Appendix 20: Framework Document - NIDSWP
THE NORTHERN IRELAND DEGREE IN SOCIAL WORK PARTNERSHIPPRACTICE TEACHER & STUDENT TOOLKITJuly 2020AcknowledgementsThe Northern Ireland Degree in Social Work Partnership would like to acknowledge and thank:Colleagues from across the Degree Partnership agencies for their contributions Department of Social Policy and Social Work, University of YorkPrimary Care Development Corporation Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning MattersSiobhan McClean: Social Work Theory AppEast Anglian Association of Practice Teachers: Resource Pack 1998A Brown: GroupworkUniversity of EdinburghUniversity of KentJournal of Practice Teaching & Learning (2019)“Working with Reluctant Family Members During Assessment” Dept. of Health Training Pack Assessing the Needs of Children and Families NSPCC University of SheffieldScottish Organisation of Practice TeachersGibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: OxfordUniversity of Bradford: Academic Skills Advicefor their contributions and resources to the development and production of this ToolkitContentsPage NoAcknowledgements2Contents3Introduction5Section One: Pre-PLO6Consent to work with Service Users/Carers Sample Proforma61.02Self assessment Tool for Social Work Students8Section Two: Induction162.01Preparing for Assessment Checklist162.02Managing Stress on PLO172.03Student Social Work Induction Declaration Form262.04Working with Reluctance & Resistance272.05Emotional Intelligence282.06Shadowing Social Workers: An Exercise during PLO292.07Case Management Checklist302.08The A to Z of Succeeding as a Social Work Student31Section Three: Tuning In323.01Guideline for Tuning In Content for Level 2 & Level 3 Students323.02Tuning In Frameworks363.02aTaylor & Devine363.02bDouglas & McColgan383.02cCollingwood393.02dAssessment & Risk Assessment: Tuning In Model443.02eTuning In to Assessment46Section Four: Service User/Carer Involvement494.01Shared Stories Narrative Model494.02Before and After: Digital storytelling with social work students in Northern Ireland51Section Five: Supervision555.01Functions of Supervision555.02Suggested Template for Supervision Contract56Section Six: Direct Observations586.01Prompt Sheet for Practice Teachers58Section Seven: Reflection & Critical Analysis647.01Critical Analysis Tool647.02Fook & Gardener677.03Gibbs’ Reflective Cycle677.04Reflective Practice: A model for supervision andPractice in Social Work767.05Kolb: Experiential Learning Cycle777.06Reflective Phrases777.07Evaluation of Practice787.08Critical Analysis – So what does that REALLY mean?827.09Models of Reflection 947.09aRainbow Model of Reflection947.09bWeather Model of Reflection957.10Reflection on Skills967.11Traffic Light 977.12Process Recording98Section Eight: Service User/Carer Feedback1008.01Guidance & Proforma for Obtaining Feedback from Service Users/Carers (5 Forms)100Section Nine: Top Tips1079.01Top Tips from Previous Social Work Studentson PLO within the NHSCT107Section Ten: Miscellaneous10910.01Groupwork Planning Checklist10910.02Chronology11110.03Genogram11310.04Community Development Templates (templates x 3)11510.05Group Care12510.06AOP Exercise12610.07Interactive/Online Resources127IntroductionWelcome to the Practice Teacher and Student Toolkit!This Toolkit developed by the Northern Ireland Degree in Social Work Partnership (NIDSWP) aims to provide Practice Teachers and Students with resources to support preparation, learning, development and reflection throughout the Practice Learning Opportunity (PLO). The resources focus on key aspects of practice learning from the beginning of the journey which will assist both Practice Teachers and Students in their roles, tasks and professional responsibilities.This toolkit is intended to act as a guide to ensure a focused and appropriate evidence base for professional development and practice. It is recognised that each Student is an individual adult learner; therefore, it provides a range of resources and tools. Practice Teachers and Students can use the guide to assist in the identification of learning tasks and exercises that will link with the learning needs of the Student. The contents of the Toolkit are not exhaustive and Students and Practice Teachers should continue to make use of other resources, learning tools and models.The guide should be used by Practice Teachers and Students to focus the supervision and planning process regarding evidence of professional development and practice learning is a process and as such will inevitably involve change and development. With this in mind it is anticipated that the Toolkit will evolve over time where Practice Teachers and Students will share resources they have found particularly useful. If you have any suggestions as to how the Toolkit can be improved or you wish to contribute to the contents please contact the Northern Ireland Degree in Social Work Partnership office via .nidswp@The Toolkit should be used in conjunction with the current Northern Ireland Degree in Social Work Regional Practice Learning Handbook, (Parts 1 & 2).Section 1: Pre PLO1.01Consent to work with service users/carer: Sample proformaSampleConsent – Social Work StudentsAs part of all social work training, Student Social Workers must gain experience of directly working with Service Users. This work experience allows students the opportunities to develop their skills and knowledge and ultimately to provide a quality social work service. All Students are required to adhere to the Organisation’s standards in relation to ConfidentialityRecordingData Protection and other policies and procedures.During his/her work period the Student is assessed and closely supervised by a Practice Teacher who is an experienced Social Worker. His/her work is monitored and observed to ensure it meets the standard of practice required. The Practice Teacher may ask you to provide feedback on the Student’s work.The Student is required to seek your consent to work with him or her, and if using your case notes to evidence his/her work must ask your permission to do so.The contribution of Service Users to the training of Social Work Students is invaluable and we hope that you will agree to the Student working with you for a time limited period. If you decide after discussion with the Student that you prefer to work with a qualified Social Worker then you can be assured the services you receive will in no way be affected by your decision.Consent Form.I _______________________ Give my consent to ___________________ Social Work Student undertaking social work tasks with myself □ and or/_________________ □ (tick)Please state relationship to person named ______________I understand that the Student Social Worker will be supervised by suitably qualified staff. □The Student has provided information on his/her Student status and the supervisory process in place. □He/she has provided the name of the Supervisor and the Practice Teacher. □I consent to the Student using anonymised case records to evidence his/her practice □Signed _________________________Date_________1.02Self-assessment tool for social work studentsThis tool has been designed to help you to reflect on your experience on placement and help you plan positively for your next PLO or completing your AYE as a newly qualified social worker.The tool is split into the following sections:Personal preparation- these are the preparations you undertook prior to commencing your practice learning experience. This may have included visiting the site and meeting your on-site supervisor/ practice teacher: making arrangements for your home life to manage the expectations of your family or to fit in time to complete course work outside your PLO.Forming meaningful working relationships- this will include your training team but also your wider team colleagues in all roles, other professionals or teams, service users and munication- this will include your ability to communicate verbally as well as in writing, including your capacity to be flexible and overcome barriers to communicationTime management- this will include your capacity to manage the demands of PLO such as your on-going casework and academic or written work, diary management and achieving the deadlines set for you within PLO.Knowledge- This will include understanding the relevant legislation, policy and theory relating to your PLO.Integrating theory into practice- this will include your understanding of relevant theory and methods of intervention as well as your capacity to apply these to practiceSocial Work Skills- this will include your understanding of and capacity to use social work skills within your PLO. You should consider areas of development you need to progress or have achieved.Social work values- this will include your understanding of social work values and how you have integrated these within your social work practice on PLO.How to Score your self-assessment tool?Consider how you have performed in each section either at the beginning or through PLO if you are completing this tool towards the end. Give each a score from 1 to 10. 1 represents the lowest score where you do not feel you are prepared or have achieved at all and 10 represents the highest score where you have no room for improvement in this area. The value of 1 is closest to the center of the circle and the value 10 is at the edge of the circle. After filling it in, join your scores together and a kind of spider web is created. It is possible to see at a glance what categories you may need to spend time improving your skills or knowledge and where you are performing well at present.Every part influences your experience and performance as a student social worker. Completing the wheel honesty will help you to reflect on your learning journey to date and by identifying areas you could improve you will be better able to prepare for the next stage of your social work journey- second placement or AYE year.It can be overwhelming to try to work on too many sections at once. It might be best to pick one or two sections to work on initially. In the example shown the student has scored themselves 3 out of 10 for time management, which is their lowest score overall. By working to improve their time management skills they may well create a positive effect to the other sections.The student should take the following simple steps when they have identified the area(s) they have chosen to improve.Ask themselves what score they would like to move to.(for example I am currently scoring 3 and wish to move to a score of 6) Ask, ‘What do I need to do to move my score from 3 to 6?’Decide if they need to acquire additional support or resources to achieve a score of 6, or can they take any actions needed themselvesList three practical actions they can take to increase their time management skillsCommit to undertaking the steps within a timescaleSchedule time to implement themIt can be helpful to share the action plan with someone you trust as a means of keeping yourself accountable and to make sure you take the actions you have outlined for yourself.If you are completing the self-assessment wheel at the beginning and then repeating at the end of PLO, you will be able to chart your progress. This may be helpful when you come to write your self-reflective assignment.-91440038989000Example -83820010668000Exercise 1: Induction TaskSection 1Location of PLO site within NHSCT DirectorateService user group Structure of PLO TeamType of work carried outSource of referrals Student role within the PLO TeamProposed caseload etc.Section 2 Community Profile (Information available on intranet)Locate team in local communityProfile of communityFocus on client groupSection 3Overview of theories/legislation/policiesKey theories linked to service user group and practiceConsider areas such as: Mental Health Spectrum Learning Disability Spectrum Dementia SpectrumKey legislation relevant to service user group and practice*** Identify why they are central and reference articles as appropriateSection 4Induction programmes and evaluationCorporate timetablePLO Site induction timetableOverall evaluation of induction and learning gained - should be reflective not descriptive – does not need to cover each and every visit etc.The task is designed to locate the student in their PLO, provide a basic foundation for practice and give the Practice Teacher a sense of the student’s writing style. Depending upon the detail included the task can meet the following:SW Standards - SW1, SW2, SW3, SW6, SW8, SW 17 & SW18Exercise 2: Reflective PlanningHow do I feel about the prospect of beginning this placement?Am I feeling anxious about any aspect of being on placement? (Please note what you are feeling anxious about).Why I am anxious? What can I do to address my anxiety?Am I confident about being on PLO? (Please note what you are feeling confident about)How can I consolidate my confidence and build upon it? Exercise 3: Checklist planningHave you planned for?Family commitmentsSocial LifeHobbies/ interestsLooking after yourselfJourney to and from placementWorking hours/ shift patternFinancesKeeping in touch with fellow studentsSpending time with friendsStudy timeWhat else do you need to do?Exercise 4: Key PeopleYour relationship with your on-site supervisor and practice teacher are very important in PLO. However there are many other people who can provide advice, support and guidance. The example below shows how diverse these relationships can be. During the first two weeks of your induction programme please map your own support network. Please note you still have access to the University support systems whilst on PLO. 22402792301240YOU00YOUSection 2:Induction2.01Preparing for assessment: checklistI have read the NIDSWP HandbookI have made a pre-placement visitI have met with my practice teacher/ on-site supervisorI am beginning to become familiar with the needs of the service user groupI have begun to identify some materials I need to read early in the PLOI am clear about how I will be assessed in PLOI am familiar with the six key roles for SWI am familiar with the social work standardsI understand the importance of planning & managing my timeI know how many times my PT will be observing my practiceI know where to access the tuning-in and evaluation templates for direct observationsI understand what confidentiality means in my role as student SWI know the NI Social Care Council (2019) Standards of Conduct for Social Work StudentsI know the dress code for my placementI have organised a reflective logI understand the information governance requirements around the use of technology such as mobile phones, laptops, pen drives etc.2.02Managing stress on Practice Learning OpportunityWhat are some the triggers that you know cause you stress? What are the early warning signs of you becoming stressed?What are your ways of coping when you start to get stressed?Who and what can help you?Inspire Workplaces The Northern Trust has commissioned Inspire Workplaces (previously known as Carecall) to provide all employees with an independent, confidential and professional counseling service for those who are experiencing personal or work difficulties. This is in addition to existing policies and procedures to support employees. Website:? (link is external)Email:?workandstudy@ (link sends e-mail)Telephone:?0808 800 0002i-matter website link: Management