Additional Information
Book Details
Abstract
The social work profession is in a state of flux and it is now more important than ever that social workers take responsibility for their own professional development needs.
Fully updated to reflect the current social work landscape, including the Knowledge and Skills statements, Evidencing CPD provides a comprehensive guide to support social workers to create and develop their own portfolio and focus on critical reflection as a learning tool for CPD activities. By developing a professional portfolio all the elements of the changing environment can be brought into a single place so that individual practice lies at the heart of service improvement. This book helps social workers to work through the process, providing hints, tips and guidance on constructing a portfolio in line with the PCF. It also helps guide critical reflection so they can learn from their own practice.
This best-selling publication is packed with examples and exercises to support personal portfolio development and is mapped to the different levels of social work progression.
Daisy has worked within mental health and addiction services for the last twenty years, both for the NHS and also for voluntary sector organisations, from practitioner to Executive Director of Social Care for an integrated mental health trust. She is a qualified and HCPC registered social worker and has spent a large part of her career working within integrated health and social care environments, providing and developing professional leadership and integrated service improvement
She also holds the roles of ASYE Independent Chair for SE London ETF partnership, Co-Chair of the Social Perspectives Network and Visiting Fellow at Bournemouth University delivering a range of BIA programmes across the country. She was endorsed as an individual trainer by TCSW CPD endorsement scheme, as well as continuing to practice as an Approved Mental Health Professional and a Best Interest Assessor. Daisy is Professional Lead for the Social Work Resources project.
Maggie has had a long career in adult, further and higher education, working as tutor, researcher, manager and national project leader. She has worked with a range of professions, including medicine, nursing, physiotherapy and social work. She has published widely on APEL, work-based learning, person-centred learning and quality assurance in education, and has presented at conferences in places as diverse as Sweden, Israel, South Africa, Cameroon and the Czech Republic. She has been an institutional auditor for the Quality Assurance Agency for Higher Education, and has been external examiner on a range of professional programmes in 7 universities.
During the last year Maggie has worked with Save the Children to devise core competencies for child protection, and has continued to work as an Associate of DBC on contracts with DH and DfE.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| List of figures | vi | ||
| List of contributors | viii | ||
| List of abbreviations | ix | ||
| tIntroduction | 1 | ||
| Chapter overview | 2 | ||
| Chapter 1 Current context of social work reforms in England | 4 | ||
| A brief history of social work education and learning in England | 4 | ||
| The Seebohm report | 5 | ||
| Social work registration | 6 | ||
| Recent reforms: from the Social Work Task Force to the Professional Capabilities Framework and KSS | 8 | ||
| Continuing professional development (CPD) | 10 | ||
| HCPC requirements for continued registration | 11 | ||
| The next phase of reform | 12 | ||
| Chapter summary | 12 | ||
| Chapter 2 The Professional Capabilities Framework | 14 | ||
| Social work career levels and development pathways | 15 | ||
| Career levels and using portfolios | 15 | ||
| Student social workers | 16 | ||
| Social worker and experienced social worker | 17 | ||
| Assessed and Supported Year in Employment | 17 | ||
| Social worker role | 18 | ||
| Experienced social worker role | 18 | ||
| Advanced level | 18 | ||
| Advanced social work practitioners | 19 | ||
| Professional social work educators | 19 | ||
| Social work managers | 19 | ||
| Strategic level | 20 | ||
| Strategic social work educators | 20 | ||
| Principal social workers | 20 | ||
| Strategic social work managers | 21 | ||
| The PCF domains | 22 | ||
| A portfolio approach to PCF domains | 24 | ||
| Chapter summary | 25 | ||
| Chapter 3 The Knowledge and Skills Statements (KSS) | 26 | ||
| Children and families social workers | 26 | ||
| Assessment and accreditation scheme | 26 | ||
| Approved Child & Family Practitioner (ACFP) | 26 | ||
| Practice supervisor | 27 | ||
| Practice leader | 27 | ||
| Adult social workers | 28 | ||
| Elements of the KSS | 28 | ||
| Expectations at ASYE level | 29 | ||
| Chapter summary | 29 | ||
| Chapter 4 What is portfolio-based learning? | 30 | ||
| What is a portfolio? | 30 | ||
| Why use a portfolio? | 31 | ||
| What is the educational rationale for using portfolios? | 32 | ||
| What are the benefits of a portfolio approach? | 35 | ||
| What is the experience of other professional groups? | 36 | ||
| Portfolios within social work | 38 | ||
| Chapter summary | 39 | ||
| Chapter 5 What goes into a portfolio? | 40 | ||
| Before you start | 40 | ||
| Learning how to learn | 41 | ||
| Planning your learning | 47 | ||
