13 research outputs found
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How do Social Workers use Evidence in Practice?
Aims of the research:
Scotland's 21st Century Review of Social Work, 'Changing Lives', told us that, 'If we are serious about developing social work as a profession and having practitioners able to practise safely and innovatively, then we need to both develop and use evidence to inform practice' (Scottish Executive, 2006: 55). This research investigates how social work practitioners make use of research, inquiry, and other forms of knowledge evidence to inform their practice. The study uses a 'critical best practice' approach (Ferguson, 2003) to learn from the analysis of detailed examples of how social workers use knowledge in their day to day practice with service users and carers. A best practice approach offers an opportunity to move away from the 'climate of negativity' experienced by social work in the UK (Jones et al., 2008:1), and to celebrate some of the achievements of skilled social work practitioners. At the same time taking a critical lens to practice offers potential to gain a better understanding what such practice actually 'looks like' as it happens, promoting positive learning about social work and, ultimately, better outcomes for service users and carers (Jones et al., 2008: 15).
This research has been conducted under the umbrella of the Critical Best Practice social work research group at the Open University, and has benefited from the discussions and contributions of other members of this group. Its findings are intended to complement a small but growing literature about critical best practice in the UK. The study also aims to contribute to current debates about how social work practitioners understand and use knowledge evidence, an area of research in which the perspectives of social worker practitioners themselves have received remarkably little attention (Trevethick, 2008). The subject is highly topical, both in Scotland, which is currently consulting on both its Research and Development and Knowledge Management Strategies (IRISS, 2008; IRISS/NES, 2009), as well as in the health and social care sector in the UK as a whole. It is also hoped that findings of the research will be able to make a helpful contribution to social work and other practicebased education through more tangible outputs, such as learning materials for students and practitioners.
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Widening opportunities for disabled children in Stirling: a voluntary body initiative
About the book:
Policy developments increasingly require public services to work across traditional professional boundaries. This volume draws together some Scottish case studies of collaborative activity, across education, health and social work, which focus upon children, and considers issues emerging at the interface between policy and practice from the different professional perspectives. There is a growing literature on partnership in general: its forms, definitions, costs, benefits, contexts etc. and there is beginning to appear some evaluation of the policies in Scotland. But while policy is national, implementation is local, having to take account of local constraints and opportunities, and being implemented by individual practitioners. The intention of this publication is to convey a sense of the experience of what is happening on the ground and to illustrate the impact at operational/practitioner level. It will appeal to policy makers and students of new partnerships for the development of services for children
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Lifelong learning and family carers: a study of informal learning
This paper is based on a small scale study undertaken in 2005 as part of my studies for an M.A. in education. The paper is intended to stimulate discussion about the nature of learning, where learning takes place and the range of activities currently constructed as learning.
The initial idea for the study arose from a long-standing interest in the education and training of social care workers. This traditionally unqualified workforce is now subject to regulation and registration tied to the achievement of national qualifications. This development chimes with government targets for lifelong learning and for continuing professional development.
A strong aspect of the value base of social care is partnership with carers. Respect for and partnership with carers, an area addressed in the social care curriculum at all levels. In relation to disabled children who use social care services carers are usually family members (parents, grandparents or siblings). Family carers (sometimes called informal carers) are not required to gain qualifications to look after a disabled child for practical and philosophical reasons. Practically, it would be impossible to enforce this requirement, and philosophically it would be regarded as gross interference by the state into family life.
Nevertheless, family carers often gain expert status in relation to their caring responsibilities. Although this expertise is recognised by carers themselves and by service providers, the process by which expert status is gained is not usually constructed as learning in the same way as gaining a vocational qualification. Personal experience of caring is valued, but in a different way to the achievement of formal qualifications. With our contemporary emphasis on recognition of prior learning it is certainly possible for carers to make a transition from informal to formal learning. Whether or not they wish, or are able, to do so, is another matter.
Because the dominant discourse of lifelong learning favours formal and assessed learning which, crucially, takes place in public, the people whose circumstances I studied are not considered learners – either by themselves or by others. Yet, through an analysis of notions of lifelong learning, I aim to show that family carers can indeed be termed lifelong learners. Drawing on the work of Mary Hamilton, Peter Alheit and Etienne Wenger I show that notions of lifelong learning are applicable to family carers, though the carers themselves might not accept the status of learner.
This study is limited by the very small sample of respondents. The methodology, narrative enquiry, was well suited to the study but results in highly personal data. Nevertheless, the literature on caring and childhood disability indicate that the experiences of the carers in this study are common to many others in similar situations.
