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Workbook 6Conflict resolution and group workNational Diploma in Social Services (Level 6)

“The difference between what we do and what we are capable of

doing would suffice to solve most of the world’s problems”

- Mahatma Gandhi

US 7934, 7972, 7970, 7943

2 National Diploma in Social Services (Level 6)

Table of contents

Getting started 3

Assessment process 5

Resources 6

Referencing 7

Understanding professional terminology 9

Section One - Facilitate groups in social service work, social service meetings or hui 11

Section Two - Facilitate conflict resolution in social service work 26

Section Three - Deal with violence as a social service worker 28

Section Four - Practical application of Te Tiriti o Waitangi 37

Appendix - Attestation 38

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© Careerforce – Issue 2.0 – June 2013

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3Conflict resolution and group work, Workbook 6

Tēnā koe

Welcome to this workbook on the topic of working with social service users through facilitation of meeting andhui. You will also receive readings which are relevant to this topic; however you are encouraged to seek outadditional resources to support your learning. Remember that your assessor is here to guide you but you areresponsible for showing that you can complete the tasks in this book.

Getting started

This integrated workbook is designed to assist you through the work-based assessment process for the followingunit standards:

The workbook requires you to reflect on personal experiences (including your family). Your work will be treatedconfidentially by your assessor and you choose what information you wish to disclose.

If your assessed work is selected for moderation, all identifying information will be removed.

Standard Title Level Credit

7934 v4 Facilitate groups in social service work 5 6

7972 v4 Facilitate social service meetings or hui 5 3

7970 v4 Facilitate conflict resolution in social services 5 4

7943 v4 Deal with violence in a social service workplace 5 6


Name:

Address:

Telephone (day):

Telephone (night):

E-mail Address:

To complete this workbook enter the requested information in the blue highlighted fields and use the tab functionto move to the next field. You can place the cursor over a field if you need to go back or edit/change an entry.

Complete the following information and read through the assessment process below.


Step 1Preparation for assessment

Your assessor will make sure that you understand the level and standard of performancerequired before starting the assessment. You can work with others as you prepare foryour assessment, but you will be required to demonstrate your personal understandingof all of the material you submit to your assessor. You may want to refer to the unitstandards themselves for further clarification. They can be downloaded from the NZQAwebsite.

www.nzqa.govt.nz/qualifications-standards/standards/

Step 2Complete the workbook

The workbook sets out the questions you have to answer and the tasks you need tocomplete to be awarded credit for all unit standards.You must complete all activities in the workbook, before submitting it to your assessorfor marking. The workbook has provided you with space for your written answers. Itis recommended that you use all the space provided as it represents the approximatelength of response required.

Step 3Gather evidence and submit to assessor

Evidence of prior learning, such as course materials, essays, assignments, etc can be usedto strengthen your evidence. Additional evidence can be submitted (such as work-relateddocumentation) to supplement your answers, however, you must answer every question.Always reference the sources you used as your evidence.Send your completed workbook to your assessor by the date agreed to at your pre-assessment meeting.

Step 4Assessment feedback

Your assessor will determine whether the evidence presented in your workbook meetsthe required standard, and will provide you with feedback.If you are deemed not yet competent (ie your assessor determines that the evidencepresented is not sufficient) they will request further evidence. Whether it is additionaltasks for you to complete, or a verbal submission to supplement the evidence alreadypresented, your assessor will work this through with you.

Step 5Reporting of results

If you are deemed competent, you will receive confirmation of this from your assessor.Your assessment results will then be forwarded to the NZQA to be registered on yourRecord of Achievement (previously named Record of Learning).

Assessment process

http://www.nzqa.govt.nz/qualifications-standards/standards/


Printed

Bolstad, R. & Hamblett, M. (2004). (2nd ed.).Transforming communications: Leading edge professional and personal skills. Auckland, NZ: Pearson Education.

Bolton, R. (1987). People skills: How to assert yourself, listen and resolve conflicts. Brookvale, Australia: Simon & Shuster

Coulshed, V. & Orme, J. (2012). (5th ed.). Social work practice: An introduction. Basingstoke, UK: Palgrave - Macmillan.

Working with groups Chap 10. A brief, practice based overview.

Hunter, D., Bailey, A. & Taylor, B. (1994). The art of facilitation:The essentials of leading meetings. Auckland, NZ: Tandem Press.

Maidment, J. & Egan, R. (Eds.) (Reprint 2009). Practice skills in social work and welfare: more than just common sense.Sydney, Australia: Allen and Unwin.

McMaster, K. (2004). Facilitating change through group work.In Maidment, Chap 13. Brief, strengths based, and bi-cultural.

Beddoe, L. Violence toward social workers. In Connolly, M. (Ed.). (2001). New Zealand social work: contexts and practice.Chapter 26. Auckland, NZ: Oxford University Press.

Beddoe, L., Appleton, C. & Maher, B. Social workers’ experience of violence. Social Work Review. March 1988, 4-11. Based on research in NZ.

Bibby, P. (Compiler and editor). (1994). Personal Safety for social workers. Aldershot, UK: Ashgate Publishing.

Coulshed, V. & Orme, J. (2012). (5th ed.) Social work practice: An introduction. Basingstoke, UK: Macmillan. Chap 5. Crisis intervention.

