ENGLISH FOR SOCIAL WELFARE MODULE SPECIAL GUIDE TO FOUR MAIN SKILLS - READING, WRITING, SPEAKING AND LISTENING. 1ST EDITION GROUP 4
ENGLISH FOR SOCIAL WELFARE MODULE UNIVERSITI PENDIDIKAN SULTAN IDRIS ENGLISH FOR SPECIFIC PURPOSES ADAWIYAH BINTI MUHAMAD ZAFRI NURUL SOFEA BINTI SHAFI’I NUR ALYA SABRINA BINTI MOHD NAJMI NURFATIHAH BINTI MD ARIF DANIEL NG ZHONG YI GREGORY XAVIER ANAK JALING AFIF ADRI PUTRA BIN RIDWAN HAWA SYAKIRAH BINTI NORAZMAN EVANGELINE CHONG JEA SHER VANESSA LESLIE JEBIRING
PREFACE The English for Social Welfare module is specially created by a group of students to satisfy the course requirement of BIP3063 English for Specific Purposes as well as to meet the language needs of the target community and support their growth as English language users. This book gives learners a gradual flow for learning English while emphasizing all four language abilities (listening, speaking, writing, and reading). The learners are introduced to certain crucial grammar elements in this module that are used throughout the book. The entire module is divided into 2 units, each of which was designed around a familiar theme to the learners. Each of the lessons also includes a learning stimulant to get the learner's practices off to a lively and enjoyable start. GROUP 4 It is intended that by using this book, learners would be able to improve their language proficiency and lay a stronger foundation in English. The module's designers truly hope that learners would profit from it by strengthening their language skills and gaining confidence in using the language in everyday situations. II
UNIT 1 CHILD WELFARE ELDERLY WELFARE 1 UNIT 2 CONTENTS 1st edition SPEAKING - Let's Roleplay READING - Child Welfare Centre LISTENING - Child Protection WRITING - Help for the Child SPEAKING - Let's Discuss! ; Elderly Health Care READING - Elderly and Human Rights LISTENING - Conversation with the Elderly WRITING - Finding the Best Care 4 8 11 15 20 25 AUDIO SCRIPT 30 ANSWER SCHEME 36 LEARNING OBJECTIVE AND SUCCESS CRITERIA IV 22 III PREFACE II
LEARNING OBJECTIVE 1st edition SPEAKING SKILL LISTENING SKILL READING SKILL WRITING SKILL By the end of the lesson, the student are able to: Individually, identify correct information from three interviews and podcasts. IV By the end of the lesson, the student are able to: Write essays of varying lengths and formats related to child and elderly care with provided prompts. By the end of the lesson, the student are able to: Be able to speak to children and to the elderly in a calm and welcoming manner while also being supportive and sympathetic. By the end of the lesson, the student are able to: Understand the concept of child and elderly welfare and its significance in promoting its well-being and safety.
SUCCESS CRITERIA 1st edition SPEAKING SKILL LISTENING SKILL READING SKILL WRITING SKILL The student can identify at least five correct information from the three podcasts or interviews related to conversation with the children and elderly. V Students can write essays of varying lengths and formats related to child and elderly care with provided prompts using topic-related vocabulary. Students can select the correct answer choice that accurately defines child and elderly welfare and explain its purpose in protecting and promoting its well-being. The student are able to communicate in a calm manner using appropriate words that do not touch sensitivity or any words that may cause unpleasant conversations
UNIT 1 CHILD WELFARE English For Social Welfare
Let's Roleplay English For Social Welfare 1 Time 30 minutes Find a partner. One will play the role of a social worker, while the other will portray an in need child. Create a conversation between a social worker and a child in need. Each pair should take turns practicing the following talk. Encourage participants to speak properly and use role-appropriate language. Following each role-play, each participant gives constructive criticism and encourages other participants to improve their communication skills. Conversation Exercise: Role-playing Instructions: 1. 2. 3. 4. 5. Points to talk about: -Your greeting should be welcoming. -Make sure that the child knows that you are creating a safe space for them to talk. -Ask about their feelings. -What is their problem? -Ask about their problem in detail -Provide solution towards the children(s) -Ask if there is anymore problem -Make sure that the child's feelings and problems are acknowledged. Note: Adjust your conversation as needed based on the specific subjects and issues relating to the children's welfare services with which you are involved. Encourage participants to use appropriate language and expressions while being supporting and sympathetic.
English For Social Welfare 2 Time 1 Hour Divide the participants into groups of 4 to 5 people. Each group should have a facilitator who will guide the discussion. For note-taking, provide each group with flip charts or paper and markers. Explain that the activity's purpose is to explore child welfare and create practical strategies to increase children's safety and well-being. Allow 20-30 minutes for group discussion and taking notes. Reassemble the entire group for a sharing session after the discussion. Each group will present to the entire audience their important findings and recommendations. Encourage people to take notes during the presentations in order to collect useful information. Allow 10-15 minutes for each group to present and discuss their findings. Finish the activity by summarising the important points and encouraging participants to carry on the discussion outside of the session. Title: "Encouraging Child Welfare: A Debate on Establishing Safe Environments" The goal is to engage participants in a critical discussion about child welfare and approaches to establish secure environments for children. Instructions: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Instructions to the facilitator: Encourage active involvement and make sure everyone in the group has a chance to participate to the discussion. In order to share ideas and experiences, it is critical to create a secure and courteous environment. Hot Take !
