SOCIAL SERVICE WORKER PROGRAM: Major Reflection on Field Placement Learning LEARNING ACTIVITIES DONE TO ACHIEVE GOALS SINCE LAST REFLECTION: GOAL: ASSOCIATED LEARNING ACTIVITY: Goal 1 (Direct Service) Participate with seniors

in activities and have a one on one conversation Goal 2 (Knowledge-based/Indirect Service): Gaining knowledge about the seniors with Alzheimer and Dementia Improving understanding of seniors related health issues Understanding the support and needs of seniors Patiently and effectively communicating with seniors and understand their likes/dislikes In the beginning, my supervisor would write down the name and room number to have one-on-one in the morning with seniors. However, after observing me, she encouraged me to do it independently My supervisor's monthly calendar of events, which includes crafts, word games, walks outside, bingo, and baking. Whether the elders like taking part in these activities or if they would prefer to engage in other activities is up to them. Seniors engage in daily exercise in the morning, and I am required to observe them perform the activity in a situation where the instructor is not present. Research and gain knowledge on the seniors health issues Understand the consequences with seniors of Alzheimer and Dementia Determine how at ease elders are sharing their cultural experiences and ideas. how effectively specific approaches work to increase senior involvement when speaking with them Providing them with good support and making them feel comfortable FINAL ASSESSMENT OF GOAL ACHIEVEMENT Goal 1 Extent of Goal Achievement Goal Achieve Goal 2 Extent of Goal Achievement Goal Achieve Evidence for Goal Achievement from Associated Learning Activities: I began engaging in one-on-one, early- morning conversations with seniors to learn about effective communication skills. I approached seniors with comfort and safety Evidence for Goal Achievement from Associated Learning Activities: I began to take part in activities on my own and encourage seniors to participate with me. I ask them what they want to do for social, such as crossword puzzles or word games for a day. After they choose, we play for an hour. REFLECTIONS: Reflect on your learning and select 1 activity, event or experience that you believe advanced your learning the most. Use the Major Reflection Assignment Sheet to develop your reflection. Use the Gibbs 6 Step Cycle of Reflective Learning as outlined below to develop a reflection for the activity you selected. 1) Description of learning activity- What happened? I observed and learned from my supervisor's everyday routines during my first week at the retirement home. The seniors are separated into three floors. On the first and second, you can talk to them and hear about their experiences because they are generally in good health; on the third floor, however, the seniors display behaviours that call for extra caution when speaking with them, so extra rules and safety precautions are in place. Three levels of comparable activities, such as crossword puzzles, bingo, crocheting/knitting, and baking, are provided. This is a terrific chance for me to learn as I have never dealt with seniors before. I enjoy doing activities with them and starting conversations about their previous lives, and their marital status. Finding out about seniors' experiences, difficulties, and health concerns through one- on-one conversations is the practice that promotes my learning the most. After spending time with them, I understood that some seniors need someone to listen to them and talk to them. I think I am a good support for them as a social service worker. 2) Feelings - What did you think and feel about it? I felt confused, uneasy, uncomfortable, and anxious. On the first day of my placement. I was unsure of my ability to meet the senior's requirements and build confidence to support and assist them. I had anxiety and nervousness when speaking with my superior. However, I was still able to demonstrate self-awareness and willingness by being sincere and open-minded while learning about the experiences of elders in life. 3) Evaluation - Positive and negative outcomes/aspects of the learning activity Positive: Gaining useful communication skills and comprehending the requirements of seniors with dementia/Alzheimer Being a part of an organization that provides essential care and assistance. Obtaining experience with real-life employment environments engaging with seniors Negatives: While beginning of my placement, I felt anxiety and confusion. A challenging learning path that may have been stressful 4) Analysis - What sense can you make of the learning experience? Be sure to include connection to theory(s), methods, interventions, ethical principles or other learned concepts. The learning process involves putting the crisis intervention theory into practice while interacting with seniors who exhibit behaviours suggestive of dementia and Alzheimer's disease. Helping seniors with their behaviors provides them with understanding, compassion, and effective communication all while protecting their safety and welfare. According to Jungers et. al (2009), the difficulties older persons have as a result of ageism and preconceptions make it imperative to develop a crisis intervention model with an older population as its primary emphasis, Therefore, a specific model of crisis intervention was required to assist practitioners in overcoming the limitations of conventional methods, particularly in relation to empowering or advocating on behalf of older adults. Counsellors, along with family members and caregivers, can be reminded by a crisis intervention model designed specifically for older persons that crises can be seen as chances for personal development rather than unavoidable declines into inactivity and death. I started to realize how important it is to learn something new and apply it to real-world situations. This intervention may be very beneficial for both the seniors who behave violently and the caregivers who look after them. 5) Conclusion - What else could you have done? The initial feelings of anxiety and uncertainty I experienced. Additional planning and orientation, in my opinion, may have eased the transition at first. I was nervous to interact with seniors and to feel at ease with them on the first day. It may have been easier for me to adjust to this new and challenging work if I had spent time observing a skilled employee. Furthermore, continuous training and reflective experience might improve the assistance and direction that I and other new employees get. I think it's essential to have one-on-one interactions and understand the everyday lives of seniors suffering from dementia and Alzheimer's in order to improve future encounters. They would feel more at ease and secure with me as a result. 6) Action Plan – What will you do to prepare for ‘next time’? Moving forward, I intend to: Seek advice and feedback from my supervisor to continuously enhance and modify my practice. Continually educate myself about seniors and their behaviours to help them in the best way possible and make them comfortable with me. • Take an active part in reflective practice to identify your accomplishments and potential development areas. • Look for chances to expand my knowledge and skill set in this field I reflect on my experiences and make improvements to my abilities to demonstrate my persistent dedication to continuous learning and progress. ● Reference/n SOCIAL SERVICE WORKER PROGRAM: Major Reflection on Field Placement Learning LEARNING ACTIVITIES DONE TO ACHIEVE GOALS: GOAL: Goal 1 (Direct Service) Goal 2 (Knowledge-based/Indirect Service): ASSOCIATED LEARNING ACTIVITY: REFLECTIONS: Reflect on your learning this month and select 1 activity, event or experience that you believe advanced your learning the most. Use the Gibbs 6 Step Cycle of Reflective Learning as outlined below to develop a reflection for the activity you selected. 1) Description - What happened? 2) Feelings - What did you think and feel about it? 3) Evaluation - What were the positives and negatives? 4) Analysis - What sense can you make of it? Apply theories learned, methods, interventions or other learned concepts (eg. Anti-oppressive practice). Choose one of the theory and explain it on how do you use it working with seniors in retirement home Strength-based theory Anti-oppressive theory Maslaw's hierarchy of needs Structural theory Systems theory Medical and Political Model Theory Active listening 5) Conclusion - What else could you or others have done? 6) Action Plan - What will you do next time, or what would you do in the future?/n NOTE: Need to do 4th question analysis that needs to be researched and APA reference Tutor can choose any topic Need to use the same answers from the last semester doc, just change the sentences, so it doesn't look like similar