Process recording and critical reflection

Social Work with Aboriginal and Torres Strait Islander People Scenario Client (Tahalia) is a 24 year old mum who has left a domestic violence situation. She has come to see you as she continues to live in fear that her ex-partner will attempt to re- establish the relationship. She doesn’t want the police involved if her partner comes after her, particularly because she doesn’t trust the legal services. 1. Process Recording Specific Skill to be Assessed Reflective Practice Learning Outcomes to be Assessed On successful completion of this topic students should be able to: 3. Articulate the impacts of colonisation on Indigenous cultures and people within human rights and social justice frameworks, critically reflecting on the potential implications of white privilege and Indigenous oppression for contemporary practice; 4. Identify key factors in working ethically and holistically with Indigenous clients, families and communities, taking account of their emotional and social wellbeing; 5. Demonstrate familiarity with some of the major issues and strategies relevant to working effectively in collaboration with colleagues and clients from the Indigenous community; 6. Demonstrate the ability to engage in reflective listening processes that inform interventions. Pre-requisite Complete the Narrative Interview prior to doing the process recording. Process recordings are a tool used within social work to explore an interaction between people at a set point in time. Process recordings are an excellent tool for developing awareness of your practice and assist you with the development of reflective practice skills. We will be using a more detailed template than you would use in the field. This more complex template ensures that you understand how the process works and how to apply it in future. Once you understand the complete process and can apply it competently then you can begin working with ‘short-cuts’. Task Overview 1. Write a process recording and reflection using the template provided on FLO. 2. Your process recording should include the following 1. Setting: In this section you provide an explanation of the setting of the meeting. 2. Narratives in time-sequence: Record in this section, using a dialogue format, significant ongoing exchanges that you thought were important in your interaction with the client. 3. Non-Verbal Behaviours – Record how you perceived the client was feeling moment-to-moment as the activity or verbal interchange was taking place. 4. Student thoughts = theories of practice – Record your reactions as the activity or verbal interchange was taking place. Be as open and honest as you can and don’t worry about having to use any special professional language. Label the interviewing skills and supporting theories you used in your interaction with the client(s) (e.g. warmth, genuineness, empathy, externalising the issue, re-authoring, deep listening, reflection, use of self, narrative approach, empowerment, etc). 5. Evidence-informed studies: indicate where you are able any studies which provide evidence of theories and skills used in the interview. 6. Revise your process recording and submit your assessment via FLO in the post-intensive module.

2.Critical Reflection Specific Skill to be Assessed Reflective Practice Learning Outcomes to be Assessed On successful completion of this topic students should be able to:

1. Summarise major demographic, cultural and social characteristics of contemporary Aboriginal societies and recognise the diversity of these societies;

2. Recognise and describe the significance of colonial history on current social policies and practices in Australia that involve Indigenous people;

3. Articulate the impacts of colonisation on Indigenous cultures and people within human rights and social justice frameworks, critically reflecting on the potential implications of white privilege and Indigenous oppression for contemporary practice;

4. Identify the key factors in working ethically and holistically with Indigenous clients, families and communities, taking account of their emotional and social wellbeing;

5. Demonstrate familiarity with some of the major issues and strategies relevant to working effectively in collaboration with colleagues and clients from the Indigenous community;

