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Post qualifying awards for social workersEithne Darragh aa Social Work , Queens University , BelfastPublished online: 17 Jan 2008.

To cite this article: Eithne Darragh (1996) Post qualifying awards for social workers, Child Care in Practice, 3:1, 17-29

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POST QUAHFYING A W D S FOR SOCIAL WORKERS E m N E DARRAGH

Lecturer in Social Work, Queen’s University, Belfast

This aificle outlines the range of opporttinities which have been developed across Northern Ireland to enable social workers in child care settings to achieve the Post Qtiplibng and Advanced Awards in Social Work.

Introduction It is widely recognised that, to meet the ever-changing demands of legislation, social policy and the evolving needs of consumers, professional social workers need to develop their competence beyond qualifying level.

In 1990 the Central Council for Education & Training in Social Work introduced a framework offering social workers opportunities to continue their professional development. CCETSW Paper 31 outlines:- “The Requirements for Post Qualifying Education and Training in the Personal Social Services”.

“The framework will take workers from the point when they obtain their professional qiinlification {CSS, CQSW, DipSW or predecessor equivalent), to a post qtralifying level where they have extended their skills, for example, in areas where they are accountable for the liberty of people or are promoting empowerment of others .... Some workers will nioue on to an nduanced level where they ulill receive recognition for their ability to provide leadership aizd expertise in their area of work”

CCETSW Paper 31 These qualifications were to be called The Post Qualifying Award, and the Advanced Award (in 1995 the Awards included “in Social \Vork“).

CCETSW’s aim in designing the post qualifying framework is outlined in Paper 3 1 (1.1)

%nproved standards of service and care for consumers of personal social services in every setting or sector is the aim of these requirements which establish a framework for continuing professional development of social care and social work stafl ”

Research carried out in England by Rushton & Martyn (1993) would indicate the value of post qualifying training in improving professional standards of practice:

“...we wish to emphasise the critical role that post qualifying training has in developing higher standards of service”.

This is supported by The Northern Ireland Post Qualifying Education and Training Partnership who state in their Mission Statement:

“Its business is about promoting the improvement of standards of service and care, received by consumers of personal social services, through the fostering of staff development and professional competence. ’’

Rushton & Martyn (1993) further highlight in their research findings:

“Three main areas of advantage ernergen strongl-y :first, the status,

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relevance and credibility of coiirses: secondly, the increase in theoretical knowledge a n d thirdly, greater- confidence and competence".

Discussions with successful candidates in Northern Ireland would echo these findings. Candidates who have undertaken post qualifying or advanced level study, reflected on their competence and compiled a portfolio of their work, for assessment, state that:

their practice and competence are confirmed, their work is better informed by current theory and research they are more confident in working with other professionals

SECTION ONE Section one outlines the role of the Northern Ireland Post Qualifying Partnership in promoting post qualifying training opportunities for social workers throughout Northern Ireland. The PartnershiD The Northern Ireland Post Qualifying Education & Training Partnership was established in 1991 and approved by CCETSW in January 1993. This umbrella organisation was created in Northern Ireland to:

promote increased access to education and training ensure training provision is responsive to changing patterns of consumer needs and service delivery requirements take account of the many policy changes flowing from new legislation and facilitate multi-disciplinary training.

The Partnership recognises the res pons i b i 1 i t y s oc i a I work e d 11 c;i t i o n 18

providers have in terms of facilitating individuals to develop personally and professionally.

"Those who are cognisant of the best management principles will be as committed to irivesting i n the develop me i i t of their val zi a ble h ti ma n resotirces as they are in tiori-htimaii resources. Education to meet the ?leek of the service should be compatible zoith meeting the needs of staff for individtral career development; indeed meeting siich needs is complementag, to service needs and is essential to ensuring quality of care. ' I

NBNI (1995)

The CCETSW framework will provide new and exciting opportunities for social workers, enabling them to gain credit and recognition for their continuing professional development. The approach is progressive recognising the developmental nature of practitioners from consolidating their learning, moving into more specialist practice, enabling others in their work and through to advanced competence.

