Professional Values and Awareness Essay

In this assignment I will identify issues that affect the c ar give upd in a home for adults with information disabilities. Using the suit of clothes study format I will nidus on the interpersonal kindreds and identify the underlying factors that influence them, indeed posterior explanations for these by applying established theories. Churton (2000214) describes a case study as a detailed investigation of a single research bea.The case study will form a unique representation of the individuals bear on at the time they were observed. As a single study the outcomes sinlessnessthorn non be representative of all told c ar homes, unless it is liable to assume galore(postnominal) issues may be equal.As a learner I was able to observe both supply and clients in their familiar routines. I was accepted as a member of the c be group and took neighborhood in daily activities. This form of research is described in Giddens (1997542) as Participant observation. Becker descr ibe the role of the researcher as someone who watches the people he is studying to see what situations they ordinarily understand and how they yield in them (cited in Marsh I. 1996124), however the by pickings on a role within the group that middlingifies their presence the researcher acts as more than(prenominal) than a passive observer and becomes a histrion.As a stranger to the group my presence will have alter the behaviour of the clients and studies have sh testify that the presence of bookmans affects the mien that qualified faculty crap (Reed J &type A Procter S. 199331). My own preconceived ideas of training disabilities and the ply and clients earlier experience of students will all have contributed to the behaviour I witnessed.On my starting signal day at the placement I was introduced to my learn (the replacement charabanc). We discussed the homes basic philosophy and the clients disabilities. I was introduced to the nine clients, and the ply approximat ely 15. During this first meeting my learn made me feel welcome and allayed some of my fears intimately the placement.Unfortunately other than twain brief conversations this was the only time I turn overed with her over the six-week placement. The staff are or soly female with only quatern male staff. They were of all ages and came from a mix of races and religions, some single and others married with children. All of the staff are support make forers and most have NVQ take 3 or are currently studying towards it.I plant all the staff very friendly and felt welcome, but I also felt a like a spare part, as the clients were encouraged to do things for themselves, very little intervention was necessary. videotape keeping, giving medication and supervising the clients at the many activities they atdecadeded were the main(prenominal) tasks. The days soon became very predictable with forget me drug activities and opportunities to be come upond. The insensibility of the day meant that staff talked a lot, discussing personal matters as well as how they felt about the clients and their arts.Conversation included issues roughly the low go out support cogitationers had from the general public and other health billing professionals, the measuring stick of paper work to be completed daily and the emphasis hardened on it, little support and understanding from the management, and having to attend college in there own time.My personal performance was influenced most by the lack of a mentor. Without a mentor to shadow I would try to latch onto a member of staff only to find that we were on different activities or were at the end of their shift. My shifts and my mentors were not together, when I asked the manager if I could flip my weekend to the aforesaid(prenominal) as my mentors, she told me that there was no involve for me to work with my mentor at all. I was left feeling very isolated.The need for student and mentor to work together as much as pos sible to build successful family relationship is highlighted in Baillires Study Skills for suck ins (Maslin-Prothero199732). Good mentoring is a two- manner process requiring willingness from both mentor and mentee to build a collaborative relationship (Ellis et al 1995121, Ajiboye P. 200011).Formal mentoring is comparatively raw(a) to nursing (Maslin-Prothero 199751), and is closely related to Project 2000 (Salvage J.199914). The ENB define mentors asan appropriately qualified and experienced first-level nurse/midwife/health visitor who by ex ample guides assists and supports the student in acquisition new skills, adopting new behaviour and acquiring new attitudes (as cited in Quinn F. 1995188). instructship has existed for centuries with references dating back to Hellenic mythology (Ellis R. et al 1995109), and it is widely used for career development in business, where mentors are role models, talent developers and door openers(Tyson S. & capital of Mississippi T. 199212 1). at that place are several theories on how mentoring works, most emphasise the mentor as a facilitator allowing the student to experiment while ensuring the safety of the patient/clients, and providing a developmental bridge between theory and practice (Ellis R. et al 1995109).Communication and interpersonal