Evaluate and explain the social impact of sustainability (environmental, social and financial) on social work practice and practice sustainability.

Task
Imagine you are Ashley in the case study below and answer the following questions about your community development approach to the issues outlined at the committee meeting:

1. Outline a community assessment model from Section 3 of the modules that you would use to approach the community and undertake the following: ( Asset based community Approach) please read Healy, 2011. 2012 ) I will provide the reading.
What underpinning theoretical approaches would you use to inform your community development approach (refer to section 1)? ( micro approach and apply on the case study and macro—check what it is and apply on the case study..

b. What skills would you use to engage the community of Gundamurra about the Aboriginal issues referred to and what groups would you talk with (refer to section 2)? ( skills, empowering individual, intervention, listing to the community, engaging, communicating ect,,, check study guide and apply social work skills
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c. Discuss the challenges and dilemmas you might encounter in your role as a community development worker (refer to section 6) check text book chapter 10, and 11

Read
Text – Chapter 1-.2-.3. 10, 11
Please read careful the subject outline it gives an introduction to the topics,, please read the reading for each section, 1, 2, 3, 4, 5,and 6.
Please note, the information from the study guide cannot used it as reference in the case study that is an introduction to the topics…but need to follow the reading as prescribed by the teacher..
Please analyze the case study and apply the social work skills—
Check code of ethics Australian association for social worker 2010.. and link it with the case study for example: the code of ethics gives principal that social worker must follow when working with individual.
Please note this is critical reflection essay apply social work skills, approach, theories to the case study. Please follow study guide plus reading.

Rationale
This assignment allows the student to demonstrate their understanding of community development practice in relation to a case study. The assessment addresses the following subject learning outcomes:
• Critically apply community work principles to a range of social work contexts.
• Demonstrate an understanding of how to work effectively with, and influence, organisational, community and systemic change in a range of situations.
• Evaluate and explain the social impact of sustainability (environmental, social and financial) on social work practice and practice sustainability.
• Demonstrate critical application of a range of systemic interventions with individuals, couples, families, groups and communities across a number of social work contexts.

The following requirements are necessary:
• The name of the social worker, Ashley, was deliberately selected to be a unisex name dependent on your own sex or gender.
• You may use the first person (i.e. writing from the “I” point of view using pronouns “I”, “me”, “my”) in your writing, if preferred.
• Write in essay format with a clear introduction, body and conclusion.
• Structure your essay using correct sentence and paragraph construction. Remember that all your sentences should be clear, concise and unambiguous. Connect your sentences and construct whole and logical paragraphs.
• You should also demonstrate appropriate use of subject reading materials and other academic based literature to support your writing by using references.
• Please use the current APA system to reference accurately.
• Do not use your learning modules or lecture presentations as sources.
• You may use headings to structure your assignment.
• A minimum of 14-16 references are required.
• The in-text references throughout the body of your assignment are included in the overall word count, however the reference list at the end of your assignment is not included in the overall word count.
• It is not necessary to re-write the assessment task details in your assignment.

Requirements
Information from sections 1-6 of the Online Study Modules is relevant to this assessment item. The text book and readings are also relevant, as are other external literature sources.

