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COMSATS Institute Of Information Technology *
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MANAGERIAL
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Communications
Date
Nov 24, 2024
Type
docx
Pages
11
Uploaded by CoachRaven2431
Contents
1. Introduction
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2. Description and Critique of Community Development Practice
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3. Discussion and Analysis of the Theory with the Case Study
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4. Critical Analysis considering Power
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5. Method of Reflection
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6. Relationship between Theory and Professional Values
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7. Learning and Development
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References
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1. Introduction
Community-based programmes such as after-school programmes, food banks, and chess groups for the elderly are all included in the Strength-Based Approach. The goal of this review is to provide helpful feedback on their performance. This essay takes a deep dive into how a strengths-based strategy could be implemented throughout a community center's various offerings. As opposed to focusing on people's flaws, this method encourages group problem solving and gives people more control over their interactions with service providers. This research will analyse the effectiveness of a strengths-based approach by analysing a case study of
a single placement. Writing reflectively, delving into professional development, and analysing the connection between theory and practise are all goals of this essay. We'll delve deeply into each of these topics and draw some generalisations for you.
2. Description and Critique of Community Development Practice
A Critical Description and Analysis of Community Growth The purpose of this work is to present a critical and descriptive analysis of the idea of community development. Understanding the complex nature of community development and its implications for social change is the goal of this study, which aims to do so by studying a wide range of perspectives and theories. Social workers who adopt a strengths-based perspective concentrate less attention on clients' flaws and more on their positive traits and characteristics. The idea behind this approach is that every person has the potential to overcome any challenge they face (Saleebey, 2012). By highlighting the agency and competence of individuals, this notion promotes the growth of self-efficacy, positive change, and self-assurance. 2
In community settings, the strengths-based method has been shown to be useful and effective. A community benefits as a whole when its members are inspired to actively share and make use of their unique skills and resources. The after-school programme I've been helping out with at the Lynne Richardson Community Centre allows kids to try new things and develop their confidence. The fundamental goal of this curriculum is to establish conditions that encourage the development of positive and supportive attitudes. As a result, the kids' overall health and happiness would improve.
However, the limitations of the strength-based approach must be recognised. There is a common viewpoint that, because it doesn't include in the difficulties people actually face, can lead them to
set unreasonable goals and unrealistic expectations (Wilding & Griffey, 2015). The ability to keep one's bearings is critical for highlighting one's best qualities, setting realistic goals, and gaining insight into one's challenges. This method guarantees thorough, individualised, and efficient support and action. Workshops at the Lynne Richdarson Community Centre, such as those on cooking and chess, are developed with the participants' existing skills in mind. Community members are encouraged to take an active role in improving their immediate environment with the end goal of pooling resources for the greater good of all residents. By encouraging the growth of a sense of belonging, agency, and mutual aid, this strategy boosts the community center's overall efficiency and success. 3. Discussion and Analysis of the Theory with the Case Study
The After School Care Program
Students' innate skills and interests were highlighted through the after-school program's use of a Strength-Based Approach (SBA). (Yokley-Busby, 2013) research highlights the value of using a strength-based approach in youth development initiatives, such as the after-school programme at the Lynne Richardson Community Centre, to help young people grow and develop. Additional studies corroborate the claim that offering after-school courses helps pupils succeed in the classroom. (Arslan et al., 2022) conducted research into how differently focusing on students' strengths against their weaknesses affected their classroom performance. This event will contribute to the students' overall growth as people by boosting their confidence, teaching them 3
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new skills, and helping them do better in the classroom. Students who participated in the after-
school sessions had higher levels of self-interest and self-esteem, according to recent studies conducted by Patten (2022). The results of this study show that capitalising on one's inherent strengths is essential for success. Application in Food Bank and Chess Program
Members of the community were actively engaged in the food bank's planning and distribution processes, which greatly increased the scheme's potential for harnessing community energy. Individuals' involvement not only helped the group accomplish its goals, but also fostered a stronger sense of camaraderie and mutual aid. The senior chess programme focused on improving players' established skills. The curriculum positively affected students' feelings of worth since it provided them with opportunities to collaborate with others and make positive contributions to their communities. (Lai et al., 2020) found that low-income households who engaged in a community-based intervention to encourage physical activity improved their activity levels, communication skills, and attitudes towards health. This study's findings provide credence to the idea that inclusive community efforts and an emphasis on individual strengths produce positive outcomes.
While there are benefits to using a focus on strengths, there are also drawbacks. Rather to focusing on fixing weaknesses, as is typically done, this tactic plays to people’s strengths. Training and orientation for the community and staff participating in the transition is essential. Results from the Lynne Richardson Community Centre show that the Strength Based Approach (SBA) works and may be implemented in other community settings.
