Burn out of social workers in the work place Essay Example for Free

Burn out of social workers in the work place Essay Social workers are people committed to better the lives of others and this is done through varying capacities. Some work with families, children as well as in school while others work in the medical field especially those dealing with mental health. They assist people to amicably deal with domestic conflicts, disabilities, challenging health conditions, economic problems that precipitate housing problems, unemployment as well as issues like drug and substance abuse. (www. bls. gov). Their role in policy making can also not be underscored given their efforts in conducting research and making relevant recommendations as to the best or appropriate strategies. Social workers are also quite influential in the adoption processes as well as single parent assistance. Medical and public health social workers are committed to offering psychological support to people with life threatening conditions for instance HIV Aids and Alzheimer’s disease patients. Social workers can also work in local authorities as well as in government. In pursuit of making the lives of others worth the while, social workers in their respective fields are faced by many challenges. (www. bls. gov). They have to be in constant movement from their offices to where their clients are located and back to their offices where clerical work is done. Most often than not they experience burn outs while in their work a condition that affects their productivity levels. The focus of this paper is to explain why burn out occurs among the social workers, it will illustrate how it occurs, its effects on the organization and thereafter suggest that appropriate solutions to resolve it. The term ‘burn out’ is used to refer to the process or state of mental exhaustion that has a high impact on one’s productivity. In the book Handbook of human factors and ergonomics in health care and patient safety, Carayon presents some signs and symptoms of burn outs in the work place. Burn outs leads to anxiety and lack of zeal. It causes depression and mental exhaustion, poor concentration and memory as well as increased instances of absenteeism and general poor productivity. (Carayon P, 2006). Burn outs are not good for any profession in any organization. They cause a negative impact on interpersonal communication among the various employees in an organization would definitely have a bad effect on the company’s output. (Azar T, 2000). Burn outs increases people irritability and minor issues are magnified and this can be a source of conflicts among the various employees. The overall effects of burn outs are transferred from the individuals affected to the organization as a whole. Organization risk registering high dissatisfaction levels, increased job turn over as well as low morale. In Carayon’s book burn out is defined as ‘the persistent negative work related state of mind that is characterized by exhaustion which is accompanied by distress, a sense of reduced effectiveness and the development of dysfunctional attitudes and behaviors at work’. (Carayon P, 2006). This psychological problem develops gradually and may initially be unnoticed. It arises from the contrast between one’s objectives or intentions and the reality at the job. In most cases burn outs are caused by the adherence of inappropriate or rather inadequate stress coping mechanisms. Prolonged job stress leads to burn outs among the employees in question. Burn outs lead to decreased motivation and creates anti work attitudes. (Carayon P, 2006). Social workers in the various fields experience burn outs while in their work places. This occurs when the organizations they work for fail to meet their high goals and expectations. They feel dissatisfied with their work and this dissatisfaction leads to feeling of disappointment and grief. (Soderfeldt M and Soderfeldt B, 2003). According to a 2006 research it was clear that most social workers are not contented with their work. A high percentage reported high levels of job dissatisfaction and were ready to leave their various organizations. According to them, the value of the work they did was not equivalent to the pay they received. (The Royal College of Psychiatrists, 2006). Social workers suffering from burn outs may feel detached with their clients and this will definitely affect their productivity levels. (Takeda F et al, 2005). Although different people will react differently to burn outs some could isolate themselves and have poor eating and sleeping habits. Others may find solace in alcohol or smoking all of which has a negative effect on their health. The relationship between the social workers experiencing burn outs and their clients as well as with fellow workmates is negatively affected by burn out as it triggers anger. (Lewandowski A, 2003). Organizations suffer economically whenever social workers leave due to the burn out problems. They incur the costs of hiring new employees and training them to be effective. This is made worse by the fact that they have the constraint of scarce resources. Organizations or agencies that fail to address the issues presented by their employees in this context the social workers are more likely to register higher incidences of job turnover which translates to increased costs. (Lewandowski A, 2003). A major cause of the increased instances