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Framework of Key Situations in Social Work Practice
Empirically collected database at the School of Social Work, University of Applied Sciences and Arts Northwestern Switzerland, in the autumn of 2005 In cooperation with approx. 20 specialists in social work practice and university lecturers Project heads: Prof. Johanna Kohn and Prof. Regula Kunz External consultant: Beat Keller Research assistants: Monika Engesser and Katharina Gerber-Eggimann
Editors: Prof. Regula Kunz and Prof. Dr. Eva Tov Basel, Switzerland, November 2009 Translated from German to English by Ellen Russon in May 2012
Publication for the purpose of a field discourse in the virtual community of practice "Schlüsselsituationen": http://web.fhnw.ch/plattformen/praxisausbildung/schlues- selsituationen
The key situations are structured in thematic groups: Key Situations in relation to the methodological basic steps These key situations focus on the basic steps of the social work interventions, such as as- sessment, setting of goals, care planning, implementation and evaluation. Key Situations in relation to direct service provision to clients These depict situations that occur in direct contact and collaboration with clients whereby the focus lies on aspects like counselling, motivating, mobilise resources, crisis interven- tion. Key Situations in relation to indirect service provision They describe interventions that are aimed at clients but only indirectly. Political activities, project work, prevention, collaboration, administration, development of professionalism are examples of such interventions.
Workshops at the 10th International Practice Teaching Conference "Connections: Creating connections, repairing disconnec- tions, and building relationships in practice learning and field education", April 2014 in Glasgow Workshop: ‘Key situations in social work’: A situated learning model to develop the relationship between academic research, education and workplace learning and practice. Adi Staempfli, (Associate) Lecturer in Social Work and Practice Education, Goldsmiths, University of London and University of Applied Sciences and Arts, North Western Switzerland
1 Social Work Process: Key situations
1 Assessment 1.1 First contact 3 Plan and implement interventions 1.2 Intake / new admission 3.1 Plan the setting 1.3 Assess situation 3.2 Conduct case review meetings 3.3 Identify need for social work interven- tion 2 Define goals 3.4 Creating a social pedagogy support 2.1 Clarify mandate plan 2.2 Agree on goals 2.3 Social work with involuntary clients 4 Termination phase 4.1 Conduct termination interview 4.2 Termination / managing goodbyes 4.3 Organise strategies for after termina- tion
Direct work with clients: Key situations
5 Counseling 6.10 Chair group meetings 5.1 Counseling of individual clients 6.11 Support and promote group process- es 5.2 Counseling of family members 6.12 Support school, education and train- 5.3 Counseling of carers or others in the ing processes social environment 6.13 Advise on and support in handling fi- 5.4 Counseling of families nances 5.5 Advise organisations 6.14 Social skills training. 5.6 Counseling under difficult conditions 5.7 Counseling by telephone 7 Motivating 7.1 Show consequences 6 Providing support 7.2 Enable conversations 6.1 Skills training 7.3 Enable positive experiences 6.2 Support in change processes 7.4 Motivational interviewing 6.3 Support in proceedings 7.5 Maintain offer of support 6.4 Accompany to appointments 6.5 Provide active support 8 Negotiating 6.6 Provide support in critical situations 8.1 Negotiate with clients 6.7 Low-threshold cooperation 8.2 Mediate between clients and third par- 6.8 Manage everyday transitions ties 6.9 Chores: assign, instruct, monitor 8.3 Advocate for the client
Workshops at the 10th International Practice Teaching Conference "Connections: Creating connections, repairing disconnec- tions, and building relationships in practice learning and field education", April 2014 in Glasgow Workshop: ‘Key situations in social work’: A situated learning model to develop the relationship between academic research, education and workplace learning and practice. Adi Staempfli, (Associate) Lecturer in Social Work and Practice Education, Goldsmiths, University of London and University of Applied Sciences and Arts, North Western Switzerland
