We have finished it! cried Mr John and Mr Adam. We have finally created the biggest scam of the century! Essay Example

We have finished it! cried Mr John and Mr Adam. We have finally created the biggest scam of the century! Essay Example We have finished it! cried Mr John and Mr Adam. We have finally created the biggest scam of the century! Essay We have finished it! cried Mr John and Mr Adam. We have finally created the biggest scam of the century! Essay Essay Topic: Notes From Underground Andrew Smyth and his family were living in absolute poverty; all they had was a pre 2010 terraced house and an ancient colour television. In a time when electronics and gadgets had become part of everyday life, this was not much.The family only made a small income too. Granny Smyth was lucky as she was old enough to claim an OAP, but America managed to conquer the world and the Republicans were the leaders.They kept OAPs to a bare minimum and banned the over 60s from working. Time was going forward, but freewill was going back. It was a time when everyone had to speak fluent American-dialect and all other languages were permanently aborted. The electric chair had returned and was worse than ever.Andrew was working in the family orchard, which was doing terribly. They had several months of drought, making the apple yield very small. The only thing that kept them alive was the Universal lotto. It was a lottery that all of the countries in the world had to contribute to, so the Jackpots were always ridiculous. This week though was even more ridiculous, the Jackpot was a staggering $40 billion. And that is where our story begins.Its Friday night for Andrew Smyth. A time when families come together, have a nice meal and sit in front of the television to watch the Universal Lotto. Each member of the Smyths sits patiently to see if the dream will become a reality. The Jackpot total appears.Wow! $40 Billion thought Andrew. Granny Smyth fainted because it was so much. The family helped her whilst Andrew was waiting for the big numbers to appear on the screen.When watching the lotto, you know you are not going to win, Andrew was clever, and he worked out that the chances of winning were over 1 billion / 1 but he still watched it, just in case the inevitable might happen.The T. V was babbling and then 6.Granny became conscious. Weve got that! then she fainted again.Look, there is no way that the numbers are going to follow a sequential order, especially our one!18We selec ted that didnt we Andy! answered Mrs Smyth with Granny in one arm and a cigarette in the other.Yes, mum in an I dont care kind of tone.30 said the televisionWere gonna win a tenner said Mr Smyth.30No, more! At least a 10012Andrew noticed that if the bonus was a 36, then he would be the richest man in Britain.And the bonus ball is, 93Andrew fainted, in one second, his dreams had been crucified.Sorry, its upside down. It is actually, 36Wake up, Andrew, our life of poverty is over!How much, mum, how much did we win?100, 1000, one million?We, we won, all of it! Stuttered Mrs SmythTe-n b-bill-ion e-achhh! She was flabbergasted! Her whole family never had any money and now she had enough money to live for 1 million years. She fell.The whole family was now semi-conscious and lying on the floor in absolute shock.But this story isnt about them, it is about Andrew. The rest of the family leave this story and never come back.A week later when Andrew bought everything he wanted, he decided to g o to the local market, as he wanted to find something else to buy.The market was filled with beautifully shaped coloured bottles, useless but useful junk and a large wall where all of the men were. The wall leads to Andrews old orchard (the family sold it as they didnt need it). Andrew now knew why his garden smelt so badly. There were many sellers of all different shapes and sizes, but they could all speak the same language: business. They knew what people wanted and stocked it. The stalls were all very similar. Place after place sold exactly the same things. It wasnt for Andrew though. He wanted something different. New, exciting, adventurous, something that he could enjoy for years to come, and he had found it.It was a small stall but had a lot of space. No items, just people and a middle-aged man who seemed to know every trick in the book. A trust worthy face, red jacket, silver pants (trousers) and a keen eye for the wealthy. Andrew was carrying lots of shopping bags from place s in London: Harrods, Selfridges, Libertys and even Macys. He was also wearing his fine real leather jacket and a pair of Armani suit trousers.The con-man knew that Andrew was not used to money, besides he had been in the business for years.He started his speech again, but this time he focused mainly Andrew but still managed to project his Mona Lisa eyes across the whole crowd.Roll up, roll up. Anywhere, anytime! Thats right you can travel to any era today, by time machine now! Only a quarter of a million dollars!The con-man noticed Andrews eyes speak. Wow, only they said.The con-man replied with his eyes too. Come, overAndrew was hypnotised into going forward, towards the con-man.I would like a ride said Andrew excitedly with a fat wad of cash in one hand and all of his shopping in the other.How much? 250No, it is half a million.Andrew was sure he heard 250,000 before, but he didnt want to sound stupidAndrew opened up his Liberty bag carefully, as to not ruin his expensive ceramics and took out a slightly smaller bag. Inside of this, was $1,000,000s of cash. He gave the con-man 2 fat wads of the notes. The con-man held the notes in a way so that it seemed as if this just happens every day.Well then, follow meThe con-man took Andrew to a large warehouse style room, which Andrew had never seen before in his life. It was a fresh creamy colour, but quite grotty too. The paint had been cracking.When Andrew saw this, he felt very uncomfortable and just thought that they could have just moved premises.Him, the con-man and Andrews shopping walked straight through the doors. The door wasnt even locked. Inside, it was empty except for a massive silver egg shaped object. It was so shiny and clean that it looked completely unused. Another person stood next to this egg. Hi, he said. I am going to take you to your chosen year. But! I warn you, you are only allowed to visit an indoor area and you are not allowed to leave this area otherwise there will be consequences. The m an was tall with silvery-grey hair, a tall, long St Nicholas