PRACTICUM PORTFOLIO Essay Example

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    Undergraduate
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Practicum B Portfolio

Part B: ORGANISATIONAL ACTIVITY

OrganisationalOrganizational Culture

There are three The Community Service sector at the City of Port Adelaide Council offers support to residents across three councilsprovided support to the residence City of Port Adelaide Council on addressing issues that affect people with disability. These community service centers include: Port Adelaide Enfield Council, Charles Sturt Council, and West Torrens Council, Port Adelaide Enfield Council as well as the Charles Sturt Council (reference – personal conversation with SRF team member). These community service sectors understand the importance of addressing problems faced by disabled. As argued by Vaughan (1988), dDiscrimination and prejudice are the two major problems faced in humanity. To address discrimination issues, (Vaughan, 1988). these community service centers They provide community-based services to individuals and groups who require specialin need of special support. Among individuals in need of special support include , such asthe disabled, older people, people with disabilities, youths as well asand new arrives (Port, 2011). The Community Service assists theseachieve their objectives groups bby y connecting these individuals to the em to community groups, sponsorship as well asand awards.

Services/program client base:

Among the broad range of services provide by the The Community Services sector to eligible clients who are often referred by professionals such as GPs and Age Case include home maintenance, shopping and cleaning services; community transportation; and social programs.

provides services and programs to eligible clients referred by professionals, such as My Aged Care, GPs, etc. Examples of services that the Community Services sector offers their clients include: shopping and cleaning; social programs; community transportation; and home maintenance.

  • : shopping and cleaning services provided the eligible residents with a broad range of shopping actions that will help in meeting their everyday needs. There is need to carry out an assessment when determining a Community Services Officer’s eligibility. The shopping services include escorted shopping, when individuals are taken shopping malls. In addition to the assisted escorts to the shopping malls, the shipping services also involve the creation of shopping list for the eligible patients. Shopping and cleaning

  • This service offers eligible resident a wide range of shopping options to assist with their everyday needs. An assessment is required to determine eligibility from a Community Services Officer. Shopping services such as escorted shopping and list shopping are often provided on a short-term basis. Whereas, services such as cleaning services and spring cleaning are more long-term but is provided at a subsided cost.

  • In most cases, the shopping programs are run by the HACC teams. There exist a broad range of social programs that are provided to eligible member. In addition, the HACC teams also provide these social programs to individuals with intellectual disabilities (ID) who are above the age of 18. However, there is need for professionals to conduct an assessment on individuals to determine their eligibility to these programs. The aim of these programs is to offer people the recreational as well as social opportunity to the elderly as well as the socially isolated people in an enabling environment. Transportation to the programs is either provided by Taxis or the Council’s Home Supported Vans. The primary objective of the social programs is to offer socializing to people with mild to moderate ID, thus promoting healthy lifestyles, independence, and improve their ability to make rational choices. Referral to these social programs are provided by community agencies, doctors, family and friends to the patients. Prior to commencement of the program, the Community Service Officer must confirm a patient’s eligibility. Social programs:

Run by the HACC team. There are a range of social programs for residents who are 65 or over and are frail aged or socially isolated. There is also a social program for residents aged over 18 with an intellectual disability. An assessment is required prior to attending to determine eligibility. Social Program- aged aims to provide both social and recreational opportunities for people who are frail aged or socially isolated in a staff supported environment. Transport for these programs are provided using either Council’s Home Supported Vans or taxis to enable access for those who wish to attend. Social Program- disability is for people with an intellectual disability living in the Port Adelaide Enfield Council area. The program aims to provide opportunities for people with a mild to moderate intellectual disability to get out and socialise with others. It also aims to promote independence, individual choice and healthy lifestyle choices. Referrals for both programs can be made by doctors, community agencies, friend’s family or yourself. A Community Service Officer will perform an assessment to determine eligibility prior to commencement (waiting lists may apply).

  • City of Port Adelaide Enfield offers a broad range of door-to-door transport to eligible patients that do not have the ability to drive. Therefore, the community transport provides these individuals with transportation services to medical appointments, social programs, as well as shopping centers. Community transport:

  • provides a range of door-to-door transport options to eligible residents in the community who are no longer driving and in need of assistance with transport to shopping centres, social programs or medical appointments. The transport is open to residents who have difficulty catching public transport who are either elderly, have a disability or are carers. This service requires a referral from the Community Services Officer.