Tips:Being on placement will necessitate that you manage your time as effectively as possible. This will allow you to fulfil the requirements of the student role, meet any deadlines which are set and allow you as much time as possible to research, learn and reflect on your practice experience.There are many different techniques for managing your time and one crucial tool will be using your work diary.Time Management: Diary ManagementAt the start of PLO enter all the commitments you are aware of into your work diary. For example, student support groups, recall days, study days, supervision with your practice teacher and if applicable your on-site supervisor.Enter all recurring or regular meetings relating to your PLO. For example, weekly allocations meetings, team meetings, ward rounds.Plan periods in every week where you are office based and can complete the recording requirements or your role and be sure to schedule recording time for any activity you plan to undertake with service users.Below are just a few other suggested techniques.Technique 1: Top SixBefore leaving, at the end of your workday, write down the six most important things you need to accomplish the next day (stick to 6 items only- no more, no less)Order the tasks by importance from one to six.When you arrive the next morning, start by doing your first task. Don’t move on to the next task until the first one is completed. Don’t multi-task!If you have a lot of written or computer tasks you might find it helpful to spend 20 to 25 minutes of focused concentration- set an alarm on your phone- then take a 5 minute stretch/ break.Repeat the process for each task.Technique 2: Traffic LightCreate a to-do listColour code your list into red (most important and urgent) amber (medium importance and urgency) and green (least important or urgent)Monitor the time you spend undertaking green items as opposed to red.Structure your day to include mostly red activities.Exercise: Supervision reflection on shadowing visitFor use in supervision during induction period to encourage the student to reflect on observational activities they are engaged in. This activity can be done verbally or in writing.What did you observe?What did you hear?What kinds of knowledge did the colleague have? What knowledge was needed in this situation?What skills were necessary/ did you observe in this situation?If you were in the service user’s shoes, what would you have felt?What did you think this shadowing visit said about the role of social work (or this agency?)Name three things you have taken away from this shadowing visit? Do they link with social work standards or values that should underpin social work practice? How do they contribute to your understanding of the role of this agency/ what life is like for service users? Application to key roles and matrixDepending upon the nature of the event analysed this exercise could meet the following social work standards:SW Standards - SW1, SW2, SW3, SW6, SW8, SW 17, SW18 Exercise: Culture & Identity: Who am I?These exercises can be worked through either as an individual or in a group. In either setting, they are intended to trigger discussions about identity. Their source is unknown.What is my cultural background? What images do I have of the culture from which I come? How does my culture relate to other cultures?How have I been/ how am I affected by my class, current social status, gender, race, ability, sexuality- and any other factors that I find important?What elements of (a) my personality, (b) my social background, and (c) my current social situation give me power?What elements of the above make me feel a lack of power?In what contexts do I feel most powerful? In what contexts do I feel least powerful?In what ways might I get stereotyped, and by whom? Where do I think the power lies in these situations?How would I define my current culture and my central beliefs and values? Are they much different from those of my background, family etc.? If so, what has been the cost of breaking away from earlier values, beliefs and customs? And what have been the rewards?How do my answers to the above affect my approach to the social work task?How might the above answers affect my confidence and ability to function within an agency where I am on placement or employed? In which situations might I feel at an advantage and which at a disadvantage?What are my existing and potential support systems? How easy is it for me to ask for help and trust that it will be forthcoming? What are the areas in which I most need support?Thinking about my life circumstances, what knowledge, skills and strengths have I derived from these? (think of ones which are not normally recognised or validated by employers or assessors, e.g. managerial skills derived from being a mother, networking skills from being a member of a community group)Exercise: Professional Boundaries WorksheetDirections:Read each case and choose the best answer and be prepared to explain why you choose the answer you did:You are walking down the street with your partner and see a service user you are currently working with walking towards you.You:Ignore him/ her.Make eye contact and see what he/she will do next (taking your cue from them).Nod a brief hello to him/her.Stop and chat with him/her.Stop and introduce your partner to him/her.Other:Your work mobile phone is broken and one of your service user’s needs to be able to contact you about the outcome of custody case on a day that you are working outside of the office.You:Give him/her your personal number but tell them it is a one-off and not to use it again.Tell him/her to call the office and leave a message.Say your phone is broken and blame lack of resources.Other:One of your service user’s notices you reading a book that they are interested in. You have just finished the book and can tell they would love to read it.You:Give him/her the book.Quickly put the book away.Discuss the ideas and themes of the book with him/her.Suggest they join the library.Offer to lend him/ her book.Other:A service user asks you if you are married and if you have children.You:Tell him/her the truth.Tell him/her it’s not an appropriate question as you are there to focus on them.Acknowledge your situation without giving away too much information.Get your family photos and describe your family in plain about not having a partner.Other:A service user you have been working with stops engaging with you and reject your attempts to support them.You feel:SadAnnoyedDisappointedAngryNot BotheredOther:A service user tells you that you really “get” them, that no-one else understands them, and that they think you are a wonderful person.You:Thank him/ her and say they are special too.Act pleased but modest.Explain that you are doing your job.Tell him/ her that those kinds of compliments are not appropriate.Give him/her a hug.Other:You are working with an older service user who is unable to leave the house. They ask if you can pick up some milk and eggs for them on your way to their house.You:Do him/her the favour and tell them it is just this once.Say you are not able to go for him/ her.Tell him/her it’s easy for you to stop on your way and you can do it whenever you go to their home.Ask in supervision if it’s ok.Don’t do it but arrange for a service or another resource to do it in the future.Other:You are working with a service user who is flirting with you and tells you that you are beautiful or handsome.You:Speak to your manager about the situation.Say thank you and move along with business, hoping he/she won’t say it again.Tell them that your relationship is a professional one and they should not say those things.Get them referred to someone else.Other:A new service user gives you a hug at the end of a session.You:Hug them back.Let him/her hug you but don’t really hug back.Avoid the hug and tell him/her that it is inappropriate.Accept the hug and tell him/her it is not appropriate.Other:One of the service users you have been working with for a long time invites you to a 4th July celebration with their family.You:Attend, just this once.Decline the offer and tell him/her that it is not appropriate for you to attend.Tell him/her that you would love to attend but professional boundaries mean that you can’t.Say you will try and then don’t show up.Other:One of your service users brings you a knitted winter hat she made to thank you for all that you have done for her.You:Accept the gift.Refuse the gift and tell her that it is inappropriate.Accept the gift but tell her that she should not give you anything again.Accept the gift, document it, and report it to your manager.Other:2.03Student social worker induction declaration formPlease complete, sign and share with your Practice TeacherPlease note by signing the declaration you are agreeing that you are aware of your obligations during PLO in these key areas. If you remain unsure following NHSCT Student Social Work Corporate Induction, please discuss this with your Practice Teacher in supervision and make sure you are fully aware of your responsibilities and obligations as a student social worker on placement with NHSCT prior to signing.I confirm the following have been completed (please tick)Attended Student Social Work Corporate Induction TrainingRead and understood Service User Consent guidanceRead and understood Confidentiality GuidanceReceived and understood Information Governance trainingReceived and understood Safeguarding TrainingStudent Signature: ______________________________Date: ___________________2.04Working with reluctance and resistanceThink of a situation when you were working with a family as part of a child protection plan, and you considered one or both parents were reacting to suggestions regarding change, in either a “reluctant” or “resistant” way. With the parent/s in mind consider:- What was it about their attitude or behaviour that led you to believe s/he was “reluctant or resistant”? What kind of things did they say to indicate resistance or reluctance? At what point in the implementation of the plan did you become aware of this? Was there something about what you did-or about the way you did it – which may have caused their reaction? On reflection, what could you have done to alter the parent’s reaction? This exercise is adapted from a pilot exercise “Working with Reluctant Family Members During Assessment” Dept. of Health Training Pack Assessing the Needs of Children and Families NSPCC University of Sheffield. 2.05Emotional Intelligence2.06Shadowing social workers: An exercise during PLOInduction should provide the student social worker with an opportunity to shadow qualified practitioners carrying out their duties/responsibilities.As a student you are not there to assess your colleague’s practice, but to observe and learn from this experience. This can then be discussed within supervision with your Practice Teacher.It is good practice to share this template with the social workers you are shadowing. Some questions you might ask yourself about the situation you will be shadowing/have shadowed:Were you aware of how the worker had prepared for this interview/meeting/session?What did this involve?Did supervision guide the worker’s practice? How did the social worker introduce him/herself and explain their role? What did you learn from this and is there anything you might do differently.Can you identify the skills used by the social worker? How did the social worker involve the person in decision making?How do you think the worker’s style influenced the pace of the interview and the relationship with the service user?What knowledge did the worker demonstrate during this session/interview?What theory do you think informed the practice and thinking of the worker? Are you aware of any personal, cultural, political factors which might have influenced how the service user perceived and/or responded to the worker in this situation? Were there any differences in the approach and methods of intervention used by this worker, in comparison to other workers you have shadowed?Discuss this shadowing experience with the social worker you shadowed. Ask questions and record your learning. Bring this record along to supervision with Practice Teacher for further discussion. The social worker may also provide feedback to the Practice Teacher.2.07Case management checklistFamily Name ________________________________Date ______________________________________Task to be completedPurpose of taskDate of completion2.08The A to Z of succeeding as a social work studentAAttitude is everything- keep your attitude positiveBBeginnings- Accept you are starting out on your PLO and you won’t know everythingCCritical reflection- this is a vital skill to master so practice as often as you canDDirect Observations- prepare well and learn from both the negative and positive feedbackEEnjoy- Take time to enjoy the experience, it won’t come round againFFun- We learn better when it’s fun so relax and laugh occasionallyGGoals- set your own (use the self –assessment tool)HHonesty – be honest with yourself and othersIIntegrity- stay true to your principals and follow your professional codesJJargon- avoid using it if you can and if you don’t understand the jargon being used around you ask what it meansKKnow yourself- aim to increase your self-awareness and emotional intelligenceLLearning log- write in your log often, it will help you to chart your progress and will be a very useful source of information when you write your reflective assignmentMMistakes- Accept that you may make them, learn from them and move on. Avoid making catastrophic mistakes by following policy, procedures and guidance.NNon-verbal communication-very powerful tool-observe and be aware of your own non-verbal communicationOOrganisation is a key to success. Develop a system for being organised in PLO.PPerson Centred- Put service users at the centre of all you doQQuestions-don’t be afraid to ask, if you don’t people will assume you knowRRelationships- learn the art of creating rapport and genuine working relationships with service users, your team colleagues and training team.SSelf-care- Placement is a busy time. Pay attention to self-care and use what works for you.TTime Management- twinned with organisation and equally important. Try one of the techniques for time management outlines in the Student Induction HandbookUUnderstanding- try to display understanding to yourself and othersVValues- make sure social work values underpin everything you do. Learn and apply the regional HSC Values adopted by NHSCT.WWisdom- you are surrounded by experience and wisdom, ask for help if you need itXExperience- embrace the experience as fully as you canYYour responsibility-work hard and be professional at all timesZZeal-remain passionate about your learning and development throughout PLO.Section 3:Tuning In3.01Guidelines for “tuning in”content for Level 2 and Level 3 studentsLegislationLevel 2Level 3Initially may have a scatter gun approach and may produce lists. One should see a move to demonstration of knowledge of legislation specific to agency function, Service User and phase of work.Able to demonstrate specific aspects of legislation linked to the Service User, piece of work and agency function, stating how legislation impacts. Evidence of critical understanding should be evident.Policy & ProceduresLevel 2Level 3May start with limited