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Fresh Thinking Supporting Practice

BSc & MSc (Hons) in Social Work Practice Learning Handbook Department of Health and Social Care ROYAL HOLLOWAY, UNIVERSITY OF LONDON

All handbooks, practice learning portfolio pro-formas and other practice learning documentation and useful information relating to the work with a social work student has now been placed, for your convenience, in the university website. To access please go to: 1. 2. 3. 4. 5.

www.rhul.ac.uk click on ‘Departments’ link underneath the RHUL banner click on ‘Academic Departments’ link click on ‘Health & Social Care’ link from the list on the left click on ‘Students’ link underneath the RHUL banner

You are encouraged to explore all available links, particularly ‘Important Professional Practice Placement Dates at Royal Holloway’ as these will be updated regularly. The Department would welcome feedback on the website, and if you feel it could be improved or that important information is missing, please direct your comments via email to Donna Jones, Practice Learning & Development Manager. Thank you.

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Contents Page

Staff List

1

Introduction

2

Programme Organisation and Practice Placement Planning

3-30

• Basic Guidelines for Practice Placements • BSc & MSc Practice Placement Timetables • Practice Placement Assessment Schedule • Value Base • Housekeeping • Matching Process • Employment Based Students • Practice Placement Set of Commitments • National Occupational Standards • Practice Placement Process- An Overview • Practice Learning Audit

Roles and Responsibilities of Practice Placement Stakeholders

31-35

• Practice Assessor (on-site) • Practice Assessor (off-site) • Workplace Supervisor • Academic Tutor • Student • Practice Placement Tutor

Practice Learning Curriculum Arrangements

35-49

• Supervision • Involving Service users & Carers • Practice Learning Agreement • Direct Observation of Practice • Work Summaries • Reflective Commentaries 50-55

Assessed Case Study • BSc • MSc

Practice Study • BSc • MSc 56-61

Practice Placement Assessment • Completing Interim & Final Reports (Records of Evidence) • Practice Assessment Panel (PAP) 1

62-75

Practice Placement Procedures • Concerns Resolution Procedure • 2nd Opinion of Practice • Interim Suitability Procedure • Fitness To Practice Procedure • Complaints & Appeals Procedure • Whistle-Blowing Procedure

76-149

Appendices • Suggested Induction Programme • Suggested Supervision Pro-Forma • Matching Disabled Students with Practice Placements • Practice Placement Portfolio Guidelines • Practice Learning Agreement Pro-Forma • Practice Placement Records of Evidence Pro-Forma • Direct Observation of Practice Pro-Forma • Service User & Carer Feedback Pro-Forma • Feedback From Other Professionals Pro-Forma • Work Summaries Guidelines • Reflective Commentaries Guidelines • Statement of Progress Pro-Forma • Interim Practice Placement Quality Assurance Grid • Evaluation Feedback Forms • Assessment of Competence in Key Roles Guidelines • 2nd Opinion of Practice Report Pro-Forma • Resolving Concerns or Queries (student flowchart) • Useful Websites

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Head of Department: Anna Gupta BSc Programme Director: Louise O’Connor MSc Programme Director: Dr Frank Keating Teaching Staff

Direct Telephone Number

Room

Email Address

0207 307 8615

BS

[email protected]

Maria Brent

01784

TBC

[email protected]

Stefan Brown

01784

TBC

[email protected]

Anna Gupta

0207 307 8605

BS

[email protected]

Donna Jones

01784 414 135

AS15

[email protected]

Dr Frank Keating

01784 414964

AS4

[email protected]

Prof Paula Nicolson

01784 414470

AS1

[email protected]

Louise O’Connor

01784 414965

Alice Sawyerr

01784 414645

AS14

[email protected]

Susan Skrobanski

01784 414178

AS16

[email protected]

TBC

[email protected]. uk

Home Based

Email Address

Prof Antonia Bilfulco

Practice Learning & Development Manager

[email protected]

Service User & Carer Co-ordinator Roseanne Connolly Practice Placement Tutors

Contact Number

Patricia Alexander

07958 552 873

Patriciaalexander1962@hotm ail.com

Karen Budd

07931 369 041

[email protected]

Ceppy Hosegood

01344 872 883

[email protected]

Esther Goosey

07986 743 075

[email protected]

Department Administrative Staff Helen Bacci

Direct Telephone Number

Room

Email Address

01784 414 963

AS15

[email protected]

01784 414 631

AS16

[email protected]. uk

01784 443 379

AS9

[email protected]

01784 414 134

AS16

[email protected]

Practice Learning Coordinator Margaret Hazeldine BSc Faculty Admin Liz Hudson Senior Faculty Admin Lynn Walsh MSc Faculty Admin 1

INTRODUCTION ‘Practice is central to the new degree, with academic learning supporting practice, rather than the other way around’ Requirements for Social Work Training, Department of Health (2002)

Royal Holloway’s BSc & MSc (Hons) in Social Work programme are committed to providing a high quality and rigorous education for all students ensuring that those qualifying from RHUL demonstrate high professional standards which reflect core social work values. RHUL’s programme meets the Department of Health Social Work training requirements, including the requirement to undertake a minimum of 200 days assessed practice throughout either the BSc or MSc (Hons) programme of study. There will be two assessed practice placements, each of 100 days duration: BSc undertake practice placements in year 2 and 3 MSc undertake practice placements in year 1 and 2 The Practice Curriculum for practice placements is based on the Skills for Care National Occupational Standards. These are divided into 6 Key Roles, subdivided into 21 units. Students are required to demonstrate that they have met the National Occupational Standards for Social Work and that they will abide by the General Social Care Council Codes of Practice in order to be accepted onto the General Social Care Council Register of professionally qualified Social Workers. This handbook will provide you with all the information you need to successfully practice assess and teach a RHUL social work student. However, if you do have any queries in relation to the practice learning & teaching role or about this handbook contact, in the first instance, the student’s practice placement tutor. Alternatively, a member of the Practice Learning Team may be of assistance:

Donna Jones, Practice Learning & Development Manager Helen Bacci, Practice Learning Co-ordinator

We hope you enjoy your practice learning experience with RHUL.

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BASIC GUIDELINES FOR PRACTICE PLACEMENTS In order to ensure some continuity between students placed at different practice placement agencies, we have established some basic underlying principles in partnership with our stakeholder agencies that need to be adhered to in order to ensure quality and equality between practice placement agencies for social work students on the BSc / MSc (Hons) Social Work degree programme at RHUL. Guidelines for Agencies First and foremost a practice placement is about overseeing the assessment and training of student social workers; thus, it is our expectation that they will have the protected status of a social work student in training. They should not be considered as full time employees. It is the Department’s expectation that: 1. Students should be introduced into the agency via a structured induction period at the onset of the practice placement. 2. Students complete an 8-hour day in their practice placement agency. This should include one hour for lunch and, wherever possible taking into consideration the needs of the agency, one hour for reflection. It is for the Practice Assessor, student and tutor to negotiate a flexible pattern of working these hours if necessary. The student cannot stipulate a pattern for themselves and must acknowledge that the needs of the agency and the service users are the priority. 3. Students undertake approximately 5 pieces of work at any one time. This is to enable the student to produce a sufficient range of evidence with guidance from the practice assessor, in order to meet programme requirements. Students undertaking their second practice placement are expected to work with more cases, of varying complexity, as deemed appropriate by their practice assessor and in accordance with the needs of the agency. Generally work with one family, or one service user would account for one piece of work for a student. However, complex cases, involving, for instance, work with a complex and extended network, may count for more than one piece of work. Regular and frequent duty work could also count as more than one piece of work, as could a sustained and substantial piece of project work. 4. Royal Holloway requires that students receive regular supervision while on practice placement (no less then 1 ½ hours per week with an on-site practice assessor, or 1 ½ hours a fortnight with an off-site practice assessor, with the Workplace Supervisor providing workload supervision on alternate weeks of 1 ½ hours duration). 5. It is the practice assessor’s responsibility to write and complete the interim and final reports.

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6. There is the expectation that, unless a student’s practice is deemed to be dangerous ( eg. Putting service users or themselves at risk by their practice or breaching the GSCC Codes of Conduct), agencies will continue, with support from RHUL, to offer structured learning opportunities to the student for the full 100 days. 7. Agencies cannot unilaterally extend a practice placement beyond the 100 days without consultation with the practice placement tutor and practice Learning & Development Manager.

Guidelines for Students 1. Students cannot turn down an offer of a practice placement. 2. Students must complete 100 days at their practice placement agency. The reflective hour and lunch hour cannot be aggregated in such a way as to reduce the overall length of the practice placement. 3. The 100 day practice placement period should be continuous; students should not arrange holidays during it. Any days taken away from the practice placement – unless due to unforeseen circumstances - must be negotiated with the practice placement agency ( practice assessor and/or workplace supervisor where applicable), all days taken away from the agency must be made up. 4. A student must not take a unilateral decision to leave his/her practice placement. This will result in an automatic fail and the appropriate Suitability and/or ‘Fitness for Practice’ procedures instigated.

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PRACTICE PLACEMENT TIMETABLE

BSc Practice Placements One & Two Placements will have staggered start dates from the beginning of September (BSc year 3) and the beginning of October (BSc year 2) onwards. Please adapt the calendar you will be sent, to reflect the needs of your placement, always ensuring that the total placement days must number 100. Students will attend their practice placements part of the week-usually 3 days-and will attend university the rest of the week for lectures. Please note that students will be sitting exams during April or May (dates still to be confirmed by the University of London Exams Office). Students should notify placement agencies of the exam dates as soon as they are able. From April students should be able to attend placement for 5 days / week. A detailed breakdown of the practice placement days are contained within the practice placement timetable which will be sent to you.

MSc Practice Placements One & Two

Placements will have staggered start dates from the beginning of September (MSc year 2) and the beginning of October (MSc year 1) onwards. Please adapt the calendar you will be sent, to reflect the needs of your placement, always ensuring that the total placement days must number 100. Students will attend their practice placements part of the week-usually 3 days-and will attend university the rest of the week for lectures. MSc year 2 will attend their practice placement usually 4 days per week with 1 day at University for lectures. Please note that students will be sitting exams during April or May (dates still to be confirmed by the University of London Exams Office). Students should notify placement agencies of the exam dates as soon as they are able. From April students should be able to attend placement for 5 days / week. A detailed breakdown of the practice placement days are contained within the practice placement timetable which will be sent to you.

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PRACTICE PLACEMENT ASSESSMENT SCHEDULE

When

What

Who

On placement induction day (at Royal Holloway)

Meet and establish links

Student / Practice Assessor / WBS/ Placement Tutor

4 weeks

Practice Learning Agreement ratified.

Student / Practice Assessor / WBS / Placement Tutor Copy to be emailed to RHUL

[email protected] During first 50 days

One Direct Observation of Practice

Student / Practice Assessor / WBS

One Service User Feedback 40 day

Case / Work summaries/Two Reflective Commentaries (see

Student to submit to Practice Assessor

50 days

Interim Report to be submitted to practice placement tutor

Student / Practice Assessor

Between day 45 - 60

Between 50-90 days (evenly spaced)

•

Interim visit/Statement of Progress to be submitted to practice placement tutor

•

Interim Quality Assurance Proforma

Two further Direct Observations of Practice

Practice Assessor to email completed to placement tutor

Student/Practice Assessor/WBS/Placement Visiting Tutor

Practice placement tutor to complete and submit to RHUL [email protected]

Student / Practice Assessor

Two further Service User Feedback forms completed 90 days

Student’s Case work summaries and Reflective Commentaries passed to Practice Assessor

Student

100 days

1 copy Student Final Portfolio including Final Records of Evidence by Practice Assessor to be submitted to University.

Student / Practice Assessor

Practice study to be submitted to the university.

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Must be spiral/comb bound and adhere to Portfolio Submission Guidelines. Student to retain a complete portfolio for their own future reference

THE AIMS & VALUE BASE OF SOCIAL WORK PROGRAMME The Department of Health and Social Care at Royal Holloway University of London has a longstanding tradition of providing Social Work Training and Education. We believe that social workers come into contact with the most disadvantaged groups in our society. Anti-oppressive practice is therefore at the heart of the programmes we deliver. This statement set out below has been developed to provide a consistent approach to professional development. It is underpinned by the Department of Health’s requirements for social work training, the National Occupational Standards, the General Social Care Council’s Code of Conduct and the Academic Benchmarks for Social Work. All qualifying and post-qualifying programmes are committed to this statement. Aims of the Programme The overall aim of the programme is to produce accountable, reflective and selfcritical social work practitioners who are able to demonstrate an ability to integrate the specific subject knowledge, values and skills in critically analytical ways to promote and safeguard individual and collective wellbeing in complex situations. In order to achieve this specific aims of the programme are for graduates to have acquired and integrated: • a knowledge and understanding of the nature of social work; • a knowledge and understanding of the service delivery context of social work; • a knowledge and understanding of values and ethics, including antioppressive practice and the capacity to underpin practice with their use; • a knowledge and understanding of theoretical concepts, both from social work and other disciplines and capacity to apply these to social work; • a knowledge and understanding of complex social problems and capacity to integrate this to their work with vulnerable people and communities; • a knowledge and understanding of appropriate methods of practice, theoretical perspectives and research evidence and the capacity to use them in the conduct of practice; • a knowledge and understanding of research methods and the critical use of research in relation to social work practice • skills relating to communication, developing professional relationships, and key computing and IT skills; • the capacity for independent learning which is essential to continuing personal development and a firm foundation for post-qualifying study or research in social work. Philosophy of the programme The programme has been developed by applying these principles through: • • •

the notion of the 'reflective practitioner'. The importance of being able both to do, to know why and to have a critical awareness in the process; the concepts of adult learning, in particular the importance of the use of 'feedback'; the importance of structure, content and process in facilitating learning; 7

• •

• •

emphasising core social work values, specifically practice which is antioppressive, inclusive and values diversity; ensuring that students’ practice is informed by developments in research and underpinned by a recognised theoretical framework such as the ecological perspective; seeking to actively involve service users and carers in ways that are both meaningful for themselves and for course participants; recognising the inter-professional context of social work practice by promoting throughout knowledge and skills needed for effective inter-professional and inter-agency working.

Social Work Values Social workers assist people to have control over and improve the qualities of their lives, and are committed to reducing and preventing hardship and disadvantage for children, adults, families and groups. Inequality and discrimination is endemic in our society and social workers work with people from very diverse backgrounds who may experience different forms of oppression, because of factors such as their race, religion, ethnicity, gender, disability, social and immigration status, age or sexuality. They work with individuals and families from backgrounds and cultures of which they may have little direct experience, and intervene in the lives of people whose life chances may have been adversely affected by poverty, ill-health, violence and/or disability. A distinctive characteristic of social work is its focus on the individual and the social. In intervening in people’s lives to achieve change, social workers must recognise the inter-relationships of structural and individual factors in the social context in which services operate, and the need to address their impact on the lives of children and adults. Relationships are central to effective social work practice. It is essential, because of the responsibilities that social workers carry and the influence and impact that they can have on the lives of vulnerable people, that as well as being skilled and knowledgeable, they treat people with respect and are honest, trustworthy and reliable. They must be self-aware and critically reflective, especially in relation to the use of power. Their practice must be founded on, informed by and capable of being judged against a clear value base. The Values Requirements In order to achieve the award, you must demonstrate that you can: 1. identify and question your own values and prejudices, and their implications for practice; 2. respect and value uniqueness and diversity, and recognise and build on strengths; 3. promote people’s rights to choice, privacy, confidentiality and protection, while recognising and addressing the complexities of competing rights and demands; 4. assist people to improve control and quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm; 5. identify, analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice, using strategies appropriate to role and context; 8

6. practice in a manner that does not stigmatise or disadvantage individuals, groups or communities. Since values are integral to, rather than separate from, competent practice, evidence that value requirements have been met must be drawn from, and refer to, specific practice undertaken throughout all your work. It is the clear, consistent and thoughtful integration of values in practice that you must demonstrate. We will seek evidence of this in all assessable work. The social work teams also endorse the GSCC Code of Practice. A copy of the Code of Practice is given to each student when they first enrol on the programme. We recognise that living up to these values and the Code of Practice is much harder than simply stating them and thus seek to provide an environment in which we can all struggle to overcome oppressive practice. We are committed to ensuring that no individual receives less favourable treatment on grounds of gender, marital status, religion, race, class, ethnicity, sexual orientation, disability or age. We recognise that although there are differences between the experiences of oppressed groups there are also common themes and interconnections. This complexity requires an integrated and not hierarchical approach to understanding and tackling oppressions. Within this approach, an awareness of power dynamics and imbalances is central. We all need to engage with the complexities, be reflective and open to debate and discussion in every aspect of our work.

In Particular to Practice Placements: All students are required to register with the General Social Care Council as student registrants and to abide by the Council’s Code of Practice for Social Care Workers. Breaches of the Code are a serious matter that can lead to a student’s studies being curtailed and their General Social Care Council registration rescinded. The aims of the practice placements are to enable students to practice and develop their social work skills under the supervision of a Practice Assessor (this term includes “Enabling Learning” candidates), and to integrate their knowledge base and values. The practice placements will also provide the opportunity for students to demonstrate that they have met the National Occupational Standards for Social Work and the Quality Assurance Agency’s Subject Benchmark Statement for Social Work. (Web addresses for the relevant documents can be found on the Appendices front page) Both the BSc & MSc Social Work programmes at RHUL are generic and in order to fulfil Department of Health requirements, the two 100-day practice placements must give students experience of: • Statutory social work tasks involving legal interventions • Providing services to at least two different service user groups • Gaining experience in at least two different settings 9

Students may have a particular interest in a specific service user group or setting, and wherever possible these will be taken into consideration within the requirements as stipulated by the Department of Health. However there is no guarantee that a student will be placed within their preferred practice placement agency. As such practice placements for all students will aim to: •

Ensure that each student’s practice is rigorously assessed against the required national occupational standards and meet the requirements for social work training as outlined by the Department of Health.

•

Develop the professional identity of social work students, which is underpinned by a commitment to social work values and the professional codes of practice.

•

Facilitate an awareness of oppression and diversity and enable students to develop strategies to combat oppression.

•

Ensure that the teaching of theoretical knowledge, skills and values is based on their application in practice. Enable students both to learn to become accountable, reflective and self-critical and integrate knowledge from research and theory to underpin their practice competence.

•

Ensure that the overall curriculum design and delivery is informed by service users and carers.

The above aims are to be met by the following learning strategies: •

Encouraging students to develop a critical appreciation of social work knowledge, values and practice in an integrated manner.

•

Developing the range of practice learning opportunities on the programme to support skills development and through the provision of assessed practice placements within a range of social care/work agencies.

•

Developing the student’s practice competence in a progressive manner which is rigorously assessed against the national occupational standards.

•

Developing a varied range of teaching and learning experiences.

•

Providing appropriate learning resources and student support for students with various learning needs.

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PRACTICE PLACEMENT HOUSEKEEPING Liability Insurance Students are covered by RHUL’s basic cover, for personal and public liability. However, whilst undertaking their practice placement the student will be included in the practice placement agency’s own employer’s liability insurance, in the same way that employees and volunteers are included. Please note that the insurance cover is only applicable during official practice placement dates. It is therefore essential that any changes to those dates for individual students (for example due to illness) this is communicated clearly to the practice placement tutor and Practice learning Co-ordinator and a written amendment is made to reflect this within the Practice learning Agreement. Hence, the practice Learning Agreement must be seen as a flexible document to be revisited throughout the practice placement. The practice placement timetable does not have any contingency days, therefore if a student is away from the practice placement for any reason other than legitimate and timetabled academic activities, those days must be made up to ensure the student undertakes a minimum of 100 days.

