Appendix 20: Framework Document

THE NORTHERN IRELAND DEGREE IN SOCIAL

WORK PARTNERSHIP

PRACTICE TEACHER & STUDENT TOOLKIT

Issued: August 2015

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ACKNOWLEDGEMENTS

The 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.

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Page No

Acknowledgements 2

Contents 3

Foreword 5

Introduction 7

Section One: Direct Practice Competence 11

1.1 Tuning In Framework 12

1.2 Preparation for Contact 15

1.3 Tuning In to a Group work Session 16

1.4 Guidelines for “Tuning In” Content forLevel 2 and Level 3 Students

18

1.5 Group work Planning Checklist 23

1.6 Process Recording 25

1.7 Suggested Format for Process Recording 26

1.8 Consent to Work with Service Users/Carers: Sample Proforma

27

1.9 Guidance and Proforma for Obtaining Feedback from Service Users/Carers

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1.10 Direct Observation Records 38

1.11 Suggested Template for Supervision Contract

38

1.12 Skills Audit 40

1.13 Case Analysis 42

1.14 An Investigation Report: Guidance 43

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Section Two: Agency/Team Competence 45

2.1 Agency Reports 46

2.2 Audit of Policies 46

2.3 Line Manager’s Endorsement Record: Level 3 Students – Sample Proforma

47

Section Three: Learning Competence 48

3.1 Individual Learning Plan 49

3.2 Critical Analysis Tool 50

3.3 Collingwood Model 55

3.4 Evaluation 56

3.5 Reflection 67

3.6 Case Summary 69

Section Four: Miscellaneous 70

4.1 Evaluation of PLO 71

4.2 Chronology 82

4.3 Genogram 84

4.4 Community Development Templates 86

4.5 University of Ulster Fitness for Practice Procedures

95

4.6 Queen’s University Belfast Fitness to Practise Procedures

101

4.7 Resources Relating to Anti-Oppressive Practice

154

4.8 References 157

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FOREWORD

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 work

Less prescription More flexibility regarding PLO setting/Student needs/nature

of work Greater creativity Enhanced use of supervision to evidence and endorse

competence

The structure and content of the Toolkit therefore reflects the Three Pillars of Competence

1. Direct Practice Competence

2. Agency/Team Competence

3. Learning Competence

as detailed in the Learning Guide: An aide for effective evidence of professional development and practice June 2011 (pages 7-10).

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.

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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 [email protected]

The Toolkit should be used in conjunction with the Northern Ireland Degree in Social Work Regional Practice Learning Handbook, August 2015.

Evelyn MageeProfessional OfficerNIDSWP

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INTRODUCTION

The 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 (see pages 46 and 47: Regional Practice Learning Handbook 2015) 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 8, NIDSWP Regional Practice Learning Handbook, August 2015). 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.

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LEARNING GUIDE

DEVELOPMENTAL AREAS FOR EVIDENCING PRACTICE—THE THREE PILLARS OF COMPETENCE

NOT COMPETENT

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COMPETENT IN KEY ROLES, PRACTICE FOCI/STANDARDS AND PRACTICE LEARNING REQUIREMENTS. PROGRESSION TO COMPETENCE DOCUMENT APPLIES.

ETHICAL PRACTICE INCLUDING AOP EVIDENT IN ALL WORK.

DIRECT PRACTICE COMPETENCE

INTERPERSONAL SKILLS

ASSESSMENT SKILLS

PLANNING SKILLS

INTERVENTION SKILLS

MONITORING SKILLS

AGENCY/TEAM COMPETENCE

RECORDING

SERVICE USER SPECIFIC KNOWLEDGE

ORGANISATIONAL SPECIFIC KNOWLEDGE—POLICIES, PROCEDURES ETC

MULTI-PROFESSIONAL PRACTICE

LEARNING COMPETENCE

INFORMING THEORY—METHOD, MODELS, APPROACHES

UNDERPINNING THEORY—PSYCHOLOGY, SOCIOLOGY, SOCIAL POLICY, LAW

REFLECTIVE PRACTICE.

Competence can only be confirmed against the six key roles and twenty-one practice foci (NI Framework Specification: 2003) or, 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.

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SAMPLE—EXAMPLES & PRO-FORMAS ETC. TO BE COLLATED FOR TOOLS/STRATEGIESAREA FOR EVIDENCE

POTENTIAL TOOLS/STRATEGIES

FORMAT

DIRECT PRACTICE COMPETENCE

SKILLS AUDIT

PROCESS RECORD

DIRECT OBSERVATION

ASSESSMENT TUNING-IN

WRITTEN OR VERBAL IN SUPERVISION

WRITTEN

WRITTEN EXERCISE

AGENCY/TEAM COMPETENCE

AGENCY REPORTS

AUDIT OF POLICIES

WRITTEN

WRITTEN & VERBAL IN SUPERVISION

LEARNING COMPETENCE

REFLECTIVE LOG

CRITICAL INCIDENT ANALYSES

COLLINGWOOD MODEL

REFLECTIVE RECORD

WRITTEN



WRITTEN

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Section One:Direct Practice Competence

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1.1 TUNING IN FRAMEWORK (adapted from Taylor & Devine, 1993)

Preparation for Contact

Answer 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…

I. Physical needs

II. Social needs

III. Emotional needs

IV. Psychological needs

Second level (information gathering):

What do I already know about this person from…

(a)The referral

(b)Request for the assessment

(c)Agency records

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Second level (cont’d)

What do I already know about …

(d)this person’s relationship with their family

(e)this person’s relationship with their community/neighbours

(f) this person’s relationship with their previous contact with the agency

Third 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?

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Fourth Level (Myself)

How am I feeling about this contact?

Fourth Level (Myself) cont’d

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?

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1.2 PREPARATION FOR CONTACT (Douglas, H: June 2008)

Tuning In: A tool for comprehensive exploration and tuning in prior to

contact

Consider 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 intervention

Previous 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?

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1.3 TUNING IN TO A GROUPWORK SESSION

Session: Number ….. of ….. (E.g. session number 3 of 8)

1) What are the main issues that have presented themselves in the group so far?

2) What are the issues now in terms of:

a) the whole group

i) What stage is the group at in terms of group development? (e.g. forming, storming etc.; inclusion, control, affection, separation)

ii) How cohesive is the group?iii) What issues of control and power are evident?iv) What is the prevailing mood and atmosphere?v) Other issues

b) the individual?

i) Are there any individuals who seem isolated, uncomfortable, unhappy?

ii) Are individuals adopting particular roles, which are either helpful or unhelpful to the group?

iii) Are you aware of anything in their personal lives which might have a bearing on how the individuals are in the group?

c) the interpersonal

i) What pairings or subgroups are evident? How are these impacting on the group?

ii) What issues are evident in terms of attraction and conflict?

d) the personal (including interpersonal between co-facilitators)16

i) What are my feelings about facilitating the group?ii) What are my feelings about groupings or individuals in the

group?iii) What is the character of my relationship with my co-

facilitator?

(1) Are there unresolved issues between my co-facilitator and me?

(2) How might these have a bearing on how we work together?

(3) Is there any unfinished business from the previous session to which I need to attend in this session?

(4) What is the aim of this session?

(5) What is the plan or programme for the session?

(6) Facilitation Roles: - who has responsibility for what?

(7) What knowledge do I need for this session?

(8) What skills might be most relevant? What is my degree of confidence and competence in using these?

(9) Values: What are the issues around power, oppression, discrimination and rights in the session?

(10) How will I be able to tell whether the session has been successful?

Template included with permission of: Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning Matters

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1.4 GUIDELINES FOR “TUNING IN” CONTENT FOR LEVEL 2 AND LEVEL 3 STUDENTS reproduced with kind permission of Pauline Graham, SEHSCT

Legislation

Level 2 Level 3 Initially 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 & Procedures

Level 2 Level 3 May 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 Considerations

Level 2 Level 3 Initially may be random

when highlighting theory though should move during placement to show ability to identify and discuss relevant theory

One would expect to see psychological, sociological

Shows ability to underpin work with relevant theory

Demonstrates ability to critically consider theoretical perspectives

Can show knowledge and understanding of a range of perspectives and ability

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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 process

to choose those most relevant. Does not rely on a limited theoretical understanding

Is able to access and show understanding of research to support choice of theory

Shows ability to be more specific about relevancy of particular theory to Service User, phase of work and agency function

Previous Knowledge of Service User/Family/Group

Level 2 Level 3 Demonstrates 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 progresses

As placement progresses one should see the ability to use previous knowledge more effectively, showing how this has informed practice

Demonstrates ability to gather and analyse information from a range of sources and highlight how this impacts/influences

Is able to identify gaps in own knowledge etc. and how this might be addressed

Shows ability to be pro-active in sourcing relevant theory based on what is already known

Tuning In

Level 2 Level 3 May begin by highlighting

more general issues relating to both self and Service User. As

Demonstrates self-awareness in terms of how one impacts on Service User and others. Also

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placement progresses one would expect to see self awareness develop and deeper understanding of Service User feelings should be evident, with links to theory

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 evident

Skills

Level 2 Level 3 Initially 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 have

Moves to consider relevant skills at different stages of the social work process and how one stage impact on another

Tendency to focus on practical rather than emotional issues though should develop ability to begin to explore feelings and consider the use of empathy

Demonstrates ability to consider a broad range of skills and understand the impact of these on the Service User and phase of work

Is able to critically analyse relevant skills

Demonstrates 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 readily

Values and Anti-Oppressive Practice

Level 2 Level 3 May initially just state

values rather than show ability to explore their application to practice

Moves to a more informed understanding and ability to begin to highlight value

Can highlight explicitly relevant values and the impact in a critically analytical way

Shows knowledge and understanding of NISCC Code of Practice and how

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dilemmas and conflicts, e.g. Personal, professional, organisational

Shows 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 role

Can identify and begin to address own prejudice

Can explore similarities and differences between self and Service Users

one’s practice is underpinned by the Code – highlighting potential challenges

Highlights and discusses dilemmas and conflicts and show ability to work towards addressing and resolving

Can identify and challenge oppression in an appropriate and constructive manner while also showing broad range of understanding of the impact on Service Users

Shows an informed understanding of power and its impact, actively addressing ways to redress the inherent imbalance

Values & Anti-Oppressive Practice (cont.)

Level 2 Level 3 Demonstrates

understanding of different forms of discrimination and oppression and the impact on Service Users

A 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 expected

Not only discusses values but also what these look like in practice

A more comprehensive understanding of the care and control aspects of the social work role

The 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 expected

Notes for Further Consideration

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Focus should be on quality rather than quantity One 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 period

Theoretical 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 expectations

Consideration 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’

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1.5 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 groupOther

The leadership arrangementsWho will be involved?How many?What roles will leaders have?

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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 endings

What might be obstacles to starting the group?What action might I undertake to overcome the obstacles?

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1.6 Process Recording

The 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 situation how 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 confidence

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1.7 Suggested Format for Process Recording

Speaker Verbal Communication

Non-Verbal Communication

Thoughts and Feelings

Skills and Values Practice Foci or Social Work

Standard

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1.8 CONSENT TO WORK WITH SERVICE USERS/CARERS: SAMPLE PROFORMA

(reproduced with kind permission of SHSCT)

Sample

Consent – Social Work Students

As 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

Confidentiality Recording Data 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.

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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_________

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1.9 Guidance and Pro-forma for Obtaining Feedback from Service Users/Carers

Practice Teacher Guidance

Students 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.

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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.

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As a carer, to what extent were you involved in decisions made about you or your relatives?

Not good enough > > > Very good involvement

1 2 3 4 5

As a carer, to what extent were you treated in a caring manner?Not good enough > > > Very good

1 2 3 4 5

with dignity and respect ?Not good enough > > > Very good

1 2 3 4 5

with openness and honesty?Not good enough > > > Very good

1 2 3 4 5

with sensitivity?Not good enough > > > Very good

1 2 3 4 5

listened to and understood ?Not good enough > > > Very good

1 2 3 4 5

responded to appropriately?Not good enough > > > Very good

1 2 3 4 5

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FORM 1: Feedback from Carer

given space to talk ?Not good enough > > > Very good

1 2 3 4 5

Able to ask questions?Not good enough > > > Very good

1 2 3 4 5

Do you have any additional comments you would like to make?

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Could you please tell me how you felt about the Student’s work with you? This form will remain anonymous

Please circle the number you feel best represents your experience

5 = very good - 0 = very poor

Did you feel the Student introduced themselves properly to you and explained their role and what they would/could/could not do for you?

5 4 3 2 1 0

Was the Student on time for meetings?

5 4 3 2 1 0

How did the Student explain the reasons for their visits or meetings?

5 4 3 2 1 0

How did the Student listen to what you said?

5 4 3 2 1 0

Did you have enough time to put across your views?

5 4 3 2 1 0

Did you think the Student understood what you were hoping for?

5 4 3 2 1 0

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FORM 2: Feedback from Service User

How well informed did the Student keep you about what (s)he was doing?

5 4 3 2 1 0

If expected, did the Student get back to you promptly?

5 4 3 2 1 0

Did the Student try to allow you to manage the things you could yourself?

5 4 3 2 1 0

If you had any additional needs (e.g. interpreter, help with access, visual aids etc.) how helpful was the Student in organising these resources?

5 4 3 2 1 0

Did you feel the Student treated you with respect?

5 4 3 2 1 0

Did you feel involved in the work with the Student?

5 4 3 2 1 0

Would you like to make any other comments?

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FORM 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 & Carers

This 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?

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FORM 4: Feedback – for use with Service Users(adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)

Name of Student:

1. Thinking back to when you first knew ___________________, what were your first impressions of him/her as a Social Worker?

2. Have your views changed – if so – how?

3. Do you find it easy to talk to him/her – if so, why?

If not – why not?

4. 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?

5. Have you always understood the next step?

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Does he/she explain things carefully?

Does he/she answer your questions?

6. Have you had reason to complain about the service you have received from the Student?

7. Do you have any areas of difficulty with him/her as your Social Worker – however small?

8. What do you think the Student needs to work on in his/her next practical placement before he/she becomes qualified?

9. What are the Student’s good points as a Social Worker?

What are his/her not so good points?

10. Any other comments?

Your comments will be shared with the Student. Many thanks for your help.

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1.10 Direct Observation Records See Practice Learning Handbook, Appendix 9.

