Facilitation Roles: - who has responsibility for what? What knowledge do I need for this session? What skills might be most relevant? What is my degree of confidence and competence in using these? Values: What are the issues around power, oppression, discrimination and rights in the session? How will I be able to tell whether the session has been successful? Template included with permission of: Lindsay, T and Orton, S. (2008) Groupwork Practice in Social Work. Exeter: Learning Matters 1.4 GUIDELINES FOR “TUNING IN” CONTENT FOR LEVEL 2 AND LEVEL 3 STUDENTS reproduced with kind permission of Pauline Graham, SEHSCT Legislation Level 2 Level 3 Initially may have a scatter gun approach and may produce lists. One should see a move to demonstration of knowledge of legislation specific to agency function, Service User and phase of work. Able to demonstrate specific aspects of legislation linked to the Service User, piece of work and agency function, stating how legislation impacts. Evidence of critical understanding should be evident.
Policy & Procedures Level 2 Level 3 May start with limited knowledge and understanding and may make a list. During placement however, one would expect to see more informed selection of relevant material, making links to work being undertaken. Shows a more informed understanding of policy and procedures and how they impact on Service User, worker and intervention. Can highlight potential conflicts and how these might be resolved. Theoretical Considerations Level 2 Level 3 Initially may be random when highlighting theory though should move during placement to show ability to identify and discuss relevant theory One would expect to see psychological, sociological and social policy perspectives alongside social work theory relevant to the Service User and phase of work. May be more limited in range of theoretical understanding and may be more repetitive at times. May consider an interview in isolation but should move to greater understanding of each interview in the context of the social work process Shows ability to underpin work with relevant theory Demonstrates ability to critically consider theoretical perspectives Can show knowledge and understanding of a range of perspectives and ability to choose those most relevant. Does not rely on a limited theoretical understanding Is able to access and show understanding of research to support choice of theory Shows ability to be more specific about relevancy of particular theory to Service User, phase of work and agency function Previous Knowledge of Service User/Family/Group Level 2 Level 3
Demonstrates ability to begin to gather and consider previous knowledge from other workers, files etc., though may be less able to consider how this impacts / influences. This should however develop as the placement progresses As placement progresses one should see the ability to use previous knowledge more effectively, showing how this has informed practice Demonstrates ability to gather and analyse information from a range of sources and highlight how this impacts/influences Is able to identify gaps in own knowledge etc. and how this might be addressed Shows ability to be in sourcing relevant theory based on what is already known Tuning In Level 2 Level 3 May begin by highlighting more general issues relating to both self and Service User. As placement progresses one would expect to see self awareness develop and deeper understanding of Service User feelings should be evident, with links to theory Demonstrates in terms of how one impacts on Service User and others. Also considers how Service User’s feelings re: Student, agency, situation could impact and how they might address the feelings generated for both Service User and worker. Theoretical links should be evident Skills Level 2 Level 3 Initially may focus on limited range of skills, i.e., questioning, listening and summarising but should develop ability to highlight and discuss a broad range of skills and the impact Demonstrates ability to consider a broad range of skills and understand the impact of these on the Service User and phase of work Is able to critically analyse active
Knowledge Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Skills Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Values Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Please comment ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 15. To what extent was your practice developed? Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Please comment ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 16. How would you rate your experience of being assessed while on PLO? Extremely Poor Below Average Above Very Excellent
Table 1: Standard penalties for offences normally considered at Disciplinary Officer Stage Standard Penalty Offence First Offence Second Offence 1 Smoking in a prohibited area. Written Warning Written Warning and Fine - £100 2 Drinking alcohol in a prohibited area. Written Warning and Fine - £50 Written Warning and Fine - £150 3 Failure, without reasonable cause, to produce accurate identification upon demand to authorised persons, who should identify themselves. Written Warning and Fine - £150 Written Warning and Fine - £250 and/or exclusion 4 Minor anti-social disturbance. Written Warning and Fine - £150 Written Warning and Fine - £250 and/or exclusion or referral to Committee of Discipline* 5 Minor vandalism or malicious damage to property. Written Warning and Fine - £150 Written Warning and Fine - £250 and/or exclusion or referral to Committee of Discipline* 6 Disruption of, or interference with the activities of the University, whether on University premises or elsewhere. Written Warning and Fine - £150 Referral to Committee of Discipline*
Curriculum Guidance for the Degree in Social Work: Community Social Work and Development (July 13, only available on website in publications section.) Curriculum Guidance for the Degree in Social Work: The Northern Ireland Context (Oct ‘05, only available on website in publications section.) All the above can be obtained directly from NISCC at 028 95362600 and are also downloadable from Barnard, A et al (2008) “The Value Base of Social Work and Social Care” Brown, A (1994) “Groupwork”, Ashgate, Aldershot Douglas, H (2008) “Preparation for Contact: An Aid to Effective Social Work Intervention”, Social Work Education 27 (4) June 2008 The Ten Cs of Reflection (Johns 2000: 36) Hampton, Martin, Academic Skills Unit (ASK), Department of Curriculum & Quality Enhancement, University of Portsmouth “Written Assignments No: WA13a, Reflective Writing A Basic Introduction” Taylor, B & Devine, T (1993) “Assessing Needs and Planning Care in Social Work”, Ashgate Template with examples used to analyse literature used in PLO (Harvard Referencing)