The Northern Ireland Post Qualifying Education & Training Partnership is a body which represents all the social. work interests in N.I. - the four Area Health and Social Services Boards; The Probation Board N.I.; The Voluntary Sector; The Open University (N.1.); The Queen's University, Belfast; The University of Ulster and the Further Education Sector. The current Management Board rep- resentatives are: Prof. Srephanie Imin Ms. Vivienne Boyd

Independent Chair Belfast Institute of Further Education

The Open Universit).

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Prof. Roger Ellis Mr. Brendan Fulton Probation Board

University of Ulster

for N.I.

Belfast Prof. Dorota Iwaniec Queen’s University

Mr. Brendan Johnston Western HSrSSB Ms. Jan McConachie Northern H&SSB Mr. Jim McCaul Southern HSZSSB Ms. Patricia McGrogan Voluntary Sector

Representative Mrs. Harriett Pointon Voluntary Sector

Representative Mr. David Vance Eastern HSzSSB

The Structure The Management Board is responsible for promoting and overseeing all post qualifying education and training provided for social workers in Northern Ireland. A Quality Assurance Board has been established by the Partnership to ensure quality standards of education, training and assessment at both post qualifying and advanced levels across Northern Ireland. The detailed work of the Quality Assurance Board is delegated to two committees. Responsibility for approving, credit rating and monitoring programmes rests with a Credit Rating Panel. An Assessment Panel has been given responsibility for assessing portfolios from individual candidates.

In addition a Monitoring committee monitors that equal opportunities are available for post qualifying social workers.

Guidance PaDers The Partnership has provided a range of proiuotional material and Guidance papers which fully explain the requirements for the individual awards, t h e process of

registration and the need for support. This article is a brief explanation of the routes to the Awards and reference is made to more detailed literature, as required.

SECTION TWO In this section the routes available to social workers wishing to achieve either of. the two awards will be explored and clarified.

THE POST OUALIFYIN G AWARD The structure which evolved in Northern Ireland for the Post Qualifying level outlined a three-staged approach to achieving the Award.

Stage 1 Consolidation

Stage 2 More Complex Work

Stage 3 Enabling Others

Each stage of the Post Qualifying level is considered separately.

STAGE 1 The first stage, following the initial social work qualification, is known as the Consolidation Phase. This acknowledged that social workers need time and support to consolidate their learning from CollegeAJniversity based courses. This stage is equivalent to the first year to eighteen months post-qualification.

Social workers who were qualified before 1 January 1995 are deemed to be past this initial stage of Post Qualifying develop- ment, and are exempted from it . On achieving credits at either Stages 2 or 3 the candidate will be sent a Line Manager’s Endorsement form for their Line Manager to complete. This enables the candidate to gain Stage 1 credits.

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Social Workers who qualified after January 1335 have two options to meet stage 1:

(ii)

The N.1. Consolidation Training Programme - assists social workers in meeting Stage 1 of the Post Qualifying 1evel.The programme is organised on a regional basis across Northern Ireland involving the four Area Health and Social Services Boards in Partnership with The University of Ulster. I t is accredited by the University of Ulster and therefore achieves both academic credits towards a degree in Professional Development and professional credits towards the CCETSW Post Qualifying Award.

The Portfolio Route allows social workers to prepare portfolios f o r assessment by the Partnership Assessment Panel. This body, made up of the partners of the Education Sr Training Partnership, receive and assess portfolios from individual candidates who are not supported by accredited programmes. However these individuals may be supported, within their Agencies, by in-service short courses or support groups.

STAGE 2 There are a number of ways in which child care social workers can demonstrate the competences required for Stage 2 . This stage is called "More Complex Work" and is characterised by social workers becoming confident and competent in a more specialist area of social work eg. foster care, adolescent work, child protection, or having responsibility for the overnight shift in residential settings. The majority of social workers who have been successful in Stage 2 h:ive coriipletecl

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accredited programmes. There are two courses accredited at this stage - ( i )

(ii)

The Oueen's Universitv of Belfast: Certificate in Theory & Practice of Child Protection. This course has been in existence in partnership with three of the Health & Social Services Boards, in a variety of structures, since 1991. 73 social workers have achieved this award, and as such are able to claim their 40 credits for Stage 2.

