The Purpose Of The Case Study Social Work Essay

The Purpose Of The Case Study Social Work Essay The purpose of the case study is to provide the student with the opportunity to demonstrate their ability to analyse and evaluate the use of a method of social work intervention with an individual, family, or group of service users, and where appropriate, the carers. Task In consultation with the practice teacher, tutor and where applicable the on-site facilitator, the student will select a situation where substantial social work intervention will be required. The student should carry out an assessment, choose an appropriate method of intervention and analyse and evaluate the subsequent use of the chosen method. In undertaking this task students must: Provide a summarised social history of the case, highlighting significant past and present events in the service users life. Demonstrate the ability to select an appropriate method of intervention and offer supporting rationale for this choice. Provide an analysis of their assessment, reflecting on the model used the knowledge base in relation to the service users situation, relevant government and agency policy and legislation. Drawing on relevant theory, analyse and evaluate the processes and outcomes of the intervention for both the service user and for themselves as a student social worker. This must include: An account of the use of interpersonal skills and how these informed and impacted on the effectiveness of practice An examination of the influence of social work values throughout the work, including AOP Present the assignment to an acceptable standard which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works. Other guidelines for the case study The word limit should be no more than 4, 000 words (+/- 10%). Students muststate the exact word count on the front cover. The hand in date for the case study is before 10am on 14th May 2009. Late submissions require a formally agreed extension. The On-Line Discussion Forum Structure Students are divided into specialist tutor groups Specialist tutor groups are made up of students who are in the same/similar programme of care Each specialist tutor group is headed by a specialist tutor Details of which group students have been assigned to can be found in Appendix One Resources It is expected that students will participate in the on-line discussion forum once weekly. Please book the on-line slot into your diary (in the same way that you would your lecture attendance or a home visit). This way you are less likely to forget! Your weekly submissions will be based around a series of practical tasks to help you link your learning both from semester one and your placement with the requirements of the case study. The programme for your weekly input can be found in Appendix Two Expectations It is expected that: Students will contribute once weekly to the on-line discussion forum There is no word limit regarding student contributions on-line but it is expected that they will be concise contributions addressing the pre-set tasks and that these should act as an aide memoir to your case study Each submission should not take longer than 15 minutes to complete Students can visit the discussion forum whenever they wish and can make more than one weekly contribution if they wish  · In order to preserve confidentiality the on-line discussions MUST avoid references to peoples names, locations, and other specific details by which an individual might be identified (e.g. chronological histories detailing specific locations and events, specific and unusual medical conditions)  · On-line discussions are monitored by the module coordinator as well as tutors. In the event that there are concerns regarding potential breaches of confidentiality you will be asked to edit your contributions accordingly On-line Tasks See Appendix Two The Recall Days 12thFebruary 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Social issues and research, policy and legislation relevant to the identified social issues Assessment frameworks and their benefits, limitations, effectiveness Methods of intervention Materials for tutors and students will be provided nearer the time. 2pm-3pm Lecture by K Winter 8th April 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Processes regarding methods of intervention referring to any relevant research, practice guidelines Outcomes relating to methods of intervention referring to any relevant research, practice Materials for tutors and students will be provided nearer the time. 2pm-4pm Lecture by K Winter Module Review The module is the subject of an annual review. The main issues arising have concerned: Structure and content of on-line discussion forum Structure and content of recall days Date for submission of the case study More teaching on group work as a method of intervention The module has been re-structured this year to address most of the above points. Reading Materials It is recommended that you purchase Wilson et al. (2008) Social Work: An Introduction to Contemporary Practice, Harlow: Pearson Longman as it offers a broad guide that will help you consider the key elements of your case study including: social issues/social histories; assessment frameworks; and methods of intervention. The book also includes up to date references to policy and research. Other more specialist references will be added to QoL. Appendix One Specialist Tutor Group Allocation Older people and physical health and disability (13students) A HARPUR NAME PLACEMENT Christine Bowden Sensory Impairment Team Newry