12th UK Joint Social Work Education Conference with the 4th UK Social Work Research Conference
Programme for Thursday 1st July
View Wednesday programme View Thursday programme View Friday programme Outline version PDF versionJoint Social Work Education Conference Social Work Research Conference
07:30 - 09:00
Restaurant
Breakfast for residential delegates
08:15 - 08:45
Exhibition area
Registration and coffee for day delegates (served in exhibition area)
09:00 - 10:15
Breakout rooms
Parallel session 3
This paper will look at new practice learning opportunities that have been developed between the University of Birmingham, the West Midlands Police and the West Midlands Probation Service over the course of the academic year 2009/2010. The project was designed to expand practice learning opportunities in the West Midlands and to address the shortfall of final year practice learning opportunities. It also aimed to offer students interested in the area of criminal justice a chance to have a different type of practice experience.
This paper aims to share the learning gained through evaluation of the first year of this partnership. The paper will provide an overview of the scheme and will consider the learning gained from the police and probation schemes separately. The paper will draw on feedback and evaluation gained from work-based supervisors in each setting, the specialist social work practice assessors, practice tutors and from students involved in the scheme through focus groups and questionnaires. The strengths and weaknesses of both the police and probation practice learning opportunities will be considered as will lessons for improving and building on the project for future years. The paper will also address questions about the relevance of working in partnership with non-traditional agencies particularly in light of the new statutory definition relating to final year social work practice learning opportunities.
The presentation will be made jointly by the Head of Qualifying Practice Learning at UOB and a practice tutor and practice assessor involved in the scheme.
Engaging service users and carers in learning and teaching can be something of a one way experience. That is service users and carers ‘deliver’ the teaching by describing life events relevant to the students’ learning. It potentially leaves the service user and carer rather passive in their contribution. We wish to shift the focus. Our aim is for the student to be the presenter of a learning topic to the service user and carer audience. Through a debate the audience assess the arguments put forward and questions the students. The topic of the debate is important. This year the topic was ‘The medical model disables the person with a disability’. The medical/social model is often seen as a dichotomy with the social model as superior (Oliver and Sapey, 2006). Others see the issues as more complex and interwoven (Shakespeare, 2006).
The reversal of roles between the student learners and the audience provide a different experience for both parties who are more usually assessors/the assessed. Here the service user/carer is assessing the students arguments in the debate.
The teaching method, the reversal of roles and the topic combine together to provide experiential learning for the student and service user/carers as adult learners on the lines discussed by Freire (1972).
The workshop will engage all participants by setting up a debate on the day. The topic will be social work related. An evaluation of learning will follow.
Some service users/carers and students from the programme will attend the conference and form part of the audience along with remaining participants.
References
Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin
Oliver, M. and Sapey, B. (2006) Social Work with Disabled People, 3rd edn. Basingstoke: Macmillan
Shakespeare, T. (2006) Disability Rights, Disability Wrongs London: Routledge
Paper:
Practice plus feedback plus good results! Involving social work students in the development of their writing skills
Karen Vitler, Pete Nelson
Theme 1: Shaping the learning and teaching experience
R110
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Within the social work profession the level of writing skills of newly qualified workers is a current concern. This links to employability and the need to ensure students are well equipped for the market place. This paper reports on a research project which explored social work students' self assessment of their writing skills. The research is located within a review of current research and good practice in helping students develop good writing skills, and proposes a strategy which involves developing skills for university social work tutors to work directly with their students.
Social work students were asked in successive years (Years 1 and 2) of a BA qualifying course in social work to assess their level of confidence in undertaking various forms of writing such as report writing, essay writing and reflective writing. The data obtained provided a clear light on issues of concern expressed by students in the National Student Survey and in the university's own student engagement survey, focusing on assessment and feedback and academic support.
Analysis of the above data, material from the literature review and good practice from across the university is informing a specific intervention with social work students.This intervention consists of providing evidence based training to teaching staff who will then implement individual and group tutorials with students which will focus on specific writing skills.This paper will report on the outcome and initial evaluation. It is intended that this project will lead discussion of curriculum development to incorporate a range of writing skills more explicitly into existing modules.
Key words: social work, writing skills, student support, report writing, competence, study skills, employability.
Social work students were asked in successive years (Years 1 and 2) of a BA qualifying course in social work to assess their level of confidence in undertaking various forms of writing such as report writing, essay writing and reflective writing. The data obtained provided a clear light on issues of concern expressed by students in the National Student Survey and in the university's own student engagement survey, focusing on assessment and feedback and academic support.
Analysis of the above data, material from the literature review and good practice from across the university is informing a specific intervention with social work students.This intervention consists of providing evidence based training to teaching staff who will then implement individual and group tutorials with students which will focus on specific writing skills.This paper will report on the outcome and initial evaluation. It is intended that this project will lead discussion of curriculum development to incorporate a range of writing skills more explicitly into existing modules.
Key words: social work, writing skills, student support, report writing, competence, study skills, employability.
Paper:
Can a community of practice enhance the teaching and learning of social work skills?
Phyllis Cripps
Theme 1: Shaping the learning and teaching experience
R110
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The purpose of this paper will to present an experience of enhancing the teaching and learning on a social work skills course within a B.A. Social Work, utilising the concept of a community of practice as described by Wenger (2008). The concept of a community of practice has been used extensively and developed in the social care field as well as the business world and has a number of elements that are easily transferable to the teaching and learning experience. These include a joint enterprise, mutuality and a shared repertoire of resources.
The Social Work Task Force recommends an overhaul of the content and delivery of social work degree courses and this paper proposes that a community of practice can offer a framework to aid the complex task of designing courses for the purpose of teaching social work students. It is a priority that social work students are well prepared for professional and effective social work practice and it is a challenge to deliver a programme that is able to teach every aspect of contemporary social work practice. The community of practice framework offered an opportunity to re-examine the skills course and ensure it is fit for purpose.
Evaluation of the course suggested that the change positively affected achievement rates within placements and academic assignments. Qualitative statements from students and staff highlighted a strong cohesive group who were highly motivated, reflecting other important elements of the community of practice, belonging, participation and identity. The strong peer support evident in this cohort was encouraged and a learning environment created which in turn achieved competency and a deeper understanding of the professional role of social work.
The Social Work Task Force recommends an overhaul of the content and delivery of social work degree courses and this paper proposes that a community of practice can offer a framework to aid the complex task of designing courses for the purpose of teaching social work students. It is a priority that social work students are well prepared for professional and effective social work practice and it is a challenge to deliver a programme that is able to teach every aspect of contemporary social work practice. The community of practice framework offered an opportunity to re-examine the skills course and ensure it is fit for purpose.
Evaluation of the course suggested that the change positively affected achievement rates within placements and academic assignments. Qualitative statements from students and staff highlighted a strong cohesive group who were highly motivated, reflecting other important elements of the community of practice, belonging, participation and identity. The strong peer support evident in this cohort was encouraged and a learning environment created which in turn achieved competency and a deeper understanding of the professional role of social work.
Paper:
Using peer review as scaffolding for student learning across the social work qualifying curriculum.
Helen Hingley-Jones, Patricia Cartney
Theme 1: Shaping the learning and teaching experience
R110
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On the social work programme described, students are involved in carrying out peer review at several stages of the undergraduate curriculum. We will look at examples of this from the beginning and end of the programme and explore the themes which have emerged. We have found that peer review benefits our students’ learning and is crucial in encouraging them to use feedback effectively in both professional and academic contexts. Such learning needs to be scaffolded and integrated across the curriculum.
The first example we will present concerns a first year, pre-placement module; ‘Social Policy for Social Workers’. Students are asked to peer review each others’ formative essays for the module in small groups. We will discuss the processes involved and the issues emerging, including the way in which the tutors’ role has developed. Tutors have to be able to stand back and allow the peer review to take place, providing a containing, quality assurance role. Evaluation from the students suggests that peer review facilitated an effective introduction to academic standards and practices required on a degree programme.
The second example concerns a final year module; ‘Social Work Contexts and Applications’. Here, students peer review an extract from a placement reflective diary describing a case they have been working on. Students indicated in evaluation that they benefited from peer feedback, enabling them to integrate theory with practice in an active manner. The method was found to be useful not only for their academic learning, but also for developing practice-relevant skills such as collaborative working and critical reflection on their work. We argue that while tutors’ feedback is useful to students, peer feedback offers an additional qualitative dimension to their learning.
The first example we will present concerns a first year, pre-placement module; ‘Social Policy for Social Workers’. Students are asked to peer review each others’ formative essays for the module in small groups. We will discuss the processes involved and the issues emerging, including the way in which the tutors’ role has developed. Tutors have to be able to stand back and allow the peer review to take place, providing a containing, quality assurance role. Evaluation from the students suggests that peer review facilitated an effective introduction to academic standards and practices required on a degree programme.
The second example concerns a final year module; ‘Social Work Contexts and Applications’. Here, students peer review an extract from a placement reflective diary describing a case they have been working on. Students indicated in evaluation that they benefited from peer feedback, enabling them to integrate theory with practice in an active manner. The method was found to be useful not only for their academic learning, but also for developing practice-relevant skills such as collaborative working and critical reflection on their work. We argue that while tutors’ feedback is useful to students, peer feedback offers an additional qualitative dimension to their learning.
Paper:
Learning by teaching: the multilayered learning and teaching experience within the social work practicum
Kay de Ridder
Theme 1: Shaping the learning and teaching experience
R118
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Westmead Hospital is a major teaching hospital in the western suburbs of Sydney, Australia. A student unit exists within the large social work department. As part of the social work practicum, students on placement design and implement a program known as Careers Day. Senior secondary school students attend an interactive day in order to explore the option of social work as a career.
This paper will discuss my role as student educator in guiding the social work students to develop and facilitate this unique and evolving program. A multi-layered learning process takes place involving the educator, the social work students and the participants. Social work skills are facilitated and enhanced through the use of role play, groupwork, teamwork and organisational activities. A variety of creative techniques are used to demonstrate and discuss the nature of social work. Students on practicum learn while they teach. Data will be provided about the success, challenges, methods, effectiveness and outcomes of this program for all involved.
This paper will discuss my role as student educator in guiding the social work students to develop and facilitate this unique and evolving program. A multi-layered learning process takes place involving the educator, the social work students and the participants. Social work skills are facilitated and enhanced through the use of role play, groupwork, teamwork and organisational activities. A variety of creative techniques are used to demonstrate and discuss the nature of social work. Students on practicum learn while they teach. Data will be provided about the success, challenges, methods, effectiveness and outcomes of this program for all involved.
Paper:
Developing and sustaining new practice learning opportunities in partnership with the police and probation services in the West Midlands
Rachel Hek, Gary Hickman, Alison Paris
Theme 2: Shaping partnerships
R118
Click to view the PowerPoint file
Click here to show/hide the abstract
This paper will look at new practice learning opportunities that have been developed between the University of Birmingham, the West Midlands Police and the West Midlands Probation Service over the course of the academic year 2009/2010. The project was designed to expand practice learning opportunities in the West Midlands and to address the shortfall of final year practice learning opportunities. It also aimed to offer students interested in the area of criminal justice a chance to have a different type of practice experience.
This paper aims to share the learning gained through evaluation of the first year of this partnership. The paper will provide an overview of the scheme and will consider the learning gained from the police and probation schemes separately. The paper will draw on feedback and evaluation gained from work-based supervisors in each setting, the specialist social work practice assessors, practice tutors and from students involved in the scheme through focus groups and questionnaires. The strengths and weaknesses of both the police and probation practice learning opportunities will be considered as will lessons for improving and building on the project for future years. The paper will also address questions about the relevance of working in partnership with non-traditional agencies particularly in light of the new statutory definition relating to final year social work practice learning opportunities.
The presentation will be made jointly by the Head of Qualifying Practice Learning at UOB and a practice tutor and practice assessor involved in the scheme.
Paper:
Building a framework for integrated placements: new models of partnership for practice education
Helen Scholar, Cath Cairns, Su McCaughan
Theme 2: Shaping partnerships
R118
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Click here to show/hide the abstract
The Social Work Task Force (2009) emphasised the importance of quality placements in shaping social workers of the future for safe and effective practice with service users. Features of quality placements include high standards of supervision and guidance; assessment by qualified social workers and experience of undertaking statutory social work tasks (SWTF 2009:20)
Since the introduction of the degree in 2003, the University of Salford, like other HEIs, has developed relationships with third sector organisations who have provided innovative ‘non-traditional’ placement settings. Students have worked alongside service users in music, media and arts projects; been based with the Fire and Rescue Service; and have taken to the airwaves with a community radio station.
In these settings students have developed valuable skills, experienced social work at the sharp end and have seen how the work done by third sector agencies can influence the development of mainstream practice.
Whilst these organisations may not be able to satisfy all the new requirements for placements, we do not want to lose these creative and dynamic practice settings. At the University of Salford we have been developing a framework for integrated placements - those in which HEIs, third sector agencies and statutory providers construct new and imaginative partnerships, to ensure that students are able to continue to experience the best of both worlds.
In this workshop we will share our work in progress and introduce our emerging approach to integrated placements. This will include individual, paired and small group activities. Scenarios will be presented and we will invite participants to share their knowledge and experience. The varying perspectives of providers, users, educators and managers will be welcomed as we build an effective framework that meets both the task force requirements and provides students with the best experiences possible to help shape future practice.
Since the introduction of the degree in 2003, the University of Salford, like other HEIs, has developed relationships with third sector organisations who have provided innovative ‘non-traditional’ placement settings. Students have worked alongside service users in music, media and arts projects; been based with the Fire and Rescue Service; and have taken to the airwaves with a community radio station.
In these settings students have developed valuable skills, experienced social work at the sharp end and have seen how the work done by third sector agencies can influence the development of mainstream practice.
Whilst these organisations may not be able to satisfy all the new requirements for placements, we do not want to lose these creative and dynamic practice settings. At the University of Salford we have been developing a framework for integrated placements - those in which HEIs, third sector agencies and statutory providers construct new and imaginative partnerships, to ensure that students are able to continue to experience the best of both worlds.
In this workshop we will share our work in progress and introduce our emerging approach to integrated placements. This will include individual, paired and small group activities. Scenarios will be presented and we will invite participants to share their knowledge and experience. The varying perspectives of providers, users, educators and managers will be welcomed as we build an effective framework that meets both the task force requirements and provides students with the best experiences possible to help shape future practice.
Paper:
Playing the generation game: Accounting for age diversity amongst students enrolled in social work degree programmes
Paul Willis, June Taitt
Theme 1: Shaping the learning and teaching experience
R034
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From 2003, the shift in UK social work education from a diploma to a degree has corresponded with a change in the age composition of student cohorts in undergraduate programmes. Increasing numbers of younger students in their late teens and early twenties have sought to enter the profession, (Hussein, Moriarty et al, 2009), placing new challenges on degree programmes in meeting diverse learning needs based on differences in age. Scanning through the social work literature highlights that the impact of this shift in age composition has yet to be sufficiently addressed. This paper sets out to explore initial ground by reporting on a recent equality impact exercise completed through Swansea University’s social work programme. The primary aims of the equality exercise were to a) identify potential or existing barriers to equal participation for students on the basis of age, and b) to generate workable solutions for ensuring that adult learners of all ages could equally participate in the programme.
Qualitative responses were gathered from 110 identified stakeholders through a series of open-ended questionnaires, focus groups and focused interviews. This included the perspectives of current students (2008/09 cohort); practice and assessors and facilitators from partner authorities; and, service users and carers involved in teaching. Thematic findings illustrate the competing, and sometimes conflicting, concerns raised by stakeholders reflecting on the significance of age as a barrier to equal participation in social work education. Implications of key findings for 1) developing inclusive teaching strategies, 2) providing a more equitable programme and 3) addressing the employment needs of a younger pool of social work graduates will be discussed. The audience will also have the opportunity to feedback on other teaching approaches and administrative practices aimed at meeting the learning needs of age-diverse student groups.
Qualitative responses were gathered from 110 identified stakeholders through a series of open-ended questionnaires, focus groups and focused interviews. This included the perspectives of current students (2008/09 cohort); practice and assessors and facilitators from partner authorities; and, service users and carers involved in teaching. Thematic findings illustrate the competing, and sometimes conflicting, concerns raised by stakeholders reflecting on the significance of age as a barrier to equal participation in social work education. Implications of key findings for 1) developing inclusive teaching strategies, 2) providing a more equitable programme and 3) addressing the employment needs of a younger pool of social work graduates will be discussed. The audience will also have the opportunity to feedback on other teaching approaches and administrative practices aimed at meeting the learning needs of age-diverse student groups.
