2001 by the City University of Hong Kong. All rights reserved. Index: L1 / School Social Work / Children and young people / Background Study / 70149124
Keywords: School social work / adolescent clients / client strengths / professional roles / mass media
Background Study
Abstract: This is a background study written by a first placement student. The student is place in a secondary school setting under the Link Project arrangement between the university and the secondary school. (In the Link Project, the student is placed directly with the school rather through a social work agency working within the school.) The background study comprises four parts. In the agency report, the placement student presents her observation and critique of the role, function and work of the school counseling team. The working relationship between the counseling team and the school social worker and the differences in orientation between the two are also discussed. In the client study, the placement student discusses her experience of providing a service to a group of Form 1 students in a 'homework and counseling class'. Both the clients' profile and the family/teachers involvement in this service are examined. In the observation report, the placement student presented her observation of the attitude of the teachers, particularly teachers from the counseling and discipline teams, towards the 'troubled' students and the 'star counselors'. Her concern with the negative labelling effect on these students is highlighted. In the community study, the placement student has chosen to discuss the youth sub-culture, the pop culture and the influence of mass media on young people. She stresses the need for the teaching and helping professionals to be sensitive to these societal influences when working with these young people.
Background Study
Part 1 - Agency Report
In this agency report, I will discuss the relationship between the counseling team (輔導組) and the placement social workers (實習社工). It is ideal and preferable that the relationship between the two be based on cooperation, mutual-trust, equality and closeness. However, there were a few factors that hindered the development of such a relationship. These included factors such as the differences in working styles and value orientation; the past image of placement workers held by the counseling team; and the lack of a more thorough understanding of each other due to the limited time spent with each other. These factors bring constraints to our work!
The teachers seldom contact us unless we actively search for them. Ms. C of the counseling team is the person we most frequently contacted. Through our interaction with her, it is felt that her working style is rather authoritarian. Changing her mind needs efforts! For example, once we made a request for the students' telephone numbers, she was reluctant to grant our request. She kept explaining her point endlessly, with little motivation to listen to our point of view. I have the feeling that she expects others to follow her idea and be obedient! I feel that our suggestions and opinions are met with a certain degree of resistance and it seems there is a strong expectation for us to follow the counseling team. Also, it seems to me that the counseling team has limited understanding on our roles and functions in the school. For instance, Ms. C had asked us to be the tutors for the 'homework and counseling class'. I think it is not our main function for working in the school. It is fortunate that negotiation is possible. I believe that a social worker should not be an obedient follower. Instead, the worker should politely express and fight for what we think is correct. This is necessary and essential! Maybe this placement is a good opportunity for us to learn to negotiate with others.
Comments: The student has formed a rather strong impression of the counseling team, in particular Ms C, after the initial few weeks of placement. She appeared rather reactive at this stage perhaps as a result of being confronted with a different set of orientation and working approaches. All of a sudden, she finds herself in a setting where the 'language' of social work is not spoken. When working in a secondary setting such as a school or hospital, the placement student has to work with other groups of professionals who may or may not have a clear idea of the social worker's roles in that setting. In any case, the social worker's roles are constantly being defined and redefined. The worker's roles and functions are being shaped and negotiated by different parties involved in a given practice context. Therefore, once the placement student can work through her initial shock, she can then approach or work the 'difference' in a more constructive and sensitive manner. Perhaps a good starting point is to think about her assumption that others should know what a social worker does and to reflect on her own idea of what a social worker does in a school setting. How does she arrive at these assumptions? What are the assumptions held by teachers with regards to social work and its place in the school? How do they arrive at those notions?
The past experience with previous placement social workers shapes the image they have of placement workers. I heard that as a result of a past incident (水運會事件), one of the teachers in the counseling team seemed to have a relatively negative perception of us. This negative perception would, to a certain extent, affect our work. I suspected this could have been the reason for refusing me to attend the school picnic. Also, there seems to be a lack of trust on our work attitude! Perhaps this problem needs to be addressed at a later stage because I think that everyone is unique and overgeneralization is very unfair to us. However, at this moment, I think the only thing we can do is to use our action to prove ourselves and rebuild other's confidence on us. I have kept in mind the need to be responsible, mature as well as respectful of the school system.
The time limit is another big constraint for better communication! Most of the teachers are busy, including Ms. C. We also have limited time in the school. Thus, efficient use of time is really needed.
