NAME OF SUDENT : TAFADZWA KELLY MASHAKANI

REG NUMBER :R2111163R

NAME OF COURSE AND YEAR : BSC HONOURS
DEGREE IN SOCIAL WORK SWK 330
NAME OF AGENCY : ZIMCARE RATIDZO SPECIAL
SCHOOL
NAME OF AGENCY SUPERVISOR : DIANA BEPE (SOCIAL
WORKER) MR G MTISI (PYCHOLOGIST)
NAME OF SCHOOL SUPERVISOR : MR A.A MATANGA
DATES OF FIELDWORK PLACEMENT: 25 SEPTEMBER 2023 TO
25 JUNE 2024

1
TABLE OF CONTENTS
[Link] page..............................................................1
[Link]................................................3
[Link]..................................................................4
Acronyms…………………………………………………………………..
[Link]...............................................................5
History of the Agency......................................7
An organogram of the agency..........................8
The area /department section the student is place within the
organisation……………… The purpose and function of the agency
................................................................................................................................9
Client group(s) served by the agency...................9
[Link] technical section.................................................10
Help of the placement.........................................................11
Supervision.......................................................................................14
Achievements................................................................................16
Challenges......................................................................................18
Case study......................................................................................20
Recommendations.................................................................24
Work Plan....................................................................................24
Conclusion...................................................................................26.
Appendices...............................................................................28
Declaration...........................................................................54

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2. Acknowledgements
I am deeply grateful to the administration and the staff of Zimcare
Trust Ratidzo Special School for entrusting me with the role of
Safeguarding Officer (Social Worker) student. Their unwavering
trust and confidence throughout my internship have been truly
humbling. Witnessing their dedication to the special needs
students was truly inspiring, and it was an honour to collaborate
with such a committed team. I am also profoundly thankful to God
for guiding and supporting me throughout this enriching
experience.

I would like to extend my heartfelt gratitude to Miss Diana Bepe

for her exceptional guidance, mentorship, and unwavering
support during my tenure as a Safeguarding Officer attaché. Her
continuous inspiration, vast knowledge and expertise in the field
of safeguarding have been invaluable. Her patience, constructive
feedback, and willingness to share her experiences have
significantly contributed to my professional growth and
understanding of best practices.

To the staff of Zimcare Trust Ratidzo Special School, I extend my

deepest appreciation for their warm welcome and unwavering
support throughout my attachment. Their collaborative spirit,
camaraderie and willingness to work together were instrumental
in the success of my internship. I am grateful for the opportunity
to learn from their diverse perspectives and experiences, and for
fostering a positive and collaborative work environment.

Additionally, I wish to express my gratitude to the parents and

guardians of the students at Zimcare Ratidzo Special School.
Their trust in my role as a Safeguarding Officer attaché and their
cooperation in ensuring the safety and well-being of their
children have been essential to the success of my internship.

Lastly, I extend my sincere thanks to my friends and family for

3
their unwavering support, encouragement, and understanding
throughout my attachment. Their belief in my abilities and
constant motivation have been the driving force behind my
achievements during this experience.

4
In conclusion, my attachment as a Safeguarding Officer at
Zimcare Trust Ratidzo Special School has been a profoundly
enriching and transformative experience, and I am sincerely
thankful to everyone who has been a part of making it a success.

3. Abstract
The fieldwork took place at Ratidzo Special School in Masvingo, a
non-profit organization dedicated to providing a nurturing and
inclusive learning environment for children with intellectual
challenges in Zimbabwe, with the aim of enabling them to realize
their full potential. This encompassed social protection programs
centred on education, rehabilitation, vocational skills training
such as home economics, woodwork, and agricultural activities,
as well as recreational pursuits including football, athletics, and
golf. The fieldwork placement occurred from September 25th
2023 to June 25th, 2024, as a partial fulfilment of the Degree in
Social Work at Midlands State University, under the supervision
of Ms. Bepe at the Agency and Mr Matanga from the University.

This report delves into the organizational structure, purpose, and

functions of the Agency, while also exploring its commitment to
protecting and rehabilitating intellectually challenged children. It
provides insight into the historical background and the nature of
the clients served, along with the specific department and area
where the student was placed, and the student’s objectives. The
application of social work values, ethics, principles, roles,
functions, as well as methods such as case work which is most
applicable and group work to a lesser extent are demonstrated
throughout this report. Additionally, it showcases how the
student attained her set goals and the challenges she
encountered, culminating in the formulation of potential
recommendations.

5
ACRONYMS

SGDZT Space for Marginalised Groups Diversity

in Zimbabwe
DSW Department of Social Welfare

ICOD Institute of Community Development.

IEP Individualized Educational Program.

L.D Learning disabilities

NASWZ National Association of Social Work of

Zimbabwe
OVCs Orphans and Vulnerable Children

PSSP Psycho Social Support Programme

IDP Individual Development Plan

DSD Department of Social Development

C.P Cerebral Palsy

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[Link]

Zimcare Trust is a non-profit making organisation registered

under the Private Voluntary Organisation Act ( Chapter 17.05)
with the mandate of caring and creating an enabling learning
environment for children and adults with intellectual challenges
in Zimbabwe. The organisation fulfils the above roles through
social protection programmes, which include among other things,
education, rehabilitation and social transfers in fourteen centres
of which twelve centres have children and two centres are sorely
adult centres. This policy being specific to Adults with Intellectual
Disabilities, they will be referred to as adults at risk adults with
intellectual disabilities or simply adults. People with intellectual
disabilities are generally at risk of all types of abuse hence the
need for prevention intervention aiming to teach them new skills.
Risk factors include poor social skills, physical dependence for
example need for help with personal hygiene and intimate body
care, a lack of education about appropriate sexual behaviour as
well as lack of knowledge about how to defend against abuse.

The work related learning period offered very essential skills for
the professional and personal development of the student. During
the attachment at Zimcare Trust Ratidzo Special School, as a
Safeguarding Officer the student’s role is advocating for and
developing plans to improve children or adults wellbeing
including assisting in the creation of individualized interventions
plans for learners and responding to children or adults in crisis
situations. Moreover, working closely with the school's
administration, teachers and nurse aides both at school and
7
hostel to create a safe and supportive environment for the
students and reporting to the proper authorities in cases of
physical mental or emotional abuse of learners.

8
The period also allowed the student to translate social work
theories into practice. This is when the theories, principles, ethics
and values of social work are applied in the real world
environments within an organization. The usefulness of these
theories is part of the professional reality that enables the
student to grasp and comprehend the demands of running an
organisation functionally and universally. It is during work related
learning when a student comes up with the problems related to
the line of work which one would investigate as a research project
topic. This write up will dwell on the applicability of various
theories, principles, ethics and values in Social Work and special
needs education at Zimcare Trust Ratidzo Special School
institution in Masvingo.

Description of the
Agency History Of The
Organisation

Zimcare Trust Ratidzo Special School, located in Masvingo,

Zimbabwe, has a rich history dating back to the early 1980s. Its
origins trace back to the amalgamation of the Homelands Trust,
SASCAM, MAMSAC, and Sibantubanye, driven by the
determination of parents and sponsors to uplift the
underprivileged, particularly those facing intellectual challenges.
The Trust, a Private Voluntary Organization with a non-profit
agenda, oversees fourteen centres across the country dedicated
to individuals with intellectual challenges. In addition to Ratidzo
in Masvingo, other centers include Homefields, St Catherine’s,
Zambuko, Ruvimbo, Tinokwirira, and Batsirai in Harare, Sharon
Cohen in Chitungwiza, and Rubatsiriro in Kadoma.

Zimcare Trust Ratidzo caters to children with intellectual

challenges, providing specialized education and care for age
groups ranging from six to seventeen years, as well as young
adults aged eighteen and above. The school currently serves over
one hundred and twenty students, offering a comprehensive
range of services, including special education, therapy, and
9
vocational training in areas such as gardening, weaving,
woodwork, welding, metalwork, candle making, pottery, sewing,
poultry, and knitting. Moreover, the school collaborates with
families and various organizations to advocate for the inclusion
and acceptance of people with disabilities.

The curriculum at Zimcare Trust Ratidzo encompasses a variety of

subjects, including English, mathematics, science, social
studies, and life skills. Beyond

1
0
academics, the school places a strong emphasis on developing
students' self-help and self-care skills, with a focus on vocational
training geared towards preparing students for future
employment and independent living.

The dedicated staff at Zimcare Trust Ratidzo Special School

comprises a team of professionals passionate about working with
children with disabilities. This includes special education
teachers, therapists, vocational instructors, caregivers, a
dedicated driver for transporting day scholars to and from school,
and social workers. The school's classes are structured differently
from mainstream education, with learners progressing from Early
Childhood Development (ECD) to Reception class and
subsequently to Level 1 or 2. The teaching staff possess
qualifications in both general education and Special Needs
Education, ensuring a comprehensive approach to student
development.

This detailed history provides a comprehensive understanding of

the origins, mission, and services offered by Zimcare Trust
Ratidzo Special School, highlighting its commitment to providing
a nurturing and inclusive environment for individuals with
intellectual challenges

An Organogram of the Agency

HEAD OF THE SCHOOL

DEPUY HEAD
 8

TEACHER IN CHARGE
The area/department/section the student is
placed/attached to within the organisation
The social worker student is attached within the Safe Guarding
Department at Zimcare Ratidzo Special School. To safeguard
means to provide protection, defence and ensure safety. The
Safeguarding Office within Zimcare Trust Ratidzo Special School
holds a pivotal position with the requisite status and authority to
effectively fulfil its duties. The designated safeguarding officer
assumes a substantial level of responsibility, supported by
adequate funding, comprehensive training, essential resources,
and the necessary support to carry out the role effectively.
Safeguarding Officers are responsible for providing counselling
and support services to learners. They also work with children
parents, teachers, school administrators and the wider
community to support the mental and emotional health needs of
learners and their families.
The designated officer is tasked with conducting specialized
group services, including facilitating therapeutic support groups
and organizing parenting sessions aimed at providing crucial
guidance and support to parents and guardians. Furthermore, the
officer undertakes periodic home visits to engage with learners
9
and their families, fostering a deeper understanding of the
unique challenges and circumstances they may face.
Additionally, the officer is responsible for engaging

10
with children who exhibit concerning behaviours, employing
empathetic and supportive approaches to comprehend their
underlying issues and provide necessary support.

The purpose and function of the agency

 To be the leading Private Voluntary Organization in the

creation of an enabling environment in which learning and
care programmes are tailor-made to suit the special needs
of persons who are intellectually challenged so that they can
acquire and use life skills.
 To care for students with intellectual disabilities and
endeavour to educate them in spot, cultural, moral and
survival skills with a bias towards practical subjects so that
they can live independently and in harmony with the family,
community and nation at large.

 To facilitate an environment in which all learning and care

programmes are anchored on individual needs so that
each person is assisted to excel within his or her abilities.
 To explore reintegration options available for leaners
with intellectual disability.
 To identify various rehabilitation skills offered to children with
disabilities.
 To be able to identify problems in the school setting
such as bullying or aggressive behaviour

VISION
To be the leading Private Voluntary Organisation in the creation
of an enabling environment in which learning and care
programmes are tailor made to suit the special needs of persons
who are intellectually challenged so that they can acquire and
use life skills.

MISSION
To facilitate an environment in which all learning and care
programmes are anchored on individual needs so that each
11
person is assisted to excel within his or her disabilities.

12
Client group(s) served by the agency
Zimcare Ratidzo Special School caters to a diverse range of
learners with various disability conditions, including Down's
syndrome, epilepsy, autism, cerebral palsy (CP), hydro aphelia,
spinal bifida, brain damage, ADHD as well as micro phallus. Many
of these learners require ongoing medication due to epileptic
seizures, for which the school provides nurse-aides to offer
necessary assistance. Additionally, the school recognizes the
importance of equipping learners with essential life skills such as
eating, dressing and toilet use, indicating a holistic approach to
their care and development with teachers, care givers and the
school administration.

Moreover, the learners at Zimcare Ratidzo Special School require

psycho-social support, for which the school offers guidance and
counselling services through the Safe Guarding Office. This
proactive approach ensures that the Child Protection Policy which
is guided by the Constitution Of Zimbabwe (2013) and the
Children’s Act (Chapter 5.06) is honoured, emphasizing the
school's commitment to not only the academic and physical well-
being of the learners but also their emotional and psychological
welfare.

[Link] technical section

Agency supervisor’s objectives for this placement.

- Administering the Children’s Act in promoting and safeguarding

the welfare of students.

13
-Ability to work in a team

-Practical use of social work theories and methods to vulnerable

children and their families.

14
Student’s objectives for the placement.

-To be able to apply social work theories in carrying out

assessments to understand the learner’s problems.

-report writing skills

-ability to work with other professionals and agencies to

assist vulnerable children.(multi-agency working).

Agreed tasks for the student to undertake during the

placement

-Advocating for and developing plans to improve children’s

wellbeing including assisting in the creation of individualised
intervention plans for learners.

-Responding to children in crisis situations.

-Conducting home visits

-providing guidance to teachers of high risk students

-Writing and submitting weekly and monthly reports

-Complying and updating students records

-Referring learners and families to mental health services or

psychiatric help

-Reporting to the proper authorities in cases of physical, mental

or emotional abuse of learners.

-Conducting specialized group services , including therapeutic

support groups and running parenting groups.

Help of the placement

Professional development as a social worker

The professional development of the student was greatly
enhanced by the professional services provided by the agency.
Through the support of the agency, the student gained

15
knowledge and skills that will be invaluable throughout her
career. She gained experience in various areas including
communication approaches,

16
documentation techniques, ethical codes of conduct and
assessment and intervention strategies. Additionally, the student
participated in sessions with the DSD where she gained insight
into home placement system and the role of social service
providers.

Moreover, the student learned the importance of being culturally

aware and sensitive when working with the learners. She also
learned the value of self-reflection in order to improve her own
practice as a social worker. With the support of the agency, the
student has become a well-rounded social work professional who
is prepared to make a difference in the lives of others.

Understanding clients

Working with the diverse group of learners at the school gave the
student valuable insight into the various needs of individuals with
autism, Down syndrome, microcephaly, intellectually challenged,
cerebral palsy, hyperactivity and epilepsy. The students’ ages
ranged from six to twenty-two years old allowing the student to
gain experience working with children at different developmental
stages. The student gained a deep understanding of the
challenges that the children disabilities face in Zimbabwe where
they are often marginalised and have limited access to
educational resources. Furthermore, the student gained an
appreciation for the importance of creating an inclusive and
supportive environment for all learners.

Relating to work colleagues

During the student’s placement, she had the opportunity to work

with teachers, nurse aides both at school and hostel and fellow
social work students from other universities. This experience
helped the student to develop strong work ethics and respect for
diversity in the workplace. The student was able to build positive
relationships and rapport with colleagues from a variety of
backgrounds which helped to create a positive and productive
work environment. The student also learnt to value and respect

17
the chain of command.

One of the most important lessons the student learnt during the
placement was the importance of teamwork and collaboration.
The student observed that by working together, the staff at the
school were able to provide better care and support of the
learners. The student also observed that there were challenges to
teamwork such as

18
communication breakdown and conflicts. However, the student
learned how to effectively resolve these issues and gained
valuable experience in conflict resolution and communication.

Understanding social work methods and their application.

The student’s experience at Zimcare Trust Ratidzo Special School

has helped them develop a deeper understanding of the
theoretical and practical aspects of social work such as casework,
group work, research and administration. The student observed
and participated in casework at Ratidzo Special School and this
helped them understand how the supervisor conducted individual
interviews with learners and their families to assess their needs
and develop a plan of care. The student also saw how the
supervisor used active listening and empathy to build rapport and
trust with learners and families. In addition, the student learned
about the importance of confidentiality and maintaining ethical
boundaries in casework.

Also the student facilitated group session with the nurse aides
both at school and hostel to discuss problem areas of children
and solutions to the problems. Whenever the nurse aides identify
a problem on a particular child, they report to the safe guarding
officer for further actions. The student also observed how the
supervisor used group work to build a sense of community and
create a supportive environment for the participants. The student
learned about the importance of group dynamics such as trust,
cohesion and conflict resolution in group work.

The student also had the opportunity to observe and participate

in research at the school. She participated in data collection and
analysis and learnt about the importance of using research to
inform and improve social work practice. The student also learnt
about the ethical considerations in conducting research such as
informed consent, confidentiality and protection of participates
from harm.

19
Skills in recording

When it comes to recording skills, the student has gained

valuable experience at Zimcare Trust Raridzo Special School. One
example of this is by the process of taking daily attendance which
requires the social worker student to record the number of
students present each day. This provides valuable data that can
be used

20
to assess the school’s overall attendance and identify any trends.
Additionally, the student also has learned how to record the
health and well-being of the students which is essential for
ensuring their safety and providing appropriate care. The student
also learnt how to record information obtained through
interviews and assessments. This is crucial for social workers as it
helps to document important that can be used to make the best
course of action for the learners. The student learnt how to
accurately record information while maintaining confidentiality
and using appropriate language. She also learnt how to use
recording tools such as electronic databases and paper files to
ensure that information is well-organised and easily accessible.

Supervision.

The agency supervisor was dedicated to providing a positive

learning environment for the student by serving as a mentor and
guide. The student and the agency supervisor worked together to
ensure that the student’s learning needs were met. The
supervisor provided guidance and support on a variety of topics
such how to create individualised plans for the learners facing
hardships at school or at home, legal and ethical considerations
that are applicable at Zimcare Ratidzo Special School and
providing guidance to teachers of high-risk children. The
supervisor created a space where the student felt comfortable
asking questions, making mistakes and learning from them. This
supportive and encouraging environment allowed the student to
grow and develop as a social worker. It also helped the student to
feel confident in her abilities and motivated to continue learning
and improving her skills which includes active listening, effective
communication, critical thinking and problem solving, time
management and organization and team work and collaboration
skills. This helped the student to develop into a well-rounded
social worker who is equipped to meet the needs of her clients
and work collaboratively with other professionals.

21
Additionally, the supervisor encouraged the student to ask
questions and seek out resources when needed. It also gave her a
deeper understanding of the importance of ethical professional
standards in social work. The supervisor emphasised the need to
uphold the highest ethical principles such as confidentiality,
acceptance and

22
individualism of learners as they have different disabilities and
should not be taken as a group. Overall, the student‘s experience
supervision was transformative and essential in shaping her
future as a social worker.

University supervision.

As part of the student’s field placement, she was assigned a

university supervisor who was responsible for providing feedback
and support. The supervisor visited the student, reviewed weekly
reports and highlighted areas for improvement. This allowed the
student to gain valuable feedback and direction on how to
develop her skills and met the requirements of the placement.
The university supervisor’s role went beyond simply providing
feedback on the student’s work. He also served as a mentor and
guide, helping the student to navigate the challenges of the field
placement. He offered support and encouragement, and helped
the student to identify her strengths and areas for growth. The
school supervisor questions were designed to help the reflect on
her own work and assess her performance for example, the
supervisor would ask the student about her approach to certain
tasks, student interaction with learners and families, and
colleagues. The supervisor also asked the student to reflect on
her personal strengths and areas for improvement so that the
student could identify opportunities for growth. These questions
encouraged the student to engage in self-reflection and critical
thinking which are essential skills for her work as a social worker.

Achievements

The student was able to achieve the goals and objectives of the
placement to a larger extent, with the help of the supervision
provided. During the placement, the student had the opportunity
to engage in various aspects of social practice including group
work, casework, research and administration. The student also
worked with different stakeholders including other agencies and
organisations which helped them to gain a more holistic
understanding of the learners’ needs.
23
The student has successfully advocated for and developed
individualised intervention plans for learners at Zimcare Special
School. Through a collaborative process with teachers, parents
and nurse aides both at school and at the hostels, the student
has identified the needs of each learner and developed plans to
address these needs. The student has also worked with the
school administrators to ensure

24
that the plans are implemented and that the learners receive the
support they need. Additionally, the student has evaluated the
effectiveness of the plans and made adjustments as needed.
Overall, the student has demonstrated a strong commitment to
advocating for and improving the wellbeing of learners at the
school.

The student has responded effectively to children in crisis

situations. Through the use of the crisis intervention model, the
student has been able to de-escalate difficult situations and
provide support to children and their families. The student
assessed the situation to determine the nature of the crisis and
the needs of the child. She stabilized the situation by working to
calm the child and helping the child feel safe. The student applied
the problem-solving stage when she collaborated with the child
and the family to identify and address the root cause of the crisis.
The student developed a plan for how to move forward including
any necessary support services. She also implemented the plan of
action. As part of the crisis intervention model, the student also
monitored the progress of the child and made adjustments to the
plan as needed. This stage, known as evaluation helped to ensure
that the crisis was being effectively resolved. Finally, the student
provided follow-up support and resources within the school’s
limit.

The student effectively provided guidance to teachers if high risk

children. This has involved a number of different strategies. The
student first to identify children who are at risk and then
collaborated with their teachers to develop individualised
development plans (IDPs). She also helped in counselling sessions
with the teachers and resources available at the school to help
them better support the children. Additionally, the student has
observed the teachers in the classroom and provided feedback
and guidance. Through these efforts, the student has helped to
improve the outcomes for children who are at risk.

The student was able to write weekly and monthly reports. This

25
involved tracking and documenting her work with the learners as
well as any changes or progress made. The student used a variety
of methods to document their work including logs, case notes and
care plans and IDPs. The student also adhered to the school’s
confidentiality policies and procedures when submitting these
reports. Through these efforts, the student was able to provide a
comprehensive overview of her work and the progress being
made.

26
The student also managed to comply with and update students’
records. This was an important aspect of her work as it helped to
ensure that the school had the accurate and up-to-date
information about the students. The student used a variety of
methods to comply and update these records, including the
school’s database system and paper records. The student also
worked closely with the school’s administration to ensure that all
records were in compliance with the legal regulations and ethical
considerations. In this way, the student played an important role
in maintaining accurate records for the school.

The student’s greatest strengths were her compassion, empathy

and ability to build relationships. The student was able to earn
their trust and respect. This allowed the student to effectively
help the children and their families to overcome challenges and
make progress. In addition, the student was able to remain calm
and professional in challenging situations which helped them to
effectively handle crisis situations. Finally, the student was able
to remain organised and detailed oriented which was essential for
maintaining accurate records and reports.

Challenges

The student encountered several challenges during her

placement at Zimcare Ratidzo School. One of the main challenge
was the limited resources available to the school. The school has
a small budget and a few staff members which makes it difficult
to provide the necessary services and support for the
intellectually challenged learners and families for example home
visits could not be conducted for the learners would live in other
areas like Victoria Falls which is very far from Masvingo where
the school is located. Despite this challenge, the student was able
to work with the supervisor and administration to find creative
ways to overcome these limitations for example calling the
families when there is need and interviewing them when they
pick or drop the children for school.
27
Another challenge is emotional work demands of the work.
Working with children and families who have intellectual
disabilities can be emotionally challenging. However, the student
was able to cope with this challenge by practising self-care and
seeking support from her colleagues and supervisor. She also
made an effort to maintain a healthy work-life balance which
helped her to stay emotionally healthy

28
and effective in her work. As a result, she was able to provide the
best possible care for the learners and families she worked with.

Also, the paper-based system used by the school has created

some significant challenges. The slow processing of information
was incredibly frustrating especially for students and families
who are in urgent need of assistance. In order to deal with this
challenge, the student and her supervisor created a filing system
that uses numbered folders with a clear and simple numbering
system. Each client would be assigned a number and their file
would be stored in the corresponding folder. This would make it
easier to locate and access files, even if one is not familiar with
the learner’s name or details.

The biggest challenge the student encountered during the field

placement was a lack of cooperation between the school and the
hostel. Sometimes the school would rely heavily on the hostel for
information about the learners but the hostel staff was often
unresponsive or took too much time than necessary to respond.
The two organisations often blamed each other whenever there
were problems with the learners for example when a learner had
a leg injury after falling from jumping from a higher place. This
led to a disconnect between the two organisations and made it
difficult for the student to do her job effectively. To address this
challenge, the student tried to build relationships with the hostel
staff by including them in the formation of IDPs and care plans
and encourage more open communication. However, this was a
slow and difficult process.

The main weakness that the student experienced was the

tendency to become overwhelmed or stressed. The demands of
working with children with special needs can be intense and the
student felt likes she was under pressure to perform perfectly.
Additionally, she felt she was not making enough progress or
making a difference in the children’s lives. The student founded it
difficulty to be more and more creative. In a special needs school,
it is important to be able to think outside the box and come up

29
with creative solutions to problems.