knowledge and understanding and may make a list. During placement however, one would expect to see more informed selection of relevant material, making links to work being undertaken.Shows a more informed understanding of policy and procedures and how they impact on Service User, worker and intervention.Can highlight potential conflicts and how these might be resolved.Theoretical ConsiderationsLevel 2Level 3Initially may be random when highlighting theory though should move during placement to show ability to identify and discuss relevant theoryOne would expect to see psychological, sociological and social policy perspectives alongside social work theory relevant to the Service User and phase of work.May be more limited in range of theoretical understanding and may be more repetitive at times. May consider an interview in isolation but should move to greater understanding of each interview in the context of the social work processShows ability to underpin work with relevant theoryDemonstrates ability to critically consider theoretical perspectivesCan show knowledge and understanding of a range of perspectives and ability to choose those most relevant. Does not rely on a limited theoretical understandingIs able to access and show understanding of research to support choice of theoryShows ability to be more specific about relevancy of particular theory to Service User, phase of work and agency functionPrevious Knowledge of Service User/Family/GroupLevel 2Level 3Demonstrates ability to begin to gather and consider previous knowledge from other workers, files etc., though may be less able to consider how this impacts / influences. This should however develop as the placement progressesAs placement progresses one should see the ability to use previous knowledge more effectively, showing how this has informed practiceDemonstrates ability to gather and analyse information from a range of sources and highlight how this impacts/influencesIs able to identify gaps in own knowledge etc. and how this might be addressedShows ability to be pro-active in sourcing relevant theory based on what is already knownTuning InLevel 2Level 3May begin by highlighting more general issues relating to both self and Service User. As placement progresses one would expect to see self awareness develop and deeper understanding of Service User feelings should be evident, with links to theoryDemonstrates self-awareness in terms of how one impacts on Service User and others. Also considers how Service User’s feelings re: Student, agency, situation could impact and how they might address the feelings generated for both Service User and worker. Theoretical links should be evidentSkillsLevel 2Level 3Initially may focus on limited range of skills, i.e., questioning, listening and summarising but should develop ability to highlight and discuss a broad range of skills and the impact they haveMoves to consider relevant skills at different stages of the social work process and how one stage impact on anotherTendency to focus on practical rather than emotional issues though should develop ability to begin to explore feelings and consider the use of empathyDemonstrates ability to consider a broad range of skills and understand the impact of these on the Service User and phase of workIs able to critically analyse relevant skillsDemonstrates a greater use of self and ability to highlight emotional issues rather than merely practical issues, showing an ability to understand empathy and its impact. Will also consider skills such as challenging and negotiation more readilyValues and Anti-Oppressive PracticeLevel 2Level 3May initially just state values rather than show ability to explore their application to practiceMoves to a more informed understanding and ability to begin to highlight value dilemmas and conflicts, e.g. Personal, professional, organisationalShows developing knowledge of NI Social Care Council’s Standards of Practice and begins to explore relevancy to practice May initially focus on the ‘care’ aspects of social work role though moves to show developing understanding of care and control aspects of social work roleCan identify and begin to address own prejudiceCan explore similarities and differences between self and Service UsersDemonstrates understanding of different forms of discrimination and oppression and the impact on Service UsersA beginning ability to show that the above is informed by theory with some understanding of the Service User perspective. There may be an over reliance on one AOP model though some evidence of additional knowledge is to be expectedCan highlight explicitly relevant values and the impact in a critically analytical wayShows knowledge and understanding of NI Social Care Council’s Standards of Practice and how one’s practice is underpinned by the Standards – highlighting potential challengesHighlights and discusses dilemmas and conflicts and show ability to work towards addressing and resolvingCan identify and challenge oppression in an appropriate and constructive manner while also showing broad range of understanding of the impact on Service UsersShows an informed understanding of power and its impact, actively addressing ways to redress the inherent imbalanceNot only discusses values but also what these look like in practiceA more comprehensive understanding of the care and control aspects of the social work roleThe above is clearly informed by theory and includes Service User perspectives either directly or from secondary sources. The use of more than one AOP model is expectedNotes for Further ConsiderationFocus should be on quality rather than quantityOne would not expect to see all of the above in one ‘Tuning In’, rather one would expect to see this when considering all Tuning In exercises completed during a Practice Learning periodTheoretical work should be referenced properly and a reference list attached to the ‘Tuning In’Attention to structure, grammar and spelling should be in keeping with academic expectationsConsideration should be given to the focus of each ‘Tuning In’ rather than every ‘Tuning In’ looking almost identical (eg. If legislation has previously been explored in depth then the focus should shift to another aspect to be considered in more depth, i.e., values and AOP)One would expect to see development as the placement progresses, therefore the 1st ‘Tuning In’ might be less comprehensive than the final ‘Tuning In’3.02Tuning in frameworks3.02a Taylor & DevinePreparation for ContactAnswer the following questions…First Level (Resource gathering):What is it like being this person?What knowledge or theory do I need to know about in order to help this person meet their…Physical needsSocial needsEmotional needsPsychological needsSecond level (information gathering):What do I already know about this person from… The referralRequest for the assessmentAgency recordsWhat do I already know about … this person’s relationship with their familythis person’s relationship with their community/neighboursthis person’s relationship with their previous contact with the agencyThird level (about this specific contact):Ask yourself:Is this my first visit with this person?How is this person likely to feel about me?(agency role, age, gender, racial status, religious background, Student status)What hopes and/or fears might this person have regarding this contact?Fourth Level (Myself)How am I feeling about this contact?What are my fears and concerns about this contact?How might these fears impact on my behaviour during the contact?How can I minimise this?3.02b Douglas & McColganTuning In:A tool for comprehensive exploration and tuning in prior to contactConsider the following:Legislation – What provides the mandate for the intervention? What about statutory roles, responsibilities and requirements?Policy and procedures - What agency policies and procedures are relevant?How do they impact on, or direct this intervention?Theoretical considerations – Relating to this situation. Relating to the method(s) of interventionPrevious knowledge – Held by agency / others. Student’s experience of similar situations could be drawn on?Tuning in – To own feelings relating to situation (self – awareness)To client’s possible feelings re the agency, the Student, the situation (preliminary empathy) To a strategy to intervene in the situation (purpose, beginnings & contracting)Skills – What skills might be most relevant? Degree of confidence and competence in using these?Values – What are the issues around oppression, discrimination and rights in the situation? What are the implications for? 3.02c CollingwoodCollingwood, P (2005) “Integrating theory and practice: The Three-Stage Theory Framework”, Journal of Practice Teaching 6(1) p6-23: 2005 Whiting & Birch1685925711327000-53340019570700039274757071995 00 -523875520509500-533400711009500-52070034975800039243005405120 00 39147753585845 00 3924300499744001689100197421500168910049657000-52070049657000Stage 1: Service User Profile276860044450000Stage 2: The Theory Cycle 2768600522160500THEORY TO INFORM THEORY TO INTERVENE-1428756993255003571875115570 00 3571875192595500357187541548050035718755183505003571875621220500-142875482155500-142875616458000-1428758699500-142875289750500-1428754011930002146300180530500-139700152590500Stage 3: Knowledge, Skills and Values KNOWLEDGE28194007747000 SKILLS3638550133985 00 -314325153035 00 22098004572000-31432520256500361950020383500-28575015430500-17780045466000330200047180500-323850212090004905375641350036290257239000 VALUES4429125266700020478752667000-275590172720002819400152400012858758509000-790575927100050482505080005619758826500212407588900 00 393382531750003508375243840001390650230505 00 -285750183515003.02d Assessment and Risk Assessment: Tuning-in ModelSome pointers for a student to consider when “tuning in” to and carrying out an assessment /risk assessment.ContextTeam /agency area of work.Referral detail or details of the case that is allocated to you and /or a brief history of the person/family situation. ContentWhat is your understanding of assessment? What framework is the team using?Purpose of assessment: What have you been asked to do and why?What is the objective e.g. “to complete an assessment of need which includes risk assessment and risk management…?”Consider what are the potential risks to health and safety? Why they are considered risks and what are the consequences, if these are not identified or managed?Consider the strengths in the situation/person?What is the person’s perception of “risk” or harm? Is this different to yours? (This is an opportunity to think about dilemmas and ethical issues in practice)What are the views of significant professionals? What are the views of significant others?Consider issues of risk -taking, client self-determination, choice, accountability…and other issues arising for you in this work.Knowledge informing practice What legislation, policies, procedures will inform and guide you in this assessment? (Include Agency frameworks, e.g.; UNOCINI, NISAT, LAC Arrangements, and Social History etc.).Discuss the particular standards of conduct and practice that are guiding your practice (NI Social Care Council). What do I know already about this person’s circumstances?What knowledge from psychology, sociology, and social policy helps me in understanding the person, their experiences, circumstances, and environment? Are there “tools” from these approaches which may assist my practice e.g., the Family Model, Signs of Safety model.How can AOP principles and models assist in my understanding of good practice and support my professional development? What theory/models of intervention and knowledge will I draw on to support my intervention? Specifically what risk assessment model informs and influences practice?SkillsConsider the key skills in assessment.Consider those you feel confident using and those you want to develop.InterventionHow shall I begin this work? What is the process?What does the service user need to know? How will s/he be involved? How will s/he contribute to the assessment? How does s/he perceive this work? And perceive the “risks”?Demonstrating in this how you apply a model of assessment or risk assessment.Conclusion: This may take the form of an evaluation of this work.Evaluate your work in carrying out a risk assessment/assessment.Consider your overall learning from this .What worked well? What did not work well? Can you see how your assessment informs and contributes to the overall care plan?Consider development areas for you going forward. Consider learning for the AgencyConsider learning for the Service User.Consider some of the issues or dilemmas that may have arisen for you/ the agency/service user How might this assessment help this service user?3.02e Tuning-in to AssessmentIntroductionSet the context with regard to the service user and the referral. What are the presenting concerns?Understanding the purposeWhat is the purpose of the assessment? What type of assessment is needed? Why is it being done now? Who is requesting an assessment?What are your objectives? Who is to be involved in this assessment?Has there been previous social work involvement? Is there a case file/record?Does the Agency have a preferred model or framework for assessment? Consider thresholds for intervention, priorities, and time constraints.How will you conduct your first visit/contact?What limitations are there on you as a worker?What opportunities might there be to be creative?Knowledge (some areas to consider):What legislation/policies/procedures provide the mandate and structure for this interview? Begin to link these to your practice.What knowledge and theory will you need or will you draw on, to inform your practice (assessment models, psychological and sociological perspectives, evidence based research and findings from case management reviews, publications etc.)