Alana Carr Ivybrook Newry Michael Cunningham Shankill Centre, Belfast Corey Doyle Dungannon Emma Goligher Lagan Valley Hospital Fiona Kelly Sensory Impairment Bradbury Centre Emma McClure Mount Oriel Samantha McGreevy Lagan Valley Hospital Clare Murney Newry Sheena Quinn Bangor Eliza Shields Day centre Banbridge Heather Stewart Holywood Arches Centre Karen Watson Scarva St Banbridge Adults with learning disabilities (10 students) TUTOR TO BE DECIDED NAME PLACEMENT Deborah Bonner Glenwood Unit Poleglass Amanda Caldwell Struell Lodge Downpatrick Judith Cleland Adult supported living Nards James Draper Skyways Project Ormeau Road Clare Joyce Ards TRC (day centre) Hannah Laird Balloo TRC Bangor Christopher Millar Edgcombe Day Centre Shauna Murphy Supported living project Bangor Claire Murray Mountview Downpatrick Lynsey Wilson Supported living project Lisburn Family and child care (8 students) G KELLY NAME PLACEMENT Ann Boyle Shankill Centre Sarah Brown Flaxfield CH Lisburn Lois Curran Bryson House Dunmurry Simon Darby Bryson House Bedford St Nicola Doran Gateway Team Banbridge Joanne Elder Naomi Project Womens Aid Christina Graffin Carnmoney Road FCC team Catherine Hennighan Child care team Larne Family and child care (9 students) K WINTER NAME PLACEMENT Debbie Henry Antrim Family Intervention Team Lisa Kearney Womens Aid Derry Carina Ledwith Lynsey House residential unit Elaine McLaughlin Bryson House family support Bedford St Dawn McCallion Family Placement Team Ballymena Sarah Morrow Fortwilliam CH Louise Pettigrew Warren Centre Lisburn Lee Wilson Residential Unit Portrush Tim Wilson Family support project Nards Mental health (10students) G DAVIDSON NAME PLACEMENT Susan Beggs Ormeau Centre Verner St Katrina Copeland Hostel 12 Larne Amanda Ferris Extern Bryan Leonard Addiction Treatment Unit Omagh Heather Long Addiction Team Nards Gemma Mallon Ballymacross Hostel Lisburn Lucy Molloy Crisis Team Holywood Arches Judith McCloy Supported housing project Bangor Kirsty Quigg Derriaghy day centre Anna Tohill Supported living project Antrim Appendix Two On-line Discussion Forum Weekly Tasks WEEK TASK TO BE COMPLETED BY Week One (12.01.09-16.01.09) Introduce yourself Describe your placement (programme of care, where, what types of service user) What are your initial observations regarding the working environment (physical environment and formal/informal working practices)? 18.01.09 Week Two (19.01.09-23.01.09) Find out what type of assessment frameworks are used within your workplace. List and describe them 25.01.09 Week Three (26.01.09-30.01.09) Choose an assessment framework Find out about any research, policy and guidance regarding its use and describe 01.02.09 Week Four (02.02.09-06.02.09) Look again at the selected assessment framework. Answer the following: What are the benefits and limitations of the framework? What can be done to improve it? 08.02.09 Week Five 09.02.09-13.02.09) From your discussions with team members what social issues frequently emerge from peoples social histories in your particular placement (this could include poverty, abuse, substance dependency, sectarianism for example). List the social issues and identify any policies, legislation and research which inform practice in these areas. 15.02.09 N.B Thursday 12th Feb is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a one hour lecture (2-3pm) Week Six (16.02.09-20.02.09) In conjunction with your tutor identify a case which you might use as your case study. Having sought the consent of the service user draw out: the main themes that emerge from their social history; the assessment framework you are using; the skills required in applying that assessment framework; the benefits and limitations encountered; the possible outcomes of that assessment process. 22.02.09 Week Seven (23.02.09-27.02.09) In light of the issues that come to your attention through the assessment answer the following: Which method of intervention might you consider? Which issue(s) are you attempting to address? Why have you chosen those issues and that method to address them? What might a successful intervention look like? (list you goals, aims) These issues should form the basis to your presentation to be delivered at the mid way tripartite 01.03.09 Week Eight (02.03.09-06.03.09) Write up your presentation for your midway tripartite based on the work you have completed for this module so far. 08.03.09 Weeks Nine and Ten (09.03.09-20.03.09) Think about the processes relating to your chosen method of intervention and answer the following: What knowledge, skills and values are you relying on? What is helping/hindering the process? What are the benefits/limitations to the method of intervention you have selected? 22.03.09 Weeks Eleven and Twelve (23.03.09-03.04.09) Begin to think about the outcomes of your method of intervention and answer the following: Is it working? Yes/No In what ways is it working/not working? Why is this so? What might be the contributory factors? What could be done differently? How do you measure success? Is there any research regarding its effectiveness? What do your colleagues think about the approach you have chosen? Do your colleagues have favoured methods? If yes/no why? 05.04.09 Week Thirteen onwards (06.04.09 onwards) Begin to write up your evidence based case study Use the on-line discussion forum to seek guidance and help in relation to aspects of the case study Aim to have it completed in first draft before end April 2009 NB 8th April is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a 2 hour lecture (2-4pm)

