The aim of this task is to critically reflect on a moment in the case study that made you stop and think (called a Critical Incident). This might ha

The aim of this task is to critically reflect on a moment in the case study that made you stop and think (called a Critical Incident). This might have been a part of the story, a point in the discussion, or something you reflected on later. It might have been something you were challenged by, or something a student colleague, or the tutor said that made you think differently about your view of the story.

You are to critically reflect on the ways your own and other's values and dominant discourses influenced your response. Eg what implicit assumptions were you drawing on, what hegemonic constructions of young people influenced you etc. It is expected that this critical reflection will also be supported by research. It is also expected that you will identify how this critical reflection might influence future practice.

The examples provided in the Critical Incident Examples notes are just examples of an incident or moment that would then be deconstructed further.

So. you need to identify an important moment for you, a time when you were challenged, provoked to think differently etc during the case study discussions.

Then engage in a deconstruction process:

Why is this incident the one you chose?

What made it challenging?

What (implicit and explicit) assumptions that you hold did it draw out? (not just about the people in the story but about yourself and others)

What dominant discourses were reflected in the incident eg the ways young people are constructed, the way race, culture, gender, sexuality etc is constructed.

Consider modernist (binary) notions of power who has power, who doesnt, how is this power used, what power do you have etc.

Consider modernist (fixed) notions of identity the young persons, others in the story, your student colleagues, the tutor, yours as student and as worker in this case (not all of these will be relevant of course it depends on what your incident is)

What ethical considerations might arise (that might be influenced by assumptions)

Then engage in a reconstruction process.

How can you understand elements of this incident differently eg

Post modern notions of power we all hold power explore how it can be exercised.

Post structural notions of identity as fluid - how does looking at identity (yours and others) differently change the nature of the incident for you.

Reframe your assumptions in ways that might be aligned with critical youth work theory and practice.

Explore how this new knowledge might influence your future learning and practice.

Dont use this structure as headings or it will be really superficial and disjointed, use it as a guide for an in depth critical and reflective discussion.

Draw on literature, obviously.

Write in first person.

A student has kindly given permission for their paper to be posted up as an an example paper.

The paper is written about Awa and Ahmed. Regardless of what tute you are in it will give you some insight into how to discuss, and reference your ideas and insights.However, please remember this is just one person's idea of how to do this paper. Dont feel like you have to follow this example.

Needless to say, dont copy it. dont copy the incident and do your own research.

Introduction:

This critical reflection essay is a deconstruction and reconstruction of a critical incident during tutorial discussions inIntroduction to Youth Services.Fooks(2015) criticalreflection model, involves a deconstruction and then reconstruction of an important moment of reflection or learning during practice,touncover how labels, discourses and assumptions shapehow we view the world around us. During the deconstruction I will examine how I reacted and thought at the time of the incident and then during the reconstruction I will analyse these concepts and try to reframe them in a more inclusive and understanding manner. Using this process of critical reflection, I will examine a challenging incident I encountered during the tutorials for SWB207Introduction to Youth Servicesand how the learnings from this incident can better guide my future practice framework.

The critical incident itself was a moment during Week 2 and the topic of crime, where the topic of female refugees from Syria and their level of education was brought into focus. The discussion, led by students, concluded that women from Syria may not be educated due to cultural differences and the male dominated society. At one point during the discussion our tutor Jen Kaighin mentioned that she had purposely misled the class by throwing out a statement that nobody had challenged her on. This moment was a key point during my time in class that highlighted my own assumptions and as such, was an important time to reflect on what that means to me and my future practice. I picked this critical incident for a variety of reasons, however the main reason I chose this incident was due to how the confronting experience of facing the assumptions I was making made me feel.

