An introduction to issues relating to religion & spirituality in social work practice

Social work and spirituality; chapter one - an introduction to issues relating to religion & spirituality in social work practic

The adult life span

Distance learning materials for the B.Sc(Hons) Social work programme as part of the 'Working with Adults' module. A discussion, with critical thinking exercises, that presents a biographical approach to the study of the adult life course

Sound radiation from vibrating elastic structures of arbitrary shape

Imperial Users onl

A model for analysing the challenges and opportunities in co-production

This interactive workshop will analyse the challenges and opportunities of working collaboratively with ‘students as co-producers’. The presenters’ draw on their experience of extensive collaboration with students on different projects in the School of Health and Social Care, to introduce a theoretical model that explores co-production. In particular, the model seeks to facilitate reflection, discussion and understanding about who ‘drives’, or controls, the co-production of knowledge in such partnerships, given the apparent differences in power and status between students and academics. Inherent within this analysis is an examination of the nature of key relationships within co-production including reference to ‘apprenticeship’ and ‘partnership’ models of knowledge production. A fifteen minute presentation will introduce key concepts relating to co-production and will present a theoretical model for analysis. Participants will be given approximately thirty minutes to discuss and test the model and to relate it their own experiences and plans for working with students as producers. It is envisaged that this collaborative, interactive approach will produce further knowledge and insights leading to refinement of the model. A fifteen minute plenary and conclusion will assist participants to reflect further on the challenges and opportunities of co-production. From this workshop participants will gain an enhanced understanding of working with students’ as co-producers of knowledge and will analyse some of the core issues that impact on co-production. Additionally, they will be introduced to an evolving theoretical model which explores some of the contradictions inherent within co-production and invited to contribute to the debate

Higher Education as a public good: pushing forward, pushing boundaries

This paper reports on a project which has embedded Open Educational Resources (OER) into the teaching and learning of students who are undertaking professional degrees in social work and nursing. It raises profound questions regarding the role and purpose of Higher Education by asking to whom does knowledge belong and who is permitted and able to produce knowledge in Higher Education? Historically professional training has been configured, led and taught by the professions themselves with little input from those outside. This paper will argue that a more democratic production and dissemination of knowledge is imperative in the changing context of Higher Education. The presentation will incorporate examples of OER developed by a range of non-traditional educators, such as students, practice assessors and service users/patients, and will explain how these are being used in learning and teaching to provide an inclusive, rich, diverse and varied learning environment

The complexities of failing (Social Work) students - a workshop for practice educators of Social Work students held at the University of Lincoln on Thursday 27th November 2014

This workshop for practice educators teaching social work students whilst on placement explored issues relating to failing students. Reasons why students might experience difficulties whilst on placement, early identification of problems, barriers to making a fail decision and resolution of concerns were discussed. The session considered how to evidence and articulate concerns in relation to HCPC Guidance on Conduct and Ethics for Students and the appropriate PCF levels and how to develop appropriate intervention plans, using the University's concerns process or Fitness to Practise procedures where necessary

Teaching social work in times of change

Social Work, a profession with explicit academic and practice links to social policy, is undergoing profound change and transformation. ( DOH 2009) As part of this ongoing critique, the teaching of social work is being increasingly questioned by the general public, employers and government. Over the last two years innovative research at the University of Lincoln, jointly undertaken by a team of academic researchers and former social work students, has been analysing the efficacy of teaching methods and university support systems. In particular, the effectiveness of the social work undergraduate degree programme in equipping graduates for the demands of front line practice is being evaluated. The paper draws on key themes identified by the research and shares findings relating to; • Good practice in teaching and learning; including what students value most from lecturers and how academics can best support students • The use of students in research; opportunities and pitfall

A scoping review to establish the relationship of community to the lives of looked after children and young people

Friendship networks and relationships with communities are important parts of the lives of looked after children and young people (LACYP). Much of legislation, policy, practice and research focuses on „the care experience‟ itself, as distinct from young people‟s everyday lives and their connectivity with wider environments. Considerable lack of understanding remains about what being „in care‟ means. This often results in prejudice and stigma. Groups set up specifically for LACYP offer opportunities to develop networks and relationships with adults and young people, and to raise awarenesses. Transitions may happen early and be experienced frequently by LACYP, however, they can offer new opportunities and positive relationships with different people. Meaningful participation in communities such as schools is an important factor in developing stability in relationships. Concepts of participation and empowerment form part of an ecological framework which locates the community context as central to building resilience for LACYP. What constitutes community cohesion and connectedness for LACYP requires a fine balance between the interests of protection and participation. Successful interconnectedness is a matter of shared concern for all. The key challenge remains that of identifying how stable community relationships for LACYP may be strengthened and supported to dynamic mutual benefit. These documents are outputs from the same project: 1) an end of project discussion paper; 2) an extended version of the discussion paper; and 3) four short guides for practice and polic

Representations of vulnerability, innocence and evil in the murder of a disabled person

This article uses the murder of a young man with learning disabilities as a case study to comment on the representations used in the reporting of crime against disabled people. It uses social representations theory as a theoretical lens to assist us to see that portrayals of both victim and perpetrators by the media and others serves to distance them from each other, and from mainstream society. It highlights how this process of ‘othering’ serves to disadvantage disabled people and places a disproportionate emphasis on individual characteristics