Morley, C. Conducting risk assessments. Chapter 9 InMaidment, J. & Egan, R. (Eds.) (Reprint 2009). Practice skills insocial work and welfare: more than just common sense.Sydney, Australia: Allen and Unwin.

McMaster, K. Working with violence: Family violence as aprofessional issue. In Connolly, M. (Ed). (2001).New Zealand social work: contexts and practice. Chapter 25.Auckland, NZ: Oxford University Press.

Resources related to the Domestic Violence Act 1995 and Domestic Violence (Programmes) Regulations 1996:

a) Department for Courts. July 1999. Individual provider guidelines for individuals wishing to provide domestic violence programmes for adult protected persons. Wellington: Department for Courts.b) Department for Courts. July 1999. Individual provider guidelines for individuals wishing to provide domestic violence programmes for children. Wellington:

Department for Courts.c) Department for Courts. July 1999. Individual provider guidelines for individuals wishing to provide domestic violence programmes for respondents. Wellington: Department for Courts.

Resources related to elder abuse and neglect - mayinclude but are not limited to:

a) Age Concern New Zealand Inc. 1992. Promoting the rights and well-being of older people and those who

care for them: a resource kit about elder abuse and neglect. Wellington: Age Concern New Zealand Inc.b) Age Concern New Zealand Inc. 1999. Age Concern elder abuse and neglect services: a report of statistics and service developments covering the three years from July 1996 to June 1999. Wellington: Age Concern New Zealand Inc.c) Age Concern New Zealand Inc. 1999 (2nd ed). Elder abuse and neglect: a handbook for those working with older people. Wellington: Age Concern New Zealand Inc.

Resources related to abuse and neglect of children andyoung persons - may include but are not limited to:

a) Children, Young Persons and Their Families Service. 1997. Breaking the Cycle - an interagency guide to child abuse. Wellington: Children, Young Persons and Their Families Service.b) Risk Management Project, Children, Young Persons and Their Families Service. 1997. Recognition of child abuse and neglect - Tirohanga tukino tamariki. Wellington: Children, Young Persons and Their Families Service.

Resources

We recommend that you consider reading the following books. We have also listed a number of other useful resourcesfor you to look at.


Referencing

Use the table below to provide a reference list that acknowledges your information sources. You must use the APAreferencing style. A guide of how to reference is included in your Getting it Write. Below are also several links whichwill lead you to websites which are useful.

http://www.waikato.ac.nz/library/study/guides/apa.shtmlhttp://library.ucol.ac.nz/ and search for APA guidehttps://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html - This is an online tutorial

Referencing is an important professional skill which acknowledges rightful owners and creators of work. It supports your own written work and shows that you are researching information which underpins your own arguments. It also helps you avoid plagiarism, which is when people copy the work of others. This is often accidental but it’s importantthat you can show that your work is your own. Like all skills this is one which you will probably need to practice before you feel completely comfortable with all the rules of referencing.

Reference lists include all the works you have used to complete your workbook. This includes any conversations or discussions you have had with people in order to complete this workbook. The reference list should be in alphabetical order and you should follow the guidelines of APA referencing style.

Reference list

For example:Durie, M. (1998). Whaiora. Māori Health Development. (2nd ed.). Auckland: Oxford University Press

GenoPro (n.d.). Introduction to the Genogram. Retrieved July 18, 2008, from http://www.genopro.com/genogram/

http://www.waikato.ac.nz/library/study/guides/apa.shtml%20http://library.ucol.ac.nz/%20and%20search%20for%20APA%20guide%20https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html

http://library.ucol.ac.nz/

https://ilrb.cf.ac.uk/citingreferences/apatutorial/index.html


Term DefinitionWorkbook reference

IdentifyS2 Q1

CharacteristicS2 Q2

Kawa/protocolS2 Q3

Interpersonal

Conflict resolution

Co-creating

Self determination

Understanding professional terminology

IntroductionKeeping up to date on what services are available is important. Social service agencies can often change ormerge with other providers and key contact people can change as well. This section requires you to consider theagencies that you are most likely to use on a regular basis and develop a Directory (as a separate document to thisworkbook) that you can personalise and update.

Complete the following table and include the relevant reference.


Implementation

Convention

Te Tiriti o Waitangi

Facilitation

Group

Resolution

Enabling

Problem solving

Participant


IntroductionPracticing social service work requires an understanding of the facilitation process for • socialservicemeetings.• huiforgroups.

This section requires you to understand your various roles as a• groupfacilitator.• facilitatorofsocialservicemeetingsorhui.

These roles will be acknowledged as two contrasting hui or meeting that would arise in the course of yourwork as a social worker.

You will need to prepare at least two case studies to support your assessment.

Facilitation methods and the group environment must reflect the value and appropriateness of thesetting, eg:• freedomfrominterruptiontothegroupprocess.• responsivenesstotheneedsofthegroupmembers.• thedepthandsensitivityofthegrouptaskandprocess.

You may have your assessor observe you in a live situation, or through video. Members of the group needto be informed that the activity or the video will observed by your assessor.

All observations will maintain the confidentiality of the activity, by the assessor.

Specific attributes of an effective facilitator include:• openness.• honestyandfairness.• consistencyinactions.• focus.• activelistening.• accessibility.• flexibility.• assertiveness.• enthusiasm.

