REGIONAL PRACTICE LEARNING

HANDBOOKAugust 2015 – June 2016

NI Framework Specification For the Degree in Social Work: Sept’ 2014

Student groups: UU/BMC/SWC: UGR Level 1 and RGR Level 2 full-time & part time Students QUB: All full time and part time StudentsIssued: August 2015

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.

The 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 DohertyChair NIDSWP

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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 evelyn.magee@hscni.net

The handbook is available via the F/HEIs websites, Practice Learning Co-ordinators in employer organisations and the NIDSWP Section of the NISCC website (www.niscc.info/index.php/education-for-our-training-providers/degree-partnership).

It should be read in conjunction with the relevant F/HEI Handbook for the Degree in Social Work Programme.

Evelyn MageeProfessional OfficerNorthern Ireland Degree in Social Work Partnership

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Glossary

NIDSWP: Northern Ireland Degree in Social Work Partnership

NISCC: Northern Ireland Social Care Council

DHSSPS: Department of Health, Social Services & Public Safety

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

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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.. 11

Practice Learning Opportunity …………….. Allocation of PLOs ……………………..

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Conditions applying to PLOs …………… 13 Criminal Declarations …………………. 13 NISCC Registration …………………….. 13 Pre-Practice Learning Visit……………. 14 Practice Learning Meetings…………....... 15 Initial Practice Learning Meeting ………. 15 Purpose of Initial

Meeting………………...15

Mid-point Review Meeting ………………. 16 Additional Practice Learning Meeting(s)

…………………………………... 16 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

Relationship …………………………….. 215

Principles relating to how Practice Teachers are supported within organisations ……………………………. 21

Induction to PLO …….………………….. 22 Recall and Study Days …………………. 22 Guided Study ……………………………… 22 NISCC Codes of Practice ………………... 23 Use of Social Networks ………………….. 24 Use of Specialist Equipment and Mobile

Phones………………………………………. 25 Student Complaints ……..……………….. 26 Travel Expenses ………………………… 28 Absence from the PLO …………………... 29 Jury Service ……………………………….. 31 PLO: Hours of Work 31

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

Section 3 Key Role Specification ………………………… 41 The Key Role Matrix ……………………... 42

Section 4 Engaging in the work, gathering evidence, and meeting the assessment requirements…. 44

Evidence of Professional Development and Confident & Competent Practice …. 45

Evidence Requirements …………………. 46 Ladder of Learning………………………... 48 Statements of Differential for Levels of

Practice Learning………………………….. 49 Tuning In to PLO ………………………….. 52 Induction Period ………………………….. 52 Evidence and the Matrix ………………… 52 Service User and Carer Feedback in

Relation to Student Performance………. 53 Direct Observations of Practice ……….. 54 Guidance for Practice Teachers ……….. 55 Practice Teacher Report…………………. 56 Guidance on Writing a Report where

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there are serious concerns about a student’s conduct/practice/behaviour ... 57

The importance of the Practice Teacher’s & DPLP’s Investigation Reports …………………………………….. 57

The Management of Concerns Specifically Related to Practice Competence – guidance for Practice Teachers …………………………………… 58

Section 5 Assessment of Practice Learning ……………. 60 Summative and Formative Assessment 60 Incomplete PLO …………………………… 61 Role of the Practice Assessment Panel

(PAP) ……………………………………….. 61Section 6 Practice Learning Assignments……………….. 62

Level 2: Case Study ……………………….

62

Level 2: Reflection on Practice Assignment ………………………………… 63

Level 3: Reflection on Practice Assignment ……………………..................

64

Level 3: Case Project …………………….. 65

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Part 2: Appendices of Guidance & Proforma

Appendix 1 Student’s Individual Learning Plan………

70

Appendix 2 Contents of Supervision Folder…………..

73

Appendix 3 The Practice Learning Initial Agreement..

76

Appendix 4 The Mid-Point Review Meeting…………...

84

Appendix 5 Additional Practice Learning Review Meeting …………………..…………………...

95

Appendix 6 Supporting Disabled Students undertaking Practice Learning Opportunities ………………………………..

102

Appendix 7 The Key Roles and Social Work Standards Matrix…………………………….

127

Appendix 8 Progression to Competence and Aide for Effective Guidance …………………………

156

Appendix 9 Direct Observation of Practice …………...

177

Appendix 10 Practice Teacher Report including summary matrix and student training passport…………………………...

181

Appendix 11 Level 3 Endorsement of Assessment...…

193

Appendix 12 Important Dates [Calendar]……………….

194

Appendix 13 Protocol for Dealing with Factors Affecting Progression of Practice Learning ……………………………………...

199

Appendix 14 References/Reading List ………..………..

233

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Part One:

PRACTICE LEARNING

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Section 1: Overview of Practice Learning and the Degree in Social Work

Context

The Northern Ireland Social Care Council’s Requirements for Practice Learning (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. All students must pass all components of this module in order to proceed to their first directly supervised practice learning period.

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Practice Development Days (PDD)

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 the 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). 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, confident and competent

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application in the second period. More detailed guidance is provided in the Statements of Differentials of Practice Learning (page 49).

It should be noted that students who come to the 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 NI the five Health & Social Care Trusts, Voluntary Agencies, 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. 2015Students 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 early December.

Please refer to Practice Learning Allocations- Student Information Booklet available on the NIDSWP Section of the NISCC website (www.niscc.info/index.php/education-for-our-training-providers/degree-partnership) and also Blackboard/Course Support Area/Virtual Learning Environment for further information.

