A Multi-Perspective Digital project: A Social Work Sample Research Paper

It is possible that early experiences shaped attitudes and confidence for future courageous conversations at any professional or career growth (Grant, 2017). Anti-discrimination policies and anti-oppression ideals may be a starting point for courageous debates in the educational context (Tyrrell et al., 2021; Mansfield and Jean-Marie, 2015). Persons with learning disabilities (PWLD) have difficulty finding techniques to help understand the options accessible to them as they become involved in their care and support (Ramsey et al., 2022), particularly when engaging them in difficult conversations around safeguarding. One option to apply in having a courageous conversation is to use multimedia advocacy. Digital photography and tools like PowerPoint and digital cameras are being used to assist individuals in developing personal portfolios and wikis that express who they are and what they want to achieve in the outside world via this process (Kwiatkowska et al., 2012). The social worker can only realise the co-creation of person-centred education, health, and care if all relevant stakeholders are actively involved in multimedia advocacy. Researchers at The Rix Centre at the University of East London (UK) have created and enhanced the concept of multimedia self-advocacy (MMSA) in partnership with persons with physical and intellectual impairments. (Kwiatkowska et al., 2012; Kwiatkowska et al., 2021) To enable or improve their capacity to advocate for themselves, persons with disabilities use the MMSA method, which uses information and communication technology (Ledger et al., 2021). The present report's goal is to look at using multimedia advocacy as a technique to help PWLD have more choices in expressing themselves, particularly when having difficult conversations.

The report presents knowledge integration, models and theories, the rationale for social work involvement, required knowledge and skill set, positive impacts, application, implications and recommendations.

Description of Scenario

The focus of the scenario was HH (not his real name) to uphold the British Association of Social Workers (BASW, 2018) code of ethics. HH is 23 years and, is Asian and has been diagnosed with learning disabilities. HH is also diagnosed with end-stage kidney disease and requires dialysis three times a week which non-compliance to medical intervention could result in severe physiological ramifications and even fatality. I was working with HH in a supported living accommodation in Newham borough. Although HH loves his family, due to a breakdown in his relationship with family and serious safeguarding issues, he was referred to services where a Social worker can support him regarding safeguarding, mental health support, and kidney appointments. Communicating with HH is a challenging conversation, especially in engaging him in the victim-perpetrator dimension. The multidisciplinary team created a Wiki for HH that showed his love for taking pictures of nature. Through these pictures, I was able to find a point of entry and have HH explain the representation to him.

The platform is intended to provide PWLD with a virtual area where they may create knowledge and share their work and life experiences with others (Ledger et al., 2021; Kwiatkowska et al., 2012).

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Knowledge Integration

Conversational skills involve the capacity to initiate a discussion in which others are eager to participate (Whyte, 2004, p. 20). To engage in such a discussion, both sides must have an open mind and be willing to listen to and assess the opposing or conflicting ideas (Tyrrell et al., 2021). When the matter is complicated, when there are differing perspectives and beliefs, and when the relationship has a power dynamic, it may be difficult for both partners to stay attentive and receptive (Grant, 2017).

During these initial dialogues, the social worker may question the perpetrator and victim's ideas and beliefs and contradict the values and ethics of the social work profession (Jean-Marie, 2015). Even though HH had to deal with a problematic conservation issue, his multimedia advocacy enabled him to persuasively present his case (Tyrrell et al., 2021). To allow him to employ different technological tools to provide HH with a voice and the opportunity to be heard (Guth et al., 2018). The program's focus on independence and professional objectives might facilitate HH's participation in the decision-making process (Ramsey et al., 2022).

The outcomes of multimedia advocacy may be utilised to continue including service users and multidisciplinary teams (MDT) in decision-making to develop stronger connections between service users and MDT. Multimedia advocacy may be used in person-centred planning reviews so that participants may be at the centre of the discourse and actively participate in the presentations (Ledger et al., 2021). PWLD may take ownership of the meeting's topic and participate more actively in conversations instead of passively glancing at the paper (Kwiatkowska et al., 2021). Using multimedia to provide information in a clearer, more fascinating, and more engaging manner may also have an emotional effect on the MDT and supporters of the young person, prompting them to take action (Ledger et al., 2021).

