A Video Recorded Interview To Look At Skills Social Work Essay

A Video Recorded Interview To Look At Skills hearty Work EssayI was asked to complete a mental picture interrogate to practice my c all into questioning skills and analyse my ability to do so effectively. In this essay, I lead highlight my strengths and shortnesses, and let out any future culture call for I wish to develop. It is vital for favorable encounterers to conduct undefeated and ethical interviews in their profession, it is wherefore detailed that I understand the set and techniques apply, so that I myself dejection complete a profitable interview in the future.Firstly, I considered hardheadedities, such as venue and environment, where I time-tested to create an atmosphere where the client felt comfortable. I tried to non consciously fidget or distract the client (by playing with my sensory hair/hands) and tried to avoid any intrusions (no unrivaled knocked at the door) which could disrupt the clients engrossment or affect her mood. I as well as ensur ed that we had complete privacy throughout the interview, as this would wanton the client more comfortable and go outing to dower cultivation.The functionals alliance, outlined by Koprowska (2005), indicates that a more successful interview lead take place when the interviewer is arrest, attentive and respectful. I commit I demonstrate all these qualities, barely my strongest attri thoe was showing the client respect. I did this by listening attentively, show by appropriate eye behold (Egan, 2010) and nodding (Koprowska, 2005), which suggested interest and encouragement (Mehrabian, 1972). I mosttimes dod frank prompts, such as yes yes, which overly encourages the client to continue public lecture, barely do non act as interruptions to her speaking (Koprowska, 2005). some other way in which I conveyed respect was by organism courteous, which is highlight by the GCSS grave of lend oneself. I was polite and demonstrated good manners, but to a fault communicated pith values of cordial work such as anti-oppressive practice (by recognising the uniqueness of the client Thompson, 2006) and adopting a person-centred amendment (by putting the clients regardfully offshoot), which in turn back highlighted my respect to the clients worth and dignity (Koprowska, 2005).I also delivered the interview in accordance with the GSCC Code of Practice by cosmos clear and elliptic I practiced direct, simple nomenclature and kept the conversation on the subject at hand and directed at the key issues.I used both well-defined and closed questions in the interview as I wished to sort out factual in relieve oneselfation from the client (Koprowska, 2005), but I mainly used open questions as I wanted to farm more expansive answers (p 83).I also demonstrated use of a probing question so that the client would elaborate on one of her answers. Edenborough (2002) recognises that a probing question can be used to gain hike up knowledge but it has been sug gested that too many probing questions can make the client feel as though she is macrocosm interrogated. Therefore, I did not use many. However, they were not necessary as the client was quite a articulate in her answers.Tone of voice and pace of speech is other all-important(a) aspect of verbal communication, oddly when working with visually afflicted run users (Koprowska, 2005). I debate my tone of voice varied suitably in the interview, but I was not aware of the pace of my speech. However, I can recall from my tailing experience, that the sociable actor spoke s broken in and allowed small silences between questions to ensure that the attend user had finished talk of the town and giving their answers. I believe this to be a very worthful skill to have when working with visually impaired service users.Walmsley (1994) cut throughs that part only 7% of words and 38% of voice leads to communication, a legal age of 55% of communication is due to gestures and expression , and Argyles (1975) research suggested that a persons physical gestures and their dash of sitting can tell us much some that person. It is therefore vital to use non-verbal communication in mixer work interviews. I sat back in my chair and faced the client squarely to demonstrate a relaxed, open atmosphere to create a horse sense of involvement with the client (Egan, 2010). My facial expression was neutral with occasional smiles, but it was not distracting as Egan (2010) points out that this can create a filtrate and uncomfortable environment. Being natural helps put the client at sleep (Egan, 2010). I demonstrated a natural persona by laughing with the client when she made a humorous comment. This showed empathy and hopefully added to the rapport mental synthesis relationship.However, this is the extent of my non-verbal communication and an range that should be improved to include non-vocal prompts and gestures. This depart aid the client to understand and validate the verbal conversation I am communicating (Koprowska, 2005).Another limitation in my interview skills is that I did not reflect or summarise at the send away of the interview. Edenborough (2002) call the reflecting question, which is the ability to reflect back on the clients answers, which is something I did not consider. uncomplete did I paraphrase, which checks out understanding (Koprowska, 2005, p87). In addition, I did not end the interview surface. I did not conclude or summarise, which Koprowska (2005) identifies as being important to collect up and agree key points (p87). Although, I courteously thanked the client for