Client 1
Client 1
Write a summary of this person with details such as age and background (it does not need to be an older person).
The disabled child is of age 6 and does not receive proper treatment and is often discriminated against. Due to the work, physical barriers to access are denied and an approach to disability. Determination of physical or mental impairment results in a marked or several functional impairments.
What types of support services does this person receive?
The support service provided by the person includes CIN assessments for disabled children and families who work with families in order to address safeguarding concerns to respond to the crisis and provide support to the children. In such a case social workers need to work with families in order to complete CIN Support Plan and Personal Budget.
What is your role in providing support to this person and what are your limitations?
A social worker works with parents and others for caring for a child suffering from a disability. Social workers are able to speak freely in absence of the child. As a social worker, it is my prime responsibility to meet and share experiences with one another. The focus of social work, therefore, includes working with children for the child.
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Client 1 |
What happened? Provide detailed information. |
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Which services have you delivered to the person? |
As a service worker, the disabled child received support for the inclusion of shared care or full-time placement. The worker needs to meet the child on a regular basis to keep central to the planning on regular basis. |
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Carers and family members play a valuable part in the care of your clients. How have you evaluated and recognised this for the person? |
Carers and family members need to look into the needs, behaviours as well as well-being of the disabled child. The worker needs to contact the professionals to be informed before it happens (Ranehov and Håkansson 2019). |
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How did you identify the knowledge and skills of the carer that complement your role as the worker and work in a manner to recognise and support the carer’s relationship with, and knowledge about the person? |
By consulting with support carers, I have been able to recognize the support that is complacent with my role to recognize my relationship with the disabled child. I understand that the applicability of support to knowledge and carer’s relationship is understood for the disabled child. |
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How have you maintained carer and client confidentiality and considered privacy during your interactions with both of them? |
In the context of healthcare, confidentiality between carer and client relates to how this information is entrusted to the disabled child in entrusting medical professionals with a seamless experience (Madhavan 2019). |
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What did you do to involve the carer and family when you determined the appropriate support services and delivery options for your client? |
In order to help bring the carer and family sessions were organized to determine the appropriate delivery of services to the client. |
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How did you identify and respond to issues that may impact on the physical and emotional health and wellbeing of and, services required by the carer to support the care relationship with the person? |
Physical and mental health is essential for bringing the health benefits needed for elevated mood and reduced stress among individuals. Physical activities and healthy eating were encouraged to enhance the mental and physical wellbeing of the disabled child (Hand et al. 2020). |
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How did you provide the carer and family with information about support services available to them? Attach evidence as appropriate. |
In order to recognize the physical as well as behavioural changes, it is necessary to acquire a greater understanding of the gestures, body language, and movements. Providing proper therapy sessions has helped in delivering appropriate solutions to handle child care and deliver necessary information to carer and family about the support service (Conti et al. 2018). |
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How did you assess the risks that could occur if there was a change to the care relationship and what are some of these risks? |
Reviewing on the risks associated with care relationships was one of the ways in which they were identified with. |
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What physical and psychological harm could these changes possibly cause the carer and person? |
Physical harm is a face stigma, discrimination, and social isolation from the breakdown of relationships. Experiencing a high rate of trauma and mental health is connected with poor physical health affecting the wellbeing of the disabled child. |
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How did you use a strengths-based approach to support the person, carer and family to establish and put in place strategies that utilise positive aspects of change and transition in the best way possible? |
The strength-based approach is focused on the disability of the child. In doing so, they are recognized as a trait to make a contribution to identity in an effective manner (Bozic, Lawthom and Murray 2018). |
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How did you support the carer, family and friends to make the best use of ongoing support and involvement in the person’s life? |
In delivering support for the carer, it is witnessed that the inclusion of carers and family members acts as a part of the team to make progressive outcomes. Ensuring knowing what services are well worked and the outcomes of individuals to be improved is understood. |
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What have been the solutions to some everyday problems the carer and person have had to work through during their care relationship? What strengths did they use to overcome one problem? |
The best solutions applicable for the caregiver lies in managing time and addressing the patient’s needs to work through in care relationships. The ability to translate empathetic feelings and be sure of one’s abilities is determined from efficiency in outcomes (Nakamura 2020). |
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How did you help the person and carer find a solution to an unexpected issue with a strengths-based approach? |
In addressing the issue, it is noted that the child and carer are to address the solution for recognizing the issue in identifying the traits related to disabled child’s identity that makes them unique and contribute positively towards success. |
Client 2
Write a summary of this person with details such as age and background (it does not need to be an older person).