30
Case Study

All names and addresses have been changed for the purpose

of confidentiality. NAME : Gold Uhu

AGE : 15 years

SEX : Female

TYPE OF DISABILITY: Intellectually Challenged

(IC), Epileptic NAME OF PARENTS : Silver and

Diamond Uhu ( Pseudo Names) DATE OF

ADMISSION : 10 December 2008

RESIDENTIAL ADDRESS : MUTOKO

Child’s Background

Problem areas

Child was brought to the school by the mother’s sister Mirriam

who looks after the child. She reported that pregnancy and
delivery were normal. However developmental milestones were

31
delayed

32
  His is sometimes violent, he once bit his teacher on the arm
and hit another learner with a toy he was holding

 Lack of co-operation that he refuses to do certain things and

sometimes does not when told by the teacher.

 Needs too much attention and often disrupt the whole class
if he does not get it.

 Cannot interact well with others.

 Cannot bath or dress on her own.

Relatives, Organisations and other practioners that have

been contacted concerning the learner’s problems.

 Parents

 School administration

 Psychologist

 Nurse

 Social worker

Goals that need to be achieved before the child leaves the school

 Medication to supress her violent behaviour

 Ability to dress and bath on her own

 To improve in daily chores such as sweeping, mapping and

organising things.

 To be able to cooperate

with others Long term goals to

be achieved.

 Able to do house chores such as cleaning ,washing

 Able to interact with others in the community.

Plan or method to achieve the desired goals.

33
 The cares to teach her to bath with little or no assistance.

 To be given tasks on a continuous scale such as sweeping

and mopping to improve her skills.

 Encouraged and sometimes she should be left with other

students to improve her interaction with others.

Theories used

Fook (2022) argued that behavioural modification theory

also known as behaviourism is a psychological theory that
focuses on the changing of behaviours through
reinforcements and conditioning. The idea is that one can
change some’s behaviour by rewarding or punishing them
for certain actions. The student used the behavioural
modification theory to help change the behaviour of Gold.
She acted as an observer, recording and tracking his
behaviour and the effectiveness of the treatment plan. The
student also implemented the reinforcement and
conditioning techniques such as rewarding Gold’s positive
behaviour for example clapping hands for him when he does
what he is told and redirecting negative behaviours for
example giving other learners toys to play with except for
him.

According to Wikinson and D’Angelo (2019), cognitive

development is how a person's thoughts affects his or her
behaviour. The student observed that Gold‘s behaviour was
impacted by his cognitive development. The student‘s
assessment had revealed that while Gold’s cognitive
development was delayed, he had difficulties in abstract
thinking and problem-solving. The student recommended
modifications to learning materials to make them more
accessible and appropriate for the Gold‘s developmental
levels.

34
Skills Applied

 Active listening -It required the student to pay attention,

provide undivided attention and responding in a way that
shows empathy and understanding, through paraphrasing,
reflecting feelings, and clarifying statements.

 Observation- The student actively listened, paid attention to

verbal and non-

35
 verbal cues and was open and receptive to the experience and
perspective of others.

 Interviewing - The student used this to probe information

from the parents of Gold, gathering relevant information and
formulating appropriate interventions.

 Empathy – It involves actively listening and trying to

understand the families’ perspective, experiences and
emotions, without judgement or personal bias.

 Problem-solving – The student effectively addressed the

various challenges and issues faced by Gold and family,
supporting them in overcoming obstacles, improving her
situations and promoting positive change.

Challenges Faced

 Ensuring that the learner's rights and dignity are respected.

It is important to remember that the learner is an individual
with his own unique needs and challenges, and should be
treated with respect and dignity.

 Gaining the learner's trust and cooperation, and to ensure

that the learner feels comfortable and safe throughout the
study

 .Access to the necessary resources and support in order to

conduct a comprehensive and accurate case study for
example WiFi for a wide and broader research on mental
challenges

Possible Solutions

 To be sensitive to the learner's background. It is important

to be aware of any cultural differences and to tailor the case
study accordingly. This can involve using culturally
appropriate language, respecting cultural norms and values,

36
 and ensuring that the case study is conducted in a culturally
sensitive manner.

 To aware of any biases or assumptions that the student may

have and to work to overcome these.

 To be sure to document and record the case study in an

objective and

37
 unbiased manner.

Recommendations.

Zimcare Ratidzo Special

School

The first recommendation is to improve communication between the

school and the hostel. This could be done by establishing a
regular system of communication such as weekly meetings or
emails. The second recommendation is to provide training for
staff members on how to share information effectively. This could
include training on communication skills, information
management and confidentiality. The third recommendation is to
create a system of tracking and sharing information between the
school and the hostel. This could include a shared database or an
online platform.

The Ministry of Primary and Secondary Education

The first recommendation is to provide more support for special

schools like Ratidzo. This could include increased funds, more
staff and paying the nurse aides so that they feel motivated to go
above and beyond what is expected of them. The second
recommendation is to establish a system for monitoring and
evaluating the performance of special schools. This could include
regular visits from officials or the use of surveys and data
collection tools. The third recommendation is to establish
guidelines and standards for special schools to follow. This could
include curriculum guidelines, safety standards and record of
information which is a document which contains guidelines on
how to conduct cases with intellectually challenged learners.

Parents

The first recommendation is to increase parent involvement in the

school. This could include parent teacher-teacher meetings,
volunteering opportunities and communication between parent
and teachers. The second recommendation is to provide

38
resources and support for parents of learners with special needs.
This could include support groups or be given a monthly payment
going towards providing the needs of the child. The third
recommendation is to encourage parents to advocate their
children’s needs. This could include advocating for appropriate
accommodations and services in the school through attending
school board

39
meetings and speaking up about the needs of their child and
other students with special needs.

Midlands State University

The University should assist students in securing placements as it

can be difficult for students to do this on their own. This could
involve working with local organisations to identify potential
placements or by providing a platform for students to connect
with potential hosts. The University should also communicate
with industrial supervisors to ensure that students are given
tasks that are relevant to their area of study and that will help
them meet their learning objectives.

Work Plan

-Continuing to develop relationships with the learners, families and

colleagues at the school.

-Observing, learning and participating in the work of the school,

including practical classes, counselling sessions and administrative
tasks.

-Researching and developing ideas for improving the school’s

programs and services.

-Completing all required paperwork and documentation for the

social work fieldwork placement.

-Reflecting on the experience and processing what was learnt and

how it has impacted the student. This reflection can help the
student grow as a person and as a social work professional.
Additionally, it can provide a valuable insight into the future
career path.

-Creating IDPs and care plans for new students and updating when
needed.

-Attending relevant conferences or workshops to expand the

student’s knowledge and network.
40
-Exploring online resources such as blogs, articles and podcasts on
topics related to children with intellectual challenges.

41
Conclusion

This report has detailed the student’s experiences during her

fieldwork placement, including the work she did to advocate for
the learners. The student worked hard to ensure that all children
had the opportunity to receive the support they needed. She
advocated for additional resources and services, and worked
closely with families and other professionals to develop
individualised plans for each child. This was done through taking
into account the learners’ individual needs, strengths and goals
which need to be achieved before the learners leave the school.
The student was trained by her supervisor on how to respond to
crisis challenging behaviours such as aggression, self-harm or
destructive behaviours.

The student worked with teachers to develop strategies for

working with high-risk children, provided support and feedback
on a regular basis. This helped to ensure that all children
received the best possible education. The student‘s commitment
to upholding the Children‘s Act and protecting the welfare of
children was particularly important in the context of Ratidzo
Special School. She was aware of the unique needs and
vulnerabilities of the students and took extra care to ensure that
all students were safe and supported. In addition, she was
sensitive to the emotional and psychological needs of the
students and worked to create supportive and nurturing
environment for all.

In addition to the legal aspects of safeguarding children’s

welfare, the student also drew upon relevant social work theories
to inform her practise. This included using assessment tools to
understand the learner’s problems and needs such as the bio-
psychosocial approach and person-in-environment theory. The
bio-psychosocial approach is a holistic approach to understanding
42
and treating mental health conditions. This approach takes into
account biological, psychological and social factors and how they
interact to affect a person’s health and well-being. In this
context, the student used the model to understand how the
learner’s condition may be influenced by his or her biology such
as underlying medical conditions, psychological state such as
their mood or thoughts. The bio-psychosocial model

43
also considers social factors that may the student’s condition
such as family situations, their living environment and the social
and economic resources available to them. This allowed the
student to develop a more comprehensive understanding of
student’s situation and develop a more effective intervention
plan.

Another relevant theory the student used was person-in

environment theory which emphasizes the relationship between a
person and his or her environment. The theory was particularly
useful in understanding the student’s experience within the
school environment and the impact of this on their learning and
development for example when the student observed that a
learner is more outgoing and interactive when she is at school
than at home because the guardian barely acknowledges the
child.

In summary, the student had a successful fieldwork placement

demonstrating her ability to work effectively with children and
families. She showed a strong understanding of the needs of
children with special needs and her work made a positive impact
on the school community. She also developed skills in advocacy,
report writing and record-keeping. She was also able to identify
her own strengths and weaknesses. The experience has been
valuable and the student was grateful for the support and
guidance she received.

44
Appendices

A Zimcare Ratidzo
Special School teacher assisting a learner
during a practical sewing lesson.

45
A SUMMARY OF THE WEEKLY

REPORTS SUMMARY OF

WEEKLY REPORTS

WEEK ONE 25-29 September

2023 Activities

The student was introduced to the members of the institution

Ratidzo Special School which is located in Mucheke Area ,
Masvingo, as well as to all the departments at the institution by
the agency supervisor Ms D Bepe. The supervisor gave the
student the background of the institutions that is Ratidzo Special
School came into existence in 1980 and it falls under the
ZIMCARE Trust ,the school draws learners from Target Kopje,
Chiredzi, Chivi, Nemamwa, KMP Phase 1 and 2 , Bhuka and the
school also has a commuter bus which carries learners to and
from school. She went through the administration and reception,
classrooms as well as the project area which is the garden.

The student was also informed of the key objectives of the

organization (Ratidzo Special School) as well as the possible
expectations to the organization. All other related staff members

46
in the organization were introduced to the student for protocol
observation as well proper channels when passing information
from either structure within the organization as stated by
(Adams,2010). The student was also

47
oriented of some critical principles accepted at the Agency
especially confidentiality, non-judgmental, individualization and
acceptance as postulated by Biestek (1957). The student was
notified about the importance of the Child Protection Act. The
supervisor told the student that she would have to understand
the Child Protection Act as it would help her in understanding the
situation of the children enrolled at the institution.

Furthermore the student was asked to design work objectives to

be accomplished during fieldwork and also was given task to be
done during the week. Ratidzo Special School is running a number
of income generating projects in trying drill life skills among the
children as well as for daily livelihoods. There is poultry for eggs
and for meat, greenhouse for vegetables as well as fishing
farming. These are being practiced by Ratidzo leaded by the three
former clients and students at the institution Tinos, Farai and
Tendai (pseudo names). These three former clients and children
are now working at the Agency which is a strength-based
perspective according to Dickie (2013).

Lessons learnt

 The student learnt the importance of orientation as it helps her

sail across her way around her workplace and to know where
and from whom she can get help from if there is the need and
to define her roles effectively.

 The student learnt how to record weekly reports.

 She also got to learn about the staff and their hierarchy

 The importance of the principle of confidentiality where no one

has to know the personal details of the learners so as to
minimize stigmatization and discrimination among them
(Biestek 1957).

Skills Applied

48
 Active listening - It required the student to pay attention,
provide undivided attention and responding in a way that
shows empathy and understanding, through paraphrasing,
reflecting feelings, and clarifying statements.

49
 ● Communication - The student had use clear and concise
verbal and written communication, active listening,
empathy, and non-verbal cues, such as body language and
facial expressions.
● Critical thinking - The student had to analyse, evaluate and
make informed decisions about the complex and often
challenging situations she encountered. She also involved
a reflective and objective approach to
gathering, analysing and interpreting information, while also
considering
different perspectives and potential biases.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK TWO 02- 06 October 2023

Activities

Work plan

● Going on weekly rounds and note down those with issues

● Report children 's issues to the sister at the hostel

● Follow up on the issues reported

50
In the second week of the placement, the student gained a deeper
understanding of the legal framework surrounding child
protection in Zimbabwe. While the Constitution of Zimbabwe
(2013) defines a child as anyone below the age of eighteen, The
student discovered that this definition does not fully apply to
children

51
with disabilities. According to The National Health Policy (2016)
Section 68, a child's classification is based on their mental and
health state rather than their age. This insight highlights the
need for nuanced approaches to child protection, especially for
children with disabilities. During the weekly round as instructed
by the supervisor, the student had the opportunity to engage with
and socialize with each child enrolled at Ratidzo Special School.
This interaction provided valuable insights into the diverse needs
and conditions of the students. The student proactively inquired
with each class teacher about any issues affecting the learners
and diligently recorded the information of those with problems.
The teachers took the time to introduce the class to their children
and explained the conditions of each child, shedding light on the
individualized support required by the students.

The student also gained an understanding of the diverse class

structure at the institution, which includes groups A and B,
academic, reception and practical classes. It was noted that a
child's age does not determine their class placement rather, it is
based on their ability to comprehend the information taught by
their teachers. This observation underscores the importance of
tailored education and support for each student, irrespective of
their age. During the round, the student encountered a
distressing situation involving a child named Stanley (pseudo
name) who was troubled by flies and had sores on the head and
mouth. The student took immediate action by informing the
hostel about the issue, leading to Stanley being taken to the
clinic. Despite the initial intervention, no improvement was
noticed after two days. The student continued to advocate for
Stanley's well-being, and the parent was informed about the
situation. Subsequently, the mother came to the school to take
Stanley home for a medical check-up. Upon his return, significant
improvement in Stanley's appearance was observed, highlighting
the impact of the student's proactive advocacy and follow-up.

52
This week's experiences have provided valuable insights into the
complexities of child protection, the diverse needs of students
with disabilities, and the importance of proactive advocacy and
support for individual students. The student's dedication to
understanding and addressing the unique challenges faced by
each child at Ratidzo Special School is commendable and reflects
a commitment to the principles

53
of social

work.

Lessons

Learnt

 The student gained a nuanced understanding of the legal

framework surrounding child protection, particularly in
relation to children with disabilities. The realization that the
Child Protection Act of Disability defines a child based on
their mental and health state rather than their age
underscores the need for tailored approaches to child
protection, especially for children with diverse needs.

 The experience of interacting with each child enrolled at the

school provided valuable insights into the diverse needs and
conditions of the students. This underscores the importance
of individualized support and the identification of special
education services that can help students achieve their
goals.

 The case of Stanley exemplifies the significance of proactive

advocacy and intervention. The student's actions in
identifying and addressing Stanley's health issues, including
informing the hostel and following up on his situation,
resulted in significant improvement in his well-being. This
highlights the impact of proactive advocacy and the role of
social workers in ensuring the welfare of vulnerable
individuals.

 The student's observation regarding the diverse class

structures at the institution, where a child's placement is
based on their ability to comprehend information rather
than their age, emphasizes the importance of tailored
education and support for each student. This aligns with the
concept of identifying and providing the necessary
resources to support students' full access to and

54
 participation in learning.

 The impact of social, emotional and behavioural challenges

on students' learning and the need for comprehensive
support systems

Skills, social work theory and principle applied

● Communication - the student had to use clear and concise

verbal and written communication skills such as active
listening, empathy and non-verbal cues to understand and
to interact with the children.

55
 ● Recording - The student recorded all the information of the
students who were sick this week through a written report.

● Observation- The student actively listened, paid attention to

verbal and non- verbal cues and was open and receptive to
the experience and perspective of others.

The social work theory that is particularly applicable based on the

above weekly report is the Strengths-Based Perspective.
According to Prince(2018), this theory emphasizes identifying and
building on the strengths and capabilities of individuals, families
and communities, rather than focusing solely on their deficits or
challenges. The application of this theory is evident in several
aspects of the student's experiences at Ratidzo Special School.
Firstly, the student's engagement with each child enrolled at the
school reflects a strengths-based approach by seeking to
understand and appreciate the unique abilities and qualities of
the students. This aligns with the core principle of the strengths-
based perspective, which emphasizes the importance of
recognizing and leveraging the inherent strengths and resources
of individuals.
Additionally, the proactive advocacy and intervention demonstrated
by the student in addressing the health issues of Stanley
exemplify the strengths-based approach. By taking action to
address the specific needs of the student and advocating for his
well
-being, the student exemplified the strengths-based perspective's
focus on empowerment, resilience and individualized support.
Furthermore, the student's understanding of the diverse class
structures and the recognition that a child's placement is based
on their ability to comprehend information rather than their age
aligns with the strengths-based perspective's emphasis on
individualized support and tailored interventions. This approach
acknowledges the unique strengths and learning capabilities of
each student, promoting a more inclusive and empowering

56
 educational environment.

Challenges Faced

● Engaging with children who have diverse and often complex

needs, including health and behavioural challenges, placed
emotional and mental strain on the

57
 student. This can be particularly demanding in a setting where
the well-being of vulnerable children is at stake.

● The student's proactive intervention in the case of Stanley

highlights the challenges of advocating for the well-being of
individual students within the school's broader resource
constraints. Balancing the immediate needs of
students with the available resources and support services
presented a
significant challenge.

● Understanding the legal and ethical considerations related to

child protection, especially in the context of children with
disabilities, posed challenges for the student. Navigating the
complexities of legal frameworks and ethical principles
while ensuring the well-being of the students requires a nuanced
understanding
of social work practice and the relevant regulations.

● Grasping the diverse class structures and the individualized

approach to education at the institution may have presented
challenges in understanding and implementing tailored
support for each student. Ensuring inclusivity and
equitable access to education for children with diverse learning
needs requires
careful navigation of educational systems and practices.

● Collaborating with teachers, caregivers and other professionals

to address the multifaceted needs of the students posed
challenges related to communication, coordination and
interdisciplinary teamwork. Effective collaboration is essential
for providing comprehensive support to the students.

Possible Solutions

 Implementing self-care strategies, such as regular

debriefing sessions with a supervisor or a mental health
professional, to address the emotional and mental strain
associated with engaging with children with diverse and
58
 complex needs.

 Collaborating with school administrators and external

stakeholders to advocate for increased resources and
support services for students with diverse needs. This
involves engaging with local community organizations,
government agencies and potential donors to secure
additional resources.

59
 Seeking guidance from experienced social work
practitioners or legal experts to navigate the legal and
ethical considerations related to child protection and
disability rights. Continuous professional development and
training in legal and ethical frameworks can enhance the
student's understanding and application of relevant
regulations.

● Working closely with teachers and educational specialists

to develop individualized education plans (IEPs) for
students, ensuring that educational programs are
tailored to meet the diverse learning needs of
each child. This may involve advocating for inclusive teaching
practices
and the implementation of specialized educational resources.

● Fostering a strong interdisciplinary collaboration by

establishing regular communication channels and
collaborative meetings with teachers, caregivers,
healthcare professionals and other relevant stakeholders.
This
can facilitate the coordination of comprehensive support
services for
students and ensure a holistic approach to addressing their
needs.

60
SUPERVISOR’S

SIGNATURE………………………………………….

STUDENT’S

SIGNATURE…………………………………………………

WEEK THREE 09-13 October 2023

Work Plan

● Analysing the case histories of each student at the school

● Formulating IDPs (Individual Development Plan) and Care Plans

templates.

● Interviewing teachers and nurse aids both at school and

hostel on information to construct the IDPs and Care Plans.
● Interviewing parents on information to construct the IDPs and
Care Plans.

Activities

The student was instructed by Ms. Bepe to analyse the case

histories of each student at Ratidzo Special School. This valuable
information served as the foundation for formulating Individual
Development Plans (IDPs) and Care Plans for each child. The IDPs
were designed to capture the students' problem areas related to
independency, mastery, belonging, and generosity, along with
suggested solutions or methods to address these challenges.
Specifically:

Belonging: Understanding the child's capacity for care, love,

friendliness and their relationships with friends and family.

Mastery: Identifying the child's skills, talents and interests.

Independency: Assessing the child's ability to perform tasks with

minimum or no assistance, such as eating or toilet training.

Generosity: Recognizing the child's inclinations towards sharing,

empathy and their willingness to help teach peers new things.

The IDPs also serve as tools for monitoring and evaluating the
61
progress of the students, reflecting a comprehensive approach to
their development and well-being. Furthermore, the student
learned the process of formulating care plans, which are
instrumental in capturing each child's challenges, background
and goals to be achieved before they leave the school.
Understanding the organizations responsible for the effectiveness
of the care plans was emphasized. The student actively chaired

62
case conferences involving nurse aides from both the school and
the hostel, class teachers and the social worker. This
collaborative effort was aimed at gathering all necessary
information for the IDPs and care plans, highlighting the
importance of interdisciplinary teamwork and information
sharing.

The student gained a deeper understanding of the collaborative

relationship between the school and the hostel, recognizing that
while they are distinct organizations, they both serve the same
client—the child. This collaborative approach underscores the
shared responsibility in providing comprehensive care and
support for the students.

Lessons Learnt

 The student gained insights into identifying and

implementing special education services tailored to help
each student achieve their annual goals. This aligns with the
importance of individualized support and education for
students with diverse needs.

 The student learned about the significance of social and

emotional learning (SEL) programs and evidence-based
practices in supporting children's social, emotional and
behavioral development. This underscores the importance of
holistic approaches to education and support.

 The student observed the use of project-based learning and

service learning as methods to provide students with
opportunities to engage with issues they care about. This
highlights the value of tailored and engaging learning
approaches to support student success.

 The student actively participated in case conferences

involving nurse aides, class teachers and the social worker,
emphasizing the importance of interdisciplinary

63
 collaboration in gathering information for the development
of IDPs and Care Plans. This experience underscores the
significance of teamwork and information sharing in
providing comprehensive support for students.

 The student gained insights into the importance of self-care

and burnout prevention in the social work profession.
Understanding the potential impact

64
 of emotional strain and the need for self-care aligns with
promoting well-being in demanding roles.

 As a social worker, it is important to work with other

professionals to understand the needs of the child and to
formulate successful interventions.

● When working with children with special needs, every child

needs to have a care plan and an individual development
plan that clearly outlines the problem areas of the child
and the methods that are going to be used to solve the
problems.

Skills, theory and methods applied

● Interviewing - The student used this to probe information

from the students, gathering relevant information and
formulating appropriate interventions.
● Active listening -It required the student to pay attention,
provide undivided attention and responding in a way that
shows empathy and understanding, through paraphrasing,
reflecting feelings, and clarifying statements.
● Communication - the student had use clear and concise
verbal and written communication, active listening,
empathy, and non-verbal cues, such as body language and
facial expressions.
● Assessment - The student gathered, analysed and
interpreted information about the children at Zimcare
Ratidzo Special School in order to understand their
strengths, needs and challenges.

According to Levenson (2020) group work is a purposeful and

collaborative process involving individuals who meet in a setting
where they can communicate, learn and take action together to
improve their well-being. The student held a group conference
with the teachers, nurse aides both at school and at the hostel
and the supervisor to promote a team based approach to working

65
with the children. The student helped to create a shared
understanding of the children’s needs and challenges and
encouraged the teachers and nurse aides to collaborate and
support one another. This led to a more cohesive team which was
better able to support the children’s needs. The group was also
formed to help the student comply the IDPs and care plans as
instructed by the supervisor. This is because the group members
had vital information which helped in the formation of IDPs and
care plans.

66
Based on the activities described in the weekly reports, the social
work theory that is particularly applicable is the Strengths-Based
Perspective. As written by Prince (2018), this theory emphasizes
identifying and building on the strengths and capabilities of
individuals, families, and communities, rather than focusing
solely on their deficits or challenges. The application of this
theory is evident in several aspects of the student's experiences
at Ratidzo Special School.

Firstly, the student's engagement with each child enrolled at the

school reflects a strengths-based approach by seeking to
understand and appreciate the unique abilities and qualities of
the students. This aligns with the core principle of the strengths-
based perspective, which emphasizes the importance of
recognizing and leveraging the inherent strengths and resources
of individuals.

Additionally, the proactive advocacy and intervention

demonstrated by the student in addressing the health issues of
Stanley exemplify the strengths-based approach. By taking action
to address the specific needs of the student and advocating for
his well
-being, the student exemplified the strengths-based perspective's
focus on empowerment, resilience and individualized support.

Furthermore, the student's understanding of the diverse class

structures and the recognition that a child's placement is based
on their ability to comprehend information rather than their age
aligns with the strengths-based perspective's emphasis on
individualized support and tailored interventions. This approach
acknowledges the unique strengths and learning capabilities of
each student, promoting a more inclusive and empowering
educational environment

Challenges Faced

 The shortage of bond papers for printing out the IDPs and
Care Plans hindered the efficient documentation and

67
 monitoring of the students' progress.