English For Social Welfare 3 Time 1 Hour Understanding child welfare: Discuss what it means and why it is vital for society. Identify common issues and hazards experienced by children in diverse settings (for example, homes, schools, and communities). Creating safe environments: Consider ideas and initiatives for creating safe environments for children Discuss the significance of support structures in ensuring child wellbeing, such as family, schools, and social services. Examine the importance of early intervention programmes and services in promoting child welfare. Advocacy and awareness: Talk about how you can spread the word about child welfare issues and push for policy that protect children's rights. Explore techniques for empowering children and teaching them about their own security and self-advocacy. Discuss the significance of collaboration among different groups of people (e.g., parents, educators, policymakers) to encourage the well-being of children. Points for Debate: Hot Take !
English For Social Welfare 4 Child Welfare Centre Time 30 minutes Practice 1 Instructions: Read the following passages and circle the correct answer. The state is in charge of maintaining its citizens' health. The state establishes hospitals, maternity homes, health clinics, and child welfare facilities with this goal in mind. But the significance of all this is purely therapeutic. Diseases are identified and treated. But there is very little public education regarding hygienic living. The best treatment is prevention. The efforts being taken to prevent diseases ought to be given more consideration. Preventive measures include inoculation, vaccination, and, most importantly, instruction and educating within the general population in hygienic living. When it comes to teaching parents and students about healthy living, the school can be a significant resource. Through a health education program, students can learn scientific knowledge regarding the human body and how it functions, as well as the principles of hygienic living, the benefits of healthy habits, and ways to prevent diseases. Because it is so crucial, health education ought to be included in all subjects taught in schools.
1. Whose responsibility is the health of the citizens? (A) self (B) state (C) UNO (D) WHO 2. Which one is not the disease preventive measure? (A) vaccination (B) inoculation (C) providing jobs to citizen (D) educating people about hygienic living 3. The school can play an important role in the prevention of disease programme by ———— (A) instructing the parents and students about hygienic living conditions (B) organising vaccination programme (C) providing medicine (D) providing mid-day meal 4. What should be an integral pad of school education? (A) technical education (B) moral education (C) craft education (D) health education 5. What is public hardly educated in? (A) technical education (B) hygienic ‘living conditions (C) medical education (D) craft education 6. On what should more attention be paid? (A) employment (B) a rise in per capita income (C) holding fairs (D) prevention of disease 5
What is Child Welfare? Time 30 minutes Practice 2 Instruction: Read the following passages and answer the questions given. Child welfare refers to the system of policies, programs, and services designed to protect and promote the well-being of children. It encompasses a range of efforts aimed at ensuring the safety, permanency, and overall development of children who may be at risk of abuse, neglect, or other forms of harm. One of the key components of child welfare is the identification and intervention in cases of child maltreatment. This includes investigating reports of abuse or neglect, providing necessary services to families to address underlying issues, and, if necessary, removing children from unsafe environments and placing them in foster care or alternative living arrangements. Child welfare professionals work in various roles, such as social workers, child protective services workers, and counselors. They play a crucial role in assessing the needs of children and families, developing intervention plans, and connecting them with support services. Additionally, child welfare professionals work to facilitate family reunification whenever possible, aiming to create a safe and nurturing environment for children within their own families. Prevention is also an essential aspect of child welfare. Efforts are made to educate families and communities about child safety, parenting skills, and available resources. By providing early intervention and support services, child welfare aims to prevent situations that may lead to child maltreatment and ensure the overall well-being of children. 6
1. What is the purpose of child welfare? 2. What are some of the tasks involved in addressing child maltreatment within the child welfare system? 3. Name three roles that child welfare professionals may have. 4. How do child welfare professionals work to facilitate family reunification? 5. Explain the importance of prevention in the field of child welfare. Answer: 1. 2. 3. 4. 5. 7
Listen again. Complete the sentences below with the words in the box about a social worker's method to prepare families for a child protection conference. English For Social Welfare Time 1 hour Practice 1 A Instruction: Listen to an interview session with Ms. Janet, a social worker with various experiences managing the child protection conference. Then, write down three primary social worker roles in the referral process. You may listen to the audio twice. Child Protection 1. 2. 3. Practice 1 B Instruction: The social worker is responsible for providing the parents with their _____________________________before attending a conference. To ensure parents attend the ___________________________ , the social worker needs to assist them with the childcare arrangements. The social worker will have a ___________________________with the parents about who they want to invite to the conference as their support system. _______________________________such as police and health education will be invited to the conference, and the social worker needs to aware the parents about their presence. childcare professionals concerns discussion 8
English For Social Welfare Time 30 minutes Practice 2 A Instruction: Listen to an interview session with Ms. Nadine about living and working as a Social Worker in the Department of Communities Child Protection and Family Support's Bunbury district office. Then, fill in the mind map below about her roles. You may listen to the audio twice. Child Protection Roles 9