Deconstruction:

To assume the level of education based on a clients culture or demographic is not just racist but also draws on my own ignorance surrounding immigration, refugee status and even gender. I like to believe that I have always endeavoured to recognise and identify when I make assumptions as broad and ignorant as assuming women from Syria are uneducated, however it felt like a slap in the face when it was put in front of me.Chenoweth & McAuliffe (2015), argue that the relationship between theory and practice, requires critically reflecting on our own assumptions and challenging these concepts and issues to ensure that theory issynthesized in a way that is meaningful, relevant and useful. TheAustralian Association of Social Workers(AASW), state in both the Code of Ethics (2010) and Practice Standards (2013) that social workers have a responsibility to not just their clients but also the profession to becriticallyreflective practitioners.

As a social worker the assumptions we make about the world around us are crucial in helping us identify where our ownunconscious biases lie.Witkin(2014), argues that as part ofcriticaltransformative learning processeswe must question ourownassumptions to make them more inclusive and open to change.This is supported byMezirow (2009),whostates that assumptions are challenging frames of reference that need to be questioned and by reflecting on them a practitioner will be better prepared to make informed and more open-minded decisions.

One of the key assumptions drawn from this incident, relates directly to the culture of the young people within the scenario. It is also relevant to consider my own cultural backgroundand how this has shaped how I view the participants within this incident. Living in our current neo-liberal dominated society comes with several labels for anyone that does not represent the dominant western view, this is particularly evident when looking at the current moral panic surrounding those seeking asylum or refugee status within Australia(Hussein, S. 2016).Labels such as refugee, asylum seeker, immigrant etc are all thrown around interchangeably in many cases with each label having vastly different meanings and contexts.

This is important to consider when intersecting youth work and the dominant discourses that impact young people within society. Many of the ideologies that marginalise people with a refugee or migrant background are compounded when looking at the disempowering notion of being a young person within Australia today(White, Wyn & Robards 2017).I found myself not questioning the idea that a young woman from Syria would be uneducated due to what I assumed was a dominant patriarchal society within their country of origin without a shred of evidence to support it(Hussein, S. 2016).This then ties directly into the notions of youth and assumptions that a young person may be uneducated on any given subject simply due to their age and inexperience(Sercombe 2010). These competing ideas combine to create a perfect storm of disempowering and harmful mindsets for any young person let alone a vulnerable one seeking your assistance.

In my past working career, I have often held positions of power or authority. This may have been as a subject matter expert or manager, but I have never critically examined how that power has impacted my working relationships in the past.I recognise now this is because of my privileged position as a member of the dominant cultural group(Morley, Macfarlane & Ablett 2014).There are several aspects to the scenario that would place me in a position of power that would be important to consider, these include; my gender as a male working with a femaleclient, my cultural background coming from a white low-middle class family and the position I held as a youth worker. Taking these factors into account it is clear how assuming that my client is uneducated is not just harmful to any future working relationship but also potentially harmful to the young person in perpetuating the power dynamics, assumptions and labels that are already disempowering them(White et al 2017). This is without even factoring the particulars of the scenario itself such as the sexual assaults, family and cultural dynamics.

Reconstruction:

Reconstructing this critical incident required me to reflect on the type of social worker I aim to be and how incidents like this will shape my future practice framework and identity. Bell, NissenandVindegg(2017), argue that professional experiencecombined with a practitionersvalues help to construct their identity ofthe type of social worker they would like to be. My work history is important within this context of power as discussed earlier I have often defaulted to assuming this position of expert and the associated power it comes with without thinking of how this power imbalance can impact all parties.JuhilaandAbrams (2011), state that this default power dynamic must be challengedwhen working within a social work or human services professionor riskdifficultieswithbuilding relationships and rapport with my clients.This is supported byFook(2016),whostates that byexploringhow we participate in the power relations and structuresaround uswe canchange how we perceive our role in constructingand supporting them. If I were to use a post-structural and post-modern approach to this scenario, I would need to examine how my own power & evengender may pose a huge barrier to working closely with Awa and Ahmed but particularly Awa(Elhassan&Yassine 2017). I have already highlighted my lack of knowledge surrounding their culture and experiences in coming to Australia and as such I would always need to be mindful of this to ensure I am giving every opportunity for my young clients to feel comfortable in working collaboratively with me without the fear of judgement or persecution.