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Conditions Applying to PLOs

Criminal Declarations

Prior to 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 details.

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 the 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.

Student 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; andb) 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.

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.

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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 their 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 pay within the specified timeframe 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 concerned to work out the practicalities of the site allocation and

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 Facilitator/Supervisor, if relevant, and Tutor. The Line Manager of the team/faculty may also attend meetings as and when appropriate.

Given that students are studying for a professional qualification and the Practice Learning meetings focus on the individual’s personal and

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professional development and practice with service users and their families it is not 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 this 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 social work standards assessment; and practical arrangements

to be addressed, clarified and agreed.

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.

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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 practice learning period, 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. The meeting is the forum in which any issues are raised and a process and timescale agreed to address them.

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 them 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

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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 Code of Conduct.The student should be made fully aware of the practice teacher’s assessment of their level of competence and whether or not the PLO recommendation is a pass or fail at 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 every 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 discussion of the issues, action plan and outcomes.

Please refer to http://www.ulster.ac.uk/studenthandbook/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 TEAMRoles and Responsibilities

Student: To:

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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

keep their social work training passport up-to-date ,share it in supervision and ensure it is signed by the 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 inform practice teacher and/or tutor of any 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

All those students commencing their level 3 period of practice learning or who are repeating a period of practice learning must provide the 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.

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.

Practice Teacher: To:

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

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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 pro-forma for any additional Practice Learning meetings and share with student and tutor prior to the meeting

ensure student social work training passport is discussed in supervision and signed.

submit training passport with practice teaching report assess the student’s practice and attend Practice Assessment

Panel(PAP) and Board of Examiners if required. 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 11) 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: To:

provide tutorial support to the student help the student identify learning needs regularly liaise with the Practice Teacher when concerns/difficulties

arise 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

On – Site Facilitator/Supervisor: 19

To provide day to day management, guidance and support give feedback on student’s practice to student and practice teacher attend initial and mid-point review meeting and any additional meetings

if required contribute to the assessment of the student’s practice

Good Records Management: Retention of Student Records

The DHSSPS Good Management Good Records has been revised (November 2011) and substantial changes have been made in relation to the management, retention and disposal of records. Changes include 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 the approach 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 supervision contract, supervision records, social work standards 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 the service user’s file It should not be necessary to retain learning/development tasks post

exam board. Where there are difficulties and the PAP requires sight of 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 social work standards.

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

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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 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 (www.niscc.info/index.php/education-for-our-training-providers/degree-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

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

Provide advice and guidance to practice teachers when there are concerns regarding the student’s competence

Have in place arrangements to support practice teachers who assess a student as failing

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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 is also the occasion for the agency to introduce to the student policies regarding such areas as health and safety and personal protection including lone worker policies where they exist. 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 of his/her non-attendance.

Please see academic calendar (Appendix 12) for further detail.

NB: Recall days contribute to the total number of days to be undertaken in the PLO and if the student is absent they will required to make up this time in order to fulfil the NISCC requirements. (NISCC: Revised June 2011)

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.

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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

Codes of Practice for Social Care Workers and Employers ofSocial Care Workers: Northern Ireland Social Care Council(NISCC) September 2002 (currently under Review)

“This booklet contains agreed codes of practice for social care workers and employers of social care workers describing the standards of conduct and practice within which they should work.” (P1) “The Northern Ireland Social Care Council expects social care workers to meet this code and may take action if registered workers fail to do so. Employers of social care workers are required to take account of this code in making any decisions about the conduct of their staff.” (P5)

In the interests of service users and as representatives of the social work profession students are required to adhere to the Code of Practice for Social Care Workers. They should make sure that they have thoroughly acquainted themselves with their responsibilities under the Code prior to commencing practice learning. Throughout the practice learning period students should continue to use the Code to inform and guide their practice.

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Under code 5 ‘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’

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 PitfallsThere 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.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.

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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 Code of Practice for Social Care Workers 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 code 5 you must uphold public trust and confidence in social care 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/FEhttp://www.ulster.ac.uk/studenthandbook

In line with the Code 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).

Students should be aware of employer responsibilities under the Code and in particular 5.5 which states that they must co-operate by

“Informing the NISCC about any misconduct by registered social care workers that might call into question their registration and inform the worker involved that a report has been made to the NISCC”

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, data protection and governance arrangements.

Students should note that the use of specialist equipment including USB/livescribe pens and recording devices must comply with the PLO provider organisations:

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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)

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.

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 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.

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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 (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.

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 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.

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 13).

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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

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.

Geographical location of PLOs is a key factor which impacts on the allocation process.

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 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

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.

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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 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:

Up to and including 5 missed days:

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The student must make up these days/hours as agreed with practice teacher

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 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

QUBIf 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/FE30

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 must meet the NISCC requirements as detailed above.

Organisations 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 2015, which is available on the NIDSWP section of the NISCC website (www.niscc.info/index.php/education-for-our-training-providers/degree-partnership)).

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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.

Programme providers will ensure that these two requirements are part of the taught curriculum to make sure that students do acquire sufficient grounding.

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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 teaching from Programmes and from 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 be able to access practice learning related agency training while completing PLO.

N.BStudents at Level 2 are required to cover at least one of the following during their practice learning opportunity:

Group care 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 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.

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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 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?

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

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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;

• 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

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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 say 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.

