PRACTICE LEARNING LEARNING TO PRACTICE

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PRACTICE LEARNINGLEARNING TO PRACTICE

STANDARDS AND CODES
KNOWLEDGE, SKILLS AND ETHICAL PRACTICE,
THEORY AND PRACTICE
PRACTICE LEARNING
SUPERVISION
ADULT LEARNING
REFLECTIVE PRACTICE
REFLEXIVE PRACTICE
RESEARCH MINDED PRACTICE
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• FRAMEWORKS
• FOR
• LEARNING
• ?PAT COLLINGWOOD
• University of Stirling 2006

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When its in my head its spaghetti
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FRAMEWORKS FOR LEARNING

• A visual tool
• for learning
• for mapping development
• which can be adapted to the stage of learning
• which is transferable between different contexts
  for learning.

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FRAMEWORKS FOR LEARNING

• The Learning Cycle
• The Knowledge Skills and Values Triangle
• The Three Stage Theory Framework
• The 3Rs for Practice
• Creative use of the three frameworks for
• Learning
• Supervision
• Integrating Theory and Practice
• Evidence
• Reflective and Reflexive Practice
• Enquiry and Research Minded Practice

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THE LEARNING CYCLE

• ACTIVIST
• Concrete experience
• PRAGMATIST REFLECTOR
• Planning the next steps Reviewing the
  experience
• THEORIST
• Concluding from the experience

KOLB(1984) HONEY MUMFORD (1992)
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THE KNOWLEDGE, SKILLS AND VALUES TRIANGLE

• (Collingwood, revised 2000)

Knowledge What?
Skills How?
EVIDENCE
Values Why?
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THE THREE-STAGE THEORY FRAMEWORKCOLLINGWOOD
(2005)
KNOWLEDGE
SKILLS
THEORY CIRCLE
KIT
VALUES and ETHICS
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THE 3Rs FOR SOCIAL WORK PRACTICECOLLINGWOOD
(2005)
REFLECTIVE REFLEXIVE RESEARCH MINDED PRACTICE
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THE SUPERVISION FRAMEWORKCOLLINGWOOD 2006
MANAGEMENT
ADVOCACY
SUPERVISION
SUPPORT
TEACHING
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PRINCIPLES OF ADULT LEARNING
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A PREREQUISITE FOR ADULT LEARNING

• 50 - 50
• Practice Teacher/facilitator provides the
  learning experience
• Student/learner makes use of the learning
  experience

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THEN THERE IS THE STUDENT

• who needs to understand the potentially
  competing interests of the different stakeholders

• who needs to develop the theoretical literacy
  which is required as evidence of their capacity
  to practice as a professional

• who needs to integrate the theory with the
  practice of social work.

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SERVICE USER PROFILE
STUDENT

KNOWLEDGE Reflective Practice Theory Supervision
Learning styles Change Difference and
diversity Power

SKILLS Use of self Professional
Boundaries Communication Interviewing Assessment I
ntervention Evaluation
Referral Agency Setting
Understanding the nature and focus of the social
work task Importance of organisation context for
the work Statutory/Voluntary Day Care
Residential Assessment Team etc
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THE THEORY CIRCLE
Theory to inform
Theory to intervene
Person Centred Psychodynamic Play
work Behavioural Lifeskills Lifestory
Geneogram DoH Framework
Attachment and Loss Human Development Risk and
Resilience Systems Mental Health Learning
Theory Culture and Class Assessment
SUP
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KNOWLEDGE, SKILLS AND VALUES
KNOWLEDGE
SKILLS
THE LEGISLATIVE FRAMEWORK AGENCY POLICY AGENCY
PROCEDURE ORGANISATIONAL CONTEXT RESOURCES
COMMUNICATION ENABLING ASSESSMENT ADVOCACY REP
ORT WRITING
Theory to inform and explain Kits world
Theory to intervene in Kits world
KIT
DIFFERENCE, DIVERSITY AND POWER PERSONAL,
PROFESSIONAL AND ORGANISATIONAL ISSUES CHOICE
VALUES ETHICS
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LEARNING STYLESHoney and Mumford (1992)

• ACTIVISTS
• REFLECTORS
• THEORISTS
• PRAGMATISTS

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A CYCLICAL APPROACHCOMBINING LEARNING STYLES AND
LEARNING CYCLE

• ACTIVIST
• Concrete experience
• PRAGMATIST REFLECTOR
• Planning the next steps Reviewing the
  experience
• THEORIST
• Concluding from the experience

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THE FOUR FUNCTIONS OF SUPERVISION

• MANAGEMENT (Administrative)
• Overall quality of the students performance
• Casework Management
• SUPPORT (Enabling)
• Increase effectiveness by decrease of stress
• Offer insight and encouragement
• EDUCATION (Training)
• Provide a learning environment
• MEDIATION (Advocacy)
• Liaison between Agency and University.