Paper:
Complex but crucial: the role of social work selection and admissions decisions in gatekeeping access to the profession
Cath Holmstrom
Theme 1: Shaping the learning and teaching experience
R034
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This paper draws upon the findings of the SWAP funded 'Admissions and selection of social work students' project conducted during the period 2009-10 in respect of English social work programmes. Whilst some findings from this project have already been published in a SWAP report and reported to those implementing Task Force recommendations, a large amount of rich questionnaire data remains relatively under-reported and examined. In particular, the creative and innovative work carried out by individual admissions tutors and their colleagues to operationalise various (and often competing) requirements and priorities will be examined during this presentation. In addition, the now growing body of literature concerned with different aspects of the admissions and selection processes will be examined in the light of the findings of the research project and policy changes arising from the Task Force recommendations. The paper will contextualise these issues within a more explicitly UK-wide, but also international context, and will focus upon the complexities of decision making, focusing particularly upon notions of risks and rights, in order to highlight the complex ethical and legal tensions inherent within the selection task. Particular attention will be paid to the assessment of personal qualities required for social work training and the challenges of assessing potential. Drawing upon literature from a range of national and international contexts, and from a range of disciplines such as occupational psychology (especially in relation to different types of interviews and the impact of the interviewer upon the interview process) as well as social work, the paper will examine the interplay between the macro requirements and moral/social objectives and the micro-level of selection and offer-making practices, in relation to the findings of the questionnaire phase of the research project.
Workshop:
End of life decision making - The future for social work
Tamara Horsburgh
Theme 3: Shaping current and future social work practice
R115
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Social workers have a role in helping people with end of life decision making. Our commitment to empowerment and autonomy make us the natural professionals to discuss with vulnerable individuals their options at the end of life. The social work profession, with its focus on psychology, sociology, family systems and holistic well being needs to be intricately involved in helping people review their lives and have power to experience their own "good death".
Yet, many social workers are still afraid to approach end of life issues, and many in the medical community are still reluctant to allow social workers to involve themselves in this area. Research shows that social workers who do not have an understanding of end of life issues are reluctant to discuss death and dying with those they are seeking to help. Social workers also have a lack of understanding of the law in this area and the rights their service users have to make choices. Although there is a whole body of case law related to the rights of patients to make end of life choices, including case law from the European Court of Human Rights, many social workers are unaware of what the case law says.
The workshop will include a brief introduction to the philosophical and legal concept of autonomy and how the value of autonomy relates to end of life decision making. Workshop participants will then be split into groups to read brief case scenarios involving end of life decision making, and be asked to discuss what the law says about the rights of patients and the proper role for the social worker in helping the individuals in the case scenarios make choices. The case scenarios will include material related to euthanasia; do not resuscitate orders; withdrawal of life sustaining treatment; and the role of the social worker in helping individuals, families, and the medical professionals understand needs and rights at the end of life.
Yet, many social workers are still afraid to approach end of life issues, and many in the medical community are still reluctant to allow social workers to involve themselves in this area. Research shows that social workers who do not have an understanding of end of life issues are reluctant to discuss death and dying with those they are seeking to help. Social workers also have a lack of understanding of the law in this area and the rights their service users have to make choices. Although there is a whole body of case law related to the rights of patients to make end of life choices, including case law from the European Court of Human Rights, many social workers are unaware of what the case law says.
The workshop will include a brief introduction to the philosophical and legal concept of autonomy and how the value of autonomy relates to end of life decision making. Workshop participants will then be split into groups to read brief case scenarios involving end of life decision making, and be asked to discuss what the law says about the rights of patients and the proper role for the social worker in helping the individuals in the case scenarios make choices. The case scenarios will include material related to euthanasia; do not resuscitate orders; withdrawal of life sustaining treatment; and the role of the social worker in helping individuals, families, and the medical professionals understand needs and rights at the end of life.
Workshop:
The student learning experience - what exactly do they learn and what exactly do they experience?
Helen Bulpitt
Theme 1: Shaping the learning and teaching experience
N101
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This workshop will explore the implications of learning theory for social work educators. The presenter will provide a brief theoretical proposition on the nature of learning after which participants will be invited to undertake a range of interactive activities designed to demonstrate the feasibility of the assumptions underpinning the proposition.
The final 15 minutes of the workshop will be used for discussion and debate on the learning proposition and its implications for practice.
The learning proposition is that learning can only occur where the learner is enabled to interact with the object of learning and, therefore, that educators have a responsibility to provide opportunities for their students to be active participants in their learning. This proposition will be defended by reference to the work of some of the Western world’s most influential educationalists and philosophers including John Dewey, Jean Piaget and Michel Foucault. It will argue for the following principles:
1. Most useful things are learnt by accident
2. We may learn things by accident, but we don’t learn them in isolation
3. Learning is triggered by a sense of the incongruous
4. Only by becoming aware of the incongruence can we become critical. This is both empowering and transformative
5. Discoveries are only made when errors are celebrated
6. All good academic research is play
7. A diverse social context enriches all the learners and may lead not only to individual but to social transformation
Whilst the proposition is a call to encourage our students to ‘play’, it is nonetheless a serious and rigorous challenge to much traditional and contemporary university practice, and it will be argued that, in preparing professional social workers, never has the time been more critical for us to provide a learning experience which enables our students to develop fundamental skills in communication, self-awareness observation, which can only be achieved through a genuine learning experience.
The final 15 minutes of the workshop will be used for discussion and debate on the learning proposition and its implications for practice.
The learning proposition is that learning can only occur where the learner is enabled to interact with the object of learning and, therefore, that educators have a responsibility to provide opportunities for their students to be active participants in their learning. This proposition will be defended by reference to the work of some of the Western world’s most influential educationalists and philosophers including John Dewey, Jean Piaget and Michel Foucault. It will argue for the following principles:
1. Most useful things are learnt by accident
2. We may learn things by accident, but we don’t learn them in isolation
3. Learning is triggered by a sense of the incongruous
4. Only by becoming aware of the incongruence can we become critical. This is both empowering and transformative
5. Discoveries are only made when errors are celebrated
6. All good academic research is play
7. A diverse social context enriches all the learners and may lead not only to individual but to social transformation
Whilst the proposition is a call to encourage our students to ‘play’, it is nonetheless a serious and rigorous challenge to much traditional and contemporary university practice, and it will be argued that, in preparing professional social workers, never has the time been more critical for us to provide a learning experience which enables our students to develop fundamental skills in communication, self-awareness observation, which can only be achieved through a genuine learning experience.
Workshop:
We’re all making an impact: so let’s get published!
Anne Quinney, Gina Hardesty, June Sadd
Theme 2: Shaping partnerships
N105
Click here to show/hide the abstract
At JSWEC 2006 a themed issue of the international journal Social Work Education was launched, consisting of contributions from service user and carer educators using accessible and creative formats, including poetry and art. After this landmark issue which showcased the range of new partnerships engaged in delivering social work education, it was envisioned that contributions to this and other social work journals would be transformed, as editors sought to embrace diverse voices and media. The journal’s editorial board, which includes service user and carer representation, wishes to see this important work continued and this workshop will provide the opportunity to explore, in a supportive environment, how a more diverse range of experiences in the process of social work education can be captured and submitted for publication in both traditional and non-traditional formats. Partnerships between service user and carer educators, students and academics enable learning to be experienced in different ways and it is hoped that these stories can be shared more widely to create a greater impact.
All participants will be encouraged to bring their experience to the workshop and to explore a range of traditional and non-traditional methods, tools and techniques for capturing and disseminating key messages from everyone involved in social work programmes, in order to develop confidence to submit them for consideration in social work journals which are increasingly open to this approach. This workshop is designed to encourage these partnerships to work together, as well as independently, in the publishing arena. Particular attention will be paid to encouraging and enabling service user and carer educators to develop and submit their work for publication.
References
Social Work Education: the international journal. 2006. Volume 25 (4)
All participants will be encouraged to bring their experience to the workshop and to explore a range of traditional and non-traditional methods, tools and techniques for capturing and disseminating key messages from everyone involved in social work programmes, in order to develop confidence to submit them for consideration in social work journals which are increasingly open to this approach. This workshop is designed to encourage these partnerships to work together, as well as independently, in the publishing arena. Particular attention will be paid to encouraging and enabling service user and carer educators to develop and submit their work for publication.
References
Social Work Education: the international journal. 2006. Volume 25 (4)
Symposium:
Shaping partnerships within a 'growing space'.
Jackie Martin, Julie Gosling, Mick Wilkinson
Theme 2: Shaping partnerships
N106
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Using the idea of space to understand how the partnership between De Montfort University, local authorities, and service users and carers has been shaped in working together on Post Qualifying Awards. We will examine how the space is identified as a 'growing space' where people have been valued and enabled to grow. Within this space ideas are shared freely by all and crutially everyone has a voice. We intend to examine processes and practices to ascertain how the space became a 'growing space' rather than a restrictive space. We will also examine how this partnership approach has had an impact upon candidates undertaking the programme.
Through the use of evaluative processes, lessons learned are to be considered and implications identified in relation to the Social Work Task Force recommendations.
The application of lessons learnt are to be considered by participants in relation to their current partnership arrangements and consideration given to how to make these 'growing spaces' for all involved.
Our approach to delivering this presentation will be seen to mirror the partnership working that has been established on the PQ Programme. A service user representative, local agency partner and PQ Programme leader at De Montfort University have designed and will deliver this presentation together.
Through the use of evaluative processes, lessons learned are to be considered and implications identified in relation to the Social Work Task Force recommendations.
The application of lessons learnt are to be considered by participants in relation to their current partnership arrangements and consideration given to how to make these 'growing spaces' for all involved.
Our approach to delivering this presentation will be seen to mirror the partnership working that has been established on the PQ Programme. A service user representative, local agency partner and PQ Programme leader at De Montfort University have designed and will deliver this presentation together.
Workshop:
Two way traffic in learning and teaching.
Peter Fowler, Chris Williams, Jeff Lewis
Theme 1: Shaping the learning and teaching experience
N108
Click to view the PowerPoint file
Click here to show/hide the abstract
Engaging service users and carers in learning and teaching can be something of a one way experience. That is service users and carers ‘deliver’ the teaching by describing life events relevant to the students’ learning. It potentially leaves the service user and carer rather passive in their contribution. We wish to shift the focus. Our aim is for the student to be the presenter of a learning topic to the service user and carer audience. Through a debate the audience assess the arguments put forward and questions the students. The topic of the debate is important. This year the topic was ‘The medical model disables the person with a disability’. The medical/social model is often seen as a dichotomy with the social model as superior (Oliver and Sapey, 2006). Others see the issues as more complex and interwoven (Shakespeare, 2006).
The reversal of roles between the student learners and the audience provide a different experience for both parties who are more usually assessors/the assessed. Here the service user/carer is assessing the students arguments in the debate.
The teaching method, the reversal of roles and the topic combine together to provide experiential learning for the student and service user/carers as adult learners on the lines discussed by Freire (1972).
The workshop will engage all participants by setting up a debate on the day. The topic will be social work related. An evaluation of learning will follow.
Some service users/carers and students from the programme will attend the conference and form part of the audience along with remaining participants.
References
Freire, P. (1972) Pedagogy of the Oppressed, Harmondsworth: Penguin
Oliver, M. and Sapey, B. (2006) Social Work with Disabled People, 3rd edn. Basingstoke: Macmillan
Shakespeare, T. (2006) Disability Rights, Disability Wrongs London: Routledge
Paper:
Using research In social work education: reflecting on the experience of a European project to evaluate the role of research
Pauline Franklin
Theme 6: Sharing research
R020
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This paper uses the experience of being involved in a European research project to consider the role of research in social work education. Using the example of a study funded by the European Commission into the incidence of children who are violent within their family, and methods of interventions considered to be good practice within each of the seven participating countries, it explores the purpose of research in social work education, questioning whether those involved, should place emphasis on the production of data, or take a more reflective stance, the research process providing the means by which social work is scrutinized. The contrasting methodological approaches and interpretation of data given by project members provides the material for an evaluation of the learning that can be made by those conducting research. The point is made that it is the process with which the individual researcher engages that is of central importance. This process is linked with the learning needed to be achieved by social work students as part of their professional training. It is argued that focusing on the immediate, obvious aspects of research, and narrow definitions of evidence based practice, will restrict the ability of social workers to be effective practitioners.
Paper:
Restorative justice, mediation and relational conflict resolution in social work and social care
Brian Littlechild
Theme 8: Sharing research findings to develop effective practice
R020
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Many social and personal problems for social work service users are the result of interpersonal conflict. Social work has an important role to play in attempting to deal with such conflicts which can cause distress, harassment or harm, and to enable people to live within harmonious relationships.
Conflict resolution approaches such as restorative justice and mediation are becoming increasingly important in policy and practice in, for example, work with children and young people, be this in relation to young people who have offended, or who are in the public care. Conflict resolution approaches in social work are valuable in developing techniques and skills for workers and service users to enable them to deal with conflicts and disputes in a more positive manner than is often currently the case.
This paper examines these approaches in youth offending settings, and then develops these considerations further to examine the possibilities for extending restorative justice approaches within a relational conflict resolution approach - utilising a mix of restorative justice and mediation mehods - for young people’s residential units, and more widely in social work and group care settings.
The paper draws on research in England on the use of such restorative methods as applied to work with young people who break the law, or who are living within public authority residential group settings.
Conflict resolution approaches such as restorative justice and mediation are becoming increasingly important in policy and practice in, for example, work with children and young people, be this in relation to young people who have offended, or who are in the public care. Conflict resolution approaches in social work are valuable in developing techniques and skills for workers and service users to enable them to deal with conflicts and disputes in a more positive manner than is often currently the case.
This paper examines these approaches in youth offending settings, and then develops these considerations further to examine the possibilities for extending restorative justice approaches within a relational conflict resolution approach - utilising a mix of restorative justice and mediation mehods - for young people’s residential units, and more widely in social work and group care settings.
The paper draws on research in England on the use of such restorative methods as applied to work with young people who break the law, or who are living within public authority residential group settings.
Paper:
Peering at peers: a cross-national study of the approach of anti-social behaviour, domestic violence and the care for homeless
Martijn Van Lanen
Theme 8: Sharing research findings to develop effective practice
R020
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In an age of globalization and international exchange of technological innovations and products, one often wonders to what extent this increasing volume of internationalization also applies for innovations (e.g. methods and approaches) in the social sector. Does the internationalization of our academic knowledge also induce increasing amounts of exchanges of methods and approaches in the social sector?
This study addresses these questions by means of an international comparison of social work and social workers. In doing so, its explicit intention is to investigate the actual day-to-day activities of social workers in different cities. It 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 Leicester in the United Kingdom). 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?'
During my presentation, I will concentrate on the empirical results of my Ph.D study. The outcomes of the nine cases will be presented, and a first attempt will be made to formulate the (practical) impactions of these results. What can be learned from this international comparison, in terms of developing effective practices?
This study addresses these questions by means of an international comparison of social work and social workers. In doing so, its explicit intention is to investigate the actual day-to-day activities of social workers in different cities. It 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 Leicester in the United Kingdom). 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?'
During my presentation, I will concentrate on the empirical results of my Ph.D study. The outcomes of the nine cases will be presented, and a first attempt will be made to formulate the (practical) impactions of these results. What can be learned from this international comparison, in terms of developing effective practices?
Paper:
‘Feeling safe in an insecure world: Social work education after Baby Peter’
Andrew Whittaker
Theme 6: Sharing research
R014
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Four decades of public inquiries into child deaths and mental health tragedies have had a significant impact on public perceptions of social work. More recently, the death of Baby Peter led to intense media criticism of social workers, leading to the Sun newspaper petition to sack all of the social workers involved, which was signed by 1.2 million people. The Social Work Task Force, formed in response to the negative media coverage, has recommended reforms in social work education and the formation of a Royal College of Social Work that will act as the public face of the profession.
This paper will present the findings of a mixed methods research study that investigated the impact of negative media coverage on student social workers. 68 students participated in three focus groups that used interactive software to collect survey-style quantitative data combined with focus group discussions.
Over half (54%) of students reported that negative media coverage had a strong or mild negative effect and almost half (47%) had questioned their future career as a result of the media criticism. 86% believed that media criticism increased the likelihood of defensive practice and 83% felt the possibility of negative media coverage would influence their approach to a child protection referral. All of the effects identified increased as students progressed through their studies, with significantly higher rates for final year students. However, many articulated belief systems that provided a defensive function and acted as ‘discourses of resistance’. There was clearly an important topic of students, with 77% supporting this to be included in the social work curriculum. The implications for empowering student social workers will be discussed and the challenges currently facing the social work profession will be explored.
This paper will present the findings of a mixed methods research study that investigated the impact of negative media coverage on student social workers. 68 students participated in three focus groups that used interactive software to collect survey-style quantitative data combined with focus group discussions.
Over half (54%) of students reported that negative media coverage had a strong or mild negative effect and almost half (47%) had questioned their future career as a result of the media criticism. 86% believed that media criticism increased the likelihood of defensive practice and 83% felt the possibility of negative media coverage would influence their approach to a child protection referral. All of the effects identified increased as students progressed through their studies, with significantly higher rates for final year students. However, many articulated belief systems that provided a defensive function and acted as ‘discourses of resistance’. There was clearly an important topic of students, with 77% supporting this to be included in the social work curriculum. The implications for empowering student social workers will be discussed and the challenges currently facing the social work profession will be explored.
