Discuss about the Social Work with Groups.
This proposal is addressed to the Senior Manager of Australian Association of Social Workers (AASW). In this organization, social workers act individually and collectively in order to contribute towards the pillars of presence, social justice, and well-being in the society. However, it is the proficient representative body comprising of social workers in Australia. The number of active members is more than 10, 000 workers. The organization has a wide network which is carried out in nine different branches and through which people of diverse field, place, and employment are served (AASW, 2018).
The vision is of works composed for the cause of social integrity and professional brilliance. The organization has the mission to promote and extend the profession of social work, the ability of members, social justice along with upholding the standards. The code and conduct of workers are governed under the broad guideline of AASW’s Code of Ethics 2010 (AASW, 2018). It expresses the degree of value and accountabilities attached which forms an integral part of the respective profession. AASW raises the strong voice to fight against social justice. Also, it builds the specialized capacity among its associates so that productivity could be increased. There is a high degree of collaboration with intercontinental colleges as well.
To: Senior Manager, AASW
Subject: Support group for teenagers
The approval is required for the formation of “SUPPORT GROUP FOR TEENAGERS”. The group will focus on the teenagers who are young enough and still suffering from the impact of the diagnostic disability. Children’s who are isolated due to the disability characteristics are given the confidence to see the life from a new angle. The difficulties faced by the people with special abilities in day to day life are studied in detail and relevant solutions are provided to them. New ways are being created so that victims get more of the socialized environment. The social and emotional needs of teen group are emphasized upon and mutual support is granted to balance the encouragement (Bauminger-Zviely, 2013).
The group will have the background of social action and support for the physically challenged people. Social action group works for teenagers who are facing prominent hardship and subjugation along with restricted access to the resources (Sharma, Forlin & Furlonger, 2015). The wellbeing of the victims in the surrounding environment is the foremost concern of the group. Sometimes, the student as a result of being different is treated in a negative way by other colleagues at school. Apparently, the group will emphasize on practicing of social skills and broadening of vision in the society in most effective manner.
The purpose of the proposed group is to render a space to portion, disseminate and increase the content of knowledge through the boundaries of Autism Sector. The group will specifically focus work on following parameters:
The Support group for teenagers is needed to eradicate the evil and issues of social exclusion from the society. The aforesaid issues create a vicious cycle which is so deliberate in nature that it needs adequate support to overcome. Social isolation is the prominent problem faced by the specialised people: therefore it requires a beleaguered and explicit response. Subsequently, the group will be highly committed to promote and protect the basic human rights (Wong, 2015). Group work provides the broad exposure on the grounds of learning new skills, outlooks, and opinions. It defines the level of understanding through the dimensions of explanation and discussion. Also, it develops tougher communication and presentation skills. It saves time and cost to do a work. More complex problems are tackled with an ease. Alongside, a delegation of various role and responsibilities makes every member accountable and active (Steinberg, 2013).
The beginning goals of the Support group for teenagers would be to empower the people in building up of the personal capacity to fight back for such causes. To understand and address the concern and circumstances faced by the teenagers. Identify the areas where the occurrence arises on the major times and thereby, plan out the steps to prohibit the future happening of causes. Additionally, it also focuses on fostering of adolescents participation, mutual sustenance and social connectedness among the members of the group (Krcek, 2013). The overall objective is to create a sense of belongingness and warmth among the victims of any disability and to bring social change and development while focusing on the agendas of social justice.
The possible outcomes to arise are improved level of understanding among the members on the areas of crucial concern and deliberate nature. New techniques are found for the resolvance of the problem. Resources which can be used are identified and castoff in an effective and efficient manner (Zastrow, 2016). Moreover, it promotes the sense and tact of working together and inculcates the new approaches to resolve the differences. Renewed and entrenched techniques are expected to yield positive results in areas of stress management. The information sharing through facilitation and its relevant impact is strengthened. The implementation and progress chart could be timely checked and updated as per the requirement. The victims will no more be isolated and they will also build up the confidence to fight back for their own right in case of an assault (Kasari & Smith, 2013). Ultimately, society will be enhanced in every possible prospectus to foresee the surrounding with a new vision. It might possibly attract new members to come up and join to retaliate for the protuberant cause.
