Faculty of Health and Social Work Programme Specification Bachelor of … · 2015-05-07 · Higher Education in Social Care Studies , Diploma of Higher Education in Social Care Studies,

Faculty of Health and Social Work

Programme Specification

Bachelor of Arts (Honours) in Social Work

Programme Specification Document BA (Hons) Social Work

2

Index of Contents Page

1. Brief description of programme 2. Distinctive features

2.1 Sustainability 3. Entry requirements 4. Programme aims 5. Intended programme learning outcomes 6. Teaching and learning strategies and assessment

6.1 Assessment 7. Practice Learning 8. Programme Structure 9. Students with Disabilities 10. Exemptions/ academic regulations 11. Final award title 12. Intermediate award title 13. Awarding body 14. Teaching institution 15. Accreditation body 16. QAA benchmarking group 17. UCAS code 18. JACS code 19. Appendices (1 – 8)

5 5 6 7 8 9 18 20 22 26 29 29 30 30 30 30 30 30 30 30 30


3


4

1. Brief Description of Programme

The Bachelor of Arts (Honours) in Social Work is a three-stage programme integrating social work practice with the values and theories that underpin Social Work through which successful students are eligible to register with the General Social Care Council [GSCC] as a qualified Social Worker. Programme design is consistent with underpinning social work values of social justice and assumes that graduates are entering a workplace that recognises their newly qualified status (GSCC 2008a) in line with Government Policy. In addition, it is designed to prepare students to take on the ‘roles and tasks’ of social workers as described in ‘Social Work at its Best: A Statement of Social Work Roles and Tasks for the 21st Century (GSCC, 2008b). This programme builds on the successes of the previous BSc (Hons) Social Work but with significant revisions and a new philosophy of bringing practice learning experiences to the core of academic experience. To signify this emphasis the programme team has decided on a change of title to Bachelor of Arts (Honours) [henceforth BA (Hons) Social Work] which they feel more adequately represents the values, skills and knowledge social workers draw on in complex and dynamic environments. The pattern of practice learning experiences as a core to university based learning develops the confidence and the competence of the student over the three stages with supported and assessed learning in gradually more complex practice contexts.

2. Distinctive Features

This programme builds on the already successful BSc (Hons) Social Work Programme which has been provided by the Faculty of Health and Social Work since 2003. Over the past twenty-five years the University of Plymouth and Cornwall College have, with partners, delivered a number of highly successful social work programmes at both degree and diploma levels. The present programme prepares students to work in either the statutory or the third sector with practice learning opportunities across the peninsula. Attrition rates for the programme are slightly below the national figure of 15% (DH, 2008) while the employment rate of the current programmes is in excess of 90%, which demonstrates the very successful relationships that developed with our statutory partners and other local employers. In addition, students can choose to study this programme at the Drake Circus site in Plymouth or at Cornwall site, which involves Cornwall College at Camborne and the Knowledge Spa at Treliske. In addition, the programme has the following distinctive features: 1. Commended as highly innovative the BA (Hons) Social Work aims to integrate

practice and theory across all stages of the programme producing what we believe to be a unique student experience in the study of social work while fully preparing students for their role as newly qualified social workers.

2. The staged approach, which is integral to the design of the programme, integrates theory and practice alongside a progressive assessment strategy that enables students to develop personal and professional attributes that build towards the reflective life-long learner required by employers of social workers.


5

3. The design of practice learning provides early exposure and participation in both statutory and non-statutory social work and includes a ten-day placement in statutory sector organizations in stage one.

4. The programme is committed to protecting the rights of service users to high quality provision. Assessment arrangements ensure that students do not begin to offer a social work service to individuals or groups until they are ready to do safely.

5. In practice, students are supported by The Centre for Practice Learning [CPL] which is led by a Senior Lecturer (National Teaching Fellow, Fellow of the Centre for Professional Practice Learning and the Centre for Sustainable Futures) and staffed by a team of qualified and experienced Practice Learning Managers who all hold the GSCC Practice Teaching Award or the Higher Specialist award in Teaching and Learning

6. The student’s Practice Learning Manager and tutor work with the student to ensure that the practice learning arrangements meet the student’s learning needs. The design of practice learning arrangements is flexible to allow for a diversity of learning needs.

7. All assessments are undertaken by suitably qualified staff that have, in addition to their social work qualification, further assessed preparation which entails successful completion of the Practice Teacher Award or the new Higher Specialist award in Teaching and Learning

8. The programme works closely with the University’s Centers for Excellence in Teaching and Learning particularly the Centre for Excellence in Practice Placement Learning to develop high quality learning experiences for students.

9. Working with stakeholders we have introduced a version of the Objective Structured Clinical Examination [OSCE] successfully developed in health programmes. Referred to as Structured Simulated Practice Assessment [SSPE] these take place in stages two and three to provide an opportunity for students to demonstrate their ability to obtain, analyze, synthesize, evaluate and act on evidence in a professional and time limited way.

10. The southwest peninsula provides a unique learning opportunity for student social workers with its rich maritime, agricultural and mining heritage. In addition, it provides experience of social work in rural and urban settings. Developing a specific focus on the challenges of the rural context students will be able to draw on a wealth of research undertaken by the university relating to rural issues much of which involves social work lecturing staff.

2.1 Sustainability

The delivery of this programme works within the University of Plymouth Sustainability Policy (2007) which acknowledges its responsibility for preparing sustainability-mindful professionals and citizens. The Policy adopts a ‘4C’ approach to embedding sustainability across the institution, recognizing that the sustainability agenda has significant implications for: Curriculum (including learning, teaching and research), for Campus, and for Community links and partnerships while, involving significant challenges to often deeply entrenched assumptions and practices (the Culture of the institution).


6

Importance is placed on enhancing the student learning experience through activities such as: engagement in action research, exploration of case studies for the classroom, and as focuses for research by academic staff and students. In addition, the use of electronic documentation will be encouraged, and the sustainable use of paper promoted and wherever possible restricted to recycled paper. Account will also be taken of the requirements for students to travel to practice placements and practice settings that facilitate a social justice environment for learning.

3. Entry requirements Candidates should demonstrate that: (i) They have the capability to meet the required standards by the end of their training and that they possess appropriate personal and intellectual qualities to be social workers. Qualities include commitment and motivation to study as a social worker, a value base consistent with social work and social justice, respect for individuals and communication skills and the level of emotional maturity required. (Ii) They have achieved at least Key Skills 2 level in English and mathematics. This would normally be equivalent to grade C in the GCSE examination in English and mathematics. (iii) They can understand and make use of written material and are able to communicate clearly and accurately in spoken and written English and meet the University requirements of A-level/AS Level/ Vocational A level: 230 points. *Candidates whose first language is not English should demonstrate a level 7 pass in the International English Language Test The 230 points must include 160 points from two A Levels. AS awards may contribute to the remaining points required. OR BTEC National Certificate (DD profile) or Diploma (MMM profile)

OR Foundation Degree in Health and/or Social Care or equivalent

OR New 14 – 19 Diploma, SHD Advanced diploma at Grade C or above with the Additional and Specific Learning to include 80 UCAS points from any subject. In addition, must demonstrate understanding of social care and relevant work experience desirable

OR Access to Higher Education: Criminal Records Bureau All applicants will be required to undergo an Enhanced Criminal Records Bureau check. Applicants with a previous criminal record will be referred to the Professional Issues Committee for final decisions regarding admission to the programme. Occupational health Applicants are required to make a health declaration that demonstrates that they are able to complete the programme


7

Accreditation of prior learning Applicants may be considered for admission with exemption from specific components or stages of the programme based on credit for prior certificated learning. However, as the programme design places placement learning at the core any APL claim would also need to evidence this process. Students transferring from a social work course at another university will be considered on an individual basis. There are, at present, no HND or HNC programmes, which meet the requirements for admission in second or third stages. There can be no credit awarded for previous practice learning. Students returning to the programme having suspended study Students who have suspended their study for whatever reason may be required to undertake Criminal Records Bureau and/or Occupational Health declarations prior to re-starting the programme.

4. Programme Aims Programme aims and learning outcomes are given for Stages one, two and three of the programme along with the intermediate awards of, Certificate of Higher Education in Social Care Studies, Diploma of Higher Education in Social Care Studies, BA Social Care Studies and final award, BA (Hons) Social Work. None of the three intermediate awards provide a licence to practice as eligibility to apply for registration as a social worker requires the completion of the final award in full. Stage one learning outcomes and the Certificate of Higher Education in Social Care Studies aims to provide students with knowledge and understanding of:

1. lifelong learning skills 2. social sciences that underpin social work 3. the fundamental values underpinning social work theory and practice 4. the importance of understanding self and identity 5. the complexity of the environment in which social work takes place 6. the multiple perspectives of users and carers 7. a structured pattern of practice learning experiences and the concept of

professional practice 8. the connections between global and local issues

Stage two learning outcomes and the Diploma of Higher Education in Social Care Studies aims to provide opportunities for students to:

1. apply ethical and theoretical perspectives to human development 2. apply social sciences to the context of social work 3. apply legal and social policy frameworks to the context of welfare 4. explore issues of diversity and difference 5. explore the complex, uncertain and changing context of social work


8

6. structured pattern of practice learning experiences through which to apply and evaluate the knowledge base of social work

7. to promote responsibility and to develop critical awareness of issues that impact on users and carers

8. develop the capability to reflect on their own professional and personal development.

9. develop the principles of collaborative and multi-agency working. 10. enable students to provide evidence of the application of values, knowledge,

developing professional practice and skills to the context of social work through a process of analysis, problem solving, internalization and evaluation

BA Social Care Studies This award is retained for students who cannot for any reason proceed to the final award but wish to take an academic award. To achieve the academic award students have to evidence achievement of significant credit in stage three of the programme equivalent to 80 credits at level 6. Students taking the academic award cannot return to the programme as having suspended study. The BA (Hons) Social Work aims to provide:

1. professional education that meets the requirements of the General Social Care Council for registration as a professional social worker

2. a structured pattern of learning opportunities, which facilitates the attainment of skills and knowledge that are transferable across the range of contexts in which social work takes place nationally and internationally

3. an ethical practitioner who is a safe and competent and can demonstrate sound professional judgement in a range of settings.

4. practitioners who are competent in analysing complex issues and apply appropriate knowledge and skill in resolving these.

