Introduction
This essay reflects on my experience as a student social worker conducting an initial home visit for Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to concerns about frequent absences, poor hygiene, and potential neglect. The purpose of this reflection is to analyse my communication skills, both verbal and non-verbal, during the interaction with Daniel’s father, George Malik. Using Gibbs’ Reflective Cycle (1988), I will explore what went well, the challenges I faced, and the theoretical frameworks that informed my approach. Key areas of focus include active listening, empathy, and the influence of factors such as power and identity, as conceptualised through the Social GGRRAAACCEEESSS model. This reflection aims to identify learning points for my future placement, ensuring a sensitive and effective practice in social work.
Application of Gibbs’ Reflective Cycle
Gibbs’ Reflective Cycle (1988) provides a structured framework to dissect my experience during the home visit. Initially, I introduced myself to George, clearly explaining my role as a student social worker and the purpose of the assessment, which was to understand the family’s needs and ensure Daniel’s welfare. I noticed George appeared defensive, possibly due to past negative experiences with services, as noted in the case history of disengagement from early help support. Verbally, I adopted a calm and reassuring tone, while non-verbally, I maintained open body language, aligning with Egan’s SOLER model (2002)—sitting squarely, maintaining eye contact, and leaning slightly forward to demonstrate attentiveness. This approach helped establish a preliminary rapport, though George remained guarded.
Strengths in Communication
One aspect that went well was my use of active listening. I focused on paraphrasing George’s statements to confirm understanding, a technique rooted in Egan’s Skilled Helper model (2002), which encourages clarity and empathy. For instance, when George mentioned struggling with daily routines, I responded, “It sounds like managing everything on your own feels overwhelming at times,” which seemed to ease his reluctance to share. Empathy was central to my approach, as I acknowledged his challenges as a single parent without judgment. This aligns with Rogers’ (1957) concept of unconditional positive regard, fostering a non-threatening environment. Additionally, my open-ended questioning, such as “Can you tell me more about how things have been at home?” allowed George to guide the conversation, which appeared to build trust, albeit slowly.
Challenges and Limitations
Despite these strengths, I struggled with maintaining confidence when addressing sensitive topics like substance misuse and Daniel’s reported lack of food. I hesitated, fearing I might alienate George, which reflects a limitation in my assertive communication skills. This hesitation could be attributed to my awareness of the power imbalance inherent in social work interactions, where service users may perceive professionals as authoritative figures (Dalrymple and Burke, 2006). Furthermore, I found it challenging to balance confidentiality discussions with safeguarding obligations. While I explained that information would remain private unless there was a risk to Daniel, I noticed George’s unease, suggesting I could have been clearer or more empathetic in my delivery. This highlights a gap in my ability to navigate complex ethical discussions effectively.
Influence of Social GGRRAAACCEEESSS
The Social GGRRAAACCEEESSS model, encompassing factors like gender, race, religion, age, and social class, shaped my understanding of the interaction. As a student social worker from a different socio-economic background, I was conscious of potential disparities in lived experiences between myself and George, who is unemployed and reportedly struggling with mental health issues. This awareness prompted me to avoid assumptions about his circumstances, focusing instead on his narrative. However, I reflected that my identity as a younger, inexperienced professional might have influenced George’s initial reticence, as he may have questioned my competence. Recognising these dynamics encouraged me to adopt a humble and collaborative stance, though I acknowledge I need to develop further strategies to mitigate power imbalances.
Theoretical Underpinnings and Future Learning
My approach was informed by Egan’s Skilled Helper model (2002), which prioritises empathy and problem-solving, and motivational interviewing techniques, which focus on eliciting change through non-confrontational dialogue (Miller and Rollnick, 2013). These theories guided my efforts to build rapport and explore concerns sensitively. Moving forward, I aim to strengthen my confidence in discussing difficult topics by engaging in role-play scenarios during placement. Additionally, I will seek supervision to better understand how to address power dynamics and cultural differences, ensuring my practice remains inclusive and empowering. Indeed, this experience has underscored the importance of continuous self-reflection in social work.
Conclusion
In conclusion, reflecting on my initial home visit with George Malik using Gibbs’ Reflective Cycle reveals both strengths and areas for improvement in my communication skills. Active listening and empathy facilitated rapport, yet challenges in addressing sensitive issues and navigating power imbalances highlight the need for further development. Theories such as Egan’s Skilled Helper model and insights from the Social GGRRAAACCEEESSS framework have provided a foundation for understanding these interactions. As I progress into placement, I will focus on building confidence and cultural competence, ensuring my practice aligns with the values of social work. This reflection not only enhances my self-awareness but also prepares me to support vulnerable families more effectively.
References
- Dalrymple, J. and Burke, B. (2006) Anti-Oppressive Practice: Social Care and the Law. 2nd ed. Open University Press.
- Egan, G. (2002) The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. 7th ed. Brooks/Cole.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Miller, W. R. and Rollnick, S. (2013) Motivational Interviewing: Helping People Change. 3rd ed. Guilford Press.
- Rogers, C. R. (1957) The Necessary and Sufficient Conditions of Therapeutic Personality Change. Journal of Consulting Psychology, 21(2), pp. 95-103.