Bolster Electronics: Dealing With Dealer Demands

Northern Alberta, the oil sands development area surrounding Fort McMurray, is the fastest growing economic area in Canada for several years. Obviously Bolster’s total market share in this area was the highest with one third of the total market share it held national wide. Vickers based in Edmonton, Alberta covered 50% of the local market share and 75% of servicing in that area in spite having a national distributor, National Electronics (National). Also local firms preferred to do business with Vickers than National which has their nearest warehouse in Calgary, Sothern Alberta around 750 Km from Fort McMurray. (Exhibit 1) Neither Bolster nor National had a video system design team in northern Alberta.Since one third of the total market share is concentrated in northern Alberta, it is imperative to have a system design team there. If not it leads to a huge potential loss because there are competitions among the top 4 players who have 15% of the market share each. The managemen t tried to convince National to work in northern Alberta in 2007 but it went vain. At the same time Vickers was well established in northern Alberta, its main office, warehouse and engineering team are in Edmonton with a warehouse and sales team in the proposed oil sands area of Fort McMurray which is a six hours drive from Edmonton.Vickers is in the business for the past 20 years and their salespersons were highly trained and serviced the northern Alberta more effectively than national distributors. This is what the customer exactly wants in terms of good track record and service support in addition to lowest price. They also proved as an effective dealer by taking responsibility of warehouse, inventory storage, engineering expertise and services, relationship with local dealers and end-users, and increasing the Bolster’s business in their area. Hence they requested Bolster a better pricing discount and wanted to be named as distributor.However the major concern for the mana gement is that if a local dealer was given a distributorship it may deteriorate relationship with their national distributors as it does in 2004 when Albright Industries was given a distributorship in order to make up theshortfall of 7% drop in market share and to provide growth in Quebec. Fortunately, last time National’s dissatisfaction disappeared in a long run since they are not competing for the same market.National doesn’t take any leap in past 5 years in doing business in northern Alberta though it was informed about the huge potential of increasing market share. It seems National is not interested in increasing his presence in northern Alberta. Because of technological advancement and increased competition from three other major players it was difficult for Bolster to maintain an overall gross margin of 40% of factory price. In the current scenario if Bolster gives a distributorship to Vickers, it will further affect the financial stability of the company.Thoug h it has a potential to increasing the market share over 90%, if they got distributor’s discount. It will also change the entire distribution channel (a network through which goods moves from the manufacturer to end-users). The distribution cost of each channel plays a major role in selecting the options (Financial Analysis if possible) Customer service is a major issue since industrial video equipment are normally used in harsh environments.So the distributors or dealers should work faster if there was a production stoppage because of the failure of the video equipment for end-users. Since Bolster is more focused on technological development the responsibility lies with the distributors and the dealers. Though Vickers doubled its trained sales team to four, it is not enough to manage the vast area if it was given a distributorship. Even hiring a sales team seems difficult since compensation for the sales team was competitive in the industry.THE PROBLEM STATEMENTHow to handle the Vickers’ request of distributorship such that it has minimum negative consequences?OPTIONS1. Giving Territorial Distributorship to Vickers 2. Giving National Distributorship to Vickers 3. Leave it as a Territorial Dealership 4. Giving only Distributor’s Discount but not DistributorshipCRITERIA FOR EVALUATION1. Relationship with Distributors and Dealers 2. Financial Implications 3. Market Share 4. Customer Satisfaction (Services)EVALUATION OF OPTIONSOption 1: Giving Territorial Distributorship to Vickers If Vickers and National didn’t compete for the same market, then it will not create much dissatisfaction among the management, Vickers and National as it was in 2004, when Albright was given distributorship. If Vickers was given distributorship, Bolster has to give a price discount of 10% it will further deteriorate the financial positioning of Bolster.It is imperative to increase the market share in northern Alberta, since it has a potential of one third of the total market share. Since neither Bolster nor National have the presence in northern Alberta, it is wise to give a distributorship to Victors such that they can capture the 90% of the market share in there. It also helps to improve the customer services extended to the end users, since they have a presence.Option 2: Giving National Distributorship to Vickers If Vickers was given a National Distributorship, it will obviously deteriorate relationship with National because in a long run they are going to compete for the same market.