The dominant neo-liberal discourses in Australia also shape the power relations and the subsequent identity that we all form for ourselves. Pease &Fook(1999), support this and argue that discourses are used to shape how people form identities,social groups and relationships with others, whilst excluding those deemed less desirableby the larger group. Social workersshouldstrive towards findinga way that empowers, as opposed to labelling those who we encounter within our practice,as we have a duty to the profession, the publicand our clients to challengethese dominant discourses and advocate for those without a voice(Morleyet al2014).When we challenge these dominant discourses and ideologies social workers can better advocate within a system that disempowers young people and strips them of their autonomy in subtle, or in some cases, not-so-subtle ways.Howeverbeing truly critical and reflective also requires examining my own privilege and power and recognising when I may be complicit in disempowering discourses (Morley et al 2014:Fook2016), such as my assumptions that a Syrian woman would not be educated.

Taking a critical youth work approach to practice requires a fresh look at the assumptions I was making during my incident and how using a different lens with which to view them can impact my future practice with young people.Lavie-Ajayi &Krumer-Nevo(2013), statethat the context ofoppression and inequality often causes psychological damage to theyouth'ssense of identity and without taking a critical approach these notions of oppression and inequality may be missed. Without factoring in the trauma potentially received during their trip to Australia, Awa and Ahmed have then had to face the journey of trying to find their place within Australias western and colonial views. This could be particularly challenging in forming a healthy sense of self and identity when the larger societal influences may make you feel unwanted and a burden to society(Elhassan&Yassine2017). This is supported byWhiteet al(2017)who argue that to truly appreciate the impact of culture on identity formation a deep respect must be had for the uniqueness of each persons migration experiences.In assuming that Awa and Ahmed may be uneducated I would have been reinforcing those societal misunderstandings and pressures when these young people may have been more than capable of understanding education and sexual health topics.

Conclusion:

This critical incident deconstruction and reconstruction has been a transforming process in helping me identify where some of my unconscious biases have originated and what I can do to better mitigate them. There are many aspects that I could have examined with a critical youth work, post structural and post-modern approach however this has been an important exercise in ensuring that I factor this process into my future youth work practice. Taking a critical youth work approach to practice, I recognise the importance of this reflection process in ensuring that I can identify not only where my own biases and assumptions originate but also how these may impact any young person I might work with. During my first year of my degree I was presented with the idea of taking a multidimensional approach to practice, however up until recently I was unsure of what that truly meant. Harms (2010), states that amultidimensional approach requires a practitioner to beaware of how inner worlds, biological, psychological, and spiritual, interact with their outer worlds, relational, social, structural and cultural, not just for their clients but also themselves. This process of reflection ensures that I am doing just that, by analysing incidents such as these, I can better tease out how both my clients and I are influenced by these inner and outer worlds. When I can better understand my own and my clients experiences I can better advocate for their needs whilst respecting the unique contexts that we are all positioned within.

References

Australian Association of Social Workers. (2010).Code of Ethics. Retrieved fromhttp://www.aasw.asn.au/document/item/1201

Australian Association of Social Workers. (2013).Practice standards.Retrieved fromhttp://www.aasw.asn.au/document/item/4551

Bell, L., Nissen, M., &Vindegg, J. (2017). The construction of professional identity in social work: Experience, analytical reflection and time. InBlomB.,EvertssonL., &PerlinskiM. (Eds.),Social and caring professions in European welfare states: Policies, services and professional practices(pp. 37-52). Bristol: Bristol University Press.doi:10.2307/j.ctt1t89cpc.8Chenoweth, L., & McAuliffe, D. (2015).The road to social work & human service practice(4thEd.). South Melbourne, Victoria, Australia: Cengage Learning Australia.

