MATERNITY AND WOMEN HEALTH CARE TEST BANK

Summarise the case study according to the five steps of community work process. Step 1: Do a situation – analysis The basic purpose of the first step of the community work process is to gain an understanding of the nature of the practice situation in which you find yourself. In the case study of the “Development of the Ikageng-Witkoppen pre-primary school”, clearly describes how change was brought about together with and in communities by applying a participatory approach (Weyers 2011: 91). Task 1: Analyse the context: The first task the student did was to get to know the environment of the Witkoppen community. She did an initial analysis of the contextual community to familiarise herself with the system that would be the general target for change. The student applied a direct observation research technique to gain some basic understanding of the nature and “feel” of Witkoppen community. She observed the infrastructures and the day to day way of living of its in habitants. The student realized that even though Witkoppen was an affluent white residential area, that there were a vast amount of mainly black people who was socially and economically disadvantaged within the community .She observed that there were very few facilities developed, little transport, overcrowding, a lack of privacy ,teenage pregnancies alcoholism and child neglect. Task 2: Analyse the expectations: to gain more insight the social worker at the Witkoppen health clinic introduced the student to the principal of Witkoppen School, Mr. Sam Makama. Here the student learned more about the history and the development of the school. The principal was excited about the student’s ideas. After gaining the support from the principal, the student made contact with the teachers each teacher had a story to share .The student learned what the main concerns of the teachers were. Task 3: Compare findings with the practice models: at this stage the student had a good understanding of the context within which she would operate, what was expected of her and which practice models would probably be used. Downloaded by Rufaro Chikovore () lOMoARcPSD| 5 Step 2: Identify and analyse the impediments The purpose of the second step is to identify and gain an understanding of the nature of the social problems, social needs and /or the unutilised potential in the community that should be the focus of your attention. This should be combined with a preliminary feasibility study. Task 1: Identify the impediments that should receive attention: when the student performed direct observation she identified that the Witkoppen community had many impediments. The community of Witkoppen mainly the black people were socially and economically disadvantaged due to the apartheid government. Many of these families were split up due to the migrant labour situations. She realized that a high percentage of the children growing up in the area came from single parent families and that there were very few facilities within the community. Impediments were also found when a SWOT analysis was done in conjunction with the principal. When contact was made with the teachers, the student became aware of the difficulties experienced in teaching pupils from disadvantaged backgrounds. Due to the disadvantaged conditions like overcrowding, lack of privacy, little stimulation and inadequate transport. Children would fall asleep in class, because they had to walk far to get to school. There was also a high crime rate with the community and crimes like child abuse and child neglect was all too common. There was a high failure rate and a large number of children dropping out of school prematurely. The failure rate gave rise to other problems as some children had to remain in the junior primary classes for many years. Task 2: Define, analyse and prioritise the impediments: after the student heard from the community, principal, teachers it became apparent that the main concern was the high failure rate. The student tabulated the responses and she presented a list of problems for discussion that she obtained through the SWOT analysis, direct observations, interviews and questionnaires. She called for a meeting with the teachers to discuss, define, analyse and prioritise the impediments within the community. Deciding on a priority rating is arguably one of the most difficult task that had to be performed by the student and committee. After they the assessment the student had to know what the ‘real needs’ of the community were. Seventeen problems had been identified, but it gradually became evident that the main problem they had to deal with was to get children school ready before they embark on formal Downloaded by Rufaro Chikovore () lOMoARcPSD| 6 education. They all came to an agreement that a preprimary school would have more long term benefits for the community’s children. Task 3: Do a preliminary feasibility study: with regards to all the impediments that was uncovered the student and community members was ready to deal with it. The principal was very excited when he first heard of the project, because he felt that his people had been disempowered for a long time. The community was ready and willing to commit themselves and their resources to the project. When the student saw the willingness of the community and the school staff, the resources they had for the project and how everything was handled they felt that they had enough information to successfully formulate a plan of action. Step 3: Formulate a plan of action The basic purpose of the third step is to determine the nature and format of the plan of action. To a large extent, the nature and content of the plan will be determined by the practice model. There are three generic tasks, namely, verify and operationalise the practise models, select the operational elements of action and formulate programmes and projects. Task 1: Verify and operationalize the practice model: the student and the committee used the preliminary feasibility study to assess the applicability of the chosen practice model. The participatory approach was used in this self-help project in the community of Witkoppen. At this stage the student and the committee first formulated a parallel strategy. The committee formulated a skills training like a short preschool training course for the two teachers. They also used market strategies promote the project. An action committee of five teacher members was elected with the required skills and knowledge for the project. Task 2: Select the operational elements of action: the teachers and parents felt too overwhelmed, so the student facilitated the formulation of long and short term plans. The goals were written down in July. There were thorough and focused planning involved when the goals were written down. It covered a set of long and short term goals. The student also facilitated incremental and short term action planning by the committee and specific objectives were set. Task 3: Formulate a programme and projects: a community work programme was formulated which included the goals and objectives of the project, beneficiaries, parties involved, an activity plan and a cost implication analysis. Downloaded by Rufaro Chikovore () lOMoARcPSD| 7 Step 4: Implementation of a plan as step in the community work process The step encompasses the phase where practice models are operationalized, material and human resources are mobilised, change is brought about, goals and objectives are attained and impediments are eliminated. It is the phase where ideas become action and dreams become reality. The procedure that would be followed when implementing the plan of action will to a large extent be determined by the chosen practice model and the unique characteristics of each pra