Section One – Facilitate groups in social service work, social servicemeetings or hui.


7972 Facilitate social service meetings or hui

This assessment activity requires you to:1 be observed facilitating one social service meeting or hui.2 provide a case study of your facilitation of another contrasting meeting or hui (or another form of evidence negotiated with the assessor).3 meet with your assessor to discuss your evidence and answer the following questions.

The assessor will observe you in your role as facilitator and will assess your performance against thoseperformance criteria which are evident during the particular meeting or hui you choose to have observed.It is important that although you need to be observed in your role as facilitator that you continue towork with the meeting or hui in a way which will not interfere with participant needs. After the observedmeeting or hui, the assessor will discuss with you any performance criteria which have not been assessedin the observation.

Case Study – You will need to provide a case study of your facilitation of another meeting or hui(contrasting with the one that has been observed) and prepare your responses to the following:• howyourcasestudydemonstratesyourcompetencetofacilitatesocialservicemeetingorhui.• providecommentsonyourcasestudyofwhatyoucoulddodifferentlyinfuturefacilitation.

Observation• ensurethatallpersonalorsensitiveinformationfromindividualsororganisationsissubmittedwith their approval and consent.• observationmaybedonelive,orbyvideooraudio.Theobservationmaybebyyourassessor,orby your supervisor and an agreed qualified colleague, by attestation.• permissionfromparticipantsinfacilitation.• collectnecessaryinformationforhui/meeting.


Section One – Element One / Question OneFacilitate establishment of the group

Explain how you facilitated establishment of the group and give your responses to the following questions.

• Giveabriefoverviewofthepurposeofthegroup,thecharacteristicsandneedsofthegroupmembersand how you contributed to the establishment or maintenance of the group environment.

Question TwoFacilitation clarifies your role, function, and any legal responsibilities

• Howdidyoudefineyourroleandresponsibilitiestothegroup?

• Didyouoperateoutsideyourroleatanystage?Ifso,pleaseexplainwhathappened.


Question ThreeFacilitation establishes the essential elements of group management

• Outlinegroundrulesandmethodsandproceduresfordealingwithconflictinthegroup.

• Provideanexplanationofhowyouengagedthegroupinthegroupprocess.

Question Four

Provide an explanation of how you facilitated the group process to identify concerns, issues and needs, andgroup objectives.

Section One – Element TwoFacilitate identification of group objectives and tasks


Explain what interpersonal skills were used to response to group members.


Question Five

Explain how you organised the hui/group meeting – give your responses to the following questions.

• Whatwasinvolvedinorganisingthehui/groupmeeting?Giveandexampleofthetypeofhui/meeting that was organised.

Section One – Element ThreeOrganise and facilitate a hui/meeting

Explain how you identified the aims and objectives of the hui/group meeting. Include a range ofresponses for each question, to the following.

• Howdidyoutakecareoftheparticipantsneedsinthehui/groupmeeting?

• Howdidyoudecidewhatthekawaorprotocolwasforthehui/groupmeeting?


• Howwillthekawabemaintainedthroughoutthehui/groupmeeting?

• Whatarethedifferentrolesinvolvedinahui/groupmeeting?

• Whatskillsarerequiredforfacilitatingthehui/groupmeeting?

• Howdidyoufacilitatetheissues,concernsorneedsidentifiedinthehui/andgroupmeeting?


• Explainhowyoufacilitatedthemembersofthehui/groupmeetingtomakeprogressofaddressingthe issues, concerns or needs that were identified.

• Werethereanyareasofconflictformembersofthehui/groupmeeting?Howweretheissues,concernsor needsaddressed?


Question SixFacilitate identification of hui/group objectives, aims

Establish kawa or protocol of hui / group meeting.

Whattypeofconventionswereappliedduringthehui/groupmeeting?Howdidyoucreateanagendaforthehui/meeting?

Whattypeofinterpersonalskillswereused?

Provide an example of a role that you established during the hui /group meeting.

Facilitate identification of hui/group objectives, aims

The role of the facilitator is to help the participants learn how to work together by providing the structure (process)while they remain focused on the content. In any meeting, the facilitator must constantly balance process withcontent. Processes include the methods and tools used to help people interact productively with each other,including how decisions are made and making sure everyone has an equal voice.1

1http://www.developmentgateway.com.au/jahia/Jahia/pid/3243

http://www.developmentgateway.com.au/jahia/Jahia/pid/3243


Describe how the concerns, issues or needs were identified in the hui/meeting. How did you get thehui/meetingtofocusonaddressingthoseconcerns,issuesorneeds?

Give examples of communications skills needed to have these concerns, issues or needs identified. Give a briefexample of how this process worked for the hui/meeting members. Provide at least six of these skills.

•

•

•

•

•

•

What method of hui/group work did you use in this hui/meeting and what skills are used in yourmethodology?Doesyourmethodprovidethehui/meetingwithacourseofactiontomakeconnectionsbetweentheirconcernsinrelationtotheirculturalandsocialperspective?


What type of facilitation strategies did you use to have hui/meeting participants achieve their goals and workthroughtheissuesconstructively?

Facilitation methods can include co-creating and exploring alternatives, challenging, coaching, confrontation,exploring patterns and beliefs, feedback, focusing, making connections, providing information, reframing.

