Appendix 20: Framework Document - NIDSWP



THE NORTHERN IRELAND DEGREE IN SOCIAL WORK PARTNERSHIPPRACTICE TEACHER & STUDENT TOOLKITAugust 2018ACKNOWLEDGEMENTSThe Northern Ireland Degree Partnership would like to acknowledge and thank all those practice learning coordinators and organisations who contributed to the development and production of the Toolkit.Page NoAcknowledgements 2Contents3Foreword5Introduction7Section One: Direct Practice Competence111.01 Consent to Work with Service Users/Carers: Sample Proforma121.02 Guidelines for “Tuning In” Content for Level 2 and Level 3 Students141.03 Tuning In Frameworks191.03aTaylor & Devine191.03bDouglas & McColgan221.03cCollingwood231.04Process Recording 241.05Suggested Format for Process Recording 251.06Direct Observation Records261.07Suggested Template for Supervision Contract261.08Skills Audit271.09Case Analysis301.10Guidance and Proforma for Obtaining Feedback from Service Users/Carers311.11An Investigation Report: Guidance40Section Two: Agency/Team Competence422.1Agency Reports432.2In-house Training Records 432.3Audit of Policies442.4Feedback from colleagues, managers, OSS. 6 key roles and NISCC Standards of Conduct44Section Three: Learning Competence453.1Reflection 463.1aCritical Analysis Tool463.1bFook & Gardiner503.1cReflective Phrases513.2Evaluation of Practice523.3Case Summary64Section Four: Miscellaneous664.1Group work Planning Checklist 674.2Chronology694.3Genogram714.4Community Development Templates734.5Resources Relating to Anti-Oppressive Practice834.6References86FOREWORD Welcome 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 resource materials which focus on practice learning and in particular the evidence requirements. The revised evidence requirements aim to promote:Greater emphasis on practice and less preoccupation with written workLess prescriptionMore flexibility regarding PLO setting/Student needs/nature of workGreater creativityEnhanced use of supervision to evidence and endorse competenceThe structure and content of the Toolkit therefore reflects the Three Pillars of CompetenceDirect Practice CompetenceAgency/Team CompetenceLearning Competenceas detailed in the Learning Guide: An aide for effective evidence of professional development and practice.While each section contains materials and tools which are particularly relevant to a specific pillar of competence, it should be noted that they can also be employed across the three areas of competence.The materials focus on key aspects of practice learning and provide up-to-date resources which will assist both Practice Teachers and Students in their roles and tasks.The contents of the Toolkit are not exhaustive and Students and Practice Teachers should continue to make use of other tried and tested learning tools, models and resources.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. It has therefore been designed to accommodate additions and changes. It is hoped that the Toolkit will be viewed by Practice Teachers and Students as a conduit to share tools and resources which 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 Northern Ireland Degree in Social Work Regional Practice Learning Handbook, August 2018 (Part 1 & 2).INTRODUCTIONThe Learning Guide, an aide for effective evidence of professional development and practice (June 2011) details the three key areas of competence and crucial elements of practice and learning within each of them. This document is intended to act as a guide for Students and Practice Teachers to ensure a focused and appropriate evidence base for professional development and practice. There are regional agreements for the production of formal evidence required for all Students (Regional Practice Learning Handbook 2018) but it is recognised that each Student is an individual adult learner; therefore, this provides guidance on a range of tools and strategies for the production of evidence of appropriate competence. 