Additional Information
Book Details
Abstract
As a social work practice educator and trainer, it is useful to seek advice from more experienced colleagues who could help you find ways to overcome difficulties you may encounter in supporting individual students. This book is a handy companion for those times when a colleague is not readily available.
The editor, Sue Taplin, chose these contributors for their practice wisdom and because she knew that, from their own experience, they had developed innovative practice that you can adapt to find your own solutions to the problems that you face. The contributors can be said to be experts by experience in their chosen field, some are practitioners, some are academics, but all have faced difficulties in the real world of practice learning and have been generous enough to offer to contribute a chapter to this edited textbook.
Sue is registered as a Social Worker in England and has a wealth of practice experience in palliative care and bereavement support.
She has held a number of academic posts which have largely focused on service user and carer involvement and in the co-ordination of practice learning opportunities for students at both undergraduate and postgraduate levels.
In 2012 Sue was awarded a Professional Doctorate in Social Work from the University of East Anglia and she is a regular presenter at national and international conferences on her doctoral research as well as on numerous aspects of pedagogic practice.
Sue is currently a Visiting Lecturer in Social Work at the University of Hertfordshire.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the editor | vii | ||
| Meet the contributors | viii | ||
| Preface | xi | ||
| Editor’s introduction: Is there a Plan B? | xvi | ||
| Chapter 1 Generation Y: Reflections on our current generation of learners | 1 | ||
| Generation Y: Who are they? | 4 | ||
| The Generation Y student | 7 | ||
| A generational cautionary tale | 8 | ||
| Welcoming the student | 9 | ||
| Getting to know the student | 9 | ||
| Developing competence | 9 | ||
| Feedback | 10 | ||
| Use of technology | 10 | ||
| Conclusion | 11 | ||
| References | 11 | ||
| Chapter 2 Capabilities and standards: Introducing the Problem-Based Capability Model (PBC) – a holistic tool... | 14 | ||
| Introduction | 14 | ||
| The Professional Capabilities Framework (PCF) and Standards of Proficiency for Social Work (SOPs) | 15 | ||
| Problem-Based Learning | 17 | ||
| Signs of Safety approach | 19 | ||
| Using the Problem-Based Capability Model | 21 | ||
| Conclusion | 27 | ||
| References | 28 | ||
| Chapter 3 Supervision within placement: Achieving best practice | 29 | ||
| Introduction | 29 | ||
| So what is supervision and why is it necessary for students? | 29 | ||
| ESMA: The four components of student supervision | 30 | ||
| Education | 30 | ||
| Support | 30 | ||
| Management | 31 | ||
| Assessment | 31 | ||
| Different types of supervision you can expect on placement | 33 | ||
| What is the difference between an on-site supervisor and a practice educator? | 33 | ||
| An insight into what students can expect from their supervisors and practice educators | 35 | ||
| Getting the most from supervision | 39 | ||
| Conclusion | 43 | ||
| References | 43 | ||
| Chapter 4 Stories, storytelling and their contribution to learning | 45 | ||
| The concept of story | 45 | ||
| Story and its contribution to learning | 47 | ||
| Story and its relationship with reflective practice | 48 | ||
| The social impact of story | 51 | ||
| The ingredients of engaging story and storytelling | 55 | ||
| References | 57 | ||
| Chapter 5 Applying law in practice: Weapon, tool, manual or barrier? | 59 | ||
| Introduction: ‘Everything is lawful’ – maybe … | 59 | ||
| It’s not all about law: Let’s not kill all the lawyers | 61 | ||
| Answering the ‘but is it the law?’ question | 64 | ||
| Weapons and barriers: Extreme ends of the spectrum or mirror images? | 68 | ||
| Tools and manuals: What is the difference? | 72 | ||
| Conclusion: Three questions to model an integrated approach to legal thinking | 74 | ||
| References | 75 | ||
| Chapter 6 Anti-oppressive practice, social work values and ethics | 77 | ||
| Introduction | 77 | ||
| What are values? | 78 | ||
| Our own personal values – how we acquire them and how we work with them in practice | 80 | ||
| Strategies for managing value conflicts in practice | 81 | ||
| Professional values | 82 | ||
| Two or three streams of values – separate or connected? | 88 | ||
| How to evidence these streams of values in your accounts of practice | 89 | ||
| Historical development of the professional value base | 89 | ||
| The role of regulatory bodies in the development of the professional value base | 91 | ||
| The Professional Capabilities Framework | 92 | ||
| Value sources and their interaction | 93 | ||
| Social work values and ethical philosophy | 94 | ||
| Conclusion | 97 | ||
| References | 98 | ||
| Chapter 7 Listening to Black students: A critical review of practice education | 101 | ||
| Introduction | 101 | ||
| Context | 101 | ||
| Responding to concerns – reports of discrimination | 107 | ||
| The ‘elephant in the room’: Reflecting on the impact of race in education and practice | 108 | ||
| The blind spot – cultural assumptions and how to create change | 111 | ||
| Sharing messages – challenge and change | 114 | ||
| Creating forward change | 118 | ||
| References | 119 | ||
| Chapter 8 Supporting students with dyslexia on placement: Theory into practice | 121 | ||
| Dyslexia | 122 | ||
| Supporting students with dyslexia on placements | 124 | ||
| The dyslexia guide for placement staff | 125 | ||
| What is dyslexia? | 125 | ||
| Support to students with dyslexia | 126 | ||
| Reasonable adjustments | 128 | ||
| Memory and processing | 129 | ||
| Index | 137 |