Social Work Self-Evaluation Example

Social Work Self-Evaluation Example The case was referred to the school social worker by the F.1 class teacher and the teacher reported to the worker that she had noticed her student named Judy had avoided joining group activities and she was feared about bulling and she would cry suddenly in the class sometimes. After exploration, the following presenting problems are observed: Constantly bullied by classmates Avoid joining group activities Fear about bullying and cry suddenly in the class Aim of the assessment The aim of the assessment is: To gather the basic information of the client about personal, family, school and social network To study the underlying factors contributing to the presenting problems and To find out the facts those trigger the problems so that an intervention plan could be set up to help the client. Brief Social History The worker had conducted four personal interviews and based on the interview sessions conducted with the client, the following information is gathered. Genogram/family background and relationship The parents of Judy were divorced since she was in primary school and thus she was brought up in a single parent family. Judys father lives in Mainland China and he does not contact with the family. The three family members: Madam Wong, Andy and Judy live together. The mother: Madam Wong, 44 years old, works as a cleaner and she is the only bread winner of the family. Andy Cheung: elder brother of Judy is 15 years old attending F.2 at a different school from Judy. Emotional condition The client was observed to be upset with the situation she is being bullied. Moreover, she did not want to disclose much about her problems and she was not convinced that others could understand and help her. She also felt that she is not as capable as her brother in doing not very well with her school lessons. Living condition The client lives together with her mother and elder brother at a public housing flat. Financial condition The mother, Madam Wong is the main bread winner of the family and the monthly income was unobserved. History of violence/abuse There is not serious case of violence according to the workers observation. However, the worker had studied that the client had been constantly bullied by her classmates at school. She was hit and her belongings were destroyed sometimes. Supportive network The client had some friends at the previous school she attended but she does not have any friends at the current school. The client told the worker that although she reported to the teacher about the issue, those who bullied her did not stop bullying and she does not think it is a good idea to report the teacher. Moreover, she does not want to tell her mother about her problems and feelings since she does not want to bother her. It seems that the mother alone would be her supportive network since she mentioned during the interview that her mother would listen to her if she discloses her feelings. Coping strengths The worker assessed that she does not know how to cope with the problem except crying and according to the client, reporting to the teacher did not work. Case conceptualization Core issues referred by the school teacher a) Avoid joining group activities in the class b) Cry suddenly in the class sometimes c) Constantly bullied, belongings are destroyed and hit by classmates Workers perception of the core issues The worker identified based on the personal interviews conducted that a) The client lacks self confidence and self esteem Since she stated that she was not doing well at school and she is not as clever as her brother. b) The belief of the client that there is nobody who cares and understand her The client mentioned that talking with other people (eg. Teacher and family) would help and they would not listen to her nor understand her. According to cognitive theorists, most social and behavioral dysfunction is derived from misconceptions that people hold about themselves, other people and situations (Hepworth, 2006). In this case, the self-defeating belief of the client that she is not as capable as others and that there is no one who can help/understand her had led her to emotional and behavioral consequences that block her to be a confident and capable girl. Analysis of the problem The worker analyses the case by applying the Rational Emotive Behavioral Therapy (REBT), using the ABC model which was created by Albert Allis (Corey, 2005). A (activating event) B (belief) C (emotional and behavioral consequences) D (disputing intervention) E (effect) F (new feelings) In this case, the worker conceptualized that the irrational beliefs of the client that she is bullied and maltreated because there is no one who understands her and that she is incapable triggered her to be depressed and to be away from the social environment at school. The worker strongly believes that once the client can detect what her irrational beliefs are, the client could be helped with the disputing interventions to debate her dysfunctional beliefs by herself to solve the problem and to be a confident girl. Strengths and opportunities The worker had identified the following strengths and opportunities of the client during the interview sessions: Strengths: Good friends (social life) at primary school. This implies that she does not lack socialization skills Helping her mother with household chores. It means she is a considerate daughter and she has a strong affection to her mother. Opportunities: The class teacher is concerned about the problem. She is also willing to help the client with the