Additional Information
Book Details
Abstract
Now fully updated to reflect the changing social work landscape and with an expanded section on improving emotional resilience, this book is an invaluable guide for Practice Educators and Practice Supervisors undertaking learning and assessment to gain and maintain Stage 1 or 2 status under the Practice Educator Professional Standards for Social Work (2013) and for those involved in facilitating the learning, support, assessment and CPD of Practice Educators.
Intended to enhance the learning and assessment of Practice Educators, it covers all key areas within Practice Educator training and offers guidance on the application of key skills and knowledge in supporting, assessing and teaching social work students and managing the placement. It will particularly assist Practice Educators to:
- Understand and implement effective supervision of social work students
- Understand holistic assessment of practice; assessing in line with capability levels expected at the end of first and final placement
- Deal with weaker or failing students.
Pam Field is a registered social worker with a background in probation, youth offending and substance misuse work. Having become a Practice Educator in 1998, she was Practice Learning Coordinator for a NW Local Authority from 2005-2009, when she moved to the School of Social Work, Care and Community at UClan as part of the Practice Learning Team. She is currently Senior Lecturer in Social Work and Work-based Learning Team Lead. Pam holds the Practice Teaching Award and is a Stage 2 Practice Educator. She has been on the Committee of the National Organisation for Practice Teaching since 2007.
Cathie Jasper is a registered social worker and has practised with children and families, mainly with young people leaving care. While working as a practitioner, Cathie gained the Child Care Award and the Practice Teaching Award and was a Practice Educator of social work students. Since leaving direct social work practice, Cathie has been involved in the training of others, as a training officer for a NW local authority, a voluntary organisation, and as a member of MMU's social work department since 2009. She is currently a Senior Lecturer in Social Work where she teaches qualifying and post-qualifying students.
Lesley Littler is a registered social worker with a professional background in the Probation Service, Youth Offending and Family Court Welfare. Lesley has been a Practice Educator since 1986 and, while working in professional practice, took on the role of Specialist Practice Educator demonstratng her longstanding commitment to the professional development of others. She holds the Practice Teaching Award and is currently a Stage 2 Practice Educator. Lesley has worked in Higher Education for over 17 years. She is currently an Academic Advisor at the University of Central Lancashire.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the authors | vi | ||
| Chapter 1 Introduction and overview | 1 | ||
| Structure of each chapter | 2 | ||
| Practice Education – where we are now | 2 | ||
| Social work reform and the PCF | 3 | ||
| Health and Care Professions Council (HCPC) | 5 | ||
| How do these reforms and professional requirements affect PEs? | 6 | ||
| Update – the second edition –2016 | 7 | ||
| 1. The College of Social Work and the PCF | 7 | ||
| 2. Accreditation and assessment of children and families social workers and their practice supervisors and leaders | 8 | ||
| 3. A range of models for social work education | 8 | ||
| 4. A new regulator for social work | 9 | ||
| Practice Education – how we got here | 10 | ||
| Practice Education – dancing on a moving carpet ... but the steps remain the same? | 10 | ||
| Chapter 2 Values and ethics | 12 | ||
| Chapter aims | 12 | ||
| Introduction | 12 | ||
| Frameworks of values and ethics for social workers: reform | 15 | ||
| Current frameworks for all social workers | 16 | ||
| The PCF (BASW, 2015a) | 16 | ||
| The Standards of Proficiency (SOPS) (HCPC) | 16 | ||
| Standards of conduct, performance and ethics (HCPC) | 16 | ||
| Additional framework | 17 | ||
| Additional frameworks for PEs and supervisors | 17 | ||
| Values for Practice Educators and supervisors (PEPS, BASW, 2013) | 17 | ||
| NOPT (National Organisation for Practice Teaching) Code of Practice (revised in 2013) | 18 | ||
| Educating about values | 18 | ||
| Recognising and managing the impact of values on the PE’s work with a student (Value 1 (PEPS)) | 19 | ||
