SECTION F - FIELDWORK PRACTICUM TAUIRA STUDENT E- PROFILE / REPORT - (A MINIMUM OF THREE ACTUAL CASES) Tauira are required to complete this profile individually. It is a reflection of your actual fieldwork practicum experience. Once completed please ensure that you place an electronic, copy into your IEB e-Portfolio and Practicum Team has a copy for their record. This is, aligned to the Social Work Registration Board ‘Practice Study Competency Outline’. You are required to: ‘L_ Introduction = give a miniumum detailed explanation of the type of work you were engaged in Provide three cases Sections are provided below as a guide for the three practicum cases Students may use for practicum case but write no more than 20 words per section Each case has a word limit of 2000 words Base it on actual fieldwork practicum two experience Write in succinct statements with references (APA 6" edition) Due Date: Friday 23 October 2015 while on practicum and the area of practice (For example: casework, assessment of olient/ whanau needs, networking) ‘As a major programme initiative | decided to utilize my background and skills in the area of music and form a band from among the student body of SSTS. | also observed that music played a big part in the daily lives of most of the students. | announced the initiative at an assembly and started a grassroots recruitment campaign to compliment. The only prerequisite | set forth for participating in the band was the genuine desire to contribute positively to the endeavour and some interest, if not talent, in music. | saw a significant level of interest from a diverse range of students and so through conducting some informal interviews/auditions, slowly started to sort through who were genuine candidates and who merely liked the idea of participating. Due to the random collection of genders, ethnicities and social backgrounds that eventuated, | anticipated some challenges (communication, behavioural, etc.) in facilitating the group. Truth be told I welcomed them. My primary objective in this undertaking was to measure the engagement levels of the participants through the course of what would be a 5 week period, culminating in a performance at the end of term schoolwide assembly. In this case study I will discuss the engagement level of a particular young man who was known as a “trouble maker” and how it evolved throughout the process. Presenting situation - give a detailed explanation of a piece of work you were engaged in during practicum. This could be in relation to a challenging piece of work. For example, ethical dilemma, diffcult process you were involved in, Described your role within the practice being presented. (Identify the standards that have been applied). | The primary challenge in dealing with this particular student was how to engage with him in a way that would encourage positive participation in the band project. This could fall under the SWRB core competency that states: “respects and upholds the rights, dignity, values and autonomy of people and creates an environment of respect and understanding” (SWRB Core Competence Standards, 2015). | had been warned by several of the teaching faculty about this alleged "trouble maker” and had been ~ 28] 760.713 Te Kawa Mahi. The Professional in the Organisation Practicum Booklet 2012 Viacounselled not to expect much positive out of him. One faculty member suggested | threaten him with expulsion from the group at the first sign of rebellion. | had witnessed faculty members engage with him in this way and had not been particularly impressed by the efficacy of the authoritative tone favoured as the status quo. In my limited knowledge of this young man I was already aware that he had been stood down several times and had some persistent behavioural challenges. | also learned that there were some legitimate concerns regarding his mental health. The student also frequently used vulgar, provocative and disrespectful language. As an added dimension, | was conscious of the effect that this students’ behaviour could have on the cohesiveness and productivity of the larger music group. | knew from experience that the success of the band would be contingent on whether or not we could work together effectively as a group. How was | going to best mange negative behaviour. | was initially quite nervous and harboured a fear of failure and inefficacy on my part. 3 Tn your assessment -give an explanation of what needed to be done. A minimum of two detailed theories/ processes you mostly worked with. (For example, crisis intervention, task centred, Te Mahi Whakamana, Ata, Takepu, Ko Wal Au, Kaitiakitanga, Strengths-based, Change, Radical.) Consider how you relate the two theories to your assessment, was this difficult? T identified the fact that this particular student did not seem to respond well to the | typical authoritarian stance taken by most of the faculty members. As | thought about this | realized that this should have been understood by all SSTS as it was the very fact that he (along with most of his peers) was attending SSTS for the very reason that he had not responded well to a typical method of engagement. As | considered what methodology to adopt in engaging with this student Pohatu’s Ata Theory (2005) quickly sprung to mind. Since