of burn outs among the social workers is attributed to lack or failure by some agencies to involve them in the decision making processes. The lack of autonomy and the increased bureaucratization in their work place makes them feel alienated or isolated. (Lundy C, 2003). The problems to be handled by social workers become difficult by the day and this demands that the organizations adjust with the changing times if amicable solutions are to be arrived at. In her book, Social work and social justice, Lundy explains that social workers have a challenging job. Financial constraint is a major set back hindering their efficiency or productivity. They have to undergo or rather face job related stress as they try to allocate the minimal resources to match the overwhelming demands. The structure of the social welfare delivery, the mandate of the agencies they work for as well as the needs of their clients also lead to increased stress which precipitates burn outs among the social workers. (Lundy C, 2003). Most social workers are in the job due to a call or vocation to help others and the failure to involve them in the decision making process hinders their effective performance. (Kreisher K, 2002). Great control of funding sources also has a negative effect on the level of satisfaction that social workers derive from their work. The reduced commitment by the government to boost the welfare sector has led to the reduction of funds which makes social work a very challenging profession. (Lewandowski A, 2003). Without the autonomy or involvement in the decision making process they are denied the chance to apply their findings or expertise to directly affect their practice. This hinders the effectiveness of various welfare programs and on not realizing their goals they are frustrated and feel helpless. The ineffectiveness of the sector that they work for may have a direct negative impact on the social workers. They may place themselves in the shoes of their clients who could be victims of abuse or violence and live in fear especially with the knowledge of how ineffective the system is. (Kreisher K, 2002). Given the emerging social and economic conditions, the involvement of social workers in the decision making process would be more of a necessity then a requirement. This would ensure that there is effective division of labor and the work load could be minimized. Workload has negative effects on the employees’ health. This can be backed by a 1999 survey by the Canadian Union of Public social workers which established that increased work load among the social workers in the development services in children aids societies had a negative impact on their well being. To a tune of 87% social workers in the various fields confessed that the increased work load had a negative on their health. (Kreisher K, 2002). Work overload precipitates burn outs. With minimal finances at their disposal, agencies or organizations dealing with welfare hire fewer people than would be required a condition that sees the social workers with a large work load at their disposal. The social workers job predisposes them to risks of physical and verbal abuse and threats at work all of which have negative implications on their mental, physical and social well being. It also has an effect on their job satisfaction levels. In the article ‘Burned out’ Kreisher Kristen argues that the poor pay given to social workers dealing with children and the youth, in the face of the tough economic times has a big role to play in boosting ‘burn outs’ among the social workers. Their job demands are increasing while their reward or pay is dwindling and this is a major disincentive for them. There is need for the welfare organizations to adjust the compensation rates to match the difficult economic times. (Kreisher K, 2002). As Lewandowski in Organizational factors contributing to worker frustration: The precursor to burnout notes disappointments among the social workers have also been aggravated by the fact that their roles or responsibilities have changed and are in contrast with their expectations. Instead of spending more time with their clients in the field they spend more time carrying out clerical work. (Lewandowski A, 2003). For the agencies or organizations accountability is of essence as they are under pressure from the financiers to show how their resources are spent. In other words the agencies are more concerned with the number of people served while the social workers are more concerned with the quality of services provided. The social workers pay is at times affected by gender bias where for instance women dealing with children are lowly paid. (Kreisher K, 2002). The burn out problem can be resolved if appropriate strategies are adopted to help the social workers face the challenges in their work effectively. Prevention of burn out can be handled both at an individual level as well as at an organizational level. Social workers can be advised to take well balanced diets, have enough sleep, talk with their workmates and share their challenges as well as create some time away from the stressful conditions. Social networks are vital as they enable one to connect with their friends and make the stress that they face easier to deal with. Identifying hobbies that would ease the work tension and pressure is also an effective way of reducing the effects of burn outs. Of mush significance is