| Using your experiences for effective learning | 53 | ||
| Reflective logs or journals | 54 | ||
| SWOT analysis | 54 | ||
| ‘Critical incidents’ and reflection | 54 | ||
| Chapter summary | 57 | ||
| Chapter 6 Portfolios in initial education and beyond | 58 | ||
| A new approach to social work education | 59 | ||
| Portfolios for practice placements | 60 | ||
| Other portfolios used in qualifying education | 61 | ||
| Accreditation of Prior and Experiential Learning (APEL) | 61 | ||
| Transcript of Learning/Higher Education Achievement Record | 62 | ||
| Practice Educator Standards | 62 | ||
| Assessing portfolios in qualifying education | 63 | ||
| Assessed and Supported Year in Employment | 64 | ||
| Taking your portfolio beyond the ASYE | 67 | ||
| Chapter summary | 67 | ||
| Chapter 7 Portfolios for CPD | 69 | ||
| Reforming CPD | 69 | ||
| Capabilities rather than competencies | 70 | ||
| CPD and registration | 72 | ||
| Aligning the relevant frameworks | 74 | ||
| Planning, evaluating and reflecting on your CPD | 77 | ||
| CPD and evidence-based practice | 79 | ||
| The knowing-doing gap | 81 | ||
| How can learning be evidenced? | 82 | ||
| Chapter summary | 84 | ||
| Chapter 8 Portfolios for career development | 85 | ||
| Social work career pathways | 85 | ||
| Career levels | 87 | ||
| Student level | 87 | ||
| ASYE level | 87 | ||
| Social worker level | 87 | ||
| Experienced level | 87 | ||
| Advanced level | 88 | ||
| Strategic level | 88 | ||
| Progression between levels | 88 | ||
| How can a portfolio help with career development? | 90 | ||
| Chapter summary | 94 | ||
| Chapter 9 How are portfolios assessed? | 95 | ||
| Assessment | 95 | ||
| Who will assess your portfolio? | 96 | ||
| Employer endorsement processes | 96 | ||
| Assessing e-portfolios | 96 | ||
| Rigorous assessment of portfolios | 97 | ||
| What does a good portfolio assessment scheme look like? | 98 | ||
| Validity | 98 | ||
| Reliability | 98 | ||
| Fairness | 99 | ||
| Value | 99 | ||
| Efficiency | 99 | ||
| Openness | 99 | ||
| Self-assessment for planning, progression and registration | 100 | ||
| Formative assessment for progression, appraisal and supervision | 101 | ||
| Summative assessment of achievement | 103 | ||
| Giving supportive feedback | 103 | ||
| Chapter summary | 105 | ||
| Final thoughts | 106 | ||
| References | 107 | ||
| Appendix 1: PCF domains and capabilities | 110 | ||
| Level: end of last placement | 110 | ||
| Professionalism | 110 | ||
| Values and ethics | 111 | ||
| Diversity | 111 | ||
| Rights, justice and economic wellbeing | 112 | ||
| Knowledge | 112 | ||
| Critical reflection and analysis | 113 | ||
| Intervention and skills | 113 | ||
| Contexts and organisations | 114 | ||
| Professional leadership | 115 | ||
| Level: Assessed and Supported Year in Employment (ASYE) | 115 | ||
| Professionalism | 115 | ||
| Values and ethics | 116 | ||
| Diversity | 117 | ||
| Rights, justice and economic wellbeing | 117 | ||
| Knowledge | 118 | ||
| Critical reflection and analysis | 119 | ||
| Intervention and skills | 119 | ||
| Contexts and organisations | 120 | ||
| Professional leadership | 121 | ||
| Level: social worker | 121 | ||
| Professionalism | 121 | ||
| Values and ethics | 122 | ||
| Diversity | 122 | ||
| Rights, justice and economic wellbeing | 123 | ||
| Knowledge | 123 | ||
| Critical reflection and analysis | 124 | ||
| Intervention and skills | 125 | ||
| Contexts and organisations | 125 | ||
| Professional leadership | 126 | ||
| Level: experienced social worker | 126 | ||
| Professionalism | 126 | ||
| Values and ethics | 127 | ||
| Diversity | 127 | ||
| Rights, justice and economic wellbeing | 128 | ||
| Knowledge | 129 | ||
| Critical reflection and analysis | 130 | ||
| Intervention and skills | 130 | ||
| Contexts and organisations | 131 | ||
| Professional leadership | 131 | ||
| Level: advanced social worker | 132 | ||
| Professionalism | 132 | ||
| Values and ethics | 133 | ||
| Diversity | 133 | ||
| Rights, justice and economic wellbeing | 134 | ||
| Knowledge | 135 | ||
| Critical reflection and analysis | 135 | ||
| Intervention and skills | 136 | ||
| Contexts and organisations | 137 | ||
| Professional leadership | 138 | ||
| Level: strategic | 139 | ||
| Values and ethics | 139 | ||
| Diversity | 140 | ||
| Rights, justice and economic wellbeing | 140 | ||
| Knowledge | 141 | ||
| Critical reflection and analysis | 142 | ||
| Intervention and skills | 143 | ||
| Contexts and organisations | 144 | ||
| Professional leadership | 145 | ||
| Professionalism | 146 | ||
| Appendix 2: Knowledge and Skills Statements | 148 | ||
| Appendix 3 Honey and Mumford’s learning styles | 161 | ||
| Appendix 4 Time management exercise | 165 | ||
| Appendix 5 Reflective activities and tools | 166 | ||
| Reflective log template | 166 | ||
| Date of learning event | 166 | ||
| About me | 166 | ||
| Facts | 166 | ||
| Feelings | 166 | ||
| Learning | 166 | ||
| Conclusions | 166 | ||
| SWOT analysis | 167 | ||
| Critical incidents | 168 | ||
| Critical incident template | 168 | ||
| What happened? | 168 | ||
| How did you feel? | 169 | ||
| How did others react? | 169 | ||
| What was good? | 169 | ||
| What needed improvement? | 170 | ||
| What have you learned? | 170 | ||
| Appendix 6 Developing, assessing and reviewing portfolios | 171 | ||
| Index | 174 |