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THE SUPERVISION FRAMEWORK
MANAGEMENT
ADVOCACY
SUPERVISION
SUPPORT
TEACHING
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LEARNING AND SUPERVISION
ACTIVITY
MANAGEMENT
REFLECTION
PRAGMATISM
SUPERVISION
SUPPORT
ADVOCACY
TEACHING
THEORY
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THE THREE-STAGE THEORY FRAMEWORKIN ACTION
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THE THREE-STAGE THEORY FRAMEWORKCOLLINGWOOD 2005

• STAGE ONE KIT
• STAGE TWO THE THEORY CIRCLE
• STAGE THREE KNOWLEDGE, SKILLS
• AND VALUES

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THE THREE-STAGE THEORY FRAMEWORKCOLLINGWOOD
(2005)
KNOWLEDGE
SKILLS
THEORY CIRCLE
KIT
VALUES and ETHICS
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STAGE ONEKIT

• THE SERVICE USER PROFILE
• THE ORGANISATIONAL SETTING
• THE REFERRAL

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STAGE ONEKIT
KIRSTY
Not attending school Stays away from school to
care for her mother and baby brother Has
self-harmed Appears to be thin and
withdrawn Attended school until a year ago No
friends Wants to find her Dad
KIRSTY DISLIKES Her new Dad Her two
big brothers School and her teacher Talking
about school and why she doesnt go there any
more The other kids at the school That she
cannot spend time with her Grandma When her Mum
drinks When her baby brother cries When her
new Dad gets angry
10 year old girl White, Scottish, Travelling
family Mother has alcohol dependency Mother has
new male partner from travelling family Father
left home when Kirsty was 5years old Three
brothers aged 12, 14 8months
KIRSTY LIKES Drawing and reading Her baby
brother Her teacher from P3-4 Her
Grandma Seeing her Grandma Karaoke and dancing
when nobody can see her Robbie Williams Her old
social worker Anything Pink
Paternal Grandmother lives close by
Referral Agency Setting
From the reporter to the Childrens Panel
requesting a Social Background Report following
concerns from school regarding Kirstys
attendance. Social Work Department Children and
Families Assessment Team
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STAGE TWOTHE THEORY CIRCLE

• TWO HALVES OF A WHOLE
• THEORY TO INFORM
• THEORY TO INTERVENE

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STAGE TWOTHE THEORY CIRCLE
Theory to inform
Theory to intervene
Person Centred Play work Behavioural Lifeskill
s Lifestory Geneogram
Attachment and Loss Human Development Risk and
Resilience Systems Mental Health Self
Harm Travelling families
KIRSTY
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STAGE THREEKNOWLEDGE, SKILLS AND VALUES
KNOWLEDGE
SKILLS
THE LEGISLATIVE FRAMEWORK AGENCY POLICY AGENCY
PROCEDURE ORGANISATIONAL CONTEXT RESOURCES
COMMUNICATION ENABLING ASSESSMENT ADVOCACY REP
ORT WRITING
Theory to inform and explain Kirstys world
Theory to intervene in Kirstys world
KIRSTY
DIFFERENCE, DIVERSITY AND POWER PERSONAL,
PROFESSIONAL AND ORGANISATIONAL ISSUES CHOICE
VALUES ETHICS
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THE 3Rs FOR SOCIAL WORK PRACTICECOLLINGWOOD
(2005)
REFLECTIVE REFLEXIVE RESEARCH MINDED PRACTICE
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THE PROCESS OF ENQUIRY

• The Idea
• The Question
• Checking the books
• Choosing how to explore
• Gathering information
• Considering the information
• Drawing some conclusions
• Finding something out

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THE PROCESS OF RESEARCH

• The Research Idea
• The Research Question
• The Literature Review
• The Methodology
• Data Collection
• Data Consideration and analysis
• Data Interpretation
• Presenting the Findings

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COMPARING THE IDEAS
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THE REFLECTIVE/REFLEXIVE PROCESSTHE RESEARCH
JOURNEY BEGINS!

• ACTIVITY
• Something needs to be done
• Research Idea
• PRAGMATISM
  REFLECTION
• How will I go about it?
  What do
  I need to find out?
• Methodology
  Research
  Question
• THEORY
• What literature already exists?
• Literature Review

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PRACTICE LEARNINGREADINESS TO PRACTICE

STANDARDS AND CODES
KNOWLEDGE, SKILLS AND ETHICAL PRACTICE,
THEORY AND PRACTICE
PRACTICE LEARNING
SUPERVISION
ADULT LEARNING
REFLECTIVE PRACTICE
REFLEXIVE PRACTICE
RESEARCH MINDED PRACTICE