1.11 Suggested Template for Supervision Contract

Aims of Supervision To facilitate the Student’s development as a Social Worker To provide a forum for the Practice Teacher to access the

Student’s work To provide a forum for assessment of practice To provide support for the Student

Supervision Process

The 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 session

Minutes of each session will be written up, initially by Practice Teacher, signed off and shared by both parties

Future work/tasks and completion dates will be agreed in each session

Work should be completed by the agreed date The Student will inform the Practice Teacher of any absence The Student is expected to take responsibility for own

learning

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Student’s expectations of Supervision

Student’s concerns about Supervision

Practice Teacher’s expectations of Supervision

Assessment Methods

Signed:

Student: ________________________________

Practice Teacher: ________________________________

Note: Reference should be made to the Provider Organisation’s Standards for Supervision Contracts and Record

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1.12 Skills Audits

Form 1 (reproduced with kind permission of University of York)

Comments

What 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)

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How good are you at doing the following?

Very Good

Not Very Good

5 4 3 2 1

Planning an interview – deciding what needs to be covered and in what order

Explaining clearly the purpose of the interview

Forming realistic impressions from appearance, speech, mannerisms

Asking clear and concise questions

Encouraging the interviewee to talk freely

Working with a person who talks too much about irrelevant matters

Working with a silent or withdrawn person

Assessing the mood of the interviewee

Summarising what has emerged from the interview in a manner that is accurate and acceptable

Concluding on a positive note

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1.13 Case Analysis (reproduced with kind permission of Pauline Graham, SEHSCT)

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Relevant Psychological Perspectives

Legislative Framework AOP Perspectives

Relevant Sociological Perspectives Service User Issues

Value Issues/Dilemmas and/or Conflicts

Relevant Social Policy Perspectives Relevant SW Theory Relevant Research

1.14 An 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 cncerns/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 consulted State 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:

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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/allegation State the student’s explanation of what happened. Seriousness of the concern with reference to the NISCC Codes of

Practice The expectation of competence using ladder of differentials conatined

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 sitaution. Summarise the nature of each concern/allegation. Emphasise any risks if applicable (e.g .to service users,

organisation’s reputation, colleagues,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.

June ‘15

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Section Two:Agency/Team Competence

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2.1 AGENCY REPORTS

As per agency policies and procedures.

2.2 AUDIT OF POLICIES

Evidence of appropriate knowledge and application of policies can be demonstrated through supervision and or tuning in and evaluations.

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2.3 ENDORSEMENT RECORD: Level 3 Students: Sample Proforma (reproduced with kind

permission of SHSCT)

LEVEL 3 ENDORSEMENT OF ASSESSMENTIn line with criterion 2.6.5 of The Standards for Practice Learning

for the Degree in Social Work (NISCC: 2009)

I Address:

certify that;

Social Work Student, Level 3

Social Work Degree

Programme

Dates of Practice Learning

Period

Practice Learning Site

has demonstrated the appropriate level of practice competence

and confidence and is ready to undertake the Assessed Year in

Employment.

My endorsement is based on

(a)Professional supervision

(b)Agency records/reports

(c)Participation in the Student’s training team meetings

(d)Feedback from colleagues and Service Users

Signed

Date

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Section Three:Learning

Competence

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3.1 Individual Learning Plan

Please see Appendix 1 in Regional Practice Learning Handbook, August 2015.

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3.2 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:

Discussion Questioning Reflective Journal Role 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

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Stage One Reflecting on the Critical Incident

The headings below provide a structure to support the reflective process.

Context/Background to the Incident

Detail of the interaction which was significant to professional learning

Students thoughts/reactions at the time

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Stage Two Critical Analysis of the Incident

The Student considers the following questions in relation to the nature of the intervention.

What Preconceptions did I bring to this situation

How did these influence the intervention

What assumptions had I made

Where there situational –circumstances which influenced my intervention

Did I consider the other persons perceptions of me

Has who I am influenced the intervention

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Stage Three The 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 know

What were my expectationsWhat personal / professional changes will I make(Values, Attitudes, Beliefs)

How will I change my approach

Skills Knowledge Values

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Adapted from Fook & Gardener 2008

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Reflect on what took

place

Make sense of the

interaction and the

influences

Contemplate Change

formulate new practice

Practice Intervention

Incident

3.3 Collingwood Model

Collingwood, P (2005) “Integrating theory and practice: The Three-Stage Theory Framework”, Journal of Practice Teaching 6(1) 2005

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3.4 EVALUATION

Form 1: Model for EvaluationAIM: To develop reflective and analytical practice

1. Objectives(a)Did the contact meet the Agency’s objectives? (yes/no

– state why)

(b)Did the contact meet the Worker’s objectives? (yes/no – state why)

(c)Did the contact meet the Service User’s objectives? (yes/no – state why)

2. Main Issues being presented during contact

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3. Use of Skills(a)With 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).

(b)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)

4. Use of Values(a)With reference to a specific value(s) used positively

during this contact, describe your approach (supporting your answer with relevant theory)

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(b)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)

5. What did you consider to be good about the interview? why? (what theories informed your method of intervention/practice )

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6. Future implications What impact did this contact have:

(a)on your relationship/work with the Service User and/or Agency?

(b)on your development as a professional Social Worker?

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Form 2: ALTERNATIVE EVALUATION TOOLEvaluation of Practice

Student:

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 why

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What 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 these

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Discuss specific skills you used and how they impacted, identifying clearly those you used effectively and those which were used less effectively

Can you state how you might address any limitations in relation to skills which have arisen as a result of this work?

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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 base

What AOP issues are pertinent to this work and how did you address these?

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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 Foci

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Form 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.

1. How I prepared for this piece of work.

a. What did I hope to contribute to the group?

b. In what areas did I wish to improve my practice

c. What was I hoping to learn from others in this piece of

group work practice?

d. How could I have improved on my planning?

2. What was my primary purpose in this piece of work?

3. How successful was I in achieving my main aims?

a. Reactions of the group workers and members

b. Changes in attitudes

c. Acquisition of knowledge and skills

d. Behavioural change

e. Organisational change

f. Benefits to members and their carers or those for

whom they care

4. What were the main skills that I used?

a. What are were my strengths in groupwork practice?

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b. Would I start the group in the same way if I were to do

it again?

c. What roles and styles came easily to me and which

were more difficult?

d. What have I learned about my facilitation style?

e. With what sorts of activities did I feel most (and least)

comfortable?

5. What knowledge did I employ?

6. What values were evident in this piece of work?

7. 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 Matters

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3.5 Reflection

List 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 …

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3.6 Case Summary(adapted from East Anglian Association of Practice Teachers Resource Pack, 1998)

Referral Details:

Assessment:

Work Plan:

Methods of Intervention:

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Outcome:

Evaluation/Learning Points:

Theory to Practice:

Issues of Anti-Discriminatory Practice:

Date: …………………………………….

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Section Four:Miscellaneous

4.1 Evaluation of PLO Pro-forma

Student Practice Learning Opportunity Evaluation

IntroductionPractice Learning Periods also known as Practice Learning Opportunities (PLOs) are an integral part of professional social work training. PLOs are provided by social work agencies throughout Northern Ireland and should provide work and learning opportunities which facilitate Students to develop their professional practice to a level commensurate with core competence requirements for newly qualified workers as laid down by NISCC.

Quality AssuranceQuality assurance is an integral aspect of the arrangements for the delivery of the Social Work Degree and these include formal feedback mechanisms about practice learning opportunities from agency and college perspectives. The Practice Assessment Panel also fulfils a quality assurance role in respect of PLOs by its reading and sampling of PLO evidence and assessment requirements.

FHEIs therefore seek feedback from Students.DPLPs seek feedback from Students, Practice Teachers, and On-Site Supervisors as appropriate and in line with their own internal reporting requirements.

Feedback LoopFeedback is only useful if it is used to inform, change or improve existing practices. Feedback from Students about practice learning opportunities will therefore be used in a variety of ways:-

As the basis of the FHEI’s report about students satisfaction with practice learning opportunities. The report will be shared with Practice Teachers and practice learning opportunity co-ordinators

As a means of informing the Programme’s policy by sharing feedback with the Management Boards.

As a means of identifying particular issues which will be dealt with on an individual level between the college and the agency

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As a means of improving standards based on what works As a means of sharing information with fellow Students

Feedback – Practice GuidelinesThe Programmes offer the following practice guidelines about how feedback will be used which aim to protect the professional integrity of all involved. Feedback to agencies/Practice Teachers will only occur after the

PLO ends. Concerns about individual practice learning opportunities will be

discussed with Student and/or Tutor to inform any subsequent action.

Feedback about individual practice learning opportunities will only be made to agencies where it appears that required standards have not been met. This will be done between the college and agency.

Individual Practice Teachers and/or practice learning opportunities will not be identifiable in the FHEIs reports which will be for wide circulation.

Feedback from Practice Teachers, Tutors and On-Site Supervisors will be used in a variety of ways:-

To inform future delivery of practice learning To inform DPLPs Annual Monitoring Report to NISCC To assist DPLPs in identifying particular strengths and issues

within their organisation To contribute to quality assurance of practice learning activity

within the organisation..

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Sample Student Practice Learning Opportunity Evaluation

Quality assurance is an integral aspect of the delivery of the Social Work Degree and this includes using formal feedback mechanisms about practice learning opportunities. Feedback is only useful if it is used to inform, change or improve existing practices. Feedback from Students about practice learning opportunities will therefore be used in a variety of ways:-

As a means to measure satisfaction with practice learning opportunities.

As a means to recognise and consolidate good practice

To facilitate the development and improvement of learning opportunities and consequently enhance students’ practice learning experiences.

Feedback – Practice Guidelines The general report, summarising student feedback will only be circulated once

PLO ends.

Individual students or practice learning opportunities will not be identifiable in the FHEIs reports which will be for wide circulation. The respective FHEI reports will be shared with Northern Ireland Degree in Social Work Partnership (NIDSWP), Northern Ireland Social Care Council (NISCC), and those organisations across NI which have provided PLOs.

Feedback about individual practice learning opportunities will only be shared with PLO Providers where the student feedback raises concern that required standards have not been met. In such circumstances the student and University/College will be advised as to how these concerns will be addressed.

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PRACTICE LEARNING EVALUATION FORM

STUDENT

This evaluation form is designed to facilitate quantitative and qualitative analysis, where appropriate space has been given for comments of up to 200 characters.Please answer all questions.

1. How would you rate the pre-PLO preparation? (E.g. Student profile forms, availability of agency /practice teacher contact details)

Extremely Poor Poor Below

Average Average Above Average

Very Good Excellent

1 2 3 4 5 6 7

Comments………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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Name………………………………………..In which Higher Education institution are you located? Please tick.UU ….; QUB ….. ; BMC …... SWC…... Other.…… On which programme are you currently enrolled? Please tick.RGR Programme …… UGR programme …… Part- time Route…… Other ….........Level 2…… Level 3 ……In which Agency did your Practice Learning Opportunity take place? ………………………………………………………………………………………………………..……………………………………………………..PLO site location? …………………………………………………………………….

Service User Group…………………………………………………………………..

Dates of PLO …………………………………………………………………………..

2. Did you get sufficient and timely information about the allocation of PLOs process?

Yes No

3. Did you make a pre – PLO visit?

Yes No

4. Would you recommend this PLO to another Student?

Yes . No

5. How would you rate this PLO?



Very Good Excellent

1 2 3 4 5 6 7

6. Did you have access to opportunities in relation to the entire social work process?

Yes No

Which of the following parts of the social work process did you have the opportunity to complete?

Assessment Yes No

Care Planning Yes No

Intervention Yes No

Review Yes No

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7. Did you have to access supplementary opportunities to fulfil the assessment requirements? E.g. Article 8 report, group work

Yes No

Please give examples of additional opportunities provided

………………………………………………………………………………………………

………………………………………………………………………………………………

8. What advice would you give to a Student going on this PLO e.g. reading,preparation, pre- placement visit, expectations, experience, car, etc.?

Please comment

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

9. How would you rate the level of support from?

Practice Teacher Extremely

Poor Poor Below Average Average Above

AverageVery Good Excellent

1 2 3 4 5 6 7

On Site Supervisor /Facilitator (if applicable) Extremely



1 2 3 4 5 6 7

Agency Team Extremely



1 2 3 4 5 6 7

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Tutor Extremely



1 2 3 4 5 6 7

Please comment

………………………………………………………………………………………………

…………………........................................................................................................

.................................................................................................................................

10. Individual Supervision with your Practice Teacher – how frequently did this occur?

Weekly Fortnightly Monthly

11. Group Supervision - how frequently did this occur?

Weekly Fortnightly Monthly

12. How would you rate supervision?

(a) Individual Extremely



1 2 3 4 5 6 7

(b) Group Extremely



1 2 3 4 5 6 7

Please comment

………………………………………………………………………………………………

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………………………………………………………………………………………………

………………………………………………………………………………………………

13(a) Did practice learning meetings (initial and mid-point) take place within the recommended timeframes?

Yes No

13(b) How would you rate the management of the practice learning meetings?



Very Good Excellent

1 2 3 4 5 6 7

13(c) Did you access?

The Regional Practice Learning Handbook Yes No

The Regional Practice Teacher and Student Toolkit Yes No

Please comment ………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

14. How would you rate your learning in PLO in relation to?

Knowledge Extremely



1 2 3 4 5 6 7

SkillsExtremely



1 2 3 4 5 6 7

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Values Extremely



1 2 3 4 5 6 7

Please comment

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

15. To what extent was your practice developed? Extremely



1 2 3 4 5 6 7

Please comment………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

16. How would you rate your experience of being assessed while on PLO?



Very Good Excellent

1 2 3 4 5 6 7

Please comment………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

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17. Did you get feedback during your PLO from?

Practice Teacher Yes No

On Site Supervisor (if applicable) Yes No

Service Users & Carers Yes No

Tutor Yes No

18. How useful was feedback from?

Practice Teacher Extremely



1 2 3 4 5 6 7

On Site Supervisor/Facilitator (if applicable) Extremely



1 2 3 4 5 6 7

Service Users & Carers Extremely



1 2 3 4 5 6 7

TutorExtremely



1 2 3 4 5 6 7

Please comment

………………………………………………………………………………………………

………………………………………………………………………………………………

19. Did you have access to your university/college intranet while on PLO?

Yes No

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20. Any other additional comments you would like to make?

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

Thank you for taking the time to complete this evaluation.