beard and dirty white jacket. Andrew presumed that he was the inventor of this time machineWhat is your chosen year?2002, I want to see freewill. Replied AndrewOk, 2002, it is. Anywhere in particular?The old UN, I want to see what it was like before a single country of power!By this point, the con-man had mysteriously disappearedThe inventor and Andrew stepped inside the massive egg. The inventor, pressed on a load of buttons, yet he didnt seem to know what he was doing.He felt like he was fallingWow! He thought. I never knew that the past was underground.Were here! cried the inventor.Andrew felt like he was in the UN building, but there was something not quite right.There were all the representatives from all the countries debating war but still something did not feel just quite right.He was there at the back listening to all the speeches made by the figureheads of countries but the language seemed to be quite cluttered. For example all the representatives spoke English and he could have sworn that the British representatives spoke American-dialect.4hrs later, after Andrew understood the debate, he returned to the warehouse but did not feel like his money went a long way. He decided though to ask for their names encase he felt like going again one day though.Andrew decided to ask the inventor:I am Mr John and he is Mr Adam He replied.

Assemble a Patchwork Text (Accounting and Information System) Essay

Assemble a Patchwork Text (Accounting and Information System) - Essay Example The dynamic nature of the modern markets means that organisations and their operating principles will always be on the change. Unless the modern working individual can change just as fast or faster, there is little relevance of his work to the organisation anymore. These personal changes have their wider impact on the organisational culture as well since people working in one organisation are deeply interlinked. These issues gain greater momentum when put under the light of dealing with a large number of staff members with varying socio economic and ethnic backgrounds. The multicultural environment in the modern workplace necessitates the individual to be accommodating, tolerant and ready for change as required. When viewed closely, these issues relating to change in the modern workplace all point to the same direction – the individual. As organisations change in one way or the other, the individual employed in these situations has to mould himself or herself accordingly. This indicates that the individual working for these establishments has to be quick and responsive to change by being accustomed to changes in leadership styles, management of change and their impact on others around them. These needs and requirements of change in the modern workplace mean that the individual has to be equipped with knowledge of psychodynamics to change. However, since psychodynamics is not a part of essential learning and training in most organisations, a large number of employees find it hard to change. It is only recently that psychodynamics has been employed in organisations to explain change on an individual level. This paper will employ the psychodynamic concepts elucidated by Vries (2004) in order to explain organisational change and its relevance to personal change. The facets of personal change and organisational change experienced by the author in an organisational work environment will be explored in detail in different sections. The first section will concen trate on the primary issue that caused a personal change in an organisational environment to occur. Both the core issues and their deeper context will be explored with reference to the organisation. The second section will focus on the causes that caused recognition of change and its corresponding management. The third section will expound how the author dealt with such changes and ensured its sustainability. The fourth section will deal with how this change affected the greater organisational culture and particularly the people around the author. Focal Event A focal event in terms of personal change can represent a decisive event that forces a person to change. It must also be mentioned that the focal event does not precipitate without past events that are gradually moving a person to a change. The focal event that is being referred to in this paper has been likened to the â€Å"last straw on the camel’s back† (Vries & Balazs, 1999). Therefore, the focal event can be treated as a minor or major event that triggers a person to pursue change that had been developing over a period of time for any number of factors. My focal event was when I was transferred from an existing unit to a new unit that was just being set up. The management had asked me if I intended to shift to the new unit. I was appraised that the setting up of a new unit would allow me to experience many things for the first time

The effectiveness of pay for performance plan Essay

The effectiveness of pay for performance plan - Essay Example Not every employee is the same; therefore their preferences and motivating factors are as varied as their individual personalities. Utilizing, combining, and integrating the right compensation strategy in the corporate structure plays a critical role in maintaining employee motivation, retaining talent, and attracting high-performing candidates to the company. Although pay for performance compensation plans have always played an integral role in the compensation package of many companies there are a number of shortcomings related to the merit pay system. Traditional compensation models ignore the key emotional influencers that reveal an individual’s key motivating factors. According to a recent paper called â€Å"The Psychological Costs of Pay-for-Performance†, by Ian Larkin, Lamar Pierce of Harvard and Francesca Gino of Washington University, this working paper identify the psychological costs of how social comparison, employee overconfidence, and loss aversion are pri me determinants of the success and viability of individual performance-based compensation systems (Tighe, 2011). â€Å"Social comparison is the tendency of individuals to compare their pay vs. effort ratio with their peers and their expectations of their compensation to be â€Å"fair† based on these preconceived notions. As a result of this comparisons pay plan effectiveness or perceived fairness is often compromised. Individuals commonly judge the extent of other people’s work contribution based on what they can see and not on actual