problem. Her mother would listen to her if she discloses her problems and feelings to her. Intervention plan The goal of the intervention plan is to help the client: a) To identify the irrational belief b) To debate then discriminate these irrational beliefs by herself c) To help the client to build self confidence and self esteem d) To help the client socialize and participate in school activities Immediate plan Ask the client to do assignment so that she can identify and cope with her irrational beliefs Assignment such as Feeling List would be given so as to make the client aware of her own emotional condition and the progress (Sheafor Horejsi, 2006). Encourage the client to build up self confidence and self esteem by assigning her to identify the specific conditions and circumstances under which she feels positive and worth about herself (Sheafor Horejsi, 2006). Promote the clients resilience by helping her to discover her own strengths to overcome all the hardships (Egan, 2007). Discuss with the teacher how to provide psychosocial support to the client Long term plan To set up a good social support for the client: to engage the school environment, family members in the helping process (Egan, 2007). Discuss with the class teacher for organizing classroom activities where the client would be able to actively participate and appreciate her own strengths. Recommendations for follow up To have another case session to set up an agreed intervention plan with the client and to encourage the client do the assignments. Assessment on the school environment regarding the bulling issues might help Discussion with the family and the school to engage in the helping process Part II Self Evaluation The worker had applied different types of communication and helping skills during the interview session with the client. The skills used and the effectiveness: Warm greeting before starting the interview Engaging with the client/rapport building It is a way to let the client feel comfortable with the interview session. The client was more willing to talk freely after engaging with some general conversation at the beginning of the session. Asking the understanding of the client about being referred by the class teacher Confirmation of whether the client is willing to talk to the worker Asking expectation of the client and inform about the interview session Explaining the main purpose of the interview that she would be helped through the process It helped the client see clearly what the worker will be doing with her so that she can feel free to talk to the about her problems. Express understanding towards the clients through basic attending skills such as faced the client squarely, adopted the open posture, leaned towards the client, maintained good eye contact and relaxed while interacting with the client. In these ways of basic attending skills, I expressed empathetic attending, understanding and willingness to help. It helped the client to be willing in expressing her feelings and problems. Using verbal and non-verbal attending skills such as eye contact with the client, facial expression, and minimal encouragers. It encouraged the client to be more willing to talk. It also showed that I was listening to the client carefully. I used follow up questions like open-ended questions to confirm what the client had said so that there would not be any misunderstandings. Clarifying and verifying what the client had told the worker I clarified/verified what the client had told me by using phrases like it appears to me that and questions like oh you want to is that what are saying? It helped to discriminate the misunderstanding and confusion that can occur if I did not clarify or verify what the client had told and if I interpret in my own perception. Paraphrasing and Summarizing It was effective in a sense that I could express my understanding about the client and that I had been listening carefully and finding a way to help the client. Using of open questions and miracle question I used open questions to explore what the client had said for better understanding. Moreover, I also asked the clients perception on problem solving by asking What do you think you can do to stop the bully? Although it did not help the client solve the problem completely, it helped the client think about what she could do to cope with the problem. I also used the questions to explore the clients wants and goals by asking How do you want your classmates to treat you? What kind of situation do you want? and What if ? By asking these questions, the client voiced out what she wants and what she wants to be like which can result in goal setting. Strengths and weaknesses in the intervention During the intervention process, I evaluate the strengths of mine that I had a pretty good engagement with the client applying basic communication and helping skills. The use of appropriate questioning and clarifying worked to identify the problem and in detecting what the client wants and needs. As weaknesses, I needed to improve more on rapport building to gain the trust of the client. More practice on follow up questions and leading questions so as to make the client more articulating to disclose her problems. In reflecting my learning, this practice session helped me a lot to build up my skills needed in social work practice. Moreover, I have learned a lot about the effectiveness of the skills and what more could have been done to boost up my skills to be a good professional. The class discussion and feedback from the classmates made me see myself clearly about the strengths and rooms for improvement.

