Graduate Route ………………... 10 Relevant Graduate Route …………….. 10 Preparation for Practice Learning Module……………………………………. 10 Practice Development Days…………... 11 Personal & Professional Development Workbook………………........................ 11 Individual Learning Plan ……………… 11 Direct Supervised Practice Learning. 11 Practice Learning Opportunity …………….. Allocation of PLOs …………………….. 12 12 Conditions applying to PLOs …………… 13 Criminal Declarations …………………. 13 NISCC Registration …………………….. 13 Pre-Practice Learning Visit……………. 14 Practice Learning Meetings…………....... 14 Initial Practice Learning Meeting ………. 15 Purpose of Initial Meeting………………... 15 Mid-point Review Meeting ………………. 16 Additional Practice Learning Meeting(s)…………………………………... 16 Protocol for Dealing with Factors Affecting Progression of Practice Learning …………………………………... 17 Student’s Training Team………………………. 18 Roles and Responsibilities…………… 18 Good Records Management: Retention of Student Records……………………….. 20 Supervision and the Supervisory Relationship …………………………….. 20 Principles relating to how Practice Teachers are supported within organisations ……………………………. 21 Induction to PLO …….………………….. 22 Recall and Study Days …………………. 22 Guided Study ……………………………… 22 NISCC Standards of Conduct for Social Work Students (2015) ………………... 23 Use of Social Networks ………………….. 23 Use of Specialist Equipment and Mobile Phones………………………………………. 25 Student Complaints ……..……………….. 26 Travel Expenses ………………………… 27
Statements of Differential for Levels of Practice Learning Level Indicators Level One Foundation Level Two Application Three Integrated Application Knowledge Understanding of key theoretical concepts which inform social work practice Beginning ability to apply social work theories and methods to direct and inform practice Uses appropriate sociological/psychological material to further understanding of Service User’s situations Can relate knowledge of law and social policy to agency function. Demonstrates ability to select, apply and sustain appropriate social work methods and demonstrate explicit use of same Demonstrates informed and critical awareness of agency function Can critically apply a range of theoretical perspectives and research to support evidence-based practice Level Level One Foundation Level Two Application Level Three Integrated Application
Skills Demonstrates understanding of and ability to apply basic verbal and non-verbal skills of engagement Can produce a concise and accurately presented written report Demonstrates ability to undertake social work role and related agency Can use a range of social work skills appropriate to each stage of the social work process Demonstrates the ability to use verbal and non-verbal skills of engagement in a considered way Can express and present information clearly in verbal and written form Can demonstrate a beginning ability to use self Demonstrates a beginning ability to analyse, evaluate and reflect on practice Can manage time and own workload competently, with guidance Demonstrates confident and competent use of a range of verbal and non-verbal communication skills, including the ability to respond to complex and unforeseen situations Demonstrates confident and competent use of self Can report and present information concisely, yet comprehensively, presenting complex issues clearly Demonstrates an extended repertoire of skills integral to practice Demonstrates a developed ability to analyse, evaluate and reflect on practice Can manage time and own workload competently with some guidance Level One Foundation Level Two Application Level Three Integrated Application
Values Demonstrates awareness and understanding of impact of values, beliefs and attitudes on self, Service User and service delivery Demonstrates an awareness of the potential for conflict between personal and professional base Demonstrates a understanding of inequalities and diversity Can recognise significance of power and authority in worker/Service User relationship and is able to safeguard right and promote responsibilities of others Demonstrates understanding of different forms of discrimination and oppression and their impact on Service Users Can recognise and to explore some of the value dilemmas and conflicts inherent in social work practice Can challenge individual, institutional and structural oppression in an appropriate and constructive manner Demonstrates an ability to work toward resolution of value dilemmas and conflicts in both interpersonal and professional contexts Can integrate the values of social work in to own practice understanding own personal value system Demonstrates the ability to actively promote rights of Service Users