Community development approaches should be an integral part of all social work practice and not an dd 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 this requirement students need to demonstrate an understanding of the key characteristics and practice of community development approaches.

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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 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.

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Information on community development and social work is available at www.niscc.info/careers/qualify/curriculumwww.hscboard.hscni.net

Group Care

IntroductionThe 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.

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

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accessing group care opportunities when 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.

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.

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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.

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 on-going 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.

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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 Codes of Practice (2002) along with the “Statement of Expectations” from Service Users/Carers, (Northern Ireland Framework Specification for the Degree in Social Work (DHSSPS, NISCC: 2014) need to influence the student’s practice. Secondly, professional competence needs to be demonstrated in relation to the knowledge, understanding and skills to promote service users well-being 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: 2014) 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 (2011) (NOS) and the Quality Assurance Agency (QAA) Benchmark Statements: – Academic Standards – Social Work, 2008 are made explicit. The key roles are further broken down into 20 standards which are required in order to fulfil these key roles. The standards 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 standards ) whilst, as indicated above, adhering to and demonstrating the values and principles stated within the NISCC Code of Practice for Social Care workers and the Statement of Expectations (DHSSPS,NISCC:2014:7.7) from individuals, families, carers, groups and communities who use services or those who care for them.

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Professional Competence Professional

Responsibility &

Accountability

Ethical Practice

The Key Role Matrix

For the purposes of this handbook, the standards have been outlined in a matrix (Appendix 7). As indicated above, these 20 standards are considered essential for confident and competent practice at levels two and three of the degree. They are required and mandatory for all students. Students and practice teachers should refer to the differential statements of outcome for each level of practice learning.

The matrix also details the expected performance criteria for each of the social work standards. (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) The performance criteria 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 standards are also provided. It is not required for students to specifically reference how they have met each performance criteria.

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 social work standard.

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.

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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 a minimum of two pieces of evidence per standard 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.

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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.

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Evidence of Professional Development and Confident and Competent Practice

The six key roles and twenty social work standards 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 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.

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EVIDENCE REQUIREMENTS

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 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 the standards. Students are encouraged to cite evidence that demonstrates competence across a number of standards.

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.

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CORE 3 DO’s + TUNING-IN

& EVALUATION, (one of which must be comprehensive; (refer to pages 54 & 55)

COMPLETED MATRIX (minimum 2, maximum 3 examples cited)

DISCRETELEVEL TWO

ASSESSMENT + TUNING-IN & EVALUATION

DISCRETELEVEL THREE

ASSESSMENT (INCORPORATING RISK) + TUNING-IN & EVALUATION

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. (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 48) 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.

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THE LADDER OF LEARNINGAN INCREMENTAL APPROACH TO EVIDENCE OF

CONFIDENT & COMPETENT PRACTICE.

PLO ENDS PT COMPLETES REPORT

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STARTING POINT

THROUGH INDUCTION, INITIAL SUPERVSION, LEARNING LOG, INITAL TASKS AND 1 DIRECT OBSERVATION, PT ESTABLISHES BASIC ABILITY TO INTERACT WITH SERVICE USERS.

STUDENT STARTS WITH INDUCTION. THIS DETERMINES GENERAL LEARNING NEEDS AND LEARNING CONTRACT AND ESTABLISHES INITIAL LEARNING TASKS FOR ASSESSMENT.

THROUGH REFLECTION AND ANALYSIS OF KEY ASPECTS OF PROFESSIONAL PRACTICE, SUPERVISION AND 1 DIRECT OBSERVATION, PT ESTABLISHES ABILITY TO WORK WITHIN THE SOCIAL WORK PROCESS AS APPROPRIATE TO PLO

THROUGH REFLECTION AND ANALYSIS AND SUPERVISION, PT ESTABLISHES APPROPRIATE LEVEL OF COMPETENCE IN ASSESSMENT, RISK AND DECISION MAKING.

THROUGH ONGOING REFLECTION AND ANALYSIS, SUPERVSION AND 1 DIRECT OBSERVATION PT ESTABLISHES THAT STUDENT IS INTEGRATING KNOWLEDGE FOR PRACTICE AND IS CONSISTENT IN APPLICATION.

WEEKS 1—4/6

WEEKS4/6—8/10

WEEKS 12--14

EVIDENCE

GENERATED

THROUGHOUT

Statements of Differential for Levels of Practice Learning

LevelIndicators

Level OneFoundation

Level TwoApplication

Level ThreeIntegrated Application

Knowledge o Understanding of key theoretical concepts which inform social work practice

o Beginning ability to apply social work theories and methods to direct and inform practice

o Uses appropriate sociological/psychological material to further understanding of Service User’s situations

o Can relate knowledge of law and social policy to agency function.

o Demonstrates ability to select, apply and sustain appropriate social work methods and demonstrate explicit use of same

o Demonstrates informed and critical awareness of agency function

o Can critically apply a range of theoretical perspectives and research to support evidence-based practice

