Bringing it all together — case study 1

A day in the life of a Reconnect worker using Action Research

(Based on the case study contributed by Connect, Darwin to the Reconnect Action Research Kit 2000)

The following is an example of how a Reconnect worker incorporates Action Research into their day-to-day business.

Being a Reconnect worker means that on any given day you can work across a diverse range of tasks and/or issues.

8.30am – 9.15am

Begin work, receive a message on the answering machine from Rita (Joanne’s Mum who I provide case support to) requesting an immediate response. A phone call is made back to Rita after speaking with the other Connect worker, who supports the young person. Rita is asked for her preferred way of receiving support. The result was that the other Connect worker finds out if Joanne would be ok about a meeting between them all.

Action Research component

An ongoing Action Research question is ‘whether it is more viable for the young person and their parents to have separate workers’. It was found in the pilot that this was often the case, but with the recognition that every client is different, that is a question that is asked of clients and ourselves every time we engage with a family.

10.00am – 12.00pm

Meeting with a youth detention centre social worker and other key stakeholders regarding the development of a ‘Community of Origin Visitors Scheme’. This meeting is to discuss the draft background paper created by a Connect worker and the creating of a timeline that allows for the optimum amount of consultation and contribution by relevant community members.

Action Research component

Within the pilot, it was identified through client feedback and service assessment processes that there was a need for Aboriginal young people in detention to receive visits from other members of their communities with language, family or just community ties. This would be seen as a way to ease the feelings of dislocation and isolation from their communities and families, who are sometimes 2,000km away. In response to this need and in partnership with the detention centre, Connect has drawn together a few key stakeholders in an effort to secure funding and put the beginnings of a model together before further consultation is undertaken with members of the sector and the community.

1.00pm – 2.30pm

Meeting with a young woman who is 14 years old. Went to the shopping centre food court and discussed current issues. These included school truancy, self-harming behaviour and violent behaviour towards other people. On returning from meeting, a few observations regarding our meeting are placed in the 12 to 15 file.

Action Research component

The key to making Action Research successful in terms of client work involves the ability to make it accessible on a daily basis. An example of this is the creation of a file titled ‘What works with 12 to 15 year olds?’. This came about as a result of observations by workers and in dialogue with local agencies. This age group’s support needs seemed to be different. The aim of this file is to provide a place for the workers after interacting with someone in this age group, to record what is effective, whether it be ‘meeting for shorter times’ or ‘driving the whole time’. This was a time-effective way of collecting information that was later collated. Then it was used at the service level and fed into an inter-agency process for improving access to under 15’s. This helped support services and improve their capacity to respond more effectively.

2.45pm – 3.00pm

Return from a client visit and receive a message from the school counsellor at a local high school. Return the counsellor’s phone call to accept a referral for a 15 year old male requiring assistance with a mix of issues, which include extreme conflict with parents and the need to look at income support needs. A time is made to meet with him and the school counsellor tomorrow.

Action Research component

The school counsellors and Connect workers have jointly agreed to use Action Research to look at the most effective ways the service and school can work together to optimise the result for the young person. This is at an early stage in which the meeting will provide a good opportunity for observation and reflection on how collaborative early intervention case work can happen. At a practical level, we are asking ‘What would it take for a young person and their family to have more options for referral, advocacy and support?’

3.00pm – 4.30pm

Pick up another client from school and take her to Centrelink in relation to a breach that has been imposed. Exceptional circumstances have come to light in our work with her. During this interview, it strikes me that Connect staff have been regularly providing additional information to Centrelink at the time of a breach and that a collaborative look at communication processes between the agencies might improve the information base for decision making. I make a note to follow this up with Centrelink.

Action Research component

Anecdotal evidence indicated that it was worth looking further into the matter of breaches. This led to establishing communication with Centrelink and it was later decided in a collaborative effort how the service and Centrelink could improve communication, particularly at the time of a breach. A page in the back of the service daybook – a book used between workers to communicate information during the day was created to record client experiences and communication between the worker and Centrelink. This information can then be used in meetings between the worker and Centrelink to improve practice and identify any emerging issues.

4.30pm – 5.00pm

Message in the daybook from the other Connect worker saying that Joanne says she will meet with her mum tomorrow night. Made contact with Rita from this morning and told her that a meeting has been scheduled for tomorrow night after work at the office with her daughter. I help Rita prepare for the meeting and clarify the main issues she wishes to raise and discuss the potential impact on her daughter. At the end of our conversation, I asked Rita how she found phone contact as a way of getting support, explaining that face-to-face was always an option. Rita said she was happy with phone support as the main way of communicating, as it was very convenient for her.

Action Research component

Another Action Research question constantly being explored by Connect is ‘What is the most effective way to support families?’ One strategy for exploring this is for phone support to be actively offered to parents, as well as face-to-face meetings. There was some anecdotal evidence that parents often find phone contact a more viable and practical means of support. The worker records Rita’s feedback on the Action Research observation sheet which has been set up to look at phone support (a one month focus). So far this is showing that phone support is a viable form of client work and not ‘just a phone call’.

Focus questions

Can you see how Action Research could be integrated into your day-to-day work?

Can you think of examples in your own working day where you could think of applying Action Research?