| Assessing values – opportunities to demonstrate capability | 20 | ||
| Assisting a student in developing the appropriate skills base | 21 | ||
| Conclusion | 22 | ||
| Chapter 3 Preparation, planning and induction | 24 | ||
| Chapter aims | 24 | ||
| Introduction | 24 | ||
| Before meeting the student | 25 | ||
| Knowing the course, knowing your responsibilities | 25 | ||
| Understanding the roles and responsibilities of a PE | 27 | ||
| Preparation of self | 28 | ||
| Support | 29 | ||
| Education | 30 | ||
| Management | 30 | ||
| Preparation of workplace, colleagues and service users/carers | 30 | ||
| Moving from general preparation to preparation for working with a particular individual | 32 | ||
| The pre-placement meeting | 33 | ||
| The arrival of the student | 33 | ||
| The learning environment | 34 | ||
| Induction – the learning starts here | 36 | ||
| Involving the student | 38 | ||
| The Learning Agreement | 38 | ||
| The PE’s role and responsibilities in relation to Learning Agreements | 39 | ||
| First supervision session | 40 | ||
| Supervision Agreement | 41 | ||
| Effective working relationships | 41 | ||
| Conclusion | 42 | ||
| What does the research say? | 42 | ||
| The wider organisation | 42 | ||
| The learning environment | 43 | ||
| Chapter 4 Enabling learning | 46 | ||
| Chapter aims | 46 | ||
| Introduction | 47 | ||
| Key concepts underpinning learning | 47 | ||
| What influences learning? | 47 | ||
| Adult learning | 48 | ||
| The role of learning styles | 49 | ||
| How learning happens – the role of experiential learning | 50 | ||
| Enabling and teaching | 52 | ||
| What is the PE aiming to achieve and how can the PE facilitate and promote student learning? | 52 | ||
| Integration of practice and theory | 52 | ||
| Learning to learn | 54 | ||
| What teaching strategies can the PE use to facilitate student learning? | 55 | ||
| Approaches to learning | 55 | ||
| Giving feedback – good practice guidance | 56 | ||
| Some teaching and facilitating strategies | 59 | ||
| Helping students to use theory in practice | 60 | ||
| The Theory Circle | 62 | ||
| Stage 1 | 62 | ||
| Stage 2 | 62 | ||
| Stage 3 | 63 | ||
| Ensuring an anti-oppressive and strengths-based approach | 64 | ||
| The MANDELA model | 64 | ||
| Structuring the student’s learning journey | 66 | ||
| The Practice Curriculum | 70 | ||
| The PE’s own development as an enabler | 71 | ||
| Conclusion | 73 | ||
| What does the research say? | 73 | ||
| Key messages highlighted in the research | 74 | ||
| Learning Code suggested for each type of learner | 74 | ||
| Reflector | 74 | ||
| Pragmatist | 75 | ||
| Theorist | 75 | ||
| Activist | 76 | ||
| Chapter 5 Supervision | 78 | ||
| Chapter aims | 78 | ||
| Introduction: the role of reflective supervision | 79 | ||
| A note on the definition of ‘supervision’ | 80 | ||
| ‘Getting it right’: first steps | 80 | ||
| The Supervision Agreement | 81 | ||
| Functions of supervision | 82 | ||
| Management function | 83 | ||
| Support function | 83 | ||
| Professional and supervisory boundaries | 84 | ||
| ‘Fears’ and barriers to effective support | 84 | ||
| Enhancing resilience | 85 | ||
| Education function | 86 | ||
| Models of supervision – newer developments | 89 | ||
| The Reflective Learning Model | 90 | ||
| The 4x4x4 Integrated Model of Supervision | 91 | ||
| The structure of supervision and skills, techniques and prompts that can be used | 92 | ||
| Structure of supervision throughout the placement | 92 | ||
| Beginning | 93 | ||
| Middle | 93 | ||
| End | 93 | ||
| Skills, techniques and prompts used in supervision | 94 | ||
| Power and authority in supervision | 98 | ||
| Supervision and the development of professional practice – for the Practice Educator | 100 | ||
| Conclusion | 100 | ||
| What does the research say? | 101 | ||
| Brodie and Williams study | 101 | ||
| Key messages highlighted in the research | 101 | ||
| Chapter 6 Assessment | 104 | ||
| Chapter aims | 104 | ||
| Introduction | 105 | ||
| Rationale for holistic assessment – background and context | 105 | ||
| Competence or capability? | 106 | ||
| Holistic assessment | 107 | ||
| Effective assessment | 108 | ||
| Purpose of assessment – why are you assessing? | 108 | ||
| Diagnostic, formative and summative assessment | 108 | ||
| The mid-point or interim review | 110 | ||
| The subject of assessment – what are you assessing? | 110 | ||
| Professional development prompt | 111 | ||
| Involving the student | 111 | ||
| The process and methods of assessment – how are you assessing? | 112 | ||