6. Demonstrate the ability to engage in reflective listening processes that inform interventions.

Purpose

The purpose of this assessment item is to have you think about all that you have learned in SOAD9213 with the benefit of hindsight. Hindsight is the understanding of an event or situation that we only gain after it has unfolded. Consider the questions listed below in Task Overview and respond appropriately. Remember that you only have 1000 words so keep your comments concise and ensure that you respond to each component. Task Overview Critically reflect upon your narrative interview and all of SOAD9213 to answer the following questions: 1. Discuss your engagement with narrative therapy techniques and practices, for example externalising, deep listening and re-authoring, also identify the gaps in your practice of narrative therapy; 2. Discuss the social work theories, skills and perspectives that you used in your narrative interview and include those that you could have used; 3. Using appropriate literature, critically analyse your self and your engagement with the client during the interview, clearly identify the challenges and what you would do differently next time; 4. From the literature, explain your understanding of Australia’s history of colonisation and its influence upon social work practice with Aboriginal people today, for example, white privilege, power imbalances and cultural responsiveness; 5. Clearly identify how your practice would change when working with Aboriginal peoples as a consequence of this intensive, for example in terms of cultural responsiveness, addressing oppressive issues, using a human rights framework; 6. Revise your assessment and submit via FLO as a Word document. Criteria for success ‘It is not enough for people to come together in dialogue in order to gain knowledge of their social reality. They must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and critical reflection.’ Paolo Freire Institute In answering the above questions use a model/framework of reflection which you feel comfortable with. eReadings for Topic – SOAD9213_2018_NS1_ADL_2 Citation Notes 1 Askeland, Gurid Aga & Fook, Jan 2009, ‘Critical reflection in social work’, European Journal of Social Work, vol. 12, no. 3, pp. 287-292. Critical reflection in social work 2 Balaratnasingam, Sivasankaran, Anderson, Lynette, Janca, Aleksandar & Lee, Jason 2015, ‘Towards culturally appropriate assessment of Aboriginal and Torres Strait Islander social and emotional well-being’, Australasian Psychiatry, vol. 23, no. 6, pp. 626-629. Towards culturally appropriate assessment of Aboriginal and Torres Strait Islander social and emotional well-being 3 Carey, Maggie & Russell, Shona 2002, ‘Externalising – commonly asked questions’, The International Journal of Narrative Therapy and Community Work, no. 2, pp. 76-84. Externalising 4 Carey, Maggie & Russell, Shona 2003, ‘Re-authoring: some answers to commonly asked questions’, The International Journal of Narrative Therapy and Community Work, vol. 3, pp. 60-71. Re-authoring 5 Carey, Timothy A 2013, ‘A qualitative study of a social and emotional well-being service for a remote Indigenous Australian community: implications for access, effectiveness, and sustainability’, BMC Health Services Research, vol. 13, no. 1, p. 80. A qualitative study of a social and emotional well-being service for a remote Indigenous Australian community 6 Cavaggion, Rick 2007, Why me? Stolen Generations, Ronin Films, Australia. Why me? Stolen generations 7 Davis, Ashley & Gentlewarrior, Sabrina 2015, ‘White privilege and clinical social work practice: reflections and recommendations’, Journal of Progressive Human Services, vol. 26, no. 3, pp. 191-208. White privilege and clinical social work practice 8 Day, Andrew, Nakata, Martin & Miller, Keith 2016, ‘Programs to improve the social and emotional wellbeing of Aboriginal and Torres Strait Islander communities’, Australian Social Work, vol. 69, no. 3, pp. 1-8. Programs to improve the social and emotional wellbeing of Aboriginal and Torres Strait Islander communities 9 Delauney, Tanietta 2013, ‘Fractured culture: educare as a healing approach to indigenous trauma’, The International Journal of Science in Society, vol. 4, no. 1, pp. 53-62. Fractured culture.pdf 10 Dudgeon, Pat, Milroy, Helen & Walker, Roz (eds.) 2014, Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, 2nd edn, Kulunga Research Network, West Perth, WA. Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice 11 Evans, Mike, Hole, Rachelle, Berg, Lawrence D, Hutchinson, Peter & Sookraj, Dixon 2009, ‘Common insights, differing methodologies: toward a fusion of Indigenous methodologies, participatory action research, and white studies in an urban Aboriginal research agenda’, Qualitative Inquiry, vol. 15, no. 5, pp. 893-910. Common insights, differing methodologies 12 Heron, Barbara 2005, ‘Self?reflection in critical social work practice: subjectivity and the possibilities of resistance’, Reflective Practice: International and Multidisciplinary Perspectives, vol. 6, no. 3, pp. 341-351. Self?reflection in critical social work practice 13 Herring, Sigrid, Spangaro, Jo, Lauw, Marlene & McNamara, Lorna 2013, ‘The intersection of trauma, racism, and cultural competence in effective work with Aboriginal people: waiting for trust’, Australian Social Work, vol. 66, no. 1, pp. 104-117. The intersection of trauma, racism, and cultural competence in effective work with Aboriginal people 14 Martin, Karen & Mirraboopa, Booran 2003, ‘Ways of knowing, being and doing: a theoretical framework and methods for Indigenous and Indigenist re?search’, Journal of Australian Studies, vol. 27, no. 76, pp. 203-214. Ways of knowing, being and doing 15 McDermott, Dennis & Gabb, Di 2008, ‘How do you teach cultural safety/cultural competence/cultural ease? Participants’ response to the approach and pedagogy of an Indigenous well-being professional development workshop’, Psychology & Indigenous Australians: teaching, practice & theory: proceedings of the second annual conference, held July 14th and 15th, 2008, University of South Australia, pp. 94-101. How do you teach Cultural Safety Cultural Competence Cultural Ease.pdf 16 Miller, Keith 2014, ‘Respectful listening and reflective communication from the heart and with the spirit’, Qualitative Social Work, vol. 13, no. 6, pp. 828-841. Respectful listening and reflective communication from the heart and with the spirit 17 Morgan, Alice 2002, ‘Beginning to use a narrative approach in therapy’, The International Journal of Narrative Therapy and Community Work, no. 1, pp. 85-90. Beginning to use a narrative approach in therapy 18 Newton, Danielle, Day, Andrew, Gillies, Christine & Fernandez, Ephrem 2015, ‘A review of evidence?based evaluation of measures for assessing social and emotional well?being in Indigenous Australians’, Australian Psychologist, vol. 50, no. 1, pp. 40-50. A review of evidence-based evaluation of measures for assessing social and emotional well-being in Indigenous Australians 19 Rigby, Colin Wayne, Rosen, Alan, Berry, Helen Louise & Hart, Craig Richard 2011, ‘If the land’s sick, we’re sick: the impact of prolonged drought on the social and emotional well?being of Aboriginal communities in rural New South Wales’, The Australian Journal of Rural Health, vol. 19, no. 5, pp. 249-254. If the land’s sick, we’re sick 20 Sherwood, Juanita 2013, ‘Colonisation – it’s bad for your health: the context of Aboriginal health’, Contemporary Nurse, vol. 46, no. 1, pp. 28-40. Colonisation – it’s bad for your health 21 Stronach, Megan Marie & Adair, Daryl 2014, ‘Dadirri: using a philosophical approach to research to build trust between a non-Indigenous researcher and Indigenous participants’, Cosmopolitan Civil Societies: an Interdisciplinary Journal, vol. 6, no. 2, pp. 117-134. Dadirri 22 Thomas, Alicia, Cairney, Sheree, Gunthorpe, Wendy, Paradies, Yin & Sayers, Susan 2010, ‘Strong souls: development and validation of a culturally appropriate tool for assessment of social and emotional well-being in Indigenous youth’, Australian and New Zealand Journal of Psychiatry, vol. 44, no. 1, pp. 40-48. Strong souls 23 Walter, Maggie, Taylor, Sandra & Habibis, Daphne 2011, ‘How white is social work in Australia?’, Australian Social Work, vol. 64, no. 1, pp. 6-19. How white is social work in Australia? 24 West, Roianne, Stewart, Lee, Foster, Kim & Usher, Kim 2012, ‘Through a critical lens: Indigenist research and the Dadirri method’, Qualitative Health Research, vol. 22, no. 11, pp. 1582-1590. Through a critical lens 25 Wilson, Annabelle 2014, ‘Addressing uncomfortable issues: reflexivity as a tool for culturally safe practice in Aboriginal and Torres Strait Islander health’, The Australian Journal of Indigenous Education, vol. 43, no. 2, pp. 218-230. Addressing uncomfortable issues Lecture 4: Reflection on Practice 26 Wilson, Annabelle M, Magarey, Anthea M, Jones, Michelle, O’Donnell, Kim & Kelly, Janet 2015, ‘Attitudes and characteristics of health professionals working in Aboriginal health’, Rural and Remote Health, vol. 15, no. 1, pp. [1-14]. Attitudes and characteristics of health professionals working in Aboriginal health