Risk Assessments It is extremely important that students be made aware of the Health & Safety regulations, including risk assessment (lone working policy etc) of the practice placement agency within which they are placed. This should form part of the induction at the beginning of the practice placement. Students should not knowingly be placed in situations of danger, and it is the practice placement agency’s responsibility to ensure that the student has a thorough induction on the safe working procedures that are in place within the agency. Students are not trained in restraint techniques and must not be involved in the restraining of any service user. Students are responsible for their own car insurance for business use and to transport service users. If students transport service users without the necessary insurance, they invalidate their cover should they be involved in an accident. Many students may not be able to use their cars for transporting service users, and this issue needs to be discussed at the interview stage so that a student can make the necessary arrangements.

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Criminal Records Bureau (CRB) Requirements The General Social Care Council (GSCC) requires that students on social work programmes have undertaken: a) enhanced checks by the Criminal Records Bureau (CRB) and its successors b) a health check, usually by means of a self-declaration, but with an additional statement from a GP or consultant where necessary. Social work is exempted from certain provisions of the Rehabilitation of Offenders Act 1974, and information about all previous convictions must be provided. A conviction does not automatically debar a student and the programme will seek further information about the circumstances to make an informed and considered judgement about a candidate's suitability in such instances. The Royal Holloway social work programmes wish to preserve entry to a wide range of people from diverse backgrounds and do not wish to automatically exclude students who have a criminal or disciplinary record, or have previously experienced poor health, or have had contact with social service departments. We recognise that in many instances, there is no simple criterion of suitability and thus, each case will be assessed individually. In order to meet GSCC requirements students are required to make a declaration regarding their personal circumstances and previous experience at the point of application, at interview and once enrolled on the programme at the beginning of each academic year during their training. The information that is provided will be treated as confidential within the organisational boundaries of the BSc and MSc Social Work programmes but may be shared with the GSCC, or other relevant bodies, for the purpose of deciding suitability for registration. All information passed to the GSCC will be stored in compliance with the Data Protection Act 1998, which also provides the statutory right of access to personal information. Students are required to make self-declarations regarding: a) Criminal Convictions and Legal Records b) Disciplinary Record, Unprofessional Conduct and Notifiable Listings c) Personal Health and Circumstances

Students are not required to make a declaration about health problems that do not impinge upon their capacity to study or practice, or that in the normal course of social work duties, would not present a risk to others Please Note: Failure to disclose relevant information which is subsequently discovered could result in referral to Royal Holloway’s Interim Suitability Panel or Fitness to Practice Panel and possible exclusion from training

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STUDENT PRACTICE PLACEMENT MATCHING PROCESS STUDENT PRACTICE PLACEMENT REQUEST FORM WITH PRACTICE LEARNING TEAM (PLT) (Practice learning team take into consideration the details on the form, particularly previous experience and stated learning needs in order to begin the matching process)

PLT CONTACT SUITABLE POTENTIAL PRACTICE LEARNING AGENCY

STUDENT PRACTICE PLACEMENT REQUEST FORM IS SENT TO POTENTIAL PRACTICE LEARNING AGENCY

PPT INFORM STUDENT THAT THEIR DETAILS HAVE BEEN FORWARDED TO POTENTIAL AGENCY

AGENCY CONTACTS STUDENT DIRECTLY TO ARRANGE AN INFORMAL INTERVIEW

INFORMAL INTERVIEW TAKES PLACE (It is at this point that issues such as agency and student expectations can be clarified, And potential learning opportunities explored)

AGENCY ACCEPTS STUDENT AND CONFIRMS PRACTICE LEARNING OPPORTUNITY

AGENCY REJECTS STUDENT WITH REASONS GIVEN TO PLT

PLT GENERATES CONFIRMATION DOCUMENTATION TO ALL PARTIES

PLT RE-NEGOTIATES A NEW PRACTICE PLACEMENT FOR STUDENT OR: STUDENT RESPONSIBLE FOR IDENTIFYING OWN

PRACTICE PLACEMENT STARTS ON AGREED DATE (In preparing for the practice placement to begin, the agency is responsible for ensuring that a structured induction packages is in place and that the team are aware of the student starting) 13

Royal Holloway University of London Protocol for Matching Disabled Students and Practice Placement Opportunities The Special Educational Needs and Disability Act (SENDA) 1995, was amended in 2001 to include the responsibility of Higher Educational Institutions (HEIs) to make reasonable adjustments so as to accommodate the additional needs of disabled students. Most HEIs currently have dedicated disability services which recommend needs assessment for disabled students and support them to gain access to available funds and other assistance they may require. It is recognised that for professional students such as nursing, social work, teaching and medicine, a lot of their learning takes place in practice within external agencies. It is therefore crucial to ensure that support provided within the academic setting is transferred while students are undertaking their period of assessed practice placement. Research The University of Hull commissioned a piece of work called ‘Professional Education and Disability Support Project’ (PedDS, 2005) exploring the experiences of disabled social work students and practice learning opportunities. From the project a Best Practice Guide was produced. The findings of that report showed that disabled students had both positive and negative experiences whilst undertaking their period of practice learning. The positives were around pre-practice learning planning and appropriate provisions and adjustments introduced to the practice learning area, on-going support and monitoring by staff. The negatives included limited understanding and awareness of the student’s disability by practice learning staff, some discriminatory experience and issues around disclosure of disability to future employers. Proposal Royal Holloway University of London in collaboration with partnership agencies is committed to the adoption of a protocol to support disabled students while undertaking periods of assessed practice placement. The aim of the protocol is to: • • • •

Develop and cascade good practice, building on the positives identified in research Provide appropriate support to the practice learning agency in identifying and making reasonable adjustments to accommodate a disabled student Reduce prospects of practice learning opportunities breaking down due to misunderstanding and poor awareness of the needs of the disabled student Dispel myths about different disabilities

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In order to achieve the above stated aims it will be necessary for the HEI, identified Practice Learning Agency and the Social Work Student to work in partnership and that the Protocol would address the following areas: • • • • •

•

HEIs to provide opportunities for student to disclose a disability (eg: Practice Learning Request documents/Tutorial system) HEIs to provide opportunities for student to discuss disclosure of disability (suggestion: Practice Learning Team/Tutorial system) Responsibility of HEI to inform Practice Placement Agency of student’s disability if likely to impact on practice placement work Issues of confidentiality Opportunity to discuss support needs in pre-practice placement meeting (eg: support needs of both agency in terms of ability to make reasonable adjustments and student) Clear expectation that a Support Action Plan will be drawn up and agreed by all partners outlining –





Support needs of student (identify resources) Support needs of agency (identify resources) What reasonable adjustments can be made as required under DDA Who will make reasonable adjustments (supply necessary identified resources)
Realistic time scale (in order to give Practice Placement Agency time to make reasonable adjustments and student an opportunity to apply for resources from Disabled Student Allowance) • • •

Practice Placement start date agreed Practice Placement begins when all support systems as agreed in Support Action Plan are in place Review Practice Placement after an agreed timescale

EMPLOYMENT BASED STUDENTS Employment based students will be allocated practice placements, and also be supported in their practice placements, by their employing agency or organisation. The agency placement co-ordinator is the key person with regards the organisation and allocation of these practice placement in conjunction with the RHUL Practice Learning Team. A RHUL practice placement tutor will be allocated to visit at the beginning of the practice placement and at the interim stage – thus also providing guidance and support. This is the same procedure as all students, and employment based students will receive the same support, guidance and documentation as the rest of their peers. We advise that students do not have practice placements in their original team/ place of work to allow for a broad range of learning over the course of their programme of study. It is also important to note that the GSCC requires students to have experience of practice placements that include working with at least two different service user groups and within at least different settings. 15

CAN YOU SIGN UP TO OUR PRACTICE PLACEMENT SET OF COMMITMENTS? To ensure consistency for our social work students, we ask all practice placement agencies to sign up to our programme’s set of commitments. If you feel unable to tick ‘yes’ to any of the areas this may affect our ability to place a student with your agency. We can ensure that a social work student will – 

Be contacted to attend an informal interview prior to the practice placement commencing



Receive an appropriate period of planned and structured induction



Receive regular supervision. (1 ½ hours weekly from on site practice assessor or 1 ½ hours fortnightly from a work based supervisor)



Undertake a 8 hour working day with 1 hour lunch & 1 hour reflective time in accordance with the needs of the particular agency within which they are placed



Have the opportunity for on-going direct working contact with service users/carers for the duration of the practice placement period



Receive feedback from service users/carers for inclusion in final portfolio



Not be used as an ‘extra pair of hands’ for the agency or be expected to undertake tasks which would place themselves or service users/carers at risk



Be reimbursed for any travel they are required to do as part of the agency work, and that the process for claiming this will be clearly explained.



Not be disadvantaged by the Practice Learning Portfolio - containing an appropriate depth and range of evidence of the student’s competence - missing the College deadline

The National Occupational Standards (NOS) for Social Work Students are required to demonstrate a practical application of social work skills. Practice is central to the new award, with academic learning supporting practice rather than the other way round. The standards for the award are outcome statements that set out what a student social worker must know, understand and be able to do in order to gain their award. The National Occupational Standards (NOS) for social work set out what employers require social workers to be able to do on entering employment and the values that must underpin practice. These standards form the basis of our assessment of competence in practice. Key Role 1: Unit 1: Prepare for social work contact and Prepare for and work with individuals, involvement families, carers, groups and 16

Unit 2: Work with individuals, families, carers, groups and communities to help them make informed decisions Unit 3: Assess needs and options to recommend a course of action Key Role 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups and communities and other professionals.

Unit 4: Respond to crisis situations Unit 5: Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues Unit 7: Support the development of networks to meet assessed needs and planned outcomes Unit 8: Work with groups to promote individual growth, development and independence Unit 9: Address behaviour which presents a risk to individuals, families, carers, groups, communities

Unit 10: Advocate with and on behalf of, Key Role 3: Support individuals to represent their individuals, families, carers, groups and communities needs, views and circumstances.

Unit 11: Prepare for, and participate in decision making forums Key Role 4: Unit 12: Assess and manage risks to Manage risk to individuals, families, individuals, families, carers, groups and carers, groups, communities, self and communities colleagues. Unit 13: Assess, minimise and manage risk to self and colleagues Key Role 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation

Unit 14: Manage and be accountable for your own work Unit 15: Contribute to the management of resources and services

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Unit 16: Manage, present and share records and reports Unit 17: Work within multi-disciplinary and multi-organisational teams, networks and systems Key Role 6: Unit 18: Research, analyse, evaluate, and Demonstrate professional competence use current knowledge of best social work in social work practice practice Unit 19: Work within agreed standards of social work practice and ensure own professional development Unit 20: Manage complex ethical issues, dilemmas and conflicts Unit 21: Contribute to the promotion of best social work practice

Values and Ethical Requirements VE1

Have an awareness of own values, prejudices, ethical dilemmas and conflicts of interest and their implications for practice.

VE2

Respect the promotion of: each person as an individual; independence and quality of life for individuals whilst protecting them from harm; dignity and privacy of individuals, families, carers, groups and communities.

VE3

Recognise and facilitate each person’s use of language and form of communication of their choice.

VE4

Value, recognise and respect the diversity, expertise and experience of individuals, families, carers, groups and communities.

VE5

Maintain the trust and confidence of individuals, families, carers, groups and communities by communicating in an open, accurate and understandable way.

VE6

Understand and make use of strategies to challenge discrimination, disadvantage and other forms of inequality and injustice.

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THE PRACTICE PLACEMENT PROCESS AN OVERVIEW Before the practice placement commences: RHUL will – • Ensure that the student has satisfactorily completed the assessed Preparation for Practice Course including the shadowing of a suitably qualified social worker • Ensure that the student has a current Enhanced CRB disclosure • Ensure that the students are registered with the GSCC • Ensure that all students have attended a pre-practice placement interview The Practice Placement Agency will endeavour to plan for the student in advance of their arrival, and as such will consider the following points –

•

Practice assessors invite the student to visit the potential practice placement agency prior to confirmation of the practice placement, in order that learning opportunities are identified and related to both the student’s previous experience and intended learning objectives.

•

Arrangements for accepting responsibility for a student should be confirmed before a practice learning opportunity is due to begin. Practice experiences which begin late should commence when the practice assessor and the student has had some time to prepare.

•

The staff team and/or other colleagues at the practice placement agency should be aware of the arrival of a student (and where applicable an external practice assessor from outside of the agency) and the impact of working with a student discussed.

•

Practice learning opportunities should be identified in advance and the practice assessor and the student need to agree that the learning objectives can be met.

•

The practice assessor accepts responsibility for ensuring that an induction programme is organised.

•

The practice assessor or nominated other is responsible for preparing for the reception of the student and should be available on the first day of the practice learning

The practice assessor is responsible for providing information to the student about access to support mechanisms. 19

A good practice placement is one which is well organized, planned in advance and structured, so that, despite the unforeseen circumstances (and frequent crises, chaos and disasters!) which are a feature of social work practice, it hopefully would be possible to keep sight of “where you are” in a practice placement and in which direction you are going. The following guide identifies very simply the main stages in a social work practice placement, and it is intended to aid workplace supervisors/practice assessors in structuring the practice placement.

PLANNING IN ADVANCE SOME THINGS TO THINK ABOUT (a)

Induction • • •

(b)

Student Role • • • •

(c)

Have you thought about how the student will be inducted into the organization? Is the team, agency, service users where applicable aware that a social worker student will be undertaking a practice placement? How long will the induction last (usually two weeks)?, and what will it involve (usually shadowing staff, visits to relevant agencies, lots of reading, organizing ID badges, diaries, becoming familiar with Policies and Procedures, Health and Safety, introduction to service users, access to agency training where applicable)?.

Are you clear about what work you would expect a student to take on and what the responsibilities are? What “authority” do they have? Are there areas of work they cannot undertake? What support mechanisms (if any) could the student access if needed and who would provide that information?

Student’s Workload Think ahead about the learning opportunities that you could offer a student. If you have a basic framework then you can build on this and adapt it later on according to the needs of the student. Where possible students benefit from receiving a variety of learning opportunities which will test out their knowledge, skills and values, but certainly on-going work with service users is a requirement. •

What additional visits could they undertake? 20

•

Are there other professionals you work with who the student could spend time with or shadow, so they gain different perspectives of social work, and an understanding of other professionals’ roles?

It is also important to have a look at the key roles, as you may find that your agency cannot meet all of these and you need to gain a piece of work from another part of the agency or even outside of the agency. In voluntary agencies sometimes statutory work is required (or vice-versa) and often a piece of work outside of the agency can really enhance a student’s learning (Please use the following Practice Learning Audit to help you identify possible areas) (d)

Accountability •

Who takes responsibility for the student in the different aspects of their work? • If they are in a group outside of the agency, who overseas their work? • What feedback would you expect to gain from other workers and service users and how will you collect this? • If you are ill or on holiday for longer than 2 weeks, who can oversee the supervision of the student?

(e)

The Team • •

(f)

How can you best prepare the team for having a student? What contribution will different team members make to working with a student? (Please use the following Practice Learning Audit to help you identify contributions from different team members)

Difficulties for Students Try and think ahead of the difficulties that students might face within your particular setting, bearing in mind that you may not be aware of them! For example: •

• • •

Some students who have undertaken a structured practice placement may find coming into a large unstructured setting (e.g. a drop-in) quite difficult and experience culture shock. Many students coming to work with children or young people find difficulty in exerting professional authority. Try and imagine how you could help a student with these difficulties. Be familiar with RHUL’s procedures for addressing any concerns you may have about a student, and ensure this is written into the Practice Learning Agreement (Please refer to section, ‘When Things Go Wrong’).

(g) Values/Anti-Discriminatory Practice Students are required to meet the six key roles and six key values requirements during the course of their practice placement and they are also 21

expected to consider anti-oppressive, anti-discriminatory as an integral part of their practice learning. •

How are you going to support and assess a student’s ability to demonstrate social work values and practice? What articles, exercises could you use? What visits could they make? What areas of work, policies or procedures could they critique?

• • • (h)

The Assessment Process • • •

(i)

How will you assess your student? What methods will you use? How can you observe your student (will they be working the same hours as you etc)?

Supervision This is particularly important for new practice assessors and all workplace supervisors. •

What are your expectations of supervision? How will you structure supervision? • Will you have standing agenda items? • How will you ensure that supervision takes place (in peace and quiet!)? • Who will write the minutes? • What are the boundaries of confidentiality? How will these be made explicit? (Please refer to more in depth section within this handbook ‘Supervision’, page 33 )

(j)

Equal Opportunities and Grievances • • • • •

What are the procedures to be followed if a student complains that they have either been discriminated against? What if they are unhappy with either the quality of practice placement or with practice assessing? Who should be talked to about this and who takes responsibility for investigating their complaint? Is there an agency grievance procedure for students? What does the course handbook say about grievances and/or whistle blowing?

At the beginning of the practice placement: • An induction programme will be produced for students to introduce them to the personnel, work places, procedures and resources used by the agency. This programme will be arranged by the Practice Assessor (and Workplace Supervisor where appropriate). 22

• Allocation of work to the student will be the responsibility of the Practice Assessor (in consultation with the Work Place Supervisor where appropriate). • The Practice Assessor, student and Work Place Supervisor where applicable, will complete a Practice Learning Placement Agreement (PLA) within 3 weeks of the commencement of the practice placement. This should be emailed to [email protected]. As part of RHUL’s on-going quality assurance process. • The visiting practice placement tutor will visit the practice placement towards the beginning of the 100 days in order to ensure that the PLA meets the learning needs of the student and that the agency and Practice Assessor are clear about their roles and responsibilities.

At the Interim stage of the practice placement: (50 days) • The visiting practice placement tutor will again visit the practice placement between 45 and 60 days, to check the overall progress of the practice placement with particular focus on the student’s ability to meet the Key Roles and Values requirements. The visiting practice placement tutor will complete a Statement of Progress at this time, and keep as a record of sthe student’s progress. • The Practice Assessor should submit one copy of the Interim Portfolio to the practice placement tutor which must include: • The Practice Placement Records of Evidence, which the Practice Assessor is responsible for completing on the pro forma provided. This should provide one piece of evidence for each unit. • The Interim Records of Evidence should be written collaboratively by the Practice Assessor with the student, taking into account evidence provided by the Work- Place Supervisor (where applicable). Any differences of opinion should be clearly noted. • Self-assessment by the student of his / her level of competence for each Unit, using the Competent, Satisfactory, Insufficient rating system) • At least one Direct Observation Report • Feedback from at least one person who has used the service • The student’s work summaries (each one must be signed by practice assessor as an authentic account of work undertaken by the student) • 2 reflective commentaries Additional agency written evidence (such as letters/reports/assessments) should NOT be submitted with the Interim Report, but kept in a separate file in the Agency until the Exam Board has confirmed the Pass/Fail recommendation. • The visiting practice placement tutor will confirm, by reading the Interim Portfolio that the above conditions have been met and are at the required standard. The practice placement tutor will then submit a completed Quality Assurance Pro-Forma to RHUL to verify this. [email protected]

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At the end of the Practice Placement At the end of the practice placement 1 completed, spiral/comb bound copy of the Final Placement Portfolio should be submitted to the Practice Learning Office, Arts Building, Egham (Room AS15). This must include: • The Practice Learning Agreement • 3 Direct Observation Reports (one of which will have been completed at the Interim stage). • A minimum of 3 feedback forms from people who have used the agency services (one of which will have been completed at the Interim stage). • At least 1 feedback form from another professional – including the workplace supervisor if applicable • The Final Records of Evidence. This should include one additional piece of evidence gathered since the Interim Report. Both the student and the Practice Assessor should complete the ratings. • Brief work summaries (approx 500 words each), written by the student, outlining cases / work undertaken, that are referred to within the Interim and Final Reports. • 6 Reflective Commentaries to cover each of the Key Roles of the National Occupational Standards • Further examples of evidence (anonymised) taken from assessments, reports should be kept by the student/Practice Assessor in a separate folder until the Examination Board has passed the practice placement. This folder should not be submitted with Final Placement Report.