Present the assignment to an acceptable standard, which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works. Word Limit The assignment is 3,500 words (+ 10%). The exact word count must be stated on the front cover. Level 2 Assignment title: Reflection on Practice Purpose: To enable you to reflect on your practice and demonstrate learning and professional development in relation to this stage of your qualifying training The Task You will provide an overview of the key aspects of your learning throughout this practice learning opportunity, as illustrated by your work with service users in two or three cases, selected in consultation with your Tutor and Practice Teacher. This overview should include critical reflection on your professional development. N.B. These examples must not be the same as those used in the Case Study assignment. Guidance In completing this assignment you should: Provide a brief description of the Practice Learning setting, including your role. Using a model of reflection, reflect on the development of your knowledge, skills and values (to include anti-oppressive practice), drawing on two or three practice examples. Demonstrate how you gave consideration to the impact of feedback from your Practice Teacher, service users and other relevant sources in developing your learning. Identify key areas for future professional development and give consideration as to how these might be addressed at Level 3 Present the assignment to an acceptable standard, which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works
To be completed by On-Site Facilitator/Supervisor prior to the meeting: (if appropriate) Comment on workings of day to day management of Student, Student’s integration into staff team and work setting, evidence based impressions of Student ability to carry out role.
SW standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 2 Develop social work practice through supervision and reflection seek professional supervision to develop accountable social work practice prepare for formal professional supervision in ways that will maximise its effectiveness access additional sources of support compatible with professional social work principles use feedback from supervision and other sources to inform reflection on and evaluation of your social work practice reflect on the cultural context in which you practice and how this impacts upon your work reflect on your own values, beliefs and assumptions and how they impact on your social work practice integrate learning within practice contribute your own knowledge of best practice to the continuing development of the profession Levels: 2 and 3 Supervision minutes Evaluation of practice Service User/Carer feedback Feedback from team/other professionals Reflective accounts
SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 5 Manage ethical issues, dilemmas and conflicts P1 recognise ethical issues, dilemmas and conflicts that arise in the course of social work practice P2 review sources of information and knowledge that can inform professional judgements about ethical issues, dilemmas and conflicts P3 reflect on how your own values and experiences may impact on managing ethical issues, dilemmas and conflicts P4 make professional judgements taking account of ethical issues, dilemmas and conflicts P5 support others to understand how ethical considerations may have affected decisions made P6 evaluate outcomes of how you have managed ethical issues, dilemmas and conflicts to inform your future practice Levels: 2 and 3 Supervision minutes Tuning –in and evaluations Process records Learning log Direct observations Assessment
SW Standard Performance criteria Practice Learning Practice Learning Indicators Practice Learning Evidence SW 9 Engage people in social work practice P1 plan how to use communication to facilitate initial engagement P2 use communication skills to establish the social work relationship P3 support people to find effective ways to communicate views, needs and preferences P4 develop understanding in others of your own and the organisation’s duties and responsibilities P5 support people to explore their own circumstances, their existing networks and other resources available to them P6 engage people to participate in finding creative ways to achieve change P7 work with others to address any hostility or resistance encountered P8 appraise the impact of self in sustaining engagement and partnership working P9 seek feedback from people on how effective your engagement with them has been Levels: 2 and 3 Tuning –in Assessments Process records Direct observations User feedback Agency records Ability to reflect
P10 adjust the way you develop and sustain engagement in the light of reflection and feedback SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 10 Support people to participate in decision –making processes P1 assess people’s capacity to navigate systems and make their voices heard P2 agree the level and nature of your own contribution in supporting people to participate in processes P3 ensure literature and documentation is made available to people in their preferred language and format P4 support people to understand the concepts of and empowerment in different situations P5 explain processes and procedures to enable people to participate as fully as possible P6 work with people to build their capacity to advocate for themselves Levels: 2 and 3 Assessments Process records Direct observations Care plans Feedback from service user/carers Case Conference Case discussions Agency records Supervision records