 The social worker encountered challenges in obtaining

essential student information from teachers to fill in the
IDPs and Care Plan templates, potentially impeding the
comprehensive assessment and support planning for the
students.

 Some children's background information was incomplete

due to parental

68
 circumstances, such as the absence of phones, reliance on
others to collect their children, or a lack of parental
engagement, presenting obstacles to understanding and
addressing the students' holistic needs.

 The presence of complex family dynamics, such as a mother

with Down syndrome, added layers of complexity to
understanding and addressing the needs of individual
students, requiring a nuanced and sensitive approach.

 The lack of cooperation between the hostel and the school

posed challenges in ensuring seamless collaboration and
support for the students, potentially impacting the
continuity of care and support for the children.

Possible Solutions

 Exploring alternative printing options, such as utilizing

existing resources more efficiently or seeking support from
the school administration to procure the necessary
materials. Additionally, digital documentation and sharing
platforms could be explored to reduce reliance on physical
printing.
 Facilitating open communication and mutual understanding
between the social worker and teachers to emphasize the
importance of sharing student information for the benefit of
the students. Providing training or guidance on the
significance of the information for the IDPs and Care Plans
could also foster cooperation.
 Implementing strategies to engage with parents who may
face communication challenges, such as establishing
alternative communication channels, organizing parent
meetings at convenient times or utilizing community
resources to facilitate parental involvement in providing
essential background information.
 Developing a tailored support plan for students with unique
family circumstances, including collaborating with relevant
support organizations, providing specialized counselling
69
 services, and fostering a supportive and inclusive
environment for both the students and their families.
 Initiating structured meetings or workshops to promote
understanding and collaboration between the hostel and
school staff, emphasizing the shared responsibility in
providing comprehensive care for the students. Also
establishing clear communication channels and joint
planning sessions can

70
 enhance cooperation.

SUPERVISOR’S
SIGNATURE……………………………………………………….
STUDENT’S
SIGNATURE……………………………………………………………

WEEK FOUR 09 -13 October 2023

Activities

This week started with six learners in different hostel getting

mumps. The safe guarding officer at the school reported issue to
the student and she in turn notified the sister in charge. As the
week progressed more students started developing mumps. The
student together with other went on daily rounds in the hostels
noting down new mumps cases. The student had to write an
incident report to the Zimcare Headquarters as instructed by the
Agency Supervisor to inform of the outbreak of mumps. In this
report the student wrote the names of the affected children. She
also notified them of improved cases, that the situation is
containable and that the affected children are healthy.

71
Work Done

● Quarantining the students affected with mumps.

72
 ● Accompanying the children affected by mumps to the
hostel.

● Writing an incident report of the outbreak of mumps to the

Headquarters.

● Following up on the children being treated for mumps at the

hostel.

● Conducting a group session with the nurse aides on the

good health practises to keep the mumps from spreading.

Lessons Learned

 The importance of learner health education and prevention

efforts.

 Importance of collaboration and communication between

different stakeholders, such as the school, the community
health department, and the local medical providers.

 The need for flexibility and adaptability in a crisis situation.

 Importance of supporting and understanding the feelings of

those affected by the outbreak. This includes both the
learners and their families, as well as the teachers and
nurse aides. The student could have helped to create a
supportive environment where everyone's feelings and
concerns were acknowledged and addressed.

Skills and Method Applied

● Report writing - for effective communication and
documentation of the how the organization as dealing
with the outbreak of mumps.
● Recording - The student effectively documented the
verbal and non-verbal communication, summarising key
points, and maintaining the students' confidentiality and
73
 privacy.
● Advocacy - The student raised awareness on the issue of
the mumps to teachers and the nurse aides at hostel and
school and the safe healthy practises to keep the mumps
from spreading.

74
Social group work is a method used in social work that involves
working with groups of individuals who share common needs,
interests, or concerns. It aims to empower and support group
members by fostering positive interactions, enhancing existing
strengths, and addressing challenges collectively (Thompson,
2020). The student used this method when she held a group work
session with the nurse aides at both the hostel and the school
discussing the good health practices to keep the mumps from
spreading. In this session it was agreed that the students with
mumps had to remain at the hostel, those who recovered had to
wait at least a day before they came back to school and that the
students with mumps had to be quarantined. The nurse aides
were also advised to check all the students for mumps before
they got into the classroom.

Challenges Faced

● Some children escaped from quarantine at the hostel and

came back to class thus the mumps kept spreading.
● The nurse aides often mistook other students' natural
swelling disability as mumps.
● Fully quarantining students was not effective because of
the shortage of hostels.
● The nurse aides at the hostel brought back children to the
classroom even when they had not fully recovered.

Possible Solutions
● Ensuring that the nurse aides at the hostel keep
on maximizing supervision and monitoring of the
quarantined students.
● Inquiring a more knowledgeable and older person about
the mumps so that correct diagnosis can be done.
● Applying to the Organization in charge of the hostel to
build more hostels so that overcrowding of quarantined

75
 students in avoided.
● Co-operation between the hostel and the school.

76
SUPERVISOR’S

SIGNATURE………………………………………….

STUDENT’S

SIGNATURE…………………………………………………

WEEK FIVE 16 – 20 October 2023

Activities

77
This week Solidar Med in partnership with the Ministry of Health
and Space for marginalised Groups Diversity in Zimbabwe Trust
(SGDZT) came to the school and

78
held check-ups for learners with ear, eyes and dental issues. To
start with, a list was compelled of the children of the previous
mentioned health issues. Also an assessment was done on the
children on the list to be sure of the correct quantity of
medication to be brought. The Organisations also donated pads to
the female students. They also wrote down what the school also
needed which included toothbrushes, toothpastes, wet wipes and
boxer briefs for the males. They also raised awareness about
breast cancer and taught nurse aides on how to self-test the
female students for breast cancer. At the end of the week Solidar
Med and SGDZT came and treated the children with the above
mentioned issues and they also came with the things they had
promised.

Skills and Methods Applied

 Assessment -The student gathered, analysed and
interpreted information about the health issues at Ratidzo
Special School.
 Recording - The student effectively documented the verbal
and non-verbal communication, summarizing key points, and
maintaining the students' confidentiality and privacy.
 Research - The student effectively gathered, analysed and
interpreted information related to the health issues of the
students.
According to Levenson (2020) social group work is a method used
in social work that involves working with groups of individuals
who share common needs, interests, or concerns. It aims to
empower and support group members by fostering positive
interactions, enhancing existing strengths, and addressing
challenges collectively. The student used this method when she
held a group work session with the nurse aides discussing the
learners that needed the medication since they are the most
acquired with the students.

Lessons Learnt

79
● Learners have different health issues that are best known by
the nurse aides.

● That there are companies like Solidar Med that help children
with their issues and the children can no longer go to
unfamiliar territories like hospitals filled with strangers.
● There is a holistic approach between the school and the health
section at the

80
 school.

Challenges Faced

● It was difficult to engage the children's attention during the

session with the Organizations.
● Since Solidar Med and SGDZT came to the school, the
medication had to stay with the teachers at the schools and
administrated by the nurse aides in the classrooms.

Possible Solutions

● The Organizations to distribute food to the children to grab

their attention and arouse excitement for example sweets
before the session.
● There should be cooperation between the hostel and the
school so that medication can be administrated to the
children before their meals.

81
SUPERVISOR’S

SIGNATURE………………………………………….

STUDENT’S

SIGNATURE…………………………………………………

WEEK SIX 30 – 03 November 2023

Activities.

The week commenced with a lot of activities in the income

generating projects. Ratidzo Special School has developed income
generating projects that not only provide financial support to the
school, but also provide an opportunity for the children to learn
important skills for the future. Through these projects, the
children learn about poultry, gardening and farming, and are able
to sell the produce from the projects to the community. This
experience is consistent with Albert Bandura's theory of
modelling, as agreed by Kanopka(2020) which states that
children can learn by observing and imitating the behaviour of
others for example, the children may observe the employees of
the Agency employees and learn from their example, they also
learn from the student, who is acting as a role model for them.

The student serves as a mentor and provides guidance and support

to the learners as they learn and grow through the income
generating projects. The projects also provide the children with a
sense of accomplishment and pride, as they can see the fruits of
their labour being sold and enjoyed by the community. This
positive reinforcement can encourage the children to continue
developing their skills and working towards their goals.

Lesson Learnt

 The importance of developing creative solutions to meet the

needs of the children and the community.

 The income generating projects are an innovative solution

82
 that allows the school to be more self-sufficient and provide
valuable learning opportunities for the children.

 Importance of collaboration and cooperation in achieving

success. The projects involve multiple stakeholders,
including the Agency, the community,

83
 and the children, and all of these groups need to work together
to make the projects a success.

 Importance of perseverance and resilience.

Skills Applied

● Communication - the student had use clear and concise

verbal and written communication, active listening,
empathy, and non-verbal cues, such as body language and
facial expressions.
● Observation - The student actively listened and paid
attention to non-verbal cues
● Recording-The student effectively documented the verbal
and non-verbal communication, summarizing key points, and
maintaining the students' confidentiality and privacy.
● Interviewing - The student used this to probe information
from the students, gathering relevant information and
formulating appropriate interventions.
● Patience - The student had to be patient and understanding
when working with learners who may take longer to
understand or complete a task.

Challenges Faced

● The Agency was having difficulties in getting

customers because the community is afraid of the
children.

● Some children with special needs had challenges in

following some instructions.
● Even though the school grows its own food, the diet is quite
poor

Possible Solutions

● Raising awareness to the community so that they can be

educated about Zimcare Ratidzo School.
84
● Closing monitoring the students and encouraging them so
that they do not slow down.
● Applying for funds towards food for example Bakers Inn so
that the diet

85
 improves.

SUPERVISOR’S
SIGNATURE……………………………………………………….
STUDENT’S
SIGNATURE……………………………………………………………

WEEK SEVEN 06 - 10 November 2023

Activities
This week got underway with a team of medical professionals from
the Ministry of Health who arrived at the school to conduct a
comprehensive review of the medication supply of the learners.
They diligently inspected all of the medications, checking for
expiration dates and replenishing any stock that had been
depleted. The also questioned the teachers, nurse aides and the
student on any usual behaviours they had observed among the
learners. The student reported that Cena (pseudo name) had
become increasingly agitated during the day and eventually
lashed out and bit another on the ear. The bite was not serious
but the student reported that Cena had been exhibiting troubling
behaviour for some time. Another student Mazvita (pseudo name)
was observed by the student to be acting out in class, throwing
things and hitting other students. The medical team noted that
both children were on medication for behavioural disorders and
assessed that their regimens were not working as intended.

86
The medical team decided that the best course of action was to
increase Cena’s dosage of medication, in order to help him better
control his impulses. They also decided to decrease Mazvita’s
dosage as they believed that her medication was

87
contributing to her disruptive behaviour. In addition, the team
prescribed a new medication for Mazvita, one that was designed
to help her manage her aggression and irritability. The also
decided that the student should observe and monitor closely over
the next few weeks to assess the effectiveness of the new
regime. The professionals’ attention to detail and expertise were
evident and their visit helped to ensure the health and safety of
all the learners.

Lesson learned

 To pay close attention to side effects of medication

 To make adjustments as needed to ensure that the child is able

to function well in class and hostel.

 It is crucial to involve nurse aides and teachers in the process

of monitoring and adjusting medication as they are often the
ones who are most aware of the child’s needs and behaviours

 It is essential to take a holistic approach to

treatment ,considering not only medication but also
behavioural therapy, social support and other

Skills, theory and method applied

 Collaboration – to ensure that everyone is working together to

support and create the best possible environment for the
learners to thrive.

 Active listening- the student understood the perspective of

the medical professionals. She coordinated care and ensured
that the child’s needs are met.

 Observation- for assessing the situation, paid close attention

to any potential issues or problems.

 Empathy- the student understood the learners ‘problems,

88
 connected with them on a deeper level which in turn allows for
effective communication.

 Recording – the student documented her observations which

included notes about behaviour and emotional state. She
also included details about the

89
medication review process. This is important as the student will
use these tract the students ’progress over time.

Group work is process in which a group of people usually with a

common goal or shared interest come together to share
information, ideas and resources as wrote by Zasrtrow, (2019).
In this case, the student used group work to bring together the
nurse aides both at school and hostel to discuss the student on
medication. The group work method was used to facilitate
discussion and create a supportive environment for the
students. The student felt that the group setting would allow
the participants to share ideas and support each other in
providing the best possible care for the students.

The student, in this case, used behavioural modification theory to

help support the medical team's efforts to modify the
children's behaviour as argued by Adams(2010). The student
acted as an observer, recording and tracking the children's
behaviour and the effectiveness of the treatment plan. The
student also implemented the reinforcement and conditioning
techniques in the classroom, such as rewarding positive
behaviours and redirecting negative behaviours. The student
also worked closely with the children's families to help
reinforce the treatment plan at home. By doing this, the
student played a key role in ensuring that the children's
behaviour improved over time.

Problems Faced

 Some learners did not understand the need to take

medication and resisted taking it.

 Some parents had concerns about the medication and its side
effects and were not comfortable with the recommendations
90
 from the student or the medical team.

 Teachers felt overwhelmed to support the children with

disruptive behaviours in the classroom.

91
  Lack of communication or coordination between the child’s
home and school making it difficult to provide constant and
effective treatment.

Possible Solutions

 Working with the learners and their parents to explain the

medication and its side effects in a way that is easy to
understand, to provide support and reassurance.

 Working with the medical team to find a treatment plan that is

acceptable to the parents and is effective for the child.

SUPERVISOR’S
SIGNATURE……………………………………………………….
STUDENT’S
SIGNATURE……………………………………………………………

92
WEEK EIGHT 13 -17 November 2023

Activities

93
The supervisor and the student conducted a home visit to make a
case follow up after a learner Stanley (pseudo name) returned
home due to ill health. Stanley was not feeling well and the
teacher informed the school social worker (safeguarding officer)
who also informed the school administrators and the hostel
administration. All the parties including the students contacted a
case conference in order to make an informed decision
concerning Stanley's case. They concluded that the parent should
come and take him home for further medical attention but
initially there was less cooperation on the parent's side .The
parent was later convinced to take Stanley home, hence the
student and the supervisor visited his home to make a follow-up
on the case.

During the home visit, the student and the supervisor observed
that the family was struggling to provide for Stanley's basic
needs, such as food, clothing and medical care. Stanley's living
environment was also not suitable for a child with his condition
and there were no special accommodations or adaptations made
to the home. In addition, the family was experiencing a
significant amount of stress and strain, which was taking a toll on
their mental and physical health. The student and supervisor
offered counselling services to the family and discussed potential
solutions to the challenges.

Lessons Learnt

 The student learnt that communication is the key

component to provide the best support for children.

 Importance of building rapport and trust with parents,

especially in cases involving the health and safety of a
child.

 When handling cases proper procedure should be followed.

 Deeper understanding of the challenges families may face

when carrying for a child with special needs.

94
Skills applied

 Communication skills - the student had use clear and

concise verbal and written communication, active listening,
empathy, and non-verbal cues, such as body language and
facial expressions.

95
  Active listening - It required the student to pay attention,
provide undivided attention and responding in a way that
shows empathy and understanding, through
paraphrasing, reflecting feelings, and clarifying
statements.

 Interviewing skills - Required the student to build rapport

with the parents and to gather information about the
learner’s needs. She also used open ended questions to
encourage the parents to share their thoughts and feelings.

Problem Faced
 Lack of cooperation from mother

 There was discordant communication among parties

involved in the case (The hostel only got notified of the case
when the mother was refereed there to sign that the child
was going home hence were not aware of the case).

 Lack of resources such as transport to take the child and his

parent home. Due to lack of funds the student and
supervisor had to use their resources to conduct a home
visit.

Possible Solutions

 The school should conduct awareness campaigns to

conscientize parents, families and the society pertaining
disability.

 To observe communication channels and protocols during

casework.

96
SUPERVISOR’S SIGNATURE……………………………………………………….

STUDENT’S
SIGNATURE…………………………………………………………
… WEEK NINE 20 – 24 November 2023
Activities
An Institute of Community Development (ICOD) delegation from
Zimbabwe paid a visit to Ratidzo Special School and the student
was part of the school delegation that was present. The
conference included teachers, hostel staff, and children from the
school. The ICOD team aimed to raise awareness about sexual
and reproductive health among children with intellectual
disabilities, using role-playing and illustrations to help the
children understand their reproductive health rights. The ICOD
team encouraged the children to ask questions and provided
them with accurate information to help them make informed
decisions about their bodies and health. The session was lively
and engaging, and it was clear that the children appreciated it.

During the session, it was important to adapt the presentation to

the children's cognitive abilities. The ICOD team simplified the
content and used clear and concise language to avoid any
confusion. They also used repetition to reinforce key points and
made sure to check for understanding throughout the session. In
addition, the team allowed for plenty of time for questions and
discussion to ensure that all the children had a chance to
participate. They also emphasized the importance of respect and
confidentiality throughout the session. At the end of the session,
the children were given the opportunity to ask any questions that
they had about the material covered.

Even though the children at Ratidzo Special School have intellectual

disabilities, they can still ask questions. They may just need a
little more time and assistance to formulate their questions. The
ICOD team used a variety of techniques to encourage questions,
such as asking for questions periodically throughout the session,
97
using visual cues, and allowing for nonverbal communication such
as hand raising or pointing. The team also made sure to use
simple, concrete language and to check for understanding after
asking a question. The children may not have been able to ask
complex or abstract questions, but they were still able to
participate in the

98
session and ask questions about the material that was

presented to them. Lesson learnt

 The student learnt the importance of multi-agency in

capacitating and promoting sexual reproductive health for
intellectually challenged children during social work practise

 Intellectually challenged children should made aware of

their sexual reproductive health rights regardless of their
disability.

Skills Applied

 Recording skills- The student effectively documented the

verbal and non- verbal communication, summarising key
points and maintaining the students’ confidentiality and
privacy.

 Active listening- It required the student to pay attention,

provide undivided attention and respond in a way that
shows empathy and understanding, through paraphrasing,
reflecting feelings and clarifying statements.

 Communication - The student had use clear and concise

verbal and written communication, active listening,
empathy, and non-verbal cues, such as body language and
facial expressions.

Challenges Faced

 Lack of cooperation from learners that is most learners were

fidgeting

 Some of the children had a hard time understanding the

basic concepts of sexual and reproductive health, and they
struggled to follow along with the presentation.

 Limited time available for the presentation. The team had to

try to cover a lot of material in a short amount of time. This
made it difficult to make sure that the children had a clear
understanding of the information that was being presented.
99
Possible Solutions.

10
0
  Use of visual aids and other non-verbal cues to make the
presentation more understandable for the children.

 Breaking down the presentation into smaller, more

manageable pieces to keep the learners interested.

 Interactive activities to engage the children and to reinforce

the information that was being presented for example
games in between.

SUPERVISOR’S
SIGNATURE……………………………………………………….
STUDENT’S
SIGNATURE……………………………………………………………

WEEK TEN 27 November – 01

December 2023 Activities

This was closing week at Ratidzo Special School and the student
focused on celebrating the achievements of the learners and
made them aware that the school term was ending thus they
would go home. Also many of the parents of the intellectually
challenged learners at Ratidzo Special School came to the school
to pick up their children. The student worked with the parents to
ensure that all the necessary paperwork and documentation was
in order. She also worked with the parents to provide them with
information about any special care or support their child might
need over the summer break. Also, the student took the time to
talk with the parents about their child’s progress over the past
year and to answer any questions or concerns they might have.

Also, there was reviewing of the learner’s portfolios, which

contained samples of her work and achievements throughout the
year. Another activity was a group discussion about the
highlights and challenges of the term. After the meeting the staff
shared memories and exchanged farewells.
10
1
Lessons Learnt

 The importance of celebrating the learners’ successes and

achievements throughout the school year.

10
2
 The importance of reflecting on the term’s challenges and
identifying areas for improvement.

 The value of providing opportunities for learners’ to express

their emotions and process their experiences.

 The value of having a positive and supportive environment

for the learners, both within the school and in the
community.

 The importance of recognising the contributions of staff and

families in supporting the learners.

 The need for effective communication and collaboration with

the parents so that the developing progress the learners
would have made is not lost during the holiday.

Skills Applied

 Active listening- It required the student to pay attention,

provide undivided attention and respond in a way that
shows empathy and understanding, through paraphrasing,
reflecting feelings and clarifying statements.

 Empathy – It involves actively listening and trying to

understand the families’ perspective, experiences and
emotions, without judgement or personal bias.

 Problem-solving – The student effectively addressed the

various challenges and issues faced by the learners and
families, supporting them in overcoming obstacles,
improving her situations and promoting positive change.

 Advocacy – The student advocated for the needs of the

learners and importance of a positive and supportive
learning environment.

10
3
Challenges Faced

 The student struggled with the emotions of the learners and

parents as they

10
4
 said goodbye to the school and each other.

 Some parents arrived late to pick up their children,

causing delays in the closing process, while some did not
even bother to come.

 Some parents had difficulties understanding the process and

procedures for picking up their children which led to further
delays.

Possible Solutions

 Creating a written and verbal schedule and instructions for

parents to help them understand the process for picking up
their children.

 Creating a system for parents to let the school know if they

would be late for picking up their children.

 Implementing a system of social-support for both the

learners and parents as they say goodbye.

SUPERVISOR 'S
SIGNATURE....................................................................................

STUDENT'S

SIGNATURE...........................................................................................

DECEMBER 2023 TO 8 JANUARY 2024

SCHOOLS TO BE CLOSED FOR HOLIDAY.

WEEK ELEVEN 04 December to 08 December 2023

Activities

During the social holiday, the safeguarding office, including the

social worker student, was urgently summoned by the Alfred
Walters Hostel Department, which serves as the home for the
10
5
learners of Zimcare Ratidzo Special School. This was in response
to a critical situation involving a new student. The DSD had
brought a student, Tecla (pseudo name), to the hostel. Tecla had
been found by a Good Samaritan on the streets in Triangle.
Tecla has cerebral palsy and is non-verbal. Given the

10
6
circumstances, the child was enrolled at the school via the hostel
due to the closure of schools during the holiday period.

The social worker student diligently gathered case history

information for Tecla based on the limited paperwork provided by
the DSD. Understanding the urgency of the situation, the student
worked closely with the DSD to ensure a comprehensive
understanding of Tecla's background and needs. The DSD had
taken proactive steps to run tests to determine if Tecla had been
subjected to any form of sexual abuse. It is imperative that the
school and the social worker student remain vigilant and ensure
all necessary safeguarding measures are in place to protect Tecla
from any potential harm.

Lessons Learnt

 The case of Tecla's sudden enrollment at the school during

the holiday period underscores the importance of being
prepared to respond to urgent and unexpected situations. It
is crucial for the social worker student and the school to
have protocols in place to address such cases promptly and
effectively, ensuring that the well-being of the students is
prioritized at all times.

 The need to collaborate closely with relevant departments,

such as the Developmental Social Department (DSD),
highlights the significance of effective communication and
information sharing. The social worker student's proactive
approach in gathering case history information under
challenging circumstances demonstrates the value of
thorough and diligent information gathering, especially
when dealing with vulnerable individuals.

 Tecla's case emphasizes the importance of providing

specialized care and support for students with complex
needs. It is essential for the school and the social worker
student to be equipped to address the unique requirements
of students with disabilities, ensuring that they receive the

10
7
 necessary support and accommodations to thrive within the
school environment.

 The DSD's proactive testing for potential sexual abuse

highlights the critical importance of safeguarding measures.
This underscores the need for the school and the social
worker student to remain vigilant and proactive in

10
8
 implementing safeguarding protocols to protect all students
from potential harm and ensure their safety and well-being.

 The experience with Tecla's case serves as a reminder of the

dynamic nature of the social work role within an educational
setting. It is crucial for the social worker student to
continuously learn and adapt to new challenges, remaining
flexible and responsive to the evolving needs of the
students and the school community.

Skills, social work value, principle and model applied

 Communication Skills -The student effectively communicated

with the DSD to gather information about Tecla's case
history and needs, demonstrating strong verbal and written
communication skills.

 Assessment Skills- The student demonstrated proficiency in

conducting a case history assessment of Tecla, despite
limited paperwork, showcasing the ability to gather relevant
information and assess the needs of a vulnerable individual.

 Collaboration and Interpersonal Skills- By working closely

with the DSD and other stakeholders, the student exhibited
strong collaboration and interpersonal skills, essential for
building effective working relationships and ensuring
coordinated support for Tecla.

 Advocacy and Empowerment Skills-The student's advocacy

for specialized care and support for Tecla reflects a
commitment to empowering individuals with disabilities,
highlighting the application of advocacy skills within the
social work context.