results. Consequently coworkers are often unfairly judged since the value or true extent of their work is performed off premises or behind closed doors such as with salespeople or executives. Although in the case of major CEO’s or star athletes for instance pay becomes a social measuring stick to which they compare against their peers, so pay becomes more closely tied to social factors and not necessarily economics. Employee overc onfidence is where individuals have the tendency to overestimate their own abilities and skill set therefore they are prone to accepting tasks above their capabilities. According to Larkin; â€Å"Psychologists and decision research scholars have long noted that people tend to be overconfident about their own abilities and too optimistic about their future."; "Recent research has shown that overconfidence is not as much an individual personality trait as it is a bias that affects most people"(Tighe, 2011). The authors elaborate that in general people tend to be overconfident in their ability to complete tasks that they tend to perform frequently. On the other hand individuals tend to underestimate their ability to complete tasks which they are not familiar with or seem too complex. Since pay-for-performance systems are based on the ability of individuals to pick and choose positions that they feel best matches their skill set, the misalignment between the individual’s percept ion of themselves and their true skill set can cause them to undertake projects or tasks that are beyond their capabilities (Tighe, 2011). Instead of pay-for-performance becoming a catalyst for increased organizational achievement and individual performance an employee’s overconfidence can cause them to underperform under pressure, increase general dissatisfaction, and can also bring about a

Reviewing Personal Development Through Reflective Practice Social Work Essay

Reviewing Personal Development Through Reflective Practice Social Work Essay The road up ahead unnoticed was damp in strong rain let loose against a grey sky that hung in desperation. Then shouts shook up the vicinity as a short craggy boy came in view, just enough to be seen chasing after a grown man. Dark skinned he perspired of fear while he threw large stones in the direction of his pursuit. His father straddled along howling while doing the same. The chase moved on almost reaching the street corner when the grown man abruptly turned about, drew out a long knife and unsurprisingly took in the direction of the boy. Five weeks before today, I had at my desk a 13 year old girl admitted for sexual abuse which occurred in an out of campus activity over the weekend, and involved two boys ages 14 and 15. I took up the intake interview for document support for criminal charges. The girl was an obvious difficult untrue to her shattered self, torn between betrayal and the worth of protecting friendship. I was in some sort of conflict myself, appalled with the clinical findings, and given the ages of these children involved. Both accused and the victim belong to families of lower income brackets with parents working in the informal sector. Later at night what first came to mind was a concept put forward by Reginald Revans in the 1940s that People had to be aware of their lack of relevant knowledge and be prepared to explore the area of their ignorance with suitable questions and help from other people in similar positions. Revans developed on the idea individuals successful with self development are those in adversity who struggle to understand themselves. The formula prescribes L = P + Q where L is learning; P is programmed thought or what is taught or read knowledge and Q is questioning to create insight. Apparently what I hoped to attempt, if any, was to learn in the execution of my task. In my circumstance as a social worker in child protection for disadvantaged communities; many deep, painful thoughts had me that I questioned if I could make sense of it at all. But work itself, frequent with disordered and dysfunctional children and families, brought me to understand the importance of perfecting the tool of reflective practice. Reflection nourishes the soul as it is a tough discomfort to take issues of the self to the fore. Whatever else is said of it, the tool can elicit insight and appreciation, and develop certain faculties of the mind. It is through reflective practice that I am competent and confident to work positively toward the best outcome in the interest of child with whom we work. This I began to write a few lines every night about my tasks, thoughts, fears, and achievements which helped me to focus and determine the real issue. Reflective practice is an element of learning through the involvement of self in exploring ones responses in an experience (Boud, Keogh and Walker, 1985). One must begin by understanding the purpose and definitions of reflective practice well explained in the writings of Johns and Freshwater (1998). The process requires methodical recording events and experiences in diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995), or professional development diaries to return and improve interpretations (Clouder 2000). The method is taken further by Gillings (2000) in placing emphasis on a sincere commitment to self enquiry and a readiness to change through honesty and openness. This argument is supported by Atkins (2000) by determining self-awareness of temperament and conviction as essential to the reflective process. Ann is a transferee to the university where she easily became friends with gang groups. One weekend she was invited to come join a swimming event on June 28, 2008. After swimming these teenagers decided to drink and others took a dose of marijuana. Ann managed to get too drunk that was left behind with two boys who promised to take her home. Ann was raped that night. The activity held outside campus was not led by the academe that jurisdiction and responsibility is argued. L O G I thought it would be a sweeping case for it concerned eleven minors of the same campus, having managed to access liquor and drugs. I believed there was neglect and unkindness on the part on all participants of the activity for leaving a vulnerable girl to the care of bullish boys, and passed judgment that this was some fraternity issue. Because I knew of the forensic evidence and laboratory results, it was difficult to let go. As I struggled with myself, I discovered the later developments in reflective practice threshed that individuals reach a