The Evaluation And Invention Of Social Work Social Work Essay

The Evaluation And Invention Of Social Work Social Work Essay This short study takes up the evaluation and assessment of two social work intervention theories, namely the Task Centred Approach and the Crisis Intervention Method, with special regard to their implications and applications for social work practice. Social workers, in the course of their practice, are often called upon to help people in coping and dealing with different types of difficulties in their lives. Human beings face situations of crisis at one time or the other during their lives (Roberts, 2000, p 11). The crisis theory postulates that the occurrence of crises is normal to life. Such crisis situations can occur suddenly, like family illnesses or a loss of jobs, or be unpredictable, like entering school or growing older (Roberts, 2000, p 11). Individuals attempt to cope with crises with their available mechanisms, but face problems when such mechanisms do not work or when earlier unresolved crises get reactivated. Social workers are often called upon to intervene with individuals and help them in coping with their crises (Roberts, 2000, p 11). The task-centred approach is a progressive and goal-orientated method for social work practice. It constitutes a practice-based approach that is built on research and is being used in a diverse settings and circumstances (Nash, et al, 2005, p 33).  It represents a social work method wherein clients are assisted in carrying out problem reducing tasks within specific time periods. It is structured, problem focused and time-restricted and is being increasingly used in contemporary social service interventions (Nash, et al, 2005, p 33). Crisis intervention is often grouped together with the task centred approach. Malcolm Payne (1991, p 4) sees significant common ground between crises intervention and task centred approaches to social work practice. Both methods focus on problem solving, deal with brief interventions and are related to learning theory. This essay takes up the examination and assessment of these two theories, with especial regard to their communalities, their differences and their relevance for social work practice. Due regard is given to the implications of anti-oppressive practice. 2. Crisis Intervention Theory The crisis theory states that it is important for people to resolve their crises situations and experiences in order to cope with new developments and crises (Aguilera, 1998, p 47). If individuals are unable to resolve their earlier crises, they become more vulnerable to inability to resolve new crises. Individuals who learn new skills to resolve their crises are on the other hand strengthened in coping with future crisis situations (Aguilera, 1998, p 47). Human beings have considerable capacities for handling or dealing with difficult situations. It is only when such difficulties assume significant proportions and people do not have appropriate resources, personal, emotional, social, spiritual or physical, to deal appropriately with stressful circumstances or events that they become involved in crises. Difficult or stressful events do not by themselves result in crisis situations (Aguilera, 1998, p 47). Crises are actually determined by the responses of individuals to specific stres sful circumstances or events and their responses to them. Crises develop only when individuals perceive specific events to be significant and threatening, try to handle such events with their usual coping strategies without success, and are not able to use other alternatives (Aguilera, 1998, p 47). Behavioural and psychological experts perceive crises to be akin to states of psychological disequilibrium. Individuals experiencing crises are likely to experience a range of emotions like feelings of apprehension, anxiety, fear, guilt and helplessness (Nash, et al, 2005, p 37). Other indicators include alterations in eating and sleeping patterns, activity and energy levels and ability to concentrate. People in crises are also commonly known to suffer from depression and withdraw from social intervention (Nash, et al, 2005, p 37). Social work experts argue that whilst the majority of crises run their course or reach some semblance of stability within one or two months, it is necessary for skilled intervention to take place to strengthen the coping mechanisms of individuals. The failure to do so will result in the existence and continuance of crisis associated behaviours, even as the opportunity for change will be forgone (Nash, et al, 2005, p 37). People in crisis often have little by way of solutions and are receptive to external help and assistance (Roberts, 2000, p 19). The provisioning of skilled intervention by social work practitioners during the occurrence of the crises can result in opportunities for individuals experiencing crisis to learn new skills, achieve beneficial behavioural change, and regain stability. Individuals who have been able to successfully cope with crises are strengthened by such experiences and can use their skills in future times of difficulty (Roberts, 2000, p 19). Crisis intervention is essentially a professional response that is limited in terms of time and is used to assist individuals, families, and groups (Hepworth, et al, 2002, p 83). Social workers aim to assess the openness of individuals experiencing crises to learning of new skills and mechanisms for coping. They also help individuals in reducing their feelings of helplessness, isolation, and distress and use social resources to help in restoring individuals to their prior functional levels, as soon as practically possible (Hepworth, et al, 2002, p 83). Such social work intervention is done through listening, validation, acceptance, normalisation, reassurance, education, advocacy and brokering resources (Nash, et al, 2005, p 38). Crisis intervention can be specifically segregated into 7 stages, namely (a) establishment of communication and development of feelings with individuals that circumstances can become better, (b) assessment of situation, (c) exploration of available strengths and resources, (d) goal setting with the use of such strengths and resources, (e) implementation of plan, teaching of new skills and mobilisation of other support if required, (f) evaluation and adjustment of the plan and (g) follow up and termination of relationship (Hepworth, et al, 2002, p 83). It is important for social workers to be skilled in crisis intervention because of the constant demand upon them for helping people in crisis situations (Roberts, 2000, p 19). Social workers are liable to encounter clients with diverse needs, which may in turn require research, strategic planning and the providing of individualised person centred support (Roberts, 2000, p 19). The nature of crisis intervention work also calls for confidentiality and emotional separation in order to deliver services in a professional manner (Roberts, 2000, p 19). 