P7 carry out your agreed role to support participation in processes P8 confirm people’s understanding of the outcomes of their participation and any decisions made P9 identify any prejudice and discrimination encountered P10 promote social justice by challenging systems or processes that present barriers to people’s participation P11 review the effectiveness of support provided Reviews Reflection on interactions Reviews with service users/carers SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 11 P1 establish if people require you to advocate for them in specific situations Levels: 2 and 3 Direct observations
Key Role 6: Take actions to achieve change SW Standard Performance criteria Practice Learning Level Practice Learning Indicators Practice Learning Evidence SW 17 Apply methods and models of social work intervention to promote change P1 research a of methods and models of social work intervention that may promote change in specific situations P2 analyse how your own professional and interpersonal skills can be demonstrated within methods and models of social work intervention P3 articulate your rationale for choosing particular interventions in specific situations P4 use your own professional and interpersonal skills to apply social work interventions P5 monitor through reflection in practice the effectiveness of the interventions in achieving change P6 revise interventions to take account of reflective monitoring Levels: 2 and 3 Reading/tuning –in Reflection on own knowledge , skills and values Assessment and planning Implementation of method of intervention Ongoing evaluation and review Supervision Direct observations
Maintains appropriate professional and personal boundaries Can exercise and justify professional judgments Can use supervision and support to take action to meet continuing professional development needs Can bear to be unpopular – e.g. When this is an unavoidable consequence when acting with professional integrity Critically reflects on own practice and performance Is of his/her own beliefs and prejudices and is willing and able to consider how these might impact on his/her practice Identifies ethical issues, dilemmas and conflicts, devises effective strategies to deal with them and is able to critically reflect on and learn from the outcomes Recognises various levels of oppression and discrimination and can challenge as appropriate Uses supervision together with other organisational and professional systems, to inform courses of action including where practice falls below required standards Understands best practice and demonstrates commitment to working towards achieving this Lacks confidence and competence in terms of own social work role and responsibilities in a multi-disciplinary context Cannot or does not deal with conflict and little insight into conflict resolution within working relationships Is unable to critically reflect on own practice and areas that need to be addressed regarding conflict resolution Is unable to utilise best practice and messages from inquiries within own practice. Is unwilling or unable to update own knowledge base with regards to legislation, policy and procedures Shows limited understanding of the importance of evidence based practice and is not engaging in on-going professional development Does not identify, develop and apply appropriate methods / models of intervention to own social work practice. Does not undertake reading to update and develop own knowledge base Does not utilise the expertise of staff within the team to inform / develop own practice Work is consistently below standard Work does not follow agency policy, legislation and guidance and is unsafe
progression from skimming the surface to more in-depth information gathering Can help service users to identify strengths, needs, risks and resources Is able to identify the as well as the needs within the assessment Demonstrates ability to balance and risks Can develop or revise an assessment in response to new information Can link available resources to assessment outcomes Can convey an analysis and justification of their assessment in supervision Seeks advice when appropriate to make informed decisions throughout the assessment process Completes assessment as per agency requirements, includes clear recommendations / course of action, which also includes the views of the service user. This should then be used to underpin the care planning process Demonstrates an understanding of the impact of similarities and differences between self and service user Unable to use