Case study

Ashley drove out of the compound in a new white car. It only had 3 thousand kilometres on the clock and was clean and with the air con on full, smelled of refrigerated air. Ashley wished he/she had one just like it instead of a station wagon filled with rubbish and bits of gravel and with lots of nondescript stains on the seats.
Three weeks in the job and it was time to head out of town with lots of support (from back at the centre) and no supervision. The job ad had said ‘Regional youth support officer required to work with rural indigenous youth issues. Opportunities for case work, community development and group work in conjunction with multi-disciplinary team. Clinical supervision provided’.
Paid work wasn’t like prac. Becoming a worker meant certain things were assumed – like you knew what you were doing. The job was in the bush but not where Ashley was from. “How different can it be?” he/she wondered, heading out of town to the outreach centre 90 kms north west. “I’m from a small town in a rural area, where there is high unemployment, drug users, land owners, teen pregnancy, hoons and yobbos – the groups are all the same … aren’t they?”
Now alone and on the way to meet with some people who wanted to do something about kids in trouble in a small country town, Ashley was feeling nervous. Casey, the last worker, had identified the needs (somehow – the annual report was a bit vague about the way that happened), gathered the group and investigated funding possibilities from the Department of Juvenile Justice. Ashley had to take it from there. Heart pounding, mind racing and with sweaty palms he/she sat back into the driver’s seat and headed out of town.
Ashley had been told to go to the multi-purpose centre used for visiting workers, where there was an office she/he could use. Ashley drove down the main street. There was a shop and some dilapidated buildings, some houses and some more shops that were boarded up. Another block on and there were another couple of shops. One looked like a chemist and there was a name plate, the type doctors often use. Across the road was a long low wooden building with a red tin roof and peppercorn trees along the front chain link fence. Several cars were parked outside – the hospital for sure. There were a number of people sitting under the larger trees at the side of the long building and on the other side of it a new brick building with seats out the front.
There were a couple of kids hanging about in the street and a block over was the school with its demountable classrooms next to a wooden building with green roof. It looked the same as the hospital but with a bell tower over the oldest building. The school had the same peppercorn trees along the fence and an open area up the side that looked like it might be the playground.
Ashley found the multi-purpose centre as described by the agency manager, at the end of the main street. The three weeks’ orientation to working for the non-government agency had been full of policies and procedures, meeting people, learning about networks and priorities that shaped service delivery, and record keeping. The submission that was to be the basis of this job seemed to be full of phrases taken straight from the department’s website, with no explanation of what they meant. There were a lot of statistics to be kept for the Department of Juvenile Justice if the position was to be funded again next year. Being a regional youth support officer seemed to have lots of administrative demands as well as possibilities.
Walking into the building a woman in the office inside looked up at Ashley. ‘Hi I’m the new youth support officer,’ said Ashley. ‘Yes, we were expecting you sometime this week’, came the reply. ‘Ray, our office manager is out of town at meetings right now. You can use the office three doors down. You will be sharing it with the mental health worker but she only comes once a fortnight. Ray said to tell you that the first two drawers of the filing cabinet under the window have some stuff you might find useful. There are a couple of referrals in it for you to start on.’
‘Actually, I think there is a meeting I am supposed to be at. That’s why I came today’, said Ashley. ‘That will be the Community Safety Committee. It’s at Council at 5.30 pm I think. I’ll ring for you and check that it’s on and that they know you’re coming. Would you like a cuppa? Kitchen’s down that way past your office. Help yourself. We all put $10.00 in every 6 months or so. I keep the cupboard and fridge stocked, since I’m the only one here every day. I’ll let you know when the next instalment’s due, OK?’ Taking a deep breath Ashley headed for the new office and the kitchen, hoping to find a toilet on the way.
Cup of coffee in hand, Ashley settled into the chair, looked at the bare desk and the posters on the wall about saying no to domestic violence, petrol sniffing, alcohol and protecting indigenous kids from harm. Taking a deep breath, Ashley opened the first of the filing cabinet drawers and found a series of manila folders, each with its own name. Three at the front were in a hanging file marked ‘Urgent – for the new worker’. Ashley selected one and read the following:

Client File – Ben Johnston
Name: Ben Johnston
Age: 14 years
Gender: Male
Cultural background: Aboriginal Australian
Criminal incident
Conduct:
Police charged Ben with ‘stealing a motor vehicle’, ‘unlicensed driving’ and ‘driving dangerously’.

Circumstances:
Ben was arrested following an accident after police chased the speeding vehicle in which he and his two friends were travelling. Ben was driving, and attempted to get away from the police vehicle. When Ben failed to stop at a red light, he hit the rear of a vehicle travelling across his path. Even as the police reached the accident site Ben attempted to run, having to be restrained and removed to police custody.

Harm caused:
Physical injury to the driver and only occupant of the other vehicle is bruising and lacerations. The vehicle Ben was driving flipped over and rolled down an embankment. Ben emerged relatively unscathed, but his two passengers, Kylie and Nick, have been admitted to hospital. Kylie is on life support and Nick has spinal injuries.

Societal response to criminal incident:
Social response:
The accident has attracted media coverage. On the one hand there are calls for harsher penalties for young repeat offenders. On the other, there is criticism of police for endangering the lives of innocent motorists by engaging in high speed car chases of young people with little driving experience.
Legal response:
Police have charged Ben with three criminal driving offences and, depending on the medical outcomes for Kylie and Nick, will also charge him with offences relating to causing bodily injury or death. They have also charged him with breach of bail, because his offence occurred while on bail for ‘attempt steal motor vehicle’, which had the following conditions: i) reside at the youth refuge; ii) attend school; and, iii) remain in the company of a responsible adult, between 4.00 pm and 8.00 am every day.