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Fresh Thinking Supporting Practice

PRACTICE LEARNING AUDIT To assist practice placement agencies identify practice learning opportunities for social work students If you would like support to think through completing this please contact Donna Jones, Practice Learning & Development Manager [email protected] Tel: 01784 414 135

Please outline what Health & Safety arrangements would be put in place for a social work student while with your agency

Consider what might be 2 of the barriers to providing practice learning opportunities to a social work student within your agency – 1. 2.

How might the agency overcome these barriers?

Are there any ways that RHUL might support the agency in overcoming these barriers?

Consider what might be 2 of the benefits of providing practice learning opportunities to a social work student within your agency – 1. 2.

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Consider some of the ways the agency could provide practice learning opportunities that would enable a student to meet the Key Roles KEY ROLES PRACTICE LEARNING OPPORTUNITES WITHIN AGENCY Key role 1: prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances Eg. Prepare for social work contact and involvement; work with the above groups to help them make informed decisions; assess needs and options to recommend a course of action

WITHIN AN EXTERNAL AGENCY:

Key role 2: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals Eg. Respond to crisis situations; interact with the above groups to achieve change and development and to improve life opportunities; WITHIN AN EXTERNAL AGENCY: prepare, produce, implement and evaluate plans with the above groups; support the development of networks to meet assessed needs and planned outcomes; work with groups to promote individual growth, development and independence; address behaviour which presents a risk to the above groups

Key role 3: Support individuals to represent their needs, views and circumstances Eg. Advocate with and on behalf of individuals, families, carers, groups and communities, prepare for and particiapate in decision making forums

WITHIN AN EXTERNAL AGENCY:

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Key role 4: Manage risk to individuals, families, carers, groups, communities, self and colleagues Eg. Assess and manage risks to the above groups; assess, minimise and manage risk to self and colleagues

Key role 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation Eg. Manage and be accountable for your own work; contribute to the management of resources and services; manage, present and share records and reports; work WITHIN AN EXTERNAL AGENCY: within multi-disciplinary and multiorganisational teams, networks and systems

Key role 6: Demonstrate professional competence in social work practice Eg. Research, analyse, evaluate, and use current knowledge of best social work practice; work within agreed standards of social work practice and ensure own professional development; manage complex ethical issues, dilemmas and conflicts; contribute to the WITHIN AN EXTERNAL AGENCY: promotion of best social work practice

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Consider who, within the agency could take responsibility for
co-ordinating an induction for a social work student
providing opportunities to shadow professionals within the agency/within an external agency
observing and assessing a students interpersonal skills with individuals, families, carers, groups and professionals
sharing skills/knowledge around assessing the needs of service users (if applicable)
sharing skills/knowledge of advocacy issues (if applicable)
sharing skills/knowledge of assessing risk within the agency context
sharing skills/knowledge of groupwork within the agency context (if applicable)
sharing skills/knowledge of preparing, implementing care plans
sharing skills/knowledge of preparing for court work (if applicable)
sharing skills/knowledge of the maintenance of accurate, accessible records and reports
sharing skills/knowledge of the legal and policy framework within which the agency operates

Consider the links your agency has with individuals, families, carers, communities and professionals (as applicable) and rate accordingly – satisfactory

Could be improved

Social Workers Specific statutory teams/services Voluntary Services Carers Police Advocacy services Connexions Health Services Information and advice services 28

unsatisfactory

Education Service User groups Any Others?

What pieces of work could a social work student engage in to improve links with those considered ‘Could be improved’ or ‘unsatisfactory’?


In what ways could service users/carers contribute to the assessment of the social work students?







THE DIFFERENT ROLES OF ALL PARTIES INVOLVED IN A PRACTICE PLACEMENT Practice Assessor (on-site): Holds an appropriate professional qualification and either holds or is working towards an award linked to the teaching of social work practice (Practice Teaching Award / Enabling Learning of Others) Is familiar with the BSc/MSc programme requirements and structure Draws up a structured induction programme Draws up Practice Learning Agreement together with the student Liaises with the student’s visiting practice placement tutor, the student (and workplace supervisor if appropriate); Offers weekly supervision sessions of at least one and half hours duration helping the student to: 29

• Discuss and identify evidence of demonstrating the National Occupational Standards • Review progress and reflect on learning • Link theory to practice • Transfer learning from one setting to another • Develop anti-oppressive and anti-discriminatory practice • Develop skills in reflective practice • Learn the importance of and develop the ability to work within agency policy and procedures, and relevant legislation • Gathers evidence of the student’s competence using a variety of sources • Ensures that 3 direct observations of the student’s practice have been completed, one of which may be undertaken by another professional • Ensures that 3 pieces of Service User feedback have been completed • Ensures that there is a completed feedback from another professional • Be familiar with the processes available if things go wrong • Writes and submits the interim and final reports and recommends whether or not the student has passed the practice placement. • Be familiar with the university processes available if things go wrong or if there are concerns

Where there is no on-site Practice Assessor at the agency, this role is undertaken by an Off-site Practice Assessor. The day-to-day responsibility for the student and the supervision, accountability, line management and responsibility for work is undertaken by a Work Place Supervisor. The Off-site Practice Assessor: Holds an appropriate professional qualification and the Practice Teachers’ Award or Enabling Others Award Is familiar with the BSc/MSc programme requirements and structure Has responsibility for co-ordinating the entire student learning experience on placement Has responsibility for drawing up and circulating the Practice Learning Agreement; Offers a minimum fortnightly supervision sessions with the student at which knowledge, values and skills are discussed and evidence gathered against the National Occupational Standards. These sessions need not all occur at the placement site, although there is an expectation that the majority will Meets with the student plus workplace supervisor and practice placement tutor to review placement progress and collate evidence

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Acquaints themselves with the practice placement agency, the learning opportunities available and relevant policies Offers advice and guidance about the allocation of work to the student, in order to address the student’s learning needs Ensures that the work is appropriate to student status Co-ordinates assessment evidence from the Work Place Supervisor, Service Users and other professionals, and undertakes direct observation of the student’s practice Is responsible for completion of the Interim and Final placement reports – has ultimate responsibility for assessing the student’s competence Offers support and consultancy to the Workplace Supervisor. Be familiar with the university processes available if things go wrong or if there are concerns

Workplace Supervisor: May or may not hold a social work qualification Supports the Off-site Practice Assessor in drawing up a structured Induction Programme; Allocates work to the student, within an appropriate line management structure. Has day-to-day responsibility for the student. The student is accountable to the Work Place Supervisor for activities and work undertaken within the agency Offers regular, mainly casework-related, supervision to the student. The Workplace supervisor should keep supervision records, which should be made available to the Practice Assessor to contribute towards the assessment of the student Holds responsibility for identifying specific learning opportunities in discussion with the student and Practice Assessor Is familiar with the BSc/MSc programme requirements and structure Contributes to the teaching and assessment of the student in negotiation with the Practice Assessor Contributes to the meetings involving the practice assessor, student and visiting practice placement tutor Provides assessment evidence (written and verbal) about elements of the student’s practice. Will complete a feedback from professional pro-forma May undertake one of the three required direct observations (a format is provided for guidance and should be used for the written feedback. See Appendices). Be familiar with the processes available if things go wrong or if there are concerns 31

Academic Tutor: Is responsible for supporting the student’s overall academic and welfare needs Should be the student’s first port of call for all matters relating to the programme and for their support needs, apart from issues to do with their practice placements (see practice tutors below) Will meet with their tutees early on in the year and then at regular intervals; Will set aside two hours per week when they will be available to meet with students; their office hours will be displayed on their doors; Will be informed by the Practice Learning Team of any significant problems with the students’ practice placement; Should notify Practice Learning Team and the relevant practice placement tutor of any significant problems that might affect a student’s practice placement.

The Student: It is the responsibility of the student to: Attend the practice placement punctually as stated in the Practice Learning Agreement and to complete a total of one hundred days attendance per practice placement; Adhere to the policies and procedures of the agency Accept responsibility and to be accountable as a member of the agency Attend supervision sessions punctually Prepare for supervision sessions and submit work / evidence to the Practice Assessor as agreed in the Practice Learning Agreement; Take responsibility for identifying her/his own learning needs using supervision sessions to assist in this process Use supervision sessions constructively to develop learning and to reflect on and evaluate performance If a student has concerns about any aspect of their practice placement they should talk with the practice assessor in the first instance. If the issue is not resolved at this stage, the student or practice assessor should liaise with the practice placement tutor and their Agency Practice Learning Coordinator, if applicable. Be familiar with the processes available if things go wrong or if there are concerns

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Practice Placement Tutor It is the responsibility of the Practice Tutor to: To operate within the University’s policies/procedures and the GSCC Code of Practice for Social Care Workers. Meet with the student and Practice Assessor (and workplace supervisor where appropriate) at the Practice Placement Introductory Day at Royal Holloway; Make two visits to the practice placement at the Practice Learning Agreement stage and Interim stage To oversee the total learning experience and ensure that the Practice Learning Opportunity provides suitable learning opportunities for the student. To advise and support the Practice Assessor throughout the practice placement. Provide ongoing support by phone and email Provide additional visits should difficulties arise that cannot be resolved by student and Practice Assessor or by phone or email consultation Quality assure the Interim and Final portfolios Be familiar with the processes available if things go wrong or if there are concerns Liaise regularly with the Practice Learning & Development Manager regarding any on-going concerns regarding a practice placement and/or student

SUPERVISION ‘Planned, regular periods of time that student and practice assessor spend together discussing the student’s work in the practice placement and reviewing the learning process’ (Ford K & Jones A 1987, Student Supervision, BASW) Supervision is a crucial element of assessment and in all social work practice, because the tasks undertaken by individuals are so complicated that support and advice from others is necessary in relation to statutory responsibilities; agency policy and procedures; our accountability to our employers for the work we do; our need to discuss our own feelings about the often emotionally challenging work we do; and the need for a more objective viewpoint from a more experienced colleague or manager.

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Supervision of students obviously involves similar functions but the major emphasis should be on facilitating the student's learning to practice in relation to the Value Requirements and the Key Roles. It will range, early on in the Practice Learning setting, from an emphasis on information-giving and direction from the Practice Assessor to a much more reflective process in relation to the direction of the work and helping the student to assess and develop their own competence. Practice Assessors will need to interpret the practice requirements to fit with the learning opportunities available and the current learning needs of the student. Each student is different and will arrive at the Practice Placement setting with varying levels of competence and experience. Early planning, close observation and supervision of the student will allow the Practice Assessor to assess the student's current level of ability in practice and to identify learning opportunities which will help in the development of practice competence. It is as important to challenge a very able student as it is to provide appropriate support to a less able student. In undertaking an important teaching and facilitating role Practice Assessors will be using skills related to social work but not necessarily familiar to each individual Practice Assessor. Students receive regular supervision throughout their 100 day practice placement (please see the programme’s ‘Set of Commitments’) and are given regular, constructive & honest feedback on their performance. Supervision has a range of functions, however, the 3 main functions of any planned and structured supervision session is: •

EDUCATIVE The interpersonal context designed to increase the reflective and critical practice competence of the student, help the student make links between theory and practice, explore issues of power, oppression and discrimination within their practice, agency and in society in general, help the student problem solve

•

ADMINISTRATIVE/MANAGERIAL A quality control mechanism in order to protect service users, carers and others that come into contact with the agency. Ensures student is practising within the agency policy & procedures

•

SUPPORTIVE Allows the student to explore and deal constructively with stresses arising from the work and the learning process. It is not a therapy session!

Helpful factors for a social work student in relation to supervision sessions are: •

Knowing when they will be and how long (1 ½ hours as a minimum) and when (weekly if an on-site practice assessor, fortnightly if an offsite practice assessor or workplace supervisor)

•

Having, wherever possible, uninterrupted time

•

Developing a shared agenda 34

•

Clarity about how to address disagreements

•

Receiving regular, constructive feedback

•

Ability to acknowledge difficulties

•

Having their views valued

Unhelpful factors for a social work student in relation to supervision sessions are; •

Having sessions regularly cancelled or interrupted

•

Sessions being unstructured and unplanned

•

Being criticised

•

Being given instruction without explanation

•

No space for learning or making mistakes

•

Having issues ‘lost’ from previous agendas

It is expected that a range of methods be used within supervision sessions to make them a dynamic learning experience for the student. Equally, it is expected that the student takes responsibility for their learning and prepare appropriately for supervision sessions. Both practice assessor and student should be pro-active, prepared and participate in supervision sessions. The particular methods used within supervision will vary, but possible methods include: •

Discussion of work planned and/or undertaken by the student

•

Process recording

•

Use of student case records for analysis

•

Role play scenarios

•

Specific exercises and activities being set for the student to complete

•

Quick thinking or mind mapping ideas

•

Use of flip charts, diagrams etc

•

Analysis of current articles, news reports in relation to service user group

•

Use of books, videos, real (anonymised) case studies to explore issues of theory, anti-racist, anti-oppressive and anti-discriminatory practice

Feel free to think up as many innovative and creative methods that you could use to further your student’s learning and understanding! If you have a particular method 35

that works for you, please contact Donna Jones, Practice Learning & Development Manager so that it can be included in the

INVOLVING SERVICE USERS AND CARERS

Service user groups in many areas have a well-established tradition of participation. The rights of people who use services to be involved in service planning and delivery were enshrined in legislation in 20011. Since then central government has shown a continuing commitment to user involvement. As part of that policy users have become involved in training the health and social care workforce. The ‘Requirements for social work training’ (2002)2 specified that service users must be involved in all parts of the new degree programme but did not include detailed specifications on how this might be achieved. This has allowed each Higher Education Institution (HEI) offering the new degree in Social Work to interpret the requirements in their own way and develop individual programmes. The rate at which programmes have developed has varied, but as Levin (2004)3 states each provider has a responsibility to translate ‘into practice the statements of intention submitted to the General Social Care Council (GSCC) during the degree accreditation and the subsequent course validation and approval processes.’ In other words, user involvement is not an optional extra. The new degree focuses on Practice Learning and all the stakeholders involved have had to adapt to the requirement for service user involvement. Many health and social care providers have developed mechanisms for user involvement in service planning and delivery and training sections are now also involved as it increasingly becomes standard in professional training programmes. It is hoped that embedding user involvement in professional training will assist the next generation of health and social care professionals to ‘treat service users and carers as active participants in service delivery rather than as passive recipients’ (Levin 2004)3. The aim is therefore to improve outcomes for both providers and the individuals they work with

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Practice assessors





























































External examiners GSCC





Learning agreements 



Students Service Users

Preparation for Practice Learning



Quality assurance





Teaching and Learning

HEIs



Design of degree



Provision of placement

Employers

Assessment

Student selection

Stakeholders

Roles of Stakeholders in programme design and delivery Roles



As the above chart10 shows there are 7 stakeholders identified in social work training and the only stakeholders identified as having a role in all eight areas are HEIs and service users. That would seem to highlight the importance the GSCC attaches to user involvement. (Pamela Hutton, 2006 Engaging with Service Users and Carers. Good Practice Guide) Service user and carer involvement should be discussed between the practice assessor, workplace supervisor (where applicable) and the student. Discussions with service users and carers should include: 1. exploration of any concerns about receiving a service from students and complaints procedure 2. information about practice placement requirements, the role of service users and carers and what they can expect from the student 3. refer to university handbook for any prepared information to distribute to service users and carers and any copies of forms to use as part of the practice placement

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Information Sheet for Service Users / Carers / Personal Assistants We recognise that the views of services users / carers / personal assistants are important when training and assessing social work students. Training to become a social worker As well as time at University, this involves students working with people using a particular range of services. This is called “practice learning” or a “practice placement”. How are students assessed? Students are supervised and assessed in their practice by a qualified and experienced social worker called a Practice Assessor. They may also have a workplace supervisor. The Practice Assessor teaches and observes the student and asks for feedback from a range of people about how the student is getting on. The Practice Assessor then writes a report on the student. How does this involve you? Social care organisations want to make sure you are getting a good service and you are in the best position to comment on this. If a student social worker is working with you, you will have valuable views and comments about the service you have received. By sharing your views, you could help someone train to be a good social worker. What do you have to do? Complete a feedback form. The student / Practice Assessor will ensure that it is possible for you to do this. If you would rather talk to the Practice Assessor, please say so. Possible questions you may have: Will the student hear what I have said about them? Yes. The Practice Assessor will let the student know. This is important so the student can learn and develop to become a good social worker. Will it be my fault if the student fails? No. Your views will contribute to the overall assessment and the final report completed by the Practice Assessor. Will my name be in the final report? No. There will be no need to identify you. If you have any other questions or queries, please ask the student’s Practice Assessor or Work-based Supervisor. If you are willing to give feedback, please sign the agreement form. Your comments will not affect the service you receive in any way. Thank You. 38

Agreement Form For Service Users / Carers / Personal Assistants to take part in the Assessment Process for Social Work Degree Students on Practice Placement (To be completed by the Practice Assessor / Work Based Supervisor with the identified Service User / Carer / Personal Assistant) Name of Student Placement Setting Name of Practice Assessor / Work-place Supervisor

The student or the Practice Assessor has told me about taking part in assessing a social work student on placement, and I understand what I am being asked to be involved with. I am aware that I do not have to give any feedback, but my comments may help a student learn and develop to become a good social worker. I am aware that I will not be named or identified in the student’s assessment report. This form will not be included in the student’s Placement Reports. If I change my mind at a later stage I will let the student or Practice Assessor / Workplace Supervisor know and it will not affect the service I get from the agency in any way.

PRACTICE LEARNING AGREEMENT (PLA) The basis for successful adult learning is the principle of empowerment. Adults benefit from being empowered by, and through, the educational process. In the practice placement context this in reflected by an honest and open relationship with their practice assessor. The practice learning agreement (PLA) forms the basis for this relationship and will set out all the process and content details of the practice placement to which all stakeholders in the practice placement (student, practice assessor, workplace supervisor and practice placement tutor) will sign up. One of the purposes of the PLA process and agreement is to minimise the inevitable power imbalance between student and practice assessor. It is expected that the student will make an active contribution to writing the PLA, particularly in relation to the sections ‘Brief Profile of Student’ and ‘Student’s Learning Needs’. The practice assessor and workplace supervisor (where applicable) are responsible for ensuring all other sections pertaining to practical arrangements and the identification of potential learning opportunities in order to meet the Key Roles are completed.

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DIRECT OBSERVATION OF PRACTICE Practice Assessors and Workplace Supervisors are expected to use direct observation regularly throughout the placement and to prepare students for this method of assessment. Three direct observations of competent practice are required to pass each placement. All three completed forms MUST be included in the student’s portfolio. It is possible for the workplace supervisor to carry out one of the direct observations. The other two must be undertaken by the Practice Assessor. At least two of these observations must be of planned and purposeful work with service users, in order to provide evidence of competence. The third observation may be of work with a carer, attendance at a Panel, Review, Case Conference or Tribunal, a presentation, a meeting where the student has a significant contribution to make or work with other professionals. The Interim Report should contain at least one observation. The direct observation requires both the student and the Practice Assessor to set goals for the observation in advance of the session. Audio and video facilities may be used in addition, if available. The evidence from the Direct Observation process may be used to demonstrate competence in all six key roles. Preparing for direct observations The student should discuss the Direct Observation with the service user, explaining the role of Practice Assessor / Assessor and assessment procedure and discuss confidentiality. The student should obtain permission for the Practice Assessor / Workplace Supervisor’s presence, in an atmosphere that will allow service user(s) to decline if desired. The student should then arrange time / date / venue with the service user. The goal for the direct observation should be negotiated and agreed, in advance, between the student and the Practice Assessor. The student should then complete Section One of the Direct Observation form (See Appendix 5b, below) and discuss this with the Practice Assessor / Workplace Supervisor before the planned observation. Feedback Immediately following the session the Practice Assessor / Workplace Supervisor should give student the opportunity to reflect on the session and his / her performance and give immediate constructive feedback. This verbal feedback should 40

be relatively brief in order to allow the student and practice assessor to reflect fully on the process. In the next practice tutorial / supervision, the Practice Assessor / Workplace Supervisor and student should discuss their evaluation of the direct observation session and identify areas for future development by the student. The student should be prepared to present their evaluation of the direct observation first. This helps to develop their ability to critique their own practice. The Practice Assessor / Workplace Supervisor should then tell the student if this was deemed to be a direct observation demonstrating competent performance. The Practice Assessor / Workplace Supervisor should prepare written assessment of the session using the format provided The student may comment in writing on points made by the practice assessor and on their future needs as identified by the practice assessor / workplace supervisor. Copies of all direct observations are submitted in the Interim and Final Portfolios.