Reading Response to the Road

Title: The Road Author: Cormac McCarthy Text Type: Fictional Novel Date of response: 6th of February 2012 SUMMARY: The Road by Cormac McCarthy is a novel about two people, a father and son, living in a post-apocalyptic North America. Their belongings are a cart, with scavenged food and tools inside, their clothes, and each other. Together they struggle to survive in this world, where many of the trees are gone, where the air, ground and all things are saturated with ash. Production of goods and foods has long since ceased. Survivors of the apocalypse must get by on canned goods and must ? d ways to survive the harsh, frozen nights. But those canned goods become scarce and the humanity of many of those who survive is no longer existent when faced with the alternative of death. This book is about the struggle that the child and the father face together; the struggle between satisfying human needs and doing so whilst maintaining a semblance of humanity. STRUCTURE: This novel does not fo llow a conventional structure. In the ? rst scenes of the book, (this book is not separated into chapters), the reader is introduced to the boy and the man.It is clear early on that the man is the boy? s father, as the boy calls him â€Å"papa†. The reader also understands that they have a cart full of goods and that they travel and sleep wherever necessary. This is the exposition. After that, the book follows them as they travel toward the coast, ? eeing from the cold habitat of the northern land. While traveling, they must also replenish their food multiple times. As they walk towards the coast and search for food, they are met with many ethical and moral problems. They meet a child whom they suspect, but do not know, has no one to look after him.They meet fellow vagabonds, starving and dying, with some of whom they cannot afford to share resources. The child asks child-like questions that spark deep philosophical questions of morality in the father. â€Å" I? m afraid for that little boy. I know, he? ll be all right. We should go get him, Papa. We could get him and take him with us. We could take him and we could take the dog. The dog could catch us something to eat. We cant. And I? d give that little boy half of my food. Stop it. We cant. He was crying again. What about the little boy? he sobbed. What about the little boy? This is one of the complications of this novel that superimposes itself on the underlying complication of the lack of food: Can one simply watch someone such as a little boy walk off to their death? This complication is not resolved in this book. Another complication and moral dilemma of this book is the question of whether the man will be able to kill his son if need be. The remnants of North America, and if the rest of the world survived, there too, a majority of the people left were cannibalistic savages who raped and tortured those that they captured before eating them.His wife had asked him questions of whether he would be a ble to end their lives to spare them the suffering that they would be put through if they were captured. â€Å"Now is the time. Curse God and die. What if it doesn? t ? re? It has to ? re. What if it doesn? t ? re? Could you crush that beloved skull with a rock? Is there such a being within you of which you know nothing? Can there be? Hold him in your arms. Just so. The soul is quick to pull him towards you. Kiss him. Quickly. † There are several ? ashbacks in this book, the man dreams of his lost wife and the moral dilemma that they faced, which was not resolved.The wife took on a fatalist view of the world, and wanted it over with. The man simply wanted his son to live, and to try and help him live as happy a life as possible. The wife then left, and it is inferred that she went to her death. CHARACTERIZATION: One character that has made an impression on me is the child. The child is always sweet and generous. It is heartbreaking to read the effects of the happenings of the world that he lives in, but perhaps even worse reading the times when it doesn? t anymore. What really effected me about this child is the simpleness with which he viewed the world.A lens that only a character like him could look through. â€Å" Tell me. The boy looked down the road. I want you to tell me. It? s okay. He shook his head. Look at me, the man said. He turned and looked. He looked like he? d been crying. Just tell me. We wouldnt ever eat anybody, would we? No. Of course not. Even if we were starving? We? re starving now. You said we werent. I said we werent dying. I didnt say we werent starving. But we wouldnt. No. We wouldnt. No matter what. No. No matter what. Because we? re the good guys. Yes. And we? re carrying the ? re. And we? re carrying the ? re. Yes Okay. † Although I? sure many of us would like to think that cannibalism is beyond us and that we would never eat another human being to save ourselves, but I do not think that it is a reality that will sur vive in midst of crisis when there