My Placement journey has been one of many mixed emotions. I have found myself at times feeling very frustrated and despondent but on the upside I have been given opportunity to meet and learn from some very skilled and professional youth workers. My Placement began at my current workplace and I had completed 100 hours, but I was finding it hard to separate myself from my worker role to my student role also at times some minor conflict was present between my placement supervisor who was also my work peer when I was there on my normal employment days. At first the dual roles worked fine but soon issues started to arise as I felt when I was in my student role and attending groups my supervisor would undermine me in front of service users who in some instances were my clients. By undertaking my placement in my place of employment often staff and management were confused about the different roles and the boundaries associated with each role. Although I was a student I was also a paid staff member and I often felt some staff expected me to show unreasonable flexibility in work/ student activities. I don’t feel I achived any considerable learning from the 100 hours as it was assumed I already knew how things operated. I also admit as I already knew the requirements I just got on and did what needed to be done and forgot to stand back and observe the different family support workers practice methods. As I entered the placement with pre-conceived notions of “ I knew what was expected of me” I did not set any proper learning objectives or tasks, this compromised my learning greatly.
My Placement was terminated and I was back at the beginning of trying to find something new. As I am a single parent and financially could not afford to work less than three days I requested to undertake my placement on weekends. Eventually a placement was secured for me at Uniting Care within the residential out of home care division. The aim of the service is to provide accommodation for young people between the ages of 12 to 17. This accommodation can be either long term or emergency short term. The young people who utilise the service are mostly children who have been removed from their homes because of child safety concerns, either as a result of serious parent-child conflict, or threat due to serious physical or behavioural health conditions which cannot be addressed within the family, these young people are all on child protection orders and have a Child Safety Officer who is responsible for the decisions regarding their care. The service delivery methods within the houses include working with the young people in the placement and in some cases with their birth families. It includes assessing strengths and needs, developing case plans, implementing and monitoring case plan activities, and liaising with stakeholders such as Child Safety and schools. At first I was a little apprehensive about this placement as I had previously worked in residential care for eighteen months and upon leaving promised I would never return to this type of work. When I was employed as a residential care worker in another organisation I felt over worker as sometimes I would be pressured to complete 50 hours shifts moving from house to house, as there was a intended sleep period between the hours of 10:00pm and 7:30am the management were not concerned by this. I would often grudgingly agree as I was afraid if I did not agree I would not be called for further shifts and I could not allow this to happen. In the end I was assaulted by a young person and I contacted the Police whilst on shift and both I and the relief worker felt it was appropriate; however management did not agree with my decision and refused to support me. Eventually I could not cope anymore and ended up quitting feeling exhausted and burnt out. I went into this placement thinking it was going to be exactly the same service...
References: 2. Cairns, K. (2002). Attachment, Trauma and Resilience: Therapeutic caring for children. London: British Association for Adoption and Fostering.
3. Rutter, M. (1999) .Resilience concepts and findings: implications for family therapy. Journal of Family Therapy, Vol. 21.
Please join StudyMode to read the full document