limit reflecting alone, unaided (Boud, Keogh and Walker, 1985) and that there is more benefit to adopt reflective practice in a group setting or one-to-one forum through supervision (Fisher 1996). Other articles refer this as a guided reflection or learning sequence by studying ones feelings that an evolving of ideas and appreciation spills out. Mann (2008) presents shared reflection to reap benefits of continuity, trust, peer support and an opportunity to reframe. Possible harmful outcomes in spite the aim to provide self direction are also expressed in other works 1-busy work, 2-lack of impact, 3-rejection by clients, 4-misplaced confidence, 5-reflection without learning, 6-intellectualizing reflection, 7-inappropriate disclosure. The article points out that shared reflection is enabled by free expression of opinion when there is a common perceived usefulness of the activity and prior reflective practice experience. However the actual implements of shared reflection could differ as to organizational climate and allocation of time for reflection. But with the many work constraints, shared reflective activities was not possible at the moment. I adamantly guided Ann to pursue a criminal case. A complaint against the boys was filed in the court under IS No 08-1777. However, with the law protecting minors below 16 in place, the prosecutor dismissed all criminal charges with reason that these boys are below age of maturity. It was not long that these kids are back in campus. Inquiries on the incident were in sequels which the small institution claiming lack of jurisdiction had nothing to do and nothing more could be done. Cruelly enough, the boys taunt Ann in campus that she reports to her father who in return assaults one offender. Anns father is charged for frustrated murder and child abuse on the boy still not proven guilty. L O G I was totally devastated with the fact offensive sexual conduct shall pass without incarceration or remorse, seeing that the laws that protect children in conflict a twist. In as much as the boys are exempt from criminal liability, differentiation between wrong and right and the admittance of fault is not examined. While the state protects these boys from punishment, the state did not protect Ann. Gillian Ruch (2008) points out that there is more literature on definitions of reflective practice, when less thought is given to the conditions to facilitate its development. Insofar as this tool recognizes complexity and  uncertainty inherent in social work practice, there should be more emphasis on the need for practitioners to work within safe, clear, collaborative and communicative working practices that are interdependent -in respect reflective practice. Ann fell into depression; thinks it was her fault (she was too drunk) because she allowed the boys to abuse her. She caused all the troubles (her father beat up one of the boys who files a child abuse case against him and the fraternity wanted to avenge) She inflicts pains on herself (wrist slashing), ran away from home and seeks refuge from gangsters. Smokes, drinks, had some theft issues and turned promiscuous. L O G I felt responsible in some way for this behaviour and inadequate for not being able to do more. I though hard of ways to develop a positive self and positive self image for Ann. I involved too deeply with the family, encouraging parents to seek out opportunities to praise, reinforce, and recognize accomplishments. It consumed me, trying to get Ann to an improved ability to trust others in a developed sense. Models of reflective practice originate in different fields of study, typically depict an iterative process but are not explicit of the role of emotions. A simple model of reflection is to return to the experience and take feelings into account by recognition of emotion, attending to the feelings and developing a new perspective (Boud, Keogh and Walker 1985). Behaviour Ideas Feelings Returning to experience à ¢Ã¢â€š ¬Ã‚ ¢ Utilizing positive feelings à ¢Ã¢â€š ¬Ã‚ ¢ Removing obstructing feelings Re evaluating experience New perspectives on experience Change in behaviour Readiness for application Commitment to action Experience(s) Reflective processes Outcomes Looking at my case from a critical perspective, I have prepared a simple log. L O G What was I trying to achieve? I wanted badly to help Ann who was a naughty smart, completely lost in the age of adolescence. Why did I respond as I did? My frustration is coupled with the knowledge of several studies that have shown that as age increases in disadvantaged communities, boys have more liberty than girls to explore outside the home (e.g. Jones et al., 2000). And because these disadvantaged communities are less safe, the decline in a girls independent activities has crippled the overall growth of society. What were the consequences of that for the patient, others, myself? I have given my all to this case, but have time and fund constraints with the volume and limited manpower of our organization. Ann was sent to the Center for the Prevention of Child Sexual Abuse, another NGO with structured methods on handling child sexual abuse cases. How were others feeling? I came to meet the members of the childs family, who struggled through the issues and difficulty at hand. On the other part, the families of these boys manifested a displaced confidence. How did I know this? I kept in constant communication with the mother until a year after that I left work. Why did I feel the way I did within this situation? I knew that I could have done more. And I believe there is a need to evaluate the legislation. Did I act for the best? The constant weight of workload pressure and prioritization is often of concern to us as child protection workers. What knowledge did or could have informed me? Policy developments like these are important to be placed in the fore to promote better understanding of the real levels of risk to children in the various forms of social interaction. Does this situation connect with previous experiences? Not particularly, although admittedly I was drawn into this case. How could I handle this situation better? I should have been upfront with the family of the legislations in place such that the matter would be dealt with outside legal perspective. What would be the consequences of alternative actions for the patient/others/myself? There should have been a coordinated approach, assigning each child to a social worker effectually collaborating findings and cure for child