The value of the importance of human relationships was exemplified

in this week's activities at Zimcare Ratidzo Special School through
the social worker student's dedicated efforts to build meaningful
and supportive relationships. The social worker student actively
engaged with the DSD to gather information and understand

10
9
Tecla's background and needs. By recognizing and valuing the
importance of human relationships, the student worked to
strengthen the relationship with the DSD, ultimately enhancing
the well-being of Tecla and facilitating a collaborative approach
to support her. The student's commitment to ensuring Tecla's
successful integration

11
0
into the school community reflects the importance placed on
human relationships. By fostering a positive and supportive
relationship with Tecla, the student is working to enhance her
well-being and uphold her dignity and worth as an individual with
unique needs.

Through the emphasis on the importance of human relationships,

the student advocated for specialized care and support for Tecla.
This advocacy demonstrates a recognition of the significance of
building relationships that prioritize the well-being and dignity of
individuals, especially those with complex challenges.

The principle of controlled emotional involvement is highly

applicable based on the recent weekly activities of the social
worker student at Zimcare Ratidzo Special School. This principle
emphasizes the importance of maintaining emotional regulation
and professionalism while engaging in challenging or emotionally
charged situations. In the case of the urgent intervention
involving Tecla, the student's ability to diligently gather case
history information and collaborate with the DSD demonstrates
controlled emotional involvement. Despite the critical nature of
the situation and the complexity of Tecla's needs, the student
remained focused, professional, and composed while working to
understand and address the circumstances surrounding Tecla's
arrival at the school. Furthermore, the student's commitment to
advocating for specialized care and support for Tecla, as well as
the recognition of the need for safeguarding measures, reflects a
balanced approach that prioritizes the well-being of the student
while maintaining emotional composure and professionalism.

By exercising controlled emotional involvement, the social worker

student can effectively navigate challenging situations, uphold
ethical standards, and ensure that the best interests of the
individuals they serve are at the forefront of their interventions.

The crisis intervention model is applicable based on the recent

weekly activities of the social worker student at Zimcare Ratidzo
Special School. The crisis intervention model is designed to
11
1
provide immediate and focused support to individuals who are in
crisis or facing urgent situations that require intervention. In the
case of the student's activities, several elements of the crisis
intervention model are evident:

Urgent Response: The summoning of the safeguarding office,

including the social

11
2
worker student, by the Alfred Walters Hostel Department in
response to a critical situation involving a new student reflects
the need for an urgent response, which is a key aspect of the
crisis intervention model.

Assessment and Collaboration: The diligent gathering of case

history information for Tecla and the collaboration with the
Developmental Social Department (DSD) to ensure a
comprehensive understanding of Tecla's background and needs
align with the crisis intervention model's emphasis on assessment
and collaboration to address the immediate crisis.

Specialized Care and Support: The recognition of the need for

specialized care and support for Tecla reflects the crisis
intervention model's focus on providing targeted interventions to
address the specific needs of individuals in crisis.

Safeguarding Measures: The proactive steps taken by the DSD to

run tests to determine if Tecla had been subjected to any form of
abuse align with the crisis intervention model's emphasis on
ensuring the safety and well-being of individuals in crisis
situations.

Challenges Faced

 The student was summoned to the Alfred Walters Hostel

Department for an urgent crisis involving a new student,
Tecla, who was found on the streets and has complex needs
due to cerebral palsy and non-verbal communication. This
presented an immediate and critical challenge that required
swift and focused intervention to ensure the well-being and
safety of the student.

 The student faced the challenge of gathering case history

information for Tecla based on limited paperwork provided
by the Developmental Social Department (DSD). This lack of
comprehensive documentation made it difficult to fully
understand Tecla's background and needs, adding
complexity to the assessment and intervention process.
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 The student encountered the challenge of advocating for
specialized care and support for Tecla, given her unique
needs. Ensuring that Tecla receives the necessary care and
support within the school community presented a significant
challenge, especially considering the urgency of the
situation and the need for tailored interventions.

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  The DSD's proactive steps to run tests to determine if Tecla
had been subjected to any form of abuse highlighted the
need for vigilant safeguarding measures. Ensuring the
safety and protection of Tecla from potential harm posed a
critical challenge that required careful attention and
collaboration with relevant departments.

Possible Solutions

 Implementing a structured crisis intervention plan that

includes immediate assessment, coordination with relevant
departments, and the establishment of a support system for
Tecla.

 Advocating for improved documentation processes within

the school and relevant departments to ensure
comprehensive case history information for all students,
especially those with complex needs.

 Collaborating with healthcare professionals, therapists, and

educators to create a multidisciplinary approach to provide
comprehensive care and support for students with complex
needs.

 Conducting a regular training and workshops for school staff

and relevant stakeholders on safeguarding protocols and
best practices to ensure a safe and protective environment
for all students.

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SUPERVISOR'S SIGNATURE.........................................................................

STUDENT'S SIGNATURE...............................................................................

WEEK TWELVE 02 January to 05 January 2024

Activities

A week before schools opened, the social worker student, along

with her colleagues in the safeguarding office, conducted a
follow-up on Tecla( pseudo name) a new learner who had been
brought to the school by the DSD after being found by a Good
Samaritan on the streets the previous week. The primary
objective of the follow-up was to assess Tecla's adjustment to the
new environment and to observe any changes in her behavior.
During the follow-up, it was noted that Tecla appeared relaxed
and displayed a cheerful demeanor, often smiling. This positive
behavior indicated a potential positive adjustment to the school
environment.

The hostel had ensured that Tecla was equipped with essential
items for her daily living, including a toothbrush, towel and a
variety of clothes, demonstrating a proactive effort to meet her
basic needs. The DSD had assured the school that Tecla would be
provided with anything she might need for her daily living at the
school, reflecting a commitment to supporting Tecla's well-being
and ensuring her comfort and care.

Lessons Learned

 The significance of conducting regular follow-ups and

assessments to monitor the adjustment and well-being of
new learners, particularly those with unique backgrounds
and challenges.
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 The value of observing and noting positive changes in a
student's behavior and demeanor as indicators of successful
adjustment and integration into the school environment.

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  Recognizing the importance of collaborative efforts between
the school, hostel, and external agencies such as the DSD in
providing essential living items and ensuring ongoing
support for the well-being of students like Tecla.

 Emphasizing the need for continuous monitoring and

support to facilitate the successful transition and
integration of students with unique backgrounds and
requirements into the school community.

Skills, social work principle and theory applied

 Assessment and Observation Skills- The student

demonstrated the ability to assess and observe Tecla's
adjustment to the new environment, noting any changes in
behavior and demeanor.

 Advocacy Skills - Advocating for Tecla's well-being and

ensuring that she received essential living items,
showcasing the student's ability to provide support for
students with unique neneed

 Monitoring and Evaluation skills - The student effectively

monitored Tecla's progress and evaluated the support
provided, highlighting her ability to assess the effectiveness
of interventions.

The principle of Individualization emphasizes the unique nature of

each client and the need for tailored interventions and support to
address their specific needs and circumstances. It recognizes that
individuals have distinct experiences, backgrounds, and
challenges, which require personalized attention and solutions. In
the context of the student's weekly activities towards Tecla, the
principle of Individualization is highly relevant. The student's
actions, such as advocating for Tecla's well-being, facilitating
access to essential living items, and supporting her integration
into the school community, all reflect the application of this
principle. By recognizing Tecla's individual needs and
circumstances, the student is demonstrating a commitment to
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 providing personalized support that is responsive to Tecla's
unique situation.

The principle of Individualization guides the student in

understanding Tecla's specific challenges, preferences, and
aspirations, and tailoring their support accordingly. This approach
ensures that Tecla receives personalized care and assistance,
aligning with the fundamental tenets of Biestek's principle of
Individualization in case work.

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According to Perkins and Zimmerman(2018),the theory of
Empowerment aligns with the activities described in the context
of the student's interactions with Tecla. This theory emphasizes
the social worker's role in empowering individuals and
communities to strengthen their capabilities, advocate for their
rights, and make informed decisions. In the case of the student's
actions towards Tecla, the application of this theory is evident in
the efforts to empower Tecla by advocating for her well-being,
facilitating access to essential living items, and supporting her
integration into the school community. This theory underscores
the importance of promoting self-determination and enabling
individuals to take an active role in shaping their own lives and
environments.

The student's actions reflect the core principles of Empowerment

theory by seeking to enhance Tecla's agency and self-
determination. By advocating for her well-being and supporting
her integration, the student is contributing to the empowerment
of Tecla, aligning with the fundamental tenets of Empowerment
theory in social work practice.

Problems Faced

 The absence of speech for Tecla presents a significant

communication barrier posed challenges in understanding
her needs, preferences and emotions. Overcoming this
barrier required alternative methods of communication and
a deep understanding of non-verbal cues and expressions to
effectively engage with and support Tecla.

 Tecla's access to essential living items was challenging,

particularly because there were limitations in the availability
of specific resources or support systems.

 Advocating for Tecla's well-being and integration into the

school community presented challenges related to
navigating institutional policies, fostering understanding
among peers and ensuring that Tecla's unique needs were

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 adequately addressed.

 Empowering Tecla to make decisions and express her

preferences, especially in the absence of speech, posed
challenges in ensuring that her voice was heard and
respected.

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Possible Solutions

 Implementing alternative communication methods such as

visual supports, augmentative and alternative
communication (AAC) devices, and sign language to
facilitate effective communication with Tecla.

 Providing training and education to the student and relevant

individuals on understanding and interpreting non-verbal
cues and expressions to enhance communication with Tecla.

 Collaborating with community organizations, local

authorities and support networks to secure essential living
items for Tecla, leveraging available resources and
assistance programs.

 Developing personalized support plans that prioritize Tecla's

preferences and choices, utilizing visual decision-making
aids and involving her in decision- making processes to
empower her agency

SUPERVISOR'S SIGNATURE........................................................

STUDENT'S SIGNATURE............................................................

WEEK THIRTEEN January 8 to 12 January

2024 Activities

As the school reopens, parents brought their children to the school

hostels, some of whom were unwell and without their required
medication due to financial constraints. Upon enrollment, the
student engaged in reviewing the comprehensive files of the
children, which include their historical background, educational
performance, health, development and behavior. These files also
contain assessments from psychologists, which are crucial in

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 guiding the student to understand and address the root causes of
the children's challenges.

Familiarizing with the children's files enables the student to monitor

their activities

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and behavior, particularly for those requiring constant
supervision and exercise. Additionally, understanding the
historical background of each child is essential for family tracing
and assessing the child's condition. Furthermore, the student
dedicated time to studying and comprehending the institution's
policies, including the ZIMCARE TRUST Child Protection policy and
Health policy, which safeguard the welfare of the children.

Lessons learnt

 While reviewing the comprehensive files of the children,

the social work attaché gained insight into each child's
historical background, educational performance, health,
development and behavior. This allowed her to
understand the unique needs of each child and address
the root causes of their challenges. This highlights the
importance of taking a holistic approach to caring for
mentally challenged children, recognizing that their
individual histories play a significant role in shaping their
current needs.

 The assessments from psychologists provided crucial

guidance for the attaché in understanding and addressing
the children's challenges. This underscores the
importance of interdisciplinary collaboration and the
value of psychological assessments in tailoring support
and interventions for mentally challenged children

 Familiarizing with the children's files enabled the attaché

to monitor their activities and behavior, particularly for
those requiring constant supervision and exercise. This
emphasizes the need for attentive and personalized care
for mentally challenged children, acknowledging that
their unique requirements must be met through diligent
observation and support.

 The dedication to studying and comprehending the

institution's policies, including the ZIMCARE TRUST Child

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 Protection policy and Health policy, showcases the
attaché’s commitment to safeguarding the welfare of the
children. This reflects the significance of adhering to
established policies and protocols to ensure the safety
and well-being of the students.

Problems Faced.

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  The social work intern faced the challenge of understanding
and addressing the diverse and complex needs of the
children, including their historical background, educational
performance, health, development, and behavior. This
required a comprehensive and individualized approach to
providing support and care for the children, reflecting the
multifaceted nature of the challenges faced.

 Understanding and comprehending the institution's policies,

including the ZIMCARE TRUST Child Protection policy and
Health policy, presented a significant challenge. Navigating
and adhering to specific institutional guidelines and
regulations can be demanding, especially when ensuring the
welfare and well-being of the children while following
established protocols.

 Engaging with children who were unwell and without their

required medication due to financial constraints likely
presented emotional and psychological challenges for the
intern. Balancing empathy and professional responsibilities
in such circumstances can be emotionally taxing and
demanding, highlighting the need for resilience and
emotional support within the social work profession.

Possible Solutions

 Conducting a comprehensive needs assessment to

understand the diverse challenges faced by the children.
This includes engaging in collaborative efforts with
teachers, nurse aides both at school and at the hostels and
the administration to gather insights and develop holistic
support plans.

 Ensuring a thorough understanding of the institution's

policies and regulations. while establishing clear
communication channels with relevant authorities to address
any ambiguities and seek guidance on navigating
institutional protocols while prioritizing the well-being of the

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 children.

 Implementing strategies to provide emotional and

psychological support for the attaché and the children. This
may involve establishing counseling services, peer support
networks, and access to mental health resources to address
the emotional impact of engaging with children facing
health and financial challenges.

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  Encouraging a collaborative approach that considers diverse
perspectives and innovative solutions to address the
multifaceted challenges faced by the children.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

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… WEEK FORTEEN 15 January to 19 January

2024

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Activities.

This week, the engagement at Zimcare Ratidzo Special School

involved several significant activities aimed at supporting the
well-being and development of the students. A doctor from the
Ministry of Health visited the school to assess the medical needs
of the students. This collaborative interaction provided valuable
insights into the healthcare requirements of the students and
facilitated discussions on optimizing medication management.

Following the doctor's assessment, it was determined that an

increase in the dosage of medication was necessary for specific
students. This adjustment aimed to ensure that the students
receive the appropriate level of care and support for their
individual medical conditions. Throughout the week, a
comprehensive assessment was conducted to understand and
address the needs of hyperactive students. This involved
observing their behavior, engaging with teachers, administration
both at school and at the hostels and gathering insights to tailor
support strategies to their specific requirements.

Lessons Learnt

 The importance of collaborative learning from healthcare

professionals to enhance the student's knowledge of
medical support and intervention strategies.

 The need to assess hyperactive students highlighted the

significance of individualized support and assessment.

 The importance of considering the multifaceted aspects of

mental health support, including medication management
and personalized care.

 The value of professional collaboration and adaptation in

addressing complex challenges. The collaborative
engagement with healthcare professionals and the
adjustment of medication dosage emphasized the
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 importance of flexibility and adaptation in providing
effective support for the students.

 The student may have gained insights into the

significance of ongoing

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 professional development, reflective practice, and the
dynamic nature of supporting vulnerable populations.

Skills Applied

 Collaborative learning with healthcare professionals,

aligning with the importance of interdisciplinary
collaboration and knowledge exchange in social work
practice.

 Effective communication skills were applied by the student

in engaging with healthcare professionals, educators, and
caregivers. Clear communication and advocacy for the
students' needs are vital skills in social work practice,
contributing to the student's ability to collaborate and
address the students' well-being. .

Problems Faced

 Coordinating with healthcare professionals from the Ministry

of Health and ensuring the availability of specialized
services, such as psychiatric consultations and behavioral
therapy was challenging due to resource limitations or long
wait times for appointments.

 Ensuring a consistent supply of specialized medications for

the students, especially following dosage adjustments was
hindered by resource constraints.

Possible Solutions

 Establishing partnerships with local healthcare providers,

community organizations, and governmental agencies to
access additional resources, including medication assistance
programs and mental health services.

 Engaging in advocacy efforts to secure additional funding or

grants to support the school's healthcare and educational
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needs, potentially through collaborations with advocacy
groups or government representatives.

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  Facilitating regular interdisciplinary meetings involving
healthcare professionals, educators, caregivers and the
social work student to ensure coordinated support and
information sharing.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK FIFTEEN 22 January to 26 January

2024

Activities

The social work student conducted a home visit to Austin (pseudo

name)’s house, a student at Ratidzo Zimcare Special School who
experiences frequent seizures and displays extreme
hyperactivity. The purpose of the home visit was to assess
Austin's home environment, gain insight into his daily routines
and support systems, and provide guidance to his parents on
managing his seizures and hyperactive behavior.

Reasons for Home Visit

 Seizure Management:

Austin's susceptibility to seizures necessitated a comprehensive

assessment of his living environment to ensure that potential
triggers are minimized and that his parents are equipped to
respond effectively in the event of a seizure. The student also
assessed the location of the house as to whether it was nearer to

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 a busy road, open water supplies like wells and if it was
surrounded by something like a fence or durawall.

 Behavioral Concerns:

Austin's extreme hyperactivity, as evidenced by his impulsive action

of jumping out of the school minibus, raises concerns for his
safety and the need for vigilant supervision to prevent self-harm.

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  Assessment and Intervention:

During the home visit, the social work student conducted a

thorough assessment of Austin's living conditions, taking into
account factors that may contribute to his seizures and
hyperactive behavior like The student also provided education
and training to Austin's caregivers on seizure management,
safety precautions, and strategies to support his hyperactivity
while ensuring his well-being.

 Collaboration and Follow-Up:

The student collaborated with the school's multidisciplinary team,

including the hostels and school administrations, care givers,
psychologists students to develop a comprehensive care plan for
Austin. This plan includes strategies for seizure management,
behavior support, and ongoing monitoring to address his complex
needs.

Lesson Learnt

 The student learned about the importance of integrating

evidence-based social and emotional learning into
education, to support the health, well-being and futures of
students living with disabilities and communities.

 The concept of culturally responsive teaching and pedagogy

being emphasized, highlighting the importance of
recognizing and respecting students' diverse cultural
backgrounds in the educational and social work setting

 The student gained insights into the significance of

collaboration and student support, as evidenced by the
collaboration with the school's multidisciplinary team and
the focus on developing a comprehensive care plan for
Austin, a student with complex needs.

 The importance of flexibility in learning approaches, as

demonstrated by the focus on addressing Austin's complex
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 medical and behavioral needs through a personalized and
comprehensive care plan.

Skills and / or theories applied

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Based on the activities described in the weekly report, the social
work theory that could suit the student's activities is the
Ecological Systems Theory. This theory, developed by Urie
Bronfenbrenner, emphasizes the importance of understanding an
individual within the context of their environment and the various
systems that influence their development and behavior.

The theory was applied to understand Austin's development and

behavior within the context of his home environment, considering
the interactions between Austin and his family, the physical home
environment and the community resources available to support
his needs.

The theory emphasizes the importance of collaboration and

coordination among various systems involved in an individual's
life. In this case, the student's collaboration with healthcare
professionals, educators, and caregivers aligns with the
principles of the Ecological Systems Theory, as it recognizes the
interconnectedness of systems in supporting an individual's well-
being.

The theory also supports the idea of conducting a comprehensive

assessment of Austin's living conditions, taking into account the
various systems that may influence his well-being for example his
family. The interventions provided by the student can be viewed
through the lens of addressing the multiple systems that impact
Austin's development and behavior.

By applying the Ecological Systems Theory, the social work

student gains a holistic understanding of Austin's needs,
recognizing the influence of his environment, family dynamics,
and support systems on his well-being. This approach aligns with
the core principles of social work, emphasizing the importance of
considering individuals within the context of their broader
ecological systems.

 Assessment and Intervention Skills - The student likely

applied assessment skills to evaluate Austin's living

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 conditions and the factors contributing to his seizures and
hyperactive behavior. Additionally, the student may have
implemented intervention skills to provide education and
training to Austin's caregivers on seizure management and
safety precautions

 Collaboration and Interdisciplinary Skills - The student

collaborated with the school's multidisciplinary team,
including healthcare professionals and

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 educators, to develop a comprehensive care plan for Austin.
This demonstrates the application of collaboration and
interdisciplinary skills, essential in addressing complex
needs.

Challenges Faced

 The student encountered obstacles in accessing specialized

interventions or resources tailored to Austin's specific needs
within the Zimbabwean context, potentially due to
limitations in the availability of specialized services or
cultural considerations related to interventions.

 The student faced difficulties in effectively collaborating

with Austin's family to ensure their meaningful involvement
in the development and implementation of his educational
plan. This may involve navigating potential cultural
differences in parental involvement in the educational
process.

 The student may have encountered challenges in developing

and implementing an individualized educational plan for
Austin that fully addressed his unique learning and
behavioral needs, while also considering the cultural and
familial context.

Possible Solutions

 Coordinated specialty care programs or interventions

tailored to Austin's needs, such as those for individuals with
early psychosis, to address his hyperactivity and seizure
concerns. Additionally, also engaging with relevant
community resources and mental health support programs
to provide targeted interventions within the Zimbabwean
context.

 Utilizing culturally responsive approaches to engage

Austin's family, recognizing the importance of their
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 meaningful involvement in the development and
implementation of his educational plan. This may involve
fostering open communication, understanding potential
cultural differences in parental involvement and building
trust to ensure collaborative decision- making.

 Addressing the unique learning and behavioral needs of

Austin within the

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cultural and familial context by incorporating culturally
responsive teaching strategies and considering the factors
that influence parental views and informal caregivers'
involvement in their child's education. This may involve
tailoring the educational plan to align with Austin's cultural
background and family dynamics.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S
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SIGNATURE…………………………………………………………

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WEEK SIXTEEN 29 January to 02

February 2024 Activities

The social student together with the agency supervisor

attended a meeting with the DSD and FACT( Family Aids
Caring Trust) organization to address birth certificate
issues, securing assistance for children without
identification. The representatives of Raridzo Special school
which included the social work student advocated for
healthcare accessibility for children at Raridzo Special
School, collaborating with the Ministry of Health while also
addressing accommodation challenges for learners during
holidays like Kathy (pseudo name)‘s whose accommodation
issue resulted from the fact that the orphanage where she
stayed closed down. John (pseudo name)’s foster parents
moved to South Africa and left him here. Thus the school
engaged with the DSD for support.

There were challenges addressed which included birth

certificate and identification issues for vulnerable children,
healthcare and medication accessibility for children at
Ratidzo Special School and accommodation needs for
learners facing housing instability during holidays,
exacerbated by financial constraints and family disruptions.

There were also future goals formulated which included

strengthening partnerships with relevant organizations to
facilitate essential documentation and support for
vulnerable children, advocating for sustainable solutions to
address healthcare and accommodation needs, considering
the impact of financial challenges and family disruptions.
There was also the need to enhance coordination with DSD
to address complex challenges faced by learners with
housing instability, emphasizing a holistic and trauma-
informed approach.

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 Lessons Learnt

 The student gained insight into the importance of advocacy

and collaboration in addressing the complex needs of
vulnerable children. Through engagement with DSD, FACT
organization and the Ministry of Health, the student learned

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the significance of building partnerships to secure essential
resources and support for vulnerable children facing
documentation, healthcare, and housing challenges.

 The student recognized the systemic barriers that impact

vulnerable children, including the difficulties in obtaining
birth certificates and the implications of financial
constraints on accessing medication and stable housing.
This highlighted the student's understanding of the
interconnectedness of social welfare systems and the need
to navigate complex bureaucratic processes to support
vulnerable populations effectively.

 Engaging with learners facing housing instability during

holidays provided the student with a deeper understanding
of trauma-informed practice. The student learned to
approach accommodation challenges with sensitivity to the
potential trauma experienced by children separated from
stable living arrangements, emphasizing the importance of
holistic and trauma-informed support.

 Through the week's activities, the student learned the

empowering impact of advocacy in facilitating essential
services and support for vulnerable children. The experience
underscored the student's role in amplifying the voices of
those in need and leveraging collaborative efforts to
advocate for their rights and wellbeing.

Skills and social work model applied

 Problem-Solving skills- The student engaged in problem-

solving by addressing the challenges related to birth
certificate issues, healthcare accessibility and
accommodation needs for vulnerable children. This involved
proposing solutions and making decisions to advocate for
the children's rights and wellbeing.

 Communication- The student explained ideas and advocated

for the children's needs in her own words, demonstrating
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effective communication and explanation skills. This aligns
with the active learning principle of explaining ideas in one's
own words.

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  Empathy-The student's ability to empathetically understand
and respond to the challenges faced by the children,
including their housing instability, reflects the application of
active listening skills, as empathy is a fundamental
component of active listening and effective social work
practice.

Based on the activities conducted during the week, the problem-

solving model was applied in several ways which included:

 Identifying the Problem: The student identified and

addressed various challenges faced by vulnerable children
at Ratidzo Special School such as accommodation issues
during holidays, identification papers and access to
essential services like healthcare and education.