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4.2 CHRONOLOGY

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4.3 GENOGRAM

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4.4 COMMUNITY DEVELOPMENT TEMPLATES

(Reproduced with kind permission of Mary Anderson)

TEMPLATE 1:

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88

89

90

91

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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: [email protected]

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:

1. What does the term ‘community’ mean to you?2. How many ‘communities’ are you a member of or involved in?3. What ‘communities’ are you not a member of?4. Have you ever been involved in a community development

initiative and what was your role / experience?

Academic considerations:

1. What is ‘community’?2. What is ‘community development’ and how has it evolved?3. What is ‘community work’?4. How is community development a legitimate social work

intervention?5. What is the legislative, policy and procedural base underpinning

community development?6. What is the supporting theory?

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mailto:[email protected]

Placement tuning-in:

1. What does community development mean in the placement area?

2. How are ‘community work’ and ‘community development’ similar / different?

3. How many ‘communities’ can be identified within the local area?4. What ‘community support mechanisms’ are already in place?5. What additional ‘support mechanisms’ would help? 6. Is there any particular or general ‘community focus’ in the area?

Practitioner questions:1. What is the attitude and approach to community development of

your: Practice Teacher? Lecturer / Tutor? Line Manager / OSS? Team? Trust? 2. How does the placement agency and Trust support the

promotion of community development in the local / regional area?

3. What are the community development priorities, targets, etc of the Trust you are placed in and how are these apparent?

4. How is community development evident in your placement?5. Can you identify some examples of community development

initiatives in the placement area / vicinity?6. 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?

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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:

1. Why is community development important?2. What has prompted social work to place community

development back on its agenda?3. What are the core Values, Principles and Ethics

underpinning community development?4. What are the underpinning Theoretical positions:

(Sociological; Psychological; Social work; Political; Economic; Etc.)?

5. What ‘community development’ Models are available to draw upon?

6. 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?

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4.5 UNIVERSITY OF ULSTER FITNESS FOR PRACTICE PROCEDURES

ORDINANCE XLII: FITNESS FOR PROFESSIONAL PRACTICE

1. This Ordinance refers to the procedures to be implemented when a student is judged unfit for entry to a profession for which there are academic, behavioural and health requirements that must be met in order to ensure suitability to practice that profession. Examples of relevant profession are Nursing, Health Visiting, Occupational Therapy, Physiotherapy, Radiography, Optometry, Podiatry, Chiropractic, Dietetics, Clinical Physiology, Sports Studies, Speech and Language Therapy, Education, Social Work, Youth and Community Work. This list is not exhaustive and it may be added to by the University at any time.

2. The Fitness for Professional Practice procedure exists to protect:

a. the public interest, by safeguarding client/patient wellbeing;b. the student’s interests by ensuring that students do not proceed into

a career for which they may well not be suited or for which a regulatory body may not register them.

3. Students may be considered unfit for practice on the grounds of:

a. physical or mental health reasons;b. criminal or other serious misconduct;c. unprofessional conduct or action;d. academic unsuitability for the demands of the professional training.

4. Concern that a student may, for behavioural or health reasons, be deemed unfit to be admitted to or to practice in a profession towards which his or her course of study leads, should be disclosed in writing to the Dean of the relevant Faculty. Concerns may arise from one incident or from a pattern of behaviour over time.

5. Anyone, including University staff and professional staff involved in student placement who become aware of evidence of health, behavioural or academic unsuitability which may preclude a student from completing the

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course of study or from undertaking the required professional practice should report the facts in writing to the Dean at the earliest opportunity.

6. Anyone making such disclosure, as in 4 and 5 above, must identify his or herself. Anonymous disclosure will not be accepted. In exceptional circumstances the Dean may permit the discloser’s identity to remain confidential, provided this is consistent with natural justice.

7. Boards of Examiners, Student Progress Committees, and the University Disciplinary Committee may also refer students to the Dean under this Fitness for Professional Practice procedure.

8. Students whose courses are covered by the Fitness for Practice ordinance must disclose any criminal convictions to the University before entering the course or immediately such a conviction occurs during the course. This will enable the student to be provided with guidance about entry requirements for registration within the profession concerned. If a student fails to disclose this information and it subsequently comes to light, the student will be referred to the Dean who may instigate the Fitness for Professional Practice procedure.

9. Issues relating to professional practice may arise as a consequence of behaviour associated with diagnosed or suspected mental illness or from addiction. In such circumstances the Fitness for Professional Practice procedures will only be invoked if medical and counselling interventions have not successfully addressed the behaviour or if the student has refused all such interventions.

Precautionary Suspension

10. The Dean of the Faculty, in which the student is registered, may suspend a student pending a fuller investigation of the circumstances reported. This power may be used when a student displays inappropriate behaviour while on clinical placement or when about to go on clinical placement.

11. When such action is necessary, the Dean will prepare a report on the

circumstances of the case, normally within 3 working days of the action and will make this report available to a Fitness for Professional Practice panel.

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12. During a period of precautionary suspension, the student will be entitled to access the University’s student support services and will be offered any pastoral support required.

Investigation 13. The Dean will, within 5 working days of receiving the disclosure, appoint a

Faculty Fitness for Professional Practice Panel (hereinafter the Panel). The Panel shall consist of:

a. the Dean or his/her nominee. The Dean will normally Chair the Panel;

b. the Head of the relevant School;

c. a member of academic staff from the same professional discipline as the student;

d. a member of academic staff who is not from the professional area concerned and who does not know the student;

e. a registered professional practitioner from the professional area concerned.

14. The panel will meet within 21 days of the disclosure being received.

15. The student will be given 10 working days notice of the meeting of the panelThe notice will include:

a. a brief statement of the allegations against him or her;

b. details of any precautionary suspension or limitations on or conditions placed upon his or her studies or clinical placement experience during the investigation;

c. information on his/her right to be accompanied at the Panel meeting by a representative who is a member of the University;

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16. The Panel shall consist of:

a. the Dean or his/her nominee. The Dean will normally Chair the panel;

b. the Head of the relevant School;

c. a member of academic staff from the same professional discipline as the student;

d. a member of staff who is not from the profession concerned and who does not know the student;

e. a registered professional practitioner from the professional area concerned.

17. The Dean or his/her representative may ask academic or clinical staff connected with the case to provide written comments on the student’s academic standing, conduct or health, explaining why there is concern as to the student’s fitness for professional practice. The Dean will also be provided with information about the student’s professional and academic progress and any other relevant information.

18. The Panel will establish the facts of the case and in so doing may interview relevant individuals, including the student. The student may be accompanied at the interview by a member of staff of the University, by another student, by a representative of the Students’ Union or by a member of the professional organisation. Legal representation is not permitted.

19. A member of the Faculty administration staff will, with due regard to confidentiality, keep records of the proceedings and be responsible for circulating relevant documents.

20. The Panel shall satisfy itself that the student understands the purpose and import of the proceedings of the Panel in respect of his/her case, understands his/her rights within the process, and has adequate support.

21. Wherever possible the Panel will resolve the issue in consultation with the

student.

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22. The Panel has the following powers when considering the student’s behaviour and conduct:

a. no action may be required;

b. the student may be referred to Occupational Health, which may result in a period of leave of absence;

c. recommend to the Faculty Board that the student discontinue studies on the course with or without possibility of transfer to another course;

d. if the student is at an appropriate stage in his/her programme, he/she may be offered an alternative award which does not lead to a professional qualification;

e. the student may be referred to the University Disciplinary Committee;

f. other action as deemed appropriate to the situation.

23. Should the Panel take the decision to refer a student to the University Disciplinary Committee, it will state in writing the reasons for its recommendation and supply any evidence it may have.

24. When the Fitness for Professional Practice Panel takes the decision to remove a student from a professional course it will:

a. inform the student in writing, within 10 days of the Panel meeting, of the decision of the Panel, giving reasons for the decision;

b. appraise the Pro-Vice-Chancellor (Teaching and Learning);

c. provide feedback to the complainant(s).

The findings of the Panel will be entered on the student’s file.

Appeals Procedure

25. The student may appeal against the decision of the Faculty Fitness for Practice Panel on any of the following grounds:

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a that new evidence has become available;b. that there has been procedural irregularity;c. that the decision of the panel was inappropriate or too severe.

26. An appeal should normally be made through the Pro-Vice-Chancellor (Teaching and Learning) within 10 days of receiving the decision of the Panel. The Pro-Vice-Chancellor (Teaching and Learning) will set up an Appeal Board (hereinafter the Board).

The Board will consist of:

a. Pro-Vice-Chancellor (Teaching and Learning) (Chair);

b. the Dean of another Faculty;

c. a member of the professional body concerned who has not been involved in the consideration of the case.

27. The appeal will be considered within 28 days of the date the appeal was lodged.

28. The Board will consider the statements and information provided by the Panel. The Board may set aside or vary or confirm the decision of the Panel. There shall be no appeal against the decision of the Appeal Board.

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4.6 QUB FITNESS TO PRACTISE PROCEDURES

1. Fitness to Practise ProcedureIntroduction1.1 The fundamental justification for Fitness to Practise procedures is the protection of the public interest in safeguarding client wellbeing. For example, students may work in clinical settings or in classrooms and their behaviour in these settings may affect the welfare of those with whom they come into contact. Such students must ensure that their behaviour both in and outside their day to day work is responsible and demonstrates that they will be fit to practise their chosen profession. It should be noted that problems with the health of students may also affect their fitness to practise safely or complete their professional training.

1.2 The University has an obligation to students to ensure that they do not proceed into a career for which they may not be suited, particularly given the considerable time, commitment and expense involved in the process of qualification.

1.3 Most students study for a profession or undertake professional studies at the University with the intention of subsequently putting his/her knowledge into practice. They should not be encouraged in the belief that they may be able to do so if, in reality, the relevant regulatory body would not be prepared to register them. Any misconduct or condition which a student presents with, which may have implications for fitness to practise in his/her chosen profession, should be addressed as soon as it becomes known.

1.4 It is important to recognise that students also have rights. Exclusion from his/her chosen programme is likely to mean, in the vast majority of cases, that the individuals concerned are unable to

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pursue his/her chosen career. In these circumstances, the University has a legal, as well as a moral duty, to treat the student fairly.

1.5 For some programmes there may be a pre-enrolment vetting procedure as part of the application process. In addition, issues such as the duty to make reasonable adjustments to enable disabled students to study a programme, for example medicine, should normally be addressed before the student starts his/her programme. The adequacy of the arrangements provided should be monitored and the needs of those who become disabled during a programme of study must be properly addressed.

1.6 All students registered on programmes which lead directly into professions such as those referred to in paragraph 1.10 below will, in addition to any University requirements, be expected to conform to the Code of Conduct of the relevant professional body.

1.7 In cases where either the disciplinary or fitness to practise regulations may be invoked, the University Officer with whom a complaint has been lodged shall liaise with the appropriate subject area and any other Officer as required in deciding which set of regulations should apply. The decision to invoke one set of regulations does not preclude a later decision to transfer a case to another set of regulations if the circumstances or details of the case, after further investigation, deem it to be more appropriate.

1.8 At any interview and/or hearing the student is permitted to be accompanied by a registered student of the University, a member of University staff or University Chaplaincy. In addition, the student may be legally represented. Where the student opts to have legal representation the Investigating Officer and the Chair of the Fitness to Practise Panel at an Appeal Panel hearing shall also be legally represented by the Legal Services Manager or his/her nominee. At such interviews and/or hearings, the person legally representing the student shall be permitted to speak on his/her behalf.

1.9 At all times, the principles of natural justice shall be observed and the standard of proof shall be on the balance of probability.

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1.10 The following procedures apply to programmes which lead directly into professions (for example, medicine, dentistry, nursing and midwifery, psychology, teaching, social work, pharmacy, professional legal training, health and leisure) for which there are academic, behavioural and health requirements which must be met to ensure suitability to practise.

1.11 Any concerns that a student enrolled on a programme leading directly to a professional qualification, which gives the right to practise that profession, may for behavioural or health reasons be deemed not fit to be admitted to and practise the profession, should be disclosed in writing to the Director of Education in the relevant School and copied to Academic Affairs.

1.12 Students may be considered unfit to practise on the grounds of, for example:

i. Physical or mental health problems.ii. Criminal or other serious misconduct. iii. Professionally inappropriate behaviour.

This list is not exhaustive.

Some problems that may lead to a Fitness to Practise Panel (see paragraphs 1.28–1.34 below) may come from a pattern of behaviour over a period of time, rather than one single incident.

1.13 Anyone, including University staff and/or professional staff involved with student placements, who becomes aware of health or behavioural problems which may preclude the student from either completing part of a programme or undertaking professional practice, should report the facts in writing to the Director of Education, copied to Academic Affairs, in writing at the earliest opportunity. The person making such disclosure must identify him/herself to the Director of Education in the School, who will not consider any disclosures which are raised anonymously. Only in exceptional circumstances may the Director of Education and/or Academic Affairs permit the discloser’s identity to remain confidential, provided this is consistent with the rules of natural justice.

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1.14 Students may also be referred to the Director of Education by a Board of Examiners, a School Student Progress Committee or any University Disciplinary Body. The letter of referral should be copied to Academic Affairs. If it is a requirement of a professional body, the University will inform the appropriate authority about any misconduct or condition presented by a student that might call into question the student’s fitness to practise.

1.15 With reference to paragraph 1.3 above, the University would wish to make available at all times informed guidance to students regarding the entry requirements to his/her chosen profession. It is, therefore, incumbent upon students whose programmes may be covered by the Fitness to Practise procedures, to report criminal convictions or other significant information to the University. A student who has been required by a Fitness to Practise Panel to withdraw from a programme must disclose this if he/she subsequently applies to the University for admission to another professional programme that may be covered by the Fitness to Practise procedures.

1.16 In those circumstances where behaviour arising from a diagnosed or suspected mental illness or addictive problem raises issues relating to a professional practice, the Fitness to Practise procedures will normally be applied as a last resort if reasonable adjustments, medical and counselling interventions have failed to address satisfactorily the problem behaviour or have been refused by the student.

1.17 Any student under investigation for fitness to practise shall be subject to an immediate precautionary suspension if they are on any form of placement or supervised practice, until the conclusion of the fitness to practise proceedings. Similarly, any student under investigation for fitness to practise, who is due to go on any form of placement or supervised practice shall have that placement or supervised practice deferred (if applicable) until after the conclusion of the fitness to practise proceedings. During any period of precautionary suspension a student shall be offered appropriate pastoral support by the University’s student support services.