?What knowledge will inform your understanding of service user needs and experiences (e.g. attachment theory, life cycle, child development, cultural awareness, service user situation, family relations, service user expectations)?How will you carry out the assessment? What do you understand about the process? Who all do you need to consult with? What assessment model will assist you? Are you able to apply a risk model?SkillsWhat skills might be important in carrying out this assessment and why?What skills might you wish to develop? Think about the ability to hypothesise, ability to reason and analyse.Consider “What are the issues?” “What questions do I need to ask”? What are the likely consequences to the person in the situation?How shall you introduce yourself? How shall you engage the service user in the process?What are the service user’s strengths and how might I feed this back to them?ValuesAre there issues around oppression, discrimination and Human Rights in the situation that I need to be mindful of?What assumptions do “I” bring to this relationship and how might these impact on the relationship with the service user?What are the wider socio-economic influences on this person’s life? What is your understanding of the impact of this on him/her/the family? What knowledge do you have of the local community? Are there any specific issues you need to consider e.g. culture, disability, gender, age etc.? How shall you measure service user feedback? Consider too wider issues of social policy, political ideology, organisational culture, community.Self-awareness and self-management skills. How do you feel about undertaking this assessment?Are there obstacles or personal challenges in this work?Are you mindful of the emotional demands and stresses of this work? How do you manage this?How do you think the service user might be feeling? How might this impact on the assessment process? How will you talk to the service user about this?How might the service user perceive you and how can you discuss this?What are your strengths?What areas do you need to develop and enhance? How will you use the support available to you in this PLO?Section 4:Service User/Carer Involvement4.01Shared stories narrative modelThe Shared Stories Narrative Model is a model that can be used by social work educators and practitioners to enhance social work education through the meaningful inclusion and participation of service users, carers and survivors. The model enables social work educators to work alongside experts by experience through co-production in four stages: Engaging, Collaborating, Participating and Providing Feedback. The model is cyclical and draws on the strengths based approach of building capacity and confidence.A diagrammatic representation of the four stages within the Shared Stories Narrative Model for Social Work Education with Experts by Experience. INCLUDEPICTURE "\\\\\\var\\folders\\pf\\wvqsphdx3s34v86g8fcwjq880000gn\\T\\com.microsoft.Word\\WebArchiveCopyPasteTempFiles\\page7image10617456" \* MERGEFORMAT Engaging (Stage 1) is the starting point and involves building relationships with experts by experience; social work values including respect and choice are central within this. The engaging stage involves working with service users to develop their confidence and self-esteem by embracing a definition of expertise that acknowledges the wisdom of service users, carers and survivors. The engaging stage includes exploration and consideration of the ways in which individuals, and groups want to be involved in social work education and how this can be facilitated and achieved. Collaborating (Stage 2) is the preparatory stage before working directly with social work students in small groups. This is a collaborative process involving the lecturer, key worker and the expert by experience negotiating and agreeing expectations and boundaries. For example; consent, confidentiality and information sharing. A positive relationship between the lecturer, key worker and expert by experience is essential to discuss and agree what information to share and what not to share. Finally, a case scenario is agreed which reflects the personal narrative (story) of the expert by experience. Participating (Stage 3) the expert by experience participates directly in interviews with social work students. There are two key elements within the participating stage. Firstly agreeing the expectations of the expert by experience and the boundaries with students within the learning and teaching session through negotiating a group contract. Secondly, the expert by experience shares their narrative with the student group. Social work values are central to this including respect, choice, confidentiality, compassion, and empathy. Providing Feedback (Stage 4) involves the expert by experience providing constructive feedback to students. This stage offers an opportunity to reflect on and evaluate the skills demonstrated by the students. The expert by experience is encouraged to be open and honest in their feedback. The feed- back provided needs to be realistic and balanced by identifying student strengths and areas for future learning. It is important that students are receptive to the feedback and acknowledge their personal learning in relation- ship building and developing rapport. 4.02Before and after: Digital storytelling with social work students in Northern IrelandThe material below is extract from the published journal article in the Journal of Practice Teaching and Learning (2019). Full text article available open access through this link: article outlines the methods used for digital storytelling in classroom-based teaching and within the placement setting to create resources which enabled students to develop empathy and greater understanding of their own experiences and that of others. Storytelling is one of the oldest ways to share information and experiences. In Northern Ireland, it is a method of sharing knowledge that transcends cultures and communities as citizens try to reconcile their contested histories and build a shared understanding of the future. Digital stories also use spoken word, providing a recorded account of an individual or groups’ experience by integrating photographs, music, video and text throughout the story to produce a visually rich narrative in a format that is portable and reaches a wider audience. Storytelling can be beneficial in providing a platform for voices that are underrepresented in dominant narratives about identity and place informed by White, Eurocentric, middle class norms. For example, care experienced young people, LGBTQI+, refugees, ethnic groups, Irish travellers, young people not in education, employment or training. Digital Story Telling in the ClassroomAll undergraduate social work students are required to evidence their understanding of service user’s perspectives prior to commencing their first placement of 85 days (NISCC, 2014a). At Ulster University part of this learning experience is accessed through the ‘Working with service users, carers and survivors: Integrating Values and Reflective Practice’ module in semester one of their professional training. For many of the social work students it is their first experience of listening to the narratives of service users to get a sense of what having social work involvement meant to them. The COVID-19 pandemic has positioned digital technologies as a central tenet in maintaining communication and relationships at a time of extreme social distancing. This places digital storytelling as a key methodology in maintaining relationships and understanding in lieu of face to face interaction.The digital storytelling process with first year students had six key stages: Stage 1. ‘Whose story is it’? Working collectively the students spent time discussing and identifying a story they wanted to tell. Stage 2. Completing a storyboard. Student teams used a storyboard template (Lambert,2018) to map out what they wanted to say and how they wanted to say it. Stage 3. Audio recording, narration, video clips, music, animation and photographs adding the depth to the story and collecting materials they wanted to include. Stage 4. ‘Joining the dots’. Assembling and editing the story.Stage 5. Receiving ‘no risk’ feedback from peers and lecturer.Stage 6.Final submission of digital stories. Digital Stories during PlacementDigital storytelling has been used to support increased involvement, participation and co-production with students completing their placement experience. Provide a synopsis of the work completed during the placement. What has been the best part of the placement? Why was this experience key to your learning? How will your experience on placement shape your professional practice? What would have helped prepare you better for this placement setting? Looking back, what advice would you give to a new student starting their placement journey? Completing the digital stories at two distinct points also served as a reflective lens for students to view their progress. The interview prompts provided the student storyteller with the opportunity to reflect on their practice learning experience considering ‘the what’ (description), ‘the why’ (explanation) ‘the how factor’ (synthesis) and ‘what next?’ (future learning). The end of placement digital stories helped the students to articulate their learning and knowledge of intersectionality and the structural causes of violence, poverty, homelessness, mental ill health and gender inequality. Digital Storytelling will be a valuable resource for social work students as they embark on placement. It offers flexibility to learning and can be used to capture a range of learning outcomes. For example; community development approaches, reflective learning logs and student understandings and reflections of service user’s perspectives. The attached storyboard template is a useful starting point for students and practice teachers considering using digital storytelling.Section 5:Supervision5.01Functions of supervisionWhat previous experience of supervision do you have, if any? Was it a positive or negative experience?What do you need from supervision? What do you want from supervision? (sometimes what you want and what you need can be different)Do you have any concerns about the supervision process?Which of the four functions of supervision listed below do you think is most important? And why?Workload, Development, Assessment, Support5.02Suggested template for supervision contractAims of SupervisionTo facilitate the Student’s development as a Social WorkerTo provide a forum for the Practice Teacher to access the Student’s workTo provide a forum for assessment of practiceTo provide support for the StudentSupervision ProcessThe Student and Practice Teacher should have a prepared agenda for each supervision session. The priority for items on the agenda will be set and agreed by Student and Practice Teacher at the beginning of each sessionMinutes of each session will be written up, initially by Practice Teacher, signed off and shared by both partiesFuture work/tasks and completion dates will be agreed in each session Work should be completed by the agreed dateThe Student will inform the Practice Teacher of any absenceThe Student is expected to take responsibility for own learning Areas to be Covered during SupervisionStudent’s expectations of SupervisionStudent’s concerns about SupervisionPractice Teacher’s expectations of SupervisionAssessment MethodsSigned:Student: _______________________________Practice Teacher:________________________________Note: Reference should be made to the Provider Organisation’s Standards for Supervision Contracts and RecordSection 6:Direct Observations6.01Prompt sheet for Practice TeachersThis prompt sheet is designed for new practice teachers who may appreciate some guidance as to what to ‘look for’ during any direct observation. Not all the prompts will apply. Information written in italics is additional to the standard Direct Observation template. Date and Time of Observation: It may also be useful to note the duration of the session. Live/Screen/Video:It is desirable that all direct observations are live but a minimum of two MUST be.STUDENT: PRACTICE TEACHER: SETTING AND CONTEXT (Practice setting, stage of practice learning opportunity and nature of practice observation/service-user circumstances).Include here how many weeks into the student’s PLO the direct observation took place. PREPARATION FOR OBSERVATIONPractice TeacherDid you meet with the student during supervision to discuss this direct observation? Did you read the student’s tuning-in document before the direct observation? Did you inform the student what skills, knowledge and values you would be looking for during the direct observation? It is also useful to try and link what you are looking ‘for’ to the student’s individual learning plan. For example, if one of their learning needs is to use a variety of questioning skills, then comment here that you were prepared to specifically observe whether the student used a variety of questioning skills in the observation. Having specific goals can help you comment on the student’s developmental journey when you write up your Practice Teacher’s Report. (B)StudentDid the student prepare a tuning-in document? Did the student talk with you during supervision about this direct observation? Did the student link what they wanted to achieve in the observation to their individual learning needs? (C) Service User(s)Did the student seek consent from the service user for this session to be a direct observation? Did the student explain the parameters of confidentiality?Did the student agree how the direct observation would take place and the service user’s right to withdraw if they wished to do so? Did the student explain how feedback on their practice would be obtained?GENERAL SUMMARY OF OBSERVATION AND STUDENT PERFORMANCE:Is the Student identifying and addressing issues presented by the Service User/Family/Carer(s)/group? Is the Student responding to the dynamics occurring within the interaction?Provide a summary here. Make sure you identify strengths and any developmental issues. Ensure feedback is constructive and avoid, where possible, statements such as “should have” “shouldn’t have”, instead, it could be useful to suggest what the student could do differently next time: e.g. “The student would benefit from considering how s/he could…..” or “in the next direct observation, I would like to see how X manages to keep the session focused on the agenda”. The latter is more developmental. SKILLS – demonstrated that are of a competent standard and/or that need to be developed. * (See Question 8 also)Did the student refrain from mirroring behaviours, feelings or gestures which would have been unhelpful? E.g. up the ante if the service user was angry;Did the student stick to the agenda or deviate? If the service user deviated or regressed, how did the student refocus them?Did the student use a variety of questions (e.g. open, closed, miracle question, scaling questions, indirect questions e.g. If I asked X what they thought about …… what would they say?” etc.)Was the language age appropriate?Was the choice of questions appropriate to the situation? (E.g. did they use open questions to encourage detail, closed questions to clarify information etc)?Did the student use a tone, rate of speech and volume that was appropriate and effective? (e.g. if the service user was anxious and spoke fast, did the student slow down their own speech so as to not mirror anxiety? If the service user raised their voice due to anger, did the student ensure they did not raise theirs?) etc.Consider the student’s body language – consider Egan’s Skilled Helper SOLER Model: Sit at a comfortable angle and distance; Open posture- arms and legs uncrossed; Lean forward, Look Interested, Listen attentively; Effective eye contact without staring; Remain Relatively Relaxed). Did they demonstrate an awareness of how their body language could impact on the session?Was the student responsive to the service user’s cues and adapt their body language accordingly?Did the student demonstrate their ability to introduce themselves, explain their role, mandate, purpose for the visit and, if this was the first visit, explain consent, confidentiality, their student status, complaints etc?Did the student balance the need to take notes with ensuring they actively listened to the service user?Did the student display an awareness of how to assess thoroughly or did they jump to ‘solutions’ before gathering all the information? If self-disclosure was used, was this appropriate and meaningful? If it was not used, were there any opportunities that arose which may have allowed self-disclosure to be used in a meaningful way?Did the student validate the service users feelings?Was there a distinct