Young person’s social circumstances:
Family:
Ben is the youngest of six children of Sandra Johnston, an invalid pensioner who lives in Department of Housing accommodation with Mark (32) and Tim (30), Ben’s half-brothers. Ben lived with his mother full time until he was eight years old, when he began spending school holidays with his father Barry Grant, an interstate truck driver. Over the last two years he has missed a good deal of school while accompanying his father on trips that extend beyond the holiday period.
Significant social supports:
Ben is the only child of Barry and Sandra. Being brought up in Sandra’s care was an experience of being in adult company and a large extended family. While Sandra has provided for his material needs, she has paid little attention to Ben’s need for psychological support and adult guidance. While Mark and Tim do not have full time work, they do contract work in a scrap metal yard, and regularly bring work mates home for a drink and card game. Ben did not have regular contact with his father apart from school holidays until two years ago. While he enjoys the attention and freedom that this relationship has provided, he is struggling to understand and meet his father’s expectations.
Accommodation:
Ben was accepted into the youth refuge when his bail conditions did not allow him to stay with his father, and his mother refused to continue supporting him at home. She was concerned that Ben’s conduct had begun to attract too much unwelcome police attention, and that he paid little attention to her discipline.
The Co-ordinator of the youth refuge where Ben was staying immediately prior to this offence had accepted Ben for the period of six weeks. While they were reluctant to accommodate offenders, they agreed to do so on condition that Ben attend school. This provided a time in the community, during which a Background Report was being prepared by the Department of Juvenile Justice. The Co-ordinator expected that he would return to live with his mother or father.
Peer networks:
Having lived in the same community and gone to the local public school, Ben has a wide network of peer contacts. Until the last four years he did not have contact with school friends after school or at weekends. His contact since then has involved meeting friends in the local shopping mall, where they take skate boards and have often attracted the attention of security guards and police. This attention is the result of public nuisance behaviours and has resulted in most of this group, including Ben, being charged with minor offences.
Education/employment:
Until the last two years Ben had attended school regularly. His level of educational achievement was appropriate for his age, though he had begun to lose ground due to these absences and unruly behaviour.
Recreational activities:
Apart from the occasional backyard sports games with his older brothers and their friends, Ben has not been involved in regular recreation activities.
Community Context:
Gundamurra is a rural town in New South Wales with a population of around nine thousand people. The community has a range of local services including a small hospital, Community Health Service, Mission Australia service, St Vincent de Paul centre, and local pharmacy. The community has a public primary and high school, plus a private primary and high school, and a small TAFE. There is a medical centre with two general practitioners and a visiting dentist each fortnight. The main industry for the region is agriculture, however the past several decades has seen steady decline due to a series of factors, including globalisation, economic restructuring, and the impacts of drought. A proposal for a new coal mine is currently being submitted to government. The population is mainly of Anglo and European descent. Indigenous people comprise around 6.8 per cent of the population and the Community Profile from the Australian Bureau of Statistics reports that there is a higher rate of unemployment amongst Aboriginal people in this area than for the rest of the state. Overall the population of the town is ageing, despite the trend that many of those who can afford it move to the nearby regional centre about 125 kilometres away when they retire.

While Ashley was at the ‘Community Safety Committee’ meeting, Ashley was asked to address youth Aboriginal issues in the community. According to an Aboriginal Elder at the meeting, Aboriginal young people are getting into trouble with police, are not respectful towards their own Elders, and are disinterested in Aboriginal culture. In addition to this other members of the committee expressed concerns about Aboriginal young people binge drinking and absconding from school. Specific reference at the meeting was made to Ben’s case study situation and the outcomes of what was referred to as “reckless behaviour
Comments from Support Team: please read the instruction from study guide and readings from text book.. from the book developing communities for the future by Kenney.. plus the rest of the readings from each module..

thanks
Discipline: Bachelor/master in social work

please note is very important for you to read the text book community development with files i, 2, 3 pdf.. chapter 10 talks about difficult and dilemas etc..

for question a) b) and c) please make sure sure to read subject outline and follow all instruction… make sure to answer all question for example:

question a) find out what micro and macro is and them explain how you going to apply the approach on the case study..

As defined earlier, macro practice is professionally guided intervention
designed to bring about change in organizational, community, and policy arenas.
.
Macro activities go beyond individual interventions but are often based on
needs, problems, issues, and concerns identified in the course of working
with service recipients. and micro check google schoolar and explain how social worker will address the issue with the Aboriginal community…

for question c) what dilemma you as a social worker will encounter.. check text book pdf 1,2,3,