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. It is intended to act as a guide rather than a prescriptive list of what Students must do.Areas of professional development and practice evidence have been identified with associated tools/strategies and recommendations for the format of the evidence. The area of AOP and values has not been specifically identified. Students are expected to ensure that these areas are automatically integrated into all work. The guide should be used by Practice Teachers and Students to focus the supervision and planning process regarding evidence of professional development and practice. It is intended to be used in conjunction with the “Progression to Competence” document and the differential statements. (Appendix 13, NIDSWP Regional Practice Learning Handbook, August 2018). The Toolkit complements this guide in that firstly it contains a range of materials and secondly it signposts other relevant resources which can be used to promote and evidence practice competence and the learning achieved. LEARNING GUIDEDEVELOPMENTAL AREAS FOR EVIDENCING PRACTICE—THE THREE PILLARS OF COMPETENCE633222016065500160020160655003360420160655003429000203200AGENCY/TEAM COMPETENCERECORDINGSERVICE USER SPECIFIC KNOWLEDGEORGANISATIONAL SPECIFIC KNOWLEDGE—POLICIES, PROCEDURES ETCMULTI-PROFESSIONAL PRACTICE00AGENCY/TEAM COMPETENCERECORDINGSERVICE USER SPECIFIC KNOWLEDGEORGANISATIONAL SPECIFIC KNOWLEDGE—POLICIES, PROCEDURES ETCMULTI-PROFESSIONAL PRACTICE228600203200DIRECT PRACTICE COMPETENCEINTERPERSONAL SKILLSASSESSMENT SKILLSPLANNING SKILLSINTERVENTION SKILLSMONITORING SKILLS00DIRECT PRACTICE COMPETENCEINTERPERSONAL SKILLSASSESSMENT SKILLSPLANNING SKILLSINTERVENTION SKILLSMONITORING SKILLS6400800203200LEARNING COMPETENCEINFORMING THEORY—METHOD, MODELS, APPROACHESUNDERPINNING THEORY—PSYCHOLOGY, SOCIOLOGY, SOCIAL POLICY, LAWREFLECTIVE PRACTICE.00LEARNING COMPETENCEINFORMING THEORY—METHOD, MODELS, APPROACHESUNDERPINNING THEORY—PSYCHOLOGY, SOCIOLOGY, SOCIAL POLICY, LAWREFLECTIVE PRACTICE.-571500142875COMPETENT IN KEY ROLES, PRACTICE FOCI/STANDARDS AND PRACTICE LEARNING REQUIREMENTS. PROGRESSION TO COMPETENCE DOCUMENT APPLIES.ETHICAL PRACTICE INCLUDING AOP EVIDENT IN ALL WORK.00COMPETENT IN KEY ROLES, PRACTICE FOCI/STANDARDS AND PRACTICE LEARNING REQUIREMENTS. PROGRESSION TO COMPETENCE DOCUMENT APPLIES.ETHICAL PRACTICE INCLUDING AOP EVIDENT IN ALL WORK.-6858002857500NOT COMPETENTCompetence can only be confirmed against the six key roles and 20 social work standards (NI Framework Specification: 2014), if the Student has produced sufficient evidence in the three identified areas and above the line of competence.The ‘Three Pillars of Competence’ may not be equal at the summative assessment stage, however to be assessed as competent all three areas must be above the line. The following chart provides examples of tasks and exercises which can be completed in relation to each of the three areas and can aide Students and Practice Teachers in the identification of effective evidence tasks. Furthermore, where a Practice Teacher has assessed a Student at a formative point as marginal in one or more of the areas, the guide will act as a support to identify tasks that may enable the Student to produce effective evidence.SAMPLE—EXAMPLES & PRO-FORMAS ETC. TO BE COLLATED FOR TOOLS/STRATEGIESAREA FOR EVIDENCEPOTENTIAL TOOLS/STRATEGIESFORMATDIRECT PRACTICE COMPETENCESKILLS AUDITPROCESS RECORDDIRECT OBSERVATIONASSESSMENT TUNING-INWRITTEN OR VERBAL IN SUPERVISIONWRITTEN WRITTEN EXERCISEAGENCY/TEAM COMPETENCEAGENCY REPORTSAUDIT OF POLICIESWRITTENWRITTEN & VERBAL IN SUPERVISIONLEARNING COMPETENCEREFLECTIVE LOGCRITICAL INCIDENT ANALYSESCOLLINGWOOD MODELREFLECTIVE RECORDWRITTENWRITTEN & VERBAL IN SUPERVISIONWRITTEN & VERBAL IN SUPERVISIONWRITTENSection One:Direct Practice Competence1.01 Consent to Work With Service Users/Carers: Sample Proforma(reproduced with kind permission of SHSCT)SampleConsent – 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_________1.02 Guidelines for “Tuning In” Content For Level 2 and Level 3 Students (reproduced with kind permission of Pauline Graham, SEHSCT)LegislationLevel 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 NISCC Code 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 NISCC Code of Practice and how one’s practice is underpinned by the Code – 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’1.03 Tuning In Frameworks 1.03a: 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 recordsSecond level (cont’d)What 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?Fourth Level (Myself) cont’dWhat are my fears and concerns about this contact?How might these fears impact on my behaviour during the contact?How can I minimise this?1.03b: 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? 1.03c: CollingwoodCollingwood, P (2005) “Integrating theory and practice: The Three-Stage Theory Framework”, Journal of Practice Teaching 6(1) 20051.04Process RecordingThe aim of a process recording is to encourage the Student to explore the process of the interaction and in doing so the dynamics of the interview including the thoughts and feelings which lie behind them. The real value of a process record as a learning tool is not a verbatim record but the insights it can provide in terms of e.g. a Student’s use of communication skills, Student’s understanding of the situationhow he/she deals with emotions and conflict ,his/her value base, assumptions that are made his/her ability to keep the interview focused his /her level of confidence1.5Suggested Format for Process RecordingSpeakerVerbal CommunicationNon-Verbal CommunicationThoughts and FeelingsSkills and ValuesPractice Foci or Social Work Standard 1.6 Direct Observation Records See Practice Learning Handbook, Appendix 14.1.07 Suggested 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 Student’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 Record1.08Skills Audits Form 1 (reproduced with kind permission of University of York)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:Form 2: Interview Skills Checklist (adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)How good are you at doing the following?Very GoodNot Very Good54321Planning an interview – deciding what needs to be covered and in what orderExplaining clearly the purpose of the interviewForming realistic impressions from appearance, speech, mannerismsAsking clear and concise questionsEncouraging the interviewee to talk freelyWorking with a person who talks too much about irrelevant mattersWorking with a silent or withdrawn personAssessing the mood of the intervieweeSummarising what has emerged from the interview in a manner that is accurate and acceptableConcluding on a positive note61595003772535Relevant Research00Relevant Research26162003868420Relevant SW Theory 00Relevant SW Theory 3149603772535Relevant Social Policy Perspectives00Relevant Social Policy Perspectives61595001919605Value Issues/Dilemmas and/or Conflicts00Value Issues/Dilemmas and/or Conflicts26162001800860Service User Issues00Service User Issues3149601919605Relevant Sociological Perspectives 00Relevant Sociological Perspectives 5824220611505AOP Perspectives00AOP Perspectives2972435611505Legislative Framework00Legislative Framework245110611505Relevant Psychological Perspectives00Relevant Psychological Perspectives1.09Case Analysis (reproduced with kind permission of Pauline Graham, SEHSCT)1.10 Guidance 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 Practice Learning Handbook; page 52 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?-6350012700FORM 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 Users(adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)00FORM 4: Feedback – for use with Service Users(adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)Name 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.1.11An Investigation Report: Guidance An Investigation Report: Guidance 1. Introduction:Background information relating to the student:Name of student.PLO: Year, duration and stage of PLO.Background information about the workplace, such as:Programme of care/type of service.Type of service user.Type of work/work pattern/staffing levels within team.2. Serious concerns/allegations about conduct/practice :These should be very specific:Date, time, place of the alleged incident(s)/or the specific concern(s). It is important to be specific, perhaps bullet points of the issues/concerns.3. Investigation:Who conducted the investigation (your name, job title and service area).How the concerns/allegations were brought to your attention.How you carried out your investigation- the process.Confirm the people you spoke to, ie practice teacher(s), team, student, on site facilitator, tutor and clarify why these are relevant.Identify pertinent issues raised by each of the people consultedState sources of written information you accessed, ie