The paper concludes with a recommendation that ideas about where learning takes place be broadened to include the home. As an employee of the Open University I am well aware of how much learning takes place in the home - but the learning is usually formal and assessed. Informal learning and unassessed learning which takes place invisibly tends not to be constructed as learning – thus excluding 668,200 in Scotland from claiming the status of learner
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The well-being of people with learning disabilities
[About the book]:
Social work practice in the twenty-first century is continually changing. Contemporary practitioners work in complex areas and have to do so quickly and competently. This text helps qualified social workers, as well as those about to qualify, to build on their initial studies in order to develop professionally.
The volume considers not just what you need to know to practice, but how you develop in criticality and capability – in particular, how you can respond effectively in times of uncertainty and change to become more effective. It examines new roles, identities and contexts, including some international perspectives and the impact of globalisation. Each chapter discusses the contexts of practice (such as law, policies and theories); the contributions made both by those who practice social work and those who use its services; and the capabilities and skills that social workers need to develop in order to deal with complexity in social work.
Making use of The Open University’s expertise in providing cutting edge but accessible course materials and its distinct approach to social work practice, this textbook includes underpinning knowledge, practical applications and critical reflexivity. It includes questions for further reflection and application , plentiful examples and suggestions for further reading.
Aimed at the newly qualified practitioner and the developing professional, Professional Development in Social Work is written by a team of authors with extensive practice and teaching experience. It will be particularly useful to students undertaking post-qualifying training or in the final year of their qualifying studies
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The coming of age of Scottish social services?
The ‘coming of age of social work’ was the lofty claim made by a devolved Scottish government in response to the report of the 21st century review of social work, Changing Lives:
It will mark social work’s coming of age as a mature profession, focusing services on promoting wellbeing, rather than the more paternalistic welfare model underpinning current legislation. (Scottish Executive, 2006b:14).
What do mature (‘come of age’) social services look like? What do they do and how can we recognise them? The Scottish Government (2006b:14) defines a mature social work profession as one which: embraces more personalised services, is focussed on outcomes subject to performance management, manages risk and promotes ‘excellence’, enshrines the position of service users and carers in service design and delivery and is subject to public service reforms. The Scottish Government’s definition of ‘come of age’ and ‘mature’ is contentious and open to debate because the profession itself has not agreed the definition. For example the international definition of social work (IFSW 2004), based on ethical principles of human rights and social justice, provides an alternative perspective on ‘maturity’ in social services.
The Scottish Government’s definition, however, does propose indicators which focus upon concrete actions and it is these which we examine here, particularly in relation to services for children and young people and services for people who have a learning disability. Social work is, of course, far wider than these two service domains. These are referred to here as illustrative and representative examples of the broader profession. The idea that devolution in 1999 strengthened Scotland’s autonomy in social work and social care in the context of UK pressures which continue to shape social policy is also discussed. The authors argue that the overall picture of social services in Scotland at the end of the first decade of the 21st century falls short of what can be seen as a ‘coming of age’. Amidst severe economic and political threats, which echo UK-wide welfare and public sector reforms, the distinctively Scottish approach to social welfare and the aspirations of the social services profession to promote its core values and social justice are under threat
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Making advanced entry work: the experience of social work education in Scotland
From April 2004 until March 2008 a project examining the ways in which the Scottish Credit and Qualifications Framework could be embedded in the social services sector was undertaken by and managed through the Scottish Social Services Council (SSSC), As part of this project, a pilot examiningcredit transfer to degree programmes in social work was commissioned. Universities are developing different arrangements for advanced entry to the degree in social work either through credit transfer from courses such as the HNC in Social Care, SVQ3 in Health and Social Care or though informal experiential learning. This pilot study explores how prepared students are for a social work honours degree course and what supports they might need when they are admitted from employment or from the HNC Social Care or SVQ3 with advanced standing (http://www.scqf.org.uk/ForEmployers/SCQF-Social-Services-Sector.aspx)
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A smooth transition? Students’ experiences of credit transfer into a social work degree in Scotland
From April 2004 until March 2008 a project examining the ways in which the Scottish Credit and Qualifications Framework could be embedded in the social services sector was carried out by the Scottish Social Services Council (SSSC). As part of this project, a pilot study examining credit transfer to a degree in social work was commissioned. Universities are developing different arrangements for the development of advanced entry to the degree programme either through credit transfer from courses such as the HNC in Social Care, SVQ3 or through informal experiential learning. This pilot study explored students’ preparedness for a social work honours degree course when they were admitted to the programme with advanced entry. This group was compared with those completing the full programme. The study also considered what supports these students might need and makes some recommendations about where such supports might be located. It found that, although students entered with a range of qualifications, there were more similarities than differences in their experiences of the programme. While students valued the study skills they had acquired from achieving their previous qualifications, they also thought that life and work experience had been crucial in preparing them for further study. Students also had similar views about the supports they needed to succeed. These included knowledgeable and sympathetic tutors, good quality materials and support from family and friends