9th UK Joint Social Work Education Conference with the 1st UK Social Work Research Conference
Programme for Wednesday 11th July
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07:30 - 08:45
Fulton House
Breakfast for Tuesday arrivals
10:00 - 11:00
Taliesin Theatre
Arrival, registration and coffee (served in Taliesin Annexe)
11:00 - 11:15
Taliesin Theatre
Welcome from the Vice Chancellor, Swansea University, Professor Richard Davies
11:15 - 12:15
Taliesin Theatre
Opening keynote: Mark Drakeford - Social work in the living laboratory
12:30 - 13:30
Fulton House
Lunch
13:30 - 15:00
Kier Hardie Building
Papers, workshops and symposia: parallel session 1
The JUC SWEC Social Work Research Strategy in Higher Education 2006 – 2020 was launched at JSWEC 2006. Its purpose is to produce a step change in UK social work research activity in order to:
• maximise the HEI contribution to social work and social care service improvemen,
• develop a strong evidence base for social work and social care service,
• build a workforce capable of using evidence critically and effectively.
A year on, this symposium will report on and invite discussion of progress made and future directions. A series of presentations from key players in the Strategy Implementation Group will outline action that has been taken on the 4 key Action areas of the Strategy:
a) Increasing resources
b) Building capacity and capability
c) Securing recognition and improving governance
d) Enhancing visibility and impact.
Presentations will provide information about development opportunities negotiated with the Economic and Social Research Council; the Research Development Initiative programme; progress on funding for practitioner/researcher posts and international research links. Reports from each of the four countries of the UK will be supported by inputs from the Social Care Institute for Excellence and the Scottish Institute for Excellence in Social Work Education. Questions and discussion will follow.
Key principles underlying the strategy have emphasised the importance of raising the quality and quantity of research activity across all Higher Education institutions and strengthening links between research and practice. A vital element of the Strategy involves maintaining widespread ownership of what we are trying to achieve for social work research amongst researchers, educators and practitioners, managers and service users. This is the major national event in 2007 for providing information and promoting debate about where the Strategy goes from here and how it links in with other initiatives to strengthen research activity in social work and social care.
As a service user, I believe user and carer involvement in social work education has been well documented by many academics. Despite limited funds, new initiatives have moved service users and carers in Scotland towards a position where real influence in the way that social workers are educated might become a reality. However, given the progress, and valuable work undertaken, there is a long way to go before service users and carers can claim real influence, particularly due to conflicting policy drivers which hinder, at local and national levels, the embedding of our voices within and across organisational practices.
This paper explores a learning journey, undertaken over the last 3 years by individuals and groups of service users and carers through various networks, to exert real influence on the learning agenda within social services and asks the question; “How might our experiences so far shape the future?” It reports on the setting up, and initial work achieved by a national group to influence change within social work/care learning and provides a model of good practice where service users, carers and professionals work collaboratively to achieve agreed outcomes.
The paper poses the question; “After all these achievements, what next?”
It recognises the need to celebrate and share good practice, creativity, and innovative work, but equally learn how to capitalise on this, to move forward onto a higher level of involvement. Service users and carers have unique contributions to make at all levels and until they can be represented and ‘heard’ throughout organisations, their influence will undoubtedly be limited. Finally this paper explores new ways of embedding service user and carer influence into the infrastructures of organisations like universities, and regulatory bodies, to ensure that on a day to day basis, policies and practices are routinely shaped by their experience and expertise.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 130
Workshop:
Integrated Children’s Services: opportunities and challenges for social work educators
Hilary Burgess, Imogen Taylor, Jane Roe, Jackie Rafferty
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‘Every Child Matters’ aims to bring together health, child care, education, social care and youth justice to improve services for children, young people and families. SWAP has launched a project ‘Preparing tomorrow’s professionals for integrated children’s services: the Higher Education role’ to address this agenda. Funded through the Higher Education Academy ‘Employer Engagement’ scheme, the project runs to February 2008, led by SWAP in collaboration with cognate Subject Centres (Education, Psychology, Medicine and Health Sciences and Practice), and in partnership with the Children’s Workforce Development Council and Children's Workforce Network.
The aim is to bring together relevant subject disciplines in HE and the sector skills councils to contribute to integrated work by:
a) Providing an evidence-based approach to identify the most effective ways of developing inter-professional curricula and pedagogy for professional practice in children’s services
b) Scoping existing initiatives and supporting the development of practice for educating rofessionals who will be working in reconfigured children’s services
c) Providing a coherent HE response to the Integrated Qualifications Framework for the children’s workforce
The workshop will start with an update on continuing policy developments from the CWDC. There will be a presentation to give an overview of the project and plans for the year, including a summary of progress on a knowledge review on interprofessional education (IPE) for integrated practice with children and families from the University of Sussex team working on this.
There will then be opportunities for participants to work together to identify
- examples of good practice in social work education that reflect the goals of the project
- challenges faced by social work educators to further this agenda
- resources that might be helpful in meeting these challenges
The workshop will conclude by identifying how the agenda can be taken forward both in programmes and through the project.
The aim is to bring together relevant subject disciplines in HE and the sector skills councils to contribute to integrated work by:
a) Providing an evidence-based approach to identify the most effective ways of developing inter-professional curricula and pedagogy for professional practice in children’s services
b) Scoping existing initiatives and supporting the development of practice for educating rofessionals who will be working in reconfigured children’s services
c) Providing a coherent HE response to the Integrated Qualifications Framework for the children’s workforce
The workshop will start with an update on continuing policy developments from the CWDC. There will be a presentation to give an overview of the project and plans for the year, including a summary of progress on a knowledge review on interprofessional education (IPE) for integrated practice with children and families from the University of Sussex team working on this.
There will then be opportunities for participants to work together to identify
- examples of good practice in social work education that reflect the goals of the project
- challenges faced by social work educators to further this agenda
- resources that might be helpful in meeting these challenges
The workshop will conclude by identifying how the agenda can be taken forward both in programmes and through the project.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 206
Symposium:
The "Study Buddy Project": A Peer-Mentoring Project for Social Work Students
Margarete Parrish, Martin Hookins
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The concepts and practice of peer mentoring are congruent with both social work and social work education. As a means of supporting learning and fostering leadership among undergraduate social work students, a peer-mentoring project has been developed and implemented. The programme was conducted in a new social work degree programme that emphasizes widening participation, and recruits from under-represented groups from surrounding communities. The proposed symposium will discuss the project’s first year of implementation.
The “Study Buddy Project” was designed to provide all first year undergraduate social work students (N = 63) with access to more senior social work students in order to connect them with support from someone with proven academic success in the degree programme. Third year social work students, selected on the basis of having cumulative grade point averages of 60 or better, were matched with incoming 1st year students in order to provide mentoring support. Of the 28 students originally eligible to be mentors, 22 participated.
The proposed symposium will discuss the process of recruitment and training of mentors, matching, and preliminary results of the project’s first cohort of participants. Demographic variables relevant to matching and utilization of mentoring will be considered. Academic outcomes and retention rates among participants will be considered. Evaluations of the experience and its perceived effectiveness received from both 1st year and 3rd year students will be discussed.
In a professional climate in which the establishment of a leadership ethos among social workers is particularly crucial, students’ perceptions of leadership roles and functions among themselves and their colleagues will be discussed. Issues of establishing a culture in which social work students come to regard themselves and each other as being effective, successful, and having leadership potential will be considered. Implications of acknowledging academic excellence will be discussed, as will ways in which the project could be replicated and improved.