This course is currently being re- designed to meet the changes demanded of The Children (N.1.) Order (1995). The proposal for the new programme is discussed in section 2

In addition, a number of child care social workers have completed. The Northern Ireland Approved Social Worker Drogramme. While this course is primarily accessed by social workers in mental health teams there are a small number of social workers, currently in child care settings, who hold this qualification. This also provides the required 40 credits for Post Qualifying Level Stage 2.

The Portfolio route Some child care social workers have chosen the portfolio route to Stage 2. This has included child care social workers in: statutory field work teams; foster care teams; family centres, early years teams; child psychiatry; hospital social work; and residential units.

The Critical Career Review Practice Teachers who hold the Practice Teaching ARiard have ;i further option for demonstrating Stage 2 - "The Critical Careei- Review". This option was created to enable

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experienced social workers to gain credit for their competence in practice without the demands of a complete portfolio.This approach asks social workers to reflect on their previous experience, identify their main achievements and outline their unresolved problems. Evidence of practice is still an essential component of the Critical Career Review but the amount of evidence associated with portfolios would not be required.

This route has been very popular with social workers who have a variety of practice experiences, or have moved beyond practitioner level to management or training, and wish to reflect on their practice experience@).

Further details of the Critical Career Review mode of Post Qualifying submission is available in the Northern Ireland Post Qualifying Partnership Guidance Paper on APEL (1994)

ExemDlars The Northern Ireland Post Qualifying Partnership has set up a working party to consider the Stage 2 competences. Exemplars are being written o n demonstrating these competences across a range of social work settings, programmes and contexts. The Guidance Paper, comprised of the Exemplars will assist candidates in understanding the level and standard of practice, theory, analysis and self evaluation required for Post Qualifying Stage 2. The exemplars will draw o n practice examples from practitioners in Mental Health, Child Care, Community Care and Criminal Justice. I t is expected that this Paper will lie published by the Partnership in Spring 1997, and will be particularly useful for individual candidates preparing portfolios.

STAGE 3 Stage 3 of the Post Qualifying level is titled "Enabling Others" in their practice. This stage is known to many social workers as "The Practice Teacher's Programme"; but this is only one of the ways in which this stage may be met. Enabling Others means supervising, managing or training in social work These are further explored below:

(i) The Practice Teachers P r o g r a m e is a major opportunity for child care social workers to meet the final stage of the Post Qualifying Award.The programme is accredited by the Partnership and enables candidates to achieve 40 credits at Stage 3. Given the high demand from social work students for child care placements there is obviously a parallel demand for Practice Teachers in child care settings; family and child care teams, family centres; fostering and adoption teams;residential units, as welt as more specialist units e.g. PACT and Child Psychiatry. In this option practice teachers demonstrate competence in "Enabling Others" through supervising students. (ii) First line managers of social work teams in any setting - residential care, foster care, early years etc. have the opportunity to demonstrate the competences of Stage 3, through supervising their staff team. Indeed any social worker who has responsibility for supervising others - within residential units or day care settings - can also demonstrate Stage 3 competence by formal supervision. (iii) Another way of demonstrating Stage 3 is by contributine to trainin? a n d assessment. This clearly includes work- based assessment in the National V o c a t i o n a 1 Q LI a 1 i f i c :I t i o n s zl n d o n -s i t e supervision of Diploma i n Social Work

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students. In addition this option is suitablc for social workers who train Foster Parents. Child Minders and Play Group leaders.

This option is currently under consideration by CCETSW nationally and, more locally, by members of the N.I. Partnership. It is being argued that practitioners in child care settings who are involved in training, where assessment is not required] should also be eligible for Stage 3 examples include:- contributing to Children Order training, Joint Protocol training o r In- Service training.

(iv) The final route to Stage 3, is by undertaking a significant management task. I t has been argued (Paper o n demonstrating Stage 3 Competences presented to N.I. Partnership, June 1994) that this option includes taking responsibility for a residentiavday care unit in the absence of the officer in charge.

I t could also include undertaking the development of a new project o r developing a new method of intervention. Sharing practice through publications is another method of “Enabling Others“ which Child Care practitioners may wish to explore.