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Investigation1.18 On receipt of a written disclosure as set out above, the Director of Education shall, within five working days, ascertain whether an attempt has been made to resolve the matter informally, and if it has not, the Director of Education will request that this is done, and that the student shall be informed in writing of the outcome within five working days.

1.19 Having ascertained that the matter cannot be resolved informally, the Director of Education shall, within five working days, refer the matter to the Head of School for a decision on whether to invoke the Fitness to Practise procedure. If the procedure is to be invoked, the Head of School shall nominate an Investigating Officer, who shall be a senior member of academic staff in the School, to carry out an investigation into the complaint.

In these circumstances the Head of School shall notify the student in writing of:

i. The details of the allegations against him/her.ii. The identity of the Investigating Officer.iii. Any suspension from his/her clinical programme, or limitations or

conditions placed upon the continuance of his/her studies or supervised practice during the period of the investigation.

1.20 The Investigating Officer may request the Head of School and/or members of staff connected with the case, including clinical staff, where relevant, to provide written comments on the student’s conduct and/or health, explaining why there is concern about the student’s fitness to practise. Factual information about the student’s professional progress on the programme and any other relevant documentation should also be provided.

1.21 The Investigating Officer shall interview relevant individuals, including the student. (see 1.8)

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1.22 The student may be required to attend the University’s Occupational Health Service in order that advice on his or her fitness to practise on medical grounds may be sought.

1.23 Save in exceptional circumstances, the Investigating Officer shall, normally within ten working days after the referral by the Head of School, make a written report of the results of the investigation detailing all the evidence obtained. The Head of School, in consultation with the Director of Academic and Student Affairs, will then consider the report and decide if:

i. There is no case to answer and dismiss the case and inform the student in writing.

ii. There is a prima facie case to answer and refer the case to a Fitness to Practise Panel.

iii. Further investigations are required to be carried out.iv. The case should be referred under the Conduct Regulations,

Academic Offences, School Student Progress Committee or other body, as appropriate.

1.24 The Head of School shall notify the student in writing normally within five working days of a decision having been made, if the case has been dismissed or is to be otherwise dealt with.

1.25 If the case is serious enough to be referred to a Fitness to Practise Panel, the Panel’s role will be to deliberate formally and decide whether the student is fit to practise, and what sanctions, if any, should be imposed. The Head of School should consider only whether the behaviour is such as to call into question the student’s ability to continue on the programme, or his/her fitness to practise in the profession after graduation.

1.26 The Head of School must act in a proportionate way by weighing the interests of patients or clients and the public against those of the student. It is important to consider whether the behaviour is better dealt with through student support and remedial tuition rather than through a formal Panel hearing. However, if the Head of School decides the behaviour is such as to call into question the student’s

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ability to continue on the programme, or his/her fitness to practise in the profession after graduation, the case should be referred to a Fitness to Practise Panel. This is in spite of any mitigating factors such as health problems.

1.27 The Head of School may, if the circumstances warrant it (e.g. if the facts of the case are not contested, or if an investigation has already been carried out) refer a case directly to a Fitness to Practise Panel without a formal investigation stage being initiated.

Referral to Fitness to Practise Panel1.28 If the Head of School decides there is a prima facie case to answer, the student will be interviewed by the Fitness to Practise Panel, and will be given at least five working days written notice of the date of the hearing.

The letter requiring the student to attend the hearing shall notify him/her of:

i. The evidence and findings of the investigation into the alleged behaviour/concern.

ii. Whether the matter is to be referred to the Fitness to Practise Panel together with full details of the procedures to be adopted.

iii. His/her right to be legally represented, and accompanied by a registered student of the University (which shall include a Students’ Union Sabbatical Officer), a member of staff from the University, or University Chaplaincy. The name(s) of the person(s) accompanying and/or representing the student should normally be notified to the Secretary of the Panel at least 48 hours in advance of the hearing.

iv. The procedure which will be used at the hearing. That is to say that witnesses may be called in support of the complaint or by the student in support of his/her response, and that relevant documentation may be considered at the interview including any written statement by the student in response to the complaint. Where witnesses are called, they may be subject to examination, cross-examination and re-examination by the parties. Panel

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members and the student, under the direction of the Chair, may ask questions for clarification at appropriate stages. Copies of any documents to be produced relating to the allegations should be enclosed with the letter, including the Investigating Officer’s report and other relevant documents. From time to time investigations may include patient/client information. In this instance, and with the appropriate permission/consent documents can be released to a student in the School building for a maximum of one hour prior to the hearing. The documents may not be copied and are returned to the appropriate person at the end of the hour.

v. The names of the members of the Fitness to Practise Panel.vi. That failure to attend the hearing may lead to the Panel

considering the case and imposing a penalty in the absence of the student without further notice. The Chair shall have discretion on what constitutes a reasonable explanation for non-attendance.

vii. The imposition, cessation, continuance or alteration (as the case may be) of any suspension or conditions/limitations placed on the student’s studies.

1.29 The student shall normally be allowed ten working days in which to prepare his/her case. All documentation on which the student intends to rely must be made available to the members of the Fitness to Practise Panel at least two working days before the date set for the hearing.

1.30 If all parties involved in the case are in agreement, an accelerated timeframe may be applied.

Fitness to Practise Panel1.31 When convened, the Fitness to Practise Panel will normally consist as a minimum of:

i. The Head of School or nominee as Chair.ii. A member(s) of the relevant profession (a clinically active doctor

in the case of medical students).iii. A Head of School, or nominee other than the School involved.

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iv. A Sabbatical Officer from the Students’ Union.

1.32 The Panel will be serviced by a Secretary who is not a member, but will be present throughout the proceedings. At all meetings of the Panel three members (ie two members and the Chair) shall constitute a quorum.

1.33 No member of the Panel should have been involved in the case previously. The University reserves the right to modify the Panel membership to reflect the diversity of the Northern Ireland community.

1.34 Minutes shall be taken as a formal record of the hearing and retained.

Procedure for the Conduct of the Meeting1.35 Prior to the meeting, the Secretary to the Panel shall ensure that the student has copies of all documents circulated to members of the Panel and is aware of the procedures to be followed.

1.36 The Panel will convene and consider the report from the Investigating Officer and all other relevant documentation.

1.37 The student, and the person accompanying the student (if attending) and any other relevant members of staff invited to attend, will then join the Panel. (see paragraph 1.8)

1.38 The presentation of the facts will be the responsibility of the Investigating Officer. (see 1.8)

1.39 The Chair shall ascertain the names and roles of all present and confirm the names of witnesses (if any) which either party proposes to call in support of his/her case. If necessary, the Chair will have the discretion on what reasonable time shall be given over to questioning witnesses.

1.40 The allegation(s) against the student shall be read out by the Chair.

1.41 The Chair shall explain the powers of the Panel.

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1.42 The Chair shall invite the Investigating Officer to make an opening statement and invite the Panel to ask questions. Following this, the student will be invited by the Chair to ask the Investigating Officer questions.

1.43 The Chair shall invite the student to make a statement in his/her defence.

1.44 The Chair shall explain that when asked questions, the Panel will wish to hear directly from the student in his/her own words. The person accompanying the student may not answer questions put by the Panel on behalf of the student. Where witnesses are called, they may be subject to examination, cross-examination and re-examination by the parties.

1.45 Members of the Panel shall be invited to question the student.

1.46 The Chair shall invite all other person(s) called upon to attend the meeting as a witness to join the Panel hearing individually. The witness or witnesses may be invited to make a brief opening statement and/or the Chair will question the witness or witnesses, and then invite the Panel to ask questions.

1.47 Under the direction of the Chair, the student may question anyone giving evidence or providing other information.

1.48 Upon the conclusion of the questioning, each witness will withdraw from the hearing but remain available for further questioning, at the discretion of the Chair, until the questioning of all witnesses has been concluded.

1.49 The Chair shall invite the Investigating Officer to make a closing statement.

1.50 The Chair shall invite the student to make a closing statement.

1.51 Once the Chair is satisfied that the Panel has completed its questioning and the student and staff have had a full opportunity to convey information to the Panel, the student and all non-Panel members shall withdraw (excepting the Secretary to the Panel).

1.52 The Panel will then discuss the case.

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1.53 If, for any reason, the Panel requires further clarification on any aspect of the case from either the student, staff or other attendees, the student and all non-Panel members must be invited back into the meeting while the questioning takes place. When the Chair so determines they will then leave the meeting again.

1.54 The Panel will make its decision, and the standard of proof will be on the balance of probabilities.

1.55 Minutes shall be taken as a formal record of the hearing and retained.

1.56 The decision, and any findings of fact, will be conveyed to the student and the other parties, within a maximum of five working days of the decision being reached. A copy of the decision shall also be sent to the Director of Academic and Student Affairs.

1.57 The outcome of a Fitness to Practise Panel will, as appropriate, be reported to the professional bodies concerned. For example, where the student must register with a professional body prior to the commencement of his/her studies, or where there is a requirement of the professional body.

1.58 The student shall be required to attend the meeting of the Panel in person. If the student fails to attend without reasonable explanation, the Panel may consider the case in the student’s absence. The Chairperson shall have discretion as to what constitutes a reasonable explanation.

Powers of Fitness to Practise Panel1.59 The Panel shall deal with the case by using one of the following or any combination:

i. The student receives no warning or sanction and is permitted to continue with the programme.

ii. The student receives a warning as there is evidence of misconduct, but the student’s fitness to practise is not impaired to a point requiring any of the sanctions listed below. If considered

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appropriate, the student may be referred for consideration under the University’s Conduct regulations (see Section VIII: Conduct Regulations).

iii. The student receives a sanction. Beginning with the least severe, the sanctions are as follows:

(a) An undertaking, which is a promise given by the student in writing to the Panel that they will not behave in a certain way in the future. The student should consent to disclose this sanction to the appropriate bodies and it must be declared at the point of provisional registration.

(b) A sanction imposed by the Panel that the student takes a particular programme of remedial tuition and increased supervision, where the Panel has found a student’s fitness to practise has been impaired because of poor physical or mental health. The conditions should include medical as well as academic supervision. The student should consent to disclose this sanction to the appropriate bodies if required, for example it must be declared to the General Medical Council at the point of provisional registration for medical students or the General Dental Council for dental students.

(c) Suspension from the programme for a specified time (a precautionary suspension pending a hearing will not be used as a sanction). On return from suspension the student will be expected to comply with any further conditions. He/she should consent to disclose the suspension and conditions to the appropriate bodies if required, for example it must be declared to the General Medical Council at the point of provisional registration for medical students or the General Dental Council for dental students.

(d) Expulsion from programme.

1.60 Where it proves impossible to continue to offer the programme because the student is deemed incapable on non-academic grounds (such as health) of completing it and will not therefore be fit for

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practice, the student’s registration will be suspended and every effort will be made to offer an appropriate alternative programme of study.

1.61 Where a student is allowed to continue with the programme, or when the studies have been temporarily suspended, he or she may be required to meet with the Panel on further occasions in order that progress can be monitored.

1.62 The Fitness to Practise Panel will inform the student how long warnings and sanctions will remain on his/her record. When applying for provisional registration, the student must declare any warnings or sanctions which are still current to the relevant bodies. On graduation the School will also inform the relevant bodies of any such sanctions.

1.63 Students who receive a warning or sanction, short of being expelled, will also receive supervision or monitoring, or both, to satisfy the School regarding his/her fitness to practise. They will also be provided with remedial or pastoral support, or both.

1.64 Any student who receives a warning or sanction will be informed at a formal hearing why they have received it, its intended purpose, its expected duration, and whether or when his/her fitness to practise will be considered again.

1.65 Students will be informed that they can withdraw from his/her programme rather than go through the formal Fitness to Practise procedure. They will also be informed that if they do withdraw, whether or not it will be possible for them to return to his/her programme later, or transfer to a different programme at the University.

Appeals1.66 The student may appeal on any of the following grounds, in writing, to the Dean, copied to Academic Affairs by 4.30pm on the date stipulated in the written notification of the decision of the Fitness of Practise Panel:

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i. New evidence has become available which was not available for the earlier hearing.

ii. There has been a procedural irregularity.iii. The decision of the Fitness to Practise Panel was too severe or

inappropriate.

1.67 The appeal, stating with reasons the grounds of appeal, must be made in writing within ten working days of being notified of the Fitness to Practise Panel’s decision.

1.68 The Chair of the Appeal Panel and the Director of Academic and Student Affairs shall decide if there are grounds for appeal.

1.69 If it is decided that there are no grounds for appeal, the student shall be informed of the decision in writing, with reasons, within five working days of it having been made. If it is decided that there are grounds for appeal, the Appeal Panel will be convened.

1.70 Where grounds for appeal exist, there shall be a review of the case. The Appeal Panel shall have access to the record of the first Fitness to Practise Panel. New information, which was not available to the student at the time of the Fitness to Practise Panel hearing, can be presented to the Appeal Panel, who will consider it. Other than such new evidence, the Appeal Panel will only consider the grounds for the appeal submitted by the student. The appeal hearing will not constitute a re-hearing of the case.

1.71 In making its decision, the remit of the Appeal Panel is to decide whether to dismiss the case, or to refer it back to another Fitness to Practise Panel hearing administered within the School.

1.72 The Appeal Panel will normally consist of:

i. The appropriate Dean (Chair).ii. A Head of School or nominee other than the School involved.iii. An academic member of staff from a School other than the School

in which the student is enrolled.iv. A member of the profession (not being a member of University

staff).v. A Sabbatical Officer from the Students’ Union.

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In cases involving medical, dental, nursing or midwifery students, the majority of the Panel should be medical or health professionals.

1.73 No member of the Appeal Panel shall have been involved in the case previously. The University reserves the right to modify the Appeal Panel membership as required, to reflect the diversity of the Northern Ireland community. The School in which the student is enrolled must not take part in the process of selecting or nominating Appeal Panel members.

1.74 The Secretary to the Appeal Panel should contact relevant organisations, professional bodies or other universities offering equivalent programmes, in order to identify an appropriate external Appeal Panel member for the approval of the Chair. External Appeal Panel members should have had no direct involvement with the programme in question (e.g. as an external examiner) for at least five years. Internal academic members of the Appeal Panel, with the exception of the Chair, will be drawn from staff directly involved in the provision of programmes in other Schools which fall under the Fitness to Practise Procedure, and be subject to the approval of the Chair.

1.75 At all meetings of the Appeal Panel, three members (excluding the Secretary) will constitute a quorum. It is essential to have a member of the profession (not being a member of University staff) present on the Appeal Panel.