The “Study Buddy Project” was designed to provide all first year undergraduate social work students (N = 63) with access to more senior social work students in order to connect them with support from someone with proven academic success in the degree programme. Third year social work students, selected on the basis of having cumulative grade point averages of 60 or better, were matched with incoming 1st year students in order to provide mentoring support. Of the 28 students originally eligible to be mentors, 22 participated.
The proposed symposium will discuss the process of recruitment and training of mentors, matching, and preliminary results of the project’s first cohort of participants. Demographic variables relevant to matching and utilization of mentoring will be considered. Academic outcomes and retention rates among participants will be considered. Evaluations of the experience and its perceived effectiveness received from both 1st year and 3rd year students will be discussed.
In a professional climate in which the establishment of a leadership ethos among social workers is particularly crucial, students’ perceptions of leadership roles and functions among themselves and their colleagues will be discussed. Issues of establishing a culture in which social work students come to regard themselves and each other as being effective, successful, and having leadership potential will be considered. Implications of acknowledging academic excellence will be discussed, as will ways in which the project could be replicated and improved.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
Professional Doctorates - a better route for researching professionals?
Lee-Ann Fenge
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This paper explores the model of the professional doctorate (Prof.Doc) as a route for those immersed in professional practice but who wish to undertake research at doctoral level.
One definition of the professional doctorate given by the United Kingdom Council for Graduate Education (UKCGE) which describes it as "a programme of advanced study and research which, whilst satisfying the University criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university". (UKCGE,2002, p.62) Central to the heart of the Prof. Doc. is professional practice. They have been described as developing 'researching professionals' rather than 'professional researchers' (Bourner et al, 2001), and as part of the move towards the knowledge economy in higher education, can be seen as are part of the transformation from 'autonomous scholar' to 'enterprising self' (Tennant, 2004).
This paper explores the author's choice of professional doctorate over traditional PhD, and the role of 'personal stance' in informing the research focus and methodology. This includes the author's previous socal work practice experience, her more recent experience of teaching within a university setting, and her current role of leading widening particpation activities within her workplace.
The centrality of reflection and reflexivity, or what has been described as 'holistic reflexivity' (Bleakley, 1999) in this process will be explored and the implications for both employers and practice development will be discussed.
References:
Bleakley, A. (1999) From Reflective Practice to Holistic Reflexivity, Studies in Higher Education, 24.3.315-330
Bourner,T., Bowden,R. & Laing, S. (2001) Professional doctorates in England, Studies in HE, 26(1), 65-83
Tennant,M. (2004) Doctoring the knowledge worker, Studies in Continuing Education, Vol.26,3,431-441
UKCGE (2002) Professional doctorates (Dudley, UK Council for Graduate Education), www.ukcge.ac.uk/pub1htm. accessed 17/01/07
One definition of the professional doctorate given by the United Kingdom Council for Graduate Education (UKCGE) which describes it as "a programme of advanced study and research which, whilst satisfying the University criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university". (UKCGE,2002, p.62) Central to the heart of the Prof. Doc. is professional practice. They have been described as developing 'researching professionals' rather than 'professional researchers' (Bourner et al, 2001), and as part of the move towards the knowledge economy in higher education, can be seen as are part of the transformation from 'autonomous scholar' to 'enterprising self' (Tennant, 2004).
This paper explores the author's choice of professional doctorate over traditional PhD, and the role of 'personal stance' in informing the research focus and methodology. This includes the author's previous socal work practice experience, her more recent experience of teaching within a university setting, and her current role of leading widening particpation activities within her workplace.
The centrality of reflection and reflexivity, or what has been described as 'holistic reflexivity' (Bleakley, 1999) in this process will be explored and the implications for both employers and practice development will be discussed.
References:
Bleakley, A. (1999) From Reflective Practice to Holistic Reflexivity, Studies in Higher Education, 24.3.315-330
Bourner,T., Bowden,R. & Laing, S. (2001) Professional doctorates in England, Studies in HE, 26(1), 65-83
Tennant,M. (2004) Doctoring the knowledge worker, Studies in Continuing Education, Vol.26,3,431-441
UKCGE (2002) Professional doctorates (Dudley, UK Council for Graduate Education), www.ukcge.ac.uk/pub1htm. accessed 17/01/07
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
Growing research in practice-a collaborative approach
Liz Beddoe, Deborah Yates , Neil Lunt, Christa Fouché
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The nature and quantity of research activity undertaken by social workers has been subject to critical commentary for some time. There is longstanding concern that social workers concentrate on the ‘prime tasks’ of work at the front line ahead of building an empirical basis for their decision making, and developing a body of research on practice outcomes .It is considered that this situation impacts on the status and credibility of social work as a profession. This paper presents an account of an innovative programme which aimed to raise the capacity and confidence of groups of practitioner-researchers across a range of social work settings in Auckland, New Zealand. Initial discussions between academics in two schools of social work in Auckland regarding the paucity of practitioner research in New Zealand social work led to a collaborative programme involving two universities and small research project groups located within social work agencies. Key features of the programme included the proviso that the participating projects were ‘owned’ by the groups, supported by agency managers and ethical responsibility located within their organisational setting. A series of research skills workshops were offered, augmented by the provision of regular mentoring visits for each project. The programme culminated in a symposium where the groups presented their findings to colleagues and managers and described their experience as practitioner researchers. The university based programme members have undertaken frequent evaluation activities and explored participant experience via collecting qualitative data in individual and group interviews. Early analysis of this data indicates considerable enthusiasm for practice research, despite the challenges of time pressure, knowledge and resources, and supports the usefulness of a collaborative approach in building research capacity and confidence in social work.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
Community Profiling: teaching old skills to new students
Mark Baldwin, Barbra Teater
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Community work skills have largely been out of favour in social work education in the UK for the past 30 years. Despite this, the University of Bath has continued to teach students basic skills of community profiling and has established this as part of the practice learning curriculum since the introduction of the new degree in social work. Students at Bath, working as a part of a small team of students, conduct a community profile for a local voluntary or community organisation, which enables them to complete 30 days of their assessed practice learning in year one.
The process and effectiveness of social work students conducting a community profile and learning community work skills is currently being evaluated. The evaluation consists of a series of three focus groups with students on two different sites, addressing their definition of a community profile, the importance of a community profile, the relevance for social work, and how the profile contributes to their social work education. The evaluation will be enhanced through interviews with representatives from organisations commissioning projects regarding the usefulness of social work students learning the knowledge, skills and values of community profiling as part of their practice learning.
The preliminary data reveal the following emerging themes regarding students’ process of learning: (1) importance of service users’ involvement in defining “needs”; (2) ability to challenge one’s assumptions; (3) enhancement of research skills; (4) ability to enhance groupwork/teamwork skills; and (5) ability to apply lecture material to the ‘real’ world.
Our presentation will address the following: (1) the structure of a community profiling course; (2) the usefulness of teaching community profiling to social work students while taking into account the service aims of local organisations; and (3) the process and experience of learning from the perspective of the students and organisational representatives.
The process and effectiveness of social work students conducting a community profile and learning community work skills is currently being evaluated. The evaluation consists of a series of three focus groups with students on two different sites, addressing their definition of a community profile, the importance of a community profile, the relevance for social work, and how the profile contributes to their social work education. The evaluation will be enhanced through interviews with representatives from organisations commissioning projects regarding the usefulness of social work students learning the knowledge, skills and values of community profiling as part of their practice learning.
