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Index: L1 / School Social Work/ Children and Young People / Reflection / 70149124
Keywords: Group work / decision-making / client resistance / worker's authority

Reflection

Abstract: This is reflection and learning from practice prepared 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 placement student has chosen to do a reflection on her tenth session. This session focuses on the members problem-solving and decision-making skills. The placement student interprets and reflects on a particular episode of her encounter with the group, especially with two of the group members who appear more resistant towards the worker. From this recall, she reflects on the issues of the sharing of decision-making power within the group, the group's autonomy and the authority of the worker. The reflection is to be read with reference to the process recording of the 10th group session.

Reflection and Learning from Practice

Introduction
"The most effective learning is through experiencing and reflecting!" Through doing the process recording, I have the chance to discuss the content of the group session as well as my analysis and feelings about the session. After discussing with my supervisor, he had stimulated my thoughts on several areas that I needed to reflect upon further.

Discussion
In the warm up games of that session, I had prepared a problem solving activity together with the objective of enhancing group cohesion. I used the experiential learning approach in this activity which aimed at stimulating the members' thoughts through their participation and drawing coming to some sort of conclusion on their own. Adolescents learn from various ways. They do not only from a classroom setting but also through experience or engaging in activities such as games. I think they learn better from their experiences rather than from my telling them what they should learn. I believe the impact on a person is much greater when he/she has personally experienced something rather than just hearing from others. I also hope that through learning from the playing the game, they can make reference to their daily life.
(Comments: I can see placement worker's point in emphasising an activity oriented approach to draw out the learning on problem-solving ability and strengthening the group members' attitudes towards overcoming difficulties. This group activity in itself offers a common experience for the group members. As such, this provides a good ground for the group to reflect on this experience, to learn about themselves and others, etc. Having said that, the placement worker in this reflection has only presented her practice intention and the rational for a chosen course of action. In learning to reflect on a particular episode of her practice, she can add an evaluative component to her reflection. Boud et al. (1985) identify three key aspects of a reflective learning process: (1) returning to the experience; (2) attending to feelings connected with the experience; and (3) re-evaluating the experience. For instance, the placement student can ask herself: How she assesses the interaction that has taken place? What are the assumptions she has made? How does that relate to her notion of experiential learning in the context of what has taken place?)

    During the discussion on choosing a task for the next session, C had questioned the need for them to make the decision. I think that the meaning behind her behavior or words is that she is displeased with the previous system by which the workers plan the task for the group. There was no autonomy for them. (Comments: I think implied in C's comment is her perception of the process or the worker as being somewhat insincere, that is, if the worker has already decided on the task, why get the group to go through the motion of deciding on the task. C has this perception regardless of whether it is founded or not. Therefore it is not just a challenge of worker's authority (which the placement worker has interpreted) but a questioning of the genuineness of the worker in sharing the decision-making power with the group members. Seen in this light, the worker may be in a better position to tackle the so-called resistance from C.)

    C and E are more resistant and they like to be independent. They also like to attract others' attention by showing how capable they are as they can challenge the authority. In fact, before that session, C refused to hand in her tasks while E would do so occasionally. However, that session was a turning point for both C and E. For the subsequent sessions, they managed to finish all their tasks. Perhaps this is what E meant by giving me a surprise. Thus, I understood that C and E like their autonomy and would refuse or resist when others imposed something onto them. This is a typical characteristic of adolescence. They are searching for autonomy or freedom from their family, school, etc.

   C and E had assign different values to different activities. They would actively participate in something if they found it to be interesting. From working with them, I have learnt to choose and make use of interesting/challenging games in order to capture their attention.

    When E told me that she would give me a surprise next week, I was curious and pondered on what she meant. Could it be to finish the tasks? As I think about it now, I realise that maybe at that moment when she says that to me, I have to provide some direct, clear and positive feedback to her. In this way, she can then be reinforced to finish her surprise. Later I found out that her surprise was to finish the task for that week together with the previous weeks' tasks. E and C were willing to participate in choosing the tasks for the later sessions too.

    As I have stated in the process recording, I think that voting is not the only way to make decision, I personally prefer to use consensus way to achieve the goal of decision making. In the group, H proposed to use the voting method. Although it is less time consuming, however, some precious suggestions given by members would be neglected. I think it is not necessary for the whole group to work on the same task. In fact, everyone can decide on the task that interest them and that they find useful for them to learn the English Language. The autonomy given to members would be greater if they are allowed to choose for themselves. Thus, I gave them the right to decide for themselves.

    I know that as a social worker, we are not teachers or authority figures which emphasis strongly on members' obedience or on them following my instructions. I do not think it is a good sign for the group if the members are simply following the workers' instructions. The members creativity will be hindered otherwise. However, as an inexperienced social worker, sometimes I feel that I will feel more comfortable if the members follow all my instructions. It is a contradiction at the start of the group. (Comments: It is good that the placement worker is aware of how she feels and able to identify her own contradiction.) However, I later realised that the emphasis should be placed on the member's development and learning from the group rather than on their obedience to my instruction. If they do not want to follow my instruction, it may be a signal for me to evaluate myself as well. There must be some reasons for their behaviours. Thus, I will see their not following my instructions as a kind of signal to improve myself and as a kind of development for members as well since they can learn to be assertive, rather than simply obey.

Conclusion
There are still many issues that I can reflect from that particular session. I believed that the experiences I gained from that group would be essential and beneficial for my social work practice.

Background Study	Learning Contract	Elaborated Proposal	Recording	Evaluative Study
Reflection	Mid-Placement Self-evaluation	Final Self-evaluation	Instructor's mid-term Fieldwork Evaluation report	Instructor's Final Fieldwork Evaluation report

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