the role of organizations in resolving burn outs among the social workers. Organizations must adapt all inclusive strategies where social workers have a significant role in the decision making process. (Azar T, 2000). This makes them feel appreciated for the roles they play in the organizations. To enable social workers better manage the challenges attached to their work it is important that the social work curriculums be modified to train them on the appropriate ways to handle complex situations. Spending more time training would also ensure that they acquire immense knowledge on how to deal with real life situations. Mentorship programs would also suffice in resolving the problem of burn outs. Strong mentorship where older and experienced social workers share their experiences with younger and inexperienced social workers will provide them with adequate knowledge on how to deal with difficulties while in this job. It will reduce their job stress as they will understand that it is part of their job. Mentorship also provides them with relevant solutions to would be problems while in their jobs. Strong supervision is also vital in ensuring that work load problems that cause burn outs are effectively handled. (Kreisher K, 2002). An organization culture is also crucial in creating or reducing burn out in the work place. Positive cultures must be embraced by all means. Organizations with positive cultures go the extra mile to ensure employee retention. They make them feel that they are part of the organization and involve them in the decision making processes. They also provide financial incentives like paid vacations and health benefits. Team work is also embraced in such organizations and it ensures that job stress does not have adverse effects on the employees. Supportive co workers are essential in reducing job related stress. (Kreisher K, 2002). Organizations must also invest in making the work place safe such that the risks of being physically harmed are minimized. They can train the employees on how to deal amicably with incidences of violence. The effects of social workers burn outs on the individuals, clients and on the organizations are not desirable. The organizations must by all means ensure that employees are retained as increased job turn over sees them lose skilled, experienced and dedicated employees. They must therefore be committed to minimize the job stressors in the work environment to curb burn outs. References Azar T. 2000. Preventing burnout in professionals and paraprofessionals who work with child abuse and neglect cases: A cognitive behavioral approach to supervision. Psychotherapy in Practice, 56, 643-663. Colleen Lundy. 2003. Social Work and Social Justice: A Structural Approach to Practice. Broadview Press. Fumi Takeda. Naoko Ibaraki, Eise Yokoyama, Takeo Miyake and Takashi Ohida. 2005. The Relationship of Job Type to Burnout in Social Workers at Social Welfare Offices. Journal of Occupational Health Vol. 47 (2005), No. 2 119-125 Kristen Kreisher. 2002. Burned Out Childrens Voice Article, July/Aug 2002. Retrieved on 12 August 2008 from http://www. cwla. org/articles/cv0207burnedout. htm. Lewandowski A. 2003. Organizational factors contributing to worker frustration: The precursor to burnout. Journal of Sociology and Social Welfare, 4, 175-185. Pascale Carayon. 2006. Handbook of Human Factors and Ergonomics in Health Care and Patient Safety. Routledge Publishers. Soderfeldt M and Soderfeldt B. 2003. Burnout in social work. Social Work, 40, 638-647. Social Workers. Outlook Handbook, 2008-09 Editions. Retrieved on 12 August 2008 from http://www. bls. gov/oco/ocos060. htm The Royal College of Psychiatrists. 2006. Mental health, burnout and job satisfaction among mental health social workers in England and Wales. The British Journal of Psychiatry (2006) 188: 75-80. doi: 10. 1192/bjp. 188. 1. 75.

Use of Storm Imagery in Villette and Frankenstein Essays -- comparison

  Ã‚  Ã‚   The Romantic and Victorian periods saw a flowering of imagery: for the Romantics, because it often proved the best way to express their vague philosophical yearnings and ideas; for the Victorians, because societal taboos all too often prevented discussion of topics unless they were "coded" in acceptable images. Mary Shelley's Frankenstein and Charlotte Brontkà ©'s Villette, despite springing from these two different periods of literature, share a type of symbol. In each "bildingsroman," storms provide a dominant textual metaphor for violent and confusing turning points in the main character's development. For Lucy Snowe, storms usher her along in her development from shy, frigid nursemaid to more open, self-sufficient school-mistress: though fearful and traumatic, the storms, and experiences, tend to mold and enhance her personality. But for Victor Frankenstein, storms punctuate his relationship with his horrid creation, and show his steady dissolution towards tragedy a nd attempted revenge.    