Psychology for Social Work Practice

Psychology for Social Work Practice tyke development is the unconscious process of human growth and changes from birth through adolescence (metalworker et al 2005). It is the study of how nipperren develop perception, thought processes, emotional reactions and patterns of social deportment (Mussein, 1990). mirror image is a vital bastard in analysing and understanding squirt development and holds key implication of effectiveness of social written report practice in recent year (McKinnon 2008).The aim of this key out is to analyse my observation of a two years three month old girl. My interpretation of the behaviour observed leave be analysed critically apply psychological theories with detail of the steps carried out in other to gain consent for the observation. Further much, the skills required for my observation will be described, in relation to my succeeding(a) practice, and some relevant psychological theories stages of human development will be discussed including the ir relevance. Finally I will reflect on my learning and how it applies to social relieve oneself as a profession.Child and Family ConfidentialityPrior to the observation being conducted, I familiarized myself with the General Social C atomic number 18 Council (GSCC) (2002) Code of Practice to en able me to support out the observation in a victor way. The electric razor chosen for observation is my colleagues friends daughter, at the preliminary stage, I requested if I could observe her child for my course educate. My observers mother informed me she would discuss the issue with her husband and get back to me. A few days later, I was invited to meet both parents and was able to explicate the aim of my assignment.Having explained my aim, I assured them that confidentiality will be maintained their daughters identity will non be disclosed. I reassured the couple that their privacy will be respected and the daughters wellbeing will be paramount throughout. Consequently, I was giv en a verbal consent by both parents with approved signatures on the letter of agreement.Child DetailsAs stated above, for anonymity, the childs name will not be mentioned, but will be referred to as Child A for the purpose of confidentiality as stated in GSCC 2002 section (2). Child A is a two years, three month old female. The observation took discover at Child As family residence she is the second child of the family, the only female, lives with her parents and her older brother of which the family composition is middle class, the aim of the observation is to observe Child As behaviour and also to learn how different behaviours plug in to different theories.Skills required for organize observationPlanning, respect, communication, working as partnership, reflection, listening and being foc apply are necessary skills required in carrying out structured observation.In Childs A selection process, I established a relationship of collaborative/partnership work between myself and Child As parents, listening to Child A communication with her family during observation has given me the keenness of the importance of attentive listening through structured observation (CDWC 2007a 7-8). The need to be focused by looking closely at Child A and not deviating from my aim has made me to understand how child learns and develop (HNCRC 2007). I also use reflective skills for child observation, as it enables me to reflect on what I have seen and provide accurate record of child behaviour (Wood et al 2005).Psychological theories and their relevance to social work practicePsychologists have defined behaviour in terms of bodily processes and social psychological science defines it in terms of peoples interactions. For example Skinner (1953) believes that behaviour modification is based on operant conditioning and it is a way of assisting person to change their unacceptable behaviour by offering a reward or punishment. From my observation in (Appendix week1), Child A, cries when ever she needs any item from Child B, she is aware of the oversight gained whenever she cries and this will result in her getting what she wants. However, this behaviour could have negative consequences as well. Skinner will relate Child As behaviour as an operant conditioning, as Child A continues to cry for her older brothers toys, having known that her behaviour leads to a particular consequences. She behaves this way as she receives attention from her brother by always getting back the toys she wanted, which is reinforcement with reward, a behaviourist perspective.On the other hand, the study of behaviour by Bandura (1977) a Social perspective would disagree with Skinner, as Skinner would say that Child As behaviour is observational based on learning imitation. Child A may have seen someone at her school or a social gathering displaying such behaviour and so copies the same behaviour. Bandura (1971) suggested that learning moral rules by the item-by-item is not in response to their exposure to punishment or reward, but by observing the behaviour of other people (Nicolson et al 2006 23).This relates to Child As behaviour in (Appendix week1) and shows how the end result may not be as significant as the behaviourist perspective would have believed.As a professional social worker, working with people from different backgrounds it is important to have knowledge of psychological theories as its a vital tool that can be used to understand and interpret behaviour in social work practice. Also social workers need to have a wide knowledge of different cultures and be sure when they are applying psychological perspectives they have an objective mind taking into figure individual differences such as ethical, cultural and religious. ramifications of human development and its relevance to social work practice.The study of human development is the progressive behavioural changes in an individual from birth. Psychologists have identified the changes that occur at a c onvertible age for most children, from research and evidence, these changes are dependent to some extent on