Provide at least four facilitation methods that you know of and use.

Question SevenFacilitate the group to address objectives and tasks

What facilitation methods did you use to have hui/meeting participants to identify and select the process theyused,toaddresstheirobjectivesandgoals?


Howdidyouusefacilitationtodevelopagroupplan?Giveanexplanationofhowyousupportedthehui/meeting to do this.

Give examples of the plan they chose.

Whatresourceswereidentifiedfortheplanbythehui/group?

Facilitation of the group plan – give examples of how you did this.


Give examples of how you encouraged hui/meeting participants self determination and how you discourageddependency.

Question EightFacilitate closure of the group

Howdidyouenablethegrouptoevaluatetheirprogressofmeetingtheirobjectivesandtasks?Providethreeexamples.


Explain how you facilitated the closure of each group session according to the kawa that was established.

Explain how you facilitated the closure of the group plans and identify the issues that came out of the group working towards achieving their goals.

How did you facilitate the identification of issues for future involvement of the group, provide two examples.

Clearly show how you closed the hui /group and the completion of the issues.


How were the articles of Te Tiriti ò Waitangi implemented in the hui/group.

Given an example of how you exercised self care during the process of facilitating this hui/group.

Give examples of how confidentiality was maintained throughout the process of facilitating this hui/group.

Provide at least one group work theory that is relevant to you and give the reasons why you choose to use this particular theory.

Arrange for your supervisor to complete the supervisor’s form attached to this document, and complete the appropriate sections for yourself.


Introduction: In the previous section you identified the process for outlining ground rules and methods and procedures for dealing with conflict in the group.

In this section you are asked to focus on how you managed a group conflict.

Question 1 Clarify the conflict

Provide a background overview for your assessor on the conflict resolution you facilitated. The summary includes who, where, when, what, why and how this situation occurred.

Identify and explain at least one referenced theory on the importance of establishing conducive environments for conflict resolution and describe the environment you established for resolving the conflict.

Describe how you clarified your role, function and any legal issues with the parties involved in the conflict resolution.

Describe the characteristics and needs of the service users and describe and/or demonstrate how you established kawa or protocols for the conflict resolution and sustained these with the service users.

Identify the methods you used to clarify the conflict and give examples of the skills you employed with each method. (see p.c.1.4 and comment on each aspect).

Provide at least two examples of how you facilitated awareness around non-verbal communication and the expression of feelings and needs.

Describe how the information you sought from the service users in terms of clarifying emotions, identifying issues, and establishing processes was relevant and sufficient for the resolution of the conflict.

Question 2 Facilitate resolution of the conflict

Identify and describe the assistance you provided to the service users to generate achievable options.Give at least three examples from the range: brainstorming, co-creating and exploring alternatives, challenging,confrontation, feedback, focusing, providing information; one of which must be challenging or confrontation.

Explain how you assisted the service users to select the option(s) that best met their needs. Give an example thatdemonstrates this.

Describe how you assisted the service users to prepare and implement an action plan. Identify the point at whichthe conflict moved toward resolution and explain the reasons for this movement. Give an example from this partof the facilitation.

Section Two – Facilitate conflict resolution in social services


Describe at least one method you used to encourage self determination of the service users and give an exampleof its use.

Identify and describe how your facilitation responded to the particular characteristics and needs of the serviceusers. Give at least one example.

Describe collaborative problem solving and identify at least one occasion when you directed the facilitation withthisinmind.Howdidyoufacilitateanyreluctancebyserviceuserstoworktogetherinacollaborativemanner?

Question 3 Facilitate closure of conflict resolution

Describe how you established closure of conflict resolution. In particular, describe how/if you obtained agreementbetween the service users on closure of the conflict resolution process. Include comment on the rangeagreement with service users may include but is not limited to:• agreementthattheconflictiscompletelyresolved,• agreementthattheconflictispartiallyresolvedandnofurtherpurposecanbeachievedinconflictresolution,• agreementthatresolutionisimpossibleandfacilitationofconflictresolutionistoend.

Describe how you identified any conflict-related issues for the future for the service users and providedinformation on resumption of contact or other referral sources for resolution of conflict. Comment within therange.

Range: relevant issues may include but are not limited to - factors that may lead to resumption of contact; futureroles, functions and available services; means of re-establishing contact with social service worker or serviceprovider; other sources of referral for conflict resolution.

Describe how you facilitated closure and give an example of the kawa or protocols you used. Did the closure occurasyouplanned?

Reflectontheconflictresolutionsessionthatyoufacilitatedandidentifywhatyoumightdodifferentlyonanyfuture occasion where you facilitate conflict resolution.

If you have not commented above on how your knowledge of Te Tiriti o Waitangi is relevant to your facilitation ofconflict resolution, do so now.

If you have not commented above on how you ensured confidentiality for the service users, do so now.


IntroductionDemonstrating knowledge about suspected abuse, neglect and violence will assist you to be informed whentaking action to respond as a social service worker. This section requires you to consider the range of termsassociated with abuse, neglect and violence and the relevant laws. You will need to answer each of these questionseither in a written format or in a poster format to your assessor.

Introduction Knowing how and where to access information for people will assist in your role as a social service worker. Thissection requires you to seek and provide definitions and descriptions for the terms that are used. We encourageyou to add to this glossary as and when you come across words which are new to you.

