The Northern Ireland Degree in Social Work Partnership
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REGIONAL PRACTICE LEARNING HANDBOOK August 2016 – June 2017 [NI FRAMEWORK SPECIFICATION FOR THE DEGREE IN SOCIAL WORK: 2003] (applicable to all UU/BMC/SWC students who commenced the course prior to Sept 2015) Issued: August 2016
FOREWORD
In October 2001, The Minister for Department of Health, Social Services and Public Safety (DHSSPS) announced as part of the policy for the reform of professional social work training, that one regional partnership should be established to plan social work training arrangements across Northern Ireland in order to optimise the use of resources and to promote consistency of quality in course provision. The Northern Ireland Degree in Social Work Partnership (formerly the Regional Body) was established in July 2003 and its membership consists of representatives from all academic and employer organisations involved in the planning and delivery of the Degree in Social Work. The Partnership facilitates the development of regional policies and approaches in relation to selection, practice learning and course content. This regional practice learning handbook is one reflection of the collaborative working arrangements between the universities, colleges and the employing agencies.
This handbook is produced on an annual basis and its production is harmonised with the academic calendar year to ensure that a consistent approach is taken to practice learning across the Degree in Social Work programmes in Northern Ireland. This handbook provides guidance on the overall practice learning experience and provides a central point for collation of key points from various documents that contribute to the planning, delivery and quality assurance of the Degree in Social Work. In producing the handbook the Partnership aims to provide an up-to-date resource which will assist you with your role and responsibilities, whether as a Student, Practice Teacher, On-Site Facilitator/Supervisor or Line Manager.
The handbook is reviewed each year in response to the views expressed by those utilising it and feedback is very much welcomed.
The Partnership recognises that practice learning is delivered and assessed in a climate of change and developments. With this in mind a small number of additions or amendments may be circulated throughout the academic year. The handbook and any additional materials are circulated via employer organisations and academic institutions. It is imperative that you access the most up-to-date edition and that any additions and amendments are incorporated into your copy of the handbook.
The provision and delivery of a range of quality learning experiences is a key component of the Degree in Social Work and the Partnership recognises and appreciates the commitment and contribution of Practice Teachers, On Site Facilitators/Supervisors, Tutors, Line Managers, Staff Teams, Service Users, Carers and Survivors.
John Doherty Chair NIDSWP
2 Introduction
Welcome to the Northern Ireland Degree in Social Work Regional Practice Learning Handbook. The handbook focuses on key aspects of practice learning and aims to set out requirements explain processes and clarify expectations. It is intended to provide guidance and direction for Students, Tutors, Practice Teachers and On-Site Facilitators/Supervisors. Its structure and content has been informed by those using it. It is hoped you will find the handbook helpful in carrying out your role and responsibilities.
The Degree Partnership welcomes feedback on the handbook. If you feel changes or additions are required or you have any suggestions as to how the handbook might be improved please convey these either via your organisation’s Practice Learning Co-ordinator or directly to the NI Degree in Social Work Partnership, Graham House, Knockbracken Healthcare Park, Saintfield Road, Belfast, BT8 8BH.
028 9056 6735 or [email protected]
The handbook is available via the F/HEIs websites, Practice Learning Co- ordinators in employer organisations and the NIDSWP Section of the NISCC website http://niscc.info/degree-in-social-work/degree-in-social-work-partnership
It should be read in conjunction with the relevant F/HEI Handbook for the Degree in Social Work Programme.
Evelyn Magee Professional Officer Northern Ireland Degree in Social Work Partnership 3
Glossary
NIDSWP: Northern Ireland Degree in Social Work Partnership
NISCC: Northern Ireland Social Care Council
DOH: Department of Health (formerly DHSSPS)
FHEI: Further/ Higher Education Institution
PLO: Practice Learning Opportunity
UGR: Under Graduate Route
RGR: Relevant Graduate Route
AYE: Assessed Year in Employment
DPLP: Designated Practice Learning Provider
ILP: Individual Learning Plan
RPA: Reflective Practice Assignment
QUB: Queen’s University Belfast
UU: University of Ulster
FE: Further Education
AOP: Anti- Oppressive Practice
PDD: Practice Development Day
4 Foreword
Introduction
Contents
Part 1: Practice Learning
Section 1 Overview of Practice Learning and the Degree in Social Work ……………………….. 10 Context …………………………………... 10 Under 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. Practice Learning Opportunity …………….. 12 Allocation of PLOs …………………….. 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) ………………………...... 17 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 5 Relationship …………………………….. 21 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 23 Work Students (2015) ………………... Use of Social Networks ………………….. 24 Use of Specialist Equipment and Mobile Phones………………………………………. 25 Student Complaints ……..……………….. 26 Travel Expenses …………………………... 28 Absence from the PLO …………………... 28 Jury Service ……………………………….. 30 PLO: Hours of Work 30 Section 2 The Practice Learning Requirements ……… 32 Guidance on Meeting the Practice Learning Requirements ……………….. 33 Statutory Tasks ………………………….. 33 Participation and presentation to courts, tribunals or other formal hearings …………………………………… 33 Community Development ……………… 35 Group Care ……………….………………. 38 Group Work ……………………………….. 40 Section 3 Key Role Specification ………………………… 42 The Key Role Matrix ……………………... 43 Section 4 Engaging in the work, gathering evidence, and meeting the assessment requirements…. 45 Evidence of Professional Development and Confident & Competent Practice …. 46 Evidence Requirements …………………. 47 Ladder of Learning………………………... 49 Statements of Differential for Levels of Practice Learning………………………….. 50 Tuning In to PLO ………………………….. 53 Induction Period ………………………….. 53 Evidence and the Matrix ………………… 53 Service User and Carer Feedback in 6 Relation to Student Performance………. 54 Direct Observations of Practice ……….. 55 Guidance for Practice Teachers ……….. 56 Incomplete PLO - Practice Teacher 58 Progress Report …….. Guidance on Writing a Report where there are serious concerns about a student’s conduct/practice/behaviour ... 59 The Importance of the Practice Teacher’s & DPLP’s Investigation Reports …………………………………….. 59 The Management of Concerns Specifically Related to Practice Competence – Guidance for Practice Teachers ……………………………………. 60 Section 5 Assessment of Practice Learning ……………. 62 Summative and Formative Assessment 62 Role of the Practice Assessment Panel (PAP) ……………………………………….. 63 Section 6 Practice Learning Assignments……………….. 64 Level 2: Case Study ………………………. 64 Level 2: Reflection on Practice Assignment ………………………………… 65 Level 3: Reflection on Practice Assignment ……………………...... 66 Level 3: Case Project …………………….. 67 Submission of assignments to Practice 70 Teacher / verification of assignments Appendices
7 Part 2: Appendices of Guidance & Proforma
Appendix 1 Student’s Individual Learning Plan……… 72 Appendix 2 Contents of Supervision Folder………….. 75 Appendix 3 The Practice Learning Initial Agreement. 78 Appendix 4 The Mid-Point Review Meeting ……..…... 86 Appendix 5 Additional Practice Learning Review Meeting…………………..…………………... 97 Appendix 6 Supporting Disabled Students undertaking Practice Learning Opportunities ……………………………….. 104
Appendix 7 The Key Roles and Practice Foci Matrix. 129 Appendix 8 Progression to Competence and Aide for Effective Guidance ………………………… 150 Appendix 9 Direct Observation of Practice …………... 168 Appendix 10 Practice Teacher Report including summary matrix …………………………... 172 Appendix 11 Practice Teacher Progress Report ……… 183 Appendix 12 Level 3 Endorsement of Assessment...… 188 Appendix 13 Important Dates [Calendar]………………. 189 Appendix 14 Protocol for Dealing with Factors Affecting Progression of Practice Learning ……………………………………... 195 Appendix 15 References/Reading List ………..……….. 228
8 Part One:
PRACTICE LEARNING
9 Section 1: Overview of Practice Learning and the Degree in Social Work
Context
The Northern Ireland Social Care Council’s Requirements for Practice Learning (NISCC: Revised 2010) state that students without credits for prior experiential learning will normally undertake 225 days of practice learning of which:
“25 days must be spent in preparation for direct work with Service Users (Preparation for Practice Learning Module) 185 days must be in direct supervised practice and; 15 days to be used for individual practice development.”
This handbook focuses primarily on the 185 days in direct supervised practice which is divided between two practice learning periods.
Under Graduate Route (UGR)
For those without a primary degree, the Degree in Social Work is a three - year academic qualification. Students begin with a foundation year which is known as Level 1. This is a basic introduction to the key academic or knowledge foundation, which includes introductions to social work, sociology, social policy, psychology, ethical/value issues and service users’ rights. UGR students undertake their first period of work based practice learning at the beginning of year 2 (level 2).
Relevant Graduate Route (RGR)
RGR students who already hold a relevant degree go straight into level 2 and their first period of work based practice learning is completed in the second half of the academic year.
All students upon completion of the social work degree academic qualification are required to complete a further assessed year in employment (AYE).
Preparation for Practice Learning Module (PfPL)
The Preparation for Practice Learning Module refers to 25 days preparation for direct supervised practice. This is a key module which is jointly delivered and assessed by agency and college staff. Students must pass all components of this module in order to proceed to their first directly supervised practice learning period (PLO). 10
Practice Development Days (PDDs)
Students are required to undertake 15 individual practice development days over the duration of the Degree programme. It should be noted that these days cannot be completed within the assessed periods of work-based practice learning. Guidance on PDDs is available on the NISCC website: www.niscc.info
Personal & Professional Development Workbook
All students are required to maintain a Personal Development Workbook (sometimes called a ‘Reflective Log’) which will be used throughout the programme as a key learning tool. While the workbook will not be assessed, and while students are not required to share the contents, they will be expected to use the material to inform certain assessed pieces of work. They will be encouraged to be creative and flexible in terms of how they develop the workbook and will be supported by their personal tutor and lecturers in doing so.
Individual Learning Plan
All students are required to develop an Individual Learning Plan (ILP) (Appendix 1), with their tutor at the beginning of their studies. It will be an evolving document over time and carried by the student into their post qualifying life. It is a tool aimed at reducing the division between practice learning and teaching and bringing personal, practice and academic learning needs together. It seeks to provide a holistic, cumulative, developmental record of the individual’s learning journey.
The ILP will be reviewed a minimum of four times over the course of the academic year: as part of preparation for practice learning tutorials, at initial and mid-way practice learning meetings and at least once within college based tutor groups. This document will be used by students to inform the initial practice learning planning meeting, in terms of helping to identify student learning needs. Therefore it is a requirement that students provide an updated and current Individual Learning Plan at the initial practice learning meeting and that where possible it is linked to the specific practice learning setting.
Direct Supervised Practice Learning
Students must complete two periods of practice learning; level 2 - 85 days; level 3 - 100 days (90 days direct practice component followed by 10 study days). In both periods of practice learning students MUST show that their practice is founded on values, carried out in a skilled manner and is informed by knowledge, critical analysis and reflection. However, there are significant distinctions in what should be reasonably expected from students on their first as opposed to their second practice learning opportunity. In the first period of practice learning, a beginning ability to apply values, knowledge and skills will be required. The student should be able to develop a more integrated, 11 confident and competent application in the second period. More detailed guidance is provided in the Statements of Differentials of Practice Learning (page 50).
It should be noted that students who come to an agency may have no direct experience of social work services given that this is no longer a requirement for entry into the social work degree programme. We all must take collective responsibility to enable students, during the induction period, to achieve the level of competence necessary to begin effective interventions with service users. The practice teacher must be assured that the student is ready for direct practice with service users’ and their families.
A support plan is developed in the early stages of the practice learning period to enable students to achieve their learning outcomes. As adult learners students have a responsibility to use the Practice Learning Opportunity (PLO) to maximise learning and to use the support provided to promote their personal and professional development.
PRACTICE LEARNING OPPORTUNITY (PLO)
Allocation of PLOs
Across Northern Ireland (NI) the five Health & Social Care Trusts, Voluntary Sector, Department of Justice and the Education Authority NI provide PLOs across a range of settings and programmes of care. NI has a tradition of providing high quality PLOs and course providers work in partnership to ensure that there are sufficient PLOs to meet demand. However it should be noted that due to a range of factors the preferences of students cannot always be accommodated. PLOs can be located anywhere in NI and therefore travel is an explicit part of the Degree in Social Work.
Allocation of PLOs is determined by availability and with due regard to students’ needs. All PLOs are allocated to make the best use of the practice learning resources available to students.
Students will be allocated to suitable PLOs throughout the course of the degree in social work and will be notified of these at the relevant time.
Students commencing PLO in August will normally be notified of site allocation by the University/Further Education College in early June.
Students commencing PLO in January will normally be notified of site allocation by the University/Further Education College in late November.
Please refer to Practice Learning Allocations- Student Information Booklet 2016 available on the NIDSWP Section of the NISCC website (http://niscc.info/degree-in-social-work/degree-in-social-work-partnership)
12 and also Blackboard/Course Support Area/Virtual Learning Environment for further information.
Conditions Applying to PLOs
Criminal Declarations
Prior to the PLO commencing, all students must declare any cautions, convictions or binding over whether or not “spent” and any pending matter. Students must agree to disclosure of same to any agency offering a PLO so that the appropriate personnel can be informed.
Information of this nature is treated with sensitivity and as confidential, with only a very limited number of people needing to know the detail.
All employer organisations have policies and procedures with regard to Access NI disclosure and students are required to cooperate with them.
Each employer has a ‘duty of care’ to their service users and Directors of Social Work and Human Resources will be involved in decisions relating to criminal convictions. The nature of the PLO, employer responsibility and the values and standards governing the organisation, are all key factors when an employer is making a decision as to whether someone with a criminal conviction is suitable for a particular PLO.
Each organisation will have its own protocol and this may require the student to attend a meeting to discuss any criminal declaration.
Students must advise the course director and practice teacher in the event any caution, conviction, binding over or pending matter arises during the PLO period.
NISCC Registration
“The NISCC Rules for the Approval of the Degree in Social Work’ (May 2003) require the Course Provider to have in place arrangements to confirm that students are registered with NISCC.
Higher Education Institution (HEI) is required to see evidence that the student has:
a) applied to register with the NISCC; and b) that an acknowledgement letter confirming an application to register has been received by the student from the NISCC” (Revised September 2010)
All social work students must be registered before they commence their first and final PLOs.
13 Students have a responsibility to ensure that they are registered as a social work student and that they have an up-to-date certificate of registration, a copy of which will be required by the organisation providing the PLO.
A student who does not have an up-to-date certificate of registration will not be permitted to commence PLO and this could result in them having a gap before their studies can continue.
Registration with NISCC requires individuals to make a declaration about their health. Non-disclosure where there might be a risk to the safety /welfare of service users, other staff or self could have serious implications. Students must also ensure that they maintain their NISCC registration by paying the annual renewal fee on a timely basis. Failure to do so may have serious consequences in that NISCC will suspend registration pending payment. A student cannot continue on PLO if unregistered and any delay in re-registration may make the continuation of the PLO unviable.
Pre-Practice Learning Visits
Except in exceptional circumstances the student must undertake a pre– practice learning opportunity visit to the allocated site. This will help him/her begin to orientate him/herself to the context of the agency and to prepare for the practice learning period. The purpose of an informal pre – practice learning visit is:
to enable the student, practice teacher, any on-site facilitator/supervisor and team to meet informally; to allow the student the opportunity to gain some insight into the organisation and service user group; to assist the student to identify recommended reading or guidance for “tuning into” the particular service users with whom they will be working ; to allow all those concerned to work out the practicalities of the site allocation ; to give the student opportunity to share the practice teacher’s report and their social work training passport from the previous PLO with the new practice teacher.
Practice Learning Meetings
The NISCC Practice Learning Standards (2.4.5) (Revised June 2009) state that course providers should ensure that “there are a minimum of two tripartite meetings….”
Practice Learning meetings are a key aspect of each PLO and involve the student’s training team. The training team is the umbrella term used to describe key people involved in the student’s practice learning. The team normally comprises the practice teacher, student, on-site
14 facilitator/supervisor, if relevant, and tutor. The line manager of team/facility may also attend meetings as and when appropriate.
Given that students are studying for a professional qualification and practice learning meetings focus on the individual’s personal and professional development and practice with service users and their families, it would not be considered appropriate for persons other than the student’s training team to attend these meetings.
Initial Practice Learning Meeting
In the case of all students, while face-to face contact is preferable for the initial practice learning meeting, there is room for a degree of flexibility. The option exists for the initial meeting to be held via teleconferencing/video conferencing or other such communication systems. There exist however circumstances which would warrant a face-to face meeting and in such situations this should be facilitated: 1. Situation where student has extenuating personal or medical circumstances
2. Situation where students is repeating PLO; is returning to the programme after a significant period of absence; or has experienced difficulties during a previous PLO
3. When any member of the student’s training team feels that a face-to face meeting is required.
4. Where a practice teacher is undertaking the Practice Teacher Training Programme.
Purpose of initial meeting
The meeting allows key issues such as:
the working terms and conditions, student’s learning needs; practice learning requirements; supervision; key roles and practice foci; assessment; practical arrangements, and process for dealing with any issues/concerns should they arise to be addressed, clarified and agreed. 15 In order that practice learning periods can proceed without undue impediments, it is important that all parties involved in the learning agreement review the student’s previous professional and life experiences in light of the demands of the learning period to come.
Students may wish to consult their tutor prior to the initial practice learning agreement meeting if they believe that any past or current issue, either personal or professional, might need to be discussed.
If a student has particular support needs it may be necessary to consult with others, at the planning stage, to ensure that the necessary supports/reasonable adjustments are in situ prior to the PLO commencing.
‘Supporting disabled social work students undertaking practice learning opportunities ‘ (Appendix 6) provides guidance for supporting students who may require reasonable adjustments to enable them to fully maximise learning while undertaking PLO.
It is recommended that within the first 2 and no later than 3 weeks of the PLO the practice learning agreement should be negotiated and signed off. The agreement should be negotiated between all members of the training team – the student, practice teacher, tutor and if applicable the on-site facilitator/supervisor(s). This must be recorded on the standard pro-forma and should be completed and signed by all participants at the time of the meeting (Appendix 3). Practice teacher and tutor must each chair and record one of the meetings. This should be negotiated and agreed prior to the meeting.
Mid-point Review Meeting
The mid-point review is a crucial point in the assessment of the practice learning period. Despite its name, it should not be held until the practice teacher in consultation with the student, on-site facilitator/supervisor, if applicable, and tutor, is satisfied that there has been enough work undertaken and reported on to allow for an interim judgement on the student’s progress.
The mid - point practice learning meeting should be face-to-face.
If the initial PL meeting was face-to-face in the practice learning setting then the expectation is that the mid-point meeting will take place in the academic setting.
The mid-point is where the student’s progress is discussed and recorded. During the mid-point review the student will be required to make a presentation for no more than 10 minutes. This meeting is the forum in which issues are raised and a process and timescale agreed to address them.
16 It is the responsibility of the practice teacher to co-ordinate the completion of the relevant sections of the mid-point review pro-forma and to send it to the tutor one week before this meeting. (Appendix 4) It is normal practice that the student, practice teacher and on-site facilitator/supervisor will have shared their progress reports before the mid-point meeting.
Additional Practice Learning Meeting(s)
It is accepted that difficulties relating to practice competence can arise that may require one or more additional review meetings. The purpose of such a review meeting may be to identify concerns and agree a plan of action including timeframes. A subsequent meeting would be set in order to review the action plan and progress. It is essential that all additional review meeting(s) are recorded. The process to be followed for additional review meetings is similar to that followed for the mid-point review. The pro-forma contained in Appendix 5 should be used for this process. The relevant sections of the pro-forma should be completed and shared prior to the meeting. The practice teacher should summarise his/her concerns with reference to each of the key roles and if relevant the NISCC Standards of Conduct for Social Work Students (2015). The student should be made fully aware of the practice teacher’s assessment of their level of competence and whether or not the recommendation is a passing or failing one at this point in time.
Protocol for Dealing with Factors Affecting Progression of Practice Learning (NIDSWP: Revised version; June 2013).
There exists a range of factors that may impinge on the progress of a student’s practice learning. Some of these may impede the student’s professional development whilst others may affect the student’s continued involvement in the degree in social work course. These can include situations where there are factors beyond the student’s control, situations of inadequate learning opportunities, extreme difficulties or situations where a student’s behaviour/practice/conduct is deemed to be damaging or dangerous to service users.
This protocol aims to provide direction as to the process to be followed when dealing with one or more factors impacting on the progression of practice learning. The protocol does not aim to cover every eventuality however its underpinning principles should be followed in any situation where there are issues.
The Protocol details the steps to be taken when there is a concern in relation to one or more of the above factors. Practice teachers, students, tutors and others involved in the delivery of practice learning should also familiarise themselves with NISCC and HEIs “Fitness for Practice” procedures. In situations where issues arise it is essential that supervision notes and minutes of meetings clearly reflect the discussion of the issues, the agreed action plan and outcomes.
Please refer to http://www.ulster.ac.uk/studenthandbook/ 17 http://www.qub.ac.uk/schools/SchoolofSociologySocial PolicySocial Work/ for further details of Fitness for Practice Procedures.
Further guidance is available in Appendix 13.
STUDENT’S TRAINING TEAM
Roles and Responsibilities
Student: ensure their registration with NISCC is current and advise NISCC of any change in circumstances e.g. leave of absence, serious health issues; change of name/address; ensure NISCC annual renewal fee is paid promptly; prepare individual learning plan and identify learning needs; complete student profile ; arrange pre-practice learning visit ; take responsibility for own learning i.e. make suggestions as to work which they can undertake, submit additional written pieces for feedback on own initiative, raise discussion about things they have read, bring items for inclusion in supervision/tutorial agenda; complete relevant section of mid-point review pro-forma and send to practice teacher one week before meeting; complete relevant section of pro-forma for any additional practice learning meetings ; maintain their social work training passport and ensure it is signed by practice teacher ; actively participate in supervisory process ; undertake written work as appropriate to support learning (see Section 4 Evidence Requirements); submit assignments in line with university programme requirements; ensure that the practice teacher has a copy of both assignments by the date stipulated in the practice learning calendar (Appendix 13). inform practice teacher and/or tutor of any PLO issues, personal issues or change in circumstances that may have the potential to impact adversely on his/her ability to engage fully in the learning experience; engage in a review of the practice learning experience with practice teacher ; participate in FHEI evaluation of PLO; raise any issues/concerns during the PLO period (see below)
NB: On occasion, personal issues may have the potential to impact adversely on the student’s ability to engage fully in the learning experience. In situations where potential or actual difficulties may emerge, they need to be satisfactorily managed within the context of the student, practice teacher, tutor relationship while adhering to the PLO requirements and expected level of competence.
All those students commencing their level 3 period of practice learning or who are repeating a period of practice learning must provide the 18 successive practice teacher with a copy of their previous practice teacher report.
Where a student’s previous PLO was incomplete then he/she must provide their subsequent practice teacher with a copy of the progress report from the previous PLO.
Practice Teacher:
facilitate the learning experience for the student ; prepare for practice learning period and plan how to access the practice learning opportunities to enable the student to meet the requirements. If required, liaise with the agency practice learning coordinator; provide regular supervision to the student. The NISCC Practice Learning Standards (revised June 2009) state that each student should have individual development supervision with his/her practice teacher of a minimum of 2 hours per fortnight up to the mid-point of Level 3; directly observe the student’s practice on at least three occasions (one of these observations, where appropriate, may be carried out by another accredited practice teacher); co-ordinate and complete the relevant sections of midway review pro- forma and send to the tutor one week before this meeting; complete relevant sections of proforma for any additional practice learning meetings and share with student and tutor prior to the meeting; assess the student’s practice and attend Practice Assessment Panel(PAP) and Board of Examiners if required; ensure student social worker training passport proforma is signed and submitted with practice teacher report ; maintain student records in line with DHSSPS Good Management Good Records, 2011 ; undertake a review of practice learning experience with each student; complete evaluation of PLO as per agency requirements; ensure assessment of student competence at Level 3 includes an operational line manager’s endorsement (Appendix 12) of the student’s practice as required under Criterion 2.6.5 of NISCC Practice Learning Standards : 2009;
Guidance Note: 'Where the operational Line Manager does not have sufficient knowledge of the Student’s practice, it is appropriate in such circumstances for the endorsement to be completed by the On-Site Supervisor/Facilitator as long as he/she is social work qualified’. (NISCC: June 2012)
Tutor: provide tutorial support to the student ; help the student identify learning needs; regularly liaise with the practice teacher when concerns/difficulties arise; 19 contribute to mid-point review and complete relevant sections of pro- forma; contribute to any additional practice learning meetings, complete relevant section of pro-forma and share with practice teacher and student prior to the meeting; monitor the practice learning period; offer additional support to student as appropriate; support student to raise concerns/issues in circumstances where he/she feels unable to do so;
On – Site Facilitator/Supervisor: provide day to day management, guidance and support; provide feedback on student’s practice to student and practice teacher; attend initial and mid-point review meeting and any additional meetings as required; contribute to the assessment of the student’s practice;
Good Records Management: Retention of Student Records
The DHSSPS Good Management Good Records was revised (November 2011, currently under review) and substantial changes were made in relation to the management, retention and disposal of records. Changes included the addition of new categories of records and specific details regarding retention periods. The revised guidance applies to both paper and electronic records.