Elhassan, O.,&Yassine, L.(2017).Tree of Life with young Muslim women in Australia[online].International Journal of Narrative Therapy & Community Work, No. 3,pp27-45.DOI:https://search.informit.com.au/documentSummary;dn=172142779489972;res=IELIA

Fook, J. (2015). Critical Social Work Practice. InInternational Encyclopedia of the Social &BehavioralSciences: Second Edition(pp. 287292). Elsevier Inc.https://doi.org/10.1016/B978-0-08-097086-8.28022-7

Fook, J. (2016).Social work: a critical approach to practice(3rd Ed.). London: SAGE Publications Ltd.

Harms, L. (2010).Understanding human development: a multidimensional approach(2ndEd.). South Melbourne, Victoria: Oxford University Press.

Hussein, S. (2016). From victims tosuspects:Muslim women since 9/11. Sydney, Australia: New South Publishing.

Juhila, K., & Abrams, L. S. (2011). Special Issue Editorial: Constructing Identities in Social Work Settings.Qualitative Social Work,10(3), 277292.

Lavie-Ajayi, M., &Krumer-Nevo, M. (2013). In a different mindset: Critical youth work with marginalized youth.Children and Youth Services Review,35(10), 16981704.

Mezirow, J. (2009).Transformative learning in practice: Insights from community,workplace, and higher education.San Francisco, CA: Jossey-Bass.

Morley, C., Macfarlane, S., & Ablett, P. (2014).Engaging with social work: a critical introduction. Port Melbourne, VIC: Cambridge University Press.

Pease, B., &Fook, J. (1999).Transforming Social Work Practice Postmodern Critical Perspectives.Sydney: Allen & Unwin.

Sercombe, H. (2010)Youth work ethicsLondon: SAGE Publications Ltd.

Witkin, S. (2014). Change and Deeper Change: Transforming Social Work Education.Journal of Social Work Education,50(4), 587598. https://doi.org/10.1080/10437797.2014.947897

White, R., Wyn, J., & Robards, B. (2017).Youth and society(4thEd.). Victoria,Australia: Oxford University Pres

3

SWB207 Young people, social justice and diversity

Assessment Proforma: Critical reflection

Criteria Grade: 7 Grade: 6 Grade: 5 Grade: 4 Grade: 3-1 Mark

(Total 45)

Identification of appropriate critical incident Incident related to the case study presented with highly relevant contextual information and excellent detail to deconstruct Incident related to the case study is presented with relevant contextual information and with sufficient detail to deconstruct Incident related to the case study is presented with some relevant contextual information and with sufficient detail to deconstruct Incident related to the case study is presented with limited contextual information and with limited detail to deconstruct Incident is not related the case study or is presented with inadequate contextual information and/or with inadequate detail to deconstruct (out of 5)

Capacity to deconstruct assumptions and values, dominant discourses and theories embedded within your critical incident

High levels of critical reflection on assumptions and values embedded within your incident with excellent examples of deconstructed implicit assumptions

(dominant discourses, power, identity, binary assumptions etc) Well developed capacity to critically reflect on most assumptions and values embedded within your incident with some good example examples of deconstructed implicit assumptions

(dominant discourses, power, identity, binary assumptions etc) Good critical reflection on some assumptions and values embedded within your incident. Would benefit from further deconstruction of further implicit assumptions. (dominant discourses, power, identity, binary assumptions etc) Capacity to identify assumptions and values embedded within your incident Further identification and deconstruction of implicit assumptions needed. (dominant discourses, power, identity, binary assumptions etc) Limited capacity demonstrated to critically reflect on assumptions and values embedded within your incident. Further identification and deconstruction of implicit assumptions needed.