The preliminary data reveal the following emerging themes regarding students’ process of learning: (1) importance of service users’ involvement in defining “needs”; (2) ability to challenge one’s assumptions; (3) enhancement of research skills; (4) ability to enhance groupwork/teamwork skills; and (5) ability to apply lecture material to the ‘real’ world.
Our presentation will address the following: (1) the structure of a community profiling course; (2) the usefulness of teaching community profiling to social work students while taking into account the service aims of local organisations; and (3) the process and experience of learning from the perspective of the students and organisational representatives.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 230
Paper:
Values, theories and methods: a triangular model for developing reflective practice
Hilary Pengelly, Malcolm Cowburn
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There are a number of useful and interesting models for organising social work theories and practice. However, all too often social work methods, theories and values are taught separately on professional courses, and as a result students locate their practice within a value-free context. They see the challenge as learning more about how to 'do' social work methods with service users, rather than developing a critically reflective approach to the values implicit in the method and how this relates to them as practitioners. The increased emphasis on evidence-based practice further encourages students to cite examples of research that shows 'what works' rather than critically reflecting on the way values underpin both methods of intervention and all types of research.
This paper presents a model that provides the means to critique social work methods from a value-laden standpoint. We take a post-structuralist approach to language and discourse that suggests that no practice is value-free, and that in order for social work with service-users to be 'transparent' and anti-oppressive, the nature of the relationship between values and practice must be explicit. Our model enables students to see the inter-relationship between practice methods, (the embodiment of particular social work theories) and values. Using social work and sociological case studies we highlight how social work practice embodies, not only particular theories about individual and social phenomena, but also values that reflect ethical and political choices. We suggest that the model that we present offers a vehicle for developing politically informed reflective practice.
This paper presents a model that provides the means to critique social work methods from a value-laden standpoint. We take a post-structuralist approach to language and discourse that suggests that no practice is value-free, and that in order for social work with service-users to be 'transparent' and anti-oppressive, the nature of the relationship between values and practice must be explicit. Our model enables students to see the inter-relationship between practice methods, (the embodiment of particular social work theories) and values. Using social work and sociological case studies we highlight how social work practice embodies, not only particular theories about individual and social phenomena, but also values that reflect ethical and political choices. We suggest that the model that we present offers a vehicle for developing politically informed reflective practice.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 230
Paper:
The relationship between the competence-based and reflective learning educational approaches in contemporary UK social work education
Teresa de Villiers
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The relationship between competence-based and reflective learning educational approaches within UK qualifying social work education and training has long been a source of concern. Unease has been expressed that a competence-based model of teaching, learning and assessment that is grounded in a technical rational conceptualisation of social work, has gained pre-eminence and has marginalised a reflective learning approach that is aimed at enabling reflective practice. At the very least, the two approaches have been discussed in terms of tension if not outright incompatibility.
This paper reports and discusses some of the findings from original research that, using a multiple case study design, explores the relationship between the two approaches as perceived by students, practice teachers and programme personnel (tutors and partner agency representatives) from three separate UK DipSW programmes. The research explores the understandings by educators and students of each approach, whether the approaches were seen as contradictory or complementary and where and how each approach - or combined use of the two - was recognised as informing each of the social work programmes considered. Further lines of enquiry included whether the two approaches were seen as promoting different forms of professional identity in qualifying social work practitioners and where and how the outcome of each programme, in terms of the type of practitioners it prepared, was decided upon. Finally, each programme's planning for the new social work degree was explored with regard to the emphasis being placed upon either or both the competence-based and reflective learning approaches. The research findings suggest that the nature of the relationship between the two approaches lies within, and is contextualised by, a series of other relationships which influence and inform each programme. For example, the relationship between formative and summative assessment methods, the relationship between an expressed sense of imperative to engage with reflective learning and a perception of this as a complex, time-consuming and advanced approach and the relationship between the university and agency bases.
This paper reports and discusses some of the findings from original research that, using a multiple case study design, explores the relationship between the two approaches as perceived by students, practice teachers and programme personnel (tutors and partner agency representatives) from three separate UK DipSW programmes. The research explores the understandings by educators and students of each approach, whether the approaches were seen as contradictory or complementary and where and how each approach - or combined use of the two - was recognised as informing each of the social work programmes considered. Further lines of enquiry included whether the two approaches were seen as promoting different forms of professional identity in qualifying social work practitioners and where and how the outcome of each programme, in terms of the type of practitioners it prepared, was decided upon. Finally, each programme's planning for the new social work degree was explored with regard to the emphasis being placed upon either or both the competence-based and reflective learning approaches. The research findings suggest that the nature of the relationship between the two approaches lies within, and is contextualised by, a series of other relationships which influence and inform each programme. For example, the relationship between formative and summative assessment methods, the relationship between an expressed sense of imperative to engage with reflective learning and a perception of this as a complex, time-consuming and advanced approach and the relationship between the university and agency bases.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 230
Paper:
Developing and promoting diverse learning environments
Mary Pat Sullivan
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Critical practice embodies the notion of social work action aimed at social progress - the establishment of social structures that permit opportunity, justice and equality for all citizens (Adams, Dominelli & Payne, 2002). As society becomes increasingly diverse and complex, how do educators prepare future social work practitioners for critical action? Does diversity in the classroom present an overlooked opportunity to prepare social workers for critical practice with a diverse client group?
This paper presents findings from an ethnographic study that explored pedagogical approaches to diversity as forming an integral part of social work students’ professional training. More specifically, the study was aimed at developing an understanding of ‘interactional diversity’ (Marin, 2000) and its potential impact on developing critical thinking and critical action among students. Data were collected using both a survey and depth interviews from a sample of academic staff and students in health and social care programmes.
Subjective assessments from staff and students regarding the potential benefits of interactional diversity and challenges in its implementation in higher education are considered in relation to cognitive, educational and organisational theory. Comparisons between health and social care programmes are also drawn to develop an understanding of the educational benefits of diversity, an individual’s desire to engage in complex social situations, and individual/group experiences interacting across difference. The paper concludes by considering opportunities for including interactional diversity in the social work curriculum, and methods to evaluate its impact on student development.
This paper presents findings from an ethnographic study that explored pedagogical approaches to diversity as forming an integral part of social work students’ professional training. More specifically, the study was aimed at developing an understanding of ‘interactional diversity’ (Marin, 2000) and its potential impact on developing critical thinking and critical action among students. Data were collected using both a survey and depth interviews from a sample of academic staff and students in health and social care programmes.
Subjective assessments from staff and students regarding the potential benefits of interactional diversity and challenges in its implementation in higher education are considered in relation to cognitive, educational and organisational theory. Comparisons between health and social care programmes are also drawn to develop an understanding of the educational benefits of diversity, an individual’s desire to engage in complex social situations, and individual/group experiences interacting across difference. The paper concludes by considering opportunities for including interactional diversity in the social work curriculum, and methods to evaluate its impact on student development.