attending the interview, I demonstrated a very curt ending to the interview which should be improved.Not only did I not end the interview well, I did not particularly start it well either. In the engage and explain phase of the interview, I said how-do-you-do and informed the client that I would be asking her some questions, but I did not elaborate, did not introduce myself or check the clients understanding about the purpose of the interview. This whitethorn have jeopardised our relationship and rapport-building. Fortunately in this case, I believe that this did not affect the conversation and there was open and free communication between myself and the client.To conclude, I believe I demonstrated some strong qualities and abilities throughout the interview (for example, showing respect), but there are many aspects which I need to improve on, such as summarising and non-verbal communication. Although I attempted to create a friendly and relaxed environment, the interview appeared to be quite structured and forced, but this may have been because the interview was being recorded and prizeed. However, this was my first interview that I have conducted and my nerves may have caused this slight inconsideration. Undertaking objurgation upon the interview has highlighted the importance of forwardness and planning needed for a successful i nterview and how this lick with essentially help me to develop a more confident lift in future companionable work practice.Argyle, M. (1975). Bodily communication. Methuen London, UKEdenborough, R. (2002). Effective interviewing A enchiridion of skills and techniques. Kogan scalawag Ltd London, UKEgan, G. (2010). The skilled helped A line of work- fudgement and fortune-development approach to helping. Brooks/Cole, Cengage Learning Belmont, CA, regular armyKoprowska, J. (2005). Transforming affectionate work practice Communication and interpersonal skills in well-disposed work. Learning Matters Ltd Exerter, UKMehrabian, A. (1972). Non-verbal communication. Aldine Atherton Chicago, USAThompson, N. (2006). Anti-discriminatory practice. (4th Eds). Palgrave Macmillan Hampshire, UKWalmsley, H. (1994). Counselling techniques for managers. Kogan Page London, UKUNIT TWO shadowing A SOCIAL WORKERThe organisation in which my shadowing opportunity took place was the visual impairment team (VIT) in Rotherham. I fishy the only amicable worker in the team for one day.When mint are experiencing sight problems, they are referred to an ophthalmologist by their GP or optician, where they are either registered as severely sight impaired or sight impaired. If consent is given, their information is passed on to the companionable services, where the VIT will linkup them to arrange a home visit. I had the opportunity to assist SW* on two of these initial home visits.The VIT offers a person-centred assessment of the fright needs of people with a visual impairment and provides specialist equipment and independency training in mobility, communication and daily living skills.Information about some of the resources available to service users was made apparent by the SW during an initial home visit which I was able to observe.Debbie* was a leave behind in her 50s who had recently been registered as sight impaired. This was the first visit SW made to Debbie, and SW was inte rested in finding out what Debbies strengths and needs were. Debbie was quite articulate in explaining where she needed help and extra support. For example, she explained that the inflammation in her lounge and bedroom was not bright enough for her to see, so SW explained that she would liaise with the council to fit brighter lights. Debbie also expressed that she had trouble reading, and was nice bored of watching television all of the time, so SW recommended the talking newspaper and audio books, which Debbie was quite interested in. Debbie explained that she frequently visited a topical anesthetic resource centre to engage in activities and would be interested in other groups she could attend. Debbie lived in an elderly neighbourhood and found this quite isolating, and express that she only had one regular friend. Debbie stated that she had previously been prescribed with anti-depressants, at this point SW advised Debbie to seek medical advice from her GP as it appeared that her isolation may be impacting on her emotional wellbeing.On disapproval I feel that the SW was able to investigate this further by effectively asking probing questions (see Edenborough, 2002). This communication skill is highly important for SW as verbal communication is vital in this area of well-disposed work, as non-verbal communication may be lost on the visually impaired service users. Gaining more information allowed SW to delineate appropriate intervention (GP advice) as she was actively analysing/processing the information being given. This type of thinking is closely linked to wistful practice (see Fook Gardner, 2007). When SW asked for my thoughts, I was also able to reflect on the situation and identify that although Debbie presented with low self-esteem and self-confidence, she appeared to be motivated by wanting to sire more involved in community based resources/activities and therefore a good method of intervention would be to encourage and support her to nark this..Below is what I would consider to be an important quote from the Person-Centred support What dish out Users and Practitioners Say (2008) reportAn idea which came from service users themselves will only be gain if individuals are empowered to play their full part, not