cafs-notes-mod-1-resource-management-64ec822d4e574.pdf

Wellbeing: the degree of satisfaction an individual or group experiences when their needs are met. Definitions important Wellbeing Factors SPEECS Social - Opportunities to interact with others. - Gives a sense of being wanted....

Wellbeing: the degree of satisfaction an individual or group experiences when their needs are met. Definitions important Wellbeing Factors SPEECS Social - Opportunities to interact with others. - Gives a sense of being wanted. Eg. opportunities for leisure, privacy when required and an environment for socialising. Physical Maintain physical health and safety. Eg. rest, diet, exercise Emotional - Related to our feelings, which depend on interactions with others. - A person is more resilient and more likely to successfully cope with stress Eg. receive encouragement, self-expression and creativity Economical Finance. Eg. employment, job security Cultural Customs, beliefs, values and traditions. Eg. belonging to a group has a greater sense of identity. Spiritual Moral and religious beliefs. Gives a sense of purpose in life. Eg. may experience greater peace and emotional stability Specific Needs SHESEA Needs: vital to sustaining our life. Things we require to survive and be physically and mentally healthy. Eg. food Wants: preferences or desires but we don’t need them to survive or maintain good health. Eg. phone Safety and security - Desire to feel protected and safe from threat. - Physical and emotional aspects. Eg. theft, secure home. Health - Person’s perception of wellbeing. - Maintain and promote all the aspects of health; physical, mental, spiritual, emotional and social. Education - Acquiring knowledge and skills. - Helps ensure individuals know what resources are available to them and how to access them. Eg. TAFE, uni Sense of Identity - An individual’s idea of who they are which influences their self-esteem and confidence. - Shaped by the role an individual plays in areas in their life like family, work and social life define themselves by this role and gain pleasure from it. - Usually changes throughout their life as responsibilities change and can  be affected by events Eg. a student may seem themselves as a good student Employment - Devotes time and requires energy towards a goal for payment which helps meet our goals - Enhances wellbeing through recognition and reward of a wage Eg. jobs Adequate standard of - Primary needs living - Needs are usually satisfied within a family setting Eg. food, clothes, shelter Maslow’s hierarchy: helps understand the motivations for human behaviour and the meaning of life. (highest to lowest respectively) Physiological needs - Basic needs Eg. food, water, sleep Safety needs - Physical and emotional safety - Protection Eg. children often rely on their parents to meet their safety needs Social needs - Giving and receiving affection and feeling acceptance from others - Sense of belonging Eg. family, groups Esteem needs - Self-esteem - Self-respect, confidence and achievement - Gaining esteem and respect from others - Desire for status, prestige, recognition and appreciation Self-actualisation - Desire for self-fulfilment - Reach full potential and be the best person they can be. - Can only reach this stage if all other needs are satisfied Revised hierarchy Cognitive needs - After esteem needs - Human desire to learn and increase knowledge and give meaning to the world we live in - Our intelligence to explore and discover - Satisfied through schooling, education, etc. Aesthetic needs - After cognitive needs - Appreciation and search for beauty Eg. Cherished experience in nature, spending time decorating, etc. Transcendence - Highest level - Ability to help others achieve self-actualisation - Guide and feel pleasure in watching others achieve self-actualisation Goals Goal setting: what you value and put your time into SMART Specific Know what you want. Measurable Break your goals into little goals so it’s easier to achieve. Attainable Focus on what’s in your control instead of the result. Relevant What will help you achieve this goal and why do you need this goal? Deadlines make you committed Time-bound Term Short - Achieved quickly - Span of a week Eg. getting your homework done each week Medium - More complicated - Span of a few months Eg. planning your assessment and getting it done Long - Reflects more important values Eg. saving money for an overseas trip Resources: things people use to help achieve goals. Values: core drivers to our actions. Human resources - Characteristics within people Eg. skills, intelligence, determination Non-human resources - External factors used to assist in achieving a desired standard of living Eg. school, books, car Interchangeability - Resources being swapped, traded or exchanged Eg. doing chores for pocket money Sustainability - Efficient and effective use of resources so they’re available for future use. GASCD Gender - Traditional values and stereotyping limit resources by not being able to confidently access them Eg. women are more hesitant to apply for male-dominant jobs and men are more hesitant to reach out to mental