WOMEN’S UNIVERSITY IN AFRICA

Addressing Gender Disparity and Fostering Equity in University Education

FIELDWORK REPORT

NAME OF STUDENT : MUSHANINGA CAROLINE

NAME OF UNIVERSITY : WOMEN’S UNIVERSITY IN AFRICA

COURSE AND YEAR : BACHELOR OF SCIENCE HONOURS

DEGREE IN SOCIAL WORK, YEAR 3

NAME OF AGENCY : SHEARLY CRIPPS CHILDREN’S HOME

NAME OF AGENCY SUPERVISOR : SR. FAUSTINA CHIRERE, MISS MTAWU

NAME OF SCHOOL SUPERVISORS : MR JAKAZA, MISS MUKAIRA

DATES OF FIELDWORK PLACEMENT: 2 AUGUST 2021 – 29 JULY 2022

TABLE OF CONTENTS

ACKNOWLEDGEMENTS …………………………………………………………………1

ABSTRACT ………………………………………………………………………………….
4

ACRONYMS
………………………………………………………………………………...5

1. DESCRIPTION OF AGENCY

1.1 History of the agency…………………………………………………………………...6

1.2 Location and site ……………………………………………………………………….6
1.3 Organogram of the agency……………………………………………………………..6
1.4 Mission ………………………………………………………………………………...7
1.5 Vision …………………………………………………………………………………..7
1.6 The department the student was placed within the organization……………………….8
1.7 The purpose and function of the agency………………………………………………..8
1.8 Client group(s) served by the agency…………………………………………………..8

2. THE TECHNICAL SECTION

2.1 The student’s objectives of the attachment/placement ……………………………….10

2.2 Assignments arranged between the student and the agency supervisor….…………...11
2.3 Indication of intended goals of placement…………………………………………….11

3. HOW THE PLACEMENT HAS HELPED

3.1 In professional development as a social worker
……………………………………..12
3.2 In understanding of the people working with (i.e. clients/community)
……………..12
3.3 In relating to work colleagues
……………………………………………………….13
3.4 In understanding of social work methods and their application …………………….13
3.5 In skill in recording
………………………………………………………………….14

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4. SUPERVISION
4.1 Agency supervision …………………………………………………………………16
4.2 University supervision ……………………………………………………………....16

5. ACHIEVEMENTS AND STRENGTHS

5.1 ACHIEVEMENTS…………………………………… ……………………………17
5.2 STRENGTHS ………………………………………………………………………17

6. CHALLENGES
6.1 The challenges encountered during placement and how they were dealt with and
lessons learnt
………………………………………………………………………...19

7. CASE STUDY …………………………………………………………………………..20

8. RECOMMENDATIONS ………………………………………………………………23

9. CONCLUSION …………………………………………………………………………23
10. APPENDICES ………………………………………………………………………….24
10.1 WEEKY REPORTS ………………………………………………………..24

10.2 References…………………………………………………………………………76

11. DECLARATION ……………………………………………………………………….77

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ACKNOWLEDGEMENTS

The student would like to express her sincere gratitude to Sr. Faustina Chirere (Agency
Administrator), Miss Mtawu (Assistant Supervisor), for their tireless professional guidance,
support and superb supervision during the time of placement. The student would also like to
appreciate all the authorities and co-workers for being accommodative and supportive to her
on her quest to acquire hands-on experience. She also dedicates her personal growth to them
as they moulded her into a more mature person through their advice. The student would like
to appreciate the moral and emotional support she obtained from her mother and part of
Shearly Cripps Children’s home staff who grew to be her sisters and brothers. Finally, many
thanks go to the Almighty God with whose gift of life, the student was able to achieve the
intended goals for her placement at Shearly Cripps Children’s Home.

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ABSTRACT

This report is grounded on the student’s objectives for her placement at Shearly Cripps
Children’s Home for a period of one year. It also highlights the achievements together with
the challenges faced by the student during her fieldwork placement. Professional
development of the student is also acknowledged. A brief evaluation of the agency’s
structure, the services it offers, its objectives, success and challenges.

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ACRONYMS

AIDS Acquired Immune Deficiency Syndrome

AMTO Assisted Medical Treatment Order

ART Anti-retroviral Therapy

C.P.C.A Church of the Province of Central Africa

CASW Canadian Association of Social Workers

DCWPS Department of Child Welfare and Protection Services

DSD Department of Social Development

ECD Early Childhood Development

HIV Human Immune Virus

HLF Higher Life Foundation

JJBVTC Jairos Jiri Bulawayo Vocational Training Centre

N.G.O Non-Governmental Organization

OVC Orphaned and Vulnerable Children

SCCH Shearly Cripps Children’s Home

ZICLAN Zimbabwe Care Leavers Association Network

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1. DESCRIPTION OF THE AGENCY

1.1 Historical Background of the Organization.

The home is named after its founder Arthur Shearly Cripps who was a missionary born in
1869 and died in 1952. Shearly Cripps was well known in the black community for his
interest in helping the poor and vulnerable black people in Zimbabwe then Rhodesia. In
seeing that a vast majority of Zimbabweans were suffering, he thought of establishing an
orphanage which he left funds for it to be established thus leading to its foundation in 1963.
In liaison with the Anglican Church Diocese of Harare C.P.C.A, the orphanage was built and
registered in the 1971 mainly catering for the orphans and vulnerable children.

1.2 Location and site

Shearly Cripps Children’s Home is situated in Mapfumo Village in Chikwaka, Goromonzi

where there is a High school, a primary school and a nearby clinic. The institution is located
55km from Harare. It is built to accommodate eighty children and is still using a dormitory
style type of settlement. The site was chosen because of easy access to schooling and health
facilities for the children residing at the Home.

1.3 ORGANOGRAM OF THE AGENCY

The organization includes the board of directors, administrator, assistant supervisor,

caregivers and interns. These people help in the upkeep of the children and the maintenance
of the children. However every decision made at Board level is then passed to the Diocesan
Secretary’s Office just for protocol observation. The reporting structure is shown by the chart
below:

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 BOARD

ADMINISTRATOR

ASSISTANT SUPERVISORR SISTERS CAREGIVERS INTERNS

1.4 VISION

To nurture young children who cannot grow up in a family of their own into responsible
citizens who are able to stand on their own.

1.5 MISSION

To empower Orphans and Vulnerable Children (OVC) between the age of 6 month to 16
years to develop to their maximum potential to become socially adjusted, self-sustaining and
healthy responsible citizens.

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1.6 THE DEPARTMENT IN WHICH THE STUDENT WAS ATTACHED TO
WITHIN THE ORGANISATION

The student was placed at Shearly Cripps Children’s Home as a student social worker in the
Social Work Department. The department provides programs and support that aim to develop
a child through providing psychosocial support, health care, education, child protection
advocacy and community integration. The student was active in child development planning.
Mainly, the student was tasked to do educational, health, as well as psychosocial work.

1.7 THE PURPOSE AND FUNCTION OF THE AGENCY

 Offering a place of safety to all OVC

 Capacity building
 Resource mobilizing
 Facilitating reunification and reintegration

Serves as a place of safety

It is the primary purpose of the SCCH to cater for the less privileged such as orphans and the
abused in the society (OVC). Survivors of all forms of abuse at the institution are given post-
traumatic counseling, so that they will be able to escape trauma.

SCCH has also the mandate to take care of the vulnerable children and to put under their
custody as stipulated in the Children’s Act chapter [5:06]. These children are generally
looked for up to the age of sixteen.

Capacity building

The institution offers various activities and initiatives such as counselling and livelihood
projects in a bid of constructing the lives of institutionalized children at the institution. The
strategy aims at transforming and improving the situation of OVC so that they will not be
weighed down by their problems, hence counselling is an ongoing effort to meet the
emotional, social, psychological, and spiritual needs of children who have experienced or
who are experiencing a number of challenges in their lives. Capacity building through
counselling enables children at the institution to meet psychological needs such as love and

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belonging, safety and security, self-actualization and self-esteem. Thus, the institution has an
obligation to provide counselling so that children will be able to live a healthy live.

Livelihood projects such as grinding, piggery, sewing and gardening are other projects
operating at the institution to capacitate OVC. SCCH has the obligation to prepare its
children before their discharge.

