Social Work Theories, Methods and Skills
Social Work Theories, Methods and Skills
Within this assignment I will recognise what and who is priority in relation to the case study involving Sharon, Alice and James. I will ascertain and analyse the models of assessment and look at methods of intervention and identify which is most appropriate when working with Sharon, Alice and James. I will identify why I have used the theories, methods and skills that informed the care plan I have used.
My main priority would be Sharon and the appointment her mother, Alice, has made with the GP. Under the Human Rights Act 1998, articles 8, 12 and 14, Sharon has “the right to respect for private and family life, the right to marry and to start a family…….the right not to be discriminated against in respect of these rights and freedoms”. Under the Mental Capacity Act 2005 “every adult has the right to make his or her own decisions and must be assumed to have capacity to do so unless it is proved otherwise”. An assessment of capacity is decision specific and there are different levels of decision making, when carrying out a capacity test it is essential to determine the ability to make those decisions. Therefore the ‘decision maker’ is responsible for undertaking the capacity test. An assessment would need to be carried out to determine Sharon’s level of understanding.
Before visiting Sharon to carry out an assessment, I would gather as much information as possible. I would contact the GP, to ensure they are aware that it is not Sharon’s decision to be sterilised and I may possibly discuss what Sharon’s plans are. I would obtain information on how independent she is, how she interacts with others and her level of understanding by liaising with Sharon’s tutors from college and the Day Centre, this information will also assist me when carrying out a capacity test. From the information given regarding the referral it may be deemed necessary to contact Sharon’s mother, Alice and her boyfriend James beforehand.
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Within this assignment I will recognise what and who is priority in relation to the case study involving Sharon, Alice and James. I will ascertain and analyse the models of assessment and look at methods of intervention and identify which is most appropriate when working with Sharon, Alice and James. I will identify why I have used the theories, methods and skills that informed the care plan I have used.
My main priority would be Sharon and the appointment her mother, Alice, has made with the GP. Under the Human Rights Act 1998, articles 8, 12 and 14, Sharon has “the right to respect for private and family life, the right to marry and to start a family…….the right not to be discriminated against in respect of these rights and freedoms”. Under the Mental Capacity Act 2005 “every adult has the right to make his or her own decisions and must be assumed to have capacity to do so unless it is proved otherwise”. An assessment of capacity is decision specific and there are different levels of decision making, when carrying out a capacity test it is essential to determine the ability to make those decisions. Therefore the ‘decision maker’ is responsible for undertaking the capacity test. An assessment would need to be carried out to determine Sharon’s level of understanding.
Before visiting Sharon to carry out an assessment, I would gather as much information as possible. I would contact the GP, to ensure they are aware that it is not Sharon’s decision to be sterilised and I may possibly discuss what Sharon’s plans are. I would obtain information on how independent she is, how she interacts with others and her level of understanding by liaising with Sharon’s tutors from college and the Day Centre, this information will also assist me when carrying out a capacity test. From the information given regarding the referral it may be deemed necessary to contact Sharon’s mother, Alice and her boyfriend James beforehand.
Under
References: British Institute of Learning Disabilities. 2004. Factsheet – learning disabilities. [online]. Kidderminster. Available at: http://www.bild.org.uk/docs/05faqs/Factsheet%20Learning%20Disabilities.pdf. Accessed on 7th May 2011. Calder, M.C., 2003 Coulshed, V; and Orme, J., 2006. Social Work Practice: An introduction. 4th ed. Basingstoke. Palgrave Macmillan. Goldstein, H., 1973. Social Work Practice: a Unitary Approach. Columbia, SC. University of South Carolina Press. Cited in: Payne, M., 2005. Modern Social Work Theory. 3rd ed. Basingstoke. Palgrave Macmillan. Middleton, L., 1997. The art of assessment. Birmingham. Venture Press. Milner, J and O’Byrne, P., 2002. Assessment in Social Work. 2nd ed. Basingstoke. Palgrave Macmillan. Milner, J., and O’Byrne, P., 2009 Assessment in Social Work Parton, N and O’Byrne, P., 2000. Constructive Social Work: towards a new practice. Basingstoke. Palgrave. Reid, W and Epstein, L., 1972 Smale, G., Tuson, G., Biehal, N., and Marsh, P., 1993. Empowerment, Assessment, Care Management and the Skilled Worker. London. National Institute for Social Work. Smale, G. et al., 1994. Negotiating Care in the Community. London. HMSO for National Institute for Social Work. Tew, J., 2006. Understanding Power and Powerlessness: Towards a Framework for Emanipatory Practice in Social Work: Journal of Social Work; 2006; 6; 33. Thomas, D and Woods, H., 2003