Reflective Interaction

Appendix 11: Reflective Case Summaries 2020-21

During the placement experience students completing their 70 day placement are required to complete two (2) 1,000 word (maximum) reflective case summaries. Students completing their 100 day placement are required to complete three (3) 1,000 word (maximum) reflective case summaries. All details which could identify service users and carers must be anonymised. Case summaries may relate to work with individuals, families, groups or communities. Detailed factual information and description of events are not required for these summaries. References must be included and a bibliography completed for each summary.

A reflective case summary is a written piece of work which demonstrates a student’s ability to reflect on and learn from their practice experiences through engagement with information drawn from a range of sources. Reflective case summaries also enable students to clearly identify ways in which their practice and subsequent reflections link with the Professional Capabilities Framework (PCF). For final placement students, they need to link their practice work with the Knowledge and Skills Statements (KSS) relevant to their practice setting.

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Each reflective case summary will follow the same headings:

Brief circumstances of initial involvement

  • A statement confirming that all details have been anonymised.
  • The context for your agency’s involvement and any significant issues.
  • A brief explanation of the case and the reasons you were involved. If you choose a particularly complex case e.g. a large family or network or a situation involving long-term involvement you could choose to focus on one particular aspect of your work, for example, your work with specific family members or the process of making a significant decision.

Your involvement

Explain your assessment and planning.

  • What was your interpretation of the issues and what knowledge, skills and values informed this? You will need to analyse these, thinking about why you worked in this particular way with this particular situation at this particular time.
  • What legislation, local and national policies and procedures, research and evidence helped you to develop your thinking?
  • Was there a particular theoretical approach you used? If so, was this because it was the most appropriate for the case or the most appropriate for you?
  • Did you use a particular skill because you felt confident in using it or because it was encouraged by your supervisor?
  • What values were you using? How did you involve the service user and place them at the centre of the intervention?

Evaluation and review

  • What was the outcome for you, for the agency and for the service user? Was this expected?
  • Were your aims and assessment accurate and were your methods effective? Consider how you have evaluated this and how the service user was able to express their views on your involvement.
  • What did you learn from this for your personal/ professional development?

Evidencing PCF Domains – enter the PCF domain relating to the content provided

FOR FINAL PLACEMENT STUDENTS, evidence of working towards KSS for their practice setting – enter the number (Child and Family 1-10; Adults: 2-10)

Appendix 11: Reflective Case Summary: Number….

PCF / KSS
Brief circumstances of initial involvement

(approx 150 words)

(PLEASE NOTE: I am on a Social Work Placement with an organisation that advocates for Young Persons and Adults with Learning Difficulties.

Interaction with a client as a Social Work Student on Placement.

Because of confidentiality, I shall use pseudonym for everyone I was working with at met at the park with Clients and their Support Workers for day out with members of the A Team. They support Young Persons and Adults over 18 with Learning Disability (LD). Initially there was this verbal expression of excitement of meeting with others face to face for the first time. They expressed that it was difficult to see people in Lockdown and they missed each other but also anxious about meeting outdoors because of the risk of COVID-19. I supported them with Easter related activities including the Egg Race and feeding the ducks. There was a huge presence of people including Children and families as well as Adults enjoying the beautiful warm weather. There was a long queue for the café. Coming out of Lockdown to meeting with other members is therapeutic for their wellbeing and mental health. My concern was for the health and safety of the clients I was supporting as part of the Team and safeguarding them against any physical and environmental risk. I decided to support a client that I met and interacted with via ZOOM. I shall call her KP. KP was a Wheelchair user was living with Asperges and has diabetes and other multiple disabilities. I supported her with personal care, moving from a vulnerable part of the Park to somewhere safe and secure where she could take part in the Egg Race. (210 words in excess of 150) we were all social distanced and keeping safe. However, there were occasions when it was just inevitable especially when supporting clients with LD.

Your involvementincluding analysis of theory, knowledge, skills and values applied to the case (approx. 650 words). Include reference list at the end. The client I was supporting wanted to get lunch so we joined the queue. KP asked if there was Cheese and Ham Panini on the menu because she had a poor visibility. I checked and confirmed that it was on and also the price. Just before we got to the counter to order the food, KP asked for a facility break. So, we had to leave the queue. Upon return I asked the KP about her preference (Person-Centred Approach) whether to join the queue at the end or where we left. KP said it would be nice to do that if only someone would not mind. The client has a challenge with Speech and language. To break the barrier of communication, In most cases I had to communicate in a style that KP would understand. I would lip read and use signs. For example, thumps up meaning it is okay. As we were getting closer to the beginning of the queue, I was hoping someone would let us in the queue without having to explain to them. The look from others was Judgemental However. I explained that we were there before but we had to leave because of a need for dignity. It’s only when I explained that someone said it was okay Whereas others were complaining in silent from the expressions on their faces. The experience was one of Labelling, Discrimination, injustice maybe to link to Medical Model (That disabled people are defined by their illness or medical diagnosis condition. They are disempowered: medical diagnoses are used to regulate and control access to social benefits, housing, education, leisure and employment. Social Model (Has been developed by disabled people in response to the medical model and the impact it has had on their lives.

Under the social model, disability is caused by the society in which we live and is not the ‘fault’ of an individual disabled person, or an individual with learning disability. Medical model determines their diagnosis but on the other hand it is disabling whereas the Social Model with support is empowers clients to live, thrive and advocate independently. Labelling Theory in terms of the Secondary Deviance, due to the way a person with a disability or on a Wheelchair is seen as one that is unable to engage in any way due to their disability on the contrary, they do. The intervention model for this case would-be Person-Centred Approach asking KP about her preferences and choices in terms of where we should have joined the queue at the end or where we left, Strength-based and Systems Theory. Because of Social distancing there was the one-way traffic rule of entry and exit. As we were getting out, I had to open the gate manually. With reasonably adjustment a senser should have been installed so the gate can open outwards for someone using a Wheelchair. I found that challenging. The issue of Equality, diversity and inclusion. I was hoping to advocate by writing a letter to the Mayor

To work in ways that is inclusive and powerful and break down barriers of discrimination and oppression.

Evaluation and review (approx. 200 words) My experience of interacting with the clients especially Client KP, I find them articulate, have the capacity to undertake roles independently. Other are employed, a positive contribution they are making to the society which is by far contrast to the medical Model.
References (using CCCU Harvard format)
Practice Educator Comments (or Practice Educator candidate comments, if applicable, in consultation with the PE)

Pass / Fail (please indicate)
PE Signature Date:
PE Candidate signature (if applicable) Date:

 

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