maturation, although certain environmental factors must be present for development to admit place and so its difficult to decide whether the appearance of a new ability is simply due to learning or maturation (Woods 20005). For instance, Jean Piaget (1932) cited in Wood (2000) proposes that children think differently from adults, their knowledge is structured differently and shows their understanding developed in the following stagesFirst stage is the Sensory Motor Stage (Birth to 18 months)At this first stage the child watches moving object, reach out towards it and is able to grab the object, the child will put the object in the mouth and try to explore it by biting and smelling.Second stage is Pre-Operational Stage (18 months- 7 years old)During this stage the language are developed utilise words and expression, which enable the child to talk about things and express idea s.Third stage is Concrete Operational Stage (7-11 years)The child is able to centre more logical thinking and able to understand that it is possible for there to be two different view of the same thing at the same date and able to decentre.While the final stage is Formal Operational Stage (11 years and older)The child can manipulate ideas in its head, for example being able to calculate by thinking through imagining the impossible sequence.From cognitive perspective, Piaget also believed that the environment can affect childs development but, argued that it will not prevent a child from skipping the cognitive development stage. However, he would have interpreted Child As behaviour, as due to the fact that she is in the pre-operational stage and she demonstrates this behaviour by using ability and memory. Her thinking is in a non-logical manner as she suddenly cries for her mothers attention in other to get what she wants (Woods 2000227-231).Relevance to social work practiceThe rele vance of this observation to social work practise is that the use of theories would help to understand individuals behaviour. As a result social workers need to ascertain skills and knowledge to enable them to understand the reason why a particular event occurs. To achieve this, social workers need to be aware of sensitive issues approximately them (Thompson 2005). However this observation process increased my understanding of Child A as a very happy chid, to appreciate her skills and unique qualities and to come into her domain and see things from her perspective (Faulkner, 1995). This has become so relevant, as the failing of professionals in the Laming herald (2003) highlights which emphasises the need for professionals to move the focus away from the parents and back to the child (Copper, 2005). bound on my experienceIn reflecting on my role on child observation, I have learnt how to focus my attention and reflect on it afterwards, trying to piddle my presence less obvious. It is good practice to avoid assumption and being non-judgemental is vital. Each individual is different and their needs must be tailored to individual requirements. I now understand that self-reflection is a continuous process during observation, which is to reflect on what I am doing and reflect on my reaction and interpretation of what took place by thinking, writing and recording report. Payne (1997) defines reflection as to imagine alternative ways to understand situations using observation.In addition, looking into different theories and perspectives has given me the insight into how they can be applied to practice. Children also need to be encouraged to join in to activities that they may not be interested in, taking into account their reasons for not interacting. I have also learnt that children use gesture to express what they want to say if they are not in the mood to speak. This is of an interest to me as I want to work with children with special needs who are not able t o communicate through speaking and use their behaviour as a way of communicating instead. As such this assignment has made me feel a little more confident in approaching people.ConclusionIn conclusion, I have learnt greatly through observation and reading. I have realised that working from ones own personal perspective can be autocratic and it is better to use different perspectives in dealing with individuals. I have also gained knowledge on behaviourism and how it can be used to relate to childrens behaviour which is relevant to social work practice and not to have general assumption about children as there are individual differences. I have also acquired good knowledge and understanding of child development.REFERENCESBandura A (1971) Social Learning Theory General Learning PressChildrens Workforce victimization Council (CDWC 2007) (online) accessed on 25/11/2010 at http//www.cwdcouncil.org.uk accessed on 09/12/10Copper A (2005) Surface and Depth in the Victoria Climbe Inquiry R eport Child and Family Social Work 10 1-9Faulkner D (1995) Play Self and the Social World In Barnes P (ed) Personal Social and Emotional teaching of ChildrenGeneral Social Care Council (2002) (online) accessed on 26/11/2010 at http//www.socialworkconnections.org.uk/content.php?id=47HNCRC (2007) The early years Foundation Stage Effective Practice Observation Assessment and PlanningLaming Report (2003) (online) accessed on 10/11/2010 at http//www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_110711.pdfMcKinnon F (2008) Child Observation and Professional Practice In Ruch G (ed) Post-Qualifying Child Care Social Work Developing Reflective Practice SageMussein P (1990) (7th ed) Child Development Harper and Row publishersNicolson P Bayner R and Owen J (2006) (3rd ed) Applied Psychology for Social WorkersPayne M (1997) (2nd ed) Modern Social Work Theory MacmillanSkinner B F (1953) Science and Human Behaviour MacmillanSmith P C H and Blades M (2005) Understandi ng Children Development (4th ed) Blackwell PublishersThompson N (2005) Understanding Social Work Preparing for Practice Palgrave MacmillanWoods B (2000) Basics in Psychology Hodder StoughtonWood M Taylor J (2005) Early Childhood Studies An Holistic Introduction Hodder Arnold