4. Critical Analysis considering Power
Power Dynamics
The SBA has always put an emphasis on people's strengths rather than their weaknesses in an effort to undermine long-standing social norms and institutions. The after-school programming saw a power shift as teachers and staff shifted their attention to the children's strengths and 4
interests. The power shift allowed for an equitable and welcoming setting to be created, which is crucial for children's maturation into responsible adults.
Limitations and Challenges
The goal of the Strength Based Approach is to help people deal with adversity by focusing on their positive qualities rather than their weaknesses. However, it may not do enough to fix larger problems, such as income inequality or a lack of resources. The danger is in putting the celebration of success over the recognition of the systemic injustices and impediments that people and groups face.
Ethical consideration
Ethical questions arise from the SBA's emphasis on protecting people's independence, dignity, and value inside the community centre. Keeping the Small Business Administration (SBA) from treating people unfairly because of major structural hurdles is of highest importance. Given the wide variety of interests and perspectives held by community members, it is crucial to include their input at every stage of the plan's creation and execution.
5. Method of Reflection
Kolb's Experiential Learning Theory (ELT) informs the method of reflection used in evaluating the after-school courses at the Lynne Richardson community facility. Individuals participating in the curriculum can take a systematic look at their own progress and the progress of others, using this theoretical framework as a point of reference (Kolb, 2014).
Concrete Experience
During the first stage, dubbed "Concrete Experience," new interactions between staff, children, and community members, as well as the centre itself, were formed. During this stage, we talked to the people involved to learn about the different dynamics, obstacles, and successes from their points of view. The study's data provided a solid basis for further investigation and analysis.
Reflective Observation
In the "Reflective Observation" stage, we analysed everything that had happened up to that point in great detail. The power dynamics of the after-school care programmes and the responses of the
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children and community members were the subject of an in-depth study. At this point, we know exactly where to focus our efforts to have the largest impact, namely on the children's level of participation and the success of the current strategies.
Abstract Conceptualization
Accumulated knowledge and ideas were merged with preexisting academic literature and theoretical frameworks during the "Abstract Conceptualization" phase. We were better able to evaluate the programme as a whole after combining these two approaches, especially in regards to questions of authority and morality, as well as the efficacy of the Strength-Based Approach in this setting. The synthesis done at this point greatly improved the quality of the evaluation and understanding of the programme.
Active Experimentation
During the period of "Active Experimentation," our team used critical thinking to come up with ideas for improving the program's effectiveness while also being mindful of ethical concerns. This stage was critical because it laid the groundwork for future procedures and allowed for the ongoing development and improvement of the community centre and the after-school care programme by making use of insights and assessments.
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6. Relationship between Theory and Professional Values
Individual and organisational development are both aided by taking a person-centered approach in community contexts. The importance of recognising and respecting the perspectives of older Aboriginal individuals is discussed (Gibson et al., 2020). The Small Business Administration (SBA) follows accepted standards of practise and has proven its ability to strengthen local efforts.
Aligning with Professional Values
Addressing a variety of societal issues and fostering positive social change can be accomplished through community-based solutions. Community members, organisations, and other stakeholders
collaborate to identify issues and develop solutions during these interventions; the Small Business Administration (SBA) is a powerful resource that can be used to increase the scale, participation, and overall efficacy of such efforts. Planning, executing, and assessing a project that does not include input and information from the community is doomed to fail. Culturally sensitive assessments are a resource-based technique that gives priority to the health of Native American communities. A community-based participatory research project found in 2016 that this method not only improved the outcomes of community events, but also gave agency to the participants (Elliott, 2017).
Application in Community Programs
To maximise effect, engagement, and involvement, the SBA can be put to good use in the context
of community projects. Participation of community members in all stages of project development
and evaluation is ensured. Assessments with a cultural lens can help Native American populations focus on the positive aspects of their health. Culturally sensitive assessments as a strength-based approach to wellness in Native communities: A community-based participatory research project (Verney et al., 2016) demonstrates that this approach not only increases the efficacy of community programmes but also encourages a sense of ownership, responsibility, and
empowerment among community members.
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Enhancing Program Efficacy and Ethics
By highlighting the exceptional qualities of its participants and inspiring them to actively engage in community service, the Small Business Administration (SBA) raises the efficacy and ethical standards of its programmes. Programmes benefit more from being useful, efficient, and sustainable when they are adapted to meet the unique requirements of each community. In addition, the SBA is committed to fostering an environment where all members of the community are treated with dignity and respect (Marshall et al., 2011).
7. Learning and Development
Insight into the importance of prioritising and promoting one's skills and talents was provided through the Strength-Based Approach (SBA), which proved to be a valuable learning experience.
The project's success can be traced back to its focus on community engagement and empowerment, which has increased the impact and efficiency of local initiatives.
