Thematic Content Gut Feelings Observations and Non verValues/Ethics

The volunteers and the The environment Most of the volunteers 2.01 Respect
students gathered in their feels tense because stood with arms crossed
designated room. The of the volunteers to listen to the director.
Adult Education program frustrations with
director was present to the agency.
discuss the causes of the
numerous room changes.

The director also The volunteers There wasn't head Protection of life
explained that given the weren't entirely nodding, or other body
rise in students she is not satisfied with the language to verify that
willing to keep these explaination. the volunteers were in
larger group sizes in the agreement.
initial rooms because it is
a safety hazard to ignore
room capacity sizes.

The director reiterated The purpose of the The volunteers glanced 2.01 Respect
that she wants the group conversation was to to one another to gauge
to feel supported by the ease the frustrations each other's responses.
agency, and asked of the group by
whether they had any hearing their
questions for her. identified problems
One of the volunteers The volunteers The concerns addressed
reported some of her made comparisons were predominantly
reoccuring problems with to how a past staff introduced by a singular
the group. She admitted member facilitated volunteer, and she was
to feeling negligence on the group. My speaking as though it
the part of the agency prediction is that were on behalf of the
because there has been a they aren't pleased group.
lack of communication in with the changes to
the summer semester. the program.
She claimed that the
receptionist also isn't
notified of the class and
it's incoming students.

I interjected by I wanted to expand The volunteers agreed Service

volunteering myself to my role for the that this action could be
intercept students in the group, and act helpful.
lobby so that it doesn't where I saw
interefere with class potential to further
time. assist the group.

Another strategy we Communication is The volunteers nodded Service

agreed upon is to something the in agreement to one
exchage emails or agency and the another.
download whatsapp to volunteers have
notify the group been struggling
members of any changes with so I think
made so that they can opening further
prepare. This also opens means of
communication for them communication will
to regularly express their be helpful to some
concerns or ideas. of the problems
identified.
After some of their I understand why The volunteers 2.05
concerns were addressed, the volunteers expressed anecdotes of Consultation
and resolved they would find this how this information
requested to have access information may help their practice.
to the education helpful, and how it
department's student may improve their
appraisals to inform their services. However
instruction. student information
is kept confidential
and I am unsure
whether or not
volunteers would
included on the
information release
forms.

The Education program I feel unsure The volunteers didn't 2.03

director confirmed that whether or not this express opposition to the Interdisciplinary
she would consider the request will be uncertainity of her Collaboration
idea, and work towards fulfilled answer.
assisting them in their
instruction

The volunteers then I felt as though the The students sat in on 2.04 Disputes
began class and students were able the discussion between involving
separated into groups to sense that it was the director and the colleagues
dependent on English a tense volunteers. They did not
ability to work one-on- conversation from participate in the
one with students. the participants' conversation and they
body language waited for the
volunteers' lead to start
class.
At the end of class I Considering the One of the volunteers 2.10 Unethical
introduced to them tense conversation signed the document Conduct of
copies of the code of earlier I felt upon my introduction Coworkers
ethics and agency policy nervous to without knowledge of
for them to sign. introduce to them what the policies
further information entailed and how it may
that may affect affect her practice.
their practice.

They raised concerns I had knowledge of The volunteers' body 2.10 Unethical
about some of the them committing language expressed Conduct of
policies addressed in these acts prior to frustration by rubbing Coworkers
regards to driving clients, the introduction to their foreheads and
home visits, and the code, so I knew furrowing their brows.
receiving/giving gifts. it was going to be
They fear these met with confusion
boundaries will harm and shock.
their delivery of service
to the students

I explained that the code I was nervous that Their facial expressions 2.10 Unethical
is not something the volunteers felt didn't change upon my Conduct of
specified for volunteers, like the agency reasoning. Coworkers
and it's not in response to wasn't meeting
their practice. It's a them half way
framework for social again, and I wanted
workers, and in this case to help reassure any
it is designed to instill of these potential
boundaries that reinforce insecurities.
the professional
relationship.

I assured them that if My feeling was that The volunteers approach

they have further they weren't my supervisor to discuss
questions my supervisor satisfied with my their concerns in regard
or the LCSW can address answer, so I felt to the policy.
them. their expertise may
better address their
concerns.
Currently the agency is 2.10 Unethical
in the process of defining Conduct of
what expectations are Coworkers
applicable to volunteers.
The code and agency
policy is mandatory for
staff members, however
it is undetermined
whether it's mandatory
for volunteers to adhere
to. Therefore it is
possible that these
policies won't be
enforced for volunteers,
and they can continue
their practices.
Policies Core Competency Culture Theories Roles/Skills
RI Work's policy 10. Engage, Staff meetings Task and Solution Engagement
has changed to assess, intervene, commonly occur at
increase eligibilty and evaluate with the agency to resolve
which is one of the individuals, conflict or clarify
causes for the families, groups, functionings of the
influx of students organizations, and agency. This
communities meeting was
conducted in an
informal manner.