The group will have around 10-12 participants working in the aforesaid concern. Maintaining of adequate number is important as exceeding the number of the member will create unnecessary blockage and disturbance in working, while pushing down the number will not make the best use of resources and objectives won’t be met in the expected time period. There will be a disproportionate flow of work and few members will be heavily burdened (Klein, 2014). As a result, a team of 10-12 is expected to vintage best of results in near future. It will take the duration of 10 weeks to arrive at expected results. Time would be kept flexible in nature as per the member’s suitability and availability. Though, it would be of at least of 2 hours in a day. The group meeting to discuss and plan out the new strategies, overcome the difficulties faced and study the progress chart will be held twice in a week- Wednesday and Saturday. The venue is 5/43 Vanessa Boulevard, Springwood. The staffing requirement includes two social workers who take over the responsibility to facilitate and develop the group necessities. Alongside, for the carry out of additional operational and administrative work- one project officer is obligatory (Reichow, Steiner & Volkmar, 2013).
The financial grind will be maintained and executed by the accounts assistant, who will further take care of the needed funds and resources to acquire them. The group will enhance the development and growth through the magnitudes of the wider social system. The membership is recruited who either hold an AASW approved qualification in social work or from any other organization which has been recognized by the framework of AASW (AASW, 2018). Those who have completed a degree in bachelor/ master of social work are also eligible to become an active participant. The applicant needs to apply for the migration purpose i.e. in case the participant doesn’t have roots from Australia and thereafter take the proceedings of membership eligibility at the same time.
The group session focuses on the major outlining of socially isolated youngsters needs. Members gather to arrive at the wide range of professional development determinations, information sharing and networking (Patriquin, 2013). The participants have the established role in protecting and promoting the areas of specialized support and granting of education for those who practice social inequality. The resource pooling and network gathering are the key areas in this regard. Research and joint practice projects are carried on a daily basis in order to derive the meaningful information which helps in arriving at confined results.
The group culture is kept highly positive and any ideas are given proper weight. The participants respect, address and acknowledge the opinion suggested by co-workers. The teen group victims of high functioning autism are provided moral support. The clinical support provided to victims consist of 12 sessions of manualized treatment. As studies have revealed, most children experience less stable friendship and more amount of loneliness as compared to their peers, they are acquainted with the theory of mind to provide mental rest and peace (Magiati, Tay & Howlin, 2014).
There are chances of experiencing the difference in opinions at the point of time. This could be resolved by clear direction and highly structured dimensions of operational working. As a result, it will generate group cohesiveness along with member participation. This will conceptualize the members to identify the need for other group members as well. Members might not work in a productive manner when there is the difference in the individual and the collective goal of the group (Argyris, 2017). To overcome the aforesaid, there must be pathways of mutual growth and interest. The needs and interest of members shall be considered on the topmost basis. There shall be a proper mechanism to address and resolve the grievances brought forth within the group. Likewise, proper channels of accountability and responsibility will help in reduction of misunderstanding and complexity within the group.
The strategy such as exploration of children friendship training (CFT) and theory of mind intervention (TOM) could be executed in order to bring social balances within the affected teen group (Waugh, 2015). Conversely, several new strategies can be explored to manage emotional and social needs of the teen victims in the society. Visual support can be taken to improve communication and promote liberation in self-care for those suffering from intellectual impairment (Hayes & Watson, 2013).
The effectiveness of the group will be evaluated by the formal process of the questionnaire. The work procedure framed will be highly emphasized on the broad objectives of the group. The individual assessment will be impartially focused upon. Questions would be scaled in order to get the maximum amount of relative answers. The prior and post-event feedback will be separately taken to evaluate the difference. It will also address the method of delivery for the content within. The facilitator presentation, engagement, and skill will be studied after successful completion. Recommendations and feedback from individuals will be remarked for future work. Also, the willingness of an individual to participate in the future program will be scrutinized.