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Level Level OneFoundation

Level TwoApplication

Level ThreeIntegrated Application

Skills o Demonstrates understanding of and ability to apply basic verbal and non-verbal skills of engagement

o Can produce a clear, concise and accurately presented written report

o Demonstrates ability to undertake social work role and related agency tasks

o Can use a range of social work skills appropriate to each stage of the social work process

o Demonstrates the ability to use verbal and non-verbal skills of engagement in a considered way

o Can express and present information clearly in verbal and written form

o Can demonstrate a beginning ability to use self

o Demonstrates a beginning ability to analyse, evaluate and reflect on practice

o Can manage time and own workload competently, with guidance

o Demonstrates confident and competent use of a range of verbal and non-verbal communication skills, including the ability to respond to complex and unforeseen situations

o Demonstrates confident and competent use of self

o Can report and present information concisely, yet comprehensively, presenting complex issues clearly

o Demonstrates an extended repertoire of skills integral to their practice

o Demonstrates a developed ability to analyse, evaluate and reflect on practice

o Can manage time and own workload competently with some guidance

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Level Level OneFoundation

Level TwoApplication

Level ThreeIntegrated Application

Values o Demonstrates awareness and understanding of impact of values, beliefs and attitudes on self, Service User and service delivery

o Demonstrates an awareness of the potential for conflict between personal and professional value base

o Demonstrates a basic understanding of inequalities and diversity

o Can recognise significance of power and authority in worker/Service User relationship and is able to safeguard right and promote responsibilities of others

o Demonstrates understanding of different forms of discrimination and oppression and their impact on Service Users

o Can recognise and begin to explore some of the value dilemmas and conflicts inherent in social work practice

o Can challenge individual, institutional and structural oppression in an appropriate and constructive manner

o Demonstrates an ability to work toward resolution of value dilemmas and conflicts in both interpersonal and professional contexts

o Can integrate the values of social work in to own practice while understanding own personal value system

o Demonstrates the ability to actively promote rights of Service Users

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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.

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 on-going evidence as appropriate for the SW standards, e.g. initial visit; tuning-in and evaluation; risk consideration/analysis; initial assessment. In so doing the student is noting the ongoing professional practice evidence.

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.

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In completing the matrix summary sheet that is included in the Practice Teacher Report, the student should identify the most appropriate type of evidence already verified. The formal evidence requirements should be contained 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 has 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:

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.

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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).

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

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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 teacher 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.

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

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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 SubmissionPlease note that the Practice Teacher report (including completed matrix and student training passport) must be submitted electronically to the Universities by the due date (see Appendix 12).

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:

o Student’s engagement in and understanding of the social work process

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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.

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.

suspended pending investigation terminated 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 (see Toolkit 1.14) 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, including the NISCC Code of Practice.

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;

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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 Codes of Practice 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 ANISCC 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 to measure student competence over and above normal managerial supervision the following are key 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 Code of Practice.

Section BThis 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 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.

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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 you are fully aware of and where appropriate 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 and NISCC Codes of Practice.

N.B. If a serious/dangerous situation should arise you should immediately refer the matter to the appropriate person(s) within your organisation and adhere to “Protocol for Dealing with Factors Affecting Progression of Practice Learning” (NIDSWP: June 2013).

ENSURE THE WELFARE AND SAFETY OF SERVICE USERS.

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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 teachers 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.

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.

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Incomplete PLO

In circumstances where a student does not complete the period of practice learning for whatever reason, the practice teacher will complete a report detailing the student’s level of progress in terms of the six key roles and his/her competence and confidence. The report will also include a judgement as to the likelihood of the student meeting the required level of competence had the required period of practice learning been completed. In the event that the student was not making sufficient progress to pass the practice learning opportunity it will be stated clearly in the report.

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.

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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 contactii. Assessment iii. Planning iv. Intervening/Implementationv. Endings

3. Provide a critical evaluation of the impact of your intervention on the life/lives of the service user(s).

4. Present the assignment to an acceptable standard, which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works.

Word LimitThe assignment is 3,500 words (+ 10%).The exact word count must be stated on the front cover.

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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.

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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.

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Level 3Case 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.

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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

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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.”IntroductionThis section will explain why the project topic is important, relevant and worthwhile. It provides the background rationale and justification for the project.

Aim of projectThe 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 literatureA 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’ PerspectivesService 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.

OutcomesIndicate 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

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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 12) for further detail.

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PART TWO:

Appendices of Guidance and Pro-forma

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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.

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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

Section 3

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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________________

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Appendix 2:

SUPERVISION FOLDERCONTENTS

Section 1 NISCC registration certificate [copy] and date student’s annual renewal fee is due

Student ProfileIndividual Learning PlanStudent 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 reportAdditional Meetings [if appropriate]

Section 8 Practice Teacher Feedback - Direct Observations

Section 9 Practice Teacher Assessment reportSummary Matrix

Section 10 Previous Practice Teacher report [from level 2]OR Progress report [for previous incomplete PLO(s)]

RESTRICTED SECTIONSection 11 Individual circumstances etc.

NB – Please ensure that all reports are signed [by both parties] and dated.

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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, i.e., Study Leave)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday SignaturesWeek 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

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Week 12

Week 13

Week 14

Week 15

Week 16

Week 17

Week 18

Week 19

Week 20

Key to TableI - Induction PS - Placement Site T - Training SL - Study Leave SK - Sick Leave R - Recall DaySS - Student Support

NB: The above document should be signed each week by both Practice Teacher and Student

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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 12) then arrangements must be made 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 NISCC:

If No then what is the explanation for this?

(copy must be provided prior to student commencing work with service users)

Has copy been provided?

Y / N

Practice teacher’s name

Contact phone number(s)Email address

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Tutor’s name

Contact phone number (s)email addressOn-Site facilitator’s name (if applicable)

Contact telephone number(s)email address

Practical arrangementsHours 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;

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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, etc.

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.)

