Relating to the method(s) of intervention Previous knowledge – Held by agency / others. Student’s experience of similar situations could be drawn on? Tuning in – To own feelings relating to situation (self – awareness) To client’s possible feelings re the agency, the Student, the situation (preliminary empathy) To a strategy to intervene in the situation (purpose, beginnings & contracting) Skills – What skills might be most relevant? Degree of confidence and competence in using these? Values – What are the issues around oppression, discrimination and rights in the situation? What are the implications for? 1.3 TUNING IN TO A GROUPWORK SESSION Session: Number ….. of ….. (E.g. session number 3 of 8) What are the main issues that have presented themselves in the group so far? What are the issues now in terms of: the whole group What stage is the group at in terms of group development? (e.g. forming, storming etc.; inclusion, control, affection, separation)
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
they have Moves to consider relevant skills at different stages of the social work process and how one stage impact on another Tendency to focus on practical rather than emotional issues though should develop ability to begin to explore feelings and consider the use of empathy relevant skills Demonstrates a greater use of self and ability to highlight emotional issues rather than merely practical issues, showing an ability to understand empathy and its impact. Will also consider skills such as challenging and negotiation more readily Values and Anti-Oppressive Practice Level 2 Level 3 May initially just state values rather than show ability to explore their application to practice Moves to a more informed understanding and ability to begin to highlight value dilemmas and conflicts, e.g. Personal, professional, organisational Shows developing knowledge of NISCC Code of Practice and begins to explore relevancy to practice May initially focus on the ‘care’ aspects of social work role though moves to show developing understanding of care and control aspects of social work role Can identify and begin to address own prejudice Can explore similarities and differences between Can highlight explicitly relevant values and the impact in a critically analytical way Shows knowledge and understanding of NISCC Code of Practice and how one’s practice is underpinned by the Code – highlighting potential challenges Highlights and discusses dilemmas and conflicts and show ability to work towards addressing and resolving Can identify and challenge oppression in an appropriate and constructive manner while also showing broad range of understanding of the impact on Service Users Shows an informed understanding of power and its impact, actively addressing ways to
self and Service Users redress the inherent imbalance Values & Anti-Oppressive Practice (cont.) Level 2 Level 3 Demonstrates understanding of different forms of discrimination and oppression and the impact on Service Users A beginning ability to show that the above is informed by theory with some understanding of the Service User perspective. There may be an over reliance on one AOP model though some evidence of additional knowledge is to be expected Not only discusses values but also what these look like in practice A more comprehensive understanding of the care and control aspects of the social work role The above is clearly informed by theory and includes Service User perspectives either directly or from secondary sources. The use of more than one AOP model is expected Notes for Further Consideration Focus should be on quality rather than quantity One would not expect to see all of the above in one ‘Tuning In’, rather one would expect to see this when considering all Tuning In exercises completed during a Practice Learning period Theoretical work should be referenced properly and a reference list attached to the ‘Tuning In’ Attention to structure, grammar and spelling should be in keeping with academic expectations Consideration should be given to the focus of each ‘Tuning In’ rather than every ‘Tuning In’ looking almost identical (eg. If legislation has previously been explored in depth then the focus should shift to another aspect to be considered in more depth, i.e., values and AOP) One would expect to see development as the placement progresses, therefore the 1st ‘Tuning In’ might be less comprehensive than the final ‘Tuning In’
1.6 Process Recording The aim of a process recording is to encourage the Student to explore the process of the interaction and in doing so the dynamics of the interview including the thoughts and feelings which lie behind them. The real value of a process record as a learning tool is not a verbatim record but the insights it can provide in terms of e.g. a Student’s use of communication skills, Student’s understanding of the situation how he/she deals with emotions and conflict , his/her value base, assumptions that are made his/her ability to keep the interview focused his /her level of confidence