1.76 A member of staff from the Dean’s office shall normally act as Secretary to the Appeal Panel and he/she shall be responsible for the administration of the Appeal Panel’s proceedings, with due regard to confidentiality, and subject to directions from time to time given to him/her by the Chair. The Secretary shall keep records of the proceedings and shall be responsible for notifying the student of the date and time of the Appeal hearing, and for the circulation of documentation (see paragraphs 1.8 and 1.28 – 1.30). Minutes shall be taken as a formal record of the meeting and retained.

1.77 Representation from the School may be present at the Appeal Panel, in an advisory role, at the discretion of the Chair.

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Procedure for the Conduct of the Appeal Hearing

1.78 Prior to the meeting, the Secretary to the Appeal Panel shall ensure that the student has copies of all documents circulated to members of the Panel and is aware of the procedures to be followed.

1.79 The Appeal Panel will convene and consider all relevant documentation.

1.80 The student, the person accompanying him/her (if attending) and any other relevant member or staff invited to attend, will join the Appeal Panel (see paragraph 1.8).

1.81 The Chair shall ascertain the names and roles of all present and confirm the names of witnesses (if any) which either party proposes to call in support of his/her case. If necessary, the Chair will have the discretion on what reasonable time shall be given to questioning witnesses.

1.82 The Chair shall explain the powers of the Appeal Panel.

1.83 The student shall be given the opportunity to address the Appeal Panel in support of the grounds of appeal.

1.84 The Chair of the original Fitness to Practise Panel will present his/her conclusions and decisions.

1.85 The Chair shall explain that when asked questions, the Appeal Panel will wish to hear directly from the student in his/her own words. The person accompanying the student may not answer questions put by the Appeal Panel on behalf of the student. Where witnesses are called, they may be subject to examination, cross-examination and re-examination by the parties.

1.86 Members of the Panel shall be invited to question the student.

1.87 The Chair shall invite all other person(s) called upon to attend the meeting as a witness to join the Panel hearing individually. The witness or witnesses may be invited to make a brief opening statement and/or the Chair will question the witness or witnesses, and then invite the Appeal Panel to ask questions.

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1.88 Under the direction of the Chair, the student may question anyone giving evidence or providing other information.

1.89 Upon the conclusion of the questioning, each witness will withdraw from the hearing but remain available for further questioning, at the discretion of the Chair, until the questioning of all witnesses has been concluded.

1.90 The Chair shall invite the student, to make a closing statement.

1.91 The Chair shall invite the Chair of the original Fitness to Practise Panel to make a closing statement.

1.92 Once the Chair is satisfied that the Appeal Panel has completed its questioning and the student and staff have had a full opportunity to convey information to the Appeal Panel, the student and all non-Panel members shall withdraw (excepting the Secretary to the Appeal Panel).

1.93 The Appeal Panel will then discuss the case.

1.94 If for any reason the Appeal Panel requires further clarification on any aspect of the case from either the student, staff or other attendees, the student and all non-Panel members must be invited back into the meeting while the questioning takes place. When the Chair so determines they will then leave the meeting again.

1.95 The Appeal Panel will make its decision, and the standard of proof will be on the balance of probabilities.

1.96 The Appeal Panel’s decision, with reasons, shall be communicated to the student in writing within five working days of the decision being reached. A copy of the decision shall also be sent to the Head of School or nominee and Director of Academic and Student Affairs.

1.97 The decision of the Appeal Panel shall be final.

1.98 The Appeal Panel’s decision, with reasons, shall be communicated to the student in writing within five working days of the decision being reached. A copy of the decision shall also be sent to

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the Head of School or nominee and Director of Academic and Student Affairs.

1.99 The outcome of a Fitness to Practise Appeal Panel will, as appropriate, be reported to the professional body concerned, for example, where the student must register with a professional body prior to the commencement of his/her studies or where it is a requirement of the professional body.

Record Keeping, Data Protection and Confidentiality1.100 Where it has been decided by the Head of School or Fitness to Practise Panel or Appeal Panel to proceed further with a concern, a record of the concern and any decisions made by the Fitness to Practise Panel shall remain on the student’s record.

1.101 All matters relating to a student's career at the University are strictly confidential and may not be relayed to other parties, including parents, without the express permission of the individual student. The University handles personal data (including student records of concerns, reports and warnings relating to fitness to practise) in accordance with the Data Protection Act 1998. Notwithstanding the foregoing, the University will disclose details of any concerns, reports and/or warnings relating to fitness to practise which have arisen during a programme of study (where required to do so by law or in the public interest) to the relevant statutory body responsible for regulating the profession in the UK to protect, promote and maintain the health and safety of the public by ensuring proper standards in the practice of the profession.

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ANNEX 1

Table 1: Standard penalties for offences normally considered at Disciplinary Officer Stage

Standard Penalty

Offence First Offence Second Offence

1 Smoking in a prohibited area.

Written Warning Written Warning and Fine - £100

2 Drinking alcohol in a prohibited area.

Written Warning and Fine - £50


3 Failure, without reasonable cause, to produce accurate identification upon demand to authorised persons, who should identify themselves.


Written Warning and Fine - £250 and/or exclusion

4 Minor anti-social disturbance.


Written Warning and Fine - £250 and/or exclusion or referral to Committee of Discipline*

5 Minor vandalism or malicious damage to property.


Written Warning and Fine - £250 and/or exclusion or referral to Committee of Discipline*

6 Disruption of, or interference with the activities of the University, whether on University premises or elsewhere.


Referral to Committee of Discipline*

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7 Obstruction of, or improper interference with, the functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University.



8 Behaviour which interferes with the legitimate freedom of speech, ideas, actions or enquiry of any other student or member of staff.



9 Making false, frivolous, malicious, mischievous or vexatious complaints.



10 Failure to comply with a previously imposed penalty under these regulations.



11 Contempt of the University’s Discipline procedures by failing to co-operate with the University’s discipline authorities or otherwise.



*The decision to refer a case to the Committee of Discipline should be taken in consultation with Academic Affairs. A hearing is not required for a case to be referred.

In addition to the above penalties, students will be required to pay for any loss or damage that resulted directly or indirectly from the student’s misconduct.

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The standard penalty is not a maximum. Depending on the circumstances and severity of an offence a heavier penalty may be applied.

In cases where a student admits an offence or presents mitigating circumstances (which should be recorded), a lesser penalty may be considered.

More than three minor offences will result in a student being referred directly to a Committee of Discipline.

A written warning will stay on the student transcript until graduation.

Table 2: Standard penalties for offences considered by the Committee of Discipline

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The Committee of Discipline must consider whether the nature and severity of the offence(s) warrant expulsion.

Standard Penalty

Offence First Offence Second Offence

1 Minor offence committed by a student with a disciplinary record.


Suspension

2 Theft/fraud. Written Warning and Fine - £500

Expulsion

3 Major vandalism or malicious damage to property.


Expulsion

4 Misuse of fire or other safety equipment.


Expulsion

5 Failure to cooperate with the University’s discipline authorities on more than one occasion.

Suspension Expulsion

6 Behaviour which brings, or may bring, the name of the University into disrepute.


7 Illegal possession of a controlled drug


8 Bullying, harassment, abuse


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or intimidation.

9 Violent, threatening or indecent behaviour.

Expulsion n/a

10 Assault, including actual bodily harm.

Expulsion n/a

11 Major assault or anti-social disturbance.

Expulsion n/a

12 Public order offence – for example, riotous behaviour.

Expulsion n/a

13 Grievous bodily harm

Expulsion n/a

In addition to the above penalties, students will be required to pay for any loss or damage that resulted directly or indirectly from the student’s misconduct.

The standard penalty is not a maximum. Depending on the circumstances and severity of an offence a heavier penalty may be applied.

In cases where a student admits an offence, or presents mitigating circumstances (which should be recorded), a lesser penalty may be considered.

A written warning will stay on the student transcript until graduation.

Suspension will normally be for an academic year, although this may vary according to the nature and severity of offences.

Students who are suspended may be permitted to take examinations but will not be permitted to graduate or re-enrol.

Expulsion will be recorded permanently on the student transcript.

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VIII. Conduct RegulationsNote: Failure to pay, or make arrangements to pay all fees and other monies due to the University is dealt with under Section III, Regulations for Students, regulation 1.4.1. Introduction

1.1 The primary purposes of the University are the advancement and application of knowledge and the education of its members; its central activities are teaching, learning and research. These purposes can be achieved only if the members of the University community can live and work beside each other in conditions which permit freedom of thought and expression, within a framework of respect for the rights of other persons. It is the function of University discipline to protect from disruption these essential activities and the administrative structure on which they depend.

1.2 Students are expected to conduct themselves at all times in a manner which demonstrates respect for the University, its staff, fellow students and the wider community.

1.3 The Conduct Regulations uphold the primary purposes of the University, without unnecessarily (a) limiting the freedom of expression and action which members of the University enjoy as citizens within the law; or (b) infringing the privacy of the individual. At all times the principles of natural justice shall be observed and the standard of proof will be on the balance of probability.

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Delegation of authority2.1 The authority of the University to take disciplinary action against students who have breached the disciplinary code derives from the powers and authority of the Senate and Academic Council as set out in Statutes V, VIII and XI of the University Statutes.2.2 No person can therefore be a student without being subject to the disciplinary powers of the Senate and Academic Council. By enrolling on any University course, a student becomes subject to University discipline whether or not he/she expressly agrees to be bound by it, and whether or not he/she is aware of the substance of the disciplinary rules. The appropriate Code of Conduct and Discipline Regulations for students registered or receiving tuition in Collaborative Institutions will be set out in the Memorandum of Agreement between the University and the Collaborative Institution. Any issue of interpretation will be made by the Director of Academic and Student Affairs (University) and the Director/Principal of the Collaborative Institution. Their joint decision will be final.2.3 Under the Charter, Statutes and Ordinances, the Vice-Chancellor has ultimate responsibility for student discipline. The procedures in these Conduct Regulations derive from this responsibility and cover matters relating to student discipline. The Vice-Chancellor may delegate this authority to a Pro-Vice-Chancellor and any subsequent reference to the Vice-Chancellor in these regulations should also be read as applying to a Pro-Vice-Chancellor. 2.4 The Vice-Chancellor will normally delegate his/her authority to deal with disciplinary matters to the relevant Disciplinary Officer or any other officer of the University, as is appropriate, given the circumstances of the case. This will include the decision on whether the cases of all or any of the students accused of the same or substantially similar misconduct shall be investigated and/or heard together. A reference in these Conduct Regulations to a Disciplinary Officer should be read as also applying to any other officer acting under delegated authority.2.5 The Disciplinary Officers shall be:i. Heads of School, including the Director of the Institute of Professional Legal Studies and the Director of Theology.

ii. Academic Support Directors or their nominees.

iii. Director of the Students’ Union.

iv. Any member of staff in charge of a field trip (see paragraph 3.14).126

2.6 Complaints will be dealt with by the Disciplinary Officer or a Committee of Discipline (see 3.6), in consultation with any other appropriate officer of the University if necessary. Advice on these regulations may be obtained from Academic Affairs (extension 3002/5/6, email [email protected]). 2.7 The jurisdiction of a Pro-Vice-Chancellor and the Committee of Discipline is unrestricted. The jurisdiction of Disciplinary Officers shall be as follows, except in any case where the Vice-Chancellor exercises the power given in paragraph 2.4 above to refer the case to the most appropriate Disciplinary Officer:

i. That of a Head of School to students registered in his/her School.

ii. That of the Director of Information Services to cases concerned with students using or occupying premises, equipment, or property of the University Library and to cases concerned with students using or occupying the premises, equipment or property of Information Services, or involving the misuse of University computers on internal and external networks throughout the University. The University has an Information Security Policy that contains acceptable use policies for the internet and email. All students are bound by the provision of this Policy and the Director of Information Services shall have the summary power to suspend student access to computing facilities and shall report such action to the Vice-Chancellor.

iii. That of the Head of Communications and External Affairs (or nominees) to students off-campus, whose behaviour and/or actions may violate the Conduct Regulations, for example, by bringing the name of the University into disrepute.

iv. That of the Director of the Institute of Professional Legal Studies to students registered for any course in the Institute and to cases concerned with the premises, equipment or property of the Institute.

v. That of the Director of the Institute of Theology to students registered for any course in the Institute and to cases concerned

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with the premises, equipment or property of the Institute or the Theological Colleges.

vi. That of the Director of Queen’s Sport to cases concerned with students using or occupying the premises, equipment or property of the Physical Education Centre.

vii.That of the Director of the Students’ Union to student members of the Students’ Union and to cases concerned with their behaviour within the Students’ Union and the premises, equipment or property of the Students’ Union. Also included are any premises within the University where Students’ Union events are organised, University playing fields, and breaches of the Conduct Regulations committed in the course of Rag Day activities.

viii. That of the Director of Accommodation and Hospitality to students living in University residences and the premises, equipment or property in these residences.

ix. That of a member of staff in charge of a field trip to students on the trip.

Advice on the Conduct Regulations is available from Academic Affairs and the Legal Services Manager.

Right to Be Accompanied2.8 A student facing a charge of misconduct has the right to be accompanied at any stage in the proceedings by a registered student of the University (which shall include a Students’ Union Sabbatical Officer), a member of staff of the University, or University Chaplaincy. No legal representation will be permitted. At all stages of the process, the University will ensure students are notified of their right to be accompanied.

Confidentiality2.9 The University will take all reasonable steps to limit the disclosure of information as is consistent with conducting an investigation and the provisions of the Human Rights Act 1998, the Data Protection Act 1998, the Freedom of Information Act 2000, and any other relevant legislation. All staff who become involved in the Disciplinary

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Procedures are required to respect the integrity of the process and the confidentiality of information arising from it. Where statements have been made, the student complained about will normally be provided with these. Those persons who have made the statements shall be aware that the student shall be given this information.

Communication2.10 All correspondence concerning proceedings under these regulations will be sent to the student at the last term time address notified by the student to the University and to their University email address. In addition, correspondence may also be sent to the student’s last home address.2.11 Students are responsible for maintaining the accuracy of their personal details, including their addresses, either on the World Wide Web or by informing the Student Services and Systems in writing. Mail or messages sent at any time to a student’s postal address, or during teaching periods to a student’s email address (normally semester weeks 1-12, or equivalent for professional courses), will be considered as sufficient to discharge the University’s obligation to give due notice.