beginning, (contracting) middle and end (summarise, future planning) to the session?Was the student explicit about what was going to happen next?Did the student demonstrate an awareness of what tasks the service user could do for themselves and what tasks they should take on the service users behalf?Did the student agree an agenda with the service user (did they explain what they wanted to discuss and ask if the service user had issues they wished to discuss)?Did the student agree a time limit with the service user? If so, was this honoured? If not, how long did the session last, was this too long too brief or appropriate to the context? If relevant, how did the student deal with distractions? (e.g. TV or background noise, neighbours/friends/family visiting during the session, mobile phones etc) was this respected or ignored?Did the student refrain from using jargon, and if used, did they check whether the service user understood what was meant?Did the student demonstrate their ability to paraphrase, clarify, summarise etc?Did the student deal appropriately with risk if this arose?Able to sit with ambivalence or feelings or did they try and look at solutions or try to ‘fix’ if the service user was upset?Did the student use silence effectively? If silence was not used, were there opportunities to use silence and/or where silence was used, was this appropriate and effective (e.g. did it help the service user to tell their story or gather their thoughts? KNOWLEDGE BASE – use of knowledge and theory informing practice and/or aspects that need to be developed? (Legislation; policy and procedures; role and responsibilities; Service User issues; social work methods and process).If the student did not know something, did they agree to find out to clarify for the service user?If the student brought resources/tools for the session, were these age appropriate, relevant and based on evidence-based practice?Did the student recall information from previous sessions they had had with the service user (which would demonstrate they have listened to what the service user has shared) so as to avoid repetition?If this is the first visit, did the student demonstrate a level of understanding of the issues faced by the service user as noted in the referral, and did they check if this information was correct?Did the student demonstrate they had tuned into the service users particular situation and needs?Did the student demonstrate an awareness of their role and its limitations – did they suggest other services that could be referred to or did they try and meet all the requests made by the service user?If relevant, did the student give the service user information about other services, information, resources etc. that would help them address their particular needs?ETHICAL PRACTICE – demonstration of the value base in practice, including acknowledgement of NISCC Standards and anti-oppressive perspectives.Did the student refrain from making value judgements in the session, including refraining from giving their personal opinion?Did the student demonstrate respect for the service user – for example, did they wait to be invited into the home, ask permission as to where to sit, provide choice, etc?Did the student explicitly and genuinely focus on the service user’s strengths as well as any issues regarding risk?Did the student ‘start where the service user was at’ or did they begin with their own agenda?Did the student acknowledge the service user’s feelings, (regardless of how challenging these may have been)?Did the student turn up at the agreed time and if not, did they explain why they were late?If this is a final visit, did the student thank the service user for working with them and helping them to develop as a student social worker?Did the student ensure confidentiality was explained (or re-visited) and ensure the session was held in a private space?Did the student demonstrate partnership (help the service user to help themselves) or paternalism (do ‘for’ the service user, assuming the service user is unable to do for themselves)?Did the student demonstrate knowledge and understanding of the socio economic, cultural and diversity aspects of the service user’s life and experience? FEEDBACK FROM SERVICE USER/or relevant others present You may receive feedback directly from the service user or request they complete a questionnaire as detailed in the Toolkit. Feedback from other professionals is also of benefit. DEMONSTRATION OF SPECIFIC KEY ROLES AND SW STANDARDSNote these here and add to the student’s Evidence Matrix. FUTURE LEARNING NEEDS AND ACTION REQUIREDRemember to be developmental here. Signed:_________________________Practice TeacherDiscussedWith Student_________________________DateSigned_________________________StudentSection 7:Reflection & Critical Analysis7.01Critical analysis toolReflective practice is central to the learning process and provides the link between teaching, learning and practice. Through Critical analysis Practice Teachers can assist Students to make sense of the complexities of face to face practice within the Practice Learning context. Critical reflection allows the Student to consider and question assumptions regarding context, consent and process, while promoting understanding of the Service Users situation and how knowledge, values and beliefs they bring to the situation can shape the interaction. There are a number of methods which can be drawn on to support this process of learning: DiscussionQuestioningReflective JournalRole Play The following tool has been devised to promote Student learning through the recognition and identification of their own learning needs from the practice experience.The definition of Critical Incident for the purpose of this tool is the reference to an event (in practice) which for that Student is regarded as important or significant to learning.The tool has three stages: Reflect on the Critical Incident Critical Analysis of the Incident The Learning & Change Process Stage OneReflecting on the Critical IncidentThe headings below provide a structure to support the reflective process. Context/Background to the IncidentDetail of the interaction which was significant to professional learningStudents thoughts/reactions at the timeStage TwoCritical Analysis of the IncidentThe Student considers the following questions in relation to the nature of the intervention. What preconceptions did I bring to this situationHow did these influence the intervention What assumptions had I made Where there situational –circumstances which influenced my interventionDid I consider the other persons perceptions of meWho has influenced the interventionStage ThreeThe Learning and Change ProcessThe Student having considered why they practiced in that way is prompted to contemplate change and formulate alternative approaches to practice. How could this intervention have been differentWhat more do I need to knowWhat were my expectationsWhat personal / professional changes will I make (Values, Attitudes, Beliefs)How will I change my approachSkills Knowledge Values7.02Fook & Gardener7.03 Gibbs' reflective cycle’ reflective cycle is arguably one of the most famous models of reflection leading you through different stages to make sense of an experience.OverviewGibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.? It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:Description of the experienceFeelings and thoughts about the experienceEvaluation of the experience, both good and badAnalysis to make sense of the situationConclusion about what you learned and what you could have done differentlyAction plan for how you would deal with similar situations in the future, or general changes you might find appropriate.?Below is further information on:The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflectionDifferent depths of reflection – an example of reflecting more briefly using this model?This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.The modelGibbs' reflective cycle This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.?For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.?DescriptionHere you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.Helpful questions:What happened?When and where did it happen?Who was present?What did you and the other people do?What was the outcome of the situation?Why were you there?What did you want to happen?Example of 'Description'Group work assignmentFor an assessed written group-work assignment, my group (3 others from my course) and I decided to divide the different sections between us so that we only had to research one element each. We expected we could just piece the assignment together in the afternoon the day before the deadline, meaning that we didn’t have to schedule time to sit and write it together. However, when we sat down it was clear the sections weren’t written in the same writing style. We therefore had to rewrite most of the assignment to make it a coherent piece of work.? We had given ourselves enough time before the deadline to individually write our own sections, however we did not plan a great deal of time to rewrite if something were to go wrong. Therefore, two members of the group had to drop their plans that evening so the assignment would be finished in time for the deadline.?FeelingsHere you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.Helpful questions:What were you feeling during the situation?What were you feeling before and after the situation?What do you think other people were feeling about the situation?What do you think other people feel about the situation now?What were you thinking during the situation?What do you think about the situation now?Example of 'Feelings'Group work assignmentBefore we came together and realised we still had a lot of work to do, I was quite happy and thought we had been smart when we divided the work between us. When we realised we couldn’t hand in the assignment like it was, I got quite frustrated. I was certain it was going to work, and therefore I had little motivation to actually do the rewriting. Given that a couple of people from the group had to cancel their plans I ended up feeling quite guilty, which actually helped me to work harder in the evening and get the work done faster. Looking back, I’m feeling satisfied that we decided to put in the work.?EvaluationHere you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.Helpful questions:What was good and bad about the experience?What went well?What didn’t go so well?What did you and other people contribute to the situation (positively or negatively)?Example of 'Evaluation'Group work assignmentThe things that were good and worked well was the fact that each group member produced good quality work for the agreed deadline. Moreover, the fact that two people from the group cancelled plans motivated us to work harder in the evening. That contributed positively to the group’s work ethic. The things that clearly didn’t work was that we assumed we wrote in the same way, and therefore the overall time plan of the group failed.?AnalysisThe analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.Helpful questions:Why did things go well?Why didn’t it go well?What sense can I make of the situation?What knowledge – my own or others (for example?academic literature) can help me understand the situation?Example of 'Analysis'Group work assignmentI think the reason that our initial division of work went well was because each person had a say in what part of the assignment they wanted to work on, and we divided according to people’s self-identified strengths. I have experienced working this way before and discovered when I’m working by myself I enjoy working in areas that match my strengths. It seems natural to me that this is also the case in groups.I think we thought that this approach would save us time when piecing together the sections in the end, and therefore we didn’t think it through. In reality, it ended up costing us far more time than expected and we also had to stress and rush through the rewrite.? I think the fact we hadn’t planned how we were writing and structuring the sections led us to this situation.I searched through some literature on group work and found two things that help me understand the situation. Belbin’s (e.g. 2010) team roles suggests that each person has certain strengths and weaknesses they bring to a group. While we didn’t think about our team members in the same way Belbin does, effective team work and work delegation seems to come from using people’s different strengths, which we did.Another theory that might help explain why we didn’t predict the plan wouldn’t work is ‘Groupthink’ (e.g. Janis, 1991). Groupthink is where people in a group won’t raise different opinions to a dominant opinion or decision, because they don’t want to seem like an outsider. I think if we had challenged our assumptions about our plan - by actually being critical, we would probably have foreseen that it wouldn’t work. Some characteristics of groupthink that were in our group were: ‘collective rationalisation’ – we kept telling each other that it would work; and probably ‘illusion of invulnerability’ – we are all good students, so of course we couldn’t do anything wrong.I think being aware of groupthink in the future will be helpful in group work, when trying to make decisions.?ConclusionsIn this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.Helpful questions:What did I learn from this situation?How could this have been a more positive situation for everyone involved?What skills do I need to develop for me to handle a situation like this better?What else could I have done?Example of a?'Conclusion'Group work assignmentI learned that when a group wants to divide work, we must plan how we want each section to look and feel – having done this would likely have made it possible to put the sections together and submit without much or any rewriting. Moreover, I will continue to have people self-identify their strengths and possibly even suggest using the ‘Belbin team roles’-framework with longer projects. Lastly, I learned that we sometimes have to challenge the decisions we seem to agree on in the group to ensure that we are not agreeing just because of groupthink.?Action planAt this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.Helpful questions:If I had to do the same thing again, what would I do differently?How will I develop the required skills I need?How can I make sure that I can act differently next time?Example of 'Action Plan'Group work assignmentWhen I’m working with a group next time, I will talk to them about what strengths they have. This is easy to do and remember in a first meeting, and also potentially works as an ice-breaker if we don’t know each other well. Next, if we decide to divide work, I will insist that we plan out what we expect from it beforehand. Potentially I would suggest writing the introduction or first section together first, so that we have a reference for when we are writing our own parts. I’m confident this current experience will be enough to remind me to suggest this if anyone says we should divide up the work in the future. Lastly, I will ask if we can challenge our initial decisions so that we are confident we are making informed decisions to avoid groupthink. If I have any concerns, I will tell the group. I think by remembering