Theory Generated from Social Work Practice
THEORY GENERATED FROM SOCIAL WORK PRACTICE BY:
SAMUEL ENYAN
FACULTY OF EDUCATION AND SOCIAL WORK
THE UNIVERSITY OF SYDNEY, AUSTRALIA
JUNE 7, 2013
Abstract: This article reflects on my work with academically challenged school pupils in Ghana in which Kwame represents the entire body of school children, who are academically challenged in a small community school in Assin Foso in the central region of Ghana. As a social worker, it was and is my duty to assist school pupils and the community members in their efforts of capacity building. In Ghana both the government and the non-governmental organizations have been working for social inclusion of citizens of Ghana through education for some years now. However, some people are still living in poverty ridden homes and the education of a section of the community has become a problem. The objective of this paper to raise awareness among the community about their right to participate fully in building the future of their children and identify ways for their empowerment. Though I had the full understanding of the challenging task but the distance from USA to Ghana and the money requirements put my endeavor to help Kwame very difficult. This article records some of the difficulties that I faced, especially the challenging incidents that occurred during this time and my critical reflections on being a social work practitioner. I will discuss how I worked with Kwame and how I overcame some of the challenges. One of the main purposes is to explore and inform the reader how theories and social work values have positively impacted on my practice in the field of social work. Being a social worker I have been taught and trained to apply different kinds of theories in order to develop my knowledge in helping clients. At this point, I will discuss the critical incidents that affected my practice as a social worker.
Key words: empowerment, social justices, social systems
Description of the Critical Incident
This particular
SAMUEL ENYAN
FACULTY OF EDUCATION AND SOCIAL WORK
THE UNIVERSITY OF SYDNEY, AUSTRALIA
JUNE 7, 2013
Abstract: This article reflects on my work with academically challenged school pupils in Ghana in which Kwame represents the entire body of school children, who are academically challenged in a small community school in Assin Foso in the central region of Ghana. As a social worker, it was and is my duty to assist school pupils and the community members in their efforts of capacity building. In Ghana both the government and the non-governmental organizations have been working for social inclusion of citizens of Ghana through education for some years now. However, some people are still living in poverty ridden homes and the education of a section of the community has become a problem. The objective of this paper to raise awareness among the community about their right to participate fully in building the future of their children and identify ways for their empowerment. Though I had the full understanding of the challenging task but the distance from USA to Ghana and the money requirements put my endeavor to help Kwame very difficult. This article records some of the difficulties that I faced, especially the challenging incidents that occurred during this time and my critical reflections on being a social work practitioner. I will discuss how I worked with Kwame and how I overcame some of the challenges. One of the main purposes is to explore and inform the reader how theories and social work values have positively impacted on my practice in the field of social work. Being a social worker I have been taught and trained to apply different kinds of theories in order to develop my knowledge in helping clients. At this point, I will discuss the critical incidents that affected my practice as a social worker.
Key words: empowerment, social justices, social systems
Description of the Critical Incident
This particular
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