Personal learning The complexity of neighbourhood dynamics has been illuminated for me by this research. The initiative put a premium on encouraging candid dialogue, nurturing compassion, and appreciating everyone's particular contributions. Evidence from the fields of strengths-based practises and motivational interviewing showed the effectiveness of this approach in spreading the idea that people may bring about positive change in their communities (Manthey et al., 2011).
Professional Development
The research provided crucial information for real-world implementation of Small Business Administration (SBA) policies. This allowed people to learn about one another's perspectives and experiences, which in turn encouraged them to work together to make better use of their shared assets. Effective communication, cooperation, and strategic planning are just a few of the transferable abilities that can be honed during this internship that will be useful in future professional endeavours related to community development and programme administration
(Morreim, 2015).
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Areas for Further Development
As a result of this endeavour, I have learned a great deal. However, it has also shown me where I need to improve my abilities. Considerable emphasis should be placed on developing competence in areas such as conflict management and negotiation. Community programming is most effective when it takes into account and caters to the wide range of viewpoints and interests
present in the area.
8. Conclusion
At the Lynne Richardson Community Centre, the "This Is Me" project has been using the Strength-Based Approach (SBA) to help its participants. In addition to initiatives to increase community engagement and empowerment, the project's success also underscores the importance
of valuing individuals' innate skills and capacities. The reflective method was grounded in Kolb's
Experiential Learning Theory, which allowed for a thorough comprehension of the project's dynamics, problems, and triumphs. The application of this strategy allowed for a methodical investigation, which aided in locating and fixing the most pressing problems. To ensure the continued relevance, efficiency, and sustainability of community projects, it is crucial to conduct regular self-examinations. Discussion and analysis of the SBA in the context of the community centre highlighted the value of respect, teamwork, and empowerment as guiding values for professionals. Community engagement was emphasised as an essential part of the programme evaluation process. The Small Business Administration (SBA) created a welcoming environment
by highlighting the strengths of its participants, leading to greater receptivity, motivation, and agency.
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Discussions about bettering oneself as well as one's career were part of the initiative's learning and development component. The relevance of effective communication, cooperation, and strategic planning was also acknowledged, as was the significance of skills like dispute resolution and negotiation.
References
Arslan, G., Allen, K.-A., & Waters, L. (2022). Strength-based parenting and academic motivation
in adolescents returning to school after COVID-19 school closure: exploring the effect of school belonging and strength use. Psychological Reports
, 00332941221087915. Elliott, A. M. (2017). Professional values competency evaluation for students enrolled in a concept-based curriculum. Journal of Nursing Education, 56(1), 12-21. Gibson, C., Crockett, J., Dudgeon, P., Bernoth, M., & Lincoln, M. (2020). Sharing and valuing older Aboriginal people’s voices about social and emotional wellbeing services: a strength-based approach for service providers. Aging & mental health, 24(3), 481-488. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development.
FT press. Lai, A. Y., Lam, E. Y., Fabrizo, C., Lee, D. P., Wan, A. N., Tsang, J. S., Ho, L.-M., Stewart, S. M.,
& Lam, T.-h. (2020). A community-based lifestyle-integrated physical activity intervention to enhance physical activity, positive family communication, and perceived health in deprived families: a cluster randomized controlled trial. Frontiers in Public Health
,
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, 434. Manthey, T. J., Knowles, B., Asher, D., & Wahab, S. (2011). Strengths-based practice and motivational interviewing. Advances in Social Work, 12(2), 126-151. Marshall, W. L., Marshall, L. E., Serran, G. A., & O'Brien, M. D. (2011). Rehabilitating sexual offenders: A strength-based approach. American Psychological Association. Morreim, H. (2015). Conflict resolution in the clinical setting: A story beyond bioethics mediation. Journal of Law, Medicine & Ethics, 43(4), 843-856. Patten, K. K. (2022). Finding Our Strengths: Recognizing Professional Bias and Interrogating Systems. The American Journal of Occupational Therapy
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(6), 7606150010. Saleebey, D. (2012). The strengths perspective in social work practice
. Pearson Higher Ed. Verney, S. P., Avila, M., Espinosa, P. R., Cholka, C. B., Benson, J. G., Baloo, A., & Pozernick, C.
D. (2016). Culturally sensitive assessments as a strength-based approach to wellness in Native communities: A community-based participatory research project. American Indian
and Alaska native mental health research (Online), 23(3), 271. Wilding, L., & Griffey, S. (2015). The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives. Educational psychology in practice
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(1), 43-55. Yokley-Busby, S. (2013). The impact of attendance longevity in an after school program, designed to build intentional relationships and support academic success, on urban elementary students' achievement, attendance, and school awards
. University of 10
Nebraska at Omaha. Arslan, G., Allen, K.-A., & Waters, L. (2022). Strength-based parenting and academic motivation in adolescents returning to school after COVID-19 school closure: exploring the effect of school belonging and strength use. Psychological Reports, 00332941221087915. 11