Annual Summary Report2.12 An annual summary report of the cases dealt with by Disciplinary Officers, Committee of Discipline and the Discipline Appeals Committee will be prepared in August/September by the Director of Academic and Student Affairs, to be considered by Academic Council.

The Board of Visitors2.13 If a student feels aggrieved by the process or outcome of the disciplinary procedure he/she may appeal to the Board of Visitors. The Board of Visitors shall normally investigate complaints only when the internal complaints procedures have been exhausted. Information on the Board of Visitors can be obtained from the University’s websitehttp://www.qub.ac.uk/directorates/AcademicStudentAffairs/AcademicAffairs and in Section XI: Further Information.

3. Definition of Misconduct

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3.1 Misconduct under these regulations is deemed to be improper interference, in the broadest sense, with the proper functioning or activities of the University, or those who work or study in the University; or action which otherwise damages the reputation of the University. This applies whether or not the misconduct takes place on University property. The Conduct Regulations are in place to protect the well-being of the students, staff, wider community and the reputation of the University. Some of the most common examples of misconduct and guidance on standard penalties for those offences are listed in Annex 1.3.2 Subject to paragraph 3.3, these regulations, if invoked, will take precedence over all other University Codes and Regulations without prejudice to paragraph 3.13 below.3.3 In cases where either the Disciplinary or Fitness to Practise Regulations may be invoked, the University Officer with whom a complaint has been lodged shall liaise with the appropriate School and any other Officer as required. In consultation with Academic Affairs they shall decide which set of regulations should apply. However, the decision to invoke one set of regulations does not preclude a later decision to transfer a case to another set of regulations, if the circumstances or details of the case, after further investigation, deem it to be more appropriate.In those circumstances where behaviour arising from a diagnosed or suspected mental illness and/or physical or behavioural difficulties constitutes a breach of the Conduct Regulations, the Disciplinary Procedures will normally be a last resort, and will be applied only if reasonable adjustments, medical and counselling interventions have failed to address satisfactorily the problem behaviour, or have been refused by the student.3.4 The regulations apply to misconduct occurring in any place to which a student is permitted access by virtue of his/her status as a student which may bring the name of University into disrepute. For example, visits to other institutions including overseas academic exchange or placement visits, field trips and work placements, are also covered by these regulations. Students must also comply with any special study regulations made known to them.3.5 The University reserves the right to invoke its own disciplinary procedures, not excepting that a professional, statutory or regulatory body (PSRB) may have initiated disciplinary action, if it is considered appropriate. Where a finding of misconduct is made, and the student has been disciplined by a PSRB, the professional body’s penalty shall

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be taken into consideration in determining the penalty under these regulations. 3.6 The level of disciplinary action which will be pursued in each case will be determined by the particular circumstances. However, the severity and circumstances of an offence should be taken into account when determining whether it should be heard by a Disciplinary Officer or a Committee of Discipline. 3.7 The list below provides examples of offences normally heard respectively by a Disciplinary Officer and a Committee of Discipline (see 3.6 and 6.5).

Disciplinary Officer

i. Smoking in a prohibited area.

ii. Drinking alcohol in a prohibited area.

iii. Minor anti-social disturbance.

iv. Minor vandalism or malicious damage to property.

v. Failure, without reasonable cause, to produce accurate identification upon demand to authorised persons, who should identify themselves.

vi. Disruption of, or interference with, the activities of the University, whether on University premises or elsewhere.

vii. Obstruction of, or improper interference with, the functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University.

viii. Behaviour which interferes with the legitimate freedom of speech, ideas, actions or enquiry of any other student or member of staff.

ix. Making false, frivolous, malicious, mischievous or vexatious complaints.

x. Failure to comply with a previously imposed penalty for a minor offence under these regulations.

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xi. Contempt of the University’s Discipline procedures by failing to co-operate with the University’s discipline authorities or otherwise.

Committee of Discipline

i. Minor offences committed by a student with a disciplinary record (see Annex 1).

ii. Theft/fraud.

iii. Major vandalism or malicious damage to property.

iv. Misuse of the fire or other safety equipment.

v. Harassment, abuse or intimidation.

vi. Failure to cooperate with the University’s discipline authorities on more than one occasion.

vii. Behaviour which brings, or may bring, the name of the University into disrepute.

viii. Illegal possession of a controlled drug.

ix. Violent, threatening or indecent behaviour.

x. Assault, including actual bodily harm.

xi. Major assault or anti-social disturbance.

xii. Riotous behaviour or other public disorder.

xiii. Grievous bodily harm.

The above lists are not intended to be exhaustive.

General Approach to Dealing with Misconduct3.8 All staff who become involved in student conduct matters are required to respect the integrity of the process and the confidentiality of information arising from it. However, any person who makes statements about a student must accept that those statements may be provided to the student.

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3.9 The following regulations do not preclude any member of staff from taking reasonable emergency action to prevent, stop, minimise, or otherwise control any conduct by a student which, in the opinion of a member of staff, constitutes misconduct and warrants emergency action. What constitutes an emergency, and the action to be taken will depend on the particular situation, but circumstances involving the safety of others, or affecting the proper functioning of the University, may require immediate action. As soon as reasonably practicable after the emergency action has been taken, the member of staff shall take steps to invoke the regulations.3.10 The regulations are intended to ensure a speedy and efficient resolution of issues. Reasonable time will be allowed for the preparation of representations and the investigation of the circumstances of the allegations. The aim is to prevent unnecessary delay whilst ensuring a full and fair assessment of any individual case.3.11 A complaint of misconduct shall normally be made to the appropriate Disciplinary Officer. If considered appropriate, the Disciplinary Officer, with the consent of the complainant and the student accused of the misconduct, may deal with the matter without invoking the Conduct Regulations. If a complaint is brought directly to the Vice-Chancellor, he/she will delegate it to the appropriate Disciplinary Officer.3.12 Many complaints of misconduct against a student will be dealt with under the provisions of paragraph 3.11 by consultation between the student(s) and staff concerned, and any other appropriate officer of the University.

3.13 Where a complainant is dissatisfied with a decision by a Disciplinary Officer not to invoke the Conduct Regulations, the complainant may refer the matter to the Vice-Chancellor, who may instruct the Disciplinary Officer to take action under the Procedures, take action himself/herself, or otherwise deal with the matter. The Vice-Chancellor’s decision shall be final.

Dealing with Students on a Field Trip3.14 If an alleged incident of misconduct occurs whilst on a

field trip, the member of staff who is in charge of the trip shall be deemed to be the Disciplinary Officer. In serious cases of misconduct, immediate action can be taken against the student by the Disciplinary Officer, if required, in consultation with

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another Disciplinary Officer in the University (see Section 5). On return to the University, the regulations may be invoked (see Section 6) and, if considered appropriate and in consultation with Academic Affairs, the matter can be referred directly to the Committee of Discipline. If the misconduct is deemed to be less serious, the Disciplinary Officer may impose sanctions on the student, or group of students involved whilst on the field trip (eg withdrawal of privileges including suspension for part, or remainder of the field trip). During all stages of this process, a note shall be kept of any meetings/interviews held.

4. Breaches of Discipline (Students’ Union Sabbatical Officers)

The following is an extract from the Students’ Union Constitution Chapter 5, Other Procedures and retains its original numbering.

Breaches of Discipline1.1 The procedures and protections of the Student Conduct Regulations of the University shall apply in respect of Sabbatical Officers as they apply to any student.1.2 In relation to any Sabbatical Officer who acts in a manner which, in the opinion of at least a two-thirds majority of the Management Board, is in contravention of the Student Conduct Regulations or the Sabbatical Officer Protocol, then the Management Board may at its discretion request that the Vice-Chancellor of the University consider whether disciplinary action is appropriate in the circumstances.1.3 The Senate shall be notified, at the earliest reasonable opportunity, of all instances whereby allegations of misconduct against a Sabbatical Officer are proven. All such disciplinary action shall be implemented in line with the University’s Student Conduct Regulations.1.4 The University’s Student Conduct Regulations shall apply to Non-Sabbatical Officers, in relation to any breach of discipline including a breach of the Non-Sabbatical Officer Protocol.1.5 Minor offences as defined in the University’s Student Conduct Regulations by Non-Sabbatical Officers shall be dealt with by the Union according to the instrument of delegation of disciplinary powers as contained within the Student Conduct Regulations.

5. Precautionary Suspension or Exclusion Pending a Hearing

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5.1 Subject to paragraph 5.2, a student who is the subject of a complaint of misconduct, or against whom a criminal charge is pending, or who is the subject of police investigation, may be subject to precautionary suspension or exclusion from the University by the Vice-Chancellor pending a disciplinary hearing or trial, normally following an investigation, see paragraph 5.7. The terms of the precautionary suspension or exclusion, will be notified in writing to the student.

5.2 Precautionary suspension or exclusion will be used to prevent reoccurrence of any action to protect the members of the University community in general, or a particular member or members, or to prevent continuance of damage to the University’s reputation. This authority shall be used only where the Vice-Chancellor is of the opinion that it is urgent and necessary to take such action. Written reasons for the decision shall be recorded and made available to the student.

i. Student suspension is the total prohibition on attendance at or access to University facilities and on any participation in University activities; but it may be subject to qualification, such as permission to attend for the purpose of an examination. Students under suspension will not be eligible to enrol or graduate.

ii. Student exclusion is the selective restriction on attendance at or access to the University or prohibition on exercising the functions or duties of any office or committee membership in the University or the Students’ Union, the exact details to be specified in writing.

During any period of precautionary suspension or exclusion, a student shall be offered appropriate pastoral support by the University’s student support services, and the student shall have access to these services.

5.3 An order of precautionary suspension or exclusion may include a requirement that the student should have no contact of any kind with a named person or persons.

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5.4 No student shall be subject to precautionary suspension or exclusion unless he/she has been given an opportunity to make representations to the Vice-Chancellor. Where for any reason it appears to the Vice-Chancellor that it is not possible for the student to attend, the student shall be entitled to make written representations within five working days of the suspension or exclusion taking effect.

5.5 A decision to impose a precautionary suspension or exclusion on a student shall be subject to review every four weeks, taking account of any developments, or any written representations made by the student. Such a review will not involve a hearing.

1.6 Any period of precautionary suspension or exclusion may be effective until the outcome of an outstanding criminal charge is known. At that stage the Vice-Chancellor shall review what, if any, further action shall be taken under these regulations.

Emergency Precautionary Suspension or Exclusion from University Premises5.7 From time to time it may be necessary to impose a precautionary suspension or exclusion on a student (see 5.2) with immediate effect, pending action under the Conduct Regulations. If any Disciplinary Officer considers that a matter warrants the immediate precautionary suspension or exclusion of a student this should be referred to the Vice-Chancellor. The Conduct Regulations normally should be implemented within five working days of the matter being reported to the University. The Disciplinary Officer, in consultation with Academic Affairs, shall have the power to impose a precautionary suspension or exclusion on a student for a maximum of five working days, pending a review of the decision by the Vice-Chancellor. Where for any reason it appears to the Vice-Chancellor it is not possible for the student to attend in person, he/she shall be entitled to make written representation to the Vice-Chancellor within five working days of the suspension or exclusion taking effect.

Criminal Offences5.8 Where the alleged misconduct would also constitute an offence under the criminal law, action under these regulations may continue and, if so, an investigation into the allegations will be carried out,

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normally within five working days of the matter being reported to the University. This action may be deferred by the Vice-Chancellor pending any police investigation or prosecution if he/she deems it appropriate in the circumstances. Where appropriate, students may be suspended or excluded pending an investigation (see 5.7). Where a finding of misconduct is made, and the student has been convicted by a criminal court, the court’s penalty shall be taken into consideration in determining the penalty under these regulations.

5.9 The University shall seek and maintain liaison with the police. Advice may be sought on whether a matter is considered by the police to be serious or not, and whether there are compelling grounds for reporting a matter formally where the victim is opposed to such action. Circumstances may arise, for example, when a failure to report a matter to the police may be against the public interest, or the interest of the University community. Examples of this might be the misuse of fire or other safety equipment or when significant violence has been used in an alleged crime which may subsequently put other members of the University, or the public, at risk. In certain circumstances it is a legal requirement to report incidents to the police.

6. Investigation

6.1 The Investigating Officer for off-campus offences shall normally be the Community Relations Officer. In all other cases the Disciplinary Officer (see paragraph 2.7) shall appoint an Investigating Officer. The Investigating Officer shall normally, within five working days of the University’s receipt of the complaint, initiate an investigation into the matter. This shall include the examination of written evidence from the person(s) bringing the complaint against the student, evidence from the student concerned, and other relevant evidence.

6.2 The student shall be interviewed by the Investigating Officer who shall be responsible for ensuring a record of the meeting is taken. The Investigating Officer shall notify the student in writing by email to the student’s University email address or in hard copy of:

i. The details of the allegations against him/her giving sufficient detail to enable the student to properly understand the case being made, and his/her right to be

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accompanied by a registered student (which shall include a Students’ Union Sabbatical Officer), a member of University staff, or University Chaplaincy. No legal representation will be permitted at any time during the investigation or at any hearing.

ii. Any suspension from his/her course, or limitations or conditions placed upon the continuance of his/her studies, accommodation, or access to University services or facilities, placement, or supervised practice during the period of the investigation.

6.3 The Investigating Officer shall make a written report of the results of the investigation to the Disciplinary Officer detailing all the evidence obtained.

6.4 If the Disciplinary Officer considers the circumstances warrant it (e.g. if the facts of a case are not contested), he/she may deal with the case summarily without a formal investigation stage being initiated, or if it is appropriate, combine the investigation and discipline stages.

6.5 If the Disciplinary Officer decides that there is no case to answer, then the Disciplinary Officer shall dismiss the case. If the Disciplinary Officer decides that there is a prima facie case to answer, the student will be interviewed by the Disciplinary Officer and will be given at least five working days’ written notice (see 6.7-6.12 below). If the Disciplinary Officer, in consultation with Academic Affairs, considers the circumstances warrant it, he/she shall refer the complaint immediately to the Committee of Discipline (see Section 7 below).

6.6 The Disciplinary Officer shall notify the student in writing, by email to the student’s University email address or in hard copy, normally within five working days of a decision having being made.

Disciplinary Officer Hearing6.7 The procedural protocol at Section 9 should be used during the Disciplinary Officer hearing

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6.8 The student shall be interviewed by the Disciplinary Officer. A member of staff from the relevant Directorate or School (see paragraph 2.7) shall normally act as Secretary to the Disciplinary Officer hearing, and shall be responsible for the administration of the hearing. He/she shall keep records of the meeting, and shall be responsible for notifying the student of the time and date of the hearing, and for the circulation of documentation. Minutes shall be taken as a formal record of the meeting and retained.