Pedagogic (learning and teaching) research pathway
Theme 3: Making a difference through innovation, creativity and passion
Kier Hardie Room 302
Workshop:
The place of passion in social work: a Socratic dialogue
Sarah Banks
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Has social work lost its heart? What is or should be the balance between regarding social workers as committed practitioners working for social transformation and/or as technical functionaries working to government-defined policies and procedures? These are perennial questions in social work – faced anew by each generation of practitioners in the constantly changing social, political and practice contexts in which they work. Writing in 1898 in the 'Charity Organisation Review', Bernard Bosanquet characterised idealism in social work as having two sides: passion and logic. In this workshop we will explore together what place there is for passion in contemporary social work by means of a truncated version of Socratic dialogue. The aims of the workshop will be twofold: to provide a space to share ideas and experiences on the nature and role of passion in social work today; and to introduce participants to Socratic dialogue as a method that can be used in teaching (it also has possibilities in certain kinds of research too)
Socratic dialogue is a means of exploring complex philosophical concepts or questions with a group of people. It is a method by which a group works together with a facilitator to find an answer to a well-formed philosophical question (such as: ‘what is justice?’, ‘when is it right to lie?’ or in this case: ‘What is the place of passion in social work?’). The procedure involves collecting concrete examples relevant to the question from the participants, choosing one example to work on, exploring the chosen example, articulating its core statement and agreeing on principles in answer to the general question. This approach is used to engage members of the public in ‘Socratic cafés’ or other arenas and in teaching practical ethics.
Socratic dialogue is a means of exploring complex philosophical concepts or questions with a group of people. It is a method by which a group works together with a facilitator to find an answer to a well-formed philosophical question (such as: ‘what is justice?’, ‘when is it right to lie?’ or in this case: ‘What is the place of passion in social work?’). The procedure involves collecting concrete examples relevant to the question from the participants, choosing one example to work on, exploring the chosen example, articulating its core statement and agreeing on principles in answer to the general question. This approach is used to engage members of the public in ‘Socratic cafés’ or other arenas and in teaching practical ethics.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 303
Symposium:
Implementing the UK Social Work Research Strategy: What’s happening and where next?
Paul Bywaters, Jackie Powell, Peter Marsh, Andrew Pithouse
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The JUC SWEC Social Work Research Strategy in Higher Education 2006 – 2020 was launched at JSWEC 2006. Its purpose is to produce a step change in UK social work research activity in order to:
• maximise the HEI contribution to social work and social care service improvemen,
• develop a strong evidence base for social work and social care service,
• build a workforce capable of using evidence critically and effectively.
A year on, this symposium will report on and invite discussion of progress made and future directions. A series of presentations from key players in the Strategy Implementation Group will outline action that has been taken on the 4 key Action areas of the Strategy:
a) Increasing resources
b) Building capacity and capability
c) Securing recognition and improving governance
d) Enhancing visibility and impact.
Presentations will provide information about development opportunities negotiated with the Economic and Social Research Council; the Research Development Initiative programme; progress on funding for practitioner/researcher posts and international research links. Reports from each of the four countries of the UK will be supported by inputs from the Social Care Institute for Excellence and the Scottish Institute for Excellence in Social Work Education. Questions and discussion will follow.
Key principles underlying the strategy have emphasised the importance of raising the quality and quantity of research activity across all Higher Education institutions and strengthening links between research and practice. A vital element of the Strategy involves maintaining widespread ownership of what we are trying to achieve for social work research amongst researchers, educators and practitioners, managers and service users. This is the major national event in 2007 for providing information and promoting debate about where the Strategy goes from here and how it links in with other initiatives to strengthen research activity in social work and social care.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 429
Paper:
Dads talk about their lives and services
Brid Featherstone , Susan White
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This paper emerges from the research project 'Fathers Matter', a project which was developed by the Family Rights Group, SKY, The Grandparents Association and Children Law UK. The key aim of the project was to ascertain fathers' experiences of social care services.
The paper to be presented here draws from a discourse analysis of transcripts of a focus group with 18 young fathers and interviews with 11 older fathers. Whilst the analysis threw up important issues in relation to constructions of fatherhood, motherhood, children and the state, the main focus of this paper will be on fathers and 'rights' talk. The need to deconstruct such talk, expecially in the context of the experiences of minority ethnic men, will be argued for. Moreover, the implications of such 'rights' talk in the context of professional discourses of 'parental responsibility' will be explored.
The paper to be presented here draws from a discourse analysis of transcripts of a focus group with 18 young fathers and interviews with 11 older fathers. Whilst the analysis threw up important issues in relation to constructions of fatherhood, motherhood, children and the state, the main focus of this paper will be on fathers and 'rights' talk. The need to deconstruct such talk, expecially in the context of the experiences of minority ethnic men, will be argued for. Moreover, the implications of such 'rights' talk in the context of professional discourses of 'parental responsibility' will be explored.
Policy and practice research pathway
Theme 3: Making a difference through innovation, creativity and passion
Kier Hardie Room 431
Paper:
Learning for Practice: The Experiences of NECF
Kate Morris, Paul Mason, Rachel Hek
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The Children's Fund is a cross cutting national prevention programme targeting children aged 5 to 13 years at risk of social exclusion. The initiative supported the development of local multi agency partnerships, and is funded until 2008. From 2003 until 2006 the initiative was supported by a national evaluation (NECF). The initiative sought to raise the profile of preventative services, and to develop participative innovative services and practices that supported children’s capacity to fulfil their potential. The evaluation reported and disseminated its findings during the second half of 2006. The evaluation adopted two main theoretical frameworks that enabled the local processes for change and practice development to be revealed. The evaluation had, as part of its design a knowledge management system that aimed to ensure fast feedback loops to inform national and local policy and practice. The evaluation paid particular attention to local learning, and how catalytic initiatives such as the Children's Fund could generate a legacy for future service and practice development.
This paper is presented by members of the evaluation team, based at the University of Birmingham. The paper will consider the issues raised by the evaluation about local and national policy and practice learning, and the implications of these issues for the future commissioning and use of research and evaluation. The paper will consider the barriers to learning, both at local and national levels, and how child welfare practice can better benefit from evaluation evidence.
This paper is presented by members of the evaluation team, based at the University of Birmingham. The paper will consider the issues raised by the evaluation about local and national policy and practice learning, and the implications of these issues for the future commissioning and use of research and evaluation. The paper will consider the barriers to learning, both at local and national levels, and how child welfare practice can better benefit from evaluation evidence.
Policy and practice research pathway
Theme 3: Making a difference through innovation, creativity and passion
Kier Hardie Room 431
Paper:
Working across organisations and disciplines to affect policy and practice
Liz Green, Paul Halliday
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Coram Family and Goldsmiths, University of London have worked together over the past 5 months on a project funded by the Children's Workforce Development Council.The project is essentially a photographic project enabling young parents at the Coram Parents’ Project to give their impressions of services provided using camera. The pictures aim to provide insight into how to work with difficult to engage young parents. This includes what they value in a worker and how practice can be improved to take this into account, and how practice can be improved to assist young parents to provide positive outcomes for themselves and their children and to ultimately influence policy and practice.
The research was undertaken at Coram Family with a group of 7 young people who showed an interested in the project. The initial meeting with the young people included workers from Coram and Goldsmiths and was followed by a workshop on camera techniques and practical experience in the field. At this stage there was a focus group to learn about the young people’s attitudes to services. Over a 3 week period the young people used cameras provided by the research project, to provide visual images of their experiences of services. In groups of 2/3 they met weekly with a mentor who gave support and advice.Each young person then chose to create a photo narrative of their experiences and each will also have an album of their complete set of photographs. This research project was particularly challenging since not only was is across organisations but involved both social work and sociology researchers from one university, thereby crossing disciplines and organisations.
The presentation for the conference would include a paper outlining how this project was set up, including the benefits and challenges, a powerpoint presentation of the photographs taken and selected by the young parents, and an evaluation of the project.