(dominant discourses, power, identity, binary assumptions etc) (out of 10)

Capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident

High level capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident. Well developed capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident. Good capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident. Some capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident. Limited capacity to draw on critical theory to reconstruct assumptions and values, dominant discourses and theories embedded within your critical incident. (out of 10)

Capacity to critically reflect on own learnings, values and beliefs, and connections to future practice Comprehensive consideration of the nexus between personal and professional values skills and knowledge, including how this insight will influence future learning and practice. Well-developed consideration of the nexus between personal and professional values skills and knowledge, including how this insight will influence future learning and practice. Good consideration of the nexus between personal and professional values skills and knowledge. Good consideration of how this insight will influence future learning and practice. Some consideration of the nexus between personal and professional values skills and knowledge Some consideration of links to future learning and practice. Limited to no consideration of the links between values, knowledge, skills and future learning and practice (out of 10)

Ability to link reflections to credible, relevant academic literature Understanding and analysis of issues reflective of a high level of research using high quality sources appropriate to the question, combined with well considered insights based on own knowledge Understanding and analysis of issues supported by quality sources appropriate to the question, combined with insights based on own knowledge. Understanding and analysis of issues informed by research, combined with some insights based on own knowledge. Understanding and analysis of issues informed by a limited number of sources or reflective of unsubstantiated views. Poorly informed understanding and analysis of issues. Limited evidence of reading or research (out of 5)

Presentation of paper structure, spelling expression and referencing Concise and fluid expression. Very well structured paper demonstrating a logical and well connected discussion. Excellent use of topic sentences, paragraphs and consistent use of recognised referencing format. Clear and direct expression. Well structured paper demonstrating logical progression in discussion.

Very few grammatical, spelling or referencing errors. Good use of headings or topic sentences. Introduction and conclusion draw out and summarise main points. Well structured paper, demonstrating the links between ideas. Minor grammatical, spelling and/or referencing mistakes. Reference list and citations consistent with each other. Adequate style and expression. Links made between ideas but not consistently.

A small number of grammatical, spelling and/or referencing mistakes. Significant lack of understanding of referencing protocols. Essay unfocused and poorly structured.

Topic (or issue) not clearly stated.

Does not answer all parts of question. (out of 5)

Example One:

In the first week I was really surprised by how many students were insistent that Awa get a pregnancy test, I wondered why it was so important for them that it would override their obligation to support Awas self- determination. I found myself feeling really angry and frustrated at them, but I didnt say anything because I didnt want to cause trouble. Jen let the conversation go for a bit then she said something, I felt relieved. It got me thinking about the different values people come to practice with and how I would manage a situation like this in practice. Would I stay silent, why would I stay silent and what impact might this have on the outcomes for the young person. I wondered why I waited for someone in charge to step in. I realised that as much as I talk about critical practice and advocacy, I didnt do it, I didnt speak up for Awa. It really got me thinking.

Example two:

I wondered how a worker would discuss housing options with Jaimie, given the complexities around supported housing being gendered. I felt embarrassed that I did not know how I would approach it. Instead of internally reflecting, I decided to ask my partner if he would role play this situation to challenge these feelings of embarrassment and shame.

The following paragraph is what happened in the role play:

The role play consisted of lots of laughter, silly comments and inappropriate language, at first. After about five minutes I realised that what I was doing was motivated by a serious personal barrier, a lack of knowledge a lack of information and a lack of experience. Additionally, I realised how through what we thought was funny, the stigma, isolation and discrimination that Jaimie experiences frequently is created and reinforced. After fifteen minutes I was in tears as I was confronted with confusion and sadness. Confusion (this lasted about twenty minutes); by my own sense of self, by the constructed ideas of gender, by the power and privilege held in gender, by sexuality and homosexuality, by the fact that I had never really explored this significant concept, by the lack of compassion and feeling I had for Jaimie before engaging with my partner in this role play, by my faade hiding my lacking feelings and why I havent talked about this assessment with many people when normally I do. Sadness (this has not completely stopped); for Jaimie and for the part I have played by reinforcing the factors causing them harm and by the ignorance and inconsiderateness of myself and of society. This was a significant week for me as I began to understand the importance of a practice framework and lifelong learning and reflective practice not only for effectively working with others, but to ensure your own wellbeing!