I want the best result possible will make me be able to disagree even when it feels uncomfortable.?Different depths of reflectionDepending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.Short example of Gibbs’ reflective cycle:Describe:In a group work assignment, we divided sections according to people’s strengths. When we tried to piece the assignment together it was written in different styles and therefore we had to spend time rewriting it.?Feelings: I thought our plan would work and felt good about it. When we had to rewrite it, I felt frustrated.Evaluation:The process of dividing sections went well. However, it didn’t work not having foreseen/planned rewriting the sections for coherence and writing styles.Analysis:Dividing work according to individual strengths is useful. Belbin’s team roles (2010) would suggest something similar. I have done it before and it seems to work well.The reason piecing work together didn’t work was we had no plan for what it needed to look like. We were so focused on finishing quickly that no one would raise a concern. The last part can be explained by ‘groupthink’ (e.g. Jarvis, 1991), where members of a group make a suboptimal decision because individuals are afraid of challenging the consensus.Conclusion:I learned that using people’s strengths is efficient. Moreover, planning how we want the work to look, before we go off on our own is helpful. Lastly, I will remember the dangers of groupthink, and what the theory suggests to look out for.Action plan:I will use Belbin’s team roles to divide group work in the future. Moreover, I will suggest writing one section together before we do our own work, so we can mirror that in our own writing. Finally, I will speak my mind when I have concerns, by remembering it can benefit the outcome.?7.04Reflective Practice: A model for supervision and practice in social workHouston (2015) reflective practice: 7.05Kolb: Experiential Learning Cycle7.06Reflective phrasesList of Suggested Reflective Phrases:After observation ...The significance of this activity …This comment tells me …It is important for me to realise …In this situation I should have …This is significant because …Because of this activity I was prompted to …I acknowledge that …This is an indication of …I focused on … because …To promote continued thinking I …I realised that …The intent of my question …In the future …In retrospect …I have since concluded …After this activity I found … to be significant because …7.07Evaluation of practiceForm 1: Model for EvaluationAIM: To develop reflective and analytical practiceObjectivesDid the contact meet the Agency’s objectives? (yes/no – state why)Did the contact meet the Worker’s objectives? (yes/no – state why)Did the contact meet the Service User’s objectives? (yes/no – state why) Main Issues being presented during contactUse of SkillsWith reference to a specific skill(s) used effectively during this contact, identify how and why this skill was used (supporting your answer with relevant theory when appropriate).With reference to a specific skill used less effectively during this contact, describe how the skill was used, make suggestions as to alternative approaches/comments and how these may have impacted on the situation (again use theory to support your answer when appropriate)Use of ValuesWith reference to a specific value(s) used positively during this contact, describe your approach (supporting your answer with relevant theory)With reference to a value(s) used in a negative manner, describe the circumstances, suggesting alternative approaches/comments and how these might have impacted on the contact (again were possible support your comments with relevant theory)What did you consider to be good about the interview? Why? (what theories informed your method of intervention/practice)Future implicationsWhat impact did this contact have:on your relationship/work with the Service User and/or Agency?on your development as a professional Social Worker?Form 2: Alternative Evaluation ToolEvaluation of PracticeStudent:Date:In what way did your preparation help or hinder your practice and the effectiveness of the contact?Comment on how you met the identified objectives and identify those not met and explain whyWhat theory informed your practice and how did this impact?Identify any gaps in knowledge highlighted as a result of this work and show how you intend to address theseDiscuss specific skills you used and how they impacted, identifying clearly those you used effectively and those which were used less effectivelyCan you state how you might address any limitations in relation to skills which have arisen as a result of this work?Highlight value issues pertinent to the work. You might wish to highlight any value dilemmas or conflicts or discuss the complexities of working with the social work value baseWhat AOP issues are pertinent to this work and how did you address these?What action, if any, do you feel you need to take to prepare for future work so that you can develop your practice more effectively?Demonstration of Specific Key Roles Key RoleEvaluation/CommentsKey Role 1Key Role 2Key Role 3Key Role 4Key Role 5Key Role 6Form 3: Evaluation of a group work sessionThe evaluation of a group work session is not quite the same as the evaluation of a one-to-one session. There are some particular questions that it will be useful to ask yourself. The format below has been adapted to meet the needs of Students undertaking an evaluation of their practice in a group work session. This could be extended to the evaluation of your practice of a whole group work project.How I prepared for this piece of work.What did I hope to contribute to the group?In what areas did I wish to improve my practiceWhat was I hoping to learn from others in this piece of group work practice?How could I have improved on my planning? What was my primary purpose in this piece of work?How successful was I in achieving my main aims? Reactions of the group workers and membersChanges in attitudesAcquisition of knowledge and skillsBehavioural changeOrganisational changeBenefits to members and their carers or those for whom they careWhat were the main skills that I used? What are were my strengths in groupwork practice?Would I start the group in the same way if I were to do it again?What roles and styles came easily to me and which were more difficult? What have I learned about my facilitation style?With what sorts of activities did I feel most (and least) comfortable?What knowledge did I employ? What values were evident in this piece of work?What future learning requirements are indicated by this piece of work?7.08Critical analysis – so what does that REALLY mean?The words ‘critically analyse’ can cause panic in students when they first turn over their examination paper or are handed their assignment questions. Why? Because they don’t know what ‘critical analysis’ means, let alone how to do it. As a student social worker you will be asked repeatedly through your PLO to ‘critically analyse’. This exercise is designed to help you to have greater understanding and be more confident when you are asked to ‘critically analyse’Read on!You Will Learn…What is expected of you when you are asked to be critically analyticalTo spot the difference between texts that have been written descriptively and analyticallyTo apply the 6 Rules of critical analysis when you workThe Plan …Critical analysis- What is it?Critical v DescriptiveTelling the approaches apartHow do you get to be a Critical Writer? What it means when you write an assignment… the 6 RulesCritical Analysis- What is it?How would you define critical analysis? What sorts of thinking activities does it involve? Write down your thoughts in the space provided below.A good way of developing your developing your understanding of any phrase is to break it into its constituent words and then consider different dictionary definitions of them.So:critical‘marked by a tendency to find and call attention to errors and flaws’‘characterised by careful evaluation and judgement’- ‘occupied with skill or criticism’‘occupied with or skilled in criticism’‘involved in skillful judgement as to truth, merit, etc.’ (note that ‘skillful’ is an Americanism- in British English the word is spelt ‘skilful’)‘an investigation of the component parts of a whole and their relations in making up the whole’‘the separating of any material or abstract entity into its constituent elements’This process as a method of studying the nature of something or of determining its essential features and their relations: the grammatical analysis of a sentence’ this process involves looking up the definitions of further words: For instance, the following definition of ‘critical’-‘occupied or skilled in criticism’- is only useful if you are clear what is meant by ‘criticism’.‘a serious examination and judgement of something’‘the act of passing judgement as to the merits of anything’‘the act or art of analysing and evaluating or judging the quality of a literary or artistic work, musical performance, art exhibit, dramatic production, etc.’ the process, you will deepen your understanding of what it is you are being asked to do.So, what is critical analysis? Here’s a quotation…‘Critical thinking may be defined as a form of intelligent criticism which helps people to reach independent and justifiable conclusions about their experiences’(Moran, A.P. (1997) Managing Your Own Learning at University. University College, Dublin.)Critical v DescriptiveEver had feedback on an assignment which says ‘too descriptive’, lacks analysis’ or ‘more critical approach required’? If you have, you are certainly not alone- most students will at some point lose marks because they are not clear how to make their work critically analytical. Worse, they are likely to lose marks, as the ability to demonstrate critical analysis is the key to achieving higher grades, even though some descriptive writing will be required in most pieces of work.Test your understanding of the difference between descriptive and critically analytical approaches by looking at the statements listed below and then writing them in the appropriate column of the chart below.Critical or Descriptive?States what happensWeights one piece of information against anotherGives the story so farStructures information in order of importanceSays how to do somethingNotes the methods usedIdentifies whether something is appropriate or suitableExplains how something worksIdentifies why the timing is of importance Says when something occurredArgues a case according to the evidence Shows the relevance of links between pieces of informationIdentifies the significanceStates links between itemsDraws conclusionsLists in any orderGives informationIndicates why something will work (best)Descriptive writing…Critically analytical writing…Now compare your answers with those in the following chart.Descriptive writingCritical analytical writingStates what happensIdentifies the significanceGives the story so farWeights up one piece of information against anotherSays how to do somethingArgues a case according to the evidenceNotes the methods usedIdentifies whether something is appropriate or suitableExplains how something worksIndicates why something will work (best)Says when something occursIdentifies why the timing is of importanceLists in any orderStructures information in order of importanceStates links between itemsShows the relevance of links between pieces of informationGives informationDraws conclusionsRemember: critically analytical writing attempts to-Get under the surface of a particular situation or problem;Discover the possible reasons behind it;Break it down into various facts and questions of which it essentially consistsExamine the strengths and weaknesses of different ideas about it, and any evidence relating to it.Telling the Approaches apartBelow are five examples of writing, some descriptive, others critically analytical. Can you tell which category each falls into?In the West, all life forms are divided into one of two categories: plant or animal. Animals move and take in food. Plants are rooted into the earth in some way and lack locomotion. They photosynthesise their food. Zoologists study animals, and botanists study plants. Bacteria were classified as plants because many kinds of bacteria photosynthesise their food. However, they also have locomotion. Recent research has shown that there is an enormous variety of bacteria. Some are able to survive at extreme temperatures and in the absence of oxygen. Most plants cannot usually survive those conditions. Therefore, even though bacteria photosynthesise, they are not now regarded as plants.Descriptive or critical? Write your answer here:The difficulty in categorising bacteria was partly based on the assumption that all life forms were divided into two main categories, plants and animals. Organisms that photosynthesised and lacked mobility were classified as plants; those that had locomotion and ingested food were classified as animals. Bacteria were traditionally categorised as plants because many forms of bacteria photosynthesised their food like plants. However, bacteria also have locomotion, associated with animal life. Genetic research has now shown that there are at least eleven major divisions of bacteria, all of which are more genetically distinct than plants are from animals (Fuhrman et al. 1992). In addition, the minute organisms formerly described as ‘bacteria’ are now found to consist of several major kingdoms and domains of unicellular and multi-cellular life (bacteria, archaea, eucarya) (Woese, 1994). This research is significant as it has shown that the fundamental division of all life forms into ‘plant’ or ‘animal’ was an error, and that plants and animals form only a very small part of a much more diverse range of living organisms Descriptive or critical? Write your answer here:Scientists do not agree about the extent to which creativity can be linked to activity in the right hemisphere of the brain. It is known that the biochemistry of the two hemispheres of the brain is different. For example there is more of the neuro-transmitter, norepinephrine, in the right hemisphere than the left (Oke et al.1978) Norepinephrine is associated with increased alertness to visual stimuli. It has been suggested by Springer and Deutsch (1981) that this may lead to increased right-hemisphere specialisation for visual and spatial perception. However, this link is not yet proven. It is not yet clear whether one hemisphere of the brain can be responsible for any creative task. Moreover, although it might seem reasonable to assume that responsiveness to visual stimulus may be an important factor of creativity; this has also not yet proven.Descriptive or critical? Write your answer here:The brain contains millions of neurons. These communicate with each other through electro-chemical activity at the synapses found at the end of the neuron. The chemicals that enable this communication to take place are known as neuro-transmitters. Each neuro- transmitter is associated with different kinds of message. The different messages to the brain influence the way we respond to events that take place in our internal or external world. Some neuro-transmitters are associated with mood swings, with depression, with rapid responses, and so forth. Descriptive