disorientation. How do I now feel about this experience? Anger. I felt consumed by this experience and sore. Can I support myself and others better as a consequence? Yes. I have learned to distinguish the limits of my work and the level of attachment I can allow myself. How available am I to work with patients/families and staff to help them meet their needs? I extend myself in certain situations that compel or affected me more than the work should. Social work in disadvantaged communities is hefted with several constraints, if not stressful to a practitioner. A serious dilemma is that child protection and community is particularly influenced by poverty and other forms of inequality. It can be said that a harsher impact of transnational integration would be an increased number of anxious people, so much more in poorer communities, where support systems are unsurprisingly ineffectual with a shorthanded social workers group. In these depressed areas, where the core family unit is continually stressed, abuse easily coughs up. Adolescent sexual abuse is an experience relating to a broad spectrum of challenges across social work development, with suicide as the most severe outcome where much is lost. Other post trauma behaviours common are sexual risk-taking and substance misuse, depression, anxiety, and panic aggression and delinquency. With the escalating figures on abuse, my department puts up response to the WID (Women in Development), WAD (Women and Development) and GAD (Gender and Development) programs of the Government. It is among five pilot projects focused on women, children and family, catering a broad geographical coverage with mandate as Training Center. We use a total management approach particularly in severe cases of violence. We work closely with networks such as the Anti Child Abuse Network (ACAN, a national network), Gender Equality and Development (GEAD network in the city of Baguio) and the Regional Organization of Gender Focal Point (ROGFP). The department six years in existence is established through British funds. This concluded in 2006 leaving behind a vacuum in the handle of Family Needs-and-Risk-Assessment of victim survivors, including other forms of help (coordinating temporary shelter and home visits). My work as a social worker involves entering the lives of children and families in distress, conflict or trouble. To do so requires theoretical competence and self awareness. Reflective practice ensures that my motivations and past experiences are used to enhance our practice and to help me recognise our impact on others. With it I am also able to establish boundaries when working with children that I have become less assuming, although it does take experience, time, and skill. Noticeably, it has reduced my negative experiences as a service provider. I have the ability to step back and look at the bigger picture we are able to work more effectively with a service user. Reflection ensures confidence that our responses arise from the clients situation rather than our past or needs (Lishman, 2002). It prompts the evaluation of practice and gives way to opportunities to learn from experience by identifying what worked well and what may need to change. Reflective practice helps us to keep our commitment of continuous professional development and reinforces the importance of the attitude and keeps accountability at the forefront of our practice (Thompson, 2002). A crucial aspect of reflection is being able to use the criticism faced and utilize it-that is, turn the situation on its head, and learn something positive from it. Schon (1983) has explained, professional knowledge is grounded in professional experience. L O G In one time I consoled the mother of this young girl by telling her not to worry because this circumstance will make her stronger and wiser. And she snapped at me in disappointment that it was the least of her interest to gain strength and wisdom at the expense of her child. For long I was in moral conflict over the case. More so because it was a strong issue in the area of my work and to circles I involved in. Contradictions from interest groups mounted, many simply for the benefit of group funding among others. It was very sad because those hurt from the occurrence could not be helped. Deep inside me I questioned if we did protect the child and should be protect a child who abuses another child. The reflection of my inner conflict is drawn in the tree below. Child Protection RA 7610 Anti Child Abuse It was devastating and I was frustrated. Do the most significant and influential ethical theories deny the existence of natural rights? I should have been upfront with the family of the legislations in place such that the matter would be dealt with outside legal perspective. Action is wrong because it ignores Anns rights. In as much as the boys are exempt from criminal liability, differentiation between wrong and right and the admittance of fault is not examined. While the state protects these boys from punishment, the state did not protect Ann. Ann fell into depression; inflicts pain on herself (wrist slashing), ran away from home and seeks refuge from gangsters. Smokes, drinks, had some theft issues and turned promiscuous. Have I failed to protect and preserve public interest because of a selective indifference to information, understanding, and knowledge that bear on the preservation of human values and the solution of problems ? Should policy developments as this important be examined to promote better understanding of the real levels of risk to children in the various forms of social interaction? It consumed me, trying to get Ann to an improved ability to trust others in a developed sense. On the other part, the families of these boys manifested a displaced confidence. Is policy effective with the harsher impact of transnational integration and increased number of anxious people, so much more in poorer communities, where support systems are unsurprisingly ineffectual with a shorthanded social workers group. With all confusion, it was my constant reflective practice that held me through. I then took upon myself to pursue that this tool as a functional process to be performed at individual level by members of the team and in case conferences. The specific objectives include: (a) Increased awareness of RA 7610, Special Protection of Children against Child Abuse, Exploitation and Discrimination Act and RA 9262, An Act Defining Violence Against Women and Their Children, providing for Protective Measures