5. practitioners who have a critical perspective of complex, uncertain and changing contexts

6. practitioners who are capable of demonstrating innovation in collaborative and multi-agency contexts

7. practitioners who have an appreciation of global issues and the international nature of social work

8. opportunities for students to evidence of the application of values, knowledge, developing professional practice and skills to the context of social work through a process of analysis, synthesis, problem solving, dissemination and evaluation

5. Intended Programme Learning Outcomes

The learning outcomes for this programme are congruent with the requirement of the General Social Care Council which incorporate Department of Health Requirements (2002) [appendix 4], QAA Benchmarks for Social Policy and Administration and Social Work (2000) [appendix 2] and the National Occupational Standards for Social Work [appendix 3]. In addition, work with stakeholders has produced a set of statements [appendix 1] which are integral to the programme and guide the learning


9

process. These statements are expressed through four inter-related themes: values, development of professional practice, knowledge and skills expected of social workers which are used to assess the competence of student social workers while incorporating and building on the range of standards and benchmarks that social work programmes have to meet i.e. DH requirements, QAA benchmarks, National Occupational Standards; while mapping these against the stages of the programme where they are achieved. Furthermore, appendix 7 sets out standards for the promotion of race equality, social justice and human rights as deployed and assessed in the programme which are also mapped against the statements. Finally, appendix 6 maps elements from the ‘Roles and Tasks’ of social work against the stages of the programme where these are introduced The learning outcomes are listed according to the Graduate Attributes and Skills Profile headings (GASP) and are also mapped against the SEEC Descriptors, Department of Health requirements and National Occupational Standards for social Work


10

Stage one/ Certificate in Higher Education in Social Care Studies A. Knowledge and understanding Understanding self as inquiring, reflective and self managing: Learning styles, Knowledge of self: reflection and values, Self management, Exploring connections between the personal and the political, Exploring own difference and identity, Exploring strengths and capacity building Introduction to the knowledge base and methods of Social Work: Entry to social work: foundations and fundamentals, Ethics and values of social work, Communication and group processes, Developing skills of engagement, Importance of applied social sciences to the development of social work, Methods of enquiry Policy and law, Human growth, development and transitions Social work methods and intervention, Opening possibilities Introduction to the context of social work environment: Service users: perspectives and knowledge, Positioning: us and them, Inequality, diversity and power relations, Uncertainty, complexity and multiple perspectives, First contact with service users, agencies and workers, Organisations, systems and their environments, Human needs in a local/global context

Teaching and learning methods and strategies: Teaching and learning employs a wide range of student centred approaches in a blended learning approach including: scenario based learning, large group and small group activity, workshops, case studies, group work, e-based learning scenarios supported by a virtual learning environment, computer based scenarios, and student led study and directed study. Practice learning experiences and reflection on practice is used as the focus for understanding the implications of the knowledge underpinning social work To support the development of professional identity and competence and also to identify and manage individual learning needs students are assigned to small groups facilitated by a lecturer and a practice learning manager. In this structure students are supported on an individual and group basis. When on placement this arrangement is reinforced by the involvement of practice supervisor/assessor. Assessment: Assessment at stage one is designed to support the student as an active learner with the aim of providing significant levels of feedback to develop study skills and life long learning skills. In addition, assessment will provide evaluation of student’s ability to articulate the values and knowledge that underpins social work. Theory and practice are summatively assessed against criteria that simultaneously measure academic and professional levels of performance Assessment techniques include: reflective journal, feedback on performance in the Community


11

Development Project, Essay, analysis of micro-skills plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques integrate practice and theory and make use of the stakeholder statements [appendix 1] among other criteria. All assessment is undertaken by suitably qualified and prepared staff

B. Cognitive and intellectual skills Begin to develop an analytical approach to examine the evidence that informs Social Work practice through a demonstration of knowledge, understanding, analysis, synthesis, evaluation and application to social work Identify and apply appropriate Social Work values and theory in practice Engage with technology, particularly the effective use of information and communication technology Utilise problem solving skills to draw reasoned conclusions and sustainable judgements in the context of Social Work practice

Teaching and learning methods and strategies: As above Assessment : As above

C. Key and transferable skills Communicate effectively with a wide range of individuals using a variety of means Evaluate their own academic, professional and practice performance Utilise problem-solving skills in a variety of theoretical and practice situations Take responsibility for personal and professional learning and development Manage time, prioritise workloads and manage personal emotions and

Teaching and learning methods and strategies: As above Assessment : As above


12

stress Understand career opportunities and challenges ahead and begin to plan a career path Information management skills (IT) Demonstrate numerical skills

D. Practical / professional skills Contribute to the assessment of needs of users and carers Participate in the planning of care Demonstrate effective implementation of a range of social work interventions Contribute to the evaluation of care/interventions Respond appropriately to users and carers and the issues they present Maintain clear and accurate records Demonstrate the ability to carry out practice with due regard to legal, ethical, policy and professional guidelines

Teaching and learning methods and strategies: as above Assessment : As above


13

Stage two/ Diploma of Higher Education in Social Care Studies A. Knowledge and understanding of: Developing professional self: Reflection and self-evaluation, Reflexivity, Linking theory and practice, Professional responsibility, Active learners, Challenging, Care of self, Care of others, Working as part of a team Communities, organisations, systems and environments: Social sciences as providing analytic tools and insights Organisations: roles, functions and cultures, Communities and community development, Statutory responsibilities, Mixed economy of welfare, Emergence of the third sector, Personalisation, direct payments and individual budgets, Social issues: inequality and disadvantage, Contextualising social work practice, Responding to need Celebrating difference Social work methods: Social work theory, Social work methods and models, Understanding social work roles and skills, Appraising the evidence Assessment, intervention and care planning, Evaluating social work intervention, Developing initiative and creativity, Limits to social work practice: dilemmas and risk

Teaching and learning methods and strategies: Practice learning experiences along with a range of approaches including: Enquiry based learning, workshops, seminars group work, skills simulation , Critical incident analysis and reflection Significant use of IT modalities used supported by a virtual learning environment. Video material Virtual learning environment for interactive work To support the development of professional identity and competence and also to identify and manage individual learning needs students are assigned to small groups facilitated by a lecturer and a practice learning manager. In this structure students are supported on an individual and group basis. When on placement this arrangement is reinforced by the involvement of practice supervisor/assessor. Assessment : Assessment techniques include: reflective accounts, Essay, reports, critical incident analysis, Structured Simulated Practice Examination [SSPE] plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements [appendix 1] among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff

B. Cognitive and intellectual skills Continues to develop an analytical approach to examine values, knowledge

Teaching and learning methods and strategies: as above


14

and evidence that informs Social Work Practice Demonstrates logical and systematic thinking and draws on reasoned conclusions and sustainable judgements in the context of social work practice Demonstrates effective and efficient use of information and communication technology

Assessment : as above

C. Key and transferable skills Communicates effectively with professionals, organisations, carers and users using a variety of means Utilises problem solving skills in a variety of theoretical and practice situations Manages change effectively and responds to changing demands Evaluates own academic, professional and clinical performance Takes responsibility for personal and professional learning and development Manages time and prioritises workloads, Recognises and manages personal emotions and stress Recognises and acts on the emotional and other stressors impacting on users and carers Understands career opportunities and begins to explore a career path Information management skills Demonstrates numerical skills

Teaching and learning methods and strategies: Transferable skills are incorporated into both parts of the stage and use practice learning experiences along with a range of approaches including: Enquiry based learning, workshops, small group work, skills simulation and practice learning experiences To support the development of key and transferable skills and to identify and manage individual learning needs students are assigned to small groups facilitated by a lecturer and a practice learning manager. In this structure students are supported on an individual and group basis. When on placement this arrangement is reinforced by the involvement of practice supervisor/assessor. Assessment : Assessment techniques include: reflective accounts, Essay, reports, critical incident analysis, Structured Simulated Practice Examination [SSPE] plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff


15

D. Practical and professional skills Contributes to the assessment of needs and the planning of support for users and families Acts appropriately within legal and policy frameworks for practice Demonstrates effective implementation of a range of interventions Contributes to the evaluation of planning and intervention Responds appropriately to issues raid in social work contexts Maintains clear and accurate records Demonstrates an ability to carry out practice with due regard to legal, ethical and professional guidelines Uses opportunities to promote well being of individuals, groups and communities

Teaching and learning methods and strategies: Practice learning experiences are supported by experienced practitioners and provide the base through which students explore human development and life cycle, ethical, legal, theoretical and policy issues Assessment : Assessment techniques include: reflective accounts, Essay, reports, critical incident analysis, Structured Simulated Practice Examination [SSPE] plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements [appendix 1] among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff

BA (Hons) Social Work

A.Knowledge and understanding Self as practitioner: Use of self [advanced], Critical and reflective, Appraisal and application of evidence, Challenging other perspectives, Open to supervision, Care of self, Care of others, Communication in a complex environment, Professional integrity, Social work identity, Role clarity, Confidence, Ability to acquire specialist knowledge, Leadership, Managing others Continuing professional development Working with complexity: Critical application of a range of social

Teaching and learning methods and strategies: Practice learning experiences along with a range of approaches including: Enquiry based learning, workshops, small group work, skills simulation, Critical incident analysis and reflection Assessment : Assessment techniques include: reflective accounts, Essay, reports, project, Structured Simulated Practice Examination [SSPE], Personal Development Portfolio plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements


16

sciences, Fields of practice, Local/global influences Politics, Competing ethics and values, Community, Universal human rights, Culture, Spirituality, Diversity, Social justice, Critical approach to intervention Social work processes: Assessment and creativity, Multi-agency working, Working with users and carers, Collaborative working, Partnership working Team work, Negotiating complexity, Use of law, policy and systems to promote and protect human rights, Statutory responsibilities, Skills for change, Managing risk, Mediation, Community development, Working across the lifespan, Advanced social work methods and intervention

[appendix 1] among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff

B. Cognitive and intellectual skills On completion graduates will have developed: An analytical approach to examine the values, knowledge and evidence that informs Social Work practice Identification and application of appropriate values and knowledge to practice Engagement with technology, particularly the effective and efficient use of information technology Logical and systematic thinking and draw reasoned conclusions and sustainable judgements in the context of complex social work contexts

Teaching and learning methods and strategies: as above Assessment : as above


17

C. Key and transferable skills On completion graduates should: Demonstrate critical awareness of effective communication with a wide range of individuals, groups and communities using a variety of means Evaluate their own academic, professional and clinical performance Utilise and articulate problem-solving skills in a variety of theoretical and practical situations Manage change effectively and and respond to complex and changing demands Take responsibility for personal and professional learning and development Manage time, prioritise workloads and recognise and manage personal emotions and stress Recognise and respond to the emotional and other stressors impacting on individuals, groups and communities Understand career opportunities and challenges ahead and begin to plan a career path Effectively use information technology skills Demonstrate competence in literacy and numeracy