English For Social Welfare Time 30 minutes Practice 2 B Instruction: Listen to a sharing session between three social workers, Mr. Adrian, Ms. Collen, and Ms. Ronaua, about their experiences working as social workers in the child protection department. Then, write down their experiences in the box provided below. You may listen to the audio twice. Child Protection Mr. Adrian Ms. Colleen Ms. Ronaua 10
English For Social Welfare Time 20 minutes Help for the Child Part A Instruction: Look at the poster below carefully. In this activity, there are two parts, which are Part A and Part B. You are advised to spend 20 minutes on Part A and 40 minutes on Part B. Read the instructions carefully before starting the tasks. Based on the poster, identify any five child welfare related initiatives. Using suitable linking words, write an overview describing the five initiatives identified from the poster in the form of sentences. You may write up to 50 to 70 words in one paragraph. 11
English For Social Welfare Time 20 minutes Answer: Help for the Child 12
English For Social Welfare Time 40 minutes Part B You received an email from your friend, Alan, stated that he witnessed a child abuse at his hometown. As a social welfare student who is studying in university, in about 80 to 100 words, reply to his email by giving him advice on what to do to help the child. You can write the email in the given email template. You may use the phrases in the box below in your email. I strongly advise you to/not to … The best thing for you to do is … Kinship Care Act make the child safe non-abusing extended family calm the child child protection councilor and police Please contact me Help for the Child 13
English For Social Welfare Time 40 minutes Answer: Help for the Child 14
UNIT 2 ELDERLY WELFARE English For Social Welfare 15
English For Social Welfare Let's Discuss! Elderly Health Care Time 1 Hour Instruction: Act out with a partner as if you are talking to an elderly. The statements show a few conditions that you must clarify with an elderly to know about their mental health condition. On a scale of 1 (always), 2 (often), 3 (sometimes), 4 (rarely), and 5 (never), rate each item based on how often each statement applies to you. Then, with a partner, go over your findings. 16 Part A ( 30 MINS)
English For Social Welfare Time 1 Hour Instruction: After you find your finding with your partner, you may repeat the same activity with the other partner. With the findings, you may give appropriate advice to each other according to the findings. You may use the words according to the glossary given below. 17 Let's Discuss! Elderly Health Care Part B ( 30 MINS)
A Guide To Social Work With Elderly There are many aspects that are involved in taking care of elderly or aged people. Those who have the responsibility of taking care of the old need to be aware of the various needs and requirements that the elderly have. Elderly individuals who live on their own, without the support of anyone, may have a certain amount of financial needs. Such people need to fend for themselves for everything, including food, groceries, medicines etc. Pensioners have the benefit of a steady source of monthly income. Those who do not have any pension or other source of income would have to live entirely on their saving or through special senior citizens' government financial schemes or donations from charitable organisations. It is natural that elderly people prefer staying at home in their old age. This brings the benefit of familiar surroundings and people around them. The homes of such people may be modified to accommodate their changing needs. There is the added benefit of familiar neighbours in the event of an emergency. Transportation is quick and easier for elderly people residing in areas that are familiar to them. Health services are the most important requirement when it comes to elderly needs. Elderly people have age-related health issues. This is a normal part of life and cannot be avoided. Proper care and nursing facilities go a long way in keeping most of these health issues in check and also preventing them from causing any serious harm. Regular medical check-ups are useful to monitor the health of the elderly and also to anticipate potential future issues. Regular medical check-ups also help in identifying severe health problems at the initial stage when treatment has a greater chance of success. As people age, their digestive systems gradually start to weaken. Elderly people often find that they have difficulty digesting certain foods. It is important to realize that diet has to change to accommodate the reduced ability of the body. It may be okay to over-indulge with regard to food when young. But for the elderly, a nutritious and balanced diet made up of foodstuffs that the digestive system is able to accept is of utmost importance. Very often, the diet needs to be altered taking into consideration the medicines that are consumed each day. English For Social Welfare Time 40 minutes Practice 1 Instructions: Read the passage below and answer the questions. 18
English For Social Welfare Time 40 minutes For the elderly whose mobility has been affected due to ageing, a certain amount of assistance in daily routines becomes necessary. It may not be possible for a family member to be present the whole day. Home nurses are the latest professionals to have appeared on the career list. For those elderly who need assistance in basic activities like walking, eating, bathing and dressing a home nurse is an invaluable companion. The elderly have social needs too. Being debilitated by age is no reason for the elderly to be confined to themselves or in their rooms. Modern medicine recognises as a fact that the elderly, just like ordinary people, need to feel wanted, cared for and loved. The world over, kind-hearted people takes turns giving companionship to the elderly. Often, just physical proximity is enough comfort for the elderly. Some read to them and some others chat with them. Physical comfort for the elderly differs from the needs of the young. As an example, airconditioning may be looked upon as a necessity for the young. Yet, for an aged body, it may be very uncomfortable. From paragraph 2, in what manner do the elderly living alone have to fend for themselves? (a) From paragraph 2, what is the benefit of having a monthly pension? (a) From paragraph 3, what are the advantages of the elderly who live in their own homes? (a) From paragraph 4, what is the greatest need of the elderly? Care homes serve an important purpose in modern society. Answer the following questions using complete sentences (b) From paragraph 2, how do those without a pension survive? (b) From paragraph 3, mention two benefits of living in familiar surroundings (b) From paragraph 5, what happens to the digestive systems of the elderly? Based on this statement, how would you describe the characteristic nature of care homes? 19 A Guide To Social Work With Elderly