or critical? Write your answer here:Bowlby’s Attachment Theory argues that child development is affected by the closeness of the bond between the mother and its child. Bowlby claimed that even short spells away from the mother during infancy could have a profound effect upon a person later in life. This became known as ‘maternal deprivation theory’. According to this theory, the relationship with the mother during an early ‘critical period’ gives the developing child an ‘internal working model’. This model then forms the foundation of all future relationships.Descriptive or critical? Write your answer here:Now look over the page to see whether you were right.This is mainly descriptive writing. The statements are not linked and ordered in such a way that they build towards a conclusion.Critical. It gives a reasoned account of the difficulties in classifying bacteria. It draws on research and evaluates the research’s significance.This is critically analytical. It evaluates the evidence for the theory. It draws out current findings that may have implications in the long term. It questions ‘reasonable assumptions’.This is descriptive.This is descriptive. It describes Bowlby’s theories but does not critically evaluate them.How Do You Get to be a Critical Writer?In order to become critical writers, we need to develop skills of critical reading and thinking.Critical ReadingThis involves being far more attentive to detail when reading than you would be ordinarily. Read each sentence of key parts of the text slowly and carefully, asking yourself:What are the author’s theoretical assumptions? (in other words, what is the author taking for granted about this subject or issue).Is the authors reasoning valid/consistent? (in other words, is his/her argument logical, does it make sense).Why has the author chosen to use these particular words, and this particular style of writing? (What effect is the author attempting to create in the reader’s mind and why).Are there alternative arguments/ perspectives to those being presented, and what are their comparative strengths and weaknesses?How authoritative/ current are the sources being used to substantiate the argument?How does the material relate to the questions/issues you will be addressing in your own writing?Critical ThinkingCritical thinking involves using your imagination, thinking of examples and counter-examples relating to the issue under discussion.For instance, in Plato’s Republic, the chief character, Socrates, asks whether it is wrong to lie. When the respondent confirms that in his view lying is indeed wrong, Socrates presents the following scenario. Suppose that you have borrowed some weapons from a friend who subsequently has gone insane. He arrives at your door looking for the weapons back? Would it be wrong to lie in these circumstances, to tell him that you have misplaced the weapons, given that in procession of them he may be a danger to himself or others? Clearly it would not be wrong, on the contrary, it would be the morally correct action to take in such a situation. Socrates uses the hypothetical case demonstrate the circumstantial dependence of seemingly self-evident moral truths, and the difficulty of formulating absolute statements.This is an approach we can all adopt when engaging in academic discussion- to imagine situations or sets of circumstances in which the truth or falsity of particular statements or propositions might be confirmed. As good a start as any in the process of critical thinking is the question ‘But what if…?’What It Means When You Write an Assignment…the 6 Rules!Identify the focus of the assignment- it is critical you read assignment questions closely and thoughtfully, in order to ensure that your work clearly addresses the requirements of assessment. Identify your own points of view- arrive after reflection at a judgement regarding your own view of the issue to be discussed.Consider how you will communicate that view to your readers persuasively- how might you present your argument with maximum impact?Find the proof- remember that you will need to substantiate your argument throughout with reference to relevant research.Engage in debate- as well as presenting different perspectives, consider their comparative strengths and weaknesses. Which perspective is the most convincing, and why?Structure your argument- always remember to organise your material so that it flows logically.7.09Models of reflection7.09aRainbow model of reflection10477501540510Orange: Organisation- What organisational issues impacted on practice? What concerns may need to be relayed back to the organisation?00Orange: Organisation- What organisational issues impacted on practice? What concerns may need to be relayed back to the organisation?10953756751320Violet: Values- What personal, professional, organisational and societal values are in play? How did you manage any values conflicts? 00Violet: Values- What personal, professional, organisational and societal values are in play? How did you manage any values conflicts? 10953755646420Indigo: Identity- How would describe your identity and that of others involved? What similarities and differences are there? How might identity issues impact on practice?00Indigo: Identity- How would describe your identity and that of others involved? What similarities and differences are there? How might identity issues impact on practice?10953764703445Blue: Barriers- What barriers did you and others face? How did you try to address these?00Blue: Barriers- What barriers did you and others face? How did you try to address these?10953753655695Green: Goals- What were your goals (and other’s goals) for this practice? To what extent where your goals achieved? 00Green: Goals- What were your goals (and other’s goals) for this practice? To what extent where your goals achieved? 10953752626995Yellow: Your ‘self’- Considering the use of self in practice is a vitally important aspect of critically reflective practice. What impact did you have? How is this developing your sense of self?00Yellow: Your ‘self’- Considering the use of self in practice is a vitally important aspect of critically reflective practice. What impact did you have? How is this developing your sense of self?1047750588645Red: Relationships-How well did we develop relationships? What impact did relationships have on our practice?00Red: Relationships-How well did we develop relationships? What impact did relationships have on our practice?-95256684645-95255646420-95254617720-95253579495-95252550795-95251541145-9525184157.09b:Weather model of refelectionSunshine – What went well? What is working well generally?Rain – What didn’t go well? What improvements could we make?Lightening – What came as a shock or surprise? How did we deal with the shock? What was the impact?Fog – What didn’t you understand? What could help to guide us through this? Hail- who can we talk to? How can we develop resilience without going to hardness?Snow- What looks different? What are we failing to see? Storms- Can we learn to dance in the rain? on skillsForm 1 CommentsWhat skills did I use well?What skills do I need to use better?What skills did I unexpectedly find that I did not need?What skills did I unexpectedly find that I did need?What skills did I find especially challenging and why do I think that is?Note any issues to take to supervision:Note any areas for follow up reading:7.11Traffic light reflection tool7.12Process recordingA similar but slightly different activity asks learners to explore the process of a particular, usually isolated and singular, interaction – often an interview with a service user. Urbanowski and Dwyer (1988) define process recording as ‘the written account of the dynamic interaction that occurs during an interview or in other forms of client contact’ (p. 53). Process recordings can be employed with a direct observation of the learner’s practice and can be a useful opportunity whether the incident is ‘critical’ or not. This activity also works well with very brief conversations such as a telephone call or a doorstep conversation. The grid, reproduced from Wilson (1980) with minor adaptations is a useful tool for structuring the process recording. rid, reproduced from Wilson (1980) with minor adaptations is a useful tool for structuring the process recroding. sation. the Enabler’sComments Content-dialogueGut-levelFeeling/responseLearner’s analysis/assessmentThe enabler can make comments and give feedback right opposite the interaction or feelings/reactions of the learner’s records.Learner uses this space to record interaction word-for-word (as far as is pragmatic/possible.). this is to include verbal and non-verbal components. Include all others present, communications such as silence, interruptions and other interaction which may not be part of the planned intervention or interview. Record how you were feeling as the dialogue, activity, or interaction was taking place. Be as open and honest as you can. Use this to look at your feelings and not to analyse the client’s reactions. Analyse your interventions: identify skills you are using; assess your work.Suggested Format for Process RecordEnabler’s CommentsSpeakerVerbal & Non VerbalHow you were feeling, thinkingSkills & ValuesLearner’s analysis/assessment.(Identify skills, analyse your Interventions)Section 8:Service User/Carer Feedback8.01Guidance and pro-forma for obtaining feedback from service users/carersPractice Teacher GuidanceStudents are assessed in a range of ways while in practice. One method required is to ask users to feedback on Student performance (see current Regional Practice Learning Handbook Part 2; pages 39 & 40 for further guidance).The forms in this section are specifically designed to assist the Practice Teacher to obtain independent feedback from at least 2 of the Service Users/Carers with whom the Student was working. Students cannot gather this feedback for the purposes of the Practice Teacher’s assessment. Four models have been provided for Practice Teachers to use at their discretion (form 1 is specifically for Carers and forms 2, 3 and 4 for Service Users).The objective of gathering Service User and Carer feedback is not necessarily to gain accolades and applause. Students should not be alarmed by non-responsive Service Users, reluctant Service Users and negative feedback. What is more important to Practice Teachers is how Students respond to and interpret that reaction, what Students learn from that experience and how they apply the learning to other work.Student Guidance As part of their own practice development, Students may take feedback from Service Users and these forms may be useful to them. Suggested Invitation to Service Users:You are invited to make some comments on the Student Social Workers who work with you or your dependant(s). You are under no obligation to do so. It is up to you. If you do not wish to give feedback, this will not affect the services provided to you in any way.The comments you make will be anonymous and kept confidential to the Student and Practice Teacher. On occasion, Students’ work is sampled by those in University or College who assess Students’ performance.The following forms are designed in Arial font size 14 but can be amended to suit the needs of the Service User and/or Carer. 723900-509270FORM 1: Feedback from Carer00FORM 1: Feedback from CarerAs a carer, to what extent were you involved in decisions made about you or your relatives?Not good enough >>> Very good involvement12345As a carer, to what extent were you treated in a caring manner?Not good enough >>> Very good 12345with dignity and respect ?Not good enough >>> Very good 12345 with openness and honesty?Not good enough >>> Very good 12345with sensitivity?Not good enough >>> Very good 12345listened to and understood ?Not good enough >>> Very good 12345responded to appropriately?Not good enough >>> Very good 12345given space to talk ?Not good enough >>> Very good 12345 Able to ask questions?Not good enough >>> Very good 12345Do you have any additional comments you would like to make?660400-411480FORM 2: Feedback from Service User00FORM 2: Feedback from Service UserCould you please tell me how you felt about the Student’s work with you? This form will remain anonymousPlease circle the number you feel best represents your experience 5 = very good - 0 = very poorDid you feel the Student introduced themselves properly to you and explained their role and what they would/could/could not do for you?543210Was the Student on time for meetings?543210How did the Student explain the reasons for their visits or meetings?543210How did the Student listen to what you said?543210Did you have enough time to put across your views?543210Did you think the Student understood what you were hoping for?543210How well informed did the Student keep you about what (s)he was doing?543210If expected, did the Student get back to you promptly?543210Did the Student try to allow you to manage the things you could yourself?543210If you had any additional needs (e.g. interpreter, help with access, visual aids etc.) how helpful was the Student in organising these resources?543210Did you feel the Student treated you with respect?543210Did you feel involved in the work with the Student?543210Would you like to make any other comments?-530225-73025FORM 3: This form is designed to be completed with the Service User and then shared with Student. The Service User should be allowed to talk freely to the questions and the Practice Teacher try to capture an agreed brief note of the main points.00FORM 3: This form is designed to be completed with the Service User and then shared with Student. The Service User should be allowed to talk freely to the questions and the Practice Teacher try to capture an agreed brief note of the main points.Feedback from Service User & CarersThis is an agreed record of a semi-structured meeting between a Service User & Carer with whom the Student had worked during the practice learning opportunity learning period. The purpose of the meeting was to obtain the Service User’s view of the service received from the Student.What was your perception of the Student’s role?How well do you feel that the Student explained this role? Did it turn out the way it was explained or were there any surprises?If a friend of yours was to come to this agency how would you describe the Student to them?What did the Student do that you really liked?What could the Student do that could help her or him do the job better?In what ways has the Student’s work been helpful to you? What difference, if any has it made to your life?Finally, is there anything else that you would like to say about the Student?-342900-128270FORM 4: Feedback – for use with Service Users00FORM 4: Feedback – for use with Service UsersName of Student:Thinking back to when you first knew ___________________, what were your first impressions of him/her as a Social Worker?Have your views changed – if so – how?Do you find it easy to talk to him/her – if so, why?If not – why not?Is he/she reliable?Does he/she arrive on time?Does he/she listen?Does he/she make you feel comfortable?Has he/she planned the visits?Have you always understood the next step?Does he/she explain things carefully?Does he/she answer your questions?Have you had reason to complain about the service you have received from the Student?Do you have any areas of difficulty with him/her as your Social Worker – however small?What do you think the Student needs to work on in his/her next practical placement before he/she becomes qualified?What are the Student’s good points as a Social Worker?What are his/her not so good points?Any other comments?Your comments will be shared with the Student. Many thanks for your help.