a of skills to gather appropriate information to inform the assessment process Works at a surface level thus the work tends to be shallow and simplistic Doesn’t encourage or enable the service user to participate Neglects to identify strengths and resources, instead showing an over reliance on and risks unnecessarily Is rigid and unresponsive to new or changing information or circumstances Fails to identify and use appropriate resources linked to assessment outcomes Unable to analyse assessment Is generally unclear and unpersuasive when trying to present assessment Does not seek advice when appropriate or makes decisions which are beyond their competence level or role Unable to meet the acceptable standard within their agency in terms of completing assessment Fails to manage risk as part of a team
Demonstrates knowledge of the individual within a social context Shows understanding of the impact of beliefs, values and cultural context on assessment process Shows ability to work within legislative and policy requirements Demonstrates self-awareness in relation to impact of self on service Demonstrate ability to discuss and agree who is best placed to advocate for the service user Demonstrate knowledge of empowerment process and show ability to to practice When appropriate is able to act as an advocate Demonstrate the ability to promote and enable service users to achieve greater independence Acknowledges and addresses own views re: paternalism, self-determination and choice Inform service users, carers, groups, communities of their rights and demonstrate the ability to support people to avail of their rights Prepare reports and documents for forums as appropriate to role and agency remit Fails to implement agency policies and procedures for the protection of service users and staff Is unable to revise approach in light of new information Fails to communicate effectively with service users and allied professionals Is unable to plan, monitor and review intervention outcomes to minimise risk, stress and harm Is unable to demonstrate risk assessment and management knowledge / theory Fails to consider rights and balance these with needs and risks Lacks knowledge and understanding of the legislative and policy frameworks in relation to risk assessment and management Fails to consider or acknowledge the potential impact of differences and similarities between self and service users
Can develop a care plan in conjunction with service and relevant others where appropriate, acknowledging and addressing conflicts and demonstrating ability to negotiate resolution Can revise a plan in response to changing circumstances Can move from assessment and planning to intervention, demonstrating informed practice Can provide a rationale for the chosen method of intervention and explain the intervention to relevant parties Can sustain work with service users and others over time as appropriate in partnership with service users, being aware of and acknowledging the challenges and limitations to genuine partnership Can regularly monitor and review work with service in partnership with all relevant parties Does not show ability to objectives for work and then plan work to meet the agreed outcomes Lacks knowledge and understanding of the power and authority inherent in the social work role and fails to take steps to redress the imbalance Lacks ability to develop and maintain on-going relationships with service users, colleagues, other professionals and agencies ability to monitor and review work regularly with all relevant others therefore has no knowledge or understanding of the effectiveness of work being undertaken Time management is an on-going concern which manifests in an inability to prioritise work and respond effectively. Deadlines are frequently missed or work is continually re-scheduled lack of or limited understanding of different forms of discrimination and oppression and is unable to integrate theory to further own ability to plan for and manage endings appropriately Is unable to assess and analyse risk to self and/or others to inform appropriate action
Is aware of a person’s formal and informal supports and is willing and able to engage with these, as and when appropriate Can assess and analyse potential risk to self and/or others and can take appropriate action Demonstrates ability to assess and manage risk as part of a multi-disciplinary team Takes action to address, reduce or manage risks in conjunction with all relevant parties Identifies and responds to the rights and needs of those who are at risk Understands and is able to implement the agency’s risk assessment and management policies and procedures and communicates this effectively to service users Can utilize risk assessment models to address and manage behaviours that present a risk Can plan, monitor and review outcomes and actions to minimise risk, stress and harm Demonstrates relevant risk assessment and management