SS4115 Integrated Social Work Practice

1. SS4115 Integrated Social Work Practice Leung Suk Ching,Cathy 5056 4620 Chan Wai Ching, Amy 5055 4742 Cathy 5056 4620朱茵 5055 7105 Fung Ki Ho, Ben 5055 2750 Chan Ka Lai, Hazel 5058 1627 Nokia 5056 3900Kat 5055 7210 Cheung On Shing ,Richard 5049 4765

2. Outline • Introduction of Integration • Rationale of Integration • Information about three service units • IFSC • Youth • Tai Po Youth Outreach team (大埔地區青少年外展社會工作隊) • 香港小童群益會 (The Boys’ & Girls’ Club Association of Hong Kong) • Elderly • Social Centre for Elderly (SE) in Lai King • Yuen Yuen home (elderly home)

3. Division of Labour • We are divided into three groups for interviewing the SW in fields: • IFSC • Youth • Elderly • Evaluate the models in those organizations • Advantage and Disadvantage • Comment from SW

4. Introduction of integration Policy on integration Rationale of integration

5. Policy on integration(1) • White paper –social Welfare into the 1990s and Beyond (1991.p.27) • The government plans that children and youth centres, outreach social work and school social work “be integrated” and operated on a neighbourhood basis so that young people in the same area may be served by the same team of worker

6. Policy on integration(2) • For example, Integration of Children and Youth Centre Services (1994, p.16) • Report on Review of CYS • “the working party concludes that children and youth centres should adopt a “holistic “ or “total-person’ approach in addressing the need s and problems of the youth population, by looking at a young person in his total life situation”

7. Rationale 1: Service fragmentation • Distinct service boundaries and division of labour • Linkage and cooperation among different service were insufficient • Highly specialized in practice

8. Rationale 2: Service duplication • In the past, the service cooperation was more focus on individual service unit level • Less cooperation and coordination among different services in the community • Waste and duplication of resources • Service duplication • Manpower duplications

9. Rationale 3: Service Gap • Complication and complexity of service needs • .The rigid service boundaries lead to the negligence of &unresponsiveness to the service needs

10. Rationale 4: Rigidity • Manpower management • Resource allocation • Policy Manpower and resources of different services • Not easily and flexibly deployed among services units, so create waste

11. Rationale 5: Unresponsiveness • Unresponsive to community need • Centralized planning hindering service units from a quick respond to special & urgent community needs or crises

12. Rationale 6: Mobilize the development of services providers • Under the effect of Plurality diversity(多元化), it result in more diversity to interpret the service needs Integration of different models • Introduce the concept of generalist “通才”and integrated practitioner (綜合實務工作者) • Introduce more humanistic element , e.g. user participation

13. Example of Service Unit (1) Integrated Family Service Centre (IFSC)

14. The models of IFSC (1) Method-oriented integration • Case, group and community work For example, 3levels of providing services: • Family Counseling (FC): counseling service, case • Family Support(FS):support service, holding groups • Family Resource (FR): provide resource, promote the service to community such as mobile counter and care hotline

15. The models of IFSC (2) Profession-oriented integration • Different professions join together For example, in our centre • Elderly CR case: social work & doctordo health assessment • Suspected mental problem: social work & clinical psychologist (CP)  do metal health assessment to the client

16. The models of IFSC (3) Agency-oriented integration • Different agencies join and work together For example, in our centre • 1. Community talk (防騙防盜): our centre & police • 2. Parenting talk (parent in school): school & our centre

17. The advantages of integration • Family resource (FR): develop volunteer service develop service in community and do some prevention • Concept: early identification  do immediately intervention if anything has been happened in the community • Efficiency: divide into 3 levels of integration in family setting  Clear structure

18. The disadvantages of integration • No specific service / centre provided: New arrival and single parent • ‘integrated’ worker: adaptation of FSC worker  Can the worker integrate their knowledge and skills in case, group and community work