only in determining their own lives but also in the transformation of public services (p1).Person-Centred Support A Guide for wait on Users (2008) identifies eight important aspects of person-centred support. These included choice and control, listening and information. SW listened intensively to Debbie and was able to pick up hidden feelings behind what Debbie said. SW also gave Debbie plenty of information about available resources and services, which allowed Debbie to have control and make choices about what sort of services she would like. Allowing service users to make their own choices is also written in the GSCC Code of Practice (1.3) and encourages anti-oppressive practice (AOP).Dominelli (2002) state s that in inn for a practitioner to engage in AOP, they mustiness c onceptualise their relationships with clients and function away from privileging their own expert acquaintance while devaluing those of the people with whom they work (p34). Essentially, this means that the social worker and service user should work in partnership, where they negotiate with one another to set and achieve goals and objectives (page 36). This empowers the service user and creates a person-centred approach. It was evident that SW adopted a person centred approach and was also able to empathise with the service user as she also had a visual impairment and is also herself a service user.SW demonstrated her fellowship of section 5 of the National occupational Standards (NOS). She had in-depth knowledge of the services available and of direct payments. During my shadowing opportunity, we discussed relevant legislation and SW reminded me that the VIT work inwardly the statute of the Disability Discrim ination second (DDA 1995, 2005) and NHS and company handle Act (1990).SW demonstrated many skills and values, which are outlined by the Code of Practice. For example, SW promoted Debbies independence by assisting her to understand her rights (3.1) and promoted her interests by treating her as an equal (1.4), which is also in accordance with the DDA. SW worked in accordance with the NOS by exercising good practice and contacting Debbie after she was referred to the VIT (2G) and by arranging a formal initial assessment to assess Debbies needs (2H), which is also in accordance with the NHS and Community Care Act.Prior to my shadowing opportunity, I was worried as to whether I would be able to get hitched with all the rules and procedures set out by the Code of Practice and NOS once in the world of social work, but after observing SW I was assured that knowledge and skills would come with practice and time. I was already familiar with some of the theoretical perspectives and legisl ation behind SWs work and believe completing any forthcoming placement will allow me further opportunities to apply theory to practice and to identify appropriate methods of intervention in different social work settings.*False call have been used to respect the confidentiality of the social worker and service user.Disability Discrimination Act (1995, 2005)Dominelli, L. (2002). Anti-oppressive social work theory and practice. Palgrave Macmillan Hampshire, UKEdenborough, R. (2002). Effective interviewing A handbook of skills and techniques. Kogan Page Ltd, LondonFook, J. Gardner, F. (2007). Practising critical reflection A resource handbook. McGraw-Hill Companies Berkshire, UKGeneral fond Care Council Code of Practice for Social Care Workers (2004)National Occupational Standards for Social Work (2002)National Health Service and Community Care Act (1990)Person Centred Support A Guide for Service Users (2008) Joseph Roundtree earthingPerson Centred Support What Service Users and P ractitioners Say (2008) Joseph Roundtree FoundationUNIT ternaryREFLECTING ON FUTURE LEARNING NEEDSDuring the past five months, I have gained a wide theoretical/knowledge base of social work principles and had the opportunity to apply this to some practical practice experiences (interview and shadowing). Reflecting on these experiences has helped me to identify some key areas which I feel may need to be improved in found to develop my skill, and are highlighted within the body of this report.Writing assessments and reports has been recognised as core skills in social work practice. Therefore, it is essential that I am capable of collecting and presenting information in the form of an assessment/report, especially as my placement is with a Youth Offending Team and I will be essential to write coherent reports for other professional bodies that can provide precise insight of service user experiences and needs that are backed up by relevant theory and knowledge. From completing the ICT assignment, I have gained knowledge on how to format Word documents and search for information on the internet, which will be highly useful when it comes to writing a report. Although I get these basic skills, learning how to complete a successful assessment/report within legislative and policy frameworks is a major area for development, as this will play a large role in my placement.A major learning goal for my next academic year is that of reflective thinking and writing. Before starting this course, I had not completed a reflective account of writing. Rather, I had only completed experimental reports and critical essays. Even though my skills in reflective writing are improving, I still find this quite difficult.I also need to improve my ability to critically reflect upon my work. Giddens (1991) highlights that I will have to ceaselessly adapt to changing conditions (cited in Fook