Teaching and learning methods and strategies: Transferable skills are incorporated into both parts of the stage and use practice learning experiences along with a range of approaches including: Enquiry based learning, workshops, small group work, skills simulation and practice learning experiences Assessment : Assessment techniques include: reflective accounts, Essay, reports, critical incident analysis, Structured Simulated Practice Examination [SSPE] plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements [appendix 1] among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff

Practical and professional skills On completion graduates will: Demonstrate the ability to assess needs of children, young people, adults, groups and communities Effectively plan to meet needs Respond appropriately within legal and policy frameworks Demonstrate effective implementation of a range of Social Work interventions Evaluate care/ intervention Respond appropriately to a range

Teaching and learning methods and strategies: Students undertake 202 days of programmed learning plus 200 days of practice learning Supervisors and assessors of students are prepared for the role support Students will experience collaborative and multi-agency working. Practice skills development is supported by use of skills rehearsal and critical incident analysis and reflection on practice


18

of issues presented by users and carers Manage risk effectively Maintain clear and accurate documentation Demonstrate the ability to carry out practice with due regard to legal, ethical and professional guidelines Demonstrate competence in those attributes identified as required for entry to the Social Work register Demonstrate a level of IT skills consistent with European Computer Driving Licence [ECDL]

Assessment : Assessment techniques include: reflective accounts, Essay, reports, critical incident analysis, Structured Simulated Practice Examination [SSPE] plus use of feedback from assignments and use of a range of self assessment techniques. Assessment techniques simultaneously assess practice and theory and make use of the stakeholder statements [appendix 1] among other criteria that measure academic and professional levels of performance which is assessed by suitably qualified staff

6. Teaching, learning and assessment strategies

The aim of the University Learning and Teaching Strategy (2004, revised 2008) is the development of individuals through their learning and our teaching. We aim to produce individuals who have knowledge and understanding and the ability to apply it and who have the necessary skills, attributes and confidence to play a constructive role in society and throughout their lives. Account has been taken of the University’s Equal Opportunities Strategy and all reasonable steps have been taken to ensure students with disabilities are not disadvantaged while on any part of the programme. All teaching and learning materials are compliant with the Disability Discrimination act. The programme is underpinned by the philosophy that students learn best when they take responsibility for their own learning. The learning and teaching strategy therefore encourages self-development, self- direction, life-long learning and critical thinking. In addition, the programme builds on the principle that practice must be fully integrated and placed at the centre of the learning experience. To achieve this aim the programme has adopted an approach that requires students to demonstrate their understanding of human growth, communication, organizations, ethics, values, theory, law and policy through the application with increasingly complex practice learning opportunities seeking progressively deeper analysis, synthesis and evaluation across the programme. The programme is delivered using a range of mechanisms, which include: managed practice in diverse settings; large and small group activity; workshops, video-based skills sessions and “e” learning via the virtual learning environment. The influence of the specific learning styles of mature students, together with the particular requirements of a social work qualification, have led to the utilization of a wide range of teaching and learning mechanisms through which we value and make use of students’ prior learning and experience. In addition, these mechanisms reflect the need for students to achieve professional competency and other employment specific skills. The acquisition and development of the required knowledge and skills, capable of transfer to new situations and of further enhancement, marks an


19

important staging post in the process of lifelong learning. Social work models of learning are characteristically developmental and incremental. The development of the Key Graduate Attributes and Skills is central to the design of the programme. In stage one of the programme students will engage in two forms of activity designed to promote these attributes and skills: a) Administer “baseline” tests –students will sit a battery of self assessment tests

and subsequently design a personal learning programme, thus introducing notions of self assessment and taking responsibility for own learning. Students are required to develop ICT skills to the level of the European Computer Driving Licence. As many students are already adept in this area, an assessment of capacity and learning need will be made using the university’s on-line system. A similar process will be used for measuring academic skills and base-line knowledge to ensure that teaching is directed appropriately and efficiently.

b) Students will have the opportunity to form and develop working relationships/ action learning groups and information exchange mechanisms within work groups. This is particularly important in respect to distance or remote learning groups

In addition, throughout the programme students will develop a personal and professional development plan in consultation with Practice Learning Managers (PLMs) and other staff, while specific elements of graduate and professional skills are taught and assessed in various parts of the programme. As noted earlier the learning processes in the BA (Hons) Social Work programme are expressed in terms of four inter-related themes: Core Values, Professional Competence & Development, Core Knowledge, Core Skills; developed initially in conjunction with service users and carers, and other stakeholders. Further development took place via application in the present programme. Henceforth we refer to these as the ‘Statements’ [appendix 1]:

i. Core values - a process in which students are increasingly aware of how ethics and values impact on knowledge and expertise, in so doing engage with and acquire new areas of knowledge, recognizing their potential and are motivated to engage in new ways of thinking and acting;

ii. Professional Competence and development - processes in which a student uses practice learning experiences to apply theoretical models and feedback about their practice experience to develop new understanding and skills developing their professional identity enabling them to work in appropriate and collaborative ways alongside service users, carers and other professionals

iii. Core Knowledge and conceptual understanding - a process by which students acquire and deepen understanding (measured and tested against existing knowledge and adjustments made in attitudes and goals);

iv. Core skills - reflection on performance - a process in which a student reflects on past experience, recent performance, and feedback, and applies this information to the process of integrating awareness and new understanding, leading to improved performance.


20

These ‘Statements’ have been mapped to the National Occupational Standards for Social Work, the GSCC Code of Practice, the QAA benchmark statements and the Global Standards for Social Work Education [see Appendix 1]. In addition, appendix 1 sets out the stages within the programme where the statements are met while appendix 6 notes the stages where the underpinning for the ‘Roles and Tasks’ of social work (GSCC, 2008) is introduced. The teaching and learning strategy will utilize a range of approaches which best facilitate these processes. These include: • student-focused approaches that encourage active participation and staged,

progressive learning throughout the degree; • the establishment of initial learning needs and the formulation of student learning

plans, particularly in relation to practice learning opportunities • the provision of a range of practice learning opportunities to meet the needs of

the student learners • the development of student resource networks, enabling students to learn from

each other; • large group, small group, role plays, case presentations, individual and group

practice experience, simulations, investigative group projects, skills learning assisted video-recording, seminars, presentation of practice studies, participation by service users and carers;

• the use of communication and information technology systems for accessing data, literature, resources, and contacts

• the establishment of a staff seminar series where members of the social work team will discuss present projects in which they are engaged. These may be academic research, practice based research, pedagogic research or other forms of scholarly activity. Visiting scholars will also be encouraged to contribute

6.1 Assessment The assessment strategy is designed to provide a range of different forms of assessment task while also enabling students to demonstrate how they have responded to feedback and their personal reflections. As such, individual assessments are viewed as part of a larger process that overarches the programme also, in line with disability discrimination legislation, students are able to submit work for assessment in a format that does not disadvantage them.

Assessments are designed to test a range of knowledge and the development of a full range of social work skills and more generic graduate attributes. We aim to ensure that assessment tasks are as transparent as possible and that students understand why particular assessments are used and how they contribute to the development of their own values, knowledge and skills. Assessments should help students to be aware of their progression within and across stages. Assessment is built around the around the outcomes identified for each stage of the programme and in that way they have a relative independence from anything that might normally be described as a module. In addition, assessments are organised chronologically to avoid bunching and to provide opportunity for feedback that allows


21

both formative and summative assessment to be progressive and part of the teaching and learning experience. Moreover, assessments are designed to integrate practice and theory and therefore remove the need for a separate practice portfolio. Progress in practice is carefully monitored – see section below. Nevertheless, assessment tasks have been varied to ensure that students can experience a variety of styles of assessment without privileging one style. Stage one assessment is organised to provide maximum support and feedback to students to encourage the development of a range of learning styles and life-long learning skills in addition to the normal comment on academic ability. In addition to a range of formative assessment there are seven summative assessments set at approximately six week intervals. The seven assignments have different weighting and are aggregated to provide the final grade for the stage. Progression point is at the end of stage one. Stages two and three focus assessment in practice learning experience with students required to demonstrate: • academic skills underpinning practice • use of feedback • use of current literature • use of current modes and approaches to assessment and provide their

evaluation of the strengths and limitations of each • awareness of the barriers to promoting change as a function of social work and

social justice • a consideration of risk • an understanding of collaborative and inter-agency working Formal [unseen] examination will be employed in the programme through the development of an approach based on the Objective Structured Clinical Examination [OSCE] developed in medical and health professions renamed structured Simulated Practical Examination [SSPE]. This will provide an assessment of the student Social Worker’s capacity to analyse, synthesise and evaluate evidence and then report proposed action under time-limited conditions. Summative assessment in stage two consists of eight differently weighted elements with a progression point at the end of stage two. Stage three has seven differently weighted assignments including a project. In each stage students are required to achieve a mark of 40% in each individual assignment and overall average of 50% to pass the stage and progress. Students who fail to achieve 40% in an individual assignment will have to repeat the work which will be capped at 50% in line with university regulations. Students who obtain pass grades in individual assignments but fail to achieve a stage average of 50% will be given a further piece of work [pass mark 50%]. This particular piece of work will be designed to test areas in which the particular student has shown they have learning needs. Any student failing more than 50% of the overall assessment tasks for the stage will have to repeat the stage in line with university regulations.


22

7. Practice Learning

Assessed practice learning consists of 200 days of which the Department of Health [DH] requirements state that:

Each student must have experience in at least two practice settings; of statutory social work tasks involving legal interventions; of providing services to at least two user groups (e.g. child care and mental health).

The importance of practice learning is shared by all stakeholders demonstrated in the commitment by local employer stakeholders to work with the university to ensure equity of learning experiences across the different stages of the programme and across the growing number of agencies that support the programme [a detailed outline of practice learning roles is contained in appendix 8]. The Programme is planned with the following principles in mind: • The practice learning and assessment outcomes must be equally achievable by

students whether they remain in employment with a sponsoring agency or not. • The needs of service users and carers should remain a paramount consideration

when designing learning and assessment arrangements Preparation for direct practice. Students are required to undergo assessed preparation for direct practice prior to commencing their 200 days of practice learning to ensure their safety to undertake practice learning in a service-delivery setting. This preparation must include the opportunity to develop a greater understanding of the experience of service users and the opportunity to shadow an experienced social worker. Some students will need to spend more time talking with service users and carers, shadowing experienced social workers and other professionals than others. The student’s individual Practice Learning Manager will help to identify what the student needs and how it should be accessed. For a student to be ready for practice, they must provide evidence of: • their understanding of the perspectives of a service user/carer • their ability to communicate effectively with service users, carers and

professionals • respect for the rights of others and behaviour consistent with the GSCC Code of

Practice. Practice learning. The 200 days of assessed practice learning with service users is divided across the three stages of the programme with students exposed to more complex work in the final stage. An outline of practice learning experience is provided below: Stage one. Students will undertake 40 days of practice learning across three settings which include: • 10 days observation of statutory practice: Students will gain an appreciation of

the role and function of statutory sector agencies observing events such as:


23

referral processes in fieldwork agencies; initial assessments; planning and providing services; legal processes; reviews; staff support and development

• 15 days social care work experience: working within an organisation/structure; experiencing supervision; providing a social care service

• 15 days community development project: working as a member of a group; understanding of community organisations; negotiating tasks and delivering within timeframes

In order to proceed to Stage two, students must demonstrate: • An ability to work within organisational procedures in ways which encourage

people to raise local/regional/national and/or international concerns. • Their basic understanding of the experience of service users including the

barriers, inequalities and injustices that exist in society. • A basic level of communication skills including listening, recording and relaying

information accurately including the capacity to assist individuals to find advocates.