The research was undertaken at Coram Family with a group of 7 young people who showed an interested in the project. The initial meeting with the young people included workers from Coram and Goldsmiths and was followed by a workshop on camera techniques and practical experience in the field. At this stage there was a focus group to learn about the young people’s attitudes to services. Over a 3 week period the young people used cameras provided by the research project, to provide visual images of their experiences of services. In groups of 2/3 they met weekly with a mentor who gave support and advice.Each young person then chose to create a photo narrative of their experiences and each will also have an album of their complete set of photographs. This research project was particularly challenging since not only was is across organisations but involved both social work and sociology researchers from one university, thereby crossing disciplines and organisations.
The presentation for the conference would include a paper outlining how this project was set up, including the benefits and challenges, a powerpoint presentation of the photographs taken and selected by the young parents, and an evaluation of the project.
Policy and practice research pathway
Theme 3: Making a difference through innovation, creativity and passion
Kier Hardie Room 431
Paper:
Where do we go next, along the journey of user and carer involvement? Deliberations from a Service User
John Dow
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As a service user, I believe user and carer involvement in social work education has been well documented by many academics. Despite limited funds, new initiatives have moved service users and carers in Scotland towards a position where real influence in the way that social workers are educated might become a reality. However, given the progress, and valuable work undertaken, there is a long way to go before service users and carers can claim real influence, particularly due to conflicting policy drivers which hinder, at local and national levels, the embedding of our voices within and across organisational practices.
This paper explores a learning journey, undertaken over the last 3 years by individuals and groups of service users and carers through various networks, to exert real influence on the learning agenda within social services and asks the question; “How might our experiences so far shape the future?” It reports on the setting up, and initial work achieved by a national group to influence change within social work/care learning and provides a model of good practice where service users, carers and professionals work collaboratively to achieve agreed outcomes.
The paper poses the question; “After all these achievements, what next?”
It recognises the need to celebrate and share good practice, creativity, and innovative work, but equally learn how to capitalise on this, to move forward onto a higher level of involvement. Service users and carers have unique contributions to make at all levels and until they can be represented and ‘heard’ throughout organisations, their influence will undoubtedly be limited. Finally this paper explores new ways of embedding service user and carer influence into the infrastructures of organisations like universities, and regulatory bodies, to ensure that on a day to day basis, policies and practices are routinely shaped by their experience and expertise.
15:00 - 15:30
Taliesin Annexe
Refreshments, exhibitors and poster viewing
15:30 - 17:00
Kier Hardie Building
Room 230 Workshop: Write On! Meet the Editors Sarah Banks - Ethics and Social Welfare, Suzy Braye - European Journal of Social Work, Viv Cree - Social Work Education, Anne Quinney – Practice, Ian Shaw - Qualitative Social Work Advice and guidance on writing for publication from editors of social work journals.
Room 230 Workshop: Write On! Meet the Editors Sarah Banks - Ethics and Social Welfare, Suzy Braye - European Journal of Social Work, Viv Cree - Social Work Education, Anne Quinney – Practice, Ian Shaw - Qualitative Social Work Advice and guidance on writing for publication from editors of social work journals.
15:30 - 17:00
Kier Hardie Building
Papers, workshops and symposia: parallel session 2
Theme 3
1 Working with complexity and uncertainty - changing landscapes, changing roles.
The workshop will illustrate and explore a model of secondment from practice to the Glamorgan Social Work Programme. The Programme Partnership devised a new post with a job description carrying responsibilities to facilitate links between the two learning centres of the University and practice. The secondment has been funded by the University of Glamorgan and the Programme Partners of Rhondda-Cynon-Taff and Merthyr County Borough Council emphasising the joint nature of the initiative.
The workshop facilitators will argue that the seconded member with relevant practice background experience has a particular contribution to make to the Programme. They can stimulate theory and practice links for students heightening reflective skills, assist the academic team through highlighting the realities of practice assessing , create new and innovative practice learning opportunities thereby increasing student intake, prepare the students for the realities of practice and act as a focal during practice recall. The post also provides key links in the Partnership for active development of the new PQ Programme.
The post has prompted reflection on the traditional roles of tutor and practice assessor and the workshop will encourage debate around the use of practice learning managers and facilitators undertaking the tutor role at the mid point review. The purpose of this would be to promote the experience of the social work degree as an integrated whole for all stakeholders (Ensuring Consistency in Learning to Practice 2004 Social Services Inspectorate for Wales).
It has been the experience of the Programme Partnership that this approach has been effective in assisting the learning process for students and other stakeholders.
The project will be evaluated at the end of the first year and extended if successful.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 130
Workshop:
Diversity in Progression and Achievement in the Social Work Degree
Jane McLenachan, Gwynne Jones, Bharat Chauhan, Shereen Hussein, Amanda Thorpe, Jo Moriarty, Helen Wenman
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Participation and progression rates in higher education are an important part of the policy agenda, with central government and HEIs sharing a commitment to widening participation strategies. However, if increasing diversity of those accessing higher education occurs without commensurate increases in resources to support students at risk of poorer progression then widening participation strategies will do little to improve differential rates of achievement.
This workshop will present the project findings from the GSCC Diversity and Progression Project group. The project was set up after the GSCC commissioned the Social Care Workforce Research Unit, King's College London to undertake research into progression rates among DipSW students. Findings from the initial research, based on data collected through annual monitoring processes, indicated that male students, those with disabilities and students from minority ethnic backgrounds experienced poorer rates of progression (Hussein et al, 2006). This confirmed earlier results from qualitative research that differential progression rates exist among social work students.
As a result of these findings, the GSCC identified the necessity of examining trends in the social work degree and new post qualifying awards to ensure that the workforce reflects the diversity of the communities it serves. It established the Diversity and Progression Project group to build upon existing research and develop strategies to promote good practice.
In March 2007, the GSCC Project group brought together social work educators in an Expert Seminar to examine factors impacting upon diverse progression and achievement rates among students from different backgrounds and identify the effectiveness of strategies to address such diversity. The project is examining the impact of factors external to the HEI, such as practice learning provision and structural oppression in wider society, as well as those factors that arise from processes within the specific HEI and social work programme. The workshop will discuss findings from this seminar and provide opportunity for discussion about developing best practice guidance and evidence from research about effective strategies to promote equality of progression, retention and achievement in social work education.
This workshop will present the project findings from the GSCC Diversity and Progression Project group. The project was set up after the GSCC commissioned the Social Care Workforce Research Unit, King's College London to undertake research into progression rates among DipSW students. Findings from the initial research, based on data collected through annual monitoring processes, indicated that male students, those with disabilities and students from minority ethnic backgrounds experienced poorer rates of progression (Hussein et al, 2006). This confirmed earlier results from qualitative research that differential progression rates exist among social work students.
As a result of these findings, the GSCC identified the necessity of examining trends in the social work degree and new post qualifying awards to ensure that the workforce reflects the diversity of the communities it serves. It established the Diversity and Progression Project group to build upon existing research and develop strategies to promote good practice.
In March 2007, the GSCC Project group brought together social work educators in an Expert Seminar to examine factors impacting upon diverse progression and achievement rates among students from different backgrounds and identify the effectiveness of strategies to address such diversity. The project is examining the impact of factors external to the HEI, such as practice learning provision and structural oppression in wider society, as well as those factors that arise from processes within the specific HEI and social work programme. The workshop will discuss findings from this seminar and provide opportunity for discussion about developing best practice guidance and evidence from research about effective strategies to promote equality of progression, retention and achievement in social work education.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
Reflective practice, cycles of change and enlightened witnesses: helping students to develop as anti-oppressive practitioners.