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Models and theories

Strength-Based Approach

The strengths-based approach is a method that emphasises an individual's strengths instead of concentrating only on their weakness, which is a model that can influence safeguarding perspective and approaches toward courageous conservation (Fortune, 2018). To acquire a complete picture of a person's life, the social worker must engage in courageous conversation and work together with others that family members to inform the intervention (Elder et al., 2018). When using a strengths-based approach, the individual's risks are regarded as a strength or tool rather than a hindrance or problem (Morgan, 2020). Therefore, any potential dangers should be communicated with and taken into consideration by each service user. The social worker's role is to help the individual in risk management, not just reduce the risk involved (Fortune, 2018). In using the strength-based approach, the social worker and service users should compile an intervention list of all the positives and negatives associated with a particular course of action or decision that will help achieve this. Using the collective strengths, the team can find the most effective means of minimising known risks, increasing benefits, and mitigating unintended consequences (Elder et al., 2018).

Person-centred counselling

Excellent social work puts the service user at the centre of all choices, identifies what is important to them, and determines how the ideal results may be reached by professional involvement and judgement rather than procedural techniques (Cooper et al., 2018; Prever, 2010). It is all about enabling people to make their own decisions about their own lives and aiding them. As part of a person-centred approach, individuals are encouraged to make decisions about their well-being (Beresford, 2011). This is considered when determining a person's suitability for a specific job. As a result, the focus is placed on what people can do on their own rather than the aid they may need (Cooper et al., 2018). Flexible services and assistance are required to fulfil the interests and priorities of the person and their support networks as partners and the general public (Prever, 2010).

The rationale for Social Workers Having digital capabilities

The information environment has changed tremendously, affecting every aspect of one's life, and now everyone lives in a digital world (Reamer, 2015). Social workers, practitioners, service customers, and carers are all affected by the current wave of technological innovation. Using technology to improve human lives, education, communication, and social work practice depend on social worker practitioners' involvement (Goldkind and Wolf, 2015). Social workers must be competent in technology advancements and adopt technology to their needs. Digital skills, which include a background in professional information technology, are required for social workers to maximise their potential with the Internet and other information technology tools. As a result, social workers must get involved in technical innovation as equal partners to develop person-centred and strengths-based philosophy to develop effective ICT technologies (Reamer, 2015).

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Knowledge and Skills

There are several different skills needed to safeguard PWLD. Self-awareness may be the first step in dealing with complex and challenging matters to promote courageous conversations (Henderson, 2009). The social worker must possess strong leadership skills and the ability to inspire and motivate others (Trevithick, 2005). It is also necessary to have excellent communication skills and the ability to cope with different points of view and possibly sensitive and challenging dynamics in groups (Care Act, 2014). Furthermore, proficiency in collaborative problem solving and familiarity with participatory approaches are necessary. In addition to working with qualitative data and protecting the information, one must also have the ability to foster an open, reflective learning environment.

Moreover, as a social worker, kindness and empathy allow you to communicate and act gently even when one is dealing with unpleasant behaviour with the service user and engaging in courageous conversations (Henderson, 2009; Trevithick, 2005). The social worker must identify the signs and triggers that indicate a problem and make efforts to ensure that services are safeguarded from abuse and neglect (Kemshall et al., 2013).

Application

Social workers may use their digital technology to impact social care organisations positively and advance practice and outcomes (Tyrrell et al., 2021). One of the primary concerns in safeguarding is increased information interchange between PWLD and various agencies for a more consistent and joined-up approach to planning and help (Ledger et al., 2021). PWLD immediately saw the benefits of addressing these concerns via multimedia advocacy. Consequently, it will facilitate efficient care coordination and seamless provider integration between services and avoid the HH story from being repeated each time patients contact a new practitioner (Kwiatkowska et al., 2021).

PWLD, such as HH, may now have additional customisation possibilities because of technological advancements. The programme may help him create independence and professional goals and ensure that he is at the centre of decision-making (Tyrrell et al., 2021). There is the option of adopting a peer learning and support technique and incorporating caregivers via video sessions, such as face-to-face peer-support meetings (Ledger et al., 2021).

Positive Impact of Digital Technology

Social care may benefit from various technological tools, including those that facilitate communication with PWLD, monitoring the efficacy of the intervention, and accountability (Kwiatkowska et al., 2021). Multimedia advocacy creates an entry point for beginning a challenging conversation with service users by promoting various approaches to dialogue with the service user as the service user may be opposed to having the only traditional conversational approach (Kwiatkowska et al., 2021). For instance, the service user can use digital technology such as the phone to take pictures. Alternatively, they can use a computer, whichever technology they are most comfortable with, to engage Ledger et al., 2021). When employing multimedia software, individuals with learning disabilities and caregivers, professionals, and volunteers are more inclined to collaborate on personal plans for education, health, and care (Glang et al., 2007). It gives people greater control over their environment and how they choose to engage with it, encouraging service users to be more open and at ease ( Ledger et al., 2021; Kwiatkowska et al., 2012). The use of multimedia affects the frequency and quality of contact between carers and professionals (Glang et al., 2007; Ledger et al., 2021; Kwiatkowska et al., 2012).