• The foundation values incorporated in the Code of Practice for Social Care and the capacity to identify value conflicts.

• A capacity for critical self-reflection on their own actions and ability to use knowledge and ethical frameworks in practice.

• Understanding the nature of social work practice and its role in working with people in marginalised, dispossessed and vulnerable positions.

Stage two. Students will undertake non-complex social work tasks in one or more service delivery settings for a minimum of 60 days. • During this period students will be exposed to and participate in activity such as:

assessment of need, resources and potential; planning response; monitoring and review of service provision; report writing; participating in multi-agency meetings; working with standard assessment systems.

• At the end of stage two the student’s ability to assess their own practice with accuracy and realistically plan their own development will be assessed through the combined assessment tasks.

By the end of the stage two, students must have completed 100 days [40 + 60] of which 60 days must be direct practice learning in a service-delivery setting. In order to progress to Stage three students must demonstrate their ability to: • Recognise the possibilities/constraints of different social and organisational

structures and work in a way which makes these explicit. • Consistently integrate the BASW Code of Ethics. • Recognise their particular strengths and learning needs and be self-directed in

their continuing development. • Reflect on their practice in a way which integrates knowledge and values. • Have made significant progress in their capacity to meet the key roles and units

of the Occupational Standards and be realistic in their plans to achieve the required standards.


24

Stage three. Students will undertake more complex social work practice for a minimum of 100 days. • During this period students will be exposed to ‘legal’ intervention; work with

complexity of issues and situations involving potential risk; work with groups; interprofessional and multi-agency working; working with standardised assessment systems

By the end of stage three students must have completed 200 days [40+60+100] in at least two different practice settings, providing services to at least two user groups and have been engaged in statutory social work tasks involving legal interventions. In addition, students must provide evidence of competence in all 21 units of the National Occupational Standards for Social Work and provide a plan for continuing post-qualifying development to include any unmet elements. In order to achieve the Award, students must demonstrate ability to: • Work critically and creatively within social and organisational structures to the

benefit of service users. • Have a consistent competence in each of the key roles of social work as defined

by the National Occupational Standards. • Consistently incorporate values and ethics in all aspects of their work. • Manage complex ethical issues, dilemmas and conflicts. • Apply research, analyse, evaluate, and use current knowledge of social work

practice. • Contribute to the promotion of best social work practice. • Evaluate their own practice and identify their on-going professional,

developmental needs, in respect of post-qualifying learning. Centre for Practice Learning

The Centre for Practice Learning (CPL) underpins learning and assessment in this integrated programme. The centre is staffed by Practice Learning Managers [PLMs] directly accountable to the programme and appropriately qualified. Each full time PLM works with 30 students, and is responsible for helping the student to complete an individual self-assessment of knowledge, experience, values, skills and learning needs. They will develop and monitor the success of the individual learning plan for each student and ensure that they have access to appropriate learning opportunities and support. Close working relationships with staff at Cornwall College and joint events ensure consistency of provision across the sites.

While on placement in the Non-statutory sector agencies students have a named PLM from the Centre who ensures that their individual learning needs are met and oversees their development. In statutory agencies, Agency Learning Manager [ALM] undertakes the same role as the PLM. It is important to note that PLMs and ALMs also arrange the independent observations of practice that are part of the assessment process and ensure that identified learning needs are met.

In addition to the PLM/ALMs the centre co-ordinates the Practice Assessor/Observer [PA/O] who undertake planned observations of students’ practice, verify evidence presented as typical of the student’s practice and identify any remedial work required to the PLM/ALM. Practice assessors/observers are directly accountable to the


25

programme and appropriately qualified (Social Work Practice Teacher Award or Higher Specialist award).

Arrangements for practice learning require close liaison between University lecturers, on-site supervisors and Practice Learning Personnel which will be both of a formal and informal nature. This liaison will be one of the main roles and responsibilities of all personnel and information about student strengths and learning needs will be shared freely between all involved in their learning.

The centre is open during normal office hours outside of which a ‘duty Practice Learning Manager’ system ensures that students and agency staff are able to access an immediate response to any issues that arise.

Mission. The centre’s mission is to enable graduates to learn to become critical reflective practitioners committed to social justice and who place service users and their carers at the heart of their practice. To achieve this mission the centre adheres to the following principles in line with the programme philosophy:

• Individual student learning need is responded to in a way that promotes self-directed learning. This may include ‘enhanced support for students with specific learning needs.

• The structure to support practice learning is flexible, responsive to the diversity of organisational settings and to structural change.

• There is clarity of roles and responsibilities for students throughout their practice learning.

• Systems of assessment are robust and decisions can be defended. • A wide diversity of practice learning settings are developed and supported to

reflect the increasingly diverse graduate employment destinations. • Service user and carer participation is promoted throughout the programme and

the CPL administrator services the Consultative Group. • Reflective, research-based culture is modelled by Centre staff and service users,

carers and students are actively encouraged to participate in innovation, research, evaluation and dissemination.

• All practice learning opportunities are well-managed and meet the needs of a variety of students. There is an emphasis on investment through training, induction and support rather than reliance on quality assurance processes

• Students have equality of practice learning experience in whichever sector they are placed through the programme structures and standards.

Selection of practice learning opportunities

There are no formal agreements in place for provision of practice learning nevertheless; relationships between the university and employing agencies have traditionally been highly collaborative and comprised formal partnership agreements for the delivery of the Diploma in Social Work (1991-2001). However, the disaggregation of service delivery, increased number of unitary authorities and separation of services for adults from those for children has resulted in a complex set


26

of relationships and substantial growth in ‘third sector’ provision. CPL responds to this complexity and ensures that students receive a consistent service through the following roles. Practice learning process:

Stage one; each student is allocated a Practice Learning Manager [PLM] who works with the student to identify their experience and particular learning needs. Together they identify a practice learning plan for the year. This should show the particular activities and sequence suitable for the student’s learning needs and allow co-ordination of learning opportunities provided.

Stage two; students and their Practice Learning Manager [PLM] or Agency Learning Manager [ALM] develop a practice learning plan within the programme guidelines. This will include named supervisors with specific accountability for work done by the student, appropriate induction, etc. and an outline plan of teaching required and how it is to be provided. Included in the teaching process are direct observations by an individual trained to give formative feedback to the student which will also contribute evidence for the staged assessments.

Stage three; students will be supported by their A/PLM to carry out their learning plan for this final stage of practice learning. A range of learning support will be made available to students who will have access to ongoing reflective/development groups in their learning sets as well as to a range of subject and skill specialists. Formative feedback through practice observations will be available to the student during the year and remedial/additional learning opportunities [enhanced support] made available if necessary.

Service Users & Carers

Carers and people who have experience of services participate in the programme through the Consultative Group, which advises the programme and maintains service user and carer contribution to students' learning. University staff and students are encouraged to attend and participate in meetings in order to maintain close relationships within the programme.

8. Programme structure and pathways

The programme is built around three stages each of which aims to develop the values, knowledge and skills of the student social worker to equip graduates at the end of stage three to enter the work place as ‘newly qualified’ social workers (GSCC 2008). Each stage is divided into two components one in the first part of the academic year and the other in the second part. The assessment strategy for each stage is designed to measure performance against the outcomes of that stage rather than individual components.


27

Diagram of Stages, stage components and concurrent placement learning Stage One: Foundations for Social Work SCW186 [Includes 40 days of concurrent placement learning]

Component Title Level 4 credits Developing Foundations for Social Work 50% of stage credit

[equivalent to 60 credits] Extending Foundations for Social Work 50% of stage credit

[equivalent to 60 credits] Stage Two: Transition to Professional Identity SCW289 [includes 60 days of concurrent placement learning]

Component Title Level 5 credits Enabling Transition to Professional Identity 50% of stage credit

[equivalent to 60 credits] Consolidating Transition to Professional Identity 50% of stage credit

[equivalent to 60 credits] Stage three: Consolidation professional Identity SCW3015 [Includes 100 days of concurrent placement learning]

Component Title Level 6 credits Establishing professional identity

50% of stage credit

[equivalent to 60 credits] Consolidating Professional Identity

50% of stage credit

[equivalent to 60 credits]


28

Term 2

Extending Foundations for Social Work [Equivalent to 60 credits] 24 days university based learning plus 12 days structured learning

40 day concurrent placement learning

Term 2

Enabling Transition to Professional Identity [Equivalent to 60 credits] 24 days university based learning plus 12 days structured learning

Consolidating Transition to Professional Identity [[Equivalent to 60 credits] 24 days university based learning plus 12 days structured learning

Term 2

Consolidating Professional Identity [Equivalent to 60 credits] 36 days university based learning plus 12 days structured learning

BA (Hons) Social Work

60 day concurrent placement learning experience social w

ork

Stage 1: Foundations for Social Work SCWI86 Level 4

Stage 2: Transition to Professional Identity SCW289 Level 5

Stage 3: Consolidating Professional Identity SCW3015 Level 6

Term 1

Term 1

Term 1

Establishing Professional Identity [Equivalent to 60 credits] 12 days university based learning plus 12 days structured learning

100 day placement learning experience com

plex social work

Developing Foundations for Social Work [Equivalent to 60 credits] 36 days university based learning plus 12 days structured learning


29

9. Students with Disabilities The curriculum planning team recognises the need to ensure inclusive assessment and provide equal opportunities for students with disabilities in line with the University’s Equal Opportunities Strategy. Whilst recognising that academic requirements and standards cannot be compromised a variety of assessments have been developed so that no student is disadvantaged in an assessment. The needs of a student identified with a disability will be taken into account and addressed in conjunction with Disability Assist Services. In line with legislation to prevent discrimination on grounds of disability reasonable adjustments will be made for students with disabilities both in the university and on placement

