Part A In care work, how successful are outreach approaches and advocacy in engaging people who are socially excluded? In what ways might they not succeed? Illustrate your answer with examples from Block 3 People who are socially excluded are at a higher risk of not engaging with mainstream or other statutory services. “Socially excluded means lacking opportunities and experiences that are taken for granted by the general population” (Wiles, F. K101 Block 3, Unit 9, Pg 33). Maslow felt that for individuals to be able to become “self-actualising” (Walmsley, J. K101 Bock 1, Unit 3, pg 131) they needed to have their basic needs met first before they can look at social inclusion.
Cloud and Townsend carefully explain why one relationship works and why the other one does not. The basis of the theory is that one must be free to be responsible to completely love the other (Cloud and Townsend, 1999). Their book is a roadmap to that lasting, loving marriage relationship. Summary of Theory Cloud and Townsend teach about the property lines of life, where one person’s responsibility ends and where another person’s begins. Cloud and Townsend present their book in three sections: understanding boundaries, building boundaries in marriage, and resolving conflict in marriage.
In this paper I will rebut the justices concerns about the competencies of human service workers. I will also provide quality supporting sources to illustrate the value that human service workers provide to the criminal justice system. Rebutting the justice’s concerns about the competencies of human service workers According to Justice Scalia’s Dissent in Jaffee v Redmond (1996), “Should there be a social worker client privilege with regard to psychotherapeutic counseling?” The answer to that question is yes. The job of a human service worker is to help, assist and support their client in the pursuit of living a better life. They are afforded the privilege to have intimate knowledge of the clients past, their present and their future goals.
But because of our experience, we make that judgment. Each one must be held accountable for their individual actions and we should strive to not lump them altogether. A person’s worldview can be handed down from generation to generation. A prime example is my own belief that dependence on public assistance can be generational. Grandparents are on public assistance and then the parents find
In this lens it is taught to focus on the processes, and the systems needed for an ethical organization. The difference between the first two lens discussed is that the Right and Responsibility Lens, and the Results lens focused on the individual, the Relationship lens focuses on the community. However in the relationship lens it has a few more concerns, such as how to protect the basic liberties of all people. These liberties are broken down into rights such as; The right to notice, The right to voice, not to veto, The right to have contracts honored. The Relationship Lens helped influence my decision by giving us a process by which basic liberties can be protected.
A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks. A practitioner should be aware of the day care standards provided by the Early Years Foundation Stage (EYFS) so the children are receiving the highest standards of care. “The EYFS sets standards to enable early years providers to reflect the rich and personalised experience that many parents give their
The functionalist perspective recognises that families perform vital functions for their members and for their society, to ensure stability and harmony in order to achieve social order (Giddens, 2009). Functionalists say that society is held together by social consensus, in which members of the society agree upon, and work together to achieve, what is best for society as a whole. Emile Durkheim suggested that social consensus takes one of two forms, one of which is Mechanical Solidarity – the sense of togetherness within a society
Durkheim argued that society has to feel a sense of social solidarity , he believes that without this form of social cohesion , society would be impossible because each person would pursue their own ‘ selfish’ desires. Durkheim transmits the thoughts that education transmits social solidarity by enforcing ones country heritage and history. This shared heritage acts as start of social solidarity for later life. He also believes school acts as a microcosm of society , expressing co-operation and interactions with colleagues. Talcott Parsons believes that school is a focal socialising agency, acting as a bridge between family and wider society, this is enforced because families and society act on different levels.
Values are considered a primary function of social work practice; they are intangible in that they cannot be tasted, smelt, seen, heard or felt, and yet, we can be positively or negatively touched by them. This essay will begin with descriptions of personal and professional values, in particular, those significant to social work. This will be followed by explanations of two philosophical concepts that have highly influenced social work values, along with key factors that have activated significant developments within the value-systems of social work. The conclusion will focus upon how social work values are expressed in the Care Council for Wales’ Code of Practice for Social Care Workers. The term value has multiple meanings dependent upon the context applied.
Moral Development The term morality, according to Shaffer, 1993 (Gross, 2000 pg.547) means “a set of principles or ideals that help the individual to distinguish right from wrong and to act on this distinction.” Morality is important to society, as it would not function effectively unless there is some agreement of what is right and wrong. There are many underlying processes and environmental factors, which limit or promote social, cognitive and moral development in children. In modern society, television could be considered to be one of the major influences on a child's moral development. There are three approaches to moral development; the cognitive approach, the psychodynamic approach and the social learning theory. The Cognitive-Developmental approach of Piaget and Kohlberg studies how children become more able to reason morally and make moral judgements, whereas the Freud's psychodynamic approach is more concerned with the development of the conscience and moral feelings such as guilt and anxiety.