The student engaged in discussions with the children, their

families, and relevant stakeholders to understand the
underlying causes of the accommodation challenges. This
analysis likely involved considering factors such as financial
constraints, lack of available resources, and systemic
barriers that contribute to the housing instability
experienced by the children.

 Developing and Implementing Solutions:

The student developed and implemented solutions by

collaborating with the DSD to advocate for sustainable
support in addressing the accommodation challenges. This
proactive approach reflects the application of the problem-
solving model, as the student sought to address the root
causes of the problem and develop targeted interventions
within the broader environmental context.

 Evaluating Outcomes:

The student's ongoing efforts to monitor the outcomes of

the interventions, such as tracking the children's improved
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access to stable accommodation or assessing the impact of
the advocated support from the DSDS reflect the evaluation
component of the problem-solving model. This continuous
assessment allowed the student to ensure that the
implemented solutions effectively address the identified
challenges and contribute to the well-being

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 of the children.

Challenges Faced

 Addressing birth certificate and identification issues for

children without proper documentation presented a complex
challenge. This may involve navigating bureaucratic
processes and advocating for the rights of these vulnerable
children to obtain essential identification.

 Advocating for healthcare accessibility for children at

Ratidzo Special School involved addressing systemic
barriers to healthcare and medication access, which could
include navigating bureaucratic procedures, resource
limitations and coordination with relevant healthcare
authorities.

 Accommodation challenges for learners during holidays,

particularly those exacerbated by financial constraints and
family disruptions, presented a multifaceted challenge. This
involved addressing systemic issues related to housing
instability, financial constraints, and family disruptions,
requiring coordination with the Department of Social
Development and other relevant stakeholders.

Possible Solutions

 Establishing partnerships with local government offices,

community leaders, and relevant organizations to streamline
the process of obtaining birth certificates for vulnerable
children.

 Advocating for simplified administrative procedures and

waivers for documentation fees to ensure that all children
have access to essential identification.

 Collaborating with the Ministry of Health and local

healthcare providers to develop tailored healthcare
programs for children at Zimcare Ratidzo Special School,
addressing their specific medical needs.
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 Advocating for increased resource allocation and improved
infrastructure to enhance healthcare accessibility for
vulnerable children.

 Working closely with the Department of Social o establish

temporary housing

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 solutions and support systems for learners facing housing
instability during holidays.

 Advocating for financial assistance programs and

community-based initiatives to address the underlying
causes of housing instability, such as financial constraints
and family disruptions.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK SEVENTEEN 05 February to 09

February 2024 Activities

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This week was visiting day at Zimcare Ratidzo Special School.
During the visiting day at Zimcare Ratidzo Special School, it was
observed that the students and parents actively participated in
the activities organized by the school. The atmosphere was

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welcoming and conducive for open communication between the
school staff and the parents. This provided an opportunity to gain
valuable insights into the students' home environments and to
establish a collaborative approach to their education and well-
being.

One of the key highlights of the visiting day was observing the
interaction between the students and their parents. It was
evident that the students displayed a sense and familiarity with
their parents, which positively influenced their overall behavior
and engagement during the visit. This observation underscores
the importance of strong family involvement in the educational
journey of the students at Zimcare Ratidzo Special School. During
the interaction with the parents, efforts were made to obtain any
missing information relevant to the students' well-being and
educational progress. This included discussions about the
students' daily routines, any recent developments at home that
may impact their learning, and any specific concerns or
challenges that the parents may have noticed. This exchange of
information was crucial in gaining a comprehensive
understanding of the students' individual needs and tailoring
support accordingly.

In line with the school's commitment to transparency and

collaboration, the progress of each child was effectively
communicated to the respective parents. This involved discussing
the students' achievements, areas of improvement, and any
specific interventions or strategies that had been implemented to
support their development. The feedback from the parents was
also welcomed, fostering a sense of partnership in the students'
educational journey.

Overall, the visiting day provided a valuable opportunity to

strengthen the bond between the school and the parents,
ensuring a holistic approach to the well-being and development
of the students at Zimcare Ratidzo Special School.

Lessons Learnt
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 The student learned the significance of collaborative efforts
between the school and parents in ensuring the well-being
and development of the students. This aligns with the
broader principles of social work, emphasizing the
importance of partnerships and collaboration in supporting
the students.

 The student gained insights into the importance of

obtaining missing

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 information from parents to tailor individualized support for
the students. This aligns with the concept of individualized
services and supports, which is crucial in addressing the
unique needs of students in special education settings.

 The student learned the value of effective communication in

relating the progress of the child to the parent. This aligns
with the core principles of social work, emphasizing the
significance of clear and transparent communication in
fostering positive relationships and partnerships.

 The student gained insights into the importance of social

and emotional learning in supporting the students' overall
development. This aligns with the broader emphasis on
integrating evidence-based social and emotional learning
into education, particularly in special education settings.

Skills, social work theory and value applied

 Observation and Assessment- The student applied skills in

observing and assessing the interaction between the
students and their parents during the visiting day. This
involved keen observation to understand the dynamics and
the impact of family involvement on the students' behavior
and engagement.

 Communication and Information Gathering: The student

demonstrated skills in effective communication and
information gathering by obtaining missing information from
the parents. This involved engaging in discussions about the
students' daily routines, recent developments at home, and
specific concerns or challenges noticed by the parents,
highlighting the importance of comprehensive information
gathering for tailored support.

 Collaboration and Partnership: The student applied skills in

relating the progress of the child to the parent, emphasizing
the school's commitment to transparency and collaboration.
This involved effectively communicating the students'
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 achievements, areas of improvement, and implementing
specific interventions or strategies, fostering a sense of
partnership in the students' educational journey.

 Empathy and Understanding-The student likely applied

skills related to

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 empathy and understanding, particularly in the context of
observing the students' interaction with their parents. This
involved recognizing the importance of strong family
involvement in the educational journey of the students,
indicating an understanding of the impact of familial
relationships on the students' well-being.

The Social Learning Theory developed by psychologist Albert was

applied. This theory emphasized the impact of social interactions
and observational learning on individual development. By
applying this theory, the student recognized the influence of the
students' interactions with their parents on their behavior and
engagement. Additionally, the student utilized of social learning
to understand how the students' experiences and observations
within their family environment contribute to their overall
development and learning processes. This application of the
Social Learning Theory aligns with the student's role in fostering
a supportive and inclusive educational environment for the
students at the special school.

One applicable social work value in the context of the social work
student's observations and interactions at Zimcare Ratidzo
Special School is the value of respecting the dignity and worth of
the individual. This principle emphasizes the importance of
recognizing and honoring the inherent value and uniqueness of
each person, irrespective of their background or circumstances.
By applying this principle, the social work student can ensure
that their interactions with the students and parents are
grounded in respect, empathy, and cultural sensitivity, thereby
fostering an inclusive and supportive environment for all
individuals involved. This principle aligns with the broader ethical
responsibilities of social workers and underscores the
significance of upholding the dignity and worth of every person
within the educational setting.

Challenges Faced

 Balancing the school's commitment to transparency with the

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 need to maintain confidentiality and privacy when
discussing students' progress and challenges with their
parents. This challenge involves effectively communicating
information while respecting the privacy and dignity of the
students and their families.

 The absence of some parents presented obstacles in

effectively

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 communicating and collaborating with all parents to gain
insights into the students' home environments and to
establish a collaborative approach to their education and
well-being. Furthermore, the absence of some parents
hindered the student's efforts to effectively communicate
the progress of each child to the respective parents,
potentially impacting the establishment of a strong
partnership in the students' educational journey.

 Some students could not settle due to the presence of many

unfamiliar faces during the visiting week. This situation can
create a sense of unease and discomfort for the students,
potentially impacting their behavior and engagement during
the visit.

Possible Solutions

 Implementing clear guidelines and protocols for

communicating student progress and challenges with
parents, ensuring that information is shared in a manner
that respects the privacy and dignity of the students and
their families.

 Utilizing ethical standards for school social workers, such as

those outlined in the NASW code of ethics, to guide the
communication process and uphold the dignity and respect
of the students.

 Adhering to ethical and professional responsibilities, as well

as legal frameworks, to maintain confidentiality while
effectively communicating information to parents.

 Exploring alternative communication channels, such as

personalized meetings, phone calls, or digital platforms, to
engage with parents who were unable to attend the visiting
day, ensuring that their insights into the students' home
environments are still integrated into the collaborative
approach to education and well-being.

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 Leveraging guiding principles for creating safe, inclusive,
and supportive school environments to ensure that every
parent, regardless of their physical presence, is included
and supported in the collaborative process.

 Implementing strategies to create a more familiar and

comforting environment for the students, such as
introducing familiarization activities or

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 providing additional support and reassurance to help them
settle in the presence of unfamiliar faces.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK EIGHTEEN 05 February to 09

February 2024

Activities

The student had the opportunity to take the case history of

Nancy(pseudo name) who has experienced profound trauma as a
survivor of sexual abuse and intellectually challenged. Nancy's
traumatic experiences include being subjected to abuse, first by
her mother's boyfriend and subsequently by an unknown
perpetrator. Her mother, recognizing the urgent need for a safe
and supportive environment for Nancy, brought her to the school
seeking refuge and assistance in coping with the traumatic
experiences she endured.

One of the significant incidents that has added complexity to

Nancy's case is the tragic suicide of her mother's boyfriend before
he could be arrested in connection with the abuse. This event has
further underscored the critical need for comprehensive support
and intervention for Nancy, as well as the need to navigate the
legal and emotional implications of this development. Nancy,
despite the immense challenges she has faced, has demonstrated
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 remarkable resilience and courage. She communicated the
traumatic experiences to her mother through sign language,
highlighting the profound impact of her ordeal and the
significance of providing her with a safe and nurturing
environment.

In response to this distressing situation, the school has mobilized a

multidisciplinary

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support approach, involving the school counselor, educators and
relevant external support services. The safeguarding office has
prioritized creating a safe space for Nancy, fostering a supportive
and trauma-informed environment, and ensuring that her
emotional and psychological well-being are at the forefront of
department’s efforts.

Moving forward the social work student is committed to working

closely with the school's support team to provide ongoing
support, advocacy and intervention for Nancy. This includes
collaborating with external agencies and professionals to address
her complex needs and promote her recovery and healing
process.

Lessons Learnt

 Understanding the critical importance of trauma-informed

care in supporting children with special needs who have
experienced severe trauma, such as sexual abuse. This
includes recognizing the impact of trauma on individuals'
emotional and psychological well-being and the need for
sensitive and supportive interventions

 Recognizing the significance of a multidisciplinary and

collaborative support approach involving social workers,
educators, external support services, and relevant
professionals to address the complex needs of survivors of
abuse.

 Gaining insights into the ethical and legal considerations

involved in cases of abuse, including the need to navigate
confidentiality, privacy and legal implications while
providing support and advocacy for survivors.

 Understanding the role of social work in advocating for the

rights and well- being of vulnerable individuals, such as
survivors of abuse, and empowering them to access the
support and resources necessary for their recovery and
healing.
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 Embracing the principles of social justice and inclusivity in
providing a safe and empowering environment for survivors
of abuse, ensuring that their rights and dignity are upheld
throughout the support process.

Skills, social work theory, principle and value applied

 Empathy and Compassion -Demonstrating empathy and

compassion

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 towards Nancy and her mother, recognizing the emotional
impact of the traumatic experiences and providing a
supportive and nurturing environment for them.

 Effective Written Communication: The student

demonstrated effective written communication skills in
documenting and reporting on Nancy's case history,
interventions, and ongoing support efforts. This includes
the ability to clarify thoughts, identify key points, and
communicate complex information succinctly and clearly.

 Verbal Communication Skills: While the focus is on written

communication, the student's ability to effectively
communicate verbally with colleagues, supervisors, and
external stakeholders is also crucial in ensuring a
comprehensive and coordinated approach to supporting
Nancy.

The Trauma-Informed Theory, penned by Judith Herman, is a

framework that emphasizes the pervasive impact of trauma on
individuals and the importance of creating a safe and supportive
environment for their recovery and healing. In the case of Nancy,
a survivor of sexual abuse at Zimcare Ratidzo Special School, the
Trauma-Informed was used by the social work student to guide
interventions that prioritize safety, trustworthiness, choice,
collaboration and empowerment in supporting Nancy's recovery.
Understanding the need for physical and emotional safety, the
student worked to create a safe and nurturing environment for
Nancy within the school, ensuring that she feels secure and
support. Also by recognizing the impact of trauma on trust, the
student focused on building a trusting relationship with Nancy,
ensuring that she feels comfortable and supported in sharing her
experiences and needs. The student empowered Nancy by
involving her in decision- making processes regarding her support
and interventions, respecting her autonomy and agency in her
recovery [Link] collaborating with Nancy, her family, the
school administration, and relevant professionals, the student
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 worked to empower Nancy in her recovery.

The principle of a non-judgmental attitude is highly relevant to the

activities of the social work student in supporting Nancy, a
survivor of sexual abuse at Zimcare Ratidzo Special School. This
principle emphasizes the importance of approaching interactions
with individuals without prejudice or bias, and it aligns closely
with the

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ethical commitment to respect the dignity and worth of every
individual. By embodying a non-judgmental attitude, the social
work student respected Nancy and her mother's feelings and
experiences. By adopting an attitude of acceptance and empathy,
the student demonstrated respect for them, creating a safe space
for her to express herself without fear of judgment. The student
entered professional interactions with Nancy and her mother
without prejudice, ensuring that their support and interventions
were not influenced by preconceived notions or biases. A non-
judgmental attitude promoted trust and openness in the
student's relationship with them allowing for honest and
transparent communication that is essential for effective support
and advocacy.

Challenges Faced

 Addressing the complex trauma experienced by Nancy,

including the long- term impact of sexual abuse, requires a
deep understanding of trauma- informed care and
specialized interventions to support her recovery effectively.

 Building trust with Nancy and her mother who has

experienced significant trauma, can be challenging. It may
require time, patience, and consistent support to establish a
trusting relationship that is essential for effective
intervention.

 Negotiating the institutional dynamics within the school

environment to ensure that trauma-informed support and
advocacy for Nancy are effectively integrated into the
school's policies and practices.

 Engaging with Nancy's family, psychologists and relevant

professionals to ensure a comprehensive and coordinated
approach to her support while navigating potential
challenges in collaboration and communication.

 Nancy's mother blaming herself and not having received

help presents a complex emotional and relational dynamic
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 that requires sensitivity and skills.

Possible Solutions

 Engaging in ongoing professional development and

training in trauma- informed care to enhance
understanding and skills in addressing complex

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 trauma effectively.

 Building trust gradually through consistent, empathetic

and non- judgmental interactions, allowing Nancy to feel
safe and supported in expressing herself.

 Advocating for the integration of trauma-informed

practices and policies within the school environment,
collaborating with school administrators and relevant
stakeholders to ensure a supportive and understanding
environment for survivors of trauma.

 Fostering open communication and collaboration with

Nancy's family, social workers and relevant professionals,
emphasizing the importance of a coordinated and
comprehensive approach to her support.

 Implementing educational initiatives within the school

community to raise awareness about trauma, sexual
abuse and the importance of creating a supportive and
non-judgmental environment for survivors.

 Offering Nancy's mother the opportunity to engage in

therapeutic interventions such as individual or group
counseling, allowing her to process her emotions, address
feelings of self-blame, and receive the support she needs
to navigate her own healing journey.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………
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 … WEEK NINETEEN 12 to 16 February 2024

Activities

This week, the social worker student, together with her

colleagues, held a case conference to address a
concerningsituation involving a student
named

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Robert(pseudo name), aged 15 years, who resides in the school
hostel. It was discovered that Robert's behavior had led to a
decision to suspend him from the school hostel for two weeks.
However, upon further investigation, it was revealed that Robert
had portrayed inappropriate behavior towards other students,
including molesting another student, Tapiwa (pseudo name) ten
years of age, by allowing the child to touch his private parts.

Given the additional context that Robert has a disability and may
not be fully aware that his actions are inappropriate, the
approach to addressing his behavior and providing support
becomes even more nuanced. In light of this, the social worker
student and her colleagues adapted their strategies to
accommodate Robert's specific needs and understanding. The
social workers planned to provide specialized counseling and
education to help him understand appropriate social interactions
and boundaries. This involved using visual aids, social stories,
and other tailored resources to facilitate his understanding. The
team also worked on individualized behavioral support plan for
Robert, taking into account his disability and the specific nature
of his behavior. This plan involved clear, consistent and
structured interventions aimed at guiding him towards more
appropriate interactions.

Lesson Learnt

 The critical need for trauma-informed care when working

with students who have experienced trauma or have
disabilities. Understanding the impact of trauma and
disability on behavior is essential for providing effective
support and intervention.

 The significance of tailoring interventions to meet the

unique needs of students, especially those with disabilities.
It emphasized the value of individualized support plans and
specialized counseling to address specific challenges.

 The importance of collaboration with special education

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 professionals, guardians and relevant stakeholders to create
an inclusive and supportive environment for students with
disabilities. It highlighted the significance of involving
various stakeholders in the support process.

 Recognition of the need for ongoing professional development,

particularly in

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 the area of supporting students with disabilities and
addressing sensitive behavioral issues. It emphasized the
value of expanding knowledge and skills to better serve
diverse student populations.

 Discussions on ethical considerations in social work practice,

particularly when working with vulnerable populations
reinforced the role of social workers as advocates for the
well-being and rights of students with disabilities.

Skills, theory and principle applied

 Organizational Skills - The social worker student

demonstrated strong organizational skills to effectively
manage the case, prioritize Robert's needs and
coordinate interventions to address his behavior.

 Ethical Decision-Making - The student adhered to the

NASW Code of Ethics, which guided their conduct and
decision-making, ensuring that they upheld ethical
standards in their interactions with Robert and other
stakeholders.

 Communication Skills - Effective communication skills

were crucial in engaging with Robert, his guardians, and
other professionals involved in the case, ensuring clear
and empathetic communication throughout the
intervention process.

 Collaboration and Advocacy - The student engaged in

collaboration with special education professionals, hostel
staff, and Robert's guardians, advocating for an inclusive
and supportive environment for Robert.

The Social Learning Theory, founded by Albert Bandura, is a highly

applicable theory in Robert's case, particularly considering his
disability and the need for tailored interventions. This theory
emphasizes the impact of social interactions, observational
learning and the influence of role models on behavior. In the case

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 of Robert, the social worker student and her colleagues utilized
the Social Learning Theory in the following ways:

Understanding Behavior through Observation: The team considered

how Robert's behavior was influenced by observing and
modeling the behaviors of others,

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especially within the school hostel environment. This
understanding guided their approach to identifying and
addressing the specific behaviors that Robert exhibited. By
observing Robert's interactions and behaviors, the team
identified potential triggers and reinforcing factors that
contributed to his actions.

Role of Social Environment: The theory's emphasis on the role of

the social environment in shaping behavior is relevant in
understanding how Robert's interactions within the hostel setting
would influence his actions. This understanding informed
discussions on creating a supportive and nurturing environment
for Robert. The team considered factors such as peer
relationships, staff interactions, and hostel rules to determine
how these environmental factors impacted Robert's behavior.

Interventions Based on Observational Learning - Given the

theory's focus on observational learning, the developed
interventions based on modeling appropriate behaviors and
providing positive reinforcement like clapping hands for him to
guide Robert's understanding of social boundaries and
appropriate interactions.

The social worker and her colleagues embraced a nonjudgmental

attitude, recognizing the importance of approaching Robert's
situation without preconceived notions or biases. This principle
emphasizes the belief that social work should be free from
judgment and based on understanding and empathy. The social
worker student and the team prioritized a client-centered
approach, focusing on Robert's unique needs, experiences and
perspectives without imposing external judgments on his
inappropriate behaviors on other learners.

Challenges Faced

 Tailoring interventions and support plans to effectively

address Robert's specific needs and challenges associated
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 with his disability.

 Engaging with a variety of stakeholders, including special

education professionals, hostel staff and Robert's guardians,
to ensure a coordinated and holistic approach to supporting
Robert.

 Ensuring access to appropriate resources and support

services to meet

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 Robert's needs, potentially including specialized educational
resources and behavioral support.

Possible Solutions

 Developing individualized interventions and support plans

that specifically address Robert's unique needs and
challenges associated with his disability.

 Establishing effective collaboration and communication with

diverse stakeholders, including special education
professionals, hostel staff, and Robert's guardians, to
ensure a coordinated and holistic approach to supporting
Robert.

 Adhering to ethical standards and legal requirements while

navigating the sensitive nature of Robert's behavior and
disability within the school hostel environment.

 Advocating for and ensuring access to appropriate resources

and support services to meet Robert's needs, including
specialized educational resources and behavioral support.

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SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE……………………………………………………………

WEEK NINETEEN 19 to 23

February 2024 Activities

The student, along with her colleagues, conducted a home visit to
seventeen year-old Nector (pseudo name)'s house, who is
intellectually challenged and is a day scholar. This is because it
was discovered that Nector came to school with a swollen cheek
as a result of being hit by his brother. This incident occurred
because Nector was proving difficult to get into the school
minibus, which transports him to school. The school driver
mentioned that getting Nector into the bus always proved
difficult, often taking as long as thirty minutes or more at his
house. Due to this, his brother grew impatient and hit him. The
school was concerned about potential repercussions from the
Ministry of Education and sent the social worker to confirm that
the incident happened outside school premises. Nectar has been
difficult to handle for his family, especially since his mother, who
used to care for him, passed away two years ago. This has left his
brother and father struggling to fill the void left by her absence.

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 This report highlights the challenges faced by Nectar and his
family, and the need for additional support and intervention to
ensure his well-being and safety.
Lessons learnt
 The student gained a deeper understanding of the impact of
loss and grief, particularly in the context of Nectar’s
family situation. This experience

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 highlighted the complexities of supporting individuals and
families who are navigating grief and loss.
 The student learned the importance of advocating for
vulnerable individuals like Nectar, especially in situations
where there are concerns about potential mistreatment or
lack of appropriate support.
 The experience underscored the importance of providing
holistic support to individuals with disabilities and their
families, recognizing the challenges they face and the need
for comprehensive care and intervention.
Skills, theory and value applied
 1. Empathy and Active Listening -The student applied
empathy and active listening skills to understand Nectar’s
family dynamics, the challenges they face, and the impact of
the loss of his mother.
 Assessment and Observation -The student utilized
assessment and observation skills to evaluate Nectar’s
living environment, family interactions and the specific
challenges related to transporting him to school.
 Advocacy and Communication -Given the concern about
potential mistreatment and the need to confirm the incident
happened outside school premises, the student applied
advocacy and communication skills to address these
concerns and communicate effectively with relevant
stakeholders.
 Collaboration and team work -The student engaged in
collaboration and teamwork with colleagues during the
home visit, demonstrating the ability to work effectively
within a team to address complex family situations.
The main social work theory that could be applicable to the situation
involving Nectar and his family is the Attachment Theory. This
theory is highly relevant in understanding the dynamics of
relationships, particularly within families, and can provide
insights into Nectar’s challenges and the impact of his mother's
passing.

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Attachment theory by John Bowlby focuses on the importance of
early relationships and their impact on an individual's
development and behaviour. In Nectar's case, the loss of his
mother, who used to care for him, has likely had a profound
impact on his well-being and behaviour. Understanding
attachment theory provides valuable insights into Nectar's
emotional and psychological needs, as well as the challenges
faced by his family in providing adequate support. Attachment
theory can help the

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social work student understand Nectar's behaviour, particularly
his difficulty in transitioning to the school minibus. His resistance
to leaving the home is rooted in attachment-related anxieties and
insecurities following the loss of his mother.
By applying attachment theory, the student recognized the
importance of providing holistic support to Nectar's family,
acknowledging the impact of the loss on their ability to care for
him effectively. This involved interventions aimed at
strengthening the family's ability to provide a secure and
nurturing environment for Nectar.

The social work value that is applicable to the situation involving

Nectar and his family is the value of service. This principle is
based on the core values of social work, emphasizing the
profession's commitment to serving individuals and communities
in need. The social work student's engagement with Nectar and
his family reflects the principle of service, as it demonstrates a
commitment to addressing the needs and challenges faced by
vulnerable individuals and families.
Challenges Faced
 Witnessing the physical and emotional distress experienced
by Nector due to the incident with his brother had an
emotional impact on the social worker student and her
colleagues. Managing personal emotions while remaining
professional and supportive is a significant challenge in such
situations.
 Confirming the details of the incident and assessing the
family's situation required the social worker student to
navigate complex dynamics sensitively while upholding
professional standards and ethical considerations. Balancing
the need to gather accurate information with the family's
privacy and emotions is a delicate task.
 The need to advocate for Nectar's well-being and safety, as
well as to initiate appropriate interventions, presented a
challenge in terms of identifying the most effective course

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 of action while considering the family's circumstances and
the impact on Nectar’s future.
Possible Solutions
Solving strategies to manage emotional impact, such as
seeking support from colleagues, supervisors or
professional networks to process emotions effectively and
maintain a balanced approach to the case.
 Implementing the six-step problem-solving model to
navigate complex

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 dynamics sensitively while upholding professional standards
and ethical considerations. This structured approach can
help in gathering accurate information while respecting the
family's privacy and emotions.
 Rise above the challenges by finding innovative solutions to
advocate for Nector's well-being and safety. This involves
collaborating with relevant agencies, community resources
and support networks to initiate appropriate interventions
tailored to Nector's needs and the family's circumstances.