for Victims, prescribing Penalties therefore, and for other purposes; through reflective practice methods and approaches focused on the family as a basic social unit, and extending to schools, universities, workplaces and the communities. (b) Reporting reflection after conducting immediate extensive treatment and protection and preventive psycho-social services through testing and treatment, advisement and counseling. (c) Shared reflections on particular cases for the containment of severe co nditions that further endanger lives and situations of victim survivors, families and communities. (d) Shared reflection that explores potential roles of victim survivors and families in the reflective practice initiatives for community learning. (e) To log these activities for the advancement of research methods and further betterment of programs and services delivery. At this point I thought it useful to reframe the work process. Reflective practice should be central to reframing a process flow of intervention in my department. The revised diagram puts forward the value of dialogue after every process step which could change the difficulties experienced through my individual account (Errington, Robertson 1998). It is thought that reflective practice adopted in a group setting by practitioners should be inextricably linked to social workers settings. The interaction also establishes rudiments of supervision by the department head as suggested in the writings of COT (1997), conducting group reflective practice supports and promotes professional development and continuing education. REFRAMING INTERVENTION CHART Patient with guardian is received by WCPU Social worker Guardian is made to complete the consent form Trauma intake interview if a patient is conducted, discussion with caretakers, companions and relatives Gathering, distillation and relaying of crucial information to the clinician before the interview and exam Collaboration with hospital staff members on-call Physician and social worker interview the Guardian/ caretaker Refers patient and family for temporary shelter, meal, food, financial assistance from LGU Submits and follows up lab specimen results Reflective Practice 1 PATIENT INTAKE Rigorous documentation of interviews, risk assessment and care of the survivors Worker conducts risk assessment for the child and family and decides on a plan of action that best protects the child and the family Refers child to a psychiatrist if needed Coordinates and refers client to other agencies like OSCWD, CPTCSA, PNP and others SW provides advice and crisis counseling 4RISK ASSESSMENT (Social worker) The physician carries out an appropriate forensic interview that is child sensitive, using a developmental approach Social worker listens to interview an transcribes interviews as necessary 2 FORENSIC INTERVIEW The physician and social worker assess and refer patients who require counseling to the psychiatrist Psychiatrist conducts regular therapy sessions for the child until the child shows, significant improvements in diagnosis 5 PSYCHIATRIC CARE Physician performs non-traumatizing medical examination that adheres legal requisites for evidence collection, including colposcopic pictures Physician also examines child for medical problems not associated to the abuse Physician devises and implements a medical treatment plan Assisting the physician in the conducting of the physical examination and gathering of specimen and other medico-legal evidences Social worker passes and follow-up laboratory request. Refer lab results to physicians concerns and informs patient Contact and get food from dietary for the patient as needed When necessary, referrals are made for medical services not provided by WCPU 3 MEDICAL EXAMINATION When summoned, WCPU physicians appear in court to provide expert testimony about the findings 6 COURT TESTIMONY Reflective Practice While the work of Gillings (2000) guides reflection of feelings to deliberately evaluate the experience, it is expected that a particular situation is adequately analysed and that the development of an action plan follows. By reframing the process flow, there is better chance that a holistic action plan evolves each time shared reflection takes place and additional information integrated to the case. This requires that professional development diaries (Clouder 2000) become part of the workflow, where documentation of group reflections preserves the learning experience for the reference of future learning groups. Importantly, each group reflective practice should begin with the understanding of what the team is trying to achieve. The sensitivity articulated by Atkins in Burns and Bulman (2000), is that there must be commitment and willingness to listen to the views and insights of other practitioners. By so, it allows for new posits for practitioners to apply in the handle of new expe riences. In effect, an individual member presents a challenge and has these views and perspectives provoked by questions of fellow practitioners, and share the process leading to appropriate actions. It is an application of the work of Kristina Gower (2002) that through the process of shared reflection, an avenue is set for the individual to focus on themselves and what they are grappling at work. It is argued in many writings that shared reflection when practiced effectively and with consistency, enables practitioners to be open with each other and capable of trust. I think it is most needed today where globalisation has caused upon a change in the social structures of communities and social workers are faced with new sorts of challenges. By mere process of jotting down thoughts in a descriptive manner, unloads the emotions held within. What is more is when it is read, it is an act of distancing from self, allowing one to see if our responses were appropriate to the situation. Shared Reflection Session Adapted from National Primary and Care Trust Development Programme 2008 Present your challenge, insight, issue, or question Set members question you constructively to challenge views and understanding, perceptions, and assumptions New insights, understanding or ideas Test actions in the workplace Draw conclusions and mark learnings. Integrate the new knowledge into the practice Bring results back to set. What worked? What did not? Why? Each time group reflection is carried out, a new interaction or form of reflection occurs, or individual reflection is deepened. The chart below depicts continues growth expected of