Details of the competence requirements for the Post Qualifying Level a re found in Northern Ireland Post Qualifying Education And Training Partnership (NIPQETP) (1994) “Post Qualifying Competences”

Current Information Regarding Post Quarifving Level Candidates There are 193 social workers in Family and Child care registered for the Post Qualifying Level. Many child care workers hold credits towards the Post Qualifying Level. Details are outlined below:

Credit Holders: January 1997

Stage 1 (only) 40 credits 8

Stage 3 (only) 40 credits -- 33

Stages 1 Cyr 3 80 credits 4

Stage 2 (only) 40 credits 13

Stages 1 & 2 80 credits 8

Award Holders

Stages 1 & 2 Sr 3 120 credits 8

THE ADVANCED AWARD All qualified social workers , given appropriate training and support by their agencies, are expected t o achieve the Post Qualifying Award.However CCETSW Paper 31 clearly indicates that only “some workers” will move on to an advanced level. At the Northern Ireland Post Qualifying presentation ceremony in June 1996 Tony Hal1,Director of CCETSW stated that it is expected that about a quarter of social workers will achieve the advanced level.

You11 and Walker (1995) highlight the characteristics of the advanced level worker:

-the hnllniarks of aduriticed practice - whether as social iiiork mairager; ptzictitioiiei: ediicntor 01- researcher - are 1 he ci-ipric it-p ,for. reflect io I 1 , .sy.stenlcrtic

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review mid critical aiaa(ysis used iti the deuelopment of responsive arid innomtiue services. The bases of these skills lie i n the deuelopmerat of professional authority, based in krioic~ledge.experieiice and expertise, and personal autonomy, based in a capciily for independent thought and action.

A Guidance Paper “The Advanced Award’% currently in draft form. This new Paper will develop candidates’ understanding of the expectations of the advanced level, the standard of work required and the nature of support they can expect. The role of the Mentor in advanced level work is also explored.

There are four pathways to the Advanced Award - Practice, Management, Research, Education and Training. This ensures that all social workers, at whatever level in an organisation, have the opportunity to meet the Advanced Award.

As with the Post Qualifying level there are a number of opportunities for social workers in Family and Child Care to enable and support them to demonstrate advanced level competence.

Advanced Level Accredited ProPrammes There a re five courses accredited at Advanced level which can give child care workers A4dvanced level credits Two of these are no longer available, but a number of practitioners, managers and trainers could claim Advanced level credits:

(i) The Certificate it2 Advanced Social Work- Child Care (1985 - 1991). This course is worth 40 professional credits rowvards the advanced level and e n ;i 13 1 es can d i dates to de mo ns t ra t e competences 4, 5 CY. 9 ( Paper 31 -4.4).

( i i ) ‘Ihe CeitLJcate in Advanced Social Work - Mariagemeut (1983 - !989) This course also enables candidates to gain 40 advanced level credits and competences 6. 8 tG 9 are deemed to be met.

There are three current courses accredited at Advanced Level which child care social workers can access.

(i) An Introduction to Research Methods for the Health and Social Services

This course has been provided by The University of Ulster since 1991. The course provides a research base for social workers and has attracted practitioners, managers and trainers. This course is worth 40 professional credits towards the advanced level and the competences achieved are 1, 5Sr 7 .

A range of research projects in child care have been completed. A sample of the projects a r e included in this article. A comprehensive list is available from Mr. Billy Mc Cullough, (University of Ulster), and projects may be borrowed from the Social Studies Department.

Pattern of Foster Care Placements (1992) Service Provision for Children with Disabilities (1792) A Study of Attitudes toward Emotional Abuse (1793) Evaluation of an Adolescent Team (1994) Evaluating Therapeutic Work with Children ( 1974) Parental Participation at Case Conference (1995) Triggers t o Sesual Behaviour 3-12 years 1996)

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(ii) Tbe Masters in Advanced Social \Vwk

This course is a major initiative otganised jointly between The University of Ulster and The Queen's University, Belfast.The course offers social workers the opportunity to achieve both a Masters Degree and the Advanced Award in Social Work. This course began in September 1995 and provides training opportunities to Practitioners, Managers, Educators, Trainers and Researchers.

