Call Back

A Critical Reflection & Analysis of my Placement Experience

Community Development Placement Practice:

A Critical Reflection & Analysis of my Placement Experience

Introduction

During my placement practice, I had the opportunity to work on the Integration of Asylum Seekers and Refugees project, which aimed to support individuals who were experiencing social isolation, financial hardship, and health inequalities due to their migration status. This project was of particular importance to me, as I believe that all people deserve to be treated with dignity and respect, regardless of their nationality, religion, or migration status. One of the key goals of this project was to support individuals who were struggling to access essential items, such as food and hygiene products, due to their financial situation. Through this project, we worked with local organisations and charities to distribute food parcels and hygiene packs to those in need. I was struck by the sheer number of people who needed this support and the positive impact it had on their lives (Crickley, 2010). Through our work, we were able to alleviate some of the financial burden that these individuals were facing and improve their overall well-being. In addition to addressing immediate material needs, the project also aimed to tackle social isolation and health inequalities among asylum seekers, refugees, and other migrants. Through various community events and workshops, we aimed to provide opportunities for individuals to connect with one another and build supportive networks.

Whatsapp

These events were designed to be inclusive and accessible, with a focus on cultural exchange and celebrating diversity. I was inspired by the enthusiasm and resilience of the individuals who participated in these events and their commitment to building a sense of community despite the challenges they faced. One of the biggest challenges of this project was navigating the complex legal and bureaucratic landscape that governs the lives of asylum seekers and refugees. Many of the individuals we worked with were not allowed to work or study full-time due to their migration status, which meant that they faced significant barriers to integration into society (Zal, 2018). Additionally, many of the individuals we worked with were affected by health inequalities and struggled to access appropriate healthcare. While we were able to provide some support and guidance, it was clear that larger systemic changes were needed to address these issues.

Need Identification

During my community development placement, I was involved in a project that aimed to alleviate poverty, provide emotional wellbeing support, and reduce social exclusion and mental health-related issues. The project also aimed to reduce stigma, discrimination, and racism and reduce poverty by providing employability skills through English lessons, and volunteering. Throughout the placement, I gained a deeper understanding of the challenges faced by communities affected by poverty, social exclusion, and mental health-related issues. I also learnt about the importance of providing holistic support that addresses both the physical and emotional needs of individuals and communities. The Integration of Asylum Seekers and Refugees project aimed to address multiple needs of the community, including poverty alleviation, emotional wellbeing support, and reducing social exclusion, stigma, discrimination, and racism. These needs were identified through communication with the service users and partnership with other organisations through signposting (Zal, 2018). The project also aimed to reduce mental health-related issues affecting the community by providing employability skills through English lessons, sewing classes, and volunteering.

Throughout my placement, I played an active role in these projects, working closely with both the volunteers and staff members to ensure that our efforts were effective and meaningful. I was responsible for a range of tasks, including coordinating events, managing outreach efforts, and assisting with data analysis to track the impact of our work. One of the most significant aspects of my placement experience was the opportunity to work directly with community members. Through my interactions with them, I gained a greater appreciation for their resilience, creativity, and resourcefulness. I was also able to build relationships of trust and mutual respect, which were essential in ensuring the success of the project (Crickley, 2010). As I reflect on my placement experience, I recognize that one of the most challenging aspects of the work was navigating the complex social dynamics within the community. This included addressing issues of power and privilege as well as negotiating different cultural values and beliefs. I learnt that effective community development work requires a deep understanding of these dynamics and a willingness to engage in difficult conversations and make difficult decisions. In terms of my personal and professional growth, my placement experience has been invaluable. I developed a range of skills, including communication,

problem-solving, and project management, which I believe will be useful in my future career. I also gained a deeper understanding of the importance of cultural humility and the need to approach community development work with a mindset of listening and learning (Zal, 2018). As I look to the future, I recognize that there is still much work to be done to address the systemic issues that contribute to poverty, social exclusion, and mental health-related issues within communities. However, I am optimistic that with continued collaboration and a commitment to social justice, we can create a more just and equitable world for all.

Overall Learning Point

During my community development placement practice, I had the opportunity to work on a project called "Integration of Asylum Seekers and refugees." The goal of the project was to improve the emotional wellbeing of asylum seekers and refugees while also reducing poverty, discrimination, and racism. The aim was to help these individuals build self-confidence and create greater integration into Scottish society. Throughout the placement, I learnt a great deal about the challenges faced by asylum seekers and refugees in their integration into society. One of the main challenges was the language barrier, as many of the individuals we worked with had limited English proficiency. As a result, communication was often difficult, and it was challenging to fully understand their needs and experiences (Crickley, 2010). Another significant challenge was the discrimination and racism faced by asylum seekers and refugees, which often made it difficult for them to feel welcome and included in Scottish society. These issues often contributed to feelings of isolation, which in turn affected their emotional wellbeing.