Resource mobilization

Resource mobilization is another major function of SCCH and is aimed at providing financial
resources towards the operation of the institution, growth, effectiveness and sustainability.
SCCH has international, national and local donors. The institution has also a mandate to seek
well-wishers locally and globally through writing proposals.

Facilitating in re-unification and re-integration.

SCCH helps in the facilitating of re-unification and re-integration with the assistance of the
DCWPS. They work together in this the process where the DCWPS probation officers
carryout some investigation on the issue regarding the child’s background that will involve
aspects of tracing potential relatives and assessing the environment which the child is to go
to. During the process of reunification counseling is offered to both guardians/parents and
the child as well so that they will be no problems in future. This technique is employed as a
way of making children adapt and clearly understand new environment they are living in,
hence SCCH also plays a pivotal role in reuniting children with their families and in
preparing children to be discharged.

1.8 CLIENT GROUP(S) SERVED BY THE AGENCY

 Orphans
 Abandoned children
 Survivors of all forms of abuse

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2. THE TECHNICAL SECTION

2.1 OBJECTIVES OF THE ATTACHMENT/PLACEMENT

 To apply social work theories, ethics, methods and skills into practice.
 To apply principles of social work with reference to Biestek (1957).
 To enhance the understanding about the various national policies and acts formulated
as a national response to institutionalized children.
 To enhance the understanding about behavior change.
 To test and enhance her recording, interviewing and reporting skills.

2.2 LIST OF THE ASSIGNMENTS ARRANGED BETWEEN YOU AND YOUR

AGENCY SUPERVISOR

 To provide individual and group counselling for institutionalised children.

 Facilitate the renewal of expired court orders.
 Facilitate in the re-unification programmes for institutionalised children.
 Updating case files and recording of donations.
 Resource mobilization.
 Making follow ups to children in different schools (performing guardian role).
 Promote behaviour change in children.
 Facilitating in the acquiring of birth certificate of children at the institution.
 Facilitating in the obtaining of AMTOs to children at the institution.
 Project management.
 Conducting home visits.
 Accompanying children to court.

2.3 INDICATION OF INTENDED GOALS OF YOUR PLACEMENT.

 To understand social work with children.

 To enhance the understanding about the various national policies and acts formulated
as a national response to institutionalized children.
 To discover the compatibility of social work theory and practice.

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 To develop an understanding of the roles and tasks of a Social Worker in a residential
care setting and how it is a tool in enhancing development.
 To gain more knowledge in child development and to learn how to address certain
childhood problems.
 To find out the applicability of social work principles and also of counseling.
 To enhance assessing, recording and report writing skills.
 To develop professional skills through working with different clientele from various
backgrounds and situations.

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3. HOW THE PLACEMENT HELPED;

3.1 IN PROFESSIONAL DEVELOPMENT AS A SOCIAL WORKER.

The student through the help of the supervisor and other staff members managed to
understand the concept that not all clients as described in a classroom setup are cooperative;
in reality some are hostile and hence require lot of skills (Pearlman 1957).She also learnt that
working with children with different backgrounds and behaviors was significant as it helps
the student to illustrate all social work methods so as to provide the children with adequate
and appropriate services.

The student learnt to increase in value each day through working and appreciating every child
despite race, background or belief. The intern managed to use Biestek’s (1957) principles of
confidentiality, acceptance, individualization, client self-determination and controlled
emotional involvement when handling children’s cases. In addition the student learnt to
appreciate differences and to respect every client despite their pending psycho-social
dysfunctions as pointed out by (Pearlman 1957) that client problems are different as their
thump prints hence there is need to be treated homogeneously. She also learnt to incorporate
social work methods such as case work and group work.

3.2 IN UNDERSTANDING OF THE PEOPLE YOU WERE WORKING WITH (I.E.

CLIENTS/COMMUNITY)

The clients encountered by the student were mainly children although she also had
encounters with donors. The placement facilitated the comprehension of the fact that children
are to be treated as individuals who are unique in their own perspectives, since the cases
which brought them to the Home were each different. To understand the children, the student
had to apply the principle of individualism and acceptance by Biestek (1961). Through
individualism the student got to accept every child as a human being, understanding of each
child’s uniqueness, treating every case as a unique one. Due to the fact that each person has
different life experiences and different external and internal stimuli the student got to
understand and treat every child differently.

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The placement helped the student understand the lives of the OVC in the community. Most
people in the community have a negative view towards the OVC’s, they tend to blame them
for minor issues and they neglect the children. The student got to realise that the teachers
from the Primary school had an attitude towards the children from the Home, instead of
helping them. The student got to realise that the society ought to be conscientized on the lives
of the OVC’s.

The student got to understand that children cope differently with their problems or trauma
hence need an individualistic approach when dealing with them. She also learnt that children
are socialized in different ways hence there is need to be educated on the norm of the society.
Behaviors of children are also influenced by a variety of factors that work together as a
system. The student also learnt that biological component plays a role in how children behave
and perform in academics.

3.3 IN RELATING TO YOUR WORK COLLEAGUES

The student managed to relate very well with the supervisor and other work colleagues. She
has learnt to relate to them in a constructive and friendly manner and this made it possible for
the intern to ask help from other colleagues whenever faced with a difficult task. The student
got to understand that professionalism involves engaging other work mates in whatever is
done to ensure a comprehensive service delivery to clients. There was a spirit of team work at
the agency such that the student found it much easier to carry out duties. She was able to
maintain a high degree of professionalism with other members of staff when doing whatever
job she performed. The student is a team player who realizes that some goals cannot be
reached individually. For the student’s placement to be successful and also in understanding
the functions of the children’s home, it is mainly due to the work colleagues explored with
the student through the avenues.

3.4 IN UNDERSTANDING OF SOCIAL WORK METHODS AND THEIR

APPLICATION

The placement helped the student to understand that a social worker seeks to enhance the
social functioning of individuals, groups or communities to improve their wellbeing and
coping capacities. According to Social Work Code of Ethics 2012, the mission of social work
includes enhancing the well-being and sustainable empowerment of individuals, especially
the vulnerable, weak, powerless and oppressed members of the community and applying

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scientific and other validated knowledge for the betterment of the individual and the
community. During the placement the student managed to use some methods of social work
practice ranging from casework, group work and community work.

The student got to understand the social work processes involved when a child is being
placed at an institution. The child should have documents such as probation officers report,
court order, and record of information, AMTO and birth certificate. Some children can be
placed on the institution on a place of safety for two weeks awaiting commitment to the
institution or to be placed with guardians. The student also got to understand that the
children’s home works hand in hand with the DCWPS on issues that concern the child.

The student also used casework method in dealing with the clients. Social casework is a
method of helping people solve their problems. It is individualized, scientific, and artistic.
The student understood the need to practice casework as every person needs to be treated as
an individual. This will enhance a good relationship between the caseworker and the client.
The placement helped the student’s in understanding of human behaviour, social systems and
skill to intervene to promote social wellbeing of clients.

The period enabled the student to appreciate the principles and values of social work for
example confidentiality and acceptance as in most cases she was involved in counseling
children. She has also learnt to manage time by being punctual at work adhering to suitable
dress code; she learnt how to be a good team player in the management and operation of
welfare organizations.

3.5 IN YOUR SKILL IN RECORDING

The student learnt that recording is important for accountability, handover take over process,
supervision and for future reference (Reamer 2005).When dealing with cases at a children’s
home, reference is made to the children’s file to check up records of a particular child. Thus
the requisite information about a particular child is captured. The attaché was able to capture
all the essential information through interviews and counseling sessions as well as in making
initial case records interviews. She managed to employ summary and in-depth recording as
according to Kadushin, (1972).

The student got to record every case which came to the office in the child’s case file, thus
monitoring and updating them. The student also got to assess the children through assessment
interviews as required by the social welfare and record in their assessment and care plan log.

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The student also had her own casebook whereby she recorded all her cases so as to keep valid
information. Recording was essential as it makes the job easier for the other social workers to
follow up or attend to a case in the absence of the original case manager. Gamble and Gamble
(2011) posit that recording serves a plethora of functions in any organization and is regarded
as an epitome of orderliness.

The student developed the ability to record information using the organisations tools
pertaining to the situation for example in the Visitors Book when there were visitors, in the
Donations Book when donors came to the home, children’s database and requisition forms.
Recording was done manually as well as electronically using computer based software
particularly Microsoft Word and Microsoft Excel. The student was encouraged to record
details of the work she carried out. Recording helped the staff to keep information in place
which made it easy to trace when in need of it.