The third piece of assessment is a 1500-word critical reflection on the issues raised throughout the tutorial discussions during weeks 6 - 13. Students are expected to identify a moment in the case scenario where you were challenged or surprised by your own response to the issues raised in the story, or the discussion of the story. You are to critically reflect on the ways your own values and dominant discourses influenced your response. Eg what implicit assumptions were you drawing on, what hegemonic constructions of young people influenced you etc. It is expected that this critical reflection will also be supported by research. It is also expected that students will identify how this critical reflection might influence future practice.

You will receive further information in tutorials about the process of critical reflection, this information will assist you in completing this assessment.

Length: 1500 words

Weight: 45%

Due dates:Week 14 Friday November 3 11.59pm

This assessment is eligible for the 48hr extension.

** Remember to always engage in critical reflection - of the way the people and the issues are constructed, the responses, your values etc.

Intro and Family

Jasmine: 17

Tyler: 18

Bo: 2

TJ: 6 months

Jasmine and Tyler are both Aboriginal young people.

Jasmine is 17 years old and lives in Mt Isa with her partner and 2 young boys aged 2 and 6 months.

Tyler 18, Jasmines partner and father of both of her children is currently unemployed. He is taking on the bulk of the caring duties as Jasmine is trying to complete year 11 at TAFE after taking a break from school. Jasmine hopes to finish year 12 and study Early Childhood Education at university.

Tyler completed year 10 and has occasionally got labouring jobs but they are short term. Tyler has a problem with anger and has at times lost jobs due to aggressive outbursts. Tyler has never been violent toward Jasmine or the children. Tyler is mostly enjoying taking responsibility for the kids and the house even though he at times is teased by his friends. He is always home during the week days, however by the weekend he wants to go out with his mates and not be tied down by kids.

Both Tyler and Jasmine come from large families living in and around Mt Isa. Both families are closely connected and provide support for Tyler and Jasmine when they can. Jasmine identifies very strongly with her culture and wants her kids to grow up proud to be Aboriginal. Jasmines younger brother and cousin, both 6 years old are currently staying with them in their 2 bedroom unit as Jasmines mother is in hospital, they have been there for three weeks.

Jasmine has come to see you as she is feeling overwhelmed. TJ isnt settling well, and she is finding herself becoming increasingly frustrated at him. She is taking more time off school than she would like and is starting to fall behind. She and Tyler are arguing and occasionally Tyler leaves the house after an argument and comes home drunk or stoned. She is worried he might leave her and the kids if she pushes him too much but she really needs him to be at home with the kids so she can go to school and study. There is no space at home to get study done. Jasmines Mum normally would step in when she needs help. Jasmines Aunty has offered to help but she lives out of town so would need to stay with them. Tyler and Jasmines Aunty dont get on particularly well.

Housing

Jasmine and Tyler come to see you. They have been sent a remedy breach notice by the real estate agent due to overcrowding. The notice says they have 14 days to address the overcrowding issue or vacate the premises. Jasmine thinks a complaint has been made by a neighbour who keeps making comments about Aboriginal young people having too many kids. They have never been behind in their rent, and the agent hasnt indicated that they had any problems until now. They tell you that they have often struggled with paying other bills but will always pay their rent because they fear they will lose their kids if they dont have a house. They dont know what to do, rents are really high in Mt Isa and this is one of the few units they could afford, especially with Tyler not working now.

You also notice that Tyler looks like he has been in a fight. He has a bruising on his face and cuts and bruising on his hand. You decide not to comment on this as it is the first time you have met Tyler. But you do ask him how things are going for him. He isnt as talkative as Jasmine and doesnt really reply beyond saying things are okay.