3. Task Centred Approach The task centred approach emerged in response to the slow and inadequate results that were being achieved through traditional casework methods (Reid, 1997, p 134). Traditional casework methods in social work were felt to be of limited use because of their resource intensive nature, their lack of focus, and their ambiguous outcomes, which were difficult to assess and quantify (Reid, 1997, p 134). Reid and Shyne engaged in extensive study in the late 1960s to explore alternate approaches to casework and developed the task centred approach for social work practice, which called for limited but intensely focused intervention periods. The approach was essentially client oriented and required the social worker to act as a facilitator (Reid, 1997, p 134). With the task centred approach helping clients to improve their difficulties quickly, the process was soon adopted for replication and development in the United Kingdom (Reid, 1997, p 134). Studies on the task centred approach revealed that unfocused help, as was provided by the psycho-social approach and the case study method, over long periods, resulted in reduction of hope and self confidence on the part of the client (Nash, et al, 2005, p 42). It also resulted in negative dependency and unnecessary attachments to specific organisations or particular social workers (Nash, et al, 2005, p 42). It was also seen that the setting of time limits for achievement of specific outcomes helped in building expectations of the possibility of rapid change and enhanced participant energy and motivation (Nash, et al, 2005, p 42). Whilst the task centred approach proved to be practically beneficial for clients and also served, reduce and optimise utilisation of limited social work resources, it also facilitated a shift towards the person centred approach, the negation of the assumption of the professional being the only source of expertise, and helped in achievement of greater empowerment and reduction of oppression (Naleppa Reid, 1998, p 63). The task centred approach calls for attention to be paid to social and external issues that affect individuals rather than on perceiving individuals and their psychological histories to be the main cause of their difficulties (Naleppa Reid, 1998, p 63). The task centred approach involves a structured method wherein the social worker firstly assists the service user in articulating the problems in the ways perceived by service users (Hepworth, et al, 2002, p 87). The social workers subsequently helps the service user to detail and breakdown the problems, taking care to redefine them wherever necessary and helping the service user to locate important areas for action (Hepworth, et al, 2002, p 87). The social worker finally motivates the service user to categorise and prioritise his or her individual problem in line with his or her perceptions (Naleppa Reid, 1998, p 63). The social worker and service user thereafter work in partnership to (a) specify and identify outcomes, (b) agree to contracts and (c) review and assess progress. Social workers who use the task centred approach should be able to positively engage service users and instil trust and confidence (Hepworth, et al, 2002, p 87). Commonalities in Task Centred and Crisis Intervention Approaches Task centred approaches and crisis intervention methods appear to merge well in both theory and practice (Watson, et al, 2002, p 96). Social work research indicates that the use of these methods have proved to be effective with a wide range of clients. Both theories emerged in response to the apparently ineffective outcomes of case work approaches that were grounded in psychodynamic theory (Watson, et al, 2002, p 96). Both methods additionally focus on brief and short term interventions. They are connected to learning theory and based upon problem solving ideas (Watson, et al, 2002, p 96). Both these approaches call upon social workers to engage in participative and joint activity with service users, first to assess and analyse problems and their causes and then take action to deal with such problems (Sandoval, 2002, p 63). The application of these methods thus calls for the use of the person centred theory, the need to place the service user at the centre of the issue and the urgency of viewing the issue from his or her perspective (Sandoval, 2002, p 63). Social workers need to be very good listeners in order to be able to locate the real issues that are troubling service users and thereafter be able to help them with measures to tackle their difficulties (Sandoval, 2002, p 63). Like other social work methods, the task centred approach does have its limitations. It is in the first instance predicated upon the rationality of service users and their willingness to work with social workers (Nash, et al, 2005, p 53). It is also difficult to apply it without appropriate agency support. Despite such limitations the two approaches continue to be very useful, especially because of their instrumentality in increasing empowerment and their integral anti-oppressive approach (Nash, et al, 2005, p 53). The methods increase the abilities of service users through the inculcation of new skills and allow them to deal, not just with their current situations but with future circumstances of difficulty and oppression (Nash, et al, 2005, p 53). Conclusions Social work practice is influenced by many factors that require the taking account of the perspectives of service users, social workers, agencies and society. The approach of individual workers is bound to be influenced by numerous factors that can leave them confused and looking for guidance in their task of assisting service users in difficulties. The task centred approach and the crisis intervention theory provide useful tools to service users to assess the true conditions of service users, participate with them in structured, time bound and joint resolution of problems and empower them to face and overcome oppression. Social workers do however need to understand the implications of these theories and refrain from labeling their actions in all difficult situations to be task centred or critical intervention in nature. The true understanding of the potential and use of these theories will help them significantly in their practice scenarios.