Specific reference is made to student information and social work-training records, with the retention period being 10 years following completion of PLO.
The Partnership has developed the following guidance to assist organisations and particularly practice teachers to meet the requirement in terms of retention; however it will be the responsibility of each Designated Practice Learning Provider (DPLP) to ensure that whatever approach is taken it meets the organisation’s audit and governance requirements.
It should not be necessary to retain any records other than the student’s supervision folder (See Appendix 2 for suggested content). Practice teachers should ensure that the supervision contract, supervision records, practice foci matrix and practice assessment report are sufficiently detailed and explicit to demonstrate the formative assessment process and the final assessment outcome. Copies of the student’s travel documentation should be retained on the student’s supervision file for the period of the PLO. Copies may also be retained by the DPLP’s travel claims department /Human Resources. Case specific records should be contained within service users’ files It should not be necessary to retain learning/development tasks post exam board. Where there are difficulties and the PAP requires sight of
20 additional practice evidence the practice teacher will be contacted directly. The evidence folder should also be retained, normally, for one year. This supports the summary matrix and demonstrates that the required standard has been met with regard to the Practice Foci.
Supervision and the Supervisory relationship
The NISCC Practice Learning Standards (Revised 2009) outline that each student should have individual development supervision of 2 hours per fortnight up to the mid-point of Level 3. This is in addition to professional case supervision and any other support activity. Supervision is viewed as a shared responsibility between the student and practice teacher (and on-site facilitator), in terms of agreeing agenda, recording and completing agreed tasks. Currently most agencies offer weekly supervision of 1.5 hours and they also provide supervision throughout the full period of practice learning at both Level 2 (L2) and Level 3 (L3.)
Where a model of fortnightly group supervision is offered to students, this must be no less than 2 hours. This must also be supplemented by alternate fortnightly individual supervision of 2 hours duration.
A supervision contract outlining the detail of how the practice teacher and student will work together, particularly in terms of addressing concerns, should be completed in addition to the learning agreement. Sample templates are available in the Practice Teacher and Student Toolkit, August 2015 which is available on NIDSWP Section of NISCC website ((http://niscc.info/degree-in- social-work/degree-in-social-work-partnership) and via DPLP practice learning coordinators.
Support should be available to the practice teacher in the undertaking of their role. To aid consistency in how this support is provided the NIDSWP have issued the following guidance:
Principles relating to how Practice Teachers are supported within organisations:
Every practice teacher should have supervision in relation to their practice teaching role by someone who is occupationally competent;
Each practice teacher should have a named person who provides this supervision on a regular basis;
Organisations should provide support and guidance as required;
Supervision should focus on the practice teacher’s role and function in relation to practice learning management and assessment;
21 Supervision should include sampling the practice of the practice teacher;
Organisations should ensure that they facilitate the practice teacher’s attendance at standardisation meetings; support groups; practice teacher workshops; annual review of practice learning and other continuous professional development opportunities;
Organisations should ensure that practice teachers have access to advice and guidance when there are concerns regarding the student’s competence;
Organisations should have in place arrangements to support practice teachers who assess a student as failing.
It is intended that individual organisations will put in place appropriate arrangements to uphold these principles.
Induction to PLO
Students should be provided with an induction orientation period to assist them in getting a sense of the context and work of the organisation, team, agency and the needs of service users. This is vital in helping them cope with the natural anxiety and worry generated by the challenges of the new practice learning period. Opportunities for observation, reading and reflection should be built into the early period of practice learning.
The practice teacher is required during the induction period to make a judgement that the student has been able to demonstrate a sufficient understanding of the agency and his/her role and function in order to begin to move into direct work with service users/carers.
The induction period is also the occasion for the agency to introduce to the student key policies including those pertaining to areas such as absenteeism, information governance, health and safety and personal protection and lone worker policies. It is vital that agency policies with regards to these matters are drawn to the student’s attention in order that they can become fully conversant with them. (NISCC: Practice Learning Standard 3.5.1 (Revised June 2009).
Recall Days and Study Days
During the practice learning period all students will be recalled to University/College. Recall days are an integral part of the programme and an essential requirement for students. Normally non-attendance must be discussed and negotiated with the student’s tutor in advance of the “recall day”. It is the student’s responsibility to advise the practice teacher/on-site supervisor/facilitator of his/her non-attendance.
22 NB: Recall days contribute to the total number of PLO days and therefore if a student is absent he/she is required to make up this time in order to fulfil the NISCC attendance requirements. Guided study days also contribute to the total number of PLO days and as such should not be used to make up missed recall days.
Please see academic calendar (Appendix 13) for further detail.
Guided Study
It is important that students have guided study time for reading, evaluation and completion of learning tasks allocated by the practice teacher.
UGR 2 and RGR 2 full-time and part-time students completing 85 days PLO should have 8 guided study days during the designated practice learning period. UGR 3 and RGR 3 full-time and part-time students completing 100 days PLO should have 7 guided study days during the designated practice learning period. For level 3 students the practice element of the PLO is completed 10 days before the end of the designated period. This is to allow students 10 days to complete their final practice learning assignment. (See academic calendar for further details: Appendix 12)
Guided study arrangements should be discussed and agreed at the initial learning agreement meeting and any subsequent changes should be agreed in supervision. It is envisioned that each week students will have preparation for both work and supervision which will require them to make use of their study time, therefore sizeable blocks of study days must not be ‘stockpiled’. The location for guided study time i.e.in the agency or elsewhere is at the discretion of the agency. However flexibility and negotiation is encouraged. Principles underpinning guided study time – it is:
An integral part of the student’s learning to practice; A guided activity to promote professional development; Commensurate with the needs’ of the student; Managed by the practice teacher and student through the supervisory process; Linked directly to student’s work with service users/carers; Part of the working day; For the sole purpose of study and cannot be used to make up any absence from PLO e.g., sickness, recall day.
23 Standards of Conduct for Social Work Students: Northern Ireland Social Care Council (2015)
In the interests of service users and as representatives of the social work profession students are required to adhere to the NISCC Standards of Conduct for Social Work Students (2015) and the practice standards set out in the NI Framework Specification for the Degree in Social Work 2003. They should make sure that they have thoroughly acquainted themselves with their responsibilities under the standards and framework Specification prior to commencing practice learning. Throughout the practice learning period students should continue to use the standards and framework to inform and guide their practice.
This includes the use of social networking sites.
Use of Social Networks
As registrants students should note the following guidance issued by NISCC (2011).
‘Social networking sites have grown in popularity over recent years and many Registrants now frequently use them. Such websites can be great for keeping in touch with friends and colleagues on a social basis and in the vast majority of cases the use of sites such as Facebook is trouble free.
The Pitfalls There can be occasions when a Registrant’s personal life and work life may start to overlap online. NISCC has been made aware of some cases where Registrants have allowed service users to be a ‘friend’ online. Please note that this is totally unacceptable as it creates a personal relationship outside of the workplace. Furthermore, it leaves Registrants open to allegations regarding comments that they make online. There have been recent cases where members of the public have complained to the Council regarding comments posted on social networking sites by Registrants. These cases have highlighted how apparently innocent comments can be offensive to individuals. The Council would remind Registrants that anything they write online may leave them open to scrutiny from the public/service users and could potentially be viewed as misconduct.
The Council recommends that you... 1. ...review your security settings so that only those people on your friends list can access your information. 2. ...assist your colleagues by informing them if you notice anything on their webpage which may be misconstrued.
Please note that you should never... 1. ...make reference to any service user or work related issue. 2. ...state your employer/place of employment on social networking sites (this includes PLO). 3. ...put photos online which identifies your place of work or service users. 24 4. ...accept service users or their family members as online friends. You should delete any service user and their family members from your friends list immediately.
Please be aware that... 1. ...some service users may search online for information about Registrants involved with their care. 2. ...no matter how careful you are, what you write online can often end up in the public domain. 3. ... you may be in breach of the NISCC Standards of Conduct for Social Work Students if you a) comment on confidential work related issues and especially those which involve service users. b) make comments that may be offensive to people of a different race/ religion/ gender/ sexual orientation or those with a disability. 4. ...under Standard 5 you must uphold public trust and confidence in social work services whether you are in work or outside of work.
Students should also refer to their respective FHEIs Social Media Policy. QUB: http://go.qub.ac.uk/socialmedia
UU/FE http://www.ulster.ac.uk/studenthandbook
In line with the Framework Specification students also have a responsibility to ensure that they have obtained informed consent from service users prior to commencing work with them. Students should follow the principles set out in the DHSSPS Circulars “Consent in Social Care” (July 2004) and “Good Practice in Consent: Consent for Examination, Treatment or Care” (2003).
It is important for students to remember that once registered with NISCC as a student they are required to inform NISCC of any changes to the information they have supplied for the purpose of registration. Failure to do so may be treated as misconduct.
Use of specialist equipment and mobile phones
At times students with particular support needs may require reasonable adjustments to be made and this may include the use of specialist equipment to assist with recording and written work. There are an increasing number of students using specialist equipment such as voice recognition packages; audio recording devices and IT support packages. Using these on PLO is not always straightforward because of IT Departments’ requirements and regulations, data protection and governance arrangements.
Students should note that the use of specialist equipment including USB/live scribe pens and recording devices must comply with the PLO provider organisation’s:
25 . Governance standards . Good Practice Guidance . Policies and procedures with regard to data management and storage. As part of induction students should familiarise themselves with the requirements of the organisation. Students should also familiarise themselves with DHSSPS Good Management Good Records (2011, currently under review)
Students are reminded that under no circumstances should they remove confidential information from the PLO setting. This includes information stored on recording devices and/or documents for external readers. While the equipment may belong to the student, the data specific to service users and carers belongs to the organisation and therefore should not leave the organisation.
All information must be removed from recording devices before a student leaves PLO and this should be confirmed by the practice teacher.
The practice teacher and student should discuss the use of such equipment at the earliest possible opportunity. The agreement reached in relation to usage, data protection and storage should also be recorded at the initial practice learning meeting.
Students should not store service users’ data, such as telephone numbers /addresses, on their personal mobile phones and are advised that under no circumstances should they share their personal contact details with service users/carers.
Complaints
Positive interpersonal behaviour is central to working well together. It is essential that individuals behave appropriately and treat each other with respect.
Best practice indicates that early and informal intervention is the most effective method of dealing with issues of conflict. An informal approach often serves to reduce the impact of conflict on the individuals concerned.
The complaints process must begin at the lowest possible level and should generally begin within the student’s training team. Thus there should be discussion with the practice teacher and/or tutor. Both should normally be aware of any complaint before it is brought to the attention of others within the organisation such as a line manager. It is important that such issues are raised at an early stage before they have the opportunity to develop further. It is also important that situations of misunderstanding are not allowed to develop into conflict and students/practice teachers should endeavour to address the situation through the supervisory process. 26 If it is not possible to resolve the complaint at the lowest level then student/practice teacher/on–site supervisor should use the mechanisms available to them within the organisation.
Although individual situations may vary the NIDSWP have issued principles to which any organisations providing PLOs should adhere:
Reference must be made to existing agency documentation which may influence how to make a complaint for example, bullying and harassment policy/whistleblowing policy/complaints policy (during induction a list of such policies should be made available to the student along with details of how they can be accessed). Students should be made aware of the NISCC Standards of Conduct and Practice for Social Workers (2015) and Standards of Conduct for Social Work Students (2015). All above documentation must be drawn to the attention of the student throughout the social work course and reinforced during induction to the agency. Confidentiality should be maintained within this process – information should only be supplied to those with a need to know. Individuals should not discuss specific complaints with others.
Where a complaint has been investigated and found to be unsubstantiated but concerns have been raised about conduct /competence /behaviour of complainant the matter may be referred to HEI, employer organisation or NISCC.
Students may occasionally find themselves in the position where a complaint has been made against them during a PLO.
Students should be provided with guidance/procedures on how a complaint against them may be addressed.
Students should have knowledge of any complaints procedure existing in the organisation within which they are based. (A list of such policies should be made available to the student along with details of how they can be accessed). Students should be made aware of the NISCC Standards of Conduct for Social Work Students (2015) and this should be discussed with them in the context of professional practice and accountability. Students’ attention should be drawn to “Fitness to Practice” procedures within their academic institution. All above documentation must be drawn to the attention of the student during their induction to the agency. Confidentiality should be maintained within this process – information should only be supplied to those with a need to know. The student should not discuss specific complaints with others.
27 Practice teachers, tutors and students should also familiarise themselves with the following documents:
Protocol for Dealing with Factors Affecting Progression of Practice Learning: June 2013 (Appendix 14).
Registration of Social Work Students on the Social Care Register: Information for Social Work Course Providers (NISCC, Revised 2010)
Travel/travel expenses related to work on behalf of the organisation hosting your Practice Learning Opportunity
Geographical location of PLOs is a key factor which impacts on the allocation process. PLOs cover a wide geographical area and travel is an explicit part of the Degree in Social Work Course.
Students will therefore be expected to travel and students will need to be prepared to travel to their PLO destination.
In circumstances where a student refuses an offer of a PLO on the basis of travel she/he will not normally be offered an alternative PLO for that designated period of Practice Learning.
It should be noted that there is a division of responsibility regarding PLO travel expenses.
As part of the DOH (formerly DHSSPS) incentive scheme, those students on this scheme receive £500 per year towards practice learning travel expenses. This is for travel to and from PLO. Agencies pay student expenses in respect of travel they undertake in order to carry out work on behalf of the organisation. Students will be informed of mileage rates by the DPLP providing the PLO and should claim travel expenses in line with agency procedures. The requirements of the agency in terms of the process for travel expenses claims and the receipts required should be discussed and recorded at the initial practice learning meeting. The requirement to have appropriate and current documentation relating to driving licence, business insurance, tax, MOT and vehicle registration should also be noted. Each student will be expected to provide copies of these documents to the appropriate department and also to the Practice teacher. Practice teachers should retain a copy of all travel documentation in the student’s supervision file.
Normally practice teachers need to verify and process student expenses claims and may be responsible for checking vehicle documentation however in some cases the latter is the responsibility of the department processing the claim.
Absence from the Practice Learning Opportunity 28 PLO requirements
It should be noted that normally students are required to complete the 85 or 100 days PLO within the designated practice learning timeframe. Therefore if circumstances arise, prior to PLO commencing, which are likely to preclude the student from completing the designated period of practice learning then he/she should immediately advise their personal tutor and the practice learning coordinator. A student should not take up the offer of a PLO in the knowledge that he /she will not be able to complete the required number of days. Students cannot take time out of the PLO for the purpose of holidays and therefore should not make arrangements to do so as such absences will not be accommodated. Students may not request either time out or a different working pattern to facilitate paid employment. Absence from PLO
Where illness or other urgent and unavoidable circumstances necessitate absence from PLO the student must notify the team/facility and also the practice teacher. The student is required to follow the absenteeism policy and procedures of the organisation in which he/she is placed.
If a student is unfit for PLO due to ill-health, injury or urgent unavoidable circumstances, he/she must notify the manager/on-site facilitator and practice teacher at the earliest opportunity. Notification should be via telephone (not text) and normally not later than 10.00am on the first morning of the first day of absence. Student must provide information on the general nature of the illness/absence and if possible some indication of the expected duration of the absence. This information is essential as the line manager may need to make arrangements to cover the student’s work.
Student must keep in regular contact with his/her practice teacher, line manager and tutor. Student should not expect the tutor to communicate this information on his/her behalf. It is the responsibility of the student to contact members of his/her training team as necessary. Failure to do so may result in withdrawal of the PLO.
In order to meet NISCC requirements a student must complete 85/100 days PLO as appropriate. Therefore any absences from PLO must be ‘replaced’. A record of absences should be maintained (Appendix 2) and also a written agreement should be reached as to how any missed days/hours will be made up.
In the case of ‘missed days’ due to illness/urgent and unavoidable circumstances the following will normally apply:
29 Up to and including 5 missed days:
The student must make up these days/hours as agreed with practice teacher. Study time cannot be used to make up absences.
6- 10 missed days: The student must make up these days/hours as agreed with practice teacher, tutor and on –site facilitator. This is likely to involve negotiation of an extension to the practice learning period. Any renegotiation of the end date of the PLO will depend on the needs of the PLO provider, the needs of service users and the services delivered.
Applications for extensions to hand–in dates will be considered.
More than 10 missed days:
PLO would normally be discontinued. Any exception to this must be reported to Professional Officer, NIDSWP, including the reason upon which the decision is based.
In arriving at a decision to continue or discontinue a PLO In such circumstances the training team will need to consider the individual circumstances of each student, in consultation with the DPLP/ADPLP Practice Learning Co-ordinator and/or Senior Manager as appropriate. It may be necessary to renegotiate the end date of the PLO period. Any renegotiation will be dependent on the needs of the PLO provider and service users.
If a student’s competence and development is considered to be marginal no extension will be made to the PLO, i.e. no additional days will be given, to allow the student opportunity to bring his/her performance up to the required standard.
Jury Service
QUB If a student is called for jury service essentially she/he should present with their summons at the Student Guidance Centre which will then supply a letter seeking exemption and explaining the grounds for this request – this is usually accepted by the Court Service.
UU/FE 30 If a student is unsure as to what to do then she/he should contact their Course Director as a matter of priority.
PLO: Hours of work
Full-time students are required to work 37.5 hours weekly/part - time students are required to work 37.5 hours per fortnight. This is the standard working hours for most agencies; some agencies may require work outside 9 - 5 office hours e.g. A Young Persons Project may require evening work. Education Welfare setting may require home visits after school hours.
Students located in residential and supported living settings will normally be required to work shifts which may include evenings, overnights and weekends.
Only those students who have been accepted as having individual circumstances within the defined criteria may, if deemed necessary, have adjustments made to the working pattern of the PLO. However they are still required to meet the NISCC requirements as detailed above.
Organisations do have “family friendly policies” and may be prepared to accommodate a degree of flexibility. Students, as is the case with employees, do not have an automatic right to flexibility under “family friendly policies”. The needs of service users and the requirements of the agency are key factors when such requests are being considered. (Please refer to Practice Learning Opportunities- Information Booklet for Students; August 2016, which is available on the NIDSWP section of the NISCC website ((http://niscc.info/degree-in-social-work/degree-in-social-work-partnership)).
31 Section 2: The Practice Learning Requirements
Supervised and assessed practice learning should offer a range of experiences to students to help them understand, acquire and demonstrate transferability of knowledge, skills and values in practice. To this end, nine practice learning requirements have been identified. These are the range of mandatory assessed practice opportunities which are to be offered over the course of the Social Work Degree. Students will be offered opportunities to gain experience of:
Carrying out Statutory tasks At least two different settings Providing services to at least two user groups Group care Working with at least two other professionals The contested nature, scope and purpose of social work in a contested society Participating in formal decision making forums Participation and presentation of evidence to courts, tribunals or other formal hearings Applying community development approaches in social work
All students over the course of both their practice learning periods need to cover each of the above requirements at least once. With regard to working in at least two different settings and providing services to at least two user groups, it has been agreed that the Degree Partnership will endeavour to ensure that students meet these requirements through the practice learning allocations process. It is recognised, however, that there will be concerns regarding the expectations that all these practice learning requirements can realistically be covered on any one practice learning opportunity. Some sites will quite legitimately not be able to meet all of the requirements, particularly group care and community development.
With regard to participation and presentation to courts, tribunals or other formal hearings and with regard to community development, the NISCC have clarified that experience of these two learning requirements can be gained through action learning or project work where sufficient opportunities are not available in real-life practice.
32 Programme providers will ensure that these two requirements are part of the taught curriculum to make sure that students do acquire sufficient grounding. However agency providers and practice teachers are still encouraged to consider these two areas within actual periods of practice learning perhaps through some form of action learning work. The challenge is that all partners involved in the Degree should ensure that consideration is actively given to all practice learning opportunities to ensure they meet as many of the requirements as possible.
Guidance on meeting the Practice Learning Requirements
It is recognised that the provision of experiences relating to particular practice learning requirements will be more problematic for some sites than others.
A general point, which relates to all nine practice learning requirements, is that students should be encouraged and facilitated to revisit the University/College teaching and any previous courses they have undertaken to date, which relate to the requirements. Supervision with their practice teacher will assist them to integrate this teaching into practice. Students may also, while completing PLO, be able to access agency training so long as it is deemed relevant and appropriate. Such training should be related to the practice learning experience and should not significantly impact on the amount of time available for direct practice with service users.
N.B Students at Level 2 are required to cover at least one of the following during their practice learning opportunity:
Group care Group work Community Development
Some of the specific learning requirements will now be addressed:
Statutory Tasks
This should be interpreted as broadly as possible in terms of helping students see the legal basis or mandate or limits to the work they are involved in. For example, students placed in a voluntary site should be in a position to be aware of the statutory basis underpinning the role and remit of the practice learning site, even if delegated from Trusts or another statutory body. In addition all social work agencies operate within the context of overarching pieces of legislation which will permeate and influence many aspects of practice.
Participation and presentation to courts, tribunals or other formal hearings
There is no expectation that this practice learning requirement will be met when the student is in a social work agency undertaking their practice learning 33 experience. All students can meet this requirement by taking the modules on Court Work Skills within their academic teaching. However it should be recognised that there is a gap in the legal/procedural knowledge base (and its application) when a student commences his/her first practice learning opportunity, as he/she will not yet have undertaken the module on court work skills.
There may however be ways to assist students to avail of opportunities to expand their knowledge and/or skills with regards to this practice learning requirement. This will however be dependent on the type and nature of the first practice learning opportunity.
It is also acknowledged that students on both practice learning opportunities will rarely get the opportunity to undertake court, tribunals or formal hearing work while in agencies and that they may be placed in a site where none of these are immediately available.
Practice teachers are thus encouraged to attempt to negotiate with teams who do undertake such tasks for any opportunity for the student to:–
Shadow a social worker who is involved in any type of court, tribunals, formal hearing work related to the PLO service user group: e.g. vulnerable adult case, Article 18 report, DLA applications, detention for assessment under mental health legislation, review tribunal, residence order, child protection case conference, guardianship, Power of Attorney and Office of Care and Protection, etc.
Examine the file of a recent case which involved any of the latter types of work and engage in purposeful discussions with the worker involved.
Examine a case from initial referral through all the social work processes to maximum state intervention into service users’ lives and even “worst case scenario” (death of service user/ public inquiry).
Liaise with Probation Service for a group of students to undertake a pre-planned visit to court to observe it in operation, exploring roles and responsibilities
Students may also be encouraged and facilitated to deepen their understanding by questioning -
Why are formal hearings, tribunals and court work part of the social work process?
What methods of intervention are used in such types of work?
What are the theories / legislation/ policies / procedures used in this type of work?
34 What skills, knowledge and values do social workers need to be effective in this type of work?
What, if anything, is different in this type of work compared with other types of social work practice?
Community Development
The Health and Social Care Board (HSCB) and the Public Health Agency (PHA) have worked together to bring forward a Community Development Strategy for Health and Wellbeing 2012-2017. The HSCB and PHA view community development as a key tool to improve health and wellbeing.
“ The Board and Agency want to see strong, resilient communities where everyone has good health and wellbeing, places where people look out for each other and have community pride in where they live”.
The Board and Agency are seeking a number of benefits such as:
Helping to reduce inequalities; Strengthening partnership working with service users, the community and voluntary sectors and other organisations; Strengthening families and communities; Supporting volunteering and personal development; and Making best use of resources
(Community Development Strategy for Health and Wellbeing 2012 -2017; HSCB and PHA, May 2012).
The strategy approves the National Occupational Standards (2010) definition of community development as:
“enabling people to organise and work together to identify their own needs and aspirations; take action to exert influence on the decisions which affect their lives; improve the quality of their own lives, the communities in which they live, and societies of which they are a part. It is a long term value based process which aims to address imbalances in power and bring about change founded on social justice, equality and inclusion”.
How Community Development Works:
Community Development has always had an asset based approach which includes: • the practical skills, capacity and knowledge of local individuals, families and groups; • the passions and interests of local people that give them energy for change; • the networks and connections – known as ‘social capital’ – in a community, including friendships, neighbourliness and volunteering;
35 • the effectiveness of local community groups and voluntary associations; • the resources of public, private, voluntary and community sector organisations that are available to support a community; and • the physical and economic resources of a place that improve wellbeing. (National Institute for Health and Clinical Excellence, 2009)
International evidence is clear that commissioners need to provide consistent leadership in relation to community development and that better outcomes are achieved when service users, carers, volunteers and communities are fully involved in decision making in their areas. (CES Evidence Review, 2010) (Marmot Review 2010)
Examples:
Some examples include grassroots practical, innovative approaches of support, such as; meeting and greeting patients at Accident and Emergency Departments, developing a Cancer Survivor Programme and Self-Managing long term conditions. Through involving communities, families, groups and volunteers the regional plan aims to add value to the work of HSC staff.