SUPERVISOR’S

SIGNATURE……………………………………………

STUDENT’S

SIGNATURE……………………………………………….

WEEK TWENTY February to 02 March

2024

Activities

This week, the social work student delved into the complex case of
Pete (pseudo name), a young individual with autism and
intellectually challenged who faced expulsion from his hostel due
to a distressing incident. The situation revealed a troubling lack
of communication and strained relationships between the hostel
and the school, leading to inadequate support for Pete's needs
and a poor handling of the case. Pete's disabilities, contribute to
his preference for solitude, as observed by the student. However,
reports from the hostel depicted a different picture, with
concerns about Pete's violent behavior and the fear expressed by
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 hostel staff and nurse aides, who were reluctant to interact with
him. This alarming situation ultimately led to Pete's expulsion
from the hostel.

Of significant concern is the delayed notification to the Safe

Guarding Office, where the social worker student is based, which
only occurred after Pete's parents had already collected him. This
lack of timely involvement and intervention further compounded
the challenges faced by Pete and his family, reflecting a poorly
handled

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case by the hostel administration. Moving forward, the social
work student aimed to advocate for improved communication
channels and support mechanisms, emphasizing the importance
of early intervention, effective safeguarding protocols and the
creation of a nurturing environment that prioritizes the well-
being of individuals like Pete. By addressing these systemic
challenges, the aim is to ensure that the experiences of
vulnerable individuals are met with compassion, understanding
and proactive support.

Lesson Learnt

 The case underscored the critical need for seamless

communication and collaboration between educational
institutions, hostels and safeguarding offices. The student
learned that proactive and coordinated interventions are
essential to provide the necessary care, understanding and
safety for individuals with complex disabilities.

 The student gained insight into the unique needs of

individuals like Pete, particularly those with autism and
mental retardation. Understanding the individual's
preferences, challenges and behavioral patterns is crucial
for tailoring effective support and intervention strategies.

 The student recognized the significance of advocating for

early intervention and robust safeguarding protocols to
ensure the well-being and safety of vulnerable individuals.
This includes the timely involvement of relevant support
systems to address complex needs and prevent adverse
outcomes.

 The student embraced the concept of lifelong learning,

understanding that being successful in social work requires
ongoing education and adaptation to effectively address the
evolving needs of clients, particularly those with diverse and
complex challenges.

Skills and social work value applied

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 Communication and Collaboration -The student
demonstrated the ability to communicate effectively with
various stakeholders, including the hostel staff, school
personnel and the Safe Guarding Office. This involved active
listening, clear articulation of concerns and collaboration to
address Pete's needs comprehensively.

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  Assessment and Observation - The student utilized
observational skills to assess Pete's behavior and needs,
particularly in understanding his preference for solitude and
the manifestation of his disabilities. This informed the
student's approach to developing tailored support
strategies.

 Advocacy and Empathy - The student displayed advocacy

skills by recognizing the need for proactive intervention and
support for Pete. Additionally, the student demonstrated
empathy in understanding Pete's challenges and the impact
of his disabilities on his behavior and interactions.

 Problem-Solving and Critical Thinking -The student applied

problem-solving skills to navigate the complexities of Pete's
case, identifying the breakdown in communication and the
need for improved coordination. Critical thinking was
essential in analyzing the situation and identifying areas for
intervention and improvement.

The social work value most applicable in the case of Pete is value of
respect for the dignity and worth of the Person. This value is a
core principle that guides social work practice and emphasizes
the importance of respecting the inherent dignity and worth of
each individual, recognizing their uniqueness and the importance
of self- determination. In the context of Pete's case, this value
was applied by the social work student through advocating for
improved communication and collaboration between relevant
parties, prioritizing Pete's well-being and ensuring that
interventions were tailored to meet Pete's unique needs and
circumstances. By recognizing Pete's individuality and inherent
worth, the social work student aimed to address the systemic
challenges faced by Pete and his family, ensuring that their
experiences were met with compassion, understanding and
proactive support.

Challenges Faced
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 The breakdown in communication and coordination between
the hostel and the school. This lack of effective
communication hindered the timely involvement and
intervention necessary to support Pete and his family.
 Pete's case involved complex mental health challenges,
including autism and mental retardation. Understanding and
addressing these mental health challenges required
specialized knowledge and resources to provide

19
0
 appropriate support.
 Advocating for proactive and coordinated interventions to
address Pete's unique needs. This included the need to
navigate support systems and ensure that necessary care,
understanding and safety measures were in place for
individuals with complex disabilities.
 The student faced the challenge of navigating support
systems and advocating for improved communication
channels and support mechanisms. This involved addressing
systemic issues and emphasizing the importance of early
intervention and effective safeguarding protocols.
 The student encountered institutional challenges related to
the handling of Pete's case, including the delayed
notification to the Safe Guarding Office and the subsequent
impact on Pete and his family. Overcoming institutional
barriers and ensuring timely involvement and intervention
posed significant challenges.
Possible Solutions
 Embracing the growth in the use of communication
technology in social work practice can enhance
communication and coordination between the hostel, school
and safeguarding offices. Utilizing digital platforms for
effective and timely information sharing can help bridge the
communication gaps and ensure swift intervention when
needed.
 Recognizing the potential for burnout, the social work
student prioritized self- care and seek support when dealing
with complex cases. Implementing self- care strategies and
seeking supervision can help mitigate the risk of burnout
and ensure sustainable support for individuals like Pete.
 Engaging in a structured process of identifying the reasons
behind the breakdown in communication and coordination
and then working on implementing possible solutions. This
may involve creating a plan for improvement that addresses
the specific challenges encountered in Pete's case.

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 Engaging relevant stakeholders can be instrumental in
addressing institutional challenges. Collaborating with the
hostel, school and safeguarding offices and can help create
a more cohesive support system for individuals with
complex disabilities.

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  Advocating for training and capacity building for staff
members at the hostel and school can enhance their
understanding of individuals with complex disabilities and
improve their ability to provide appropriate support. This
can include specialized training on autism, mental
retardation and effective communication strategies.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK TWENTY-ONE 04 March to 08

March 2024

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Activities

The week was dedicated to preparing the children for the

upcoming choir competition, where they would compete with other
Roman Catholic Primary Schools.

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The purpose of this activity was to foster teamwork and
leadership skills among the learners. The social worker student,
alongside her colleagues, ensured that children without speech
disorders could participate, aiming to provide an opportunity for
the learners to learn to work as a team. Moreover, the children
were encouraged to take on leadership roles, such as being the
choir conductor, while others learned to follow instructions,
thereby developing their leader-follower dynamics.

The focus on enabling learners with different disabilities to shine

on stage, being watched by many people, was a significant aspect
of the preparations. This emphasized the message that their
disabilities do not limit their capabilities and that they are just as
capable as any other student. The interest shown by the learners
in singing not only made them happy but also instilled a sense of
belonging and self- discipline. The engagement in the choir
competition preparation had a positive impact on the learners,
fostering a sense of empowerment, belonging, and self-
discipline. It also served to challenge stereotypes and
demonstrate the learners' capabilities, regardless of their
disabilities.

Lesson Learnt
The student learned the importance of fostering inclusivity and
empowerment among learners with different disabilities. The
focus on enabling these learners to shine on stage, challenging
stereotypes and demonstrating their capabilities highlighted the
significance of creating an inclusive and supportive environment
for all students.
 The student recognized the role of the choir competition
preparation in fostering teamwork and leadership skills
among the learners. By ensuring that children without
speech disorders could participate and providing
opportunities for leadership roles, the student observed the
positive impact of these activities on the learners'
development.

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 Through teaching self-discipline and observing the learners'
interest in singing, the student learned about the positive
impact of these activities on instilling a sense of belonging
and self-discipline among the learners. This highlighted the
importance of creating a supportive and nurturing
environment for the students.
 Engaging in the activities allowed the student to observe
and reflect on the impact of the preparations on the
learners. This reflective learning process

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 provided insights into the emotional and developmental needs of
the students, contributing to the student's growth as a social
worker.
Skills, social work theory, principle and value applied
 Empathy -The student demonstrated empathy in
understanding and addressing the emotional needs of the
learners, particularly those with disabilities, during the choir
competition preparation.
 Communication - Effective communication skills were
applied by the student in coordinating with colleagues and
ensuring that children without speech disorders could
participate in the choir competition.
 Critical Thinking - The student utilized critical thinking skills
to assess the impact of the activities on the learners and to
make informed decisions regarding their participation in the
competition.
 Active Listening - By actively listening to the needs and
interests of the learners, the student was able to create a
supportive and inclusive environment, fostering a sense of
belonging among the children.
 Time Management - Teaching self-discipline to the learners
and managing time effectively to ensure the smooth
execution of the choir competition preparation activities
showcased the student's self-discipline and time
management skills.
.The empowerment theory in social work was developed by Julian
Rappaport. This theory emphasizes the importance of
empowering individuals and communities to enhance their
strengths, capabilities, and decision-making abilities, ultimately
leading to increased self-determination, agency, and well-being
for the individuals involved. The empowerment theory was
applicable in this week's activities at Zimcare Trust Ratidzo
Special School through the facilitation of opportunities for
learners to showcase their talents, fostering a sense of self-
efficacy, and advocating for the inclusive participation of learners

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 with disabilities in the choir competition preparation. By
providing learners with the chance to apply their new ideas, try
out their new understandings, and actively participate in the
preparation activities, the social worker student empowered the
learners to enhance their strengths, capabilities, and decision-
making abilities.
Additionally, the application of empowerment theory aligns with the
emphasis on processes and outcomes, suggesting that actions,
activities, or structures may be

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empowering, and that the outcome of empowerment can lead to
increased self- determination, agency, and well-being for the
individuals involved. This approach reflects the core principles of
empowerment theory in action, as it focuses on fostering a sense
of autonomy, self-efficacy, and active participation among the
learners.

The value of social justice is highly applicable to the activities at

Zimcare Trust Ratidzo Special School. The emphasis on
inclusivity, empowerment, and challenging stereotypes aligns
closely with the principles of social justice, which include
advocating for fair treatment, access to resources, and
opportunities for all individuals, especially those who may be
marginalized or face barriers due to disabilities. The activities
aimed at enabling learners with different disabilities to shine on
stage and showcasing their capabilities reflect a commitment to
social justice, human rights and respect for diversities, which are
central to the field of social work.

The principle of acceptance emphasizes acknowledging and

respecting the unique experiences and identities of individuals
without judgment. In the context of the weekly activity, the social
worker student and her colleagues demonstrated acceptance by
enabling learners with different disabilities to participate in the
choir competition preparation. For example, by ensuring that
children without speech disorders could participate in the choir
competition, the team exemplified the principle of acceptance.
They acknowledged the unique needs of the learners and
provided an inclusive opportunity for them to engage in the
activity. This approach promoted a non-judgmental and inclusive
environment, where all learners were accepted and supported,
regardless of their disabilities. This demonstration of acceptance
aligns with the core value of creating an environment that
respects and embraces the individuality of each learner, without
imposing judgments or limitations based on their abilities.

Challenges Faced

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 Balancing the need for individualized support for learners
with disabilities while also ensuring the inclusion of all
students in the choir preparation activities. This presented
difficulties in creating a cohesive and inclusive environment
while addressing the diverse needs of the learners.

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  Engaging in activities aimed at promoting social and
emotional skills among learners, particularly those with
disabilities, placed emotional and mental strain on the
student. The responsibility of providing support and
guidance to individuals with diverse needs can be
emotionally demanding and may have presented challenges
related to self-care and burnout.

 The student encountered ethical dilemmas related to

ensuring equitable participation and opportunities for all
learners, especially those with disabilities. Navigating these
dilemmas while upholding the ethical principles and core
values of social work, such as social justice and the dignity
and worth of every individual had been challenging.

Possible Solutions

 Implementing a tiered support system that provides varying

levels of support based on individual needs, ensuring that
all learners receive the assistance they require while
participating in group activities.

 Establishing regular debriefing sessions and access to

counseling services for the student and other staff members
involved in supporting learners with disabilities, promoting
emotional well-being and resilience.

 Implementing self-care strategies and mindfulness practices

to manage emotional strain and prevent burnout among the
student and staff, emphasizing the importance of personal
well-being.

 Engaging in ongoing ethical discussions and training to

develop a clear framework for addressing ethical dilemmas
related to inclusivity and equitable participation, ensuring
that decisions are guided by ethical principles and social
work values.

 Collaborating with stakeholders, including families and

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community members, to ensure that ethical decisions are
informed by diverse perspectives and input, promoting
transparency and inclusivity.

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SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… WEEK TWENTY – TWO 11 March to 15

March 2024

Activities

This week, one of the senior care givers discovered that Petra
(Pseudo name) a fourteen year old girl with mental retardation
was experiencing a yellowish discharge while being assisted in
the toilet. Given Petra's recent onset of menstruation, concerns
were raised regarding the potential causes of the discharge,
including the possibility of a sexually transmitted disease or a
bacterial infection. The Safe guarding office was promptly alerted
about the situation. In response to the concerns raised, the social
worker student, together with a student nurse aide, accompanied
Petra to the local clinic for a comprehensive medical evaluation.
At the clinic, it was determined that Petra was suffering from
vaginitis, a condition caused by prolonged exposure to wet
underwear and inadequate hygiene practices while using the
toilet. Additionally, Petra's excessive drooling contributed to her
constant state of wetness, necessitating frequent changes.

Following the diagnosis, Petra was promptly put on antibiotics by

the attending nurse to address the vaginitis infection.
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Furthermore, the school contacted Petra's parents to inform them
about the situation, and Petra was allowed to return home for
additional support and care. Moving forward, it is recommended
that Petra's caregivers and support network remain vigilant in
providing her with the necessary hygiene care, particularly
related to changing wet clothing promptly and ensuring proper
toilet hygiene. Additionally, ongoing monitoring of Petra's health
and well-

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being, including regular medical check-ups, is advised to prevent
the recurrence of similar health issues.

This case highlights the importance of proactive intervention and

collaboration in addressing the health and well-being of
vulnerable individuals like Petra. The swift response of the care
givers, the coordination between the social work student and the
nurse aide, and the prompt medical attention provided at the
local clinic were instrumental in addressing Petra's health
concerns and ensuring appropriate care and support.

Lessons Learned

 The student gained an understanding of the significance of

integrating theory with hands-on skills through field
practicum courses. This experience provided practical
insights into addressing real-life challenges faced by
individuals in need of support.

 The student learned the value of honoring clients, their

support systems, and the multidisciplinary team. This
emphasized the importance of effective collaboration and
communication within a larger network of resources to
address complex social work challenges.

 The experience underscored the importance of proactive

intervention and advocacy for vulnerable individuals. The
swift response to Petra's health concerns and the
coordination between the social work student and the nurse
aide exemplify the proactive approach required in social
work practice

 The experience with Petra provided the student with a

practical case study, highlighting the complexities and
challenges involved in addressing the health and well-being
of individuals with diverse needs. This real-life experience
contributed to the student's learning and professional
development.

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 The case involving Petra provided insights into the impact of
social determinants of health on individuals with disabilities.
Understanding the influence of environmental factors, such
as hygiene practices and access to proper care, is crucial in
addressing the holistic well-being of individuals with diverse
abilities.

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  The experience with Petra provided the social work student
with valuable lessons related to real-world experience,
collaboration, proactive intervention, learning from real-life
cases and understanding the impact of social determinants
of health on vulnerable individuals.

Skills, model and value applied

The Person-Centered Approach emphasizes individualized care,

empathy and understanding, aligning with the actions taken in
this case to address Petra's health concerns and ensure her well-
being. Person-Centered Approach (PCA) developed by Carl
Rogers, emphasizes the individual's inherent worth, dignity, and
capacity for self- directed growth. This approach prioritizes
empathy and understanding, unconditional positive regard,
congruence (authenticity), client-centeredness and empowerment
and self-determination.

By applying the PCA, social workers can provide holistic support,

fostering a supportive environment that promotes the well-being
and empowerment of individuals like Petra. The social work
model applicable to this case is the Person- Centered Approach
(PCA). This approach prioritizes the individual's needs, well- being
and empowerment, which was demonstrated when Petra's
autonomy and dignity were respected throughout the process.
Her caregivers and support network were involved in decision-
making and care planning. The social work student and nurse
aide collaborated to ensure comprehensive support. Also Petra's
parents were informed and involved in her care, promoting a
supportive environment.

 Assessment skills - Gathering information, observing, and

evaluating Petra's situation to understand her needs.

 Communication skills - Collaborating with caregivers, nurse

aides, medical professionals, and Petra's parents to share
information and coordinate care.

 Empathy and active listening - Understanding Petra's

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 experiences, validating her feelings, and providing
emotional support.

 Problem-solving and critical thinking - Identifying potential

causes of the discharge, seeking medical attention, and
addressing hygiene and care issues.

 Cultural competence - Considering Petra's individual needs,

values, and

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 beliefs in care planning

 Professional collaboration - Working with healthcare

professionals, caregivers, and family members to ensure
comprehensive support.

 Crisis intervention - Responding promptly to the

situation, addressing immediate needs, and ensuring
Petra's safety and well-being.

 Advocacy - Ensuring Petra's rights, dignity, and autonomy

were respected throughout the process.

 Documentation and record-keeping -

Maintaining accurate records of
assessments, interventions, and outcomes.

The most applicable social work value in the context of Petra's case
is dignity and worth of the person. This core value emphasizes
the importance of respecting the inherent worth and uniqueness
of each individual, as well as promoting their well- being. In the
case of Petra, the actions taken, including promptly addressing
her health concerns, advocating for her medical evaluation, and
involving her parents, reflect a commitment to upholding her
dignity and worth as a person with unique needs and challenges.
This value guides social workers in recognizing and respecting
the individuality of each person, regardless of their
circumstances or conditions.

By ensuring that Petra's health concerns were addressed with

sensitivity and respect, and by involving her in the decision-
making process to the extent possible, the social work team
demonstrated a commitment to upholding the value of dignity
and worth of the person in their practice.

Challenges Faced

 Dealing with the health concerns of a vulnerable individual

like Petra, especially considering her young age and mental
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retardation, presented emotional challenges for the social
work student. Witnessing and addressing the physical
discomfort and health issues of a young person with special
needs can be emotionally taxing.

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  Addressing the specific health needs of Petra, including her
vaginitis and the contributing factors such as excessive
drooling, presented complex challenges for the social work
student. Understanding and effectively addressing these
health issues while ensuring Petra's comfort and well-being
required a high level of expertise and sensitivity.

 Coordinating with the student nurse aide, the local clinic

and Petra's parents to ensure a comprehensive medical
evaluation and appropriate care required effective
communication and collaboration. Coordinating various
stakeholders and ensuring that Petra's needs were met in a
timely and effective manner presented logistical and
organizational challenges.

 Advocating for Petra's well-being and ensuring that she

received the necessary support and care, both at the clinic
and upon returning home required the social work student
to navigate potential bureaucratic or administrative
challenges to ensure Petra's needs were met.

 Engaging in such intense and emotionally demanding work,

especially in the context of addressing the health concerns
of a vulnerable individual, posed challenges related to self-
care and the risk of burnout. The emotional toll of working
with individuals facing significant health challenges
impacted the well-being of the social work student.

Possible Solutions

 Encouraging regular debriefing sessions and providing

access to counselling services can help the social work
student process and manage the emotional impact of their
work. Additionally, promoting a supportive and empathetic
work environment can aid in addressing emotional
challenges.

 Providing specialized training and resources to enhance the

student's understanding of complex health needs, including
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 conditions such as vaginitis and related hygiene concerns,
can better equip them to address such challenges
effectively.

 Implementing clear communication protocols and

establishing regular team meetings to ensure effective
coordination among stakeholders can

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 streamline the process of collaborating with other
professionals and organizations involved in Petra's care.

 Offering mentorship and guidance from experienced social

workers can help the student navigate bureaucratic or
administrative challenges, ensuring that they can effectively
advocate for the well-being of individuals like Petra.

 Promoting self-care practices, such as mindfulness

exercises, stress management techniques, and regular
breaks, can help mitigate the risk of burnout. Additionally,
providing access to support resources and encouraging a
healthy work-life balance is essential for the well-being of
the social work student.

SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE……………………………………………………………

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WEEK TWENTY-THREE 18 March to 22 March 2024

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Activities

This week, children under the age of ten were brought to the local
clinic to receive immunization against polio. As part of the
support team, the nurse aides and the social work student
together with her colleagues accompanied the children to ensure
a smooth and organized process. Their role involved providing
reassurance to the children, assisting with the completion of
necessary forms and offering support to the clinic staff as
needed. The successful immunization of the children was a
collaborative effort that aimed to promote the health and well-
being of the young members of the community.

Later in the week, the social worker student had the opportunity
to observe a teaching lesson in Mrs Feya's class. The lesson
focused on teaching the children the difference between a full jar
and an empty jar. During the observation, it became apparent
that some students, including Taty and Liva (pseudo names), who
are down syndrome, were able to draw their jars with minimal
assistance or supervision, showcasing their independent learning
abilities.

However, it was also observed that other students required

differing levels of assistance. Mrs. Feya had to provide hands-on
support by holding the hand of some students while they drew
their jars. This approach was necessary to ensure that all
students, with their unique abilities and challenges, had the
opportunity to participate and engage with the lesson effectively.
Based on the observations made during the classroom session, it
is essential to recognize and support the diverse learning needs
of the students, particularly those with disabilities. Providing
additional resources and tailored support for those who require
extra assistance can help create an inclusive learning
environment where all children can thrive and participate
actively.

Additionally, it is important to acknowledge the strengths and

independence of students like Taty and Liva, despite their
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disabilities, and to encourage their autonomy and self-directed
learning whenever possible. This approach will contribute to
building their confidence and fostering a positive learning
experience.

Lesson Learnt

 The observation in Mrs. Feya's class highlighted the

importance of creating

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 inclusive learning environments that cater to the diverse needs
of students, including those with disabilities. The student
learned the significance of providing tailored support to
ensure that all children, regardless of their abilities, have
the opportunity to participate and engage effectively in the
learning process.

 The experience of observing students with varying levels of

independence and need for assistance underscored the
importance of individualized support in educational settings.
The student recognized the value of identifying and
addressing the unique needs of each student, particularly
those with disabilities, to facilitate their learning and
development.

 The observation of students like Taty and Liva, who

demonstrated independence in their learning despite their
disabilities, emphasized the importance of promoting
autonomy and self-directed learning whenever possible. This
insight aligns with the principles of creating safe, inclusive,
and supportive learning environments.

 The experience of supporting the immunization process at

the local clinic provided the student with exposure to
community-based activities. This exposure underscores the
value of engaging in organized service activities and
community-based learning, which are integral to the field of
social work.

 Engaging in emotionally demanding activities, such as

supporting children with health needs and observing diverse
learning dynamics, highlighted the importance of self-care
and burnout prevention. The student gained an awareness
of the need to prioritize self-care to mitigate the risk of
burnout, aligning with the principles of maintaining social,
emotional and behavioral well-being.

Skills, theory and principle applied

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Empathy: Demonstrating empathy in interactions with children
during the immunization process and in the classroom setting,
understanding and responding to their emotions and needs.

 Communication - Effectively communicating with children,

nurse aides, clinic staff and educators, ensuring clear and
empathetic communication to

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 facilitate positive interactions and support.

 Critical Thinking - Applying critical thinking skills to assess

the diverse learning needs of the students, particularly
those with disabilities, and to contribute to the development
of inclusive learning environments

 Active Listening - Engaging in active listening during

interactions with children, educators, and other
professionals, demonstrating attentiveness and
understanding to effectively support individuals with diverse
needs.

 Organization - Demonstrating organizational skills during

the immunization process at the local clinic, ensuring a
smooth and coordinated experience for the children and
supporting staff as part of the team.

