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Social Work Skills

Introduction

Chapters 1 and 2

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General Social Work Skills

As a social worker, You will serve people in all walks of life

and in all kinds of situations. The range of settings in which you might

serve is wide and varied. The contexts for practice are often

complex, demanding and challenging. Competence requires adequate

knowledge, ethics, accountability, and proficiency

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Social Work Skill...

... fundamental to social work practice.

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Are you in the right place?

47-304-01Tues-Thurs RoomFall 2007

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About Me

Hail from East Coast of CanadaBorn and raised in a coal mining townWent to university to study philosophyLed to Social WorkLed to Education Ended in academiaBeen here for 30+ years

Maritime School of Social WorkMaritime School of Social Work

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About Each Other?

Class ExerciseBreak into groups of 2 Introduce one anotherTell person one true statement about

yourself and one false statementHave the person try and decipher which is

the false and which is the true statement

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About Us

Opportunity to learn Opportunity to shareOpportunity to growOpportunity to become

hands-on, competent and confident social workers

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Point of This CourseCome to know, understand and practice

the steps important to social work practice.

To use case examples and situations that clearly illustrate the essential skills of social work practice.

To work our way through summaries and skill-building exercises, and get involved in actual hands-on practice.

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Teaching Methodology Lectures accompanied by PowerPoint outlines,

class and small group discussions, and experiential activities.

My responsibility: Provide content, and to provide the structure and

opportunities to learn.

Your responsibility: To learn; to be actively engaged in class, to be

curious about new ideas, to be willing to try new skills, to ask questions when needed, and to complete all assignments (including assigned reading).

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Course Work and Grading

Refer to Course OutlineAssignmentsTests

Multiple ChoiceAttendanceParticipation

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This Class RULES! Respect for Self

Do your best Positively participate in all classroom activities

Respect for Others Stay on task without disturbing or distracting others Avoid ‘put downs’ or harass others Respect other people’s differences and opinions

Respect for School Raise hand to speak Enter and exit the room quietly Complete all assignments on time Actively listen when others are speaking

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Course Text:

The Social Work Skills Workbook

Barry. R. CournoyerBarry. R. Cournoyer

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Up to here for Thus. Sept. 6th

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Table of Contents

1. Introduction

2. Professionalism

3. Ethical Decision Making

4. Talking and Listening

5. Preparing

6. Beginning

7. Exploring

8. Assessing

9. Contracting

10. Working and Evaluating

11. Ending

12. Appendices

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Student Resources

Text Resourceshttp://infotrac.thomsonlearning.com/

Student Support Resourceshttp://www.uwindsor.ca/supportStudent Development and Support

http://www.uwindsor.ca/sds

Student Counselling Centerhttp://www.uwindsor.ca/scc

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Chapter 1

Introduction

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Chapter Purpose The Purpose of this chapter will be to:

Discuss breadth and complexity of social work practice Define and discuss the concept of “social work” skill Discuss the significance of social work sills Identify the phases or processes of social work practice Discuss common factors and essential facilitative

qualities for professional relationships Discuss the purposes and functions of The Social Work

Skills Learning Portfolio Discuss the qualities and characteristics needed by

ethical, effective social workers

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Social Workers…many

the splendid role…

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And the many splendid tasks…

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Do you Know Where You’re Going to?

What kind of social work would you like to practice in the future?

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At some point in your career as a social worker, you might:Serve in a child protection capacity,

responding to indications that a child may be at risk of abuse or neglect.

Help families improve their child-caring capabilities or serve in the emergency room of a hospital, intervening with persons and families in crises.

Lead therapy groups for children who have been sexually victimized or provide education and counselling to abusive adults.

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Aid couples whose relationships are faltering Help single parents who seek guidance and support

in rearing their children. Serve persons who abuse alcohol and drugs Help family members who have been affected by

the substance abuse of a parent, child, spouse, or sibling.

Work in a residential setting for youthful offenders, a prison for adults, or a psychiatric institution.

You might also…

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You Could Even… Help people who are in some way physically or

mentally challenged. Serve in a school system or perhaps as a

consultant to a police department. Function in a crisis intervention capacity for a

suicide prevention service.

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The Social workers role - a tiered approach

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Social Workers can also work in a variety of settings:

Health and Community Services

Health Care Communities Long-term care Justice Research Self-employment

(Hick, 2002, p. 61)

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Real Life Scenario

1. Listen to the following audio recording of a client-therapy session

2. Write down what the issue is3. Note what techniques the therapist

uses

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A RECORDED GRIEF SESSION

MUSIC-BASED INTERVENTIONThe scenario demonstrates the strategic use

of the Music Impact Inventory Scale (MIIS) with a 48 year old grandmother who lost her grandson accidentally last summer. Gordon was 5 years old and drowned in the family swimming pool. This is the six grief session that I have had with this grandmother.

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You may ask yourself, "Can I possibly learn what I need to so that I

can serve competently as a social worker in all those places, serving such different people, and helping them to address such complex issues?"