Paper:
Building the future for social work research: where do we go from here?
Elaine Sharland
Theme 5: Shaping the future through research
R014
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Social work services are central to addressing contemporary social, welfare, health and economic challenges. If policies and practice are to be legitimate, effective and accountable, they need to be informed by the best possible research. Research, in turn, needs to generate not just robust evidence but ideas; not just description but explanation, evaluation and critical understanding of complexity. It needs to invoke not just answers but questions. At its best, social work research can combine research for knowledge and for use; it can evaluate what works, how and in what contexts; it can investigate the interstices between individual and social, public and private, policy and practice, and between social work and related domains of practice; and it can employ question-led multi-modal methodologies. Fine examples exist where some or all of these qualities are already met. But these are relatively rare. In the UK at least, there is a well recognised need for a ‘step change’, to build the range and quality of social work research for the future.
This paper reports on some findings from the recent ESCR Strategic Advisor consultation, examining capacity to generate excellent social work (and social care?) research can best be built. In particular it focuses on some of the most contested questions: what kinds of research - substantive and methodological - are most needed? Should we be arguing for social work and/or social care research? For disciplinarity and/or interdisciplinarity? And in tough economic times, how best can we use the resources we have and generate more, to maximise the potential for sustainable social work research growth, quality and impact in the future?
This paper reports on some findings from the recent ESCR Strategic Advisor consultation, examining capacity to generate excellent social work (and social care?) research can best be built. In particular it focuses on some of the most contested questions: what kinds of research - substantive and methodological - are most needed? Should we be arguing for social work and/or social care research? For disciplinarity and/or interdisciplinarity? And in tough economic times, how best can we use the resources we have and generate more, to maximise the potential for sustainable social work research growth, quality and impact in the future?
Paper:
Exploring sexuality, ageing and rurality: a discussion of research methodology
Lee-Ann Fenge
Theme 6: Sharing research
R014
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Until recently older lesbians and gay men were largely invisible within ageing research, and where research has been undertaken a bias towards urban samples has taken place (Addis et al, 2009). As a result, less is known about the experience of living in a rural community as an older lesbian or gay man. Concerns about isolation and lack of local gay resources in rural communities has been reported (McCarthy, 2000; Comerford et al, 2004). This may have implications for the wellbeing of those living in rural communities, as well as for the agencies offering health and social care support to them.
This paper presents a discussion of a current research project which is taking place as part of the New Dynanmics of Ageing Programme in the South West of England and Wales. This progamme of research is broadly aimed at exploring how older people living in rural areas interact with their local communities. One strand of this research is entitled 'The Gay and Pleasant Land?' project and is focused on exploring sexuality, ageing and rurality.
A number of different methods are used within this project to explore themes surrounding connectivity, place, space and identity. A discussion of the research methods employed will be offered which include visual ethnography, focus groups and interviews using The Biographic Narrative Interpetive Method (BNIM) (Wengraf, 2001). Implications for future research with marginalised groups in rural communites with be discussed.
References
Addis, S., Davies, M., Greene, G., MacBride-Stewart, S., and Shepherd, M. (2009) The health, social care and housing needs of lesbian, gay, bisexual and transgender older people: a review of the literature, Health and Social Care in the Community, 17: 6, 647-658
Comerford, S. A., Henson-Stroud Maxwell, M., Sionainn, C., Wheeler, E., (2004) Crone Songs: Voices of Lesbian Elders on Aging in a Rural Environment, Affilia, 19 : 4, 418-436
McCarthy, L., (2000) Poppies in a wheat field: Exploring the lives of rural lesbians, Journal of Homosexuality, 39:1, 75-94
Wengraf, G. (2001) Qualitative research interviewing, Thousand Oaks CA: Sage
This paper presents a discussion of a current research project which is taking place as part of the New Dynanmics of Ageing Programme in the South West of England and Wales. This progamme of research is broadly aimed at exploring how older people living in rural areas interact with their local communities. One strand of this research is entitled 'The Gay and Pleasant Land?' project and is focused on exploring sexuality, ageing and rurality.
A number of different methods are used within this project to explore themes surrounding connectivity, place, space and identity. A discussion of the research methods employed will be offered which include visual ethnography, focus groups and interviews using The Biographic Narrative Interpetive Method (BNIM) (Wengraf, 2001). Implications for future research with marginalised groups in rural communites with be discussed.
References
Addis, S., Davies, M., Greene, G., MacBride-Stewart, S., and Shepherd, M. (2009) The health, social care and housing needs of lesbian, gay, bisexual and transgender older people: a review of the literature, Health and Social Care in the Community, 17: 6, 647-658
Comerford, S. A., Henson-Stroud Maxwell, M., Sionainn, C., Wheeler, E., (2004) Crone Songs: Voices of Lesbian Elders on Aging in a Rural Environment, Affilia, 19 : 4, 418-436
McCarthy, L., (2000) Poppies in a wheat field: Exploring the lives of rural lesbians, Journal of Homosexuality, 39:1, 75-94
Wengraf, G. (2001) Qualitative research interviewing, Thousand Oaks CA: Sage
10:15 - 10:45
Exhibition area
Refreshments and exhibition
10:45 - 11:45
Auditorium
Keynote 2
11:45 - 12:45
Restaurant
Lunch
12:45 - 14:00
Breakout rooms
Parallel session 4
Embracing the Department of Health Requirements (2002) to consult and include service users at all levels of the social work degree, this presentation explores lessons learned from co-teaching with one particular service user. It falls within the remit of the themes of shaping the teaching and learning experience and shaping current and future social work practice.
The Social Work and Disability module is part of a three year social work undergraduate degree programme. Students’ feedback from induction events to the course, very highly rated the sessions where they met and shared experiences with service users.
Coming to higher education from a practice background, has strongly influenced my commitment to the advantages of co-educating. The model I used was that of service user and carer as expert, to develop new ways of practice to respond to changing needs. To transfer this to the setting of social work education is entirely congruent with requirements, DoH (2002) as well as the personalisation agenda, DoH (2008).
This presentation evaluates the experience of two cohorts of students. The assessment task required them to know and understand the needs of the service user then present this, interwoven with relevant academic models and legislation. One third of the student group failed when it was run as an individual presentation without recourse to a script.
The presentation focuses upon the impact of failure upon student, lecturer, and service user as co-educator. The exploration of failure required personal reflection and strong moral character resulting in a new educational experience promoting personal growth for all the participants.
References
Department of Health (2002) Requirements for Social Work Training. London: Stationery Office
Department of Health (2008) Introduction to Personalisation available at http://www.dh.gov.uk/en/SocialCare/Socialcarereform/Personalisation/DH_080573 (accessed 9.2.10)
This paper aims to explore judgement and decision making in social work, and the kinds of knowledge that practice in this area might require. The social work literature suggests that factors influencing judgement and decision making include procedural and substantive knowledge (Fook et al., 2000), values (Parrott, 2006), emotional (Morrison, 2007) and cognitive skills (Sheppard et al., 2000), and risk, prior experience and statutory obligations (Clifford and Williams, 2002). Social workers operate in stressful practice environments where the aims and values supporting intervention, access to resources, and professional autonomy can be highly contested (Healy, 2007; McDonald et al., 2008). In order to shape current and future practice in these complex contexts, it is important that we consider what learners and practitioners need to know in order to make professional judgements and decisions.
The paper draws on the findings of a small scale research study that explored how social work students made professional judgements and decisions. The literature, pilot interviews and a survey informed design of semi structured interviews and a practice vignette. Interviews were transcribed and analysed thematically, supported by QSR*NVIVO. This paper reports some of the key themes emerging from the data. Findings suggest, for example, differential knowledge acquisition; while values and role knowledge seemed to change during the programme, emotional knowledge appeared relatively stable. This may have implications for how we select for social work education. The study also highlighted the dilemmas faced by learners in relation to values, demands of different stakeholders, and the requirements of the job in a managerial environment. It will be argued that greater recognition of the pivotal role of procedural knowledge and critical thinking (Bailin et al., 1999) in supporting knowledge use would enhance the education of current and future practitioners.
References
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999) ‘Common misconceptions of critical thinking’, Journal of curriculum studies, 31(3), pp.269-283.
Clifford, D., & Williams, G. (2002) ‘Important yet ignored; problems of "expertise" in emergency duty social work’, British journal of social work, 32, pp.201-215.
Fook, J., Ryan, M., & Hawkins, L. (2000) Professional expertise; practice, theory and education for working in uncertainty. London: Whiting and Birch Ltd.
Healy, L. M. (2007) ‘Universalism and cultural relativism in social work ethics’, International social work, 50(1), pp.11-26.
Morrison, T. (2007) ‘Emotional intelligence, emotion and social work: context, characteristics, complications and contribution’, British journal of social work, 37, pp.245-263.
Parrott, L. (2006) Values and ethics in social work practice. Exeter: Learning Matters.
Sheppard, M., Newstead, S., Di Caccavo, A., & Ryan, K. (2000) ‘Reflexivity and the development of process knowledge in social work: a classification and empirical study’, British journal of social work, 30, pp.465-488.
Paper:
The development and assessment of practice learning: a critique of the ‘competence’ framework and an exploration of methods used to help students develop, theoretical, analytical and reflective skills for practice
Marie McNay, Jean Clarke, Roe Lovelock
Theme 1: Shaping the learning and teaching experience
R110
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The Development and Assessment of Practice Learning: a critique of the ‘competence’ framework and an exploration of methods used to help students develop, theoretical, analytical and reflective skills for practice.
The National Occupational Standards (NOS) set out important tasks that social workers should achieve in order to qualify (as did the Diploma in Social Work (DipSW) Core Competences before them). These are useful as a clear set of expectations but they are descriptive outcomes of what social workers do at the point in time that they are formulated. They are not an indication of the complexity of work or level of functioning that a worker should achieve at the point of qualifying. This paper argues that the outcomes became the means to assess students rather than the ends to be achieved and that this has had a profound effect in limiting students’ development. We believe that the current methods of assessing students’ practice by collecting evidence for the National Occupational Standards has inherent problems of fragmentation and does not facilitate the theoretical, analytic and reflective skills needed for the work. It is our belief that some of the criticisms of the quality of qualifying education and training of both the DIPSW and the degree are due to this process of fragmentation.
The presentation will look briefly at the background to the ‘competence’ approach and at material which was developed at a university at the outset of the planning for the social work degree to help students examine and write up their practice in placements in a more analytical and holistic way. The process was a strategy across ‘college’ and ‘practice’ to facilitate the integration of learning.
The paper has relevance for most conference participants, especially practice and college educators. We hope to debate the relevance of the NOS and whether these assist or obstruct the development of sound professional practice.
The National Occupational Standards (NOS) set out important tasks that social workers should achieve in order to qualify (as did the Diploma in Social Work (DipSW) Core Competences before them). These are useful as a clear set of expectations but they are descriptive outcomes of what social workers do at the point in time that they are formulated. They are not an indication of the complexity of work or level of functioning that a worker should achieve at the point of qualifying. This paper argues that the outcomes became the means to assess students rather than the ends to be achieved and that this has had a profound effect in limiting students’ development. We believe that the current methods of assessing students’ practice by collecting evidence for the National Occupational Standards has inherent problems of fragmentation and does not facilitate the theoretical, analytic and reflective skills needed for the work. It is our belief that some of the criticisms of the quality of qualifying education and training of both the DIPSW and the degree are due to this process of fragmentation.
The presentation will look briefly at the background to the ‘competence’ approach and at material which was developed at a university at the outset of the planning for the social work degree to help students examine and write up their practice in placements in a more analytical and holistic way. The process was a strategy across ‘college’ and ‘practice’ to facilitate the integration of learning.
The paper has relevance for most conference participants, especially practice and college educators. We hope to debate the relevance of the NOS and whether these assist or obstruct the development of sound professional practice.
Paper:
Structuring observational assessment to promote learning in practice
Alan Murphy, Julie Laxton
Theme 1: Shaping the learning and teaching experience
R110
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The assessment of learning in practice through observation has been a central part of social work training for some time. A variety of tools have been developed at local level to capture evidence that helps both with practice educator assessment and the compilation of evidence in student portfolios. The tools presented here aim to provide a more comprehensive assessment through the collection of analytic self reflection and commentary from peer, colleague (from own or other profession) and service user feedback. Encouragement is being given to seeing these tools as part of the development of 360 degree assessment that can be used both formatively and summatively.
The Assessment of Learning in Practice Settings, a Centre for Excellence for Teaching and Learning programme across five Higher Education Institutions in Yorkshire, has developed assessment tools across a range of practice issues that are relevant to social work and 15 health professions. These five tools were mapped to the National Occupational Standards (NOS) in social work.
A pilot of the use of two of the five tools was run in 2009 with practice educators and social work students. Early indications from students and practice educators has been positive, both as an assessment aid for practice educators and as an evidence gathering aid for students. In a focus group five second year students reported more confidence in asking for feedback and in constructing reflection of practice. This fits both with the development of lifelong learning skills (Boud 2000) and the development of more crafted learning by the student (Fleming 2009).
Boud, D.(2000). Sustainable Assessment: rethinking assessment for the learning society, Studies in Continuing Education, Volume 22, Issue 2
Fleming, P.(2009) Facilitating and Assessing Multidisciplinary Reflection, Health Sciences and Practice Subject Centre, Occasional Paper 10
The Assessment of Learning in Practice Settings, a Centre for Excellence for Teaching and Learning programme across five Higher Education Institutions in Yorkshire, has developed assessment tools across a range of practice issues that are relevant to social work and 15 health professions. These five tools were mapped to the National Occupational Standards (NOS) in social work.
A pilot of the use of two of the five tools was run in 2009 with practice educators and social work students. Early indications from students and practice educators has been positive, both as an assessment aid for practice educators and as an evidence gathering aid for students. In a focus group five second year students reported more confidence in asking for feedback and in constructing reflection of practice. This fits both with the development of lifelong learning skills (Boud 2000) and the development of more crafted learning by the student (Fleming 2009).
Boud, D.(2000). Sustainable Assessment: rethinking assessment for the learning society, Studies in Continuing Education, Volume 22, Issue 2
Fleming, P.(2009) Facilitating and Assessing Multidisciplinary Reflection, Health Sciences and Practice Subject Centre, Occasional Paper 10
Paper:
"The university didn’t want to hear at all": practice assessors’ relationships with Higher Education Institutions
Jo Finch
Theme 2: Shaping partnerships
R110
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Among the plethora of reforms and recommendations advocated by the Social Work Task Force, the need for "stronger local" (DCSF, 2009:3) relationships between employers and Higher Education Institutions (HEIs) was highlighted. The report also called for "employers, educators and the profession to take responsibility for investing in the next generation [of social workers]" (DCSF, 2009:2). Although the requirement for partnership working between employers and HEIs is not new in the history of social work training, the recommendations, if they come to fruition, should provide an impetus for HEIs and employers to critically consider the extent and nature of their working relationship alongside partnerships with service users. There is an opportunity therefore to redefine and make transparent, the gate-keeping responsibilities that all stakeholders equally hold, not least to ensure that unsuitable people do not become social workers.
One of the relationships that require examination is HEI tutors and practice assessors as it can be argued that this has received scant academic attention in the UK. What little research there is has highlighted that practice assessors often feel unsupported by the HEI (Williamson et al, 1985; Walker et al, 1995; Burgess et al 1998a;1998b) especially when confronted with a failing student.
This paper draws on empirical research undertaken as part of a Doctorate in Social Work which explored why practice assessors found it difficult to fail social work students. One of the surprising findings to emerge was the often strained relationships between practice assessors and HEIs that seemed to emerge most strongly in relation to students who were borderline or failing. Narratives of 'us and them', blame, anger, feelings of powerless and oppression and of not being listened to or heard were some of the stories to emerge. The paper explores these narratives and considers possible reasons for these responses. Lastly, the paper suggests possible ways forward, not least in shaping more equal partnerships between HEIs and practice assessors.
References
Burgess, R., Phillips, R. & Skinner, K. (1998a) Practice Placements That Go Wrong, Journal of Practice Teaching, (1), pp.48-64
Burgess, R., Campbell, V., Phillips, R. & Skinner, K. (1998b) Managing Unsuccessful or Uncompleted Placements, Journal of Practice Teaching (7), pp.4-12
DCSF (2009) Building a Safe, Confident future – The Final Report of the Social Work Task Force November 2009 – Executive Summary, The Social Work Task Force, London.
Walker, J., McCarthy, P., Morgan, W. & Timms, N. (1995) In Pursuit of Quality: Improving Practice Teaching in Social Work, Relate Centre for Family Studies, Newcastle Upon Tyne
Williamson, H., Jefferson, R., Johnson, S. & Shabbaz, A. (1985) Assessment of Practice – A Perennial Concern: A Case Study pf Current Methods Skills and Knowledge Used by Practice Teachers to Evaluate the Competence of Social Work Students, Centre for Social Work Studies, University of Wales, College of Cardiff
One of the relationships that require examination is HEI tutors and practice assessors as it can be argued that this has received scant academic attention in the UK. What little research there is has highlighted that practice assessors often feel unsupported by the HEI (Williamson et al, 1985; Walker et al, 1995; Burgess et al 1998a;1998b) especially when confronted with a failing student.