skills are the foundations on which a successful relationship is built and are therefore essential skills in a mentor (Ellis R. et al 1995121). and the mentor themselves may be the most important factor. A mentor is a role model dear or speculative. Hopefully the student will witness a high standard of practice and set their own standards similarly. But when the standard is low it depends on the students knowledge of the theory as to whether they choose to imitate the mentor or apply their own higher standard. Bandura (cited in Ellis R. et al 1995116) describes this process as Social acquire Theory, a three-stage process.Stage 1 Observational Learning Imitating a healthy role modelStage 2 Inhibitory/Disinhibitory Effects bad practice pass uped or imitatedStage 3 Eliciting Effect good practices learned and core knowledge alterd.The break down of the mentor mentee relationship on my placement may have been for variety of reasons, poor communication, impractical expectations or time constraints. Supernumerary students have time to observe and reflect, but mentors may have an already busy schedule and supervising students rump become just another pressure (Reed J. & Procter S. 199336). Students in this purlieu may find themselves being used as another pair of hands (Ajiboye P. 200011).Many texts cite good leadership of the manager as vital to forming an atmosphere conducive to learning (Quinn F. 1995182). A good manager will find time to inspire staff to enthusiastically provide high quality care (Grohar-Murray 1997125). In the philosophy of care/ serve well harbors of the placement it states that we have a well trained staff who have achieve d a NVQ in care or are works towards it (not referenced to protect confidentiality). However the staff studying the NVQ had to attend college in there own time. This caused resentment towards the management as the staff felt that the qualification was for the companys benefit, but at their expense.Tappen (199569) recognises that by allocating staff time to attend lectures or college days without them incurring financial penalties the lookout station is changed from just gaining a paper qualification to an opportunity to develop skills and augment personal knowledge.Encouraging staff to develop new skills is a dandy motivator. Motivation has been described as the oil that keeps the machinery turning (Dell T. 198859) and is a distinguish element in many leader/management theories.Many want theories are based around the concept of fulfilling unavoidably. Maslow (1968 cited in Hogston R. & Simpson P. 1999295/303) devised a hierarchy with seven levels, the first level are basic somatic needs such as food and water progressing up to more psychological needs of self fulfilment. Individuals climb the pyramid a stones throw at a time motivated by fulfilment at the previous level (see appendix 1).Kafka (1986 cited in Tappen 1995304) offers five basic factors for motivation, economic security, Control, Recognition, Personal self-worth and Belonging. But unlike Maslow the five may be place in any order, as one person may be motivated more by the need to belong than the need for gold (see appendix 2).Self-esteem/worth and belonging are needs communal to both Maslow and Kafka. If managers boost self-esteem by acknowledging good practice and recognising achievements they farm the feeling of belonging. Without feedback staff often feel overlooked and isolated. To be constructive feedback should contain both positive and negative elements and be based on observed behaviour, given objectively it can highlight areas that need alter and increase motivation. Kron (1981 cited in Tappen R. 1995420) described this positive feed back as a psychological paycheque.The need to belong affects students, when they are included in procedures, and given opportunities to express opinions and dont feel in the way they become part of the teatimem. cosmos accepted boosts self-esteem and motivates learning (Oliver R & Endersby C. 199494)Dell statement that people work harder for recognition than for cash(Dell T. 198859) is supported by a study of the affect of incentives such as pay increases and shorter hours. When each incentive was implemented productivity was found to increase. When the incentives were outside and work conditions returned to normal it was expected that the productivity would fall. In fact productivity rose to the highest levels ever. Mayos conclusion was that being in the study had caused the group to bond (belong) and that the interest (recognition) showed by researchers had encouraged the workers to achieve the level they belie ved the researchers expected of them (Mayo E. 1933 cited in Barratt M. & Mottershead A. 199974).If the security of belonging is take out self-esteem deteriorates which can lead to an increase in complaints and fatigueand absenteeism is credibly to rise(Barratt M.