Introduction
This reflective essay examines my role as a student social worker during an initial home visit to assess concerns about Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to frequent absences, poor hygiene, and reports of inadequate food provision at home. Additional concerns include Daniel’s withdrawn and anxious demeanour, alongside suggestions of substance misuse by his father, George Malik, a single parent struggling with untreated mental health issues. The purpose of this essay is to critically reflect on how I upheld social work values, navigated ethical dilemmas, and addressed power dynamics during this interaction. Furthermore, it explores my awareness of personal biases, limitations in my practice, and areas for future development. Using a structured reflective framework, I aim to demonstrate a sound understanding of social work principles while considering relevant legislation and anti-oppressive practice. This reflection draws on academic literature and ethical guidelines to ensure a robust analysis of my approach.
Social Work Values and Ethical Principles
Central to my approach during the home visit was the commitment to core social work values as outlined by the British Association of Social Workers (BASW) Code of Ethics (BASW, 2014). These values include respecting human dignity, promoting social justice, and acting with integrity. In meeting George and Daniel, I introduced myself clearly, explaining my role as a student social worker tasked with supporting families to ensure children’s well-being. I aimed to uphold dignity by using a non-judgmental tone and expressing genuine concern rather than blame, particularly when discussing sensitive issues such as Daniel’s absences and hygiene. For instance, I framed my questions around understanding their daily routines rather than directly confronting George about potential neglect, thereby fostering an environment of trust.
However, I recognise that promoting empowerment was challenging. While I informed George of his rights under the Children Act 1989, which places a duty on local authorities to safeguard and promote the welfare of children (HM Government, 1989), I may have unintentionally adopted a directive tone when explaining the need for further assessment. This could have undermined his sense of agency. Reflecting on this, I realise that empowerment requires more than providing information; it involves actively involving service users in decision-making processes, an area I intend to strengthen in future practice.
Power Dynamics and Anti-Oppressive Practice
Power dynamics were evident from the outset of the visit. As a social worker, albeit a student, I held a position of authority that could be perceived as intimidating by George, who is already in a vulnerable situation due to unemployment and mental health struggles. Thompson’s (2016) concept of anti-oppressive practice highlights the need to challenge structural inequalities while remaining attentive to interpersonal power imbalances. I attempted to mitigate this by sitting at the same level as George during the conversation, ensuring my body language conveyed openness rather than dominance. Additionally, I explained confidentiality policies, clarifying that information would only be shared with relevant professionals if there were immediate safeguarding concerns for Daniel, aligning with the Data Protection Act 2018 (HM Government, 2018).
Despite these efforts, I acknowledge that my status as a social worker inherently positioned me as a figure of scrutiny in George’s eyes. This dynamic may have influenced his willingness to disclose personal struggles, such as substance misuse or mental health challenges. To address this in future, I will focus on building rapport over multiple interactions and using strengths-based approaches to highlight George’s capabilities as a parent, rather than focusing solely on deficits (Saleebey, 2013).
Personal Bias and Reflective Frameworks
Reflecting on my personal biases, I must admit that my initial interpretation of the case was shaped by assumptions about single-parent households and substance misuse, influenced by societal stereotypes often perpetuated in media narratives. To critically examine these biases, I utilised the Social GGRRAAACCEEESSS framework, which stands for Gender, Geography, Race, Religion, Age, Ability, Appearance, Class, Culture, Ethnicity, Education, Employment, Sexuality, Sexual Orientation, and Spirituality (Burnham, 2013). This tool helped me identify that my assumptions about George’s unemployment and reported substance misuse might stem from class-based biases, as I unconsciously associated these factors with neglect. This realisation prompted me to focus on George’s individual circumstances, recognising that systemic issues such as poverty and lack of mental health support likely exacerbate his challenges.
Moreover, my personal experience of growing up in a stable family environment may have led me to overestimate the ease of accessing support services, overlooking the barriers George faces due to stigma or previous disengagement with early help. This highlights the importance of self-awareness in social work, as unchecked biases can distort assessments and hinder effective support (Thompson, 2016). Moving forward, I aim to continuously reflect on such influences through supervision and peer discussions to ensure my practice remains objective and person-centred.
Limitations and Areas for Improvement
One significant limitation during this home visit was my limited experience in handling emotionally charged situations. When George became visibly upset while discussing his mental health struggles, I felt uncertain about how to respond empathetically without overstepping professional boundaries. While I offered reassurance and validated his feelings, I lacked the confidence to probe further into potential support needs, missing an opportunity to explore immediate interventions. This reflects a gap in my emotional resilience, an essential skill in social work (Grant and Kinman, 2014).
Additionally, I struggled to balance the need to gather information with the risk of overwhelming George with questions. My focus on ticking off assessment criteria may have come at the expense of building a deeper connection with the family. In future, I will prioritise active listening and allow conversations to flow more organically, ensuring the family feels heard rather than interrogated. Engaging in training on trauma-informed practice could also enhance my ability to respond sensitively to complex family dynamics.
Application of Ethical Principles in Future Practice
This initial experience has underscored the importance of adhering to ethical principles, particularly those related to safeguarding and empowerment. In future practice, I will ensure compliance with the Health and Care Professions Council (HCPC) Standards of Proficiency (HCPC, 2017), which emphasise the need to protect vulnerable individuals while promoting their autonomy. This means working collaboratively with families like the Maliks to co-create support plans, rather than imposing solutions. Furthermore, I will seek to integrate anti-oppressive practice more robustly by advocating for systemic change, such as improved access to mental health services for parents like George, thereby addressing the root causes of their struggles.
Conclusion
In conclusion, this reflective essay has explored my application of social work values, ethical principles, and anti-oppressive practice during an initial home visit to assess concerns about Daniel Malik and his father, George. While I endeavoured to uphold dignity and build rapport, I recognise limitations in promoting empowerment and navigating power dynamics effectively. Using the Social GGRRAAACCEEESSS framework, I identified personal biases that influenced my interpretation of the case, prompting a commitment to ongoing self-reflection. Areas for improvement include enhancing emotional resilience and adopting a more trauma-informed approach to assessments. Ultimately, this experience has reinforced the importance of balancing safeguarding duties with ethical considerations, a skill I will continue to develop through training and supervision. By applying these lessons, I aim to ensure my future practice aligns with the core values of social work, prioritising the well-being and autonomy of vulnerable families.
References
- British Association of Social Workers (BASW) (2014) The Code of Ethics for Social Work. BASW.
- Burnham, J. (2013) Developments in Social GGRRAAACCEEESSS: Visible-Invisible and Voiced-Unvoiced. In: Krause, I. (ed.) Culture and Reflexivity in Systemic Psychotherapy. London: Karnac Books.
- Grant, L. and Kinman, G. (2014) Emotional Resilience in the Helping Professions and How It Can Be Enhanced. Health and Social Care Education, 3(1), pp. 23-34.
- Health and Care Professions Council (HCPC) (2017) Standards of Proficiency for Social Workers in England. London: HCPC.
- HM Government (1989) Children Act 1989. London: The Stationery Office.
- HM Government (2018) Data Protection Act 2018. London: The Stationery Office.
- Saleebey, D. (2013) The Strengths Perspective in Social Work Practice. 6th ed. Boston: Pearson.
- Thompson, N. (2016) Anti-Discriminatory Practice: Equality, Diversity and Social Justice. 6th ed. London: Palgrave Macmillan.