  • The City of Port Adelaide Enfield Council also assist eligible individuals with disability with a broad range of minor home maintenance tasks. Although reference to these kind of services are provided by the Community Services Officer, referrals from the occupational therapists upon assessing their safety. can asset with a range of minor home maintenance task around the home including minor home modifications. Referrals can come from another service e.g. Occupational Therapist to assess the safety of home. Otherwise, this service requires a referral from the Community Services Officer. Home maintenance:

Funding source:

Under the Community Service sector there are two teams: Home Assisted Community Care (HACC) and Supported Residential Facility (SRF). Depending on the programs, it’s either funded by the Federal Government (programs for over 65 years) or State Government (programs under 65 years). Some of the SRF programs are funded by the HACC team’s funding. Due to changes to the National Disability Insurance Scheme (NDIS), programs run by both teams are under 12 month contracts because of the uncertainty of funding. Home Assisted Community Care (HACC). Funding of these community support service depends the state government (under 65 year’s programs) of Federal government (over 65 years’ program). On the other hand, the SRF programs get funds from the HACC teams funding. As far as the funding sources at City of Port Adelaide Enfield Council is concerned, the pPrimary focus of the funding goesof funding is directed towards providing the clientsgiving eligible patients with the required social support, care and counselling,/support, information as well asnd advocacy. In their article, Goggin & Newell (2005) argued that an average normal observer should feel sorry for disabled individuals and therefore beliefs that the government should provide care to these individuals. The Community Service sector is comprised of two teams. These teams include the Supported Residential Facility (SRF) as well as the

Part C: Student Self Reflection (use references — preferably books and journal article where necessary for this section)

Evidence demonstrating high level of written communication skills during Practicum B.

Throughout my practicum I have used written communication such as (within emails and notes left within their office) between weekly visits to keep in contact with the agency supervisor, school principal and university supervisor. Other examples of written communication that have been demonstrated within my practicum work is the administration of questionnaires to assist me in the research associated with reaching my goals, included taking note of observation findings, and sharing a summary of my practicum experience on Flinders Learning Online (FLO). As mentioned in one of my FLO posting, I had not had much opportunity to write my weekly reflective posts because of work, study, and parenting commitment. I now see the importance of organization as the weekly posts would have enhanced my experiences as well as my learning.

As a professionaldevelopmental educator, I believe that every individual is unique, and thus in need of stimulating, caring, as well as a secure atmosphere. Through creating such atmosphere for individuals with a disability, they will be able to grow and mature physically, socially, intellectually, and emotionally (Grabowski, Caudry, Dean & Stevenson, 2015). As a n educatorteacher, it is my sincere desire to help individuals meet their full potential in all the functional areas by providing them an environment that supports risk-taking, safe, and provides them an opportunity to share ideas. Among three key elements that are essential in providing an enabling environment for these individuals are the educator’s teacher’s ability to allow individuals natural curiosity to direct their learning, enabling the teacher to act as a guide, and promote for all people (Grabowski, Caudry, Dean & Stevenson, 2015). When an educator’s role is to provide information rather than acting as the primary source of information, students are motivated to search for knowledge as they ask questions. For any person to construct knowledge, there should be an opportunity to discover oneself as well as practice their skills in real situations thus giving them time and space to utilize the materials available.

Evidence showing how I have used effective interpersonal skills during Practicum B.

It was evident that when obtaining information personal information of a client about her life that I was demonstrating my interpersonal skills. Based on the analysis of this particular client, her When communicating with a client to obtain information about their personal life. Although most of her social network is composed of professionals, there is the need for the care centers involve her family in the treatment program. In relation to Fulton, and Richardson (2011) argument, equality means recognizing the differences that exist in people. When her health status improves, she will feel safer with their extended family member. Taking part in social network improvement programs, Elena will be able to improve her quality of life since she is experiencing intellectual disability such as depression. As established in the case study, Elena is suffering depression, thus leading to a smaller social network. With little or no friends, most of her social network comprises of healthcare professionals. In the formal employment experience, I have learned that to be able to improve her condition, it will be important to expose her to more friends and increase the frequency of visits to the social network programs. This programs will be effective in enriching her social network. Besides, there will need to ensure that she is involved in more games to improve her condition.