The Regional Community Development Strategy and Regional Volunteering Plan will include support for community development approaches and innovation such as:
Increased partnership approaches with the community sector; Working with communities on human rights issues, equality and social justice; Re- enablement agenda, helping older people to stay at home for as long as possible: e.g. help with shopping, befriending, social support from communities; Recall Project: Medicine management/reminders; Nutrition Strategy: Meal time companions; Ambulance Service: Increased roles for volunteers; Mainstreaming volunteer roles in health and social care; Strengthen service users, active citizenship which improves/enhances service delivery; Enhancing person centred services and patient experience; Influencing and ensure strategic fit to Transforming Your Care agenda; Support vulnerable people and enhance quality of life; Increased person centred, self - directed support; Re-admission to hospital – prevention - “Telecare” and linking to community support; Seek coherence between linked strategies, community development, PPI, equality and patient experience; Systematically develop community development approaches in all aspects of their core business.
36 Community development approaches should be an integral part of all social work practice and not an add on.
This practice learning requirement can be met through a variety of ways and students can develop their practical understanding of community development in social work through work with individuals, groups and communities. In meeting these requirement students need to demonstrate an understanding of the key characteristics and practice of community development approaches.
Imaginative and creative thinking may be needed to help students to relate to the community development aspects of the area of practice in which they are involved.
The Community Development Performance Management Framework (Community Development Strategy for Health and Wellbeing 2012:19) provides a useful tool, as it illustrates community development practice at a number of levels.
Students should be encouraged to explore it within the context of their practice learning setting and the service user group with whom they are working. The following are examples of key areas which could be considered:
What is the role of community development within health and social care? How can you incorporate community development into your work with this service user group? What is the extent of service user involvement within the setting and or organisation? How is the service reviewed and evaluated? Critically evaluate your knowledge and experience of community development within social work practice. For example, what are the current gaps in community development work in relation to the practice learning site/ service user group? In what ways could the service be enhanced? What innovative approaches are being taken in relation to health and wellbeing in relation to the service user group? How is partnership working with individuals, groups, communities promoted and achieved? Explore the levels of user involvement and engagement with the wider community within this practice learning setting? What is the relationship with the local or wider community sector?
Examples of action learning:
Audit of service user involvement; Group work programme(e.g. personal development); Helping with group development and dynamics;
37 Developing or strengthening links between group and health and social care services; Promoting and extending volunteering within an organisation which might include training needs; Satisfaction surveys on community initiatives, identify actions; Basic needs assessment; SWOT analysis.
Whichever approach or task is undertaken in relation to this requirement there should be explicit reference to the knowledge, skills and values developed during the work.
Group Care
Introduction
The NISCC requirements for practice learning stipulate that students must gain practice experience in group care. The following guidance notes outline an agreed regional approach to meeting this requirement.
Group care is defined as:
“Where people come together where there are elements of shared daily living activities and living or being within the life space of others”.
Therefore group care can be interpreted flexibly and examples are: Residential settings either full time or overnight/weekend Day care settings Supported living projects Outreach/drop-in projects Hospital settings
Example 1: A student based in a statutory fieldwork team could usefully undertake a reception assessment for day-care and/or residential services, following one service user from point of referral to attendance or admission and complete the initial assessment and care plan Example 2: A student in a statutory fieldwork team undertaking work at a voluntary advocacy drop-in project for the same user group.
In meeting this requirement there is an acknowledgement that there will major organisational challenges in providing these practice learning opportunities. It is also inevitable that this requirement will have an impact on service users living in group care settings and efforts should be made to minimise any disruption to service users. Demands on group care learning sites will therefore need to be carefully managed. The fact that a number of such learning sites may not have a qualified social worker on site, with potentially no subsequent social work role modelling available to the student, needs to be taken into account.
38 This requirement cannot be met through observation or simulation but must be met through direct work in a group care setting. The learning outcomes outlined in this section need to be addressed and the practice teacher should ensure that the student has sufficient learning opportunities in order to address the learning outcomes.
The fundamental purpose of group care learning is to provide the student with the opportunity to consider the range of care provision for users of service, to promote and enable quality of life factors. When considering the relevance of accessing group care opportunities where the student is not placed in a core group care site, practice teachers should be mindful of the appropriateness of linking the student to a group care site.
Group care opportunities should not be sought unless there is a clear alliance to the core site and where the provider agency does have formal partnerships and alliances between community based and day care and residential units. Group care opportunities may not be accessible for all core sites across Northern Ireland.
Learning Outcomes from Group Care Opportunities
When undertaking group care opportunities students could achieve the following:
1. An increased understanding of the impact on service users of the process of transition through exploration of personal losses and gains within a group care environment;
2. An increased understanding of the impact on service users of institutional processes through exploration of group norms and behaviours;
3. An increased understanding of the concept of individual action through exploration of care planning; management of routines and unit policies;
4. An increased understanding of the role and function of group care services through an exploration of the continuum of care provision and the appropriateness of referrals to group care;
5. An increased repertoire of skills for working in the life space through exploration of relationship formation, group dynamics, observation skills, exchange of information skills and continuity of care skills.
These learning outcomes can be linked to the evidence requirements and the practice foci. Practice teachers should consider the outcomes as guides for the allocation of group care opportunities.
Potential Work Opportunities:
1. Complete the admission and review process with one service user
39 2. Complete discharge and review process with one service user
3. Undertake identified objectives from the care plan e.g., work with loss, self-esteem work
4. Undertake identified project work e.g., facilitating information exchange regarding new policies or resources
5. Undertake typical duties within group care e.g., complete skills in residential work; facilitate activity sessions in day care
It should be noted that it is deemed appropriate for students to undertake personal care tasks associated with the nature of the PLO e.g. day care, residential, but this should not be the main or core role for students.
Minimum Requirements
Whilst it is recognised that some students may meet the learning outcomes within a shorter time frame, it is anticipated that 40 hours would be a reasonable time period in which to undertake identified group care opportunities. This would include associated preparatory, evaluative and reflective written work.
Group Work
This requirement cannot be met through observation or simulation but must be met through direct work in a group work setting/context. The learning outcomes outlined in this section need to be addressed and the practice teacher should ensure that the student has sufficient learning opportunities to address the learning outcomes. The work is required to be structured with purposeful intervention of sufficient depth which is informed by theory and an understanding of group dynamics. The student must demonstrate the ability to work with groups in the planning, contracting, facilitation and evaluation stages.
The requirements can be met as follows: Where it is possible and appropriate, the requirements should normally be met by directly working with a group/s of service users and carers and communities with a common need or with members of the public with shared social interests. The requirements may also be met by using group work approaches in work with families and/or children within field work cases.
The requirements may be met by the student demonstrating group work skills with a colleague involved with service users and carers, where the student directly contributes to or co-works the facilitation of the group using the required facilitation skills and where specific learning outcomes are identified.
The emphasis in all learning situations should be on the underpinning skills and knowledge used in group work and their transferability across residential, day care or fieldwork settings. This should be evidenced by purposeful, 40 structured intervention of sufficient depth that is underpinned and informed by the theory and understanding of group dynamics and which meets the learning outcomes identified in this section, including:
Identify opportunities to form and support groups (whether or not a student joins a group or establishes a group); Use group programmes, processes and dynamics to promote individual participants’ skills and promote growth, development and independence and foster interpersonal skills; Help groups to achieve planned outcomes for their members and to evaluate the appropriateness of their work; Disengage from groups appropriately.
Minimum requirements/number of sessions
Ordinarily this requirement would be met in no less than 4 work sessions where the student is fully involved in the group work process.
Practice teachers should refer to the Handbook’s “Statement of Differential for Levels of Practice Learning” (page 50) in order to inform their professional judgment of competence at Levels two and three.
Useful materials are available in the Practice Teacher and Student Toolkit (Aug 2015).
Conclusion
There are many and significant challenges in seeking to maximise the range of learning requirements that practice learning sites can offer students. The suggestions in this handbook are intended as a helpful beginning to this process.
The onus is on the practice learning provider, represented through the practice teacher and on-site facilitator/supervisor, to be clear about what the practice learning site can provide for the student and to address this clearly in the initial contracting meeting. Furthermore it is imperative that identified sites have considered the real possibility of accessing opportunities to meet all requirements particularly where the site is considered to be a core site, i.e. one where the student will undertake a substantial amount of their practice. This work is ongoing and needs to continue across the statutory and voluntary sectors. It will also be informed by the NISCC Standards for Practice Learning Providers.
Nevertheless, regardless of how the situation develops, it remains critical, that if meaningful and purposeful opportunities are not available within a level two PLO the practice teacher must note this clearly to ensure appropriate allocation of a site is made for level three.
41 Professional Ethical CompetenceProfessional Professional PracticeEthical Competence ResponsibilityProfessional Practice Responsibility& Accountability& Accountability Section 3: Key Role Specification
The Degree seeks to prepare students to work in a broad range of situations and to respond to and contribute to change in the professional context. During their practice learning, students strive to take forward three main elements of professional development. Firstly, fundamentally and at the centre of everything, there is ethical practice in terms of the application of the professional value base. The NISCC Standards of Conduct for Social Work Students (2015) along with the “Statement of Expectations” from Service Users/Carers, (Northern Ireland Framework Specification for the Degree in Social Work (DHSSPS: 2003;) need to influence the student’s practice. Secondly, professional competence needs to be demonstrated in relation to the knowledge, understanding and skills used to promote service users well-being and in preparing for and delivering direct practice. Finally there is the need for professional responsibility and accountability in seeking to understand and work within the contested nature, scope and purpose of social work in a diverse society. The inter-relationship and bringing together of these 3 elements are fundamental to “developing professional social workers whose practice is founded on values, is carried out in a skilled manner and is informed by knowledge, critical analysis and reflection.”
The six key roles laid out in the Northern Ireland Framework Specification for the Degree in Social Work (DHSSPS: 2003) detail the key core skills, knowledge and standards that are required from all students to meet the required standard of competence. In the framework specification document, the links with the National Occupational Standards for Social Work (2003) (NOS) and the Quality Assurance Agency Benchmark statements – Academic Standards – Social Work 2008 are made explicit. The key roles are further broken down into 21 practice foci which are required in order to fulfil these key roles and which reflect the NOS. The practice foci are the general benchmark statements that explain the professional practice components of each key role. Students must demonstrate that they have achieved the key roles and associated practice foci (A statements) whilst, as indicated above, adhering to and demonstrating the values and principles stated within the the NISCC Standards of Conduct for Social Work Students (2015) and the Statement of Expectations (DHSSPS: 2003:35) from individuals, families, carers, groups and communities who use services or those who care for them.
42 The Key Role Matrix
For the purposes of this handbook, the practice foci have been outlined in a matrix (Appendix 7). As indicated above, these 21 foci are considered essential for confident and competent practice at levels two and three of the degree. They are required and mandatory for all students, apart from A8, which can be demonstrated in either of the practice learning periods. Students and practice teachers should refer to the differential statements of outcome for each level of practice learning.
The matrix also details the expected practice outcome for each of the practice foci (D statements). (The associated acquired skills, as well as the knowledge and critical understanding needed, are omitted in this matrix but can be accessed in the Framework Specification document, columns B and C respectively). The outcome statements (D statements) are indicators of what the student must demonstrate at the end of the three years to ensure they meet the requirement of confident and competent practitioners. In addition suggestions as to appropriate evidence indicators for the practice foci are also provided. In meeting the practice foci, students should, by default, be addressing the D statements. It is not required for students to specifically reference how they have met each individual D statement.
Students and practice teachers should note that universal terms are used for suggested evidence indicators, as practice learning will take place in a range of settings and sectors. With regard to the pieces of work the student is asked to undertake, they need to be able to describe, analyse, evaluate and reflect on how the work was prepared for, assessed, planned, taken forward and reviewed, in other words, the social work process. This will occur even in situations where it may not be formally recorded as such by the agency. It is therefore important that these indicators are viewed as indicative only and where an agency does not complete formal assessment/risk assessment reports consideration should be given to what the equivalent evidence could be within that particular setting. For example, assessment reports could be viewed as formal agency reports or professional judgements as to the user situation as prepared by the student for supervision. (See also Evidence Requirements)
Finally the matrix provides space for the student and practice teacher to note emerging evidence. The matrix is a key working document during the practice learning period and can be used in a number of different ways:
As a recording tool for the identification of the type of evidence being generated by the student;
A minimum of two, maximum of three pieces should be cited for each practice foci;
43 As an audit tool for the type of typical evidence that would demonstrate confidence and competence;
As a verification tool for the practice teacher who can initial that the evidence was generated;
As the final record of evidence.
Practice teachers and students must use the matrix throughout the practice learning period, and a completed copy should be maintained within the student supervision folder. Only the summary matrix citing the evidence for each practice foci should be included in the Practice Teacher Report. As the matrix is a working document the summary sheet should reflect the on-going process of the student becoming competent and confident, i.e., work should be signed off at varying points throughout the PLO.
44 Section 4: Engaging in the Work, Gathering Evidence, and Meeting the Assessment Requirements
Practice learning is about learning from the work. Students will have the opportunity to engage in service provision across the range of areas that social work operates within. The Degree seeks to maximise the learning for students during these protected periods of practice. Every effort should be made to ensure that over both their practice learning periods, all students have access to a full range of learning opportunities and requirements. In addition, there needs to be clarity in what is expected from students in terms of their integration of knowledge and values and demonstration of skills in showing competent practice. Students will also require support and guidance in linking theory to practice. To assist practice teachers and students in doing this, it will be important that students share with practice teachers their learning and reading lists from academic modules, which can also be accessed through the programme handbooks. Programme handbooks are available through FHEIs websites.
It should be noted that evidence will be generated by the student in the “normal” course of undertaking their social work duties. The focus should be on carrying out the social work task and evidence generation will be the natural outcome. The practice teacher will ensure that the student has sufficient work to allow for the production of evidence and will require the student to undertake a number of written pieces of work during practice learning not all of which will ultimately form part of the formal evidence requirements.
45 Evidence of Professional Development and Confident and Competent Practice
The six key roles and twenty-one practice foci are the baseline for all assessments of competence. In order to demonstrate the required level students must be proficient in all aspects of the social work process. Practice teachers cannot confirm competence unless they have assessed evidence - written and/or verbal of appropriate understanding and practice of all aspects of the social work process as noted within the key roles. This must be underpinned by explicit competence in skills at all levels, anti-oppressive practice and evidence based practice. Evidence should be generated throughout the PLO to ensure essential formative assessment by practice teachers. In the summative assessment practice teachers are asked to explicitly discuss the competence of the student within the social work process.
Given that assessment of competence within the social work process is an integral part of the key roles, there needs to be flexibility as to how this is demonstrated during the timeline of the PLO. This should be reflective of the student’s professional development and learning journey. A number of CORE evidence requirements have been stipulated FOR ALL STUDENTS, and 1 DISCRETE REQUIREMENT FOR LEVEL TWO AND THREE.
46 EVIDENCE REQUIREMENTS
DISCRETE CORE DISCRETE LEVEL TWO 3 DO’s + TUNING-IN & LEVEL THREE EVALUATION, (one of which must be ASSESSMENT comprehensive; (refer ASSESSMENT + TUNING-IN & to pages 54,55) (INCORPORATIN EVALUATION G RISK) + COMPLETED MATRIX TUNING-IN & (minimum 2, maximum EVALUATION 3 examples cited)
The inner circle represents the required core evidence that all students would produce.
The three direct observations (DO’s) should be planned to reflect the developmental journey of the student particularly at level two. Please refer to pages 54/55/56 for further guidance on the observations.
The completed matrix should cite a minimum of two and maximum of three sources of evidence, from throughout the PLO, against each practice foci. Students are encouraged to cite evidence that demonstrates competence across a number of foci.
The core and discrete formal evidence is the baseline for demonstrating competent practice but does not constitute all of the evidence a student may produce. The practice teacher can continue to ask for additional pieces to be completed where there are concerns that work is failing to meet the standard of competence required.
Practice teachers need to set learning tasks that are written, such as tuning- in, evaluation, theory analysis, process records etc. They can also assess learning and development through verbal processing in supervision, presentations or meetings etc.
It is the responsibility of the practice teacher to outline clearly the rationale behind the learning task and there should be a clear link with the PROGRESSION TO COMPETENCE (positive and negative indicators and differential statements) and AIDE FOR EFFECTIVE EVIDENCE documents.
47 (See Appendix 8) These would also provide an explicit baseline for the final assessment report.
Any written learning tasks should normally have a word count of 1200-1500.
The Ladder of Learning (page 49) represents the broad steps to final confidence and competence with three stages delineated as to the focus for the development and evidence of learning. It should be noted that the three stages should not be measured in terms of number of weeks for each but are indicative of the incremental nature of learning that would be normally expected in an 85 or 100 day PLO.
48 THE LADDER OF LEARNING AN INCREMENTAL APPROACH TO EVIDENCE OF CONFIDENT & COMPETENT PRACTICE.
E PLO ENDS PT COMPLETES REPORT V I WEEKS 12--14 D E THROUGH ONGOING REFLECTION AND ANALYSIS, SUPERVSION N AND 1 DIRECT OBSERVATION PT ESTABLISHES THAT STUDENT C IS INTEGRATING KNOWLEDGE FOR PRACTICE AND IS E CONSISTENT IN APPLICATION. THROUGH REFLECTION AND ANALYSIS AND SUPERVISION, PT G ESTABLISHES APPROPRIATE LEVEL OF COMPETENCE IN ASSESSMENT, RISK AND DECISION MAKING. E WEEKS N 4/6— E THROUGH REFLECTION AND ANALYSIS OF KEY ASPECTS OF PROFESSIONAL 8/10 R PRACTICE, SUPERVISION AND 1 DIRECT OBSERVATION, PT ESTABLISHES ABILITY TO WORK WITHIN THE SOCIAL WORK PROCESS A AS APPROPRIATE TO PLO T E D THROUGH INDUCTION, INITIAL SUPERVSION, LEARNING LOG, INITAL TASKS AND 1 DIRECT OBSERVATION, PT ESTABLISHES BASIC ABILITY TO INTERACT WITH SERVICE USERS. T WEEKS H 1—4/6 R STUDENT STARTS WITH INDUCTION. THIS DETERMINES GENERAL O LEARNING NEEDS AND LEARNING CONTRACT AND ESTABLISHES U INITIAL LEARNING TASKS FOR ASSESSMENT. G H O STARTING POINT U T
49 Statements of Differential for Levels of Practice Learning
Level Level One Level Two Level Three Indicators Foundation Application Integrated Application
Knowledge o Understanding of key o Beginning ability to apply o Demonstrates ability to theoretical concepts which social work theories and select, apply and sustain inform social work practice methods to direct and inform appropriate social work practice methods and demonstrate o Uses appropriate explicit use of same sociological/psychological o Demonstrates informed material to further and critical awareness of understanding of Service agency function User’s situations o Can critically apply a o Can relate knowledge of range of theoretical law and social policy to perspectives and research agency function. to support evidence-based practice
50 Level Level One Level Two Level Three Foundation Application Integrated Application
Skills o Demonstrates o Demonstrates ability to o Demonstrates confident and understanding of and undertake social work role and competent use of a range of ability to apply basic verbal related agency tasks verbal and non-verbal and non-verbal skills of o Can use a range of social communication skills, including engagement work skills appropriate to each the ability to respond to stage of the social work complex and unforeseen o Can produce a clear, process situations concise and accurately o Demonstrates the ability to o Demonstrates confident and presented written report use verbal and non-verbal competent use of self skills of engagement in a o Can report and present considered way information concisely, yet o Can express and present comprehensively, presenting information clearly in verbal complex issues clearly and written form o Demonstrates an extended o Can demonstrate a repertoire of skills integral to beginning ability to use self their practice o Demonstrates a beginning o Demonstrates a developed ability to analyse, evaluate and ability to analyse, evaluate and reflect on practice reflect on practice o Can manage time and own o Can manage time and own workload competently, with workload competently with guidance some guidance
51 Level Level One Level Two Level Three Foundation Application Integrated Application
Values o Demonstrates o Can recognise significance o Can challenge awareness and of power and authority in individual, institutional and understanding of impact of worker/Service User structural oppression in an values, beliefs and relationship and is able to appropriate and attitudes on self, Service safeguard right and promote constructive manner User and service delivery responsibilities of others o Demonstrates an ability o Demonstrates an o Demonstrates to work toward resolution awareness of the potential understanding of different of value dilemmas and for conflict between forms of discrimination and conflicts in both personal and professional oppression and their impact interpersonal and value base on Service Users professional contexts o Demonstrates a basic o Can recognise and begin o Can integrate the values understanding of to explore some of the value of social work in to own inequalities and diversity dilemmas and conflicts practice while inherent in social work understanding own practice personal value system o Demonstrates the ability to actively promote rights of Service Users
52 Tuning-in to PLO
Preparation for the practice learning period begins at the point where the student is notified of his/her practice learning opportunity. In preparation for discussion of his/her Individual Learning Plan with personal tutor, the student should consider/reflect on his/her learning needs in the context of the practice learning opportunity. (It is recognised that there can be changes in allocation of PLO or late notice of exact site etc. which understandably limits the capacity of the student and tutor to identify specific learning needs before PLO commences. This should be addressed as early within the PLO as possible)
PLO 1- Consider previous life/work/academic experience to date including Preparation for Practice Learning module (PfPL) and feedback given.
PLO 2- Consider experience to date, including reflection on learning needs as identified by practice teacher from the first PLO and the academic teaching since this practice learning opportunity ended.
Preparation should also include a pre-placement visit to the PLO site and identification of relevant reading.
Induction Period
The student should use the induction period, including corporate induction and site induction, to begin to develop understanding of the service user group, community profile, organisation, team and resources.
Folder of Evidence
The folder of evidence is an extremely important element of the PLO and it is central to the successful completion of the PLO and academic assignments.
Practice teachers are reminded that a balance needs to be struck between the student undertaking a range of appropriate direct practice tasks and tasks for supervision. Expectations and outcomes should be fully discussed in the initial contracting phase with the student and reviewed on a regular basis.
Evidence and the Matrix
The full matrix should record ongoing evidence as appropriate for the practice foci, e.g. initial visit; tuning-in and evaluation; group work session; risk consideration/analysis; initial assessment. In so doing the student is noting the ongoing professional practice evidence.
53 It is recommended that a review of on-going evidence production is completed on a regular basis throughout the period of practice learning, with minutes of supervision noting the practice teacher verification.
In completing the matrix summary sheet, included in the Practice Teacher Report, the student should identify the most appropriate type of evidence already verified. The formal evidence requirements should be included as part of the identified evidence.
Finally, a pro-forma in relation to obtaining service users consent and ensuring confidentiality needs to be completed in respect of the work carried out with service users and which has been used by the student for their learning purposes.
Practice Teachers are reminded of the DHSSPS Circular (Consent in Social Care: July 2004) on the need to have service user consent before students undertake work with them
Contact with service users and how the student sought consent should be commented upon by the practice teacher within their report.
Service User and Carer Feedback in relation to Student Performance
The Degree Partnership in consultation with service users and carers developed guidance to assist practice teachers, students, on-site supervisors and others when seeking feedback regarding a student’s performance. It incorporates key principles which should inform the process of seeking feedback and it provides examples of possible questions which can be used to guide practice.
Seeking service users and carers feedback is ‘part and parcel’ of good practice and should be a key and regular aspect of any social work contact or interaction. When seeking feedback from individuals or groups it needs to be recognised that “one size does not fit all” and careful consideration should be given to:
Who is the most appropriate person to seek the feedback? What is the most appropriate means by which to gain feedback e.g. written, verbal, pictures? Is the means of communication sensitive to the service-user’s culture, notably language, level of education, literacy and understanding?
Whether feedback is sought from individuals or groups and whatever the means the following principles should underpin the process:
54 Guiding Principles:
Service users and carers should be given the opportunity to give feedback during the practice learning opportunity. This can be based on one or more contacts with the student;
Service users and carers will be given a choice as to whether they participate in giving feedback;
Full and explicit information should be provided regarding the purpose of the feedback and with whom it will be shared;
The decision to seek feedback should not take priority over the service user’s or carer’s presenting needs at that point in time;
All available support should be provided to enable service users and carers to give feedback.
The means of communication should be sensitive to the service-user’s culture, notably language; health and psychological wellbeing.
Some examples of questions which the individual seeking feedback can use to inform practice:
Did the student social worker identify him/herself and make it clear as to why he /she was there? Do you feel the student showed you respect? Do you feel the student listened to what you had to say? Did the student share information with you? Did you feel the student tried to understand your situation? Did the student involve you in making plans? What has changed as a result of the student visiting you? Can you give examples? Would you have changed anything about the student‘s involvement with you and /or your family? Have you any advice for the student as to how she/he might behave or respond to someone in a similar situation to you in the future?
NOTE: Students will need to continue to evidence service user /and or carer feedback through formal records. This does not necessarily mean that the pro-forma available in the toolkit have to be used. Other formats can be used.
Direct Observations of Practice o OBSERVATION REPORTS
There is a requirement for a minimum of 3 direct observations, of passing standard, (i.e. refer to statements of Differentials and pro-forma (Appendix 9).
55 One of these will involve a comprehensive ‘tuning–in’ and evaluation. The recommended word count for each of these elements is 2000 words.
The tuning–in and evaluation for the other two observations will have a specific focus which can be either an identified learning need or a particular aspect of practice/issue. The focus will be negotiated between the student and practice teacher. It should involve a combination of written and verbal (supervision) ‘tuning–in’ and evaluation. The written component should be brief and concise.
