Studies to date have highlighted a number of key factors in the assessment of difficult social work placements including the need for adequate professional formation; communication; the changing social work education framework; and the influence of the wider social work context. Factors less widely examined are the perceptions of some practice educators that the assessment of placement students operates in a wider context of surveillance and scrutiny by a range of stakeholders. We argue that such perceptions of surveillance can cause a discursive anxiety for practice educators and can inhibit key developmental conversations between assessor and student. Drawing on interviews with ten practice educators, we examine the tendency of practice educators reflecting on a failed placement to rehearse or even enact those key developmental conversations post hoc, broaching previously unstated or tacit aspects of the placement experience. We argue for the need to create a safe discursive space for these conversations to take place in situ during the challenging placement and suggest that a diminution in perceptions of surveillance and enhanced outcomes for students and practice educators will result.
{"title":"Surveillance and silence: New considerations in assessing difficult social work placements","authors":"Jason Schaub, R. Dalrymple","doi":"10.1921/2302110306","DOIUrl":"https://doi.org/10.1921/2302110306","url":null,"abstract":"Studies to date have highlighted a number of key factors in the assessment of difficult social work placements including the need for adequate professional formation; communication; the changing social work education framework; and the influence of the wider social work context. Factors less widely examined are the perceptions of some practice educators that the assessment of placement students operates in a wider context of surveillance and scrutiny by a range of stakeholders. We argue that such perceptions of surveillance can cause a discursive anxiety for practice educators and can inhibit key developmental conversations between assessor and student. Drawing on interviews with ten practice educators, we examine the tendency of practice educators reflecting on a failed placement to rehearse or even enact those key developmental conversations post hoc, broaching previously unstated or tacit aspects of the placement experience. We argue for the need to create a safe discursive space for these conversations to take place in situ during the challenging placement and suggest that a diminution in perceptions of surveillance and enhanced outcomes for students and practice educators will result.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114360089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Malihi-shoja, David Catherall, Jeanne Titherington, E. Mallen, G. Hough
The paper will discuss from a service user/carer perspective the possible implications and ramifications that 'failing to fail' students has on service users and carers. We will start by briefly contextualising the issue drawing on the work of Rutkowski (2007), Dudek et al. (2005), Duffy (2003) and Cleland et al. (2008) and other authors who have contributed to the topic. We expand the debate from the service user and carer perspective examining likely causes and determinants and then move on to discussing the possible impact of this practice on those who are cared for. This paper will provide debate and discussion from a unique perspective being written by those who have lived experience of care delivered by students and qualified practitioners from the nursing and social work professions.
{"title":"We aren't all winners: A discussion piece on 'failure to fail' from a service user and carer perspective","authors":"L. Malihi-shoja, David Catherall, Jeanne Titherington, E. Mallen, G. Hough","doi":"10.1921/1902110302","DOIUrl":"https://doi.org/10.1921/1902110302","url":null,"abstract":"The paper will discuss from a service user/carer perspective the possible implications and ramifications that 'failing to fail' students has on service users and carers. We will start by briefly contextualising the issue drawing on the work of Rutkowski (2007), Dudek et al. (2005), Duffy (2003) and Cleland et al. (2008) and other authors who have contributed to the topic. We expand the debate from the service user and carer perspective examining likely causes and determinants and then move on to discussing the possible impact of this practice on those who are cared for. This paper will provide debate and discussion from a unique perspective being written by those who have lived experience of care delivered by students and qualified practitioners from the nursing and social work professions.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117223565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/146066911X623456
Peter Szto, S. Crabtree, He Xuesong, K. Rolf
{"title":"A cross-cultural East-West appraisal of mental health curricula: Harmony or Hegemony?","authors":"Peter Szto, S. Crabtree, He Xuesong, K. Rolf","doi":"10.1921/146066911X623456","DOIUrl":"https://doi.org/10.1921/146066911X623456","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128598851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/146066910X570276
J. Howie, Jill MacSporran
Group learning is established as a productive way to educate and socialise social work students. The University of the West of Scotland has developed a small scale practice learning centre and a model of group supervision, to assist our students in assessed practice. This paper examines this method of learning, the students’ experience and their perceptions. Our evaluation confirms that when group management processes are employed and students are involved in focused activities, this is a productive method of learning. Group supervision encourages students to think analytically, developing competence and confidence, and provides opportunity for an exchange of ideas which develop reflective skills. Central to success is a programme which fits with the students’ stage of learning and practice teachers who attend to the learning environment, group process and dynamics. Providing these characteristics are in place and when used along with individual supervision, group supervision can offer students a richer learning environment.
