sufficient control to create a solid resulting product. While a project that does not create the desired result has a great deal of information from which to learn and grow, the failure of the presentation, although not the fault of my work, does not sit well with me. However, while I call the work a failure in regard to being the result of a collaborative effort, I did put forth personal effort to see that something of value was offered on the day of the presentation. Therefore, with the learning experience of the group dynamic and the efforts to create a solid project, I feel that the overall success of the project lies within the educational value of the experience. Presentation Reflection 4 Resources Morgan, Gareth. 2007. Images of organization. Thousand Oaks, Calif. [u.a.]: SAGE Publ. Robbins, Stephen P. 2001. Organizational behavior. Bei jing: Qing hua ta xue chu ban she. Read More