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4. SUPERVISION

4.1 AGENCY SUPERVISION

The agency administrator and the assistant supervisor were used as an eye opener when
working with the student. The student met with the supervisors on a daily basis. The
supervisors were welcoming to ideas put forward by the student and offered valuable
constructive criticisms where needed. The supervisors gave number of responsibilities to the
student so as to encourage confidence and responsibility. The student also made use of
supervision by seeking for assistance from the assistant supervisor in dealing with clients.
This was especially effective when clients presented a challenge to the personal involvement
of the student.

In terms of reporting and recording the student also consulted the agency supervisor and had
her proof read documents before being passed as the correct record. The supervisors brought
stability and support when the job seemed too difficult to undertake. The atmosphere at the
agency was conducive for learning and this broadened the student’s scope in the field of
social work.

4.2 UNIVERSITY SUPERVISION

The student is grateful with the supervision rendered by Women’s University in Africa. The
University visited the student twice for assessment. The assessment acted as a platform for
the university to get to know how the student was progressing at the host organisation. The
supervisor elaborated on the roles of social workers, their values and principles which ought
to be put to practise as well as giving a directorial to the student in setting her objectives. It
was also through such supervision that the student was able to turn this final report from
being an idea to be a practical reality.

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5. THE EXTENT TO WHICH YOU HAVE STATED OBJECTIVES AND GOALS
WHERE ACHIEVED AND STRENGTHS.

5.1 EXTENT TO WHICH THE STATED GOALS HAVE BEEN ACHIEVED

The intern during the time under review from August to July was successful in achieving the
intended goals of placement at Shearly Cripps Children’s Home. The intern learnt about the
role being played by Zimbabwean government and Non-Governmental Organizations in
protecting institutionalized children through various activities which include; capacity
building (psychosocial support), funding and formulating policies that benefit the OVC.
These national policies and laws include National Action Plan (NAP), Children’s Act (5:06),
National Residential Care Standard. The student was able to put into practice various theories
of personality and group dynamics which enabled her to understand how to deal with
institutionalized children.
The student took put into practice some Social Work theoretic aspects learnt from school
especially on issues to do with bed wetting, which is well explained by Freud as faulty toilet
training. The intern was able to put into practice various theories of personality and group
dynamics which enabled her to understand how to deal with institutionalized children. She
was able to develop further her recording skills manually and electronically through
preparation of reports. During the attachment period, the student had to work with the DSD in
the reunification of children to their relatives. The intern also learnt the correct protocol
followed when placing or discharging children from an institution. The student also managed
to understand and to put into practice social work principles such a confidentiality, non-
judgmental, individualism and acceptance when conducting counseling sessions with children
and at the institution.

The student was able to achieve the stated goals to a greater extent as she managed to fulfil
her objectives during the fieldwork placement.
 Conducted counseling sessions with clients.
 Got to advocate for clients who were in need of health care.
 Assisted in linking the clients with agents such as JJBVT.
 Kept a record book of the cases which had been attended.

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  Accompanying or escorting clients to their homes.

5.2 STRENGTHS

 The student upheld Biestek’s principles such as individualism, confidentiality,

confidentiality and being non-judgemental.
 The student was able to establish a good working relationship with the staff members
 Through the use of good communication skills, the student was able to effectively
communicate with the children.
 The student had good active listening skills during the course of the placement.
 The student developed counseling skills using her knowledge in casework.
 The student was punctual at work, able to meet deadlines on assigned duties with
minimum supervision and maintained professional relationships with staff and clients.
 The student could control herself when assessing children who were victims of child
abuse.
 The student had a good relationship with children, she got to play games with the
children.
 Most of the information the writer was exposed to from partners was very confidential
for example life history of child and discussed issues from caregivers, files of children
and other organizational information. Thus the student was able to handle such
information with caution.

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6.1 CHALLENGES
 Some parents or guardians are not forth coming in terms of helping the organization
attain birth certificates for some of the children. The intern made use of the mobile
registration which took place for some of the children to be registered citizens.
 The organisation does not have a qualified residential social worker.
 Poor prioritization of funds.
 Shortage of resources.
 The intern also encountered problems when counseling some children who are now in
the teenage group, these individuals lacked discipline and showed unwillingness to
discuss and to engage into counseling, however the student made use of punishment
and rewards to enforce positive behavior.
 The office was not an adequate place for counselling, the student ended up doing
them outside or in the crèche. However the children would always get in and play in
the office and remove the set up for counselling sessions.

6.2 WEAKNESSES
 The student has a small stature therefore she got easily discouraged when she was
counselling older boys.
 The student at times failed to uphold the principle of controlled emotional
involvement

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7. CASE STUDY

DISCLAIMER: Names used in the case study are not the client’s real names for
confidentiality purposes.

Title: CHILD ABUSE

Name of client: Rain Moilwa (not real names)

Age: 7 years.

Sex: Female

CASE HISTORY

The child was sexually abused by her paternal uncle. She was then brought to Shearly Cripps
Children’s Home when the case was reported to the social development department. The
student facilitated the admission of the child at the Home. Upon admission, the student
observed that the child was showing effects of how she was abused when playing with others.
She would be seen molesting dolls or other younger children when playing. During
counselling sessions, she disclosed that’s how she would play with her uncle and it was a
normal game to her.

INTERVENTION

The student intern applied social work methods of case work through conducting a
counselling session with the child. She built a client- social worker relationship by assuring
the client that she would maintain privacy regarding her concerns. This was done so as build
a sense of confidence and trust in the client. The student made use of Behaviorism and Social
Learning Theory in understanding such behavior. The student came to the conclusion that the
child’s past experiences were influencing how she was behaving. The behavior was also
initiated through imitation of how she used to play. The Psychodynamic theory also helped in

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bringing out that the child may be seeking self-gratification thus influencing socially
unacceptable actions. The student also went with the child to Annex Hospital where the child
is going for therapy and assessment.

RELEVANCE OF SOCIAL WORK

Placement of children in institutions and in other care systems is done and some of the
requirements for child placement is collection of social history. It is the role of Social
Workers to make sure that the child receives psychosocial support when placed in a new
environment so that they adapt well to the new environment.

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8. RECOMMENDATIONS

 The Home does not have a qualified Social Worker therefore some of the needs of the
children are not fully met as some issues of the children require the intervention of
social workers.
 The government and the non-governmental organization should work hand in hand in
ensuring that children attain their identity documents.
 Caregivers should be trained regularly in order for them to be able to work with
vulnerable children.
 The Home ought to advocate for the community to consider fostering children, since
most of them have no idea of a family setting.
 More projects have to be implemented in the Home, so that they end up selling some
of the products to the Community thus generating income.
 The Home ought to introduce trips for the children so as to promote exposure.
 The Home ought to create a counselling room which is has proper for counselling
sessions.

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9. CONCLUSION

The student learnt a lot of activities during her attachment period thus the student managed to
apply some of the theories with practical as well as using all relevant courses to the field of
social work for example casework, social work with individuals and social work with groups
and community.

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WEEKLY REPORTS

WEEK 1 (2 August – 6 August)

During this first week, the intern was inducted into the agency, which is Shearly Cripps
Children’s Home. The intern was introduced to the staff and children. She received a warm
welcome from all the staff members and the administrator pointed out the job description.
The student was given a tour around the children’s home and all the economic strengthening
projects at the home. The student also spent the week being acquainted with the children.
Basically the first week was an introduction to the organization and fitting in with new people
and the end result was very good.

LESSONS LEARNT

 The intern learnt the organization’s functions, its structure, its clientele, historical
background and source of support.

 She learnt how to interact with the staff and children and other stake holders.

 The intern also learnt on how to do report writing.

 Employee orientation provides the employee with concise and accurate information to
encourage employee confidence and help the student adapt faster to the job.

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WEEK 2 (9 August – 13 August)

The student read the children’s files so as to have an understanding of each and every child’s
background, current situation, behaviour and educational performance. The intern applied the
principle of individualization by Biestek (1961) which emphasizes on treating each and every
person as different from the other. The student also went through the organizational polices
such as the behaviour policy and the HIV and AIDS policy so as to increase her knowledge
base and competence. The student also recorded various cases in the Case Notes and
conducted the first assessment updating the Assessment Forms of the children. The student
was mandated to monitor the dormitories for proper cleaning.