Child Care Social Workers at any level can access this programme provided (a) they have agency support, (b) they have the potential to complete Post Graduate Study and (c) they can demonstrate competence at Advanced Level.

This course is discussed more fully in section 3

(iii) The Diploma in Applied Social Learning.

This course is taught o n a multi- disciplinary basis at The Queen 's University, Belfast. The first year of this course is now complete. The course is designed for child care workers in a range of settings: foster care, family centre, hospital, field work or specialist unit.

The course has been accredited by the N.I. PQ Partnership and is worthy of 40 Advanced Level credits,competences 1 5 d 7 are met. In addition it leads to a Post Graduate Diploma.

For further details of this programme see section 3

One of the exciting aspects of these 3 advanced level courses is that they' can be inter-linked. Both the Research Course at Jordanstown and the Applied Social Learning Course at QUB can provide social workers with credits towards, and exemption from, the Masters in Advanced Social Work.

Alternative Route The Post Qualifying Assessment Panel (mentioned in Stage 1) also receives Portfolios from individual candidates at Advanced Level.

To date there have been a number of submissions from social workers in child care. These have included: practitioners in: adoption and fostering teams, a manager of a family centre, and, trainers in the field of child care.

A number of other child care social workers have declared their interest in preparing for Advanced Level assessment. The kind of work they have considered presenting for advanced level assessment has included:

(i) researching the need for and opening a family centre

(ii) developing a community respite care scheme for children with disabilities

(iii) designing and implementing multi- disciplinary training in the field of child care

(iv) undertaking individual work with juvenile perpetrators

(v) designing usual materials for families regarding participation in case conference

[vi) designing and delivering training to meet the Children (N.1.) Order

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(vii) writing policies 8 procedures in

(ix) planning and implementing groups for

Guidance PaDers The competences referred to in this section are taken from CCETSW Paper 31 -4.4 In addition the Northern Ireland Post Qualifying partnership have written and published The Advanced Level Competences (1994).

Current Information Regarding Advanced Level Candidates There are 27 Family and Child Care social workers registered for the Advanced Award.A number of social workers in child care have achieved credits at the Advanced Level. Details of this are outlined below:

Credit Holders Jnauary 1997

40 credits 15

80 credits 3 80 credits Trainers - Child Care 3

Award Holder 1

The author has achieved the Advanced Award in Social Work mainly through Education & Training. Phase 1 of the advanced level was achieved through child care management/practice while a manger in Residential child care The training responsibilities throughout Phases 2 and 3 have included a child care focus.

Current work responsibilities in The Social Work Dept. (Q.U.B.) include:

The Certificate in Theory & Practice in Child Protection The design of the ”new” child Care programme

response to new legislation

bereaved parents

Child Care Responsibility o n the Masters in Advanced Social Work

APEL

CCETSW Paper 31 emphasises the importance of Prior Learning

“The reqti ireni eti ts recog n ise a n d ertcoiirage u divenip of education am’ training provision and allozi~ fo r prior. learning to be assessed. L*

APL is Accreditation of Prior Learning

APEL is Accreditation of Prior Experiential Learning

“The framework f o r Post Qualifying training .... accepts that all learning which can be demonstrated in practice and assessed should be eligible for credit towards the post qtialifliiig or advanced level”

Storan J. (1992) It is therefore intended that experienced social workers can gain credit for the practice and learning they undertook prior to the opportunity of post qualifying study. In this way workers who have moved jobs, have changed agencies, have become managers or trainers can still achieve credit for their earlier practice.

Workers are expected to reflect o n their practice, identify which competences have been met and how, provide a sample of evidence of their work and evaluate their strengths, areas for learning and achievements.

APEL is not intended to be an “easier option” but requires less direct evidence of practice and relies more heavily on the analysis of work and candidates‘ ability to reflect and identi& learning.

Details of APEL requirements ;ire nv:iilnble

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in the Northern Ireland Post Qu:ilifying Partnership Guidance paper (1994) APEL

SECTION THREE This section focuses o n detailed information on Accredited courses within the Queen’s University Belfast Social Work Department.