It is recommended that where possible one of the observations at Level 2 should focus on assessment and one of the observations at Level 3 should focus on assessment including risk.
Normally all 3 direct observations must involve face-to-face contact with service user(s) and/or carer(s). As non-verbal contact is an essential component of interactions it is only in exceptional circumstances, and, where the nature of the work is predominantly by telephone contact, that one of the three observations can be of a verbal interaction. Additional opportunities would have to be provided to enable student to have face–to-face contact for the other two observations.
All 3 direct observations must be carried out by an accredited practice teacher / practice teaching award candidate.
Records of Observation Guidance o Developmental assessment: - Observations should ideally be “staggered” throughout the PLO, i.e., beginning/middle/end phase of the PLO - Assessment feedback within the observation report should be constructive and should make links with any previous observation(s), i.e., future learning needs previously identified o Content of observation report - It is preferable if the observation reports are typed - Feedback within the report: Practice teachers are advised to provide specific constructive feedback with regard to the use of knowledge, skills and values/AOP. This feedback should highlight strengths, areas for development and cite specific examples
GUIDANCE FOR PRACTICE TEACHERS
Verbal feedback should normally be given immediately after the observation. This feedback should clarify with the student as to the status of the observation, i.e. competent session with developmental areas to be detailed in record; not competent session to be detailed in record;
56 The record of observation should normally be completed within one week of the date of observation;
Practice teacher should be explicit as to the nature of service user involvement. Was consent appropriately sought? Was partnership and participation appropriately demonstrated? Was feedback sought as to focus and outcome of the session?
Practice teacher should be explicit as to the focus for the observation e.g. to assess competence in planning; to assess competence in managing resistance;
Developmental and learning points should be explicit in the summary. Practice Teacher Report
Arrangements for Submission
Please note that the Practice Teacher report (including completed matrix and student training passport proforma) must be submitted electronically to the Universities by the due date (see Appendix 13).
QUB – submission of the report will be the responsibility of the student using their student ID under the relevant practice learning module code.
UU - Instructions on the electronic submission of the reports will be forwarded to practice learning coordinators who will disseminate the information to practice teachers. These instructions will include details regarding the need to save all of the components of the practice teaching report as one document and how to save the report and name it. In addition practice teachers will be advised on how to forward the report to a specifically created secure e-mail address.
Guidance on Content
Reports should represent the summative assessment of the practice teacher with reference to significant points of the formative assessment.
Reports should provide explicit information for the student as to next level learning needs and objectives. As such it is a further learning tool for students to assist their professional development.
The exact format is not prescribed but practice teachers must ensure they comment summatively with formative references on the areas specified within the handbook e.g. ethical practice, professional competence and professional responsibility. Furthermore Practice teachers must refer to the following:
57 o Student’s engagement in and understanding of the social work process;
o Student’s engagement and competence in service user involvement—consent and feedback;
o quality and depth of evidence;
o ability to link theory to practice, detailing AOP;
o ability to critically analyse and evaluate own practice;
o future learning needs.
Incomplete PLO - Practice Teacher Progress Report
In circumstances where a student does not complete the period of practice learning, for whatever reason, the practice teacher will complete a progress report (Refer to Appendix 11) which will be submitted to the University practice assessment panel/board.
It is recognised that if a student withdraws prior to the mid–point review it would be difficult for the practice teacher to make an informed assessment in terms of whether or not the student is passing or failing the PLO at that point in time. However for any PLO which progresses beyond the mid–point review the progress report must include a judgement as to the likelihood of the student meeting the required level of competence had the designated period of practice learning been completed. In other words was the student passing or failing the PLO at the point of withdrawal.
The progress report must be submitted by the deadline stipulated in the annual practice learning calendar however the practice teacher has the option to submit it earlier to the Chair of PAP/PAB if he/she chooses to do so. A copy should be sent to the student’s tutor who should ensure that the report is made available to the practice teacher of any subsequent PLO.
Guidance on content
Reports should highlight areas of strength as well as areas for concern
Reports should provide explicit information for the student as to their learning needs and objectives for the next PLO. As such it is a further learning tool for students to assist their professional development.
The exact format is not prescribed but practice teachers must ensure they comment on the areas specified within the handbook e.g. ethical
58 practice, professional competence and professional responsibility. Furthermore Practice teachers must refer to the following:
o Student’s engagement in and understanding of the social work process;
o Student’s engagement and competence in service user involvement — consent and feedback;
o quality and depth of evidence;
o ability to link theory to practice, detailing AOP;
o ability to critically analyse and evaluate own practice;
o understanding of NISCC standards for social work students;
o future learning needs.
Guidance on writing a report where there are serious concerns about a student’s conduct/practice/behaviour
There may be circumstances where a student’s conduct; practice and/or suitability for social work gives serious cause for concern. In such circumstances the NIDSWP Regional Protocol will be used and may result in one or all of the following outcomes:
No further action taken
PLO suspended pending investigation
PLO terminated
Student referred to the University and /or NISCC for Fitness to Practice.
The Importance of the Practice Teacher’s and Designated Practice Learning Provider’s (DPLP) Investigation Reports
The Practice Teacher’s report is extremely important in all circumstances but it is crucial when a student’s fitness to practice is being considered. Both the Practice Teacher’s Report and the DPLP’s Investigation Report will likely be used in other forums, for example, a University Fitness for Practise panel, a University Appeal Panel or a NISCC Conduct Referral.
Members of the University panels may not have an in-depth knowledge of professional social work standards; the level of competence and confidence required to qualify as a social worker and/or the course requirements,
59 including the NISCC Standards of Conduct and Practice for Social Work Students.
It is therefore extremely important that the Practice Teacher report explicitly identifies the concerns/issues and that timelines are clearly established. It may be useful to include the following:
a chronology of events;
a detailed account of the checks and measures that were put in place
to manage the concerns and encourage student progress;
a clear indication of the student’s level of competence in relation to the
standard required for their stage of training. The ladder of learning and differentials contained within the regional practice learning handbook are key tools in identifying the exact nature of concerns about a student’s progress;
reference to meetings proforma;
NISCC: DHSSPS NI Framework Specification for the Degree in Social
Work, which is based on the National Occupational Standards for
Social Work is also a key tool.
reference to the NISCC Standards of Conduct for Social Work Students (2015) commenting on the value and ethical requirements underpinning professional social work.
Remember the report needs to be explicit and self – explanatory!
The Management of Concerns Specifically Related to Practice Competence – Guidance for Practice Teachers
Section A
NISCC Practice Learning Standard 3.7.3 states
“each practice learning provider ensures staff are supported in carrying out their assessment responsibilities, including opportunities for standardisation, continuous professional development and sharing of best practice.”
To ensure the above is achieved, provider agencies are required to have arrangements that are consistent, fair and transparent.
Whilst each agency has internal mechanisms for support and guidance for practice teachers and a quality assurance system in relation to the standards
60 to measure student competence, over and above normal managerial supervision, the following are central when the practice teacher has concerns about the student meeting all requirements:
Ensure full involvement of tutor, student , on-site supervisor and line manager (as appropriate); Record and agree timescales for use of any formal internal processes of quality assurance (to be discussed in Practice Teacher Report); Ensure completion of additional practice learning review meetings pro forma, including clear identification of concerns in relation to key roles and NISCC Standards of Conduct and Practice for Social Work Students (2015).
Section B
This guidance is advised for Practice Teachers where there are concerns about a student’s ability to meet the key roles and/or practice learning requirements:
Do not ignore the situation, but at the same time do not over react; Be clear about the problem areas with the student; Provide the student with honest and timely feedback on work (written and practice); Make time to address the issues as soon as they arise and set tasks/objectives and review progress within agreed timescales; If concerns arise prior to the mid - point review instigate an earlier meeting; If concerns arise after the mid - point review initiate an additional meeting(s); Formulate appropriate opportunities within agreed timescales including a date for a formal review meeting; Maintain appropriate records; Advise relevant managers and ensure support for self ; Ensure student has access to appropriate support mechanisms; Ensure sufficient time for completion of detailed assessment report; Use managerial; supervisory arrangements throughout the practice learning period. Ensure adherence to organisation’s internal mechanisms for quality assurance of student competence; Ensure that where appropriate you adhere to “Protocol for Dealing with Factors Affecting Progression of Practice Learning” (NIDSWP: June 2013) Ensure you are fully aware of appropriate agency and programme policies and procedures; the NISCC Standards of Conduct for Social Work Students (2015) and the NI Framework Specification for the Degree in Social Work (2014), which contains the practice standards.
N.B. If a serious/dangerous situation should arise you must immediately refer the matter to the appropriate person(s) within your organisation and adhere to “Protocol for Dealing with
61 Factors Affecting Progression of Practice Learning” (NIDSWP: June 2013)
ENSURE THE WELFARE AND SAFETY OF SERVICE USERS.
62 Section 5: Assessment of Practice Learning
Summative and Formative Assessment
The assessment of the student’s practice learning period needs to be accurate (valid and reliable), it needs to be fair, it needs to be efficient and finally it needs to fit within the context of the Degree. To this end, practice learning is assessed in two main ways.
Firstly, the practice teacher has the responsibility to provide an open, clear, on-going and fair assessment of the student’s practice during the practice learning period. The methods of assessment will be discussed and agreed at the initial planning meeting. This assessment will be informed by direct observation of the student’s practice, the supervisory process, agency records and through completion of evidence requirements outlined in the previous section. The assessment will include feedback from other workers, carers and service users. (Feedback pro-forma are available in Practice Teacher and Student Toolkit: 2015)
The practice teacher and student will have to negotiate and plan the production and assessment of various items of evidence throughout the practice learning period. This will be a formative assessment of the student’s on-going competence and confidence through the evidence of their practice. The practice teacher will verify competence across all work.
The planning of the production of evidence is critical and practice teachers are strongly advised to discuss and agree an expected timeline for production.
There should be an incremental approach to evidence production that facilitates a clear and valid formative assessment.
The practice teacher is responsible for gathering, verifying and retaining various evidence items throughout the practice learning period. The practice teacher will then make a summative assessment of the student’s practice within his/her report. This assessment will be on a pass or fail basis and is not given a numerical mark and does not contribute to degree classification. It is the practice teacher’s responsibility to ensure that his/her report is submitted by the required deadline. The practice teacher must discuss their report with the student and give them the opportunity to comment on it. Both practice teacher and student must sign the report. Where a student is given the opportunity to read and sign the report but declines to do so, it should be noted.
63 Students will receive regular feedback on their progress in relation to the practice learning requirements and level of competence. This will also be a particular focus of the mid-point review and a consistent feature of supervision.
Role of the Practice Assessment Panel (PAP)
The purpose of the Practice Assessment Panel is to collate and present recommendations to the Practice Assessment Board/Board of Examiners and to monitor and assist in the development of standards in relation to assessment and with regards to student competence in practice learning. The Panel has a membership of representatives of academic and agency staff.
The Panel reserves the right to request the evidence folder where issues are identified.
The PAP will also consider all practice teacher progress reports and recommendations where a student has not completed the PLO, for whatever reason, and a recommendation will be made to the Board of Examiners which will make the final decision.
64
Section 6: Practice Learning Assignments
Level 2
Assignment title: Case Study
Task
In consultation with your Tutor and Practice Teacher, select one practice example which will enable you to demonstrate and evaluate your practice. Where you need to draw on more than one practice example, this must be agreed in advance with the Tutor and Practice Teacher.
N. B. A practice example is defined as the process of work with one service user, family, carer, group or community.
Guidance
In completing this assignment you should:
1. Include a brief description of the Practice Learning setting, pen picture of practice example(s) and context of the work, including your role.
2. Demonstrate how knowledge, skills and values (including relevant research and anti-oppressive practice) have informed your social work practice in this case, with regard to: i. Preparation for contact ii. Assessment iii. Planning iv. Intervening/Implementation v. Endings
2. Provide a critical evaluation of the impact of your intervention on the life/lives of the service user(s).
3. 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.
65 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:
1. Provide a brief description of the Practice Learning setting, including your role.
2. 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.
3. Demonstrate how you gave consideration to the impact of feedback from your Practice Teacher, service users and other relevant sources in developing your learning.
4. Identify key areas for future professional development and give consideration as to how these might be addressed at Level 3
5. 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 Reflection on Practice assignment is 3,500 words (+10%).
The exact word count must be stated on the front cover.
66 Level 3
Assignment title: Reflection on Practice
Purpose
The purpose of this assignment is to enable you to critically reflect on your learning and development in relation to becoming an accountable and competent social work practitioner.
Task
You will provide an account of your professional development during level 3, as informed by your work in two or three cases, selected in consultation with your Tutor and Practice Teacher. This account will include critical reflection on your management of risk and ethical decision making in the context of your work with service users.
Guidance
In completing this assignment you should include:
1. A brief description of the Practice Learning setting, including your role.
2. An application of one theoretical model of reflection to inform your account of professional development.
3. A critical reflection on the application of knowledge, skills and values to practice; which should demonstrate your ability to practice ethically and challenge oppression in your decision making and management of risks.
4. An identification of your continuing professional developmental needs and how these might be addressed in the Assessed Year in Employment.
5. Presentation of 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.
67 Level 3 Case Project (Evidence Based Practice)
Purpose
In the final year of training, social work Students have the opportunity to closely inform their knowledge base about the circumstances, needs and services available to a specific Service User group. Students are presented with a challenging learning experience and opportunity to focus on a group of Service Users using critical enquiry and evidence appraisal skills.
Task
The assignment centres on the consideration of a particular group of people in receipt of a social work service, for example, older people experiencing abuse, young people who have experienced the breakdown of foster care placements or people with learning disabilities entering the job market.
The group should be decided upon in consultation with the Student’s training team. Care should be taken to ensure sufficient material is available. It is intended that the issue which characterises the Service User group selected for study will be pertinent to the Student’s learning,
The completed assignment should provide the reader with an up-to-date account of the current state of knowledge, understanding and practice in relation to this group.
This assignment will primarily involve library research and should include the voices of the Service Users, their Carers where appropriate and the agencies / professionals who provide services to this group. This information should normally be taken from the literature reviewed and from personal contact.
Students are NOT required to undertake a questionnaire/ interview based investigation of Service Users’ and/or Carers attitude and experiences.
Project Summary
Students are required to provide a summary proposal of not more than 300 words, to include a general title, brief background and expected outcomes for social work practice. The summary proposal will be submitted to an assigned Tutor as per F/HEI guidance.
In undertaking this task Students must:
1. Provide a summary proposal of no more than 300 words (not included in the overall word count), which summarises the content of the assignment. 68 2. Provide an introduction that specifies clearly the Service User group, who are the focus of the study, states why this group has been chosen and identifies sources of information used.
3. Provide a critical review of both UK and international literature relating to this specific group of Service Users and in doing so; demonstrate an understanding of the historical, sociological, psychological and policy perspectives.
4. Provide a critical evaluation of the local policies, practices and provision of services. This should include the identification of any gaps and proposals for improvements in existing provision. (It is expected within this section that Students would convey an understanding of the providers’ perspective.)
5. Demonstrate an understanding of Service Users’ and / or Carers’ perspectives. This may be achieved through the examination of secondary data or evidence from practice with Service User.
N.B as previously stated Students are NOT required to undertake a questionnaire/interview based investigation of Service Users’ and/or Carers attitude and experiences.
6. Provide an analysis of value issues and anti-oppressive practice within the work. This should also convey the Student’s understanding of the discriminatory systems which operate in the lives of the Service Users and how these might be challenged.
7. Present the assignment to an acceptable standard, which conforms to the academic convention regarding grammar, spelling and the Harvard system for referencing cited works.
Word Limit
The Case Project should be no more than 5,000 words (+/- 10%). excluding summary proposal and references.
The Student must state the exact word count on the front cover.
Structure of Project
(This is a suggested format only and Students may present their project in an alternative form, whilst ensuring that there is an adherence to the marking criteria.)
Title
69 This should state the project topic in a succinct form, for example, “Social Work Service provision for older people with Dementia within a Northern Ireland context.” Introduction This section will explain why the project topic is important, relevant and worthwhile. It provides the background rationale and justification for the project.
Aim of project The Student will explain how the broad goals identified in the introduction should be met. For example,
(1)The project will seek to examine service provision for older people in the North-West of the province. (2) It will consider the literature, which underpins policy and practice in a Northern Ireland and UK context. (3) The project will seek to outline current gaps in service provision and make recommendations as to how these can be addressed.
Review of relevant literature A good understanding of what is already known or established about the topic is very important. Literature searches should include a consideration of work done at a local level, perhaps within your agency, alongside an examination of relevant research and policy documents at regional and national levels. It is also necessary to examine the relevant legislation and underpinning theory base. There should also be explicit reference to value issues and anti- oppressive practice in relation to the specific Service User group.
Service Users’ / Carers’ / Service Providers’ Perspectives Service User and / or Carer and perspectives may be collated from practice within practice learning opportunity, via analyses of interaction with specific Service Users and Carers. Where possible, an examination of service providers’ perspectives should be included. It may be possible to elicit this data from agency policy/ procedure documentation or through an examination of service providers’ views via a discussion with a senior member of the practice learning opportunity agency.
Outcomes Indicate how aspects of current literature, research findings and Service User/ Carer perspectives may inform practice, highlight models of good practice, enhance social work understanding and lead to a greater understanding of Service User participation in practice.
NB. It is suggested that to best assist the Student with their assessed pieces of work that Practice Teachers will focus primarily on using the evaluations of evidence and related tasks to assist Students in developing their knowledge and skills of reflective practice. Alongside Practice Assessment Panel (PAP) and academic guidance, Practice Teachers can give guidance on the Reflection on Practice Assignments. Tutors will focus primarily on the production of the Practice Analysis and Evaluation/ Case Project. This may 70 include for example discussing material which a Student may usefully include/consider direction in relation to reading/research and reading the work plan for practice analysis and evaluation/project. NEITHER Practice Teacher nor Tutor will read drafts of Student assignments.
It should be noted that the order in which the assignments are submitted differs for the two universities.
Please refer to the academic calendars (Appendix 13) for further detail.
Submission of assignments to practice teacher
It is the student’s responsibility to ensure that the practice teacher has a copy of both assignments by the date stipulated in the practice learning calendar (Appendix 13). If a student fails to meet this requirement the practice teacher will advise the Chair of the relevant University Practice Assessment Panel (PAP).
Note: Verification of assignments Practice Teachers do not have to provide written verification in relation to the assignments. However, in circumstances where a practice teacher has concerns that the evidence, practice examples cited are not representative of authentic practice, he /she must advise the Chair of the relevant PAP.
71 PART TWO:
Appendices of Guidance and Pro-forma
72 Appendix 1: Student’s Individual Learning Plan
NB: Individual Learning Plans must be discussed and agreed with your Personal Tutor
Level 1/Level 2/Level 3 (Please underline your stage on the Programme)
Section 1
1. Name of Student ______
2. Name of Tutor ______
Date: ______
3. Name of Programme? 3 Year Route 2 Year Route (Please circle one)
4. Educational Achievements (Please list ‘A’ level and or equivalent qualifications undertaken with grades (do not list GCSEs) and if applicable certificates/diplomas degree/s with subject/s undertaken with grade where appropriate)
5. Previous Work Experience (Please list any paid or voluntary experience of social work/social care – with dates – prior to starting the Programme)
6. (NB: To be completed by Level 3 Students only). Please identify the client group and setting you worked in during your first practice learning experience.
73 7. Please indicate practice learning requirements, which were not met in Level 2?
8. What previous knowledge and experience do you feel you are bringing with you to this stage of the Programme?
Section 2
9. What do you feel are your personal learning needs at this stage of the programme? (Please identify your learning needs in each of the following areas)
Skills
Knowledge
Values
Anti - Oppressive Practice
74 Section 3
10.Please identify your personal learning objectives for this stage of the programme
11.What tasks will you need to undertake to address your personal learning objectives? (In this section please indicate how you intend to use your practice development days - be as specific as possible with dates where appropriate)
A. During the Taught Semester/s?
B. During Your Practice Learning in the Agency? (All Students should complete this section towards the end of the taught semester/s and prior to going on practice learning opportunity)
Signed: Student______Date______
Tutor______Date______
75 Appendix 2: SUPERVISION FOLDER
CONTENTS
Section 1 NISCC registration certificate [copy] and date student’s annual renewal fee is due Student Profile Individual Learning Plan Student travel documentation
Section 2 Induction Programme
Section 3 Placement attendance record [signed by PT/student]
Section 4 Student Social Work Training Passport
Section 5 Supervision agreement [signed by PT/student]
Section 6 Supervision minutes [individual & group]
Section 7 Initial Learning Agreement Mid Way Review report Additional Meetings [if appropriate]
Section 8 Practice Teacher Feedback - Direct Observations
Section 9 Practice Teacher Assessment report Summary Matrix
Section 10 Previous Practice Teacher report [from level 2] OR Progress report [for previous incomplete placements]
RESTRICTED SECTION Section 11 Individual circumstances etc.
NB – Please ensure that all reports are signed [by both parties] and dated.
76 Student Attendance Record
Reproduced with kind permission of South Eastern Trust - Student Attendance Record Level 2 (85 Days) - Level 3 (90 Practice Days + 10 days at the end for Case Project/Reflective Practice Assignment i.e., Study Leave)
Monday Tuesday Wednesday Thursday Friday Saturday Sunday Signatures Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
77 Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Key to Table I - Induction PS - Placement Site T - Training SL - Study Leave SK - Sick Leave R - Recall Day SS - Student Support
NB: The above document should be signed each week by both Practice Teacher and Student
78 Appendix 3: The Practice Learning Initial Agreement
Practice Learning Period: From: ______To: ______NB: If agency is closed any other dates than agreed regionally in the Calendar (Appendix 13) then arrangements must be made to compensate to ensure that required number of PLO days are met.
Work setting
Address
Tel No:
Student’s name
Contact phone number(s) email address
Social Work Programme and Level
Details of Student Registration with Has copy been provided? NISCC: Y / N
(Copy must be provided prior to PLO commencing)
Practice teacher’s name
Contact phone number(s) Email address
Tutor’s name
79 Contact phone number (s) email address On-Site facilitator’s name (if applicable)
Contact telephone number(s) email address
Practical arrangements Hours of work/ Time off in lieu
Sick leave arrangements (Student, Practice Teacher)
Absences: How it will be recorded and how it will be addressed?
Guided Study arrangements (frequency, where and what?)
Student support group?
Accommodation: i.e. desk, chair, telephone, computer and internet access, library
Typing/Admin support
Specific Concerns: Health and safety issues covered during induction e.g. signing in & out, personal safety, personal possessions, gifts; issues with service users and practice teachers;
80 What to do in the event of an accident, accountability, student’s responsibilities, IT policies, etc. student complaint process and PLO
Business arrangements e.g. need to transport service users, business car insurance, travel expenses, name badge,
Any significant / additional information which may impact on Practice Learning? Any relevant personal/health issues which may impact on PLO? Have any conflicts of interest issues arisen to date? Any likely to arise? Agree use of specialist equipment for example audio recordings, IT packages and USB/live scribe pens. (Student to be aware that any issues which do arise during PLO are to be raised with the Practice Teacher.)
81 First PLO Students: learning needs from individual learning plan to be noted here. Students should discuss their experiences of the Preparation for Practice module as well as general academic progress and share any reader’s comments. PDD activities to be shared
Second PLO Students: learning needs from their most recent Individual Learning Plan to be noted. Last PT report, feedback from readers of assignments, academic progress and PDD activities to be discussed.
82 Practice learning requirements. * N.B At Level 2 one of the following must be met; Group work, Group care or Community Development
Requirement Available Not available Already met at level 2. Statutory tasks
Decision making
Group care*
Working with two other professions
Contested nature, scope and purpose of social work in a diverse society Court work/tribunals /formal hearings.*
Community development approaches *
83 Proposed workload and range of learning opportunities available to Student
Supplementary learning opportunities required
84 Supervision arrangements (to include with Line Manager/On-Site Facilitator/Supervisor where applicable) covering frequency, preparation and respective responsibilities.
With Practice Teacher:
With On-Site Facilitator/Supervisor
Assessment arrangements i.e. direct observations, Service User feedback, written work, process records etc.
85 Date of midpoint review (to be attended by all parties to the practice learning agreement)
Agreed date:
Student to give a short (no more than 10 min) verbal presentation at the mid-point review. This should be an overview of the social work intervention with a particular Service User including AOP issues. Direct observation to be submitted (to include comprehensive tuning in and evaluation plus the Practice Teacher’s assessment as per pro-forma) Date for the submission of completed mid-point review documents to the Tutor is one week before the review.
Agreed date for sending material :
Signature of all parties to the agreement
Student Practice Teacher Line Manager/On-Site Facilitator/Supervisor Tutor Date
86 Appendix 4: The Mid-point Review Meeting
Name of Student Date:
Have any issues, arisen since completion of the practice learning agreement? If so how will these or how have these been resolved? (To be completed at review meeting) Any relevant personal/health issues which may impact on PLO? Absences and course of action. Have any conflicts of interest issues arisen or are likely to arise? Review of use of specialist equipment (Remind Student that any issues that do arise during PLO should be raised with the Practice Teacher.)