Bilingual Program: Children Language Development Essay

This paper discussed on bilingual program that become one of the reasons parents choose schools for their children and its effect on children language development. As the impact of globalization English become a necessity for everyone in exploring and finding new things across the globe. Educational institutions see this as an opportunity to introduce bilingual program as a respond to the demand of society. Keywords: Bilingualism, bilingual program, dual program Background As the era of globalization is happening in every country in the world, foreign language become a necessity for today’s society. One implication of globalization is the emergence of new global opportunities on one hand and competition on individual aspects of lives not to mention nation on the other. One aspect of communication that is important and necessary for global competition is mastery of English and for that reason human resource in Indonesia needs to be prepared early. In respond to that demand, many educational institutions provide foreign language education for children includes bilingual program. Bilingual Definition Bilingualism is related to the use of two languages or two language codes (Chaer, 2010: 84). Bilingualism is due to language contact between two groups of different languages, it exists in every country in the world, in all classes of society, and in all age groups. Therefore, it is difficult to find people who truly monolingual because language society are inseparable to other language societies (Grosjean, 1982: 1). The definition of bilingualism among experts has its own weakness. Therefore according to Grosjean there is no acceptable definition of bilingualism in general. Bilingual Phenomena Schools that provide bilingual programs mean using two languages in their educational activities. Language that is often used in the bilingual schools in Indonesia is Bahasa and English. By applying the concept of bilingual schools and parents expect children to be more proficient in foreign language, especially English. Currently schools in Indonesia began to implement bilingual programs as a language learner program development. This program was in elementary, middle, and high school with a focus on improving English language skills in children. Bilingual program today has been frequently used by parents as a focus of attention in finding proper school for their children. The existence of bilingual programs is the main variable that is considered by parents deal with the quality of a school for their children. This makes the parents enthusiastically try to maximize their children foreign language skills by putting them to school or to class with bilingual program. This phenomenon of English at school then makes Bahasa as their mother tongue and their first language being neglected, not only by school but also by parents. Many parents are more proud if their children receive a high mark on English subject than Bahasa. General Issues of Foreign Language in Indonesia Based on that fact, some problems can occur. Start with question whether the bilingual education program in Indonesia is proper enough in language education for children given the circumstances of the decline in respect for their mother tongue, which is Bahasa. Next problem deals with internalize opinion of society that states that English proficiency is more important than Bahasa in the era of globalization and the challenges of vocational world. Another problem is the lack of love for the young generation toward their Bahasa. The language that they used in their daily life either kids or teenagers has been mixed with the language and style of foreign country. Often the children concept of ability and interest in Bahasa is lower than the ability and interests of children to English. They feel more educated and have a higher social class if they used English in everyday conversation. Problems on Bilingual Program Language is essentially cultural, that is associated with culture. Learning context associated with knowing one’s self. A child will recognize himself through several stages. He will master the language spoken quickly around the neighborhood because of the language that is always heard. This awareness is called cultural awareness, which is understanding of one’s self and identity. If the child is aware of his identity he would know how to behave and present himself. Bilingual methods thus cannot just be applied in Indonesia which adheres to the national language, that is Bahasa. Culturally, in Indonesia there are also multilingual conditions, namely the existence of the local language. Local language is a language that is often heard by children in everyday conversation in their communities. This situation makes the child can master the local language quickly and this ability is mastered easily. On the other hand English is not commonly used in Indonesian society in any part whatsoever so the child cannot just be forced to learn English. Impact of premature bilingual programs that is imposed on children will lead to uncertainty and unclear concepts of language undersanding. For example is the confusion when a child begins to learn to read and write. like, the letter â€Å"a† in bahasa is pronounced â€Å"e† in English. Children will experience the ambiguity and confusion in the concept of language as there is a difference between the two languages that are learned. This problem occurs because Bahasa and English differ in structure and rules of procedure of the sentence. Children will find it hard to understand the concept and structure of academic language. Alternative Solution Dual language program is quite different to bilingual program. The system of dual language teaching is to have other subject like biology, math, etc not only in Bahasa but also in English. Other technique of dual language is by setting â€Å"language of the day† Indonesian and English interchangeably. Thus the child can master the concepts of the language both in Indonesian and English. With this program children will learn to learn a language with longer period and occur in all aspect of his education in that one day. Based