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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.

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Practice learning requirements. * N.B At Level 2 one of the following must be met; 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 societyCourt work/tribunals /formal hearings.*

Community development approaches *

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Proposed workload and range of learning opportunities available to Student

Supplementary learning opportunities required

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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.

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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

StudentPractice TeacherLine Manager/On-Site Facilitator/SupervisorTutorDate

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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

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To be completed by Student prior to the meeting: Review of learning opportunities and workload.

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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.

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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

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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.

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Evidence Date of completion to an acceptable standard

Still outstanding

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)

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Practice learning requirements. * N.B At Level 2 at least one of the following must be met; Group care or Community DevelopmentRequirement On going Not

available/not yet met

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 societyCourt work/tribunals /formal hearings.*Community development approaches *

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Action Plan for PLR’s not yet met:

Feedback on the Student presentation made at the mid–point reviewPractice Teacher:

Tutor:

On-Site Facilitator/Supervisor (as appropriate)

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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.)

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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.

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Signatures of all parties to the agreement

Student

Practice Teacher

Line Manager/On-Site Facilitator/Supervisor

Tutor

Date

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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)

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Review of Evidence RequirementsEvidence Date of completion

to an acceptable standard

Still outstanding

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)

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Practice learning requirements. * N.B At Level 2 one of the following must be met: Group care or Community DevelopmentRequirement On going Not

available/not yet met

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 societyCourt work/tribunals /formal hearings.*Community development approaches *

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Practice Teacher summary of assessment (to be shared prior to the meeting): to include reference to the six key roles and NISCC Code of Practice.

Tutor’s Comments (to be shared prior to the meeting)

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Student’s Comments (to be shared prior to the meeting)

On site supervisor Comments (to be shared prior to the meeting)

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Agreed summary of discussion

Action Plan (to include reference to any formal support, guidance and quality assurance processes regarding student competence)

Date for final review meeting ( if appropriate)

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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

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Appendix 6Supporting Disabled Students Undertaking PLO

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Northern Ireland Degree in Social Work Partnership

Guidance

Supporting disabled social work students

undertaking practice learning opportunities.

Revised August 15

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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

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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

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SUMMARY

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

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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:

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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.

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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.

Students undertaking social work education and training are generally well supported on campus by tutors, academic staff and university

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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.

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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. The NISCC Code of Practice for Social Care Workers (2001; 6) 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)

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.

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The personal tutor should provide direction to a student making an 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.

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The Disability Discrimination Act 1995

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)

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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

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that a student must give explicit permission for any information about his/her disability to be shared with others.

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guidance

PRE-ALLOCATION The Tutor meets with Student to discuss individual learning 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.

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STUDENT IS ALLOCATED PLO

Where Student has disclosed a disability/health condition this may require reasonable adjustments 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?

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POST ALLOCATIONThe 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

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PRACTICE LEARNING AGREEMENT

Learning Agreement should be negotiated prior to the 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.

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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.

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MONITORING AND REVIEWING SUPPORT Reasonable adjustments/supports are implemented

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.

*All discussions and agreements reached should be fully recorded

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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.

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

123

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 (Dec. 2002): Code of Practice for Employers of Social Care Workers and Code of Practice for Social Care Workers, Belfast, NISCC.

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USEFUL REFERENCES AND WEBSITES

Department of Health, Social Services and Public Safety (September 2014) Northern Ireland Framework Specification for the Degree in Social Work. DHSSPS:NISCC 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.

NISCC Publications125

NISCC Codes of Practice for Employers of Social Care Workers and NISCC Codes of Practice of Social Care Workers (Dec ’02, currently under review)

NI Framework Specification for the Degree in Social Work DHSSPS,NISCC, (September 2014)

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

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Appendix 7: The Key Roles and Social Work Standards Matrix

Key Role 1: Maintain Professional Accountability

SW Standard Performance Criteria Practice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 1

Maintain an up to date knowledge and evidence base for social work practice

P1 establish your own strategy for maintaining an up to date knowledge and evidence base for social work practice

P2 research statutory, legal and procedural requirements and academic literature relating to social work practice

P3 analyse the statutory and non- statutory powers exercised by social workers and organisations

P4 review the outcomes of previous social work practice for individuals, families, groups and communities locally

P5 review your own knowledge about issues of equality, fairness, access and anti-discriminatory, anti-sectarian practise and provision

P6 synthesise information to understand how evidence-based practice applies in your own role

P7 plan, with support, how to integrate current

Levels:2 and 3

Tuning-in statement

Supervision minutes

Presentation to

team meeting/midway presentation

Evaluations of practice

Learning log

127

and emerging research into your own practice

128

SW standard Performance criteria Practice Learning

Level

Practice Learning Indicators

Practice Learning Evidence

SW 2

Develop social work practice through supervision and reflection

P1 seek professional supervision to develop accountable social work practice

P2 prepare for formal professional supervision in ways that will maximise its effectiveness

P3 access additional sources of support compatible with professional social work principles

P4 use feedback from supervision and other sources to inform reflection on and evaluation of your social work practice

P5 reflect on the cultural context in which you practice and how this impacts upon your work

P6 reflect on your own values, beliefs and assumptions and how they impact on your social work practice

P7 integrate learning within practiceP8 contribute your own knowledge of best

practice to the continuing development of the profession

-

Levels:2 and 3

Supervision minutes

Evaluation of practice

Service User/Carer feedback

Feedback from team/other professionals

Reflective accounts

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Key Role 2: Practise Professional social work