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WORK SUMMARIES

Students are required to produce summaries on all work undertaken. These summaries are required for the Interim and Final reports and must be given to the Practice Assessor at least two weeks before the reports have to be submitted to the College. Work summaries must be totally anonymised, with all references to names, addresses and other possible identifying facts removed. You are advised to build up these summaries as the placement progresses and not to leave them until the end. These summaries are used to verify the evidence presented in the Interim and Final reports, and to set the work undertaken in its context. Please ensure that you use the same ‘code’ in your Case / work summaries that your Practice Assessor uses in the Interim / Final reports to identify anonymised cases (either Case / work summary 1, 2, 3, or Case / work summary A,B,C). Works summaries should be submitted about • any case for which you have taken responsibility; • any group work with which you have been involved; • Any project / research work you have undertaken; • Any other regular work you have taken part in (a duty system, for instance).

Work summaries should be brief (approximately 500 words) and should contain: • A brief description of the work (family / individual / group composition, reason for referral, anti-discriminatory practice considerations/legal and theoretical contexts) • Your initial assessment of the situation • Goals for the work and why you have identified these as appropriate • Links to National Occupational Standards / Codes of Practice / Values All work summaries should be signed off by the practice assessor as being accurate and authenticate accounts of work undertaken by the student.

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REFLECTIVE COMMENTARIES On each Key Role of National Occupational Standards

Different definitions of reflective practice are presented in the literature: ‘…reflection enables individuals to make sense of lived experiences through examining such experiences in context’ (Eby 2000 p52) ‘…those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understanding’ (Boud et al 1985) Reflection is ‘ a process in which a student reflects critically and evaluative on past experience, recent performance, and feedback, and applies this information to the process of integrating awareness (including awareness of the impact of self on others) and new understanding, leading to improved performance’. The Social Work Benchmark Requirements (QAA 2008, 6.2)

Student’s are required to log their learning and progress from the start of their practice placement experience. If they do not, things that bemused them at the start may have become second nature by the end, and they may underestimate the ‘distance’ they have ‘travelled’ during their practice placement. Student’s will be required to write a short piece of 600 words for each Key Role. They must submit two Reflective Commentaries at the Interim stage and the final four at the end of the placement. For each Reflective Commentary the following should be considered: • A brief analysis of understanding of the Key Role; • The relevant legislation, policies, social work theories and interventions that have informed work. Make appropriate references. • Integration of social work values; • What did they do well? Was there anything that surprised / shocked them? • What might they do differently in future? • What have they learned (about themselves, the service user group, about the team / organisation in which they have been placed theories/methods of intervention, policy and procedures); • Cross reference to work summaries 43

REMEMBER • The reflective Commentary is about the learning of the individual student in relation to the Key Roles, not primarily about the cases / work. • Students should be honest; and not undersell their achievements, but good critical appraisal of gaps and ‘mistakes’ is a powerful demonstration of learning. Be clear about how they could improve their practice in the future.

Three models of reflective practice Gibbs (1988) model of reflection Gibbs is another common model of reflection that is used within the health professions. Gibbs is clear and precise allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop/improve their practice.

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Gibbs (1988) model of reflection Description This is context of the event .e.g. Who was there? Why were you there? What was happening? Feelings thoughts This is self awareness .e.g. How did you feel? How did the others around you feel? How did you feel about the outcome of the event? Evaluation Consider your judgements eg Consider what went well, what not so well. What was good and not so good about your experience Analysis Break down the event and explore each part separately, here you may need to ask yourself more detailed questions Conclusion This is the synthesis. During this stage you should be exploring what you could have done differently. Action plan Consider what you would do differently if you encountered this situation again. Would you act differently or do the same?

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David Kolb In 1984, David A. Kolb, published a ground breaking book entitled Experiential Learning: experience as the source of learning and development (Englewood Cliffs, Prentice Hall, 1984). This book essentially exposed the principle that a person would learn through discovery and experience. The reason the theory is called "experiential" is its intellectual origins are taken from the experiential work of Lewin, Piaget, Dewey, Freire and James, forming a unique perspective on learning and development. Experiential Learning Theory (ELT) provides a holistic model of the learning process and is a multi-linear model of adult development, both of which are consistent with what we know about how we naturally learn, grow, and develop. The theory is called "Experiential Learning" to emphasize the central role that experience plays in the learning process.

Kolb's Experiential Learning Cycle

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Johns Model of reflection Johns model is based on five cue questions which enable you to break down your experience and reflect on the process and outcomes. John (1995) used seminal work by Carper (1978) as the basis for his model exploring aesthetics, personal knowing, ethics and empirics and then encouraging the reflective practitioner to explore how this has changed and improved their practice.

Johns Model of Reflection Description of the experience Describe the experience and what were the significant factors? Refection What was I trying to achieve and what are the consequences? Influencing factors What things like internal/external/knowledge affected my decision making? Could I have dealt with it better What other choices did I have and what were those consequences? Learning What will change because of this experience and how did I feel about the experience How has this experience changed my ways of knowing o Empirics – scientific o Ethics – moral knowledge o Personal – self awareness o Aesthetics – the art of what we do, our own experiences

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Incorporating Reflection into Practice… Watson et al (2002) say we must be  Open and honest about our practice  Explicitly review how we use values to guide our decisions (e.g issues of power)  Explicitly review how we applied theory to practice (e.g how did you use social work theories, Behaviourism/Crisis Intervention etc?)  Understanding our use of self in our work (past experiences, feelings, skills and knowledge)  Demonstrate an awareness of our professional role and boundaries  Recognise how we might approach things differently – or the same in future  Examine the choices and decisions you make  Accurately identify the influences on your decisions (theories, legislation, antidiscriminatory practice)  Demonstrate awareness of the implications of decisions for all parties (service users, carers, agencies, the professions etc)  Consider whether or not your practice was effective, ethical anti-oppressive and anti-discriminatory  Consider ways in which their practice can be improved upon  Identify what you need to learn for the future

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ASSESSED CASE STUDY BSc (Hons) Programme

A) Assessed Case Study 2000 words for BSc years 2 & 3. Submission will be in January for this assignment. Please check the website for exact submission dates. Assessment Criteria for Assessed Case Study: Students select a piece of work they have begun with either an individual, couple, family or group and address the following criteria: 1) Provide a brief anonymised ‘snapshot’ of the service user/s e.g. age, ethnicity, gender, disability, key presenting information & the student’s role with the service user/s (can be in an appendix). 2) Provide an overview of:  What factors did you consider in your preparation for work with X? 

What challenges did you identify or consider in the preparatory process e.g. your own knowledge level, prejudices or assumptions.



How did the agency policies & / or procedures influence how you planned this piece of work?



Having reflected on this initial stage of the work, evaluate your reflections and the learning achieved.

3) The case study must be fully anonymised (including location which can be described but not named e.g. a “west London borough “). 4) Use of relevant literature, acceptable standard of written English and accurate referencing using the Harvard format are required.

B) Practice Study 2000 words at year 2 and 3000 at year 3. Submission will be in April for this assignment. Please check the website for exact submission dates. Assessment Criteria for Practice Study: This is a more in-depth study which will require students to analyse a different piece of work. Students select a piece of work they have undertaken with either an individual, couple, family or group and address the following criteria: 49



Provide brief information such as age, ethnicity, gender, disability, key presenting information, chronology of significant events & the student’s role with the service user/s in an appendix. (The appendix does not count as part of the word limit).



Include contextual information in relation to the nature and location of the placement setting, for example demographics and social/economic influences, discussing how these impacted on the placement organisation and how they informed your work with the service user/s.



Identify the specific knowledge that informed your understanding of the service user’s situation, e.g. knowledge of loss, impact of violence, drug misuse and / or knowledge of a particular theoretical approach.



Justify the selected approach you used whilst working with the service user/s.



Critically reflect on your developing professional identity and identify specific learning needs relevant to this piece of work



Evaluate how your understanding of anti-oppressive practice informed and challenged you in this piece of work



The essay must be fully anonymised (including location which can be described but not named e.g. a “west London borough “).



Use of relevant literature, acceptable standard of written English and accurate referencing using the Harvard format are required.

Limited copies of previous Practice Studies are available on loan as guidance to layout, structure, etc from the Departmental Secretary (in S15). There is a returnable deposit of £3 per Practice Study and students will be asked to read the practice Study in an allocated room before returning it to the appropriate Faculty Administrator.

Please note: the academic conventions regarding plagiarism apply to the completion of the practice study. Please refer to appropriate programme handbook for further detailed guidance

MSc (Hons) programme Word Count 4,000 words Submission will be in April for this assignment. Please check the website for exact submission dates.

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• At the end of the first practice placement the student must complete a Practice Study of 4000 words. • At the end of the final practice placement the student must complete a further Practice Study of 4000 words. Two copies of these assignments must be submitted to the Departmental Administrator at the College one week after the last day of the practice placement. It is important that the names and any identifying information about service users are anonymised. The presentation of the Practice Study must conform to the regulations for all assessed work. For information on these regulations (regarding the submission and resubmission of the Practice Study, late submission, deferral, presentation, penalties for not keeping within the prescribed word length, referencing, etc.) please refer to the MSc Programme Guide and Student Handbook. Limited copies of previous Practice Studies are available on loan as guidance to layout, structure, etc from the Departmental Secretary (in S15). There is a returnable deposit of £3 per Practice Study and students will be asked to read the practice Study in an allocated room before returning it to the appropriate Faculty Administrator. Guidance on Content and Structure (MSc Year I) The practice study should demonstrate the knowledge and skills that you have developed to fulfil the National Occupational Standards 6 key roles The Practice Study should include material taught throughout the Programme and should provide evidence of integration of research and theory, and the ability of the student to reflect critically on her / his practice. The aim of the practice study is to demonstrate your understanding of the way in which organisational variables such as the external and internal environments and organisational culture affect service delivery in your placement organisation. You will be expected to illustrate how leadership and communication styles operate within the organisation. The literature should be used to critically reflect on the impact of these variables on the efficiency and effectiveness of the organisation. In addition, you will also be expected to describe and critique the mechanisms for measuring effectiveness. Particular attention must be given to issues of service user involvement and (in) equality throughout the practice study. The topic headings below are offered as a suggested structure for the practice study: 1. Description Of The Organisation – here you will provide a succinct overview of the organisation, and its aims. 2. Theoretical Frameworks – you will discuss and critically reflect on the organisational theories that underpin how the organisation is structured and operates (Please note that these theoretical underpinnings may be implicit rather than explicit within the organisation). 3. Analysis Of The External Environment – here you will describe those factors and stakeholders external to the organisation and their impact on the internal environment and culture. 51

4. Analysis Of The Internal Environment – you may use some of the frameworks presented in the lectures to describe and critically reflect on the structure, strategy, leadership styles and communication patterns of the organisation. 5. Analysis Of The Organisational Culture – one of the models presented in the lectures may be used to describe the organisation’s culture. You will illustrate how organisational culture affects the services provided by the organisation using examples from practice and making links to the literature. You will also discuss how the organisation addresses issues of discrimination and inequality. 6. Measuring Effectiveness – a description and critical reflection of the ways in which the organisation ensures that its services are effective and the ways in which this is measured. 7. Recommendations For Change – you can now use the analysis above to identify areas for change focusing particularly on the impact these can have for promoting effective service delivery.

It should also demonstrate the way in which the student has worked and that the student has given critical attention to the following aspects: Organisational and background factors Here you are setting the scene by giving: • A brief discussion of the organisational, policy and legal context and how it relates to the work you are presenting, and • A brief outline of the case / project or group that you are presenting as case material 2. Knowledge base You need to show the what, how and why of applying relevant knowledge to practice. You should do this by discussing: • Relevant and up-to-date research, policy and theory in key areas of the work, • Application of theory and research to the work with particular attention to the reasons for your choice, • a critical reflection on how this research and theory informed your practice. 3. Work Undertaken Here you are discussing the processes of planning, doing, evaluating, analysing, involving service users, and ending the work (bearing in mind the 6 key roles): • An overview of the assessment process, including a discussion on relevant theory; 52

• A statement on how problems have arisen, what are the factors that maintain them and what possible responses could be made? • A discussion of the goals that have been set with clear strategies for evaluation and monitoring of progress, • A clear description of the interventions planned and how they were executed, • A discussion on the ways in which service users and carers were involved in the process, • Critical analysis and reflection on the outcomes achieved and the lessons learnt, • A discussion on issues of risk where appropriate, • A consideration of the ethical issues pertaining to the work, • A reflection on working with issues of power, ‘difference’ and discrimination, and how these were managed effectively by you, • How you planned and managed endings, • Service user feedback on your practice and how this was obtained. 4. Other Features These will help with the overall presentation, so do check them carefully. • Presentation of references, • Legibility and clarity, • Logical structure, • Grammar and syntax, • Attention to confidentiality and anonymity, and • Word length. Due Date: To be submitted by published date Please note: the academic conventions regarding plagiarism apply to the completion of the practice study. Please refer to appropriate programme handbook for further detailed guidance

BSc & MSc Practice Study Suggested Texts: Adams, Domminelli & Payne

(2002) 2nd Edition

Social Work: Themes Issues and Critical Debates

Bateman, N

(2000)

Advocacy Skills for Health Jessica Kingsley & Social Care Professionals Publishers

Coulshed, V

(1998) 3rd

Social Work Practice. An Introduction 53

OU Press

BASW/MacMillan

Edition Harris, J & White, V (2009)

Modernising Social Work: Critical Considerations

The Policy Press

Heron, C

(1999)

Working With Carers

Jessica Kingsley Publishers

Jowitt, M & O’Loughlin, S

(2005)

Social Work with Children & Learningmatters Families

Koprowska, J

(2008) 2nd Edition

Communication and Interpersonal Skills in Social Work

Learningmatters

Mantell, A & Scragg, T

(2008)

Safeguarding Adults in Social Work

Learningmatters

Thompson, N

(2008)

Practising Social Work

Palgrave MacMillan

Thompson, N

(2006) 4th Edition

Anti-Discriminatory Practice

Palgrave MacMillan

Thompson, N

(2000)

Understanding Social Work: Preparing for Practice

Palgrave MacMillan

Trevithick, P

(2005) 2nd Edition

Social Work Skills: A Practice Handbook

OU Press

Warren, J

(2007)

Service User & Carer Participation in Social Work

Learningmatters

COMPLETING INTERIM AND FINAL REPORTS (RECORDS OF EVIDENCE)

As noted in the Introduction, the Practice Curriculum for the practice placement is based on the National Occupational Standards’ 6 Key Roles, subdivided into 21 units. Assessment will use the Records of Evidence (see Appendix 10) based on these. 54

Students must demonstrate that they have met and have the ability to work in accordance with the National Occupational Standards for Social Work and the General Social Care Council Codes of Practice in order to be accepted onto the General Social Care Council Register of Social Workers. The Practice Assessor and student will both assess the student’s achievement of the National Occupational Standards and the General Social Care Council Codes of Practice by: • Assessing each of the Units on the basis of whether or not the student has provided evidence, which demonstrates competence (C), satisfactory progress toward competence (S) or insufficient progress toward competence (I). Competent (C)

Satisfactory (S)

Insufficient (I)

Practice is indicated by work that equates to that of a newly qualified social worker. Practice that has been sustained at a competent level

Practice is on the way to competence,

Insufficient opportunity to demonstrate Key Roles/Units, or student who fails to use the opportunities to demonstrate Key Roles.

Practice that has been demonstrated on a limited number of occasions

Indicators: Student is able to demonstrate a conscious integration of skills and knowledge Practice that is being maintained with the level of supervision that might be offered to newly qualified social worker

The student is beginning to demonstrate skills and knowledge in their work A higher level of supervision/guidance required

The student fails to recognise and demonstrate the integration or link between skills, knowledge and practice or is only just starting to see this link

First level practice placement – in order to pass students must score at least (S) for each unit by the end of the placement, where (S) denotes satisfactory progress towards competence. If insufficient progress has been made towards competence this is denoted by scoring (I). Second level practice placement – in order to pass the placement students must score (C) for each unit by the end of the placement, where (C) denotes competence at the level of a newly qualified social worker. In order to complete the Records of Evidence, Practice Assessors will need to: • Work collaboratively with the student to identify evidence from a range of different sources to ensure that the Unit has been demonstrated (e.g. from student being observed, working with a colleague, written records, antidiscriminatory log, reflective commentary), direct observation, service user feedback, feedback from other professionals). Please identify the source(s) of 55

evidence when completing the records of evidence. It is the Practice Assessor’s responsibility to write the Records of Evidence. • Summarise, in the Commentary Section at the end of each Key Role, the overall assessment of the student’s ability to meet that Key Role and identifying the particular strengths and areas for development. • Provide a minimum of one piece of evidence for each unit and Values/Ethics Section for the Interim Report, which must be submitted to the practice placement tutor by the 50th day of the practice placement. • By the end of the practice placement, there need to be a total of two specific examples /pieces of evidence, which demonstrate how the student has achieved each Unit . The Date column refers to the date the Practice Assessor became aware of the piece of evidence. This demonstrates the spread of evidence. • Make a recommendation in the Final Report of Pass or Fail (see below). Definition of Recommendations: Pass

Fail

Student has demonstrated their ability to undertake Key Roles, over a range of situations and with consistency.

Practice Placement One: Student has not been able to demonstrate practice at S level (or above) for the first placement.

In the case of 1st placement areas requiring further development should be identified for 2nd practice placement

Practice Placement Two: The Student has not been able to demonstrate practice at C level for the second placement The Practice Assessor has wellgrounded reasons and supporting evidence for supposing that further experience, in the current practice placement or any other practice placement, will not improve performance.

The student will be responsible for: Providing work summaries and Reflective Commentaries on Key Roles to the Practice Assessor at least two weeks before the submission date for the Interim and Final Reports Assisting the Practice Assessor in identifying evidence pertinent to each Unit at each assessment stage and evidence for each of the General Social Care Council Codes of Practice

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Making a self-assessment at the interim and final stage of their level of competence for each Unit using the C S I ratings. The Practice Assessor and student should discuss their separate ratings of the student’s ability for each Unit and each Key Role. Any disagreement can be addressed within the Commentary Section. Submitting the Portfolios: Interim Report one hard copy of the Interim Portfolios should be submitted to the practice placement tutor on the 50th day of the practice placement. The student should also keep a hard copy of the interim portfolio. The practice placement tutor will quality assure the portfolio and send verification that all is satisfactory to RHUL. Contents for Interim Portfolio: One copy of: Placement Learning Agreement Placement Records of Evidence One Direct Observation One service User Feedback Work Summaries Two Reflective Commentaries on two Key Roles

Final Portfolio : One complete, spiral/comb bound copy of the portfolio should be submitted to the college on the 100th day of the practice placement. All portfolios should adhere to the Portfolio Submission Guidelines and should include:

Practice Learning Agreement Placement Records of Evidence Three Direct Observations A minimum of three service User Feedbacks At least one feedback form from another professional – including the workplace supervisor if applicable Work Summaries All six Reflective Commentaries on Key Roles

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All agency documentation should be kept securely in the agency until after the final assessment board.