This paper draws on empirical research undertaken as part of a Doctorate in Social Work which explored why practice assessors found it difficult to fail social work students. One of the surprising findings to emerge was the often strained relationships between practice assessors and HEIs that seemed to emerge most strongly in relation to students who were borderline or failing. Narratives of 'us and them', blame, anger, feelings of powerless and oppression and of not being listened to or heard were some of the stories to emerge. The paper explores these narratives and considers possible reasons for these responses. Lastly, the paper suggests possible ways forward, not least in shaping more equal partnerships between HEIs and practice assessors.
References
Burgess, R., Phillips, R. & Skinner, K. (1998a) Practice Placements That Go Wrong, Journal of Practice Teaching, (1), pp.48-64
Burgess, R., Campbell, V., Phillips, R. & Skinner, K. (1998b) Managing Unsuccessful or Uncompleted Placements, Journal of Practice Teaching (7), pp.4-12
DCSF (2009) Building a Safe, Confident future – The Final Report of the Social Work Task Force November 2009 – Executive Summary, The Social Work Task Force, London.
Walker, J., McCarthy, P., Morgan, W. & Timms, N. (1995) In Pursuit of Quality: Improving Practice Teaching in Social Work, Relate Centre for Family Studies, Newcastle Upon Tyne
Williamson, H., Jefferson, R., Johnson, S. & Shabbaz, A. (1985) Assessment of Practice – A Perennial Concern: A Case Study pf Current Methods Skills and Knowledge Used by Practice Teachers to Evaluate the Competence of Social Work Students, Centre for Social Work Studies, University of Wales, College of Cardiff
Paper:
Developing the service user role as practice educator
Sherma Patel, Reshma Patel, Jane McLenachan
Theme 2: Shaping partnerships
R118
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Click here to show/hide the abstract
Using the 'Enabling Others' module to increase the participation of people who use services in social work education was a Skills for Care funded project.
The presentation includes university, student and service user contributions and explores strategies to enhance service user engagement, in the context of developing practice educator standards. Definitive standards are needed for those who teach and assess social work students’ (DCSF 2009 p24). The draft national standards (SfC 2009) indicate that all Stage 1 practice educators must have the equivalent of two years relevant work experience and qualification. This paper will examine potential conflicts between requirements to engage service users in all aspects of social work education and practice educator standards restricting the role of service users.
Although the project is not yet complete or fully evaluated, a number of challenges have emerged. These include:
1. Teaching and learning strategies
2. Joint university/employer delivery
3. Resource implications
4. Tutor role
5. Exploring anti-oppressive practice without the grounding of previous social work education
The service user role as practice educator presented a challenge to the student’s perceptions and definitions of service user. However, in common with other service user practice learning projects (Doel et al 2009) this provided a unique insight to service user perspectives and an enhanced understanding of personalisation.
The project built upon the service user’s knowledge and skills and enhanced her confidence in her ability to contribute more formally to social work education. The project has enabled students to understand that service users have strengths in relation to social work education and not just needs in relation to service delivery.
References
DCSF (2009) Building a safe, confident future: The final report of the Social Work Task Force November 2009
Doel M et al (2009) Placements with Service Users and Carers who Manage their Own Budgets unpublished
Skills for Care, CWDC, GSCC (2009) Proposals for a Practice Educator Framework www.skillsforcare.org.uk
The presentation includes university, student and service user contributions and explores strategies to enhance service user engagement, in the context of developing practice educator standards. Definitive standards are needed for those who teach and assess social work students’ (DCSF 2009 p24). The draft national standards (SfC 2009) indicate that all Stage 1 practice educators must have the equivalent of two years relevant work experience and qualification. This paper will examine potential conflicts between requirements to engage service users in all aspects of social work education and practice educator standards restricting the role of service users.
Although the project is not yet complete or fully evaluated, a number of challenges have emerged. These include:
1. Teaching and learning strategies
2. Joint university/employer delivery
3. Resource implications
4. Tutor role
5. Exploring anti-oppressive practice without the grounding of previous social work education
The service user role as practice educator presented a challenge to the student’s perceptions and definitions of service user. However, in common with other service user practice learning projects (Doel et al 2009) this provided a unique insight to service user perspectives and an enhanced understanding of personalisation.
The project built upon the service user’s knowledge and skills and enhanced her confidence in her ability to contribute more formally to social work education. The project has enabled students to understand that service users have strengths in relation to social work education and not just needs in relation to service delivery.
References
DCSF (2009) Building a safe, confident future: The final report of the Social Work Task Force November 2009
Doel M et al (2009) Placements with Service Users and Carers who Manage their Own Budgets unpublished
Skills for Care, CWDC, GSCC (2009) Proposals for a Practice Educator Framework www.skillsforcare.org.uk
Paper:
Failure: reflections on a shared journey
Jayne Lewis
Theme 1: Shaping the learning and teaching experience
R118
Click here to show/hide the abstract
Embracing the Department of Health Requirements (2002) to consult and include service users at all levels of the social work degree, this presentation explores lessons learned from co-teaching with one particular service user. It falls within the remit of the themes of shaping the teaching and learning experience and shaping current and future social work practice.
The Social Work and Disability module is part of a three year social work undergraduate degree programme. Students’ feedback from induction events to the course, very highly rated the sessions where they met and shared experiences with service users.
Coming to higher education from a practice background, has strongly influenced my commitment to the advantages of co-educating. The model I used was that of service user and carer as expert, to develop new ways of practice to respond to changing needs. To transfer this to the setting of social work education is entirely congruent with requirements, DoH (2002) as well as the personalisation agenda, DoH (2008).
This presentation evaluates the experience of two cohorts of students. The assessment task required them to know and understand the needs of the service user then present this, interwoven with relevant academic models and legislation. One third of the student group failed when it was run as an individual presentation without recourse to a script.
The presentation focuses upon the impact of failure upon student, lecturer, and service user as co-educator. The exploration of failure required personal reflection and strong moral character resulting in a new educational experience promoting personal growth for all the participants.
References
Department of Health (2002) Requirements for Social Work Training. London: Stationery Office
Department of Health (2008) Introduction to Personalisation available at http://www.dh.gov.uk/en/SocialCare/Socialcarereform/Personalisation/DH_080573 (accessed 9.2.10)
Paper:
A forgotten partnership? The carer-service user partnership and personalisation
Mary Larkin
Theme 2: Shaping partnerships
R118
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The issue of partnerships is a core requirement in social work training (Department of Health, 2002). However, mainly as result of a lack of substantive research, a partnership that is central to the delivery, quality and experience of care - the partnership between service users and their carers - receives little attention.
This paper will focus on the impact of personalisation on this partnership, and argue that it should not be forgotten within social work education and practice in the move to mainstream operation of personalisation (Department of Health, 2007). It will start with an outline of the nature of the carer-service user relationship, focusing on those qualities that contribute to its partnership status. Specific reference will be made to the mutual interdependence that has been found to characterise caring relationships. An exploration of the ways in which personalisation has the potential to shape aspects of this partnership will follow. For instance, initiatives introduced within this agenda mean that carers can be faced with the situation where their dependants make more of the decisions about their own care, they have to make different contributions to the provision of care which may involve them in new tasks and in some cases, a contractual relationship with the service user. The effects of these sorts of changes could also be compounded by any misalignments with their own needs. Hence personalisation can affect the dynamics of the caring relationship.
Given the importance of this interdependent relationship to the successful implementation of initiatives within personalisation, it is crucial that changes in this relationship are recognized and addressed in social work practice as this agenda gathers momentum. Therefore, the final part of this paper will include some ideas about resolving this dilemma and ensuring the implications of personalisation for carer-service user partnerships are both incorporated into social work education and translated into effective practice.
References
Department of Health (2002). Requirements for Social Work Training. London: HMSO
Department of Health (2007). Putting people first: a shared vision and commitment to the transformation of adult social care. London: HMSO
This paper will focus on the impact of personalisation on this partnership, and argue that it should not be forgotten within social work education and practice in the move to mainstream operation of personalisation (Department of Health, 2007). It will start with an outline of the nature of the carer-service user relationship, focusing on those qualities that contribute to its partnership status. Specific reference will be made to the mutual interdependence that has been found to characterise caring relationships. An exploration of the ways in which personalisation has the potential to shape aspects of this partnership will follow. For instance, initiatives introduced within this agenda mean that carers can be faced with the situation where their dependants make more of the decisions about their own care, they have to make different contributions to the provision of care which may involve them in new tasks and in some cases, a contractual relationship with the service user. The effects of these sorts of changes could also be compounded by any misalignments with their own needs. Hence personalisation can affect the dynamics of the caring relationship.
Given the importance of this interdependent relationship to the successful implementation of initiatives within personalisation, it is crucial that changes in this relationship are recognized and addressed in social work practice as this agenda gathers momentum. Therefore, the final part of this paper will include some ideas about resolving this dilemma and ensuring the implications of personalisation for carer-service user partnerships are both incorporated into social work education and translated into effective practice.
References
Department of Health (2002). Requirements for Social Work Training. London: HMSO
Department of Health (2007). Putting people first: a shared vision and commitment to the transformation of adult social care. London: HMSO
Paper:
Learning to make judgements and decisions in social work; implications for current and future practice?
Sue Lampitt, Julie Irvine
Theme 3: Shaping current and future social work practice
R034
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This paper aims to explore judgement and decision making in social work, and the kinds of knowledge that practice in this area might require. The social work literature suggests that factors influencing judgement and decision making include procedural and substantive knowledge (Fook et al., 2000), values (Parrott, 2006), emotional (Morrison, 2007) and cognitive skills (Sheppard et al., 2000), and risk, prior experience and statutory obligations (Clifford and Williams, 2002). Social workers operate in stressful practice environments where the aims and values supporting intervention, access to resources, and professional autonomy can be highly contested (Healy, 2007; McDonald et al., 2008). In order to shape current and future practice in these complex contexts, it is important that we consider what learners and practitioners need to know in order to make professional judgements and decisions.
The paper draws on the findings of a small scale research study that explored how social work students made professional judgements and decisions. The literature, pilot interviews and a survey informed design of semi structured interviews and a practice vignette. Interviews were transcribed and analysed thematically, supported by QSR*NVIVO. This paper reports some of the key themes emerging from the data. Findings suggest, for example, differential knowledge acquisition; while values and role knowledge seemed to change during the programme, emotional knowledge appeared relatively stable. This may have implications for how we select for social work education. The study also highlighted the dilemmas faced by learners in relation to values, demands of different stakeholders, and the requirements of the job in a managerial environment. It will be argued that greater recognition of the pivotal role of procedural knowledge and critical thinking (Bailin et al., 1999) in supporting knowledge use would enhance the education of current and future practitioners.
References
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999) ‘Common misconceptions of critical thinking’, Journal of curriculum studies, 31(3), pp.269-283.
Clifford, D., & Williams, G. (2002) ‘Important yet ignored; problems of "expertise" in emergency duty social work’, British journal of social work, 32, pp.201-215.
Fook, J., Ryan, M., & Hawkins, L. (2000) Professional expertise; practice, theory and education for working in uncertainty. London: Whiting and Birch Ltd.
Healy, L. M. (2007) ‘Universalism and cultural relativism in social work ethics’, International social work, 50(1), pp.11-26.
Morrison, T. (2007) ‘Emotional intelligence, emotion and social work: context, characteristics, complications and contribution’, British journal of social work, 37, pp.245-263.
Parrott, L. (2006) Values and ethics in social work practice. Exeter: Learning Matters.
Sheppard, M., Newstead, S., Di Caccavo, A., & Ryan, K. (2000) ‘Reflexivity and the development of process knowledge in social work: a classification and empirical study’, British journal of social work, 30, pp.465-488.
Paper:
Can online discussions be used as a tool to shape the learning experience of student social workers?
Alison Domakin
Theme 1: Shaping the learning and teaching experience
R034
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"One of the great untested assumptions of current educational practice is that students learn through discussion." (Laurillard 2003:158)
This paper explores student social workers’ perceptions of learning from participation in online discussions and analyses how these can be used most effectively to develop understanding about interpersonal communication. The research context was a communication unit on a social work degree course in which teacher-designed discussion questions followed each teaching session. Student questionnaires were analysed and the results compared with a grounded theory analysis of online postings (Strauss and Corbin 1998).
Research shows that despite the potential for online discussions to stimulate deep learning, this remains elusive (Wallace 2003). This paper reviews the literature examining why evidence of complex engagement with ideas is difficult to locate in online discussions, and how meaningful discussion can be encouraged.
Findings from this study suggest that participating in online discussions is an emotive experience for students. A model using online discussion to teach communication skills is proposed, building on the work of Gunawardena et al (1998). In the proposed model the links between ‘process knowledge’ (how students communicate with each other online and how they experience this) and ‘content knowledge’ (the curriculum) are used as learning material. It is argued that deeper learning may result from examination of this dynamic.
The paper concludes that it may not be useful to search for evidence of deep learning in online discussions alone. Learning about communication should be considered as a cumulative process involving group interaction through online discussions, followed by individual reflection and application in social work practice. Further research to investigate applications of this model in social work education is needed.
References
Gunawardena, C N, Lowe, C A, Anderson, T. (1998)Transcript analysis of computer mediated conferences as a tool for testing constructivist and social constructivist learning theories, Paper presented at the Annual Conference on Distance Learning and Teaching Madison WI Aug 5-7
Laurillard, D. (2003) Rethinking University Teaching, 2nd Edition London and New York: RoutledgeFalmer
Strauss,A and Corbin, J.M (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Thousand Oaks Calif:Sage
Wallace, R M. (2003) Online learning in Higher Education: A review of research on interactions among teachers and students, Education, Communication and Information, 3:2
This paper explores student social workers’ perceptions of learning from participation in online discussions and analyses how these can be used most effectively to develop understanding about interpersonal communication. The research context was a communication unit on a social work degree course in which teacher-designed discussion questions followed each teaching session. Student questionnaires were analysed and the results compared with a grounded theory analysis of online postings (Strauss and Corbin 1998).
Research shows that despite the potential for online discussions to stimulate deep learning, this remains elusive (Wallace 2003). This paper reviews the literature examining why evidence of complex engagement with ideas is difficult to locate in online discussions, and how meaningful discussion can be encouraged.
Findings from this study suggest that participating in online discussions is an emotive experience for students. A model using online discussion to teach communication skills is proposed, building on the work of Gunawardena et al (1998). In the proposed model the links between ‘process knowledge’ (how students communicate with each other online and how they experience this) and ‘content knowledge’ (the curriculum) are used as learning material. It is argued that deeper learning may result from examination of this dynamic.
The paper concludes that it may not be useful to search for evidence of deep learning in online discussions alone. Learning about communication should be considered as a cumulative process involving group interaction through online discussions, followed by individual reflection and application in social work practice. Further research to investigate applications of this model in social work education is needed.
References
Gunawardena, C N, Lowe, C A, Anderson, T. (1998)Transcript analysis of computer mediated conferences as a tool for testing constructivist and social constructivist learning theories, Paper presented at the Annual Conference on Distance Learning and Teaching Madison WI Aug 5-7
Laurillard, D. (2003) Rethinking University Teaching, 2nd Edition London and New York: RoutledgeFalmer
Strauss,A and Corbin, J.M (1998) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, Thousand Oaks Calif:Sage
Wallace, R M. (2003) Online learning in Higher Education: A review of research on interactions among teachers and students, Education, Communication and Information, 3:2
Paper:
"I second that emotion" - emotions and emotional intelligence in social work
Richard Ingram
Theme 3: Shaping current and future social work practice
R034
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The concept of emotional intelligence places emphasis on the ability of an individual to identify, understand and manage the emotional content of their interactions and experiences (Salovey and Mayer 1990). This paper will establish links between the concept of emotional intelligence and a potential role within social work practice. It will be argued that awareness of the emotional content of social work practice is congruent with 21st century social work principles such as the promotion of service user involvement in the services they receive.
The potentially uneasy relationship between emotions and effective decision making will be explored. The familiar paradigm that emotions cloud judgements will be challenged and a case will be made to suggest that emotions are inextricably linked to thought processes and in turn we can begin to develop a view that the construct of emotional intelligence has a resonance in practice.
There are many interesting parallels between emotional intelligence and the concept of the reflective practitioner. These will be explored and supervision will be highlighted as a key forum to develop the expression of emotions in practice.
Reference
Salovey, P. & Mayer, J.D. (1990). 'Emotional intelligence. Imagination', Cognition, and Personality (9) 185-211
The potentially uneasy relationship between emotions and effective decision making will be explored. The familiar paradigm that emotions cloud judgements will be challenged and a case will be made to suggest that emotions are inextricably linked to thought processes and in turn we can begin to develop a view that the construct of emotional intelligence has a resonance in practice.
There are many interesting parallels between emotional intelligence and the concept of the reflective practitioner. These will be explored and supervision will be highlighted as a key forum to develop the expression of emotions in practice.