English For Social Welfare Elderly And Human Rights Time 20 minutes Practice 2 Instructions:Read the passage below and answer the questions. Independence Participation Care Self- Fulfilment Dignity As people age, they are vulnerable to increasing dependency, frailty, and discrimination by societies. The change in their status from that of independent to dependent, from valuable to less valuable, means that their rights are often violated. Moreover, their very dignity, a right underscored in the preamble of the Universal Declaration on Human Rights, is often ignored or threatened. With rights perceived as indivisible, discrimination based on age erodes human dignity and diminishes the status of older adults with regard to others in society. This discrimination is reflected in a lack of opportunity, inadequate income support and health care, and fewer resources with fewer options for living a secure life with their rights fulfilled. Older people are not specifically recognized as a group under the Universal Declaration of Rights, nor have they been in conventions subsequent to the Declaration. Thus, although there have been conventions and declarations on the rights of other specific groups—such as the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), Convention on the Elimination of All Forms of Racial Discrimination (CERD), Convention on the Rights of the Child, and Convention on the Rights of Persons With Disabilities—there has been no UN convention on the rights of older persons. The rights of older adults are implicitly but not explicitly referred to in the Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights; CEDAW; and the Convention on the Rights of Persons with Disabilities. The concerns related to older persons have received much attention. In 1991, the UN issued a document, Principles for Older Persons (United Nations, 1991), emphasizing that priority should be given to the situation of older persons, particularly in the following five areas: Since that time, there have been a series of reports on the status of older people, regional meetings, and the establishment of a standing committee on the rights of older persons at the UN. However, there has not been a UN convention on the rights of older people, which is perceived as necessary to ensure that rights are actually realized (HelpAge International, 2010). The Madrid International Plan of Action on Ageing (MIPAA; United Nations, 2002) presents a plan for the rights of older persons; however, in contrast to rights that are codified in conventions or treaties, it is not legally binding to any government. Although the MIPAA has been endorsed by the General Assembly of the UN, policies to carry it out remain scarce and inconsistent. 20
English For Social Welfare Time 20 minutes Discrimination on the basis of age Poverty with homelessness, malnutrition, unattended chronic disease, unaffordable medicines and treatments, and income insecurity, which includes the fact that older persons are often the primary caregivers for grandchildren and other family members Violence and abuse—including physical, emotional, and/or sexual abuse and financial exploitation Lack of specific measures and services, particularly specialized services such as residential and long-term home care and geriatric services Consequently, governments have only a moral responsibility to adhere to recommendations rather than a legal commitment, and monitors of human rights violations and commitments seldom include the rights of older persons in their reports (HelpAge International, 2010). A report to the UN Secretary-General in 2011 focuses specifically on the challenges to human rights that an older population presents (OHCHR, 2011). Although older persons are not a homogenous group, the following challenges exist in both developed and developing countries: Discrimination based on age erodes human dignity in older adults. Older persons are recognized as a specific group under the Universal Declaration of Rights. The UN issued Principles for Older Persons in 1991, which emphasized five areas of priority for the situation of older persons. The establishment of a standing committee on the rights of older persons at the UN has led to the creation of a UN convention on the rights of older people. The Madrid International Plan of Action on Ageing is legally binding to all governments. A report to the UN Secretary-General in 2011 identifies challenges to the human rights of an older population, including poverty and lack of specific measures and services. The report to the UN Secretary-General in 2011 identifies a lack of government efforts to protect the rights of older persons as comprehensive and targeted. Violence against older persons is not a major concern that requires more attention and work. Older persons are rarely victims of financial exploitation. Older persons do not need to participate in policy-making and political life. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Answer the following questions with True or False True/False True/False True/False True/False True/False True/False True/False True/False True/False True/False 21 Elderly And Human Rights
Give senior your full attention Focus on a particular topic Use basic questions Choose your setting wisely Choose a topic of interests English For Social Welfare Time 20 minutes Conversation With The Elderly Practice 1 Instructions: Listen to a podcast named Senior Circle by Dawn Neely that talks about tips and topics that make conversation with the elderly easier and more engaging. As you listen, arrange the phrase given in the correct order. ConversationTipsWhenSpeaking with a Senior 22
English For Social Welfare Practice 2 Instructions: Listen to the continuation of the same podcast that now talks about the topics that can make conversation with the elderly easier and more engaging. As you listen, fill in the blanks with the correct answer for questions 6 to 15 to complete the sentence. Write your answer in NOT MORE THAN FIVE WORDS. 6. Sometimes they'll share about _________________________________________ and how they overcame them. 7. This could include _________________________________________ their families or ways that they and their siblings or loved ones kept themselves occupied. 8. You can also mention some activities that you might feel are of interest to them and ask if they'd like _________________________________________. 9. Discussing their achievements makes them ______________________________________. 10. Some elderly people are very _________________________________________, and this can be a great topic for them. 11. If they never went to college, you can _________________________________________. 12. Try to discuss what they _________________________________________ as they were growing up. 13. They'll open up and tell you where they met, how they met, and how old they were when they met, how they _________________________________________. 14. Some may also be feeling lonely, especially______________________________________ _____________________and no longer live with them. 15. You need to be _________________________________________ about something that makes them feel happy. Time 20 minutes 23
