Social work processes

julianturner
Mind Map by julianturner, updated more than 1 year ago
julianturner
Created by julianturner about 7 years ago
134
4

Description

Mind Map on Social work processes, created by julianturner on 04/13/2013.

Resource summary

Social work processes

Annotations:

  • Social work processes
1 Differences in types of users
1.1 Individuals
1.1.1 SAP

Annotations:

  • Single Assessment Process for older people
1.2 Groups
1.3 Families
1.3.1 Assessment issues

Annotations:

  • Framework for assessment of children in need and families
1.3.1.1 identification of troubled families

Annotations:

  • resources v stigma
1.3.1.2 children at risk
1.3.1.3 Framework for Assessment children in need

Annotations:

  • SWP 634 
1.3.1.3.1 CAF
1.4 Communities
1.4.1 Key features of working with communities
1.4.2 geographic
1.4.3 ethnic
1.4.4 relevant theories
1.4.4.1 ecosystems
2 Key Processes
2.1 Assessment
2.1.1 Asessment tools
2.1.1.1 Genogram
2.1.1.2 Culturagram
2.1.1.3 Ecomap
2.1.1.4 Flow diagrams and life road maps
2.1.1.5 CAF
2.1.1.6 how are they similar to others? how are they diffeent?
2.1.1.7 Saleeby's barriers and strengths

Annotations:

  • SWP 574
2.1.1.8 Assessment triangle

Annotations:

  • DOH; SWP 673
2.1.1.9 Common Assessment Framework
2.1.2 Relevant theories
2.1.2.1 Social
2.1.2.1.1 anti-oppressive practice
2.1.2.1.2 systems approach
2.1.2.2 How learning happens

Annotations:

  • Milner and O'Byrne SWP 337: knowledge gained through interactions
2.1.2.3 Approaches

Annotations:

  • problem-solving social interactions political/social Strengths-based approach:  Hepworth, Rooney and Larson: strengths-based (SWP 551) Joint construction of a narrative (Fook) (SWP 578) Anti-oppressive practice
2.1.3 Assessment processes

Annotations:

  • M&O'B: 1. prepare; 2 collect data; 3 apply knowlede (practice wisdom + theory); 4 judgements; 5 recommendations HAND-OUT 1. preparation; 2 data collection; 3 weighing data; 4 analysing data; 5 utilising analysis
2.1.3.1 different types

Annotations:

  • third party assessment; investigative; eligibility/needs; suitability; multidisciplinary
2.1.4 Assessment types/purposes

Annotations:

  • HANDOUT: 1 enhance info; 2 empower user; 3 understand likely eligibility; 4 enable access to services; 5 offer support; 6 negotiate/advocate; 7 address change, care and social control; 8 
2.1.4.1 may be legal or funding requirement
2.1.4.2 Risk assessment
2.1.5 challenges of assessment
2.1.5.1 poorly understood theory
2.1.5.2 Judgement errors

Annotations:

  • Paying attention selectively Stereotyping and labelling Collective assumptions/approaches held within a team
2.1.5.3 Resources
2.1.5.3.1 Need is relative
2.1.6 Assessment levels

Annotations:

  • - broad-based, fluid and holistic? - focused on particular issue?
2.1.7 Assessment skills

Annotations:

  • Communication Administrative Writing Listening Hearing Attitude: non-judgemental Straight-talking; trustworthy
2.1.8 Approaches

Annotations:

  • Needs-based Resources-based
2.2 Planning
2.2.1 Resourcing
2.2.1.1 Funding
2.2.1.1.1 Funding panel
2.2.1.1.2 Personalisation planning
2.2.2 Inter-professional working
2.2.2.1 Networking
2.2.2.2 Working with other agencies
2.2.3 Consultation

Annotations:

  • Parker and Bradley ch3
2.2.3.1 Service user at the centre

Annotations:

  • ch3; also location 2158
2.2.3.1.1 Empowerment
2.2.3.1.1.1 Consulted to capacity
2.2.3.1.1.2 Equal opps
2.2.3.2 Point of view of the carer

Annotations:

  • location 2170
2.2.4 Planning tools
2.2.4.1 SMART goals
2.2.4.2 HOSEC: honest, open, simple, explicit, clear

Annotations:

  • location 2341
2.2.5 Care plans
2.2.5.1 Children
2.2.5.1.1 Ch in need
2.2.5.1.2 Ch Protection
2.2.5.1.3 Looked After Ch
2.2.5.1.4 Ch with supervision/care order
2.2.5.1.5 Pathway plan
2.2.5.2 Intro: What is contained?