Guidelines for the involvement of service users / carers / personal assistants in the learning and assessment of BSc/MSc Social Work Students (These guidelines were developed by the Kingston University BA degree and used with their permission) The involvement of service users / carers in student learning and assessment on practice placement should be discussed between the Practice Assessor, the Workplace Supervisor (if applicable) and the student during the induction period. How and when service users / carers will be involved in the student’s learning and assessment whilst on the placement should be discussed and set out in the Practice Learning Agreement. The Practice Assessor or the Workplace Supervisor will be responsible for identifying a minimum of 3 service users / carers who will be approached to give feedback about the student. This is likely to be in consultation with the student. The Practice Assessor or the Workplace Supervisor will provide the service user / carer with information about the purpose of their involvement and provide a copy of the Information Sheet. If the service user / carer is willing to take part, they will be asked to sign the Agreement Form and given a copy of this to keep. The form should be modified / adapted to ensure that it is accessible for service users with particular needs. Service users may prefer to give feedback verbally to the Practice Assessor. The feedback should be shared with the student and used as a tool in supervision sessions. Service User / Carer feedback forms should be anonymised and included in the portfolio.

PRACTICE ASSESSMENT PANEL (PAP) Constitution of the Practice Assessment Panel The Practice Assessment Panel is constituted as a sub-committee of the Board of Examiners, to whom it will report directly. It will have the delegated responsibility to make recommendations on all matters relating to the assessment of practice learning, including where placements have been failed or terminated. The final decisions in all such cases will formally rest with the Board of Examiners. Purposes of the Practice Assessment Panel The Practice Assessment Panel (PAP) will perform two vital functions in the context of the social work course. These are as follows: 58

1. As an integral part of the quality assurance process for practice learning. 2. To enable the programme to come to a decision about courses of action to be followed in cases where an element of practice learning is either failed or terminated. The Functions of the Practice Assessment Panel 3. All Practice Placement Portfolios with a Fail recommendation will be scrutinised by two PAP members. Recommendations will then be made to the Examinations Board. 4. All Practice Placements which have ended in suspension / early termination will be scrutinised by two PAP members. A recommendation will then be made to the Examinations Board. 5. All those who have been involved in a placement which has resulted in a Fail recommendation, or one which has resulted in an early termination, must provide PAP with a report. This includes the Practice Assessor, the student, the agency Practice Learning Coordinator, if there is one and if it is appropriate, and the Placement Tutor. The specific and individual circumstances will be considered in each case. (Further information may be sought by the Chair from any party). 6. The outcome of the above first scenario could be i.

The Fail recommendation is upheld with referral to Fitness to Practise Procedures

ii.

The Fail recommendation is upheld, but a further retake opportunity is recommended

iii.

The Fail recommendation is not upheld.

7. Other Portfolios will be monitored by PAP members to ensure that both students and practice assessors are supplying sufficient range and quality of evidence to support the recommendations being made. The PAP will also monitor whether the quality of learning opportunities is of a sufficient standard. It will also seek to ensure that the ethos of the programme is being mirrored in practice settings; that the issues of diversity and equality are being incorporated and that service users are being involved in the assessment of the student’s practice competence. If any panel member has any doubts about the quality and rigour of any of the above, the Portfolio will be considered by a further panel member. 8. Portfolios will only be considered by panel members who have had no active involvement with the placement. Membership of PAP Independent Chair Deputy Chair (X2) 59

PAP members: (Programme Directors, Practice Learning & Development Manager, Agency Practice Learning Co-ordinators, Service Users, Practice Assessors, Practice Placement Tutors, Academic Tutors). PAP Dates PAPs are held four times a year in: November

February

May

July

Extra-ordinary PAPs may be convened outside of these dates to consider individual portfolios where appropriate. Consequences of Failure •

If the student passes the academic work required as part of practice placement 1 & 2, but fails the practice placement component, subject to the circumstances surrounding the ‘Fail’ recommendation and scrutiny at a PAP they may be required to repeat the practice placement and complete the academic work linked to this repeated practice placement. Students will have the opportunity to be offered one repeat opportunity only at each level subject to the circumstances leading to a ‘Fail’ recommendation and further scrutiny at a PAP. A ‘Fail’ recommendation may also lead to a referral to the Interim Suitability and/or ‘Fitness for Practice’ procedure and possible failure of the programme.

•

If the student passes the practice placement, but fails the academic work, they have one final chance to resubmit the academic work.

•

Practice Placements are not extended beyond 100 days unless there are exceptional circumstances and without the specific agreement of the Practice Learning & Development Manager.

•

Students are required to complete the full 100-day requirement for each practice placement. At the point of qualification the student must have completed at least 200 days gaining required experiences and learning in practice settings (Department of Health (2002): Introduction to the Requirements for Social Work Training). Any absences must be made up.

WHEN THINGS GO WRONG Practice Placement Concerns Resolution Procedure It is recognised that practice assessing is a partnership between practice assessor and student, and on this basis all difficulties or concerns should be shared openly and honestly by both parties at the earliest opportunity. Difficulties and/or concerns arising from the practice placement should, wherever possible, be clarified and resolved informally.

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In the first instance practice assessors should raise any concerns directly with the student, and students who experience difficulties or have concerns should first raise them with their practice assessor. It is the responsibility of the practice assessor from the outset to ensure that the student has the opportunity to provide on-going evidence of their development of competence, and as a result the student should be made aware of the practice assessor’s assessment as early on in the placement as possible. However, where there are on-going concerns that the: 1. Student is failing to meet a satisfactory level of competence, the practice assessor must give a clear indication to the student and personal tutor of where they need to demonstrate evidence of progress within an agreed timescale. This may take place at the Mid-Point Review meeting or at a separate meeting requested by the practice assessor, student or personal tutor. Students who continue to not meet a satisfactory level of competence within the agreed timescale, should be advised by the practice assessor of the possibility that they may not pass the practice placement, and a Concerns Resolution Meeting convened. 2. Practice Placement Agency, Practice Assessor or Practice Placement Tutor are persistently failing to provide the appropriate level of support, learning opportunities, supervision sessions or case work discussions, a Concerns Resolution Meeting can be convened 3. The practice placement tutor should be consulted if the practice assessor and/or student have continued concerns with regards the satisfactory level of competence being achieved, with a clear indication given of where the student needs to demonstrate evidence of progress within an agreed timescale. This consultation could be at the Mid-Point Review, at a separate meeting or over the telephone. However, all parties need to be aware of all the available information at that time. All parties need to be clear about how the practice placement is to proceed from that point in terms of how the student will demonstrate evidence of progress and competence in the Key Roles. 3

The Practice Learning & Development Manager should be informed if the concern relates to the practice placement tutor

It is hoped that concerns can be satisfactorily resolved at this stage, and the practice placement continued for the full 100 days. If an undue disruption to the practice placement has occurred as a result of the documented concerns then an extension of the practice placement can be negotiated between the practice assessor, practice placement tutor and Practice Learning & Development Manager to afford the student the opportunity of providing evidence of his/her ability to demonstrate competence in the Key Roles. This extension must be made explicit within the interim or final reports and a clear explanation given. 61

Continued failure of the student to meet a satisfactory level of competence in the areas previously highlighted will result in (depending on the issues presented):

•

FAIL recommendation from the practice assessor and a 2nd opinion practice assessor identified to gather information about the situation and compile a report, either agreeing or disagreeing with the original recommendation or TERMINATION of practice placement process being invoked

•

or INTERIM SUITABILITY process being invoked

•

or •

FITNESS FOR PRACTICE process being invoked

Continued and persistent failure of the Practice Placement Agency and/or practice assessor to provide appropriate levels of support, learning opportunities, supervision sessions with the effect that the student is unable to provide the evidence of his/her competence in the Key Roles will result in: •

TERMINATION of practice placement process being invoked and the working relationship with the practice placement agency and/or practice assessor being reviewed

Continued and persistent failure of the practice placement tutor to provide appropriate levels of support and case discussions as stated in their job descriptions will result in: •

REPLACEMENT of practice placement tutor and a review of their contract for further work with RHULs social work programme Those parties attending the Concerns Resolution Meeting should include the following: Student; Practice Assessor; Practice Placement Tutor; Practice Learning & Development Manager, a senior member of staff from the practice placement agency if applicable The Concerns Resolution Meeting should address the following points: • • • • • • •

Specific areas of concern Attempts to resolve concerns informally Practice Assessor’s intended recommendation at point of meeting Specific reasons for the Practice Assessor’s recommendation Implications for the student of the Practice Assessor recommendation Action Plan & timescales for improvements to be made The procedure for seeking a Second Opinion of Practice should that be necessary 62

• •

Contributions from the student on any of the above points Any other relevant points regarding the continuance or cessation of the practice placement

4

It is normally expected that students continue to complete their practice placement irrespective of the practice assessor’s assessment. However, where a student may be found to be harmful to service users or colleagues, or difficulties are manifested of a sufficiently serious or intractable nature, then a cessation of the practice learning opportunity can be negotiated.

5

Students cannot unilaterally decide to terminate a practice placement without following the correct procedure. This will result in an automatic FAIL and either the Interim Suitability or ‘Fitness for Practice’ procedures instigated.

The process to be followed, as a brief guide is as follows: 1. Be clear about the nature of the concerns (e.g. Do they relate to issues of time keeping, record keeping, attitude to learning, attitude towards service users/carers or staff members, absenteeism, inability to grasp or adhere to agency processes/procedures etc) ↓ 2. Be clear about how the concerns have tried to be addressed (e.g. Discussion with student, clarifying agency expectations, setting specific tasks within agreed timescale, specific training, discussions and/or extra meetings with practice placement tutor etc.) ↓ 3. If the situation has not been resolved as a result of the above actions, call a Concerns Resolution Meeting. (The Practice Learning & Development Manager will be available to offer support and guidance to the Practice Placement Agency throughout this process, if required.) ↓ 4. Student and Practice Assessor and/or Workplace Supervisor, plus practice Placement Tutor discuss the concerns, and agree how the concerns can be satisfactorily resolved. Discuss ways the student can proceed forward. (e.g. Agree specific, time limited Learning Plan to be reviewed at a time agreed at the meeting)  Situation Resolved  Situation Persists 5. Subject to the nature of the concerns, the practice assessor and/or workplace supervisor may wish to end the practice placement, although wherever possible the programme would expect the practice placement to continue. However, at this stage, whether the student is to continue or not, a 2nd Opinion of Practice could be identified. The Practice Assessor would write a report in the recommended format and make a clear recommendation of the student’s practice within it. (e.g. PASS or FAIL) ↓ 6. 2nd Opinion Practice Assessor discusses issues thoroughly with student, Practice Assessor and/or Workplace Supervisor. This person should also have 63

access to written material relating to the practice placement. The 2nd opinion practice Assessor is able to ask the student to produce extra pieces of work where appropriate. (e.g Supervision notes, minutes of relevant meetings, work summaries, reflective commentaries etc.) ↓ nd 7. The 2 Opinion Practice Assessor writes a report in the recommended foramat based upon information gathered, and makes a clear recommendation - which may agree or disagree with the original recommendation ↓ 8. Both reports are presented at the next available Practice Assessment Panel. The Practice Assessor may be required to attend the Practice Assessment Panel and/or Examination Board. It is the Examination Board that makes the final decision regarding whether the student has PASSED or FAILED

SECOND OPINION OF PRACTICE Assessment of the students performance by a second practice assessor will be used where the students practice is likely to be on the margins or lead to a fail decision. Where appropriate the second opinion practice assessor may be asked to attend the examination board to give evidence to assist in the boards decision making. •

The process for calling in a second opinion should be clarified between the student and the practice assessor at the point when the contract is made.

•

The possibility that a student may be marginal or failing should be acknowledged at the mid point review stage.

•

A request for a second opinion may be made by the student, the practice assessor or the tutor.

The second opinion practice assessor will be independent and have no previous knowledge of the practice placement environment or the student. They will also have proven experience of practice assessing. The second practice assessor will require adequate time for evidence gathering and the writing of a comprehensive report. A working agreement should be drawn up between the second practice assessor, the student, the practice assessor and the tutor. This should address the following: •

•

The nature of the concerns leading to the involvement of the second practice assessor (these should relate to the original learning contract, the identified learning needs of the student and the expected outcomes). The means by which the second practice assessor will gather evidence, for example Talk to the student 64

Talk to the practice assessor Observe the students practice Speak with other team members/clients • There is a pro-forma report format for all 2nd Opinion work undertaken. Please see appendices. The report of the second opinion practice assessor will be shared with the student, the practice assessor, and the tutor and will be made available, with the report of the first practice assessor to the Practice Assessment Panel, who can give informal feedback to the Assessment Board, which on the basis of the two reports and the Panel’s feedback will make the final decision. It may be required for both practice assessors to attend the Examination Board. Both practice assessors reports will be seen by external assessors as part of the task of considering all marginal or failing students. In the event of a disagreement between the two practice assessors a decision will have to be made at the PAP and by the Examination Board, with the assistance of the external assessor.

INTERIM SUITABILITY PANEL (ISP) Purpose: this is an Investigatory Panel which has been set up to provide further information in cases where doubts have been raised as to a student’s suitability for Social Work. Membership: • Senior Academic (Head of Department or Programme Director) – to act as Chair of Panel • External Agency representative • Academic member of staff from Social Work department (independent – not related to student’s case). Terms of Reference: • To meet the requirements of GSCC (2007) Suitability for Social Work: Ensuring the suitability of social work students to access and continue their training. • To protect student social workers and potential services users / carers in line with the GSCC Codes of Practice (2002) • To make preliminary enquiries into concerns raised about a student’s possible Fitness to Practice. • To agree a schedule of remedial action with the student & a timeframe for review (where appropriate) • In serious cases, to refer a case to a Fitness to Practice Panel

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Where does this fit into the Department’s current processes such as Practice Assessment Panels, Fitness to Practice Procedures? Whilst revising our processes to ensure that they are in line with GSCC requirements, it has come to our attention that there is not a suitable arena in which concerns raised about potential Fitness to Practice issues can be raised, prior to formally referring any cases to a Fitness to Practice Panel. Concerns can be raised in many ways and at many stages of a student’s study life. Examples include: - at a Practice Assessment Panel: - from a CRB check - from a student – e.g. declaration to Head of Department of a criminal conviction - student’s tutor or practice assessor is concerned that student is experiencing serious personal and/or academic difficulties - student’s conduct raises concern e.g. poor attendance, plagiarism, academic dishonesty, oppressive or discriminatory behaviour or behaviour in conflict with GSCC (2002) Codes of Practice It is our view that not all instances would merit immediate referral to a Fitness to Practice Panel, and so we have established an Interim Suitability Panel to investigate concerns. It is anticipated that some concerns might be subsequently found to be unmerited, or that issues raised could be addressed without recourse to a Fitness to Practice Panel. This would mean that only the most serious cases would need to be referred to a Fitness to Practice Panel. Process • •

Students will be given at least seven days notice of an ISP GSCC are alerted that an ISP is taking place regarding this student via an ‘early alert letter’. • Students can arrange to be accompanied by a friend (member of the College) or by a Student’s Union Representative if they wish. • Students will be given a formal report of the meeting, and if they feel the notes do not accurately reflect the discussions held in any way, they may submit their own version. • GSCC are advised of outcome via a ‘complaint letter’.* • All records go on student’s file. This is to comply with GSCC guidance, templates are available.

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FITNESS TO PRACTICE PROCEDURE Scope of the procedures 1. These procedures apply to students registered on programmes which lead to the award of a professional qualification in one of the regulated health or social care professions. 2. Under the terms of accreditation of such programmes by the professional bodies, the College has a responsibility to assess the fitness of students to interact with service users, and their suitability for a demanding and responsible career as a health professional, and to take appropriate action in respect of that assessment. 3. The College discharges this responsibility in part through its procedures for the selection and screening of applicants. The present procedures, however, treat questions of fitness to practise which may arise after a student has been admitted, and which cannot be addressed appropriately through the normal assessment arrangements for the programme. 4. These procedures cease to apply after the award of the professional qualification has been made to the student. Any concerns which are raised with the College about the fitness of one of its graduates to practise in his/her profession will be referred to the professional body.

Situations under which the procedures may be invoked 5. It is in the public interest to safeguard the well being of service users. To this end, students registered on programmes which are encompassed by these procedures must ensure that their behaviour in the practice setting, on campus or in other public environments, is at all times seen to be commensurate with that of somebody who is fit to assume the responsibilities of a health professional. 6. Without prejudice to the generality of the above statement, concerns over a student's fitness to practise may include any behaviour which: (a) could be damaging or dangerous to other people, including service users, programme providers and other students; (b) creates an unacceptable risk for him/herself, or for others; (c) shows a serious or persistent failure to follow recognised codes of conduct in the profession. 7. Concerns must be presented in writing. Concerns which are raised anonymously, or by somebody without a professional relationship with the student, will only be investigated at the discretion of the Programme Director. Any concerns that are of a serious nature (eg involving abuse) will be investigated.

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Preliminary investigation and action in light of concern 8. Any concern over a student's fitness to practise should be raised immediately with the Programme Director, or an appropriate nominee, who will first either satisfy him/herself that a reasonable attempt has been made to resolve the matter informally, or will make arrangements for this to be done, normally within five working days. 9. If the matter cannot be resolved informally, the Programme Director will determine an appropriate and constructive way in which to conduct a preliminary investigation, such as through meetings1 and written or verbal correspondence. S/he will provide the student with details of the allegation(s) and any supporting evidence, and an opportunity to respond in person and in writing. The Programme Director will also inform the student if it is decided to suspend, postpone or place other limitations on his/her attendance on placement in order to safeguard service users while the matter is investigated. 10. If as a result of the preliminary investigation it is decided that the concern is unjustified, the matter will be regarded as closed, and the student and all those party to the investigation will be informed accordingly in writing. Any suspended placement will be resumed forthwith, or if this is not possible or appropriate, an alternative placement will be arranged. 11. If as a result of the preliminary investigation it is decided that the concern is justified, but it would be unwarranted to seek to terminate the student's training as a health professional, the student will be notified in writing of clear targets for change, together with specific criteria against which his/her achievement will be measured, and an appropriate deadline. The student may also be asked to interrupt his/her training for an agreed period of time. Any suspended placement will otherwise be resumed forthwith, or if this is not possible or appropriate, an alternative placement will be arranged. 12. If as a result of the preliminary investigation it is decided that the concern is justified and it is warranted to seek to terminate the student's training as a health professional, the matter will be referred to a formal review panel. The student will be notified of this decision in writing, and his/her attendance on placement will be suspended in order to safeguard service users until the decision of the review panel is known.