Villette practically opens with a storm: after the initial exposition, Lucy tells of how "it was a wet night; the rain lashed the panes, and the wind sounded angry and restless" on the evening when Polly Home first arrived. This admittedly minor change in her life still presages, in its stormy accompaniment, the larger turning-points in her life that storms are to indicate. Indeed, Lucy's stay with Polly and the Brettons is immediately followed by her famous and unexplained "shipwreck" image that begins Chapter IV. Whether it represents forced incest or merely financial reversals and deaths in the family, it is this storm which produces much of the cool reserve and surfeit of reason that troubles Lucy through the rest of the novel.... ...xiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Mellor, Anne K. Mary Shelley. Her Life, her Fiction, her Monsters. Methuen. New York, London, 1988. Shelley, Mary.   Frankenstein   New American Library edition, 1983. Patterson, Arthur Paul A.   Frankenstein Study. http://www.watershed.winnipeg.mb.ca/Frankenstein.html    You may wish to place the following quotes at the beginning of the paper for a stronger impact.   "These strange accents in the storm -- this restless, hopeless cry -- denote a coming state of the atmosphere unpropitious to life." (Brontà ©, p. 46) "This almost miraculous change of inclination and will was... the last effort made by the spirit of preservation to avert the storm that was even then hanging in the stars and ready to envelop me." (Shelley, p. 41)   

Ptlls assignment

Introduction In this assignment I will discuss the roles, responsibilities and relationships in lifelong learning as described in Ann Gravels' book, Preparing to Teach in the Lifelong Learning Sector. I use my experiences of teaching abroad to clarify how the various theories and aspects of teaching affected my own role in adult teaching. 1. Roles and Responsibilities in lifelong learning Role and responsibilities and Identifying and meeting needs (1. 3/1. ) Gravels (2012) states that the main role of a teacher Is to teach a subject In such way that all dents are actively involved during every session. By using clear language and terms that are understandable for all students, the teacher ensures the learning that takes place. Managing students from the beginning of the course to completion by monitoring progress, providing feedback and keeping accurate records Is the final part of the being a teacher. A teacher Is also responsible for keeping up to date with the latest developments and changes In their field.In order to be effective at teaching and learning, a teacher has to address all the phases of the teaching cycle (Gravels, 201 2:POP): In my own role as a language tutor at the Dutch Flemish Institute in Cairo, I was involved in all stages of this cycle. At the registration day for the course, students had to complete a registration form and have an interview. The application form could give an indication of potential literacy/learning issues, for example when students had someone else fill out the form, or had spelling problems.The interview was simultaneously a tool to check whether the English level of the students was sufficient as well as a way of finding out what motivated the student and discuss the application form and course. Step 1: Identifying needs) Before the start of the programmer, I would check all my teaching materials and go over the entire syllabus while using the evaluation of the former course to see if any adaptations to the lesson pl an needed to be made. For example replace exercises that did not work with others or skip all together, replace grammar explanations that did not explain well for others.A teacher needs to be up to date on the latest developments and changes in their subject field, and adapt the course accordingly. (Step 2: Planning Learning) Before the start of sessions I prepared the room, checked materials were resent and audio-visual equipment was working. During the sessions my lesson plan guided me through all the topics that needed to be covered. I made hand-outs that described the grammar In English for extra clarity with some extra exercises to try out, as the books were all In Dutch.By using a variety of teaching tools and techniques I tried to keep all students actively Involved throughout the sessions. (Step 3: Facilitating Learning) Mid semester I made my students do a test, which would count for half of the total of the written exam score. This test allowed the dents and me alike to ev aluate progress made so far and Identify problem areas. As a result I could discuss problem topics again and sometimes advise students on studying methods.At the end of the course there was a final written exam as well as out evaluation forms, which would be filled out anonymously to encourage students to speak their minds. These forms were taken by the Admit department, where they, combined with the results of the students and the teachers' own experiences, were used to evaluate the programmer. (Step 5: Quality assurance and evaluation) Another responsibility as a teacher is the record keeping. Records must be kept to satisfy the organization's needs, external quality assure but also to support the assessment of a student.A teacher can keep a closer track on progress made if records are kept up to date on a regular basis. Records must be kept accurate, factual, legible and up to date. But more importantly, records should be kept secure and confidential. Every organization in the UK that stores personal data must do so by the guidelines and rules set in The Data Protection Act (2003) Legislation, regulatory requirements and codes of practice (1 . 