learning of the Ata Theory, | have been impressed with the universality of its foundational principles, such as: respect, Ata-haere: intentionality, gentleness, Ata Whakarongo: careful and reflective listening, etc. \ also wanted to take a generalized strength-based approach to my engagement with this student. This is likely to become one of the foundational aspects of my social work practice and aligns with my strong belief that everyone is capable of change with the right motivations. Ata and the strength-based approach seemed to nicely complement each other and would allow me to incorporate both indigenous and western ideas and principles into my engagement with said student. | wanted to try to engage with the student in a way that would allow him to maintain his dignity and also set an example of how to engage respectfully with one another. When | was of a similar age | fell into patterns of disruptive and antisocial behaviour partly because | felt | did not have a place in my peer group at the time. For this reason | felt some level of understanding toward the young man's behaviours. ‘What was your plan of action — illustrate the actions undertook in this plan. Be clear about the role you played, rationale undertaken within your role for this plan. My role was the facilitator/band director for the newly formed SSTS band. I was | determined to maintain a fun, positive and productive environment. In line with the principles of Ata, | resolved to show unconditional respect toward the student rather _than behaving in a reactionary or reciprocal way. | would also strive to listen and be 9g | 780.715 Te Kawa Mahi The Professional in he Organisaion Pracioum Bookiet 2072 Vi1receptive to the needs and wants of the young man rather than being dismissive. In order to reflect a strength-based approach, | realized it was crucial to recognize and acknowledge his strengths, such as: leadership/influence over his peers, guitar playing, etc. | would give credit where credit was due. | would also diminish his Weaknesses. When required to ask him to modify his behaviour, | would use discretion by taking him aside rather than doing anything that could embarrass him in front of his peers. This would allow him to save face and maintain his dignity (mana) He would then perhaps feel less of a need to act out in an antisocial manner. 5. What did you do? How did you do it? What were your reasons for doing it? Twas careful to only use respectful language with this particular student. T never at any time used my position as the adult in the relationship or band director to impose anything on any of the kids who were part of the band. Instead, | tried to encourage them to get the most out of the project as possible for their own benefit and enjoyment. | was encouraging, enthusiastic and complimentary throughout the process. | tried to practice ‘unconditional positive regard’ as Rogers suggests (Rogers, 1951). The reason | took this approach was because | had observed other faculty members interacting with this student in an authoritative and somewhat aggressive way and had seen the inefficacy of that approach in his case. | had been wamed by faculty that a strength-based approach would not work and that the student in question was sure to react in a negative way. While | had noted this advice, | like to always treat such negative predictions with a degree of scepticism. | am glad | did in this case. Due to my own experience growing up | could empathize with his seeking for respect as | was raised with the philosophy that children were inferior to adults and were to stay out of their way. | was sometimes guilty of behavioural indiscretions but not nearly as often as | was accused of them. & What was the outcome? (Did you agreelcisagree) I gradually was able to observe positive changes in the young man’s attitude and behaviour. His use of vulgar language became less frequent and the tone of his language toward me and other members of the group became more respectful. At the end of our first practice session I heard him say, "this is dumb", A few weeks in to the process and he was saying, "Thank you sir" at the end of each session. | could also see that as he felt a greater sense of ‘ownership and pride in the music group, his engagement became more positive and his contribution meaningful. In the end he evolved into a central figure in the project and on numerous occasions solicited positive behaviour and contributions from others. After our performance | was presented with some gifts and a card from my music group students, which were co-authored by the young man in question. This was so out of character for ‘some of the students involved that several of the teachers commented to that these students would “normally never do that kind of thing’. [7 Explain some of your most effective learning in this situation and why? Consider what has been some of the leaming that has been the least effective as wel. (Provide examples of how strengths were gained or developed within this experience), | was reminded that most everyone will respond to respect and acknowledgement. | had 30 | 720779 Te Kawa Mahi: The Professionalin the Organisation Practicum Booklet 2012 Vi-1brought some prejudices and negative perceptions to my placement which | quickly