Complete Part C, D E and F. Don’t include additional resources. Add on to the file title , ‘ Practice lll’.? Only include resources for the action plan.? Part (D) Constitue
Complete Part C, D E and F. Don't include additional resources. Add on to the file title , " Practice lll".
Only include resources for the action plan.
Part (D) Constituents is not needed.
Part(E) For the evaluation part, I will evaluate the action plan if it was a success by using surveys and providing questions on the surveys. The survey will consists of evualating to see if the self care day activity did helped with them feeling burn out in child protective services. another evualtion source could be using a pre-post test.
Student will develop a proposal that will outline an issue/challenge/problem that they feel that needs to be
addressed at your agency. Your proposal must be needed and that will bring change or make an impact.
The goal is to enable students to learn about their agency’s mission, function, organizational structure,
and how their agencies fit into their communities and fields of practice. The projects are expected to
contribute to the functioning of the agency. Your proposal must include:
A. Defining the social problem (why is this a problem and what had been the impact of the
problems on the agency and/or the community). Provide background information (Do
research… ask questions). The student should provide research(literature) about the
problem to support the issues. Students should reference professional journals to
conceptualize the social problem. Find existing research on the topic so that the reader
can understand the arguments and empirical evidence in the literature. B. Describe community partnerships to help address the problem. Students should identify
the various agencies and community members that maybe knowledgeable about the selected
social problem. This mean you must identify local community agencies and other key
stakeholders that could work with you towards ameliorating the social problem, or those
directly or indirectly affected by the social problem.
• Students MUST submit a list of community agencies, along with contact name,
address, telephone number and email address, if applicable that they feel are
appropriate to assist with the problems,
C. Develop and strategy identification. Identify strategies or interventions to remedy
issue/problem or challenge.
D. Students should identify their targets, allies, and constituents, as well as opponents as part of
the implementation strategy. Targets are the people or groups they are hoping to change;
allies and constituents are those who will help them bring about change; and the opponents
are those who will hinder the change process (Pincus & Minahan, 1973).
E. Develop an action plan, implementation timeline, and a plan for evaluating the outcome of
the project.
• Action plan should address how you plan to address the problem (this will require
some research). Who will be a part (involved)of the plan, what will they do? What
will you do? For example, research similar plans that you looking to implement
and cite your sources.
• Timeline- Since this is the spring semester, you should start with the month of
January since you return to field during the spring. Use the timesheet to document
from start to finish of the project.
• Evaluate- How will you evaluate if the action plan was a success. Develop an
evaluation and attach it as an appendix. Discuss the purpose of the evaluation and
what you are looking to find (success or not successful). (See form)
• Summary/Conclusion (See form)
,
4
Macro Project Proposal
Student Name
University
Social Work 404 Practice III
Instructor Name
March 9, 2024
Macro Project Proposal
The social problem I identified at my agency is that case managers are experiencing compassion fatigue due to the heavy caseloads and ensuring every child's needs are being met. While completing my internship at the Department of Social Services, I have observed that most of the case managers don’t participate in self-care activities and do a lot of overtime. Therefore, this is a social problem because it negatively affects social workers across the world, mainly in child protective services. Social workers face a significant problem of compassion fatigue, which can result in decreased job satisfaction and reduced employee turnover. By this means, utilizing training, supervision, and supportive programs to address compassion fatigue within agencies will enable professionals to manage their work's emotional demands better. This helps both the mental health of social workers and client outcomes by having a healthier workforce that can offer good care.
Article 1: “Exploring crisis and its effects on workers in child protective services work”
The article analyses the perspectives and experiences of child welfare protective services workers in the USA when emergency cases happen. The research goal is to comprehend how the crisis affects employees in this particular field. It adds to the existing knowledge by focusing on subjective experiences of crisis in the workplace, what it is manifested, and its consequences on workers.
This research demonstrates that the agents of the child emergency services have to cope with the lots of challenges faced by them when they deal with the crisis, emphasizing the understanding of their subjective experiences. It analyses how the emotional and mental well-being of workers are affected by crises and professional growth. This study brings to attention the importance of studying the influence of crisis on these workers in order to design effective measures and methods of assistance.
In general, Tavormina and Clossey discuss the consequences of the crisis on child protective services workers, stressing the significance of attending to these challenges in order to sustain the welfare and the efficiency of professionals in this very critical domain. Understanding the subjective experiences of workers when they are experiencing crises is as important as developing strategies that protect their mental health and make them stronger in these work environments, which are often demanding.