Review of Reasonable adjustments as appropriate
87 To be completed by Student prior to the meeting: Review of learning opportunities and workload.
88 To be completed by Practice Teacher prior to the meeting: Review of Student’s progress to date, particularly their ability to link theory to practice including anti-oppressive practice; their use of skills and ability to address values and ethics, any concerns.
89 To be completed by Tutor prior to the meeting:
Feedback on the submitted work: Student’s comprehensive tuning in to a direct observation, applying a tuning in model to the practice Practice Teachers direct observation report Student’s critical reflection of practice within the direct observation
Commenting particularly on Student’s analytical and critical reflection skills
90 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.
91 Evidence Date of completion Still outstanding to an acceptable standard
Direct observations (3) 1 of these must include a comprehensive tuning in and a comprehensive evaluation
Assessment report (level 2)
Assessment Report including risk (Level 3 only)
Evidence of Practice
User/carer feedback (2)
92 Practice learning requirements. * N.B At Level 2 one of the following must be met; Group work, Group care or Community Development Requirement On going Not Already met at available/not level 2. yet met Statutory tasks
Decision making
Group care*
Working with two other professions
Contested nature, scope and purpose of social work in a diverse society Court work/tribunals /formal hearings.* Community development approaches *
93 Action Plan for PLR’s not yet met:
Feedback on the Student presentation made at the mid–point review Practice Teacher:
Tutor:
On-Site Facilitator/Supervisor (as appropriate)
94 Review of progress of Case Study(To be completed at the meeting)
Review of progress of Reflection on Practice(To be completed at the meeting)
Is the Student having the opportunity to cover all parts of the social work process? (If not then discussion must take place as to how such opportunities will be facilitated in the reminder of the Practice Learning Opportunity.)
95 Agreed summary statement on Student’s progress (any concerns regarding progress and the agreed course of action to address these should be explicitly recorded)
Comment on Student’s progress in relation to their Individual Learning Plan.
96 Signatures of all parties to the agreement
Student
Practice Teacher
Line Manager/On-Site Facilitator/Supervisor
Tutor
Date
97 Appendix 5: Additional Practice Learning Review Meeting
Name of Student
Date:
Any mitigating/extenuating circumstances including absences since previous meeting?
Review of reasonable adjustments (if appropriate)
98 Review of Evidence Requirements Evidence Date of completion Still outstanding to an acceptable standard
Direct observations (3) 1 of these must include a comprehensive tuning in and a comprehensive evaluation
Assessment report (level 2)
Assessment Report including risk (Level 3 only)
Evidence of Practice
User/carer feedback (2)
99 Practice learning requirements. * N.B At Level 2 one of the following must be met: Group care or Community Development Requirement On going Not Already met at available/not level 2. yet met Statutory tasks
Decision making
Group care*
Working with two other professions
Contested nature, scope and purpose of social work in a diverse society Court work/tribunals /formal hearings.* Community development approaches *
100 Practice Teacher summary of assessment (to be shared prior to the meeting): to include reference to the six key roles and NISCC Standards of Conduct for Social Work Students.
Tutor’s Comments (to be shared prior to the meeting)
101 Student’s Comments (to be shared prior to the meeting)
On site supervisor Comments (to be shared prior to the meeting)
102 Agreed summary of discussion
Action Plan (to include reference to any formal support, guidance and quality assurance processes regarding student competence)
103 Date for final review meeting ( if appropriate)
If this is a final review meeting Practice Teacher’s assessment recommendation should be recorded
PASS/FAIL ______
Signatures of all parties
Student
Practice Teacher
Line Manager/On-Site Facilitator/Supervisor
Tutor
Date
104 Appendix 6 Supporting Disabled Students Undertaking PLO
105 Northern Ireland Degree in Social Work Partnership
Guidance
Supporting disabled social work students undertaking practice learning opportunities.
Revised August 15
106 GLOSSARY
NIDSWP: Northern Ireland Degree in Social Work Partnership
DDA: Disability Discrimination Act
QAA: Quality Assurance Agency
DDO: Disability Discrimination Order
DPLP: Designated Practice Learning Provider
ADPLP: Associate Designated Practice Learning Provider
PLO: Practice Learning Opportunity
NISCC: Northern Ireland Social Care Council
SENDO: Special Educational Needs & Disability (NI) Order 2005
SHSCT: Southern Health & Social Care Trust
107 SUMMARY
This guidance has been developed by the Degree in Social Work Partnership in response to the Disability Discrimination Act (DDA) 1995 which was amended by the Disability Discrimination (Northern Ireland) Order 2006.
This guidance is particularly concerned with action to be taken to ensure that disabled students have equality of opportunity to maximise learning from work based practice opportunities.
‘ Disability discrimination legislation is based on the principle that physical and mental impairments are not disabling in themselves ,but become so in the context of practices or environments that make it hard for that person to participate fully and /or restricts his/her opportunities.’ (QAA, 2007: 8)
The legislation requires all organisations involved in the delivery of practice learning to promote an inclusive environment and to strive to ensure all students have a quality practice learning experience.
Definition of disability used in the Disability Discrimination Act 1995: A person has a disability for the purposes of this Act if he has a physical or mental impairment, which has a substantial and long – term adverse effect on his ability to carry out normal-day –to day activities. DDA Part1 (1)
The definition covers a wide range of impairments including:
Physical and mobility difficulties Sensory impairments Specific learning difficulties e.g. dyslexia, autistic spectrum disorders
108 Medical conditions such as epilepsy, diabetes, asthma, multiple sclerosis, cancer Mental ill health e.g. depression, schizophrenia Severe disfigurement
Supporting students
The Disability Discrimination (Northern Ireland) Order (DDO) 2006 amends the definition of disability so that people with progressive conditions such as cancer, HIV infection or multiple sclerosis (MS) will be deemed to be disabled from the point of diagnosis rather than from the point when the condition has some adverse effect on their ability to carry out normal day - to -day activities. The DDO also removes the requirement in the DDA that a mental illness must be ‘clinically well recognized ‘before it can count as impairment for the purposes of the DDA. People with a mental illness will still need to show that their impairment has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities. The removal of the ‘clinically well recognised’ requirement brings DDA coverage for people with mental illnesses into line with coverage for other physical impairments. (Equality Commission for Northern Ireland)
The primary aim of legislation is to promote equality of opportunity and to prevent discrimination. In order for students to be supported appropriately and for reasonable adjustments to be effectively implemented both within the academic institution and the work based practice learning setting it is important that providers are aware of the implications of the legislation.
Students may be reluctant to disclose medical conditions, mental health difficulties or specific learning difficulties to tutors or Designated Practice Learning Providers (DPLPs) because of fear of possible discrimination. If a disability is recently acquired or diagnosed a student may find it particularly difficult to disclose therefore understanding of these issues is essential.
Some students may have a disability at point of entry to the programme; others may become disabled after the programme has
109 started. Other students may have variable conditions and require supports at particular times during the degree course including periods of work based practice learning (PLO).
The process of identifying appropriate supports relies on disclosure by students. In order to encourage students to disclose information an atmosphere of safety, trust and openness is necessary.
Disclosure may occur at any point during PLO but this may influence the level and/or quality of support that can be provided.
A student has the right not to disclose their disability however in such circumstances he/she must understand that it is probable that support/ reasonable adjustments will not be set up. Neither the academic institution nor DPLP can be accused of disability related discrimination if they do not know and could not be reasonably expected to know that an individual is disabled.
Students need to be encouraged to disclose information within the academic setting and be prepared to share information with the practice learning provider. Information about Disability Support Services and the process for allocating practice learning opportunities (PLO) should be provided to students:
at the application stage
upon commencement of the course
during preparation for PLO
at each level of the programme
Doing so can improve lines of communication and indicate to students that tutors and practice teachers are aware of disability/health issues and are open to exploring how best to provide the support required. This will hopefully encourage students to feel confident enough to share information.
This document provides:
110 Specific guidance for supporting students who may require reasonable adjustments to enable them to fully maximise learning while undertaking PLO. A brief overview of legislation and policy
The guidance is not absolute and it is not possible in such a document to cover every situation. Rather it aims to enable those involved in the provision of PLOs to consider issues clearly and in sufficient depth. It also aims to clarify responsibilities including that of the student to actively engage in agreeing specific supports and reasonable adjustments.
The terminology and language used within is intended to reflect the social model of disability and uses the terms used within the disability legislation.
It should be noted that this is guidance has no contractual or legal status.
111 1.0 Introduction
Work based practice learning is an integral part of the Northern Ireland Degree in Social Work accounting for fifty per cent of the programme. Students are required to undertake a total of 185 days of direct supervised practice learning:
85 days at level 2 100 days at level 3 (NISCC: Revised 2010)
These designated periods of practice learning provide the student with opportunities:
to gain experience of the complex nature of social work practice to develop understanding of the professional role of social work to transfer academic knowledge into practice.
to develop skills, knowledge, values and ethics to become a competent practitioner
1.1 Purpose of document.
Given that practice learning is a significant component of qualifying education and training it is essential that disabled students have equality of opportunity to PLOs.
The Special Educational Needs and Disability (NI) Order 2005 (SENDO) introduced changes to the Disability Act. Providers of work based learning opportunities have duties not to discriminate against disabled people and are required to make reasonable adjustments. Practice teachers and others involved in a student’s learning must ensure that appropriate learning opportunities and activities exist to enable the student to demonstrate his/her competency, value base and ability to be reflective.
112 Students undertaking social work education and training are generally well supported on campus by tutors, academic staff and university services. When commencing the course and where appropriate a student may be assessed by university disability services, which allows for identification and delivery of appropriate supports on campus.
Designated Practice Learning Providers (DPLPs) also provide on- going support to students throughout periods of practice learning. Students, practice teachers and others engaged in the provision of practice learning report however that support requirements in relation to work based practice learning can be very different to those in the educational setting.
This guidance aims to ensure that where appropriate a student’s requirements are assessed in the context of work based leaning and that he/she is provided with appropriate guidance and supports prior to and during work based practice learning.
Staff involved in the provision of practice learning supervision, assessment and support need to be clear about their role and responsibility in ensuring effective and safe practice.
Under the Disability Discrimination Act 1995 there is a responsibility to be proactive and this guidance aims to promote a consistent and effective approach to planning and providing support for disabled social work students undertaking practice learning.
The guidance is informed by the legal definition provided in the Disability Discrimination Act 1995 and amended by the Disability Discrimination (Northern Ireland) Order 2006.
1.2 Inclusive Practice Learning Opportunities
Discussions involving the student, the practice teacher, tutor and appropriate others at an early stage can avoid misunderstandings and issues arising during the PLO. Such discussions can also reduce anxiety and prevent impromptu, last minute actions.
113 Adequate forward planning and in depth discussion are necessary to ensure that there is clear understanding of the work activity of the PLO and that a student’s specific support requirements are met.
This is the shared responsibility of the training team i.e. student, tutor, and practice teacher.
Discussion of the student’s Individual Learning Plan can provide an opportunity for him/her to discuss any particular requirements.
A further opportunity for disclosure is when the student is completing his/her profile for the practice learning allocations process. Completing the profile gives students the opportunity to discuss any concerns in relation to disclosure and to explore with their personal tutor the implications if any of going on work based practice learning.
Student may however disclose at any time during the PLO.
As already stated a student has the right to not disclose. PLO providers however have ‘a duty of care’ to ensure the safety and wellbeing of service users, carers and colleagues including students. It is therefore essential that all students are fully aware of their responsibilities in terms of professional practice. (NISCC Standards of Conduct for Social Work Students: 2015)
Seeking assistance from your employer or the appropriate authority if you do not feel able or adequately prepared to carry out any aspect of your work, or you are not sure about how to proceed in a work matter;
Registration with NISCC also requires individuals to make a declaration about their health. Non- disclosure where there might be a risk to the safety /welfare of service users, other staff or self could have serious implications.
The NIDSWP allocations process gives students the opportunity to make an application for consideration of individual circumstances and guidance is provided in relation to the criteria for such an application. The personal tutor should provide direction to a student making an
114 application and assist him/her to make a judgement on the nature and level of detail required.
The student needs to fully understand that in making an application for consideration of individual circumstances he/she is consenting to the information being shared with an allocations panel and subsequently with the Practice Learning Provider. This is stated on the form and in signing the student is indicating that he/she gives consent. Students need to be assured that information will only be shared in circumstances where they have given explicit permission and he/she will be consulted in terms of whom it will be shared with.
Neither the academic institution nor the PLO provider needs to know specific details of the person’s disability or medical condition unless it impacts directly on the kind of support required. They do however need to know what reasonable adjustments are required to ensure that the student is supported in the most appropriate manner.
1.3 Student responsibilities
With rights come responsibilities and students need to be made fully aware that they should:
Participate in the negotiation of any supports
Communicate regularly with tutor and practice teacher
Provide constructive feedback on adjustments and raise any concerns as early as possible
Students must also appreciate that if they choose not to disclose then it is likely that the only support available will be the same as that provided for all students
2.0 Brief Legislative and Policy Context.
The Disability Discrimination Act 1995
115 From 1st October 2004 disabled people carrying out work placement /training have rights. The Code of Practice defines a practice learning provider as any person/organisation who provides a work placement to a person whom she/he does not employ. Practice learning providers have duties not to discriminate against disabled people and are required to make reasonable adjustments. Duty to make reasonable adjustment applies to PLO provider in the same manner as employers There is a requirement to be proactive rather than reactive
Part II, 6 (1) of the DDA states: It is the duty of the employer to make adjustments: Where - (a) any arrangements made by or on behalf of an employer or
(b) any physical feature of premises occupied by the employer,
place the disabled person concerned at a substantial disadvantage in comparison with persons who are not disabled,
The DDA includes a list of factors which may have a bearing on whether an adjustment is reasonable or not.
The Rules for the Approval of the Degree in Social Work (NISCC, 2003)
Require Course Providers to ensure:
“arrangements are in place for making provision for students with special learning needs” 6.10.3(viii).
Furthermore they require that policies and procedures “reflect a commitment to equality, human rights and anti-oppressive practice” 6.10.4 (ii)
116 The Standards for Practice Learning for the Degree in Social Work, (NISCC: Revised 2009)
Specify the level of performance required by course providers collectively and organisations individually in relation to the planning, delivery and monitoring of practice learning provision.
Standard 2.3 requires that course providers have in place policies and procedures that reflect commitment to equal opportunities, human rights and anti-oppressive practice. Arrangements for allocation, provision and assessment of practice learning must also comply with equal opportunities policies and take account of Section 75 of the Northern Ireland Act.
Each Course Provider must also ensure the full participation of students with disabilities in practice learning to enable them to learn and develop their practice as social workers.
Standard 3.5 relates to the provision of practice learning opportunities and outlines a number of requirements, including the responsibility of the organisation to include provision of resources to support students with disabilities to achieve learning outcomes and the necessary level of competence.
QAA Code of practice for the assurance of academic quality and standards in higher education; Section 3 Disabled students - February 2010 establishes a number of principles in relation to provision of education and the entitlements of disabled students.
Section 75 of the Northern Ireland Act 1998 introduced new duties on public authorities to promote equality of opportunity and good relations in relation to disabled people as well as on other grounds.
Data Protection Act 1998 Under the Act, information pertaining to a person’s disability is classified as ‘sensitive personal information’. In practice this means that a student must give explicit permission for any information about his/her disability to be shared with others.
117 .
118 guidance
PRE- The Tutor meets with Student to discuss individual learning ALLOCATION plan and any specific support requirements. If appropriate Tutor should with Student’s permission liaise with University Disability Support Services. Student should not assume that disclosure to Tutor will automatically mean PLO provider will be informed. This will only happen where student gives explicit permission. The student’s support requirements in the workplace can be very different to those in the university.
When Student decides to complete an application for consideration of Individual Circumstances this is presented by University Practice Learning Coordinator to the Pre-Allocations Meeting.
119 Where Student has disclosed a disability/health STUDENT IS condition this may require reasonable adjustments ALLOCATED PLO being made. The DPLP Practice Learning Coordinator will share this information with the Practice Teacher. Information can only be shared with the Student’s explicit permission and should be on a need to know basis. Practice Teacher and Student should negotiate the nature of the information to be shared and with whom it will be shared. The key question to bear in mind is who needs to know and why? You should consider your role in communicating the needs of the student to the on-site facilitator (if appropriate), the line manager and colleagues. You should consider the key question? Who needs to know and why? Again the student’s permission should be sought and a clear explanation given regarding the need for such information to be shared and with whom.
Consult with your Area Disability Support Services Officer 120 or EqualityWith the Unitstudent’s for advice help concerningunderstand possible the implications difficulties/supports. –if –any –of the student’s impairment on the practice learning experience. POST ALLOCATION The Tutor and Student should make contact with Practice Teacher as early as practicable to begin preparation and planning. Student is the best source of information regarding his/her support needs
It may be necessary for the Designated Provider to undertake a risk assessment of activities associated with the workplace and make recommendations. This individual assessment is to ensure the most appropriate supports are identified and put in place. The Student should be fully involved throughout the process.
Practice Teacher should consult with their own Organisation’s Disability Support Services Officer or Equality Unit for advice regarding supports and resources
121 PRACTICE LEARNING Learning Agreement should be negotiated prior to the AGREEMENT commencement of practice learning period.
Agreement should include discussion of Student’s particular requirements and the supports required.
Student’s Training Team should identify and agree reasonable adjustments and responsibilities. Reasonable adjustments in the workplace may be very different from the Student’s learning support needs in university. Tutor is responsible for recording the detail of the discussion, particularly the reasonable adjustments.
Set a date to review the support and reasonable adjustments,122 Informpreferably line three/fourmanager andweeks /or afterOrganisation commencement practice oflearning practice Ifcoordinatorlearning. relevant discuss of any additionalany Health supports/resources and Safety issues. required. Identify respective responsibilities of the DPLP Organisation, University and Student in supporting the Student, including resources.
Practice Teacher, Student, Tutor and On-Site Facilitator (if appropriate) agree a date to review the support and reasonable adjustments, preferably three/four weeks after commencement of practice learning.
123 MONITORING AND Reasonable adjustments/supports are implemented REVIEWING SUPPORT
Training Team (including Student) monitors the support requirements in terms of effectiveness. They should be formally reviewed 3 to 4 weeks into the practice learning period and modifications made if deemed appropriate
Adjustments and supports should be continually monitored throughout the practice learning period and any issues/changes clearly recorded
If issues arise Practice Teacher should consult with the Organisation’s Practice Learning Coordinator. InPositives the final and stage any issuesof the should practice be learningidentified period and a 124 furthershared reviewwith the of Organisations the practice Practice learning Learning experience shouldCoordinator. be undertaken Such feedback by the will student, inform tutor,future practice teacher,planning on-site and developmental facilitator and work.line manager. manager. It is important that issues are raised and addressed at an early stage before they have an opportunity to develop further. In the event that issues cannot be resolved any complaints, disputes or disagreements should be referred to the Organisation’s and Course Programme policies and procedures as appropriate. Students can discuss concerns with University Student Support Services, and if available, designated staff within the DPLP.
Positives and any issues should be identified and shared with the Organisation’s Practice Learning Coordinator. Such feedback will inform future planning and developmental work.
*All discussions and agreements reached should be fully recorded
125 Acknowledgements
This guidance draws on the SHSCT ‘Framework for Supporting Disabled Social Work Students’ which was originally adopted regionally in 2008. The Northern Ireland Degree in Social Work Partnership (NIDSWP) acknowledges the contribution of the SHSCT to this revised guidance. The guidance has also been informed by elements of the ‘Best Practice Guide: disabled social work students and placements.’ (2005) with kind permission of Jane Wray, Hull University
126 USEFUL REFERENCES AND WEBSITES
Campbell, J. and Cowe, T. (1998) ‘Working with Dip SW Students with Dyslexia: a guide for Practice Teachers’, Strathclyde: University of Strathclyde, Faculty of Education
Disability Discrimination Act 1995.London,HMSO
Disability Discrimination (NI) Order 2006 .HMSO
Disability Rights Commission, Employment; A practical guide to the law and best practice for employers: Making rights a reality
The Equality Commission for Northern Ireland: www.equalityni.org
Equality Commission for Northern Ireland: Overview of the key changes brought about by the Disability Discrimination (NI) Order 2006.
The Higher Education Academy, Disability legislation: practical guidance for academic staff, Revised 2010,Equality Challenge Unit and Higher Education Academy
www.ecu.ac.uk
A. Kane and C. Gooding (March 2009) ‘Reasonable adjustments in nursing and midwifery : A literature review’ ,Nursing and Midwifery Council
Northern Ireland Social Care Council (Nov.15): Standards of Conduct and Practice for Social Workers Belfast, NISCC.
127 Department of Health, Social Services and Public Safety (March 2003) Northern Ireland Framework Specification for the Degree in Social Work. DHSSPS: Belfast.
Department of Health, Social Services and Public Safety & NISCC (2014) Northern Ireland Framework Specification for the Degree in Social Work. DHSSPS: Belfast.
HSC, June 2010 Draft Regional Framework On The Employment Of Disabled People
The Professional Education and Disability Support Project (PEdDs) , Project website ;http://WWW.HULL.AC.UL/PEDDS
Quality Assurance Agency (Feb.2010), Code of practice for the assurance of academic quality and standards in higher education. Section 3: Students with disabilities Gloucester; QAA.
Quality Assurance Agency (2001) Code of Practice on Placement Learning Gloucester: QAA.
Sapey, B., Turner, R. and Orton, S. (2002) ‘Access to Practice: Overcoming the barriers to practice learning for disabled social work students’, Brighton: SWAP.
Special Educational Needs and Disability (Northern Ireland) Order 2005.
Wray,J.,Fell,B.,Stanley,N.,Manthorp, J. and Coyne, E.(2005) ‘ PEdDs: Disabled students and placement’, Hull: The University of Hull.