{"title":"Engaging students in practice learning through a model of group supervision","authors":"J. Howie, Jill MacSporran","doi":"10.1921/146066910X570276","DOIUrl":"https://doi.org/10.1921/146066910X570276","url":null,"abstract":"Group learning is established as a productive way to educate and socialise social work students. The University of the West of Scotland has developed a small scale practice learning centre and a model of group supervision, to assist our students in assessed practice. This paper examines this method of learning, the students’ experience and their perceptions. Our evaluation confirms that when group management processes are employed and students are involved in focused activities, this is a productive method of learning. Group supervision encourages students to think analytically, developing competence and confidence, and provides opportunity for an exchange of ideas which develop reflective skills. Central to success is a programme which fits with the students’ stage of learning and practice teachers who attend to the learning environment, group process and dynamics. Providing these characteristics are in place and when used along with individual supervision, group supervision can offer students a richer learning environment.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123303545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/175951511X651913
J. Fenton, L. Walker
This small scale study examined social work students' attitudes to undertaking personal care tasks whilst involved in practice learning opportunities (PLOs) in private sector residential care, mostly with older people. A rationale for placing students in residential settings, within the requirements of social work education in Scotland, and the value of this for their learning, is explored. The authors then examine why students should be involved in undertaking personal care. A literature review highlights the main areas of study, namely value-behaviour congruence, notions of professionalism and the interface with managerialism, and the importance of an 'ethics of care' approach. The main findings from the study centred around the process of attaining value-behaviour congruence, the transformation of students' attitudes from negative to positive, the centrality of relationship building and explicit values, a generalised lack of acquiring or drawing on formal academic knowledge, and factors associated with an emergent social work professional.
{"title":"When is a personal care task not just a task?: Can undertaking personal care within practice learning opportunities enhance the learning of student social workers?","authors":"J. Fenton, L. Walker","doi":"10.1921/175951511X651913","DOIUrl":"https://doi.org/10.1921/175951511X651913","url":null,"abstract":"This small scale study examined social work students' attitudes to undertaking personal care tasks whilst involved in practice learning opportunities (PLOs) in private sector residential care, mostly with older people. A rationale for placing students in residential settings, within the requirements of social work education in Scotland, and the value of this for their learning, is explored. The authors then examine why students should be involved in undertaking personal care. A literature review highlights the main areas of study, namely value-behaviour congruence, notions of professionalism and the interface with managerialism, and the importance of an 'ethics of care' approach. The main findings from the study centred around the process of attaining value-behaviour congruence, the transformation of students' attitudes from negative to positive, the centrality of relationship building and explicit values, a generalised lack of acquiring or drawing on formal academic knowledge, and factors associated with an emergent social work professional.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126473508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on the use of web-based social networking to support social work students on placement. The online group developed into a community of practice (Wenger, 1998) and a flavour of the interaction on the social network is offered in support of the argument for it being a community of practice. The possible reasons for its success are explored in relation to some literature on the criteria for positive outcomes of online groups. This piece of practice is shared in the hope that other practice teachers might use similar webbased resources to enhance the practice learning of students and to offer support to those who might be isolated in their student role. It was fun to manage and the peer support it provided was greatly valued by the students.
{"title":"Supporting students through social networking","authors":"Moira Dunworth","doi":"10.1921/JPTS.V9I1.385","DOIUrl":"https://doi.org/10.1921/JPTS.V9I1.385","url":null,"abstract":"This paper reports on the use of web-based social networking to support social work students on placement. The online group developed into a community of practice (Wenger, 1998) and a flavour of the interaction on the social network is offered in support of the argument for it being a community of practice. The possible reasons for its success are explored in relation to some literature on the criteria for positive outcomes of online groups. This piece of practice is shared in the hope that other practice teachers might use similar webbased resources to enhance the practice learning of students and to offer support to those who might be isolated in their student role. It was fun to manage and the peer support it provided was greatly valued by the students.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125907109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: This article describes an action research project carried out by the authors in conjunction with a group of Irish hospital based social workers. The aim of the research was to investigate the introduction of reflective learning tools into peer supervision groups. Twenty-one social workers engaged with the research process. Data was collected from nine focus groups over a twelve month period. Findings chart the development of practitioners’ understandings of reflection. Engagement with the tools of reflective learning in peer supervision groups led to increased awareness and mindfulness (as described by Langer [1989]) in practice. Some of the challenges of peer supervision group processes are also explicated leading to the identification of further research questions.