The social work theory applicable to the weekly activities is the

Strengths-Based Approach, penned by Dennis Saleeby. This
approach focuses on identifying and building on the strengths
and resilience of individuals, rather than solely addressing their
deficits or problems. In the immunization activity, the Strengths-
Based Approach was used focusing on the children's ability to
receive immunization, rather than their vulnerability to disease,
encouraging and supporting the children's autonomy and
independence during the process and recognizing the strengths
of the nurse aides and social work student in providing
reassurance and assistance

In the classroom observation, the Strengths-Based Approach was

used by identifying and celebrating the independent learning
abilities of students like Taty and Liva, recognizing the diverse
learning needs of students with disabilities and providing tailored
support and encouraging autonomy and self-directed learning
whenever possible. During the immunization, a child was anxious
and hesitant. The social work student used a strengths-based
approach by acknowledging the child's bravery and offering

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reassurance, empowering the child to complete the process. In
the classroom, Mrs. Feya provided hands-on support to students
who needed it, while also encouraging independence and
autonomy in students like Taty and Liva, showcasing their
strengths and abilities. By applying the Strengths-Based
Approach, the social work student and Mrs. Feya promoted a
positive and empowering environment, focusing on the strengths
and resilience of the children, rather than their limitations.

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The Individualization principle is a fundamental concept in social
work practice that emphasizes the importance of recognizing and
responding to the unique needs, circumstances and strengths of
each individual. This principle acknowledges that every person is
distinct, with their own experiences, abilities, and challenges and
therefore requires a tailored approach to support and services.

During the immunization process, the support team, including the

social work student, provided reassurance and assistance to each
child according to their individual needs for example, some
children required extra support due to anxiety or fear, while
others needed help with communication or understanding the
process. By recognizing and responding to these unique needs,
the team ensured a smooth and organized process that prioritized
the well-being and comfort of each child. In Mrs. Feya's class, the
teacher provided hands-on support to students who required it,
acknowledging their diverse learning needs and abilities. For
instance, students like Taty and Liva were able to draw their jars
with minimal assistance or supervision, showcasing their
independent learning abilities. Meanwhile, other students with
varying disabilities required differing levels of assistance, which
Mrs. Feya provided through hands-on support and adaptation of
the lesson plan. This individualized approach enabled all students
to participate and engage with the lesson effectively, promoting
an inclusive learning environment.

Challenges Faced

 Need to balance the individual needs of children during the

immunization process. This includes providing personalized
support and reassurance to children with varying levels of
comfort and anxiety related to medical procedures.

 Addressing diverse learning needs, particularly for students

with disabilities. The student encountered the difficulty of
ensuring that all students, regardless of their abilities, could
actively participate and engage with the lesson effectively.

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 Navigating collaborative support for children with
disabilities, including coordinating with teachers, parents,
and healthcare professionals to ensure that tailored
resources and assistance were provided as needed.

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  Encouraging autonomy and independence for students with
disabilities, while also providing necessary support,
presented a complex challenge. Balancing the promotion of
independence with the provision of appropriate assistance
required a nuanced approach.

Possible Solutions

 Providing individualized support and reassurance to

children during the immunization process, taking into
account their unique comfort levels and anxieties.

 Utilizing calming technique like Introduce calming

techniques, or distraction strategies, to help children
manage anxiety during medical procedures.

 Emphasizing the strengths and capabilities of students

with disabilities, while providing necessary support, to
promote their autonomy and self- directed learning.

 Facilitating multi-disciplinary collaboration involving

teachers, parents, healthcare professionals, and social
workers to ensure comprehensive support for children
with disabilities.

 Organizing awareness campaigns within the community to

promote understanding and acceptance of diverse
abilities and the importance of inclusive education.

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SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

WEEK TWENTY FOUR 25 March to 28

March 2024

Activities

The closing week at Zimcare Ratidzo Special School was marked by a

comprehensive review of the students' progress throughout the
term. This involved gathering data on their academic, social and
emotional development, as well as their overall well-being within
the school environment. The discussions with parents were
focused on providing them with a detailed overview of their
children's achievements and challenges. It involved sharing

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specific examples of progress, such as improved communication
skills, increased confidence, or academic advancements.
Additionally, the Safeguarding office and the school engaged in
constructive dialogues with parents to jointly establish and
reinforce strategies for continued support and growth.

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During the assessments, specific areas for improvement were
identified for each student for instance, some students may
require additional support in certain academic subjects, while
others may benefit from targeted interventions to enhance their
social interactions. These areas for improvement were
documented with the aim of creating tailored support plans for
the upcoming term.

Lessons Learnt

 The student may have learned about the importance of

identifying and implementing individualized services and
supports for students with special needs. This involved
understanding the process of developing Individualized
Education Programs (IEPs) and tailoring educational services
to help students achieve their annual goals.

 The student gained an appreciation for experiential based

learning approaches. This included understanding the value
of service learning and community-based activities in
enhancing the educational experience for students with
diverse needs.

 Through the interactions with parents, the student may

have developed skills in effective communication and
collaboration. This could involve learning how to engage in
constructive dialogues with parents, share progress
updates, and work together to identify areas for
improvement and support.

 The student deepened her understanding of the legislative

and policy resources related to social, emotional and
behavioural supports for students. This involved gaining
insights into the importance of providing comprehensive
social, emotional and behavioural support within the school
environment.

 The student was exposed to the concept of evidence-based

practices and systems in social work. This included learning
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 about the importance of evidence-based interventions and
approaches to support the well-being and development of
students with special needs.

Skills, Theory, Principle and value Applied

 Communication and Collaboration -The student applied

strong communication and collaboration skills when
engaging with parents to

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 discuss the progress of their children. This involved effectively
conveying information, actively listening to parents'
concerns and working collaboratively to identify areas for
improvement and support.

 Assessment and Evaluation -the student utilized assessment

and evaluation skills to review the progress of the students.
This involved conducting comprehensive assessments to
identify strengths and areas for improvement, as well as
evaluating the effectiveness of existing support strategies.

 Advocacy and Support Planning -The student demonstrated

advocacy and support planning skills by working to ensure
that the needs of the students were being met. This
involved advocating for necessary resources, services and
support systems and developing individualized support
plans tailored to the unique needs of each student.

 Data Analysis and Reporting -The student employed data

analysis and reporting skills to compile and analyze
information related to the students' progress. This involved
synthesizing data from various sources, identifying trends,
and preparing comprehensive reports to inform decision-
making and support planning.

 Empathy and Cultural Competence- The student

demonstrated empathy and cultural competence when
interacting with parents and students. This involved
understanding and respecting diverse cultural backgrounds,
demonstrating empathy towards the unique challenges
faced by each family and fostering a supportive and
inclusive environment.

The social work theory of Ecological Systems Theory developed by

Urie Bronfenbrenner was applied in the context of the weekly
activities at Zimcare Ratidzo Special School. This theory
emphasizes the interconnectedness between individuals and their
environments, highlighting the impact of various systems on an

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 individual's development.

Microsystem:

The microsystem refers to the immediate environment in which an

individual interacts. The social worker student applied this aspect
of the theory by recognizing the influence of the school
environment on the students' development for example,

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the student identified how the classroom dynamics, peer
interactions and teacher- student relationships impact the
students' social and emotional well-being.

Mesosystem:

The mesosystem involves the connections between different

microsystems. In practice, the social worker student considered
the interactions between the school and the students' families.
For instance, the student facilitated communication and
collaboration between the school and parents to ensure that the
support strategies implemented at school were aligned with the
needs and values of the families.

Macrosystem:

The macrosystem represents the broader cultural context in

which the individual lives. The social worker student considered
the cultural beliefs, societal norms and policies that shape the
experiences of the students and their families for example, the
student recognized the impact of cultural values on the students'
educational experiences and tailored support plans accordingly.

The principle of controlled emotional involvement in social work

emphasizes the importance of maintaining a professional and
empathetic stance while engaging with clients and their families.
In the context of the weekly activities at Zimcare Ratidzo Special
School, the application of this principle had been crucial in the
interactions with parents and in the assessment of students'
progress.

The social worker student applied controlled emotional

involvement during discussions with parents. By maintaining a
professional yet empathetic approach, the student effectively
conveyed detailed overviews of their children's achievements and
challenges, for example, when discussing specific areas for
improvement, such as academic support or social interactions,
the student demonstrated empathy while maintaining a
professional demeanor, ensuring that the parents felt supported
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0
and understood.

During the comprehensive review of the students' progress, the

social worker student applied controlled emotional involvement
when identifying areas for improvement, for instance, when
documenting the need for targeted interventions to enhance
social interactions, the student approached the assessment with
empathy and professionalism, ensuring that the students'
individual needs were addressed

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1
sensitively and effectively.

The value of competence was demonstrated throughout the

weekly activities at Zimcare Ratidzo Special School by assessing,
reviewing and gathering comprehensive data on students'
progress, identifying areas for improvement and developing
tailored support plans. This showcased her ability to assess and
evaluate student needs effectively. The student also
demonstrated competence in communication by providing
detailed updates to parents, sharing specific examples of
progress and engaging in constructive dialogues to establish joint
strategies for support. This highlighted her ability to
communicate effectively with stakeholders.

The student identified specific areas for improvement for each

student, demonstrating competence in assessing individual needs
and developing targeted interventions. This showcases her ability
to think critically and develop effective solutions. The student
demonstrated competence in documentation by maintaining
accurate records of assessments, progress, and support plans.
This highlighted her ability to maintain organized and detailed
records.

The student demonstrated competence in collaboration by

working with the Safeguarding Office and school to establish joint
strategies for support and growth. This showcased ability to work
effectively with other professionals and agencies.

Problems Faced

 The student faced challenges in effectively communicating

specific areas for improvement to parents without causing
undue concern or distress. Balancing the need for
transparency with sensitivity towards parents' emotions and
concerns presented a challenge.

 Identifying and documenting areas for improvement for each

student, while ensuring that the support plans are truly
tailored to their individual needs, was complex task.
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2
 Ensuring that the plans are comprehensive and address the
unique requirements of each student posed a challenge.

 Introducing new initiatives or resources to enhance the

students' learning experience required effective
coordination with school staff, parents, and external parties.
Managing the implementation of new programs or support
groups presented logistical and organizational challenges.

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3
  The student faced the challenge of maintaining
professionalism and emotional balance during the
comprehensive review and communication with parents.
Balancing empathy and professionalism in conversations
about students' achievements and challenges was
demanding.

 Facilitating constructive dialogues with parents and the

safeguarding office to jointly establish and reinforce
strategies for support and growth required adept
communication and negotiation skills to ensure that all
stakeholders' perspectives are considered.

Possible Solutions

 Utilizing empathetic and supportive language when

discussing areas for improvement with parents, emphasizing
the student's progress and the school's commitment to
tailored support plans.

 Providing additional resources or materials to parents that

offer guidance and support related to the identified areas
for improvement.

 Conducting individualized meetings with teachers, parents

and relevant school staff to collaboratively develop tailored
support plans for each student.

 Utilizing a multidisciplinary approach, involving specialists

such as educational psychologists or speech therapists, to
ensure comprehensive support plans.

 Establishing a clear timeline and action plan for the

implementation of new initiatives or resources, involving
relevant stakeholders and allocating responsibilities.

 Seek feedback from parents and students to ensure that

the introduced programs or support groups effectively
enhance the learning experience.

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 Providing ongoing training and support for the social worker
student to develop effective communication skills that
balance professionalism and empathy.

 Encouraging the student to seek mentorship from

experienced professionals to navigate sensitive
conversations with parents and stakeholders.

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SUPERVISOR’S

SIGNATURE……………………………………………………….

STUDENT’S

SIGNATURE…………………………………………………………

… 01 APRIL 2024 TO 07 MAY JANUARY

2024

SCHOOLS TO BE CLOSED FOR HOLIDAY.

WEEK TWENTY- FIVE 02 April - and 05 April

to 2024 Activities

This week, as part of ongoing commitment to supporting the well-

being of vulnerable learners during the school holidays, the
student alongside her colleagues, visited Alfred Walters Hostels
to check on the welfare of learners Miles, Tecla and Selena. The
purpose of the visit was to provide support and assess the living
conditions of these learners, who do not have alternative
arrangements during the holiday period.

Miles, as previously mentioned in the above weekly reports, faced a

challenging situation as the orphanage he previously resided in
closed down due to financial constraints, leaving him without a
place to go during the holidays. Similarly, Selena's foster parents
relocated to South Africa, leaving her without adequate holiday
arrangements. Additionally, Tecla was brought to the DSD and
subsequently to Zimcare Trust Ratidzo Special School after being
rescued from the streets by a compassionate individual. Upon the
visit, it was evident that the children were experiencing feelings
of loneliness and isolation. The absence of other learners,
combined with the typically noisy atmosphere during school
holidays, seemed to have a significant impact on their well-being.
In particular, Miles appeared to be less cheerful and active,
possibly exacerbated by the fact that he was the only male
learner and had to be separated from the others.

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The void left by other learners who had returned home for the
holidays was palpable, and it was clear that these children were
in need of additional support and companionship during this
period. Furthermore, it is essential to highlight that despite
previous efforts to secure alternative accommodation for the
children during the holiday, the team had yet to receive a
response to the application submitted to the DSD. They have
made a note to follow up on this matter to ensure that the
children receive the necessary support and accommodation they
deserve.

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Lessons Learnt

 The visit to Alfred Walters Hostels underscored the

significance of individualized services and supports for
vulnerable learners. Understanding the unique
circumstances of each child, such as Miles, Selena and
Tecla, emphasizes the need for tailored interventions to
address their specific needs and challenges.

 Observing the children's loneliness and decreased activity

levels highlighted the critical role of social and emotional
support in their overall well-being. This experience
reinforced the importance of addressing social and
emotional needs alongside practical accommodation.

 The ongoing challenge of securing accommodation for the

children despite previous efforts emphasized the
importance of advocacy and persistence in navigating
bureaucratic processes and advocating for the rights and
well-being of vulnerable individuals.

 The experience provided insights into systemic barriers

that affect vulnerable learners, such as the challenges in
accessing appropriate holiday accommodations. This
understanding informed future advocacy efforts and
interventions to address systemic gaps.

 Engaging in the visit alongside colleagues likely

reinforced the value of collaboration and teamwork in
addressing complex social challenges. Working
collectively to assess the children's well-being and plan
follow-up actions demonstrates the importance of
collaborative approaches in social work practice.

Skills, Principle, Theory and Value Applied

 Assessment and Observation Skills- The student utilized

assessment and observation skills to evaluate the well-being
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 and emotional state of the children, such as identifying
signs of loneliness and decreased activity levels.

 Advocacy and Communication Skills - The student engaged

in advocacy and communication by documenting the
children's situations and the ongoing

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9
 challenge of securing holiday accommodations. Effective
communication and advocacy are essential in representing
the needs of vulnerable individuals and navigating
bureaucratic processes.

 Collaboration and Teamwork - Engaging in the visit

alongside colleagues demonstrates the application of
collaboration and teamwork skills. Working collectively to
assess the children's well-being and plan follow-up actions
highlights the importance of collaborative approaches in
social work practice.

The social work value most applicable based on the above weekly
activities is service. This value is fundamental to social work
practice and emphasizes the profession's commitment to
prioritizing the well-being and needs of others. In the context of
the visit to Alfred Walters Hostels, the social worker student's
efforts to assess the well-being of the children, advocate for their
needs, and persist in securing appropriate accommodations
exemplify a dedication to serving and prioritizing the needs of
vulnerable individuals. This value underscores the importance of
selflessly working to improve the lives of others, which is at the
core of social work practice.

The principle of controlled emotional involvement is applicable to

the above weekly activities in the context of the social worker
student's interactions with the children and their caregivers at
Alfred Walters Hostels. This principle emphasizes the purposeful
expression of feelings and the ability to regulate and manage
emotions in professional practice.

In the context of the visit, the social worker student's ability to

maintain controlled emotional involvement is crucial in
establishing a supportive and empathetic environment for the
children and their caregivers. By regulating their emotions, the
social worker student can effectively engage with the children
and caregivers, demonstrate empathy, and provide support
without becoming overwhelmed or allowing personal emotions to
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0
 interfere with professional responsibilities.

Furthermore, controlled emotional involvement enables the social

worker student to navigate challenging situations, such as
advocating for the children's needs, without being driven solely
by emotional reactions. This principle underscores the importance
of maintaining a professional and empathetic stance while
engaging with clients, which is essential in promoting positive
outcomes and building trusting

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1
relationships in social work practice.

The Attachment Theory is highly relevant to the weekly activities

at Alfred Walters Hostels. This theory, developed by John Bowlby
and later expanded by Mary Ainsworth, focuses on the
importance of early emotional bonds and relationships,
particularly between children and their caregivers, in shaping
individuals' emotional and social development.

In the context of the visit to the hostels, the application of

Attachment Theory is evident in the assessment of the children's
emotional well-being and the impact of their previous and current
attachment experiences on their adjustment to the holiday
period. The theory emphasizes the significance of secure and
supportive attachments in promoting emotional resilience and
well-being, highlighting the potential challenges faced by children
who have experienced disruptions in their attachment
relationships.

As an example, the absence of alternative arrangements for

Miles, Selena, and Tecla during the holidays underscores the
potential disruption in their attachment experiences, which can
have implications for their emotional well-being. Understanding
the children's attachment histories and current experiences is
crucial in informing interventions and support strategies to
address their emotional needs during this period. Miles, who was
separated from other learners and appeared less cheerful and
active, indicating potential attachment issues while Miles, who
was separated from other learners and appeared less cheerful
and active, indicating potential attachment issues. Also Tecla,
who was rescued from the streets and may have experienced
attachment disruptions, requiring additional support and
companionship.

Attachment Theory provides a framework for understanding the

impact of early relationships on individuals' emotional
development and the importance of providing a secure and
nurturing environment for children to thrive. By recognizing the
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2
influence of attachment experiences on the children's well-being,
the social worker student can tailor interventions to support their
emotional needs and promote positive attachment experiences
during their stay at the hostels.

Problems Faced

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  The visit revealed that the children, particularly Miles, were
experiencing feelings of loneliness and isolation. The
absence of other learners during the holidays seemed to
have a significant impact on their well-being, leading to
emotional distress and a palpable void left by their peers.

 Despite previous efforts to secure alternative

accommodation for the children during the holiday, the team
has yet to receive a response to the application submitted to
the DSD. This lack of response poses a practical challenge in
ensuring that the children receive the necessary support
and accommodation they deserve.

 Miles, the only male learner, appeared to be less cheerful

and active, possibly exacerbated by the fact that he had to
be separated from the other learners. This gender-based
separation may have contributed to his emotional well-
being and highlights the need for inclusive arrangements for
all learners.

Possible Solutions

 To address the emotional impact on the children, efforts can

be made to provide additional emotional support and
companionship during the holiday period. This can involve
organizing activities, events, or mentorship programs that
promote social interaction and alleviate feelings of
loneliness and isolation among the children.

 Given the lack of response to the application submitted to

the DSD for alternative accommodation, it is crucial to follow
up on this matter promptly. This may involve engaging with
relevant authorities, advocating for a timely response, and
exploring alternative options for securing suitable holiday
arrangements for the children.

 Addressing the gender-based separation experienced by

Miles and ensuring inclusive arrangements for all learners
can contribute to their emotional well- being. This may
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4
 involve reevaluating the living arrangements and creating
an environment that fosters inclusivity and a sense of
belonging for all the children during the holiday.

 Engaging the local community and seeking support

from volunteers,

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5
 organizations, or local businesses can provide additional
resources and assistance in addressing the practical and
emotional needs of the children during the holiday period.

SUPERVISOR'S SIGNATURE..............................................

STUDENT'S SIGNATURE.......................................................

WEEK TWENTY-SIX 22 April to 26 April 2024

Activities

The Safe Guarding team, in continuation of their commitment to the

well-being of vulnerable individuals, conducted a home visit to
Nancy's house. Nancy, who is intellectually challenged and
epileptic, is a survivor of sexual abuse, as previously documented
in our above weekly activities during the holidays. The purpose of
the visit was to assess Nancy's living arrangements during the
holidays and to identify any potential risk factors that could lead
to further victimization.

During the visit, the team learned about Nancy's distressing

experiences. Initially staying with her mother, Nancy was sexually

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6
abused by her mother's boyfriend, subsequently leading her
mother to send her to live with her grandmother, where she

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7
faced further abuse. These revelations underscore the urgent
need for ongoing support and intervention in this sensitive
situation. Nancy continues to reside with her grandmother and
two younger grandchildren in a somewhat remote area, situated a
little far from the main road and essential facilities such as the
local borehole. The rural setting, characterized by surrounding
forestry, presents unique challenges in terms of access and
oversight.

Despite the challenging circumstances, the team was encouraged

to find Nancy in good health and remarkably cheerful during the
visit. The grandmother expressed her intentions to provide the
best care for Nancy and shared plans for Nancy's mother to
resettle and return home permanently by the end of this year,
aiming to provide mutual support in caring for Nancy.

It is evident that ongoing assessment and support are crucial to

ensure Nancy's safety and well-being, particularly considering her
vulnerabilities and past traumatic experiences. The team remains
committed to monitoring the situation closely and advocating for
the necessary support and interventions to safeguard Nancy from
any potential harm.

Lessons Learnt

 The visit to Nancy's house has underscored the complex

nature of vulnerability, particularly for individuals with
intellectual challenges and a history of abuse. It has
highlighted the importance of a comprehensive and
sensitive approach to providing support and intervention for
such individuals.

 The visit to a remote, rural area has revealed the unique

challenges in providing oversight and access to essential
facilities for vulnerable individuals. Understanding the
environmental context is crucial in assessing the living
arrangements and potential risk factors for individuals like
Nancy.

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 Despite the challenging circumstances, the team was
encouraged to find Nancy in good health and cheerful during
the visit. This demonstrates the resilience and strength of
individuals like Nancy and underscores the importance of
fostering a supportive environment to nurture their well-
being.

 The visit has emphasized the critical need for ongoing

assessment and support to ensure Nancy's safety and
well-being. It has highlighted the

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9
necessity of continuous monitoring and advocacy to safeguard
vulnerable individuals from potential harm.

 The situation with Nancy and her family has emphasized the
need for a collaborative and holistic approach to
intervention. It is crucial to work closely with the family,
community, and relevant authorities to address the complex
needs of vulnerable individuals, considering their unique
circumstances and history.

Skills, Principle and value applied

 Assessment Skills - The social worker student effectively

assessed the living arrangements of Nancy and identified
potential risk factors that could lead to further
victimization. This demonstrates the ability to conduct
thorough assessments to understand the needs and
challenges of vulnerable individuals.

 Communication and Interpersonal Skills- Engaging with

Nancy, her grandmother, and the Safe Guarding team
required strong communication and interpersonal skills.
Building rapport and effectively communicating with
individuals in sensitive situations is crucial in social work
practice.

 Empathy and Compassion - Demonstrating empathy and

compassion is essential in supporting individuals who
have experienced trauma and abuse. The social worker
student's ability to approach Nancy's situation with
sensitivity and understanding reflects these important
qualities.

 Advocacy Skills - The commitment to ongoing monitoring

and advocating for the necessary support and
interventions to safeguard Nancy from potential harm
highlights the social worker student's advocacy skills.
Advocacy is a fundamental aspect of social work practice,
especially in ensuring the well-being of vulnerable
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0
 individuals.

 Cultural Competence - Working in a rural setting and

engaging with individuals from diverse backgrounds
requires cultural competence. Understanding the unique
challenges and context of the rural area and the specific
needs of Nancy and her family demonstrates cultural
competence

25
1
 in practice

 Collaboration and Teamwork - The involvement of the

Safe Guarding team and the grandmother in planning for
Nancy's care emphasizes the importance of collaboration
and teamwork in addressing complex needs. The social
worker student's ability to work collaboratively with
others is crucial in providing holistic support.

The report illustrates the commitment of the Safe Guarding team to

advocate for Nancy, a vulnerable individual with intellectual
challenges and a history of abuse by assessing her living
arrangements and identifying potential risk factors for further
victimization. This commitment aligns with the principle of social
justice, which is one of the core values outlined in the NASW Code
of Ethics. The team’s dedication to ongoing support and
intervention to ensure Nancy’s safety and well-being reflects the
social work value of social justice, emphasizes the importance of
advocating for vulnerable individuals and addressing social
inequities. By actively working to support Nancy and her family,
the team is striving to uphold the principles of social justice and
ensure that Nancy receives the necessary resources and
intervention to protect her from harm and promote her well-
being.

Furthermore, the report underscores the importance of addressing

systemic issues and advocating for vulnerable individuals such as
Nancy, who may face unique challenges due to their
circumstances. The team’s commitment to monitoring the
situation closely and advocating for the necessary support and
interventions aligns with the principles of social justice as
outlined by the NASW Code of Ethics.