The answer to that question is certainly No!

TAKE HEED THOUGHYou can acquire expertise in those skills that

are common to social work practice

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Regardless of situation or setting…

Social workers are trained to functionWithin established codes of ethics and

professionalismWithin a holistic theoretical and practice

frameworkBy taking into account and working within the

person-and-situation (PAS) or person-in-environment (PIE) or person-issue-situation (PIS) paradigm

By employing social work skills

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Social Work Code of Ethics

Social workers pledge adherence as follows:The social work profession promotes social

change, problem solving in human relationships and the empowerment and liberation of people to enhance well being.

Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments.

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Person-in-environment (PIE) Social Work seeks to recognize both the client

(person), their environment, and the interaction between them.

Florence Hollis (1964) PIE or "person-in-the situation" Stresses person's physical, social, and psychological

realities that both define and limit that person. Social Workers seek to examine both the personal, and

the social aspects of all 'Problems' social/personal problems

Most intervention happens at the individual level, with system approaches to problem solving seek mainly to improve individual functioning.

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For Example: PIE for Child

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It is for these reasons that this 304 course is invaluable, not only in your professional relationships but they will help you in your own communication skills in general

in truly understanding others, affirming their uniqueness and celebrating their individuality

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““I’m a full I’m a full human being. I human being. I want you to be want you to be able to relate to able to relate to

me as one me as one human being to human being to

another”.another”.

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Social Work Skill

"the practice component that brings knowledge and values together and converts them to action as a response to concern and need (Johnson, 1995, p. 55),

"a complex organization of behaviour directed toward a particular goal or activity"

(Johnson, 1995, p. 431)

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And a "social worker's capacity to use a method in order to further a process directed toward the accomplishment of a social work purpose as that purpose finds expression in a specific program or service"

(Smalley, 1967, p. 17).

Skill is "the production of specific behaviours under the precise conditions designated for their use"

(Middleman & Gold berg, 1990, p. 12).

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Social Work Skill Circumscribed set of discrete cognitive

and behavioural actions that:1. Derive from social work knowledge and from

social work values, ethics, and obligations, 2. Are consistent with the essential facilitative

qualities, 3. Reflect the characteristics of

professionalism, and 4. Comport with a social work purpose within

the context of a phase or process of practice.

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A "social worker's skills include being proficient in communication, assessing problems and client workability, matching needs with resources, developing resources, and changing social structures"

(Barker, 1995).

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Twelve skills outlined by the National Association of Social Workers’ skills (NASW, 1981)

1. Listen to others with understanding and purpose2. Elicit information and assemble relevant facts to

prepare a social history, assessment, and report3. Create and maintain professional helping

relationships4. Observe and interpret verbal and nonverbal

behavior and use knowledge of personality theory and diagnostic methods

5. Engage clients (including individuals, families, groups, and communities) in efforts to resolve their own problems and to gain trust

6. Discuss sensitive emotional subjects supportively and without being threatening

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Skills Continued

7. Create innovative solutions to clients’ needs8. Determine the need to terminate the

therapeutic relationship9. Conduct research, or interpret the findings of

research and professional literature10. Mediate and negotiate between conflicting

parties11. Provide inter-organizational liaison services12. Interpret and communicate social needs to

funding sources, the public, or legislators

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The skills are derived from the tasks associated with commonly identified phases or processes of social work practice, the essential facilitative qualities exhibited by most effective professional helpers, and the fundamental characteristics of professionalism and include

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Phases or processes of social work practice

PreparingBeginningExploringAssessingContractingWorking and evaluatingEnding

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Common Factors Research

A review by Asay and Lambert (1999) of six decades of therapy outcomes and identified 4 common therapeutic factors which contribute to successful therapeutic outcomes:

1. 15% Model and Technique factors

2. 40% Client variables and extratherapeutic variables

3. 30% Therapeutic relationship factors such as: warmth, acceptance, empathic understanding,

and client-therapist agreement

4. 15% expectancy and placebo effects

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Factors in Thearpeutic Outcomes

Therpeutic Relationship

30% Client and Extratherapeutic

40%

Expectancy and Placebo

15%

Model and Technique

15%

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CLIENT FACTORS (40 %)Pre-existing characteristics of the client:

IntelligencePersonality traitsTemperamentEthnic backgroundAbilitiesFamily sizeFamily supportSocial networkEtc.

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Who are the clients? Clients, like social workers, vary is several

characteristics, but with one notable exception:

***Most clients that seek help have reached a point where their coping mechanisms no longer function.***

Some clients seek services because someone else is distressed (e.g., a parent, employer, spouse, or other family member) or because they are referred, appointed or mandated to seek social services

These clients tend to be less motivated than clients seeking help for themselves.

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Which clients tend to fare better in their treatment outcomes?

Clients who “do their homework” tend to do better. That is, clients who “complete” assignments given to them by their therapists (e.g., keep a diary of emotions, etc.) show better treatment outcomes.

Burns & Spangler (2000) reported that depressed patients who were homework compliant, reported decreases in depression.