English For Social Welfare Practice 3 Instructions: Listen to a YouTube video entitled Communicating With the Elderly and Disabled by HealthGuru for tips when we are communicating with the elderly and disabled. As you listen, fill in the mind map with the correct information related to the audio. POSTURE IS FIRST IMPRESSIONS IMPORTANT IS KEY BE CONSCIOUS OF YOUR BODY LANGUAGE ALWAYS ARTICULATE SMILE BE MINDFUL OF YOUR VOCAL VOLUME TIPS 10 ______________ ______________ ______________ 01 02 03 04 05 06 COMMUNICATIN G EFFECTIVELY WITH THE ELDERLY AND DISABLED BE RESPECTFUL 08 SPEAK TO THE INDIVIDUAL AS AN ADULT 09 BE HONEST ABOUT YOUR FEELINGS 10 BE CONSCIOUS OF THEIR BODY LANGUAGE 07 ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ Time 20 minutes 24
English For Social Welfare Time 15 minutes Part A Look at the infographic and answer the question below. Instruction: In this activity, there are two parts, which are Part A and Part B. You are advised to spend 15 minutes on Part A and 45 minutes on Part B. Read the instructions carefully before starting the tasks. Nicole is living with her aging mother. As a student who is learning social welfare, give appropriate advice to her regarding the food to be taken by her mother. Complete the dialogue below with the use of a good advice expression. You may refer to the infographic above as reference. Finding The Best Care 25
English For Social Welfare Time 15 minutes Answer: You: Hello, how can I help you? Nicole: Hello, can I get a list of nutrition for my 81-year-old mother? She doesn’t seem to eat properly as she falls sick easily these few weeks. Can you help me? You: Oh, that sounds bad. I’ll help you the best I can. Nicole: All right, can she eat carbohydrates? You: (1) Nicole: How about meats and vegetables? How much can she take in one day? You: (2) Nicole: I see. How about the amount of liquids she should take? Can she drink lots of water every day? You: (3) Nicole: Alright, I’ll take note of that. Thank you. I appreciate it. You: You're welcome. I hope your mother gets well soon. 26 Finding The Best Care
English For Social Welfare Time 45 minutes Part B Write a persuasive essay expressing your opinion on the statement below. Write at least 200 words in the answer space provided. "Is it better for the elderly to be cared for by their family members at home rather than being sent to old folks' home?" You watched a documentary about a poor elderly being sent to an old folks' home. The following question was discussed at the end of the show: 27 Finding The Best Care
English For Social Welfare Time 45 minutes Answer: 28 Finding The Best Care
English For Social Welfare Time 45 minutes 29 Finding The Best Care
English For Social Welfare AUDIO SCRIPT UNIT 1: PRACTICE 1 Once the referral is received, it’s allocated to a social worker and at that point in time you are going out to assess the harm. Harm that there may or may not have been to that child because sometimes we get information then. It’s you know it’s malicious you know but we have to go out to assess. We would want to meet with the family and the child. We do things like for example we would speak to the parents and ask if we can see the child on their own and we would want to see the child in an environment where they feel comfortable where they’re maybe not going to be impacted on by a parent appearance uhm presence. So, we do arts parents at times to see the child in the bedroom or it could be that we would see them at school. So, we can get the opinion of that child and their version of what’s going on. We speak to parents of course and get the information from them, from their point of view. We would also speak to other professionals who are involved and if required we would use an interpreter. UNIT 1: PRACTICE 2 We would want to ensure that the parents know from the onset what our concerns are. We’d be very clear that parents are not going to a conference on without knowing the reasons for or concerns that information would also come from other professionals as well. So, I would be providing the parents with the concerns that other professionals may have. We would want to ensure that parents are able to be at the conference so it may be that there’s some childcare arrangements that need to be made. We would assist them with that. We would discuss with them about who they may want to be at the conference to offer them support. So, it may be that there’s a family member that or a friend that they would find supportive, or it could be an organization and advocacy organization. The parents would be made aware of would be present at the conference. The conference would have to be Koretz so there’s a number of professionals who would, it’s standard for them to be there so such as the police, health education and obviously social services and additional professionals would also be invited which I would make the parents aware of. So, it may be that they have you know somebody from a nursery or someone from, let’s think it could be a drug and alcohol advisor someone like that. 30