is no society to impose the morality that binds us today. It is for us to decide whether we have a moral compass separate and independent from the ideas of society.THEME: The author? s purpose in writing this book is to question what we think is the foundation of humanity; the foundation of who we are. Can humanity survive in a world of chaos and suffering such as this? Is there room for it? And if here is not, then can it be called â€Å"survival† if we have forsaken the values that we used to say is what we were. In reading this book the reader develops an appreciation for life and for the things that we have that we call fundamental and thus take for granted. â€Å"He had no shoes at all and his feet were wrapped in rash and cardboard tied with green twine and any number of layers of vile clothing showed through the tears and hoes in it. † I also think that Cormac McCarthy meant for the reader to ponder problems in the book, so as to compare ourselves to the characters and their actions, and to imagine what we may have done in their shoes. The boy lay with his head on the man? s lap. After a while he said: They? re going to kill those people, arent they? Yes. Why do they have to do that? I dont know. Are they going to eat them? I dont know. They? re going to eat them, arent they? Yes. And we couldnt help them because then they? d eat us too. Yes. And that? s why we couldnt help them. Yes. Okay. † Is it okay? Does not doing all you can do to help make you a guilty bystander? Does it make it any better that you were not the one that would commit these heinous acts, but were simply the ones that saw the victims-to-be and walked away? LANGUAGE:In this novel, McCarthy does not follow many grammatical rules. When there is a dialogue, McCarthy, instead of using conventional speech marks, indents what is said from one character and does the same for the next. He does not always follow this either, but it is the norm throughout the book. â€Å" You promised not to do that, the boy said. What? You know what, Papa. He poured the hot water back into the pan and took the boy? s cup and poured some of the cocoa into his own and handed it back. I have to watch you all the time, the boy said. I know. If you break little promises you? ll break big ones. That? what you said. I know. But I wont. † This system leaves it up to the reader to infer who is speaking. Some parts of the book are up for interpretation in meaning but also who speaks at certain points. This changes much meaning, the reader is left to ponder who is speaking what and the implications thereof. The vocabulary in this book is very complex, McCarthy even uses some words that are no longer in many dictionaries. He uses many words in ? exible ways that challenge the mind, and are also up for much interpretation. â€Å"On their backs were vermiculate patterns that were maps of the world in its becoming. †McCarthy misses s ome apostrophes where the word can still be deciphered. He also breaks small rules of grammar to do with multiple â€Å"and†s in one sentence and makes many fragments. â€Å"He did not take care of her and she died alone somewhere in the dark and there is no other dream nor waking world and there is no other tale to tell. † At times he simply disregards the logical sentence structure altogether. â€Å"Query: How does the never to be differ from what never was? † I think that all of this relates back to the book. The crumbled society and people of this book that I mentioned before is portrayed through the events and characters of this book.The writing style of this book in its errors and sentences I think is symbolic of the disintegrating society. Writing no longer follows the rules that it has because there is no reason for it to. It makes for many incredibly complex and beautiful sentences, no longer bound by the limitations of a normal sentence. These sentence s challenge your mind, and can be subject to so much more interpretation than a normal sentence. â€Å"Like the great pendulum in its rotunda scribing through the long day movements of the universe of which you may say it knows nothing and yet know it must. †

Definitions of In What Ways Do Students Compromise Academic Integrity Essay Samples

Definitions of In What Ways Do Students Compromise Academic Integrity Essay Samples The Advantages of in What Ways Do Students Compromise Academic Integrity Essay Samples Thus, the value of referencing in both academic and technical assignments can't be overstated. There aren't many ways in which you can avoid plagiarism. Those sort of practices can help teachers teach better and help students subvert the options of plagiarism, which could often happen since they're unsupported, Anson stated. It explains the significance of academic integrity and precisely what actions will be deemed as academic misconduct. You have to use no less than four academic references. Looming essay deadlines have a large part to play in contributing to this stress. Don't be scared to request an extension for an