128 NISCC Publications
NISCC Standards of Conduct for Social Work Students (2015)
NI Framework Specification for the Degree in Social Work (2014)
NI Framework Specification for the Degree in Social Work (2003)
Rules for the Approval for the Degree in Social Work (Revised Jan 2012)
Practice Learning Requirements for the Degree in Social Work (August 2010)
NISCC Practice Learning Standards (Revised 2009)
Learning, Teaching and Assessment Requirements for the Degree in Social Work (March ’04)
All of the above are downloadable from www.niscc.info
129 Appendix 7: The Key Roles and Practice Foci Matrix
Key Role 1: Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A1 Review agency notes and other literature Levels: Tuning-in relevant to the case or situation (D1) 2 and 3 statement Prepare for social work Contact and liaise with relevant professionals Contact contact and and others to access information that can records/daily log involvement inform initial contact and involvement (D2) entries
Evaluate all information to identify the best Supervision form of initial involvement (D3) minutes
Assess the urgency of requests for action (D4) Eco map
130 Practice Focus Outcome Statements Practice Practice Learning Practice Learning Learning Indicators Evidence Level
A2 Inform individuals, families, carers, groups, Levels: Process record Work with communities, professionals and others about 2 and 3 and evaluation individuals, families, the Social Worker’s and the organization’s Direct observation carers, groups and duties and responsibilities (D5) Contact sheet communities to help Work with relevant disciplines and others to Minutes make informed inform assessments of needs and Assessment decisions circumstances and any associated risks (D6) report Work with individuals, families, carers, groups Risk assessment and communities to:
- identify, gather, analyze and understand information; - enable them to analyze, identify, clarify and express their strengths, expectations and limitations; - Enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources. (D7)
131 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A3 Work in partnership with individuals, families, Levels: Assessment carers, groups and communities to assess and 2 and 3 reports Assess needs and review their preferred options; (D8) Risk assessment options to Assess needs, justify and recommend Care plan recommend a appropriate courses of action for individuals, Review reports course of action families, carers, groups and communities; (Legislation/policy (D9) analysis) Assess needs, risks and options taking into Community account legal and other service standards profile/audit requirements. (D10) PCP’s Essential Lifestyle Plans
132 Key Role 2: Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups and other professionals
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A4 Identify the need for legal and procedural Levels: Care plans Respond to crisis intervention; (D11) 2 and 3 Review meeting situations Plan and implement action to meet immediate Case conference needs and circumstances; (D12) Case discussions Review the outcomes with individuals, Strategy meeting families, carers, groups, communities, Significant organisations, professionals and others; interview reports (D13) Incident reports Contact records/daily log entries Records of hand over meeting Supervision notes
133 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A5 Develop and maintain relationships with Levels: Process Record individuals, families, carers, groups, 2 and 3 Direct Work with communities and others, sometimes over Observation individuals, families, sustained periods, to facilitate implementation Supervision carers, groups and of planned work; (D14) Records communities and Work in a structured way with individuals, Review other professionals families, carers, groups, communities and Meetings/Reports to achieve change others: User Feedback and development To achieve change and development; and to improve life To improve life opportunities; to avoid crisis opportunities situations; To address problems and conflict; To promote personal, social and emotional well-being. (D15) Apply and justify social work methods and models to achieve change and development and to improve life opportunities; (D16) Regularly monitor, review and evaluate changes in circumstances and adapt plans accordingly; (D17) Reduce contact and withdraw from relationships appropriately; (D18)
134 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A6 Negotiate the services and resources to be Levels: Care Plans included in plans; (D19) 2 and 3 Review Prepare, produce, Identify content and actions, and construct Meetings/Reports implement and plans; (D20) Direct evaluate plans with Carry out their own responsibilities and Observation individuals, families, monitor, co-ordinate and support the actions of Supervision carers, groups, others involved in implementing plans; (D21) Records communities and Regularly review the effectiveness of plans in Referral Forms professional partnership with the people involved; (D22) colleagues Renegotiate and revise plans to meet Changing needs and circumstances; (D23)
135 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A7 Levels: Referrals Identify and examine support networks that 2 and 3 Minutes of multi- Support the can be accessed and developed with disciplinary, inter- development of individuals, families, carers, groups, agency meetings communities and others; (D24) networks to meet Process Records Work with individuals, families, carers, groups, assessed needs and Eco map planned outcomes communities and others to initiate and sustain support networks; (D25) Contribute to the development and evaluation of support networks; (D26)
136 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A8 Identify opportunities to form and support Level: Minutes of team groups; (D27) 2 or 3 meetings Work with groups to Use group programmes, processes and Supervision promote growth, dynamics to promote individual participants' records development and skills and promote growth, development and Group session independent living independence and foster Interpersonal skills; contract (D28) Group session Help groups to achieve planned outcomes for plans their members and to evaluate the Group member appropriateness of their work; (D29) feedback Disengage from groups appropriately; (D30) Review/ evaluation of group outcome Co-worker feedback
137 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A9 Take immediate action to deal with behaviour Levels: Risk assessment that presents a risk to the wider public, 2 and 3 Risk management Address behaviour including Service Users, Carers, or colleagues, Minutes of which presents a (D31) strategy/case risk to the wider Work with individuals, families, carers, groups, discussion public, individuals, communities and others to identify and meetings families, carers, evaluate situations and circumstances that Care plans groups and may trigger risk behaviour and to reduce or Work plans communities contain the level of risk; (D32) Plan and manage intervention in ways that could positively change the identified risk (D33)
138 Key Role 3: Support individuals to represent their needs, views and circumstances and to achieve greater independence
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A10 Assess to what extent the Social Worker Levels: Referrals to other Advocate with, and should act as advocate for the individual, 2 and 3 agencies on behalf of, family, carer, group or community; (D34) Grant aid individuals, families, Assist individuals, families, carers, groups and applications carers, groups and communities to access independent advocacy; Process records communities to help (D35) PCP’s and them achieve and Advocate for, and with, individuals, families, Essential Lifestyle sustain greater carers, groups and communities as Plans independence appropriate; (D36) Reports Assist people who use services in the Appeals/Tribunals management of their affairs, including financial management; (D37) Contribute with others to enabling Service Users to achieve and sustain greater independence; (D38)
139 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A11 Prepare reports and documents for Levels: Reports decision-making forums, including 2 and 3 Process records Prepare for, and courts, tribunals and other formal Direct observations participate in hearings; (D39) User feedback decision-making Work with individuals, families, forums, and assist carers, groups and communities to others (where select the best forms of appropriate) to do so representation; (D40) as well Present reports and evidence to decision-making forums, including courts, tribunals and other formal hearings; (D41) Help individuals, families, carers, groups and communities to understand procedures and the possible and actual outcomes; (D42) Enable individuals, families, carers, groups and communities to be involved in decision-making forums. (D43)
140 Key Role 4: Manage risk to individuals, families, carers, groups, communities, self and colleagues
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A12 Identify and assess the nature and Levels: Risk assessment level of risk; (D44) 2 and 3 Risk management Assess and manage Balance the rights and Review risks to individuals, responsibilities of individuals, reports/meetings families, carers, families, carers, groups and groups and communities with the associated communities risks; (D45) Plan and implement action to reduce risk; (D46) Manage risk to individuals, families, carers, groups and communities over time and regularly monitor and re-assess priorities and actions; (D47)
141 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A13 Assess and analyse potential risk to Levels: Risk assessment Assess, minimise self and colleagues; (D48) 2 and 3 Risk management and manage risk to Work within the risk assessment and Supervision minutes self and colleagues management procedures of own and Review other relevant organizations and reports/meetings professions; (D49) Team meeting minutes Plan, monitor and review outcomes Hand-over records and actions to minimise risk, stress and harm. (D50)
142 Key Role 5: Manage and be accountable, with supervision and support, for their own social work practice within their organisation
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
Manage and prioritise their workload Levels: Supervision minutes within organizational policies and 2 and 3 Evaluations of practice A14 changing demands; (D51) Feedback from others Carry out duties using accountable Personal and Manage and be professional judgement and professional accountable for evidence based practice; (D52) development workbook own work Monitor and evaluate the Review effectiveness of own programmes of reports/meetings work in meeting organizational Learning agreement requirements and the needs of Tripartite minutes individuals, families, carers, groups and communities; (D53) Improve their own practice, using critical reflection, professional and managerial supervision and other supports as appropriate; (D54) Prepare for, and participate in decision making forums; (D55)
143 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
Contribute to monitoring the Levels: Care plans A15 outcomes, quality and cost 2 and 3 Agency reports effectiveness of services in meeting Contact sheets Contribute to the need; (D56) Letters/memos management of Contribute to the procedures resources and involved in purchasing and services commissioning services for individual packages of care; (D57) Work with individuals requiring services who decide to use direct payments; (D58) Contribute to identifying unmet need in service provision; (D59) Contribute to managing and sharing information; (D60)
144 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A16 Maintain accurate, complete, Levels: Assessment/Review accessible, concise and up-to-date 2 and 3 Reports Manage, present records and reports; (D61) Care plans and share records Provide evidence for professional Agency records and reports judgements and decisions; (D62) Supervision minutes Implement legal and policy Minutes of formal frameworks for access to records decision-making and reports and the protection of meetings data, (D63) Share records with individuals, families, carers, groups and communities as appropriate; (D64) Share records with other professionals and agencies as appropriate; (D65)
145 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A17 Develop and maintain effective Levels: Minutes of formal working relationships; (D66) 2 and 3 decision-making Work in and across Contribute to identifying, agreeing meetings multi-disciplinary and evaluating the effectiveness of Contracts and multi- the goals, objectives and lifespan Care plans organisational of the team, network or system; Daily records teams, networks, (D67) Correspondence systems and Contribute to evaluating the agencies to effectiveness of professional work contribute to the groups; (D68) integration and Deal constructively with effectiveness of disagreements and conflict within services work relationships. (D69)
146 Key Role 6: Demonstrate and be responsible for professional competence in social work practice
Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
Review and regularly update own Levels: Supervision minutes A18 knowledge of relevant legislation, 2 and 3 Tuning-in and policy, procedural frameworks and evaluation Research, analyse, research; (D70) Learning log evaluate, and use Articulate the basis for own practice up-to-date using up-to-date knowledge; (D71) knowledge of best Use professional and organizational social work practice supervision and support to research, critically analyse, and review the knowledge and evidence base of own practice; (D72) Implement a range of social work models, methods and programmes which are knowledge and/or evidence based to develop and improve own practice; (D73)
147 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A19 Exercise and justify professional Levels: Service User feedback judgement; (D74) 2 and 3 Significant interviews Work to agreed Use professional assertiveness in Supervision minutes standards of social justifying decisions and uphold Direct observations work practice and professional social work practice ensure own values; (D75) professional Work within the ethical principles development and standards underpinning social work practice; (D76) Critically reflect upon own practice and performance; (D77) Use supervision, consultancy and professional support, and take action to meet continuing professional development needs; (D78) Meet relevant standards of practice and work in a lawful, safe and effective way; (D79)
148 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence
A20 Identify and assess issues, Levels: Supervision minutes dilemmas and conflicts affecting own 2 and 3 Tuning-in and Manage complex practice; (D80) evaluation ethical issues, Devise effective strategies to deal Process records dilemmas and with ethical issues, dilemmas and Learning log conflicts conflicts; (D81) Act in circumstances of uncertainty and ambiguity and critically reflect on, and learn from, the outcomes; (D82)
149 Practice Practice Focus Outcome Statements Learning Practice Learning Practice Learning Level Indicators Evidence Contribute knowledge of best practice within own team, Supervision minutes A21 organisation and other networks to Levels: Presentation to team inform policy review and 2 and 3 meeting/Student group Contribute to the development; (D83) Evaluation of practice promotion of best Use supervision, together with other social work practice organisational, professional and information systems, to inform courses of action including where practice falls below required standards and to promote best practice; (D84) Work with colleagues in related professions and contribute to team and service developments(D85)
150 Appendix 8: Progression to Competence
Positive and Negative Indicators
&
Differential Statements for Levels of Practice Learning
The NIDSWP acknowledges the significant work of the Department of Social Policy & Social Work, at the University of York and is grateful for their permission to adapt their material
151 INTRODUCTION
The following guidance has been provided to practice teachers and students as a tool to help to underpin assessment decisions regarding student professional competence. The guide focuses on the six Key Roles and associated Practice Foci and provides indicators of progression, or lack of progression in relation to professional competence.
It is envisaged that this could be used as a tool in supervision with students and it may be helpful to encourage students to self-assess against the indicators.
The following is not intended to be used as a prescriptive tick box exercise or as a substitute for detailed written feedback on Direct Observations, Practice Teacher’s Report or other work submitted during placement.
Differential Statements for Levels of Practice Learning
Distinction between Expectations at Level 2 and Level 3
One of the main areas of difference between Level 2 and Level 3 periods of Practice Learning is the complexity of work expected of students during their 1st and final periods of practice learning. Consideration should be given to the level of responsibility that students are expected to take, particularly in relation to statutory work or more high risk situations. It is advisable that Practice Teachers clarify Social Care Governance arrangements within their own organisation in relation to the allocation of work to students undertaking practice learning.
152 Where the complexity of work is deemed less suitable for someone in training, one would expect to see students undertaking more co-working arrangements with qualified staff. It would also be expected that students at Level 3 would require less overall guidance than those at Level 2.
Responsibility for Supervision and Learning
Level 2 - Supervision should be seen as a learning process at the start with evidence that the student takes more responsibility for sharing in the process of supervision as the practice learning period progresses. One might expect a Level 2 student to require more guidance from the practice teacher regarding their learning and development though the student should be taking more responsibility for this as their practice learning period progresses.
Level 3 - One would expect to see the student share in the responsibility for the supervision process from the outset and clearly demonstrate their ability to prepare for supervision. The student should be able to articulate their learning needs from the outset, drawing on feedback from their 1st Practice Learning Opportunity and objectives cited in their Individual Learning Plan. One would also expect to see the student critically analyse and reflect on their practice and learning. A more pro-active approach to learning and development should be evident. The student at level 3 should require less direction and be able to work more autonomously as the practice learning period progresses though still making use of supports and supervision as appropriate to the decisions they are making.
In relation to knowledge, skills, values and AOP, it may be useful to consider research undertaken by Jenny Secker (1993) and findings which suggest that we might expect a more ‘fragmented’ approach at Level 2 and a more ‘integrated’ approach at Level 3. Alongside this we already have some useful documents as enclosed, i.e.,
153 “Statements of Differential for Levels of Practice Learning” and “Guidelines for Tuning In for Level 2 and Level 3 Students”. Therefore information here should be read in conjunction with these two documents.
154 Positive and Negative Indicators of Progression to Competence
Key Role 1 PREPARATION AND ASSESSMENT Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances
Practice Foci A1 Preparation Prepare for social work contact and involvement
Practice Foci A2 Work with individuals, families, carers, groups and communities to help them make informed decision
Practice Foci A3 Assess needs and options to recommend a course of action
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Prepares adequately before contact – reviews agency notes Demonstrates minimal or no preparation prior to contact - and liaises at a multi-disciplinary level when appropriate does not make use of available information from agency notes Takes account of relevant information, e.g. socio-demographic, or discussions with other members of own team or wider multi- physical, intra-personal, interpersonal etc. disciplinary team Can set objectives for initial contact/assessment Unable to locate the service user within their social context Understands the legislative framework within which the agency Lacks clarity about initial contact and fails to set objectives operates Very limited knowledge of the agency legislative and policy Demonstrates progression from random use of theory to being framework able to choose those most applicable to each situation and Continually uses the same theory or randomly selects largely individual. Psychological, sociological and social policy irrelevant theory perspectives should be evident as the placement progresses Shows little or no understanding of the service users’ beliefs, Is concerned to understand service users’ beliefs, values and values or cultural context nor acknowledges their personal cultural contexts as well as their personal resources, and the resources potential significance of these for the work in hand Shows limited ability to develop awareness of AOP
155 Demonstrates awareness of difference (e.g. of power, race or perspectives and their impact gender, values or aims) and any potential impact Does not develop ability to prioritise work and respond Demonstrates ability to respond in an appropriate and timely appropriately to referrals fashion to referrals Avoids or delays making contact with people Establishes initial contact and the reason for contact. Is able Fails to develop a sound knowledge of the statutory / legal to introduce self, clarifying role and function including any context of the agency statutory / legal mandate for contact Lacks clarity about their role and function and is thus unable to Agrees agenda with service user and negotiates the objectives explain this appropriately to others for the initial interview Doesn’t encourage or enable the service user to contribute to Presents information in a clear, user friendly manner, the agenda appropriate to the person and the situation Uses jargon rather than user friendly language Is able to respond flexibly to new information that would inform Withholds information or overloads people the assessment Sticks rigidly to referral information rather than acknowledging Assesses and plans in co-operation with service users and and responding to new information other appropriate parties Does not show ability to work in partnership to assess and plan Demonstrates the use of a range of interpersonal skills to illicit Unable to use a range of skills to gather appropriate appropriate information from the service user, carer and information to inform the assessment process groups to inform the assessment process. Works at a surface level thus the work tends to be shallow and Shows progression from skimming the surface to more in- simplistic depth information gathering Doesn’t encourage or enable the service user to participate Can help service users to identify strengths, needs, risks and Neglects to identify strengths and resources, instead showing resources an over reliance on needs and risks unnecessarily Is able to identify the risks as well as the needs within the Is rigid and unresponsive to new or changing information or assessment circumstances Demonstrates ability to balance needs and risks Fails to identify and use appropriate resources linked to Can develop or revise an assessment in response to new assessment outcomes information Unable to analyse assessment Can link available resources to assessment outcomes Is generally unclear and unpersuasive when trying to present Can convey an analysis and justification of their assessment in assessment supervision Does not seek advice when appropriate or makes decisions which are beyond their competence level or role
156 Seeks advice when appropriate to make informed decisions Unable to meet the acceptable standard within their agency in throughout the assessment process terms of completing assessment Completes assessment as per agency requirements, which Fails to consider or acknowledge the potential impact of includes clear recommendations / course of action, which also differences and similarities between self and service users includes the views of the service user. This should then be Is unable to present the service user’s situation within a social used to underpin the care planning process context Demonstrates an understanding of the impact of similarities Does not acknowledge the beliefs, values or cultural context of and differences between self and service user the service user Demonstrates knowledge of the individual within a social Limited or no self-awareness and no consideration of impact of context self on others 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 users
157 Key Role 2 PLANNING, INTERVENTION, REVIEW AND EVALUATION
Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals
Practice Foci A4 Respond to crisis situations
Practice Foci A5 Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities
Practice Foci A6 Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues
Practice Foci A7 Support the development of networks to meet assessed needs and planned outcomes
Practice Foci A8 Work with groups to promote individual growth, development and independence
Practice Foci A9 Address behaviour which presents a risk to with individuals, families, carers, groups and communities
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Uses theory and knowledge to underpin, reframe and inform Is unable to demonstrate informed practice which is their practice underpinned by theory and knowledge Develops specialist knowledge, specific to service user Does not develop sufficient specialist knowledge of service circumstances and agency remit user group or agency remit Can utilise risk assessment models to address and manage Fails to take account of risk or ensure that risk assessment is behaviours that present a risk informed by theory Is able to identify the need for legal and procedural intervention Lacks knowledge of legal and procedural requirements which leads to inability to identify the need to implement these
158 Can work as part of a multi-disciplinary team, demonstrating Inability to work as part of a multi-disciplinary team and shows understanding of roles and engaging in clear and on-going lack of knowledge of the roles within this team communication Is inflexible or unable to act in times of crisis therefore lacking Can respond flexibly to the unexpected a calm, reasoned and professional response Demonstrates ability to work with practical and emotional Focuses almost entirely on practical issues and fails to issues consider or address emotional issues Recognises the impact change may have for people and Lacks knowledge and understanding of the impact change has supports them through this on a range of individuals Can develop a care plan in conjunction with service users and Shows little or no knowledge and understanding of the social relevant others where appropriate, acknowledging and work process addressing conflicts and demonstrating ability to negotiate Works with the separate phases of the social work process but resolution does not link these Can revise a plan in response to changing circumstances Does not recognise or address conflicts in relation to care Can move from assessment and planning to intervention, planning demonstrating informed practice Does not acknowledge changes and adapt work accordingly Can provide a rationale for the chosen method of intervention Lacks ability to develop and maintain on-going relationships and explain the intervention to relevant parties with service users, colleagues, other professionals and Can sustain work with service users and others over time as agencies appropriate Does not strife to work in partnership with service users and / Works in partnership with service users, being aware of and or superficially acknowledges the challenges to partnership acknowledging the challenges and limitations to genuine working partnership Works in isolation with individuals rather than exploring, Is aware of a person’s formal and informal supports and is acknowledging and, when appropriate, engaging with the willing and able to engage with these, as and when appropriate individual’s support networks Can contribute to the development and evaluation of support Fails to identify the need to contribute to enhancing or networks developing support networks Is able to contribute to and support groups in an informed way Lacks knowledge of a range of methods of intervention, Can use group programmes, processes and dynamics to therefore not making informed choices regarding the promote individual participant skills, growth, development and appropriate intervention for individuals
159 independence and foster interpersonal skills
Help groups to achieve planned outcomes for their members Lacks knowledge and ability to work with groups in an informed Can recognise the significance of power and authority in the way worker/service user relationship and is able to safeguard rights Lacks knowledge and understanding of group programmes, and promote responsibilities of others processes and dynamics and is thus unable to work effectively Can regularly monitor and review work with service users in in a group work context partnership with all relevant parties Does not show ability to agree objectives for group work and Can manage time, showing the ability to prioritise work then plan work to meet the agreed outcomes Demonstrates knowledge and understanding of the different Lacks knowledge and understanding of the power and forms of discrimination and oppression and their impact on self authority inherent in the social work role and fails to take steps and service users to redress the imbalance Can manage crisis situations in a calm, reasoned and Lacks ability to monitor and review work regularly with all professional manner relevant others therefore has no knowledge or understanding Can manage time and own workload competently, including of the effectiveness of work being undertaken meeting required deadlines Time management is an on-going concern which manifests in Manages endings and disengagement from working an inability to prioritise work and respond effectively. relationships with service users, carers, groups and Deadlines are frequently missed or work is continually re- communities scheduled Shows lack of or limited understanding of different forms of discrimination and oppression and is unable to integrate theory to further own ability Fails to plan for and manage endings appropriately
160 Key Role 3 SUPPORTING INDIVIDUALS
Support individuals to represent their needs, views and circumstances
Practice Foci A10 Advocate with, and on behalf of, with individuals, families, carers, groups and communities
Practice Foci A11 Prepare for, and participate in decision-making forums
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Demonstrate ability to discuss and agree who is best placed to Gives little or no thought to how she / he uses power or advocate for the service user minimises the power inherent in relationships with others Demonstrate knowledge of empowerment process and show Takes control, tending to be directive and prescriptive when ability to apply to practice this is inappropriate When appropriate is able to act as an advocate Lacks knowledge and understanding of the empowerment Demonstrate the ability to promote and enable service users to process which leads to inaccurately assessing the need to achieve greater independence support rather than do, or failing to step in when required Acknowledges and addresses own views re: paternalism, self- Fails to acknowledge the service user’s strengths and abilities determination and choice to represent their own needs, views and circumstances Inform service users, carers, groups, communities of their Misunderstands and then misrepresents the service user’s rights and demonstrate the ability to support people to avail of wishes and needs their rights Fails to inform service users of their rights and / or resources Prepare reports and documents for decision-making forums as they can avail of appropriate to role and agency remit Shows an on-going lack of ability to prepare adequately for Enable all relevant parties to be involved in decision making decision making forums forums Fails to involve all relevant parties in decision making forums Demonstrates knowledge and understanding of power and its Shows continual inability to participate productively in decision impact on service users, carers etc. making forums
161 Key role 4 MANAGING RISK
Manage risk to individuals, families, carers, groups, communities, self and colleagues
Practice Foci A12 Assess and manage risks to individuals, families, carers, groups and communities
Practice Foci A13 Assess, minimise and manage risk to self and colleagues
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Can assess and analyse potential risk to self and/or others and Fails to recognise or acknowledge risks can take appropriate action Is unable to assess and analyse risk to self and/or others to Demonstrates ability to assess and manage risk as part of a inform appropriate action multi-disciplinary team Fails to manage risk as part of a multi-disciplinary team Takes action to address, reduce or manage risks in Fails to implement agency policies and procedures for the conjunction with all relevant parties protection of service users and staff Identifies and responds to the rights and needs of those who Is unable to revise approach in light of new information are at risk Fails to communicate effectively with service users and allied Understands and is able to implement the agency’s risk professionals assessment and management policies and procedures and Is unable to plan, monitor and review intervention outcomes to communicates this effectively to service users minimise risk, stress and harm Can plan, monitor and review outcomes and actions to Is unable to demonstrate risk assessment and management minimise risk, stress and harm knowledge / theory Demonstrates relevant risk assessment and management Fails to consider rights and balance these with needs and risks knowledge / theory including legislative and policy frameworks Lacks knowledge and understanding of the legislative and policy frameworks in relation to risk assessment and management
162 Key role 5 MANAGEMENT AND ACCOUNTABILITY
Manage and be accountable, with supervision and support, for your own social work practice within your organisation
Practice Foci A14 Manage and be accountable for your own work
Practice Foci A15 Contribute to the management of resources and services
Practice Foci A16 Manage, present and share records and reports
Practice Foci A17 Work within multidisciplinary and multi-organisational teams, networks and systems
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Is able to utilise, engage and contribute to the supervision Is unable to utilise, engage and contribute effectively to the process, demonstrating they can use this effectively supervision process Manage and prioritise their workload within organisational Is unable to manage and prioritise workload within policies, standards and mandates organisational policies, processes, standards and mandates Can self-manage workload, prioritise, fulfil commitments and Is unable to self-manage workload, prioritise and fulfill meet deadlines commitments and meet deadlines. Work does not get done on Prepares for and participates in decision making forums and time and timekeeping is poor can make decisions as necessary and appropriate to their role Is unable to prepare for and participate in decision making within the agency forums as necessary and appropriate to their role Demonstrates that their practice is informed by theory and Cannot make decisions when appropriate or shows a tendency evidence based practice to make inappropriate decisions that are not within his/her role Uses critical reflection feedback to improve knowledge and and level of competence practice whilst also recognising impact on others Is unable to demonstrate how their practice has been informed Is professionally competent to represent the agency to by theory and knowledge members of the public, other professionals and public bodies Tends to be descriptive when critically reflecting and has etc. limited insight into the impact that their practice has on others
163 Is able and willing to contribute to team / agency working on Does not present as competent to represent the agency to policy, resources, effectiveness etc. members of the public or to other professionals Contribute to monitoring the outcomes, quality and cost Is unwilling or shows limited evidence of contribution to team effectiveness in meeting need, including acknowledgement of working on policy, resources and effectiveness self as a resource Is unable to understand the concept of monitoring outcomes Is able to identify unmet need and take appropriate action as and thus unable to contribute effectively to quality and cost per agency requirements effectiveness of services Records and stores information in accordance with agency Is unable to identify unmet need and follow agency procedures policies and procedures regarding unmet need Shares records with service users, carers, professionals and Shows little understanding of the use of self as a resource others as appropriate Is careless with information storage and demonstrates little Written communications are clear and appropriate understanding of the importance of following agency policy and Is able to work within legal and agency mandates with regards procedure to access to records, reports and the protection of data Is unable to follow agency policies with regards to the sharing Works co-operatively with colleagues, other professionals, of information with service users, carers and other networks and systems within a multi-disciplinary and multi- professionals organisational context Shows limited understanding of the boundaries of Shows developing knowledge and understanding of the roles confidentiality and responsibilities of those within the multi-disciplinary team Does not follow agency policies with regards to access to Develops and maintains effective working relationships records, reports and the protection of data Is appropriately assertive with service users and fellow Written work within the agency is of a poor standard, lacking professionals clarity, accuracy and / or is illegible and therefore does not Deals constructively with disagreements and conflict within meet the agency standard (even after developmental working relationships feedback) Shows poor practice within a multi-disciplinary context, is unable to work co-operatively, has poor communication skills (written and/or verbal) Lacks knowledge and understanding of different roles and associated responsibilities within the multi-disciplinary team Is unable to develop and / or sustain positive working relationships with a range of professionals
164 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 shows 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
165 Key role 6
DEMONSTRATION OF PROFESSIONAL COMPETENCE Demonstrate professional competence in social work practice
Practice Foci A18 Research, analyse, evaluate and use current knowledge of best social work practice
Practice Foci A19 Work within agreed standards of social work practice and ensure own professional development
Practice Foci A20 Manage complex ethical issues, dilemmas and conflicts
Practice Foci A21 Contribute to the promotion of best social work practice
Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Demonstrates the ability to review and update own knowledge Is unable to utilise best practice and messages from inquiries with regards to legislation, policy and procedures including within own practice. Is unwilling or unable to update own recommendations from inquiries knowledge base with regards to legislation, policy and Engages in on-going professional development with regards to procedures evidence based practice, underpinning knowledge base and Shows limited understanding of the importance of evidence appropriate models and methods of intervention based practice and is not engaging in on-going professional Seeks out and uses the expertise of colleagues and other development professionals Does not identify, develop and apply appropriate methods / Meet relevant standards of practice and works in a lawful, safe models of intervention to own social work practice. Does not and effective way undertake reading to update and develop own knowledge base Upholds professional social work practice values and works Does not utilise the expertise of staff within the team to inform / within NISCC Standards of Conduct and Practice develop own practice Maintains appropriate professional and personal boundaries Work is consistently below standard Can exercise and justify professional judgements Work does not follow agency policy, legislation and guidance Can use supervision and support to take action to meet and is unsafe continuing professional development needs Fails to see the need for or work as an accountable member of
166 Can bear to be unpopular – e.g. When this is an unavoidable the organisation consequence when acting with professional integrity Has limited knowledge and understanding of the importance of Critically reflects on own practice and performance the NISCC Code of Practice and has demonstrated Is aware of his/her own beliefs and prejudices and is willing inappropriate value judgements and able to consider how these might impact on his/her Confuses the personal and the professional and is unable to practice maintain appropriate professional boundaries Identifies ethical issues, dilemmas and conflicts, devises Is unable to make sound appropriate professional judgements effective strategies to deal with them and is able to critically based on evidence and underpinned by theory reflect on and learn from the outcomes Views supervision as day to day case work management and Recognises various levels of oppression and discrimination is unwilling to discuss or engage in the process of professional and can challenge as appropriate development Uses supervision together with other organisational and Is unable to undertake the professional role effectively when professional systems, to inform courses of action including dealing with conflict or difficult statutory tasks which may be where practice falls below required standards unpopular with other professionals or service users Understands best practice and demonstrates commitment to Cannot use statutory powers where this is needed or fails to working towards achieving this take account of service users’ rights within this Works with colleagues, other professionals and service users Is unable to critically reflect on own practice and performance. to contribute to team and service development Demonstrates an unwillingness or inability to listen to and learn Can offer a critical analysis of the agency’s functioning and from developmental feedback effectiveness to contribute to policy review and development Has poor insight or understanding into own beliefs and prejudices and is unwilling to discuss personal value base and its potential impact on social work practice
167 Is unable or unwilling to challenge discriminatory or oppressive practices where this is a realistic and appropriate possibility given student status Cannot tune into ethical issues or dilemmas within own social work practice or is unable to deal with ethical dilemmas effectively and appropriately Does not use supervision, other organisational and professional systems to address when practice falls below the required standard Is unwilling or unable to acknowledge that work is below standard and does not take responsibility for own practice failings Shows limited understanding of best practice and does not aspire to achieving / enhancing best practice within own practice and within the agency context Does not engage in opportunities for team and service developments. Is unwilling or unable to engage with the team to enhance service delivery Has limited understanding of the agency role and function and is unable to critically reflect on the effectiveness of policy review and development
168 Appendix 9: Direct Observation of Practice N.B It is desirable that all direct observations are live but a minimum of two MUST be.