The client needing support is suffering from Alzheimer’s disease at the age of 32. This person has been diagnosed with this disease since their teenage and is seeking support services to curate this problem. The main cause of this disease is a constant reduction in thinking and behavioural skills affecting the person’s ability to think in an independent manner.
What types of support services does this person receive?
The type of support received for this person is in establishing help for the early stage of the disease. One reason is that medicines are utilized to treat the person with more care and problems related to memory loss and confusion get worse over time. The key role in providing support services is to focus on enhancing the well-being of individuals and meeting the client’s needs (Panza et al. 2019).
What is your role in providing support to this person and what are your limitations?
In providing support to this person, the key role is to provide a trainer undergoing training to gain experience as a support worker. The limitations in this aspect are related to the budget which may be high causing interruptions and delay in training.
Client 2
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Client 2 |
What happened? Provide detailed information. |
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Which services have you delivered to the person? |
The services delivered to Alzheimer’s person are providing simple instructions and avoiding prolonged naps during the day. The person suffering from the disease also suffers from the resistance that is considered quite often (Dubois et al. 2021). |
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Carers and family members play a valuable part in the care of your clients. How have you evaluated and recognised this for the person? |
Providing support and carrying out a valuable part is in receiving reliable information for the patient suffering from Alzheimer’s. Helping in community programs and services ensures delivery of support and assistance to that program. |
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How did you identify the knowledge and skills of the carer that complement your role as the worker and work in a manner to recognise and support the carer’s relationship with, and knowledge about the person? |
In order to identify the knowledge and skills, it is necessary to recognize support for recognizing support with the carer’s relationship. As nurses, the key focus is on planning for care for the patient. |
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How have you maintained carer and client confidentiality and considered privacy during your interactions with both of them? |
Creating policies and confidentiality is in making agreements for being entrusted to the healthcare system and denote implications in patient safety. |
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What did you do to involve the carer and family when you determined the appropriate support services and delivery options for your client? |
Alzheimer’s disease had required promoting ongoing communication between carers and family members. This can enhance their participation in conversations and activities as a person often faces associated symptoms of forgetfulness and disrupted behaviour in delivery options. |
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How did you identify and respond to issues that may impact on the physical and emotional health and wellbeing of and, services required by the carer to support the care relationship with the person? |
Creating a routine and making new adjustments to implement changes are to be comprehended. Also, planning on a healthy and nutritious diet can help in responding to issues of physical and emotional health. |
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How did you provide the carer and family with information about support services available to them? Attach evidence as appropriate. |
Online forums are a good way through which experiences can be shared related to information about the support services available for Alzheimer’s patient (Erdelez, Tanackovi? and Balog 2019). |
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How did you assess the risks that could occur if there was a change to the care relationship and what are some of these risks? |
Risk assessment implies a process for risks related to working safety and health in workplace hazards. The systematic examination of risks is in identifying the harm caused and whether they can be eliminated to care relationship. |
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What physical and psychological harm could these changes possibly cause the carer and person? |
Psychological and physical harm relates to how they can be impacted in creating a high degree of grief, anxiety, depression and poor mental health. In this aspect, experiencing stress and health conditions are the challenges portrayed for Alzheimer’s patients (Elder, Ehrlich and Gandy 2019). |
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How did you use a strengths-based approach to support the person, carer and family to establish and put in place strategies that utilise positive aspects of change and transition in the best way possible? |
The strength-based approach initiates a collaborative approach in delivering support to the people supported by these services and determining the outcome based on the strengths and assets of a person. |
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How did you support the carer, family and friends to make the best use of ongoing support and involvement in the person’s life? |
Allowing the strength-based approach to ensure individuals have a unique set of capacities lies in setting abilities to focus on the strengths and resources of consumers. |
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What have been the solutions to some everyday problems the carer and person have had to work through during their care relationship? What strengths did they use to overcome one problem? |
Recognizing comfort and the ability to recognize completing tasks helps to communicate effectively and work through their care relationship. By scheduling wisely and anticipating tasks help to make cooperative actions to daily activities (Sandberg 2020). |
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How did you help the person and carer find a solution to an unexpected issue with a strengths-based approach? |
Scheduling wisely and anticipating tasks for making simple instructions and limiting the tasks efficiently and recognizing patterns of discomfort or inability to communicate effectively. |
Client 3
Write a summary of this person with details such as age and background (it does not need to be an older person).
