Introduction to Practice Teaching Part Two

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Introduction to Practice Teaching Part Two

• Ian Buchanan and Paula Hopkins
• University of York and North Yorkshire County
  Council

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Models for Anti-oppressive Practice

• Julia Phillipson (1995)
• Heightened awareness..added to
• Developing knowledge.leading to
• Developing skills in challenging oppression in
  order to practice in equality enhancing ways

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Thompsons PCS Model
Personal Psychological Practice Prejudice
C
Structural Social divisions Social
forces Sociopolitical
Cultural Commonalities Conformity
S
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GSCC Code of Practice

• Protect the rights and promote the interests of
  service users
• 2. Strive to establish and maintain the trust
  and confidence of service users and carers
• Promote the independence of service users while
  protecting them as far as possible from danger or
  harm
• Respect the rights of service users whilst
  seeking to ensure that their behaviour does not
  harm themselves or other people
• Uphold public trust and confidence in Social Care
  Services and
• Be accountable for the quality of their work and
  take responsibility for maintaining and improving
  their knowledge and skills.

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BASW Code of Ethics

• Identify and question their own values and
  prejudices and their implications for practice
• Respect and value uniqueness and diversity and
  recognise and build on peoples strengths
• Promote peoples rights to choice, privacy,
  confidentiality and protection, while recognising
  and addressing the complexities of competing
  rights an demands
• Assist people to increase control of and improve
  the quality of their lives, while recognising
  that control of behaviour will be required at
  times in order to protect children and adults
  from harm
• Identify, analyse and take action to counter
  discrimination, racism, disadvantage, inequality
  and injustice, using strategies appropriate to
  ones role and context
• Practice in manner that does not stigmatise or
  disadvantage either individuals, groups or
  communities

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Exercise 1 Using the Codes of Practice

• In small groups
• Drawing on the BASW and GSCC Codes
• Consider how you would facilitate a students
  integration into the placement, taking account of
  diversity
• Identify learning opportunities available to a
  student to demonstrate a.o.p.
• Consider how to use the Codes in developing and
  assessing their practice

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Practice curriculum

• As an introduction
• DVD from the York curriculum project
• Project booklet
• Whole group presentation

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National Occupational Standards (NOS)

• Describe the functions of social workers
• The core competences for every social worker in
  any setting
• Provide a benchmark of best practice in social
  work competence across the UK
• Inform the development of good quality services

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Key roles

• These are the headings under which the NOS are
  grouped
• 1 Preparation and assessment
• 2 Planning, intervention, review and evaluation
• 3 Supporting individuals
• 4 Managing risk
• 5 Management and accountability
• 6 Demonstration of professional competence

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Assessment Criteria

• This figure illustrates the links between the
  Key Roles and represents the holistic nature of
  social work practice. Values and ethics are core
  to competent social work practice.
• Key Roles 1 - 4 cover the practice of social
  work.
• Key Roles 5 and 6 refer to the social worker as
  an accountable and professionally competent
  practitioner, and underpin all other activity.

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Exercise 2 Starting to devise a practice
curriculum

• In groups from similar settings and working on
  your allocated Key Role
• Identify appropriate learning opportunities
• List the tasks for the PT
• List the tasks for the student
• Identify positive and negative indicators for the
  students progress towards competence

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Gathering the evidence Methods of assessment

• Supervision sessions
• Service user and carer feedback
• Peer feedback or that from other staff
• Direct observation
• Informal observation
• Audio/video
• Case recording
• Reports
• Written assignments
• Reflective diary
• Midway and final meetings with tutor

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Exercise 3 Strengths and Weaknesses of Methods
of Assessment

• In small groups
• Consider which approaches to assessment might
  work well in which situations
• Identify sources of evidence, including that from
  service users and carers

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Avoiding blocks in assessmentthe 4 Cs

• CLARITY avoiding ambiguity
• CONFIDENCE knowing what is required of a good
  enough social worker in training
• CONFLICT retaining appropriate authority
• CONSTRUCTIVE THINKING AND PLANNING seeking
  solutions

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Some blocks to learning

• Problems with own authority
• Problems with students authority
• Fear or anxiety about service users
• Students personal problems
• Ad hoc student problems
• Fear of exposing ignorance or mistakes
• Academic overhang
• Closed mind syndrome
• Ambivalence about social work

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The work of ending the placement

• The aim should always be to
• Conclude, consolidate and evaluate the work done
  by the student
• Attend to the need to avoid any unfinished
  business

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Exercise 4 The PTs role in ending a successful
placement

• In pairs
• What should be included in preparing for and
  completing the work of ending a placement?
• What does the student need to do?
• What do you need to do?
• And anyone else?
• How will you ensure that the student is
  adequately de-briefed following their
  disengagement from the direct work?
• Devise a checklist as an aide-memoire

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Checklist of tasks

• All outstanding work identified well in advance
  of ending
• Check for any avoidant or unrealistic behaviours
  by student of working on ending with service
  users
• Encourage student to evaluate their work with
  service users
• Seek direct feedback where possible
• Make sure all paperwork is up to date
• Ensure the students imminent departure is
  communicated to all who need to know

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How is evidence presented for examination
purposes?

• Placement reports provide evidence of the
  students growing knowledge, skills and values as
  a developing social worker. They are provided
  by both the student and PT
• Initial Practice Learning Agreement
• Interim Report
• PTs report
• Students report
• Final report
• PTs report
• Students report

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Exercise 5 Looking at examples of previous
reports

• In small groups look at two samples of matched
  PTA and student placement reports and discuss how
  effective they are
• In capturing the practice experience
• In giving evidence to support judgements
• Whole group feedback.