assignment. As an example, aim to complete writing three sections in four hours and permit yourself to relax. Up in Arms About in What Ways Do Students Compromise Academic Integrity Essay Samples? Irrespective of how long that you have, don't make the error of plagiarizing somebody else's work since they can cause severe consequences like expulsion or destroy your likelihood of getting selected. Notably, political compromise isn't ever a mediocre method of doing politics but rather an adventure and the sole means of practicing democratic politics. It is likewise very disappointing it isn't simple to discover those who have high integrity and are always honest, regardless of what the consequence. It is far more beyond that, as there are still a score of folks who, regardless of not having a level, actually succeeded and excelled in their chosen careers. They are certain that their institution's integrity won't be shaken if tough decisions ought to be made. IVe done some research on the subject of integrity to receive a form of fly on the wall perspective of how other men and women view integrity. There are though many methods to have a look at a persons integr ity. This document is all about protecting academic integrity. Integrity means being honest in the several life situations that increases the increase and evolution of the quality of life in the society. Integrity is tough to explain but a huge part of it is controlled by the values that you decide to have in your life. Because of that, integrity is important in all regions of life. As soon as your integrity was compromised, needless to say it's rather hard to regain it in the opinion of your peers. Ruthless In What Ways Do Students Compromise Academic Integrity Essay Samples Strategies Exploited In a perfect world, an individual would complete the essay in a single sitting, but all of us know that's a little too hard to attain. As an issue of fact, quotes may also be put in to make the writing attractive. The idea of doing an essay last minute is sufficient to supply you with the chills. Here are 8 smart tactics to compose your very last minute essay and still do a very good job at it. Academic writing services supply a huge material on academic writings that may be very beneficial for both students and professionals. Writing an essay can be extremely daunting for students nowadays and not all of these can get it right. You need to make your students able to talk about their perspectives and ideas. Asking students to reflect on their writing process is not just a superior practice for them, but in addition might permit you a bit of insight into whether they actually wrote the paper. in What Ways Do Students Compromise Academic Integrity Essay Samples - What Is It? After you have established these, note down the points you intend to include under every one of these sections before you start writing. It is possible to flunk from a class. The researchers discovered that, academic dishonesty is more inclined to occur in internet classes, aside from in traditional classes. In a high school setting students may cheat so they can receive great grades and please their parents, others might cheat since they don' t have enough time to study. What You Need to Do About in What Ways Do Students Compromise Academic Integrity Essay Samples Beginning in the Next 4 Minutes There's no demand for you to fret about confidentiality. Hence, always make certain you submit original work and if you're not able to do it yourself, seek assistance from last minute essay writing services. The tradition has been the topic of unsuccessful litigation against the organization. There's no superior method of solving your writing problems than to go to our site. Having integrity doesn't necessarily mean you've good morals or that you don't ever make mistakes. Academic honesty and integrity is extremely necessary for someone to be an excellent student. At times it requires courage. If it's necessary to take a polygraph test then they will probably ask you questions about how you are feeling about the value of integrity and honesty and if you're a person of high integrity and honesty. In light of the forego ing discussions, it is clear that referencing forms an essential part of the analysis skills, which ought to be made available to all students at a university and other tertiary heights of learning. The findings demonstrate that more work should be done to completely incorporate the requirements of social sciences and humanities disciplines in an extensive university training course. If you're not sure about dissertation students the quality of our papers, look at sample papers to understand what you can count on from us. All this is done in order to secure increased education and then an excellent job. Sooner or later in your writing procedure, you could be asked to seek advice from a writing coach offered by the Academic Resource Center. Academic integrity cannot only relate to school, but in addition life.

