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D​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​escription: Task: Critical Reflection Aim/Rationale: Huma

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Task: Critical Reflection
Aim/Rationale: Human services practitioners are often asked to be reflective in their practice. Developing skills in critical reflection enables practitioners to improve and build upon their practice knowledge and skills. This task allows students to begin to think of themselves in the context of a human services organisation in order to help them better prepare for field placement and/or employment within human services organisations.
Task: For this task you are required to write a critical reflection using a critical reflection model, based on the following information:
Technology has transformed human services organisations, and will continue to impact both human services practitioners and service users.
What will govern your use of technology in organisations? Thinking about your own use of technology, what will you need to be aware and mindful of when working in human services organisations?
You will need to include:
Relevant theory, guidelines or ethical codes of practice
Personal reflection on your use of technology within the context of human services organisations
Length: 1250 words (Minimum and Maximum)
The following resources are designed to help you prepare for A2.
DIEP Model – see attached document
Fook & Gardner’s Model – see attached document
COCR Model – see attached PowerPoint and article
Some models and explanations for reflective writing explanation:
Griffith University: https://www.griffith.edu.au/griffith-health/learning-and-teaching/transition-and-tertiary-preparedness/tips-for-writing-reflectively
University of NSW https://student.unsw.edu.au/reflective-writing
Some suggested readings that may help with A2Some suggested readings that may help with A2
You have a number of technology-related readings already in your required and recommended course readings:
In Topic 8: Street-Level Strategies of Child Welfare Social Workers in Flanders: The Use of Electronic Client Records in Practice in British Journal of Social Work
In Topic 10: Social Media and Social Work: The Challenges of a New Ethical Space in Australian Social Work
In Topic 11: Virtual Boundaries: Ethical Considerations for Use of Social Media in Social Work Author(s): Ericka Kimball and JaeRan Kim
In recommended readings: Navigating Ethical Challenges in Social Media: Social Work Student and Practitioner Perspectives in Australian Social Work
This doesn’t mean your other course readings are not related – more that these focus on technology specifically.
For those of you who want to expand yourselves (you will need to source these online journals throu​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​gh the library)
Cartwright, L. (2017). Supporting students to use social media and comply with professional standards. Social Work Education. 36, 8, 880-892.
Dombo, E.A., Kays, L., Weller, K. (2014). Clinical social work practice and technology: Personal, practical, regulatory and ethical considerations for the twenty-first century. Social Work in Health Care. 53, 9, 900-919
Watling, S. & Crawford, K. (2010). Digital exclusion: Implications for human services practitioners. Journal of Technology in Human Services. 28, 4, 205-216.
Westwood, J. (2014). Social work and social media: an introduction to applying social work principles to social media. Social Work Education: The International Journal. 33, 4, 551-553
I also recommend you look to your specific discipline practice guidelines, if in existence. For example for social work we have:
Australian Association of Social Workers. (2016). Practice guidelines. ‘Ethics and practice guideline – Social media, information and communication technologies: Part 1, 2 & 3’. Canberra.
CRITERION 1
Quality and depth of analysis outlining relevant theory (14 marks)
Seeks a deep understanding; explores or analyses a concept or event, asks questions, looks for answers. Description now only serves the process of reflection, covering the issues for reflection and noting their context. Solves inconsistencies between expectations from previous knowledge and experience in practice, with broad theoretical/scholarly consideration to label and better understand. There is recognition that prior experience, thoughts (own and other’s) interact with the production of current behaviour.
CRITERION 2
Quality of self-reflection (14 marks)
There is evidence of critical awareness of one’s own thoughts and beliefs and how these form and change. Self-questioning evidence (‘internal dialogue’) that considers different views and motives of one’s own and others’ personal behaviour. There is awareness of contextual considerations (historical, social, cultural, political) and underpinning assumptions that influence one’s reaction. Recognises that one’s personal frame of reference can change according to emotional state, new information acquired, the review of ideas and the effect of time passing.
CRITERION 3
Scholarship – written expression, adhering to academic conventions and use of course readings
(7 marks)
Guides the reader with expertise throughout the whole account. Evidence of explicit links between philosophy and practice; a cohesive and logical structure. Excellent clarity of expression – ideas clearly and succinctly expressed. Few ​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​or no errors evident.

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