-495300280670FORM 5: Feedback – for use with Service Users00FORM 5: Feedback – for use with Service UsersPlease give us your feedback on the students work with you. What was good about the student social worker’s practice?What do you think the student could work on to improve their practice as a social worker?What do you think a student could learn more about to improve their knowledge and understanding of a person’s situation or experience?Are you satisfied with the service you received from the student?Any further comments? Thank you for your help.Section 9:Top Tips9.01Top tips from previous social work students on PLO within the Northern Trust -4857751717675Don’t be afraid to ask and be honest00Don’t be afraid to ask and be honest-219075267335Take it a day at a time and be confident00Take it a day at a time and be confident182880036830Ask questions00Ask questions4029075191135Take a step back and breathe!00Take a step back and breathe!189547515875Don’t just focus on the negative bits of the feedback. Reflecting on the positive helps development too00Don’t just focus on the negative bits of the feedback. Reflecting on the positive helps development too381000083185Practice teacher is there to support and teach you- be honest with them, you will learn more00Practice teacher is there to support and teach you- be honest with them, you will learn more1685925222250If you don’t know…Don’t go!00If you don’t know…Don’t go!-4095753175Make lists of references as you go00Make lists of references as you go-647700207010You learn from the mistakes you make- my Practice Teacher told me that and it really helped00You learn from the mistakes you make- my Practice Teacher told me that and it really helped313372511430Start as you mean to go on- make a plan and stick to it!Time flies00Start as you mean to go on- make a plan and stick to it!Time flies3543300240030Communicate with your PT and On-site and write everything down00Communicate with your PT and On-site and write everything down89535066040Be organisedConnect theory to practice00Be organisedConnect theory to practice-476250125412500-93345097155Start your assignments early00Start your assignments early1504950145415On-sites like when you ask questions. Link theories with practice00On-sites like when you ask questions. Link theories with practice3438525-789305When asking questions…give a suggestion of what you might do00When asking questions…give a suggestion of what you might do-647700-564515Keep your head down & do what you have to do00Keep your head down & do what you have to do1381125149225Buy a to-do list block as your team is busy and you will need it00Buy a to-do list block as your team is busy and you will need it344805058420Stay open and embrace the opportunity00Stay open and embrace the opportunity-52387578105Discuss what theories the SW team use to inform their practice with that service user group00Discuss what theories the SW team use to inform their practice with that service user groupReferences: Healy, J., Spencer, M. (2007) Surviving Your Placement in Health and Social Care: A Student Handbook. Open University Press.Jones, K., Lomax, R. (2014) Surviving Your Social Work Placement. Palgrave Macmillan. Section 10:Miscellaneous10.01Groupwork planning checklistThe need to be met. Target Group.Is there an unmet need and is groupwork an appropriate way of meeting this need?How might needs be met more appropriately in a group than otherwise?Do I need anyone’s permission to commence this group?Who do I need to negotiate with?The purpose of the group.What is the purpose in setting up the group? Consider agency and Service Users. Consider anti-oppressive practice. What do you think might be the participants’ aims in taking part?Is there sufficient common ground to promote a shared purpose and out of that the development of a “contract”?The potential membership of the group.Who is it for?Who decides on referrals/recruitment to the group?What size will it be? What will be the composition of the group?How will people know about the group? How will I inform people?Consider anti-oppressive practice.The type of groupActivitySupport and discussionSkill developmentTherapeutic groupAction groupSelf-help groupOtherThe leadership arrangementsWho will be involved?How many?What roles will leaders have?Are there any particular theoretical perspectives or models?What reading do I need to undertake?What methods and techniques will be used?What extent of the programme will be decided in advance and why?What work will the group do?What will be the group structure?Will it be an open or closed group?How often will it meet?What will be the duration of the group?Where will the group meet?What will be the timespan of meetings?What resources will be required?Time, accommodation, materials, transportDo I require a budget to run the group?Do I need to elicit the help and co-ordination of colleagues?Are there any special requirements? Consider anti-oppressive practice.What will be my role?FacilitationRecording, monitoring and evaluationActivitiesSupervision/consultationHealth and SafetyManaging endingsWhat might be obstacles to starting the group?What action might I undertake to overcome the obstacles?10.02 Chronology10.03 Genogram 10.04 Community development templatesTEMPLATE 1: TEMPLATE 2:The following is commended as a suggested template for the consideration of issues germane to undertaking community development processes and approaches. This is not an exhaustive or prescriptive series of prompts, but hopefully acts as a catalyst to garner interest, direction and motivated engagement. Please feel at liberty to choose the most relevant facets and address accordingly in supervision, planning, action, reflection, evaluation and write-up. Community development, like any other intervention, impacts on the personal, collective, cultural, institutional and ideological levels. Therefore, it is important to tune-in to your own experience(s) as an initial starting point. Personal tuning-in:What does the term ‘community’ mean to you?How many ‘communities’ are you a member of or involved in?What ‘communities’ are you not a member of?Have you ever been involved in a community development initiative and what was your role / experience?Academic considerations:What is ‘community’?What is ‘community development’ and how has it evolved?What is ‘community work’?How is community development a legitimate social work intervention?What is the legislative, policy and procedural base underpinning community development?What is the supporting theory?Placement tuning-in:What does community development mean in the placement area?How are ‘community work’ and ‘community development’ similar / different?How many ‘communities’ can be identified within the local area?What ‘community support mechanisms’ are already in place?What additional ‘support mechanisms’ would help? Is there any particular or general ‘community focus’ in the area? Practitioner questions:What is the attitude and approach to community development of your:Practice Teacher?Lecturer / Tutor?Line Manager / OSS?Team? Trust? How does the placement agency and Trust support the promotion of community development in the local / regional area? What are the community development priorities, targets, etc of the Trust you are placed in and how are these apparent? How is community development evident in your placement?Can you identify some examples of community development initiatives in the placement area / vicinity?Where are the local community development worker (s) / team based?Student considerations:Obviously all of the above prompts will have contributed to this section. However, some practical suggestions might assist including:What need is evident?How will community development meet this need?Who are the key ‘Stakeholders’?What are the core skills, abilities and attributes required?What additional knowledge / understanding do you require?What do you anticipate the contribution of the community development worker (s) / team might be?Can you identify possibilities to co-work with others (Service Users; Practitioners; Managers; Students) in addressing community development?How will you negotiate this?What are your planning and preparation priorities?What sources of support will you need and how will this be secured?What is your action / implementation plan?What are your time-frames?What permissions do you require and from whom?What form of recording and reporting will you employ?What potential barriers might be encountered and how can these be (successfully) negotiated?How will you cascade your good work to others (possible presentation to team, peers, Trust or an article)?Generic considerations:Why is community development important?What has prompted social work to place community development back on its agenda?What are the core Values, Principles and Ethics underpinning community development?What are the underpinning Theoretical positions:(Sociological; Psychological; Social work; Political; Economic; Etc.)?What ‘community development’ Models are available to draw upon?Evaluate Anti-Oppressive Practice implications including:Does the NI understanding of ‘community’ / ‘communities’ impact?Are there any sectarian, racist, etc challenges apparent?How might the above be successfully negotiated?How does community development differ locally, nationally and internationally?How does an emphasis on ‘communitarianism’ challenge social work?Template 3:What is your understanding of community development?What opportunities are there for community development practice in your PLO setting?Identify a community issue or an area of identified need which you feel strongly about or are aware of in the PLO.What do you see as the challenges or barriers to using a community development approach?What are the strengths and benefits of a community development approach?Consider a community development method or approach which you could draw on. Consider the concepts and the skills of practising this approach (for example, community development assets building, community work, co-production, empowering practice, inter-agency collaboration, service user collaboration, community action, self-help initiatives).Consider how a community development approach might help you as a practitioner, to address the issue/area of interest.Explore the values which underpin your approach to the issue/interest. How do these values guide and influence practice (an AOP model may help with reflection e.g. Thompsons model, Siobhan Lairds Model, Houston’s model)? What skills are applied in this work?Questions to consider when embarking on a Community Development project during you PLO:What is the objective of this project? How are you going to achieve this objective/goal or what are the steps towards achieving this?How will I know that I have met this objective? How will I measure progress towards achieving the objectives I have set? 10.05Group CareWhat is the role and function of the group care setting you are working in and where does if fit in the continuum of care provision?How are referrals made to the group care setting?Discuss the issues relating to the admission of the service user to this group care setting. Consider ways in which you as a social work student and other concerned individuals can influence this process so as to make it as positive an experience as possible for the adult/child concerned.What might be the personal losses and gains for a service user in the transition to a group care environment?What would you consider to be core values for social work in a group care context?Critically comment on issues of power, oppression and discrimination in practice and in the implementation of social work values.Identify the relevant legislation policies & procedures relating to the residential care /day care setting.How is the Social Work process of assessment, care planning and review managed in this setting?How does risk assessment transfer into the group care setting? Consider how risk assessment in group care setting has to take into account collective risk in addition to individual risk?What are the core methods of intervention in your group care setting? How does regulation of group care settings impact on the service user’s experience of group care?What core skills would you identify as being central in this area of work?How are records kept in the group care setting you are working in?10.06 Anti-oppressive exerciseMary is 60 yrs old. She and her husband live with Mary’s elderly mother and Mary provides care for her mother. Mary and her husband also have two grown up children who come to visit occasionally. The Social Worker has been visiting Mary and is completing a Carer’s assessment.During her visits the Social Worker notices that Mary is often tired and emotional when discussing her mother’s needs and her own circumstances. She observes that Mary has bruising on her arms and on one occasion bruising on her neck and face. She has asked Mary about this but Mary has dismissed this as due to accidents and falls. The Social Worker is worried and suspects that Mary may be at the receiving end of physical assaults. Mary however, does not wish to engage in any conversation about her home life and avoids this area. She has commented “Ah what’s to bother about”, “this is my business.” The Social Worker has spoken to the team manager and suggested that she suspects abuse, perhaps as a result of handling and caring for an older and irate relative. She believes that she should respect Mary’s right to privacy and choice and not to pursue this any further. Consider the above case scenario. Using an AOP model, (PCS Analysis) think about how you can help the social worker to understand how the service user may be oppressed on a personal, cultural and structural level. Think about: What might be the values influencing the social worker’s thinking and practice? What assumptions is the social worker making about this situation and about” domestic” violence? What are the cultural influences which may be affecting Mary’s response? What fears might Mary be experiencing if she were to talk to the social worker? Are there safeguarding issues which need to be addressed? How might you help Mary? How might you meaningfully help address potential oppression in this situation? What are the barriers to helping? NotesAre there specific needs for older women experiencing domestic violence? (For eg .Privacy, quieter environment than Women’s Aid) 10.07 Interactive/Online resourcesUseful Organisations: (Equality & Human Rights Commission) (Equality Commission, NI).uk (Mental Health Foundation) (Recovery).uk (Social Care Institute for Excellence) (Northern Ireland Social Care Council)health-.uk (NI Department of Health).uk/ninis (Northern Ireland Neighbourhood Information Service)Child Protection: Care: Assessment:Personality Test/Self Awareness: Values/Goal Setting:Reflective Practice:Houston (2015) reflective practice: Learning: ................
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