Clients who are cooperative & open tend to have better treatment outcomes than clients who are resistant & defensive. (Orlinksy, Grawe, & Parks, 1994).

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RELATIONSHIP FACTORS (30 %)

Factors that influence the quality of the

relationship between therapist and the client:Perceived empathyAcceptanceWarmthConfidenceClient’s selfexpressionEtc.

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Relationship Factors: The Evidence

Krill (1986, p. xi) suggested that the relationship between a social worker and a client is more likely to be productive when:

Worker and client like and respect each other. Client is clearly told what to expect and how to contribute

to the helping process. Worker is warm, genuine, and sincere and regularly

expresses empathy about the client's experience. Worker and client engage in goal-directed activities such

as practice, in session tasks, or between-session action steps.

Worker actively seeks to involve significant persons in the client's life in the helping process.

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The quality of

the therapeutic

relationship

between social

worker and

individual or

family is critical

to achieving

successful

outcomes.

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Characteristics associated with good therapists?

Advanced Training

Includes communication, relationship-building, & self-monitoring skills.

Good Interpersonal Skills

Good Listening Ability Should be able to listen to clients & effectively communicate with them.

Genuineness, empathy, &

Unconditional positive regard.These promote rapport with the client & build trust.

Clients prefer therapists with advanced training.

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HOPE & EXPECTANCY (15 %)

The expectation of the client that the therapy will lead to positive change

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MODEL & TECHNIQUE (15 %)

BeliefsTechniquesProceduresEtc.

contributing to the therapist’s (theoretical) frame of reference and practice

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Social workers have long recognized the importance of the relationship McNeill et al (2005) found 3 common

elements which lead to behavior change or reduction in problem behaviors:

Accurate empathy, respect or warmth and therapeutic genuineness;

Establishing a therapeutic relationship or working alliance

An approach that is person centered, or collaborative and client driven

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The characteristics of effective helpers are often called the facilitative qualities or the core conditions

When consistently demonstrated by professionals, these aid in developing and maintaining a special rapport with their clients. This rapport is sometimes called the helping

relationship, the working relationship, professional rapport, or the therapeutic alliance.

Facilitative Qualities

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The essential facilitative qualities become critical because when

social workers consistently reflect these qualities, the risk of harming the person-and-situation tends to decrease and the probability of

helping usually increases.

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Effective Helpers Regardless of theoretical orientation and

choice of intervention approach, effective helpers tend to reflect common characteristics such as

1. Empathy

2. Regard

3. Authenticity

4. Professionalism in their service to others.

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One of the Primary Skills to MasterA process of joining in the feelings of

another, of feeling how and what another person experiences, and feeling with another person.

It is an understanding and appreciation of the thoughts, feelings, behaviours, experiences, and circumstances of another human being.

Empathy

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Empathetic Response A verbal technique that acknowledges you

have heard the client’s emotional content. No requirement to feel the emotion. Steps:

1. Identify the emotion – open-ended questions

2. Identify its cause

3. Respond in a way that shows you understand the connection between 1 and 2

Why is this important?

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Empathic Listening A mother recalled of a time when her young daughter

invited her to come outside and play. At first, the mother intently watched as her daughter

repeatedly hit a tether ball, but soon began to wonder what her own role was in the game. So she asked her daughter.

In response, the young girl matter-of-factly explained that every time she was successful in hitting the ball, the mother should congratulate her and say, “Good job!”

This is, essentially, the role of empathic listening, that of accompanying another person and celebrating together the fact that the other can begin to unpack and analyze the challenges being faced.

In the child’s game, success is measured by the ability to have the ball and its cord wrap around the post.

In empathic listening, success is measured by the ability to unpack the often pain-soaked narrative and let it float to the surface.

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Empathetic Response: CAUTION

Some clients feel quite uneasy when the worker is frequently and intensively empathic.

They might prefer a formal encounter in which the worker provides direct advice and guidance in a business-like fashion.

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IntegrityProfessional knowledgeCritical thinking and lifelong learningEthical decision makingSelf-understanding and self-controlCultural competence and acceptance of

othersSocial support and self-efficacy

Other Facilitative Factors

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The facilitative quality of regard or respect suggests an attitude of non-controlling, warm, caring, unconditional positive regard non-possessive acceptance of other persons.

In cross- or inter-cultural contexts, regard also includes the genuine acceptance of difference.

Respect of this nature goes well beyond basic tolerance to include appreciation of the value of diversity in human communities.

Regard

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Authenticity refers to the genuineness and sincerity of a person's manner of relating. Reflecting fundamental honesty, an authentic social worker is natural, real, and personable.

The presentation is congruent so that verbal, non-verbal, and behavioural expressions reflect synchronicity.

Words and deeds match.

Authenticity

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Includes several characteristics:1. integrity,

2. professional knowledge and self-efficacy,

3. ethical decision making,

4. critical thinking and lifelong learning,

5. self-understanding and self-control,

6. cultural competence and acceptance of others

7. social support.

Professionalism