The principle of Confidentiality emphasizes the importance of

protecting the privacy and sensitive information of clients. In the
context of the weekly activities described in the report, the
application of the Confidentiality principle is evident in the
team’s handling of Nancy’s distressing experiences and sensitive
25
2
personal information. During the home visit, while the team knew
about Nancy’s distressing experiences, including her history with
sexual abuse and the challenges she had faced, they respected
Nancy’s privacy and did not disclose specific details of her
experiences in the report, maintaining the confidentiality of her
personal information. Furthermore, the report does not divulge
specific personal details about Nancy or her family,
demonstrating the team’s commitment to upholding the principle
of Confidentiality

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3
in their interactions and documentation related to Nancy’s case.
By prioritizing the protection of Nancy’s privacy and sensitive
information, the team exemplifies the application of the
Confidentiality principle in the work practice.

Problems Faced

 Nancy’s history of sexual abuse, initially by her mother’s

boyfriend and subsequently by others, underscores the
urgent need for ongoing support and intervention in this
sensitive situation. The social worker student must navigate
the complexities of addressing the trauma and ensuring
Nancy’s safety and well-being in light of her past
experiences.

 Nancy resides in somewhat remote area, situated far from

essential facilities such as the local borehole. The rural
setting, characterized by surrounding forestry, presents
unique challenges in terms of access and oversight. The
social worker student must address the potential risks
associated with Nancy’s living environment and work to
ensure her safety and access to necessary resources.

 Nancy continues to reside with her grandmother and two

younger grandchildren, and her mother has expressed
intentions to resettle and return home permanently by the
end of the year. The social worker student must navigate
the complex family dynamics and ensure that the best
interests and well-being of Nancy are prioritized amidst
these potential changes in her living arrangements.

 Continuously monitoring the situation closely and

advocating for the necessary support and interventions to
safeguard Nancy from any potential harm.

Possible Solutions

 Ensuring that Nancy receives trauma-informed care and

support. This may involve working with specialized

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4
 professionals such as therapists or counselors who have
experience in supporting survivors of sexual abuse.
Establishing a safe and supportive environment for Nancy
is crucial.

 Exploring options to improve access to essential facilities and

services in the

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5
remote area where Nancy resides. This could involve
collaborating with local authorities, community
organizations, or service providers to address the specific
challenges faced by Nancy’s needs and her family’s living
environment.

 Engaging in open and honest communication with Nancy’s

family members to ensure that everyone’s perspectives and
concerns are considered. It is important to prioritize Nancy’s
well-being and safety while also supporting the family’s
efforts to provide care. Developing a family support plan
that considers Nancy’s needs and the family’s dynamics can
be beneficial.

 Implementing a comprehensive care plan that includes

regular and ongoing assessment of Nancy of Nancy’s well-
being and safety is essential. This may involve coordinating
with healthcare professionals, social services and
community support networks to ensure that Nancy’s
vulnerabilities are continuously addressed and that
interventions are in place to safeguard her from potential
harm.

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6
SUPERVISOR'S SIGNATURE..............................................

STUDENT'S SIGNATURE.......................................................

WEEK TWENTY- SEVEN 07 May to 10 May 2024

Activities

The week began with a welcome back address to the students,

emphasizing the importance of the upcoming term and
acknowledging the potential impact of the cold weather on their
well-being and learning. Cautions were issued to ensure that
learners are adequately prepared for the colder temperatures and
that any potential effects on their health and academic
performance are addressed proactively. Throughout the week,
the social worker student conducted individual check-ins with
students to assess their well-being, emotional state, and any
challenges they may be facing as they transitioned back to school
after the holiday break. These check-ins provided valuable
insights into the students' mental and emotional readiness for
the new term.

Furthermore, efforts were made to re-establish daily routines and

familiarize students with the structure of the school day. This
included reinforcing the importance of regular attendance to both
the care givers and the safe guarding office, adhering to
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7
schedules, and engaging in classroom activities to support a
smooth transition back to the academic environment. Also, an
essential focus of the

25
8
week was monitoring student progress and evaluating how the
holiday break had affected the learners. This involved tracking
academic performance, social interactions, and emotional well-
being to identify any potential impacts of the holiday period and
to provide appropriate support where needed.

Lessons Learnt.

 The student recognized the significance of individualized

support services for students, particularly in the context of
special education. Understanding the diverse needs of each
student and identifying appropriate services to help them
achieve their goals is crucial for their overall development
and well- being.

 Through re-establishing routines, the student learned about

the positive impact of structured daily schedules on student
well-being and academic engagement. Consistent routines
can contribute to a sense of stability and security for
students, potentially enhancing their overall experience at
school.

 The student gained insights into the importance of actively

monitoring student progress and well-being, especially
following extended breaks such as holidays. This experience
highlighted the need for ongoing assessment and support to
address any potential impacts on students' academic and
emotional development.

 The student recognized the value of flexibility in learning

approaches, particularly in addressing the potential effects
of cold weather on learners. Understanding the balance
between synchronous and asynchronous learning methods
can be crucial in accommodating students' diverse needs
and circumstances.

 Engaging in activities to address the potential impact of

cold weather on learners provided the student with insights
into the importance of advocating for safe, inclusive, and
25
9
 supportive environments for students. This aligns with the
principles of creating safe, inclusive, supportive, and fair
learning environments.

Skills, social work value and principle applied

26
0
  Active Listening and Empathy - The student actively listened
to the students during check-ins, demonstrating empathy
and understanding of their emotional and mental well-being
as they returned from the holiday break.

 Assessment and Monitoring - The student utilized skills in

assessing and monitoring student progress and well-being,
identifying any potential impacts of the holiday break and
responding appropriately to provide support.

 Advocacy and Support -Through the activities related to the

cold weather cautions and re-establishing routines, the
student exhibited skills in advocating for a safe, inclusive,
and supportive environment for the students, while
providing the necessary support to address their needs.

 Organizational and Time Management- Managing various

activities such as check-ins, addressing the impact of the
cold weather, and re-establishing routines, the student
demonstrated organizational and time management skills to
ensure effective engagement with the students.

The social worker student at Zimcare Trust Ratidzo Special School

applied the core value of service in their activities during the
second term. This value, which is fundamental to social work
practice, emphasizes the importance of providing the very best
service and advocacy for the populations they serve

By actively engaging in welcoming students back, addressing the

potential impact of cold weather on learners, conducting student
check-ins, re-establishing routines, and monitoring student
progress, the social worker student demonstrated a commitment
to serving the students and advocating for their well-being. This
aligns with the ethical value of service, which guides social
workers in their professional activities to ensure they are
providing the very best service and advocacy for the individuals
and groups they serve. The application of the value of Service
reflects the social worker student's dedication to upholding the

26
1
core values of the profession and ensuring that the well-being
and needs of the students at Zimcare Trust Ratidzo Special
School are prioritized.

Based on the activities during the second term at Zimcare Trust

Ratidzo Special School, the principle of individualization is
applicable. This principle emphasizes the importance of tailoring
interventions and support services to meet the unique needs

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2
of each individual client or student. The social worker student
demonstrated the application of this principle through individual
check-ins with students to assess their well-being, emotional
state, and any challenges they may be facing as they transitioned
back to school after the holiday break. By recognizing the diverse
needs of each student and providing personalized support, the
social worker student upheld the principle of Individualization,
ensuring that interventions and support services were tailored to
address the specific needs of each student.

This principle aligns with the ethical foundation of social work,

emphasizing the importance of recognizing the uniqueness of
each individual and providing services that are responsive to
their distinct circumstances and requirements.

Problems Faced

 The student had to consider the potential health risks

associated with cold weather, especially for students with
specific medical conditions or vulnerabilities. Ensuring that
the school environment was adequately heated and that
students were appropriately dressed to stay warm
presented a significant challenge.

 Cold weather can have an impact on students' emotional

well-being, potentially leading to feelings of discomfort,
unease, or reluctance to engage in activities. Addressing the
emotional impact of the weather and providing reassurance
to students required sensitivity and proactive
communication.

 Also some learners had forgotten school routes for example

toilet use, mainly because of the holiday and also because
the parents or guardian most likely would have not
encouraged the learners to do so because of their
disabilities and encourage use of diapers.

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3
Possible Solutions

 Encouraging parents or guardians to collaborate with the

school in addressing the impact of cold weather on their
children. This can involve providing guidance on dressing
their children appropriately for the weather and
reinforcing emotional support at home.

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4
  Providing training for school staff on identifying and
addressing the specific needs of students with disabilities
during cold weather. This can empower staff to
proactively support the students' physical well-being,
emotional comfort, and academic engagement.

 The social worker can engage in discussions with parents

or guardians to educate them about the importance of
encouraging independent navigation skills in their
children with disabilities. Providing resources and
guidance to parents can help them support their
children's autonomy while ensuring safety.

SUPERVISOR'S SIGNATURE..................................................

STUDENT'S

SIGNATURE........................................................

WEEK TWENTY-EIGHT 13 May to 17 May

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5
 2024

Activities

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This week, the focus of the social worker student and colleagues’
attention was on Tindo(pseudo name), a learner with cerebral
palsy and intellectual challenges. Tindo has historically faced
difficulties with walking, but this term, a concerning development
arose as he experienced a significant decline in his ability to
walk, often requiring to sit down in the middle of walking. Upon
thorough assessment, it was observed that the extended holiday
period may have contributed to Tindo's regression, likely due to
limited or no movement at home. This insight was gained through
collaborative assessment efforts involving the social worker
student and colleagues, aiming to understand the underlying
factors contributing to Tindo's deteriorating mobility.

In response to this concerning development, the matter was

promptly reported to the school administration for further
consideration and intervention. The administration suggested
that if Tindo's mobility challenges persisted, the implementation
of a wheelchair as a supportive measure would be necessary to
ensure his continued access to education and participation in
school activities. Furthermore, the caregivers were engaged and
encouraged to facilitate frequent movement for Tindo,
recognizing the importance of maintaining physical activity and
mobility to support his overall well-being and functional abilities.

Moving forward, ongoing monitoring and collaborative efforts will

be essential to address Tindo's evolving needs and to ensure that
appropriate support measures are in place to promote his holistic
development and participation within the school community.

Lessons Learnt

 The experience with Tindo underscores the significance of

conducting holistic assessments that consider the
individual's physical, emotional, and environmental factors.
This highlights the need to approach each case with a
comprehensive understanding of the interconnected
elements influencing the individual's well-being and de
collaborative assessment process with colleagues and the
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subsequent engagement with school administration
demonstrate the importance of collaboration and advocacy
in addressing the needs of learners with complex
challenges. This experience emphasizes the value of
working collectively to advocate for appropriate support
measures

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 and interventions.

 The case of Tindo reinforces the necessity of individualized

support planning tailored to the unique needs of each
learner. It underscores the importance of developing
personalized strategies that address specific challenges and
promote the individual's participation and well-being within
the school environment.

 The encouragement provided to Tindo's caregivers to

facilitate frequent movement highlights the significance of
involving caregivers in supporting the well-being and
development of learners with special needs. This experience
underscores the role of caregivers as essential partners in
promoting the holistic growth of learners with diverse
abilities.

Skills, principle and model applied

 Assessment and Observation - The student demonstrated

the ability to conduct thorough assessments and
observations to gain insight into Tindo's challenges and
identify potential contributing factors, such as the impact of
the holiday period on his mobility.

 Collaboration and Teamwork - The student engaged in

collaborative efforts with colleagues to assess Tindo's
situation, highlighting the ability to work effectively within a
team to gather diverse perspectives and insights.

 Communication and Advocacy - Effective communication

skills were employed in engaging with Tindo's caregivers,
school administration and other stakeholders to advocate
for appropriate support measures and interventions.

The most applicable of Individualization. This principle emphasizes

the importance of tailoring services to meet unique needs of each
individual. In Tindo’s case, the focus was on understanding the
underlying factors contributing to his deteriorating mobility and

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the subsequent recommendation of a wheelchair as a supportive
measure aligns with the principle of individualization. The
collaborative assessment efforts and engagement with caregivers
also reflect a personalized approach aimed at addressing Tindo’s
specific challenges and needs. This principle also underscores the
significance of recognizing and responding to the distinct
circumstanced and

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0
requirements of each person, which is clearly evident in the
efforts to support Tindo’s well and functioning abilities within the
school community. By acknowledging Tindo’s unique situation
and implementing targeted interventions, the school
administration and the social worker student are exemplifying the
principle of individualization in their approach to addressing
Tindo’s evolving needs.

Based on the above activities, the problem-solving model was

effectively used. One prominent problem-solving model in social
work is the solution focused Therapy. This model involves the
social worker and the client identifying a problem and creating a
solution based on the individual’s strength. The application of
this model can be observed through the following key aspects:

Planning(Identifying the Problem)

The initial engagement with Tindo and his care givers to

understand the challenges he faces and the impact of the
extended holiday period represents the planning phase of the
Problem Solving Model. This involved identifying the specific
problem areas related to Tindo’s mobility and well-being within
the school environment like him no longer walking as he did
before and sitting down in the middle of walking.

Implementation( Taking Action)

The recommendation of interventions, such as the

implementation of a wheelchair as a supportive measure, reflects
the implementation of a wheelchair as a supportive measure,
reflects the implementation phase of the Problem Solving Model.
This involved taking action based on the identified problem areas
to address Tindo’s evolving needs and support his participation
within the school community.

Monitoring and Evaluation (Checking)

The ongoing monitoring of Tindo’s progress and the collaborative

efforts to ensure that appropriate support measures are in place

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for example assessing if he needs a wheelchair or be taught to
walk again with assistance. This also involved the evaluating the
effectiveness of the implemented interventions and making
adjustments based on the observed outcomes.

Adjustments and Continuous Improvement (Acting)

The problem solving process demonstrated a commitment

to continuous

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improvement by making adjustments based on evaluation of the
implemented interventions. This aligns with the acting phase of
Problem Solving Model emphasizing the interactive nature of
problem solving and wiliness to adapt strategies based on
feedback and outcomes.

Problems Faced

 The social worker student encountered the challenge of

identifying the underlying factors contributing to Tindo’s
deteriorating mobility. Understanding the specific reasons
behind Tindo’s decline in walking ability, especially after the
extended holiday period, required thorough assessment and
collaborative efforts to gain insight into the potential
caused.

 Promptly reporting the concerning development to the

school administration and ensuring that the matter was
considered for further intervention presented a challenge.
Navigating administrative procedures and effectively
communicating the urgency of the situation to ensure
appropriate support measures for Tindo required proactive
engagement within the school administration.

 Engaging and encouraging caregivers to facilitate frequent

movement for Tindo posed a challenge as it involved
effectively communicating the importance of maintaining
physical activity and mobility to support Tindo’s overall well-
being.

 Ensuring ongoing monitoring and collaborative efforts to

address Tindo’s evolving needs and to ensure appropriate
support measures are in place presented a challenge. This
involved establishing effective communication channels and
coordination mechanisms to track Tindo’s progress and
make necessary adjustments to support his holistic
development and participation within the school community.

Possible Solutions
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 Collaborating with healthcare professionals and specialists
to conduct comprehensive assessments and evaluations of
Tindo's mobility issues. This also involves physical
therapists, occupational therapists, and medical
professionals to gain a deeper understanding of the root
causes.

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 Working on building strong communication channels with
the school administration, emphasizing the urgency of the
situation, and providing clear and compelling evidence to
support the need for intervention. This involves regular
updates, clear documentation and proactive engagement
with administrative staff.

 Providing educational resources and training to caregivers,

emphasizing the importance of physical activity and mobility
for Tindo's well-being. Additionally, collaborating with
relevant stakeholders to implement supportive measures,
such as a wheelchair, requires clear communication and
coordination.

 Developing a structured monitoring plan, involving regular

assessments, progress tracking, and open communication
with all involved parties. This includes regular meetings,
progress reports and adjustments to support measures
based on Tindo's evolving needs.

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SUPERVISOR'S SIGNATURE.................................................

STUDENT 'S

SIGNATURE.....................................................

WEEK TWENTY-NINE 20 May 2024 to

24 May 2024

Activities

This week, the social worker student at Zimcare Trust Ratidzo,

alongside her colleagues and agency supervisor, attended a
Zimcare Trust workshop focused on "De-escalating Interpersonal
Conflict at Zimcare." The workshop provided valuable insights
and strategies for managing tense situations and addressing
potential aggression within the Zimcare centers for children and
adults with intellectual disabilities. The workshop emphasized the
significance of de-escalation as a process of redirecting unwanted
behaviors through verbal communication, maintaining composure
in tense situations, deflecting verbal abuse, and offering empathy
in the face of antagonism. It was highlighted that effective de-
escalation is not a standalone remedy for all unwanted behaviors
but is guided by organizational policy, enhanced through training,
and embedded within the organizational culture.

The primary goal of de-escalation is to diffuse tense situations and

promote understanding, empathy, and resolution. Given the
reported escalation of tense situations and/or violence at Zimcare
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 centers, de-escalation has been adopted as the first-line response
to manage potential aggression. The purpose of de-escalation is
to establish rapport and a sense of connectedness with agitated
individuals to minimize the likelihood of escalating unwanted
behaviors.

The workshop emphasized that de-escalation should be preceded

by thorough

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assessment. Caregivers are encouraged to gather information
about the nature, circumstances, stages, and dynamics of various
forms of unwanted behaviors. This includes identifying factors
that precipitate escalation, assessing the caregiver's ability to
control emotional responses, and making informed decisions
about timing and interventions.

The significance of a caregiver's reaction in tense situations was

underscored, as it determines whether the situation escalates,
de-escalates, or becomes tolerable. It was highlighted that
caregivers can achieve the best results by being aware of their
emotional triggers and practicing self-awareness. Additionally,
the workshop stressed the importance of self-de-escalation,
emphasizing that caregivers must de- escalate themselves first
by maintaining composure, seeking assistance, and ensuring their
own safety before addressing the situation at hand.

The workshop on de-escalation provided valuable insights and

practical strategies for managing tense situations within the
Zimcare centers. The social worker student and her colleagues
are committed to applying the knowledge gained from the
workshop to promote a safe and supportive environment for the
individuals under their care.

Lessons Learnt

 The student gained insights into the process of de-

escalating interpersonal conflicts, including redirecting
unwanted behaviors with words, staying calm in tense
situations, and offering empathy in the face of antagonism.
This knowledge will enable the student to effectively
manage and diffuse tense situations within the Zimcare
centers for individuals with intellectual disabilities.

 The importance of thorough assessment before de-

escalation was highlighted. The student learned the
significance of gathering information about the nature,
circumstances, and dynamics of unwanted behaviors, as well

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8
 as identifying factors that precipitate escalation. This
understanding will aid in making informed decisions about
the timing and interventions required to de-escalate tense
situations effectively.

 The student learned the importance of self-awareness,

including identifying

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9
 personal "hot buttons" and practicing self-de-escalation
techniques such as maintaining composure, seeking
assistance, and ensuring personal safety before addressing
the situation at hand.

 The student gained an understanding of how effective de-

escalation is guided by organizational policy and enhanced
through training and organizational culture. This knowledge
will help the student align her approach to de- escalation
with the policies and culture of Zimcare Trust Ratidzo,
promoting a cohesive and consistent response to tense
situations.

Skills, Principle and value Applied

 De-escalation Techniques-The student applied the skills of

de-escalation, including redirecting unwanted behaviors
with words, staying calm in tense situations, and offering
empathy in the face of antagonism. These skills were
utilized to manage and diffuse tense situations within the
Zimcare centers for individuals with intellectual disabilities.

 Assessment and Intervention - The student applied the skill

of thorough assessment before de-escalation. By gathering
information about the nature, circumstances and dynamics
of unwanted behaviors, the student was able to make
informed decisions about the timing and interventions
required to de- escalate tense situations effectively.

 Organizational Skills - The student applied the skill of

aligning her approach to de-escalation with the policies and
culture of Zimcare Trust Ratidzo. This involved
understanding and adhering to organizational policy and
enhancing her de-escalation skills in line with the
organizational culture, promoting a cohesive and consistent
response to tense situations within the Zimcare centers.

Another important social work value applicable in this context is

respect for the inherent worth and dignity of individuals. This
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0
value emphasizes the importance of honoring the worth and
uniqueness of every individual, irrespective of their
circumstances or behavior. In the context of de-escalation, the
application of de- escalation techniques, thorough assessment,
and self-awareness reflects a deep respect for the individuals at
Zimcare Trust Ratidzo. By prioritizing de-escalation as a

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1
means to minimize unwanted behaviors and promote
understanding, the social worker student demonstrates a
commitment to upholding the dignity and worth of the individuals
with intellectual disabilities, fostering an environment of respect
and support within the Zimcare centers.

The Biestek principle most applicable to the above weekly

activities is the principle of Individualization. This principle
emphasizes the importance of tailoring social work services to the
unique needs and circumstances of each individual. In the context
of the de-escalation workshop and the student's role at Zimcare
Trust Ratidzo, the application of de-escalation techniques and
thorough assessment aligns with the principle of
individualization. By focusing on understanding the specific
nature, circumstances, and dynamics of unwanted behaviors, the
social worker student demonstrates a commitment to
individualizing interventions and responses to best meet the
needs of the individuals with intellectual disabilities at the
Zimcare centers.

Problems Faced

 The demanding nature of the de-escalation workshop and

the responsibilities at Zimcare Trust Ratidzo exposed the
student to emotional stress and the risk of burnout. The
intensity of managing tense situations and the emotional
toll of working with individuals with intellectual disabilities
contributed to emotional strain and burnout.

 The irregular scheduling of work, including the need to

address behavioral concerns and de-escalate tense
situations, posed a challenge for the student. Irregular work
scheduling impact work-life balance and contribute to stress
and fatigue.

 Handling sensitive information about the individuals'

behaviors and circumstances while upholding the principles
of confidentiality and ethical practice presented ethical

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2
 dilemmas for the student. Balancing the need for
intervention with the imperative of respecting individuals'
privacy and dignity is challenging.

 The need to maintain emotional resilience and practice self-

care while engaging in de-escalation activities and
assessments was a challenge for the

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 student. The importance of managing emotional well-being and
building resilience in the face of demanding social work
activities is crucial for sustained effectiveness.

Possible Solutions

 Implementing self-care strategies, such as mindfulness,

regular exercise, and seeking support from colleagues or
supervisors, to manage emotional stress and prevent
burnout.

 Collaborating with supervisors and colleagues to establish

a structured schedule that allows for adequate rest and
work-life balance, ensuring that the student's well-being is
prioritized.

 Seeking guidance from experienced practitioners or ethical

committees within the organization to navigate complex
ethical dilemmas and ensure that confidentiality is upheld
while addressing the needs of the individuals at Zimcare
Trust Ratidzo.

 Participating in workshops or training sessions focused on

building emotional resilience and coping strategies specific
to the challenges encountered in de- escalation and
behavioral management.

 Establishing a support network within the social work

community to share experiences, insights, and strategies for
maintaining emotional well-being in demanding practice
settings.

SUPERVISOR'S SIGNATURE.................................................

STUDENT 'S SIGNATURE.....................................................

WEEK THIRTY AND THIRTY-ONE 20 May 2024 to 31 May 2024

Activities

The began with children practicing for the upcoming Talent Village
Show which was to be held on the 10th of 2024, the talent village
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event was an event organised for the children who have
disabilities and this was as a way to create an awareness
campaign for these children who are disadvantages .The whole
activity lasted for about two weeks so that the children would
be able to fully understand what an

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awareness means. The whole campaign was about enlightening
the community the importance of these children in the society
who are disadvantaged by birth not by fault. The motto for the
campaign was ‘’disabled children’s lives matter, I also need
love and protection from the harsh realities of the world’’.
The campaign came to light after a research was conducted and
it proved that these children who are disabled are being
discriminated, patronised and somewhere being used as
sacrificial lambs during rituals. The following activity was all
about the cleaning campaign which was to be held at the talent
village, the children had to walk all the way from the school
premises to the venue and the whole area, the campaign was
used as a way to create awareness different disabled children
from different schools also came to participate in the campaign,
the whole idea is for the community to be made aware that they
(children with disabilities) also exist in the same community.

Lessons Learnt

 Despite being in the 21 century , the student learnt that in

some places these vulnerable children are being used as
rituals

 These children enjoy being in the same space with other

children who are the same as they are, they were able to
communicate freely and understand each other.

 The society hasn’t accepted the very existence of these

children in our communities that is why these children are
still being segregated (ZIMCARE) that’s their name in
society and some children are being taught not to be around
them.

Skills Applied

Cultural competence

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  Advoca

cy

CHALLENG

ES

 The community still doesn’t acknowledge the

importance of these vulnerable children.

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POSSIBLE SOLUTIONS

More awareness campaigns should be held until the community

at large acknowledges our value and importance’s as children with
disabilities

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