1) Similar to other professions and work sectors, the educational sector is bound by legislation, requirements and codes of practices.These can be generic, I. E. General to all teaching staff or specific, targeted to a specialist subject. A good example of generic legislation is the Education Act (2011) which covers a collection of laws relating to education. Other Acts address more specific parts of education, for example the Education and Skills Act (2008) is meant to increase participation in learning for young people and adults and providing second chances. Protection of Children Act (1998) was designed to protect children and vulnerable adults alike.Practically it means that everyone working with people in these groups will have to be checked and approved by the Disclosure and Barring Service (DB'S) which replace d the Criminal Records Bureau. Depending on the institution I would go teach at, I might have to undergo a check by the DB'S. The Children Act (2004)/ Every Child Matters, the 5 main outcomes of this Act are that Every Child should: – be healthy, -stay safe, – enjoy and achieve, -make a positive contribution, – achieve economic well-being. As a teacher I would have to ensure that these outcomes are incorporated in my interaction with the students.For example provide access to ranking water and healthy food. Or engage every student in group activities. According to the Freedom of Information Act (2000), teachers should provide access to the records that are kept on the students if the student requests access. For example, a student of mine was unhappy with the final grading at the end of a course, my records showed how the end grading was calculated and that no subjectivity was involved. The Code of Professional Practice (2008) by the Institute for Learning offer s a guideline for teachers in the Lifelong Learning Sector based on 7 behaviors.Teachers should work in a manner that is in accordance with these behaviors so as to guarantee a profession standard. Teaching students about food handling, restaurant techniques or kitchen techniques, means the Hazard Analysis and Critical Control Point system must be taught. This European system regulates the handling food and offers procedures to ensure the food is healthy to eat. It stipulates for example which temperature food should be stored at, and all stored food should be labeled with content, date of production and who produced it.When teaching Dutch, I must follow the latest grammar and spelling rules as set by ‘The Dutch Language Union'. Both of these would fall under the specific level. For the Data Protection Act see page, the Health and Safety Act see page 5 and the Equality Act Equality is about the rights of students to have access to, attend, and participate in their chosen learn ing experience (Gravels, 2012). Diversity, according to Gravels (2012), is about valuing and respecting the differences in students.The Equality Act (2010) is a consolidation of all harassment and anti-discrimination legislation into one Act that combines these two concepts. In order to abide by this Act, a teacher must himself and actively encourage all students to respect all others without regard for GE, disability, gender, race, gender identity, religion, sexual orientation, marriage and maternity/pregnancy. While teaching in Egypt I found that the women in the class needed encouragement to speak up, and I also had to ensure that both Islam and Christianity would make an equal appearance in pictures and explanations. A key consideration in the planning and preparation of any lesson , therefore, is that it should create learning opportunities which are accessible to all the students and which do not make any student feel excluded, directly or by implication' (Wallace, 001 : 47) T his includes ensuring all learning styles (VS..) will be used in each session, that students with learning problems like dyslexia or deafness will be accommodated and that materials and examples are chosen in a way that no student feels excluded. Professional Boundaries and Points of Referral (2. +2. 2+2. 3) A teacher should always behave in a professional manner and work within the boundaries of the responsibilities that come with the role. For example, keep a healthy distance between the student and the teacher both physically and virtually. Don't hand out private phone numbers or exchange social media details with the students. Students might need assistance with issues, some things the teacher can assist with but other issues are crossing the boundaries of a teacher's knowledge and responsibility.For example when a student came to me with problems with his visa, I was not able to help him but I did refer him to the person at the embassy who could help him. Another student had is sues with paying for the course; I referred him to the Administrator to discuss the possibility of a payment plan. Sometimes the teacher can help by referral to a colleague. One semester I had a student in my group who with in the first hour of the first session had shown that he ally was not a ‘beginner'.During the break I spoke with my colleague who taught the intermediate level and introduced the student to her. We all agreed it was in his best interest for him to leave my class and Join the other class. The next I made sure the Administration was aware of this change and that new books would be prepared before his next session. Whenever problems arose during a session, I would inform the Admit department about it and my actions, so they would be aware in case of a complaint.My fellow tutors and I shared extra course material we made, so all students would have the same experience no matter who their tutor was. When dealing with students, colleagues or external parties a te acher should always remain professional and aware of the standards of the institution you work for. A Safe Learning Environment and Appropriate Behavior & Respect (3. 