Conclusion
The Support group for teenagers aims to address the social isolation and exclusion of teenage group autism victims prevalent in the developed society. The impact and relevant problems addressed by the adolescents’ in school, workplace are studied and measures are suggested to overcome the circumstances. The group executes its effort to encourage and bring the individual change and stand-in greater amount of community connectedness. The rights for all are claimed on grounds of equality and commonness (Fox, 2013).
Since having a reciprocal and long-lasting friendship is the hallmark to achieve social stability and justice especially in school and workplace (Scheeren, 2013). Members of the group highlight the importance of concern in the society and suggest remediate measures to overcome the cause. This is expected to bring improved social functioning and understanding among the adolescents in the society. The qualified therapists provided by the Support group for teenagers will make the difference in present scenario. Therefore, I will request the supervisor to approve the forthcoming existence of Support group for teenagers as the group promises to bring the change by further assessment and development required in this area
References
AASW. (2018). AASW social media guidelines. Retrieved from https://www.aasw.asn.au/document/item/9332
AASW. (2018). About AASW. Retrieved from https://www.aasw.asn.au/about-aasw/about-aasw
AASW. (2018). What is an AASW Practice Group? Retrieved from https://www.aasw.asn.au/document/item/7676
Argyris, C. (2017). Integrating the Individual and the Organization. New Jersey: Routledge.
Bauminger-Zviely, N., et al. (2013). Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment. Autism, 17(3), 317-339. doi: https://doi.org/10.1177/1362361312472989
Fox, A. (2013). The new social care: strength-based approaches. London: RSA.
Hayes, S. A., & Watson, S. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of autism and developmental disorders, 43(3), 629-642. doi: https://doi.org/10.1007/s10803-012-1604-y
Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254-267. doi: https://doi.org/10.1177/1362361312470496
Klein, J. (2014). Working with Groups (Psychology Revivals): The Social Psychology of Discussion and Decision. Oxon: Routledge.
Krcek, T. E. (2013). Deconstructing disability and neurodiversity: Controversial issues for autism and implications for social work. Journal of Progressive Human Services, 24(1), 4-22. doi: https://doi.org/10.1080/10428232.2013.740406
Magiati, I., Tay, X. W., & Howlin, P. (2014). Cognitive, language, social and behavioral outcomes in adults with autism spectrum disorders: a systematic review of longitudinal follow-up studies in adulthood. Clinical Psychology Review, 34(1), 73-86. doi: https://doi.org/10.1016/j.cpr.2013.11.002
Patriquin, M. A. et al. (2013). Respiratory sinus arrhythmia: A marker for positive social functioning and receptive language skills in children with autism spectrum disorders. Developmental Psychobiology, 55(2), 101-112. doi: https://doi.org/10.1002/dev.21002
Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane review: social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence?Based Child Health: A Cochrane Review Journal, 8(2), 266-315.doi: https://doi.org/10.1002/ebch.1903
Scheeren, A. M. (2013). Rethinking theory of mind in high?functioning autism spectrum disorder. Journal of Child Psychology and Psychiatry, 54(6), 628-635. doi: https://doi.org/10.1111/jcpp.12007
Sharma, U., Forlin, C., & Furlonger, B. (2015). Contemporary models of funding inclusive education for students with Autism Spectrum Disorder. New Jersey: Springer.
Steinberg, D. M. (2013). The mutual-aid approach to working with groups: Helping people help one another. Oxon: Routledge.
Thompson, G. A., McFerran, K. S., & Gold, C. (2014). Family-centered music therapy to promote social engagement in young children with severe autism spectrum disorder: A randomized controlled study. Child: care, health, and development, 40(6), 840-852. doi: https://doi.org/10.1111/cch.12121
Waugh, C. A. (2015). Improving the social skills of children with high functioning autism spectrum disorder: an intervention study. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/71409/1/Waugh_Cynthia_A_201511_PhD_thesis.pdf
Wong, C., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. doi: https://doi.org/10.1007/s10803-014-2351-z
Zastrow, C. (2016). Empowerment Series: Introduction to Social Work and Social Welfare: Empowering People. London: Cengage Learning.
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