Social Work Observation in Hospice Care for a Patient with AIDS

Social Work Observation in Hospice Care for a Patient with AIDS

Student Name__________________________   Week _____________________

 Field Experience: The selected case of interest involves a patient called C, who has AIDS. In this case, I acted as an observer while interacting with the client as a social worker (SW). In the first interaction with C, his mother welcomed me to the house. Observations made included severe limitations, physically and mentally. Overall, significant roles included observing the patient, analyzing their situation, and understanding the care dynamics. With that information, one can identify C’s specific needs and find out how social services can be used to support the family.

Significant Information: Significant information for a SW, in this case, is the medical state of C. Notably, C is a hospice patient with a terminal illness. Physically, C was generally weak, and he had pain, muscle spasms, hand cramps, and persistent nausea. Also, C is bedridden and cannot perform daily tasks without help. The patient relies heavily on his mother, and the doctors gave him a prognosis of six months to live. Currently, C receives limited hospice care and minimal in-home healthcare services.

Relevant Factors: The patient’s physical weakness, inability to move, and pain are the fundamental physical factors. The second factor is the mental health of C, who has anxiety and forgetfulness. His emotional state is also connected to his physical state, thus leading to increased stress. The third factor is social and cultural—C wants his AIDS condition kept private, which shows the stigma associated with this illness. At the same time, the issue of getting adequate hospice support is another problem. Economic factors are also relevant following the financial strain on the family’s resources due to C’s long terminal illness.

The strengths that were observed were that C is a patient who can advocate for himself even though he might be having physical, mental, and emotional challenges resulting from the illness. The needs identified during the observation were the physical care support and emotional care given to the patient by the mother. The patient and the family also need support for resources, emotional counseling, and increased hospice care, which are primary needs in this case.

Integration of Theory & Practice: The person-in-environment (PIE) theory helped understand that the patient’s health issues cannot be understood while excluding social factors like the economic and family environment (Corey et al., 2018). This theory aligns well with Maslow’s Hierarchy of Needs theory, which also emphasizes the need to focus on the needs of this patient, which are health, safety, and care. In turn, emotional well-being can then be improved from these. Employing the biopsychosocial model will also ensure that the SW considers the impact of the physical health of this patient on his mental and social well-being.

 The problem-solving process began with engagement, where the SW created a rapport with the patient and his mother to make the home visits successful. The process was followed by gathering information, and the SW used communication and observation to assess the patient and identify his physical and mental challenges (Corey et al., 2018). The following problem-solving process was the diagnosis, where the patient’s needs were examined in relation to IHSS (In-Home Supportive Services). Next, intervention and review were done, and the SW concluded that the patient should get more hospice support and the mother should get caregiver support. Finally, referrals were made to help the patient get the support needed and the mother to also get emotional help.

Paradigm(s) for Understanding Human Behavior in This Key Experience:

___Medical     ___Social Systems      ___Psychoanalytic     ___Humanistic      ___Behavioristic

Explain your choices by discussing how behavior in this key experiences is viewed or understood. 

The chosen paradigms for understanding human behavior in this experience were the medical and social systems paradigms. A medical paradigm was used to understand C’s sickness, the symptoms, management strategies, and physical support (Corey et al., 2018). The social system paradigm was used to understand how the patient’s relationship with his mother and the external hospice system affect the patient’s situation.

Social work values involved: The client, C, was treated with respect, recognizing his right to privacy and self-determination. The social worker maintained clear boundaries, truthfulness, and trustworthiness, demonstrating integrity in the profession, as noted by van Wormer and Link (2018). The SW also recognized the importance of C’s relationship with his mother, strengthening their caregiving relationship and referring her to a caregiver support group, demonstrating concern for their well-being.

Personal Reactions: The SW felt comfortable observing and handling this situation because even though it was complex, it represented a typical hospice situation. It was, however, important to balance respect for the patient’s privacy while offering him the most adequate services. The SW also felt empathy for the patient and his mother, which ignited the desire to help them find better services and support. Even so, the SW had to act professionally and manage my emotions throughout the process.

Outcome: The intervention was effective because it addressed the patient’s immediate challenges, like the need for care and support. The incident increased skills in balancing patient privacy and getting the necessary information (National Association of Social Workers, n.d).

The incident also highlighted the need to be aware of and respect clients’ wishes for privacy.

In the future, there will be a need to advocate for more resources for patients and increase support for their families. In addition, cultural competence was a key learning, especially with regard to privacy on illnesses like AIDS, even though there is still a need to speak against stigmatization.

References

Corey, M.S., Corey, G. & Corey, C. (2018). Groups: Process and practice.  Thomson/Brooks/Cole.

National Association of Social Workers. (n.d.). NASW Code of Ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

van Wormer, K., & Link, R. J. (2018). Social work and social welfare: A human rights foundation. Oxford University Press.

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Attached is the journal template and also field experience with a client.
Thank you.

Social Work Observation in Hospice Care for a Patient with AIDS

My place of field experience is IHSS In home supportive services. San Joaquin county.

Textbook that may be helpful: https://login.vitalsource.com/?redirect_uri=https%3A%2F%2Fbookshelf.vitalsource.com%2Freader%2Fbooks%2F9798214344812%2Fepubcfi%2F6%2F82%5B%253Bvnd.vst.idref%253Dbd-ZUFDKM1ADSAW0GQW2470%5D%21%2F4%2F2%5BZUFDKM1ADSAW0GQW2470%5D%2F8%5BVDYPR9PJE71A3GWQH530%5D%2F8%5BFYCG19U5K0PKJ43L2602%5D&brand=bookshelf.vitalsource.com

You can also make use of other academic references. Thank you
Please make use the NASW Code of Ethics to help you fill out the section titled Social Work Ethics and Values

Select a field experience and use this outline for your journal report. Be concise and protect the confidentiality and privacy of clients, groups, providers, supervisors, field instructors and staff. Submit a copy of your journal report to your Field Liaison through Blackboard.   Final version should be filed in the field portfolio. This is a professional report, you are to use third person in all areas except your personal reactions section.  You will be graded on grammar and professionalism.

 Field experience:   Select a key experience with a client, client group, community, agency, supervisor, other field students, or staff.  Describe what happened and your role(s) in the situation e.g. (mediator, planner, enabler, observer, counselor, manager, broker/advocate, facilitator, catalyst, activist, teacher, trainer, mentor, outreach worker, monitor, or researcher).

Significant information:  Provide some brief background information such as, client data, presenting problem, or referral information.

Relevant Factors: Include assessment information gathered that helped you understand the situation or plan your intervention.  What individual, family, community, social, cultural, spiritual, medical, physical, developmental, psychological, and/or mental health factors influenced the situation. Explain the life cycle stage, group development stage, community program development stage, or research process step that applies.

Describe any of the following factors that are relevant: economic, political, environmental, discrimination, or oppression.  What strengths and needs were identified?  What additional information is needed?

Integration of Theory & Practice:  What have you learned in your courses that helped you understand the situation or plan your intervention?  What theory, practice model, approach, strategy, method, technique, intervention, or research method was used? Consult textbooks, course materials, journal articles, and/or instructors and provide citation of materials referenced.

What stage(s) of the problem solving process were involved in this key experience? (engagement, gathering information, assessment/diagnostics, intervention and review, evaluation, termination, aftercare/referral). Explain.

Choose the paradigm(s) that helps you understand human behavior in this key experience: