11th UK Joint Social Work Education Conference with the 3rd UK Social Work Research Conference
Programme for Wednesday 8th July
View Wednesday programme View Thursday programme View Friday programme Outline version PDF versionJoint Social Work Education Conference Social Work Research Conference
07:00 - 08:45
Restaurant
Breakfast for Tuesday arrivals
10:00 - 11:00
Exhibition area
Arrival, registration and coffee (served in exhibition area)
11:00 - 12:30
Auditorium
Welcome and opening keynote - Prof. Sue White, Lancaster University
12:30 - 13:30
Restaurant
Lunch
13:30 - 14:45
Room - TBA
Parallel session 1
Paper:
How to facilitate and support social work students to become better reflective practitioners.
Louise Grant, Gail Kinman
Theme 1: Sharing effective learning and teaching
R014
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Encouraging reflective practice in social work students is a key aspect of their development and can be influential in protecting them from the stressors and strains of professional practice. Thjs paper draws on the findings of a recent research project that aims to explore ways by which the resilience of social work students might be enhanced. Particular focus will be placed on how an understanding of the links between aspects of emotional intelligence, and reflective practice may inform curriculum developments to foster resilience.
The study sample comprised 240 social work students (82 percent female) with a mean age of 34 years. A range of self-report questionnaires were completed measuring emotional intelligence, reflective abilities, resilience and physical and psychological health. Findings revealed that students who are more emotionally intelligent are more resilient and report higher levels of physiological and psychological health. Moreover, those with better self reflection, empathetic reflection and reflective communication skills tended to be more resilient and in better psychological health. Follow up research is underway to examine how reflective abilities and emotional intelligence might impact on students’ placement experiences.
It is evident, therefore, that emotional intelligence and reflective ability are key qualities in social work students. Based on the initial findings of this research programme, the presenters will be asking the following questions:.
Is it possible to improve the teaching of reflective practice to enhance this ability for students whose skills are underdeveloped?
How can this knowledge be applied to support students’ development through the curriculum?
It is proposed that, through the development of a curriculum which emphasises the importance of reflection as a protective mechanism as well as a way of improving practice, students’ well being and self awareness and resilience may be improved. Based on the findings of this research and the administration of diagnostic questionnaires, a series of supportive teaching and learning sessions is proposed to enhance emotional intelligence and reflective abilities in social work students. These will be tailored to strengthen these skills in students who already possess these abilities and provide the less able with the confidence and support mechanisms necessary to survive in a stressful and emotionally demanding career.
The study sample comprised 240 social work students (82 percent female) with a mean age of 34 years. A range of self-report questionnaires were completed measuring emotional intelligence, reflective abilities, resilience and physical and psychological health. Findings revealed that students who are more emotionally intelligent are more resilient and report higher levels of physiological and psychological health. Moreover, those with better self reflection, empathetic reflection and reflective communication skills tended to be more resilient and in better psychological health. Follow up research is underway to examine how reflective abilities and emotional intelligence might impact on students’ placement experiences.
It is evident, therefore, that emotional intelligence and reflective ability are key qualities in social work students. Based on the initial findings of this research programme, the presenters will be asking the following questions:.
Is it possible to improve the teaching of reflective practice to enhance this ability for students whose skills are underdeveloped?
How can this knowledge be applied to support students’ development through the curriculum?
It is proposed that, through the development of a curriculum which emphasises the importance of reflection as a protective mechanism as well as a way of improving practice, students’ well being and self awareness and resilience may be improved. Based on the findings of this research and the administration of diagnostic questionnaires, a series of supportive teaching and learning sessions is proposed to enhance emotional intelligence and reflective abilities in social work students. These will be tailored to strengthen these skills in students who already possess these abilities and provide the less able with the confidence and support mechanisms necessary to survive in a stressful and emotionally demanding career.
Paper:
From the students’ voices - what happens in a self-reflective journey?
Debbie Lam, Grace Leung, Amy Chow, Bobo Chan
Theme 1: Sharing effective learning and teaching
R014
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Click here to show/hide the abstract
Reflectivity has been gaining good attention in recent years. Aside from technical reflection on the intervention process, personal reflection is also very significant in social work practice. The human service profession requires good use of self and sensitivity to others. Self-awareness and reflectivity of the worker’s own emotions and values are essential in relationship-based practice. But what could be effective ways to cultivate such an attribute? How does the reflection process go and what elements in the training could facilitate better student reflectivity?
Empirical studies in the area are scarce. At the University of Hong Kong BSW programme, a course was particularly designed to stimulate students’ reflectivity. For our course improvement and better mastery of the process, we have built in research tools to measure student change. Aside from the use of objective tools, we also have a rich source of qualitative data which further informs the students’ reflection process. In the course, all 38 students were asked to write personal reflective journals. Four focus groups were run at the end of the course to collect information on their experience. This paper would report on the findings from these qualitative data. An analysis of their reflective journals and the focus group sharing helps to tease out the students’ subjective impressions on the design of the course as well as their reflective process.
It was found that the setting of the training environment is important aside from the preparation of program stimuli. Group composition and dynamics are powerful process factors. Core areas of reflection and the pathway of reflection will be reported in this presentation.
Empirical studies in the area are scarce. At the University of Hong Kong BSW programme, a course was particularly designed to stimulate students’ reflectivity. For our course improvement and better mastery of the process, we have built in research tools to measure student change. Aside from the use of objective tools, we also have a rich source of qualitative data which further informs the students’ reflection process. In the course, all 38 students were asked to write personal reflective journals. Four focus groups were run at the end of the course to collect information on their experience. This paper would report on the findings from these qualitative data. An analysis of their reflective journals and the focus group sharing helps to tease out the students’ subjective impressions on the design of the course as well as their reflective process.
It was found that the setting of the training environment is important aside from the preparation of program stimuli. Group composition and dynamics are powerful process factors. Core areas of reflection and the pathway of reflection will be reported in this presentation.
Paper:
'Cracking the code' How can we best help social work students learn to write? An approach by Education Guidance and Social Work academic staff to support students in developing professional writing skills
Peter Nelson, Karen Vitler
Theme 1: Sharing effective learning and teaching
R014
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The development of writing skills sufficient to meet the complexities of contemporary social
work practice is a growing demand from practice educators and employers and comments that students and newly qualified workers often lack those skills are increasingly heard.
This paper explores the development, implementation and evaluation of a university writing skills programme for social work students who have been identified on their first practice learning placement as lacking professional writing skills. This paper poses a number of questions about current social work education in England and the needs of students entering from non-traditional academic backgrounds facing the increasingly rigorous demands of professional report writing. The paper outlines the English higher education policy of widening participation and increasing the diversity of the student population and locates this agenda within a professional social work context. The implications for social work course recruitment, education, and employability are considered. The paper explores current pedagogical debate relating to student support and the development of writing skills and relates this debate to meeting the needs of social work students engaged in practice learning.
The discussion is then grounded in a practice example of staff from a university social work course and education guidance service working together to meet student need in respect of developing writing skills. We present a case study which explores the development, implementation and evaluation of the writing skills programme. The paper concludes by setting out a range of challenges arising from experience of the programme and a consideration of theory, and points to potential ways forward based on a social practice approach to teaching writing skills.
work practice is a growing demand from practice educators and employers and comments that students and newly qualified workers often lack those skills are increasingly heard.
This paper explores the development, implementation and evaluation of a university writing skills programme for social work students who have been identified on their first practice learning placement as lacking professional writing skills. This paper poses a number of questions about current social work education in England and the needs of students entering from non-traditional academic backgrounds facing the increasingly rigorous demands of professional report writing. The paper outlines the English higher education policy of widening participation and increasing the diversity of the student population and locates this agenda within a professional social work context. The implications for social work course recruitment, education, and employability are considered. The paper explores current pedagogical debate relating to student support and the development of writing skills and relates this debate to meeting the needs of social work students engaged in practice learning.
The discussion is then grounded in a practice example of staff from a university social work course and education guidance service working together to meet student need in respect of developing writing skills. We present a case study which explores the development, implementation and evaluation of the writing skills programme. The paper concludes by setting out a range of challenges arising from experience of the programme and a consideration of theory, and points to potential ways forward based on a social practice approach to teaching writing skills.
Paper:
Conceptualising inter-professional identities
Hilary Pengelly
Theme 3: Changing identities in social work education
N108
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This paper explores the notion of ‘interprofessional’. The adjective ‘interprofessional’ is usually associated with the noun ‘practice’. The associated nouns that I am interested in are ‘identities’ and ‘practice’ and their interconnectedness. Since assuming power in 1997, it has been the policy of the New Labour government in the United Kingdom to encourage ‘joined-up thinking’ across governmental departments including those responsible for delivering health and social work and social care services. The emphasis of government policy has been on improving the effectiveness and efficiency of public services, and within this there has be a recognition of the interrelatedness of people’s needs, in both adult and childrens services. However, despite policy drivers designed to lead to changes in bureaucratic structures to (ostensibly) facilitate work across the professions (The Children’s Plan, 2007; Putting People First, 2007), there have been few attempts to theorise the implications of these initiatives for individual professional identities, or for what interprofessional practice should look like.
This paper is concerned with identifying and developing theory in relation to ‘interprofessional’ identities and ‘interprofessional’ practice. Initially the paper explores notions of professional identity and practice, focusing, as an example, on social work. It then considers the theoretical underpinnings of models of professional identities and suggests that, in relation to interprofessional matters, the interconnectedness of doing (practice) and being (identity) is of key importance. The paper then considers areas of interprofessional practices. Drawing from this, the paper explores conceptual problems in understanding interprofessional identities; it concludes by considering the implications for professionals of conceptualising interprofessional identities in practice.
This paper is concerned with identifying and developing theory in relation to ‘interprofessional’ identities and ‘interprofessional’ practice. Initially the paper explores notions of professional identity and practice, focusing, as an example, on social work. It then considers the theoretical underpinnings of models of professional identities and suggests that, in relation to interprofessional matters, the interconnectedness of doing (practice) and being (identity) is of key importance. The paper then considers areas of interprofessional practices. Drawing from this, the paper explores conceptual problems in understanding interprofessional identities; it concludes by considering the implications for professionals of conceptualising interprofessional identities in practice.
Paper:
What skills and qualifications might an effective children’s workforce need? Challenges for post qualifying learning and training
Michelle Lefevre, Margaret Boushel
Theme 2: Working in partnership education and employer engagement
N108
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The public outcry over the death of Baby P has provoked further questions about whether practitioners in children’s services have the specialist knowledge and skills they need for the complex roles and tasks they undertake. What level of responsibilities should unqualified staff hold, for example, and what training or qualifications might they need if they are to discharge these adequately? Is there a role for more widespread adoption of a consultant level social work role, offering a career pathway for those who wish to specialise in advanced practice so that their expertise is not lost? What are employers’ views on these issues and on the place of post qualifying (PQ) training? Are programmes ensuring practitioners are appropriately trained for all of the specialist aspects of their roles? Are there divergent training needs depending on regional context and particular professional roles with different service user and carer groups? Should there be a bar on career progression or re-registration dependent on the acquirement of certain qualifications? Should the learning outcomes and/or curriculum focus of more advanced programmes of study be prescribed by social work regulators?
These questions will be considered with reference to a study carried out by Sussex University between October 2009 and April 2009, commissioned by the Care Council for Wales. It mapped the roles and tasks carried out by workers at varying levels against qualifications, knowledge and skills requirements, and pay scales. This was achieved through scrutiny of documentation such as job descriptions, person specifications and career progression policies and through interviews with employers and universities. Recommendations were made for the future development of PQ courses at Masters level in Wales.
The presenters will present key findings and explore options for the development of career pathways for social workers and related PQ training in the UK.
These questions will be considered with reference to a study carried out by Sussex University between October 2009 and April 2009, commissioned by the Care Council for Wales. It mapped the roles and tasks carried out by workers at varying levels against qualifications, knowledge and skills requirements, and pay scales. This was achieved through scrutiny of documentation such as job descriptions, person specifications and career progression policies and through interviews with employers and universities. Recommendations were made for the future development of PQ courses at Masters level in Wales.
The presenters will present key findings and explore options for the development of career pathways for social workers and related PQ training in the UK.
Paper:
The outcomes of interagency training for safeguarding children
John Carpenter
Theme 2: Working in partnership education and employer engagement
N108
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Official inquiries, policy guidance and research reviews have consistently advocated that professionals concerned with safeguarding children should learn together to work together. Local Safeguarding Children Boards (LSCBs) have the responsibility for identifying the training needs of staff from relevant agencies and for commissioning appropriate training.
This paper reports findings from recently completed research jointly commissioned by the Department for Children School and Families and the Department of Health to develop an evidence base for interagency training to safeguard children (2007-9). The study employed a participatory approach, working with eight LSCBs to evaluate the context, outcomes and costs of their training programmes.
The organisation of training was investigated through documentary analysis, observation of interagency meetings and interviews with agency representatives in the eight sites.
A times series design using repeated measures was used to evaluate the outcomes of the courses: T0 at registration; T1 at start; T2 at end of course; and T3 at three month follow-up. Over 100 individual courses were evaluated, with over 2,000 participants from a wide range of professions including social work. Courses were one or two days and covered such topics as:
Working together to Safeguarding Children
Domestic violence and safeguarding children
Drug abusing parents
Parental mental health
Disabled children
The implementation of learning was investigated through follow-up interviews with a sample of trainees.
The comprehensive costs to different agencies of providing training were calculated. These included costs ‘in kind’, e.g. the time spent by staff of different agencies in contributing to the training.
Overall, the findings provide strong evidence for the effectiveness of interagency partnerships in the organisation and delivery of training and of the outcomes of the training itself. Participants were positive about learning together and the measures indicated substantial gains in knowledge, self-efficacy and attitudes in relation to safeguarding.
This paper reports findings from recently completed research jointly commissioned by the Department for Children School and Families and the Department of Health to develop an evidence base for interagency training to safeguard children (2007-9). The study employed a participatory approach, working with eight LSCBs to evaluate the context, outcomes and costs of their training programmes.
The organisation of training was investigated through documentary analysis, observation of interagency meetings and interviews with agency representatives in the eight sites.
A times series design using repeated measures was used to evaluate the outcomes of the courses: T0 at registration; T1 at start; T2 at end of course; and T3 at three month follow-up. Over 100 individual courses were evaluated, with over 2,000 participants from a wide range of professions including social work. Courses were one or two days and covered such topics as:
Working together to Safeguarding Children
Domestic violence and safeguarding children
Drug abusing parents
Parental mental health
Disabled children
The implementation of learning was investigated through follow-up interviews with a sample of trainees.
The comprehensive costs to different agencies of providing training were calculated. These included costs ‘in kind’, e.g. the time spent by staff of different agencies in contributing to the training.
Overall, the findings provide strong evidence for the effectiveness of interagency partnerships in the organisation and delivery of training and of the outcomes of the training itself. Participants were positive about learning together and the measures indicated substantial gains in knowledge, self-efficacy and attitudes in relation to safeguarding.
Paper:
Stories and lessons from a study of the enhancement of learning process on a social work degree programme
Gary Clapton, Ruth Forbes
Theme 4: Sharing effective practice
R041
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There are increasing signs of a deepened and broadened interest in how the integration of learning can be enhanced. Our exploration of the integration of learning began five years ago and has previously published on how academic contact with social work students during placements can bridge the gap between theory and practice.
We have continued our work on the place and role of academics in the enhancement of student learning (e.g. the tutor - student relationship) and have now gone on to seek the views of finishing students as to the most helpful people, moments and processes in the enhancement of their learning. We will present preliminary results and observations from a two-year study during which the views of two similar cohorts of students were sought. The first results provide something of a wake-up call for academics with the message being that: If social work ‘can’t go on doing more of the same’ (Changing Lives, 21st Century Review of Social Work 2006) then social work educationalists also can’t continue to act as though it were the 19th century. The belief that transmission of information equals student learning needs to go the same way as Gowns and Latin. The findings from our research will be interesting for training officers, trainers and practice teachers and constitute something of urgency for lecturers and tutors.
We have continued our work on the place and role of academics in the enhancement of student learning (e.g. the tutor - student relationship) and have now gone on to seek the views of finishing students as to the most helpful people, moments and processes in the enhancement of their learning. We will present preliminary results and observations from a two-year study during which the views of two similar cohorts of students were sought. The first results provide something of a wake-up call for academics with the message being that: If social work ‘can’t go on doing more of the same’ (Changing Lives, 21st Century Review of Social Work 2006) then social work educationalists also can’t continue to act as though it were the 19th century. The belief that transmission of information equals student learning needs to go the same way as Gowns and Latin. The findings from our research will be interesting for training officers, trainers and practice teachers and constitute something of urgency for lecturers and tutors.
Paper:
Is it the individual student who fails to progress or the individual programme that fails to respond?
Gwynne Jones, Bharat Chauhan
Theme 4: Sharing effective practice
R041
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Social work courses recruit a higher proportion of students from different black and minority groups than many other courses. However, national statistics continue to demonstrate that some groups of students do not progress through social work training at the same rate as other students. Students from black and ethnic minority groups and disabled students have a significantly higher rate of referral and deferral than other groups of students and the recruitment, progression and achievement of men is worsening.
Representatives from the GSCC multi-agency project group Diversity, Progression and Achievement which includes students, people who use services, carers, programme providers and other stakeholders will share their understanding of the recent findings from the research carried out by the Social Care Workforce Research Unit (Hussein et al 2009) with whom they have been collaborating.
Further evidence will be presented from the latest social work degree annual monitoring exercise carried out by the GSCC. This examines what HEIs report they are doing to support vulnerable groups. Initial analysis suggests that problems in progression are more likely to be identified and responded to as individual issues.
The paper explores what the implications are for universities, students, stakeholders and the regulatory body and poses How effectively are universities responding to the needs of those groups who are not progressing as they should? How can the GSCC become more effective in regulating and promoting equality requirements? How can HEIs continue to measure, monitor and improve their own progress in this area?
Reference:
Shereen Hussein, Jo Moriarty, Jill Manthorpe (2009) Variations in the Progression of Social Work Students in England, Social Care Workforce Research Unit, Kings College London/ General Social Care Council
Full report - www.gscc.org.uk/NR/rdonlyres/B5A5B087-E7B9-471C-BAAF-207DA1FBE1DA/0/Progression_analysis_FT_UG.pdf
Executive Summary - www.gscc.org.uk/NR/rdonlyres/E4482365-4F9F-46F0-9238-A030302E0ED7/0/Progression_analysis_FT_UG_0305__Executive_Summary.pdf
Representatives from the GSCC multi-agency project group Diversity, Progression and Achievement which includes students, people who use services, carers, programme providers and other stakeholders will share their understanding of the recent findings from the research carried out by the Social Care Workforce Research Unit (Hussein et al 2009) with whom they have been collaborating.
Further evidence will be presented from the latest social work degree annual monitoring exercise carried out by the GSCC. This examines what HEIs report they are doing to support vulnerable groups. Initial analysis suggests that problems in progression are more likely to be identified and responded to as individual issues.
The paper explores what the implications are for universities, students, stakeholders and the regulatory body and poses How effectively are universities responding to the needs of those groups who are not progressing as they should? How can the GSCC become more effective in regulating and promoting equality requirements? How can HEIs continue to measure, monitor and improve their own progress in this area?
Reference:
Shereen Hussein, Jo Moriarty, Jill Manthorpe (2009) Variations in the Progression of Social Work Students in England, Social Care Workforce Research Unit, Kings College London/ General Social Care Council
Full report - www.gscc.org.uk/NR/rdonlyres/B5A5B087-E7B9-471C-BAAF-207DA1FBE1DA/0/Progression_analysis_FT_UG.pdf
Executive Summary - www.gscc.org.uk/NR/rdonlyres/E4482365-4F9F-46F0-9238-A030302E0ED7/0/Progression_analysis_FT_UG_0305__Executive_Summary.pdf
Paper:
Changing identities - the practice assessor as tragic hero - guilt, anger and threat to identity. Why practice assessors’ find it difficult to fail students
Jo Finch
Theme 1: Sharing effective learning and teaching
R041
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In the wake of the Baby P. tragedy there has been much public debate about the quality of social work training. Holmstrom and Taylor (2007a, 2007b) argue that the initial selection process for entry onto social work training courses will inevitably have only limited success in determining who might be fit for practice. Coupled with DOH (2002) requirements that students demonstrate fitness for practice, the practice learning opportunity (PLO) has become an important site of gatekeeping practice and in determining fitness for practice. Asessors need to embrace a clear identity as gatekeeper as it has been argued over the years by a number of social work and other professions writers, in both UK and international contexts, that assessors often give failing students the benefit of the doubt . Some social work writers go as far as claiming that there is a failure to fail in practice learning settings (Brandon and Davis, 1979).
Various reasons has been put forward for this phenomena, including:
· Fear of litigatio).
· Practice assessors not using the assessment model, appropriately, expertly or confidently
· Role strain or role confusin
· Lack of suppor.
My empirical research of practice assessors’ experiences of working with failing students, suggests that often, practice assessors construct their story of the experience as a tragedy. I argue that this construction and casting oneself as tragic hero mpacts adversely on the assessment process. The tragic tale is high on emotional drama, anger, and guilt with the result that the assessor experiences a threat to their sense of self and their values. The research claims further that the emotional aspects of the learning relationship in PLOs are often ignored . Used reflectively however, these intense emotions can shed light on the issues at stake, not least the protection of service users from dangerous practitioners. This paper ultimately asks, why do assessors find it so difficult to fail students?
References
Brandon J. & Davis, M. (1979) 'The limits of competence in social work: the assessment of marginal students in social work education', British Journal of Social Work, 9, pp.295-347
DOH (2002) Requirements for Social Work Training, London, Stationary Office
Holmstrom, C. & Taylor, I. (2007a) 'Mapping the terrain of selection for social work: A critical analysis of policy, theory and research', Social Work Education, iFirst Article, pp.1-17.
Holmstrom, C.& Taylor, I (2007b) 'Researching admissions: what can we learn about selection of applicants from findings about students in difficulty on a social work programme. Social Work Education, ifirst Article, pp1-18.
Various reasons has been put forward for this phenomena, including:
· Fear of litigatio).
· Practice assessors not using the assessment model, appropriately, expertly or confidently
· Role strain or role confusin
· Lack of suppor.
My empirical research of practice assessors’ experiences of working with failing students, suggests that often, practice assessors construct their story of the experience as a tragedy. I argue that this construction and casting oneself as tragic hero mpacts adversely on the assessment process. The tragic tale is high on emotional drama, anger, and guilt with the result that the assessor experiences a threat to their sense of self and their values. The research claims further that the emotional aspects of the learning relationship in PLOs are often ignored . Used reflectively however, these intense emotions can shed light on the issues at stake, not least the protection of service users from dangerous practitioners. This paper ultimately asks, why do assessors find it so difficult to fail students?
References
Brandon J. & Davis, M. (1979) 'The limits of competence in social work: the assessment of marginal students in social work education', British Journal of Social Work, 9, pp.295-347
DOH (2002) Requirements for Social Work Training, London, Stationary Office
Holmstrom, C. & Taylor, I. (2007a) 'Mapping the terrain of selection for social work: A critical analysis of policy, theory and research', Social Work Education, iFirst Article, pp.1-17.
Holmstrom, C.& Taylor, I (2007b) 'Researching admissions: what can we learn about selection of applicants from findings about students in difficulty on a social work programme. Social Work Education, ifirst Article, pp1-18.
Workshop:
The personalisation agenda: the role of practice learning
Jane McLenachan, Mark Doel, Elaine Flynn, Gill Price, Jenny Holroyd
Theme 1: Sharing effective learning and teaching
N101
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The Department of Health (DH) White Paper, Our Health, Our Care, Our Say (2006) set out the government's aim of social care services being delivered in ways that take account of the needs of people using services. The Putting People First concordat (2007) identifies the importance of personalisation and development of self-directed support systems to enable people to manage their own budgets and resources. It is therefore essential that social work students develop a clear understanding of the policy and practice implications of the personalisation agenda.
Within our service user and carer network, we were working with people who were managing their own budgets and employing their own staff and we began exploring the links between the personalisation agenda and practice learning. We obtained funding to establish a project to explore the viability of student practice learning opportunities with service users and carers operating in the context of managing their own budgets.
We were keen to build on the growing body of research evidence regarding practice learning in non-traditional settings (Atherton, 2008; Doel et al, 2008) and so commenced the project with a review of current higher education instituion (HEI) involvement in similar practice learning settings. The workshop will outline issues emerging during the planning process, including selection, training and preparation of students and service users and the range of challenges and dilemmas encountered, including payment, health & safety, insurance, Crinial Records Bureau (CRB) checks and auditing of learning opportunities against the National Occupational Standards for social work and the Monitoring of Practice Learning Opportunities (GSCC et al, 2008).
The pilot practice learning experience occurs between March and June 2009 and is being evaluated on a pre- and post- pilot basis. The evaluation is designed to explore both the expectations and actual experiences of participants and will thus identify issues for consideration in future planning of such practice learning experiences. The need for increased levels of tutorial support for students during the practice learning has been identified, as has the importance of mentoring for the service users and carers, who are acting as the student's work-based supervisor.
The workshop will begin by providing participants with information about key stages in the planning and delivery of this project and will include the perspectives of a student and service user involved in the project. This section of the workshop will include opportunities for discussion about themes and issues emerging. The workshop will also provide an opportunity for participants to evaluate the findings from the project. Participants will be invited to examine key outcomes in small groups in order to consider their wider applicability in respect of diverse practice learning opportunities. Small group exercises will also enable participants to consider the effectiveness of strategies to address the dilemmas and challenges encountered within this project.
This workshop will be of interest to students, service users and carers, social work practitioners and academics, and will be of particular interest to those involved in planning, managing and delivering practice learning.
References
Atherton, S. (2008), A Guide to Developing and Supporting Practice Learning Opportunities in Social Work Education by and for the Independent, Private and Voluntary sector, Skills for Care West Midlands, www.skillsforcare.org.uk
DH (2006) Our health, our care, our say The Stationery office
Ministers et al (2007) Putting People First HM Government
Doel, M., Nelson, P., Flynn, E. and Mulrooney, C. (2008), Sustaining Practice Learning in Social Work, Skills for Care/CWDC, www.skillsforcare.org.uk
GSCC, Skills for Care, CWDC, BASW, JUC-SWEC and NOPT (2008), Quality Assurance Benchmark Statement and Guidance on the Monitoring of Practice Learning Opportunities, www.gscc.ork.uk
Within our service user and carer network, we were working with people who were managing their own budgets and employing their own staff and we began exploring the links between the personalisation agenda and practice learning. We obtained funding to establish a project to explore the viability of student practice learning opportunities with service users and carers operating in the context of managing their own budgets.
We were keen to build on the growing body of research evidence regarding practice learning in non-traditional settings (Atherton, 2008; Doel et al, 2008) and so commenced the project with a review of current higher education instituion (HEI) involvement in similar practice learning settings. The workshop will outline issues emerging during the planning process, including selection, training and preparation of students and service users and the range of challenges and dilemmas encountered, including payment, health & safety, insurance, Crinial Records Bureau (CRB) checks and auditing of learning opportunities against the National Occupational Standards for social work and the Monitoring of Practice Learning Opportunities (GSCC et al, 2008).
The pilot practice learning experience occurs between March and June 2009 and is being evaluated on a pre- and post- pilot basis. The evaluation is designed to explore both the expectations and actual experiences of participants and will thus identify issues for consideration in future planning of such practice learning experiences. The need for increased levels of tutorial support for students during the practice learning has been identified, as has the importance of mentoring for the service users and carers, who are acting as the student's work-based supervisor.
The workshop will begin by providing participants with information about key stages in the planning and delivery of this project and will include the perspectives of a student and service user involved in the project. This section of the workshop will include opportunities for discussion about themes and issues emerging. The workshop will also provide an opportunity for participants to evaluate the findings from the project. Participants will be invited to examine key outcomes in small groups in order to consider their wider applicability in respect of diverse practice learning opportunities. Small group exercises will also enable participants to consider the effectiveness of strategies to address the dilemmas and challenges encountered within this project.
This workshop will be of interest to students, service users and carers, social work practitioners and academics, and will be of particular interest to those involved in planning, managing and delivering practice learning.
References
Atherton, S. (2008), A Guide to Developing and Supporting Practice Learning Opportunities in Social Work Education by and for the Independent, Private and Voluntary sector, Skills for Care West Midlands, www.skillsforcare.org.uk
DH (2006) Our health, our care, our say The Stationery office
Ministers et al (2007) Putting People First HM Government
Doel, M., Nelson, P., Flynn, E. and Mulrooney, C. (2008), Sustaining Practice Learning in Social Work, Skills for Care/CWDC, www.skillsforcare.org.uk
GSCC, Skills for Care, CWDC, BASW, JUC-SWEC and NOPT (2008), Quality Assurance Benchmark Statement and Guidance on the Monitoring of Practice Learning Opportunities, www.gscc.ork.uk
Symposium:
Working in partnership towards a ‘joined-up approach’ to social work education: the development of innovative frameworks for integrated learning
Valerie Gant, Debbie Ford, Sarah Lyons, Denise Forest, Ann Greenop, Jamie Harwood, Richard Krueger
Theme 2: Working in partnership education and employer engagement
N105
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This symposium brings together a team of presenters, comprising social work educators, users of services, and carers. It will allow a structured exploration of the need for integrated and inclusive learning frameworks in social work education.
Participatory social work education that meaningfully engages service users and carers has gained increasing pace in recent years. The presenting team will inform delegates of a particular approach taken to develop learning structures that serves the dual purpose of embedding the participation of service users and carers into social work education, and developing innovative practices that allow students to consolidate learning across all modules within the programme.
The vehicle for achieving this was the utilisation of a ‘case study’ throughout an undergraduate social work programme. This initiative aims to promote active student learning which is embedded within the real lived experiences of people who use services and their carers. A solution-focused learning framework was developed using a phased case study approach, whereby the case study was shaped and guided by a group of service users and carers who met together on a monthly basis to develop an ongoing fictional scenario, informed by their own experiences of social care provision. This scenario was relayed to students via tutorial sessions for guided discussion, culminating in an agreed plan of action for intervention. This, In turn was fed back to the case study group, who gave feedback on the students’ recommendations before developing the scenario further.
This approach to learning has provided students with an opportunity to embark on the world of social work practice in a ‘safe’ environment. In order to make the scenarios more interactive the performing arts faculty have been approached to develop this into a dramatised representation.
This symposium seeks engagement and input from conference colleagues in exploration of similar initiatives/potential educational initiatives.
Participatory social work education that meaningfully engages service users and carers has gained increasing pace in recent years. The presenting team will inform delegates of a particular approach taken to develop learning structures that serves the dual purpose of embedding the participation of service users and carers into social work education, and developing innovative practices that allow students to consolidate learning across all modules within the programme.
The vehicle for achieving this was the utilisation of a ‘case study’ throughout an undergraduate social work programme. This initiative aims to promote active student learning which is embedded within the real lived experiences of people who use services and their carers. A solution-focused learning framework was developed using a phased case study approach, whereby the case study was shaped and guided by a group of service users and carers who met together on a monthly basis to develop an ongoing fictional scenario, informed by their own experiences of social care provision. This scenario was relayed to students via tutorial sessions for guided discussion, culminating in an agreed plan of action for intervention. This, In turn was fed back to the case study group, who gave feedback on the students’ recommendations before developing the scenario further.
This approach to learning has provided students with an opportunity to embark on the world of social work practice in a ‘safe’ environment. In order to make the scenarios more interactive the performing arts faculty have been approached to develop this into a dramatised representation.
This symposium seeks engagement and input from conference colleagues in exploration of similar initiatives/potential educational initiatives.
Workshop:
Empowered Learners -the role of ELLI in developing Learning Power in social work students
Alan Howe, Madeleine Howe, Pamela Trevithick
Theme 4: Sharing effective practice
N106
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The Effective Lifelong Learning Inventory (ELLI), is an online Likert scale questionnaire, which was developed at the University of Bristol. Learners complete a series of questions and are presented with a diagrammatic ELLI profile covering seven dimensions. The learner's scores on each of these seven dimensions generates the ’Learning Power’ of the individual. These dimensions are:
- changing and learning - a sense of oneself as someone who learns and changes over time;
- critical curiosity - an orientation to want to get ’beneath the surface’;
- meaning making - making connections and seeing that learning ‘matters to me’;
- creativity - risk taking, playfulness, imagination and intuition;
- learning relationships - learning with and from others and also being able to learn alone;
- strategic awareness - being aware of one’s thoughts, feelings and actions as a learner and able to use that awareness to manage learning processes;
- resilience - the orientation to persevere in the development of one’s own learning power.
Tutors on the Social Work programme at the University of Gloucestershire, have been using ELLI with social work students in order to measure their ‘Learning Power’. The seven dimensions provide a vocabulary which is useful in exploring factors affecting an individual’s learning. Students have been facilitated to develop their own strategies to enhance their learning capacity and to better equip them to respond to the ever changing demands of the legal, policy and practice agendas facing them during their working lives.
This workshop will introduce the audience to the theoretical underpinnings of 'Learning Power'. Examples of the questions and the profiles developed from these will be demonstrated. Case studies will be presented on how the profiles have been used by learners to develop their own strategies to improve their overall learning.
- changing and learning - a sense of oneself as someone who learns and changes over time;
- critical curiosity - an orientation to want to get ’beneath the surface’;
- meaning making - making connections and seeing that learning ‘matters to me’;
- creativity - risk taking, playfulness, imagination and intuition;
- learning relationships - learning with and from others and also being able to learn alone;
- strategic awareness - being aware of one’s thoughts, feelings and actions as a learner and able to use that awareness to manage learning processes;
- resilience - the orientation to persevere in the development of one’s own learning power.
Tutors on the Social Work programme at the University of Gloucestershire, have been using ELLI with social work students in order to measure their ‘Learning Power’. The seven dimensions provide a vocabulary which is useful in exploring factors affecting an individual’s learning. Students have been facilitated to develop their own strategies to enhance their learning capacity and to better equip them to respond to the ever changing demands of the legal, policy and practice agendas facing them during their working lives.
This workshop will introduce the audience to the theoretical underpinnings of 'Learning Power'. Examples of the questions and the profiles developed from these will be demonstrated. Case studies will be presented on how the profiles have been used by learners to develop their own strategies to improve their overall learning.
Paper:
Workforce migration: a comparative study of social work training in Canada, England and South Africa
Gary Spolander, Annie Pullen-Sansfacon, Blanche Pretorius, Marion Brown, Lambert Englebrecht
Theme 6: Sharing research
R020
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There is an overall shortage of qualified children's social workers (SWs) across Britain which is particularly felt in the most complex of cases, involving children in care, children with severe disabilities and those on the child protection register (Coughlan, in Hill 2007). Indeed, one in seven SW posts are vacant as social services across England face a recruitment crisis (Loughton 2009). One approach that has been taken to manage these shortages has been through the recruitment of SWs who trained abroad. Welbourne, Harrison and Ford (2007) highlight that since 1999 over 10,000 foreign trained SWs have been given letters of verification to enable them to work as SWs in the UK. Batty (2003) notes that in 2001- 2 that over 25% of SWs recruits were trained abroad. Eborall (2003) also estimated that almost 30% of the migrant SWs trained in South Africa and Canada.
This paper explores collaborative research being undertaken with a Canadian and South African University and investigates the differences in social work training between the three countries. Further work planned will examine whether these workers are fully prepared to work on a global basis by examining the impact of employing overseas trained SWs, in terms of service delivery, from the perspectives of users of services, employers, regulators, higher education providers in their respective countries.
Hill, A (2007) “Social Worker Crisis Put Children At Risk’. The Observer. 7th October 2007.
Loughton, T (2009) Social Care ‘Suffers Real Crisis’. Today Programme. 3rd February 2009. BBC Radio 4. England.
Welbourne, P. , Harrison, G. and Ford, D. (2007) Social work in the UK and the global labour market: Recruitment practice and ethical considerations, International Social Work 2007; 50; 27
Eborall, C. (2003) Modernising the Social Care Workforce: Progress on Delivery, Vol.2 of the first annual report, TOPSS England Workforce Intelligence Unit.
This paper explores collaborative research being undertaken with a Canadian and South African University and investigates the differences in social work training between the three countries. Further work planned will examine whether these workers are fully prepared to work on a global basis by examining the impact of employing overseas trained SWs, in terms of service delivery, from the perspectives of users of services, employers, regulators, higher education providers in their respective countries.
Hill, A (2007) “Social Worker Crisis Put Children At Risk’. The Observer. 7th October 2007.
Loughton, T (2009) Social Care ‘Suffers Real Crisis’. Today Programme. 3rd February 2009. BBC Radio 4. England.
Welbourne, P. , Harrison, G. and Ford, D. (2007) Social work in the UK and the global labour market: Recruitment practice and ethical considerations, International Social Work 2007; 50; 27
Eborall, C. (2003) Modernising the Social Care Workforce: Progress on Delivery, Vol.2 of the first annual report, TOPSS England Workforce Intelligence Unit.
Paper:
Key factors leading to success for learning networks and working in partnership
Jill Murphy
Theme 6: Sharing research
R020
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This paper examines the evaluation of a professional network in relation to key factors in successful outcomes, and how these can be harnessed to facilitate effective learning networks in other contexts. An analysis of aims in relation to evidence based practice is used to evaluate the benefits of the networking model to professionals and to partnership working. Evidence was gathered using a combination of quantitative methods evaluating outputs and outcomes, and qualitative methods investigating the way the services are perceived and valued by those involved.
Effective partnership working has been increasingly constrained by a counter productive culture driven by a number of key factors. These include local government reorganization; restructuring and regrading; budget and staffing constraints; increasing use of computerized referral systems with reduction of face to face contact; critical inspection reports and media coverage; high vacancy levels and low levels of staff morale. These have all had negative effects on interprofessional practice. Retention rates are falling and the social work profession continues to be besieged by adverse political pressures.
Partnership working based on trust and mutual respect was achieved through a highly responsive model of celebrating best practice, a positive 'can-do' culture, inclusion of service user’s voices as experts in their experience, and collaborative, joined working across professional and organizational boundaries. Bringing together professionals for mutual support, training and the promotion of best practice, resulted in dynamic mapping of services and the improvement of accessibility and take up of those services by minority communities. Shared understandings led to resolutions of conflict and improved working across agencies and a forum was developed to learn about good practice. A unique opportunity for professionals to discuss issues with parents as equals led to an ethos of empowerment which in turn resulted in improved structures for service delivery.
Effective partnership working has been increasingly constrained by a counter productive culture driven by a number of key factors. These include local government reorganization; restructuring and regrading; budget and staffing constraints; increasing use of computerized referral systems with reduction of face to face contact; critical inspection reports and media coverage; high vacancy levels and low levels of staff morale. These have all had negative effects on interprofessional practice. Retention rates are falling and the social work profession continues to be besieged by adverse political pressures.
Partnership working based on trust and mutual respect was achieved through a highly responsive model of celebrating best practice, a positive 'can-do' culture, inclusion of service user’s voices as experts in their experience, and collaborative, joined working across professional and organizational boundaries. Bringing together professionals for mutual support, training and the promotion of best practice, resulted in dynamic mapping of services and the improvement of accessibility and take up of those services by minority communities. Shared understandings led to resolutions of conflict and improved working across agencies and a forum was developed to learn about good practice. A unique opportunity for professionals to discuss issues with parents as equals led to an ethos of empowerment which in turn resulted in improved structures for service delivery.
Paper:
Samidoun’ an example of grass roots welfare response and resistance during the 2006 war on Lebanon’
Barrie Levine, Michael Lavalette
Theme 6: Sharing research
R045
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This presentation will explore the experience of 'Samidoun' - a grass roots initiative that was set up in Beirut in August 2006 to respond to the needs of refugees following the Israeli assault on Lebanon.
Faced with an influx of refugees into Beirut and the absence of official government responses, Samidoun was established by a network of volunteers who developed a set of welfare responses responding to the physical and emotional needs of refugee families. Based on field work carried out in Lebanon in January 2009, the presentation will consider the implications of what we mean by social work in the context of conflict and war.
Faced with an influx of refugees into Beirut and the absence of official government responses, Samidoun was established by a network of volunteers who developed a set of welfare responses responding to the physical and emotional needs of refugee families. Based on field work carried out in Lebanon in January 2009, the presentation will consider the implications of what we mean by social work in the context of conflict and war.
Paper:
Peeping at peers: a cross-national study of social workers
Martijn Van Lanen
Theme 6: Sharing research
R045
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Contemporary social work is subjected to ongoing questions about its effectiveness and accountability. Social workers seem unable to defend and account for themselves and their work. In other words social work seems to be the dog that does not bark. Social workers, when accounting for their work, often seem to rely primarily on rhetoric of good intentions and are thus unable to effectively asses the underlying principles of their work.
This study investigates these underlying principles by means of an international comparison of social work and social workers in various european cities. In doing so, its explicit intention is to use description of the actual day-to-day activities of social workers in different cities to identify their professionalism. The research project interweaves various contemporary challenges of social workers (such as anti-social behaviour and domestic violence) across three cities (Eindhoven in the Netherlands, Antwerp in Belgium, and Cologne in Germany). The most important empirical question hereby is ‘what is it that social workers do, when they do social work, and, what are the relevant differences and similarities herein between countries? The actual day-to-day behaviour of social workers will therefore be the primary focus of this research.
During my presentation, I plan to concentrate on the results of the first part of my empirical research, which is a comparison of social work targeting anti-social behaviour in the three cities. This research is organized in two methodological steps: thick description and the vignette method. Furthermore, I will discuss the implications of these results for further steps of my research.
This study investigates these underlying principles by means of an international comparison of social work and social workers in various european cities. In doing so, its explicit intention is to use description of the actual day-to-day activities of social workers in different cities to identify their professionalism. The research project interweaves various contemporary challenges of social workers (such as anti-social behaviour and domestic violence) across three cities (Eindhoven in the Netherlands, Antwerp in Belgium, and Cologne in Germany). The most important empirical question hereby is ‘what is it that social workers do, when they do social work, and, what are the relevant differences and similarities herein between countries? The actual day-to-day behaviour of social workers will therefore be the primary focus of this research.
During my presentation, I plan to concentrate on the results of the first part of my empirical research, which is a comparison of social work targeting anti-social behaviour in the three cities. This research is organized in two methodological steps: thick description and the vignette method. Furthermore, I will discuss the implications of these results for further steps of my research.
Paper:
Globalisation and international adoption in China
Monica Dowling
Theme 6: Sharing research
R045
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Since the mid 1990s China has become one of the major countries from which children are adopted overseas.
This paper examines ways in which globalisation has contributed to the development of international adoption from China and explores cultural and historical attitudes to population growth, child abandonment and adoption. How China’s social, economic and welfare policies have affected adoption policies and practices are discussed, with reference to ethnographic fieldwork undertaken by the authors between 2001 and 2007. Interviews and group discussions were conducted with UK, Chinese and American adoptive parents, Directors of Social Welfare Institutes, Chinese welfare officials and staff of Non Government Organisations working in the area of adoption and fostering in China.
While globalisation has, and continues to, affect intercountry adoption, its influence in China is analysed using Masson’s (2001) value positions on international adoption: abolitionists, promoters and pragmatists. China’s pragmatic approach to international adoption is considered in relation to policies which reflect the best interests of children in China and overseas.
This paper examines ways in which globalisation has contributed to the development of international adoption from China and explores cultural and historical attitudes to population growth, child abandonment and adoption. How China’s social, economic and welfare policies have affected adoption policies and practices are discussed, with reference to ethnographic fieldwork undertaken by the authors between 2001 and 2007. Interviews and group discussions were conducted with UK, Chinese and American adoptive parents, Directors of Social Welfare Institutes, Chinese welfare officials and staff of Non Government Organisations working in the area of adoption and fostering in China.
While globalisation has, and continues to, affect intercountry adoption, its influence in China is analysed using Masson’s (2001) value positions on international adoption: abolitionists, promoters and pragmatists. China’s pragmatic approach to international adoption is considered in relation to policies which reflect the best interests of children in China and overseas.
Paper:
Finding a positive educational identity - research with young people in care about what helps and hinders enjoyment and achievement
David Hodgson
Theme 6: Sharing research
R034
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The Children and Young Persons Act 2008 reaffirms the central role to be played by social work in improving the care and support provided to children looked after by the state. Enhancing young people’s enjoyment of and achievement in education is a key focus for reform, but how can social workers perform an effective role alongside others who have responsibilities in this area?
This paper reports on a qualitative study of educational experiences among two cohorts of young people from one local authority. The findings, illustrated by case study examples, underline the positive impact that interventions can have on young people’s engagement with education. The research also highlights difficulties with and challenges to the provision of effective support for educational achievement. The study will inform future strategy in the local authority that commissioned the research.
The researchers adopted a participatory approach to research design that included consultation with an advisory group of young people about both methods and the precise focus of the research.
Two cohorts of young people who had been looked after by the local authority during their final year of compulsory education (year 11) were invited to provide accounts of their experiences using interviews or questionnaires. Those who elected to take part (a total of 16 out of 29) were also invited to nominate individuals (such as carers, friends, teachers and other professionals) to offer their viewpoint in relation to the young person’s experience of education.
The emotional and practical impact of personal and family difficulties often presented serious obstacles to young people’s engagement with school. Discontinuity in care and educational placements contributed to a lack of sensitivity to young people’s specific learning needs and background difficulties. The efforts of individual carers, teachers and other supporters were appreciated. Social work was sometimes perceived as peripheral to education, although some young people reported examples that pointed to the positive impact of social work intervention.
This paper reports on a qualitative study of educational experiences among two cohorts of young people from one local authority. The findings, illustrated by case study examples, underline the positive impact that interventions can have on young people’s engagement with education. The research also highlights difficulties with and challenges to the provision of effective support for educational achievement. The study will inform future strategy in the local authority that commissioned the research.
The researchers adopted a participatory approach to research design that included consultation with an advisory group of young people about both methods and the precise focus of the research.
Two cohorts of young people who had been looked after by the local authority during their final year of compulsory education (year 11) were invited to provide accounts of their experiences using interviews or questionnaires. Those who elected to take part (a total of 16 out of 29) were also invited to nominate individuals (such as carers, friends, teachers and other professionals) to offer their viewpoint in relation to the young person’s experience of education.
The emotional and practical impact of personal and family difficulties often presented serious obstacles to young people’s engagement with school. Discontinuity in care and educational placements contributed to a lack of sensitivity to young people’s specific learning needs and background difficulties. The efforts of individual carers, teachers and other supporters were appreciated. Social work was sometimes perceived as peripheral to education, although some young people reported examples that pointed to the positive impact of social work intervention.
Paper:
Giving young people a voice – Citizenship in the everyday lives of young people in Vocational Education
Jitske van der Sanden
Theme 6: Sharing research
R034
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Within contemporary Western societies, citizenship has become a popular ‘buzzword’ which can be found high on the agendas of government and social policy. Many of these citizenship initiatives focus on young people, because of a presumed decline of political interest and social engagement among this group. Especially Vocational Education, at the lower end of the educational track in The Netherlands, is associated with various kinds of problems, such as violence and school drop out, which makes vocational students important targets of government initiatives aimed at stimulating ‘good’ citizenship.
The narrow citizenship definitions often used in social policy and social interventions however, which start from a definition of citizenship as a status to be achieved and (as a consequence) portray youngsters as citizens-in-the-making, can serve to exclude young people. Also, many initiatives often neglect the question of ‘what it means to be a good citizen’ according to youngsters. This is an important question though; understanding how young people think about their own role and position in society is critical to supporting their citizenship learning. Social policy interventions aimed at stimulating citizenship could benefit from incorporating young people’s subjective realities.
In this research the focus therefore is on the lived citizenship experiences of young people (15-20 years old) in Vocational Education in The Netherlands: what does it mean for them to be a citizen, what’s their sense of belongingness in their communities, and do they feel they have a say in society? And: how can professionals working within the field of public services (e.g. teachers, social workers, youth workers) support these youngsters in the process of their citizenship learning?
In this paper presentation, preliminary findings of individual in-depth interviews and photo diaries (as part of a larger qualitative research project) with young people attending different levels of vocational education in The Netherlands will be presented, and implications of the results for social interventions will be discussed.
The narrow citizenship definitions often used in social policy and social interventions however, which start from a definition of citizenship as a status to be achieved and (as a consequence) portray youngsters as citizens-in-the-making, can serve to exclude young people. Also, many initiatives often neglect the question of ‘what it means to be a good citizen’ according to youngsters. This is an important question though; understanding how young people think about their own role and position in society is critical to supporting their citizenship learning. Social policy interventions aimed at stimulating citizenship could benefit from incorporating young people’s subjective realities.
In this research the focus therefore is on the lived citizenship experiences of young people (15-20 years old) in Vocational Education in The Netherlands: what does it mean for them to be a citizen, what’s their sense of belongingness in their communities, and do they feel they have a say in society? And: how can professionals working within the field of public services (e.g. teachers, social workers, youth workers) support these youngsters in the process of their citizenship learning?
In this paper presentation, preliminary findings of individual in-depth interviews and photo diaries (as part of a larger qualitative research project) with young people attending different levels of vocational education in The Netherlands will be presented, and implications of the results for social interventions will be discussed.
14:45 - 15:15
Exhibition area
Refreshments and exhibition
15:15 - 16:30
Room - TBA
Parallel session 2
Statutory social work practice with children and families has been significantly reconfigured through the regulatory impact of performance management, moves towards integration and the introduction of data and workflow socio-technical systems. Focusing on social work assessment in the context of families subject to child protection plans, it is argued that efforts to shore up safety and improve effectiveness through increasing structured and time-limited child protection plans and joined- up solutions, have fundamentally changed practice in this field.
Reporting empirical findings from a number of studies of frontline social work practice, we consider how social workers ‘know’ families in this context. This question is important, given that the time available and priority attached to social workers’ qualitative observations from home-visiting, appear to have diminished . As social workers devote more time to second order activities of recording and audit, we argue that they increasingly ‘collate’ the case from e-records and data available from relevant agencies. The emphasis on multi-agency working creates new forms of ‘knowledge’ and processes of knowledge synthesis. In this paper we raise questions about whether the new ‘composite versions’ of family life create further distance between subject (worker) and object (family). In drawing attention to the limitations the new metrics of family life, such as percentage counts of school attendance or parental compliance with dental/health appointments, we consider the demise of the ‘relationship’ as the vehicle for ‘knowing’ families.
Paper:
Young people who have experience of the care system as mentors for social work students placed in children's services - an innovatory teaching and learning strategy involving service users
Jill Yates, Caroline Essiet, Rhonda St Louis, Kate Leonard
Theme 2: Working in partnership education and employer engagement
R045
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Young people who have experience of the care system as mentors for social work students placed in children's services - An innovatory teaching and learning strategy involving service users.
Your abstract text: Involvement of service users in the recruitment, teaching, learning and assessment of social work students is central to the requirements for the qualifying degree in social work (DOH 2002). This project is a collaboration between a partner agency, service users (young people with experience of the care system), a Children’s Rights Worker and Learning and Development team with London South Bank University. The project will provide young people with access to a vocational course and award that recognises their mentoring role so enhancing their employability and making a positive contribution to the community and good social work practice. (Every Child Matters: Change for Children Government Agenda 2004 DOH). The aim of this project is to develop, deliver, support and sustain service users to become mentors for LSBU social work students placed in children and families settings. This provides the students with a unique opportunity to learn about good social work practice through the expertise of young people who have been ‘looked after’ with the opportunity for individual ‘conversation with purpose’. This form of learning encourages the principles of empowerment and partnership working and places the service user as expert, changing the usual power dynamics between professional and service user. As communication skills with young people, critical reflection and problem solving are key elements of the learning this model encourages social work students to listen to and ask service users for their opinions which can enhance their skills in practice. The ‘speed mentoring’ model has been designed by the young people during a session where ideas evolved through discussion and role play and has been reviewed by the young people and students after each session. The project is being evaluated and it is hoped that the outcomes are that it will have continued funding across partners to enable its sustainability.
Morgan, R. About Social Workers [2006] A Children’s Views Report. Office of the Children’s Rights Director. Newcastle. CSCI.
Luckock, B. et al [2007] Teaching and Learning Communication with Children and Young People: Developing the qualifying social work curriculum in a changing policy context. Child and Family Social Work 12 p192-201
Your abstract text: Involvement of service users in the recruitment, teaching, learning and assessment of social work students is central to the requirements for the qualifying degree in social work (DOH 2002). This project is a collaboration between a partner agency, service users (young people with experience of the care system), a Children’s Rights Worker and Learning and Development team with London South Bank University. The project will provide young people with access to a vocational course and award that recognises their mentoring role so enhancing their employability and making a positive contribution to the community and good social work practice. (Every Child Matters: Change for Children Government Agenda 2004 DOH). The aim of this project is to develop, deliver, support and sustain service users to become mentors for LSBU social work students placed in children and families settings. This provides the students with a unique opportunity to learn about good social work practice through the expertise of young people who have been ‘looked after’ with the opportunity for individual ‘conversation with purpose’. This form of learning encourages the principles of empowerment and partnership working and places the service user as expert, changing the usual power dynamics between professional and service user. As communication skills with young people, critical reflection and problem solving are key elements of the learning this model encourages social work students to listen to and ask service users for their opinions which can enhance their skills in practice. The ‘speed mentoring’ model has been designed by the young people during a session where ideas evolved through discussion and role play and has been reviewed by the young people and students after each session. The project is being evaluated and it is hoped that the outcomes are that it will have continued funding across partners to enable its sustainability.
Morgan, R. About Social Workers [2006] A Children’s Views Report. Office of the Children’s Rights Director. Newcastle. CSCI.
Luckock, B. et al [2007] Teaching and Learning Communication with Children and Young People: Developing the qualifying social work curriculum in a changing policy context. Child and Family Social Work 12 p192-201
Paper:
Involving service users and carers in assessing applicants for courses in Social Work and Clinical Psychology: cross disciplinary comparison of practices at the University of Birmingham
Elizabeth Matka, Rosemary Littlechild
Theme 4: Sharing effective practice
R045
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The case for involving service users and carers in professional health and social work education has been so successfully advanced that it is now expected, if not required, by each discipline. While some work has been done to document involvement in teaching, there is little literature available to either describe or evaluate other aspects of service user and carer involvement.
At the University of Birmingham, service users and carers are involved in selection of applicants for both Social Work and Clinical Psychology courses. This paper describes an attempt by academics from both departments to collaborate on documenting, evaluating and comparing their experiences for a wider audience.
The cohorts of social work students and clinical psychology trainees who had their admission interviews in early 2007 and who were successful were surveyed shortly after commencing their studies in September 2007. To complement the student survey, feedback was sought from the professionals, service users and carers that had been involved in the interviews.
Results on the importance of involvement showed that (successful) applicants, professionals, service users and carers all tended to focus on improvements in the selection process as the justification for involvement. There was a marked contrast between the social work and clinical psychology cohorts because of the nature of the contact they had with the service users and carers: panel observation and assessment of group interactions for the former versus face-to-face interviews for the latter. Disagreements among panel members were uncommon, but did raise some training and procedural issues.
The paper concludes that there are both symbolic and practical arguments for involving service users and carers in professional education. However, the rationale and expectations for involvement need to be clearly articulated for all parties involved and this needs to be reflected in the mode of that involvement .
At the University of Birmingham, service users and carers are involved in selection of applicants for both Social Work and Clinical Psychology courses. This paper describes an attempt by academics from both departments to collaborate on documenting, evaluating and comparing their experiences for a wider audience.
The cohorts of social work students and clinical psychology trainees who had their admission interviews in early 2007 and who were successful were surveyed shortly after commencing their studies in September 2007. To complement the student survey, feedback was sought from the professionals, service users and carers that had been involved in the interviews.
Results on the importance of involvement showed that (successful) applicants, professionals, service users and carers all tended to focus on improvements in the selection process as the justification for involvement. There was a marked contrast between the social work and clinical psychology cohorts because of the nature of the contact they had with the service users and carers: panel observation and assessment of group interactions for the former versus face-to-face interviews for the latter. Disagreements among panel members were uncommon, but did raise some training and procedural issues.
The paper concludes that there are both symbolic and practical arguments for involving service users and carers in professional education. However, the rationale and expectations for involvement need to be clearly articulated for all parties involved and this needs to be reflected in the mode of that involvement .
Paper:
Developing virtual learning support for practice learning
Kim Bown, Nicola Green, Kieron Hatton
Theme 1: Sharing effective learning and teaching
R034
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Learning in, and from practice is an important dimension of social work education. Social work education programmes benefit from strong partnerships between agencies and Higher Education Institutions (HEIs) which ensure that students' academic and practice learning is coherent and integrated. The importance of achieving and maintaining high practice standards is evidenced by the death of baby ‘P’ in Haringey (2007) and the subsequent public and professional discourse surroumding this case.
The presenters are committed to a high level of frequent contact between social work academic and practice learning placements (PLPs) but acknowledge that achieving the aim of integration is an increasing challenge due to resource constraints in social work agencies and HEIs. The paper asks the question 'how can relationships and interactivity between key stakeholders, which lie at the heart of good practice learning, be developed and sustained?'
The paper considers whether the innovative use of a virtual learning environment (VLE) will support and enhance the learning experience by addressing some of the above challenges whilst acknowledging that practice teams play an important role in practice learning - the presenters have no desire to see VLE’s replace that relationship (Madoc-Jones and Parrott (2005 p.766)
The paper reports on a pilot project which aims to introduce a blended learning approach to placement learning support strategy. It will use interactive learning which will provide opportunities to deconstruct placement experiences in similar contexts through on line seminars, virtual conferencing and continued support through regular visits.
The technological opportunities of VLE are fast changing and the presenters claim that it is imperative that social work educators engage the potential. The paper examines the advantages and disadvantages of such an approach from a multi stakeholder perspective. It concludes by proposing a model of integrated, blended learning with the objective of enhancing partnerships and effective student practice learning.
The presenters are committed to a high level of frequent contact between social work academic and practice learning placements (PLPs) but acknowledge that achieving the aim of integration is an increasing challenge due to resource constraints in social work agencies and HEIs. The paper asks the question 'how can relationships and interactivity between key stakeholders, which lie at the heart of good practice learning, be developed and sustained?'
The paper considers whether the innovative use of a virtual learning environment (VLE) will support and enhance the learning experience by addressing some of the above challenges whilst acknowledging that practice teams play an important role in practice learning - the presenters have no desire to see VLE’s replace that relationship (Madoc-Jones and Parrott (2005 p.766)
The paper reports on a pilot project which aims to introduce a blended learning approach to placement learning support strategy. It will use interactive learning which will provide opportunities to deconstruct placement experiences in similar contexts through on line seminars, virtual conferencing and continued support through regular visits.
The technological opportunities of VLE are fast changing and the presenters claim that it is imperative that social work educators engage the potential. The paper examines the advantages and disadvantages of such an approach from a multi stakeholder perspective. It concludes by proposing a model of integrated, blended learning with the objective of enhancing partnerships and effective student practice learning.
Paper:
What is a Practitioner? Service User & Carer Led Consultation Surgeries –
Shared Learning Respected, Referenced and Valued.
Gina Hardesty, Scott Hardesty
Theme 1: Sharing effective learning and teaching
R034
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Service users and carers have been running consultation surgeries at the Hull School of Health and Social Care, University of Lincoln for the past 3 years. The surgeries enable service users and carers to teach students, staff and partners directly as well as feed into the wider social work education and service evaluation and monitoring agenda. This paper will address the following essential components of service user and carer involvement and how the surgery has facilitated and enabled it to happen in the University of Lincoln.
- Meet GSCC requirements for social work approval/reapproval and regulation for DoH.
- involve a wide range of people from a range of ages, abilities and services/agencies/disciplines
- ensure service user and carer ideas are cited and appropriately referenced in academic work
- build skills and confidence in a collaborative way which sets a working model for practitioners
- be able to explore practical practice issues with undergraduate and post graduate students freely and safely with a debriefing session.
- service user and carer issues can be debated in a safe environment with people who are prepared and experienced to answer and respond to different situations.
- Provide practical demonstrations of HOW to debrief, consider reflection skills and joint feedback processes
- introduces new students to social works systems and processes through a relevant an activity which they can use for their current course work and enhance their grades and practice skills.
The Paper will be delivered by the Founder of the Surgery Gina Hardesty and her husband Scott Hardesty who offers a student/practitioner perspective of using the surgery in his studies/practice.
This paper is intended to be informative, accessible, and a contribution to 'national shared learning'.
- Meet GSCC requirements for social work approval/reapproval and regulation for DoH.
- involve a wide range of people from a range of ages, abilities and services/agencies/disciplines
- ensure service user and carer ideas are cited and appropriately referenced in academic work
- build skills and confidence in a collaborative way which sets a working model for practitioners
- be able to explore practical practice issues with undergraduate and post graduate students freely and safely with a debriefing session.
- service user and carer issues can be debated in a safe environment with people who are prepared and experienced to answer and respond to different situations.
- Provide practical demonstrations of HOW to debrief, consider reflection skills and joint feedback processes
- introduces new students to social works systems and processes through a relevant an activity which they can use for their current course work and enhance their grades and practice skills.
The Paper will be delivered by the Founder of the Surgery Gina Hardesty and her husband Scott Hardesty who offers a student/practitioner perspective of using the surgery in his studies/practice.
This paper is intended to be informative, accessible, and a contribution to 'national shared learning'.
Paper:
Sharing effective teaching and learning
Sandy Sieminski , Janet Seden
Theme 1: Sharing effective learning and teaching
R034
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The use of academic theory in social work practice is often a challenge for social work students and improving the practice/theorising relationship has been a longstanding concern of social work educators. This is issue is highlighted when students write about their practice learning in workplace settings. Applied Social Work Practice is a second year practice course in the social work degree at the Open University and the third cohort is in process. Students are expected to engage with theory to practice applications through assessed practice alongside their studies.The course team were particularly keen to find ways to assist those students who struggle most with this aspect of their learning.
This paper presents the outcomes of an action research study day which investigated successful approaches used by tutors to enable students to enhance this aspect of learning. The method used was an action research study day involving 10 tutor ‘champions,’ drawn from across the UK and selected for their experienced and proactive approaches in teaching and learning. The research day used an appreciative inquiry approach to skills development that has emerged from the world of organisational change. It provides an alternative to problem based approaches by seeking out positive stories. It requires an open approach to sharing ideas and methods and a willingness to learn and take new ideas forward. The facilitators therefore sought to identify successful teaching strategies and learning resources that could be shared with the fifty lecturers teaching on the course. The findings include a critical evaluation of teaching approaches considered helpful, suggestions for how this aspect of delivery of the course pedagogy might be enhanced or developed and explores cross-cutting themes for other settings/teaching situations. There is a focus on practical and transferable teaching outcomes, which evidence learning for best practices and experiences of teaching success.
This paper presents the outcomes of an action research study day which investigated successful approaches used by tutors to enable students to enhance this aspect of learning. The method used was an action research study day involving 10 tutor ‘champions,’ drawn from across the UK and selected for their experienced and proactive approaches in teaching and learning. The research day used an appreciative inquiry approach to skills development that has emerged from the world of organisational change. It provides an alternative to problem based approaches by seeking out positive stories. It requires an open approach to sharing ideas and methods and a willingness to learn and take new ideas forward. The facilitators therefore sought to identify successful teaching strategies and learning resources that could be shared with the fifty lecturers teaching on the course. The findings include a critical evaluation of teaching approaches considered helpful, suggestions for how this aspect of delivery of the course pedagogy might be enhanced or developed and explores cross-cutting themes for other settings/teaching situations. There is a focus on practical and transferable teaching outcomes, which evidence learning for best practices and experiences of teaching success.
Paper:
Re-thinking power and oppression in social work education: the uses and limitations of privilege for teaching and learning
Julie Morton, Dharman Jeysingham
Theme 1: Sharing effective learning and teaching
R035
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There is broad agreement in social work education that we need to prepare students for work in a diverse society and that this has to include a consideration of the associated diverse needs of service-users. There is no consensus on how this is to be achieved but what guidance there is suggests reference to ‘concepts such as prejudice, interpersonal, institutional and structural discrimination, empowerment and anti-discriminatory practices’ (QAA, 2008). There is also a lack of agreement about what several of these concepts entail and about the ways in which each of them is relevant for social workers’ actual practices. There are consequent challenges for educators both in relation to how we avoid the implication in our teaching that anti-discriminatory social work practice relates only to work with specific groups of people and that it can be characterised by easily identified approaches.
This paper provides an overview of a module delivered on a MA Social Work qualifying programme which has attempted to offer alternative ways for students to think about issues of power and oppression. The paper will focus on a key theme in the module of social privilege, discussing literature used in the module about whiteness and heterosexuality. We will explore the opportunities that this literature presents for re-thinking power relations in practice as well as some potential limitations, such as tensions with ideas about the complexity of power relations in practice. The paper will include discussion of some teaching and learning methods used in the module, which are designed to promote learning about power and oppression and the development of skills, particularly around reflexivity and challenge, which are likely to be crucial in practice.
Reference
The Quality Assurance Agency for Higher Education (2008) Subject Benchmark for Social Work. QAA. Retrieved 12 February 2009 from http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork.pdf
This paper provides an overview of a module delivered on a MA Social Work qualifying programme which has attempted to offer alternative ways for students to think about issues of power and oppression. The paper will focus on a key theme in the module of social privilege, discussing literature used in the module about whiteness and heterosexuality. We will explore the opportunities that this literature presents for re-thinking power relations in practice as well as some potential limitations, such as tensions with ideas about the complexity of power relations in practice. The paper will include discussion of some teaching and learning methods used in the module, which are designed to promote learning about power and oppression and the development of skills, particularly around reflexivity and challenge, which are likely to be crucial in practice.
Reference
The Quality Assurance Agency for Higher Education (2008) Subject Benchmark for Social Work. QAA. Retrieved 12 February 2009 from http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork.pdf
Paper:
First year social work students learn about social work values through service user and carer group visits in Northern Ireland
Joe Duffy, David Hayes
Theme 1: Sharing effective learning and teaching
R035
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This paper presents an innovative approach to teaching on social work values through the participation of service user and carer groups in their own community settings in Northern Ireland. After first year social work students had an introductory lecture on values, they then visited six service user and carer community organisations across Northern Ireland to relate this teaching to practice. The student cohort of eighty was divided into six smaller groups, and each group had prepared questions for the service user and carer groups as a way of understanding the meaning of values from their perspective. These questions had been agreed and prepared in advance with the service user/carer groups and were sent out ahead of the students' visits.Following the visits the students then discussed their findings in small tutorial groups in the university. They were also asked to complete a questionnaire aimed at evaluating the nature and degree of learning which had occurred.
The proposed presentation will detail the findings from the atudents' questionnaires. The initiative was subsequently evaluated by the students and service user/carer groups in the university and certificates of appreciation were presented to the community groups participating.
The paper will describe all of the processes involved in this initiative and the evidence of learning and knowledge development which we feel has occurred as a result of creatively involving service users and carers in social work education.
The proposed presentation will detail the findings from the atudents' questionnaires. The initiative was subsequently evaluated by the students and service user/carer groups in the university and certificates of appreciation were presented to the community groups participating.
The paper will describe all of the processes involved in this initiative and the evidence of learning and knowledge development which we feel has occurred as a result of creatively involving service users and carers in social work education.
Paper:
Social pedagogy in social work education: transforming student experiences
Colin Rones
Theme 1: Sharing effective learning and teaching
R035
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In the current political climate social work is having its legitimacy challenged. Now is the time to look beyond the UK to see what we can learn from other countries. The University of Portsmouth has, for the last 15 years, developed international perspectives in social work and been working with European pedagogues to develop students’ learning through the promotion of innovative ways of working with service users. In the last year, work with pedagogues has focused on the use of creativity as a tool to enhance students’ awareness of power, citizenship, and inclusion. The aim is to develop inclusive and empowering approaches to use in the workplace.
This paper will discuss how social pedagogy and social pedagogic approaches were used with students to work alongside service users and service providers to develop creative artefacts. An account of how users were involved in developing their narratives and experiences of using services has resulted in the production of a number of compelling stories. In keeping with social pedagogy, the students, through their experiences, alongside the users, have become the experts. The resources that have been developed contribute to the University’s own self made teaching resources. Assessment of learning has come through presentations and reflective accounts (summative) and diaries (formative). It is through these processes that transformative change has occurred in students’ attitudes, learning, understanding and confidence when working with service users. Examples of their work will be shared.
Student evaluations and user evaluations have been used to identify the successful learning outcomes and weaknesses of this approach. The initial indications are that social pedagogy and creativity enhance the student experience of learning on the course. Furthermore students develop a lasting legacy of work that can be used in the teaching and learning of others.
This paper will discuss how social pedagogy and social pedagogic approaches were used with students to work alongside service users and service providers to develop creative artefacts. An account of how users were involved in developing their narratives and experiences of using services has resulted in the production of a number of compelling stories. In keeping with social pedagogy, the students, through their experiences, alongside the users, have become the experts. The resources that have been developed contribute to the University’s own self made teaching resources. Assessment of learning has come through presentations and reflective accounts (summative) and diaries (formative). It is through these processes that transformative change has occurred in students’ attitudes, learning, understanding and confidence when working with service users. Examples of their work will be shared.
Student evaluations and user evaluations have been used to identify the successful learning outcomes and weaknesses of this approach. The initial indications are that social pedagogy and creativity enhance the student experience of learning on the course. Furthermore students develop a lasting legacy of work that can be used in the teaching and learning of others.
Workshop:
Using experiential activities to encourage critical thinking in year one social work students
Sue Jones
Theme 1: Sharing effective learning and teaching
N101
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The need for critical abilities in social work students is paramount if they are to survive in the contentious and shifting arena occupied by the profession. This workshop exposes some of those skills to year one students within a unit entitled 'Approaches to Learning". Using a trigger text and through pairs and group work students are introduced to the process and skills used in the development of critical thinking and ultimately critical argument construction. The process takes participants through 7 stages, namely, deduction, critical deduction, inductive and deductive reasoning, critical inference, inductive inference and the creation of premises, synthesis and reasoning. Finally through small group presentations students practice their ability to create critical arguments by bringing together all the aforementioned stages into a demonstration of holistic criticality. This workshop will give participants the opportunity to experience this process and to evaluate its efficacy in supporting the first year social work student learner. The skills practiced here contribute to critical writing, reasoning, debate and thinking, and are fundamental to both academic and practice learning.
Please note that due to the group management in a limited time this session will be limited to 16 participants.