Reference
Salovey, P. & Mayer, J.D. (1990). 'Emotional intelligence. Imagination', Cognition, and Personality (9) 185-211
Workshop:
Using coaching to shape practice with practitioners in training and NQSWs.
Mark Chesterman
Theme 3: Shaping current and future social work practice
R115
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Coaching has attracted considerable interest in the human resource management and leadership fields, however the literature in relation to the application of coaching within social work is much more limited. Even so, it is clear that much contemporary coaching practice has a value base and a skill set that is highly congruent with effective social work practice and that coaching as an activity does have relevance to the development and supervision of practitioners.
This workshop therefore aims to introduce participants to the key features of coaching, and to consider how coaching can be used to shape direct practice through the critical tasks of practice education and the supervision of Newly Qualified Social Workers.
The workshop has a strong skills focus and at least 65% of the workshop time will be given over to experiential exercises. In particular, participants will have the opportunity to:
• Practice some of the key skills of coaching
• Gain an understanding of one of the key models of coaching and to practise using this model
• Think about the relevance of coaching in the workplace.
The workshop will canvass not only the possibilities but also the limitations of coaching and will draw on the presenter’s experience of coaching, and teaching coaching and coaching skills to candidates on both the erstwhile Practice Teaching Award and, more latterly, the Higher Specialist Award in Leadership and Management.
The workshop is pertinent to all areas of social work practice and will be particularly relevant to those interested in practice education and/or line management. No previous knowledge of coaching is assumed.
Places are limited to 20 participants.
This workshop therefore aims to introduce participants to the key features of coaching, and to consider how coaching can be used to shape direct practice through the critical tasks of practice education and the supervision of Newly Qualified Social Workers.
The workshop has a strong skills focus and at least 65% of the workshop time will be given over to experiential exercises. In particular, participants will have the opportunity to:
• Practice some of the key skills of coaching
• Gain an understanding of one of the key models of coaching and to practise using this model
• Think about the relevance of coaching in the workplace.
The workshop will canvass not only the possibilities but also the limitations of coaching and will draw on the presenter’s experience of coaching, and teaching coaching and coaching skills to candidates on both the erstwhile Practice Teaching Award and, more latterly, the Higher Specialist Award in Leadership and Management.
The workshop is pertinent to all areas of social work practice and will be particularly relevant to those interested in practice education and/or line management. No previous knowledge of coaching is assumed.
Places are limited to 20 participants.
Workshop:
Social work, ‘real life’ and the art of survival
Adrian Ward
Theme 1: Shaping the learning and teaching experience
N101
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Come to this workshop if you want to think about how to survive (and help your students survive) in the professional world!
Social workers have always placed themselves at the intersections between people’s greatest personal difficulties and the demands and requirements of the social world. They also have to operate in the ‘friendly fire’ situation of organisational and political turbulence, extreme regulation and constant inspection.
These disturbing influences mean that it is increasingly hard for social workers to feel ‘centred’ or ‘well-grounded’ in their professional practice, and many qualifying students express concern about how they will survive in the ‘real world’. Training programmes do not always contribute helpfully in this respect with increasing requirements to produce enormous portfolios and dissertations, often at the expense of time for reflection and personal development. These demands for productivity may actually inhibit the growth of professional maturity and expertise which practitioners need.
This workshop offers a different approach: we will explore the value of deeper and broader thinking and of helping students to develop their personal resources through more creative and philosophical approaches. There will be a particular emphasis on literature, autobiographical writing and other arts.
The workshop will open with a brief account of the relationship between stress, trauma and creativity, drawing upon the work of Whyte (1989) and others, in arguing that finding and nurturing one’s personal creativity is an important element in surviving and thriving. The ‘workshop’ element will engage participants in reflecting on their own experience of these issues, developing personal strategies for coping and survival, and then on to the question of how to support students in their struggle with this learning.
Reference: Whyte, D. (1989). The Heart Aroused: Poetry and the Preservation of the Soul at Work. New York, Bantam Doubleday.
Social workers have always placed themselves at the intersections between people’s greatest personal difficulties and the demands and requirements of the social world. They also have to operate in the ‘friendly fire’ situation of organisational and political turbulence, extreme regulation and constant inspection.
These disturbing influences mean that it is increasingly hard for social workers to feel ‘centred’ or ‘well-grounded’ in their professional practice, and many qualifying students express concern about how they will survive in the ‘real world’. Training programmes do not always contribute helpfully in this respect with increasing requirements to produce enormous portfolios and dissertations, often at the expense of time for reflection and personal development. These demands for productivity may actually inhibit the growth of professional maturity and expertise which practitioners need.
This workshop offers a different approach: we will explore the value of deeper and broader thinking and of helping students to develop their personal resources through more creative and philosophical approaches. There will be a particular emphasis on literature, autobiographical writing and other arts.
The workshop will open with a brief account of the relationship between stress, trauma and creativity, drawing upon the work of Whyte (1989) and others, in arguing that finding and nurturing one’s personal creativity is an important element in surviving and thriving. The ‘workshop’ element will engage participants in reflecting on their own experience of these issues, developing personal strategies for coping and survival, and then on to the question of how to support students in their struggle with this learning.
Reference: Whyte, D. (1989). The Heart Aroused: Poetry and the Preservation of the Soul at Work. New York, Bantam Doubleday.
Workshop:
A blended learning approach to human development learning and teaching.
Lynn Sheridan
Theme 1: Shaping the learning and teaching experience
N105
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This workshop will explore the student experience of a blended learning approach (Macdonald 2006) to the teaching of human development across the lifespan. By showcasing the core components of the module, participants will be encouraged to explore how they could utilise similar techniques within their own learning and teaching strategies. The structure will be a short presentation followed by hands on experience and wider discussion.
Human development is taught at Glasgow Caledonian University (GCU) to undergraduate students in the 2nd year of the course. This is a large student group involving full-time students and part-time students who are employed within social care posts in our partner local authorities. Employing an essentially constructivist approach (Koohang et al 2009), students are introduced to several ‘families’ within the virtual town ‘Clydetown’ where their classroom learning of the theories of human development are tested against the experiences of the people within the case studies. This facilitates the scaffolding of the learning process (Hung 2005) as students can test out through discussion their understanding of the taught materials. This is further augmented by the use of audio materials from the BBC archive which allows this understanding to be tested against the lived reality of individual testimony.
This module evaluated consistently well with students who found the blended approach responsive to their varied learning styles, age differences and practice experiences. It also begins the process of understanding how to function within the group learning environments and of reflective understanding (Fook and Gardner 2007) that will be required for their practice placement in the subsequent semester.
References.
Fook J and Gardner F, (2007) Practising Critical Reflection : A Handbook, Maidenhead, Open University Press
Hung D, Chee T.S., Hedberg J.G. and Seng K.T. (2005) ‘A framework for fostering a community of practice: scaffolding learners through an evolving continuum’ , British Journal of Educational Technology, 36 (2) pp.159-176.
Koohang A, Riley L and Smith T (2009) ‘E-learning and Constructivism: From Theory to Application, Interdisciplinary Journal of E-Learning and Learning Objects, Volume 5 .
Macdonald, J. (2006), Blended Learning and Online Tutoring - A good practice Guide. Gower Publishing
Human development is taught at Glasgow Caledonian University (GCU) to undergraduate students in the 2nd year of the course. This is a large student group involving full-time students and part-time students who are employed within social care posts in our partner local authorities. Employing an essentially constructivist approach (Koohang et al 2009), students are introduced to several ‘families’ within the virtual town ‘Clydetown’ where their classroom learning of the theories of human development are tested against the experiences of the people within the case studies. This facilitates the scaffolding of the learning process (Hung 2005) as students can test out through discussion their understanding of the taught materials. This is further augmented by the use of audio materials from the BBC archive which allows this understanding to be tested against the lived reality of individual testimony.
This module evaluated consistently well with students who found the blended approach responsive to their varied learning styles, age differences and practice experiences. It also begins the process of understanding how to function within the group learning environments and of reflective understanding (Fook and Gardner 2007) that will be required for their practice placement in the subsequent semester.
References.
Fook J and Gardner F, (2007) Practising Critical Reflection : A Handbook, Maidenhead, Open University Press
Hung D, Chee T.S., Hedberg J.G. and Seng K.T. (2005) ‘A framework for fostering a community of practice: scaffolding learners through an evolving continuum’ , British Journal of Educational Technology, 36 (2) pp.159-176.
Koohang A, Riley L and Smith T (2009) ‘E-learning and Constructivism: From Theory to Application, Interdisciplinary Journal of E-Learning and Learning Objects, Volume 5 .
Macdonald, J. (2006), Blended Learning and Online Tutoring - A good practice Guide. Gower Publishing
Workshop:
Service user and carer involvement in troubling times: A difficult adolescence or a smooth transition to adulthood?
John Dow, Tim Kelly
Theme 2: Shaping partnerships
N106
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Service user and carer involvement has come a long way in recent years. Increasingly users and carers have a place at the table, and their inclusion is embedded in policy and practice to varying degrees. Their voice is clearer and influence is occurring. Whilst this is to be celebrated, has this involvement of service users and carers in social work education reached a developmental milestone and not full maturity?
It is time to reflect on the journey, where we are now, where do we go in the future. This is especially important given the current economic and political climate. Cutbacks may make life difficult for partnerships between service users and social work education programmes, or worse, reverse the progress we have seen in service user and carer involvement. It is time to move involvement to the next level - not just for the sake of involvement but with a clearly defined and real purpose.
This workshop will engage in this reflection beginning with a brief exploration of the journey of involvement of a service user; it will engage participants in a reflection on where carer and user involvement should go in the next phase of development. Using small group discussion techniques, key questions will be asked of participants including:
- will empowerment lead to disempowerment or will involvement move to a new level in response to the environmental stressors?
- if carers and users have power now, what is this for and how do we use it?
- how do HEIs respond to and live with the growing sense of power of service users and carers?
- are service users and carers involved in a meaningful and purposeful way or just for the sake of having involvement?
It is time to reflect on the journey, where we are now, where do we go in the future. This is especially important given the current economic and political climate. Cutbacks may make life difficult for partnerships between service users and social work education programmes, or worse, reverse the progress we have seen in service user and carer involvement. It is time to move involvement to the next level - not just for the sake of involvement but with a clearly defined and real purpose.
This workshop will engage in this reflection beginning with a brief exploration of the journey of involvement of a service user; it will engage participants in a reflection on where carer and user involvement should go in the next phase of development. Using small group discussion techniques, key questions will be asked of participants including:
- will empowerment lead to disempowerment or will involvement move to a new level in response to the environmental stressors?
- if carers and users have power now, what is this for and how do we use it?
- how do HEIs respond to and live with the growing sense of power of service users and carers?
- are service users and carers involved in a meaningful and purposeful way or just for the sake of having involvement?
Paper:
Every practitioner matters: social workers' perspectives on post Laming practice
Gillian Ruch, Cathy Murray
Theme 8: Sharing research findings to develop effective practice
R020
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The introduction of the Every Child Matters agenda and the 2004 Children Act have led to a fundamental reorganisation in child care social work and the integration of Children’s Services. This study explored the preoccupations amongst child care social workers arising from these changes and the key obstacles to and opportunities for effective interprofessional working which they identify. An innovative qualitative research method was used to elicit social workers’ perspectives. The method adopted utilised a relationship-based model of reflection, which draws on current thinking in the fields of reflective practice and critical reflection, and involved practitioners from child care teams in a local authority engaging in reflective groups on a monthly basis.
Two key findings will be discussed. Firstly, observable and less visible aspects of interprofessional working were identified which included the limited evidence and understanding of interprofessional working, the defensive dynamics between professionals and the impact on working relations of professional status and power. Secondly, unintended consequences and implementation gaps associated with the new initiatives emerged and it became clear that social workers had developed a range of strategies to deal with these new challenges.
The implications for practice are various. There was recognition of the need to strengthen the distinctive role and professional identity of social workers in order to enhance their confidence to work in interprofessional contexts, to tackle the impact of differential professional status on interprofessional working and to recognise the importance of exploring the tensions between professional and personal boundaries in interprofessional encounters. Furthermore, the changing nature of practice requires practitioners to acquire a comprehensive range of skills, including those required for working in confrontational situations. Finally, the research highlighted the potential of reflective practice to promote understanding of diverse professional responses to challenging situations.
Two key findings will be discussed. Firstly, observable and less visible aspects of interprofessional working were identified which included the limited evidence and understanding of interprofessional working, the defensive dynamics between professionals and the impact on working relations of professional status and power. Secondly, unintended consequences and implementation gaps associated with the new initiatives emerged and it became clear that social workers had developed a range of strategies to deal with these new challenges.
The implications for practice are various. There was recognition of the need to strengthen the distinctive role and professional identity of social workers in order to enhance their confidence to work in interprofessional contexts, to tackle the impact of differential professional status on interprofessional working and to recognise the importance of exploring the tensions between professional and personal boundaries in interprofessional encounters. Furthermore, the changing nature of practice requires practitioners to acquire a comprehensive range of skills, including those required for working in confrontational situations. Finally, the research highlighted the potential of reflective practice to promote understanding of diverse professional responses to challenging situations.
Paper:
The independent safeguarding authority: emerging issues for social work educators
Martin Stevens, Jill Manthorpe, Shereen Hussein, Jess Harris, Tay Nagendran
Theme 6: Sharing research
R020
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Adult safeguarding has become a key area within social work policy, education and training and practice and in the broader regulatory framework (Cambridge and Parkes, 2005). This paper reports on emerging findings from the first phase of research undertaken to explore the operation of the new vetting and barring system introduced by the Safeguarding Vulnerable Groups Act (2006), administered by the Independent Safeguarding Authority (ISA). The new scheme integrates list 99, the Protection of Children Act (POCA) and Protection of Vulnerable Adults (POVA) lists, which contained names of individuals barred from working as teachers, in children’s and adults’ social care services respectively.
Specifically, the paper will report on the emerging outcomes of interviews being undertaken with employers, practitioners, people using services, carers and adult safeguarding personnel in local authorities. The interviews explore:
• processes involved in making referrals to the POVA List and the new ISA vetting and barring schem.
• using the list to vet potential members of staff and students.
• perceived effectiveness of the POVA List and the new vetting and barring schem.
Early findings suggest the importance of knowledge of the processes of making referrals. Clarity in terms of responsibilities and the risk that providers and educationalists may face criticism as a result of making referrals are identified as important issues. The importance of social work practitioners and educationalists in terms of their contribution to the safeguarding processes will be explored.
Specifically, the paper will report on the emerging outcomes of interviews being undertaken with employers, practitioners, people using services, carers and adult safeguarding personnel in local authorities. The interviews explore:
• processes involved in making referrals to the POVA List and the new ISA vetting and barring schem.
• using the list to vet potential members of staff and students.
• perceived effectiveness of the POVA List and the new vetting and barring schem.
Early findings suggest the importance of knowledge of the processes of making referrals. Clarity in terms of responsibilities and the risk that providers and educationalists may face criticism as a result of making referrals are identified as important issues. The importance of social work practitioners and educationalists in terms of their contribution to the safeguarding processes will be explored.
Paper:
Developing a career framework for social workers in children’s services
Linda Martin, Gary Spolander
Theme 5: Shaping the future through research
R014
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The crisis in recruiting and retaining social workers has attracted national attention and government intervention. This action research was conducted as one part of the initiative between Government Office and local authority children’s services departments to address the problem by identifying a career framework appropriate to the needs and experience of social workers and the challenges of social work practice.
The analysis of national trends, local workforce statistics, local qualitative data (gathered through an online survey), consultation with CWDC and examination of career frameworks in allied professions, resulted in a radical proposal to revise the day to day management of children’s services.
This paper debates the key concerns raised by the current structure of operational teams, the allocation of work, the staff development opportunities and the career options for staff within the context of a culture of public intolerance of social work failure and a managerialist approach to the service. It addresses concerns highlighted within the Social Work Task Force report of a lack of leadership and a strong professional voice and the tensions for local authorities attempting to work collaboratively yet competing for a limited resource. It demonstrates how reactive, short-term remedies to recruitment problems, propelled by a lack of financial resources have exacerbated the problem to the point where incremental change to the current system will not address the problem.
The recommendations of the research are wide ranging, challenging and will change the face of operational teams if adopted. At the same time they provide the opportunity to nurture newly qualified workers and strengthen the profession, recognising the skills, knowledge and expertise of social work as a unique and highly valuable discipline.
The analysis of national trends, local workforce statistics, local qualitative data (gathered through an online survey), consultation with CWDC and examination of career frameworks in allied professions, resulted in a radical proposal to revise the day to day management of children’s services.
This paper debates the key concerns raised by the current structure of operational teams, the allocation of work, the staff development opportunities and the career options for staff within the context of a culture of public intolerance of social work failure and a managerialist approach to the service. It addresses concerns highlighted within the Social Work Task Force report of a lack of leadership and a strong professional voice and the tensions for local authorities attempting to work collaboratively yet competing for a limited resource. It demonstrates how reactive, short-term remedies to recruitment problems, propelled by a lack of financial resources have exacerbated the problem to the point where incremental change to the current system will not address the problem.