health services because of the stigma around  ‘unmanliness’. Age - Difficulty identifying and confidently using resources because of limited life experience - Older people may lack skills to access services they aren’t aware of Eg. adolescents may not know how to use medicare, older people may not know how to use the internet. - Resources unobtainable Socioeconomic status - Limited financial budget Eg. not able to afford food Cultural - Language barriers - Decrease a person’s awareness of available resources - Cultural values also limit choices made by cultural groups to access resources Eg. unable to get a job through language barrier Disability - Affect physical, social, intellectual, economic and emotional opportunities in terms of accessing and making resources available. - Increased access to government assistance, support networks and legal assistance Access to Support Informal - Aren’t organised but can provide assistance to help when people need them Eg. emotional support, family, friends Formal - Government and private agencies or community organisations set to assist people Eg. church groups, shelters, medical assistance Personal Management Skills (PMS): a person’s ability to exercise control over ones attitudes, behaviours and motivation PCDP Planning and Organisation Planning - a process of making plans to achieve something Organisation - being systematic and efficient - Good p/o skills contribute achieve goals and enhance overall wellbeing by reducing stress and increasing confidence - Skill - Help achieve goals - Help set priorities Strategies - Use technology - Write it down - communication Communication AAP - Method by which people share ideas, information, opinions and feelings - Essential PMS as it allows clear messages to be exchanged, problem solving and also helps in decision making - Basis of communication between people Verbal - Split into oral and written communication - Occurs through use of words and sounds - Need to be understood by both the sender and receiver Eg. talking, SMS - Voice-based communication Oral - Pitch, volume, speed and clarity Eg. face-to-face, phone - Sending and receiving wordless information Non-verbal - Enhance meaning Eg. gestures, facial expression, eye contact, body language - Text-based communication Written - Writing style, vocabulary - Based on manipulation Aggressive - Focuses on making someone do something to meet specific needs - Based on avoiding confrontation Passive - Minimal communication with the purpose of staying away from arguments and disagreements - Ideal form of interaction. Assertive - Based on natural expression - Not fuelled by aggression or fear of confrontation - Focuses on clear and straightforward communication Decision making - Process of making choices or reaching conclusions based on considering alternatives available - Learn to make decisions by past experience - Aim to satisfy needs and wants - Influenced by values and standards - Help solve problems Impulsive style - Spontaneous without considering alternatives or outcomes Eg. buying something because you felt like it in the moment Intuitive style - Based on instinct that it’s the right decision to make at the time - Not a lot of time to consider the alternatives - Values and standards play a significant role in the decision Eg. getting into relationships Hesitant style - Made with caution - Trouble making a decision due to lack of confidence or knowledge of the alternatives and outcomes Eg. going on a rollercoaster Confident style - Made with certainty and trust  - Alternatives are identified and outcomes are evaluated to ensure it’s the best decision Rational style - Logical and sensible - Common sense approach - Information is gathered, alternatives considered, outcomes and consequences evaluated prior to making the final decision Factors influencing Decision-Making CAPAS Complexity of the - Great numbers of resources and indivudals problem - More alternatives to consider - Great consideration needs to be given to evaluate alternatives to ensure a rational decision has been made - Simple decisions that don’t affect other indivduals are easier to solve Eg. purchasing a car. Simpler decisions: riding a bike to school - Resources available will influence the manner in which they approach Access to resources decision-making - Consider time, energy and money available - Lack of knowledge or an inability to access resources may limit the number of alternatives Eg. plans for the holidays - Positive and negative experiences are used to assist with the decision Past experiences and - Peron’s values are considered personal values Eg. being sunburnt = wearing sunscreen more often OR person valuing academic achievement more than playing music - Undertaking change may involve some positives and negative consequences Attitudes to change - Reward of increased dependence and freedom - Consider advantages and disadvantages of each alternative gives a more balanced perspective on managing change Eg. someone choosing to leave home - Impact on autonomy - Cultural aspects: gender, family, education and socioeconomic status can Sociocultural factors influence a