dialogues amongst practitioners. Proper recording of the analyses, conflict and interaction must be ensured for future growth of the department. By and large, globalization altered the traditional roles in society that sense of community is hard to come by. The greater impact however falls on less developed nations where close family ties have tangible effects on income sources, equally personal growth. While conventional theory avers family as the fundamental social institution, it is opposed by the changing times. The present phenomenon sees the family unit split on a massive scale leading to less safer communities for the child. Because it is so, reflective practice intertwines with the practice of social work. Interactions in delicate matters of family, and in situations of discomfort, it is essential that social workers maintain reflective practice to unearth insights as much as for the interest of self preservation in pressing issues by constant self awareness. While practice is located within the ancient tradition of experiential learning and in the recently defined perspective of situated cognition, both return us to the basic comprehension that not all problems are of equal dimensions. What is more is not the scope or dimensions of the problem but the significance of the problem to the child we work with (Osterman, 1993). This is reinforced in the manuscript Changing Lives review of social work by Peter Lewis, where it relates the emphatic need for more reflective practice. Appointed director of childrens services at Haringey, a first response was to send off social work staff on reflective practice courses at the Tavistock Clinic (cooper, 2010). Of course, a huge obstacle to reflective practice and clearly widespread in England comes with the tightening budgets, even when studies have increasing shown the relevance of reflective practice as an essential part of social work decision making. That is the sheer volume of the work and its impact, as a social worker, one is stressed and overwhelmed that is likely to overly identify with a child at work or with the parents. As a result it becomes difficult to maintain objectivity and stand back. Kim Poupart (2010) relents that People get stirred up by child protection work. For example, if someone is forced to look at slides of abuse it is painful for them to see. Unless they can reflect about how upset and angry they feel they will be unable to manage their feelings in relation to the work and decisions they need to make. The study elaborates on the important elements of reflective practice which allows for a deeper understanding of: (1) The role emotion plays in decision-making, (2) Patterns finding the evidence for gut feelings, (3) Confirmation biases or reluctance to abandon a pre-formed opinion, (4) Attribution error on attributing behaviour to personality traits rather than the context, and (5) Hindsight error. While reflective practice in social work cannot be disguised, credence on personal attributes should be upheld. These personal attributes contributing to the perfection of reflective practice are: values, perception of the world, self-perception, emotional status and interaction with the external environment (Maree C, 2010). The observed skills leading toward such competencies are developed at early portions of the profession. Course curriculums have incorporated cognitive-structural theories, human development theories, and exhaustive study of postmodern writings on reflective practices in group and individually. Neil and Sue Thompson (2009) suggest that At the heart of reflective practice is the idea that our actions should be informed by a knowledge base that we engage with actively. In which case responses are not by routine or by habit but rather through sincere and considerate understanding of the situation faced, thus ensuring the practitioner sees beneath the surface of thing s. In conclusion, reflective practice contributes to professional development and in a manner quite difficult to measure. Particularly in my case, it was the source of great strength with the several difficult decisions and challenges unearthed in child protection work. I could honestly say that this case was a moral challenge since it compelled implementing a law that I do not think is entirely good. Similarly, we run the risk of reinforcing existing inequalities and potentially oppressive processes in the absence of proper reflection and reflective practice. In some organizations, this is seen to come in the way of work, especially to traditional bosses who think that adding processes is an upshot of not having enough work to do. Through reflective practice I come to appreciate All things equal, I strongly believe that it there are good choices and better outcomes for children when reflection is performed. I see things differently.

The Grieving of the White Mistress

I did not know what time it was. I was still in my bed and comfortably tucked in my sheets. Everything is still, no chirping of the birds and no squeaks from the squirrels.Only the whispers of the winds that hustled against the glass windows broke the overwhelming silence. The fire is burning at the fireplace and I could smell the wood burning. But no matter how thick my flannel pajamas are layered with my thermal, I could not help myself from shivering.My eyes were still closed but my brain was already conscious. Apparently, my down covers have fallen from my bed. As I tried to reach for it I saw through my bedroom window that it was already snowing. It was the first day of snow of the year, and it was magnificent.It was the day before Thanksgiving. The crimson leaves of the deciduous trees that line our street have completely fallen. From the warmth of my house, I watched the outside world welcome the coldest season of the year.As if barren, only the green colored pine trees contra sted the landscape of white covered grounds. Six inches thick of snow has cloaked the earth with its solemn beauty. Like minute specks of dust falling gently, ice fell as if God is chistling from the heavens above. The velvety white gleamed and reflected the light that penetrated through the dark clouds in the horizons.The skies seem so heavy, as if heaven and earth are reaching for each other's bosom. Pavements are drenched with melted snow and rooftops are laid with perfect veil of white against the smokes of chimney. Such a picturesque piece of land, such life in this dark and cold weather.After a rose from my bed I took my robe from the edge of my bed and wore my winter slippers. I hurried to the kitchen where I found my Mom mixing hot chocolate on the stove. She poured the black thick liquid on a mug decorated with Old St. Nicholas' portrait sleeping on a rocking chair.I added sprinkles of marshmallows and settled myself on the stool by the nook. I smelled the sweet savory flav or evaporating and smiled at my Mom with content. I love winter mornings, all the peace that envelops the earth lets me contemplate through the depths of my long sleeping soul.I went to the bathroom to take a shower. When I turned the knob and the waters started to gently lather my flesh, the hot waters steamed and misted the smoked windows.   