case notes, student’s written work, observation of practice, written feedback to student etc.4. Statement of Case:From the information that you have gathered ,take each concern/allegation and present the sequence of events making reference to documents within the appendices as appropriate, for example, the Practice Teacher’s report. For each concern you may need to address the following:The nature of the concern/allegationState the student’s explanation of what happened. Seriousness of the concern with reference to the NISCC Codes of PracticeThe expectation of competence using ladder of differentials contained within the Regional Practice Learning Handbook and the NISCC/DHSSPS Framework Specification for the Degree in Social work. Confirm whether the student had received sufficient training, support and information to meet these expectations. Refer to any additional supporting evidence.Clarifiying any mitigating factors, ie student’s health, Practice Teacher/On-site Supervisor on leave. 5. Summary and recommendation for action following your investigation (this is an analysis recommendation):Deal with each issue/concern separately. This is different from above as this is your analysis of the situation.Summarise the nature of each concern/allegation.Emphasise any risks if applicable (e.g .to service users, organisation’s reputation, colleagues, and student).State the reasons why the conduct/practice would be unacceptable referring to NISCC Codes of Practice.State the reasons why you believe the allegations/concerns are substantiated.Recommend how the concerns should be dealt with, ie Fitness to Practice, discussion with the Tutor to re-visit key aspects of learning, etc. Section Two:Agency/Team Competence2.1Agency ReportsAs per agency policies and procedures.2.2In House Training RecordsStudent Social Work Training Passport Name of Student:____________________________ Student No:______________Date of TrainingName of Training Event, Trainer and Organisation Delivering the TrainingDuration of Training (Days or Hours)Summary of Learning OutcomesSigned & Dated (Practice Teacher2.3Audit of PoliciesEvidence of appropriate knowledge and application of policies can be demonstrated through supervision and or tuning in and evaluations.2.4Feedback from colleagues, managers, OSS. 6 key roles and NISCC Standards of ConductAssessment of competence will include feedback from service users/carers, colleagues and managers through verbal and written communication to the practice teacher. This will support an overall assessment of competence in accordance with the Framework Specification (2014): 6 key roles and 20 social work standards.Assessment of competence will also be informed by professional practice in accordance with the NISCC Standards of Conduct for Social Work students (2015).Section Three:Learning Competence3.1 Reflection 3.1a: Critical Analysis Tool(reproduced with kind permission of Kate Mooney, SHSCT)Reflective 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 meHas who I am 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 Values3.1b: Fook & Gardener3.1c: Reflective 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 …3.2Evaluation 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 implications What 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 and Practice FociForm 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?Template included with permission of: Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning Matters3.3 Case Summary(adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)Referral Details:Assessment:Work Plan:Methods of Intervention:Outcome:Evaluation/Learning Points:Theory to Practice:Issues of Anti-Discriminatory Practice:Date: …………………………………….Section Four:Miscellaneous 4.1 Groupwork Planning Checklist (adapted from Brown, A, Groupwork) The 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?4.2 Chronology4.3 Genogram4.4 Community Development Templates (Reproduced with kind permission of Mary Anderson)TEMPLATE 1: TEMPLATE 2:The following has been developed by Gerry Skelton (Lecturer, practitioner and community development enthusiast), and 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. I welcome your evaluative responses to these prompts and I can be contacted by email at: gskelton@belfastmet.ac.uk 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?4.5 Resources Relating to Anti-Oppressive PracticeBooksBack Les & Solomos John (Ed) (2000) “Theories of Race and Racism”, RoutledgeBaines Donna (2007) “Doing Anti-oppressive Practice: Building Transformative, Politicized Social Work”Dalrymple & Burke (2006) “Anti-Oppressive Practice: Social Care and the LawDominelli Lena (2002) “Feminist Social Work Theory and Practice”, PalgraveDominelli Lena (1997) “Anti-Racist Social Work”, 2nd Edition, BASWKingsley Kent Susan (1999) “Gender and Power, In Britain, 1640 – 1990”, RoutledgeLaird S (2008) “Anti-Oppressive Social Work”, Sage Publications LtdLentin Ronit & McVeigh Robbie (Ed) (2002) “Racism and Anti-Racism in Ireland”, BTP Publications LtdLiechty Joseph & Clegg Cecelia (2001) Moving Beyond Sectarianism, Religion Conflict and Reconciliation in Northern Ireland”, Columba PressMcLachlan Hugh (2005) “Social Justice, Human Rights and Public Policy”, Humming EarthMullender Audrey & Thompson Neil (2003) “Promoting Equality: Challenging Discrimination and Oppression”, 2nd Ed, Palgrave MacmillanNzira Viola & Williams Paul (2008) “Anti-Oppressive Practice Health and Social CareSmyth Marie (1998) “Half The Battle, Understanding the impact of the Troubles on children and young people”, INCOREPithouse Andrew & Williamson Howard (Ed) (1997) “Engaging the User in Welfare Services, Venture PressThompson Neil (2006) “Anti-Discriminatory Practice”, (BASW series), 4th Ed, Palgrave MacmillanThompson Neil (2006) “Power and Empowerment (Theory Into Practice”, Russell House Publishing LtdAdams, R., Dominelli, L. and Payne, M. (2002) “Anti-Oppressive Practice”, Basingstoke: Palgrave MacMillan Ltd: 227–236Dumbrill, Gary C (2003) “Emerging Perspective on Anti-Oppressive Practice”, Canadian Scholars Inc: 101-119 Web Based Resources (Equality & Human Rights Commission) (Equality Commission, NI).uk (Voices of Young People in Care).uk (emotional wellbeing and mental health of children and young people + many resources for parents, carers, children and professionals (person centred resource materials).ukhelensandersonassociates.co.uk (PCP)learningcommunity.us (The Learning Community for Person Centred Practices)in-.uk (independent charity – promoting active citizenship, community development and the reform of the welfare state).uk (Age Concern) (Older People’s Commissioner for Wales).uk (Mental Health Foundation) (Recovery).uk (Social Care Institute for Excellence)swap.ac.uk (Social Policy and Social Work) (Northern Ireland Social Care Council).uk (Office of the First Minister & Deputy First Minister).uk (Department of Health, Social Services and Public Safety)incore.ulst.ac.uk (International Conflict Research Institute)cain.ulst.ac.uk (Conflict Archive on the Internet)ninis..uk (Northern Ireland Neighbourhood Information Service)heacademy.ac.uk (The Higher Education Academy) Other Resources“Care in The System, This is How We See It” (DVD), contact: Kate Mooney, Social Work Study Centre, South Tyrone Hospital, Carland Road, DungannonCarr, Sarah (2004) “Has Service User Participation made a difference to Social Care Services?” SCIEDuffy, Joe (2006) “Citizen Involvement in Social Work Education in the NI Context, A Good Practice Guide”4.6 ReferencesNISCC Codes of Practice for Employers of Social Care Workers and NISCC Codes of Practice of Social Care Workers (Dec ’02)NI Framework Specification for the Degree in Social Work (March ’03)NI Framework Specification for the Degree in Social Work (September ’14)Rules for the Approval for the Degree in Social Work (Revised January 2012)Practice Learning Requirements for the Degree in Social Work (Revised August ‘10)The Standards for Practice Learning for the Degree in Social work (Revised June ‘09)Learning, Teaching and Assessment Requirements for the Degree in Social Work (March ’04)Curriculum Guidance for the Degree in Social Work: Community Social Work and Development (July 13, only available on website in publications section.)Curriculum Guidance for the Degree in Social Work: The Northern Ireland Context (Oct ‘05, only available on website in publications section.)All the above can be obtained directly from NISCC at 028 95362600 and are also downloadable from Barnard, A et al (2008) “The Value Base of Social Work and Social Care”Brown, A (1994) “Groupwork”, Ashgate, AldershotDouglas, H (2008) “Preparation for Contact: An Aid to Effective Social Work Intervention”, Social Work Education 27 (4) June 2008 p380-389The Ten Cs of Reflection (Johns 2000: 36) Hampton, Martin, Academic Skills Unit (ASK), Department of Curriculum & Quality Enhancement, University of Portsmouth “Written Assignments No: WA13a, Reflective Writing A Basic Introduction”Taylor, B & Devine, T (1993) “Assessing Needs and Planning Care in Social Work”, AshgateTemplate with examples used to analyse literature used in PLO (Harvard Referencing)LEGISLATION (6)Carers and Direct Payments Act (Northern Ireland) (2002). Available from: [Accessed: 27th March 2013].Health and Personal Social Services (Northern Ireland) Order (1972). Available from: [Accessed: 5th March 2013].Health and Social Care (Reform) Act (Northern Ireland) (2009). Available from: [Accessed: 5th March 2013].Human Rights Act (1998). Available from: [Accessed: 6th March 2013].Northern Ireland Act (1998). Available from: [Accessed: 6th March 2013].White, C. (2004) Northern Ireland Social Work Law, Dublin: LexisNexisPOLICY (12)DHSSPS (2002) Valuing Carers: Proposals for a Strategy for Carers in Northern Ireland. Available from: [Accessed: 28th March 2013].DHSSPS (2005) Carers’ Assessment and Information Guidance, DHSSPS. Available from: [Accessed 28th March 2013].DHSSPS (2006) Caring for Carers: Recognising, Valuing and Supporting the Caring Role, Belfast: DHSSPS. Available from: [Accessed 28th March 2013].DHSSPS (2008) A Guide to Receiving Direct Payments, Belfast: DHSSPS. Available from: [Accessed 27th March 2013].DHSSPSNI (2009) Families Matter: Supporting Families in Northern Ireland, Regional Family and Parenting Strategy, Belfast: DHSSPS.HSC (2011) The Northern Ireland Single Assessment Tool (NISAT Procedural Guidance. Version 3, Belfast: DHSSPS. HSC (2006) Safeguarding Vulnerable Adults: Regional Adult Protection Policy & Procedural Guidance, Belfast: DHSSPS.HSC (2011) Transforming Your Care: A Review of Health and Social Care in Northern Ireland, Belfast: DHSSPS.DHSS (1990) People First: Community Care in Northern Ireland for the 1990s, Belfast: DHSS.HSC (2012) Working in Partnership: Community Development Strategy for Health and Wellbeing 2012-2017, Belfast: HSCB/ PHA. Available from: [Accessed: 15th April 2013].Public Health Agency (2012) Personal and Public Involvement Available from [Accessed: 6th March 2013].SHSCT (2010) Personal and Public Involvement Strategic Plan 2010-2013, SHSCT. Available from:. [Accessed: 9th April 2013].CLIENT SPECIFIC (13)AgeUk (2011) Evidence Review: Loneliness and Isolation. Available from: [Accessed: 4th March 2013].Balkwell, C. (1981) Transition to Widowhood: A Review of the Literature, Family Relations, vol. 30, 117-127.Carers UK (2013) Coping with guilt and resentment, Carers UK. Available from: [Accessed: 28th March 2013].Chang, C. F. and White-Means, S. I. (1991) The Men Who Care: An analysis of Male Primary Caregivers Who Care for Frail Elderly at Home, Journal of Applied Gerontology, Vol. 10(3), 343-358.Crawford, K. and Walker, J. (2008) Social Work with Older People, 2nd edition, Exeter: Learning Matters.Goldsworthy, K. K. (2005) Grief and loss theory in social work practice: All changes involve loss; just all losses require change, Australian Social Work, vol. 58(2), 167-178.Hansson, R. O. and Stroebe, M. S. (2007) Bereavement in Late Life, Washington: American Psychological Association.Findlay, R. A. (2003) Interventions to reduce social isolation amongst older people: where is the evidence? Ageing & Society, Vol. 23, 647-658.Pinquart, M & S?rensen, S. (2003) Differences between caregivers and noncaregivers in psychological health and physical health: A meta-analysis, Psychology and Aging, Vol. 18(2), 250-267.SCIE (2012) At a glance 60: Preventing Loneliness and social isolation among older people, SCIE. Available from: [Accessed: 6th March 2013].Sure Start South Armagh (2013). Available from: [Accessed 15th April 2013].Webb, R. & Tossell, D. (1999) Social Issues for Carers: Towards Positive Practice, 2nd edition, London: Arnold.Yee, J. L. and Scultz, R. (1999) Gender Differences in Psychiatric Morbidity Among Family