person’s willingness, ability or confidence to express their needs, wants or opinions Eg. middle eastern countries believe male traditionally have more power Problem solving - A method for analysing a situation, generation and possible solutions and evaluation opinions - Requires choices to be made; decision-making - Best to do when planned Steps 1. Identify the problem - Recognise there’s an issue in order to take control 2. Explore alternative solutions and - Brainstorm all options and define positive and negatives consequences - Consider all potential outcomes 3. Select option - Choose alternatives with the most advantages and one that best satisfies 4. Implement the needs solution - Implement chosen option in the most effective way 5. Evaluate the situation - Evaluate how the solution solved the problem - Negative and positive outcomes Strategies for Effective Resource Management UAADE Using interchangeable - Individual’s values in relation to resources will influence how they use resources and allocate resources Eg. certain amount of money may go towards an item of clothing. Different people will often use it differently Adopting sustainable - Individuals are consumers or users of resources behaviours - Some non-human resources are considered non-renewable - Careful management of non-renewable resources is needed to ensure that they’re used to their best potential and not wasted - Effective resource management relies on people and businesses to make carefully considered decisions about how, why and at what rate these resources can be used for future use Eg. emailing financial statements instead of posting print copies is an environmentally sustainable practice Accessing support - Access support from families, friends and government agencies impacts positively upon wellbeing Eg. friend offers time to listen to problems. Formal fundings enable health services. Developing PMS - Good P/O, decision-making, communication and problem-solving - Engage in personal evaluation Eg. planning how to cook dinner for a week Engaging in education - Effective resource management is a significant contributor to individual, or training family and community wellbeing - “Investing in education is the single most effective means of reducing poverty” - “Knowledge is power” - sir Francis Bacon - More knowledge you have, the more you can do - Young people who aren’t fully engaged in education or employment are at greater risk of unemployment in the longer term. - Participation is considered an important aspect in developing individual capability and building a socially inclusive society Interviews Definition - Conversation or discussion between two or more people to collect  information or opinions - Concerned with their understanding, knowledge or perception of the facts or circumstances related to the topic of research - Verbal and non-verbal communication to obtain information Primary - Primary method of data collection - Method of data collected firsthand Data - Information gathered is qualitative rather than quantitative data. Qualitative - Opinions, feelings experiences and attitudes are gathered rather than numbers - Open-ended questions, interviews and recording experiences - Learn more about their answers with more information - You can find a theme in their responses Quantitative - Numerical, using measurements and statistics Four types of questions Introductory questions - Aim to put the interviewee at ease - General in nature Focus questions Eg. did you play sports as a teenager? - Allows interviewee to provide specific information and can account for further proving on a particular issue Open questions Eg. does involvement in sport assist a young person later in life? - Allow reasons, thoughts and opinions to be provided by the interviewee Eg. how do you think this (involvement in sport) assists a young person later in Closed questions life? - Often result in brief answers Eg. what sports did you play as a teenager? Structured Interview - Planned with predetermined questions developed by the researcher - Similarities in the structure of respondents’ answers and they can be compared and analysed more readily - Predetermined questions and planned to focus on a research area Advantages - Responses from multiple interviews are consistent due to the format and are therefore easier to collate - Length of time required for interview can be specified and limited - Formal structure may affect responses from interviewee Disadvantages - Less flexibility Unstructured interview - Discussion-like with researcher planning areas for discussion without developing the actual questions - Diversity of answers and greater flexibility - Respondents’ answers need to be analysed on an individual basis and more thoroughly Advantages  - More relaxed atmosphere - Greater flexibility - Questions can cover issues that are identified as important Disadvantages - Interviewer needs to be in control and knowledgeable to ensure success of research - Questions may become irrelevant and unrelated to research - Length of time required for the interview can be unknown - A wide variety of responses may be difficult to collate