6.9 The student shall be informed of the identity of the Disciplinary Officer and the date of the hearing, by email to the student’s University email address or in hard copy, and will receive evidence detailed in the Investigating Officer’s report and a copy of these regulations.6.10 The communication requiring the student to attend the interview shall:

i. State the complaint(s) to be considered at the interview, giving sufficient detail to enable the student properly to understand the case being made.

ii. State the findings of the investigation.

iii. Inform the student of his/her right to be accompanied by a registered student of the University (which shall include a Students’ Union Sabbatical Officer), a member of staff from the University, or University Chaplain. No legal representation shall be permitted. The name of the person accompanying the student shall normally be notified two days in advance of the meeting to the Disciplinary Officer.

iv. Inform the student of the procedure which will be used at the hearing. That is to say that witnesses may be called in support of the complaint, or by the student in support of his/her response and that relevant documentation may be considered at the hearing, including any written statement by the student in response to the complaint. Where witnesses are called, they may be subject to examination, cross examination and re-examination by the parties. Copies of any documents to be produced relating to the

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complaint should be enclosed with the letter including the Investigating Officer’s report, and other relevant documents, including a copy of these regulations.

v. Inform the student that failure to attend the hearing may lead the Disciplinary Officer to consider the case and impose a penalty in the absence of the student, without further notice.

6.11 The student shall be allowed five working days in which to prepare his/her case. All information on which the student intends to rely should normally be made available for the members of the panel at least two working days before the date set for the interview, including names of witnesses he/she intends to call. It is the responsibility of the student to arrange for his/her witnesses to attend the interview. If all the parties involved in the case are in agreement, an accelerated timeframe may be applied.6.12 If the Disciplinary Officer, in consultation with Academic Affairs, considers the circumstances warrant it, he/she shall refer the complaint immediately to the Committee of Discipline (see Section 7 below). Otherwise, the Disciplinary Officer shall deal with the case summarily and either dismiss the charge or impose one or more penalties within the limits specified in paragraph 6.13 below.

Outcomes6.13 Having considered the allegation of misconduct, the Disciplinary Officer may dispose of the case using one or any combination of the following;

i. Dismissal of the case.

ii. Conditional discharge – that no further action be taken provided the student fulfils the conditions laid down by the Disciplinary Officer.

iii. A written warning which will stay on the Student Transcript until graduation.

iv. A fine, up to a maximum of £250.

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v. Payment for any loss or damage that resulted directly or indirectly from the student’s misconduct.

vi. Referral of the case to the Committee of Discipline, in consultation with Academic Affairs.*

vii. Referral of the case to Academic Affairs for the University Fitness to Practise procedure to be invoked (Section V: Fitness to Practise) General Regulations, University Calendar.*

viii. Exclusion involving a selective restriction on, or access to the University, or prohibition on exercising the functions and/or duties of any office or committee membership in the University or Students’ Union, the exact details to be specified in writing.

ix. Exclusion for a specified period from accommodation.

* See 6.14, below.

The standard penalties to be applied for specific offences are set out in Annex 1.

6.14 The decision of the Disciplinary Officer shall be communicated to the student in writing, by email to the student’s University email address or in hard copy, giving reasons for the decision, normally within five working days of the decision having been made. The relevant School shall be informed. The student’s right to appeal a decision to the Committee of Discipline shall also be stated in the communication. There shall be no appeal against a referral where a finding of guilt has not been made. The student shall also receive a copy of the minutes of the meeting.6.15 Where a student has been found to have committed misconduct, details will be retained on a University database. If the student has a previous disciplinary record, this will be taken into account when considering the penalty or penalties to be applied.

Appeals against decisions of the Disciplinary Officer

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6.16 A student may appeal against a decision of the Disciplinary Officer by giving notice in writing to the Head of Academic Affairs stating the grounds of appeal. The description of grounds for appeal is stated in paragraph 6.17. The written notice of appeal must reach the Head of Academic Affairs by 4.30pm on the date stipulated in the letter giving the decision of the Disciplinary Officer. The stipulated date shall be ten working days after the date of the decision letter of the Disciplinary Officer.

Grounds for Appeal6.17 The following are the grounds of appeal which will be considered:

i. New evidence has become available which could not have been provided to the Disciplinary Officer.

ii. There has been a procedural irregularity.

iii. The decision of the Disciplinary Officer was too severe or inappropriate.

7. The Committee of Discipline

7.1 When convened, the Committee of Discipline will normally consist of:

i. A Dean or Academic Support Director

(who will normally act as Chair)

ii.A Head of School

iii. A Disciplinary Officer

iv. A Students’ Union Sabbatical Officer

7.2 No member of the Committee should have been involved in the case previously. The University reserves the right to modify the Committee membership as required to reflect gender and the diversity of the Northern Ireland community. At all meetings of the

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Committee of Discipline, three members (excluding the secretary) shall constitute a quorum.

7.3 After consultation with Academic Affairs, a member of the Academic and Student Affairs Directorate shall normally act as Secretary to the Committee of Discipline. He/she shall be responsible for the administration of the Committee’s proceedings, with due regard to confidentiality, and subject to directions from time to time, given to him/her by the Committee. The Secretary shall keep records of the proceedings, with due regard to confidentiality. The Secretary shall be responsible for the circulation of written submissions and other relevant documents. Minutes shall be taken as a formal record of the Committee of Discipline hearing and retained.

7.4 The Chair of the Committee shall normally, within five working days of the reporting of the alleged breach of University Conduct Regulations (including referral from the Disciplinary Officer as a result of an interview) initiate an investigation into the matter (see 6.1-6.2), unless it has already been investigated at an earlier stage. The Investigating Officer shall make a written report of the results of the investigation to the Chair of the Committee, detailing all the evidence obtained.

7.5 If the Committee of Discipline has been convened to hear an appeal against a decision of a Disciplinary Officer, the student may be invited to submit further information in support of the appeal to the Committee. Such written information should normally be submitted to the Secretary of the Committee at least two working days in advance of the hearing. The Committee of Discipline shall have access to the record of the first Disciplinary hearing. If new information, which was not available to the student at the time of the hearing’s decision, is presented by the student, the Committee will consider it. Other than such new evidence, the Committee of Discipline will consider only the grounds for the appeal submitted by the student. The appeal hearing will not constitute a re-hearing of the case.

7.6 If the Chair of the Committee considers the circumstances warrant it (e.g. if the facts of the case are not contested), he/she may deal with the case summarily without a formal investigation stage

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being initiated, or if it is appropriate, combine the investigation and discipline stages.

7.7 If the Chair of the Committee decides that there is no case to answer, then the Chair of the Committee shall dismiss the case and inform the student in writing by email to the student’s University email address or in hard copy. If the Chair of the Committee decides that there is a prima facie case to answer, the student will be invited to appear before the Committee of Discipline and given at least five working days’ written notice.7.8. The student shall be informed of the membership of the Committee of Discipline and the date of the hearing, and will receive evidence detailed in the Investigating Officer’s report and a copy of these regulations.

7.9 The student shall also be notified, where appropriate, of any suspension from his/her course, or limitations or conditions placed upon the continuance of his/her studies, accommodation, or access to University Services or facilities, or supervised practice during the period of the investigation.

7.10 The communication requiring the student to attend the hearing shall follow the same format as that detailed in paragraph 6.10.

7.11 The student shall be allowed five working days in which to prepare his/her case. All information on which the student intends to rely should normally be made available for the members of the Committee two working days before the date set for the hearing, including names of witnesses he/she intends to call. It is the responsibility of the student to arrange for his/her witnesses to attend. If all the parties involved in the case are in agreement, an accelerated time frame may be applied.

7.12 The procedural protocol at Section 9 should be used during the Committee of Discipline hearing, unless the Committee is hearing an appeal, in which case the procedural protocol at Section 10 should be used, and all references to the Student Discipline Appeals Committee should be read as applying to the Committee of Discipline.

1.13 The decision of the Committee of Discipline shall be communicated to the student in writing, by email to the

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student’s University email address or in hard copy, giving reasons for the decision, normally within five working days of the decision having been made. The relevant School shall be informed. The student’s right to appeal a decision of the Committee of Discipline (subject to paragraph 7.15) shall also be stated in the communication. Where the Committee of Discipline has been convened to hear an appeal against the decision of a Disciplinary Officer no further appeal will be permitted. There shall be no appeal against a referral for the University Fitness to Practise Procedure to be invoked (See 6.13 (vii)). The student shall also receive a copy of the minutes of the meeting on request.

Additional Outcomes7.14 The Committee of Discipline shall deal with the case by using one, or any combination of the outcomes in paragraph 6.13 with the addition of the following:

i. A fine, not exceeding £500.

ii. Suspension involving the total prohibition on attendance at or access to University facilities and on any participation in University activities; but it may be subject to qualification, such as permission to attend for the purpose of an examination. Students under suspension will not be eligible to enrol or graduate.

iii. Expulsion from the University.

The standard penalties to be applied for specific offences are set out in Annex 1.

Appeal against the decision of a Committee of Discipline7.15 A student may appeal a decision of a Committee of Discipline (but see paragraph 7.13) and shall submit an appeal in writing to the Director of Academic and Student Affairs setting out the grounds for appeal, by 4.30pm on the date stipulated in the letter giving the decision of the original hearing. The stipulated date shall be ten working days after notification of the decision, being sent in writing, to the student.

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The following are the grounds of appeal which will be considered:

i. New evidence has become available which could not have been provided to the Committee of Discipline.

ii. There has been a procedural irregularity.

iii. The decision of the Committee of Discipline was too severe or inappropriate.

8. Student Discipline Appeals Committee

8.1 When convened, the Student Discipline Appeals Committee will normally consist of:

i. A Pro-Vice-Chancellor (who will normally act as Chair)

ii. The Registrar and Chief Operating Officer or nominee

iii. Two Heads of School or Directors of Education

iv. The President of the Students’ Union or nominee.

8.2 No member of the Committee should have been involved in the case previously. The University reserves the right to modify the Committee membership as required to reflect gender and the diversity of the Northern Ireland community. At all meetings of the Student Discipline Appeals Committee, three members (excluding the secretary) shall constitute a quorum.

8.3 A member of Academic and Student Affairs shall normally act as Secretary to the Student Discipline Appeals Committee and shall adhere to the process as outlined in paragraphs 10.1-10.5.

8.4 The student may be invited to submit further written information in support of the appeal to the Student Discipline Appeals Committee. Such written information should normally be submitted to the Secretary of the Committee, at least two working days in advance of the hearing.

8.5 The Student Discipline Appeals Committee shall have access to the record of the first Disciplinary hearing. If new information, which was not available to the student at the time of the hearing’s decision,

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is presented by the student, the Appeals Committee will consider it. Other than such new evidence, the Student Discipline Appeals Committee will consider only the grounds for the appeal submitted by the student. The appeal hearing will not constitute a re-hearing of the case.

9. Protocol for a Disciplinary Hearing

Unless otherwise stated, the procedural protocol of Disciplinary hearings will normally be as set out below. If the case is being heard by the Disciplinary Officer, all references in the protocol to the Chair and the Committee should be read as applying to the Disciplinary Officer.

Advice on the Conduct Regulations is available from Academic Affairs and the Legal Services Manager. If necessary, a hearing may be adjourned to permit appropriate consultation.

9.1 The Chair will explain the purpose of the hearing and the extent of the Committee’s delegated powers in taking decisions on behalf of the University, the disciplinary sanctions which are a possible outcome to the hearing, and his/her right, where appropriate, to refer the hearing to a higher authority.

9.2 The Chair will ascertain the names and roles of all present, and confirm the names of the witnesses (if any) which either party proposes to call in support of their case.

9.3 The allegation(s) against the student will be read out by the Chair.

9.4 Following this, the case against the student will be made by the Investigating Officer, calling witnesses or written evidence from witnesses, as appropriate. The person(s) providing written evidence should normally be available to answer questions if required. Under the direction of the Chair, the student may ask questions for clarification at appropriate stages.

9.5 The student may then put his/her case and the Chair may ask questions, for clarification at appropriate stages.

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9.6 Where witnesses are called, they may be subject to examination, cross-examination and re-examination by the parties, under the direction of the Chair.

9.7 The Chair will invite the Investigating Officer/Disciplinary Officer to sum up.

9.8 The Chair will invite the student to sum up.

9.9 When the Committee is satisfied that all relevant information has been submitted everyone, except those Officers making the decision and the Secretary, will withdraw from the room to allow the Committee to consider the case put by both sides.

10. Protocol for an Appeal Hearing

Advice on the Conduct Regulations is available from Academic Affairs and the Legal Services Manager. If necessary, a hearing may be adjourned to permit appropriate consultation.

10.1 The student may be accompanied by a registered student of the University (which shall include a Students’ Union Sabbatical Officer), a member of staff from the University, or University Chaplaincy. The name of the person accompanying the student shall normally be notified at least two working days in advance to the secretary of the Committee.

i. The student will have the opportunity to address the Student Discipline Appeals Committee in support of the grounds of appeal.

ii. The Disciplinary Officer or Chair of the Committee of Discipline will present his/her conclusions and decisions.

iii. Witnesses will not normally be called. However, when they are called to give new evidence, they may be subject to examination, cross-examination and re-examination of the parties.

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iv. Members of the Student Discipline Appeals Committee will be able to question the Disciplinary Officer/Chair of the original hearing and the student.

v. The student will then be invited to sum up.

vi. The Disciplinary Officer/or Chair of the Committee of Discipline will sum up.

The Disciplinary Officer/Chair of the Committee of Discipline, witnesses and the student (and anyone accompanying the student) will leave the room.

10.2 The Student Discipline Appeals Committee will consider the appeal as presented by the student and come to a decision. The Committee shall have the authority to endorse the original decision, or uphold the appeal against the original decision and substitute such other decision of its own, as it shall think fit. However, the sanctions applied cannot exceed those as set out in paragraphs 6.13 and 7.14.

10.3 The Student Discipline Appeals Committee may consider and determine the appeal in the absence of the student, if the Committee is satisfied that the date, time and location of the hearing have been notified in writing to the student, and that the student has not notified Academic Affairs that he/she will not be able to attend. The Student Discipline Appeals Committee may exercise its discretion to adjourn the hearing at any time.