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Areas of Challenge

Usually, tough and courageous talks are avoided due to past experiences due to a lack of trust. Courageous conversations may be hindered lack of proficiency in this kind of interaction (Warner, 2013), the fear of offending or unsettling another person, fear of being accused or unable to handle an emotional response, fear of the relationship's negative implications, and fear of escalating the issue are all obstacles to courageous talks (Goldkind and Wolf, 2015). The typical response is to wait, avoid, or delegate (Warner, 2013). All of the above listed obstacles may affect how challenging situations are handled in practice.

Another problem negatively influencing courageous conversation is a misaligned focus whereby the social worker Instead of attempting to grasp the perpetrator's and victim's viewpoints, inexperienced social workers were more focused on showing their efficacy and were more likely to assume authoritative control (Goldkind and Wolf, 2015). When presented with opposing perspectives or issues during a conversation social workers reject the perpetrators perspectives and sentiments, prompting victims to experience negative emotions. Other unsuccessful approaches include harsh criticism, direct attribution of blame, imprecise objectives, and instructional rather than interactive learning techniques, which have led to poor practice. Additionally, technology has its own set of problems as integration of technology will not occur unless social workers want to engage with technology (Minnion et al., 2017).

Complications

Professional boundaries, safeguarding concerns, including the victim-perpetrator dynamic, ethical violations, and interpersonal challenges are just a few often linked subjects that make courageous conversations challenging (Beddoe and Davys, 2016). Conflict or the potential for conflict is a frequent factor that may prompt the "delay, avoid, or delegate" response. Moreover, to be effective, information technology must be accessible to all stakeholders, including practitioners, service users, and carers, which practically involve social workers managing challenging obstacles (Ledger et al., 2021; Beddoe and Davys, 2016). If the conversation is very sensitive the social worker may not want to continue because of how the topic could affect current relationships and what such a conversation could mean for future interactions (Ledger et al., 2021; Beddoe and Davys, 2016).

To make multimedia advocacy practical, there are several barriers to overcome, such as gaining the cooperation of other MDT members and social professionals (Ledger et al., 2021). Moreover, multimedia advocacy and the digital divide replicate existing social exclusion tendencies. Despite the growing relevance of technology in society, not all service users possess the same skill and knowledge; hence, all users cannot use technology equally (Goldkind and Wolf, 2015). Access to technology and skill development are influenced by socioeconomic status, language, gender, age, and education, even though digital skills are considered life skills (Goldkind and Wolf, 2015).

Gaps

PWLD utilise digital technology to entertain, socialise, and express themselves (Kwiatkowska et al., 2021) Despite this, little research has been conducted on this cohort's experiences with technology, its significance in defining personal identity and self-advocacy, and the difficulties they confront when using technology in their everyday lives (Kwiatkowska et al., 2021).

There is a need to adopt new strategies of working together via multimedia advocacy that challenge their professional ideals around protection of PWLD (Kwiatkowska et al., 2021). Moreover, it is essential to recognise that new kinds of information pose new threats that must be carefully evaluated and new behaviour rules must be developed and applied (Goldkind and Wolf, 2015). A significant gap exists in the fact that is the lack of quality and trustworthiness of multimedia advocacy with regard to academic sources. This makes it challenging to learn how to effectively apply the multimedia tools (Kwiatkowska et al., 2021).

Recommendations

Instead of expecting the service user to learn new technologies, the social worker should expect them to self-educate. On the other hand, Multimedia advocacy should use technologies with which the service user is already familiar to learn more about them and develop a personalised plan for deploying technology (Ledger et al., 2021). A research investigation focuses on learning challenges. There is a need for a project on how technology might help individuals express themselves. Barriers to negotiating technology and methods for addressing devices, interface usability, and support (Ledger et al., 2021).

Conclusion

The current report explored multimedia advocacy as a tool to facilitate an increase in options for PWLD to engage in courageous conservation. It is up to social workers to decide how technology will affect social work practice. In addition, multimedia advocacy promotes self-advocacy by assisting PWLD who may have been afraid to engage in discovering a way of communication. It permits customisation in terms of specific needs, preferences, and aspirations to promote the engagement of victims like HH in courageous conversations. The 'Multimedia Advocacy' strategy involves and engages young people so they can recognise and convey their emotions, wants, preferences, and choices. As a result, it lends itself well to Person-Centred Planning and strength-based methods.

References

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