19. Difficulties in implementing integrated practice • Manpower: do not have enough manpower to provide services in IFSC • Agency argument: handle one caseNGOs & SWD shirk responsibility no agency handle this case

20. How to solve the difficulties • Staff training: provide different trainings • such as skills and knowledge to the staff • Staff meeting: share concern and difficulty  discuss the issue and give advices among the workers

21. Interesting sharing (1) • Workload in IFSC: heavy workload Ex. Manpower management, community development • Social pressure for social worker: • shirk responsibility (atmosphere) • Client complaint ↑

22. Interesting sharing (2) • Relationship between SWD and NGOs: • past: partnership, now: donator (SWD) and receiver (NGOs) • Change of case nature: tangible cases↑, counseling cases↓, long-term cases X

23. Example of Service Unit(2) Youth

24. Models of Integration 1) Service/ Worker – oriented Integration 2) Profession – oriented Integration 3) Method – oriented Integration 4) Agency-oriented integration 5) Locality-oriented integration

25. Service/ Worker – oriented Integration • Different workers join together: - School worker & Outreach worker - School worker has to work with social welfare worker as they would provide some group work to school • Different service units join together: - Ng Yuk Secondary School & Tai Po Youth outreach team - Hong Kong Children & Youth Services: Jockey Club Heng On Integrated Children & Youth Services Centre & KCRC (九廣鐵路公司)

26. Con’t - Hong Kong Children & Youth Services: Jockey Club Heng On Integrated Children & Youth Services Centre & Scout Association of Hong Kong - Hong Kong Children & Youth Services: Jockey Club Heng On Integrated Children & Youth Services Centre & Government (Youth Pre-employment training program)

27. Example • Ng Yuk Secondary School (五育中學) would work with Tai Po Youth Outreach team (大埔地區青少年外展社會工作隊) as sometimes the outreach team would have contact with the students who study in Ng Yuk, therefore, the outreach worker would come to school and organize group work and then refer case to school worker.

28. Profession – oriented Integration • Different professionals join together - Social worker & Teachers - Social worker & Polices (反黑組) - Social worker & Psychiatrist - Social worker & Adventurer (歷奇導師) - Social worker & therapists - Social worker & Psychologist - Social worker & University professor

29. Method – oriented Integration • Different methods deal with clients’ problems - Case - Group - Community work - Therapeutic group - Interest Class - Volunteerism

30. Agency-oriented integration • Youth work agency + limited company - e.g. 香港小童群益會 (The Boys’ & Girls’ Club Association of Hong Kong) + 香港聯合利華有限公司 • Youth work agency + hospital - e.g. 香港小童群益會 (The Boys’ & Girls’ Club Association of Hong Kong) + 明愛醫院兒童及青少年科 • Youth work agency + Media Communication Unit - e.g. 香港小童群益會 (The Boys’ & Girls’ Club Association of Hong Kong) + RTHK Corporate Communications Unit

31. Example • A project call ‘聯合利華豐盛童盟計劃’ is a co-work by 香港聯合利華有限公司 and 香港小童群益會 (The Boys’ & Girls’ Club Association of Hong Kong) • it aims at providing developmental activities for the minorities

32. Locality-oriented integration • Youth work agencies work together within Tai Wai - Hotlines for HKCEE e.g. Hong Kong Children & Youth Services: Lung Hung Centre (隆亨中心)& Tsung Tsin Mission of Hong Kong (崇真會)

33. Advantages of Integration 1)Understand the needs and problems of client more comprehensive • E.g. Student A has behavioral problem in school and also played in the street at night. School social worker can communicate with Out – reach worker to discuss the case of student A.. Both of them can know more the detail of A and has a better intervention to A. 2) More chances for co-work that resources can be utilized • E.g. Outreach worker may have group work in school that they help to provide direct service to students instead of asking school worker to run the group as his workload maybe too heavy. Then when there is a need for case work, outreach worker can refer student to school worker.