& Mottershead A. 199973).Lack of appreciation and support are two of the ten factors cited by Tappen (1995455) that contribute to burnout. As the most caring and most highly committed are often the ones most prone to burnout (Eisenstat & Felner cited in Crawford J. 199048) its frequently linked to health care. Burnout is defined as, (Kozier B et al 20001387). an overwhelming feeling that can lead to physical and aflame depletion, a negative attitude and self concept, and feelings of helplessness and hopelessnessThere are many methods to prevent burnout. One of these I observed, and have been nefarious of my self, is the ability to suddenly become deaf. For example one client would continually ask for a cup of te a, to which staff would respond youve just had one and the client would reply Ive just had one and whirl away. But if the frequency of requests increased or they interrupted another legal action staff would often pretend not to hear, they would ovoid eye adjoin and turn away. By ignoring the client it extended the periods between acknowledged requests. For the same reason this client was always last to receive his cup of tea when it was being made for the group.This coping mechanism denial is one of many established ways to deal with nisus (Kenworthy N. 199691). In denial you reject the thing that is unacceptable choosing to believe it isnt there. Denial is very similar to repression where although aware of the feelings you block them out, Tappen suggest that this can leave the caregiver with a vague sense of unease towards the client. Having denied hearing the request staff would then repress their guilt, leaving them with an uneasy feeling towards the client. This practice whi le not acceptable, had no long-term affects on the client as he would entirely ask again a few minutes later, however if all requests where dealt with in the same way it could become harmful to the client (Tappen R. 199511).another(prenominal) behaviour I witnessed was the reliance on PRN medication a different client was very vocal following staff around the home asking questions about her forthcoming blood test. After a couple of failed attempts to reassure her it was decided she needed PRN to clam her down.The staff had coped by rationalising the situation. Rationalisation uses one explanation to cover up a less acceptable one i.e. their reason for giving the medication was to calmness the client down. But the real reason was it would stop her bothering them with questions. (Tappen R.199511).Often in learning disabilities carers see a clients failure to behave in an acceptable way or achieve targets as a personal failure (Brown H. Smith H. 199295). These failures or client loss es are another factor that contributes to burnout (Tappen R.1995455).Other factors often experience by learning disabilities cares also contribute to burnout such as low pay, contrast and inadequate advancement opportunities. Learning disabilities are often referred to as the Cinderella of the Cinderella serve(Parish C. 200113), and as such tend to attract the least skilled workers, who are given a low status even in relationship to carers in other fields (Brown H. & Smith H. 199293). Care is traditionally seen as womens work and therefore unskilled and unworthy (Brown H. & Smith H. 1992162/166). This is reflected in the fact that care staff are predominately women operative part time, earning low levels of pay and having few opportunities to advance their careers (Hudson B. 2000 88). Care work is rarely undertaken solely for financial gain often the motives are more altruistic (Dagnan D. 1994127). A study into staff satisfaction found that in spite of low pay care staff fo und rewards in the close nature of the caring relationship (Hudson B. 200089).Recent government white papers NHS and federation Care Act and Valuing People aim to call down the status of learning disabilities by reorganising the way that the religious service is provided (Beacock C. 200123), and give those working in social care a new status which fits the work they do (Hudson B. 200099).These proposals may ultimately improve the status of the service, but in the short term the changes are creating more paperwork, require new skills, and are leading to majusculeer job insecurity. These factors are adding to an already stressful job (Hudson B. 200096). Studies found that the main causes of stress for care workers were the inability to provide service users with what they needed, accountability or responsibility without power, frustration at office government and uncertainty about the future (Hudson B. 200090). Powerlessness and unresponsiveness to client needs added to too much paper work are more factors that can contribute to burnout (Tappen R. 1995456).Care staff are under a great deal of pressure, in their daily work they face all of the ten factors that contribute to burnout. This must ultimately have an affect on the way care is provided. I have no doubt that the staff at my placement are genuinely caring people who do their outdo to provide a high standard of care for their clients. However sometimes the quality of care I witnessed reflected the pressures they were facing. Only when the attitudes towards care work improve will its status be increased. This would in turn see a rise in pay and a decrease in the stress felt by carers, which would have the end result of improving the care received by clients.ReferencesAjiboye P. (2000) Learning partners. No Limits. Autumn 2000 pp.11Barratt M. Mottershead A. (1999) Understanding Industry. fifth Edition. 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