SKILLS APPLIED

 The intern managed to utilize her recording skills, that is, how case work can be
conducted at the Home. Barker (1995), states that social work recording provides
relevant information for future use and continuity of care.

LESSONS LEARNT

 She learnt that social work principles are upheld during case work which include
confidentiality, purposeful expression of feelings and controlled emotional
involvement.
 Policies and procedures are an essential part of any organization as they provide a
roadmap for day to day operations and also ensure compliance with laws and
regulations and give guidance for decision making.
 Assessment forms are of great importance as they capture the holistic being of the
child as also assist in recognising the child’s needs and how he or she can be assisted.

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WEEK 3 (16 August – 20 August)

During the third week, the student conducted counseling with a child who had run away from
the Home. She was also trained on how to conduct a requisition for stationary, food stuffs and
pig feeds. The stationary was needed in preparation for the opening of schools and pig food is
required as the Home runs a pig project. The student also conducted Bible study with the
children. The intern also took part in a Zoom meeting hence practicing communication skills.

Facilitation of playing games was also done with the children and home schooling.

The home gets donations from volunteers who include the government, non-governmental
organizations, private organization, church organizations, schools and individuals.

SKILLS APPLIED

 The student applied social work principle of non-judgmental attitude when attending
client.
 Writing skills were also applied when the student was making requisitions.
 Communication skills were also applied.

LESSON LEARNT

 The student learnt that group activities help to know more information concerning
children at the home.
 Group work promotes a sense of togetherness at an orphanage.

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WEEK 4 (23 August – 27 August)

Activities with the children filled the greater part of the week cleaning and preparing for the
reopening of schools. The intern hosted visitors from Thalia and Ivy Foundation and from
XtremeTrans Foundation Trust who brought sanitary pads for the children. The visitors also
donated sanitary and stationary a welcomed initiative as we approach the opening of schools.
She also distributed stationary to the children in preparation of school opening. She also
facilitated admission of a new child into the institution and compiled and filed the child’s
documents. The intern also recorded donated goods.

LESSONS LEARNT

 (CHAPTER 5:06) Children’s Act relates that any officer or probation officer may
remove a child or young persons from any place to a place of safety if he is in the
opinion of the officer or probation officer, a child in need of care or if they are
reasonable grounds for believing that an offence has been committed upon or in
connection with that child.
 Places of Safety can be in the form of remand homes, residential child care facilities
and training institutes.
 The student upheld the value of service above self as the child was brought during the
weekend.
 Recording makes evaluation of progress to be easy.

27
WEEK 5 (30 August – 3 September)

The intern wrote a requisition for school uniforms for the children at the school in preparation
of opening of schools. She also facilitated distribution of stationary to the children. The intern
visited the garden project to monitor the children. The student also updated the children’s
register and also updated the court orders so that the children have access to Grants which
pay up their school fees.

LESSONS LEARNT

 The intern learnt on the importance of updating court orders which helps the children
in accessing school grants.
 The children’s register should be kept up to date so as to
 Government grants are financial awards given by the federal, state, or local
government to fund vulnerable children.
 Receiving government grants is highly prestigious and often brings an individual or
entity to the attention of other donors or sources of revenue.
 Court orders need to be renewed each and every time they expire so that each and
every child receives their grants.
 Government grants are financial awards given by the federal, state, or local
government to fund vulnerable children.
 Receiving government grants is highly prestigious and often brings an individual or
entity to the attention of other donors or sources of revenue.

28
WEEK 6 (6 September – 10 September)

The intern took the role of a guardian as she went to St John’s High School looking for a
place for the new child. The intern was also tasked to supervise the children’s chores whilst
the administrator was away and she did project management where she together with the
other intern and the children made sure that the gardening and piggery projects were well
kept and running to prevent any loss.

LESSONS LEARNT

 The student has the responsibility to help create a happy, safe and stimulating
environment for the people or children who live at the home.

29
WEEK 7 (13 September- 17 September)

The intern accompanied a child to Marondera for age estimation. This was needed so as to
determine her age thus enabling facilitation of a birth certificate. She also took part in a
meeting with a member of the Zimbabwe Care Leavers Network (ZICLAN) on the issue
concerning offering psycho social support to the institutionalized children. The meeting
discussed on several strategies in which psycho social support can be offered to the children
putting into consideration their different backgrounds and unique behaviors. There were also
discussions on how exposure programs such as airport and arts gallery visits can be carried
out for the children so that they meet the outside world. The student also visited St John’s
primary school as a guardian on issues concerning stationary of the children.

LESSONS LEARNT

 Age estimate helps in getting a birth certificate for a child who has no birth record or
known relatives.
 The student learnt that it is every child’s right to have birth certificate so as to ensure
that they are included in all activities.
 The student made use of good communication skills specifically, active listening and
summarizing skills during the meeting.
 The student also considered group work skills which include grouping children into
different sizes as well as according to age and gender.
 Individualism and acceptance are some of the principle that needs to be upheld when
working with children from different background.
 She learnt how different organizations work together towards the well-being of
children.
 She also learnt that teachers work together with parents or guardians in order to mold
of children.

30
WEEK 8 (20 September-24 September)

The student facilitated the reception of well-wishers from Community of the Resurrection at
the home. She was also tasked with recording the donation which was brought. She also did
project management where she together with the children made sure that the garden and
piggery projects were well kept and running to prevent any loss. The intern assisted the pre-
school teacher in clearing the pre-school room so as to create a happy environment for the
children and accommodate them well. The student also updated case notes of toddlers who
had gone to the clinic for scale. She also wrote a case note for a child who was not feeling
well.

LESSONS LEARNT

 She learnt that having well-wishers at the home can be a source of comfort especially
to the recipients as feelings of loneliness are reduced.
 The social worker has the responsibility to help create a happy, safe environment for
the children at the home.
 Updating of case notes helps in record keeping of children’s information in case of
need of reference in future time.

31
WEEK 9 (27 September- 1 October)
The student carried out a counselling session with the new child in order to know her
background information. Principles of social work such as confidentiality and
individualization were adopted. The student was also non-judgmental as she accepted the
child as she is. The student also complied acknowledgement letters for the different donors of
the Home showing appreciation of their support. She also attended a staff meeting with other
staff members discussing issues concerning the wellbeing of children which included good
hygiene practices, equal treatment of children and welcoming of outsiders into the Home.
According to Maslow’s hierarchy of needs, children are entitled to safety thus the Home
should be a place of safety for the children hence they should be protected from outsiders.
The student also attended Pfumvudza farming training which was held at the Home. This was
done in order to educate the children on the farming system so that they can be able to sustain
themselves and others.

SKILLS APPLIED

 The student applied principles of social work of upholding confidentiality and also
being non-judgmental.
 The student also applied writing skills when she prepared acknowledgement letters.

LESSONS LEARNT

 The student learnt that children come from different backgrounds hence they should
be treated as unique individuals.
 She also learnt that children should be protected at all times as their perpetrators
might come and harm them whilst they are institutionalized in their place of safety.

32
WEEK 10 (4 October-8 October)

During the week, the student engaged in a number of activities. The student assisted in
facilitation of hosting visitors from Higher Life Foundation for scholarship updates. The
student also updated case note for a child who was not feeling well. She also wrote a case
note for a child who had gone for his monthly psychosocial support at Newlands Clinic. The
student also visited the school as a guardian and conducted a counselling session with a child
who was absconding from school. The intern also helped children with school work assisting
them with reading and writing. The student also assisted in compiling office documents. The
student also conducted a case with a child who wanted to communicate with her parents.

SKILLS APPLIED

 Counselling skills when conducting casework.

 The student applied administration skills when compiling and filing office documents.
 The student applied ideas from child welfare course that is of helping children with
their school work.

LESSONS LEARNT

 The student learnt the importance of updating case notes which helps in continuity of
work and it also makes it easy to make references in the future.
 The student learnt that psychosocial support is vital as it enables people to share ideas,
opinions and lifestyles together.
 The student learnt that the environment is an important aspect to consider when
conducting counselling sessions.