Malcolm Cowburn, Hilary Pengelly
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One of the most difficult challenges for social work educators (tutors, practice teacher/assessors) is to enable students to recognise their own oppressive attitudes and behaviours and change them. Using the work of cognitive-behavioural and psychodynamic theorists, this paper presents a model for understanding the impact of personal and social dimensions in sustaining or negating personal change. Challenging oppressive attitudes and behaviour is very difficult and painful for all parties involved.
This paper considers how the social work educator is in a key position to help students challenged about attitudes and/or behaviours that are deemed to be oppressive/offensive to develop personally and professionally. Using the work of Procashka and DiCemente we highlight the notion of personal change as being both cyclical and a social process. Thus change occurs in a social setting that is either facilitative or inhibitive. Change, however, is not always positive. There is potential for challenged students to become entrenched in oppressive attitudes and behaviours if the social networks (particularly key people in these networks) support definitions of them that do not allow for change to occur. We present two cycles of change, one negative and one positive. The crucial difference in these cycles is the response of people who are significant to the student. This response can support the student’s sense of hurt and endorse their denial of oppressive behaviour or it can recognise the student’s hurt but help them to explore the nature of their behaviour and why it was challenged. The former response is characterised as ‘collusive-supportive’ the latter response is described as ‘critical-supportive’. From psychodynamic theory we use Alice Miller’s concept of the ‘enlightened witness’ to develop our thinking about how social work educators can become ‘critical-supportive’ elements of the student’s social network and thus help them to develop as anti-oppressive practitioners.
This paper considers how the social work educator is in a key position to help students challenged about attitudes and/or behaviours that are deemed to be oppressive/offensive to develop personally and professionally. Using the work of Procashka and DiCemente we highlight the notion of personal change as being both cyclical and a social process. Thus change occurs in a social setting that is either facilitative or inhibitive. Change, however, is not always positive. There is potential for challenged students to become entrenched in oppressive attitudes and behaviours if the social networks (particularly key people in these networks) support definitions of them that do not allow for change to occur. We present two cycles of change, one negative and one positive. The crucial difference in these cycles is the response of people who are significant to the student. This response can support the student’s sense of hurt and endorse their denial of oppressive behaviour or it can recognise the student’s hurt but help them to explore the nature of their behaviour and why it was challenged. The former response is characterised as ‘collusive-supportive’ the latter response is described as ‘critical-supportive’. From psychodynamic theory we use Alice Miller’s concept of the ‘enlightened witness’ to develop our thinking about how social work educators can become ‘critical-supportive’ elements of the student’s social network and thus help them to develop as anti-oppressive practitioners.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
Social Work Education - growing critical thinkers or just ticking boxes
Sue Jones
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The paper presents findings from an Higher Education Academy funded piece of action research in 2005/6 where student narratives about their critical learning were analysed. This is set against a narrative of how educators can create situations that are conducive to the promotion of student critical thinking, and consequent upon this, critical analysis, critical evaluation and critical writing. The endeavour to ‘be critical’ is explored amidst the milieu of ‘hard to learn skills’, getting a professional qualification and responding to the daily practicalities of practice within placement. The paper argues that if newly qualified practitioners are to respond appropriately to the new social work agenda for the 21 Century they will need to be strategic thinkers, have a world view, reflect on practice systematically and be reflexive axiomatically. Finally a strategy for promoting critical thinking through an exercise in Critical Questioning with undergraduate year one students is shared.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 216
Paper:
The Role of Practice Education in Shaping Social Work Identity: an example of shaping social work practice in the Hashemite Kingdom of Jordan.
Alison Cocks, Deborah Mackay
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As part of a wider project to develop Social Work in the Hashemite Kingdom of Jordan the University of Reading, alongside Brunel University, has provided consultancy advising on the development of practice learning opportunities within the social work field, and the teaching and assessing of students in practice. This paper will explore and examine the challenges which were present within the delivery of Practice Learning workshops based on UK models of practice, both in the UK and Jordan, to Jordanian social work practitioners and academic colleagues. In particular there will be critical reflection upon the experiences of achieving the complex balance needed to minimise tensions between a number of context specific issues.
In the Hashemite Kingdom of Jordan practice placements for social work students are gaining recognition as an essential aspect of social work education. Al Balqa’ University has provided placement opportunities for a number of years whilst Hashemite University is launching a Social Work Education programme in June 2007 which will include practice placements. Within consultancy and the identified programme of work spanning 12 months the principle belief is that students can be assessed by ‘non-academics’.
Workshop preparation and delivery acknowledged that social work as a profession in Jordan is in a state of evolution as it finds an identity, status and place within social welfare provision. In the same way those involved in this development are also engaged in reflection on their own roles, status and position within the “new” profession. This raised particular challenges in preparation of material where Codes of Practice, understandings of power and professional identity are not yet established or universal within the country boundaries. This paper will therefore consider the ways in which these concerns were managed and used to progress the development of a Social Work identity for the country.
In the Hashemite Kingdom of Jordan practice placements for social work students are gaining recognition as an essential aspect of social work education. Al Balqa’ University has provided placement opportunities for a number of years whilst Hashemite University is launching a Social Work Education programme in June 2007 which will include practice placements. Within consultancy and the identified programme of work spanning 12 months the principle belief is that students can be assessed by ‘non-academics’.
Workshop preparation and delivery acknowledged that social work as a profession in Jordan is in a state of evolution as it finds an identity, status and place within social welfare provision. In the same way those involved in this development are also engaged in reflection on their own roles, status and position within the “new” profession. This raised particular challenges in preparation of material where Codes of Practice, understandings of power and professional identity are not yet established or universal within the country boundaries. This paper will therefore consider the ways in which these concerns were managed and used to progress the development of a Social Work identity for the country.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 302
Paper:
Baptism of Fire- Sharing a view from the bottom of the food chain
Rachana Patni
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Social work in the United Kingdom has an uncertain status as an academic discipline. In some universities, it is seen as inherently related to education, in other universities, it is seen as allied with health sciences and in yet other universities, it is deemed to have a best-fit with social sciences or social policy. Social work as a profession is committed to social justice and is amenable to feminist ways of organising and egalitarian ways of viewing this world. Academia as a profession is committed to diversity of opinions and freedom of speech. Social work has to respond to the GSCC (General Social Care Council) and, as a higher education discipline, it also has to respond to the RAE( Research Assessment Exercise). A new educator has to learn to dance a single dance to respond to the varied paces of these different requirements. A new educator also has to learn to teach in a very basic sense. How does a new educator engage with this? What can help or hinder the experiences of a new educator?
By drawing on a few metaphors associated with my own 'baptism' as an educator, and reflexively outlining my experiences, I will offer suggestions to enable a better welcome for new educators in social work. I will then present some organisational changes that need to be implemented to enable new academics to be nurtured and also outline the positives that were already in place for me.
Rather than engaging in a chronological story-telling, this paper will attempt to evaluate and analyse some pertinent experiences and silences and contribute to a growing body of constructive criticism for social work in higher education.
By drawing on a few metaphors associated with my own 'baptism' as an educator, and reflexively outlining my experiences, I will offer suggestions to enable a better welcome for new educators in social work. I will then present some organisational changes that need to be implemented to enable new academics to be nurtured and also outline the positives that were already in place for me.