10. Exemptions / Special academic regulations This degree may NOT be awarded unless all the requirements for the Award have been met. Should they not be met then the appropriate CATS award may be awarded. The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as noted below: a) The programme is exempt from the automatic compensation rule. There is no

compensation at any stage in the programme b) Successful completion of a stage is defined as the achievement of a pass in all

assignments with an overall average of 50% for the stage c) Students who have not successfully completed the previous stage of the

programme cannot progress to the point of engaging in practice learning experiences in the subsequent stage

d) The Degree may only be awarded to students who have successfully completed all elements designated as contributing to the award.

e) If a student fails more than 50% of assessment at Stage one (year one of the programme), the Award Assessment Board may, at its discretion:-

• Require the student to repeat the failed stage with attendance; or • Exceptionally allow the student to resit/resubmit the appropriate assessments at

the next available opportunity, based on a judgement of the student’s overall performance and potential: or

• Require a student to withdraw from the programme f) If a student fails more than 50% of the assessment [equivalent of 60] credits at

the progression point of year two or the progression point of year three, the Award Board, at its discretion:-

• Require the student to repeat failed stage with attendance: or • Exceptionally allow the student to resit /resubmit the appropriate assessments at

the next available opportunity, based on a judgement of the student’s overall performance and potential: or

• Require the student to withdraw from the programme


30

g) The maximum duration of the programme will be five years full time and seven years part time

11. Final Award Title BA (Honours) Social Work 12. Intermediate Award Titles Certificate of Higher Education in Social Care Studies Diploma of Higher Education in Social Care Studies BA Social Care Studies 13. Awarding Institution / Body University of Plymouth 14. Teaching Institution University of Plymouth 15. Accreditation Body General Social Care Council 16. QAA Benchmarking Group Social Work 17. UCAS Code 18. JACS Code Date of Production December 2008 Date of Approval 29th January 2009 Appendices to Programme Specification Page Appendix 1: Mapping of practice learning statements with National Occupational Standards 31 Appendix 2: Mapping Subject Benchmarks to Stages 45 Appendix 3: Mapping of National Occupational Standards against stages 52 Appendix 4: Mapping Programme against Department of Health Requirements 53 Appendix 5: SEEC Descriptors Mapping 55 Appendix 6: mapping underpinning for the ‘Roles and Tasks’ of social work against stages 57 Appendix 7: standards for the promotion of race equality, social justice and human rights 62 Appendix 8: Practice Learning Roles and Responsibilities 66


31

Appendix 1: Mapping of Stakeholder Statements with National Occupational Standards, GSCC Codes of Practice, QAA Benchmark Statements and Global Standards

VALUES National Occupational Standards

GSCC Codes of Practice

QAA Benchmark Statements

Global Standards Achieved at end of Stage

1. Promote the independence of service users whilst protecting them from harm

3.1 Assessed Learning Outcome 2

CPSW 3 2/3

2. Show reliability, respect, courtesy and humanity towards service users and carers.

1.4, 2.4, 2.5 Assessed Learning Outcome 2

1

3. Be genuine, honest, open and accepting as one human being to another respecting dignity and privacy


1

4. Respect and appreciate diversity – own and others

1.6, 5.6 Assessed Learning Outcome 2

1

5. Recognise ethical dilemmas and conflicts of interest and the implication for their practice.

3

6. Be aware of their own values and prejudices and how these may influence their approach and practice

2


32

7. Be holistic – assess the whole person within their psycho-social and ecological systems

1.1

Assessed Learning Outcome 2

2

8. Maintain confidentiality whilst being clear about the limits of this


1

9. Understand the complexity of confidentiality; checking out each situation and review it at every stage


3

10. Be honest about the power invested in them, including legal powers.

2/3

11. Seek opportunities to ensure that service users’ and carers’ voices are heard and that their views remain central to the planning process.

KR3a 1.2

1.3


Core Purposes of Social Work (CPSW) 1 CPSW 2 CPSW 4

1

12. Maintain confidence in the possibility of positive change (both incremental and radical/step/ major)

KR2b

1.3


3

13. Give equal weight to the particular expertise of everyone involved maintaining their trust and confidence

1.2, 6.7

CPSW 1

2/3

14. Explore diversity including ethnicity, sexuality, politics, religion, class and health

1.6, 1.5


1


33

15. Always be sensitive to service users, carers, colleagues, professionals and people from other agencies, recognising how work is tailored to different settings and circumstances.

1.1, 1.2, 1.5

6.5, 6.7


2

16. Be sensitive to and take action to address issues that affect peoples’ life chances, eg financial position, poor housing, lack of educational opportunities and other sources of disadvantage

KR2b

1.5, 5.6


CPSW6

2

17. Be aware of the importance of timing and be sensitive to service users’ and carers’ needs with regard to this

1.6


2

18. Demonstrate an understanding of power and the impact of oppression and describe some of the ways in which racism combines with other forms of oppression

2

19. Explore your own feelings, experiences, assumptions, prejudices and values in order to help you understand and promote race equality.

. 1


34

DEVELOPING PROFESSIONAL COMPETENCE

National Occupational Standards




1. Conduct self in a professional manner at all times, building an appropriate relationship to role and purpose - avoiding professional distance or over-involvement

All of 5 2

2. Recognise the complex nature of professional and personal dilemmas and use relevant and available support structures in dealing with them

KR5a, KR6b, KR6c, KR6d

All of 6 Assessment Criteria 4

CPSW7 3

3. Seek and act on critical feedback from service users, carers, colleagues, linked professionals and other agencies

KR6b 6.4 Assessment Criteria 4

CPSW 1 1

4. Be active in self-briefing about developments in your own and other disciplines using opportunities to contribute to and critically analyse research

KR6b 6.7, 6.8 Assessed Learning Outcome 3, Assessment Criteria 4

3

5. Acknowledge that learning is a continuous process, taking responsibility for own professional development

KR6b 6.8 Assessment Criteria 4

2

6. Demonstrate that you are reflective and can make realistic self-assessments; develop the confidence to acknowledge what you don’t know

3.8 Assessment Criteria 4

2


35

7. Be active in promoting and teaching good practice with colleagues and other professionals e.g. involving service users and carers; sharing new information etc.

KR6d 3

8. Develop the confidence to challenge bad practice

3.2, 3.8 Assessment Criteria 4

3

9. Take responsibility with others for any personal difficulties that might affect your ability to do your job competently and safely

2/3

10. Develop the required skills and knowledge to work in multi-disciplinary settings and contribute to multi-agency working

KR3b, KR5d 6.7, 6.8 Assessed Learning Outcome 2 & 3

3

11. Show ability to use ICT to discover relevant information that improves your understanding of an individuals circumstances and the advice they may provide.

KR5c Assessment Criteria 4

1

12. Promote the rights of service users and carers through managed positive risk taking

KR2f, KR4a 4.1 CPSW3, CPSW7 3

13. Recognise levels of risk and make realistic assessments with service users and carers that respect their choices and rights

KR2f, KR4a 4.1, 3.3 CPSW7 2

14. Behave in ways that will keep you and others safe from violence and abuse

1


36

15. Respond to crisis situations, recognising when urgent response is required, managing the unexpected, maintaining a professional and considered approach in the face of crisis.

KR2a, KR2f 4.2, 4.3 3

16. Recognise and work with conflicts inherent in sharing information, advanced directives and generalised information without betraying personal trust and confidentiality

KR6c 2.3, 2.6 CPSW7 3

17. Identify unmet need and respond to it appropriately e.g. liaising with community groups to develop services, advocating on behalf of service user(s) initiating group or other activity)

KR2e Assessment Criteria 4

CPSW 1, CPSW3,

CPSW5

3

18. Consider social and financial costs of different courses of action taking into account organisational and individual choice and resources

KR2b 2

19. Demonstrate continuity in approaches used

3

20. Use role play and rehearsal as part of preparing for new situations and reflect on difficulties

2

21. Learn from “near misses” 6.4 Assessment Criteria 4

2

22. Show they can take initiative Assessment 1


37

Criteria 4

23. Demonstrate awareness of importance of communication in planning, providing and reviewing

2.2, 4.4 2

24. Support and encourage action research involving other students, service users, carers and practitioners

KR6d 6.8 3

25. Demonstrate the ability to conduct self in a professional manner

1

26. Identify skills needed and underpinning values

6.8 Assessed Learning Outcome 2 & 3

1

27. Network and share good practice methods

KR6d 6.7 2

28. Reflect on possible tension from above points and the need to go into situations with open mind

Assessment Criteria 4

2

29. Understand your own entry point into the debate on race equality and diversity and what relevance the issues have to you and social work

2

30. Show an ability to critically reflect on and analyse issues of race equality and diversity, and examine your own views.

1


38

KNOWLEDGE National Occupational Standards




1. Law, service user/carer rights, and social work methods

KR2b 6.1 Assessed Learning Outcome 2

2

2. Current policies and protocols KR4b, KR5a 6.8, 3.4, 2.7, 3.3, 3.6?


2

3. Relevant research to inform practice KR5a, KR6a, KR6d

6.8 Assessed Learning Outcome 2, Assessment Criteria 4

3

4. The expectations and constraints on different professions

6.7 2

5. Political processes and how lack of resources impacts on practice

3.4 Assessment Criteria 3 & 4

3

6. Local, national, international and multi-cultural perspectives, including individual histories

1.6 Assessment Criteria 4

2/3

7. Organisational culture and the effect of different styles of leadership

3

8. Eligibility criteria for services to which users and carers are entitled.

KR5b 2

9. Resources and services; know where to find out information

KR5b Assessment Criteria 4

2

10. Risk factors and how to manage risk, taking all significant factors into

4.1, 4.2, 4.3 CPSW7 3


39

account

11. Ethical and legal practice standards or guidelines for health and social care

KR6d 3.5 Assessment Criteria 3

2

12. Sources of information and ability to use/develop and communicate these

KR6a 1.3, 2.2 AC 4, Assessed Learning Outcome 2

1

13. Demonstrate an understanding of the historical context of racism and other forms of discrimination and their relevance for contemporary social work - how racism is manifested and maintained in society today

3

14. Demonstrate an understanding of legislation relating to race equality, social justice and human rights, including your own agency’s Race Equality schemes (or equivalent). Explore how this impacts on your practice experience.

2

15. Make use of local, national and international research to develop your understanding of issues to do with race and culture

2

16. Discuss theories on identity

2


40

SKILLS National Occupational Standards




To build and maintain relationships social workers need the skills to: A1. Communicate effectively. KR2f 2.2 Assessed Learning

Outcome 1 1

A2. Use group programmes, processes and dynamics to promote individual growth, development and independence, and to foster interpersonal skills

1

A3. Make careful introductions, inviting people to define themselves and asking how they wish to be addressed.