SW Standard Performance criteria Practice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 3

Manage your role as a professional social worker

P1 work within the context of your own organisation

P2 establish the parameters of your own work role and how the responsibilities of others link with these

P3 ensure your understanding of processes in which you may be involved

P4 plan, with support, how to prioritise work in order to use your time effectively

P5 take steps to ensure your safety in situations where there is risk of harm to you

P6 recognise the effect that work situations may have on your well-being and your practice

P7 implement strategies to develop your personal and professional resilience

P8 challenge your own assumptions that could lead to discrimination in your practice

P9 reflect on the way you manage your role, to ensure continual development and

Levels: 2 and 3

Tuning –in

Supervision

Care plans

Evaluations

Time management

Understanding of legislation/policies/procedures

Reflection

130

continued professional registration

131

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 4

Exercise professional judgement in social work

P1 analyse a range of information that will inform professional decisions about specific complex situations

P2 develop a range of options for addressing the situation

P3 evaluate the implications of different options for the people involved

P4 exercise professional judgement to make evidence-based decisions

P5 present both verbally and in writing the rationale for your professional judgements

P6 justify your professional judgements where others disagree or challenge them

P7 challenge judgements of others that appear to conflict with the evidence or to work against people’s best interests

P8 consider the need to modify your own judgement where new evidence is presented

Levels:2 and 3

Assessments

Multidisciplinary working

Critical reflection on practice

Direct observations

Supervision

Significant interviews

User Feedback

132

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 5

Manage ethical issues, dilemmas and conflicts

P1 recognise ethical issues, dilemmas and conflicts that arise in the course of social work practice

P2 review sources of information and knowledge that can inform professional judgements about ethical issues, dilemmas and conflicts

P3 reflect on how your own values and experiences may impact on managing ethical issues, dilemmas and conflicts

P4 make professional judgements taking account of ethical issues, dilemmas and conflicts

P5 support others to understand how ethical considerations may have affected decisions made

P6 evaluate outcomes of how you have managed ethical issues, dilemmas and conflicts to inform your future practice

Levels:2 and 3

Supervision minutes

Tuning –in and evaluations

Process records

Learning log

Direct observations

Assessment

133

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 6

Practise social work in multi-disciplinary contexts

P1. develop collaborative working relationships with professionals from other disciplines

P2 uphold the role and function of social work when working in a multi -disciplinary context

P3 develop your understanding of the roles and responsibilities of others involved in multi-disciplinary work

P4 ensure that social work principles, codes of practice and values are applied when working with others

P5 contribute to identifying and agreeing the goals and objectives of the multi -disciplinary work

P6 negotiate responsibilities that respect legal, ethical, organisational and professional boundaries in a multi-disciplinary context

P7 negotiate agreements on systems for the exchange of information which contribute to the safeguarding and well- being of individuals and the wider community

P8 apply social work knowledge and skills to deal constructively with disagreements and conflict within multi-disciplinary relationships

P9 contribute to evaluating the effectiveness of the multi -disciplinary work

Levels:2 and 3

Minutes of formal

decision-making meetings

Feedback from team/ other professional

Contracts

Care plans

Case records

Correspondence

Evaluations of practice

134

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 7

Prepare professional reports and records relating to people

P1 use language appropriate to the intended audience to construct professional reports that are evidence-based, analytical and coherent

P2 maintain accurate, complete, retrievable, and up-to-date records

P3 ensure reports and records can be understood by those who have a right to see them

P4 make use of information communication technology that supports information exchange within and across disciplines and organisations

P5 ensure that records and reports comply with legal and organisational requirements, balancing the tension between safeguarding, confidentiality and data protection

Level:2 or 3

Supervision minutes

Reports

Service use feedback

Care plans

Contracts

Work plans

Up-to date , clear and accurate records

Knowledge and understanding of policies and procedures

135

Key Role 3: Promote engagement and participation

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 8

Prepare for social work involvement

P1 clarify details of the referral and any associated risks

P2 engage appropriately with others to access additional information

P3 investigate legal requirements and organisational procedures with a bearing on the proposed involvement

P4 research further information that may inform your initial involvement

P5 reflect on aspects of self that may have an impact on the social work relationship

P6 synthesise all information gathered P7 make a professional judgement with support

from others about the best form of initial involvement

Levels:2 and 3

Tuning – in

Contact records

Email/telephone contacts

Process records

Reports

Personal audit of knowledge , values ,skills

Reading and knowledge

Supervision

136

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 9

Engage people in social work practice

P1 plan how to use communication to facilitate initial engagement

P2 use communication skills to establish the social work relationship

P3 support people to find effective ways to communicate their views, needs and preferences

P4 develop understanding in others of your own and the organisation’s duties and responsibilities

P5 support people to explore their own circumstances, their existing networks and other resources available to them

P6 engage people to participate in finding creative ways to achieve change

P7 work with others to address any hostility or resistance encountered

P8 appraise the impact of self in sustaining engagement and partnership working

P9 seek feedback from people on how effective your engagement with them has been

Levels:2 and 3

Tuning –in

Assessments

Process records

Direct observations

User feedback

Agency records

Ability to reflect

137

P10 adjust the way you develop and sustain engagement in the light of reflection and feedback

138

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 10

Support people to participate in decision –making processes

P1 assess people’s capacity to navigate systems and make their voices heard

P2 agree the level and nature of your own contribution in supporting people to participate in decision-making processes

