The Implications For Social Work Practice Social Work Essay

The Implications For Social tap Practice Social Work EssayWhat atomic number 18 the hints for mixer induceplace practice? What to a greater extent than female genital organ cordial work as a profession do to actively prove an reading advancenda for looked later churlren? What might an individualist fond worker do?There is an intrinsic barrier in the midst of social workers and looked later children and five-year-old tribe. This has been formed oer time because of a number of factors, firstly the turnover of staff makes it pricy impossible for children and upstart state to form relationships with the social worker, reducing their corporate trust in discussing issues that may be of a great concern to them. The positioning alone of a social workers fire prevent some children from abstracted to discuss matters because of the societal grade attached to having a social worker. The stigma is non something that social workers alone as professionals freighter eliminate, society can and only when society accepts that social workers be doing positive work, and start to contemplate about the positive work they argon doing, through the media and other resources. wherefore we can start to break d give birth the stigma attached to social workers and enable each(prenominal) individuals to direct the self-confidence of discussing issues with their social worker.Staff turnovers in spite of appearance children services have been high and foregrounded in the media on numerous cause (ref). To reduce the turnover, staff quest to feel confident in the work they atomic number 18 conducting and safe from media scrutiny when the problems lie out of their hands.The caseload they have could overly be investigated to ensure that the number of cases they have does not start to move their practice. When there are particular cases that are quite thickening and need lots of time allocated to, meaning other cases may be neglected.In 2010, the Ofste d safeguarding and looked later children national results of the childrens social work practitioners survey stated that social workers caseloads are unmanageable and because of an underlying ethos of disciplinaries, those who were struggling with their workload were too excite to say that they could not manage. To enable a change deep down this world of social work, worry and local anaesthetic government need to look at a different approach to caseload work, and to facilitate their staff to have the confidence when they cannot manage the caseload they have (Children, Schools and Families Committee, looked after children third report, 2009).Social workers who work with children and families alike need the best possible training and support to meet the accustomed and complex demands of their work. Looked after children, their families and supervisers need to know that the social workers whom they are work with have the right skills, knowledge, and experience to armed servi ce them through often complex situations. Since 2008 the Childrens workforce Development Council has focused on ensuring social workers have more support within their case in childrens services. Social workers can take over this change to ensure that they can stay within this area of social work. The opportunities of training will enable more experienced social workers to last out in childrens services.Looked after children have a number of involve that must be met to ensure their informational outcomes can be achieved. Recent formula (Jackson et al, 2002) has attempted to address the factors that can contri barelye to successful procreational outcomes including durable and consistent assist, regular attendance at enlighten, if they miss any inform to catch up so they are at the same direct as their peers. Research (Children, Schools and Families Committee, looked after children third report, 2009) has shown that looked after children and tender great deal need suppor t from their complaintrs whether sustain deal outrs or directionrs within residential offices in all areas of their lives. The carers need to image the importance of education so the child can have educational opportunities in the future. They in addition need to be informed by social workers about the financial support that is useable for those children who are not reaching expected standards of attainment. The paper Care Matters Transforming the Lives of Children and unripened People in Care (2007) proposed new initiatives and recommendations including agency links between adults and childrens services to ensure that professionals within the departments ensure they look into the family as a whole. To implement a tired framework of foster carers that work at different levels of need. To implement new recruitment changes of foster carers so those with more experience and higher qualifications are suitable for those children who have more needs to meet. Social workers are r esponsible for placing looked after children and girlish people within placements that match. Having more understanding of the importance of education both as individual social workers and as a profession will enable them to highlight how important it is to their possible carers.The reasons why little people in care are in need of educational support are because the local Authority is the corporate erect social workers should exhort for them like they would their own child. As Local political science have a legal responsibleness to promote the education of children in care, specifically children in care because of the enquiry (Jackson et al, 2002) that shows the number of looked after children who considerably underachieve at school. Research has shown that (Jackson et al, 2002) a good education can attend provide a home to enter adulthood successfully (Children, Schools and Families Committee, looked after children third report, 2009).To ensure that early people in care at tend school social workers must promote the value of a good education. Discuss with the five-year-old somebody their ambitions, expectations and achievements like any other parent would. The Children Act (2004) states that Local administration are required to ensure appropriate education provision can be provided before the young soulfulnesss placement starts, unless in an emergency. Social workers are also required to support those care leavers who have entered higher education until they are 24, and until 21 otherwise. Social workers need to continue to promote the education of looked after children, be available to give advice and support to professionals as n primordial as family, the child and their carers.Social workers must also promote a stable environment for the young individual in care. Jackson and doubting doubting Thomas (2000) maintain that stableness is universally seen as a desirable remainder in relation tolookedafterchildren. This is because staying in the sa me place letschildrento retrieve from separationandadverse experiences, it provides them with the opportunity to make new attachments. Jackson and Thomas (2000) argue that if they are of school age, it will probably allow them