33
  The student learnt that different institutions work together towards the development of
children.
 The student also learnt that a child needs continuous support and encouragement from
caregivers on education so as to avoid failure to attend school lessons.
 The student learnt that children need to be with their relatives but circumstances do
not allow them to do so.

WEEK 11 (11 October-15 October)

The student engaged in home schooling lessons with the children. She helped the infant
children with their homework and Simba lessons. She also replaced the children’s old files
keeping them up to date. The student also took part in a zoom meeting which gave lessons on
infant education platforms. The student also carried out a counselling session with a boy who
had absconded from the Home instead of attending the Church Mass.

SKILLS APPLIED

 The student applied counselling skills when she conducted counselling session with
the child.
 The student also applied social work model of Behavior Modification which involved
punishment to the child for absconding from the Home.

LESSONS LEARNT

 The student learnt the importance of keeping children’s files up to date for reference.
 The student also learnt the importance of Behavior Modification which helps to
shape the child’s behavior at the Home.
 The student also learnt the importance of helping children with their school work so
that they do not feel any different between them and other children outside the Home.

34
WEEK 12 (18 October-22 October)

The student accompanied a child to court in Marondera adopting the role of a guardian. The
student also distributed stationary to children putting administration skills into use. She also
wrote case notes for children who had been mischievous during the week. The student also
attended a zoom meeting for Pfumvudza farming as a ‘trainer of trainees’ so as to impart the
knowledge to the community. The student also helped the children with their school work.
The University supervisor also visited for assessment.

LESSONS LEARNT

 The student learnt that children in the institution need a guardian role so as to feel
loved and cared for which boosts their development.
 The student also learnt the importance of imparting knowledge to the community as it
helps in them becoming self- sustainable.
 The student also learnt the importance of writing case notes as it helps in keeping
information for future reference.

35
WEEK 13 (25 October-29 October)

The student engaged in writing acknowledgement letters to the donors of the week. The
student also attended the end of month staff meeting where day to day running of the Home
were discussed. The student accompanied a child who was not feeling well to the clinic. She
also monitored children who were not feeling well during the week assessing if they were
getting better or not. The student also distributed stationary to the children. The student also
took part in welcoming of visitors who had brought donations for the children. She also
engaged in home schooling lessons with the children.

SKILLS APPLIED

 The student applied administration skills when writing acknowledgement letters.

LESSONS LEARNT

 Education should help a child develop talents and abilities. It should also help the
child learn to live peacefully protect the environment and respect other people
 Helping children doing their school work is another way of supporting and
encouraging education.
 The Home survives on donations from all sectors that is, the government, non-
governmental organizations, private organization, churches, schools and
individuals.

36
WEEK 14 (01 November-05 November)

The intern engaged in many activities during the week. The student attended a meeting with
then Department of Social Development who had come for assessment of the Home. The
intern also conducted counselling sessions with children who had been mischievous and the
student took the role of an educator. Behavior modification was also put into play. She also
wrote case notes of the mischievous children. The student assisted the children with their
school work and also on their Growing Tree Lessons. The student also made a timetable for
children’s duties. There was also distribution of stationary to the children. The student
updated the spreadsheet with children’s committal documents which were submitted to
Goromonzi DCWPS. Group counseling was put into place on upholding the safety of other
children in the institution.

LESSONS LEARNT

 The student learnt that updating records keeps them up to date and also helps in the
continuation of work in the event that some new workers are employed. Barker (1995)
states that social work recording provides relevant information for future use and
continuity of care. Canadian Association of Social Workers (CASW) (1995) says
records in social work provide accountability to the client, organization and to
relevant legislation.
 According to Zastrow (2013), counselling is a way of helping individuals clarify and
solve their own problems.

37
WEEK 15 (08 November-12 November)

The student facilitated in playing of games with the children enhancing group and team work
among the children. The intern and the administrator accompanied two children to
Parirenyatwa and Annex Psychiatric Unit for review and assessment and one of the children
was admitted. She upheld social work values of service above self interest as she came back
at midnight from the Hospital. The intern played the role of a guardian through assisting
children with their homework. She also went to St John’s Primary School to register children
for ECD and Grade 1 for 2022. The student also distributed stationary to the children. The
student conducted counselling with a child who was absconding from school. The student
conducted a group discussion on respect and looking out for each other than abusing one
another. The student facilitated the fostering of a child.

LESSONS LEARNT

 The student learnt that an orphanage has a family setup hence it becomes a primary
source of socialization. Children are taught cultural norms and values.
 The student played the role of a guardian at the Hospital.
 The student made use of counselling skills where a child was able to make purposeful
expression of feelings.
 Helping children with their school work is another way of supporting and encouraging
education.

38
WEEK 16 (15 November-19 November)

The student went to Parirenyatwa hospital with a child for psych-evaluation as she exhibited
signs of intellectual learning disability and needed to be assessed by a psychiatrist. The
student also assisted children with their homework through home schooling. The student also
filled assessment forms for the children updating their development and well-being at the
Home. The student offered individual counselling to the children. Office routine like
compiling and filing of reports was also done during the week.

LESSONS LEARNT

 Social work recording provides relevant information for future use and continuity of
care.
 There is need for mandatory training for caregivers so that they are well
knowledgeable to work with vulnerable children and the importance of
confidentiality.
 Vocational training centers help in empowering children living with disabilities.
 Child psychologists help in pointing out where a child needs help and provide
strategies in how the child should be dealt with so as to enhance their competence.
 A social worker has the role to link the children with other legalized organizations
that can best assist children financially or any other medicine that improve children's
health.
 Communication skills were applied.

39
WEEK 17 (22 November-26 November)

The intern assisted children with their school work and those who are not yet going to school.
Administration skills were also put into play through writing of the Home budget. She also
sent a timetable for Growing Tree lessons to Higher Life Foundation. The student also
applied for children for Rise Program which offers education to children. She also facilitated
playing of games with the children. Due to lack of resources, the student could not
accompany a child scheduled for assessment and counselling at Annex.

LESSONS LEARNT

 Playing of games is a basic need to a child as it contributes to the social,

physical and cognitive development of children.

 Lack of resources is a setback as it affects vital issues.

40
WEEK 18 (29 November-03 December)

The student also conducted casework with a child who was sharing her information at school.
She educated her on the importance of upholding confidentiality for her safety. The student
also updated a case note for a child who had gone for review at Parirenyatwa Hospital. Her
sugar levels were said to have reduced. The intern assisted in monitoring children when doing
their duties in the morning due to shortage of caregivers at the home. She also welcomed a
parent who had come to visit his children, he also stated that he would like to take the
children for Christmas holidays. The intern notified him that he has to get permission from
the Department of Social Development (DSD) in order to take the children.

LESSONS LEARNT

 The student learnt that recording is important for accountability, handover takeover
processes, supervision and for future reference (Reamer 2005).
 The student learnt that casework helps the social worker study and assess a client’s
situation. It also helps to obtain important information (Berry, 1996). Kadushin (1990)
postulates that casework interview refers to the face to face conversation between a
social worker and a client. It is a professional conversation.

41
  Parents should make time and visit their children. Their presence is very important as
it creates a sense of belonging and identity to the child.
 The student also learnt that children cannot be taken out of the Home without
notifying the DSD.

WEEK 19 (06 December- 10 December)

The student assisted with monitoring of children’s duties in the dormitory and the pigs. She
also partook in administration work of recording donated goods. There was also team work
with other students in allocating end of year prizes to the children.

LESSONS LEARNT

 The student learnt that rewards play an important role in children’s lives, according to
Pavlov as they are motivated to keep up with good behaviors.

42
WEEK 20 (13 December- 17 December)

The student assisted in monitoring of duties due to shortage of staff at the Home. She wrote
case notes for children who went for holidays. The intern also assisted in welcoming various
visitors bringing Christmas gifts for the children. She also performed administration work
through recording of donated goods. The student conducted end of year assessment of the
children where she noted down on their education, health, development amongst other things.
The student also wrote a requisition letter to the DSD asking for permission to take children
on a day trip. The student also hosted a parent who had come to visit her child. The parent is
still in denial that her child was abused and states that her family lied in order to separate her
from her husband.

LESSSONS LEARNT

 Assessment helps in keeping record of the development of children at the Home

throughout the year.
 The student made use of communication skills when assessing children.