The recommendations of the research are wide ranging, challenging and will change the face of operational teams if adopted. At the same time they provide the opportunity to nurture newly qualified workers and strengthen the profession, recognising the skills, knowledge and expertise of social work as a unique and highly valuable discipline.
Paper:
Building multi-agency partnerships with schools and service user/carers for child outcomes: findings from seven local authorities
Lynn McDonald
Theme 8: Sharing research findings to develop effective practice
R014
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Seven local authorities participated in systematically building multi-agency partnership training across social work and schools, including parents, to achieve Every Child Matters goals of improved child well-being. The partnerships included school staff, social work staff, and other community agency representation, e.g. family outreach workers, Youth Offending Team members, addictions or mental health specialists from adult services, and community organizers. Headteachers were contacted to determine their willingness to host the training. Parents from a specific local primary school were asked to be on the team as well, with teams of 20 people being trained at one time. The partnership teams were organized for two day training as well as supervised practice for 8 weekly sessions to facilitate local multi-family groups offered to them as an extended school programme. Supervision visits by trained social workers on the project took place for three of the 8 groups sessions to support the process and to support local adaptation by the practitioners and parents. The child outcomes were measured using the SDQ, both pre and post the groups, as reported by both the teachers and the parents of the children whose family participated. Social capital questions were also asked. Universal recruitment of the families was done through primary schools serving disadvantaged communities. Paired t-tests were administered, and the results will be presented and discussed. In addition, the service user parents who completed the weekly groups and who go on to meet monthly, participated in focus groups and shared some of their reflections on the process. The complex, systemic intervention was based on theories and social work strategies including adult education (Paulo Friere), community organizing (Saul Alinsky), social ecological theory of child development (Bronfenbrenner), family stress theory (Hill; Boss), family systems theory (Minuchin; Szapoznick), attachment theory (Bowlby) and social learning theory (Patterson).
Paper:
Embedding research mindedness into social work practice: a discussion using five qualitative research projects undertaken on fostering and adoption with lesbians and gay men
Christine Cocker, Helen Cosis Brown, Laura Scott, Natalie Lowen, Stephanie McKie
Theme 8: Sharing research findings to develop effective practice
R014
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In the past year there have been five pieces of small-scale qualitative research undertaken at Middlesex University examining social work practice with lesbians and gay men in the field of fostering and adoption. Two research projects have been undertaken by staff members, and published in a forthcoming social work text (Hafford-Letchfield and Dunk, 2010). The first of these examined social work practitioners’ ideas about the implications of legal and policy changes on the quality and content of assessments of prospective lesbian and gay foster carers. The second research project discussed the experiences of eleven lesbian adopters during their adoption assessments. Both these projects drew out practice recommendations.
The three post-graduate students’ research projects included: a literature review on lesbian and gay fostering and adoption; rates of homophobia in a social work agency; and social work assessors' understandings of their practice when assessing lesbian and gay prospective foster carers.
This paper considers two areas. Firstly, the findings of these five research projects in terms of their messages for practice will be discussed. Secondly, we will debate the importance of the research project on a Masters qualifying social work award for the development of research mindedness amongst social workers, and comment about whether we can expect future research activity to be embedded in the profession’s expectations of social work practice.
The three post-graduate students’ research projects included: a literature review on lesbian and gay fostering and adoption; rates of homophobia in a social work agency; and social work assessors' understandings of their practice when assessing lesbian and gay prospective foster carers.
This paper considers two areas. Firstly, the findings of these five research projects in terms of their messages for practice will be discussed. Secondly, we will debate the importance of the research project on a Masters qualifying social work award for the development of research mindedness amongst social workers, and comment about whether we can expect future research activity to be embedded in the profession’s expectations of social work practice.
Workshop:
Using the virtual classroom to enhance social workers' learning
Anne Llewellyn, David Mercer
Theme 1: Shaping the learning and teaching experience
M124 (PC)
Click here to show/hide the abstract
*Please note this workshop is limited to 20 participants*
The aim of the workshop is to demonstrate how elearning can be used to engage students.
Outcomes:
To encourage participants to use elearning as a creative way to enhance the learning experience
To identify ways in which elearning can be integrated with face to face teaching within a blended learning context.
Structure:
A short presentation on how we used the virtual classroom within a CPD module focused on safeguarding adults, outlining rationale, content and outcomes
This will be demonstrated through a micro-teaching session, using the ellumiante package to show the features of the virtual classroom.
Participants will have the opportunity to discuss ways that the virtual classroom can be used in a variety of learning and teaching environments in social work education through discussions within the virtual learning environment
The aim of the workshop is to demonstrate how elearning can be used to engage students.
Outcomes:
To encourage participants to use elearning as a creative way to enhance the learning experience
To identify ways in which elearning can be integrated with face to face teaching within a blended learning context.
Structure:
A short presentation on how we used the virtual classroom within a CPD module focused on safeguarding adults, outlining rationale, content and outcomes
This will be demonstrated through a micro-teaching session, using the ellumiante package to show the features of the virtual classroom.
Participants will have the opportunity to discuss ways that the virtual classroom can be used in a variety of learning and teaching environments in social work education through discussions within the virtual learning environment
14:00 - 14:30
Exhibition area
Refreshments, exhibitors and poster viewing
14:30 - 15:45
Breakout rooms
Parallel session 5
Paper:
The rise of the professional marginalised: a critique of how oppressed voices are “heard” in institutional settings
Annabel Tremlett, Kieron Hatton
Theme 1: Shaping the learning and teaching experience
R110
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This paper will explore the current debates around the position of marginalised voices in social work contexts. There is a general acceptance that institutions should listen to the voices of ‘real’ or ‘marginalised’ groups and ‘full participation’ is a phrase often used in political or institutional contexts that aim to work with the community. This paper will look towards critiquing this acceptance through examining various case studies in recent times: the inclusion of the service user’s voice in social work education in the UK and comparing this to a major international movement of ‘inclusion’: the rise of Roma (Gypsy) voices in European institutional settings. The paper will draw on Gramsci’s notion of the intellectual as grounded in everyday life along with discourses on ‘elite intellectualism’ and Spivak’s recognition of the need for ‘strategic intellectualism’. The paper will argue that intellectuals need to keep a connection to their ‘roots’; whilst at the same time problematising the notion of ‘roots’ - are these stable/fluid - how can we cope with postmodern fragmentation without losing sight of the structural struggles and cultural identities that unites certain groups? How can we critique current practices of institutions with regards to how they treat these voices, and what analytical approach might be useful for the future?
Paper:
Creative resistance : utilising critical theory and service user participation to enhance social work students' ability to deconstruct visual representations of 'otherness'
Pete Shepherd
Theme 1: Shaping the learning and teaching experience
R110
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In the last decade marginalised groups have directly or indirectly utilised a range of creative and visual media to challenge dominant stereotypical and pathologised imagery and representations. Such 'outsider' perspectives have provided an alternative voice in a range of cultural contexts, from art in the street and installation to post modern 'sit down' comedy and contemporary music.
In the author's role as a lecturer in undergraduate and postgraduate social work education a range of contemporary creative media have been used in and outside of the university environment to raise students' awareness of the ideological battle that is currently taking place in the 24/7 media that surround them.This has aimed to provide students with greater understanding of issues of power and partnership alongside a critical awareness of how authentic experiences of exclusion are being articulated.
In the teaching of a 'Creativity and empowerment' unit,the author and students have worked alongside artists, poets and film makers who are engaged in changing perceptions and 'mainstreaming' perspectives that have previously occupied the position of being 'outside' most institutions.
The paper will outline and critically evaluate how such a curriculum has been developed with the involvement of service users and been delivered to student groups over the last two years. A consideration will also be given to the use of creative artefacts to assess students knowledge and their ability to embrace the principles of participation in their consultative work with service users.
In the author's role as a lecturer in undergraduate and postgraduate social work education a range of contemporary creative media have been used in and outside of the university environment to raise students' awareness of the ideological battle that is currently taking place in the 24/7 media that surround them.This has aimed to provide students with greater understanding of issues of power and partnership alongside a critical awareness of how authentic experiences of exclusion are being articulated.
In the teaching of a 'Creativity and empowerment' unit,the author and students have worked alongside artists, poets and film makers who are engaged in changing perceptions and 'mainstreaming' perspectives that have previously occupied the position of being 'outside' most institutions.
The paper will outline and critically evaluate how such a curriculum has been developed with the involvement of service users and been delivered to student groups over the last two years. A consideration will also be given to the use of creative artefacts to assess students knowledge and their ability to embrace the principles of participation in their consultative work with service users.
Paper:
The history of social work initiative
Jan Steyaert
Theme 3: Shaping current and future social work practice
R110
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"One sees of the future about as much as one knows about the past"
(Ortega Y Gasset and Marie Kamphuis)
Discussions about shaping the future of social work have the natural tendency to look forward and forget about the past. After all, the past has happened and can no longer be changed. From this perspective, there is no need to be concerned about the apparent lack of interest in the past of social work and the profession’s historical roots.
We would however argue that knowledge about the past is helpful in shaping the future. Knowing about the work and life of Arnold Toynbee, Jane Addams, Mary Richmond, Ann Hartmann and many other social work pioneers is not only a matter of curiosity. Many of social work’s current challenges are not that different from those in the past. Key concepts of today’s debates, such as empowerment or evidence based practice, have been around for many decades. Knowledge about their background and the way social work has developed through the discussions of the past enriches the current discussions.
The lack of interest in the history of social work goes hand in hand with a lack of accessible information. There are a myriad of in-depth studies on very specific elements of this history, but no simple and attractive format to introduce the subject to students or others interested in acquiring an overview. When some years ago the concern about a lack of knowledge about general history in the Netherlands resulted in a highly popular format of a history canon, we quickly adopted that format for social work, both in the Netherlands (www.canonsociaalwerk.nl) as well as Flanders (www.canonsociaalwerk.be).
The strong positive feedback on both websites and the good take up in social work education as well as international interest in the format provided the background for the current history of social work initiative (www.historyofsocialwork.org).
(Ortega Y Gasset and Marie Kamphuis)
Discussions about shaping the future of social work have the natural tendency to look forward and forget about the past. After all, the past has happened and can no longer be changed. From this perspective, there is no need to be concerned about the apparent lack of interest in the past of social work and the profession’s historical roots.
We would however argue that knowledge about the past is helpful in shaping the future. Knowing about the work and life of Arnold Toynbee, Jane Addams, Mary Richmond, Ann Hartmann and many other social work pioneers is not only a matter of curiosity. Many of social work’s current challenges are not that different from those in the past. Key concepts of today’s debates, such as empowerment or evidence based practice, have been around for many decades. Knowledge about their background and the way social work has developed through the discussions of the past enriches the current discussions.
The lack of interest in the history of social work goes hand in hand with a lack of accessible information. There are a myriad of in-depth studies on very specific elements of this history, but no simple and attractive format to introduce the subject to students or others interested in acquiring an overview. When some years ago the concern about a lack of knowledge about general history in the Netherlands resulted in a highly popular format of a history canon, we quickly adopted that format for social work, both in the Netherlands (www.canonsociaalwerk.nl) as well as Flanders (www.canonsociaalwerk.be).
The strong positive feedback on both websites and the good take up in social work education as well as international interest in the format provided the background for the current history of social work initiative (www.historyofsocialwork.org).
Paper:
Squaring the circle: Considerations on service user involvement in mental health education
Lisa Armstrong, Angela Etherington
Theme 1: Shaping the learning and teaching experience
R118
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Service user experiential teaching is an integral part of education and assessment within the mental health programme at the University of Portsmouth. Reviews of the student feedback forms clearly demonstrate that the service user contributions to the course are considered an informative, de-stigmatising dynamic part of the programme. However, it is unclear how the “power” balance of this relationship can be reconciled with core social work values (Branfield, 2009, p24). In this paper we will compare and contrast the relationship between the different stake holders involved directly in the hental health course and examine the ethics of this type of approach. A clear risk that exists in mental health teaching that involves service user participation is that the individual is reduced to an” exhibit” before a class of voyeurs’. It is therefore important that the education process is reciprocal, with the academic reflecting on their own practice and the delivery of their material. Service users status must be equal to that of other external experts. A key element to this is nurturing the partnership between the course co-ordinator and the service user, and acknowledging that their differing experiences and their key commonalities help to ensure a 360 degree critical analysis of the subject matter. The strength of the partnership between the service user and the lecturer is particularly illustrated in discussions of the application of mental health law. The inclusion of service user’s service experience within mental health teaching offers a powerful primary insight into social work practice but one that must be engaged only when the relationship benefits all the stakeholders.
Paper:
Shaping learning and teaching about mental health: New Horizons? - from specialist module to mainstream learning.
Jill Anderson , Hilary Burgess
Theme 1: Shaping the learning and teaching experience
R118
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Recent policy initiatives, across the UK, have sought to re-orientate our approach to mental well-being and ill health, placing mental health on an agenda for everyone (New Horizons, 2010; Towards a Mentally Flourishing Scotland, 2009; Mental Health Promotion Action Plan for Wales). This shift from a focus on the diagnosis and treatment of people with mental health problems to one on improving mental well-being for all requires a different starting point for facilitating learning about mental health; one which acknowledges it as an issue of relevance to everyone throughout their lives. Firstly, in addition to developing an understanding of inclusion, recovery and personalisation for those experiencing mental health problems, all students need to learn about mental health promotion and the prevention of mental ill health. This understanding will be crucial in shaping future social work practice with children and young people, families, older people and adults with disabilities. Secondly, all students need to develop skills in promoting their own mental health and that of colleagues, and an attunement to levels of stress and distress. The participation of people with experience of mental distress or ill health: as ‘survivors’, current ‘users’, carers, and educators and students with lived experience, will prove key.
At the same time the curriculum for social work in England, is being revised in response to the Social Work Taskforce recommendations. This creates a unique opportunity to review how we teach about mental well-being and ill health. In this paper we will explore how this might be achieved: from induction weeks focusing on students pre-existing understandings of well-being, to teaching on human growth and development, to communication skills, to practice learning and specialist modules. There is much to learn from public mental health approach in Scotland and developments in other parts of the UK.
At the same time the curriculum for social work in England, is being revised in response to the Social Work Taskforce recommendations. This creates a unique opportunity to review how we teach about mental well-being and ill health. In this paper we will explore how this might be achieved: from induction weeks focusing on students pre-existing understandings of well-being, to teaching on human growth and development, to communication skills, to practice learning and specialist modules. There is much to learn from public mental health approach in Scotland and developments in other parts of the UK.
Paper:
A pedagogic conundrum? How do we make sense of 'human growth, mental health and disability'?
Russell Whiting, Margaret Boushel, Imogen Taylor
Theme 1: Shaping the learning and teaching experience
R118
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This paper will report on a research project, sponsored by the Social Care Institute for Excellence, and conducted by a group of university-based researchers in the summer and autumn of 2009, into how human growth and development, mental health and disability are taught on social work courses in England, Wales and Northern Ireland. This project was the third in a series of research projects exploring aspects of social work education through the lens of human growth and development. In this instance the researchers focused on the topics of mental health and disability and how they related to the teaching of human growth and development. Additionally, the researchers were tasked to research how the topics of personalisation and dementia featured in the curriculum.
The research consisted of two phases. The first and minor phase was a research update following on from a scoping study (Le Riche et al 2007) looking at how human growth and development is addressed in the social work literature. The second and major phase was a practice survey involving telephone interviews with academics at 15 HEIs who lead teaching, as well as a small number of service user and carer educators. The research team was supported and stimulated by a stakeholder group consisting of local practitioners, service users and carers.
The findings related, among other things, to the content of teaching, its timing, who taught it and its relationship to practice based learning. This paper will outline the findings and give voice to the range of (sometimes conflicting) views on the teaching of these topics uncovered by the research.
Should these curriculum areas be combined? What are the arguments for and against this?
Reference:
Le Riche, Orr, D. and Sharland, E. (2007) Scoping report of qualifying social work education about human growth and development, mental health and disability. London. SCIE
The research consisted of two phases. The first and minor phase was a research update following on from a scoping study (Le Riche et al 2007) looking at how human growth and development is addressed in the social work literature. The second and major phase was a practice survey involving telephone interviews with academics at 15 HEIs who lead teaching, as well as a small number of service user and carer educators. The research team was supported and stimulated by a stakeholder group consisting of local practitioners, service users and carers.
The findings related, among other things, to the content of teaching, its timing, who taught it and its relationship to practice based learning. This paper will outline the findings and give voice to the range of (sometimes conflicting) views on the teaching of these topics uncovered by the research.
Should these curriculum areas be combined? What are the arguments for and against this?