Please note that due to the group management in a limited time this session will be limited to 16 participants.
Workshop:
The impact of generational change in the social work academic workforce
Reima Ana Maglajlic Holicek, Karen Lyons
Theme 3: Changing identities in social work education
N105
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The Economic and Social Research Council (ESRC) funded ‘Demographic review of the UK social sciences’ established that 47% of academic staff in social work are aged 50 or over (Mills et al., 2006). The same study also highlights that the profession also has ‘high retirement and appointment rates’, although the authors don’t offer more precise data (Mills et al., 2006, p. 50). However, ‘few, if any, studies focus specifically on the dimension of age or generational status as a lens for examining constructions of academic identity’ (Skelton, 2005, cited in Archer, 2008, p. 266). The majority of research on professional identity and education in social work has focused on students or recent graduates. Workforce studies in social work have tended to focus on recruitment and retention issues in practice rather than education (e.g.Evans et al., 2006; Lacey and Lavery, 2007). In higher education, studies have focused on social work academics’ education profiles (Kornbeck, 2007), educators’ engagement with practice (Brown and Webb, 1973), their perceptions of stress (Collins and Parry-Jones, 2000); the characteristics of the discipline (Lyons, 1999); or, more recently, the ESRC funded audit of the current state of research methods teaching in social work education (Sharland et al., 2008).
The authors are currently undertaking a study which aims to address the lack of knowledge regarding the implications of retirement and recruitment within social work as a social science discipline, in particular, the implications for the identity of the profession, as well as for its teaching and research. The workshop will enable the participants to reflect on the extent of these changes in their own institutions (or the institutions they are affiliated with as practitioners and service users) and its potential impact on social work identity, knowledge, values and research.
The authors are currently undertaking a study which aims to address the lack of knowledge regarding the implications of retirement and recruitment within social work as a social science discipline, in particular, the implications for the identity of the profession, as well as for its teaching and research. The workshop will enable the participants to reflect on the extent of these changes in their own institutions (or the institutions they are affiliated with as practitioners and service users) and its potential impact on social work identity, knowledge, values and research.
Workshop:
Where's the poetry? Where's the life?
Adrian Ward
Theme 1: Sharing effective learning and teaching
N106
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This workshop aims to promote the creativity of participants and to generate ideas about how to do the same in our work with students and learners.
In following endless guidelines and external requirements, social work education risks becoming too conformist and pedestrian, and thus risks producing practitioners who will only know how to 'follow the format' rather than also thinking more laterally and creatively.
This is not what professional education should be about. We should be aiming to encourage learners to think widely and deeply, to be in touch with their emotions as well as their intellect, and to be able to communicate through many media beyond the printed word and the glaring screen.
After a very brief introduction to the theme, this workshop will use an open-agenda exercise to stimulate creative thinking and participants will then work in small groups to share ideas and experiences. These will be brought together in a plenary discussion with the aim of helping participants decide on their own way of reviving and refreshing their views of teaching, learning and professional practice.
In following endless guidelines and external requirements, social work education risks becoming too conformist and pedestrian, and thus risks producing practitioners who will only know how to 'follow the format' rather than also thinking more laterally and creatively.
This is not what professional education should be about. We should be aiming to encourage learners to think widely and deeply, to be in touch with their emotions as well as their intellect, and to be able to communicate through many media beyond the printed word and the glaring screen.
After a very brief introduction to the theme, this workshop will use an open-agenda exercise to stimulate creative thinking and participants will then work in small groups to share ideas and experiences. These will be brought together in a plenary discussion with the aim of helping participants decide on their own way of reviving and refreshing their views of teaching, learning and professional practice.
Paper:
Information practices in child welfare: Do we know the full story?
Kellie Thompson
Theme 6: Sharing research
R014
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Since the death of Victoria Climbie (Laming, 2003) ‘information sharing’ has become a very central concern in both policy and practice circles, with respect to safeguarding children. This is clearly outlined in the Green Paper Every Child Matters (2003) and the supporting legislative spine the Children Act (2004). However, within policy and practice documents, there is a prevailing objectivism – a tendency to assume that given the right infrastructures and guidance, information sharing simply amounts to diligent professionals passing on ‘facts’. A historiography of child abuse inquiries, from Maria Colwell in 1973 (DHSS, 1974) to the recent highly publicised death of Baby Peter in 2007, finds that these assumptions are not new; rather, a concern with insufficient communication and information sharing is an enduring ‘tale’ within both government and practice discourses. This paper reports on doctoral studies in progress that comprises an ethnographic study of the day-to-day contingencies and practical demands of information practices between inter-agency professionals in the context of referral making and taking.
The findings from the study challenge the conceptual foundations of policy and practice, with respect to objectivist assumptions. The paper illustrates that on the one hand practitioners adhere closely to the formal protocols for sharing information, but at the same time, the complexity of their information behaviour defies the linear models that are replete within the guidance literature. Practitioners have a range of methods of dealing with incomplete and inconsistent information that draw on formal rules but also informal heuristics. Focusing on how practitioners distinguish between ‘fact’ and ‘fiction’, the paper draws attention to the less visible practices of micro-reasoning that organise everyday practice.
The findings from the study challenge the conceptual foundations of policy and practice, with respect to objectivist assumptions. The paper illustrates that on the one hand practitioners adhere closely to the formal protocols for sharing information, but at the same time, the complexity of their information behaviour defies the linear models that are replete within the guidance literature. Practitioners have a range of methods of dealing with incomplete and inconsistent information that draw on formal rules but also informal heuristics. Focusing on how practitioners distinguish between ‘fact’ and ‘fiction’, the paper draws attention to the less visible practices of micro-reasoning that organise everyday practice.
Paper:
Myths, methods and metrics in children’s integrated services: Reclaiming the home visit.
Karen Broadhurst, Claire Mason
Theme 6: Sharing research
R014
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Statutory social work practice with children and families has been significantly reconfigured through the regulatory impact of performance management, moves towards integration and the introduction of data and workflow socio-technical systems. Focusing on social work assessment in the context of families subject to child protection plans, it is argued that efforts to shore up safety and improve effectiveness through increasing structured and time-limited child protection plans and joined- up solutions, have fundamentally changed practice in this field.
Reporting empirical findings from a number of studies of frontline social work practice, we consider how social workers ‘know’ families in this context. This question is important, given that the time available and priority attached to social workers’ qualitative observations from home-visiting, appear to have diminished . As social workers devote more time to second order activities of recording and audit, we argue that they increasingly ‘collate’ the case from e-records and data available from relevant agencies. The emphasis on multi-agency working creates new forms of ‘knowledge’ and processes of knowledge synthesis. In this paper we raise questions about whether the new ‘composite versions’ of family life create further distance between subject (worker) and object (family). In drawing attention to the limitations the new metrics of family life, such as percentage counts of school attendance or parental compliance with dental/health appointments, we consider the demise of the ‘relationship’ as the vehicle for ‘knowing’ families.
Paper:
The Child, the Family and the GP: tensions and conflicts of interest for GPs when safeguarding children
Hilary Tompsett, Christine Atkins
Theme 6: Sharing research
R014
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This presentation reports on a research project undertaken as part of the government funded Safeguarding Children Research Initiative (DfES/DCSF, DH, 2005) and offers the first public presentation of the findings. The research was one of the ‘investigating interagency working’ projects, contributing with other studies on the recognition of neglect or emotional abuse, and the impact of intervention on outcomes for children.
GPs and GP practices are seen as significant players by other professionals and in government guidance such as Working Together (2006), and inter-agency collaboration as key in safeguarding and promoting the welfare of children. Enquiries into child deaths and serious case reviews have continued to confirm this view (e.g. Brandon et al 2008). The Royal College of General Practitioners (RCGP) in 2005 however recognized that while GPs remain the first point of contact for many child health problems, child protection traditionally 'enjoys the non-engagement of GPs'.
Key questions of significance, expectations and engagement were researched in a multi-method study accessing views and responses of GPs, other professionals and groups of parents and young people. Themes emerged including the nature of the relationship between the GP, the child and the parents, issues of confidentiality, consent and information sharing, as well as interagency and interprofessional relationships.
The findings of this exploratory research suggest that in managing the support needs of families - children and their parents - certain difficulties experienced by GPs had a major effect on expectations of their role and of others and on working together with other professionals; these included changing structures and Local Safeguarding Childrens Boards, the business framework for GPs, and a lack of confidence in the child protection process and the responses of children’s social services. The findings also suggest some ways of changing expectations of the GP role and managing GP tensions and conflicts of interest, together with messages for policymakers, practitioners and further research.
References
Brandon M, Belderson P, Warren C, Howe D, Gardner R, Dodsworth J, Black J,
(2008) Analysing child deaths and serious injury through abuse and neglect:
what can we learn? A biennial analysis of serious case reviews 2003-5,
London: DCSF
HM Government (2006) Working Together to Safeguard Children: a guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (2nd edition), London: The Stationery Office. Available from: http://www.everychildmatters.gov.uk/resources-and-practice/IG00060/
Royal College of General Practitioners (2005) ‘ Keep me Safe’ The RCGP Strategy for Child Protection, Available from: from http://www.rcgp.org.uk/PDF/
Corp_childprotectionstrategy.pdf
GPs and GP practices are seen as significant players by other professionals and in government guidance such as Working Together (2006), and inter-agency collaboration as key in safeguarding and promoting the welfare of children. Enquiries into child deaths and serious case reviews have continued to confirm this view (e.g. Brandon et al 2008). The Royal College of General Practitioners (RCGP) in 2005 however recognized that while GPs remain the first point of contact for many child health problems, child protection traditionally 'enjoys the non-engagement of GPs'.
Key questions of significance, expectations and engagement were researched in a multi-method study accessing views and responses of GPs, other professionals and groups of parents and young people. Themes emerged including the nature of the relationship between the GP, the child and the parents, issues of confidentiality, consent and information sharing, as well as interagency and interprofessional relationships.
The findings of this exploratory research suggest that in managing the support needs of families - children and their parents - certain difficulties experienced by GPs had a major effect on expectations of their role and of others and on working together with other professionals; these included changing structures and Local Safeguarding Childrens Boards, the business framework for GPs, and a lack of confidence in the child protection process and the responses of children’s social services. The findings also suggest some ways of changing expectations of the GP role and managing GP tensions and conflicts of interest, together with messages for policymakers, practitioners and further research.
References
Brandon M, Belderson P, Warren C, Howe D, Gardner R, Dodsworth J, Black J,
(2008) Analysing child deaths and serious injury through abuse and neglect:
what can we learn? A biennial analysis of serious case reviews 2003-5,
London: DCSF
HM Government (2006) Working Together to Safeguard Children: a guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (2nd edition), London: The Stationery Office. Available from: http://www.everychildmatters.gov.uk/resources-and-practice/IG00060/
Royal College of General Practitioners (2005) ‘ Keep me Safe’ The RCGP Strategy for Child Protection, Available from: from http://www.rcgp.org.uk/PDF/
Corp_childprotectionstrategy.pdf
Paper:
Doing social work research in a multi-professional field: reflecting on exploring the construction of the child with ‘additional needs’ in Children’s Services
Tish Marrable
Theme 5: Developing research capacity
R020
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The multi-disciplinary Children’s Services are intended to provide a joined-up experience of gaining help or support for children and young people, and their families. Education, Social Care and Health should be ‘working together’ for better outcomes for children, under the remit of the Every Child Matters umbrella of processes and policy edicts. The well-being and safety of the child, both in the present and the long-term, should be prioritised in the shared values of the children’s practitioner, as it should be within Social Work practice generally.
This paper uses the work done for my doctorate to consider some of the dilemmas posed by doing Social Work research in an multi-professional field. Every Child Matters’ broad category of ‘additional needs’ describes all those children and young people who need support - beyond that provided to all children by Health and Education - in order to thrive, using the five outcomes defined in consultation with children as standards of success. My research into the construction of ‘children with additional needs’ explores the issues influencing the help that children and young people are offered.