34. Advantages of Integration 3) Use different perspectives to see the clients  understand more • E.g. Teachers more concentrate on students’ academic and worker more concentrate on student’s feelings. They can share their opinion and help the student in a full extent. 4) More comprehensive services for tackling their needs • E.g. Student has social problem who can receive a counseling in case and also increase their social network and learn social skills through group and community work.

35. Disadvantages of Integration • Conflicts • Different professionals have their own perspectives and tend to insist on their standpoints which is different from social worker, therefore, conflicts easily arise - E.g. teachers tend to punish students and stop their behaviors as fast as possible while social work take a person-centered approach that focus on their needs rather than their superficial problems • With different standpoints, people are less likely to compromise a solution or it takes time to make a consensus. - E.g. Outreach workers concern more on clients’ needs while school social worker have to balance between 2 parties (school and clients)

36. Disadvantages of Integration 2) Lack of Manpower • worker needs to do more works (case/ group/ community work) • Workload increased 3) Compete for limited resources • Due to lump-sum grant, workers in the same centre has to compete for limited funding that sometimes focus on quantity rather than quality so that they can meet the requirement.

37. Difficulties in Implementing Integrated Practice 1) Really Increase the communication between other parities? • Not necessary • Although they are under the same centre, all worker have their own job • Not much communication time 2) Enough training? • Workload Increase since worker need to do more (case, group, community work) • Gov. do not have enough training for worker • Increase the pressure on them

38. How to face/ solve the difficulties • Clarify one’s role and standpoints - E.g. School worker has to set a baseline and stay firm when working with outreach worker: to clarify with them that she has to consider both benefit of school and clients instead of only concerning the clients • Do not have frequent contact so that conflicts will be reduced

39. Comments • Positive • People with similar belief can support each other • Complementary to each other • Provide variety service to clients • More options for clients to choose • Negative • Heavy Workload • Resources overlap • Quantitative instead of qualitative that neglect clients’ need or minority’s need

40. Example of Service Unit (3) Elderly Service Integrations -Multi-level Intervention -Horizontal Intervention

41. Multi-level Intervention -provides diversified services to the elderly→ cater to elderly different needs -can be divided into preventive& remedial work

42. Con’t • Preventive work: • Methods: community work • Target: people in the community • Activities: A series of Educational Activities & Health Talks e.g. the sources of stress, how to relieve stress, how to be a happy elderly…etc. →bring out the optimistic and positive message

43. Remedial Work: • Methods: Case and Group • Target: Elderly • Activities: A. group activities→ 1. provide emotional support through group counseling 2. Relieve elderly stress & depression B. Case→ • Provide emotional support through individual counseling • Relieve Elderly Stress & depression

44. Horizontal Integration • Different services units serve the same kind of clients • Same clients but could have different needs • Require cooperation or collaboration among different units → provides holistic & suitable services to elderly → produce interdependence (互相依賴) & symbiosis (共生) relationship between various units

45. Con’t • Advantages of Models integration: • Cater to elderly different needs • Diversified services→ e.g. educational activities, health talks→ promote the importance of mental health in the elderly • Case & groups→ relieve elderly stress+ provide emotional support to them

46. Reduce the Stigma effects(標籤效應) • Chinese tradition: elderly see “Mental health” doctors= have mental problems →elderly stress ↑ • Groups/ different activities →mutual sharing among elderly → Stigma effects of elderly referral to the mental health ↓+ elderly stress ↓

47. Enhance service quality & efficiency • Focus on the basis of human(以人為本) • Get different services in one unit→ service quality + efficiency ↑

48. -Disadvantages of models integration • High demand on social workers -demand social workers have professional & different aspects of knowledge→ stress of social worker↑

49. Lack of manpower → service quality + efficiency ↓ • Provide diversified services, but manpower not change → stress of social worker ↑ • Diversified services demand ≠ manpower →service quality + efficiency ↓

50. Elderly Centres Social Centre for Elderly (SE) in Lai King Yuen Yuen home (elderly home)