Reference:
Le Riche, Orr, D. and Sharland, E. (2007) Scoping report of qualifying social work education about human growth and development, mental health and disability. London. SCIE
Paper:
Social work education as export-product: example from Iraqi Kurdistan
Pernilla Liedgren Dobronravoff, Gudrun Elvhage
Theme 1: Shaping the learning and teaching experience
R034
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Academic teaching, has, in recent years, become something of an export product. Many developing countries that need people with higher education have had whole educational programs imported, others as a net-based project but with foreign educators in place. In some cases foreign universities or colleges have established affiliations in developing countries. Depending on the subject and ithe language used in teaching such a strategy can be a very successful method for developing countries to gain knowledge and prevent 'brain-drain'.
Even higher education in social work has been a subject to this kind of trade. Such practice though has its shortcomings. Social work is, and always has been, formed by the surrounding context, such as: culture, war or post-war, political instability, ideology, law, social or economic differences and level of education. In a hasty process of ordering 'know-how' these countries may, unreflectively, define what social work education need to contain. This paper evaluates the differences in clients' expressed will and context exemplified with a project at the Salhaddin University in Erbil, Iraqi Kurdistan, where the Swedish University College Ersta Sköndal are doing a three-year project educating students in social work on the initiative of the government in Iraqi Kurdistan. The discussion deals with some essential questions that have to be asked when importing a social work education formed by a different socio-political welfare system into a novel state influenced by experiences of war, corruption, oppression and last, but not least, an alarming situation for women and children.
Even higher education in social work has been a subject to this kind of trade. Such practice though has its shortcomings. Social work is, and always has been, formed by the surrounding context, such as: culture, war or post-war, political instability, ideology, law, social or economic differences and level of education. In a hasty process of ordering 'know-how' these countries may, unreflectively, define what social work education need to contain. This paper evaluates the differences in clients' expressed will and context exemplified with a project at the Salhaddin University in Erbil, Iraqi Kurdistan, where the Swedish University College Ersta Sköndal are doing a three-year project educating students in social work on the initiative of the government in Iraqi Kurdistan. The discussion deals with some essential questions that have to be asked when importing a social work education formed by a different socio-political welfare system into a novel state influenced by experiences of war, corruption, oppression and last, but not least, an alarming situation for women and children.
Paper:
‘A View from Abroad: Messages about safeguarding and child protection from overseas qualified social workers’
Lucille Allain, Christine Cocker
Theme 4: Shaping organisations
R034
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This paper presents findings from two focus groups undertaken with a number of overseas social workers recruited to work in safeguarding and child protection teams in English local authorities. Some of the overseas social workers who participated in the focus groups had undertaken a short training course focused on social work practice with children and families in England. The course was developed and delivered by the researchers. The findings highlighted the differences in professional culture and views of other professionals in relation to the social work role in England.
The authors explore what can be learnt from this in relation to the challenges of collaborative working and making decisions within the context of working within fragile organisations where there is anxiety about making mistakes and being blamed. There is an exploration of the impact the training had on the practice of the overseas social workers and how giving overseas qualified staff the opportunity to explore professional differences and engage in case discussions supported them in putting down roots in new work contexts in a different country.
The authors explore what can be learnt from this in relation to the challenges of collaborative working and making decisions within the context of working within fragile organisations where there is anxiety about making mistakes and being blamed. There is an exploration of the impact the training had on the practice of the overseas social workers and how giving overseas qualified staff the opportunity to explore professional differences and engage in case discussions supported them in putting down roots in new work contexts in a different country.
Paper:
International social workers in England: challenges and ways forward within the context of EU enlargement
Shereen Hussein, Cathrine Clarke
Theme 3: Shaping current and future social work practice
R034
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This session presents findings from national research on the experience of social workers who qualified outside the UK and are in professional roles. Included is an update from the General Social Care Council (GSCC) on recent developments and the inherent complexities in recognising social work qualifications from over 80 countries. From July 2007 to September 2009 the Social Care Workforce Research Unit (SCWRU) conducted two studies examining the experience of migrant workers in the English care sector. This presentation focuses on the experiences of 62 social workers who participated in different strands of the research: 18 in-depth individual interviews, seven participated in a focus group discussion and 37 responded to an online survey. Perspectives from both the research and what we learn from regulation are presented in relation to challenges experienced by non-UK qualified social workers and their experience of working in the UK. Joint discussion will address some emerging questions such as how new opportunities as well as challenges are introduced with the EU enlargement and increased labour mobility including social workers; and whether these may reflect on their initial recruitment.
Workshop:
'Look, this is who I am'. Introducting an innovative online learning resource for anti-discriminatory practice with LGBT people
Sarah Carr, Paul Ross
Theme 1: Shaping the learning and teaching experience
R115
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This workshop will explore an innovative online social work training and education resource on working with LGBT people. A brief presentation outlining the legislation, policy and research will be given to raise awareness of the urgent need for greater attention to be paid to this aspect of equality and diversity in social work education to shape future good practice. This will then be followed by a screening of the Social Care TV films and a demonstration of the enhanced resources on the website to stimulate discussion.
The Social Care TV films focusing on good practice in working with LGBT people were commissioned in response to an evidenced need for more targeted education and training on this topic. A former CSCI survey showed that 45% of LGBT respondents had experienced discrimination in social care services but only 9% of services were addressing this by providing specific staff training. The Department of Health has recognised the urgent need for specialist LGBT good practice training in mental health services. Social work degree courses are currently patchy in their coverage of anti-discriminatory practice for LGBT people and some educators remain uncertain of how to address what is sometimes perceived to be a ‘controversial’ topic in teaching.
Social Care TV is described as the ‘online channel for everyone involved in the social care sector, from managers to front-line staff, trainers to people who use care services’. The films feature LGBT people who use services across the spectrum telling their stories and talking about their experiences, good and bad. All of those involved spoke about the need for better training and education for social workers and social care workers in relation to sexual orientation and gender identity.
The presenters are from the LGBT community and have service user and carer experience.
The Social Care TV films focusing on good practice in working with LGBT people were commissioned in response to an evidenced need for more targeted education and training on this topic. A former CSCI survey showed that 45% of LGBT respondents had experienced discrimination in social care services but only 9% of services were addressing this by providing specific staff training. The Department of Health has recognised the urgent need for specialist LGBT good practice training in mental health services. Social work degree courses are currently patchy in their coverage of anti-discriminatory practice for LGBT people and some educators remain uncertain of how to address what is sometimes perceived to be a ‘controversial’ topic in teaching.
Social Care TV is described as the ‘online channel for everyone involved in the social care sector, from managers to front-line staff, trainers to people who use care services’. The films feature LGBT people who use services across the spectrum telling their stories and talking about their experiences, good and bad. All of those involved spoke about the need for better training and education for social workers and social care workers in relation to sexual orientation and gender identity.
The presenters are from the LGBT community and have service user and carer experience.
Workshop:
Walk a mile in my shoes: the continuing journey to embed the personalisation agenda within social work education
Ali Gardner, Gill Phillips
Theme 3: Shaping current and future social work practice
N101
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This workshop presents an innovative approach to engaging students in the personalisation agenda, helping them understand emerging new roles, the opportunities and threats that people might perceive and the importance of empathy.
The workshop reports on the introduction of a personalisation module for BA and MA students at Manchester Metropolitan University, developed in response to the ministerial concordat "Putting People First: a shared vision and commitment to the transformation of adult social care". (Department of Health 2007). Specifically, the module includes the "Whose Shoes? Putting People First" board game, a thought-provoking learning and development tool. The key philosophy behind this tool is that in order to win hearts and minds all stakeholders must feel that they have a voice and that their concerns will be taken seriously. It supports social work education providers to respond effectively to the evolving agenda, including recognising and discovering the student perspective, helping them bridge the gap between academic work and reality of practice placements.
As part of on-going research by Manchester Metropolitan University, the Department of Health, Skills for Care and Nutshell Communications, a café-style workshop was held in Manchester in April. This brought together all key stakeholders to use the tool to explore the varying perspectives and studied how people could best work in partnership to identify barriers and come up with creative cross-cutting solutions.
The messages encompass choice versus risk, paternalism versus citizenship, and the challenge for providers of catering for individual preferences after the security of block contracts. The importance of universal services, social capital, early intervention and prevention are highlighted, with many practical examples of the importance of highly developed interpersonal skills and excellent communication at all levels.
Workshop participants will then play Whose Shoes? in a fully interactive session and use the scenarios to debate some of the key challenges to both social work and social work training in relation to the personalisation agenda.
The workshop reports on the introduction of a personalisation module for BA and MA students at Manchester Metropolitan University, developed in response to the ministerial concordat "Putting People First: a shared vision and commitment to the transformation of adult social care". (Department of Health 2007). Specifically, the module includes the "Whose Shoes? Putting People First" board game, a thought-provoking learning and development tool. The key philosophy behind this tool is that in order to win hearts and minds all stakeholders must feel that they have a voice and that their concerns will be taken seriously. It supports social work education providers to respond effectively to the evolving agenda, including recognising and discovering the student perspective, helping them bridge the gap between academic work and reality of practice placements.
As part of on-going research by Manchester Metropolitan University, the Department of Health, Skills for Care and Nutshell Communications, a café-style workshop was held in Manchester in April. This brought together all key stakeholders to use the tool to explore the varying perspectives and studied how people could best work in partnership to identify barriers and come up with creative cross-cutting solutions.
The messages encompass choice versus risk, paternalism versus citizenship, and the challenge for providers of catering for individual preferences after the security of block contracts. The importance of universal services, social capital, early intervention and prevention are highlighted, with many practical examples of the importance of highly developed interpersonal skills and excellent communication at all levels.
Workshop participants will then play Whose Shoes? in a fully interactive session and use the scenarios to debate some of the key challenges to both social work and social work training in relation to the personalisation agenda.
Workshop:
Learning to create interdisciplinary enquiry-based blended learning designs
Tarsem Singh Cooner
Theme 1: Shaping the learning and teaching experience
N105
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Interdisciplinary teaching and learning in social work education can improve service user outcomes by promoting collaborative working between professionals. Educators must ensure students are given opportunities to gain the skills, knowledge and experiences required for collaborative working. Blended learning can overcome barriers of time and place to create spaces for interdisciplinary students to engage in interactive and collaborative learning experiences. Little has been written in social work education outlining how educators can gain the competences required to develop enquiry-based blended learning (EBBL) designs. This workshop will provide access to a set of freely available resources created to guide educators through the complex process of creating interdisciplinary EBBL designs.
The context, ethos and rationale for the development of the resources used in the workshop are based on the ongoing experiences of the Centre of Excellence in Interdisciplinary Mental Health (CEIMH) at the University of Birmingham. Participants in the workshop will work in small groups to create an outline plan of an EBBL sequence using the pedagogic design tools created by CEIMH. The aim is to give participants hands-on experiences that allow them to explore, engage, develop and discuss how these pedagogic tools can be used to design interdisciplinary EBBL sequences where students are expected to be active participants in the learning process. The workshop will also aim to illustrate (through the pedagogic tools) how barriers of time and place can be overcome to engage service users and carers in the learning process. By the time the workshop participants leave, they should have a basic understanding of the properties that a combination of face-to-face and technology-enhanced environments can provide in enabling interdisciplinary EBBL to occur.
The context, ethos and rationale for the development of the resources used in the workshop are based on the ongoing experiences of the Centre of Excellence in Interdisciplinary Mental Health (CEIMH) at the University of Birmingham. Participants in the workshop will work in small groups to create an outline plan of an EBBL sequence using the pedagogic design tools created by CEIMH. The aim is to give participants hands-on experiences that allow them to explore, engage, develop and discuss how these pedagogic tools can be used to design interdisciplinary EBBL sequences where students are expected to be active participants in the learning process. The workshop will also aim to illustrate (through the pedagogic tools) how barriers of time and place can be overcome to engage service users and carers in the learning process. By the time the workshop participants leave, they should have a basic understanding of the properties that a combination of face-to-face and technology-enhanced environments can provide in enabling interdisciplinary EBBL to occur.
Workshop:
'An anonymous referral'. Working with parents where drug use is an issue. A film made by service users, PQ students and lecturers
Kate Leonard, Christine Lora, Marcia Cameron
Theme 1: Shaping the learning and teaching experience
N106
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This 20 minute film consists of a number of three minute vignettes. Each promotes critical reflection on key issues when working with parents where drug use is an issue. It is suitable for students, qualified social workers and managers and also offers an insight into the social work role for other professions.
This film was initiated by one of the members of the Service User Involvement Group for the Post Qualifying Courses in Social Work at London South Bank University. Working with Minamon Films the group developed the scenarios. These were enacted through improvisation by service users from the group and qualified social workers and managers who have studied on PQ modules at LSBU.
Research by Galvani and Forrester [2008] identifies a gap in training and ‘preparedness’ of newly qualified social workers in 2006 /7 for working with service users where there are alcohol and drug issues. Talking to and assessing service users were key elements missing.
The film offers an innovative learning tool that can be used on its own or with service users, social workers and other professionals with experience of what can work in providing services to help with addiction problems.
This film covers the following topics all relevant to the recent Laming Report [2009]:
1. Role of the social worker in responding to an anonymous referral where there are concerns about child safety.
2. Developing complex communication and engagement skills with service users who do not want social work involvement.
3. Issues of confidentiality and sharing information.
4. The tension of empowering and working in partnership with parents and protecting children.
5. Use of supervision and role of the manager.
The workshop will discuss the content and its use as a teaching tool for learners. It will also examine the adult learning principles underpinning the project, which shape the learning and teaching experience for those appearing in and viewing the film and the process of producing the film to assist others interested in film making.
Galvani, S & Forrester, D. [2008] What works in training social workers about drug and alcohol use? A survey of student learning and readiness to practice. Final report. University of Warwick & University of Bedfordshire.
The Lord Laming [2009] The Protection of Children in England: A Progress Report. The Stationary Office. London.
This film was initiated by one of the members of the Service User Involvement Group for the Post Qualifying Courses in Social Work at London South Bank University. Working with Minamon Films the group developed the scenarios. These were enacted through improvisation by service users from the group and qualified social workers and managers who have studied on PQ modules at LSBU.
Research by Galvani and Forrester [2008] identifies a gap in training and ‘preparedness’ of newly qualified social workers in 2006 /7 for working with service users where there are alcohol and drug issues. Talking to and assessing service users were key elements missing.
The film offers an innovative learning tool that can be used on its own or with service users, social workers and other professionals with experience of what can work in providing services to help with addiction problems.
This film covers the following topics all relevant to the recent Laming Report [2009]:
1. Role of the social worker in responding to an anonymous referral where there are concerns about child safety.
2. Developing complex communication and engagement skills with service users who do not want social work involvement.
3. Issues of confidentiality and sharing information.
4. The tension of empowering and working in partnership with parents and protecting children.
5. Use of supervision and role of the manager.
The workshop will discuss the content and its use as a teaching tool for learners. It will also examine the adult learning principles underpinning the project, which shape the learning and teaching experience for those appearing in and viewing the film and the process of producing the film to assist others interested in film making.
Galvani, S & Forrester, D. [2008] What works in training social workers about drug and alcohol use? A survey of student learning and readiness to practice. Final report. University of Warwick & University of Bedfordshire.
The Lord Laming [2009] The Protection of Children in England: A Progress Report. The Stationary Office. London.
Workshop:
An evaluation of a whole system approach by one social work agency to become more research-informed: dilemmas, issues and progress.
William McAllan, Martin Kettle
Theme 5: Shaping the future through research
N108
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The SCIE review 'Improving The Use Of Research In Social Care Practice' (Walters et al, 2004) recommended that agencies adopt a whole systems approach to enhancing research use. This strategy combines the three models of research use: the research-based practitioner, the embedded research and the organisational excellence models. This workshop reviews the findings to date from research into the impact of one agency’s whole systems approach to become more research-informed. The study used a two phase mixed methods explanatory sequential design in which the primary quantitative data was first collected and then used to guide the collection of secondary qualitative data. This design allowed the identification and in-depth follow up of particular themes from the perspectives of both agency (e.g. uptake of research resources, patterns of use etc) and practitioners (barriers and facilitators). Quantitative data collection partly replicated the Sheldon and Shilvers (2000) empirical study to provide a baseline. The workshop will begin with a brief presentation of the research purpose and methodology followed by details of the findings from the quantitative phase of the research. The presenters will expand on the agency’s revised research strategies which include formal research collaboration with an HEI school of social work. The presentation will conclude with some insights from the presenters which they think challenge traditional views of ‘what works’ in enhancing research-informed practice. Participants will be invited to identify how this relates to their experience of enhancing research-informed practice, what barriers they have encountered and how they have worked to overcome these.
References
Walter, I., Nutley, S., Percy-Smith, J., McNeish, D., Frost, S. (2004) Knowledge Review 7: Improving the use of research on social care practice, The Social Care Institute For Excellence (SCIE), London
Sheldon, B. and Shilvers, R. (2000) Evidence-Based Social Care: A Study of Prospects and Problems. Lyme Regis: Russell House.
References
Walter, I., Nutley, S., Percy-Smith, J., McNeish, D., Frost, S. (2004) Knowledge Review 7: Improving the use of research on social care practice, The Social Care Institute For Excellence (SCIE), London
Sheldon, B. and Shilvers, R. (2000) Evidence-Based Social Care: A Study of Prospects and Problems. Lyme Regis: Russell House.