English For Social Welfare AUDIO SCRIPT UNIT 1: PRACTICE 3 I’m Nadine. I’m a child protection worker at the Bunbury office in the Southwest. My job is to help plan and case manage children in the care of the Department. That involves lots of different aspects of their lives from making sure they’re okay, seeing what’s happening to them, checking on their placement, talking with their carers about what support they might need, how are the kids going. I guess the biggest thing with children in care is that they’re already at such a disadvantage to a lot of other people in the community that we really want to give them all the opportunities we can so that they can have good long-term outcomes. UNIT 1: PRACTICE 4 My name is Adrian. I’m a senior child protection worker and I work in the Cannington district. Cannington is one of the biggest districts in the metro area. We have upwards of a hundred staff. Being one of the busiest districts means that we have lots of clients and lots of children and that can mean that we are quite busy with working with lots of different families at the same time. I think it’s important for anyone who is looking to undertake this type of work that they would need to be highly organized and very resilient as well. Often a lot of conversations and outcomes for the children aren’t necessarily positive and it’s looking at how we can achieve positive outcomes for children and how we measure success for children in care. What makes me keep coming back is having a great group of people to work with. I think Cannington is really special in that regard. We have excellent team leaders, excellent senior child protection workers, and specialists. It makes the job a lot easier when you’ve got a really supportive environment and great colleagues to work with. Hi, I’m Colleen, I work in Mirrabooka district and I’m a senior child protection worker. At Mirrabooka district we have lots of different types of cases, lots of different families that we work with. From the front we’re working with families who haven’t had any contact with the department before. It can be quite difficult to work with those families and help them understand that we’re there to help them start with. Mirrabooka, I believe it’s multicultural centre of WA. We have so many diverse cultires that we work with here in our area and we need to liaise with the Migrant Resource Centre and a lot of other agencies so we can do the best cultural work for these families. The opportunities of progression here at Mirrabooka are quite expensive. Over the 14 years I’ve been here, I’ve managed to start at the bottom, now I’ve moved into the leaving care side of things, where that’s what I manage. So. There’s huge progression within the district and the department itself. There’s no normal days in the department. Every day is different: you don’t know who are you’re going to see, you don’t know what you need to do. 31
English For Social Welfare AUDIO SCRIPT UNIT 1: PRACTICE 4 (CONT.) My name is Ronaua, I’m a child protection worker in the Armadale district. I think it’s really good in Armadale because you are quite in touch with what’s going on in the community. It’s really important for everyone to know because that’s how you build strong relationships. It is quite challenging and tough job. You are dealing with people’s lives and making decisions that does impact on not just the child but also their extended family and their support networks, and also just trying to make sure that they’re all right in the process. I feel that if you do have a solid support network around you, you’re able to deal with a lot of the challenges that we do have as workers and dealing with the sorts of situations that we do face. When you’re putting faces to situations and actually seeing the support networks and the work that’s undertaken at the district here, you will understand that there’s a lot of good people out there and it kind of gives you a good faith in. I guess, humanity. I actually think that if I’m helping at least one person in the community that’s a really big difference to make because something you can do which is such a small act will have lifelong implications on a person. You don’t have to be outgoing, but you just have to be able to accept that people have different stories and a different approach. Also, a willingness to help people because a lot of the hard work that we do is from compassion and from trying to make sure that someone’s life is a little bit better. 32
The conversation with someone you don't know very well can be stressful enough, but if that person is an elderly person, it can be even more awkward. Today we're going to talk about some tips and topics that make conversation with the elderly easier and more engaging. Welcome to the Senior Circle, where we hope to inspire and help others by providing valuable, relevant information related to caring for an elderly loved one. Hi, my name is Dawn Neely and I'll be your host. Thank you for joining us. Having the opportunity to hold a conversation with a senior may not happen very regularly for some people, but when it does, it may or may not be a very comfortable thing to do. Some struggle with coming up with things to talk about or have difficulty in general with talking with the elderly. Seniors don't have many chances to talk and have conversations with others, so it really can be a wonderful opportunity to bless a senior with meaningful exchange without struggling to figure out what to talk about and how to talk to them. When you find yourself fortunate enough to spend some time chatting with an older adult, there are some things that could be helpful, could make your conversation more meaningful and bring comfort to you and the senior. Master these things and you will keep your seniors and yourself happily engaged in conversation. You'll want to give the senior your full attention and allow for some time. Be patient as your seniors may take a little longer to organise their thoughts and express themselves. Focus on a particular topic without jumping from topic to topic as this can be confusing for them. Use basic questions, maybe even stick with less open-ended ones that will require too much sequencing for the senior, especially if they have Alzheimer's or dementia. Remember that it may be difficult for them to hear you, so choose your setting wisely. Don't try to talk in a very loud and busy environment. Choosing a topic of interest to discuss really isn't much different than when you're chatting with someone in your own age group. Seniors may not have the same perspective as you, but it may be very enlightening to hear what they have to say. We can learn so much from others, especially those that have some living under their belt. English For Social Welfare UNIT 2: PRACTICE 1 AUDIO SCRIPT 33