CPSW 1 2

A4. Ensure meetings are as unthreatening as possible.

KR3b 6.1, 1.4 Assessed Learning Outcome 1

2

A5. Define and negotiate own role and expectations of the relationship

2

A6. Empower people eg build networks that encourage and support strategic alliances

KR1b, KR2b, KR2d


CPSW 1, CPSW 2, CPSW3, CPSW4

3

A7. Work and maintain networks, both those of service users, carers colleagues and professionals

KR2d, KR5d 1.3, 4.1, 6.5, 6.7


CPSW 1, CPSW3 3

A8. Encourage service users and carers in strengthening their support networks (formal and informal) using knowledge of what

KR2b, KR2d CPSW 1, CPSW3, CPSW4

3


41

is available and would actually help. A9. Make sure service users and carers know what action the agency is taking e.g. the results of any review, any changes of worker, any changes of service etc.

KR2b 2.5, 2.1 CPSW 1, CPSW 2 2

A10. Follow agency policies and procedures about accepting gifts and money from service users and carers.

1

A11. Disengage from individuals and groups appropriately

1

To prepare for practice social workers need the skills to:

B1. Tune into other people’s thoughts, feelings and circumstances

2

B2. Explore background situation and tune to current circumstances including aspects of health and safety for service users, carers and workers.

KR2f, KR4b 4.1, 5.7 2

B3. Identify opportunities to form and support groups

2

B4. Obtain appropriate knowledge in compliance with legislative frameworks

6.1, 6.8 2

B5. Use appropriate means of contact for the person/s concerned


2

B6. Make assessments of strengths, needs, risks and circumstances, ensuring that everyone who needs to

KR1c, KR4a, KR4b

4.1, 4.2 CPSW7 2


42

know is informed. B7. Use information but form own opinion, not taking prior sources of information as infallible, differentiating judgemental statements from fact.

1.1, 1.4 2

B8. Form plans which have clear goals and explanations of methods and processes

2

B9. Identify timescale and resource implications

2

To provide services social workers need the skills to: C1. Use, develop and communicate information

2

C2. Work with groups to promote individual growth, development and independence

3

C3. Leave written information and contact details

6.1, 2.2 Assessed Learning Outcome 1

2

C4. Write reports and keep records that are suitable for purpose [i.e. for the agency, for service user, carers, for themselves as aide memoire, and in case of future investigations]

KR5c 6.1, 6.2 Assessed Learning Outcome 1

2

C5. Maintain good records as a discipline in itself that helps to organise thoughts, plan intervention and facilitate reflection.

KR5c 6.1, 6.2 2

C6. Use IT resources and select information wisely.

KR5c 1


43

C7. Work with complex situations, where there are differing views, needs and priorities

KR6c Assessed Learning Outcome 1

CPSW7 3

C8. Publicise and give relevant information about local projects and services and make sure service users and carers know where they can go for help

KR2b CPSW 1, CPSW3 3

C9. Argue the relative cost of providing existing services and ‘tailor-made’ services

KR5b CPSW 2 3

C10. Apply for funding KR5b 3

C11. Promote communication and continuity between services (fight fragmentation)

6.5, 6.7, 4.4


CPSW3 2

C12. Work towards reconciling conflicting individual and public perspectives


CPSW 2CPSW7 3

C13. Manage the different expectations about what can reasonably be expected from this and “signposted” services and give feedback to the service provider.

3

C14. Develop the ability to engage with people without using stereotypical knowledge and with a curiosity to understand others’ lives

1

C15. Demonstrate the ability to ask questions around identity, culture, spirituality, heritage as is relevant to

2


44

the assessment of another's situation, with sensitivity and respect C16. Demonstrate the ability to develop strategies to take action in a constructive way.

3

To monitor, review and evaluate services social workers need the skills to:

D1. Monitor and routinely check, using appropriate communication, whether what is provided is the service that is needed

2

D2. Evaluate care packages or other service provision, ensuring that verbal and non-verbal feedback from service users and carers is always taken into account

2

D3. Help groups to achieve planned outcomes for their members and to evaluate the appropriateness of their work

3

D4. Acknowledge and record what did and did not work.

KR2f, KR5c 2.2, 6.2 Assessed Learning Outcome 1

CPSW 1 2

D5. Identify and report gaps in the provision of service and routinely inform agencies about them eg NHS dentist, After School Club, Cleaning service for home care users

3.4 CPSW 2 3

D6. Enable individuals and groups to use informal and formal complaints procedures

3


45

Appendix 2: QAA Benchmark Statements

Learning Outcomes Stage 1 Stage 2 Stage 3

C&IT Skills

Relevant Subject Benchmark 3.2.1

Use a variety of C&IT methods to prepare and process information and data. Meet ECDL requirements. Use statistical techniques to collect and record data.

Achieved in: SCW186

Use a variety of C&IT methods to aid analysis and present information. Use statistical techniques in tackling problems and presenting data

Achieved in SCW289

Use a variety of C and IT methods to aid, present and evaluate information including the applicability of research to practice. Utilise qualitative data to analyse and evaluate issues and problems.

Achieved in: SCW3015

Problem solving skills: Managing Problem solving activities

Relevant subject benchmark 3.2.2.1

With guidance identify summarize and make connections between basic concepts and models. Apply empirical and abstract models to empirical and practice derived material. Identify elements and complexities of problems and suggests methods for their resolution. Identify the ethical principles involved in the application of models to practice. Recognise the processes involved in organizational and individual change.

Achieved in SCW186

Independently identify, summarize and make connections between basic concepts and models. Apply concepts and models to planning simple problem solving in practice. Utilise ethical principles when planning.

Achieved in SCW289

Plan a sequence of actions to achieve specified objectives. Apply ethical principles and practices critically.

Implement processes of change.

Achieved in SCW3015


46

Problem solving skills : gathering information

Relevant Subject benchmark 3.2.2.2

Gather information from a wide range of sources and by a range of methods for a variety of purposes.

Achieved in SCW186

Gather information by means of face to face and telephone contact with individuals and groups

Achieved in SCW289

Assess the reliability of information gathered.

Achieved in SCW3015

Problem solving Skills: Analysis an synthesis

With guidance, identify and make connections between basic concepts and models. Apply concepts and abstract models to empirical material. With guidance analyse evidence and data.

Use an appropriate range of sources to assess less complex situations. With minimum guidance analyse evidence and data. Demonstrate an ability to utilise those factors specific to social work practice in assessing less complex human situations. Demonstrate an ability to utilize an understanding of the impact of discrimination and inequality

Assess human situations, taking into account a variety of factors (including the views of participants, theoretical concepts, research evidence, legislation and organizational policies and procedures). Analyse information gathered, weighing competing evidence and modifying their viewpoint in light of new information, and relate this information to a particular task, situation or problem. Consider factors relevant specifically to social work practice (such as risk, rights, cultural differences and linguistic sensitivities, responsibilities to protect vulnerable individuals and legal obligations). Assess the merits of contrasting theories, explanations, research, policies and procedures; synthesise information and lines of reasoning and sustain detailed argument at length and over time. Employ understanding of human agency at the macro (societal), meso (organisational and community) and micro (inter- and intra-personal) levels. Analyse and take account of the impact of inequality and


47

Relevant subject benchmark

3.2.2.3

Achieved in SCW186

Achieved in SCW289

discrimination in particular contexts, situations and problems.

Achieved in SCW3015

Problem Solving: Intervention and Evaluation

Construct arguments and hypotheses. With guidance evaluate arguments and hypotheses. Demonstrate an ability to plan, implement and review the outcome of a course of action. Recognise the need for co-operation between individuals and agencies. Identify those conditions necessary for collaboration

Independently identify appropriate techniques for the evaluation of concepts and evidence. Make decisions, sets goals and constructs specific plans in less complex situations. Negotiate goals and plans with others. Demonstrate an ability to build and sustain relationships in order to achieve an agreed goal. Recognise those elements necessary to implement plans through a variety of systematic processes. Meet deadlines of

Make decisions, set goals and construct specific plans to achieve these, taking into account a variety of factors including ethical guidelines. Negotiate goals and plan with others, analysing and responding to human, organisational and structural impediments to change. Build and sustain relationships with a range of people and organisations. Implement plans through a variety of systematic processes including contracting with others. Monitor situations, review and evaluate outcomes, and bring work to a conclusion, taking into account the implications for all involved.


48

Relevant Subject Beanchmark3.2.2.

Achieved in: SCW186

time and comply with definitions of scope. In less complex situations, monitor situations, review and evaluate outcomes, and bring work to a conclusion, taking into account the implications for all involved.

Achieved in: SCW289



49

Communication Skills

Write coherent, well-structured essays, reflections and reports using correct bibliographical references and sources. Demonstrate an ability to prepare other forms of written work as appropriate to the situation. Identify and prepare supporting materials for oral and written work. Identify and reflect on the components of oral presentation. Use both verbal and non-verbal cues to guide interpretation. Contribute to, and reflect on, the effectiveness of seminar presentations and discussions.

Achieved in SCW186

Develop and sustain an argument in writing and orally. Make effective contact with individuals and organisations for a range of objectives, through verbal, paper based and electronic media. Clarify and negotiate the purpose of such contacts and the boundaries of their involvement. Listen actively to others, understand accurately their viewpoint and experience, and overcome personal prejudices.

Achieved in SCW289

Write accurately and clearly in styles adapted to the audience, purpose and context of the communication. Follow and develop an argument and evaluate the viewpoints of, and evidence presented by, others. Make effective preparation for and lead meetings in a productive way. Communicate effectively across potential barriers resulting from differences (for example, in culture, language and age).

Achieved in SCW3015


50

Personal and Professional Development

Relevant Subject Benchmark 3.2.5.

Begin to recognize own strengths and weaknesses and identify own learning needs. Provide feedback on learning experience. Access and use a range of learning resources.

Achieved in: SCW186

Evaluate own learning experience. Be autonomous in study tasks and time management. Begin to develop own judgment and challenge received opinion.

Achieved in: SCW289

Reflect on and modify behaviour in the light of experience. Identifies and keep under review their own personal and professional boundaries. Manage uncertainty, change and stress in the work situation. Handle interpersonal and intra-personal conflict. Understand and manage changing situations and respond in a flexible manner Challenge unacceptable social work practice in a responsible manner.



51

Working with Others

Relevant subject benchmark 3.2.4

Meet obligations to others (tutors/peers). Offer and support initiatives and recognising alternatives. Identify and work toward collective goals and reflect on participation within group activities.

Achieved in: SCW186

Give and receive information and ideas and modifying responses where appropriate. Develop professional relationships.

Contribute to peer feedback. Consult actively with others who hold relevant information or expertise. Develop effective partnerships with other individuals, groups and organisations.