The age group of the person suffering from schizophrenia is 26 and the person was affected to have been affected by this mental disease for a long period of time. This person is in the Type 2 category where she experiences social withdrawal, speech problems, and brain abnormality.
What types of support services does this person receive?
Improving the overall mental wellbeing and treating mental, behavioural, and emotional issues is in experiencing sensory experiences for online and in-person groups in delivering recovery support from people with such an illness.
What is your role in providing support to this person and what are your limitations?
As a trainee, my role is to focus on the key aspect of counselling for the treatment of schizophrenia. In this way learning new skills and coping up with the challenges addressed in experiencing recovery. Issues related to the validity of data can limit the ability of an individual to engage in social interactions and daily activities (Cooke and Kinderman 2018).
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Client 3 |
What happened? Provide detailed information. |
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Which services have you delivered to the person? |
Family therapy, social skills training, individual therapy, and vocational rehabilitation are some of the services that can be delivered to clients suffering from schizophrenia (Kridin et al. 2019). |
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Carers and family members play a valuable part in the care of your clients. How have you evaluated and recognised this for the person? |
In extensive counseling sessions, it has been realized that families and clients have an important role to play in treating a client with schizophrenia. |
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How did you identify the knowledge and skills of the carer that complement your role as the worker and work in a manner to recognise and support the carer’s relationship with, and knowledge about the person? |
Building rapport and delivering support come within maintaining good communication skills. |
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How have you maintained carer and client confidentiality and considered privacy during your interactions with both of them? |
Client confidentiality has been maintained for considering the privacy of the interactions carried between carer and client (Noar 2021). |
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What did you do to involve the carer and family when you determined the appropriate support services and delivery options for your client? |
Love and support from family members has a key function to play in the treatment of schizophrenia in order to accept and provide support services for the client suffering from schizophrenia. |
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How did you identify and respond to issues that may impact on the physical and emotional health and wellbeing of and, services required by the carer to support the care relationship with the person? |
Responding to the issues on physical and emotional health pertains to delivering and interpreting impairs and daily functioning in disabling. |
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How did you provide the carer and family with information about support services available to them? Attach evidence as appropriate. |
Initiating daily life management and securing support for the diagnosis of the patient is a way for managing self-esteem and treatment of the disease and provision of information to carer and family. |
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How did you assess the risks that could occur if there was a change to the care relationship and what are some of these risks? |
Identifying the hazards is a way through which the risks can be assessed that could occur as a result of a change in care relationships. The risks involve clinical, environmental, and privacy risks that vary from person to person based on a clinical setting (Davarinejad et al. 2018). |
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What physical and psychological harm could these changes possibly cause the carer and person? |
Chronic stress is a psychological health condition that is challenging and can emerge from serious negative health effects other than caregiving. |
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How did you use a strengths-based approach to support the person, carer and family to establish and put in place strategies that utilise positive aspects of change and transition in the best way possible? |
The strength-based approach relates to thinking for people who need care and drawing on support networks for community networks. Reducing dependency and challenges on a prescriptive culture helps to support networks in the best possible manner (Moorkath, Ragesh and Hamza 2019). |
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How did you support the carer, family and friends to make the best use of ongoing support and involvement in the person’s life? |
Providing focus and helping people to recover from the help of the social services in dealing with shared experiences. Deep breathing and progressive relaxation are a way for support and involvement in schizophrenia (Lysaker et al. 2019). |
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What have been the solutions to some everyday problems the carer and person have had to work through during their care relationship? What strengths did they use to overcome one problem? |
Encouraging appointments and educating oneself helps to deal with the process of treatment and recovery. Preventing relapses and learning about risk factors help in overcoming the problem in care relationships. |
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How did you help the person and carer find a solution to an unexpected issue with a strengths-based approach? |
Regular medications and maintaining healthy social skills is a way to approach this strength-based approach (Üstün Küçük and Buzlu 2018). |
References
Bozic, N., Lawthom, R. and Murray, J., 2018. Exploring the context of strengths–a new approach to strength-based assessment. Educational Psychology in Practice, 34(1), pp.26-40.