During the project, we implemented a range of initiatives aimed at addressing these challenges. These included English language classes, cultural events, and community engagement activities. We also worked with local businesses and organisations to encourage greater inclusion of asylum seekers and refugees in the wider community. Through these initiatives, I learnt the importance of community engagement and collaboration in community development projects (Crickley, 2010). By working together with community members and organisations, we were able to create a more inclusive and supportive environment for asylum seekers and refugees. Overall, my placement experience on the "Integration asylum seekers and refugees" project provided me with a valuable insight into the challenges faced by asylum seekers and refugees in Scottish society. It also taught me the importance of community engagement and collaboration in creating positive change (Zal, 2018). Looking forward, I believe that the lessons I learnt during this placement will be invaluable in my future academic and professional endeavors. I am committed to continuing to work towards greater social inclusion and integration, and I look forward to applying the skills and knowledge I gained during my placement to future community development projects. Bottom of Form

Objectives and Outcomes

During my community development placement practice, I had the opportunity to work on an Integration asylum seekers and refugees that focused on promoting greater integration, empowerment, and inclusion in the community. The project aimed to improve mental health and wellbeing, self-confidence, and minimize discrimination. In this reflective essay, I will critically reflect and analyses my placement experience, focusing on the learning points I gained from the project. One of the most significant learning points I gained from this experience is the importance of promoting greater integration and social inclusion in society (Zal, 2018). Through the project, I had the opportunity to work with individuals from diverse backgrounds, including those who had experienced discrimination and marginalization. I learnt about the barriers and challenges faced by these individuals in their everyday lives, and how important it is to create an environment that fosters social inclusion and community building. Furthermore, I gained valuable knowledge and skills around employability skills and micro aggression. During the project, we conducted workshops and training sessions that aimed to equip individuals with employability skills such as resume writing, interviewing skills, and communication skills. We also addressed the issue of micro aggression and how it affects individuals in the workplace and in their personal lives. These workshops and training sessions were essential in building the self-confidence of the individuals and empowering them to become active members of the community (Crickley, 2010). Overall, my placement experience has taught me the importance of community development and the positive impact it can have on individuals and communities. It has given me a deeper understanding of the challenges faced by marginalized individuals and the importance of creating an inclusive and supportive environment that promotes mental health and wellbeing. Additionally, I have gained valuable knowledge and skills that I can apply in my future career, especially in the field of community development.

Methods

During my community development placement practice, I had the opportunity to work with several organisations and communities, focusing on poverty alleviation, humanitarian assistance, and building sustainable services that promote equity and fairness. This placement experience provided me with the chance to develop my skills, learn about the complexities of community development, and reflect on the broader impact of my work. One of the main goals of my placement was to promote fairness and responsiveness to communities in the design and delivery of programs. I found that this required a deep understanding of the needs and priorities of the community, as well as a commitment to working collaboratively with community members to achieve common goals (Moore, 2002). Throughout my placement, I learnt that community development is not a one-size-fits-all approach, and that effective programs need to be tailored to the specific needs and contexts of the communities they serve. In addition to promoting fairness, I was also committed to promoting multiculturalism as a core value that defines what it means to be Scottish in the 21st century. This meant recognizing and celebrating the diversity of cultures and perspectives within my communities and working to ensure that all members of the community felt valued and included. This was particularly important in contexts where there were tensions between different cultural groups, and I found that building trust and fostering dialogue was essential to promoting understanding and respect. One of the key aspects of my placement was working with community members to build their capacity and agency to participate equitably across all domains of life. This meant developing programs that promoted education, skills development, and empowerment, and working to ensure that these programs were accessible to all members of the community (Zal, 2018). I found that this required building strong relationships with community members and working collaboratively to identify the most effective strategies for building capacity and promoting agency. Reflecting on my placement experience, I have come to appreciate the complexities of community development work and the importance of taking a holistic, collaborative, and culturally sensitive approach (Crickley, 2010). I have also come to recognize the value of critical reflection and analysis in identifying areas for improvement and building on strengths. In the future, I intend to continue working in the field of community development, using the skills and knowledge I gained during my placement to promote equity, fairness, and sustainability in all my work.

Implementation

During my placement in community development, I had the opportunity to work on a project called "Integration asylum seekers and refugees." This project aimed to support the integration of asylum seekers and refugees into the local community by providing opportunities for social interaction and skills development. The project was set to run for three months, and as the project coordinator, I was responsible for raising funds, involving community groups in the planning and delivery of the project, and working with a team of volunteers to deliver the project. One of the most significant challenges I faced during the project was the fundraising aspect. Raising money for a community project can be challenging, and I had to rely on a variety of sources, including grants and donations from local businesses and community groups. However, through persistence and networking, I was able to secure enough funding to run the project successfully. Another key aspect of the project was involving community groups in the planning and delivery (Zal, 2018). I reached out to a range of community groups, including schools, religious organisations, and local businesses, to gain their support and input. By involving these groups, we were able to tailor the project to the specific needs of the community and ensure its success.