Achieved in: SCW289

Involve users of social services in ways that increase their resources, capacity and power to influence factors affecting their lives. Act cooperatively with others, liaising and negotiating across differences such as organisational and professional boundaries and differences of identity or language. Act with others to increase social justice by identifying and responding to prejudice, institutional discrimination and structural inequality. Act within a framework of multiple accountability (for example, to agencies, the public, service users and others. Challenge others when necessary, in ways that are most likely to produce positive outcomes.



52

Appendix 3: National Occupational Standards By definition, these can only be demonstrated, in practice, by the end of the final practice learning experience. This table shows the stages which are associated with each area, and the practice learning experience in which they are demonstrated.

Stage 1 Demonstrates i. Ability to work within organizational procedures; ii.basic understanding of experience of service users. ii. A basic level of communication skills. iii. Foundation values incorporated in the Code of Practice iv. Capacity to reflect on their own actions and utilize knowledge in practice. v. Understanding the nature of Social Work practice and its role in working with marginalised, dispossessed and vulnerable positions Academic underpinning in stage one components one and two Demonstrated in practice during first stage practice learning experiences

Stage 2 Demonstrates I. Awareness of different social and organizational structures.

ii. Ability to consistently integrate The Code of Ethics into Practice.

iii. Ability to evaluate own strengths and learning needs and to plan methods to meet those needs.

iv. Ability to reflects on their practice and to utilize that reflection.

academic underpinning in stage one and stage two components one and two

Demonstrated in practice during second stage practice learning experience

Stage 3 I. Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.

ii. Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups and communities and other professionals.

iii. Support individuals to represent their needs, views and circumstances

iv. Manage risk to individuals, families, carers, groups, communities, self and colleagues.

v. Manage and be accountable, with supervision and support, for your own social work practice within your organisation.

vi. Demonstrate professional competence in social work practice.

Academic underpinning in stage two and stage three component one

Demonstrated in practice during third stage practice learning experiences


53

Appendix 4: Department of Health Requirements

Stage1 Stage2 Stage 3

(i)

Human growth and development

- Mental Health, Disability

Can identify the key stages in the human development.

Achieved in SCW186

Can identify elements of abnormal development in simple situations.

Achieved in SCW289

Can identify elements of abnormal development in complex situations.

Achieved in SCW3015

(ii)

Assessment, planning, intervention and review.

Can identify models of managing care in use in a variety of settings.

Achieved in: SCW186

Can demonstrate the ability to identify models of managing care appropriate to the situation under limited supervision.

Achieved in: SCW289

Can demonstrate the ability to identify models of managing care appropriate to the situation without supervision.


(iii) Communication Skills with children and those with particular communication needs

Demonstrates the ability to communicate effectively to individuals and groups

Achieved in: SCW186

Identifies and selects appropriate communication techniques under limited supervision.

Achieved in SCW289

Identifies and selects appropriate communication techniques without supervision



54

(iv)

Law

Identifies the legislation which is applicable to social work and can describe its application.

Achieved in: SCW186

Has a detailed knowledge of the law applicable to social work.

Achieved in: SCW289

Has detailed knowledge of the law applicable to social work and has in depth knowledge of specific areas


(v)

Partnership working and information sharing across professional disciplines and agencies.

Can describe the reasons for and the range of models of multi agency /multi disciplinary working in Social Work

Achieved in: SCW186

Can interact effectively in a team / learning group giving and receiving information and ideas and modifying responses where appropriate.

Achieved in: SCW289

Has a detailed knowledge of the models and mechanisms which are used to facilitate inter agency/ interdisciplinary working, and an in depth knowledge of specific areas.



55

Appendix 5: BA (Hons) Social Work - SEEC Descriptors Mapping

Stage one: SCW186

Stage two: SCW289

Stage three: SCW3015

Component one Component two Component one Component two Component one Component two

Knowledge & Understanding

Knowledge ●

• • • ●

●

Ethical Issues ●

• • • • ●

Cognitive Intellectual

Analysis ● • • • ●

Synthesis

● • • ●

Evaluation

• ●

Application ●

●

• • • ●

Key/ Transferable

Group Working • ●

• ● • ●

Learning resources

●

●

• ● • ●

Self evaluation • ●

• • • ●

Management of information

• ● ● ●

Autonomy

• • • ●


56

Communication • ●

• • • ●

Problem Solving

• • • ●

Practical skills

Application ●

• ● • ●

Autonomy in skill use

● • ●


57

Appendix 6: Mapping underpinning for Roles and Tasks of Social Work against stages

Mapping underpinning for Roles and Tasks of Social Work against stages

Knowledge, values and skills Stage one

Stage two

Stage three

Respect for the equality, worth and human rights of all people, and for their individuality, privacy and dignity

‡

‡

‡

Understanding of, and commitment to, the rights of the child

‡ ‡

Commitment to putting into practice equalities and diversity principles, recognizing and dismantling barriers, and challenging discrimination against people using services, carers, families and fellow-workers

‡

‡

‡

Skills in assessing, jointly with people and families, their circumstances, strengths, needs and preferred outcomes

‡

‡

Understanding of individual, family and community dynamics

‡

‡

Skills and knowledge to deal with hostile and aggressive responses to social work intervention, without putting their own safety at risk

‡

Knowledge of the frameworks of law, policy and regulation affecting social work practice

‡ ‡ ‡

Skills, knowledge and judgment required to recognize and evaluate levels of risk to children and adults, assess possible measures to reduce and manage the risks and take appropriate action

‡

‡

Skills in enabling people to exercise choice, be involved in decisions affecting them, and use resources to secure the outcomes they want

‡

‡

Skills in communication, particularly with and on behalf of children and adults with limited ability to


58

convey their own views and wishes ‡ ‡ ‡

Skills in negotiating and coordinating services provided by networks of social care staff and family carers

‡

‡

Skills in inter-agency collaboration and multi-disciplinary teamwork, and understanding of the roles and functions of other professions and agencies

‡

‡

‡

Information sharing, negotiating and advocacy skills to assist people in obtaining resources, services and benefits

‡

‡

Skills in effective record keeping and use of records to review progress and learn from practice

‡

‡ ‡

Commitment to continuing personal and professional development and the acquisition of advanced and specialist skills and knowledge

‡

‡

‡

Social work methods and approaches

Professional relationships based on warmth, trust and report with people using services

‡ ‡ ‡

Social models of assessing people’s situations and working with them to overcome barriers to participation and independence

‡

‡

Practice that seeks to put power in the hands of people to manage their own situations, with the social worker as facilitator

‡

‡

‡

Work that integrates individual, family and community dimensions in a creative balance

‡ ‡ ‡

Distinctive approaches to understanding and working with risk, recognizing the need to safeguard those who are vulnerable whilst enabling people to take the risks that go with ordinary everyday living

‡


59

Modern approaches to established casework skills and methodologies, working systematically and in an integrated way to keep a focus on people’s practical, social and psychological wellbeing

‡

‡

Applying and extending principles of personalization, which have always been at the heart of social work at its best, to help people find individual solutions and achieve satisfactory outcomes

‡

‡

Effective joint working with other disciplines, other social care staff, volunteers, foster parents and advocates

‡

‡

Tasks of social work

Building bridges with people who need support, winning their trust and finding good ways of communicating with them

‡

‡

‡

Working with the person or family who needs support to help them assess their situation, decide what they want to achieve, overcome barriers, and obtain support that feels right for them

‡

‡

Aiding people who wish to do so to assess their own needs, identify resources, make decisions, and arrange and manage their own support

‡

‡

Providing or arranging advocacy for people who do not have a voice, and helping them to be more in control of their own lives

‡

Acting as a broker to obtain the support people want, developing creative approaches to the use of all available resources to extend individual choices, avoiding the trap of making people fit the services available, and being sensitive to unspoken needs

‡

‡

Helping parents develop the skills and understanding to be more effective in meeting their children’s needs for care, development and control

‡

‡

Support the physical, intellectual and emotional


60

development of children and young people who need help, and helping disadvantaged people of all ages improve their health and well being

‡ ‡

Arranging good quality alternative care for children and young people whose parents cannot care for them, and for adults who can no longer manage in their own homes

‡

Helping children and adults to overcome the problems of disability, negotiate the transition to adulthood and achieve independent living, access direct payments, individual budgets and other funding, and secure personal assistance, equipment and employment adjustments

‡

‡

Helping people in poverty to improve their financial position, informing them about their entitlements, and supporting them to access training, work opportunities and benefits

‡

‡

Regularly reviewing with people how well support fits their changing needs, involving them in co-recording progress and concerns, and agreeing adjustments and plans for ending contact

‡

‡

Enabling people who are dissatisfied with the services they receive, including social work services, to make use of representations and complaints systems to seek explanations, apologies and redress

‡

‡

Helping to ensure that public recourses are allocated and any charges applied fairly, and informing commissioners of any evidence that the type, scale or quality of services is not matching needs

‡

Seeking to promote social justice by challenging neglect, discrimination and exclusion, and helping to build safe, strong and caring social networks and communities

‡

‡

‡

Encouraging integrated working with social care workers, with other professions and agencies, with


61

networks run by people using services, and with community support groups to improve the way services are coordinated and to better understand one another’s roles

‡

‡

‡


62

Appendix 7: Standards for the promotion of race equality, social justice and human rights Background to the Review of the Anti-Racist Standards

The Anti-Racist Practice Development Forum (ARPDF) was initiated in 1999. This followed the publication by the Commission for Racial Equality (CRE) of Standards for Anti-Racist Practice (1997) and the ensuing analysis of social work student practice learning portfolios against these standards. The outcome of this was the identification of the lack of integration of anti-racist practice in student portfolios and the need for clear expectations to be established.

The ARPDF, an open forum and network of individuals concerned about racism locally, was committed to the development of anti-racist practice in the South West, a predominantly white area where Black or Minority Ethnic people are more likely to be the subject of racist attack than in inner cities (Raynor, 2001). One of the key initiatives of the ARPDF was to develop the Anti-Racist Practice Standards which became a key feature of social work programmes in the region (Butler, Elliott and Stopard, 2003). The standards provided a framework of expectation with regard to integration of anti-racism both in social work practice and social work education. Foundation level standards were added the following year which encouraged students to consider how “we are all products of our own history and reflect our ancestral and cultural heritage, personal experiences and immediate cultural context.” (Jelley, Horton and Soper, 2004). The standards emphasised how understanding of ourselves is not static, and that continual questioning of who we are and the language we use is essential for on-going professional development.