Advanced Level Courses The Masters in Advanced Social Work The Masters in Advanced Social Work is jointly run between the social work depaments of The University of Ulster and The Queen’s University, Belfast. The course is designed to enable course members to achieve the Advanced Award in Social Work and a Masters degree.

The Masters programme provides a structured and supportive approach to the Advanced Award. The programme is planned in three phases which may be completed in 2-5 years.

Phase 1 “Aduancinrz Knowled.ee Valties

This is a twelve day taught programme running from September to May. There are f o u r teaching blocks, three days in October. November, February and March. In addition candidates are given four library days throughout the period of Phase I and are supported by tutorial and tn-partite meetings.

Phase 1 focuses on conipetences 4, 9 & 11 and the three core competences 2.3 & 10

Phase 2 “Sbecln/l.st Stiidie.<

There are a varier!. of route5 to Phrise 2.

and Skills”

( i ) By accredited progriinime ‘I’his includes: *The Introduction to Research and Quality Assurance Methods in Health and Social Services (U.U.J. 1 *The Diploma in Applied Social Learning (Q .U.B.) The accredited programme route hits been discussed fully in section 2.

Candidates who choose this route have tutorial, tri-partite and peer group support. Induction is in September with submission for assessment in May the following year.

(ii) By supported portfolio route

(iii) By fast-tracking or accelerated niode In this option candidates may complete a portfolio for Phase 2 during the summer months following submission for Phase 1 and begin Phase 3 in September of the same year.

(iv) Candidates who already hold Advanced level credits prior to beginning the programme may. also fitst-track Phase

Modes ( i i i ) and (iv) enable canclidates t o complete the programme in 2 years.

I n Phase 2 candidates choose which competences they wish to focus o n from the remaining general conipetences 1. 5. 6. 7 , 8.

Phase 3 I 1ideperideiit Stiil!l* This is the final phase o f the prograinme. This phase requires c:iiidiclatcs t o iinclertnke :I project n-hicii en:il>lc~s them r o demonsrr‘ire innova tive ;I ncl clc\.clc )pmcnra I Lvork. A clissemtion is reciuirccl t o nwvr tlw h1;tsters level o f this ~ . o ~ i r h c . i n :ccldit ioii

3 -.

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candidates will demonstrate advanced level competence.

Competence 12 of the Advanced Level states that candidates must

.provide clear leadenhip in their choseri j?eId bused on their extensive knowledge, high leuel of interpemorml skills, explicit values and acknowledgenient of the responsibilities within their role ’’

CCETSW Paper 31

This competence is central to Phase 3 and the basis on which project work will be designed. In addition candidates will demonstrate two general competences and the three core competences.

The Criteria for entry to the Masters in Advanced Social Work is:

(i) A second class honours degree or an equivalent academic qualification

and (ii) a professional social work qualification and (iii) a minimum of 5 years post qualifying

and (iv) ability to demonstrate competence at

Post Qualifying level Stage 111 (N.I.)

Exceptionally candidates who do not meet the above entrance requirements will be considered by the Course Committee.

For further details contact Billy McCullough The University of Ulster Eithne Darragh The Queen’s University,

Belfast

work experience

The Dinloma in Atmliecl Social Lexninv,

The Diploma in Applied Sociril Learning in Child Care is offered in co-operation with e s pt‘ rt s from ni u 1 t i -cl i sc i p I i n ;I r y a g e nc y

settings.

Tlir course is targeted at social workers, health visitors. nurses. medical officers, psychologists and practitioners from allied child care disciplines . Its aim is to enhance their expertise in behavioural interventions including preventative work, inter- disciplinary co opemtion, partnership with families. In addition candidates are able to work with complex cases, abusive families, foster children and children in residential settings.

The course is a one-year programme of part-time study (two days pe r week) consisting of:

three taught modules during . the

supervised practice application

Students attend college on one day per week and use their second day for practice application, supervision and assignment related / portfolio work.

The three taught modules are: (i) Social Learning Theory and Child

Development This module focuses o n an understanding of interactional theory of individual cognitions, emotions, beliaviours and family systems. An understanding of attachment, child d e ve 1 o p m e n t t a s k s , d e ve 1 o pm e n t a 1 needs, risks and abnormalities are also explored.