LIVE
SCREEN
VIDEO
STUDENT: ______
PRACTICE TEACHER: ______
1. SETTING AND CONTEXT (Practice setting, stage of practice learning opportunity and nature of practice observation/service-user circumstances).
2. PREPARATION FOR OBSERVATION
(A) Practice Teacher
169 (B) Student
(C) Service User(s)
3. GENERAL SUMMARY OF OBSERVATION AND STUDENT PERFORMANCE:
Is the Student identifying and addressing issues presented by the Service User/Family/Carer(s)/group? Is the Student responding to the dynamics occurring within the interaction?
4. SKILLS – demonstrated that are of a competent standard and/or that need to be developed. * (See Question 8 also)
170 5. KNOWLEDGE BASE – use of knowledge and theory informing practice and/or aspects that need to be developed? (Legislation; policy and procedures; role and responsibilities; Service User issues; social work methods and process).
6. ETHICAL PRACTICE – demonstration of the value base in practice, including acknowledgement of NISCC Standards of Conduct for Social Work Students (2015) and anti-oppressive perspectives.
7. FEEDBACK FROM SERVICE USER/or relevant others present
171 8. DEMONSTRATION OF SPECIFIC KEY ROLES AND PRACTICE FOCI
9. FUTURE LEARNING NEEDS AND ACTION REQUIRED
Signed: ______Practice Teacher
Discussed With Student ______Date
Signed ______Student
172 Appendix 10: Practice Teacher Report (including summary matrix)
This should contain the following:
Section One: Front Sheet (Student, Training Team and Practice Learning Details)
Section Two: Practice Teacher Report (To include Recommendation and Identification of Future Learning Needs)
Section Three: Matrix Summary Sheet
Section Four: Line Manager’s Endorsement (Final Year Students only)
Section Five: Student’s Training Passport
*PLEASE NOTE THAT THERE IS NO PDR
173 PRACTICE TEACHER REPORT SECTION ONE: FRONT SHEET
Student:
Practice Teacher:
On-Site Facilitator/Supervisor(s):
Tutor:
Social Work Course:
Stage of Training: Level 2/Level 3 (delete as appropriate)
Dates of Practice Learning:
Practice Learning Setting:
Service User Group:
Is the Practice Teacher accredited? Yes/No
Is the Practice Teacher currently undertaking the NIPTTP? Yes/No
174 SECTION TWO:PRACTICE TEACHER REPORT Student:
Practice Teacher:
Tutor:
Social Work Course:
Stage of Training: Level 2 / Level 3
If Level Two the Student must have undertaken one of Group Work/Group Care or Community Development Work - Which was undertaken?
Dates of Practice Learning:
Practice Learning Setting:
Service User Group:
Key Role Competent Not Competent Key Role 1 Key Role 2 Key Role 3 Key Role 4 Key Role 5 Key Role 6
FINAL RECOMMENDATION: PASS / FAIL
FOLDER OF EVIDENCE SUBMITTED: YES / NO 175 Evidence Base for Practice Teacher Assessment
Please state the evidence base for your assessment of this Student: (e.g. direct observations, feedback, agency records, supervision, etc.)
The Practice Assessment Panel can contact the following person at the address/phone number or e-mail indicated to access evidence should this be required:
Contact Details:
176 Assessment of Student’s Professional Development (at the point of withdrawal)
Practice Teachers should comment on the Student’s ethical practice, standards of conduct, professional competence and professional responsibility and accountability (including how confidentiality has been maintained and service user and carer consent sought).
Please refer to a) the quality and depth of evidence b) ability to link theory to practice, detail AOP c) ability to critically analyse and evaluate own practice d) highlight areas of strength as well as areas of concern.
(It is at the discretion of the Practice Teacher to determine the length of this section. However it should be of sufficient depth to reflect the assessment outcome.)
177 Summary of Practice Teacher’s contact with Service Users/Carers in relation to the Student’s practice
178 Summarise the Student’s future learning needs:
This can be used to further inform the next PLO.
RECOMMENDATION: PASS / FAIL
179 Student Comments on Practice Teacher’s Report:
I verify that I have read this report
Student Signature:
Practice Teacher Signature:
Date:
I verify that the student was offered the opportunity to read and sign the report before submission and declined to do so.
Please tick if applicable
180 Section Seven Matrix Summary Sheet
PRACTICE FOCI EVIDENCE DATE VERIFIED A1
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
Signature of Practice Teacher
181 PRACTICE FOCI EVIDENCE DATE VERIFIED A12
A13
A14
A15
A16
A17
A18
A19
A20
A21
Signature of Practice Teacher
182 Student Social Work Training Passport
Name of Student: ______Student No: ______
Date of Name of Duration Summary of Signed Training Training of Learning & Dated Event, Training Outcomes (Practice Trainer and (Days or Teacher) Organisation Hours) Delivering the Training
183 Appendix 11:
PRACTICE TEACHER PROGRESS REPORT
Student:
Practice Teacher:
Tutor:
On site supervisor ( if applicable)
Social Work Course:
Stage of Training: Level 2 / Level 3
Dates of Designated Practice Learning Period:
Date PLO ended
Practice Learning Setting:
Service User Group:
FOLDER OF EVIDENCE SUBMITTED: YES / NO
Was this a passing or failing PLO at the point the student withdrew? (refer to guidance: pages58/9 regional handbook)
Delete as appropriate: Passing/ Failing
184 Evidence Base for Practice Teacher Assessment
Please state the evidence base for your assessment of this Student: (e.g. direct observations, feedback, agency records, supervision, etc.)
The Practice Assessment Panel can contact the following person at the address/phone number or e-mail indicated to access evidence should this be required:
Contact Details:
185 Assessment of Student’s Professional Development (at point PLO ended)
Practice Teachers should comment on the Student’s ethical practice, professional competence and professional responsibility and accountability (including how confidentiality has been maintained and service user and carer consent sought).
Areas of strength should be highlighted as well as areas of concern.
If student withdrew following mid – point review the report must include a judgement as to the likelihood of the student meeting the required level of competence had the designated period of practice learning been completed. In other words was the student passing or failing the PLO at the point of withdrawal.
Please refer to e) the quality and depth of evidence f) ability to link theory to practice, detail AOP g) ability to critically analyse and evaluate own practice h) NISCC Standards of Conduct and Practice for Social Work Students
(While it is at the discretion of the Practice Teacher to determine the length of this section it should be sufficiently detailed to reflect the assessment outcome)
186 Summarise the Student’s future learning needs:
(This can be used to further inform the learning agreement for any subsequent PLO)
187 Student Comments on Practice Teacher’s Progress Report:
I verify that I have read this report:
Student Signature:
Practice Teacher Signature:
Date:
I verify that the student was offered the opportunity to read and sign the report before submission and declined to do so.
Please tick if applicable
188 Appendix 12:
LEVEL 3 ENDORSEMENT OF ASSESSMENT
In line with criterion 2.6.5 of The Standards for Practice Learning for the Degree in Social Work (NISCC: Revised 2009)
I Address: certify that:
Social Work Student, Level 3 Social Work Degree Programme Dates of Practice Learning Period Practice Learning Site has demonstrated the appropriate level of practice competence and confidence and is ready to undertake the Assessed Year in Employment.
My endorsement is based on (a)Professional supervision (b)Agency records/reports (c)Participation in the student’s training team meetings (d)Feedback from colleagues and service users
Signed Date
189 Appendix 13: Important dates
Practice Learning Opportunities Calendar 2016/17 UU/QUB UGR 2
Student Level PLO Commencement and Submission dates for Hand-in dates for and Programme End dates students Practice Teacher Report and Summary Matrix 22 nd August - 19 th December’16 Folder of evidence to Practice Teacher QUB Recall days 12th December ‘16 21st September’16 Reflective Practice Assignment Student must submit copies 19th October’16 (RPA) of Reflective Practice and 2nd November’16 Case Study assignments to UGR Level 2 30th November ‘16 QUB - 19th December ‘16 Practice Teacher by (1st PLO) UU Recall days 5 th January’17 22nd & 23rd September’16 UU/FE – 5th January ‘17 th 85 days 3rd & 4 November ‘16 Case Study -Practice Teacher Report BMC/SWC recall days -Completed matrix 22nd & 23rd September’16 UU/FE - 19th December ‘16 To be submitted to 27th, 28th October University/College by QUB – 5th January ‘17 5 th January ‘17
Note Bank Holiday 29th August ’16
UU/QUB: Part - Time Route First PLO
Student Level PLO Commencement and Submission dates for Hand-in dates for and Programme End dates students Practice Teacher Report and Summary Matrix 22 nd August ’16 – 12 th April ‘17 Folder of evidence to Practice Teacher UU/FE: Recall days UGR Level 2 7th October 2016 5th April ‘17 th Part–time route 4 November 2016 th (1st PLO) 13 January 2017 24th February 2017 Reflective Practice Student must submit copies Assignment (RPA) of Reflective Practice and QUB: Recall Days Evidence Based Project 85 days th 5th October’16 QUB – 12 April ‘17 assignments to Practice 16th November’16 Teacher by: 25th January’17 UUM – 26th April’17 22nd February’17 26 th April ‘17 Case Study - Practice Teacher Report - Completed matrix to be UUM – 12th April’17 submitted to University by:
QUB – 26th April’17 26 th April’17
Note Bank holidays: 29th August; 26th & 27th December; 2nd January; 17th March
191 UU and QUB RGR 2
Student Level PLO Commencement and Submission dates for Hand-in dates for and Programme End dates students Practice Teacher Report and Summary Matrix
9 th January – 11 th May 2017 Folder of evidence to Practice Teacher UU/FE: Recall days 4nd May ‘17 6th & 7th February’17 Student must submit copies 10th &11h April’17 Reflective Practice Assignment of Reflective Practice and RGR Level 2 (RPA) Case Study assignments to QUB: Recall Days Practice Teacher by: th th (1st PLO) 8 Feb’17 QUB - 11 May ‘17 25th May’17 1st March’17 UU – 25th May ‘17 nd 85 days 22 March’17 Case Study 12th April’17 - Practice Teacher QUB – 25th May’17 Report UU – 11th May ‘17 - Completed matrix To be submitted to University by 25th May’17 Note Bank holidays: 17th March; 17th April; 18th April; 1st May
192 UU and QUB RGR 3/UGR 3
Student Level PLO Commencement and Submission dates for Hand-in dates for Ending dates students Practice Teacher Report and Summary Matrix 9 th January –2 nd June 2017 Practice component of PLO UGR and RGR finishes th Level 3 (practice component of 90 days + 18 May ‘17 (Final PLO) 10 study days ) Folder of evidence to Practice Teacher th 100 days QUB: Recall Days 12 May’17 15th February ‘17 Reflective Practice Assignment Student must submit copies 15th March’17 (RPA) of Reflective Practice and 26th April ‘17 QUB – 18th May ‘17 Evidence Based Project UU – 2nd June’17 assignments to Practice UU: Recall Days Teacher by: 19th February ‘17 10th March ‘17 2 nd June ’17 28th April ‘17
Evidence Based Project - Practice Teacher Report UU- 18th May‘17 - Completed matrix to be QUB – 2nd June ‘17 submitted to University by: 2 nd June ’17 Note Bank holidays: 17th March; 17th April; 18th April; 1st May; 29th May
193 PART TIME ROUTE UU/QUB UGR FINAL PLO
Student Level PLO Commencement and Ending Submission dates for students Hand-in dates for Practice dates Teacher Report and Summary Matrix Practice component of PLO 22nd th August – 24 th May ‘17 finishes (practice component of 90 days + 26th April ‘17 UGR Part time Route 10 study days) Folder of evidence to Practice Final PLO Teacher QUB Recall days 12th April ‘17 100 days 12th October’16 Reflective Practice Assignment Student must submit copies 23rd November ‘16 of Reflective Practice and 15th February’17 QUB 26th April’17 Evidence Based Project 26th April’17 assignments to Practice UUM 24th May ‘17 Teacher by : UU Recall days 24th May ‘17 10th, 11th November ‘16 Evidence Based Project - Practice Teacher Report 16th, 17th February’ 17 - Completed matrix UUM 26th April’17 to be submitted to University by: QUB 24th May’17 24 th 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.
194 UU RGR/UGR 3 Off stream
Student Level PLO Commencement and Submission dates for Hand-in dates for Ending dates students Practice Teacher Report and Summary Matrix Practice component of PLO UGR and RGR Level 22nd August – 12th January 2017 finishes 3 28th December ‘17 (Final PLO off – (practice component of 90 days + Folder of evidence to Practice stream students) 10 study days) Teacher 19th December ’16 100 days Student must submit copies Reflective Practice Assignment of Reflective Practice and Recall days: (RPA) Evidence Based Project assignments to Practice th 10th Oct 16 UU 12 January ‘17 Teacher by: 8th Nov 16 12 th January’17 5th Dec 16 Evidence Based Project - Practice Teacher Report - Completed matrix to be UU 28th December’16 submitted by: 12 th January’17 Note Bank holidays: 29th August; 26th & 27th December’16; 2nd January’17
195 Appendix 14
NORTHERN IRELAND DEGREE IN SOCIAL WORK PARTNERSHIP PROTOCOL
for DEALING WITH FACTORS AFFECTING PROGRESSION OF PRACTICE LEARNING
Revised June 2013
196 Authors: Members of the Northern Ireland Degree in Social Work Partnership
Produced by:
Northern Ireland Degree in Social Work Partnership Graham House, Knockbracken Health Care Park Saintfield Road Belfast BT8 8BH
Tel No. 028 9056 6735
197 Contents Page
Glossary of terms 4
Introduction - Context of Practice Learning 5
Professional Requirements related to Practice Learning 7
Factors Impacting on progression of Practice Learning 8
Part One - Student and Practice Learning factors 11
Key Points 22
Part Two - Discontinuation of Practice Learning Opportunity 23 on the basis of Professional Practice and Conduct Factors
Further Practice Learning Opportunities 31
Student Withdrawal from PLO 32
Retrospective Practice Issues 33
198 GLOSSARY
PLO Practice Learning Opportunity
NISCC Northern Ireland Social Care Council
DPLP Designated Practice Learning Provider
F/HEI Further & Higher Education Institution
NI Northern Ireland
Student’s Training Team = student, practice teacher, tutor and where applicable on site facilitator/supervisor
199 Introduction
Context of Practice Learning
The Degree in Social Work was introduced in Northern Ireland in 2004 following approval of the University of Ulster (UU) and Queens University (QUB) courses by the Northern Ireland Social Care Council (NISCC).
The NISCC Rules for the Approval of the Degree in Social Work (2003) set out the requirements which Universities must meet in order to gain approval to deliver the degree in social work. The rules include a requirement that all programmes have in place procedures for termination of training. This is in order to protect the interests of service users and carers as well as students’ interests, and to ensure that students deemed unsuitable to practice as social workers are prevented from being awarded a degree in social work. Similarly the interests of those providing work based practice learning experience should also be safeguarded.
Becoming a professional social worker requires more than the acquisition of knowledge and skills. In Northern Ireland students completing a professional course in social work must complete two periods of work based practice learning. Each student is assigned a practice teacher who assesses his/her practice in terms of competent and confident practice.
Level two undergraduate programme students complete 85 practice learning days between August and December. Level 2 relevant graduate route students complete 85 days between January and May. Both undergraduate and relevant graduate level three students complete 100 practice learning days between January and June. The periods of practice learning for part –time students will normally be from August to April for level two and August to late May for level 3 students.
200 Practice learning opportunities (PLO) are provided by a range of statutory, voluntary and independent agencies that are designated as practice learning providers (DPLP) by the Northern Ireland Social Care Council (NISCC). These opportunities are across a wide range of service user groups, e.g. older people, children and families, and a variety of work settings e.g. residential, day-care, hospital and community. They are also geographically located across Northern Ireland.
Practice Learning Opportunities are allocated through the Northern Ireland Degree in Social Work Partnership (NIDSWP).The NIDSWP was established under the Rules for the Approval of the Degree in Social Work (2003). It is an unincorporated association of education institutions and employing agencies – statutory and voluntary which builds on the long established collaborative working partnerships within qualifying social work education and training in Northern Ireland. The current Partnership membership includes the five Health and Social Care Trusts, QUB, UU/FHE, the Voluntary sector, the Probation Board for NI(PBNI),Youth Justice Agency for NI (YJANI) and Education Welfare.
Context of Protocol This protocol is the outcome of an evolving process which initially began with the introduction of the degree in social work. It has been developed in agreement with all of the partnership member organisations. The protocol governs the management of individual practice learning opportunities where difficulties arise and may result in withdrawal from or termination of the PLO.
In addition the Higher Education Institutions’ (HEIs) separate fitness for practice procedures may result in a student being withdrawn from the degree in social work course.
The NISCC at any stage may review a student’s registration as a social work student/social care worker and apply sanctions to the individual’s registration.
201 This protocol is separate from the procedures in place within NISCC and the HEIs but there is a clear requirement for these separate processes to be considered for each individual situation.
The overarching aim of this protocol is to promote consistency in approach across the region, for the myriad of people involved in the delivery of practice learning opportunities.
The purpose of the protocol is also: To protect and safeguard the rights and welfare of service users
To protect students and the organisation providing the PLO
To promote equity , transparency and clear lines of communication
To promote standardisation and consistency in approach
To provide support and direction to practice teachers, tutors and others involved in the provision of practice learning
To assist in clarifying the most appropriate procedures to be used in dealing with practice learning issues. These could include HEI fitness to practice procedures and/or NISCC conduct procedures
Professional Requirements related to Practice Learning The Northern Ireland Social Care Council (NISCC) Practice Learning Requirements for the Degree in Social Work (Revised 2010) state that ‘ Practice Learning must promote student learning while safeguarding the rights of service users’.
Course Providers (F/HEIs and Employer Partners) have a duty to ensure that no member of the public is adversely affected as a
202 consequence of participating in the education of social work students.
In the interest of public safety and as representatives of the social work profession students are required at all times to adhere to the NISCC Code of Practice for Social Care Workers (2002).
Students are also expected to adhere to the protocols and guidance, issued by the F/HEIs and NIDSWP, which pertain to attendance, conduct and behaviour while completing a PLO. These will be monitored closely throughout the programme.
Factors impacting on progression of Practice Learning There exists a range of factors that may impinge on the progress of a student’s practice learning. Some of these may impede the student’s professional development whilst others may affect the student’s continued involvement in the degree in social work course.
This protocol aims to provide direction as to the process to be followed when dealing with one or more factors impacting on the progression of practice learning. The protocol does not aim to cover every eventuality however its underpinning principles should be followed in every situation where there are issues.
These include situations where:
There are significant factors beyond the student’s control, e.g. serious illness, a significant change in personal circumstances
Learning opportunities do not evolve as originally planned despite every effort being made by the provider agency
Issues of conflict affect the ability of individuals within the student’s training team to work effectively together 203 A student’s behaviour/practice/conduct is deemed to be damaging or dangerous to service users and /or carers or gives serious cause for concern.
In all such situations the following key principles should underpin the decision–making process:
Issues/concerns should be identified at the earliest possible
stage
Open and honest discussion
Establishment of clear lines of communication
Transparency
Involvement of all members of the student’s training team and where appropriate other academic and/or PLO provider staff
Adherence to good practice guidelines in relation to information sharing and confidentiality
Support for each member of the training team including the student
Designated Practice Learning Providers reserve the right to discontinue a PLO where due process has been followed
The protocol is divided into two parts:
204 Part One: Student and Practice Learning Factors Part One outlines the process to be followed where the nature of the circumstances are such that they are impacting on the progression of the PLO. In certain situations a student may request or be required to withdraw from practice learning due to the impact of specific factors on his/her continued capacity to fully engage in the PLO and the learning process.
Part Two: Discontinuation of Practice Learning Opportunity on the basis of professional practice and conduct factors. Part two outlines the process to be followed where there are serious concerns about a student’s professional practice, behaviour or conduct while undertaking the PLO.
Alternative mechanisms such as leave of absence exist within F/HEIs to address other factors which may arise during the course of the programme.
205 PART ONE
STUDENT AND PRACTICE LEARNING FACTORS
206 Part One Student and Practice Learning Factors
Introduction This section addresses the following circumstances:
Serious health issues or a significant change in personal circumstances
Unacceptable risk to the student
Practice learning opportunities do not evolve as planned
Extreme difficulties in practice teacher/onsite supervisor and student relationship
What if a student is experiencing a serious health issue or a significant change in personal circumstances? It is the student’s responsibility to confirm that he/she is fit to undertake the PLO.
The required number of practice days is 85 at Level 2 and 100 at Level 3 (NISCC: Revised August 2010 ‘Practice Learning Requirements for the Degree in Social Work’). There is a requirement for full attendance on PLO and clear guidance exists within the Regional Practice Learning Handbook on course requirements and management of absences.
207 There may be circumstances where it appears that the health or personal circumstances of the student may prevent him/her from:
completing the required number of practice days within the prescribed timescales and/or
undertaking and completing tasks necessary to attaining the
level of competence required to pass PLO
In these circumstances the student’s training team will need to meet to consider the individual circumstances of the student in arriving at a recommendation as to whether a PLO can continue or not.
Support for students with disabilities Students undertaking social work education and training are entitled to support by HEIs in relation to any declared illness or disability. When commencing the course and where appropriate a student may be assessed by university/college disability services which allows for identification and delivery of appropriate supports while undertaking the university delivered part of the degree programme.
Some students may have a disability at point of entry to the programme others may acquire or be diagnosed with a disability after the programme has started. Other students may have variable conditions and require supports at particular times during the degree course, including periods of work based practice learning (PLO).
The process of identifying appropriate supports relies on disclosure by students. Disclosure or diagnosis of a condition may occur at any point during the course including PLO, but the timing of this may influence the level and/or quality of support that can be provided.
208 Whilst students are encouraged to disclose any disabilities a student has the right not to disclose their disability. However in such circumstances he/she must understand that it is probable that support/ reasonable adjustments will not be set up. Neither the academic institution nor PLO provider can be accused of disability related discrimination if they do not know, and could not be reasonably expected to know that an individual is disabled.