P3 ensure literature and documentation is made available to people in their preferred language and format

P4 support people to understand the concepts of power and empowerment in different situations

P5 explain processes and procedures to enable people to participate as fully as possible

P6 work with people to build their capacity to advocate for themselves

P7 carry out your agreed role to support participation in decision-making processes

P8 confirm people’s understanding of the outcomes of their participation and any decisions made

P9 identify any prejudice and discrimination encountered

Levels:2 and 3

Assessments

Process records

Direct observations

Care plans

Feedback from service user/carers

Case Conference

Case discussions

Agency records

Supervision records

Reviews

Reflection on interactions

Reviews with service

139

P10 promote social justice by challenging systems or processes that present barriers to people’s participation

P11 review the effectiveness of support provided

users/carers

140

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 11

Advocate on behalf of people

P1 establish if people require you to advocate for them in specific situations

P2 clarify with people the desired outcomes of the advocacy and other possible outcomes

P3 support people to participate to the extent that they are able

P4 make professional judgements about any potential conflicts of interest that may arise if you act as advocate

P5 collaborate with people to prepare a case that represents their best interests

P6 make representation to achieve desired outcomes

P7 communicate outcomes of the advocacy in ways that can be understood

P8 review the effectiveness of advocacy

Levels:2 and 3

Direct observations

Case records

Reports

Service user/carer feedback

Review meetings

Supervision

141

Key Role 4: Assess needs, risks and circumstances

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 12

Assess needs, risks and circumstances in partnership with those involved

P1 listen to people’s own accounts of their situation

P2 work holistically with people to enable them to identify, clarify and express their strengths, needs and expectations

P3 identify obstacles that create limitations for people

P4 assist people to identify what would help them build on their own strengths, abilities and achievements

P5 work with others to gather further information relevant to the assessment

P6 work with people to identify any risks associated with their situation

P7 analyse the nature, level, urgency and implications of any risks identified, in compliance with legal and other

Levels:2 and 3

Initial assessment

Risk assessment

Supervision minutes

Direct observations

Case records

Review reports

Feedback from multidisciplinary colleagues

Reflection

142

requirements P8 assess the balance of people’s

rights and responsibilities in relation to any risks identified

P9 make professional judgements about needs, risks and protective factors to inform planning

P10 record assessment information accurately and in accordance

with organisational requirements

143

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 13

Investigate harm or abuse

P1 identify behaviours and environments that present potential risk of harm or abuse

P2 work within organisational procedures and in partnership with others to plan an investigation into suspected harm or abuse

P3 maintain a focus on safeguarding the person at risk throughout the investigation process

P4 use persistence and assertiveness to gather direct evidence about the harm or abuse

P5 co-ordinate other evidence from a variety of sources and disciplines to assess the level of risk

P6 make a professional judgement in partnership with others on the level and nature of intervention required

P7 develop options for achieving immediate and longer term outcomes

P8 make recommendations in

Levels:2 and 3

Identify interventions required

Direct observation

Information gathering

Contact records

Action planning

Referrals to other agencies/professionals

Supervision minutes

Attendance at Case conference

Case notes

144

partnership with others about the intervention required

P9 record information relating to the investigation accurately and in accordance with organisational and other requirements

145

Key Role 4: Plan for Person Centred Outcomes

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 14

Plan in partnership to address short and longer term issues

P1 support people to understand the planning process and their rights and responsibilities within it

P2 work with people to agree the overall outcome that the plan should achieve

P3 establish agreement on short, medium and long term objectives

P4 support people to recognise resources within themselves, their personal networks and the community

P5 explore with the people involved a range of possible solutions and their feasibility

P6 formulate a plan based on collated information

P7 establish agreement to the plan with those involved in it or affected by it

P8 agree how the plan will be monitored and reviewed

P9 record the plan and any issues or

Levels:2 and 3

Assessment/Review Reports

Care plans

Direct observation of practice

Action plans

Agency records

Service user feedback

Supervision minutes

Minutes of formal decision-making meetings

Review reports

146

needs that the plan does not seek to address

147

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 15

Agree risk management plans to promote independence and responsibility

P1 review your own and the organisation’s legal and professional duties when supporting people to balance risks, rights and responsibilities

P2 assess the individual’s capacity to make decisions regarding risk

P3 assess risk according to legal and organisational requirements

P4 use assertiveness to ensure that the actions of others work in the best interests of the individual and take account of the wider community

P5 with the individual, develop a plan to minimise risks while maximising independence and the responsibility for taking positive risks

P6 work with the individual and others to ensure they understand the reasons why specific safeguards need to be put in place

P7 establish agreement to the plan with all those who will share the management of risk

Levels:2 and 3

Reading and evidence base

Assessment

Minutes of formal decision-making meetings

Contracts

Care plans

Contact records

Correspondence

Setting timeframes

148

P8 agree a strategy for monitoring and reviewing the risk management plan

P9 complete records of the risk management plan

149

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 16

Agree plans where there is risk of harm or abuse

P1 analyse from the outcome of an investigation the degree of risk to a person, to their immediate or extended network, or to the community

P2 collaborate with the person, those close to them, colleagues and professionals from other disciplines to develop a plan that will protect the person, those in their networks and the community

P3 support the person to be as fully involved as possible in the planning process

P4 negotiate agreement on the least restrictive and least damaging plan of action that will offer short term safety in respect of the risks evidenced