1+3. 2) involves not only the venue and resources used, but also your attitude and the support you give to your students. † (Gravels, 2012:24) The way the room is set up can send a first signal on what students can expect.A class room setup suggests an autocratic, pedagogical (teacher centered), lecture style where as a horse shoe or a square setup suggests a more democratic, ontological (student centered) style of caching. Whatever style the teacher chooses there other aspects to consider as well, e. G. , ensuring that all students have a clear view of the teacher and the visual aids used but also light, temperature and fresh air can have an impact on a student's learning. The Health and Safety at Work Act (1974) is a piece of legislation that covers occupational Health and Safety.Teachers and the institutions i n which they work are responsible for enforcement. In the classroom this means the teacher should explain what the procedures are for evacuation in case of emergency or warn against ripping or falling off chairs. The teacher should be active when seeing a potential hazard, not reactive. One way of promoting appropriate behavior and respect is by creating ground rules. Ground rules are boundaries, rules and conditions within which students can safely work and learn. Gravels, 2012:91) Some ground rules can and will be set autocratic by the teacher or institution; â€Å"no smoking†, â€Å"respect each other†, â€Å"no swearing†, fire regulations. Other ground rules can be set democratically, the students can make a list of rules they want to impose in the class room, e. G. , â€Å"if ate, do not disrupt†, â€Å"phones should be on silent†, and â€Å"offer each other help when needed†. The advantage of democratic rules is that students will be m ore engaged in enforcing these rules. The ground rules should at all times be clear and unambiguous.Ground rules can help when disturbances occur during a session, by reminding students what behavior was agreed upon. Appropriate behavior and respect can and should be encouraged by the teacher's behavior. Through body language, tone of voice, choice of words a teacher can show respect to students but also indicate a level of trust and confidence. This should make a teacher more approachable for students who might need some extra help and also encourage and motivate students to behave similarly through leading through example.A supportive teaching environment can be created by encouraging students to ask questions during the session or after, if it relates to more personal matters. Another way is to ensure that all learning styles are addressed in each session. Students should be aware of what they will learn, why they need to learn it and how they will learn. As a teacher I would try to include Flemings (2005) BARK method, by using visual, aural, read and write and kinesthesia elements in my session so that the information would be offered in a way that suited every student's needs.

Analysis Of The Anglo Saxon Code And Beowulf s Motivations

Beowulf, the Anglo Saxon Epitome: An analysis of the Anglo Saxon code and Beowulf’s Motivations The story of Beowulf is an outstanding example of the Anglo Saxon code. But what is the Anglo Saxon code? What is a code? A code is something to live by, often an unwritten pledge and standard to live by as one resides or partakes in a team with unity. Code is defined simply as â€Å"program instructions.† For instance, if one participates in a school sport activity, such as cross country, there is an unwritten code that each participant needs to be nothing but positive, that each athlete, no matter how good or bad, contributes to the team in some way, and that each athlete gives their full effort even if it doesn’t measure up to the effort of the ‘best’ athlete on the team. Each sport has a code, some similar to the cross country code, and each team tailors it to their own unity within that team. Codes are important to have, although sometimes even more important to break as recent American events have proved in the eyes of some. The anglo saxon’s had a code that was clearly displayed in the story Beowulf. The characters portray this code by their actions and thoughts. Though the code is much more broad than the story Beowulf itself, this is certainly an epic poem that identifies the key aspects of the anglo saxon code and in many ways identify the personna of the people, and more specifically the reasons for certain things they did and could possibly still be doing. Anglo saxonShow MoreRelatedAmerican Literature11652 Words   |  47 PagesChristian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personal narratives captivity narratives jeremiads written in plain style Effect: ï‚ · ï‚ · instructive reinforces authority of the Bible and church Historical Context: ï‚ · ï‚ · a person s fate is determined by God all people are corrupt and must be saved by Christ Rationalism / Age of Enlightenment period of American Literature - 1750-1800 Content: ï‚ · ï‚ · ï‚ · ï‚ · national mission and American character democratic utopia use of reason