to establish at the same school, enabling them to keep their friends and stay near to their rough-cut environment.Stability giveschildrenthe opportunity to learn, to feel they belong to someoneandto be nurtured. Whenchildrencannot have stability in the place where they live, it is important for them to have consistency as far as possible (JacksonandThomas 2000). For example maintaining the same schoolandsocialworker are very important.There are umteen reasons whychildrenchange placements. There can be changes to the childandfamilys circumstances. Sinclair (2005) suggests that when foster care breakdown has occurred lack ofsocialwork support may have contributed to placement breakdown. Unless looked after young people have the stability to form relationship s, engage within school and have educational achievements how can social work as a profession promote entrance tertiary education when the basics of meeting the childs needs are not available. Within research (Children, Schools and Families Committee, looked after children third report, 2009) there seems to be a lack of focus on education and achievement of looked after children from the earlier point. Children do their best when there is stability and consistency. Giving education a priority seems too risky. Most social workers would place the child nearby to the family rather than to keep the stability of the childs education. When making these decisions around placements social workers and management seem risk averse, they focus on the childs present situation not taking account of the long term impact of how much a good education can offer.There has often been a scant(p) sightedness within social work of looked after young people going care at an early age of 18 when legiti mately the Local Authority is excuse responsible for them until 21 or until 24 if in higher education. In 2008, of the young people who left care aged 16 or over, 39% were aged 16 or 17, and 61% left on their 18th birthday (Department for education, 2008). The average age of young people not in care who leave home is 24 (Care matters, green paper, 2006). Some looked after young people may have chosen to leave care at the earliest casualty because the time spent in the placement has been so miserable. But they should still be given the option to stay within care until the Local Authority is no longer legally obliged to care for them. Do parents stop being parents at 21 or 24? wherefore should the Local Authority be able to stop and cut off their support that the young person has relied upon.Consequently, those looked after young people who are particularly vulnerable who have been supported hopefully positively by social workers and carers who when the child turns 18 are no longer entitle to benefits to accommodate them, its only on their good will the young person is then expected to cope with life with very little help and support (Children, Schools and Families Committee, looked after children third report, 2009).As a profession and by the piece social workers need to recognise that young people will musical passage into adulthood at different times and in different ways. umteen may take to it easily and enjoy the independence it brings, some may watch it harder and need extra support. Social workers should show more lading to reducing the age gap of those leaving care and those young people whom leave their families homes independently (Children, Schools and Families Committee, looked after children, third report, 2009).The White paper care matters (2007) introduced new schemes which addressed the number of looked after young people who were leaving care too early. These included the Right2BCared4 and Staying put. The right to be cared for allows th e young person to make decisions around leaving their placement, with the Children and Young Persons Act (2008) a looked after child has to have a statutory review before they are moved from a care placement. The staying put scheme allows a looked after young person to stay in foster care until 21.If young people in care have the desire to continue their education and enter higher education then social workers should support them as much as possible to help them achieve their goals. The main implication for social work practice is arguing for resources. If you help one young person in care get resources for extra tutoring, like nearly parents are now seen keen to do can we help all? Whether it is fair or not within different Local Authorities young people in care are now pass more than others, the postcode lottery could mean going onto further education, getting a better job or finishing care early and coping on the fringes of society. Some would argue that it is unfair to offer an assessment, but as long as the social worker can present the different needs then why should they not argue and advocate on behalf of the young person like any other parent would, especially when the young person is particularly bright, if not given the help these are the individuals who would be hurt the most.When the young person in care has decided that further education is a goal they may find it difficult to enter University straight away because of their psychological state. Not everyone who has not in care enters University at 18, because of age limits and support available until a certain age young people in care are given a time limit of when they can enter University. As a profession social work can promote the speculation of entering University at an older age and highlighting to the Local Authorities and Governments that they can be available for support until the young person has destroyed their University course.The practical arrangements of entering University c an be that daunting that some young people in care may decide its too much. remote others who can go home when time term has ended, where can the young person in care go? Who takes the responsibility to provide appointment during this time? Social workers should understand the benefits of further education. Therefore occupy the role as advocates on behalf of all young people in care to highlight these potential problems and how to overcome them, for example work with foster carers to be able to provide accommodation on short term founding whilst not at University, Investigate into other young people in care within the Local Authority accessing tertiary education and see what voluntary organisations can provide if resources are low.Social workers should also promote the approaches other countries use, as they have a higher amount of young people in care accessing tertiary education, it may be that the way of social work could change. Social work may have to employ more resources into residential care, some of the most vulnerable and challenging young people in care are accommodated within residential care, why should these individuals have fewer opportunities than those who are easier to place and care for. They may also have to be more involved with foster carers and families to ensure that they understand the importance of education, and its potential benefits if the young person has good educational achievements.