Crime

You come in to work on Monday morning and find a number of messages from Jasmine. It seems that Tyler has been involved in a fight and has spent the weekend in the watchhouse. Tylers Uncle works for ATSILS in Mt Isa and has been successful in getting Tyler out of the watchouse and back home but he is facing charges relating to being drunk, swearing, being a public nuisance and assault of a police officer. The assault charge occurred as Tyler was struggling with police while they tried to handcuff him. ATSILS will provide legal support however you are concerned about the impact this situation is having on Tyler and Jasmine and their children. You are particularly concerned that Tyler seems to be spiralling downward, but you dont really have a relationship with him yet.

Education

Jasmine is really struggling at TAFE, understandably given all that has gone on, But some relief has arrived - Jasmines Mum has been released from hospital and they have all moved in with her. The house is pretty crowded, and Jasmine now has to care for Mum as well during her recovery, but at least they dont need to fear getting evicted. Jasmine is trying to get some big assessment pieces done, the pressure is on. Through the Do School Differently program that she is doing at TAFE she is meant to have a mentor, but the mentor often seems busy and Jasmine doesnt want to bother him. She doesnt want to pull out and doesnt want to fail. She really wants Tyler to step up, but he is busy trying to find work because his uncle said it would look better for him if he had a job. Jasmine thinks maybe Tyler could get an apprenticeship so he can start building a career. Tyler hated school, and has never really understood Jasmines determination to continue on with her education.

Employment

Tyler, through a friend of his Uncle has landed a job in the mines. It is a trial and if it works out he might be offered a position as a truck driver. Jasmine and Tyler are both really happy about it. The job pays better than jobs Tyler could get in town. However, as with mine jobs they are fly in fly out and Tyler is on a ten days on four days off schedule. Jasmine is a bit worried though as her Mum's health is fairly unstable. Jasmine's Aunty and three of her cousins are talking about coming into town and camping at Mums to help out with caring for Mum if she gets bad again.

Health

Tyler is enjoying his work and is committed to trying to make this job a success. Jasmine has stayed living at her Mothers house. It is a small 3 bedroom house on the edge of town but it is near a bus to get to TAFE.

Jasmines Mums health is not great, she has significant kidney damage, largely due to years of alcohol use. If her kidney function decreases she will need to go on dialysis. This requires significant changes to nutrition and lifestyle which Jasmine feels like its her responsibility to try to ensure her mother engages with. This is made more challenging by the arrival of her Aunty and two cousins, both in their 20s who are unemployed and like to party. Aunty is staying in the house and is a real help. The cousins are staying in the caravan beside the house. The cousins are pleased to be living in town for a while and the caravan is often full of people drinking and partying.

Jasmine now isnt sure she has made right decision moving into her Mums place, she loves her Mum and her Aunty, and they are helping with childcare but she is still really struggling with finding time to study and really doesnt want Tyler to be influenced by the partying when he comes off shift.

Leisure, culture, public space

Jasmine comes to see you really upset. When Tyler was on leave she was speaking with him about renting their own place again. They went looking at a few places, and even went to the movies together, their first date in what felt like forever. Then when Tyler went back on shift Jasmines cousins told her that she was getting too up herself, thought she was better than all her family cos shes studying and wants to go to uni and doesnt care about her Mum who raised her. They called her a coconut, and other degrading names. Jasmine said she doesnt have much respect for her cousins, but shes worried her Mum and Aunty and other Elders might think that too. She is worried about her Mum, but also wants to be a good role model for her kids. Tyler is sticking at his job and earning money, it feels like they have a chance to get ahead in their lives. She just doesnt want it to come at the cost of losing the respect and support of her family.

Technology

Jasmine comes to see you, she is really angry. She tells you that she was talking with Tyler on FaceTime and a group of men appeared in the background talking. She heard them talking about her, they were saying that she wasnt as fat as Tyler said, and that she didnt seem bossy. They started bagging Tyler out for putting her down to them. Tyler got really angry and was yelling at the men as he hung up the call. Jasmine hasnt talked with him for a couple of days since. He is due home for leave tomorrow. Jasmine isnt sure how its going to go.