How can Meg use positive and supportive communication to promote Georgia’s self-esteem and confidence?
Georgia has had episodes of severe anxiety that have limited her ability to participate in meaningful activities. After a period of time in a clinic, Georgia is back living independently and is considering her future. Georgia tells her support worker, Meg, that she had to quit her university course when she became unwell and she is too embarrassed to go back. Georgia also tells Meg that she began working on several art projects while at the clinic and would like to continue with art, as she feels she is able to express herself and feels more in touch with what is important. She tells Meg she feels that perhaps this will help her make new friends as she doesn’t really have many friends.
How can Meg use positive and supportive communication to promote Georgia’s self-esteem and confidence?
How can Meg encourage and facilitate Georgia’s participation in social, cultural and spiritual activities that meet her needs and interests? How might this support Georgia’s move towards self-actualisation?
After working with Georgia for several months, Meg observes that Georgia seems withdrawn and sad. She notices that Georgia has missed some appointments and has not attended her art class, which she loves.
Meg also notices that Georgia appears to be losing weight. What should Meg do?
Meg is a community mental health worker. How can she identify aspects of well-being support outside the scope of her knowledge, skills and/or job role? What should she do if she identifies that Georgia’s current mental health is beyond her job role?