Using twelve case studies from year 7 at secondary school, since education is the place where, in theory, problems should be picked up by practitioners at an early stage, the research has allowed me to consider some of the personal and interactional difficulties that stand in the way of getting help. The paper will reflect on the challenges I found in doing fieldwork in an area where children’s practitioners from assorted professions maintain different aims, roles, and values in their dealings with children and families. Using examples from my research it asks, how can we gain better tools and techniques to facilitate multi-professional research?
This paper uses the work done for my doctorate to consider some of the dilemmas posed by doing Social Work research in an multi-professional field. Every Child Matters’ broad category of ‘additional needs’ describes all those children and young people who need support - beyond that provided to all children by Health and Education - in order to thrive, using the five outcomes defined in consultation with children as standards of success. My research into the construction of ‘children with additional needs’ explores the issues influencing the help that children and young people are offered.
Using twelve case studies from year 7 at secondary school, since education is the place where, in theory, problems should be picked up by practitioners at an early stage, the research has allowed me to consider some of the personal and interactional difficulties that stand in the way of getting help. The paper will reflect on the challenges I found in doing fieldwork in an area where children’s practitioners from assorted professions maintain different aims, roles, and values in their dealings with children and families. Using examples from my research it asks, how can we gain better tools and techniques to facilitate multi-professional research?
Paper:
An interdisciplinary view from the trenches: social workers and general practitioners criticise poverty related national policies
Menachem Monnickendam, Shlomo Monnickendam, Chana Katz
Theme 5: Developing research capacity
R020
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An interdisciplinary view from the trenches: Social workers and general practitioners criticize poverty related national policies Your abstract text: Aim: Social workers (SW) and general practitioners (GP) are particularly well positioned to assess the ways in which poverty related policies impact on the lives of their poor clients. Well-intended policies often have inadvertent consequences. Research has shown that GPs and SWs may both agree and diverge on their perceptions of poverty. This study examines commonalities and differences in the ways that SWs’ and GPs working in the community perceive the effectiveness of these policies, and how these policies contribute to the alleviation or deepening of poverty.
Method: The interdisciplinary research team consisted of two SWs and a GP working in close collaboration on the development of the research design and its implementation. A dual- stage, phenomenological research design was utilized, including two focus groups (9 GPs and 11 SWs), and in-depth interviews with an additional 7 GPs and 6 SWs (all from community clinics and council social services). The focus groups and many of the interviews were conducted by the researchers. Open coding was carried out independently by two experienced MSWs, and axial coding by the researchers.
Results: SWs and GPs criticized specific policies viewed as contributing to poverty: (a) Largesse inducing poverty: Some programs were considered too generous thereby generating poverty by enabling certain populations to avoid employment; (b) Child benefit reduction: reductions were viewed as both beneficial (induced employment) and detrimental (contributed to poverty); (d) Retrenchment of the welfare state: Too low a level of income support for those who rightly deserved it (single, elderly immigrants close to retirement age) - leads to a life of destitution rather than dignity. SWs and GPs disagreed on policies regarding the burgeoning of the non-profit sector and whether it leads to the creation of a handout society. The challenges of developing an interdisciplinary research project will be presented.
Method: The interdisciplinary research team consisted of two SWs and a GP working in close collaboration on the development of the research design and its implementation. A dual- stage, phenomenological research design was utilized, including two focus groups (9 GPs and 11 SWs), and in-depth interviews with an additional 7 GPs and 6 SWs (all from community clinics and council social services). The focus groups and many of the interviews were conducted by the researchers. Open coding was carried out independently by two experienced MSWs, and axial coding by the researchers.
Results: SWs and GPs criticized specific policies viewed as contributing to poverty: (a) Largesse inducing poverty: Some programs were considered too generous thereby generating poverty by enabling certain populations to avoid employment; (b) Child benefit reduction: reductions were viewed as both beneficial (induced employment) and detrimental (contributed to poverty); (d) Retrenchment of the welfare state: Too low a level of income support for those who rightly deserved it (single, elderly immigrants close to retirement age) - leads to a life of destitution rather than dignity. SWs and GPs disagreed on policies regarding the burgeoning of the non-profit sector and whether it leads to the creation of a handout society. The challenges of developing an interdisciplinary research project will be presented.
Paper:
Enhancing access to social capital: a role for social workers?
Martin Webber
Theme 6: Sharing research
R041
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Depression is a significant social, economic and mental health problem. Social factors such as poverty and unemployment, interpersonal difficulties, poor housing conditions and the absence of positive events are related to lower rates of recovery. Social capital, defined as resources embedded in social networks, may also be related to recovery. However, social capital research methodologies are in their infancy and little evidence of positive associations currently exists. This paper presents a longitudinal study that tested the hypothesis that people with depression with access to more social capital will improve more over six months than those with less.
173 people with depression participated in this study and were followed up for 6 months (follow-up rate = 91.3%). Depression was measured using the Hospital Anxiety and Depression (HAD) scale alongside a large number of potential covariates. We found that baseline HAD scores, emotional support and level of education were predictors of change in depression scores in a multivariate model. When change in subjective quality of life was used as the outcome, a different model emerged in which an interaction of access to social capital and attachment style was significantly related to change in quality of life alongside multiple covariates.
This study indicated that an individual’s attachment style was associated with their ability to benefit from the social capital available to them. Social workers have the knowledge and skills to intervene in the practice domains of both adult attachments and individual-level social capital. This paper will discuss some intervention strategies that social workers could develop and lead to help improve the quality of life for people recovering from depression or other mental health problems.
173 people with depression participated in this study and were followed up for 6 months (follow-up rate = 91.3%). Depression was measured using the Hospital Anxiety and Depression (HAD) scale alongside a large number of potential covariates. We found that baseline HAD scores, emotional support and level of education were predictors of change in depression scores in a multivariate model. When change in subjective quality of life was used as the outcome, a different model emerged in which an interaction of access to social capital and attachment style was significantly related to change in quality of life alongside multiple covariates.
This study indicated that an individual’s attachment style was associated with their ability to benefit from the social capital available to them. Social workers have the knowledge and skills to intervene in the practice domains of both adult attachments and individual-level social capital. This paper will discuss some intervention strategies that social workers could develop and lead to help improve the quality of life for people recovering from depression or other mental health problems.
Paper:
Research Ethics Review and the Mental Capacity Act 2005: Safeguarding people of stifling research?
Jonathan Parker, David Stanley
Theme 6: Sharing research
R041
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The implementation of the Mental Capacity Act 2005 has implications for social researchers as well as health and medical research. The Act, however, is focused on the latter and Ethics Review for social research, where people may lack decision-making capacity to take part, presents complexities that have not yet been fully addressed.
This paper reports a study of social work researchers’ involvement in university research ethics committees where the capacity of participants may be an issue. The findings suggest that perceived implications of the Act may inadvertently stifle important research and, if not carefully negotiated, the use of Research Ethics Review may prevent rather than enable people to become involved in research as participants. This may infringe the rights of people to participate in research and, therefore, may detract from the principles of the Act in presuming and enabling capacity where possible.
The research was undertaken in two stages. A web-based search and documentary analysis of a sample of university research ethics committees’ policies and procedures determined current practice. The second stage involved semi-structured interviews with social work/social care researchers likely to be involved in areas covered by the Act. These interviews were thematically analysed to explore how ethical issues were considered, whether explicit account was taken of the Mental Capacity Act and in what ways the Act was believed potentially to impact on future research proposals.
The study suggests there has been little attention to the implications of the Act so far by social work researchers, but where it has been considered problems have been identified. This paper makes some suggestions for negotiating university research ethics committees and making positive use of the Mental Capacity Act in developing research proposals where capacity may be an issue.
This paper reports a study of social work researchers’ involvement in university research ethics committees where the capacity of participants may be an issue. The findings suggest that perceived implications of the Act may inadvertently stifle important research and, if not carefully negotiated, the use of Research Ethics Review may prevent rather than enable people to become involved in research as participants. This may infringe the rights of people to participate in research and, therefore, may detract from the principles of the Act in presuming and enabling capacity where possible.
The research was undertaken in two stages. A web-based search and documentary analysis of a sample of university research ethics committees’ policies and procedures determined current practice. The second stage involved semi-structured interviews with social work/social care researchers likely to be involved in areas covered by the Act. These interviews were thematically analysed to explore how ethical issues were considered, whether explicit account was taken of the Mental Capacity Act and in what ways the Act was believed potentially to impact on future research proposals.
The study suggests there has been little attention to the implications of the Act so far by social work researchers, but where it has been considered problems have been identified. This paper makes some suggestions for negotiating university research ethics committees and making positive use of the Mental Capacity Act in developing research proposals where capacity may be an issue.
Paper:
Personality disorder: no longer a diagnosis of exclusion? The current state of law and practice in Scotland
Lawrence Nuttall
Theme 6: Sharing research
R041
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This presentation is based upon research currently being conducted as part of a PhD. This research focuses upon the practical impact of the Mental Health (Care and Treatment) (Scotland) Act 2003. The fieldwork consists of semi-structured interviews with those responsible for the design and provision of services, within both the social work and health sectors; together with representatives from service user organisations and those responsible for the regulation and oversight of mental health law and practice in Scotland.
This research is intended to make a key contribution to understanding what is actually taking place 'on the ground'; thereby contributing to a wider debate concerning the status of those assigned a diagnosis of personality disorder(s) and the provision of services. This research will explore the extent to which law and practice in Scotland is actually diverging from that in England and Wales, as a consequence of current legislation. Personality disorder has frequently been characterised as a diagnosis of exclusion. This status resulted from therapeutic pessimism and concerns that those with this diagnosis make unreasonable and excessive demands upon services. This process of stigmatisation in its more extreme forms, led to the characterisation of those with certain forms of personality disorder as being akin to vampires in our midst (Cleckley, 1976). Being designated as having a personality disorder represents the assignation to an individual of a category which can be understood in terms of a ‘spoiled identity’ (Goffman, 1963). The stated intention of challenging the exclusionary status of personality disorder within mental health law in Scotland must therefore in part, be viewed as a project intended to address questions of identity at a fairly fundamental level. This research is intended to support a critical analysis of the extent to which this objective has been achieved.
CLECKLEY, H. (1976) The Mask of Sanity, Saint Louis, The C.V. Mosby Company.
GOFFMAN, E. (1963) Stigma Notes on the Management of Spoiled Identity, New Jersey, Prentice-Hall Incorporated.
This research is intended to make a key contribution to understanding what is actually taking place 'on the ground'; thereby contributing to a wider debate concerning the status of those assigned a diagnosis of personality disorder(s) and the provision of services. This research will explore the extent to which law and practice in Scotland is actually diverging from that in England and Wales, as a consequence of current legislation. Personality disorder has frequently been characterised as a diagnosis of exclusion. This status resulted from therapeutic pessimism and concerns that those with this diagnosis make unreasonable and excessive demands upon services. This process of stigmatisation in its more extreme forms, led to the characterisation of those with certain forms of personality disorder as being akin to vampires in our midst (Cleckley, 1976). Being designated as having a personality disorder represents the assignation to an individual of a category which can be understood in terms of a ‘spoiled identity’ (Goffman, 1963). The stated intention of challenging the exclusionary status of personality disorder within mental health law in Scotland must therefore in part, be viewed as a project intended to address questions of identity at a fairly fundamental level. This research is intended to support a critical analysis of the extent to which this objective has been achieved.
CLECKLEY, H. (1976) The Mask of Sanity, Saint Louis, The C.V. Mosby Company.
GOFFMAN, E. (1963) Stigma Notes on the Management of Spoiled Identity, New Jersey, Prentice-Hall Incorporated.
16:30 - 17:00
Exhibition area
Refreshments, exhibitors and poster viewing
17:00 - 18:15
Room - TBA
Special Interest Groups
18:30 - 19:30
TBA
Launch of LeaRNS - Champagne reception
19:00 - 21:00
Restaurant
Dinner
Programme for Wednesday 8th July
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