on the research in Washington, United States, the kids who followed the concept of dual language, their academic ability will be strong, both in first language and foreign language. They are also more successful and highly paid when working at companies. Dual language program seeks to balance the child’s language skills without ignoring the child’s first language. Children will be trained to master the concept of their first language first while English will be added slowly until they are accustomed to it. This method is more effective in improving children foreign language skills instead of using bilingual program which is involve force in it. Conclusion Language is linked with the process of the formation of self-awareness and maturity of one’s culture. As a process, development takes time and cannot simply be accelerated. The study of language should be done gradually. Children must first master the mother tongue, which is Bahasa. They should have been introduced to the words in the first language well, including the concept of structure, grammar and vocabulary. If the understanding of the concepts has already been possessed by the child then he can be introduced to a foreign language. The child can now have reference in learning foreign language. He will interpret the concept of learning a foreign language that he already had in Bahasa. Language can be developed due to train and practice in everyday life. English which is only learned in school without being practice in home is less successful. If parents expect the child good English skills, they should participate in the development of their children’s language. Parents can participate to teach and familiarize children in English by using English at home. The most important point is not to force the children that can create distress in learning language both from the school and from their parents.

History Germany Essay Essay

How far do you agree that the new Weimar Republic was seriously threatened by political extremists in the years 1919-24? (30 marks) Between the years 1919 and 1924 the Weimar Republic experienced many threats against its new democratic regime, however it could be argued that none of the threats ever truly had the ability or support required to overthrow the new state, therefore rendering the attempts by the political extremists as not that threatening. The Weimar Republic saw the end of the Kaiser’s rule and the start of a new semi presidential and representative democratic ruling. Even dating back to the formation of Germany in 1870, the foundation of German Politics and power has always lain with the elites and middle class of the population. With the new Weimar Republic these elites were supposed to lose their power and control due to the democratic regime, however this did not actually happen. Therefore any political extremists that threatened the system, and in turn threatened the elite’s power, were dealt with in harsh manners. During the trials from the 1920 Putch over seven hundred people went to trial however only one person was convicted and given five years in prison. Since the Putch would have been an act of treason, and under German law, the punishment should have been death, however the fact there was so little convictions and such lenient punishments suggests just how strong the elite’s power still was and how strong the Weimar Republic would have been with the elite’s power backing it, but they would only do this as long as things were benefiting them. The Kapp- Là ¼ttwitz Putch of 1920 did lead to an exposure of the army’s reluctance to support the Weimar Republic due to the fact the army was ordered to act by Noske, the Defence Minister, however the leaders of the military refused to get involved and instead remained neutral. This therefore would have planted a seed of doubt into people’s minds as to how good the Republic would be as not even the army were going to protect it, which then would lead some people to feel unprotected and vulnerable, and  could have led to people turning against the democratic system and instead turning back to the old ways of running the country. Yet, this was not the case therefore suggesting that the Kapp- Là ¼ttwitz Putch did not pose as being that significant of a threat. The Munich Beer Hall Putch could be argued as being doomed from the start and therefore never truly being a serious threat. From the beginning and throughout it never had the support of the German people, with only a small number of people supporting their cause. Seeckt also used his powers to command the army to resist the Putch and with the combination of the Bavarian Police and the army the Putch was crushed easily with minimal deaths. However, in the end Hitler was arrested on charges of treason (again meaning the punishment under German law should have been death) and he only received a five year prison sentence yet he was released after just nine months. This again showed that the political power was with the elites and that the Weimar Republic was not as strong as first thought, yet the public were still willing to keep the democratic state in place and give it a chance to work. Therefore it could be argued that as long as people had a belief in the Weimar Republic and were willing to support it then any attempts by political extremists would never have been that successful and therefore they were never truly much of a threat. In conclusion, although the Weimar Republic did indeed experience many threats from political extremists, with some seemingly serious threats against it which showed the many flaws in the system such as the power of the elites and the army’s standing in the new regime, yet none of the attempts had enough public support backing them to have a serious impact. They just didn’t have enough public support as people, especially of the working classes, believed in their new democratic system, and wanted to give it enough time to start to evoke changes that would benefit them in the long run. Therefore the attempts could not have had enough of an impact to name them as being serious threats against their new democratic state.

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