It is a very relaxing feeling to find yourself so warm in this extremely frosted environment. After I finished, I put on my winter attire.I have prepared several pieces of clothing to prudently warm me through different layers. I wore my black colored thermal covering the entire lengths of my arms and legs and wrapping my body's torso. Its smooth texture was a comfort to my skin. Then I continued with my dark blue turtle neck fleece sweater and I slid into a pair of straight cut denim jeans.I took my knee length winter boots made of camel colored suede with flat soles, wore them on my feet and slipped on my black down jacket that extends to my waist.I took my beret and placed it on my head and I warmed my hands with a pair of gray colored and knitted gloves. I finished off with with a long scarf that matches my mittens, wrapped it on my neck and stepped out of our front door.The cold winds gently brushed through my face and softly blew my hair. A distinct chill rushed through my veins which immediately made my shoulders tremble a little.I smelled the air and found myself smiling as I understood that pumpkin pies are being baked at our neighbor's oven. Its sweet flavor entered my nose and I heartily enjoyed its scent. I saw my friend living next door, she is already outside playing with the snow. I saw her lying on the ground repeatedly swaying her arms and feet upwards and downwards.I realized that she is making a snow angel, as if a lass in the midst of a fairly land. I ran towards her and leaped next to her and made my own childhood memories come to life. The earth was soft and cold and I just stared at the skies wit h a sigh.Winter days are beautiful, they have their own charm and endearing beauty. Though most of the world seems to be barren and lifeless, it still holds a promise of rejuvenation. Nights may be longer than days, but the darkness retires our spirit and refreshes our sousls.

The Key to Successful Help Research Paper

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Psy 460 Week 4 Essay - 1194 Words

Positive and Negative Effects of Human Behavior Positive and Negative Effects of Human Behavior Individuals behave differently depending on his or her beliefs and the choices come from the beliefs one holds. This can have a positive or negative effect on one’s environment within his or her control and the environment that affects the human population on Earth. Some environmental conditions that humans do have control over are pollution and crowding, although the rising temperatures and noise pollution may be out of individual reach. By changing some conditions and adding items that have a positive mental influence on individuals can make some over-populated urban environments more pleasant and less stressful to the community and†¦show more content†¦Each area of a person’s life has a certain social norm to follow; this includes one’s home, school, work, and hanging out with friends. The social norms for an individual’s behavior change as his or her environment changes. Social Norms â€Å"Social norms are rules and standards that are understood by members of a group, and that guide and/or constrain human behavior without the force of laws† (Steg, 2013, p. 154). Social norms have two areas or types they fall into. Injunctive norms are considered behavior that is approved or disapproved and descriptive norms are described as behavior shown by the members of a group. Individuals follow social norms for the rewards involved and the individual wants to avoid rejection and ridicule from societal members. â€Å"Social norms can exert a powerful influence on pro-environmental behavior through normative and informational influence† (Steg, 2013, p. 162). Behavior is influenced through normative and informational influences, also moderator variables that may decrease or increase the strength of the influence. Moderator variables contain the size of the group in question, the salience of the norm, if the group is considered an in-group, and the in dividual personal norms. â€Å"A wide variety of research shows that the behavior of others in the social environment shape individuals’ interpretations of, and responses to, the situation, especially in novel, ambiguous, or uncertainShow MoreRelatedEssay about Tourist Destinations6885 Words   |  28 PagesUnit 39: Tourists Destinations Unit code: K/601/1748 QCF Level: 4 ------------------------------------------------- student ------------------------------------------------- student Content Page Content Page Contents Page Number 1. Introduction 3 2. Definition (Tourism receivers, Tourism Generators) 3 3. Tourism Receivers Statistic 4 4. Tourism Receivers Analysis 5,6,7,8amp;9 5. Tourism Generators Statistic 9,10amp;11 6. InternationalRead MoreHuman Resources Management150900 Words   |  604 Pagesjobs. Managers and supervisors affected by the elimination of levels were offered promotions, transfers to other jobs in GE Fanuc, or early retirement buyouts. Additionally, employees were promised profit sharing, which has resulted in up to three weeks additional pay in profit sharing bonuses in some years. The test of the change is in the results. GE Fanuc’s revenue is up women employees, who composed about three-fourths of the bank’s workers. As a result, several years later about one-fourth ofRead MoreMedicare Policy Analysis447966 Words   |  1792 Pagesand for other purposes. 1 Be it enacted by the Senate and House of Representa- 2 tives of the United States of America in Congress assembled, 3 SECTION 1. SHORT TITLE; TABLE OF DIVISIONS, TITLES, rmajette on DSK29S0YB1PROD with BILLS 4 5 AND SUBTITLES. (a) SHORT TITLE.—This Act may be cited as the 6 ‘‘Affordable Health Care for America Act’’. VerDate Nov 24 2008 12:56 Oct 30, 2009 Jkt 089200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H3962.IH