From the above observation, I realized that although the counseling team has provided an opportunity for us to explore the needs of the school, there are counter forces restricting us. The flexibility for us to explore and expand our space in working in the school is limited. Thus, with the limited power, we need to identify the needs of students and reach out to them. In looking at our role, although we need to consider the school policies, their expectation on us and their culture, however, we should also not give up on our suggestions too early due to rejecting forces. Maybe the correct attitude towards dealing with these obstacles and resistance is to be "open but not offensive, tactful but not hide" (直不至於犯, 而婉不至於隱耳!).
The relationship between the counseling team and us should be closed as lips and teeth. (唇齒相依!) However, I recognized that there are certain mistrust, misunderstanding on our work, close co-operation is a future target! In order to overcome the difficulties and obstacles, more communication and open expressing own point of view is definitely beneficial.
Comments: In this agency report, the student is obviously preoccupied with her initial experience in working with the counseling team. As a result, the report centers on this aspect of the school system that she has to relate to. The placement student needs to keep in mind that the counseling team and their work is only a small part of the larger school system. The placement student has also entered into the school with a certain notion of the relationship between placement workers and the counseling team. Upon entering the school, this notion was challenged. The relationship as she has experienced in the first few weeks of placement is far from warm nor satisfactory. It is natural to be reactive to that. Towards the end of the report, she appears to have come around a little by stating her intention to take a more constructive step towards establishing a positive working relationship. There are many potential learning areas in such a practice context. Firstly, learning to work in a secondary setting where the role and place of social work has to be negotiated at different each step of the way. Secondly, learning to work across difference, in this context with the teaching professionals, who will also have their established goals and purposes. Thirdly, learning to locate social work in the context of the school community.
Part 2 - Client Study
In this client study report, I will discuss the following: how a group of Form 1 students attending the 'homework and counseling class' and their parents viewed this service; what their needs were; how the above information influenced my work; and my reflections toward this issue.
Most members of the class have similar background, such as similar age and relatively poor English Language results. However, it is observed that the family economic background is rather extreme. The decision to attend the class lies with the parents and teachers rather than the students themselves! The teachers will use the students' examination results as a criterion for selecting the students; while the parents will agree to their children attending the class with the hope that it will help their children to use their time constructively to improve on their academic performance. However, the student's will and motivation to join the class is neglected. It reflected the unfairness between parents and children. Children are expected to be the obedient followers although they are the actual participants. The opinions of students are often overlooked, neither respected nor emphasised. School may ignore the say of students too. When the student participants are not consulted, I believe it will create some obstacles for the class. As a result, much more effort is needed to increase their motivation to learn and their involvement in the group. There are a few students who volunteer to join the class. Their reasons for joining maybe to learn, have fun, spend time with friends, etc. Different motivations to join to group would generate different dynamic!
In the school, the time limit is a big constraint for us to get to know their view towards the class and to explore their needs. We need to actively look them up. Thus, talking to them during recess and lunch, consult teachers about students' difficulties, observation and using telephone contacts are good methods for us to understand the students. It is discovered that some of the students are rather reluctant to attend the class and see it as a kind of duty. Given the situation, I may have to show more recognition and appreciation towards the students. It is important to let them feel that the class is not like their usual classes whereby they experience failure. Instead, it is a place for them to experience success and achievement. Through talking to the parents, I have noticed that it is the mothers whom we have direct contact with and I never have a chance to speak to the fathers. When communicating with the parents, it is helpful to show respect, ask open questions, show understanding and have a certain degree of self-disclosure. Many mothers expressed their thanks for our services. They also talked about their worries such as worrying that their children were being too passive and do not know how to ask questions; questions the ability of the tutors and my role as well, etc. I think that their worries are understandable. Their reactions reflect that most of them are really concerned about their daughters, questions the functions and helpfulness of the class. Thus, I really have to clarify their expectations so as avoid giving them false expectations.