Referral to the formal review panel 13. The recommendation to terminate a student's training as a health professional will be considered by a formal review panel comprising: (a) in the Chair, a senior member of the academic staff of the College who is responsible for training health professionals in a discipline other than that of the student;

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(b) a member of the profession from outside the College who has experience of training students whilst on placement; (c) another member of the academic staff of the College who is responsible for training health professionals in the same or a different discipline to that of the student; (d) a service user who is involved in the programme(s) at the College. 14. The Faculty Registrar, or a nominee, will act as secretary to the panel. 15. The panel will hold a hearing, following the procedures set out in the Guidelines on the Conduct of Academic Disciplinary Hearings (Fitness to Practise)2. 16. If the review panel decides that the student's training should be terminated, the outcome will be conveyed in writing to the student, the professional body and the Chair of the Sub-board of Examiners, who in turn will recommend to the College Board of Examiners either that the student's registration with the College must be terminated for failing to satisfy the requirements to proceed on the programme, or that the student must be required to transfer onto an alternative programme at the College which does not lead to a professional qualification, provided such an appropriate alternative exists. The student will be notified of the right to appeal under the terms set out below. 17. If the review panel decides that the student's training should not be terminated, the outcome will be conveyed in writing to the student and the Programme Director, who will then determine, in consultation with relevant parties, an appropriate way for the student to resume the programme. 18. Where the review panel decides not to terminate the student's training, but nonetheless agrees that there are concerns which must be addressed, it may recommend clear targets for change on the part of the student, together with specific criteria against which his/her achievement will be measured, and an appropriate deadline. Failure to meet these targets may result in termination of a student’s training. The student may also be asked to interrupt his/her training for an agreed period of time. Appeals 19. A student whose training is terminated by the review panel may appeal against the decision on any of the following grounds: (a) there is fresh evidence to be taken into account which the student could not, for valid reasons, have divulged at the time of the original hearing and which casts reasonable doubt on the reliability of the decision to terminate the student's training; (b) there is evidence that the procedures set out in this document were not followed in such a way which casts reasonable doubt on the reliability of the decision to terminate the student's training;

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(c) the panel's decision was contrary to natural justice given the evidence available to it at the time. 20. Appeals must be submitted in writing to the Head of Academic Development within two weeks of the date on which notification of the panel's decision was sent. Once an appeal is lodged, the student's registration on the programme will be provisionally reinstated pending the outcome of the appeal, but the appellant will not be permitted to attend any placement. 21. The Head of Academic Development, or a nominee, will consider any appeal in the first instance to determine whether it satisfies the grounds set out in 19 above. If it is decided that there are sufficient grounds for appeal, the Head of Academic Development will arrange for the appeal to be considered by an appeal panel, which will be convened and will operate as set out in 13-15 above, but with the panel members and secretary selected from people who were not involved in the original hearing. If however it is decided that there are not sufficient grounds for appeal, the Head of Academic Development will notify the student and the Programme Director in writing that the appeal has been dismissed and will rescind the student's provisional registration on the programme. 22. If the appeal panel upholds the decision to terminate the student's training, the outcome will be conveyed in writing to the student and the Programme Director, and the student's provisional registration on the programme will be rescinded. 23. If the appeal panel decides that the student's training should not have been terminated, the Principal will reinstate the student's registration on the programme on a substantive basis. The outcome will be conveyed in writing to the student, the professional body and the Programme Director, who will then determine, in consultation with relevant parties, an appropriate way for the student to resume the programme. 24. Where the appeal panel decides that the student's training should not have been terminated, but nonetheless agrees that there are concerns which must be addressed, it may recommend clear targets for change on the part of the student, together with specific criteria against which his/her achievement will be measured, and an appropriate deadline. The student may also be asked to interrupt his/her training for an agreed period of time. Revised Sept. 2009.

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COMPLAINTS AND APPEALS PROCEDURE Complaints Procedures provide a vehicle for addressing any area of student concern. Appeals are a means of challenging academic and professional judgements, generally on limited grounds. 14.1

COMPLAINTS PROCEDURES

Student attention is drawn to the fact that there is a College Complaints Procedure for Students appertaining to all areas of teaching and assessment. Full details of procedures and relevant forms can be found at Appendix 5, in the College Regulations, College Student Handbook or accessed via the College Website at http://www.rhul.ac.uk/For-Students/complaints.html . The General Social Care Council has also produced a leaflet entitled 'Raising a Concern About a Training Programme Accredited by the General Social Care Council'. However, students should note that the General Social Care Council can only investigate a student concern AFTER the accredited programme provider (i.e. the College) has first had the opportunity to look at it and the student has received a final response from the programme provider. Complaints regarding quality and range of learning opportunities, teaching and assessment The BSc Programme follows College procedures for dealing with complaints. (see www.rhul.ac.uk) The following information is concerned only with the Practice Placement. The Procedures for dealing with individual complaints related to the Practice Placement is as follows:

14.1.1

Written records must be kept of all stages of the procedures. In the first instance students are encouraged, with appropriate support from their practice tutor, to raise issues of concern with their Practice Assessor within ten days of the cause for complaint. If this proves unsuccessful, the student should inform their Practice Placement Tutor of the need for a three-way meeting within seven days of the Practice Assessor / student meeting. The Practice Learning & Development Manager and the student’s departmental academic tutor should be informed at this stage. When complaints are raised and resolved, a letter confirming this should be sent by the practice placement tutor to the Practice Assessor, and a copy given to the student and Head of Department. If this meeting fails to resolve the problems or if the complaint concerns the competence of the Practice Assessor or if the agency is unable to provide the student with appropriate learning, then a Concerns Resolution Meeting will be requested. 71

When complaints are raised and resolved, a letter confirming this should be sent by the Practice Tutor to the Practice Assessor, and a copy given to the student and Head of Department. If matters are not satisfactorily resolved, the student, Practice Assessor / agency and Practice Tutor will be asked to complete a report detailing the complaint, and, where appropriate, steps taken to resolve it. These written records will be presented to the Practice Assessment Panel, who will make a recommendation to the Examinations Board. 14.1.2 The procedures for dealing with complaints regarding direct experiences of racism, sexism, homophobia or other forms of discrimination or harassment related to the practice placement is as follows: In the first instance students should notify their practice tutor and seek advice about proceeding within ten days of the initial cause for complaint. If the complaint concerns a member of staff other than the Practice Assessor, the student should notify the Practice Assessor with the expectation that he / she will take the matter up with the person concerned and his / her line manager. In the case of a complaint against a Practice Assessor, the practice tutor will assess with the student whether or not the student should first raise the matter with the Practice Assessor. If this is agreed and the final outcome is not satisfactory to the student, the practice tutor will arrange a three-way visit within seven days of the initial Practice Assessor meeting and take responsibility for drawing the Practice Assessor’s attention to the College policies in this regard and endeavoring to resolve the problem. If, following a three-way meeting the problem persists, the practice tutor will take the matter up with the appropriate person in the agency i.e. the Practice Assessor’s line manager or training officer, with a view to relocating the student. A letter detailing the complaints and steps taken to resolve the problems, including the Practice Assessor’s response, will be sent to the agency (copies to the Practice Assessor and the student) and the matter will be drawn to the attention of the Practice Assessment Panel. In the event of the agency failing to respond appropriately a student’s complaint about the agency, the Practice Assessment Panel will be notified. Written records must be kept of all stages of the above procedures. 14.2

APPEALS PROCEDURES

Student attention is drawn to the fact that there is a College Appeals Procedure for Students, appertaining to assessment, awards and programme registration. Full details of procedures and relevant forms can be found at Appendix 5, in the College Regulations, College Student Handbook or accessed via the College Website at www.rhul.ac.uk. The procedures outlined in this appendix refer only to complaints and appeals connected with practice placements. All other complaints would be dealt through this College Appeals Procedure.

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PUBLIC INTEREST DISCLOSURE (WHISTLE-BLOWING) PROCEDURE 1. Introduction This Procedure relates to the Public Interest Disclosure Act 1998, which provides legal protection to staff and students raising genuine public interest concerns. Examples of public interest concerns are: unlawful conduct, financial malpractice, and abuse of children or vulnerable adults, dangers posed to service users, the public or the environment. Personnel matters and issues of personal grievance do not come under public interest concerns. Organisations have separate complaints, harassment and disciplinary policies and procedures for such situations. The Act lays down a framework procedure from which public welfare organisations have developed their own policies and procedures. Royal Holloway College has such a procedure but the purpose of this document is to provide a framework and to help students be aware of procedures, in order to access help in the College. Procedures aim to provide a supportive environment for students to express genuine concerns, with undertakings that students raising concerns will be protected and that matters will be investigated at an appropriate level of seniority. If students have a concern, they are encouraged to raise that concern rather than do nothing, whether out of lack of proof, a sense of personal vulnerability or loyalty to colleagues. 2. Procedure Any student who has a concern, whether to do with the College or an agency, in which s/he has a practice placement, should report his / her concerns to the Head of Department (HoD) in the first instance. The HoD will advise the student about the situation and help determine whether it is a matter for the Public Interest Disclosure Procedure. If this is thought to be appropriate, the HoD will advise the student to prepare a statement about the concern but it is not the role of the HoD to draft the statement. The HoD will forward the statement for action through the University Procedures. The University will then carry forward the concern on behalf of the student. If this is a matter for an agency, the University would normally expect the agency to investigate the concern through its own procedures on behalf of the University and to report back on the outcome. Where an agency has no relevant procedures, it will be required to put in place, as part of the contract with the University, appropriate procedures to investigate concerns and protect the anonymity of the student. At the end of any investigation, the University will provide a report to the HoD outlining any follow up action that is to be taken.

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Note All statutory organisations are required to have a whistle-blowing policy and procedure. This does not apply to all organisations in the voluntary or private sectors. However, the same statutory protection and procedural principles apply in these sectors 3. Issues to consider in relation to public interest concerns You are encouraged to report concerns and discouraged from attempting to investigate concerns prior to reporting them. There are special rules about gathering evidence and attempts to investigate by you may damage evidence that could have been used in disciplinary or criminal proceedings. Although you should not investigate a concern, the allegation should be specific enough to demonstrate to the person contacted that there are sufficient grounds for the concern. It is preferable, although not a requirement, that the concerns are conveyed in writing, with as much detail and contextual information as possible. The concerns will be investigated and tested out. This process is not the same as expressing doubts about the good faith with which the allegations were made. As the source of the allegation, your confidentiality will be protected although a signed statement by you may be required as a part of the evidence supporting any action taken against others Anonymous allegations will be investigated but they are less powerful and are more difficult to investigate. The investigation following an anonymous allegation will take account of: the seriousness of the issues raised, the credibility of the concern and the likelihood of confirming the allegation from an attributable source. A false allegation made in good faith will not lead to any action against you. An allegation that proves to have been made maliciously or frivolously will lead to your withdrawal from the practice setting and is likely to lead to action under the University Code of Student Behaviour. The Interim Suitability and/or Fitness to Practice Procedures may also be instigated.You may be confident that your position will be protected if you make any disclosure of public interest concern in good faith, regardless of whether or not, upon investigation, the disclosure is proven. 4. General Social Care Council Codes of Practice The Whistle blowing Policy and Procedures support the General Social Care Council Codes of Practice for social care workers and employers. Attention is drawn to Item 3 of the Code for Social Care Workers and Item 4 of the Code for Employers. 5. Advice Advice is available for any person who has a concern. It is possible to seek advice from trade unions or professional associations, the General Social Care Council or the charity Public Concern at Work (Tel: 020-7404-6609). This charity offers independent advice on whether a concern is valid and how to take the matter forward. These bodies may be contacted at any point for advice.

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APPENDICES

These appendices are accessible via the Health and Social Care departmental webpage Tel: 01784 443681

The National Occupational Standards for Social Work Handbook, Working Copy, May 2002, can be found at: http://www.topssengland.net/view.asp?id=140

The General Social Care Council Codes of Practice can be found at: http://www.gscc.org.uk/Good+practice+and+conduct/Get+copies+of+our+codes/

The Quality Assurance Agency’s Subject Benchmark Statements for Social Work can be found at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/socialpolicy.asp

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SUGGESTED INDUCTION PROGRAMME STUDENT INDUCTION CHECKLIST Induction Programme Items

Date Due

Initial Workplace introduction: • Building layout • Desk, computer, Stationary • Introductions to staff team • Team meetings – dates/days • Fire prevention, drills & alarms • Car parking arrangements • Check business insurance • How to claim placement related travel costs • ID badges • Toilets • Arrangements for tea/coffee • Informal networks/social contacts Location: • Maps of area • Map indicating where the organisation has offices/units • Bus & train timetables if appropriate • Local demography Practice Placement Instruction: • Team Statement of Purpose • Team Business Plan • Purpose of Student Social Worker Role • Recording systems • Communicating Systems Organisation: • Wider Organisational Structure • Structure of unit/project/team Legislation: • Equal Opportunities/Human Rights • Data Protection Please go through with the student the relevant legislation as relates to your organisation. Please go through with the student the policies and procedures particular to your organisation

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Date Done

By Whom

Agency Expectations: • Core Hours of Work • Dress code (if applicable) • Shift patterns • Use of staff phone numbers/addresses • Private telephone calls & use of computer • Personal relationships with colleagues • Lateness policy • How concerns regarding student’s conduct will be addressed • How student can address concerns regarding the organisation Values & Ethics: • Confidentiality • GSCC Codes of Practice • Team values • Working with Diversity and Difference List others as relevant:

Health & Safety: • Risk Assessment including lone working • Use of In/Out Book and/or Board • Use of Personal Alarms • Security – keys, access to buildings etc • Use of Mobile Phones • Prediction & avoidance of dangerous situations List others as relevant:

Training in relevant computer systems: List as relevant:

Access to Resources: • Internal training opportunities • Team/organisation’s books & resources • Intranet access • Internet access • Policy documents • Minutes of meetings

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List others as relevant:

Visits & Meetings: • Induction meeting with team/unit manager • Meetings/introductions with other colleagues, service users, professionals Shadowing Opportunities: List team member and role (internal & external) as relevant:

Practice Assessing: • Outline expectations & plan dates & times for the following: • Supervision • Direct observation of practice • Practice analysis • Gathering evidence • Interim report • Final report • Procedures for addressing concerns

Other suggested Induction Exercises which can be used to support the student in settling in to an organisation can be found in the

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SUGGESTED SUPERVISION RECORDS Student:

Practice Assessor:

Date: Agenda:

Review of Previous Session: Discussion of Issues:

Anti-Discriminatory/Anti-oppressive practice//Values & Ethics Demonstrated:

Theory to Practice demonstrated:

Key Role-Units Demonstrated:

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AOB:

Review of sessions

Action before Next Session:

Objectives for Next Session:

Signatures Student: Practice Assessor:

Date

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Process for Matching Disabled Students and Practice Learning Opportunities Disabled Student Identified by Initial Registration process

All students who consider themselves to have a disability invited to informal meeting to discuss and particular placement requirements they may need.

Agreed at meeting no special placements needs/requirements needed Route to standard Placement Process

Move to early protocol for placement of disabled student process

Analyse and produce specified list of items/processes/training that must be in place within placement agency

Identify potential placements and approach on behalf of student.

Agree placement and in consultation with agency and student confirm all special needs are catered for prior to commencement of placement.

Regular evaluation of student within placement with reference to needs specified within placement being met. 81

RESOURCES FOR WORKING WITH DISABLED STUDENTS •

Best Practice Guide: disabled social work students and placements http://www.hull.ac.uk/pedds

•

The Disability Rights Commission (DRC) – offers advice on measures to prevent disability discrimination http://www.drc.gov.uk

•

Sapey, B., Turner, R. and Orton, S. (2004) ‘Access to Practice: Overcoming the barriers to practice learning for disabled social work students’ Brighton: SWAP http://www.swap.ac.uk/widen/Accesstopractice.asp

•

Association of Disabled Professionals – offers resources, support, advice and general information for disabled professionals and students http://www.adp.org.uk

•

•

Campbell, J. and Cowe, T. (1998) ‘Working with Students with Dyslexia: a guide for Practice Teachers’ Strathclyde: University of Strathclyde http://www.hull.ac.uk/pedds/documents/Dyslexia_Guide_000.doc Department for Education and Skills (2002) ‘Providing Work Placements for Disabled Students: a good practice guide for further and higher education institutions’ Nottingham: DfES http://www.lifelonglearning.co.uk/placements/placemel.pdf

•

Disability Rights Commission (2004) ‘Disability Discrimination Act 1995 Code of Practice: Employment and Occupation’ Norwich: The Stationary Office (See section 9.42 onwards for duties placed on placement providers) http://www.drc.gov.uk/thelaw/index.asp

•

‘Teachability’ website – this site promotes the creation of an accessible curriculum for students with disabilities through making freely available informative publications for academic staff http://www.teachability.strath.ac.uk (Section 5 focuses on placements)

•

Maudsley, L. and Rose, C. (2003) ‘Disclosure, Confidentiality and Passing on Information’ London: Learning and Skills Council www.sussex.ac.uk/equalities/documents/dda_disclosure_guidance.pdf

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Fresh Thinking Supporting Practice

PRACTICE PLACEMENT PORTFOLIO GUIDELINES

HAVE YOU ENSURED THAT: • The portfolio is securely comb/spiral bound (not a hard backed ring binder or lever arch file as storage space is very limited and will not be accepted) . Machines are available in the Computer Centre to bind work at a small cost.

• •

1 fully completed and bound portfolio is submitted only. (Please ensure you retain a full copy of the portfolio available, should anything happen to the original). All the elements are in the following order with each section clearly differentiated: o Front Page detailing your name, practice placement agency, practice assessor, practice placement tutor, dates of practice placement o Statement of confidentiality o Contents Page o Practice Placement Learning Agreement o Practice Placement Records of Evidence o 3 Direct Observations o A minimum of 3 Service User Feedback sheets o Minimum of 1 Feedback from other professionals (incl workplace supervisor if appl) o Case Work Summaries o 6 Reflective Summaries

ANONYMISATION ALL IDENTIFYING INFORMATION RELATING TO SERVICE USERS AND/CARERS MUST BE REMOVED BEFORE THE SUBMISSION OF THE PORTFOLIO (names, addresses, date of birth, NI numbers etc) All agency documentation must be kept securely in the agency until after the examination board You can do this by: • Referring to service users/carers by initials throughout • Changing the names of service users/carers throughout (please ensure you are explicit within the Statement of Confidentiality if this is the method you have chosen) • Ensuring you are consistent throughout with the method chosen Failure to ensure the above points are adhered to will result in the Practice Placement Portfolio being returned to you as not meeting programme requirements with the possibility of non progression through the relevant PAP and subsequent Examination Board

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FRONT PAGE

Name of Student: Programme: BSc year 2 / 3 MSc year 1 / 2 Practice Placement Agency: Practice Assessor: Practice Placement Tutor: Workplace Supervisor (if appl): Dates of Practice Placement:

Confirm that both student & practice assessor Have seen completed practice placement portfolio Signed (Practice Assessor)……………………………………….. Signed (Student) …………………………………………………….

FINAL RECOMMENDATION:

PASS

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FAIL

Fresh Thinking Supporting Practice

STATEMENT OF CONFIDENTIALITY

I, __________________________________________ am in a position to confirm that I have checked through all the elements of this Practice Placement Portfolio prior to submission, and that the confidentiality of all service users and/or carers have been protected. I have referred throughout to service users and or carers by their initials only and have been careful not to include any information that may identify them. Or: I have changed the names of service users and or carers throughout and have been careful not to include any information that may identify them. I understand that RHUL takes the matter of service user and or carer confidentiality extremely seriously, and if the Practice Assessment Panel has persistent cause for concern with regards this issue when scrutinising my portfolio it could result in a ‘FAIL’ recommendation. Signed ………………………………………………………………………. Date…………………………………………………………………………..

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Fresh Thinking Supporting Practice

CONTENTS PAGE Please ensure you confirm by ticking, that each section has been included in your practice placement portfolio and in the order of this contents page.

PORTFOLIO ELEMENT

PLEASE TICK

Front Page

Statement of Confidentiality

Contents Page

Practice Placement Agreement

Practice Placement Records of Evidence

3 Direct Observations

3 Service User Feedback Sheets

Min of 1 feedback form other professionals (incl. workplace supervisor if applicable)

Work Summaries

6 Reflective Commentaries

Description & Assessment of Practice Placement

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PRACTICE LEARNING AGREEMENT Completed copies of this agreement and of the midway and final records of evidence should be e-mailed to [email protected] and to the placement tutor. Please ensure that the particular needs of the agency and the student are reflected within this Agreement. Learning agreements may also be revised at the interim stage. 1st Placement / 2nd Placement (delete as appropriate) Participants Student’s name Placement Agency Workplace address:

Telephone number: E-mail: GSCC Registration number: CRB number:

Practice Assessor’s name:

Alternative PA (in case of prolonged absence)

Address: Name: Contact details: Telephone number: E-mail:

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Workplace Supervisor’s name:

Alternative WS (in case of prolonged absence)

Address: Name: Contact details:

Telephone number: E-mail: Placement Tutors name:

Academic Tutors Name:

Address:

Phone: Email:

Telephone number: E-mail: GSCC Statistics -We are required by the GSCC to collect information about placements and want to ensure that we give an accurate description of your agency. Please ensure that you have circled one box in each column to best describe your agency. A - Type of Agency

B – Context/Setting

C – Primary Client Group

Local authority SS dept

Fieldwork

Children & Families

Local education authority

Residential Care

Elders/Older People

Probation service

Day Care

Physically Disabled

Health

Community Work

Sensory Disability: sight

Voluntary Agency

Community Care

Sensory Disability: hearing

Private Agency

Mental Health

Other

Learning Difficulties Offending

Placement Dates Event

Date

Start of placement: Proposed end of placement: Case discussions with placement tutor:

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Submission of student’s work to Practice Assessor for interim report At Interim stage visit between Practice Tutor, Practice Assessor and student, followed by statement of progress from Practice Tutor, with a copy to PT and student (Appendix 4b) Submission to University of Interim Report: Submission of student’s work to Practice Assessor for final report: Final report will be given to student: Submission of final report (day 100):

Brief Profile of Agency (Type of agency, Setting, Primary Service User Group, Service provided, etc.)