Understanding professional terminology

Task 1 Complete the following table.

Section Three - Deal with violence as a social service worker

Term DefinitionWorkbook reference

‘Sources of criteria established by legislation, ethical practice, and service provider guidelines’ are places that provide information that can increase your knowledge to help you to assess, report and deal with abuse, neglect and violence.

Children, Young Persons and Their Families Act 1989

Domestic Violence Act 1995 section 43


Domestic Violence (Programmes) Regulations 1996

Guardianship Act 1968

Health Act 1956 Sections 22B and 22C

Official Information Act 1982

Privacy Act 1993

Family Proceedings Act 1980

Health & Safety in Employment Act 1992

Employment Relations Act 2000

Human Rights Act 1993 sections 61-69

Agency Codes of Conduct


Codes of Practice issued by the Privacy Commissioner

By-laws

‘Abuse, neglect and violence’ includes behaviour that may be neglectful, or violent within the following areas.

Emotional

Economic

Verbal

Physical

Social

Spiritual

Sexual

Racial harassment


Aggressive

Intimidating / threatening

Telephone harassment

Loitering

‘Characteristics andneeds of service user’ iskey parts of a participantusing the social servicethat may be relevant toyour relationship withthem.

Age and stage of development

Coping strategies

Couple, family or whānau roles and dynamics

Culture

Disability experience


Personal history of an individual service user

Family or whānau history

Gender

Health status

Language

Psycho-social situation and systems

Sexual orientation

Socio-economic situation

Needs for physical comfort, safety and privacy

‘Crisis’ means a state ofsignificant change orupset in the equilibriumof an individual, couple,family or whānau.

Life events


Developmental changes

Sudden traumatic stress

‘Social service theory’ informs your practiceand helps you movefrom a natural helper to alearned helper.

Task centred

Strengths based

Crisis intervention

Kaupapa Maori

Pacific theory


Question One

a) Explain the contextual and contributing factors of violence in the following table. » alcohol and drug issues; anger; frustration; gender relationships; institutional and societal constructs; power and control issues; cultural learning; stress; mental health; physical health.

Term Emotional Physical Social Economic

Alcohol and drug issues

Anger

Frustration

Gender relationships

Institutional and societal constructs

Power & control issues

Cultural learning

Stress

Mental health

Physical health


b) Describe two short term and two long term consequences of violence in the workplace. The range of consequences include the following: » Cultural, emotional, financial, physical, psychological, sexual, spiritual, victimisation, trauma. One of the consequences must be from your own cultural perspective.

c) Describe each of the following in relation to the Health and Safety in Employment Act 1992, Employment Relations Act 2000 and Human Rights Act 1993 ss. 61 – 69: » Definition of violence, legal sanctions, protections and remedies.

d) Describe how the Human Rights Commission responds to violence.

e) From the following list of service providers choose three and describe how they respond to violence: » ACC, Child, Youth and Family; Domestic Violence Act providers; Family Court; health services, Iwi/Maori social services, legal services, Pacific Island social services; Police; Rape Crisis; Relationship Services; stopping violence services; Te Korowai Aroha Aotearoa; Victim Support; Women’s Refuge.

f ) Explain how personal attributes and experiences would assist someone to deal with violence in the workplace. Explain both the positive and negative value of these personal attributes. Include four of the

following personal attributes and experiences in your explanation: » Assertiveness; body language; communication patterns; impact of personal experiences of violence; conditioning in gender roles and sexuality; controlling attitudes; use of power and control; methods of dealing with anger and frustration, management of anxiety, fear and tension.

g) Reflect on a situation you have been in where you have had to respond to a situation of violence in your work. Describe the participants and their needs in the situation by using at least four of the characteristics from the list below: » four characteristics of the participant(s) and their whānau include: physical, spiritual, and mental; age and stage of development; culture; disability; gender; health status; language; sexual orientation; religion; attitudes to abuse, neglect, or violence; cultural status.

h) Explain how you applied four of your interpersonal skills when dealing with the client(s) and their whānau in the situation above : » four characteristics could include: verbal communication includes voice tone, pitch, volume and speed, clarifying, describing, encouraging, calming, following, paraphrasing, summarising, reflection of feelings and content, compromise. » non-verbal communication includes use of silence, active listening, non-threatening body posture; management of anxiety; fear, tension; control; flight; personal alarms; techniques for release from holds and deflecting physical attack.

i) What were the relevant laws, codes of practice and work place guidelines that you followed during your response?

NOTE: Type your answers to these questions on a separate sheet, save as a file and label with both your name and Workbook 6 and send as an electronic file to your assessor.


Question Two

NOTE: Type your answers to these questions on a separate sheet, save as a file and label with both your name and Workbook 6 and send as an electronic file to your assessor.

a) From all the following situations identify and explain how the potential for violence in the workplace could occur: • meetingswithintheworkplace. • meetingsoutsideoftheworkplace. • cashhandling. • environmentalissuesintheworkplace. • raceandgenderissues;transportissues.

b) Provide an example of two verbal signs and two non-verbal signs that would indicate impending violent behaviour.

c) Discuss one policy from your workplace, one procedure and one resource that deals with violence in the workplace.

d) From the following management action plans discuss how each can potentially minimise the risks of violence: • Environment;furniture;roomlayout;screens;lighting;presenceofotherstaff;teamwork;recognising differentneedsandvulnerabilityofstaffmembers.

e) Discuss one social service theory that would inform your practice when dealing with suspected abuse, neglect and violence. Ensure you reference key authors/theorists in your discussion.