Tavormina, M., & Clossey, L. (2017). Exploring crisis and its effects on workers in child protective services work. Child & Family Social Work, 22(1), 126-136.
Article 2: "Compassion Fatigue: Being an Ethical Social Worker"
The article discusses the differences between burnout, secondary trauma, and compassion fatigue that call for their diagnosis and treatment. It highlights the importance of personal coping mechanisms, enhanced education, supervision, and a safe environment for people who work in caregiving roles. The article addresses this healthcare issue by providing training modules on compassion fatigue for educational programs and establishing a comprehensive organizational support system. According to the author, this provision is meant to protect both the professional and the individual in the community served. The article stresses that helping professions are demanding, emotionally exhausting, and psychologically strained, but proactive measures can be brought up to address them. The article also explains that healthcare professionals can grow resilience, remain beneficial, and stay engaged in delivering quality care, thus minimizing burnout and compassion fatigue risks using focused interventions and calculated measures.
Wharton, T. C. (2008). Compassion fatigue: Being an ethical social worker. The New Social Worker, 15(1), 4–7.
Article 3: “The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers”
A study by Salloum et al. (2015) examined the impact of self-care on burnout, secondary trauma, and compassion satisfaction in child welfare workers. The study aimed to determine if self-care reduced extreme stress and unhappiness symptoms in seasoned child welfare social workers. Self-care was found to be significantly correlated with lower burnout and secondary trauma levels and higher levels of compassion satisfaction in a study that surveyed 305 child welfare direct service and supervisory staff. The results imply that self-care routines can be essential in reducing the detrimental effects of burnout and compassion fatigue on child welfare workers.
Salloum, A., Kondrat, D. C., Johnco, C., & Olson, K. R. (2015). The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers. Children and Youth Services Review, 49, 54-61.
Community Partnerships
Department of Social Services burnout issues within case managers could be improved by teaming up with several agencies. Partnering with the Children's Trust of South Carolina, known for its programs on child welfare, will allow access to the needed resources and support in the fight against burnout among child welfare workers (Melton, 2010). Also, another resource that is found in the agency is EAP. The Employee Assistance Program (EAP) is a resource that is committed to the health and well-being of employees. Services provided by the EAP are counseling sessions for anxiety, stress, depression, etc. Another way is to work with the Child Welfare Information Gateway to make effective strategies for recruiting and retaining staff so that the organization has an adequate and sustainable number of people to provide good services (Steen & Duran, 2014). In addition, there are various mental health professionals in the community that could help with case managers. Through close collaboration with these associations, the Department of Social Services can upgrade the efforts concerned with improving the health of children and their families and the psychological well-being of its frontline and support workers.
Directory
Organization
Children Trust of South Carolina
1330 Lady st, Suite 310, Columbia SC
803- 733-5430
Program
Employee Assistance Program
South Carolina Department of Social Service
888-993-7650
Service Provider
Child Welfare Information Gateway
Self Care Therapy
CAKE, Orangeburg SC
803- 707-8798
https://letscaketherapy.com/contact/
Resources to Mental Health Professionals
Orangeburg Area Mental Health Center
2319 St. Matthews rd., Orangeburg SC 29115
803-536-1571
Parts C, D & E.
Interventions consists of self-care activities provided by me for case managers to use. The self-care activities include, meditation, a paint and sip activity, or yoga. The interventions mentioned will help solve compassion fatigue in child protective services. The target will consider as case managers. The allies I will partner with are mental health profession among the community. The opponents …..
References
Compassion Fatigue: Being an Ethical Social Worker. (2013, December 22). SocialWorker.com. https://www.socialworker.com/feature-articles/ethics-articles/Compassion_Fatigue%3A_Being_an_Ethical_Social_Worker/
Steen, J. A., & Duran, L. (2014, May 1). Entryway into the child protection system: The impacts of child maltreatment reporting policies and reporting system structures. Child Abuse & Neglect. https://doi.org/10.1016/j.chiabu.2013.11.009
Salloum, A., Kondrat, D. C., Johnco, C., & Olson, K. R. (2015, February 1). The role of self-care on compassion satisfaction, burnout and secondary trauma among child welfare workers. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2014.12.023
Tavormina, M. A., & Clossey, L. (2015, January 25). Exploring crisis and its effects on workers in child protective services work. Child & Family Social Work. https://doi.org/10.1111/cfs.12209
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