Emotional Intelligence – Summary

February 10, 2013 ASMT W4b (R) ASMT W4b  (R) Why Emotional Intelligence Is Not Essential for Leadership C6 p. 171 Mitch McCrimmon, the author of â€Å"Why Emotional Intelligence Is Not Essential for Leadership†, presents an argument contrary to that of Daniel Goleman’s claim that leaders must be emotionally intelligent to be effective. He even ventures as far as calling Goleman’s theory harmful. â€Å"The bottom line is that emotional intelligence is more important for management than leadership† (Rowe, 2013, p. 172). McCrimmon begins his argument referencing great leaders like Martin Luther King, Mahatma Gandi, and Nelson Mandela.Each of these men has influenced others with their passion to eradicate unfairness. They convinced those who can make decisions to favor their ideas. â€Å"They aimed their cry at their respective governments and the population at large . . . but none of them managed the people responsible for making the policy changes that th ey were promoting† (Rowe, 2013, p. 172). They were bottom-up leaders. McCrimmon makes this point in order to simplify and redefine leadership to â€Å"the successful promotion of new directions† (Rowe, 2013, p. 172).This simplified definition of leadership allows for the promotion of better ideas in an environment where the leadership role shifts from person to person as ideas are developed. As justification for his new definition, McCrimmon claims that the traditional concept of leadership is founded within the confines of the managerial framework, not in those who lead outside of managerial roles. Returning to the topic of the article, the author contends that â€Å"emotional intelligence is critical for management, though not so for leadership† (Rowe, 2013, p. 174).From the beginning, emotional intelligence should have been associated with management, but â€Å"a scapegoat was needed to blame for the failure of Western businesses to cope with Japanese competi tion, and management was fingered for this role† (Rowe, 2013, p. 174). With management now the â€Å"bad guy†, emotional intelligence became associated with the â€Å"good guy† – leadership. Emotional intelligence has its place among management and only a situational role in leadership. It is important for executives and managers because they have many responsibilities involving the welfare of others.Managers need high emotional intelligence to succeed. However, creative and innovative non-managers, those wanting to challenge the status quo, do not need emotional intelligence in order to convince others of their ideas and be effective leaders. â€Å"The power to lead is increasingly knowledge based and is less about personality and character. Conversely, emotional intelligence is essential for all managerial roles† (Rowe, 2013, p. 175). McCrimmon concludes his argument with call for organizations to cultivate bottom-up leadership, especially organiz ations dependent on constant innovation. If potential leaders are told to keep quiet until they become emotionally intelligent, they may well say good-bye before they gain the necessary maturity† (Rowe, 2013, p. 175). He implores those in management positions to relinquish their monopolies on leadership in order to grow and encourage bottom-up leadership. Empower others to be leaders. References Rowe, G. , & Guerrero, L. (2013). Cases in leadership. (3rd ed. ). Thousand Oaks, California: Sage Publishing.

Cultural Changes The People Of Indigenous Australia,...

Cultural changes are cause by many different factors. Some of these factors are caused internally and externally. The people the changes affect usually have no say so of the matter and eventually have to adapt under the circumstances. I am going to address 3 specific forces of change. These forces of change impact several cultures, but it various ways. The people of Indigenous Australia, Minangkabau, and San/Ju’Hoansi are great examples of cultures that were forcibly changed. In this essay I will explain what forces of change each of these cultures endured, how it affected them negatively and positively, and how each of these cultures compare and contrasts to each other. Globalization and transnationalism has had major impacts on many cultures. Globalization and Transnationalism alone has transformed the entire world. It has intertwined cultures within other cultures, changing the way people live, eat, work, and think. The connecting of people of other nationalities, voluntarily and involuntarily, caused globalization and transnationalism. This force of change has impacted the world greatly and variously within each culture. Indigenous Australia was impacted by being colonized. When non indigenous people began to surround them, they allowed it with caution and curiosity. They did not know what changes were going to happen soon after these encounters with non-indigenous people. One of the major changes they experienced was the transportation of pregnant women to hospitals