Brief Profile of Student (Previous work experience, academic experience, relevant personal information, etc.)

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Practical Arrangements Student’s title on placement: Hours of work: Procedures for lone working: Arrangements for incorporating the student’s reflective hour:

Seating location:

Dress code: Access to administrative support, office equipment:

Location of policies and procedures:

Arrangements for attendance at staff meetings:

Notification of absences: Arrangements for incorporating exam / revision leave (if applicable):

INSURANCE Employer Liability / Public Liability Is the student covered by the agency’s Employer Liability insurance?

Yes / No

Is the student covered by the agency’s Public Liability insurance?

Yes / No

Car Where students are required to use a car whilst working for the agency, a business use certificate of insurance must be shown to the Practice Assessor and/or to an appropriate manager. Students are covered whilst on placement by Royal Holloway’s insurance policy for duties undertaken as part of a placement.

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Is the student required to use a car whilst on placement?

Yes / No

Will the student be required to transport service users or carers?

Yes / No

Have the student’s car insurance details been seen by the Practice Assessor /WBSA?

Yes / No

AGENCY HEALTH AND SAFETY Please ensure that the student is provided with access to the agency’s Health and Safety Policies. Please cover Health and Safety issues within the Induction Period. This should include guidance about safe working practices. Who is your nominated contact person for health and safety issues? Name Tel: Position:

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Supervision Arrangements Supervision Arrangements Day of week: Time: Venue: Duration: Agenda (how and when made, by whom, any regular agenda items):

Teaching methods (discussion, written exercises, role play, etc.):

Preparation for sessions:

Recording of sessions:

Acknowledgement of similarities and differences between student and Practice Assessor:

92

Supervision Arrangements (where there is a Workplace Supervisor) Day of week: Time: Venue: Duration: Content: Mechanism by which Practice Assessor and WBS are going to share information:

Recording of Sessions:

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Student’s Learning Needs This section is for the student to identify the knowledge skills and values that they wish to acquire in order to meet the Key Roles. It will be individualised and different for each student and will depend on previous experiences. Key Role 1 Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances:

Key Role 2 Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professionals:

Key Role 3 Support individuals to represent their needs, views and circumstances:

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Key Role 4 Manage risk to individuals, families, carers, groups, communities, self and colleagues: (Please ensure that Agency policies regarding whistle blowing are covered)

Key Role 5 Manage and be accountable, with supervision and support, for your own social work practice within your organisation:

Key Role 6 Demonstrate professional competence in social work practice Please integrate GSCC Code of Practice, Values and ethics in this section, if not integrated throughout other key roles

95

General Social Care Council Code of Practice for Social Care Workers Social care workers must: Protect the rights and promote the interests of service users and carers Strive to establish and maintain the trust and confidence of service users and carers Promote the independence of service user 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 confident in social care services Be accountable for the quality of their work and take responsibility for maintaining their knowledge and skills

Learning Opportunities The Induction Programme Introduction to key personnel:

Introduction to local networks and resources:

Provision of information relating to key policies and procedures, including Health and Safety:

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Please identify potential learning opportunities that will enable the student to meet the NOS Key roles: Key Role1:

Key Role 2:

Key Role 3:

Key Role 4

Key Role 5

Key Role 6: (including values and ethics)

Sources of Evidence for Assessment Three direct observations – the first of which must take place before the Interim Report: The student’s agency written reports and records; The student’s Work Summaries and Reflective Commentaries; Feedback from service users; Feedback from colleagues and other professionals; Practice Tutorial/Supervision records; Other (please specify any additional sources of evidence, for instance, evidence from Reflective Diary): Confidentiality issues (in relation to student, service users and the agency):

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Procedure for addressing concerns: Please ensure all parties involved in the practice placement are familiar with and adhere to RHUL’s processes and procedures for addressing concerns.

Procedure for amending the Practice Learning Placement Agreement:

For first placements only: Information gathered about the student’s progress on this placement will be shared with the subsequent placement.

Signatures: We have read and understood the agreement, including the procedures for addressing concerns and agree that it is a true record. NB. A student’s signature on this form also indicates an assurance that he / she has incurred no further offences or cautions since his / her CRB clearance. * Please sign and date Student Practice Assessor Workplace Supervisor (where appropriate) Practice Tutor

Please email copies of the completed PLA to [email protected] and the placement tutor.

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PRACTICE PLACEMENT RECORDS OF EVIDENCE FRONT SHEET FIRST / SECOND* PRACTICE PLACEMENT RECORDS OF EVIDENCE (*delete as appropriate) Student's name: Practice Assessor's name: Position held: Workplace supervisor's name: (if applicable) Position held: Agency name and address: Practice Assessor's telephone number: Recommendation: Pass / Fail (see definitions of recommendations, Page 60.)

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Brief description of the agency's function:

List ways in which evidence for the report has been gathered: (e.g. Discussion with colleagues, discussion during practice tutorials, direct observations by..., reports read, feedback from service users)

Dates of supervision:

Dates of observations :

Dates (if any, or state none) of student absence from placement and reason:

Dates (if any, or state none) of Practice Assessor absence from placement and reason:

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Appendix 5b RECORDS OF EVIDENCE The format below is purely a hard copy to give Practice Assessors and students a visual example the layout and information for completed reports. Practice Assessors will be sent the pro-forma electronically. All ‘boxes’ can be enlarged to accommodate the required quality and quantity of evidence when typing – please do not feel restricted to the space shown below. Key Role 1: Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances. Overall score for Unit based on the evidence below (please indicate appropriate rating)

Unit 1 Prepare for social work contact and involvement.

CSI

Evidence: Please note both the evidence , its source (eg observation, written work, discussion) and date. Please provide one specific example at the Interim stage and another piece of evidence at the Final stage

Rating (Please indicate appropriate rating)

Interim:

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Final:

Elements 1,2,3 Unit 2 Work with individuals, families, carers, groups and communities to help them make informed decisions.

Interim:

Final:

Elements 1,2,3,4 Unit 3 Assess needs and options to recommend a course of action.

Interim:

Final:

Elements 1,2,3 Commentary (KR1)

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Appendix 5b

102

Appendix 5b RECORDS OF EVIDENCE Key Role 2: Plan, carry out, review and evaluate social work practice, with individuals, carers, groups, communities and other professionals. Overall rating for Unit based on the evidence below (please indicate appropriate rating) C S I

Unit 4

Evidence: Please note both the evidence, its source (eg observation, written work, discussion etc.) and date

Rating (Please indicate appropriate rating)

Interim:

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Respond to crisis situations Final: Elements 1,2,3,4

Unit 5 Interact with individuals, families, carers, group and communities to achieve change and development and to improve life opportunities

Interim:

Final:

Elements 1,2,3,4,5 Unit 6 Prepare, produce, implement and evaluate plans with individuals, families, carers,

Interim:

Final:

PT: C I

S

ST: C I

S

group, communities and professional colleagues Elements 1,2,3,4,5 Unit 7

Interim:

Support the

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PT: C

S

I

ST: C

S

I

Appendix 5b development of networks to meet assessed needs and planned outcomes

Final:

PT: C I

S

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Elements 1,2,3 Unit 8 Work with groups to promote individual growth, development and independence

Interim:

Final:

Elements 1,2,3,4 Unit 9 Address behaviour which presents a risk to individuals, families, carers, group, communities

Interim:

Final:

Elements 1,2,3 Commentary (KR 2):

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Appendix 5b RECORDS OF EVIDENCE Key Role 3: Support individuals to represent their needs, views and circumstances. Overall rating for Unit based on the evidence below (please indicate appropriate rating) C S I

Unit 10 Advocate with, and on behalf of, individuals, families, carers, group, communities

Evidence: Please note both the evidence and its source (eg observation, written work, discussion etc.) and Date.

Rating (Please indicate appropriate rating)

Interim:

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Final:

Elements 1,2,3, Unit 11 Prepare for, and participate in decision making forums

Interim:

Final:

Elements 1,2,3, 4 Commentary (KR3)

105

Appendix 5b RECORDS OF EVIDENCE Key Role 4: Manage risk to individuals, families, carers, group, communities, self and colleagues. Overall rating for Unit based on the evidence below (please indicate appropriate rating)

CS

I

Unit 12 Assess and manage risk to individuals, families, carers, groups and communities

Evidence: Please note both the evidence and its source (eg observation, written work, discussion etc.)

Rating (Please indicate appropriate rating)

Interim:

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Final:

Elements 1,2,3 Unit 13 Assess, minimise and manage risk to self and colleagues

Interim:

Final:

Elements 1,2,3 Commentary (KR 4):

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Appendix 5b RECORDS OF EVIDENCE Key Role 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation. Overall rating for Unit based on the evidence below (please indicate appropriate rating) C S I

Unit 14 Manage and be accountable for your own work

Evidence: Please note both the evidence and its source (eg observation, written work, discussion etc.)

Rating (Please indicate appropriate rating)

Interim:

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Final:

Elements 1,2,3,4 Unit 15 Contribute to the management of resources and services

Interim:

Final:

Elements 1,2,3,4

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Appendix 5b

Unit 16

Interim:

Manage, present and share records and reports Elements 1,2,3,4

Unit 17 Work within multidisciplinary and multi-organisational teams, networks and systems

Final:

Interim:

Final:

Elements 1,2,3,4 Commentary (KR 5):

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PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Appendix 5b RECORDS OF EVIDENCE Key Role 6: Demonstrate professional competence in social work practice. Overall rating for Unit based on the evidence below (please indicate appropriate rating) I Evidence: Please note both the evidence and its source (eg observation, written work, discussion etc.)

Unit 18 Research, analyse, evaluate, and use current knowledge of best social work practice

Interim:

Final

CS

Rating (Please indicate as appropriate) PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Elements 1,2 3 Unit 19 Work within agreed standards of social work practice and ensure own professional development

Interim:

Final

Elements 1,2 3,4,5

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Appendix 5b

Unit 20 Manage complex ethical issues, dilemmas and conflicts

Interim:

Final

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

PT: C

S

I

ST: C

S

I

Elements 1,2 3

Unit 21 Contribute to the promotion of best social work practice

Interim:

Final

Elements 1,2,3

Commentary (KR 6):

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Appendix 5b Values and ethics Please summarise your assessment of the student’s practice in relation to values and ethics Please give two pieces of evidence or cross-reference to evidence in specific units. Working in accordance with General Social Care Council ’s Code of Practice. Did the student Protect the rights and promote the interests of service users and carers? Interim: Final:

Strive to establish and maintain the trust and confidence of service users and carers? Interim: Final:

Promote the independence of service users while protecting them as far as possible from danger or harm? Interim: Final: Respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people? Interim: Final: Uphold public trust and confidence in social care services? Interim: Final:

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Appendix 5b Demonstrate accountability for the quality of their work and take responsibility for maintaining and improving their knowledge and skills? Interim: Final: Overall statement of student’s progress Please identify the strengths of the student as well as any developmental needs, for either final practice placement, or first year of practice.

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Appendix 5b

RECOMMENDATION First / Second Practice Placement (please delete as appropriate) Please circle one of the following: PASS Student has demonstrated National Occupational Standards Key Roles over a range of situations and with consistency. FAIL Student has not demonstrated National Occupational Standards Key Roles, despite their identification in the mid-point review and opportunities to remedy skill deficits. There are well-evidenced reasons for supposing that further experience, in the medium term, will not improve performance and may results in clients receiving inadequate services or being placed at risk.

Practice Assessor:

Date:

Student:

Date:

Please remember that the student must sign the report BEFORE being submitted to the RHUL. This is to indicate that the student has read it, not that they necessarily agree with all its contents. Once signed, the report should not be changed without the student seeing it and signing again to indicate that it has been seen in its changed form. ONE copy of the report and all relevant material should be forwarded to RHUL’s Practice Learning Co-ordinator.

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Appendix 5b

DIRECT OBSERVATIONS PRO FORMA

This pro forma must be completed for each of the three direct observations of the Student’s Practice. The first observation report must be submitted to the College attached to the Interim Report. All three must be submitted in the final Portfolio. DIRECT OBSERVATION OF PRACTICE Student: Practice Assessor / Workplace Supervisor: Agency Setting:

Date:

Observation 1/2/3

Student’s / Practice Assessor’s / Workplace Supervisor’s goals for the Direct Observation (the goals can include knowledge, performance / skills and demonstrating specific units from the National Occupational Standards)

114

Appendix 5b Context and setting of direct observation

Meeting the Key Roles and Units of the National Occupational Standards. Please consider the National Occupational Standards and comment under the following headings. It is likely that it will not be possible to comment under all of these headings. This may point to areas to be addressed in subsequent observations, or it may be that these areas have already been addressed in earlier observations. Key Role 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances;

Key Role 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professions;

Key Role 3: Support individuals to represent their needs, views and circumstances;

Key Role 4: Manage risk to individuals, families, carers, group, communities, self and colleagues;

Key Role 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation;

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Appendix 5b Key Role 6 Demonstrate professional competence in social work practice

Integrate Values and ethics which have been demonstrated during observation

Student’s strengths shown in this interview:

Areas for development:

Did this interview provide evidence of competent practice? YES

□

NO □

Signed: Date: (Practice Assessor /Workplace Supervisor) Student’s Response

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Appendix 5b I have read the above feedback and would like to comment as follows

Signed:

(Student)

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Date:

Appendix 6a

Information Sheet for Service Users / Carers / Personal Assistants We recognise that the views of services users / carers / personal assistants are important when training and assessing social work students. Training to become a social worker As well as time at University, this involves students working with people using a particular range of services. This is called “practice learning” or a “practice placement”. How are students assessed? Students are supervised and assessed in their practice by a qualified and experienced social worker called a Practice Assessor. They may also have a work-based Supervisor. The Practice Assessor teaches and observes the student and asks for feedback from a range of people about how the student is getting on. The Practice Assessor then writes a report on the student. How does this involve you? Social care organisations want to make sure you are getting a good service and you are in the best position to comment on this. If a student social worker is working with you, you will have valuable views and comments about the service you have received. By sharing your views, you could help someone train to be a good social worker. What do you have to do? Complete a feedback form. The student / Practice Assessor will ensure that it is possible for you to do this. If you would rather talk to the Practice Assessor, please say so. Possible questions you may have: Will the student hear what I have said about them? Yes. The Practice Assessor will let the student know. This is important so the student can learn and develop to become a good social worker. Will it be my fault if the student fails? No. Your views will contribute to the overall assessment and the final report completed by the Practice Assessor. Will my name be in the final report? No. There will be no need to identify you. If you have any other questions or queries, please ask the student’s Practice Assessor or Workplace Supervisor. If you are willing to give feedback, please sign the agreement form. Your comments will not affect the service you receive in any way. Thank You

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Agreement Form For Service Users / Carers / Personal Assistants to take part in the Assessment Process for Social Work Degree Students on Practice Placement (To be completed by the Practice Assessor / Workplace Supervisor with the identified Service User / Carer / Personal Assistant) Name of Student Placement Setting Name of Practice Assessor / Work-place Supervisor

The student or the Practice Assessor has told me about taking part in assessing a social work student on placement, and I understand what I am being asked to be involved with. I am aware that I do not have to give any feedback, but my comments may help a student learn and develop to become a good social worker. I am aware that I will not be named or identified in the student’s assessment report. This form will not be included in the student’s Placement Reports. If I change my mind at a later stage I will let the student or Practice Assessor / Workplace Supervisor know and it will not affect the service I get from the agency in any way. To ensure your confidentiality please do not sign this form – simply initial it.

Initial:....................................................................................................................... Date:………………………………………………………………………………………….

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SERVICE USER / CARER FEEDBACK FORM Name of Student Placement Setting Name of Workplace Supervisor (if applicable)

The student / Practice Assessor / supervisor will help you complete this form if you ask them to do so. We understand that forms can take time, but would appreciate as much detail as possible, as well as ‘yes’ or ‘no’. Did the student social worker: Say who they were and explain what they were there to do?

Yes / No

Can you tell us how they managed this?

Listen to you and give you time to talk about the things you wanted to say? Yes / No Please tell us a little about how this happened.

Make sure you understood what was being said?

Yes / No

Could you tell us how the student managed this?

Initials:

Date:

To ensure your confidentiality please do not sign this form – simply initial it. THANK YOU FOR COMPLETING THIS FORM 120

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FEEDBACK FROM OTHER PROFESSIONALS Name of Student Placement Setting Name of Workplace Supervisor (if applicable)

Brief description of work undertaken:

Did the student demonstrate any specific strengths?

Did the work highlight areas of knowledge or skill that you think the student needs to develop?

Yes

1.

Did the student communicate well with clients?

2.

Did the student explain his / her role and involvement to the client?

3.

Did the student work effectively with you?

4.

Did you feel the student had grasped the complexities of the client’s situation? 121

No

Not Sure Not Applicable

5.

Did the student involve client and carer in discussion and decision-making?

6.

Was he / she able to identify any risk factors involved and react accordingly?

7.

Did she / he try to provide suitable support opportunities or information for the client?

8.

Did he / she show understanding of discrimination and an ability to work in ways that counter discrimination and stigmatisation?

9.

Did she implement a piece of work and carry it through to a satisfactory conclusion?

10.

Did the student deal sensitively with any conflicts e.g. between client and carer, between different workers?

11.

Did the student deal sensitively with the end of her / his involvement and make proper arrangements for hand-over if appropriate?

12.

Any other comments?

Name:

Role:

Date:

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WORK SUMMARIES

Students are required to produce summaries on all work undertaken. These summaries are required for the Interim and Final reports and must be given to the Practice Assessor at least two weeks before the reports have to be submitted to the College. Work summaries must be totally anonymised, with all references to names, addresses and other possible identifying facts removed. You are advised to build up these summaries as the placement progresses and not to leave them until the end. These summaries are used to verify the evidence presented in the Interim and Final reports, and to set the work undertaken in its context. Please ensure that you use the same ‘code’ in your Case / work summaries that your Practice Assessor uses in the Interim / Final reports to identify anonymised cases (either Case / work summary 1, 2, 3, or Case / work summary A,B,C). Works summaries should be submitted about • any case for which you have taken responsibility; • any group work with which you have been involved; • Any project / research work you have undertaken; • Any other regular work you have taken part in (a duty system, for instance).

Work summaries should be brief (approximately 500 words) and should contain: • A brief description of the work (family / individual / group composition, reason for referral, anti-discriminatory practice considerations/legal and theoretical contexts) • Your initial assessment of the situation • Goals for the work and why you have identified these as appropriate • Links to National Occupational Standards / Codes of Practice.

Please ensure all work summaries are signed off by the practice assessor as confirmation that each is an accurate account of work undertaken by the student

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REFLECTIVE COMMENTARIES On each Key Role of National Occupational Standards

Student’s are required to log their learning and progress from the start of their practice placement experience. If they do not, things that bemused them at the start may have become second nature by the end, and they may underestimate the ‘distance’ they have ‘travelled’ during their practice placement. Student’s will be required to write a short piece of 600 words for each Key Role. They must submit two Reflective Commentaries at the Interim stage and the final four at the end of the placement. For each Reflective Commentary the following should be considered: • A brief analysis of understanding of the Key Role; • The relevant legislation, policies, social work theories and interventions that have informed work. Make appropriate references. • Integration of social work values; • What did they do well? Was there anything that surprised / shocked them? • What might they do differently in future? • What have they learned (about themselves, the service user group, about the team / organisation in which they have been placed theories/methods of intervention, policy and procedures); • Cross reference to work summaries

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STATEMENT OF PROGRESS First / Second Placement STATEMENT OF PROGRESS – 50 DAYS OF PRACTICE PLACEMENT To be completed & retained by the Practice Placement Tutor for future reference if necessary as part of on-going quality assurance process Student’s Name: Practice Assessor’s Name: Practice Placement Address:

Practice Placement Tutor’s name: If Practice Assessor has been long-arm please also give Work Place Supervisor’s name:

Does the Practice Assessor consider the student is on line to pass the practice placement? YES / NO If no, please state areas of concern.