Through using different ways of understanding students, I think the needs of students can be categorised into three main areas, namely, educational achievement, family communication and peer recognition. First of all, most of them need to have a realistic expectation from teachers and parents and to have more opportunities for them to show their strengths and potential. As they often experience failure in their academic performance, they want others' recognition and understanding. They also need to adopt more effective learning approaches and studying habits. In the family aspect, they need to have better communication with their parents. A few parents may also need to adjust their parenting style. For instance, the parents of a student have extremely different parenting style. Her father spoils her, while her mother is very strict with her. Her parents will, at times, argue about their parenting methods before her. This case came to light because the student had a very poor relationship with her mother and they had difficulty communicating with each other. The student has been identified as a "naughty" girl. Teachers and parents may overlooked the impacts of family on teenagers. They may easily dismiss it as the teenagers' personality problem. However, the social worker should help the helpless teenagers to speak out their difficulties. They are the victims of their family and school system. In the peer aspect, as they are still in Form 1, they need to adjust to the new school environment and to learning in a secondary school setting. They need to develop their circles of friends so as to enable them to share their happiness and sadness. The function of the 'homework and counseling class' is not just to focus on improving their academic performance, it is also aim at dealing with the individual's difficulties, such as relationship with peers and parents, so as to enhance their social functioning.
The school is always being identified as having good discipline and good girls. However, every students have their own stories in the family, receive certain degree of pressure from parents, teachers, peers and even themselves. During their development, the different systems such as the family, school, peers, society have an impact on them. They need support, concern, understanding and someone who is willing to reach out to them.
Comments: The placement student has attempted to understand the secondary school students in the context of the various systems (family, peers and school) they have to relate to. The student is able to broadly identify clients' difficulties that are encountered in these significant systems. In this sense, the use of system theory helps the students to appreciate the interaction and inter-dependent of these systems when working with the young people. Having said that, in the report, the student does come across as siding or over-identifying with the secondary school students. This has slanted her analysis of the clients' issue somewhat, for instance, in her description of students as victims in relation to the family and school. Consequently, she sees her social worker's role as championing for the rights of the teenage clients and in empowering them. The problem with over-identifying with the clients is that the worker then looses her ability to be impartial when working with the other systems. Although in a brief report such as this, there is a limit to the depth of the placement student's analysis and discussion. Nevertheless, if this is pointed out to her, she can become more aware of where she is coming from perhaps even where others such as the parents and teachers, are coming from with regards to those issues. Her ability to be self-reflective is an important focus in fieldwork learning.
Part 3 - Observation Report
Observation and evaluation enabled me to have a better understanding of the school, staffs, students and myself. In this report, I will discuss the comments made by the counseling team, discipline team and teachers toward the 'troubled' students and 'star counselors' (輔導之星). As a placement worker, I would express my opinion and reflection towards these comments too.
Discussion
"That girl has a lot of problems! Her personality is strange and she hates the world!" Such expressions were heard while discussing with Ms. C. Most teachers only stated the negative aspects of students to us when we were talking to them about their classes. The discipline team is the authority figure and most students are really afraid of the prefects and the 'orange sheet'. The above observation gave me the impression that the counseling team and teachers generally focused on the negative side of 'troubled' students and neglected their strengths and potential. Also, behavioural problems are regarded as personality problems. For instance, poor school achievement equals to laziness. Moreover, total obedience is expected and rules are regarded as 'holy' and can never be violated. The good students are those who never break the school rules and have good marks in examinations. The most important job of teachers is to prevent the "trouble makers" from bringing "troubles" into the school.
Due to my limited understanding, I have no right nor the intention to critique anyone. Bias, past experiences and time limit prevent the teachers from searching out the ultimate causes of students' misbehaviour. Discipline is emphasized in order to maintain order and protect the name of the school.
Social workers should be different from teachers!(Comments: The placement student needs to be careful of seeing the teachers as all the same.) We should break away from the biases and view the 'troubled' students from the perspective of their strengths and explore their potential. Everyone is unique, valued and has the potential to change. Thus, over-generalization and prejudice should be discouraged. Focusing on the strengths can bring hope, where as, over-focusing on the weaknesses and problems will bring about disappointment and a sense of wanting to give up. The students being labelled as the 'trouble makers' may also fall into the self-fulfilling prophecy phenomenon. We need to analyze the difficulties faced by students from a wider and deeper perspective. Human beings are the products of society and their behaviors are the result of interaction with their physical and social environment, family, school, peer, media, society, culture, sub-culture, etc. All these contribute to their difficulties experienced and should never be neglected. In addition, although rules should be respected, they should not be followed blindly. Understanding the rationale behind these rules and being critical about them is important as it will help the students to develop their independent thinking.
It is observed that there are misunderstanding and conflict between the counseling teacher and the 'star counselors'. Teachers are displeased with and keep complaining about the students' low motivation to be involved in the activities. On the other hand, the students do not feel obligated. It seems to me that there are differences in expectations on the post for the 'star counselors'.