knowledge / theory including legislative and policy frameworks Lacks knowledge of a range of methods of intervention, therefore not making informed choices regarding the appropriate intervention for individuals Fails to take account of risk or use models to address and manage behaviours little or no thought to how she / he uses power or minimises the power inherent in relationships with others control, tending to be directive and prescriptive when this is inappropriate knowledge and understanding of the empowerment process which leads to inaccurately assessing the need to support rather than do, or failing to step in when required Fails to acknowledge the service user’s strengths and abilities to represent their own needs, views and circumstances Misunderstands and then misrepresents the service user’s wishes and needs Fails to inform service users of their rights and / or resources they can avail of
Student Social Work Training Passport Name of Student:__________________ Student No:__________ Date of Training Name of Training Event, Trainer and Organisation Delivering the Training Duration of Training (Days or Hours) Summary of Learning Outcomes Signed & (Practice Teacher)
Appendix 13: Important dates Practice Learning Opportunities Calendar 2016/17 UU/QUB UGR 2 Student Level and Programme PLO Commencement and End dates Submission dates for students Hand-in for Practice Teacher Report and Summary Matrix UGR Level 2 (1st PLO) 85 days 22nd August - 19th December’16 QUB Recall days 21st September’16 19th October’16 2nd November’16 30th November ‘16 UU Recall days 22nd & 23rd September’16 3rd & 4th November ‘16 BMC/SWC recall days 22nd & 23rd September’16 27th, 28th October Folder of evidence to Practice Teacher 12th December ‘16 Reflective Practice Assignment (RPA) QUB - 19th December ‘16 UU/FE – 5th January ‘17 Student must submit copies of Reflective Practice and Case Study assignments to Practice Teacher by 5th January’17 Case UU/FE - 19th December ‘16 QUB – 5th January ‘17 - Practice Teacher Report - Completed matrix to be submitted to University/College by 5th January ‘17 Note Bank Holiday 29th August ’16
UU and QUB RGR 3/UGR 3 Student Level PLO Commencement and Ending dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix UGR and RGR Level 3 PLO) 100 days 9th January –2nd June 2017 (practice component of 90 days + 10 study days) QUB: Recall Days 15th February ‘17 15th 26th ‘17 UU: Recall Days 19th February ‘17 10th March ‘17 28th ‘17 Practice component of PLO finishes 19th May ‘17 Folder of evidence to Practice Teacher 12th May’17 Reflective Practice Assignment (RPA) QUB – 19th May’17 UU – 2nd June’17 Student must submit copies of Reflective Practice and Evidence Based Project assignments to Practice Teacher by: 2nd June ’17 Evidence Based Project UU- 19th May‘17 QUB – 2nd June ‘17 Practice Teacher Report completed matrix to be submitted to University by: 2nd June ’17 Note Bank holidays: 17th 17th April; 18th April; 1ST May; 26th May
PART TIME ROUTE UU/QUB UGR FINAL PLO Student Level PLO Commencement and Ending Submission for students Hand-in for Practice Teacher Report and Summary Matrix UGR 3 Part time Route (Final PLO) 100 days 22ndth August – 24th May ‘17 (practice component of 90 days + 10 days) QUB Recall days 12th October’16 23rd November ‘16 15th February’17 26th April’17 UU Recall days 10th, 11th November ‘16 16th, 17th February’ 17 Practice component of PLO finishes 26th April ‘17 Folder of evidence to Practice Teacher 12th April ‘17 Reflective Practice Assignment QUB 26th UU 24th May ‘17 Student must submit copies of Reflective Practice and Evidence Based Project assignments to Practice Teacher by : 24th May ‘17 Evidence Based Project UUM 26th April’17 QUB 24th May’17 - Practice Teacher Report - Completed matrix to be submitted to University by: 24th May ’17 Note Bank holidays: 29th August; 26thth, 27th December; 2nd January; 17th March; 17th April; 18th April; 1st May *Note that this calendar is based on students completing 2.5 days per week. On the week of recall days readjustment of PLO working hours may be necessary.
UU RGR/UGR 3 Off stream Student Level PLO Commencement and Ending dates Submission dates for students Hand-in dates for Practice Teacher Report and Summary Matrix UGR and RGR 3 off students (Final PLO ) 100 days 22nd August – 12th January 2017 (practice component of 90 days + 10 study days) Recall days: 10th Oct 16 8th Nov 16 5th Dec 16 Practice component of PLO finishes 28th December ‘17 Folder of evidence to Practice Teacher 19th December ’16 Reflective Practice Assignment (RPA) UU 12th January ‘17 Student to submit copies of Reflective Practice and Evidence Based Project assignments to Practice Teacher by: 12th January’17 Evidence Project UU 28th December’16 - Practice Teacher Report - Completed matrix to be submitted to University by: 12th January’17 Note Bank holidays: 29th August; 26th & 27th December: 2nd January’17