shed after interacting with the alleged "bad kids” and finding them to be generally nice natured and well-mannered. Do not let your prejudices colour your practice. Do not act on assumption. Information regarding a client's history can be useful and can inform your approach but | should not form your practice. Avoid the use of labels. | was reminded of the importance of | appropriate languaging. Even if we speak negatively of a client in private, our words will reinforce a negative atiitude toward that client. This will in tur spill over into our demeanour, ‘our words and our behaviour over which we have surprisingly little control, An initial approach | took, which turned out to be very ineffective, was to try too hard to be friends with the student. | unwittingly gave him the impression that | was his buddy. This led to him making unreasonable requests of me, lack of compliance and violating of school rules thinking that | would not “narc” on him. | quickly learned that as a professional it would be more important to be respected than to be liked. This falls under the SWRB Code of Conduct, in the area of professional boundaries (2015). Often when in engaging in the human services, it is challenging not to default to the easy role of a buddy. This may be the most, satisfying in the short term but can later undermine your credibility as a professional practitioner. 8. Were there any conflicting issues and/or interest such as personal values and beliefs? (if so, how did you deal with ethical dilemmas?) ‘There were certainly times when my patience was tested. I have been involved in music groups professionally in the past and am somewhat of a perfectionist when it comes to music. | had to regularly remind myself of the purpose for which | was engaging in the exercise. | also had to fight the natural tendency to simply address the student's behaviour | on a superficial level and be focused solely on outcomes/soluttions. | tried hard not to be reactionary. Under normal circumstances | would perhaps act angrily or disengage with someone Who behaved badly or using vulgar language but as professional practitioners we are often required to put aside our personal ideals and assist our clients based on where they are in their lives - at that moment. did you demonstrate core Social Work Competencies and SWRB Practice Standards? believe | was effective in meeting the following SWRB practice standards: Competence fo work respectfully and inclusively with diversity and difference in practice. This practice standard is restated in the following way: “can respectfully and effectively communicate and engage with a diverse range of people” (SWRB Core Competence Standards, 2015). | did this by engaging with each student in the way that | surmised to be most appropriate for them based on any number of factors, such as: personality type, ethnicity, gender, etc. ‘Another core competency | was able to demonstrate was: “Competence to promote the principles of human rights and social and economic justice”. Specifically to: “respect and | uphold the rights, dignity, values and autonomy of people and creates an environment of | respect and understanding” (SWRB Core Competence Standards, 2016). | was | especially conscious of practicing this competency when interacting with the student who Lis the subject of this case study. 10. What areas of practice and areas of self-development will you look to develop further as a | result of this case? Maintaining unconditional positive regard toward all clients, I will incorporate Ata Theory to engage with a client, narrative questioning to allow me to empathize with their position and a 34 | 180.713 Te Kawa Mahi: The Professionalin the Organisation Practicum Booklet 2072 ViiAgency Supervisor: Comments / Observations / Notes/ Recommendations Excellent idea from Clinton to take on the role as the SSTS band master, he faced challenges within this process with the students that were selected to play in the band. He utilised theories of engagement to get the students motivated regarding team work and being on time. He established a good rapport with his group which enabled them to produce | two music pieces at the end of term 3 to the school assembly. It was very successful. Closing statement of practice | believe Clinton learnt a lot from this experience, engagement of the students would probably be the best description for this case study. Well done Clinton, the students that were in the band were not the easiest to keep in check. Tauira / Student Name Clinton Strother Practice Supervisor Name Flo Tamehana a aS Signed \_ Date s4nior2015 Signed 2 /-¢ Date 14/10/2015 32 | W079 Te Kae ai The Preesinain Organon Pracicam Booket 7072 VIIReference List Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London: Constable. Pohatu, T. W. (2005). Te Ata: Growing respectful relationships. Te Wananga o Aotearoa, Mangere, Auckland. Social Work Registration Board. (2015). Code of conduct. Retrieved from http://www. swrb.govt.nz/ Social Work Registration Board. (2015). Core competence standards. Retrieved from http:/www.swrb.govt.nz/ (ete sede reeponstity to subi he egal signed had copy to NC block Revepion ater of placement) Bd | 100713 Te Kawa Mahi: The Professional in the Organisation Pracicum Booklet 2012 Vi