Working with a team of volunteers was also a critical aspect of the project. I recruited volunteers with a range of skills and backgrounds, and we worked together to plan and deliver the project. The volunteers were crucial in helping to facilitate social interactions and skills development activities, and their commitment and dedication were invaluable. In terms of resources, we needed a variety of materials, including a venue for the project, training and learning materials, travel expenses, and refreshments. Securing these resources was a significant aspect of the project planning process, and we had to be creative in finding ways to reduce costs while still delivering a high-quality project. Overall, my placement experience in community development and the "Integration asylum seekers and refugees" project taught me a lot about the challenges and rewards of community development work (Zal, 2018). I developed skills in fundraising, project management, and community engagement, and I gained a deeper understanding of the importance of collaboration and resourcefulness in community development work. Top of Form Bottom of Form.

Evaluation

During my community development placement practice, I had the opportunity to work on the project "Integration of asylum seekers and refugees." As part of my work, I was involved in developing and implementing strategies to help newcomers feel welcomed and integrated into the wider community (Moore, 2002). In this reflective essay, I will critically analyse my placement experience, focusing on how I measured the success of the work, considered recommendations for change, and involved the input of other staff in evaluating my work. One of the main challenges I faced during this project was how to measure the success of our work. We had set out clear goals and objectives at the outset, but measuring progress towards these goals was not always straightforward. To address this challenge, I developed a strong monitoring and evaluation system that involved collecting both quantitative and qualitative data. This data informed and guided the development of our services and helped us to adjust and improve along the way (Crickley, 2010). Additionally, I ensured that the outcome was rooted in the active participation of our diverse communities. Through participatory-based approaches, such as consultations, surveys, and pre- and post-evaluations, we were able to measure the effectiveness of our project. As part of my role, I was also responsible for considering recommendations for change. This involved working closely with my team to identify areas where improvements could be made and developing strategies to address these issues. One of the key recommendations we received was to provide more targeted support to certain groups of refugees and asylum seekers who were facing specific challenges (Moore, 2002). We were able to address this feedback by developing new services that were tailored to the needs of these groups. This not only helped us to better serve our clients but also improved the overall effectiveness of our project. Throughout my placement experience, I recognized the importance of involving the input of other staff in evaluating my work. I worked closely with my team of volunteers to get their feedback on the effectiveness of our project (Crickley, 2010). This involved regular team meetings, as well as more formal evaluation sessions where we reviewed our progress towards our goals and identified areas where improvements could be made. This collaborative approach helped us to stay focused on our objectives and ensured that everyone was working together towards a common goal.

Order Now

Theories Associated with Community Development Placement Practice

When working with marginalised communities, it is important to consider the theories and perspectives of community development. One key theory is empowerment, which emphasises the importance of giving power and agency to marginalised communities so that they can work towards their own goals (Kretzmann & McKnight, 1993). This theory stresses the importance of building relationships with community members, engaging in participatory processes, and creating sustainable solutions that can be maintained by the community itself. Another relevant theory is social capital, which focuses on the connections and relationships between individuals and within communities. Social capital can be seen as a resource that can be used to achieve goals and create change within a community (Putnam, 2000). Building social capital can involve fostering social networks, creating opportunities for community members to come together, and developing trust and reciprocity between individuals. In the context of working with asylum seekers and refugees, it may also be important to consider the concept of cultural competency, which emphasises the importance of understanding and respecting cultural differences and adapting one's practice to meet the needs of diverse communities (Cross aet al., 1989). This may involve learning about the cultures and experiences of asylum seekers and refugees, and creating culturally appropriate programmes and services that can support their integration into the community. Overall, a critical reflection and analysis of your placement experience with integration asylum seekers and refugees may involve drawing on theories of empowerment, social capital, and cultural competency to understand the context of the work, identify challenges and opportunities, and develop effective solutions that can empower and support marginalised communities.

Conclusion

In conclusion, my community development placement experience was a powerful learning opportunity that has helped me to develop both personally and professionally. Through my work on the project, I gained a deeper understanding of the challenges faced by communities affected by poverty, social exclusion, and mental health-related issues (Crickley, 2010). I also developed a range of skills that I believe will be useful in my future career. Moving forward, I remain committed to working towards social justice and creating a more equitable world for all.