Do you have any areas of difficulty with him/her as your Social Worker – however small? What do you think the Student needs to work on in his/her next practical placement before he/she becomes qualified? What are the Student’s good points as a Social Worker? What are his/her not so good points? Any other comments? Your comments will be shared with the Student. Many thanks for your help. 1.10 Direct Observation Records See Practice Learning Handbook, Appendix 9. 1.11 Suggested Template for Supervision Contract Aims of Supervision To facilitate the Student’s development as a Social Worker To provide a forum for the Practice Teacher to access the Student’s work To provide a forum for assessment of practice
Adapted from Fook & Gardener 2008 3.3 Collingwood Model Collingwood, P (2005) “Integrating theory and practice: The Three-Stage Theory Framework”, Journal of Practice Teaching 6(1) 2005 3.4 EVALUATION Form 1: Model for Evaluation AIM: To develop reflective and analytical practice Objectives Did the contact meet the Agency’s objectives? (yes/no – state why) Did the contact meet the Worker’s objectives? (yes/no – state why)
1 2 3 4 5 6 7 Agency Team Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Tutor Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Please comment ……………………………………………………………………………………………… …………………........................................................................................................ ................................................................................................................................. 10. Individual Supervision with your Practice Teacher – how frequently did this occur? Weekly Fortnightly Monthly 11. Group Supervision - how frequently did this occur? Weekly Fortnightly Monthly 12. How would you rate supervision? (a) Individual Extremely Poor Poor Below Average Average Above Average Very Good Excellent
1 2 3 4 5 6 7 (b) Group Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 Please comment ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 13(a) Did practice learning meetings (initial and mid-point) take place within the recommended timeframes? Yes No 13(b) How would you rate the management of the practice learning meetings? Extremely Poor Poor Below Average Average Above Average Very Good Excellent 1 2 3 4 5 6 7 13(c) Did you access? The Regional Practice Learning Handbook Yes No The Regional Practice Teacher and Student Toolkit Yes No Please comment ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 14. How would you rate your learning in PLO in relation to?
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
7 Obstruction of, or improper interference with, the functions, duties or activities of any student, member of staff or other employee of the University or any authorised visitor to the University. Written Warning and Fine - £150 Referral to Committee of Discipline* 8 Behaviour which interferes with the legitimate freedom of speech, ideas, actions or enquiry of any other student or member of staff. Written Warning and Fine - £150 Referral to Committee of Discipline* 9 Making false, frivolous, malicious, mischievous or vexatious complaints. Written Warning and Fine - £150 Referral to Committee of Discipline* 10 Failure to comply with a previously imposed penalty under these regulations. Written Warning and Fine - £150 Referral to Committee of Discipline* 11 Contempt of the University’s Discipline procedures by failing to co-operate with the University’s discipline authorities or otherwise. Written Warning and Fine - £150 Referral to Committee of Discipline* *The decision to refer a case to the Committee of Discipline should be taken in consultation with Academic Affairs. A hearing is not required for a case to be referred. In addition to the above penalties, students will be required to pay for any loss or damage that resulted directly or indirectly from the student’s misconduct.
LEGISLATION (6) Carers and Direct Payments Act (Northern Ireland) (2002). Available from: [Accessed: 27th March 2013]. Health and Personal Social Services (Northern Ireland) Order (1972). Available from: [Accessed: 5th March 2013]. Health and Social Care (Reform) Act (Northern Ireland) (2009). Available from: [Accessed: 5th March 2013]. Human Rights Act (1998). Available from: [Accessed: 6th March 2013]. Northern Ireland Act (1998). Available from: [Accessed: 6th March 2013]. White, C. (2004) Northern Ireland Social Work Law, Dublin: LexisNexis POLICY (12) DHSSPS (2002) Valuing Carers: Proposals for a Strategy for Carers in Northern Ireland. Available from: [Accessed: 28th March 2013]. DHSSPS (2005) Carers’ Assessment and Information Guidance, DHSSPS. Available from: [Accessed 28th March 2013].