In October 2005 debate within ARPDF meetings focussed on the desire to become less ‘anti’ and more ‘pro’-active in promoting good practice in race relations and developing global perspectives in social work. The forum was renamed the Forum for Race Equality and Diversity Awareness (FREDA). A subgroup of FREDA began to focus on a review of the ARAD standards, and Centre for Excellence in Professional Practice Learning [CEPPL] funding was secured to undertake research into the use of the standards in practice. The Executive Summary of this research (Boyce et al, 2008) concluded that: we need to work to the two key principles of ‘holistic assessment’ and ‘engaging in the debate’, that there needed to be a review of the language used, alongside providing safe environments for students to explore and discuss their understanding and learning, and consistency of message across the whole programme including teaching, practice and assessment.

A new subgroup of FREDA including representatives from the service user/carer consultative group, agency staff providing student practice learning, practice assessors, practice learning managers and academic staff from both the Cornwall College and University of Plymouth sites was established to act on the research recommendations.


63

Introduction

An interesting debate followed within the FREDA subgroup which focussed further on the move away from the use of ‘anti-racist’ terminology towards the ‘promotion’ of race equality. It was felt that ‘promotion’ suggests a more positive, proactive approach to anti-discriminatory practice in line with current critical thinking (Macey and Moxon, 1996; McLaughlin, 2005). The standards maintain the focus on the specific impact of racism, deconstructing the illusion of ‘race’ and looking at how this impacts on the wider issues of institutional and personal discrimination including the transferability of ideas to other oppressions.

The purpose of this document is to introduce those involved in student practice learning (students, service users and carers, practice assessors, agencies and practice learning managers, academic teaching staff, practice supervisors and other practitioners) to the revised standards for teaching and assessing students’ progress in integrating and promoting race equality, social justice and human rights in their practice. The key principle of the revised approach, based on research undertaken at the University of Plymouth (Boyce et al, 2008), is to encourage students, service users, teachers and practitioners alike to engage in the debate and promote good practice in tackling racism locally, nationally and globally.

The revised standards will be used for the first time in the academic year 2008/9. At the end of the year feedback will be gathered from students, and all others involved in the programme, to inform an ongoing review of their usefulness in practice.

Standards for the Promotion of Race Equality, Social Justice and Human Rights

Key Principles

Students need to demonstrate an ability to ‘engage in the debate’ and:

Consider how social justice and human rights are important to social work practice, personally, locally, nationally and globally.

Understand the history of racism and other forms of discrimination and the implications of this history for contemporary social work.

Analyse the inherent complexities of their own and others’ identity.


64

Levels The notion of progression is a key concept. Understanding

(Critical reflection)

Thinking

(Critical analysis)

Doing

(Taking appropriate action to counter racism and other forms of oppression)

Stage one

Demonstrate an awareness of social injustice and begin to examine your own entry point into the debate

Begin to consider the relevance of an anti-racist within anti-oppressive practice approach to social work

Begin to consider strategies to reduce racism and other forms of social injustice

Stage two

Demonstrate an awareness of social injustice and the impact of your own identity on practice

Critically analyze the relevance of an anti-racist within anti-oppressive practice approach to social work and consider how you are applying this to your own practice

Identify a range of strategies to counter racism and other forms of social injustice, and begin to take appropriate action

Stage three

Demonstrate an understanding of the complex nature of your own and others’ identity, and examine the implications for practice

Critically analyze a range of approaches to anti-oppressive practice and consider how you are transferring ideas to inform your own anti-racist within oppressive practice

Recognize and take appropriate action to reduce social injustice on the grounds of racism and other oppressions


65

Learning outcomes

Values

Demonstrate an understanding of power and the impact of oppression and describe some of the ways in which racism combines with other forms of oppression.

Explore your own feelings, experiences, assumptions, prejudices and values in order to help you understand and promote race equality.

Developing professional practice

Understand your own entry point into the debate on race equality and diversity and what relevance the issues have to you and social work

Show an ability to critically reflect on and analyse issues of race equality and diversity, and examine your own views.

Knowledge

Demonstrate an understanding of the historical context of racism and other forms of discrimination and their relevance for contemporary social work - how racism is manifested and maintained in society today

Demonstrate an understanding of legislation relating to race equality, social justice and human rights, including your own agency’s Race Equality schemes (or equivalent). Explore how this impacts on your practice experience.

Make use of local, national and international research to develop your understanding of issues to do with race and culture

Discuss theories on identity

Skills

Develop the ability to engage with people without using stereotypical knowledge and with a curiosity to understand others’ lives Demonstrate the ability to ask questions around identity, culture, spirituality, heritage as is relevant to the assessment of another's situation, with sensitivity and respect Demonstrate the ability to develop strategies to take action in a constructive way.


66

Appendix 8: Practice Learning Roles and Responsibilities

Practice Learning Manager [PLM] and Agency Learning Manager [ALM] This person is the link between the student, the agency and the programme and will ensure that students have learning opportunities to help their development. A/PLMs are accountable to the Programme and hold the Practice Teaching Award or are undertaking an equivalent qualification [e.g. the Integrated Masters Programme – Education]. It is the A/PLM’s responsibility to ensure that students have practice learning experiences available to support their learning and they will work with both students and agencies to do this. Whilst student preferences may be taken into account through discussion with their A/PLM, practice settings are allocated according to learning needs, previous experience and availability of opportunities. If students are placed in a non-statutory agency, they will have the support of a PLM based either in the Centre for Practice Learning on the Plymouth site or in the Penhaligon Building on the Cornwall College site. If students are placed in a statutory setting they will have the support of an ALM employed by the Local Authority they are placed within. Note: there are two PLMs in Plymouth and one in Cornwall who have specific responsibility to link with students completing practice learning in the statutory agencies. This ensures that ALMs, students and supervisors are fully supported and that University and programme guidelines are followed. The A/PLM will monitor progress and ensure particular needs are recorded and responded to. All these written records must be included in the students record. A/PLMs will keep in regular contact with students but in keeping with the philosophy of self-directed learning students also have a responsibility to keep A/PLMs updated on progress and any changes or difficulties they are experiencing. Key Tasks: 1. To help students to develop skills in individual self-assessment. 2. To support students, alongside the Practice Learning Supervisor, Practice

Assessor/Observer(s) and Module Teacher(s) who may also contribute feedback or support, to help students develop their Action Plans.

3. To ensure Practice Learning Working Agreements are fully completed, returned to the centre within the timescale allowed and are adhered to or amended as the placement progresses.

4. To ensure agencies are fully prepared and can offer good quality, appropriate practice learning opportunities including full induction and regular supervision.

5. To help students identify and evaluate strengths and learning needs as a student Social Worker, making links to the four core areas of development in the guidelines, in collaboration with the Practice Learning Supervisor, Practice Assessor/Observer and Module Teacher.

6. To be the first point of contact and liaise with the Practice Learning Supervisor, Practice Assessor/Observer and Module Teacher(s) should


67

difficulties arise, ensuring meetings are convened and recorded. For students experiencing difficulties in Local Authority practice settings, the ALM with responsibility for the students learning, will involve the statutory link PLMs at the University in discussions and should invite them to attend any subsequent meetings.

7. If students have particular needs in relation to health, culture, disability or ethnicity for example, the A/PLM will be available to offer advice and support in relation to academic and practice learning as appropriate.

8. The A/PLM will arrange all observations and ensure the feedback received is balanced, accurate and fair. Students will receive support to use feedback from the Practice Assessor/Observer or from the Independent Practice Assessor, to help with learning.

9. The A/PLM will also verify the end-of-practice portfolio once it is handed in, to ensure it contains minutes of meetings or correspondence that needs to be there.

10. The A/PLMs will work collaboratively to ensure a smooth transition between stages and to ensure practice learning opportunities are chosen to meet individual student learning needs.

A duty PLM can be contacted at the Centre for Practice Learning, in normal office hours, via the Practice Learning Administration assistant if a student’s allocated A/PLM is not available. Practice Learning Supervisor This person is responsible for the allocation of work and on site, day-to-day supervision of students during practice learning. Practice Learning Supervisors will provide agency induction and specialist input related to the work undertaken in practice.

Key Tasks: 1. To liaise closely with the A/PLM regarding key aspects of students learning

and to be party to the practice learning working agreement. 2. To provide an induction programme and specialist information to students

about agency policy and local resources. 3. To allocate work to students and provide them with regular supervision. NB:

In view of the different patterns of attendance, supervisors will meet students for a briefing each week and for supervision [minimum 1 hour] no more than 6 practice learning days apart. Records of meetings should be signed as agreed.

4. To monitor student work to ensure that it is of an acceptable standard. 5. To be accountable with their line manager for the work that students

undertake. 6. To provide written feedback on students practice to the student and the

A/PLM at mid and end of practice and to give contextual verbal feedback to the Practice Assessor/|Observer after practice observations.


68

Practice Assessor/Observer [PA/O] To provide students with a range of feedback, two or more different PA/Os will observe practice and give feedback about the accuracy of student self-assessment, particular skills and what they still need to learn. They will comment on student learning goals for the session and anything else they think is relevant to their learning and development. Practice Assessors/Observers hold the Practice Teaching Award or the Integrated Masters Programme in Education and through their agencies are directly accountable to the Programme. Key Tasks: 1. To carry out planned observations of student practice and to give verbal and

written feedback on strengths and learning needs. In particular they will support students capacity for accurate self-assessment and appropriate goal-setting and Action Planning.

2. To help students to learn the importance of a critical perspective of agency policies and procedures.

3. To encourage students to reflect on, describe and analyse good social work practice.

4. To check whether the observation is typical of a student’s practice through contact with service users, carers and their supervisor.

5. To identify any areas of learning need required to the A/PLM. NB: Observations may be undertaken by any available member of the Practice

Assessor /Observer team and must be arranged by the A/PLM when students notify them that they are ready.

Dealing with Difficulties In the event of significant variation, difference or concerns in the accounts of student’s practice, the Practice Assessor/Observer will write a full report based on the observation itself. A meeting will be triggered that could involve the student, Practice Learning Manager, Teacher(s), Practice Assessor/Observer and Practice Learning Supervisor in the work setting if required. A decision could be made to involve the service user if appropriate. In the case of dangerous practice or serious misconduct, the Practice Assessor/Observer will take immediate action ending the observation and calling a meeting with the student’s A/PLM and Practice Learning Supervisor. The aim of the meeting would be to reach an agreement about a student’s strengths and learning needs and ability to practice at the required level and if the placement is withdrawn, to record the evidence on which the decision is made and recommendations for the future. In all other situations a plan would be drawn up to identify the enhanced support and teaching required to re-define learning needs and identify ways of addressing them.


69

Documents

Faculty of Health and Social Work Programme Specification Bachelor of … · 2015-05-07 · Higher Education in Social Care Studies , Diploma of Higher Education in Social Care Studies,