List of References

Crickley, A. and M.C. Ardle, O., 2010. Community work, community development: Reflections 2009. Working for change: The Irish journal of community work, 1, pp.15-27.

Zal, W.A., 2018. The practice of community potential mapping as a guideline for community development in Malaysia. Community Development Journal, 53(2), pp.321-339.

Carroll, G., and Bout all, T., 2011. Guide to developing national occupational standards. UK Commission for Employment and Skills.

Pitzer, K.A. and Streeter, C.L., 2015. Mapping community capitals: A potential tool for social work. Advances in Social Work, 16(2), pp.358-371.

Miller, P.M., Brown, T. and Hopson, R., 2011. Centering love, hope, and trust in the community: Transformative urban leadership informed by Paulo Frere. Urban Education, 46(5), pp.1078-1099.

Husk, G., 2017. Community development in action: Putting Frere into practice. Moore, A.B., 2002. Community development practice: Theory in action. Community Development, 33(1), pp.20-32.

Fieldhouse, J., 2012. Mental health, social inclusion, and community development: lessons from Bristol. Community Development Journal, 47(4), pp.571-587.

Sheridan, L. and Mugnai, M., 2021. Teacher-Student Reflections: A Critical Conversation about Values and Cultural Awareness in Community Development Work, and Implications for Teaching and Practice. Education Sciences, 11(9), p.526.

Ennis, G. and West, D., 2010. Exploring the potential of social network analysis in asset-based community development practice and research. Australian Social Work, 63(4), pp.404-417.

Fraser, H., 2005. Four different approaches to community participation. Community Development Journal, 40(3), pp.286-300.

Husted, R.J. and Genomics, J., 2002. The basics: what's essential about theory for community development practice? Community Development, 33(1), pp.1-19.

Overton, A., Clark, M. and Thomas, Y., 2009. A review of non-traditional occupational therapy practice placement education: a focus on role-emerging and project placements. British Journal of Occupational Therapy, 72(7), pp.294-301.

Saxon, D.P. and Mordant, E.A., 2014. Effective student assessment and placement: Challenges and recommendations. Journal of Developmental Education, pp.24-31.

Callas, D., 1985. Academic placement practices: An analysis and proposed model. College Teaching, 33(1), pp.27-32.

Walker, R., Cooke, M., Henderson, A., and Creed, D.K., 2013. Using a critical reflection process to create an effective learning community in the workplace. Nurse education today, 33(5), pp.504-511.

Cloak, H., and, J. and Das, C., 2016. Asking the critical questions: An evaluation of social work students' experiences in an international placement. The British Journal of Social Work, 46(2), pp.389-408.

De Leng, B.A., Dolmans, D.H., Jöbsis, R., Muijtjens, A.M. and van der Vleuten, C.P., 2009. Exploration of an e-learning model to foster critical thinking on basic science concepts during work placements. Computers & Education, 53(1), pp.1-13.

Hughes, M., 2013. Enabling learners to think for themselves: Reflections on a community placement. Social work education, 32(2), pp.213-229.

Smith, S. and Martin, J., 2014. Practitioner capability: supporting critical reflection during workbased placement–a pilot study. Higher Education, Skills, and Work-Based Learning, 4(3), pp.284-300.

Watts, M. and Lawson, M., 2009. Using a meta-analysis activity to make critical reflection explicit in teacher education. Teaching and Teacher Education, 25(5), pp.609-616.

Noble, C., 2001. Researching field practice in social work education: Integration of theory and practice through the use of narratives. Journal of Social Work, 1(3), pp.347-360.

Scholar, H., McLaughlin, H., McCaughan, S. and Coleman, A., 2014. Learning to be a social worker in a non-traditional placement: Critical reflections on social work, professional identity, and social work education in England. Social Work Education, 33(8), pp.998-1016

Sitejabber
Google Review
Yell

What Makes Us Unique

  • 24/7 Customer Support
  • 100% Customer Satisfaction
  • No Privacy Violation
  • Quick Services
  • Subject Experts

Research Proposal Samples

It is observed that students take pressure to complete their assignments, so in that case, they seek help from Assignment Help, who provides the best and highest-quality Dissertation Help along with the Thesis Help. All the Assignment Help Samples available are accessible to the students quickly and at a minimal cost. You can place your order and experience amazing services.


DISCLAIMER : The assignment help samples available on website are for review and are representative of the exceptional work provided by our assignment writers. These samples are intended to highlight and demonstrate the high level of proficiency and expertise exhibited by our assignment writers in crafting quality assignments. Feel free to use our assignment samples as a guiding resource to enhance your learning.

X
Welcome to Dissertation Home Work Whatsapp Support. Ask us anything 🎉
Hello Mark, I visited your website Dissertation Home Work. and I am interested in assignment/dissertation services. Thank you.
Chat with us
satya satellite