The Individual Student Statement of Learning requires students to demonstrate trauma-informed practice in working with a specific Practice Scenario.

Introduction

The Individual Student Statement of Learning requires students to demonstrate trauma-informed practice in working with a specific Practice Scenario. Completion of this task will inform the Team Consultations and Assessment 3. A total of 1000 words is allocated to this assessment task, which has 3 sections, outlined below. It is expected that you will use in-text references and include a full Reference List.

CASE MAPPING 250 words

Start by developing an Ecomap, including all of the key information we know about Dalir and his context. Your Ecomap will not be counted in the word limit. Then, outline the key case information by applying Harms (2015) Multidimensional Approach to the Practice Scenario. This can be structured under headings for each dimension, or in the 5 Ps structure as introduced in Session 4.

KNOWLEDGE MAPPING 450 words

This section requires you to fill in the table below and consider the Factual Knowledge, Theoretical Knowledge, and Practice Knowledge that is relevant to the Practice Scenario and working with Dalir.

IDENTIFICATION

In this column, dot point the knowledges that inform you in your beginning mapping/thinking about working with Dalir. We expect a minimum of 5 for each knowledge domain, with the appropriate reference to key resource. APPLICATION

Choose one or two of the identified knowledges and expand on how you will apply this knowledge specifically in working with Dalir. In-text references are expected in this column.

THEORETICAL KNOWLEDGE

List the theories that are central to you being able to work with Dalir in an informed way, in the context of 3 sessions, responding to the reasons presenting concerns/needs.

FACTUAL KNOWLEDGE

Attending to the required Factual Knowledge components of the scenario, undertake your own research to find out about the services listed, knowledge of the impacts of trauma for people from refugee backgrounds, Visa conditions, etc. PRACTICE KNOWLEDGE

List the key practice considerations for working with Dalir. For example Trauma-Informed Principles, Cultural Humility, AASW Code of Ethics and Practice Standards, working with an Interpreter, etc. REFLECTION 300 words

This section requires you to engage in your own critical reflection. Some prompts to consider include: What do you bring personally to working with this scenario? What informs and influences you about working with people from a refugee background? Why is it important to be informed about working with people from a refugee background in the context of trauma-informed social work practice?

Reference List

Agency: Wyndham Community and Education Centre

Role: Case Worker, Settlement Services

Context: You are a Social Worker at Wyndham Community and Education Centre (Wyndam CEC). Due to high service demand, service users are allocated 3 sessions with the Case Worker. A key part of your role is to ensure support, effective information provision, advocacy, and referral to specialist organisations in a short time frame. Often you are working with Interpreters, and this is the case in your work with Dalir, a 29-year old man.

You are working in Intake and Assessment, and have a second appointment booked with Dalir, whom you have seen once (last week). At the initial appointment you conducted a brief assessment and linked Dalir in with the Adult Migrant English Program with Wyndam CEC. Dalir was referred to the service through the childrens school.

During the first appointment you noticed that Dalir appeared to be very slightly built, is dressed appropriately for the weather, and that he is quietly spoken. He mostly looks down, and does not appear to know the Interpreter.

Dalir tells you that he is not able to provide food for his family this week. Dalir is working as a casual cleaner. Due to COVDI-19 his employment has been much more sporadic. The family do not have a car and so use public transport and taxis for transport. They are at risk of homelessness, as their supported accommodation is dependent on their Temporary Protection Visa conditions and being able to pay their rent. They are struggling to pay their bills and cover the costs of daily living, and there are ongoing medical expenses for their youngest daughter Hana who has been unwell since she was born.

The older two children Alina (9) and Raniya (7) attend the local Primary School, which is walking distance to their 2 bedroom flat. Saree (4) has not attended Kindergarten as frequently because she has been going to the hospital and doctors appointments with Bahar and Hana (9 months).

When you ask Dalir how he is at present, he tells you he is not sleeping well as he often wakes with bad dreams, his children are often unsettled, and he is afraid. Dalir tells you that sometimes he finds it difficult to breathe, and that he feels a lot of worry. He tells you he does not know what to do.

Dalirs Story: Dalir and his wife Bahar (also 29) arrived from Iraq nearly three years ago. They have four daughters aged 9, 7, 4, and 9 months. There are many stresses in their life, however Dalir and Bahar are united. They are determined to provide for their family and care for each other. Dalir had completed a Law degree in Iraq, and he was preparing to get a job before they fled their home country. Dalir experienced violence and torture (as a victim and witness), and suffered physical injuries as a result. He describes that he has experienced much loss in his life, and still hears bad news from home. One of his brothers lives in regional Victoria who he speaks to every week.

Dalir tells you that he feels lucky to be here in Australia, as he knows others who didnt make it. But since arriving in Australia Dalir describes it isnt what we thought it would be. He tells you that he finds language to be a barrier, that he feels very isolated, and that he has not been able to link in with employment and services to help support his family. He is worried about what to do and what will happen to his family.

You have seen Dalir once, and have linked Dalir in with the Adult Migrant English Program, which he has been attending. The AMEP worker has let you know that Dalir did attend the program for the initial class, has made a connection with one of the other participants, and that he mentioned that he would like to keep attending.

You are trying to assist with Dalirs Visa concerns by finding an appropriate agency to refer to for ongoing legal and psychological support. The Asylum Seeker Resource Centre (ASRC) is an agency that Wyndam CEC commonly refer to, and you are looking for an option that delivers the Complex Case Support Program. You have previously referred people to Foundation House also, and this is an agency you are considering discussing with Dalir.

You have the second appointment with Dalir this afternoon..