Evidence showing how I have presented the positive aspects of an individual’s behavior during Practicum B

Lessons learned in practicum B has helped me presented the positive aspects of an individual’s behavior. The formal employment experience has helped me understand the nature of work for real professional. While classes provide me with only theoretical background on how these support groups works, the formal employment experience opened the opportunity to interact with professionals and understand the associated challenges (Masso, McCarthy & Kitson, 2014). Working with a variety of groups Lefebvre Community Centre, Aged-Cared Support Group, the HACC Center, and the SRF Center provided me with detailed knowledge of how these support centers work and the challenges faced by professionals. Among key lessons learned in the formal employment experience include the broad range of approaches to improving individual’s Intellectual skills, how professionals assess their work, the importance of allowing patients to take care of themselves, approaches of organizing social programs, and the various ways to interact with patients (Rockwell, 2012).

Evidence showing how I have been creative and effective in planning activities or have been engaged in case management involving an individual with support needs and his/her family during Practicum B.

In the course of my practice, I have been able to come up with creative and effective of planning activities as well as the case management involving an individual with support needs. In this section, I will outline the most effective plan model of dealing with my patient. The importance of the five-step treatment model is that it will keep in check all important issues that must adhered to while managing the patient’s condition.

— During this day, I will introduce my patient to the rest of the group members I will be working with. Specifically, fun day will comprise of games as well as other entertaining activities. The importance of fun day is that it will help my patient with other members of the group as well as create a platform to effective treatment. Step 1: Fun day

Step 2: Therapy

Cognitive behavioral therapy plays a very important role in treating people with intellectual disability. The relevance of this therapy is that it will help the patient understand his current situation thus improving for the better.

Step 3: Duty Assistance

Appreciating my patient’s inability to effectively curry duties, I will spare time help her with house chores such as washing clothes, dusting the house and making simple meals. Such home-based assistance will help her realize that the community cares and appreciate her current condition.

Step 4: Socializing with others

Realizing the importance of bonding with different members of the society, taking my patient to the social program will open my patients to socialize with members of the community. I addition, I might also consider to request her husband and mother to pay her a visit, while at the social program center. Calling her family will help in changing her view about her family.

Step 5: Assessment of the Patient

There is need to carry out an assessment. The importance of assessing my patient’s condition is that is helps in identify the weak areas. In addition, assessment is aimed at monitoring the effectiveness of the patient’s treatment programs. This program also helps in understanding alternative intervention.

Step 6: Follow Up

Follow up is an effective way of confirming the effectiveness of an intervention. In addition, follow up procedure, will determine if the patient has recovered or needs a referral.

Practicum B Portfolio

Fig. Illustration of the Six-step Treatment ModelWhile on placement I was able to provide positive aspects towards an individual’s behavior through: being able to understand the most effective way of dealing with intellectually disabled individuals. While I was at the Social Program Center, SRFs in Port Adelaide Enfield Council Area, Lefebvre Community Centre and the Barton Community Centre, and the Adelaide Show, I was able to learn that intellectually disabled individuals are in constant need to carry out their daily functional skills. Among the key roles of the educational centers were Assisting the disabled to their shopping, assisting the aged in functional areas, transporting the disabled members of the community, as well as improving communication abilities among the disabled (Kim & Park, 2013). These roles are important in the sense they held the intellectually disabled people understand that they have been accepted into the society. The relevance of these support centers is that they take pride in the creation of an environment where people with disability can learn, grow as well as thrive both personally and professionally (Grabowski, Caudry, Dean & Stevenson, 2015). By offering new challenges to the less able individuals as they progress in their functional skills, these centers help them advance to be able to take more serious challenges as they get involved in innovative and interesting projects.

Through mye formal voluntary experience, it has provided me a platform through which I will be able to address challenges faced by Elena Adams. As established in the case analysis, Elena’s social network is quite simple since she interacts with very few people on a daily basis. As such, her network is quite strained, even with her family. The social network established that she has a rocky relationship with her family, especially her mother. In most cases, ladies have a closer relationship with their mothers than any other person. Besides, because she sees her husband approximately once a fortnight, it is important to interact with her family often. Social Program Center, SRFs in Port Adelaide Enfield Council Area, Lefebvre Community Centre and the Barton Community Centre, and the Adelaide Show will provide a better platform through which she can improve her social skills (Masso, McCarthy & Kitson, 2014). Improving her interaction with family members and friends and going to outdoor games will greatly improve her current situation.