Section Four – Practical application of Te Tiriti o Waitangi

Question One

How did you build the articles of Te Tiriti o Waitangi into your social service work by;a) facilitating group, social service meetings and hui; b) managing conflict resolution; andc)respondingtoandinterveningwithclientsinsituationsofviolence?

Facilitating group, social service meeting and hui

Managing conflict resolution

Responding to and Intervention in, situations of

violence

Article OneKawanatanga

Article TwoTino Rangatiratanga

Article ThreeOritetanga

Article FourFreedom of religions and customary rights


1 Howlonghaveyousupervisedthistrainee?

2 Whatevidenceofthecandidatesworkdoyouhave(audio,live,discussionsetc)?

Name: Relationship to the trainee:

Signature: Date:

Telephone: Email:

Kia oraThe above social service worker is being assessed by Careerforce, the Industry Training Organisation (the ITO).We need you to verify their work in facilitating conflict resolution in whānau/family meetings orwhānau hui and that they are able assist service users in situations of abuse, neglect or violence.A workbook has already been completed by the trainee and we need their work validated by you.

You have been asked to provide this attestation because of your supervisory role with the trainee

Complete the form below by giving examples of the worker’s knowledge of group facilitation and groupcounselling work. You can use additional paper if required. We may contact you to seek further information ifrequired.

If you are the same supervisor filling the attestation for unit standards 7958/59 then you can skip questions 1-8and fill in 9-11.

AttestationAssist service users to access and evaluate social services

Trainee’s Name:


3 Arethecasespresentinthisworkbookandaccuratereflectiononthetraineeswork?

4 How well does the candidate use strategies to implement Te Tiriti o Waitangi in facilitating conflict resolution andsituationsofviolence?

5 When the trainee has assisted a service user in situations of abuse, neglect or violence can you please describe howhe/shehasbeenabletorelatethem?Forexampledoeshe/sheacknowledgerespectfordifference.Ishe/sheaccepting,genuine,honest,patientandshowswarmth?

6 Comment on trainees use of the interpersonal skills of attending, clarifying, encouraging, following, questioning, paraphrasing, reflecting feeling and content, exploring alternatives, challenging and confronting, exploring past behaviours and patterns, focusing the participants, encouraging self determination and discouraging dependency, reframing and referring in relation to their practice as a social service worker.


7 Describe the trainees ability to respond appropriately to group participants according to: stage of development, age; couple or family; whānau roles and dynamics, culture, disability, gender, health status, history, socioeconomic situation, coping strategies, language and sexual identity.

8 Whatselfcarestrategiesdoesthetraineeuse?

9 Howdoesthetraineeidentifylimitsofroleandfunction?

10 Other comments


11 Trainee comments

Trainee signature and date______________________________

Supervisor signature and date______________________________

Kia ora ano, thank you again for your time

Marking Schedule – Understanding professional terminology and referencingAssessment Task Judgement Comments

Task 1793479727970

• Thetableiscomplete.• Alldefinitionsprovidedareaccurateinsocial

service context.

Task 2793479727970

• Allreferencesintheworkbookareincludedinthe reference list.

• ReferencesareaccordingtoAPA.

Marking Schedule Workbook Six – Conflict resolution and group work7970 7972 7934 7943

Competency decision Understanding Professional TerminologyAchieved More Evidence Required

Notification to trainee

Credit reporting form to be submitted to ITO

Comments:

Assessor signature: Date:

Comments:

Resubmission decision: Achieved More Evidence Required


Marking Schedule Section One – Facilitate groups in social service work, social service meetings or huiAssessment Task Judgement Comments

Question One1.1

79721.1, 1.2

•Overviewofgroupgiven.•Explanationofhowyou established or maintained group environment.

Question Two7934 1.2

•Clarifiesrole,function and responsibility, and if operated outside of role at anytime.

Question Three7934 1.37972 1.3,1.4

•Outlinesgroundrulesandmethodsandprocedures for dealing with conflict in the group.

• Providesanexplanationofhowyouengagedthe group in the group process.

Question Four7934 1.4, 2.1-2.3

. Provides an explanation of how you facilitated the group process to identify concerns, issues and needs, and group objectives.

•Explainswhatinterpersonalskillswereusedtorespond to group members.

Competency decision Understanding Professional TerminologyAchieved More Evidence Required



Comments:


Comments:




Question Five7934 2.4-2.6, 3.1

79721.5,2.1-2.5

• Explainsorganisationthehui/groupmeeting–Whatwasinvolvedinorganising the hui/group meeting. Gives an example of the type of hui/meeting that was organised.

• Explainsidentificationoftheaimsandobjectivesofthehui/groupmeeting.

• Includearangeofresponsesto: - decision what the kawa or protocol was for the hui and group meeting. - maintained kawa throughout the hui/group meeting.-namesthedifferentrolesinvolvedinahui/groupmeeting. - identifies skills required for facilitating the hui/group meeting. - describes facilitation of the issues, concerns or needs identified in the hui and group meeting. - Explains facilitation of the members of the hui/group meeting to make progress of addressing the issues, concerns or needs that were identified. - Identifies areas of conflict for members of the hui/group meeting or how the issues, concerns or needs were addressed.