{"title":"Introducing tools of reflective learning into peer supervision groups in a social work agency: An action research project","authors":"M. Dempsey, M. Murphy, Carmel Halton","doi":"10.1921/81131","DOIUrl":"https://doi.org/10.1921/81131","url":null,"abstract":"Summary: This article describes an action research project carried out by the authors in conjunction with a group of Irish hospital based social workers. The aim of the research was to investigate the introduction of reflective learning tools into peer supervision groups. Twenty-one social workers engaged with the research process. Data was collected from nine focus groups over a twelve month period. Findings chart the development of practitioners’ understandings of reflection. Engagement with the tools of reflective learning in peer supervision groups led to increased awareness and mindfulness (as described by Langer [1989]) in practice. Some of the challenges of peer supervision group processes are also explicated leading to the identification of further research questions.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129208742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/146066906784477681
Mike Shapton
Summary: This article represents a personal view of the phenomenon of professionals ‘failing to fail’ students of questionable competence. It is mainly drawn from the author’first as a practice teacher, then as a lecturer and manager of a social work qualifying programme and recently as tutor of a programme preparing social workers and others to become practice teachers and assessors. The article first examines aspects of the process of practice assessment and then argues that the turnover amongst those given this responsibility means that the expertise appropriate to undertaking such a complex task is difficult to accumulate. It then offers some remedies that focus more on organisational responses than simply on the individual professionals who take on this essential responsibility. Much of the recent concern about social work practice teaching and assessing has focussed on the question of quantity. Getting enough practice learning opportunities is a perennial problem in itself- but this article addresses an issue of quality, namely ensuring that both pass and fail decisions are made with confidence. As the author’s background is social work in England, the article will use social work terminology and refer to social work and other documents from the English context, but he hopes that readers from other professions and countries will find the debate useful. This article is developed from a talk given by the author at the fifth International Conference on Practice Teaching and Field Education in Health and Social Work, York, 10-12 July 2006.
{"title":"Failing to fail students in the caring professions: Is the assessment process failing the professions?","authors":"Mike Shapton","doi":"10.1921/146066906784477681","DOIUrl":"https://doi.org/10.1921/146066906784477681","url":null,"abstract":"Summary: This article represents a personal view of the phenomenon of professionals ‘failing to fail’ students of questionable competence. It is mainly drawn from the author’first as a practice teacher, then as a lecturer and manager of a social work qualifying programme and recently as tutor of a programme preparing social workers and others to become practice teachers and assessors. The article first examines aspects of the process of practice assessment and then argues that the turnover amongst those given this responsibility means that the expertise appropriate to undertaking such a complex task is difficult to accumulate. It then offers some remedies that focus more on organisational responses than simply on the individual professionals who take on this essential responsibility. Much of the recent concern about social work practice teaching and assessing has focussed on the question of quantity. Getting enough practice learning opportunities is a perennial problem in itself- but this article addresses an issue of quality, namely ensuring that both pass and fail decisions are made with confidence. As the author’s background is social work in England, the article will use social work terminology and refer to social work and other documents from the English context, but he hopes that readers from other professions and countries will find the debate useful. This article is developed from a talk given by the author at the fifth International Conference on Practice Teaching and Field Education in Health and Social Work, York, 10-12 July 2006.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114916200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about reflection by practice teachers is underlined.
{"title":"Reflective practice: Perceptions of social work practice teachers","authors":"M. Gee","doi":"10.1921/17466105.6.1.71","DOIUrl":"https://doi.org/10.1921/17466105.6.1.71","url":null,"abstract":"This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about reflection by practice teachers is underlined.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133120112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/146066910X570302
A. Warren, G. Thomas, Steven Keen, Lynne Rutter, L. Fenge, K. Brown
This paper considers some of the complexities of involving people who use social work services in qualifying education and some of the positive aspects of doing so. The paper reviews growing involvement and the importance of training courses and support for those who get involved drawing on evaluations.
{"title":"Social work students' understanding of service user and carer perspectives.","authors":"A. Warren, G. Thomas, Steven Keen, Lynne Rutter, L. Fenge, K. Brown","doi":"10.1921/146066910X570302","DOIUrl":"https://doi.org/10.1921/146066910X570302","url":null,"abstract":"This paper considers some of the complexities of involving people who use social work services in qualifying education and some of the positive aspects of doing so. The paper reviews growing involvement and the importance of training courses and support for those who get involved drawing on evaluations.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133228529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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