English For Social Welfare AUDIO SCRIPT UNIT 2: PRACTICE 2 According to the Trending Us online publication, there are some very good topics of interest that you can take up with a senior and have a really meaningful conversation. Ask them about their past. They love to reminisce and share about their life and their childhood memories. Sometimes they'll share about challenges that they have faced and how they overcame them. Ask them about their opinions on the present. Seniors love to compare things from their past to now. This could include foods that were traditional for their families or ways that they and their siblings or loved ones kept themselves occupied. Bring up their likes. Find out from them if they have any favourite types of music, movie, or show. Also, find out if there are any fun activities they like or liked to participate in. You can also mention some activities that you might feel are of interest to them and ask if they'd like to learn more about them. Ask them about their accomplishments. Discussing their achievements makes them feel happy about their accomplishments. Ask them about what they're proud of. Discuss the colleges they went to. Some elderly people are very proud of their academic achievements, and this can be a great topic for them. They will tell you about how college life was during their time and how these helped to shape them. If they never went to college, you can ask what they did instead. Discuss their families. Elderly people feel so happy to discuss their families. Try to discuss what they remember about their family members as they were growing up. Ask them about their spouses. They'll open up and tell you where they met, how they met, and how old they were when they met, how they got engaged and got married. Talk about what they do to get rid of stress. Most elderly persons get stressed out about things and they'd be willing to discuss this. Some may also be feeling lonely, especially when their children are grown-ups and no longer live with them. It's interesting to let them discuss with you how they cope in such situations. You need to be creative and talk to them about something that makes them feel happy. Enjoy the opportunity and go with the flow. You'll both be so glad you did. 34
English For Social Welfare AUDIO SCRIPT UNIT 2: PRACTICE 3 Talking to a senior citizen or to someone with a disability should never be scary or a chore. Let's look at 10 tips to make any conversation run smoothly. When talking to someone who may be different from you, remember that, as with any interaction, a first impression is a lasting impression. Start out pleasantly and a positive experience will follow. During your conversation, be conscious of the body language cues you are sending. Clenched fists, crossed arms, and a body that is turned away from the conversation are all indicators that you are uncomfortable. It's also important to be aware of the other person's bodily cues. These same signals might indicate that the person you're speaking with is uncomfortable or anxious. If you notice agitation, back off a bit or change your approach. When speaking, always remember that the way in which you talk matters too. Try to keep your voice volume at a pleasant level. Don't speak too softly, but don't yell, as this offensive behaviour doesn't help anyone to understand you better. Similarly, try to articulate plainly and consider the person you are speaking with. You may need to use easier words or simple comparisons to help someone understand. Watch for the other person's reactions. You'll be able to tell if you're making sense. As you're speaking, remember to use words of respect. Titles like Mr., Mrs., Sir, and Madam all can out -respect. Other key phrases to use include please, thank you, is it okay if, and would you mind? One of the most important things to remember when communicating with an elderly or disabled individual is not to speak to them as you would speak to a child. This is a standard reaction that is often interpreted as patronising and is offensive to the person being addressed. Finally, be honest with the individual in question. If you're not sure how to communicate with them due to a hearing impairment or a mental disability, say so. Often the person will be happy to guide you. No matter what the age or capability of the person before you, remember to respect and treat them as politely as you can. 35
English For Social Welfare SPEAKING SKILL UNIT 1 : CHILD WELFARE PRACTICE 1 PRACTICE 2 ANSWER SCHEME Suggested Conversation Scenario: Social worker (SW): Hello, my name is Sarah, and I work as a social worker. What can I do for you today? Child (C): Hello, Sarah. I'm Jake. I've been experiencing some troubles at home and don't know what to do. SW: I'm here to listen, Jake. Can you tell me a little bit more about what's been going on? C: Well, my parents argue a lot, and it scares me. They sometimes cause harm to each other. SW: I'm sad to hear that, Jake. It's not easy to be around such events. Are you ever concerned about your own safety? C: I'm worried they're going to hurt me as well. SW: Jake, I want you to know you're not alone. We're here to assist you. We have people who can ensure your safety. Have you ever talked about this with anyone? C: No, not at all. I had no idea who to talk to or what to do. SW: That makes sense, Jake. It takes bravery to ask for help. We're here to help you. If necessary, we may find you a safe place to stay. Do you want that? C: That would be fantastic. But I'm worried for my younger sister. Can you help her? SW: Of course, Jake. We'll make sure that your sister is also safe. It's important to look after both of you. We will do everything we can to assist your family during this difficult time. C: Thank you so much, Sarah. I'm relieved to know that someone cares and wants to help. SW: Thank you very much, Jake. It is my responsibility to support children like you. Remember, if you have any problems or questions, you can always contact us. You are not alone in this situation. 36
English For Social Welfare READING SKILL UNIT 1 : CHILD WELFARE Question 1 : (B) - State Question 2 : (C) - Providing jobs to citizen Question 3 : (A) - Instructing the parents and students about hygienic living conditions Question 4 : (D) - Health education Question 5 : (B) - Hygienic living conditions Question 6 : (D) - Prevention of disease Question 1 : The purpose of child welfare is to protect and promote the well-being of children who may be at risk of abuse, neglect, or other forms of harm. Question 2 : Tasks involved in addressing child maltreatment within the child welfare system include investigating reports of abuse or neglect, providing necessary services to families, and removing children from unsafe environments if necessary. Question 3 : Child welfare professionals may have roles such as social workers, child protective service workers, and counselors. Question 4 : Child welfare professionals work to facilitate family reunification by providing necessary services and support to families, addressing underlying issues, and ensuring a safe and nurturing environment for children within their own families. Question 5 : Prevention is important in the field of child welfare because it aims to educate families and communities about child safety, parenting skills, and available resources, by providing early intervention and support services, child welfare. PRACTICE 1 PRACTICE 2 ANSWER SCHEME 37
