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Lecture 6

Lecture 6 Social Work Practice with Individuals.docx

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Department
Social Work
Course Code
SOCWORK 1A06
Professor
Sandra Preston

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1 Social Work 1A06: Introduction to Social Work Oct. 22 2012 Lecture 6: Intervention at the Individual Level – Social Work Practice Notes: - Welfare budget assignment o Point is to think about what it would be like for you to be on welfare in those situations o Not going to be able to afford some of the things on the budget sheet  That’s the point o Remember  Can’t rely on family  Can’t do anything illegal for extra cash - Notetaker wanted - Will not answer email qs if you can find the answer somewhere else - Have to do the quiz alone Rest of Last Lect - Employment Insurance o Have to be laid off to receive it o Can’t be fired for misconduct or quit o More generous than social assistance bc everyone who works pays into EI o Can earn up to 55% of your wages  Up to $485 a week  Cutting wages in half is a big deal for most people  Esp when living paycheck to paycheck  EI is better than nothing but still o If very very poor, can have EI supplemented - Benefits for Children o Canada Child Tax Benefit  Basic benefit is 117.08/month  Decreases by 2% of your income after $42 000  Very complicated  Very poor fams can get a supplement  Families on welfare can lose this supplement to a certain extent bc the people who handle social assistance know they are going to get this money o Child Care Allowance  $100/month  Taxable  To put kid in supervised care  Not enough!!! 2  1200-1500 a month for child care o National Child Benefit Supplement o Universal Childcare Benefit o Provincial Child Benefits o Intended to keep kids out of poverty  Doesn’t do it, but get people closer - Ideology and social welfare provision o Investment in child benefits that mostly benefit the working poor and are meant to address child poverty  Kids as innocent therefore much easier to politically sell a solution to kid poverty than to adult poverty  Addressing child poverty is not useful because kids aren’t the working poor o Minimal amounts that don’t meet the real needs of people- disability amounts are higher – deserving vs. undeserving poor  E.g. A lot more people looking for affordable apartments than affordable apartments are available o Complex systems of eligibility criteria which raise administrative costs which may counter the “savings” accrued from only serving the “truly needy”  Lots of administrative costs  Always supervising those on social assistance – always looking for proof that they are poor  All these costs lose us the savings of giving people so little - Possible solutions o Adequate income for those who aren’t engaged in paid work  Ex. Experiments where people given just enough to survive, was taxed back as they worked  Thought people wouldn’t work but they did o People often want to better their situation  Recognizes people with difficultly bettering their situation, (can’t do pd work) o Assistance with medical needs not covered by OHIP  Can’t afford dental care when on social assistance  Is the dental bus but what if need more work?  What if kid needs asthma medication?  Need to cover perscriptions o Affordable housing  = diff btw living in poverty and not o Affordable childcare  = diff btw living in poverty and not o Affordable eduation and training  = diff btw living in poverty and not Poverty over now 3 Practice – Intervention at the Individual Level - Generalist Social Work Model - Generalist Social Work Model o Macro  Sociey o Mezzo  Community o Micro  Individ - Ideological Framework and Value Base (reading) o Underlies all your work  Gotta be clear about what yours is o Gives structure and context to you approach o Should evolve and be continuously challenged  Reflect on it constantly o Differs across professions  Ex: Social work vs. biomed etc.  Can be a source of friction or a source of creativity  Have to be clear about yours so you can explain it to others - Code of ethics (reading – how important it is to our practice) o Respect for the Inherent Worth and Dignity of Persons  Don’t have to respect everything they do, but have to respect them as human beings with dignity  (Reading – author discussed his work in the mental health facility – they thought they were treating people with dignity and respect, then a nun arrived and showed them what respect really meant)  A lot of the time we can be putting people down and no even realizing it:  Body language  Dismissive language (yeah, sure, whatever)  Talking down to them  Interrupting  Not listening  Being authentic and genuine (reading) o Being there fully as a person  Being honest about the fact that you don’t understand where someone is coming from  Etc. o Pursuit of Social Justice o Service to Humanity  When working, it is other people’s needs that come first, not yours  Your job is to serve humanity o Integrity of Professional Practice 4  Keep appropriate boundaries  Not exploit the people you work with  Be generous and accepting with co-workers o Confidentiality in Professional Practice o Competence in Professional Practice  Keep up with studies after graduating and getting a SW job  Continue to be current in your practice - Process o Engagement  assessment  Goal planning and implementation  endings or termination  EX. Case study – Alex  16 years old, kicked out cause of fam conflicts, on friends couch but will be homeless soon. Is in school but failing cause of non-attendence  Engagement o The first meeting with a client o Helping them to come to the change process  Letting them know that you are safe, you can be trusted, you can help facilitate change o Important ingredients here  Respect  Don’t judge!  Have to be culturally aware  Diff cults deal with issues in diff ways  Need to be aware of your client’s particular cult needs o Ex. Western American soc – greeting – Hi, I’m ___. Shake hands, look in each other’s eyes, stand up.  Lots of cults where eye contact is super rude  Lots of cults where avoiding eye contact is super rude, suspicious  Be aware that your cult practice isn’t the only one o Practices may vary  Don’t make assumptions based on your own understanding  Self-knowledge  If raised in NA 5 o Raised in a sexist, racist, homophobic, etc. soc o Even if you don’t think so, you may have some of those –ists o Need to be aware, need to be overcoming these, correcting them  Need to understand self and how you work and how you think and where you come from ideologically and socially  Don’t create more harm than good! o All of that happens the first time you meet someone – have to always be ready for this – to convince someone that you are a good person to work with, that you can help o Engagement with Alex  He is a teenager – doesn’t want to sit down and talk to you  Will do much better work with him if you are active with him, do something with him, an activity  Be careful not to patronize him just cause he is young  May have prejudice or feelings about kids who are kicked out of their homes or about street kids  That’s about you, not alex, don’t bring it into your work  Assessment o Process of data gathering and a
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