| Collecting evidence | 112 | ||
| The role of the off-site PE | 113 | ||
| Helping students understand a holistic approach to learning and assessment | 114 | ||
| Weighing evidence: achieving a fair and justifiable assessment decision | 114 | ||
| Fair assessment | 114 | ||
| Triangulation | 115 | ||
| Involvement of the service user/carer | 116 | ||
| Summary of core principles of assessment | 118 | ||
| Cognitive biases may occur in the following forms | 118 | ||
| Direct observation of practice | 119 | ||
| Assessing or marking academic work | 120 | ||
| Commenting on the student’s academic work | 121 | ||
| Writing the final report as part of a holistic assessment (link to ‘Critical question 1’) | 121 | ||
| Making your decision | 122 | ||
| Principles for writing a final report | 122 | ||
| Conclusion | 123 | ||
| What does the research say? | 123 | ||
| Key messages highlighted in the research | 124 | ||
| Chapter 7 Dealing with difficulties | 126 | ||
| Chapter aims | 126 | ||
| Introduction | 127 | ||
| The Practice Learning System: practice placements | 127 | ||
| What kind of placement difficulties may arise? | 130 | ||
| Common placement difficulties | 131 | ||
| Authority and power | 132 | ||
| Understanding the procedures to be followed when difficulties arise – what do I do? | 133 | ||
| Addressing placement concerns and difficulties | 134 | ||
| Suspension or termination of a placement | 135 | ||
| Making a ‘Fail’ recommendation | 136 | ||
| Defining the nature of the problem or difficulty | 136 | ||
| How to identify the nature of the placement difficulty | 139 | ||
| Action planning | 139 | ||
| Degrees of difficulty – what constitutes a difficulty or concern? | 142 | ||
| Barriers to learning | 143 | ||
| Good, satisfactory, marginal or failing? | 144 | ||
| Failing to fail students | 145 | ||
| Factors that may indicate a marginal or failing placement | 147 | ||
| Weighing up the evidence | 149 | ||
| Conclusion | 150 | ||
| What does the research say? | 150 | ||
| Furness and Gilligan research | 151 | ||
| Key messages highlighted in the research | 151 | ||
| Bartoli, Kennedy and Tedam research | 152 | ||
| Key messages highlighted in the research | 152 | ||
| Gender role expectations, finances and health | 152 | ||
| Homesickness, lack of practice experience and cultural diversity | 153 | ||
| Motivation to study and experience of individual and institutional racism | 153 | ||
| Chapter 8 Reflective practice: developing critical thinking and reflection | 155 | ||
| Chapter aims | 155 | ||
| Introduction | 155 | ||
| Reflective practice | 156 | ||
| Critical reflection | 157 | ||
| Reflexivity | 157 | ||
| Why is reflective practice important? | 158 | ||
| ‘Because’ is not enough: working towards a shared understanding of why reflective practice is important | 159 | ||
| Making reflection central to the evidence of capability | 160 | ||
| How to promote reflective practice in students | 161 | ||
| Know your student | 161 | ||
| Tools for encouraging reflection | 162 | ||
| Making use of reflective logs | 162 | ||
| Other tools and strategies | 163 | ||
| Reflective questions | 163 | ||
| Models of ‘structured reflection’ | 164 | ||
| Frameworks which encourage transference of learning | 164 | ||
| Other methods of reflection | 165 | ||
| Involving service users in reflection | 165 | ||
| Conclusion | 166 | ||
| What does the research say? | 166 | ||
| Key messages highlighted in the research | 166 | ||
| Chapter 9 Continuing professional development for PEs | 169 | ||
| Chapter aims | 169 | ||
| Introduction | 169 | ||
| The changing landscape and the expectations on practitioners and PEs | 170 | ||
| The PCF | 170 | ||
| HCPC registration | 171 | ||
| Maintaining CPD | 171 | ||
| Preparing for your assessment at Stage 1 – meeting Domains A–C and considering the role of the direct observation of your pract | 174 | ||
| Preparing for your assessment at Stage 2 – meeting Domain D and considering your effective continuing performance as a PE | 177 | ||
| Conclusion | 180 | ||
| Appendix 1 Sample supervision agreement | 181 | ||
| Appendix 2 Honey and Mumford’s learning styles | 183 | ||
| Appendix 3 Roles and responsibilities of the off-site Practice Educator and Practice Supervisor | 187 | ||
| Expected tasks and roles of the Practice Supervisor | 187 | ||
| Expected tasks and roles of the off-site Practice Educator | 188 | ||
| Tasks to be undertaken by both Practice Supervisor and off-site Practice Educator | 189 | ||
| References | 190 | ||
| Index | 199 |