Rather than engaging in a chronological story-telling, this paper will attempt to evaluate and analyse some pertinent experiences and silences and contribute to a growing body of constructive criticism for social work in higher education.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 302
Paper:
Tracking the learning and development needs of newly qualified social workers
Steven Keen, Karen-Lucie Immins, Ivan Gray, Kate Howe
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Skills for Care South West commissioned Bournemouth University to track the learning and development needs of newly qualified social workers in the region through their first year of employment, evaluating their perceptions of the effectiveness of the degree and their induction, and track their progress towards post-qualifying education.
Two methods of data collection are being used: three questionnaires administered to newly qualified social workers over a period of six months; and one questionnaire administered to their line managers; semi-structured interviews with newly qualified social workers after completion of two questionnaires; and semi-structured interviews with people who use services and/or their carers. The project is being managed by a steering group including service users and carers, agency representatives and project staff. Ethical approval for the project has been received from the University and approval granted by the research group of the Association of Directors of Social Services (ADSS) A total of 35 newly qualified social workers have been identified from eight participating authorities and all have been sent an information sheet, consent form and the first questionnaire.
To date, 22 newly qualified social workers, working in seven local authorities across the region, have given written informed consent to take part in the project and have completed the first questionnaire. They hold appointments in a mixture of adult (n=10) and children’s services (n=12). All were appointed to their current post between May and December 2006, hold predominantly BSc Social Work degrees from a range of five South West based universities. The majority of the sample are female, aged between 26 and 55, evenly spread across this range, and chose their current post according to client group preference.
As project work is on-going, we intend to present main preliminary findings on the perceived effectiveness of the degree in preparing social workers for employment, their organisational inductions, and their progress towards the revised post-qualifying framework. These findings will then be linked to the literature on the development of professional capability.
Two methods of data collection are being used: three questionnaires administered to newly qualified social workers over a period of six months; and one questionnaire administered to their line managers; semi-structured interviews with newly qualified social workers after completion of two questionnaires; and semi-structured interviews with people who use services and/or their carers. The project is being managed by a steering group including service users and carers, agency representatives and project staff. Ethical approval for the project has been received from the University and approval granted by the research group of the Association of Directors of Social Services (ADSS) A total of 35 newly qualified social workers have been identified from eight participating authorities and all have been sent an information sheet, consent form and the first questionnaire.
To date, 22 newly qualified social workers, working in seven local authorities across the region, have given written informed consent to take part in the project and have completed the first questionnaire. They hold appointments in a mixture of adult (n=10) and children’s services (n=12). All were appointed to their current post between May and December 2006, hold predominantly BSc Social Work degrees from a range of five South West based universities. The majority of the sample are female, aged between 26 and 55, evenly spread across this range, and chose their current post according to client group preference.
As project work is on-going, we intend to present main preliminary findings on the perceived effectiveness of the degree in preparing social workers for employment, their organisational inductions, and their progress towards the revised post-qualifying framework. These findings will then be linked to the literature on the development of professional capability.
Pedagogic (learning and teaching) research pathway
Theme 1: Research and development of professional learning
Kier Hardie Room 302
Paper:
Learning from Experts by experience in Assessing Students' Readiness to Practice
Christine Crouch, Carol Dicken, Christine Edser, Kerryn Holborn
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Increased emphasis in involving those who use social care and health services in their design, delivery and evaluation has led to significant policy changes and developments over recent years. The introduction of the degree in social work has given the opportunity for service users and carers to be stakeholders in the deisign and delivery of the programme.
At Kingston University we have designed a double module, running throughtout the first year of the BA (Hons) Social Work, which aims to build social work practice skills and is a key component in assessing students' 'Readiness to Practice'. Initally students practiced their interview skills on one another but some found it difficult to take this seriously when they were 'pretending'. Following discussion between module leaders, the Service User and Carer Project Leader and the School of Social Work Service User and Carer Steering Group, which has representation from a wide range of service user and carer groups, we came up with an innovative and creative way of involving service users and carers in giving students a more realistic interviewing experience.
In our presentation we would like to share with you some ethical and practical issues and dilemmas we have faced in setting up, and developing, this learning and assessment activity.We have started to evalute this method of learning from the perspectives of service users and carers, student and ourselves.We are committed to continuing with this opportunity as an excellent activity for preparing students for practice and for getting first hand feedback about their practice from someone who has previously been, or is still, on the receiving end of social work services.
At Kingston University we have designed a double module, running throughtout the first year of the BA (Hons) Social Work, which aims to build social work practice skills and is a key component in assessing students' 'Readiness to Practice'. Initally students practiced their interview skills on one another but some found it difficult to take this seriously when they were 'pretending'. Following discussion between module leaders, the Service User and Carer Project Leader and the School of Social Work Service User and Carer Steering Group, which has representation from a wide range of service user and carer groups, we came up with an innovative and creative way of involving service users and carers in giving students a more realistic interviewing experience.
In our presentation we would like to share with you some ethical and practical issues and dilemmas we have faced in setting up, and developing, this learning and assessment activity.We have started to evalute this method of learning from the perspectives of service users and carers, student and ourselves.We are committed to continuing with this opportunity as an excellent activity for preparing students for practice and for getting first hand feedback about their practice from someone who has previously been, or is still, on the receiving end of social work services.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 429
Paper:
What Works in Care and Leaving Care: A multi-sites Case Study of Abandoned Young People In Saudi Arabia
Ahmed Albar
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The study to be presented aims to explore various needs of young people in residential care and care leavers: financial, social, emotional, marital, vocational and educational. How the subjects were impacted by being born of unknown parents and by being placed at residential care? How the provided programmes, services and policies were perceived by service users and service providers in helping young people meet their needs? And, lastly, whether there is a need for further services and programmes young people may need through care and after leaving care?
The implicit aims were to see whether young people about to leave care and care leavers were ready and prepared to leave care. What sort of programmes might they need more of and why? In what ways do they need the leaving care services? Enhancing social justice, empowering service users and promoting their welfare and improving their situation while in care and after leaving care are the implicit objectives of this study. (Butler,2002). The method has been a riangulation of a variety of data collection methods both quantitative but mainly qualitative methods, that included questionnaires, interviews, focus groups, observation, field notes or field log and documents analysis.
A total of (182) questionnaires were gathered from both young people in care and care leavers and their workers from twelve selected social institutes, ten in-care programmes and two after-care programmes and (57) interviews were conducted with participants both service users and service providers. Nine focus groups were conducted only with young people in care and care leavers and about (25) personal files of young people in care and care leavers mostly those I interviewed were studied.
The implicit aims were to see whether young people about to leave care and care leavers were ready and prepared to leave care. What sort of programmes might they need more of and why? In what ways do they need the leaving care services? Enhancing social justice, empowering service users and promoting their welfare and improving their situation while in care and after leaving care are the implicit objectives of this study. (Butler,2002). The method has been a riangulation of a variety of data collection methods both quantitative but mainly qualitative methods, that included questionnaires, interviews, focus groups, observation, field notes or field log and documents analysis.
A total of (182) questionnaires were gathered from both young people in care and care leavers and their workers from twelve selected social institutes, ten in-care programmes and two after-care programmes and (57) interviews were conducted with participants both service users and service providers. Nine focus groups were conducted only with young people in care and care leavers and about (25) personal files of young people in care and care leavers mostly those I interviewed were studied.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 429
Paper:
Training social work skills to practitioners in Jordan: Challenges and outcomes
Mary Pat Sullivan, Donald Forrester
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This paper reports on one aspect of a larger project in which Brunel and Reading Univeristies, funded by the British Council, are supporting the development of social work in the Hashemite Kingdom of Jordan. A 5-day training course is being provided to 30 experienced, but unqualified, Jordanian social work practitioners aimed at increasing their capacity to provide effective practice learning for social work students in placement. This workshop was identified as a priority for Al Balqa and Hashemite Universities, and academics from these institutions assisted in the development of the workshop content. Participants will provide case studies from their practice to provide an essential component of the learning and discussion throughout the course.