Gardner, 2007, p10) in the world of work, and critical reflection will allow me to stand bac k to analyse the issue and manage it more effectively, which in turn will act as a process for me to learn and develop my professional practice (Fook Gardner, 2007).In order to critically reflect back on my practice, I must first learn how to effectively apply theory to practice. I must use a theoretical framework to inform my decisions when on my placement, and then use formal and informal knowledge sources to guide my practice (Oko, 2008).The GSCC Code of Practice clearly points out that a social worker must pass on to establish and maintain the trust and confidence of service users (p14). This is vital to form a healthy professional relationship between the social worker and the service user. Service users may be vulnerable and susceptible to contrariety or unjust treatment therefore, the social worker must not abuse the service users trust or demonstrate oppressive practice, but instead be honest and trustworthy (2.1), communicate in a straightforward way (2.2) and respect co nfidential information (2.3). I believe two of the most important aspects highlighted by the Code of Practice is that the social worker should be reliable and dependable (2.4) and should honour work agreements and arrangements (2.5). Service users, who can sometimes feel lost and helpless, rely on their social worker to provide services and support to help them lead an fencesitter life as possible, but if the social worker cannot commit to agree meetings or agreed plans (Koprowska, 2005, comments on the importance of punctuality), the service users trust and confidence in the social worker and social care services will diminish. Social workers should be sensitive to the needs and experiences of service users and should act appropriately. I aim to develop my skills in understanding the experiences of service users and IDENTIFYING their needs, as this information and knowledge will allow me to target specific potential problem areas and produce more focused support and services.A way I have been able to demonstrate my ability to identify a service users need is when I visited Debbie* during my shadowing opportunity. Debbie had sight problems, and the aim of the visit was to assess any specific areas that she may need help/SUPPORT with. Later, when discussing/reflecting with the social worker I was shadowing, I was able to identify that although Debbie needed practical sight-related help, (e.g. brighter lights in her lounge), she also appeared to be isolated/depressed and have low self-esteem. I discussed/considered various group activities and social groups that may help Debbie to overhaul her loneliness and boost her confidence in herself. These were discussed with Debbie, to ensure a person-centred approach was taken and allowed her choice and control. Adopting this approach essentially lends support to the principles of anti-oppressive practice (Thompson, 2006).Another way in which I believe I have demonstrated sensitivity towards service users was in my vi deo interview. Although this was not conducted with a service user, this video analysis enabled me to reflect back on my performance, where I realised I showed great respect towards the client. This is a skill I will designate when practising social work.Although I believe to have some shown some strengths in my interview assessment and shadowing experience, questioning my techniques has helped me to consider areas on which I need to improve. I acknowledge that my reflecting and summarising in the interview was weak and is an area I definitely need to work on. I must do this to ensure that the client understands the information which was referred to and understands any goals, aims or objectives (Koprowska, 2005).I learned from both experiences that effective communication is of critical importance when working with service users and must be a two way process that values the input of service users. Reflecting on my shadowing experience and working with clients who experience sight i mpairments is a good example of how communication is key, especially verbal communication, as non-verbal communication and the clients ability to interpret body language may be lost on them (Koprowska, 2005).As a social work student I need to develop on all of these skills during my placement and to build on my academic learning to progress professionally. In addition, I need to increase my confidence and ability to apply this to social work practice and intervention. I acknowledge that continuous reflection of my learning needs is going to be vital to ensure that I force a competent social worker. One who can successfully transfer these learned skills and attributes to different social work settings and to different service user groups to ensure that the best possible care and support is provided.*False names have been used to respect the confidentiality of the service userGeneral Social Care Council Code of Practice for Social Care Workers (2004)Giddens, A. (1991). Modernity and self-identity. enactment Cambridge, UKKoprowska, J. (2005). Transforming social work practice Communication and interpersonal skills in social work. Learning Matters Ltd Exerter, UKOko, J. (2008). Transforming social work practice Understanding and using social work theory. Learning Matters Ltd Exeter, UKThompson, N. (2006). Anti-discriminatory practice. (4th Eds). Palgrave Macmillan Hampshire, UKFook, J. Gardner, F. (2007). Practising critical reflection A resource handbook. McGraw-Hill Companies Berkshire, UK