Conti, D., Trubia, G., Buono, S., Di Nuovo, S. and Di Nuovo, A., 2018, July. Evaluation of a robot-assisted therapy for children with autism and intellectual disability. In Annual Conference Towards Autonomous Robotic Systems (pp. 405-415). Springer, Cham.
Cooke, A. and Kinderman, P., 2018. But what about real mental illnesses?” Alternatives to the disease model approach to “schizophrenia. Journal of humanistic psychology, 58(1), pp.47-71.
Davarinejad, O., Mohammadi Majd, T., Golmohammadi, F., Mohammadi, P., Radmehr, F., Alikhani, M., Motaei, T., Moradinazar, M., Brühl, A., Sadeghi Bahmani, D. and Brand, S., 2021. Identification of risk factors to predict the occurrences of relapses in individuals with schizophrenia spectrum disorder in Iran. International Journal of Environmental Research and Public Health, 18(2), p.546.
Dubois, B., Villain, N., Frisoni, G.B., Rabinovici, G.D., Sabbagh, M., Cappa, S., Bejanin, A., Bombois, S., Epelbaum, S., Teichmann, M. and Habert, M.O., 2021. Clinical diagnosis of Alzheimer’s disease: recommendations of the International Working Group. The Lancet Neurology, 20(6), pp.484-496.
Elder, G.A., Ehrlich, M.E. and Gandy, S., 2019. Relationship of traumatic brain injury to chronic mental health problems and dementia in military veterans. Neuroscience letters, 707, p.134294.
Erdelez, S., Tanackovi?, S.F. and Balog, K.P., 2019. Online behavior of the Alzheimer’s disease patient caregivers on croatian online discussion forum. Proceedings of the Association for Information Science and Technology, 56(1), pp.78-88.
Hand, B.N., Angell, A.M., Harris, L. and Carpenter, L.A., 2020. Prevalence of physical and mental health conditions in Medicare-enrolled, autistic older adults. Autism, 24(3), pp.755-764.
Kridin, K., Zelber-Sagi, S., Comaneshter, D. and Cohen, A.D., 2019. Association between schizophrenia and an autoimmune bullous skin disease-pemphigus: a population-based large-scale study. Epidemiology and Psychiatric Sciences, 28(2), pp.191-198.
Lysaker, P.H., Kukla, M., Vohs, J.L., Schnakenberg Martin, A.M., Buck, K.D. and Hasson Ohayon, I., 2019. Metacognition and recovery in schizophrenia: from research to the development of metacognitive reflection and insight therapy. Journal of Experimental Psychopathology, 10(1), p.2043808718814992.
Madhavan, G., 2019. Telepsychiatry in intellectual disability psychiatry: literature review. BJPsych Bulletin, 43(4), pp.167-173.
Moorkath, F., Ragesh, G. and Hamza, A., 2019. Strength-based approach in dealing with severe mental illness. Open Journal of Psychiatry & Allied Sciences, 10(2), pp.175-177.
Nakamura, L., 2020. Feeling good about feeling bad: Virtuous virtual reality and the automation of racial empathy. Journal of Visual Culture, 19(1), pp.47-64.
Noar, R., 2021. ‘Schizophrenia’in the Echo Chamber. Existential Analysis: Journal of the Society for Existential Analysis, 32(2).
Panza, F., Lozupone, M., Solfrizzi, V., Watling, M. and Imbimbo, B.P., 2019. Time to test antibacterial therapy in Alzheimer’s disease. Brain, 142(10), pp.2905-2929.
Ranehov, L. and Håkansson, C., 2019. Mothers’ experiences of their work as healthcare assistants for their chronic disabled child. Scandinavian journal of occupational therapy, 26(2), pp.121-134.
Sandberg, L.J., 2020. Too late for love? Sexuality and intimacy in heterosexual couples living with an Alzheimer’s disease diagnosis. Sexual and Relationship Therapy, pp.1-22.
Üstün, G., Küçük, L. and Buzlu, S., 2018. Identifying the schizophrenia patients attending the rehabilitation program conducted in Community Mental Health Centers in terms of some demographic variables, characteristics related to the ailment, adaptation to the treatment and self-efficacies. Journal of Psychiatric Nursing/Psikiyatri Hemsireleri Dernegi, 9(2).
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