The evaluation methodology consists of 5 items: (1) pre and post training questionnaire composed of a Likert scale measuring levels of confidence in social work values, skills and knowledge; (2) pre and post training responses to a vignette; (3) post training questionnaire measuring overall satisfaction; (4) post training Helpful Responses Questionnaire (adapted); and (5) 3-month follow up with participants to assess application of learning and further learning needs. The evaluation is aimed at assessing levels 1-3 in Kirkpatrick’s (1994) model of evaluation.
This paper will present the rationale for the training course including the process for its development, the delivery and evaluation outcomes. The challenges and opportunities present in cross national social work education will be discussed, with a particular focus on the opportunities the project offers to develop constructive dialogue about social work in Muslim-Arab and (post) Christian-Western societies.
The evaluation methodology consists of 5 items: (1) pre and post training questionnaire composed of a Likert scale measuring levels of confidence in social work values, skills and knowledge; (2) pre and post training responses to a vignette; (3) post training questionnaire measuring overall satisfaction; (4) post training Helpful Responses Questionnaire (adapted); and (5) 3-month follow up with participants to assess application of learning and further learning needs. The evaluation is aimed at assessing levels 1-3 in Kirkpatrick’s (1994) model of evaluation.
This paper will present the rationale for the training course including the process for its development, the delivery and evaluation outcomes. The challenges and opportunities present in cross national social work education will be discussed, with a particular focus on the opportunities the project offers to develop constructive dialogue about social work in Muslim-Arab and (post) Christian-Western societies.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 429
Paper:
Multi-family groups with political refugee families "for the sake of the children": a mixed methods study
Lynn McDonald
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The social economic political circumstances of political refugees can seriously compromise the normal development of their young children. Family stress theory offers a useful base for building a social work intervention. A non-traditional strategy will be described for engaging and supporting understandably, distrustful families into increased involvement, in order to reduce stress and isolation in refugee families. A particular story will be shared in which a collaboration was formed with a Community Refugee Center, elders of the Hmong SE Asian community in the US, and a University Research Center, to adapt, implement and evaluate an evidence based prevention model. The elders were contacted; upon learning about the documented benefits to children of this multi-family group approach, they decided that they wanted to be on the implementation team, and they worked closely with the social work researcher to consider the various practice components in the light of their cultural norms and adapt them. Families were recruited into a research project, which involved random assignment into a wait list control condition. 16 families were served in the end, with some in the first group and some the second group. Measurements were taken three times over a one year period, including parent estimates of their child's social skills, mental health functioning and family functioning. As the families were not from a culture with a written tradition, all instruments were read out loud by a Hmong graduate student. In addition, qualitative data was collected from the elders as team members and from the service user parents who participated in the 8 weekly sessions. This approach is based on family systems and family stress theory, and emphasizes building supportive interpersonal relationships. All aspects of the group approach involve experiential learning and positive highly participatory activities between one parent and child, whole family units, two parents, and parent support groups. This approach (called FAST: Families and Schools Together) has been tested in randomized controlled trials with other socially excluded populations, and widely replicated in 5 countries.
Policy and practice research pathway
Theme 3: Making a difference through innovation, creativity and passion
Kier Hardie Room 430
Workshop:
Secondment from Practice to the Social Work Degree - Exploring the Benefits
Peter Fowler, Bernard Dacey, Anne Carpenter, Peter Fowler
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Theme 3
1 Working with complexity and uncertainty - changing landscapes, changing roles.
The workshop will illustrate and explore a model of secondment from practice to the Glamorgan Social Work Programme. The Programme Partnership devised a new post with a job description carrying responsibilities to facilitate links between the two learning centres of the University and practice. The secondment has been funded by the University of Glamorgan and the Programme Partners of Rhondda-Cynon-Taff and Merthyr County Borough Council emphasising the joint nature of the initiative.
The workshop facilitators will argue that the seconded member with relevant practice background experience has a particular contribution to make to the Programme. They can stimulate theory and practice links for students heightening reflective skills, assist the academic team through highlighting the realities of practice assessing , create new and innovative practice learning opportunities thereby increasing student intake, prepare the students for the realities of practice and act as a focal during practice recall. The post also provides key links in the Partnership for active development of the new PQ Programme.
The post has prompted reflection on the traditional roles of tutor and practice assessor and the workshop will encourage debate around the use of practice learning managers and facilitators undertaking the tutor role at the mid point review. The purpose of this would be to promote the experience of the social work degree as an integrated whole for all stakeholders (Ensuring Consistency in Learning to Practice 2004 Social Services Inspectorate for Wales).
It has been the experience of the Programme Partnership that this approach has been effective in assisting the learning process for students and other stakeholders.
The project will be evaluated at the end of the first year and extended if successful.
Policy and practice research pathway
Theme 2: Research and development of policy and practice
Kier Hardie Room 431
Workshop:
Kinds and Quality of Social Work Research’
Ian Shaw, Matthew Norton
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The aim of the workshop is to develop shared good practice and skills in making judgements about the nature and quality of social work research. What is social work research? Is it possible for practitioners, policy makers, service users, and academics to agree a single set of criteria to assess the nature and quality of social work research? How should we judge both relevance and rigour? What is socially robust social work research?
These questions more easily posed than answered - were addressed in a recently completed project, which yielded recommendations for identifying kinds of research based on two dimensions, viz what is the primary substantive focus of the research? What is the primary problem focus of the research? Deep-seated tensions exist in the social work community about how to judge the quality of research. Are some dimensions of quality judgments more important than others? What response should social work give to the various trends towards the democratising of the research process? How should we balance the relationship between perspectives and contexts on the one hand and standards on the other; and between rigour and relevance, practice and theory?
This workshop is for practitioners, policy makers, service users, and academics, and will include trial exercises from a spread of examples to assess both the nature and quality of social work research.
These questions more easily posed than answered - were addressed in a recently completed project, which yielded recommendations for identifying kinds of research based on two dimensions, viz what is the primary substantive focus of the research? What is the primary problem focus of the research? Deep-seated tensions exist in the social work community about how to judge the quality of research. Are some dimensions of quality judgments more important than others? What response should social work give to the various trends towards the democratising of the research process? How should we balance the relationship between perspectives and contexts on the one hand and standards on the other; and between rigour and relevance, practice and theory?
This workshop is for practitioners, policy makers, service users, and academics, and will include trial exercises from a spread of examples to assess both the nature and quality of social work research.
17:10 - 18:10
Taliesin Theatre
Care Councils "Promoting Service User/Carer Involvement in Social Work Education - The role of the Regulator"
17:15 - 18:15
Kier Hardie Building
Room 230 ATSWE Special Interest Group followed by AGM
Room 230 ATSWE Special Interest Group followed by AGM
18:30 - 18:35
Fulton House
Gower Tour departs
18:30 - 19:15
Bay View Room
Routledge Publishing launch
Celebrating Social Work Journals from Routledge
Celebrating Social Work Journals from Routledge
19:00 - 20:00
Fulton House
Dinner
22:15 - 22:30
Fulton House
Gower Tour returns