social work practice TAQ1 TAQ2 TAQ3
Posted: Sat Feb 16, 2013 10:57 am
Can anyone help me with these i seem to be struggling with explaining and evaluating the roles of social work,professionals and organisations.
pretty much all three TAQs i,m struggling with.
Re: social work practice TAQ1 TAQ2 TAQ3
Posted: Tue Feb 19, 2013 4:06 am
Taq 1 = For each of the 7 headings you, write their eligibility criteria in the box.
“Authorities should have clear rules about who can get help. These rules
(usually known as eligibility criteria) should mean that everyone in the area gets
(Modernising Social Services, chapter 1, page 2)
For example; if you Google 'eligibility criteria for children and families'
The statutory definition of a “child in need” is wide. For the purposes of planning and
providing services the following working interpretation of groups of
children in need defines the basis for determining eligibility to relevant services and here are some examples..
Children who are unlikely to achieve or maintain a
reasonable standard of health or development.
Children whose health or development is likely to be
significantly impaired or further impaired.
Children with a disability.
TAQ 2 - asks 'what is a mixed economy of care' and for you to explain the purchaser / provider model.
Mixed economy of care can be explained as (but you can not use this definition, nor reference this site)...
Mixed economy of care is the provision of care by a range of service providers. Instead of services being solely provided by the NHS and social services (the public sector), some services are commissioned from the independent and voluntary sectors.
The independent sector is commercial organisations or individuals who provide services for profit, and the voluntary sector provides services on a non-profit basis. The three sectors share the responsibility to deliver local support and care services. As a result, the health and social care system has become more diversified with many different providers entering the market.
There are several advantages to mixed economy of care. These are greater choice for service users, greater flexibility in the range of services on offer, more responsiveness to needs, more cost-effectiveness, and a better quality of services. The government’s main objectives when introducing mixed economy of care were fairness, choice and effectiveness.
On the flip side, the disadvantages are that it creates a two-tier system of winners and losers, is not as cost-effective as first thought, geographical unevenness and more administration and bureaucracy.
A mixed economy involves a degree of private economic freedom mixed with a degree of government regulation. The government regulates the extent to which commercial organisations and individuals can pursue their own self-interest. The government also provides some funding for voluntary organisations working in health and social services. Health authorities and local authorities also make grants to local organisations.
There has been an explosion in the number of voluntary organisations as a result of the health and community care reforms. Most voluntary organisations in the healthcare area have charitable status.
The purchase / provider model explained....(but you can not use this definition, nor reference this site)...
The purchaser/provider model aims to introduce market incentives into publicly managed systems.
To achieve this, the model assigns managerial responsibility for the functions of demand and
supply to distinct institutions. The production of services becomes the sole concern of provider
bodies such as hospitals, nursing homes and community health centres, which no longer hold a
budget and decide how it should be spent. Rather, providers depend for their revenue on
contracts from purchasers. However, purchasers are not consumers or patients, but purchasing
authorities established to buy (but not produce) health services. Purchasing authorities are
commissioned to secure improvements in health for defined (usually resident) populations, and do
so by assessing their population's health care needs, determining the most cost-effective means
of meeting these needs, and contracting with providers to supply the services required.
Fundamental to the purchaser/provider separation is the process of competitive tendering, or
contracting, designed to encourage competition among providers. Having estimated which and
how many services are needed, the purchasing authority invites providers to submit tenders for
contracts to supply them. These contracts specify the type and amount of care to be supplied, the
quality of the service, and the contractual period. Once awarded, providers are able to focus on
the technical aspects of provision, aiming to fulfil their contractual obligations at lowest cost. The
merit of competitive tendering rests on its ability to force providers to continually seek to improve
the efficiency of their productive processes. The more efficient will win more contracts by being
able to submit lower bids than their competitors. They will also be able to expand into new areas
of business where previously they may have been constrained from exploiting spare capacity.
With the pursuit of technical efficiency (i.e. how best to produce specified services) the concern of
providers, responsibility for allocative efficiency (i.e. which services are best provided) is the
preserve of purchasing authorities. Purchasing authorities are well placed to alter the mix of
services available by acting in the interests of their populations and wielding their collective buying
power. Released from the influence of providers, purchasing authorities are able to substitute care
across traditional service boundaries, ensure that services are received in their most appropriate
settings, and contract for cost effective forms of provision. Further, given their commission to secure
measurable health improvements it is in their interest to ensure a greater co-ordination of
care for individual users.
Central government need not play a major part in the day to day running of the health system.
After establishing regulatory functions, and allocating population weighted budgets to purchasing
authorities, the market can be left to itself, with the central government restricting itself to the
financial and performance audit of purchasers. The audit of providers can be left to the
purchasing authorities with whom they have entered into contractual agreements. In practice,
however, it is unlikely that the internal market would be allowed to be completely unregulated.