Question Six7934 3.2-3.57972 2.6-2.9

The trainee:. establishes kawa or protocol of hui/group meeting.. identifies convention applied during the meeting.. describes the creation of the agenda.. describes interpersonal skills used.. provides an example role establishment during the hui/meeting.

Describes how concerns, issues or needs were identified in the hui/meeting, and how you got the hui/meeting to focus on addressing those concerns, issues or needs.

Gives six examples of communications skills needed to have these concerns, issues or needs identified. Give a brief example of how this process worked for the hui/meeting members.

Describes method of hui/group work did you use in this hui/meeting and what skills used in the methodology. Shows that the method provide the hui/meeting with a course of action to make connections between their concerns in relation to their cultural and social perspective.

Describes type of facilitation strategies used to have hui/meeting participants achieve their goals and work through the issues constructively.


Question Five7934 2.4-2.6, 3.1

79721.5,2.1-2.5

• Explainsorganisationthehui/groupmeeting–Whatwasinvolvedinorganising the hui/group meeting. Gives an example of the type of hui/meeting that was organised.

• Explainsidentificationoftheaimsandobjectivesofthehui/groupmeeting.

• Includearangeofresponsesto: - decision what the kawa or protocol was for the hui and group meeting. - maintained kawa throughout the hui/group meeting.-namesthedifferentrolesinvolvedinahui/groupmeeting. - identifies skills required for facilitating the hui/group meeting. - describes facilitation of the issues, concerns or needs identified in the hui and group meeting. - Explains facilitation of the members of the hui/group meeting to make progress of addressing the issues, concerns or needs that were identified. - Identifies areas of conflict for members of the hui/group meeting or how the issues, concerns or needs were addressed.

Question Six7934 3.2-3.57972 2.6-2.9

The trainee:. establishes kawa or protocol of hui/group meeting.. identifies convention applied during the meeting.. describes the creation of the agenda.. describes interpersonal skills used.. provides an example role establishment during the hui/meeting.

Describes how concerns, issues or needs were identified in the hui/meeting, and how you got the hui/meeting to focus on addressing those concerns, issues or needs.

Gives six examples of communications skills needed to have these concerns, issues or needs identified. Give a brief example of how this process worked for the hui/meeting members.

Describes method of hui/group work did you use in this hui/meeting and what skills used in the methodology. Shows that the method provide the hui/meeting with a course of action to make connections between their concerns in relation to their cultural and social perspective.

Describes type of facilitation strategies used to have hui/meeting participants achieve their goals and work through the issues constructively.


Question Seven7934

3.1 – 3.5

Explains facilitation methods used to:•identifyandselectprocess.•addressobjectivesandgoals.•developagroupplan.•encourageselfdeterminationanddiscouragedependency.

Four facilitation methods are required.

Question Eight7934

4.1 – 4-6overall

7972overall

Explains with three examples how they enabled the group to evaluate their progress of meeting their objectives and tasks.

Explains facilitation of the closure of each group session according to the kawa that was established.

Explains facilitation of the closure of the group plans and identifythe issues that came out of the group working towards achievingtheir goals.

Explains with two examples how identified issues for futureinvolvement of the group.

Explains relevancy of confidentiality.

Explains how articles of Te Tiriti o Waitangi were implemented.

Gives an example of how exercised self care during the process offacilitating this hui/group.

Give examples of how confidentiality was maintained throughoutthe process of facilitating this hui/group.

Provides at least one relevant group work theory that is relevant to you and give the reasons the theory was chosen.

Competency decisionSection One: Facilitate groups in social service work, social service meetings or hui

Achieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Two – Facilitate conflict resolutionAssessment Task Judgement Comments

Question OneClarifies conflict between participants

79701.1-1.6

• Providesanexampleofhowestablishedtheenvironmentthat was conducive to conflict resolution.

• Providesonetheoreticalmodelusedandexplainsroleasfacilitator to the participants.

• Describescharacteristicsofsocialserviceuserswithexamplesgiven of how kawa or protocols for facilitating conflict resolution was set.

• methodsidentifiedclarifytheconflictandgiveexamplesofthe skills employed with each method.

• Providesatleasttwoexamplesofhowfacilitatedawarenessaround non-verbal communication and the expression of feelings and needs.

• Descriptionofhowtheinformationsoughtfromtheparticipants in terms of clarifying emotions, identifying issues, and establishing processes was relevant and sufficient for the resolution of conflict.

Question TwoFacilitate resolution of the conflict

7970 2.1-2.6

• Assistanceidentifiedanddescribeshowprovidedtotheparticipants to generate achievable options. Three examples given.

• Describeshowtheparticipantswereassistedtoprepareandimplement an action plan.

• Describesofatleastonemethodusedtoencourageselfdetermination of the participants and gives an example of its use.

• Describeshowthefacilitationrespondedtotheparticularcharacteristics and needs of the participants, with at least one example.

• Describescollaborativeproblemsolvingandidentifiesatleast one occasion when trainee directed the facilitation with this in mind.

• Explainfacilitationofanyreluctancebyparticipantstoworktogether in a collaborative manner.