Are Bugs Considered Animals

If youve ever seen a praying mantis in person before you knew of its existence, you may have been frightened by its exotic looks. Its face alone would give anyone seeing it for the first time pause. The law of human nature dictates we fear what we dont know. But most would be fascinated and want to know what it is. Ladybugs must have better public relations people because everyone is happy to see a ladybug land on or near them. Butterflies, too, are beautiful and millions of people visit butterfly exhibits and preserves such as Butterfly World in South Florida annually just to bask in their presence.  Those who believe in spirit guides, upon seeing a dragonfly expects a transition in their lives because dragonflies and damselflies are like the angel Gabriel, here to let you know there is a change coming.  Fun fact about dragonflies: they are the only animal that is at home in the air, the water and on land. Rumor has it there are penalties for killing a praying mantis. However, a review of state and federal laws will turn up nothing that specifically protects praying mantises and the whole thing  appears to be an urban legend, They may be covered by some state  animal cruelty  laws that prohibit needlessly killing animals. But that’s doubtful. So it’s not illegal to kill them, it’s just a rotten thing to do. What Is a Praying Mantis? There are about 2,000 known species of praying mantises, but only twenty of them live in the U.S. All are insects  of the order Dictyoptera,  suborder Mantodea. The common name refers to the way they hold their front legs - like arms in prayer. They are masters of camouflage and blend into the branches, leaves, flowers, and ground where they live. All mantis species are carnivores, eating other insects, small  mammals, lizards, frogs, and  even their own mates. What Is a Lady Bug? Well, it’s not a bug, it’s a beetle. It has the same PR problems as does the Volkswagen Beetle. The Volkswagen people insist their little plump car is a Beetle. The rest of us call it a Bug. It makes us happy and they still sell cars so, no harm done. Entomologists call the ladybug  Coleoptera and probably don’t sing songs about houses burning down. Ladybugs are garden-friendly and belong to an elite group of SEAL TEAM type forces called beneficial bugs. If you don’t have ladybugs in your garden, then you may have an enemy lurking under your Hibiscus leaves. They’re aphids, and they cause plenty of harm. The little bloodsuckers are responsible for destroying your foliage. Ladybugs love them, and home gardeners purchase them by the thousands and release them into their gardens. What Is a Beneficial Insect? Mantises, ladybugs, and butterflies, as well as many other insects, both beautiful and not-so-much, have a reputation as beneficial insects because they eat other insects in the home garden, but they do not discriminate between harmful and beneficial critters. Whats All This Have to Do With Animal Rights? It is important to note that from an  animal rights  viewpoint, the concept of beneficial insects is highly anthropocentric. Every insect - every organism - has a place in the ecosystem. For example, a tick predates on a cow, a cowbird eats the tick and then flies around planting seeds that grow trees, etc. etc. To judge an animal as beneficial because they somehow help human interests ignores the fact that all animals have their own intrinsic value and are beneficial to themselves. Organic gardeners purchase ladybugs to release in their gardens to eat the destructive pests that eat the beautiful flowers and vegetables, so to gardeners, these beetles have a value. Cockroaches, despite having their own  Spanish song, have no value.  Ã¢â‚¬â€¹ Beneficial Bugs and Federal Law As of 2016, no federal law protects beneficial insects such as the praying mantis and none of the â€Å"good bugs† enjoy any other federal animal protection law. Although mantises and ladybugs are not listed as threatened or endangered under the  Endangered Species Act, plenty of other insects have been put on the list, mostly due to habitat loss and indiscriminate use of pesticides. But most bugs, being  invertebrates, are explicitly excluded from  Animal Welfare Act  protection. CITES   The  Convention on Trade in Endangered Species  of Wild Fauna and Flora (CITES) also does not currently protect beneficial bugs. CITES is an international treaty that protects endangered and threatened  species by regulating trade  in those species. While CITES includes plants and animals, including insects, no species of praying mantis is listed under CITES as if 2013. However, even if a praying mantis species were listed, CITES applies only to  international trade  and would not govern whether someone can kill a praying mantis, ladybug or butterfly in their own backyard. But it would still be a rotten thing to do. State Animal Cruelty Laws This is where it gets interesting. Some state animal cruelty laws explicitly exclude all invertebrates (e.g. Alaska Stat  §03.55.190) or all insects (e.g. New Mexico Stat  §30-18-1) by excluding them from their definition of the word animal. However, some states do not exclude insects from their laws. For example, New Jerseys definition of animal includes the whole brute creation (N.J.S.  §4:22-15). Minnesotas definition of animal is every living creature except members of the human race (Minn. Stat.  §343.20). In jurisdictions where insects are covered by the state animal cruelty statutes, the needless, intentional killing of an insect is illegal and may carry a fine or even imprisonment. Whether charges are filed and the case is actually prosecuted is a separate issue, however. I was unable to locate a single animal cruelty case involving a praying mantis or insect of any kind. Praying Mantises, Animal Welfare, and Animal Rights From an  animal welfare  or even an animal rights point of view, the current status of our laws is irrelevant to the question of whether it is wrong to kill a praying mantis or any other insect harmless to humans. From both an animal welfare and animal rights viewpoint, killing an animal for no reason cannot be morally acceptable. This is completely separate from whether an animal is endangered or whether the animal is beneficial to humans.