Evidence showing how I how you have demonstrated an ability to adapt to or facilitate change during Practicum B.

As argued by Ingstad (1995), there is need to understand the elements of culture to understand the culture of disability. There were multiple occasions within practicum that provided evidence of how I have the ability to demonstrate adaption or facilitate change during Practicum B. This included the ability to demonstrate flexibility when:

  • Adapting to working with a range of different team members and residents.

  • Changing tasks to make them more engaging or alter their complexity

  • Being eager to participate in social night events. This included attending and assisting with Fun Night, which were held once a month at the end of the month that were organised after the working business hours.

As Bennett (2011) argues in his article, change that concern dealings with the disabled must take place at the broadest levels for this change to be experienced at an individual level. The tertiary education is important in the sense it has improved adapt to or facilitate change. By providing valuable practical lesson lessons, the tertiary education equips educators with alternative approaches if the common ones cannot work with their patients (Marcheschi, Brunt, Hansson & Johansson, 2013). Visits My vists toto Centrelink, the Community Services sector, Nursing Home, Marion Shopping Centre, and back to the SRF Center has equipped in approaches I can use to manage myhelp me to understand the most effective way of meeting the needs of patient’s condition. Among the key roles of the tertiary education include the improvement of individual’s Intellectual skills, making work assessment efficient, help in allowing patients to take care of themselves, organizing social programs, as well as improving the patient’s interaction ability.

Gaining knowledge on the outcomes of an intervention should be a statement that provide the specification of what learners will be able to learn as a result of an educational activity. In most cases, outcomes of such activities are expressed as attitudes, knowledge and skills. With respect to this factor, there is the need for learning outcomes to flow from an individual’s needs assessment. As argued by Grabowski, Caudry, Dean and Stevenson (2015). The needs assessment should be utilized to determine the gap that exist between the patient’s current condition and the desired condition. In light of this view, the tertiary education should help an educator realize that learning positive outcomes that have been achieved through an individual’s response to treatment are the primary function of an intervention (Grabowski, Caudry, Dean & Stevenson, 2015). For such interventions to be effective, there is the need for the learning outcomes to relate to the level of learning, be able to indicate the intended gain in skills and knowledge that a typical patient or student can attain and should have the ability to be assessed by other professionals.

References

.Sydney, NSW. Thought Leadership Advisory Group, PricewaterhouseCoopers (PWC)Bennett, C. (2011). Disability expectations: Investing in a better life, a stronger Australia.

. SAGE.Equality and inclusion for learning disability workersFulton, R., & Richardson, K. (2011).

. UNSW Press.Disability in Australia: Exposing a social apartheidGoggin, G., & Newell, C. (2005).

(10), 1650-1656.34, Health AffairsGrabowski, D. C., Caudry, D. J., Dean, K. M., & Stevenson, D. G. (2015). Integrated Payment and Delivery Models Offer Opportunities and Challenges for Residential Care Facilities.

. Univ of California Press.Disability and cultureIngstad, B. (1995).

(3), 19-26.24, Journal of the Korean housing associationKim, J. H., & Park, I. M. (2013). The Practical Application of Modular Construction for Residential Facilities.

(2), 117-123.34, Issues in mental health nursingMacheschi, E., Brunt, D., Hansson, L., & Johansson, M. (2013). The influence of physical environmental qualities on the social climate of supported housing facilities for people with a severe mental illness.

(7), 1014-1026.51, International journal of nursing studiesMasso, M., McCarthy, G., & Kitson, A. (2014). Mechanisms that help explain the implementation of evidence-based practice in residential aged care facilities: A grounded theory study.

. Retrieved from: reference – website: https://www.portenf.sa.gov.au/community.Port Adelaide EnfieldPort A. (2011). Service: Providing service for our community,

(3), 233-248.55, Journal of Gerontological social workRockwell, J. (2012). From person-centered to relational care: Expanding the focus in residential care facilities.

(1), 1-14.17, New Zealand Journal of PsychologyVaughan, G. M. (1988). The psychology of intergroup discrimination.