The cooperation and relationship between each and every of our partners, including counseling team and the star counselors is essential and important for us to carry out our duties. Maybe we can help both parties to clarify their expectations. On one hand, to let the students understand the difficulties of the teachers, and on the other hand, to let them have a better understanding of their rights and responsibilities as well.
I realized that one of the roles of the placement social worker in the school is probably to act as a mediator between the teachers and students. Another role is to show a concern for the students and help them voice out their difficulties and concerns as well as use evidence to show the authority that students are often the victims indeed!
Part 4 - Community Study
We live in an information age. Mass media such as television, radio, newspaper, magazine and even the internet are parts of our daily lives. Nobody can completely escape from their influence. In this report, I will discuss how mass media influences the students, rules and culture in schools. The roles of social workers toward this issue would also be examined.
Modelling and searching for recognition from peers characterise the youth period. Through the promotion by mass media, many sub-cultures have evolved, such as the admiration of idols and triad members (偶像崇拜, 黑社會/古惑仔). Artists, pop singers are all good-looking, well-dressed and trendy. They become the idols for many teenagers. These pop stars' behaviours and attitudes do have an effect on the teenagers. However, it is found that the mass media often over-emphasises on the success and glamorous side of these pop stars, and neglects their failure and efforts behind the success.
It is observed that many students in the school have pop star idols, such as Vicky Chiu, Nic Tse, etc (趙薇、謝霆鋒). They like collecting their idols' photographs, listening to their songs and discussing their news with friends. I do not object to some people supporting their idols for their efforts put into their work. However, I believe many teenagers judge their idols on their appearance, style and success, while yet some others may simply follow their peers so as to be accepted in the group. In this case, I think, to a certain degree, it does reflect that some teenagers are rather shallow in making judgment about what they admire. In fact, idol admiration amongst young people is a common phenomenon. It is understandable that the students at this age will like to be accepted by their peers and do what their peers do. Teenagers sometimes listen to their idols rather than their parents, teachers or social workers. In my opinion, mass media, teachers and social workers can better utilize "idols effect" to influence the teenagers, such as highlight the story behind one’s success. Send the message that in order to have success and achieve one's target, one needs to overcome failures and obstacles. Such kind of encouragement can enable the teenagers to appreciate that effort is needed in order to reach their goal.
Popular culture generated by mass media seemed not to be accepted by schools. Many teachers and authorities in schools are scared that such pop culture will intrude into their schools. Thus, they use stricter rules to protect the school from it and set up a barrier to separate the school from the so-called 'negative' pop culture, such as admiration of idols, reading comic books.
I realise that in the school, the rules are very strict. For instance, bringing idols' photographs, CDs, comic books and make-up are strictly prohibited. From the teachers' perspective, these things are bad and will affect the name of the school. However, I feel that by prohibiting the students from doing certain things in school, we are merely ignoring such youth sub-cultures that are influencing the students' behaviours, values, and attitudes. When the schools avoid these areas such as the popular culture on sex, triad groups and violence, it hinders the effort to provide further guidance to the students. Also, I have observed that some students still brings their comic books, CDs and idols' photographs to school. They would hide them away from their teachers. As the students would not discuss these topics with teachers, the opportunities for teachers to provide guidance for students are lost. In fact, simply using the authority and power to suppress the pop culture from appearing in school is not the best way to help students. Perhaps it is only an excuse for teachers to lower their workload. I feel that teachers' guidance are important in enabling the students to develop their own independent judgement and to discover the positive and negative aspects of pop culture.
As a social worker, I believe that we have the responsibility to monitor and response to the mass media by pointing out the negative aspects that may influence the young people. We also have the duty to provide guidance to teenagers, in order to help them to look into the aspects neglected by the mass media since what is presented may not always be the truth. It is important to encourage them to reach out to different media, to absorb different information, to let them make their own value judgement and to enrich their development. In addition, the family and school have strong influence over the teenagers too. Thus, enabling the family and school to provide appropriate guidance to youth is definitely needed. Lastly, a social worker should also keep updated with the changing youth culture so as to be able to communicate with them.
The mass media as agents of socialization can bring positive and negative effect on teenagers. Thus, it depends on how teachers, social workers, parents and mass media workers make constructive use of this socialising agent to spread information to youth.
Written and revised by: 70149124 (Student)
Instructor: T Y Lee
Copy Edited by: Phyllis Chee
Commented by: Phyllis Chee
Copyright
2001 by the City University of Hong Kong. All rights reserved.