Public rooms have 9. Respond to She identified Feminist Communication

capacity concepts that another Active Listening
maximums for the shape practice consideration in Educator
sake of eliminating which the population
safety hazards. that comprises these
classes often do not
hold english as a
primary langauge,
and my not be
familiar with fire
drill protocol.
Therefore she
prefers rooms that
are more
accomodating to
these students.

10. Engage, Feminist Empathy

assess, intervene,
and evaluate with
individuals,
families, groups,
organizations, and
communities
The Reception and The culture of a Radical Social Work Active listening
Placement workplace is relies Psycho Dynamic
Supervisor also on all of it's parts
suggested that a functioning with one
practice be another. So if there a
established for lack of cooperation
identifying the it disrupts the
Flex group equilibrium.
students and
admitting them to
class.

10. Engage, Due to my cultural Task and Solution Faciltator

assess, intervene, expectations I would
and evaluate with feel inadequate if I
individuals, weren't to offer my
families, groups, help in some
organizations, and manner.
communities

10. Engage, Task and Solution Faciltator,

assess, intervene, Communication
and evaluate with
individuals,
families, groups,
organizations, and
communities
Only the parties 3. Apply critical Person Centered Advocacy
included on the thinking to inform Approach
information and communicate
release are professional
permitted to have judgements
access to academic
records.

3. Apply critical Coordination

thinking to inform
and communicate
professional
judgements

4. Engage Public conflict or Person Centered Educator,

diversity and disagreement may Approach Management
difference in be taboo in some of
pratice the students'
cultures. Especially
for those that reserve
such manners of
conversation to be
only appropriate for
family memebers,
and not outside
parties.
Staff members 2. Apply social It's a common Facilitator
have to consent to work ethical occurrence for one
these documents in principals to guide to sign documents
order to practice professional without reading it's
under Dorcas. practice contents, so I was
concerned that she
didn't understand the
value of what was
given to her and the
impact it will have
on her practice.

2. Apply social The culture of social Boundary

work ethical work and it's Setting
principals to guide expectations aren't
professional mainstreamed, and
practice many fields of work
may not hold these
values.

If social work 2. Apply social It's especially a CBT Boundary

professionals do work ethical concern when Setting
not adhere to the principals to guide working with
code, or commit professional clientele that
actions deemed as practice constitute numerous
unethical by their cultures. They have
state board of different concepts of
social workers relationships so it is
their right to important that the
practice can be professional
suspended or relationship is
revoked. upheld.

Clients and staff Empowerment Broker

members alike
have the right to
address their
concerns or any
problems they are
experiencing to
Dorcas' authority
It is still being 2. Apply social Social work Radical Social Work
determined which work ethical professionals are
population these principals to guide held to different
policies and professional standards and
expectations apply practice expectations for
to practice than other
fields of work. It's
important that the
social worker meet
these standards,
however that isn't
mandated for all
professionals.
Supervisory Comments
It is important to be
aware of your gut
feeling, but also make
sure to check that
feeling and careful to
not let it shade your
interpretation of what
the other participants
may feel. Also, your
history with the
participants may cloud
your current gut feeling,
so try to step back and
view from an unbiased
place as well.

The main focus of this

meeting was to discuss
the frequent room
changes, not necessarily
to hear the group's
general frustrations.
It is good to listen to
what the group had to
say as concerns, at the
same time it is
important to voice the
corrections and how we
have been handling the
group in the present. We
as social workers can
work with the group to
help reshape their
narrative.

This was good to offer a

solution to one of the
concerns the group had,
however this also then
placed the responsibility
for the group's
functioning on your
shoulders - if you were
not able to be there for
one week, who would
do this task? It would be
better to make the
suggestion that the
group post someone
there.

Good proactive thinking

to help the group and
clients keep in contact.
A mutual goal that we
can have for this group
is educating them on
their role as a "class".
They have previously
declined to work with
the eduation
department, however to
access this information
they will need to work
with the education
department and follow
confidentiality
guidelines.

This meeting occured

while the students were
in the class, which is not
ideal.
This is good practice -
even if the group
facilitators are not social
workers, they often deal
with the clients and
sensitive information.
Especially in light of
establishing proper
boundaries, the Code fo
Ethics is an excellent
tool as a basis.

While they might have

been reluctant, it was
still important that the
group read and
understand the code of
ethics and how it could
apply to their work with
the clients.

The agency shouldn't be

"meeting them halfway"
in regarding to ethical
conduct. This was
challenging, and you
did a good job of being
firm with the group
facilitators.
This is frustrating for
everyone involved, and
you did an excellent job
in working with the
group to educate them
on ethical behavior. It is
a work in progress, but
you have built a good
rapport with them thus
far. Good job.