2 8.4 Mediate between clients 12 Monitoring 12.1 Safeguarding the interests of vulnera- ble clients 9 Triage 12.2 Enforce rules of the organisation 9.1 Conduct triage conversation 12.3 Monitor adherence to official direc- 9.2 Broker access to other agencies tions 9.3 Arrange for an assessment to be done 9.4 Conduct intake interview 13 Assessment 13.1 Assessment upon request by client 10 Mobilise resources 13.2 Write reports for the authorities 10.1 Provide information 13.3 Write expert’s report for the courts 10.2 Find and mobilise resources together with the client 14 Coping with everyday life 10.3 Find and mobilise resources for the client 14.1 Alone on night duty 14.2 Transport passengers 11 Crisis intervention 14.3 Ensure safety 11.1 Clients posing a risk to self 14.4 Moving about in public with clients 11.2 Client posing a risk to others 14.5 Instruct in activities and games 11.3 Vulnerable clients 14.6 Design rituals 11.4 Death/accident 14.7 Design eating situation 11.5 Deal with crises in the group 11.6 Deal with violence in the group 15 Care for people with multiple dis- abilities
Indirect services to clients: Key situations
16 Social policy work 16.1 Work in interest groups 17 Public relations work 16.2 Survey needs 17.1 Sensitise the public to clients’ concerns 16.3 Launch topics 17.2 Publicise your ser- 16.4 Do lobbying work vices 16.5 Award labels 17.3 Design flyers 16.6 Publish position statements or take part in consultation 18 Project work 16.7 Whistle blowing, publicise tackle unmet need 18.1 Head a project 16.8 Utilise untapped resources 18.2 Participate in a project 18.3 Organise a camp
Workshops at the 10th International Practice Teaching Conference "Connections: Creating connections, repairing disconnec- tions, and building relationships in practice learning and field education", April 2014 in Glasgow Workshop: ‘Key situations in social work’: A situated learning model to develop the relationship between academic research, education and workplace learning and practice. Adi Staempfli, (Associate) Lecturer in Social Work and Practice Education, Goldsmiths, University of London and University of Applied Sciences and Arts, North Western Switzerland
3 21.1 Offer further education, training and ad- vising 19 Prevention 21.2 Maintain contacts with similar agencies 19.1 Influence behavior di- rectly 21.3 Maintain contacts with the authorities 19.2 Influence behavior indirectly 21.4 Work on committees 19.3 Shape lived in world and boards 21.5 Work together with 20 Internal cooperation / cooperation at volunteers different levels 22 Institutional administration 20.1 Work together with honorary/volunteer 22.1 Take minutes superiors 22.2 Do bookkeeping 20.2 Organise and head meetings 22.3 Record data/statistics 20.3 Team work 22.4 Archive files 20.4 Interdisciplinary collaboration in large systems 23 Client administration 20.5 Head a team 23.1 Calculate payments 20.6 Manage and be proficient in internal 23.2 Write reports processes 23.3 Keep files 20.7 Take on special tasks 23.4 Record and invoice 20.8 Design spaces/rooms provision of services 20.9 Offer further education and training 23.5 Put together an inven- 20.10 Act as practice educator/assessor tory of assets and pos- 20.11 Induction of new employee sessions 20.12 Keep professional documentation and literature 24 Professionalism 20.13 Further develop your institution 24.1 Participate in continu- 20.14 Make your own case/express your ing education opinion 24.2 Reflect on your work 24.3 Take care of your 21 External cooperation health 24.4 Plan your own work
Workshops at the 10th International Practice Teaching Conference "Connections: Creating connections, repairing disconnec- tions, and building relationships in practice learning and field education", April 2014 in Glasgow Workshop: ‘Key situations in social work’: A situated learning model to develop the relationship between academic research, education and workplace learning and practice. Adi Staempfli, (Associate) Lecturer in Social Work and Practice Education, Goldsmiths, University of London and University of Applied Sciences and Arts, North Western Switzerland
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