43
  Writing of case notes is important for future references especially in cases where
children leave the Home.
 The DSD is responsible for granting permission for children to leave the Home.
 The student learnt that disharmony in families leads into disintegration of families.

WEEK 21 (20 December- 24 December)

The student engaged in various activities during the week. The student wrote case notes for
children who were taken for holidays by their foster parents. She also finished up with
carrying assessments for the children. The intern engaged with the Department of Child
Welfare and Protection Services (DCWPS) providing them with information of staff
members accompanying the children on their day trip. There was also recording of donated
goods during the week by the intern. The student also attended the Christmas lunch held on
Unity day for the children by the Diocese. The Home also received a number of visitors with
Christmas gifts. There was also a prize giving held for the children who had excelled in their
work.

LESSONS LEARNT

 Writing of case notes is important in order to keep records for future reference.

44
  During assessment, the intern also learnt that children face identity crisis as some of
them have no idea of where they came from.
 The CWPS is responsible for making sure that the children are not at risk and are well
protected.
 Service above self-interest was put into play as the intern attended to work on a public
holiday.
 The student’s administrative work continues to improve.
 According to B.F Skinner, positive reinforcement promotes positive behaviors hence
the issuing of prizes promotes good behavior

WEEK 22 (28 December- 31 December)

The student went for a day trip at Stephen Margolis Resort with the children and other staff
members. She also compiled a database for the children as requested by the DSD. The
student also carried out case work with some children in preparation for tracing of children’s
relatives. The intern also engaged in administration work through writing of
acknowledgement letters to the Home’s donors.

LESSONS LEARNT

 The student learnt that the database is important for providing collective information
for the children.

45
  A database for the children helps to keep records for the children and also for
assessment and reunification purposes.
 Case work is vital as children help in providing information of where they came from
and their preferences in case of reunification.
 The Home depends on donations from various people.
 Exposure of children to the outside world is of great importance as they get to socialize
with other people not confined in the Home.

WEEK 23 (03 January- 07 January)

The student engaged in project management where she monitored the piggery project. The
student ensured that the new piglets were injected and well fed. The intern also sorted
stationary for the children in preparation of opening of schools. The student assisted in
monitoring of duties such as cleaning around the Home. The student played the role of a
broker through looking for a child’s place at Jairos Jiri Bulawayo Vocational Training Centre
(JJBVTC). The student linked the client with resources basing on the dictum by Pincus and
Mineham (1973) who postulated that social workers are there to link clients with resource
systems. The student contacted the DSD on issues concerning fees for the child. The intern
also conducted a counselling session with a child who had bullied another child. The child is
a delinquent and he threatened the counsellor during the session.

46
LESSONS LEARNT

 The student learnt that lack of resources in Children’s Homes is a huge setback and it
can actually have effects on certain vital issues.
 Vocational training helps children to become independent as they will be able to work
on their own to get money to empower themselves.
 Juvenile delinquents should be put in rehabilitation not in children’s homes.

WEEK 24 (10 January- 14 January)

The student continued with sorting out stationary for the children. The student also recorded
donated goods from donors. The intern went to St John’s High School to look for children’s
place for Form One. She also wrote a case note for a child whose mother had visited. The
student wrote a requisition for pig feeds to one of the donors. The student, Administrator and
an officer from DCWPS went for home tracing in Eastview for two of the children in
preparation for reunification after discharge from the Home. There is need to continue
looking for a suitable place to stay for the children as the present circumstances drives back
the children to their perpetrators. The student also monitored children when doing their
lessons on Ruzivo educational platform.

47
LESSONS LEARNT

 Updating of case notes is essential for future references.

 The student continues to understand how requisitions are written.
 Reunification is a process which takes some time in order to find a suitable place to
stay for the child.
 Different institutions work together to promote the best interest of the child.
 The dilemma of upholding self-determination is faced as the child’s interests can lead
to be harmful to them.
 The student also learnt on the type of questions asked and how they are asked when
conducting home visits
 Children need to be prepared before going for home visits through counselling.

WEEK 25 (17 January- 21 January)

The student engaged in counselling sessions with children who were about to be discharged.
The student also assisted children with their Ruzivo online lessons and home schooling.
Administration work such as recording donated goods and writing acknowledgement letters
was also done by the student. The student also took part in other daily activities of the Home
such as monitoring children’s duties.

LESSONS LEARNT

48
  Discharge of a child in residential care can be postponed depending on the level of
education he/she may be in so to interfere with their studies thus safeguarding their
right to education.
 Counselling before discharge is essential as it prepares a child before discharge.
 Counselling helps a child in adapting and clearly understanding the new environment
they will be living in.

WEEK 26 (24 January- 28 January)

The student continued with monitoring children with their school work and Ruzivo lessons.
Administration work such as writing of acknowledgement letters to donors of the week and
requisition letters. The student also wrote case notes for the siblings whose father had visited.
The student also conducted group counselling with the children on gender roles. Other day to
day duties were done during the week.

LESSONS LEARNT

49
  The student continued to master writing of acknowledgement and requisition letters.
 Parents need to visit their children constantly so that they do not feel abandoned.

WEEK 27 (31 January- 04 February)

The student partook in the admission of children from Harare DSD. The student distributed
stationary to children in preparation of opening of schools. The student wrote
acknowledgement letters to donors. She also wrote a requisition to one of the Home donors
for cleaning detergents. The student also compiled files for the new children consisting of
their court order, AMTO and background information.

LESSONS LEARNT

50
  The student upheld social work values such as service above self interest as the new
children came at night.
 When placing children at a Home, every child should have all requisite documents
such as AMTO, birth certificate and court order.

WEEK 28 (07 February- 11 February)

The student went to St John’s High School as a guardian for enrollment of Form Ones at the
Home. The student also wrote case notes for the new children. Case notes for children who
had returned from holidays were also written. The student wrote a case note for a child who
was not feeling well. The student also hosted estranged relatives of a child who now want to
take her into their custody. The intern facilitated playing of games with children and also
homeschooling. The student also adopted behavior modification through detention of
children who were misbehaving.

51
LESSONS LEARNT

 The importance of writing case notes is essential for future references and also when
the DSD is carrying their assessment.
 Playing of games promotes group work although social loafing may take place.
 Behavior modification helps in instilling good behavior in children.

WEEK 29 (14 February- 18 February)

The student had a counselling session with a child who was absconding from school. The
student with other colleagues took part in requisition submission online. The student went to
St John’s Primary School as a guardian for ECD enrollment. She also submitted school
invoices to HLF for the admission of children on HLF scholarships. To complete the week
the student intern conducted group counselling with the children to promote hygiene and
proper language use.

SKILLS APPLIED

52
  The student applied administration skills when submitting requisitions.
 Group work skills were applied when conducting group works with children.
 Counseling skills which include speaking to be understood and listening to understand
were also applied.

LESSONS LEARNT

 The student learnt the importance of continually perfecting team work spirit as it is
more effective to work as a team. This also entailed consulting co-workers other than
the supervisor on areas of difficulty as well as learning from their experiences.
 HLF provides scholarships for the vulnerable children.

WEEK 30 (22 February-25 February)

The student visited the primary school for enrolment of new children. The student also
updated case notes of children who had newly enrolled at the primary school. She also
distributed stationary to the children. The student compiled the February claim forms for
committal grants for children with valid court orders for the DSD.

LESSONS LEARNT

 Government grants are financial awards given by the federal, state, or local
government to fund vulnerable children.

53
  Receiving government grants is highly prestigious and often brings an individual or
entity to the attention of other donors or sources of revenue.
 Court orders need to be renewed each and every time they expire
 There is a great need to monitor, assist children with their school work, and consult
with teachers regularly so as to understand children’s learning patterns
 The DSD should provide all adequate documents when placing a child at the Home as
issues such as date of births are an essential requirement when enrolling a child at
school.
 The student applied writing skills when she updated case notes of children who had
been enrolled at school.

WEEK 31 (28 February-04 March)

The student offered psychosocial support to the children awaiting reunification. The children
were still awaiting their reunification as a result of shortage of resources such as fuel. The
student also attended the end of month staff meeting. The student also helped children to do
their homework and homeschooling. She also facilitated the playing of different games with
children. The intern submitted affidavits to HLF for some of the children’s change of names.
The student also went to St John’s primary school as a guardian for some of the children’s
prefect installation.