Caregivers: A Review and Analysis. The Gerontologist, Vol. 40(2), 147-164.SOCIAL WORK THEORY (7)Ansay, S. J., Perkins, D. F., & Nelson, J. (2004) Interpreting Outcomes: Using Focus Groups in Evaluation Research, Family Relations, Vol. 53(3), 310-316.Duffy, J. (2008) Looking out from the middle: user involvement in health and social care in Northern Ireland, London: Social Care Institute for Excellence.Kubler-Ross, E. (1970). On Death and Dying, London: Tavistock.Machin, L. Resilience and bereavement. In Monroe, B. and Olivier, D. (Eds.) Resilience in Palliative Care: Achievement in Adversity, Oxford: Oxford University Press, 157-166.O’Hagan, K. (1994). Crisis intervention: changing perspectives. In Hanvey, C. and Philpot, T. (Eds). Practising Social Work, London: Routledge,134-145.Roberts, A. R. (2000). An Overview of Crisis Theory and Crisis Intervention, In: Roberts, A. R. Crisis Intervention Handbook: Assessment, Treatment and Research, (2nd Ed.) New York: Oxford University Press, 3-30.Rogers, C. R. (1957) The Necessary and Sufficient Conditions of Therapeutic Personality Change, Journal of Consulting Psychology. 21, 95-103.SOCIAL WORK METHODS (16)Al, C. M. W., Stams, G. J. J. M., Asscher, J. J. and van der Laan, P. H. (2012). A programme evaluation of the Family Crisis Intervention Program (FCIP): relating programme characteristics to change, Child & Family Social Work. doi: 10.1111/j.1365-2206.2012.00896.x .Douglas, H. (2008) Preparation for contact: an aid to effective social work intervention, Social Work Education, Vol. 27(4), 380-389.Douglas, H. & McColgan, M. (1999) Preparation for contact: an aid to effective intervention. Care: The Journal of Practice Development, Vol. 7(2), 53-64.Frey, J. H. and Fontana, R. A. (1993) The Group Interview in Social Research. In Morgan, D. L. (Editor), Successful Focus Groups: Advancing the Start of the Art. London: Sage.Kadushin, A. and Kadushin, G. (1997)The Social Work Interview, 4th edition, New York: L Columbia University Press. King, N. & Horrocks, C. (2010) Interviews in Qualitative Research, London: Sage.Krueger, R. A. & Casey, M. A. (2000) Focus Groups: A Practical Guide for Applied Research, 3rd edition, London: Sage.Linhorst, D. M. (2002) A Review of the Use and Potential of Focus Groups in Social Work Research, Qualitative Social Work, Vol. 1(2), 208-228.Mancini, A. D. and Bonanno, G. A. (2009) Predictors and Parameters of Resilience to Loss: Toward an Individual Differences Model, Journal of Personality, Vol. 77(6), 1805-1832.McInnis-Dittrich, K. (2009) Social Work with Older Adults, 3rd edition, Boston: Pearson Education. Morgan, D. L. (1996) Focus Groups, Annual Review of Sociology, Vol. 22, 129-152.Nursten, J. P. (1997) The end as a means to growth – within the social work relationship, Journal of Social Work Practice: Psychotherapeutic Approaches in Health, Welfare and the Community, Vol. 11(2), 73-80.Rogers, C. R. (1957) The Necessary and Sufficient Conditions of Therapeutic Personality Change, Journal of Consulting Psychology, Vol. 21, 95-103.Stewart, D. W. & Shamdasani, P. N. (1990) Focus Groups: Theory and Practice, London: Sage. Trevithick, P. (2012). Social Work Skills and Knowledge: A Practice Handbook, 3rd edition, Berkshire: Open University Press. Urwin, C. A. & Haynes, D.T. (1998) A Reflexive Model for Collaboration: Empowering Partnerships through Focus Groups, Administration in Social Work, 22(2), 23–39.VALUES AND ETHICS (4)DHSSPSNI (2012) Code of Practice on Protecting the Confidentiality of Service User Information, Belfast: DHSSPS. Available from: [Accessed: 15th April 2013].Dominelli, L. (2002) Anti-Oppressive Social Work Theory and Practice,. Basingstoke: Palgrave MacMillan. Gardner, F. (2001) Social Work Students and Self-awareness: How does it happen? Reflective Practice: International and Multidisciplinary Perspectives, Vol. 2(1), 27-40.Thompson, N. (2005). Understanding Social Work: Preparing for Practice, 2nd edition, Basingstoke: Palgrave MacMillan SOCIAL WORK EDUCATION (1)Howard, M. and McMillen, C. J. and Pollio, D. E. (2003) Teaching Evidence-Based Practice: Toward a New Paradigm for Social Work Education, Research on Social Work Practice, Vol. 13(2), 234-259. ................
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