Are there any Key roles / Units for which there has been difficulty in providing evidence?

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Please state whether the learning opportunities as identified in the practice placement agreement have materialised.

Supervision and support provided to the student (time, duration, regularity of supervision)

Brief comment about the direct observation(s) that has / have been undertaken

Have the case summaries / service user feedback / reflective commentaries been seen by the Practice Assessor? Has some feedback on these been offered to the student?

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Action plan (Specify particular learning needs to be addressed and how such might be achieved)

Signed: Student:

Date:

Practice Assessor:

Date

Workplace Supervisor (where appropriate):

Date:

Practice Tutor:

Date:

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Fresh Thinking Supporting Practice

Interim Practice Placement Quality Assurance Grid (completed by practice placement tutor and returned to RHUL between 50-60 days of practice placement)

Name of Practice Placement Tutor: Student

BSc & year

MSc & year

On Course to PASS / FAIL

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Interim Report QA

Statement of Progress QA

Notes

QUALITY ASSURANCE IN PRACTICE LEARNING EVALUATION FEEDBACK FORMS RHUL is implementing QAPL (Quality Assurance Benchmark of Social Work Practice Learning Opportunities) Please go to www.rhul.ac.uk to access the Student & practice Assessor Evaluation Feedback forms, which can be found by following the instructions at the front of this handbook.

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CRITERIA FOR THE ASSESSMENT OF COMPETENCE IN NATIONAL OCCUPATIONAL STANDARDS/KEY ROLES CODE OF PRACTICE, SOCIAL WORK VALUES and ANTI-OPPRESSIVE PRACTICE Competent, professional social work practice is the product of the integration of knowledge, skill and values in practice. Successful social work students must therefore demonstrate that the following values underpinned their practice in all the key roles. Evidence in the Practice Educators report should indicate this. Social work students must comply with the GSCC’s Code of Practice for Social Care Workers as follows: Social care workers must: 1. Protect the rights and promote the interests of service users and carers 2. Strive to establish and maintain the trust and confidence of service users and carers 3. Promote the independence of service users while protecting them as far as possible from danger or harm 4. Respect the rights of service users whilst seeking to ensure that their behaviour does not harm themselves or other people 5. Uphold public trust and confidence in social care services 6. Be accountable for the quality of their work and take responsibility for maintaining and improving their knowledge and skills In addition, students’ practice should accord with the values identified by service users and carers in the consultation with Skills for Care and the Children’s Workforce Development Council (CWDC) over the development of the National Occupational Standards. These are that: Social workers must: a. Have respect for: •

users and carers, regardless of their age, ethnicity, culture, level of understanding and need

•

for the expertise and knowledge users and carers have about their own situation

b. Empower users and carers in decisions affecting them c. Be honest about: •the power invested in them, including legal powers, their role and resources available to meet need. Respect confidentiality, and inform users and carers when information needs to be shared with others d. Be able to: •challenge discriminatory images and practices affecting users and carers •

put users and carers first

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Key Role 1 PREPARATION AND ASSESSMENT Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances Unit 1 Prepare for social work contact and involvement Unit 2 Work with individuals, families, carers, groups and communities to help them make informed decisions Unit 3 Assess needs and options to recommend a course of action

Positive Indicators of Competence • Prepares adequately before contact in order to avoid unnecessary offence arising from ignorance. • Takes account of the relevant information for example sociodemographic, physical, intra-personal, interpersonal etc. • Establishes initial contact and the reason for contact. • Listens well and is alert to body language. • Understands the statutory framework within which the agency operates. • Is concerned to understand service users’ beliefs and values, as well as their personal resources, and the potential significance of these for the work in hand. • Is able to recognise and respond to the thoughts and feelings which may underpin requests for information and advice. • Acknowledges difference (for example of power, race or gender, values or aims) and demonstrates understanding and respect for people's feelings and the meaning they attach to their situation. • Can help service users to identify their own strengths and the strengths in their network.

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Negative indicators of Competence • • • •

• •

•

•

•

• •

•

•

Rarely thinks ahead. Avoids making contact with people. Tends to tell rather than listen. Avoids or persistently fails to engage relevant systems or networks. Withholds information or overloads people. Doesn't encourage or enable the service user to participate. Takes little or no account of what the service user can contribute. Works very much with the surface of what people bring - i.e. the work tends to be shallow and simplistic. Is unaware of available resources and options or adopts a blinkered approach - for example starts from what is easiest rather than what is most appropriate. Fails to consult others. Sees service users' circumstances in his/her own terms - i.e. lacks empathy. Fails to develop a sound knowledge of the statutory/legal context to the work of the agency. Is generally unclear and unpersuasive when trying to present his/her assessment or ideas to relevant parties.

•

•

•

•

•

•

•

•

Helps service users to identify their available choices and rights. Assesses and plans in co-operation with service users and other appropriate parties. Can explain legal requirements to those involved with due regard to the possible emotional impact of such information. Is aware of the range of resources available and the options these allow. Is willing and able to share information appropriately. Presents information in a clear, user-friendly fashion i.e. appropriate to the person and the situation. Is able to identify the risks as well as the needs in a situation. Can develop or revise an assessment in response to new information.

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Key Role 2 PLANNING, INTERVENTION, REVIEW EVALUATION

AND

Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals Unit 4 Respond situations

to

crisis

Unit 5 Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities Unit 6 Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues Unit 7 Support the development of networks to meet assessed needs and planned outcomes Unit 8 Work with groups to promote individual growth, development and independence Unit 9

Positive Indicators of Competence: • Can respond flexibly to the unexpected. • Addresses emotional and material factors as appropriate. • Can use their wits (with appropriate theory and knowledge of welfare rights and law) to make sense of and plan with the information obtained. • Recognises the impact that change may have for people and supports them through this. • Can move from assessment and planning to intervention - i.e. can do as well as think. • Can revise a plan in response to new information. • Can sustain direct work with service users and others over time as appropriate. • Works in partnership with service users. • Manages endings and disengagement from working relationships with service users, colleagues and other professionals. • Is aware of a person’s formal and informal networks and is willing and able to engage with these when it is appropriate. • Can explain the intervention to relevant parties. • Can work within necessary time-scales. • Effectively co-ordinates and manages the

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Negative indicators of Competence: • Provides or fails to provide a service because of stereotyped assumptions which lead to disadvantage. • Is generally inflexible and paralysed by the unexpected. • Tends to prevaricate when it comes to intervening for example seeking more and more information. • The intervention is haphazard and/or unrelated to the assessment and planning, and/or not informed by relevant theory or knowledge. • Can't see the wood for the trees - i.e. cannot use the information available to understand and plan with the client. • Persistently intervenes at the wrong level. • Frequently seems to have misunderstood what has been agreed with other parties, i.e. people don't get what they were expecting. • Makes little or no attempt to explain the nature and purpose of the intervention to relevant parties. • Abandons plans without good cause or rigidly clings to plans despite information which suggests they need revising. • Frequently doesn't get things done in time. • Fails to complete administrative tasks. • Relationships with

Address behaviour which presents a risk to with individuals, families, carers, groups and communities

•

•

particular case, project etc, over time. Can recognise and address resistance or hostility in a situation. Takes action to reduce the risks in the situation.

•

• •

•

Key Role 3 SUPPORTING INDIVIDUALS

Positive indicators Competence: •

Support individuals to represent their needs, views and circumstances

•

of

Negative indicators Competence:

Is able to act as an • advocate without taking control. Works in a way which helps and encourages • people's capacity to

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service users persistently break down. Has a tendency to minimise and/or avoid taking action in response to risks in the situation. Is unable to disengage from service users. Tends to collude rather than risk turbulence in the relationship. Fails to seek help.

of

Is typically directive and prescriptive in his/her practice with service users. Tends to throw his or her weight around, or gives

Unit 10 Advocate with, and on behalf of, with individuals, families, carers, groups and communities

manage their own affairs - for example to build resources such as money, information, inter-personal skills, • self-confidence etc.

Unit 11 Prepare for, and participate in decisionmaking forums

•

•

•

Key role 4 MANAGING RISK

Positive indicators Competence:

Manage risk to individuals, families, carers, groups, communities, self an colleagues

•

Unit 12 Assess and manage risks to individuals, families, carers, groups and communities

•

of

Recognises and responds to the rights and needs of those who are at risk. Understands and is able to implement the agency’s risk management policies and procedures as appropriate.

Unit 13 Assess, minimise and manage risk to self and colleagues

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little or no thought to how s/he uses power, or minimises the power relationships involved. Persistently disregards important aspects or areas of a person's situation - for example gender, poverty, their feelings. Misunderstands and then misrepresents service user wishes and needs. Frequently fails to prepare adequately for decision-making forums. Is unable to participate productively in decisionmaking meetings.

Negative indicators Competence: • •

•

•

of

Fails to recognise or acknowledge risks. Is unable to revise approach in the light of new information. Persistently disregards agency policies for the protection of service users and staff. Fails to seek help.

Key role 5 MANAGEMENT AND ACCOUNTABILITY Manage and be accountable, with supervision and support, for your own social work practice within your organisation Unit 14 Manage and be accountable for your own work Unit 15 Contribute to the management of resources and services Unit 16 Manage, present and share records and reports Unit 17 Work within multidisciplinary and multi-organisational teams, networks and systems

Positive indicators of Competence: • Understands the agency's function. • Reflects upon his/her own learning and development. • Reflects critically upon his/her practice and impact upon people. • Is open to learning and can accept and use constructive criticism. • Knows why s/he is doing what s/he is doing - i.e. its basis in practice theory, resources and/or legal mandate. • Is competent to represent the agency to members of the public, other professionals, public bodies etc. • Can make decisions as are necessary and appropriate to his/her role within the agency. • Can manage his/her workload - for example fulfils commitments, sets priorities, respects deadlines etc. • Is able and willing to contribute to team/agency working on policy, resources, effectiveness etc. • Is a team player - i.e. works effectively with and for colleagues and the agency. • Written communications are clear and appropriate • Records and stores information in accordance with agency policies and procedures. • Works co-operatively

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Negative indicators of Competence: • Fails to develop a sufficient understanding of the agency's policy, tasks and constraints. • Shows little or no ability to critically reflect upon his/her practice and/or impact upon people. • Has nothing to learn knows it all and nothing or nobody has anything to tell him or her. • Avoids dealing with painful feelings. • Is unwilling or unable to represent the agency in formal settings. • Can't make decisions when these are needed or shows a tendency to make decisions which are not within his/her power to make. • Work often doesn't get done within time constraints; timekeeping is poor, appointments are failed etc. • Communications (written and/or verbal) are not clear and/or appropriate - for example they may be too technical or too colloquial. • Fails to keep appropriate records. • Tends to collude rather than risk painful feelings or shows a tendency to be aggressive rather than assertive. • Fails to establish effective working relationships with colleagues. • Persistently rubs people up the wrong way; shows no concern for colleagues or team

•

Key role 6 DEMONSTRATION OF PROFESSIONAL COMPETENCE Demonstrate professional competence in social work practice Unit 18 Research, analyse, evaluate and use current knowledge of best social work practice Unit 19 Work within agreed standards of social work practice and ensure own professional development Unit 20 Manage complex ethical issues, dilemmas and conflicts Unit 21 Contribute to the promotion of best social work practice

with colleagues in teams, networks and systems. Is appropriately assertive with service users and with fellow professionals.

Positive indicators of Competence: • Is aware of his/her own beliefs and prejudices and is willing and able to consider how these might impact unhelpfully in his/her practice. • Is at pains to use available knowledge to inform his/her practice for example research, theory, agency colleagues, representatives of service user groups etc. • Works in accordance with legal, professional and agency rules and requirements. • Can recognise the power relationships involved in social work. • Recognises the importance of personal and professional boundaries. • Is alert to tendencies within organisations as well as in individuals to stigmatise and oppress some groups of people and is able to work to counter such oppressive systems and behaviour in ways appropriate to his/her role and power within the agency. • Can recognise and

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business.

Negative indicators Competence: •

•

• •

•

•

•

of

Shows little or no awareness of his/her own beliefs or prejudices. Makes little or no effort to access relevant knowledge via reading or consultation. Fails to see the need for accountability. Cannot use statutory powers where this is needed or, for example, uses them without due thought to the client's rights. Confuses the personal and the professional. His or her personal life and views contaminate the professional work. Lacks the ability to analyse and critique the agency's functioning. Is unable or unwilling to challenge discriminatory or oppressive practices where this is a realistic possibility given student status.

•

•

cope with the ethical conflicts and stresses implicit to a particular setting. Can offer a critical analysis of the agency's functioning and effectiveness. Can bear to be unpopular - for example when this is an unavoidable consequence of acting with professional integrity.

Leeds Metropolitan University, Practice Learning Handbook 2008/09

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Fresh Thinking Supporting Practice

2nd OPINION PRACTICE ASSESSORS REPORT PROGRAMME: BSc yr 2 / 3 MSc yr 1 / 2 Student Practice Assessor Practice Placement Tutor Workplace Supervisor (Where Applicable) Practice Placement Location

Number of assessed practice placement days completed by student

RECOMMENDATION: FAIL PASS INSUFFICIENT (Please Circle)

Practice Assessor’s Signature Date of Submission of Report

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2nd OPINION PRACTICE ASSESSOR’S OVERVIEW Please provide an introductory summary to the report and an overview of the presenting issues

Please indicate whether the student was considered for a ‘PASS’, ‘FAIL’ or ‘INSUFFICIENT’ in the following areas of the Key Roles and Key Values Key Roles 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances 2: Plan, carry out, review and evaluate social work practice with individuals etc. and other professionals 3: Support individuals to represent their needs, views and circumstances 4: Manage risk to individuals etc. groups, communities, self and colleagues 5: Manage and be accountable, with supervision and support, for your own social work practice within your organisation 6: Demonstrate professional competence

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Pass

Fail

Insufficient

in social work practice

Key Values 1: Protect the rights and promote the interests of service users and carers 2: Strive to establish and maintain the trust and confidence of service users and carers 3: Promote the independence of service users while protecting them as far as possible from danger or harm 4: Respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people 5: Uphold public trust and confidence in social care services 6: Demonstrate professional competence in social work practice

Pass

Fail

Insufficient

2nd OPINION PRACTICE ASSESSOR’S EVIDENCE Please outline the sources of information you gathered, and from whom, in order to compile this report and arrive at a recommendation: Practice Assessor Student Practice Placement Tutor

Service User/Carer Workplace Supervisor (if applicable)

Other Professionals

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KEY ROLES AND KEY VALUES If any have been ticked as ‘INSUFFICIENT’ or ‘FAIL’ please refer to sources of information or other evidence to demonstrate how these areas were addressed with the student during the practice placement

COMMENTS ON THE PROCESS OF THE PRACTICE PLACEMENT From the information you have gathered and discussions with parties involved, please provide an account of the process of the practice learning opportunity particularly learning opportunities available to the student, practice assessing support, any recorded or stated conflicts, differences of opinion, recorded or stated concerns from any of the parties.

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ADDITIONAL WORK FOR THE STUDENT Please outline any additional work you asked the student to complete or provide for you in the process of undertaking this 2nd Opinion Practice Assessor Report, and whether the work produced was of the required standard

Please comment on the Practice Assessor’s Report

Please comment on the student Reflective Learning Commentaries

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CONCLUSION AND RECOMMENDATION

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Resolving Concerns or Queries: You have a Concern, Query or Problem about your Social Work Programme………… Is it about the Programme, Course or Academic Work?

Is it about your practice Placement?

If you are concerned about:

Have you read the handbook/ practice learning documentation this may resolve your queries?

Any issues which may affect your Progression on the programme – Speak to your Academic Tutor

If you are on your practice placement talk to your Placement Tutor / Practice Assessor or Work based supervisor.

An Essay – Speak to your academic tutor in first instance and then if further guidance needed the relevant course co-ordinator re the subject.

If you are still concerned after all the above please familiarise yourself with the Concerns Resolution Procedure or contact Practice Learning & Development Manager for further guidance

Marks, Extensions & Password issues– Speak to your Faculty Administrator If these concerns cannot be dealt with at these points the Co-ordinator or Administrator will seek input from the Programme Director

If you have yet to begin your practice placement and have a query please contact the Practice Placement Co-ordinator.

If you think your concern or query may effect other students please contact your student rep. who may discuss it with the student group and raise it at the Staff-Student Committee on behalf of the group.

Communication- Email or phone for initial contact and then arrange to meet as appropriate.

Contact your Faculty Administrator for: • • • •

145 Absence Reporting Collection of Marked Work Late Submission of Marked Work. CRB Forms

Useful Websites www.basw.co.uk - The British Association of Social Workers (BASW) is the largest association representing social work and social workers in the UK.

BASW campaigns on all social work issues and is recognised throughout the UK as the voice of social workers, contributing to social policy development nationally and internationally.

www.caipe.org.uk - the UK Centre for Advancement of Interprofessional Education. CAIPE is an independent charity, founded in 1987, with both

individual and organisational members. It works to promote and develop

interprofessional learning wherever health and social care professions come together, in universities and the work place.

www.csci.org.uk - Launched in April 2004, The Commission for Social Care

Inspection (CSCI) is the single, independent inspectorate for social care in England. The CSCI incorporates the work formerly done by: The Social

Services Inspectorate (SSI), SSI/Audit Commission Joint Review Team and the National Care Standards Commission.

www.cwdcouncil.org.uk - The Children's Workforce Development Council

(CWDC) aims to improve the lives of children and young people. It does this by ensuring that the people working with children have the best possible training, qualifications, support and advice. It helps children and young

people's organisations and services to work together, so that the child is at the centre of all our services.

www.dcsf.gov.uk www.dcsf.gov.uk The Department for Children, Schools and Families www.dh.gov.uk - Department of Health - government plans/projects and initiatives for health and social care.

www.gscc.org.uk www.gscc.org.uk - established to regulate conduct and professional standards in social care. Have produced Codes of Conduct, are responsible for the 146

management of the new register, also the accreditation and approval of social work degree programmes.

www.juc.ac.uk/socialwww.juc.ac.uk/social-workwork-educationeducation-committee.aspx - JucSWEC - Joint

University Council Social Work Education Committee. The Joint University

Council (JUC) was founded in 1918 to promote the interests of the universities in the fields of Public Administration and Social Policy. In the 1970s, Social

Work education was added to its brief. The Social Work Education Committee (SWEC) represents higher education and training institutions to government

departments and other agencies, and the UK'S schools of social work on the international scene.

www.learntocare.org.uk - the National Association of Training Officers in the

Personal Social Services represents people engaged in the management and implementation of staff development and training in the personal social services.

www.nopt.org - the National Organisation for Practice Teaching has a membership of individuals committed to promoting good performance

standards of practice teaching within an anti-oppressive practice framework. www.practicebasedlearning.org - This website includes information about a government funded project that aims to enhance the quality of student

experiences whilst on practice. The project aims to make practitioners more effective at supporting and supervising students in the workplace across a range of health and social care disciplines.

www.scie.org.uk - The Social care Institute for Excellence gathers and publicises knowledge about how to make social care services better.

www.skillsforcare.org.uk - Skills for Care, formerly Topss England, is the employment-led body leading on education, training and workforce

147

development strategy for social care, including social work practice framework.

www.swap.ac.uk - UK-wide Learning and Teaching Support Network. Activities include exchange of good practice, information on teaching

approaches, online databases and much more.

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