LESSONS LEARNT

54
  Helping children doing their school work is another way of supporting and
encouraging education.
 Playing contribute to the physical, social and emotional development of a child.
 Children continuously need to be supported with their school work and activities so as
to boost their ego.
 Playing of games is important as it promotes interaction among children.
 Children tend to say different names when being placed at a Home when they have no
adequate identification forms hence court orders provides the actual names.

WEEK 32 (07 March-11 March)

The week was filled with various activities in which the student engaged in. The student
engaged in administrative work or writing of the Home’s budget. The student also updated
the children’s database adding the new children. Group activities and case work filled the
greater part of the week. The student conducted a case work with a child who was refusing to
go to school. The student also conducted a group activity with children living with HIV and
AIDS. The student also conducted a group activity with teenage girls. Office routine like
compiling and filing of reports was also done during the week.

LESSONS LEARNT

55
  The student learnt the importance of continually perfecting team work spirit as it is
more effective to work as a team. This also entailed consulting co-workers other than
the supervisor on areas of difficulty as well as learning from their experiences.
 Children living with HIV and AIDS have unique challenges.
 The student learnt that a child at an orphanage needs continuous support and
encouragement from the caregivers on education so as to avoid failure to attend
school lessons.
 Social work with children needs a person with big ears eyes, big brain, big noise and
small mouth.

WEEK 33 (14 March-18 March)

The student went to Mwanza clinic with a child who was not feeling well. She also recorded
donated groceries at the home. The student wrote many acknowledgement letters to different
donors. The student went on to update the files on the number of children with and without
birth certificates. The social work student assumed the role of a guardian when she was
summoned by one of the primary school teachers to discuss the child’s performance, the
learner went on to offer counselling to the child in order to motivate the desire to learn and
understand the child more.

LESSONS LEARNT

56
  DSD needs to be updated on the status of children’s birth certificates
 Relatives of children without birth certificates need to be encouraged to apply for
birth certificates for the children
 Assessment form are of great importance as they capture the holistic being of the
child as also assist in recognising the child’s needs and how he or she can be
 Recording skills continue to improve.

WEEK 34 (21 March-25 March)

During this week the student assumed the role of educator as she took an active role in the
Simba online education sessions. The Social work intern engaged the children in a group
discussion about self-esteem which was accompanied by a talent show in which every child
had to show case their talent and skills whilst simultaneously boosting their self-esteem. She
also assumed the role of a guardian as she received a teacher from Mapfumo primary the
school who had come to complain about one of the children’s behaviour and performance.
She also initiated a reading programme to boost the children’s academic performance with
special attention being given to those having difficulties in reading and writing. The student
also attended the end of month staff meeting.

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LESSONS LEARNT

 There is a great need to engage the children in team building and self-affirmation
activities so as to boost self-esteem.
 There is a great need for children to be reminded about the importance of education
and to be motivated to learn.
 Relations between guardian and teacher are of great importance and should be
maintained
 Continuously assesses the emotional state, educational and physical environment of
the child and how these affect a child’s learning and participation.

SKILLS APPLIED
 Educational skills as she explained and taught the children what self-esteem is .and
assisted those struggling with home schooling
 Group work skills as she engaged the children in participative decision making for
the talent show
 Active listening skills
 Communication skills

WEEK 35 (28 March-1 April)

The student took part in receiving visitors from Anglican Area 2 Youths. The student updated
case notes of children father had visited during the weekend. She also had a counselling
session with a child who isolates himself from others. The student assisted the administrator
in making online requisitions for the staff salaries for the month of March. The intern also
attended the Grade 7 meeting as a guardian with regard to holiday lessons. She also wrote an
acknowledgement letter to the youth-s.

LESSONS LEARNT

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  The Home relies on donations as it is a charitable organization.
 The student continues to put counselling skills into play during counselling sessions.

WEEK 36 (04 April-08 April)

The student engaged in administration work through writing of the Home inventory. She also
facilitated the Home’s fundraising through selling of clothes for the Home’s income. She also
had counselling with a child in preparation for reunification. She made use of, “The Feeling
Word Game.” The student engaged in updating of case notes for children whose father had
visited. The student concluded the week by updating of assessment forms.

LESSONS LEARNT

59
  Compiling of an inventory is important as it helps in accountability of the Home
assets.
 Child therapy is important as it offers tools to bring about feelings of a child.
 According to Schaefer’s 2002, play therapy encourages a child to open up.
 Updating of assessment forms is vital as it helps in keeping children’s information
and how they are developing.

WEEK 37 (11 April-14 April)

The student commenced the week by filling of assessment forms. She engaged in playing of
games with children. The student also witnessed the reunification of a child with her
relatives. She also facilitated the fostering of a child by a community member. The student
intern partook in updating of claim forms for committal grants for children with valid court
orders. Filing of case notes of children who had left the Home for holidays during the week
was also part of the week’s activities. The student facilitated the fostering of a child through
directing the guarding to Murewa DSD for the child’s leave of absence form. She also offered

60
counselling to a child who had failed his O’ Level exams. She also counselled children who
had gotten into a fight making use of the Child Protection Policy (CPC) which speaks against
discrimination which was the cause of their quarrel.

LESSONS LEARNT

 Department of Child Welfare and Probation Services (DCWPS) have the statutory
mandate over the process of reunification and fostering.
 Fostering comes first before adoption and this can involve the foster parents taking the
children for school holidays and weekends depending on the duration granted by the
Social Welfare Department.
 Government grants are financial awards given by the federal, state, or local
government to fund vulnerable children.
 Children with expired court orders are not given grants hence it is the role of the DSD
to keep court orders up to date.
 It is important to update case notes of children when an event with regard to the child
has occurred as it helps in record keeping for future use.

WEEK 38 (19 April-22 April)

The intern engaged in supervising the children’s chores whilst the administrator was away
and she did project management where she together with the other colleagues and the
children made sure that the gardening and piggery projects were well kept and running to
prevent any loss. She also went on to prepare a child for discharge through writing of a letter
to Marondera DSD. The student updated the files on the number of children with and without
birth certificates. She submitted the circular for birth registration to the school head in

61
preparation for the mobile birth registration taking place. The student also went out with the
children to a nearby river for exposure purposes as they are always confined within the
Home.

LESSONS LEARNT

 Networking skills as she reached out and linked the client to a necessary resource.
 Birth certificates are of great importance in a child’s life as they give a child identity.

WEEK 39 (25 April-29 April)

The student partook in administration work through making of requisitions and submitting
them to the chairman for approval for staff salaries. She also attended the end of month staff
meeting. The student took note of how the children’s affairs are not made of any importance
during the meeting. She also had a group counseling session with all the children on drug
abuse. The children participated well during the discussion. The week ended with the student

62
accompanying a child for discharge at Mahohwa village. Social work values of service above
self interest were put into play as the discharge took place in the evening.

LESSONS LEARNT

 The children’s welfare should be top priority during meetings so as to ensure that their
needs are met.
 Communication and interaction between places of safety and the department of Social
Development is key to successful reunification and re-integration of children to their
families and society.
 Programs to prepare youth for an independent existence after they leave care should
be developed as a matter of urgency if a theoretical build-up of “over age” children in
the institutions is to be avoided.

WEEK 40 (03 May-06 May)

The week kicked off with the student preparing the children for the opening of schools. The
student facilitated the admission of a child for ECD at St John’s primary school as the child
was following others to school when he is still underage. The student intern was part of the
administration team that went to conduct a home visit to assess the living conditions of the

63
traced relatives of a child in preparation of her discharge. She also assisted the children with
their homework.

LESSONS LEARNT

 It is the unified duty of the Home and the Social Development Department to conduct
relative tracing for institutionalized children.
 Communication and interaction between places of safety and the department of Social
Development is key to successful reunification and re-integration of children to their
families and society.
 Children cannot be reunified if the existing living conditions of the guardian is not
conducive for the child.

WEEK 41 (09 May-13 May)

The week was filled with various activities. She compiled the financial report of the Home to
submit to the Diocese. She also took part in a meeting with a regular donor discussing on the
children’s needs at the Home and also those of caregivers. The student went to the primary

64
and High school to collect school fees invoices for children on HLF scholarships for the term
to be submitted to HLF. The student also acted as a broker to link a child with a half-way
Home as the child was over 18 years of age yet had nowhere to go. She also linked children
with a well-wisher who was willing take children over the age of 18.

