Setting: Social Service Units

In document Field Learning Resources Series Teacher Handbook: (Page 35-43)

Apart from teachers, are there other human resources?

1. Setting: Social Service Units

Service Unit Observation Interview Service / Activity

Children and Youth Centre

Topics: Healthy social well-being/ Personal growth and development (childhood and adolescence)

 Examples of relevant concepts : communication skills, peer relationship, self-concept, parenting skills, interpersonal relationship, conflict management

 Environment: safety measures

 Characteristics of client groups

 Learning atmosphere

 Services provided

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Relevant questions to explore other concepts

※Professionals

 Working condition

 Duties

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 After-school care programmes

 Play Group

 After school tutorial programmes

Sit in / Be an observer in:

 Workshop on parenting skills

 Children Group

 Youth group

 Parents group APPENDIX 1

36

Service Unit Observation Interview Service / Activity

Anti-drug Abuse Centre

Topic : Addiction

 Examples of relevant concepts : reasons for addiction, treatment,

“relapse prevention”

 Environment of the centre

 Services provided

 Staff relationship

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Family relationship

 Peer relationship

 Relevant questions to explore other concepts

※Professional

 Working condition

 Duties

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Anti-drug ambassador

 School promotion activities

 Writing stories of ex-drug addicts

 Anti-drug carnival

Sit in / Be an observer in:

 Sharing of

ex-drug addicts

 Talks on drugs

Special Topics : Personal growth and development (childhood stage)

Service Unit Observation Interview Service / Activity Education

Centre for Children

/vulnerable groups

 Examples of relevant concepts: justice, discrimination, community resources, characteristics of students in childhood, peer relationship, self-concept, parenting skills, pressure on caretakers.

 Environment: safety measures

 Characteristics of client groups

 Learning atmosphere

 Services provided

 Job duties of various workers in the unit

※Clients : Parents

 Needs

 Views on services

 Experience of using the services

 Family relationship

 Stressors

 Stress management

 Peer relationship

 Relevant questions to explore other concepts

※Professional

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Communication games

 Exercises

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

Elderly Topics : Personal growth and development (elderly) , aging problem,

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Service Unit Observation Interview Service / Activity

Centre social welfare system, healthcare system

 Examples of relevant concepts: elderly eating habits, health literacy , disease prevention, interpersonal relationship, communication skills.

 Environment: safety measures

 Characteristics of client groups

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※Clients

 Needs

 Views on services

 Experience of using the services

 Health literacy

 Healthy lifestyles

 Relevant questions to explore other concepts

※Professional

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Health promotion activities

 Visits

 Writing life stories

 Intergenerational learning

program – teaching computer knowledge / exercises to elderly

 Chinese medicine promotion

Carnival

 Neighbourhood scheme

 Health checks for single elderly

 Prevention of fall

 Intergenerational Sports Day

Integrated Topics : Personal growth (family roles) , family relationship, family

Service Unit Observation Interview Service / Activity Family

Service Centre

problems, social welfare system

 Examples of relevant concepts : interpersonal relationship, family relationship, communication among family members, holistic health

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※ Client

 Needs

 Views on services

 Experience of using the services

 Physical, intellectual, emotional and social aspects of health (PIES)

 Family relationship

 Relevant questions to explore other concepts

※ Professionals

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes / pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 Assist in

organising family activities, for example: family picnic

 Community survey

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

New Topics : Vulnerable groups, Caring community

40

Service Unit Observation Interview Service / Activity

Immigrant Service Centre

 Examples of relevant concepts: equality, discrimination, cultural differences, community resources, self-concept, vulnerable groups, community work, community support network, different forms of care, empowerment, holistic health, social welfare system.

 Environment: safety measures

 Characteristics of client groups

 Atmosphere of the centre

 Services provided

 Job duties of various workers in the unit

※ Clients

 Problems

 Needs

 Views on services

 Experience of using the services

 Physical, intellectual, emotional and social aspects of health (PIES)

 Relevant questions to explore other

concepts

※Professionals

 Duties / division of work

 Intervention objectives,

approaches and skills

 Work related training programmes /

pathways

 Difficulties related to the jobs

Volunteer services can be provided through:

 After-school care programmes

 Neighbourhood scheme

Sit in / Be an observer in:

 Workshop on parenting skills

 Home safety measures

Organisaions Topics : Building a healthy city, poverty

Service Unit Observation Interview Service / Activity / services for

poverty alleviation

 Examples of relevant concepts : poverty, need-based approach, assets -based approach, equality, discrimination, cultural difference, community resources , self-concept, vulnerable groups, community work, community support network, different forms of care,

empowerment, holistic health, social welfare system.

 Environment and facilities of the centre

 Characteristics of client groups

 Atmosphere of the centre

 Services provided - need-based

approach, assets -based approach

 Job duties of various workers in the

centre

※ Clients

 Problems

 Needs

 Views on services

 Experience of using the services

 Neighbourhood relationship

Physical, intellectual, emotional and social aspects of health (PIES)

 Relevant questions to explore other concepts

※Professionals

 Duties / division of work

 Intervention objectives, approaches and skills

 Work related training

programmes /

Volunteer services can be provided through:

 Hunger Banquet

 Cyber School

 Volunteer service

 School Donations

Possible learning activities:

 Observing

squatter occupant living condition

 Visiting people in bed space and cubicle

apartments

 Community tours

Sit in / Be an observer in:

 Food Bank

 District partnership programmes

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Service Unit Observation Interview Service / Activity

pathways

 Difficulties related to the jobs

 Approach on

alleviating poverty

※Other students, school staff

 Views on poverty

In document Field Learning Resources Series Teacher Handbook: (Page 35-43)

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