10.4 In cases dealing with University accommodation issues, the Student Discipline Appeals Committee will also have the authority to reinstate a residential contract if deemed appropriate. The decision of this Committee shall be final.

10.5 The decision of the Student Discipline Appeals Committee shall be communicated to the student in writing, by email to the student’s University email address or in hard copy, by the Secretary of the Committee, normally within five working days of the decision having been made. The student shall also receive a copy of the minutes of the meeting on request.

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11. Students’ Union

Note: Any complaint about the conduct of a Sabbatical Officer within the Students’ Union or its immediate environs shall be dealt with in accordance with Section 4 of the Conduct Regulations.

12. Delegation of Authority

The Committee of Discipline of the Academic Council, acting under the authority of the Senate, has delegated disciplinary powers to deal with certain breaches of regulations to the Council of the Students’ Union (in relation to the disciplinary control of students within the Students’ Union or within the immediate environs of the Students’ Union). It is important that disciplinary matters should be dealt with at the appropriate operational level within the University and the Students’ Union. Many disciplinary cases are likely to result in minor sanctions and many violations of the Conduct Regulations will not be disputed by the perpetrator. It is equally important to attempt to resolve issues in a more informal setting rather than move too quickly into a formal Disciplinary Committee. The Students’ Union Disciplinary Officer will, therefore, handle minor breaches of the student conduct regulations pertaining to the Students’ Union, whilst more serious cases shall be referred to the University’s Committee of Discipline.

13.Students’ Union: Disciplinary Officer Action and Investigation

13.1 When a complaint has been referred to a Disciplinary Officer (see paragraph 2.5) he/she shall initiate an investigation into the matter, normally within five working days. For information, the President of the Students’ Union will be informed that an investigation is being undertaken. 13.2 Within the Disciplinary Officer Procedures the normal expectation will be that the investigation and discipline functions of a case will be kept separate. However, it is acknowledged that this may not always be practicable for minor infringements within the Students’ Union, given the relatively low level of staffing and the relatively high incidence of minor infringements generated within the Students’ Union. In such cases, all references to Investigating Officer in the

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following regulations should be read as applying to the Disciplinary Officer.13.3 The Director of the Students’ Union will delegate his/her authority to the Deputy Director or a local area manager to act as a Disciplinary Officer (see paragraph 2.5). A member of staff from the Students’ Union shall normally act as Secretary to the Disciplinary Officer hearing and shall be responsible for the administration of the hearing. He/she shall keep records of the meeting, and shall be responsible for notifying the student of the time and date of hearing, and for the circulation of documentation. Minutes shall be taken as a formal record of the meeting and retained. The Investigating Officer will carry out an investigation into the matter, including the examination of written evidence from the person or persons bringing the complaint against the student and evidence from the student concerned. The Investigating Officer shall be entitled to call for such papers, examine such witnesses and conduct such other relevant enquiries as appear to be necessary.The Investigating Officer shall notify the student in writing of:

i. The details of the allegations against him/her giving sufficient detail to enable the student to properly understand the case being made and his/her right to be accompanied by a registered student.

ii. The identity of the Investigating Officer.

iii. Any suspension or limitations or conditions placed upon his/her attendance at, or access to, accommodation occupied by the Students’ Union.

The Investigating Officer shall make a written report of the results of the investigation, to the Disciplinary Officer detailing all evidence obtained during the investigation.13.4 If the Disciplinary Officer considers the circumstances warrant it (e.g. if the facts of a case are not contested), he/she may deal with the case summarily without a formal investigation stage being initiated, or if it is appropriate, combine the investigation and discipline stages.13.5 If the Disciplinary Officer decides that there is no case to answer, then the Disciplinary Officer shall dismiss the case and inform the student in writing. If the Disciplinary Officer decides that there is a prima facie case to answer the student will be interviewed

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by the Disciplinary Officer and will be given at least five working days’ written notice. If the Disciplinary Officer, in consultation with Academic Affairs, considers the circumstances warrant it, he/she shall refer the complaint immediately to the Committee of Discipline (see Section 7 above).The letter requiring the student to attend the hearing will:

i. State the allegations to be considered at the hearing giving sufficient detail to enable the student properly to understand the case being made.

ii. Inform the student of his/her right to be accompanied by a registered student of the University (which shall include a Students’ Union Sabbatical Officer), a member of staff of the University or University Chaplaincy. No legal representation shall be permitted. The name of the person accompanying the student should normally be notified at least two working days in advance to the Disciplinary Officer.

iii. Inform the student of the procedure which will be used at the hearing. That is to say that witnesses may be called in support of the complaint or by the student in support of his/her response and that relevant documentation may be considered at the hearing including any written statement by the student in response to the complaint. Where witnesses are called, they may be subject to examination, cross-examination and re-examination by the parties. Copies of any documents to be produced relating to the complaint should be enclosed with the letter. The student is required to provide to the Disciplinary Officer copies of any documents to which he/she intends to refer and the names of any witnesses he/she intends to call normally at least 48 hours before the time set for the hearing to enable consideration to be given to them. (It is the responsibility of the student to arrange for his/her witnesses to attend the hearing).

iv. Inform the student that failure to attend the hearing without good cause (it is the responsibility of the student to establish ‘good cause’ to the satisfaction of the Disciplinary Officer) may

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lead to the Disciplinary Officer considering the case and imposing a penalty in the absence of the student without further notice.

The hearing by the Disciplinary Officer shall, as appropriate, be in accord with the protocol as set out in Section 9. The Disciplinary Officer may adjourn the hearing at any time.The student shall be allowed five working days in which to prepare his/her case. All information on which the student intends to rely should normally be made available for the members of the panel at least two working days before the date set for the interview, including names of witnesses he/she intends to call. It is the responsibility of the student to arrange for his/her witnesses to attend the interview. If all the parties involved in the case are in agreement, an accelerated timeframe may be applied.The Disciplinary Officer shall deal with the case and either dismiss the charge or impose one or more penalties within the limits specified in paragraph 13.6 below.

Powers of the Disciplinary Officer13.6 Having considered the allegation of misconduct, the Disciplinary Officer may dispose of the case using one of the following or any combination.

i. Dismiss the case.

ii. Conditional discharge – that no further action be taken against the student, provided he/she fulfils the conditions laid down by the Disciplinary Officer.

iii. A written warning indicating the possible consequences of any further misconduct.

iv. A fine not exceeding £250.

v. The imposition of temporary exclusion from the Students’ Union.

vi. Payment for any loss or damage that resulted directly or indirectly from the student’s misconduct.

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vii.Referral of the case to the University’s Committee of Discipline, in consultation with Academic Affairs.

viii. Referral of the case to Academic Affairs, for the Fitness to Practise procedure to be invoked.

The standard penalties to be applied for specific offences are set out in Annex 1.The Disciplinary Officer shall communicate his/her decision to the student giving reasons for the decision, in writing, normally within five working days of the decision being made. The student shall also receive a copy of the minutes of the hearing on request. The student’s right to appeal a decision shall also be stated in the communication (see 6.16–6.17). An annual summary of cases will be prepared by the Disciplinary Officer to be forwarded to the Director of Academic and Student Affairs in August/September of each year.Where a student has been found to have committed misconduct, details will be retained on a University database. If the student has a previous disciplinary record, this will be taken into account when considering the penalty or penalties to be applied.

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4.7 Resources Relating to Anti-Oppressive Practice

Books Back Les & Solomos John (Ed) (2000) “Theories of Race and

Racism”, Routledge Baines Donna (2007) “Doing Anti-oppressive Practice: Building

Transformative, Politicized Social Work” Dalrymple & Burke (2006) “Anti-Oppressive Practice: Social

Care and the Law Dominelli Lena (2002) “Feminist Social Work Theory and

Practice”, Palgrave Dominelli Lena (1997) “Anti-Racist Social Work”, 2nd Edition,

BASW Kingsley Kent Susan (1999) “Gender and Power, In Britain,

1640 – 1990”, Routledge Laird S (2008) “Anti-Oppressive Social Work”, Sage

Publications Ltd Lentin Ronit & McVeigh Robbie (Ed) (2002) “Racism and Anti-

Racism in Ireland”, BTP Publications Ltd Liechty Joseph & Clegg Cecelia (2001) Moving Beyond

Sectarianism, Religion Conflict and Reconciliation in Northern Ireland”, Columba Press

McLachlan Hugh (2005) “Social Justice, Human Rights and Public Policy”, Humming Earth

Mullender Audrey & Thompson Neil (2003) “Promoting Equality: Challenging Discrimination and Oppression”, 2nd Ed, Palgrave Macmillan

Nzira Viola & Williams Paul (2008) “Anti-Oppressive Practice Health and Social Care

Smyth Marie (1998) “Half The Battle, Understanding the impact of the Troubles on children and young people”, INCORE

Pithouse Andrew & Williamson Howard (Ed) (1997) “Engaging the User in Welfare Services, Venture Press

Thompson Neil (2006) “Anti-Discriminatory Practice”, (BASW series), 4th Ed, Palgrave Macmillan

Thompson Neil (2006) “Power and Empowerment (Theory Into Practice”, Russell House Publishing Ltd

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Adams, R., Dominelli, L. and Payne, M. (2002) “Anti-Oppressive Practice”, Basingstoke: Palgrave MacMillan Ltd: 227–236

Dumbrill, Gary C (2003) “Emerging Perspective on Anti-Oppressive Practice”, Canadian Scholars Inc: 101-119

Web Based Resources

www.equalityhumanrights.com (Equality & Human Rights Commission)

www.equalityni.org (Equality Commission, NI)

www.mentalhealthequalities.org.uk

www.voypic.org (Voices of Young People in Care)

www.youngminds.org.uk (emotional wellbeing and mental health of children and young people + many resources for parents, carers, children and professionals

www.inclusion.com (person centred resource materials)

www.socialinclusion.org.uk

www.helensandersonassociates.co.uk (PCP)

www.learningcommunity.us (The Learning Community for Person Centred Practices)

www.in-control.org.uk (independent charity – promoting active citizenship, community development and the reform of the welfare state)

www.ageconcern.org.uk (Age Concern)

www.olderpeoplewales.com (Older People’s Commissioner for Wales)

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http://www.olderpeoplewales.com/

http://www.ageconcern.org.uk/

http://www.in-control.org.uk/

http://www.learningcommunity.us/

http://www.helensandersonassociates.co.uk/

http://www.socialinclusion.org.uk/

http://www.inclusion.com/

http://www.youngminds.org.uk/

http://www.voypic.org/

http://www.mentalhealthequalities.org.uk/

http://www.equalityni.org/

http://www.equalityhumanrights.com/

www.mentalhealth.org.uk (Mental Health Foundation)

www.mentalhealthrecovery.com (Recovery)

www.scie.org.uk (Social Care Institute for Excellence)

www.swap.ac.uk (Social Policy and Social Work)

www.niscc.info (Northern Ireland Social Care Council)

www.ofmdfmni.gov.uk (Office of the First Minister & Deputy First Minister)

www.dhsspsni.gov.uk (Department of Health, Social Services and Public Safety)

www.incore.ulst.ac.uk (International Conflict Research Institute)

www.cain.ulst.ac.uk (Conflict Archive on the Internet)

www.ninis.nisra.gov.uk (Northern Ireland Neighbourhood Information Service)

www.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, Dungannon

Carr, Sarah (2004) “Has Service User Participation made a difference to Social Care Services?” SCIE

Duffy, Joe (2006) “Citizen Involvement in Social Work Education in the NI Context, A Good Practice Guide”

4.8 References157

http://www.heacademy.ac.uk/

http://www.ninis.nisra.gov.uk/

http://www.cain.ulst.ac.uk/

http://www.incore.ulst.ac.uk/

http://www.dhsspsni.gov.uk/

http://www.ofmdfmni.gov.uk/

http://www.niscc.info/

http://www.swap.ac.uk/

http://www.scie.org.uk/

http://www.mentalhealthrecovery.com/

http://www.mentalhealth.org.uk/

NISCC 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 www.niscc.info

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http://www.niscc.info/

Barnard, A et al (2008) “The Value Base of Social Work and Social Care”

Brown, A (1994) “Groupwork”, Ashgate, Aldershot

Douglas, H (2008) “Preparation for Contact: An Aid to Effective Social Work Intervention”, Social Work Education 27 (4) June 2008 p380-389

The 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”, Ashgate

159

Template with examples used to analyse literature used in PLO (Harvard Referencing)

LEGISLATION (6)Carers and Direct Payments Act (Northern Ireland) (2002). Available

from: http://www.legislation.gov.uk/nia/2002/6/contents [Accessed:

27th March 2013].

Health and Personal Social Services (Northern Ireland) Order (1972).

Available from:

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2013].

Health and Social Care (Reform) Act (Northern Ireland) (2009).

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5th March 2013].

Human Rights Act (1998). Available from:

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March 2013].

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White, C. (2004) Northern Ireland Social Work Law, Dublin:

LexisNexis

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http://www.legislation.gov.uk/nia/2009/1

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POLICY (12)DHSSPS (2002) Valuing Carers: Proposals for a Strategy for Carers

in Northern Ireland. Available from:

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March 2013].

DHSSPS (2005) Carers’ Assessment and Information Guidance,

DHSSPS. Available from: http://www.dhsspsni.gov.uk/ec-carers-

assessment-information-guidance.pdf [Accessed 28th March 2013].

DHSSPS (2006) Caring for Carers: Recognising, Valuing and

Supporting the Caring Role, Belfast: DHSSPS. Available from:

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DHSSPS (2008) A Guide to Receiving Direct Payments, Belfast:

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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

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http://www.nidirect.gov.uk/guidance_for_receiving_direct_payments.pdf

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http://www.dhsspsni.gov.uk/ec-dhssps-caring-for-carers.pdf

http://www.dhsspsni.gov.uk/ec-carers-assessment-information-guidance.pdf

http://www.dhsspsni.gov.uk/ec-carers-assessment-information-guidance.pdf

http://www.dhsspsni.gov.uk/valuing_carers-2.pdf

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

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Public Health Agency (2012) Personal and Public Involvement

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and-allied-health-professions/allied-health-professions-and-personal-

and-publi-5 [Accessed: 6th March 2013].

SHSCT (2010) Personal and Public Involvement Strategic Plan 2010-2013, SHSCT. Available from:

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CLIENT SPECIFIC (13)

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Hansson, R. O. and Stroebe, M. S. (2007) Bereavement in Late Life,

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Documents

Appendix 20: Framework Document