Practice learning providers also provide on-going support to students throughout periods of practice learning. Support requirements in relation to work based practice learning can however be very different to those in the educational setting. Students should discuss their needs with their personal tutor when completing the profile for practice learning. Discussions involving the student, the practice teacher, tutor and appropriate others at an early stage can avoid misunderstandings and issues arising during the PLO.
Adequate forward planning and in depth discussion are necessary to ensure that there is clear understanding of the work activity of the PLO and that a student’s specific support requirements are met. (See NIDSWP ‘Supporting disabled social work students undertaking practice learning opportunities’ Guidance, June 2012).
Duty of Care of Designated Practice Learning Providers PLO providers have ‘a duty of care’ to ensure the safety and wellbeing of service users, carers and colleagues including students. It is therefore essential that all students are fully aware of their responsibilities in terms of professional practice. The NISCC (2001; 6) Code of Practice for Social Care Workers states that as a social care worker you must be accountable for the quality of your work and take responsibility for maintaining and improving your knowledge and skills. This includes:
‘ informing your employer or the appropriate authority about any personal difficulties that might affect your ability to do your job competently and safely.’ (6.3)
209 Registration with NISCC (www.niscc.info) also requires individuals to make a declaration about their health. Non-disclosure in any circumstances and in particular where there might be a risk to the safety /welfare of service users, other staff or self could have serious implications.
Health /change in personal circumstances When serious health issues or a significant change in personal circumstances arise during PLO, either the PLO provider, the HEI or the student may feel that the student, staff and/or service users are placed at unacceptable risk. Examples would include serious mental health issues where the individual lacks insight, substance misuse, traumatic experience, a serious illness is diagnosed or a student’s health condition deteriorates significantly.
In such circumstances the organisation may seek advice or an assessment of risk may be sought from appropriate sources (e.g. occupational health, health and safety personnel, general practitioner or specialist medical opinion) to assist with the decision - making process. The student may also seek an independent medical opinion and /or risk assessment. Ultimately the DPLP makes the final decision taking into account all assessments.
On-going viability of PLO Lengthy interruptions in a PLO are not in the best interests of service users or students. In circumstances where absence from PLO extends beyond 10 days its continuation normally becomes unviable.
In such circumstances a student’s training team will meet to discuss the viability of the PLO and ‘duty of care’ to service users/carers, the student and others and the decision may be taken to discontinue the PLO.
210 Students should be aware that any decision to end a PLO due to these circumstances may result in their having a gap before their studies can continue.
The course director, practice learning co-ordinators (provider organisation and academic) should be advised of any outcome in a timely fashion by their representatives in the student’s training team. They can then advise onwards as appropriate and in line with data protection principles. In the case of any student who is also a regional trainee, relevant others within the employer organisation including the line manager should be informed, by the F/HEI, of the decision reached. Depending on the nature of the circumstances leading to the discontinuation of the PLO course providers may require a student to submit written evidence such as a medical certificate indicating fitness to continue degree in social work training. In certain exceptional circumstances a student may not be able to complete the degree because of enduring ill–health.
Where a student has been absent from the programme for a significant period of time it is the F/HEI’s responsibility to ensure that he/she is adequately prepared to return to social work training and to commence a PLO. A PLO provider reserves the right to request information as to how a student has prepared for re- entering the programme prior to confirmation of the PLO.
Prior to allocation of a further PLO the F/HEI should complete a review of the student’s situation to ensure that he/she is occupationally ‘fit’ and ‘ready’ to commence another PLO.
Implications – Registrant Requirements to report to NISCC. As a registrant: ‘ Students must inform NISCC of any changes in their circumstances (www.niscc.info). This includes any temporary withdrawals, permanent withdrawals, or leave of absence from the course.’(NISCC: Revised 2009). Registration with NISCC also requires individuals to make a declaration about their health.
211 Withholding information where there might be a risk to the safety /welfare of service users, other staff or self, could become a conduct issue. Where such issues emerge during the course of a PLO the DPLP should inform the F/HEI and NISSC. F/HEIs must also immediately inform NISCC of any student who withdraws temporarily or permanently.
What about a situation where the student is subject to unacceptable risk? This could include:
The threat of violence to the student or their family or
Due to former employment, activity or personal circumstances there is potential risk to student, other staff or service users
In the above situations the risks as well as associated actions should, if possible, be identified, assessed and agreed by the student’s training team. However sometimes there may be differences in how individuals perceive both the risks and the impact of them on the PLO. A record of the risks and the views of the parties involved should be fully documented. Where a decision is taken to proceed with the PLO then any residual risk should be closely monitored and regularly reviewed by the student’s training team. Details of how this will be carried out, by whom and when, should form part of the documentation.
The decision to discontinue a PLO on the basis of the documented risks should be made by the PLO provider in consultation with the student’s training team. In the case of those students who are also regional trainees, relevant others within the employing agency including the line manager should be informed by the F/HEI.
An alternative PLO may be provided if a suitable one is available and the risks have been assessed as acceptable. This latter
212 determination will be made by the practice teacher and tutor and/or their managers in consultation with the student and will depend on the stage of the PLO and availability of an alternative. The determination of suitability may also involve, with the necessary permissions, an assessment of risk by appropriate others.
Students should be aware that any decision to end a PLO due to these circumstances may result in their having a gap before their studies can continue.
What about circumstances where practice learning opportunities do not evolve as expected and there are no issues in relation to the student’s competence? It is the practice teacher’s responsibility to ensure that learning opportunities are provided to enable the student to meet the learning requirements. However exceptional circumstances can arise where it becomes apparent that the learning opportunities are not evolving as initially planned and therefore not enabling the student to meet the level of practice competence required. In such circumstances any member of the student’s training team may raise the issue. At this point the training team should meet as a matter of priority to examine the concerns raised and to develop a plan of action, which may include an ‘extension’ of the PLO beyond the designated period, to address the situation. In the unlikely event that despite reasonable efforts it proves impossible to identify sufficient learning opportunities, then as a last resort the decision may have to be made to end the PLO.
The decision to end a PLO in such circumstances should only be made where all reasonable options have been explored e.g. split site, supplementary opportunities.
The student’s training team should make this decision in consultation with the organisation’s practice learning coordinator, and the senior manager within the organisation with responsibility for practice learning. In the case of any student who is also a regional trainee, relevant others within the employing agency
213 including the line manager should be informed, by the F/HEI of the decision reached.
An alternative PLO may be provided however this will depend on the stage of the PLO and availability of an alternative. Students should be aware that any decision to end a PLO due to these circumstances may result in their having a gap before their studies can continue.
What if there are extreme difficulties arising from the relationship between student and practice teacher/onsite supervisor? The role and responsibilities of student, practice teacher and onsite supervisor are detailed in a number of documents including the Regional Practice Learning Handbook and the NISCC Practice Learning Standards, for the Degree in Social Work (Revised 2009). The working relationship between student and practice teacher/onsite supervisor is intended to be a professional one through which the learning and development of the student is facilitated and promoted. Positive interpersonal behaviour is central to working well together. It is essential that individuals behave appropriately and treat each other with respect.
On some occasions however the development of the student/ practice teacher/onsite supervisor relationship may encounter difficulties. It is important that situations of misunderstanding are not allowed to develop into conflict and therefore it is expected that both parties will endeavour, in the first instance, to address and resolve any difficulties within the context of the supervisory relationship. Best practice indicates that early and informal intervention is the most effective way of dealing with issues of conflict. While it is acknowledged that at times this can be difficult for all involved, concerns have to be shared openly to enable resolutions to be found. An informal approach often helps to lessen the impact of conflict on the persons involved, thereby reducing the risk of interruption to the PLO and the service to service users. In advancing towards professional competence
214 students are required to demonstrate that they can use a range of skills to deal constructively with disagreements and conflict and work towards the resolution of difficult situations. A student has a responsibility, with the exception of extreme and irretrievable breakdown in communication, to raise any concerns with his/her practice teacher.
In the situation where it is proving difficult to use the supervisory relationship to address difficulties then the practice teacher, onsite supervisor (if applicable), student, tutor should convene a meeting in order to move towards a resolution. This meeting should focus on the identification and exploration of the issues and include the development of an action plan.
In the event that this meeting cannot achieve a satisfactory resolution then consideration should be given to convening a further meeting involving senior academic and agency staff. The student’s training team should normally be aware of any complaint or concern before it is brought to the attention of others within the organisation (e.g. Line manager, practice learning coordinator or the university course programme director).
Where it is noted that the situation is not improving and that it is adversely affecting the ability of the student to learn or the capacity of the practice teacher or onsite supervisor to facilitate learning, then consideration should be given to discontinuing the PLO. This decision should only be taken when all reasonable options have been explored and no alternative resolution realised. Failure to attempt to raise issues via established processes may result in concerns being raised about professional competence and accountability.
Policies and procedures exist within F/HEIs and provider organisations which the student and practice teacher/onsite supervisor can access where the informal process of resolution has been exhausted, and complainant wishes to initiate a formal process.
215 Formal Complaint by student In circumstances where a student makes a formal complaint in writing, the decision as to which policy will apply lies with the provider organisation in which the student is placed.
Although individual situations may vary the NIDSWP have issued principles to which PLO provider organisations should adhere:
Reference must be made to existing agency documentation which may influence how to make a complaint for example, bullying and harassment policy, whistleblowing policy, complaints policy, disciplinary policy (a list of such policies should be made available to the student along with details of how they can be accessed).
Students should be made aware of the NISCC Code of Conduct for Employers and Code of Conduct for Social Care Staff (2002).
All above documentation must be drawn to the attention of the student during their induction to the agency.
Confidentiality should be maintained within this process – information should only be supplied to those with a need to know. Individuals should not discuss specific complaints with others, but must inform their personal tutor.
Where a complaint has been investigated and found to be unsubstantiated but concerns have been raised about conduct /competence /behaviour of complainant, the matter may be referred to F/HEI, PLO provider organisation and or NISCC.
Formal Complaint against a Student Students may occasionally find themselves in the position where a formal complaint has been made against them during a PLO.
In circumstances where the complainant is a service user / carer the complaints policy and procedure of the PLO provider organisation will be applied and if substantiated this protocol will be initiated.
216 Where the complainant is an individual employed by PLO provider or another organisation this protocol will be utilised and if substantiated it may be referred to the F/HEI and /or NISCC.
Students should be provided with guidance/procedures on how a complaint against them may be addressed.
Students should be made aware of this protocol at the beginning of the course and it should also be discussed with them as part of preparation for PLO
Students should be made aware of the NISCC Code of Conduct for Social Care Staff (2002) and this should be discussed with them in the context of professional practice and accountability.
Students’ attention should be drawn to “fitness to practice” procedures within their academic institution.
All above documentation must be drawn to the attention of the student during their induction to the agency.
Confidentiality should be maintained within this process – information should only be supplied to those with a need to know. The student should not discuss specific complaints with others, but must inform their personal tutor
Key Points
In all circumstances where the PLO is incomplete/fail the practice teacher is required to submit a progress report to the Practice Assessment Panel.
In all of the above circumstances the course director, practice learning co-ordinators (organisation and academic) should be advised of any outcome in a timely fashion by their representatives in the student’s training team. They can then advise onwards as appropriate and in line with data protection principles.
217 In circumstances where the decision is taken to provide a further PLO, the timing of allocation of another PLO will be subject to availability and the allocation process. It should be noted that PLOs are scheduled to take place between certain regionally agreed dates and assessment procedures are geared to these dates. Therefore a student’s progress to the next stage of their study may be delayed.
218 PART TWO
Discontinuation of Practice Learning Opportunity on the basis of Professional Practice and Conduct Factors
219 Part Two. Discontinuation of Practice Learning Opportunity on the basis of Professional Practice and Conduct Factors
Introduction The professional demands of social work require high standards of conduct and practice from all social care workers because they have responsibilities associated with working with some of the most vulnerable and disadvantaged individuals and groups in society.
Students, who are studying for the degree in social work, are required to be registered on the NISCC register for students. The NISCC Code of Practice for Social Care Workers (2002) states:
‘ Social care workers are responsible for making sure that their conduct does not fall below the standards set out in this code and that no action or omission on their part harms the wellbeing of service users.’ (www.niscc.info)
This Code applies to both academic and practice settings and reminds social care workers, including social work students, those high standards of conduct are expected throughout their professional careers commencing with their initial training.
As part of their professional training, social work students must undertake periods of practice learning which requires them to work directly with service users and carers. During these periods students are expected to adhere to the NISCC Code of Practice, and to also act in accordance with the relevant legislation, policies and procedures that govern and direct the work of the profession they are entering.
220 In circumstances where a reasonable cause for concern is raised with regard to the conduct and/or practice of a student, the university provider will consider this under their ‘fitness for practice procedures’. This is a document based on a defined set of principles and details the procedures for investigation and decision–making in matters where the conduct and/or practice of students does not appear to meet the required standard (For further details of Fitness for Practice Procedures please refer to http://www.ulster.ac.uk/studenthandbook/ http://www.qub.ac.uk/schools/SchoolofSociologySocial PolicySocial Work/ or to the NIDSWP, Student and Practice Teacher Toolkit 2014.
In addition, the NISCC Rules for the Approval of the Degree in Social Work (2003) require programmes to have in place procedures for termination of social work training. This is in order to protect the interests of service users and carers as well as student’s interests, and to ensure that students deemed unsuitable to practice as social workers are prevented from being awarded a Degree in Social Work. Similarly the interests of those providing practice learning opportunities should also be safeguarded.
This section of the protocol details the process to be followed to determine if discontinuation of a PLO is appropriate.
Any process to investigate concerns or allegations regarding the conduct and/or practice of a social work student while undertaking work based practice learning must take into account university procedures relating to fitness for practice, NISCC procedures relating to registration (www.niscc.info) and any procedures relating to the agency in which the student is based while undertaking PLO.
It is important to understand that the question of a person’s suitability to train as a social worker can arise at any point throughout the period of registration with NISCC. It is not simply a matter affecting initial registration.
221 The stages outlined in the following attempt to ensure that the relevant organisations are advised of the situation, and that where possible action is progressed in an efficient manner, and in keeping with the laws of natural justice. Students can expect to be supported by their HEI during the course of any investigation.
Therefore the process requires close communication between all those agencies that may be required to take action as a result of the enquiry and/or its findings, including their own internal investigation at the same time, or subsequently, should they feel this to be necessary. The Process
The process to be followed when concern is raised with regard to the behaviour/conduct and /or practice of a student while she/he is undertaking PLO
Stage 1: Information is received.
Information may be received by the F/HEI, the NISCC or the practice learning provider agency. As noted above, all of these organisations may take action with regard to the information received. All effort should be made to ensure as coordinated a process as possible.
It is vital that the F/HEI, NISCC and the provider organisation inform each other when there is serious concern about the conduct and/or practice of a student. (NISCC: 2010, Registration of Social Work Students on the Social Care Register)
Where the information received is of a nature where there is reasonable belief that an individual(s) are at risk, those receiving the information may initiate an immediate precautionary suspension of the PLO without prejudice, on the basis of this initial information alone. This decision will ultimately reside with the
222 organisation offering the PLO but where possible it will be in consultation with the practice teacher, tutor and others involved in the provision of the practice learning experience. The organisation will verbally inform the student and F/HEI of the nature of the information and precautionary suspension within 24 hours of the information being received, and this will normally be followed up in writing within 48 hours. This precautionary suspension will remain in force until at least such times as a strategy meeting can be held to establish the full basis for concerns, and the validity of same (Refer to stage 2).
No party can make the decision to terminate a PLO until stages 2 and 3 of the process have been fully completed.
Those involved in the student’s training team will advise the relevant people within their organisation of this course of action. Relevant people at this stage would be the practice learning coordinator for the provider organisation and for the F/HEI, the senior manager for practice learning and development within the organisation, F/HEI course director and manager of the PLO team/unit.
Where the student is a regional trainee, the appropriate personnel within the trainee’s employing agency, including the line manager must also be informed. The employer also has a responsibility to inform NISCC.
Where there is reasonable belief that the student’s actions may also have broken the law the PSNI should be advised accordingly by the provider agency hosting the PLO, in line with its reporting procedures.
In circumstances where the University’s ‘fitness for practice’ procedures have been invoked it will be the academic institution’s responsibility to provide NISCC with the information that it judges to be pertinent to the student’s behaviour/conduct and/or practice of concern. Students also have a responsibility to report any
223 change in their circumstances to NISCC, their training team and/or relevant others. (NISCC: 2010, Registration of Social Work students on the Social Care Register)
NISCC have a responsibility to investigate allegations of misconduct against registrants and to take action against those where misconduct has been proven. While NISCC may choose to begin their own investigation at this point they will normally await the outcome of the F/HEI procedures before determining whether they wish to conduct their own investigation.
Stage 2: Strategy Meeting.
A strategy meeting will take place (normally within 3 working days) of receipt of the information. This will be convened and chaired by a representative of the F/HEI or DPLP. This meeting applies regardless of whether the student is suspended or not.
The meeting will involve student, tutor, and practice teacher. It will also involve the practice learning coordinator or equivalent from the organisation providing the PLO. The student may be accompanied by either a university student union representative, course student representative or a representative from the Northern Ireland Association of Social Workers (NIASW). A relative, trade union representative, MLA or legal person (e.g. solicitor) may not accompany the student.
Representatives should be made fully aware of their role and their responsibilities in relation to confidentiality and information governance procedures.
This meeting will consider:
1. The nature of the information, its reliability in terms of evidence and its seriousness. 224 2. The student’s response to the information.
3. The steps to be taken and by whom to determine the validity of the information.
4. Whether precautionary suspension of the PLO should occur or PLO should continue while the enquiry is on-going. The F/HEI should also consider whether they need to place the student on suspension pending further investigation or outcome of a university ‘fitness for practice’ hearing.
5. A timetable for the investigation to include the steps to be taken and by whom.
Other areas for consideration will be determined depending on the particular case in question. A written record of the meeting will be made and shared with all parties who have attended the strategy meeting. The record will be stored in line with the DPLP’s policy and procedures
The NISCC may impose an interim suspension order on a registrant, pending the outcome of any investigation, where the allegation is of a serious nature and such action is necessary for the protection of the public or the registrant. If this occurs the student will automatically be suspended by the F/HEI and by the employer where the student is a regional trainee.
The student should be made aware that if they are also employed in another social care capacity, they are obliged under the NISCC Code of Practice to duly inform his/her employer: that he/she is under investigation
the outcome of the investigation.
225 The F/HEI must confirm with the employer that the student has informed his/her employer.
NISCC can be contacted for informal discussion about registration issues, at any stage prior to or during an investigation
.Stage 3: Investigation.
The investigation is carried out by a member of the provider organisation who has had no prior direct involvement in the student’s PLO experience but preferably has some knowledge of practice learning. A written report must be completed, and where timeframes allow it should be circulated prior to the outcome meeting. Everyone attending the meeting, including the student and their support person will normally get a copy of the report prior to the meeting.
Stage 4: Outcome Meeting.
A meeting will be held to consider the report and will then make a determination as to whether the PLO should continue or be discontinued, and any other action.
Those involved in the strategy meeting should also attend the outcome meeting. The student may be accompanied by either a university student union representative, course student representative or a representative from the Northern Ireland Association of Social Workers (NIASW). A relative, trade union representative, MLA or legal person (e.g. solicitor) may not accompany the student.
The outcome meeting will normally occur within 10 working days of the strategy meeting.
226 Following a decision:
There may be no further action to be taken and the PLO may continue.( Refer to Regional Practice Learning Handbook, for guidance on absence from PLO)
Where the investigation has confirmed concerns, but PLO is not discontinued, the student’s training team will develop an action plan for the remainder of the PLO.
Concerns are confirmed and the PLO is discontinued. Discontinuation of the PLO due to inappropriate conduct/behaviour or practice issues will result in:
a. The PLO being failed
b. F/HEI instigating ‘fitness to practise’ procedures, the result of which will be reported to NISCC and where the student is deemed unfit to practice by the F/HEI the NISCC will then apply its conduct procedures
c. Where the student is employed in a social care capacity, the employer indicating what further action they intend to take
d. Where the police have been involved, the PSNI indicating what further action they intend to take.
Following this meeting the decision should be communicated, within two working days, by the Chair of the meeting in writing to
227 the student, relevant people within the F/HEI, the NISCC, the PLO provider organisation and where relevant the employing agency where the student is a regional trainee.
In circumstances where the outcome is that the PLO is terminated and the student wishes to appeal he /she have the right to do so using university appeal procedures which relate to assessment decisions.
Further Practice Learning Opportunities Where it is decided under Part 1 or Part 2 that the student’s PLO is ended but that they will be provided with a further PLO the information with regard to the premature ending MUST be provided by the F/HEI to the next PLO provider. This information should be of sufficient detail to allow the next provider to consider any steps they may wish to take to ensure that a PLO can appropriately be facilitated. It should be provided post allocation but before the student is notified of any allocation.
All students commencing their Level 3 period of practice learning must provide the successive practice teacher with a copy of their previous practice teacher report).In circumstances where a previous PLO was incomplete/fail the student must provide their newly allocated practice teacher with a copy of the progress report/practice teacher report from the previous PLO. It is the responsibility of the F/HEI to ensure that students comply with this requirement.
Student Withdrawal from PLO A student may make the decision to withdraw from PLO at any point and in any circumstances. This must however be supported by appropriate written evidence. If supporting evidence is not provided the student will be deemed to have failed the PLO. It should also be noted that no matter what the circumstances, the practice teacher is required to complete a progress report and to make a recommendation in terms of pass/fail to the university practice assessment panel. The practice assessment panel and
228 exam board will consider the recommendation and any extenuating circumstances before making a final decision.
In circumstances where there is serious concern about professional practice /conduct and where student has withdrawn prior to the protocol process being fully completed, this will not preclude the potential for a referral being made to the HEI’S internal fitness for practice procedures and/or NISCC.
Retrospective Practice Issues Process When information is received post completion of the PLO that raises a concern with regard to the conduct and/or practice of a student while undertaking PLO, the following process should be followed.
The matter should be referred to the appropriate F/HEI with whom the student is registered and action may be taken by the F/HEI through their internal ‘fitness for practise’ procedures.
The NISCC Rules for the Approval of the Degree in Social Work (2003) state that the Course Provider:
“ … including the responsibility to inform the Council about any misconduct by a student that might call into question the student’s registration with the Council.” …6.ao.3 (v).
229 Appendix 15
References/Reading List
NISCC Standards of Conduct for Social Work Students (2015)
NI Framework Specification for the Degree in Social Work (March ’03)
Rules for the Approval for the Degree in Social Work (NISCC: Revised Jan ‘12)
Practice Learning Requirements for the Degree in Social Work (NISCC: June ’10)
NISCC Standards for Practice Learning for the Degree in Social Work (Revised ‘09)
Learning, Teaching and Assessment Requirements for the Degree in Social Work (March ’04)
Investing in Practice Learning. Investing in the Future Workforce. NISCC Standards for Practice Learning Providers – A Consultation Document (March ’05)
Curriculum Guidance for the Degree in Social Work: Community Social Work and Development (August 2012), only available on NISCC 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 9536 2600 and are also downloadable from www.niscc.info
Reflective Practice
Collingwood, P (2005) “Integrating theory and practice: The Three- Stage Theory Framework”, Journal of Practice Teaching 6(1) 2005
Dickson, D (2000) “Reflective Practice into Social Work: Theory into Practice” in CCETSW, Reflecting on Practice – looking back to look Forward, Belfast: CCETSW, NI P5-9
Fook, J, Gardner, F (2007) Practising Critical Reflection: A Resource Handbook, Maidstone: OU Press
Knott, C, Scragg, T (2007) Reflective Practice in Social Work, Exeter: Learning Matters
Lomax, R, Jones, K, Leigh, S, Gay, C (2010) Surviving Your Social Work Placement, Basingstoke: Palgrave Macmillan
Parker, J (2006) “Integrating theory and developing reflective practice in practice learning” in Parker, J Effective Practice Learning in Social Work, Exeter: Learning Matters
Schön, D (1983) The Reflective Practitioner: How Professionals Think in Action, London: Temple Smith
Wilson, K, Ruch, G, Lymberg, M, Cooper, A (2008) “Relationship- based and reflective approaches for contemporary social work practice” in Wilson et al, Social Work – An Introduction to contemporary practice, Harlow: Pearson P1-27
Evidence Based Practice
Newman, T, Moseley, A, Tierney, S, Ellis, A (2005) Evidence Based Social Work: A Guide for the Perplexed, Lyme Regis: Russell House
Taylor, BJ (2003) “Literature Searching” in Miller, R & Brewer, J (eds) The A to Z of Social Research, London: Sage
231 Taylor, BJ, Dempster, M, Donnelly, M (2003) “Hidden Gems: Systematically searching electronic databases for research publications for social work and social care”, British Journal of Social Work, 33 P423-439 Taylor, BJ, Wylie, E, Dempster, M, Donnelly, M (2006) An Evaluation of the AgeInfo Database, London: Social Care Institute for Excellence
Taylor, BJ, Wylie, E, Dempster, M, Donnelly, M (2007) “Systematically Retrieving Research: A Case Study Evaluating Seven Databases” Research on Social Work Practice 17 (6): 697-706
232