(ii) Methods and Techniques in Behavioural Assessment The skills clevelopecl in this modiile include inten.iewing skills required in da t :i collection. re I ;I ti onsh i p I ) i i i Id i ng , mot i v a t io na 1 ;I n ;1l ysi s and the

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academic year

throughout the full calendar year

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u nde rs t a nd i ng of resist ;i n c e . Observational skills are also a k e y feature of this module.

(iiij Methods and Techniques in Ekhavioural Treatment and Evaluation Negotiation, desensitisation, self- control, problem solving, cognitive therapy and maintenance of change skills are taught in this final module. Evaluation strategies significant to the assessment of change are considered in some depth. For further information contact Karola Dillenburger (Q.U.B.).

Post Qualifying Level Course

The Post OualifIJing Course in Child Care lcurrentlv being designed) This new course is being designed in partnership between The Queen’s University, Belfast, the four Health and Social Services Boards, and the Voluntary Sector.

Since 1991 QUB have provided training in Child Protection work. In line with the principles of the Children (N.I.) Order the new course will have a broader focus. I t is recognised in the new legislation that preventative work in child care is of equal significance as protection work.

This new programme is being designed to offer training to all social workers working with children - in fieldwork teams, residential settings, family centres, hospital environments, early years teams, fostering & adoption teams and staff who work with children with disabilities. The programme will enable social workers to gain Stage 2 of the Post Qualifying level.

Crireria for Entry Social Work Qualification One - three years Posr Qunlifying experience ( at lest 1 in Child Care) 25

Course Structure The progranime will be delivered from February to December 1997. Six blocks of teaching will be held (one week each n March, June, September and October), with preparation for assessment in December 1997.

There will be opportunities for more experienced workers to gain credits and exemption from teaching through APEL (see section on APEL). The four modules of the Course are:

1. Direct Work with children and young people.

2. Family Support. Prevention and Protection.

3. Children who are looked after.

4. Developing skills in a chosen area.

Starting Date I t is intended that the first intake of the programme will be in February 1997. Selection is by line manager nomination through Agency Training sections. There are thirty places on this first year.

For f u r t h e r information contact Eithne Darragh (QUB).

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POST QUALIFYING AWARDS FOR SOCIAL WORKERS

REFERENCES

CCETSW Paper 31(1992) 2nd Edition The Requirements for Post Qualifying Education and Tciining in the Personal Social Services - A Framework for the Continuing Professional Development CCETSW London

The National Board for Nursing, Midwifery and Health Visiting for Northern Ireland (NBNI) (1995) The Structure of Professional Education: A Continuing Education Framework for Nurses, Midwives And Health Visitors

Northern Ireland Post Oualifying Education & Training Partnership Guidance Papers Post Qualifying Competences (1994) Advanced Level Competences (1994) The Advanced Award (1996) Draft APEL (1994) Draft

Rushton, A. & Martyn, H. (1993) Learninp for Advanced Practice CCETSW London Storan, J. (1992) Credit Accumulation and Transfer and the Assessment of Professional Conipetence within the Post Qualifying Framework CCETSW London You11 P. and Walker C.(1995) Great Emectations Chapter 12 in Yelloly M. & Henkel M. (eds.) (1995) Learning and Teaching in Social 'cYlork - Towards Reflective Practice. Jessica Kingsley Publishers London

GLOSSARY OF TERMS Accredited Proamnime A prognnirne which provides training :it ;i

particular level within the post qualifying fciniework and which has been credit rated by the Post Qualifying Partnership

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Critical Career Review An APEL opportunity for Practice Teaching AwJrd holders.

Northern I re 1 a nd P 0 s t 0 u a 1 i fvi n g Partnership A collaborative partnership between agency and educational interests which negotiates for all the training needs of workers at both post qualifying and advanced levels

Pathwav The chosen area for undertaking the advanced level :- practice, research, management or education and training.

Portfolio Documentary and other forms of evidence submitted for assessment to achieve credit at post qualifying or advanced level.

Professional Competence The demonstration of knowledge, skills, and values to an agreed standard within the workplace.

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