Marking Schedule Section Two – Facilitate conflict resolutionAssessment Task Judgement Comments

Question ThreeFacilitate closure of conflict resolution

7970 3.1-3.5

• Describesestablishingclosureofconflictresolution.• Describeshow/ifobtainedagreementbetweenthe

participants on closure of the conflict resolution process.• Describesidentificationofanyconflict-relatedissuesfor

the future for the participants and provided information on resumption of contact or other referral sources for resolution of conflict.

• Describesfacilitationofclosureandgivesanexampleofthekawa or protocols used.

• Explainsiftheclosureoccurredasplanned.• Showsreflectionontheconflictresolutionsessionfacilitated

andidentifieswhatmightdodifferentlyonanyfutureoccasion if required to facilitate conflict resolution.

Competency decision Section Two: Facilitate conflict resolutionAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Three – Deal with violence as a social service workerUnderstanding professional terminology

Assessment Task Judgement Comments

Task One7943

• Thetableiscomplete.• Alldefinitionsprovidedareaccurateinsocialservicecontext.

Competency decision: Understanding Professional Terminology and referencingAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Three – Deal with violence as a social services workerAssessment Task Judgement Comments

Question 1 a)7943 special note 2, pc 1.1, 1.2

• AllitemsfromtherangeinPC1.1areexplainedto each context in the table.

• Allinformationisaccurateandvalid.

Question 1 b)7943 pc 1.3

• Twoshorttermandtwolongtermconsequences of violence are explained from the range.

• Culturalconsequencesarediscussedfromtrainee’s own perspective .

Question 1 c)7943 pc 1.4, Special note 5

• AlloftheActsfromSpecialNote5isdiscussedin terms of definitions of violence, legal sanctions, protections, and remedies.

Question 1 d)7943 pc1.5

• ServicesprovidedbytheHumanRightsCommission is described in relation to responding to violence in the workplace.

Question 1 e)7943 pc 1.5

• Threeserviceprovidersfromtherangeareaccurately described in relation to responding to violence in the workplace.

Question 1 f )7943 pc 1.6, pc 3.1

• Fourpersonalattributesandexperiencesfromthe range are explained in terms of dealing with violence in the workplace.


Question 1 g)7943 pc 3.1, 3.2, 3.3

• Fourcharacteristicsandneedsoftheparticipant(s) and their family or whānau: Range; physical, spiritual, and mental; age; language; stage of development; culture; disability; gender; health status; language; sexual orientation; religion; attitudes to abuse, neglect, or violence; cultural status.

Question 1 h)

7943 pc 3.2

• Fourofthetraineesowninterpersonalskillsare described:

Range: verbal communication includes voice tone, pitch, volume and speed, clarifying, describing, encouraging, calming, following, paraphrasing, summarising, reflection of feelings and content, compromise.

• non-verbalcommunicationincludesuseof silence, active listening, non-threatening body posture; management of anxiety; fear, tension; control; flight; personal alarms; techniques for release from holds and deflecting physical attack.

Question 1 i)7943 pc 3.3

Relevant workplace law, code of ethics and workplace guidelines are connected to trainee response.

Question 2 a)7943 pc 2.1

All of the range is identified and explained in terms of potential risks of violence.

Question 2 b)7943 pc 2.2

• Two verbal and two non-verbal signs of impending violent behaviour is accurately identified and explained.


Question 2 c)7943 pc 2.3

• Oneworkplacepolicy,oneworkplaceprocedure and one resource are accurately explained to deal with violence in the workplace.

Question 2 d)7943 pc 2.3, 2.4

• Threemanagementactionplansarediscussedfrom the range in terms of their potential to minimise risks of violence.

Question 2 e)7943 Special Note 7

• Onevalidsocialservicetheoryisdiscussed.• Authors/theoristsarereferencedaccurately.

Competency decision Section Three: Working with Violence as a Social Service WorkerAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Section Four – Practical application of Te Tiriti o WaitangiAssessment Task Judgement Comments

Question One7970, 7972, 7934, 7943

• ArticlesofTeTiritiOWaitangi(TTOW)discussed with regards to a) Facilitation of group social service meeting or hui b) facilitating conflict resolution and c) responding to and intervention work in situations of violence.

Competency decision Section Three: Working with Violence as a Social Service WorkerAchieved More Evidence Required



Comments:


Comments:



Competency decision Section Four: Practical Application of Te Tiriti O WaitangiAchieved More Evidence Required



Comments:


Comments:



Marking Schedule Appendix – AttestationAssessment Task Judgement Comments

Question 1 - 9Overall

• Supervisorcommentsarecongruentwithtrainee evidence provided in the workbook and all sections of the attestation are complete.

Competency decision: Appendix: AttestationAchieved More Evidence Required



Comments:


Comments:



IMPORTANT: ON WORKBOOK COMPLETION THIS PAGE IS TO BE SIGNED BY

BOTH ASSESSOR AND TRAINEE AND RETURNED TO CAREERFORCE

Assessment Task Assessed as CompetentAssessor Signature / CommentsAssessor Name:

Trainee Signature / CommentsTrainee Name: Date

Section 1

Section 2

Section 3

Section 4

conflict resolution and group work - careerforce home - …€¦ · · 2015-12-16workbook 6...

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