LESSONS LEARNT

 Lack of proper communication can create problems and expenses to organizations.

 The student applied administrative skills during this week through compiling of
financial report.

 It is the role of social workers to act as brokers between clients and resources.

WEEK 42 (16 May-20 May)

The student went to St John’s high school to collect fees invoices for submission to HLF. She
also submitted last term results for children in primary school to HLF. She assisted children
with their homework. She also partook in casework with children who had gone for

65
psychosocial support at Mwanza Clinic and updated their case notes. She received and
recorded donated items.

LESSONS LEARNT

 It is crucial for children to get medication and psycho-social support especially when
they are living with HIV and AIDS as it helps in their adherence.

WEEK 43 (23 May-27 May)

The student welcomed visitors who had come to have lunch with children. They also had a
discussion with the girl child on hygiene. The student also requested court orders from the

66
Harare DSD office as the current ones long expired. Other daily duties were done the rest of
the week.

LESSONS LEARNT

 It is important that children get other people from outside who hold discussions with
them.
 Court orders need to be renewed as soon as they expire so that children do not miss
out on opportunities.

WEEK 44 (30 May-03 June)

The student conducted several case works and group work. She conducted case works and
group work in order to show love and care to the children. During case and group work,

67
children share grievances and discuss ideas on how to solve the problems. She recorded
donated groceries and wrote acknowledgement letters to those donors. Acknowledgement
letters makes the donors feel recognized by the institution for the job done and continue
donating. She also facilitated the playing of different games with children as it is another way
of socializing with children at an orphanage.

SKILLS APPLIED

 The student applied group work skills which include grouping children into different
sizes as well as according to age and gender.
 She also applied counselling skills which include creating an environment that is
conducive for the counselling sessions.
 Recording skills were also applied during the week.
 Letter writing skills were also applied during the week.

LESSONS LEARNT

 The student learnt that children have unique problems as compared to adults but need
adult intervention when solving them.
 She learnt that recording makes evaluation easy.
 Children have different ways of showing their problems hence playing is another way.

WEEK 45 (06 June-10 June)

The student went to Goromonzi DSD to submit Claim forms for Committal Grants. She also
attended a meeting with the Harare Social Welfare Head Office members on the Home

68
assessment. She also facilitated the reception of visitors from University of Zimbabwe and
also a frequent donor who had lunch with the children.

LESSONS LEARNT

 Home assessments are essential as they serve to notify if the Home is working under
the National Residential Child Care Standards.
 Committal grants are of importance as they provide children in institutions with
money for fees and other use.

WEEK 46 (13 June-17 June)

The student wrote reports to different donors on the current projects on the Home that is,
piggery and gardening projects. The student hosted members from HLF who had come to

69
attend to the children on issues to do with education. She also submitted a survey to HLF on
the current state of the Home and children and also filled a fees payment form for the
children on HLF scholarship. The inter updated case notes for children who had gone to
Mwanza clinic for their viral load checkup and also another child who was admitted at
Parirenyatwa Hospital as her sugar levels were high. The week ended with the intern
performing other duties such as monitoring children’s duties.

LESSONS LEARNT

 AMTO’s are very important for children in institutions as they assist with their
medical costs.
 The Home mainly depends on scholarships for children’s school fees.

WEEK 47 (20 June-24 June)

The student started off the week with regard to Grade 7 registration for children without birth
certificated. She also contacted DSD offices of Harare, Goromonzi and Murewa for

70
assistance in attaining children’s birth certificates. She also acted as a broker through
contacting parents of children without birth certificates to come for the mobile registration
taking place. The student partook in administration work through making and submitting of
requisitions for staff salaries.

LESSONS LEARNT

 Children need to have birth certificates as they are of great importance.

 Workers need their wages to be paid so that they work with the children well.

WEEK 48 (27 June-01 July)

The week kicked off with the student submitting requisitions to the Board’s treasurer. She
engaged with and assisted parents who had come to take their children’s birth certificates

71
during the mobile registration. She updated case notes for children who were misbehaving
after conducting counselling sessions with them. The intern partook the role of the broker
through contacting Murewa and Musami Hospitals enquiring on age estimate processes. The
rest of the week was spent with the intern going to the High school for registration of birth
certificates for the children. The student attended the end of month staff meeting.

LESSONS LEARNT

 The student learnt on the importance of parents attaining their children’s birth
certificates soon after birth as it makes it easier in instances when children are
admitted into institutions.

WEEK 49 (04 July-08 July)

The student engaged in updating of claim forms for committal grants for the month of June to
be submitted to DSD. The student updated case notes of children who had reported on

72
misconduct. The student also updated case notes for children who had gone to collect their
medication at Mwanza clinic. She contacted the Goromonzi P.O reporting a case of
misconduct by a volunteer worker to a child. The student had a meeting with the Board
Chairman and his Vice on protocols to be followed in instances when children are facing
abuse. The student went to Juru Police Station accompanying a child to report a case of
indecent assault.

LESSONS LEARNT

 Claim forms need to be submitted in the first week of every month for quick
processing of the grants.
 Updating of case notes is important for record keeping for future use.
 It is important for children on ART to adhere to their medication for good health.
 The student learnt on protocols followed in cases of abuse.

 The student learnt what is child safeguarding and policy formulation and
implementation at an institution.

WEEK 50 (11 July-15 July)

73
The student amended the staff and volunteers code of conduct and submitted it to the board
chairman. She took the role of a guardian through going to St John’s primary school as result
of misbehaving of a child. She also went to Goromonzi DSD for children’s birth certificates
and children’s counseling who had faced indecent assault. She also updated case notes for
children.

LESSONS LEARNT

 The Code of Conduct needs to be updated from time to time so that it addresses
current affairs.
 Case notes need to be updated for future references.

WEEK 51 (18 July-22 July)

74
The student had a group counselling with victims of indecent assault. The student offered
individual and group counselling to the victims of indecent assault. The student made use of
psychodynamic psychotherapy which focused on the feelings of the children related to the
case. The student went to St John’s primary school as a guardian to sign forms for grade 7
exams. She also updated case notes for children she had a counseling session with. During
the week she conducted a case work in a bid to update care plans for children. Biestek
principles such as non-judgemental and client self-determination were used during the
sessions.

SKILLS APPLIED

 The student applied active listening skills and empathy when conducting counseling.

LESSONS LEARNT

 Counselling is of great importance to children who would have faced assault as it

helps in their healing process.
 Healing from an assault is a process and it cannot be forced on a child.
 Care plans need to be updated consistently as it helps in assessing the development of
children and how best to help them.

 Case work makes a child feel comfortable to expose all problems she or he is facing
especially one with phobia.
 The student learnt that clients are unique and require different solutions, for example
some of the clients are too emotional thus the counselor should be well equipped with
counseling skills and give the client room to express his or her feelings.

75
WEEK 52 (25 July-29 July)
The student assisted in welcoming visitors to the Home. The student played games with the
children. The student used the last week of placement to compile her reports and record all
necessary information.

LESSONS LEARNT

 The student learnt that recording is vital in social work.

 The student also learnt that playing contribute to the social, physical and

cognitive development of children.

76
10. REFERENCES

Biestek, F.P (1957). The casework Relationship S.J. Chicago: Loyola University

Press.

Kadushin, A. (l972). The social work Interview (3rd Ed). New York: Columbia

University Press.

Pelman, H.H. (1957) Social Casework: A Problem Solving Process. Chicago: The University
of Chicago

Pincus, A. and Minaham, A. (1973) Social Work Practice: Model and Method, F.E Peacock:
Itasca, IL

Reamer G.F. (2006). Boundary issues in social work: Managing Dual Relationship.
Columbia: Faculty Publications

Schaefer, 2002. Fifteen Effective Play Techniques.

Timms, N. (1972). Recording in Social Work. London; Boston

Zastrow (2013 Barker, K. L (1995) .The Social Work Dictionary (3rd Ed) Washington DC:
NASW Press

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DECLARATION

DECLARATION BY AGENCY SUPERVISOR

I ………………….………in my capacity representing ………………………….................

(Name of agency) having read and understood, fully satisfied that the report is a true
reflection of what the student undertook during the fieldwork practice.

Signature…………………
Date………………………….

Official Stamp

78