Annotations:

  • - objectives - services to be provided - timing/nature prof contact - purpose of specific services and contacts - commitments from family - commitments from profs - specify which parts are negotiable - what needs to change; how will we know? what goals need to be achieved? - sanctions to be used if child in danger - 
2.2.5.3 Adults
2.2.5.3.1 Grounded in reality

Annotations:

  • location 2053
2.2.5.3.2 Resource constraints
2.2.5.3.2.1 Balance between indiv choices and funding
2.2.5.3.2.1.1 care plan to inc expected service user contribution to costs
2.2.5.3.3 Older people
2.2.5.3.3.1 SAP framework

Annotations:

  • 2125
2.2.5.3.3.2 Risk assessment
2.2.5.3.3.3 Elder abuse
2.2.5.3.3.4 Mental capacity Act 2005

Annotations:

  • location 2193
2.2.6 Evaluation of Planning
2.2.6.1 Positive: adds rigour, consistency, reduces risk
2.2.6.2 Negatives: incr bureaucratic
2.2.7 Planning in care management
2.2.7.1 User empowerment, equal opps
2.2.7.2 Grounded in reality
2.2.7.3 Resource constraints
2.2.7.3.1 User contributions
2.2.7.4 Risk assessment
2.2.7.4.1 elder abuse
2.3 Intervention
2.3.1 Ending intervention (week 11 notes)
2.3.1.1 Obstacles to ending
2.3.1.2 Why end
2.3.2 Tips (Thompson, Thompson p60)
2.3.2.1 Keep focused
2.3.2.2 Know limitations
2.3.2.3 Don't be precious
2.3.2.4 Yourself as a resource
2.3.3 Working in partnership
2.3.4 Models for intervention
2.3.4.1 Systems approach
2.3.4.1.1 Family
2.3.4.2 Core helping skills

Annotations:

  • location 2527 empathy; warmth; genuineness; (Rogers 1961); + concreteness; immediacy; confrontation (Carkhuff 1987)
2.3.4.3 Task-centred practice

Annotations:

  • Reis and Shye (1969) loc 2621; Marsh and Doel (2005) loc 2640
2.3.4.3.1 step by step to achieve goals
2.3.4.3.2 associated with problem-solving, behavioural approaches
2.3.4.4 Cognitive-behavioural approaches

Annotations:

  • location 2791
2.3.4.5 Crisis theory and crisis intervention
2.3.4.6 Psychodynamic
2.3.4.7 Strength-based models
2.3.4.8 Skills
2.3.4.8.1 Networking
2.3.4.8.2 Advocacy
2.4 Review and evaluation
2.4.1 Review
2.4.1.1 A continuing process of sense-checking, esp when
2.4.1.1.1 Changes; stat requirements; stuck; transfer
2.4.1.2 Questions

Annotations:

  • see also location 3537 P&B
2.4.1.2.1 Aim?
2.4.1.2.2 How willyou achieve aim?
2.4.1.2.3 How will you know you've achieved it?
2.4.1.2.4 Were original aims appropriate?
2.4.1.2.5 Obstacles in way?
2.4.1.2.6 Have circumstances changed?
2.4.1.2.7 Is plan appropriate?
2.4.1.3 Tools eg graphic display
2.4.2 Evaluation
2.4.2.1 Effectiveness: aims met
2.4.2.2 Effiiency: use of resources
2.4.2.3 Lessons learned
3 Introduction
3.1 Linked together: plans based on assessment and look forward to interventions; and should be reviewed
3.2 Theories and approaches
3.2.1 formal/high level
3.2.2 middle: practice theories
3.2.2.1 3-stage theory framework

Annotations:

  • a tool for helping employ theory
3.2.3 informal
3.3 ASPIRE model

Annotations:

  • ASsessment Planning Intervention Review and Evaluation
3.4 Knowledge: theoretical; facts; practice
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