Paper:
Sexual orientations and the ramifications of the Equality Bill
Lynn Sheridan, Paul Willis, Donna Piper
Theme 5: Shaping the future through research
R020
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As social work educators we have a responsibility to make sure that students and practitioners are fully informed, confident in their abilities and armed with the necessary knowledge in order to engage, support, assess and empower all members of our society.
The Scottish Changing Lives Report (2006) emphasises the need for a change in the ways we engage with service users. This report highlights the need for more autonomous practitioners and that this increase in autonomy can be achieved by ‘building capacity, developing confidence and trust at all levels and allowing a significant shift in the balance of power and control’(2006 p.49 ). The report goes on to state that if this goal is achieved then social work staff will be able to ‘make informed and complex decisions safely and effectively’. (2006 p.49).
The most recent Task Force Report (2009) for England highlights the need for consistency across higher education institutes, that ‘the degree needs to be delivered with greater consistency and a greater focus on linking theory to practice’ (2009 p.18). It also states that ‘an understanding of the research, legislation and policy basis for practice is also essential’ (2009 p.18). We therefore need to ensure that our teaching is robust and able to meet the policy drivers and legislative requirements.
The new Equality Bill 2010, one of the last pieces of legislation of the current government, intends to create a unified public sector duty to promote equality in public policy and decision-making, existing provisions being extended to the protected characteristics of sexual orientation, age and religion or belief. This is a highly topical issue given the Pope’s recent public comments urging Catholic bishops in England and Wales to fight the UK's Equality Bill with "missionary zeal", fuelling renewed debates about prejudice and discrimination.
Discussion will be framed by the research previously conducted by the presenters and then move forward to include the implications and opportunities that the Equality Bill offers social work practice, education and research. Specifically, discussion will focus on three areas:
1.The older LGBT community, especially in relation to residential care
2. Protecting the rights of young LGBT people on the basis of age and sexuality as intersecting ‘characteristics’
3. Efforts and assumptions about LGBT representation in the service-user involvement age.
We need to ensure that as educators we can apply and critique the new equality legislation in order to advance anti-oppressive practice and remove social divisions that compromise service user’s well being and rights.
References:
Social Work Task Force. (2009) Building a safe confident future. London: Crown Office
Scottish Executive. (2006) Changing Lives Report. Edinburgh: Scottish Executive
The Scottish Changing Lives Report (2006) emphasises the need for a change in the ways we engage with service users. This report highlights the need for more autonomous practitioners and that this increase in autonomy can be achieved by ‘building capacity, developing confidence and trust at all levels and allowing a significant shift in the balance of power and control’(2006 p.49 ). The report goes on to state that if this goal is achieved then social work staff will be able to ‘make informed and complex decisions safely and effectively’. (2006 p.49).
The most recent Task Force Report (2009) for England highlights the need for consistency across higher education institutes, that ‘the degree needs to be delivered with greater consistency and a greater focus on linking theory to practice’ (2009 p.18). It also states that ‘an understanding of the research, legislation and policy basis for practice is also essential’ (2009 p.18). We therefore need to ensure that our teaching is robust and able to meet the policy drivers and legislative requirements.
The new Equality Bill 2010, one of the last pieces of legislation of the current government, intends to create a unified public sector duty to promote equality in public policy and decision-making, existing provisions being extended to the protected characteristics of sexual orientation, age and religion or belief. This is a highly topical issue given the Pope’s recent public comments urging Catholic bishops in England and Wales to fight the UK's Equality Bill with "missionary zeal", fuelling renewed debates about prejudice and discrimination.
Discussion will be framed by the research previously conducted by the presenters and then move forward to include the implications and opportunities that the Equality Bill offers social work practice, education and research. Specifically, discussion will focus on three areas:
1.The older LGBT community, especially in relation to residential care
2. Protecting the rights of young LGBT people on the basis of age and sexuality as intersecting ‘characteristics’
3. Efforts and assumptions about LGBT representation in the service-user involvement age.
We need to ensure that as educators we can apply and critique the new equality legislation in order to advance anti-oppressive practice and remove social divisions that compromise service user’s well being and rights.
References:
Social Work Task Force. (2009) Building a safe confident future. London: Crown Office
Scottish Executive. (2006) Changing Lives Report. Edinburgh: Scottish Executive
Paper:
Self-directed support and personal budgets - panacea or problem?
John Woolham, Guy Daly
Theme 5: Shaping the future through research
R020
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The present government aims to ensure that people who use social services are given personal/individual budgets with which they can directly purchase the care and support they need. Personal budgets are seen as the means by which services will be ‘personalised’ and designed to fit around the person who uses them, rather than the other way around. Increasingly, this is becoming the ‘default’ model as local authority Performance Indicators encourage councils with social services responsibilities to offer personal budgets to service users, and ‘traditional’ forms of service provision are discouraged.
However, the evidence base to support the introduction of personal/individual budgets currently remains weak, with only a handful of published studies, which are of variable quality.
Our paper reports on a large, quantitative study, using a quasi-experimental design, of the impact of self-directed support and personal budgets on people who use social services. It was carried out in an English shire county in 2008-09. Amongst other findings, the study found evidence of positive outcomes for people from most care groups, on a range of measures. However, like the Individual Budgets Support Evaluation Network (IBSEN) report (Glendinning et al 2008) the study found no evidence of benefit for older people who were offered budgets. Evidence from both studies raises questions about the appropriateness of personal budgets for some people as a means of achieving personalisation.
We then focus attention on the socio-political ‘lineage’ of personal/individual budgets, considering more fully what the drive to personalisation tells us about the nature of citizenship and governance contemporaneously. We argue that personal budgets may offer a false prospectus to many people, not least firstly, by promoting market rights but actually diminishing social rights and, secondly, by proffering participatory forms of governance as a replacement for traditional representative democratic structures.
However, the evidence base to support the introduction of personal/individual budgets currently remains weak, with only a handful of published studies, which are of variable quality.
Our paper reports on a large, quantitative study, using a quasi-experimental design, of the impact of self-directed support and personal budgets on people who use social services. It was carried out in an English shire county in 2008-09. Amongst other findings, the study found evidence of positive outcomes for people from most care groups, on a range of measures. However, like the Individual Budgets Support Evaluation Network (IBSEN) report (Glendinning et al 2008) the study found no evidence of benefit for older people who were offered budgets. Evidence from both studies raises questions about the appropriateness of personal budgets for some people as a means of achieving personalisation.
We then focus attention on the socio-political ‘lineage’ of personal/individual budgets, considering more fully what the drive to personalisation tells us about the nature of citizenship and governance contemporaneously. We argue that personal budgets may offer a false prospectus to many people, not least firstly, by promoting market rights but actually diminishing social rights and, secondly, by proffering participatory forms of governance as a replacement for traditional representative democratic structures.
Paper:
Social work, social policy and parliamentary committees
Idit Weiss-Gal, John Gal
Theme 6: Sharing research
R020
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The involvement of social workers in social policy formulation has been the subject of limited research, particularly in the UK. The goal of this study was to engage in a systematic examination of the degree to which social workers intervene in a crucial intersection of policy making: that of parliamentary committees. Parliamentary committees generally play a major role in the policy formulation process. This is also the case for social policy. These committees are typically an institution in which policies are deliberated and the details of new legislation debated and formulated. They are also a forum to which representatives of various interest groups, advocacy organisations as well as state officials, professionals and academics voice their opinions on policies.
Given their role in the implementation of social policy and their first-hand knowledge of the implications of social problems, this study assumed that social workers can be active participants in the deliberations of parliamentary committees dealing with social policy. Moreover, it was assumed that this type of activity should reflect the social work profession’s commitment to social change and social justice.
This paper offers the findings of quantitative and qualitative content analysis of the role of social workers in the deliberations of parliamentary committees in Israel over a period of seven years (1999-2006). The findings indicate that Israeli social workers do indeed actively participate in the deliberations of various parliamentary committees. They offer an insight into the types of parliamentary committees in which social workers participate as well of the types of debates and the subjects and population groups upon which these focused. In addition, the data shed light on organisational and demographic characteristics of the social workers participating in parliamentary committees in the Israeli parliament and on the goals and strategies adopted in this form of practice.
Given their role in the implementation of social policy and their first-hand knowledge of the implications of social problems, this study assumed that social workers can be active participants in the deliberations of parliamentary committees dealing with social policy. Moreover, it was assumed that this type of activity should reflect the social work profession’s commitment to social change and social justice.
This paper offers the findings of quantitative and qualitative content analysis of the role of social workers in the deliberations of parliamentary committees in Israel over a period of seven years (1999-2006). The findings indicate that Israeli social workers do indeed actively participate in the deliberations of various parliamentary committees. They offer an insight into the types of parliamentary committees in which social workers participate as well of the types of debates and the subjects and population groups upon which these focused. In addition, the data shed light on organisational and demographic characteristics of the social workers participating in parliamentary committees in the Israeli parliament and on the goals and strategies adopted in this form of practice.
Paper:
Learning and living at the boundary: social work students talking about the gains and challenges of becoming professionals
Fran Wiles
Theme 6: Sharing research
R014
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The Social Work Taskforce (2009:7) emphasises universities’ role in developing ‘confident, competent professionals’. This paper shares some findings from my doctoral research into how social work students conceptualise and talk about professional identity. This small and qualitative study, now drawing to a conclusion, has involved semi-structured interviews with final year students.
The social work degree and professional registration are milestones in the development of the UK’s social work profession and this has formed the backdrop for my investigation. My focus here, however, is on two themes which emerged from the interviews: social work education as enriching, and social work education as a challenge to students’ sense of identity.
Wenger (1998) argues that adult learning involves taking on a new identity through engagement with a ‘community of practice’; this can be difficult because students must simultaneously maintain (and re-negotiate) the identities they already have. In the research, most students represented their learning as something that transformed their professional and personal lives in a positive way. However, participants sometimes found their student identity uncomfortable, testing their relationships with family, friends and previous colleagues.
Social work education requires the development of academic and practice skills, but like other forms of adult learning it also involves an element of self-formation and change (Chappell et al. 2003). My research shows students having to negotiate new boundaries between their personal and professional identities: and my paper considers some implications for social work educators.
Chappell, C., Rhodes, C., Solomon, N., Tennant. M. and Yates, L. (2003) Reconstructing the Lifelong Learner: pedagogy and identity in individual, organisational and social change, London, RoutledgeFalmer.
Social Work Taskforce (2009) Building a safe, confident future
Wenger, E. (1998) Communities of Practice: learning, meaning and identity, Cambridge, Cambridge University Press.
The social work degree and professional registration are milestones in the development of the UK’s social work profession and this has formed the backdrop for my investigation. My focus here, however, is on two themes which emerged from the interviews: social work education as enriching, and social work education as a challenge to students’ sense of identity.
Wenger (1998) argues that adult learning involves taking on a new identity through engagement with a ‘community of practice’; this can be difficult because students must simultaneously maintain (and re-negotiate) the identities they already have. In the research, most students represented their learning as something that transformed their professional and personal lives in a positive way. However, participants sometimes found their student identity uncomfortable, testing their relationships with family, friends and previous colleagues.
Social work education requires the development of academic and practice skills, but like other forms of adult learning it also involves an element of self-formation and change (Chappell et al. 2003). My research shows students having to negotiate new boundaries between their personal and professional identities: and my paper considers some implications for social work educators.
Chappell, C., Rhodes, C., Solomon, N., Tennant. M. and Yates, L. (2003) Reconstructing the Lifelong Learner: pedagogy and identity in individual, organisational and social change, London, RoutledgeFalmer.
Social Work Taskforce (2009) Building a safe, confident future
Wenger, E. (1998) Communities of Practice: learning, meaning and identity, Cambridge, Cambridge University Press.
Paper:
Social workers talking: exploring best practice with older people through practitioner narrative
Karen Jones
Theme 5: Shaping the future through research
R014
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There has, in recent years, been a growing interest in bringing social work theory and practice closer together, so that writing about social work increasingly acknowledges the complexity involved in doing it. Advocates of ‘reflective’, ‘postmodern’ and ‘critical’ practice have emphasised the ways in which social workers need to think in order to do their job well. There is however very little literature which examines in detail the actual words, actions, feelings and ideas that make up social work practice. This paper will present a current project, which is taking an innovative ‘bottom up’ approach to conceptualising social work, using detailed analytical accounts of the ways in which social workers talk about their practice. The project will culminate in a book which it is hoped will make a positive contribution to discussions about the future of social work and the development of effective practice.
One of the aims of the project is to help to redress the "deficit culture" (Jones et al, 2008) which positions social work as fair game for criticism from politicians, the press and the general public. While social workers themselves sometimes, unsurprisingly, internalise this negativity, much of their practice remains complex and highly skilled. Most social workers can tell stories of actions which are autonomous, creative and worthy of being described as 'best'. In her forward to the final report of the Social Work Task Force, Moira Gibb calls for 'more effort and expertise in telling positive stories'. This paper will explore the ways in which the project is producing 'positive stories' by using the confidence social workers show in practice to develop a more confident and coherent approach to thinking and talking about social work practice.
Jones, K., Cooper, B. and Ferguson, H. (2008) Best Practice in Social Work: Critical Perspectives. (Palgrave)
One of the aims of the project is to help to redress the "deficit culture" (Jones et al, 2008) which positions social work as fair game for criticism from politicians, the press and the general public. While social workers themselves sometimes, unsurprisingly, internalise this negativity, much of their practice remains complex and highly skilled. Most social workers can tell stories of actions which are autonomous, creative and worthy of being described as 'best'. In her forward to the final report of the Social Work Task Force, Moira Gibb calls for 'more effort and expertise in telling positive stories'. This paper will explore the ways in which the project is producing 'positive stories' by using the confidence social workers show in practice to develop a more confident and coherent approach to thinking and talking about social work practice.
Jones, K., Cooper, B. and Ferguson, H. (2008) Best Practice in Social Work: Critical Perspectives. (Palgrave)
Paper:
Crossing a line or entering the shadows? How social workers make decisions about professional boundaries.
Mark Doel, Pete Nelson
Theme 6: Sharing research
R014
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The paper reports on a research project which was undertaken to begin to answer these questions:
What current professional boundaries guidance exists for social workers and social care workers in the United Kingdom and to what extent is such guidance prescriptive?
How comprehensive is the professional boundaries guidance - what does such guidance cover or not cover?
What scope does it leave to professional judgment?
The research comprised: a literature review; a 'snowballing' technique in which 12 scenarios illustrating ambiguous boundaries were dispatched to a convenience sample of informants who then snowballed these scenarios to their contacts; an analysis of policy documents received (codes of practice etc.) and telephone interviews with eight key stakeholders from regulatory bodies and professional associations.
In total, 142 informants were contacted across nine countries and six professions, and 49 responses received by the deadline (59% derived from 'snowballing'). 504 responses to the individual scenarios were analysed. The paper will present these findings, focusing especially on the lessons from the scenario responses. For example, we found that none made reference to any formal research/literature, only 10%-15% made regular reference to regulatory codes and only15%-20% made regular reference to agency policies.
The paper presents a framework, developed out of the research findings, to help individuals and agencies understand the (potentially risky) different paradigms that are used to negotiate boundaries between professionals and service users. In addition to presenting this completed research, the paper will outline on-going research (cross-national) and consider the opportunities for further collaborative research in this area.
(275 words)
What current professional boundaries guidance exists for social workers and social care workers in the United Kingdom and to what extent is such guidance prescriptive?
How comprehensive is the professional boundaries guidance - what does such guidance cover or not cover?
What scope does it leave to professional judgment?
The research comprised: a literature review; a 'snowballing' technique in which 12 scenarios illustrating ambiguous boundaries were dispatched to a convenience sample of informants who then snowballed these scenarios to their contacts; an analysis of policy documents received (codes of practice etc.) and telephone interviews with eight key stakeholders from regulatory bodies and professional associations.
In total, 142 informants were contacted across nine countries and six professions, and 49 responses received by the deadline (59% derived from 'snowballing'). 504 responses to the individual scenarios were analysed. The paper will present these findings, focusing especially on the lessons from the scenario responses. For example, we found that none made reference to any formal research/literature, only 10%-15% made regular reference to regulatory codes and only15%-20% made regular reference to agency policies.
The paper presents a framework, developed out of the research findings, to help individuals and agencies understand the (potentially risky) different paradigms that are used to negotiate boundaries between professionals and service users. In addition to presenting this completed research, the paper will outline on-going research (cross-national) and consider the opportunities for further collaborative research in this area.
(275 words)
15:50 - 17:05
Breakout rooms
Special Interest Groups 2
18:30 - 19:30
Restaurant
Celebrating 10 years of SWAP - Reception
19:45 - 00:00
Comet room
Conference dinner and entertainment
Programme for Thursday 1st July
View Wednesday programme View Thursday programme View Friday programme Outline versionJoint Social Work Education Conference Social Work Research Conference