English For Social Welfare LISTENING SKILL UNIT 1 : CHILD WELFARE PRACTICE 1 PRACTICE 2 ANSWER SCHEME Need to assess the harm that there may or may not have been to the child Meet with the family and the child Get the opinion of the child and their version of what’s going on concerns childcare discussion professionals (A) 1. 2. 3. (B) 1. 2. 3. 4. Help plan and case manage children in the care of the department. Making sure children are in good condition. Checking on children’s placement. Talking with children’s carers about what support they might need. Working with lots of different families Need to achieve positive outcomes for the children in care Working with families who haven’t had any contact with the department Need to liaise with the Migrant Resource Centre and a lot of other agencies Dealing with people’s lives and making decisions Trying to make sure that the children, extended families and support networks are in good condition in the process. (A) 1. 2. 3. 4. (B) Mr Adrian: Ms Collen: Ms. Ronaua: 38
English For Social Welfare WRITING SKILL UNIT 1 : CHILD WELFARE SUGGESTED ANSWER : The poster mentions five child welfare initiatives. The first initiative includes 54 TLC with wash facilities for 8214 children. Furthermore, according to the poster, there are 4777 student kits available. Following that, two damaged schools repaired and rehabilitated for 1508 children, and there are 35 CFS including wash facilities for 3535 children to practice hygiene appropriately. Finally, there are 4927 psychosocial support for 4927 children. SUGGESTED ANSWER : Dear Alan, Thank you for reaching out to me as soon as possible. Regarding the problem you witnessed, the best thing you can do is make the child feel safe. I strongly advise you to contact any non-abusing extended family of the child you know and send the child to them in accordance with the Kinship Care Act. If you do not know the child's family members, you may need to take the child to the nearest child protection councilor and police. Please contact me if you have any questions regarding this matter. Your friend, _________________ (Your name) PART A (20 MINUTES) PART B (40 MINUTES) ANSWER SCHEME 39
English For Social Welfare UNIT 2 : ELDERLY WELFARE SUGGESTED ANSWER : You may use this guideline text for your discussion. SUGGESTED ANSWER : PART A (20 MINUTES) PART B (40 MINUTES) ANSWER SCHEME SPEAKING SKILL 40 HOW TO ASK FOR & GIVE ADVICE You are an excellent stress manager. You are aware of your stress triggers and are prepared to deal with them when they arise. You are dealing with stress effectively. There is still room for growth. Try rehearsing stressful situations and imagining yourself handling them confidently. Avoiding stressful situations is only effective to a point. Take on doable projects at home or at work that will boost your confidence and sense of accomplishment while also developing your problem-solving and goal-setting abilities. You have a tendency to bottle things up until they explode. Try talking about your concerns before they become overwhelming. Make more time for relaxation in your life and devise some strategies for venting constructively. 1-30 31-50 51-100
ANSWER SCHEME READING SKILL UNIT 2 : ELDERLY WELFARE (b)(i) Neighbours will not be strangers and can be of help in an emergency. (b)(ii) Familiar surroundings mean familiarity with the local transportation systems and available resources in an emergency. Characteristic : Care homes exist for the sole purpose of giving the elderly a comfortable existence in their twilight years. Reason : This fact is borne out in the fact that care homes give serious consideration not just to the physical comforts of the elderly, they also systematically address the medical, dietary and social needs of them. Question 1 : They need to look after their own grocery, food and medicinal needs. Question 2 (a) Those with a pension may find it easy to meet their monthly costs without much difficulty. (b) Those without a pension may have to rely on government assistance or otherwise they have to look towards charitable organisations for their basic needs. Question 3 (a) The elderly who live in their own homes may have the comfort of familiarity of their surroundings and also familiar neighbours. Question 4 (a) The greatest need of the elderly is the availability of good health care and health services. (b) As person ages, his digestive system becomes weaker as a direct consequence of aging. Question 5 PRACTICE 1 Question 1 : True Question 2 : False Question 3 : True Question 4 : False Question 5 : False PRACTICE 2 Question 6 : True Question 7 : False Question 8 : False Question 9 : False Question 10 : False English For Social Welfare 41
ANSWER SCHEME UNIT 2 : ELDERLY WELFARE PRACTICE 1 PRACTICE 2 English For Social Welfare LISTENING SKILL Give senior your full attention Focus on a particular topic 1. 2. Challenges that they have faced Foods that were traditional for To learn more about them. Feel happy about their accomplishments. Proud of their academic achievements 1. 2. 3. 4. 5. PRACTICE 3 Start out pleasantly and a positive extend your shoulders parallel to the ground keep your chin up keep your hands loosely open Don’t cross arms Don’t turn your body away from the conversation SUGGESTED ANSWER: 1) A first impression is a lasting impression 2) Standing straight 3) Don’t Clench fists 6. Ask what they did instead. 7.Remember about their family members 8.Got engaged and got married. 9.When their children are grown-ups 10.Creative and talk to them 42 3. Use Basic Questions 4. Choose Your Setting Wisely 5. Choose a topic of interest This key communication tool is one of the few that's the same in any language. Try to keep your voice volume at a pleasant level. Don't speak too softly Don't yell as this offensive behaviour doesn't help anyone to understand you better. 4) If you notice agitation, back off a bit or change your approach 5) Remember to smile 6) The way in which you talk matters too
ANSWER SCHEME UNIT 2 : ELDERLY WELFARE PRACTICE 3 (CONT.) PRACTICE 2 English For Social Welfare LISTENING SKILL 43 Use easier words or simple comparisons to help someone understand. Watch for the other person's reactions. Titles like Mr., Mrs., Sir, and Madam all can out-respect. Other key phrases to use include please, thank you, is it okay if, and would you mind? 7) Consider the person you are speaking with 8) Remember to use words of respect. Not sure how to communicate - hearing impairment or a mental disability, say so. Often the person will be happy to guide you. Regardless of the age or capability of a person - respect and treat them politely. 9)This is a standard reaction- patronising and offensive to the person being addressed. 10) Be honest with the individual in question.