Government departments may issue guidelines and directives to purchasing authorities to achieve
a degree of consistency in purchasing decisions, and to ensure that the health system contributes
to national, and not merely local, objectives and priorities.
TAQ 3 - Using the 7 headings from TAQ 1; you discuss and evaluate the 'needs' of each, explain and evaluate the social workers and organisations role and pick 3 out of the 7 to look at in more detail. So for example...(and again; you can not use this definition, nor reference this site)
Children have the right to be healthy which includes growth and development as well as physical and mental wellbeing. They have a right to receive appropriate health care when ill, an adequate and nutritious diet, exercise, immunisations and developmental checks, dental and optical care and, for older children, appropriate advice and information on issues that have an impact on health, including XXX education and substance misuse. Children have educational needs which involve all areas of a child’s cognitive development which begins from birth; including opportunities: for play and interaction with other children; to have access to books; to acquire a range of skills and interests; to experience success and achievement. Emotional and Behavioural Development takes in the suitability of response demonstrated in feelings and actions by a child, initially to parents and caregivers and, as the child grows older, to others beyond the family. This also includes nature and quality of early attachments, characteristics of temperament, adaptation to change, response to stress and degree of appropriate self-control.
It is important for children to know their identity. This involves the child’s growing sense of self as a separate and valued person and his or her view of self and abilities, self-image, self-esteem, and having a positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this. Children need to develop feelings of belonging and acceptance by family, peer group and wider society, including other cultural groups. There is also a need for good family and social relationships which comprises development of empathy and the capacity to place self in someone else’s shoes. A stable and affectionate relationship with parents or caregivers, good relationships with siblings, increasing importance of age appropriate friendships with peers and other significant persons in the child’s life and response of family to these relationships are vital. Social Presentation involves a child’s growing understanding of the way in which appearance, behaviour, and any impairment are perceived by the outside world and the impression being created. Children need to be aware of the appropriateness of dress for age, gender, culture and religion; cleanliness and personal hygiene; and availability of advice from parents or caregivers about presentation in different settings. The need for self-care skills which takes in the achievement by a child of practical, emotional and communication competencies required for increasing independence. Development of early practical skills of dressing and feeding, opportunities to gain confidence and practical skills to undertake activities away from the family and independent living skills as older children. Special attention should be given to the impact of a child's impairment and other vulnerabilities, and on social circumstances affecting these in the development of self-care skills.
Housing and homelessness staff in local authorities, and others with a front line role such as environmental health officers, can play an important role in safeguarding and promoting the welfare of children as part of their day-to-day work – recognising child welfare issues, sharing information, making referrals and subsequently managing or reducing risks of harm. Sport and cultural services designed for children and families – such as libraries, play schemes and play facilities, parks and gardens, sport and leisure centres, events and attractions, museums and arts centres – are directly provided, purchased or grant aided by local authorities, the commercial sector, and by community and voluntary organisations. All organisations commissioning or providing healthcare, whether in the NHS or third sector, independent healthcare sector or social enterprises, should ensure there is board level focus on the needs of children and that safeguarding children is an integral part of their governance systems.
Social work with children and families is defined as activity undertaken by a professionally qualified social worker. Work with children and families must be set within the broader framework of social work as a whole. This blends together knowledge from a range of disciplines such as social administration, sociology, psychology human development, ethics and law. Practitioners develop working knowledge of systems, organisations and national and local resources. They learn skills in building relationships, communication, advocacy, organisation and administration. Importantly, underpinning values require its practitioners to develop empathy and respect for people as unique individuals. Social work skills, knowledge and persistence may be needed to establish working relationships of trust, identify issues with the family. The social worker works as a therapist and advocate and broker. Supporting and being alongside people whose lives are painful, is more controversial in certain aspects of children and families work. Social work with children and families is not confined to the statutory sector and takes place in a variety of voluntary and independent organisations. The need groups are for practical support; for help to parents to gain confidence in parenting; for help with resolving adult conflict; for help to ensure children receive better care; for help to resolve tension between parents and children; for help to deal with emotional problems and mental health issues; for support because of a child or parent's illness or disability; for help to improve or control a child's behaviour; for help to deal with loss or trauma; for immediate protection of the child; to help parents or older children to stop or reduce a substance misuse; and to assist asylum seekers.
The above answers were developed by simply Googling specific words contained in the TAQ's - it is important for you to do this, as this will (hopefully) gain you a grade higher than a Pass.
Remember to read the questions, the creations and grading deciphers of each assessment thoroughly.
Remember the 3 E's rule - – ‘Explain’; ‘Evidence; ‘Evaluate’
Re: social work practice TAQ1 TAQ2 TAQ3
Posted: Tue Feb 19, 2013 4:10 am
Where I have wrote - 'Remember to read the questions, the creations and grading deciphers of each assessment thoroughly.'....it should have said...Remember to read the questions, the CRITERIA and grading deciphers of each assessment thoroughly.