P5 develop a long-term therapeutic plan to restore or continue to provide protection

P6 review plans with others at agreed times

P7 make changes to the plan in response to the trajectory of the

Levels:2 and

Risk assessment

Risk management

Interagency working

Direct observations

Person centred plan

Evaluations

Reflection

Supervision process

Methods of intervention

Review reports

Review meeting

150

intervention in consultation with others

P8 produce professional records and reports to document plans, progress, changes to plans and outcomes

151

Key Role 6: Take actions to achieve change

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 17

Apply methods and models of social work intervention to promote change

P1 research a range of methods and models of social work intervention that may promote change in specific situations

P2 analyse how your own professional and interpersonal skills can be demonstrated within methods and models of social work intervention

P3 articulate your rationale for choosing particular interventions in specific situations

P4 use your own professional and interpersonal skills to apply social work interventions

P5 monitor through reflection in practice the effectiveness of the interventions in achieving change

P6 revise interventions to take account of reflective monitoring

Levels:2 and 3

Reading/tuning –in

Reflection on own knowledge , skills and values

Assessment and planning

Implementation of method of intervention

Ongoing evaluation and review

Supervision

Direct observations

152

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 18

Access resources to support person centred solutions

P1 confirm with people the outcomes and the resources required to achieve them

P2 carry out actions needed to secure agreed resources

P3 keep people informed of progress in securing resources

P4 support people to deal with any unexpected or unwelcome news that may arise when securing resources

P5 agree a way of monitoring and reviewing the use of resources, to meet the needs of both the people involved and the organisation

P6 provide monitoring information on resources to meet organisational requirements and to inform service planning, commissioning strategies and capacity building

P7 evaluate the effectiveness of resources in achieving outcomes for people over time

Levels:2 and 3

Induction

Referrals to other agencies/professionals

Assessment of needs

Contact records and interagency paperwork

Agree action plan

Supervision records

Review meeting

Reflection

153

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 19

Evaluate outcomes of social work practice

P1 review the intended outcomes of social work practice in specific situations

P2 analyse information from a range of perspectives on progress towards outcomes

P3 in partnership with others, evaluate outcomes for individuals, their families or communities

P4 analyse the outcomes for your own organisation

P5 reflect on your own role and use of self in specific social work interventions

P6 in partnership with others, revise plans for practice and interventions to take account of evaluations

P7 identify lessons learned that should inform your future practice and the work of your organisation

P8 articulate how your own evaluations may contribute to the development of social work as a profession

Levels:2 and 3

Review meeting

Reflective learning

Feedback from service users/carers

Engagement in supervision

Supervision records

Future learning needs

Feedback from Team

154

SW Standard Performance criteriaPractice Learning

LevelPractice Learning

IndicatorsPractice Learning

Evidence

SW 20

Disengage at the end of social work involvement

P1 agree a plan for disengagement when the end of your involvement is approaching

P2 explain to people the reasons for your forthcoming disengagement

P3 provide people with information on the closure or continuity of support for them

P4 arrange for the transfer or closure of information relating to social work involvement

P5 complete required documentation to close your involvement

Levels:2 and 3

Supervision records

Process record

Direct observation

Review meetings

Service user/carer feedback

Records of handover meetings

Contact records

155

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

156

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 SW Standards 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 LearningDistinction 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. 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.

157

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., “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.

158

Positive and Negative Indicators of Progression to CompetenceKey role 1 MAINTAIN PROFESSIONAL ACCOUNTABILITY

Key Role 2 MANAGE YOUR ROLE AS A PROFESSIONAL SOCIAL WORKER

SW 1 Maintain an up to date knowledge and evidence base for social work practice SW 2 Develop social work practice through supervision and reflection SW 3 Manage your role as a professional social worker SW 4 Exercise professional judgement in social work SW 5 Manage ethical issues, dilemmas and conflicts SW 6 Practise social work in multi-disciplinary contexts SW 7 Prepare professional reports and records relating to people

Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Is able to utilise, engage and contribute to the

supervision process, demonstrating they can use this effectively

Manage and prioritise their workload within organisational policies, standards and mandates

Can self-manage workload, prioritise, fulfil commitments and meet deadlines

Prepares for and participates in decision making forums and can make decisions as necessary and appropriate to their role within the agency

Is unable to utilise, engage and contribute effectively to the supervision process

Is unable to manage and prioritise workload within organisational policies, processes, standards and mandates

Is unable to self-manage workload, prioritise and fulfill commitments and meet deadlines. Work does not get done on time and timekeeping is poor

Is unable to prepare for and participate in

159

Demonstrates that their practice is informed by theory and evidence based practice

Uses critical reflection feedback to improve knowledge and practice whilst also recognising impact on others

Is professionally competent to represent the agency to members of the public, other professionals and public bodies etc.

Is able and willing to contribute to team / agency working on policy, resources, effectiveness etc.

Contribute to monitoring the outcomes, quality and cost effectiveness in meeting need, including acknowledgement of self as a resource

Is able to identify unmet need and take appropriate action as per agency requirements

Shares records with service users, carers, professionals and others as appropriate

Written communications are clear and appropriate

Is able to work within legal and agency mandates with regards to access to records, reports and the protection of data

Works co-operatively with colleagues, other professionals, networks and systems within a multi-disciplinary and multi-organisational

decision making forums as necessary and appropriate to their role

Cannot make decisions when appropriate or shows a tendency to make inappropriate decisions that are not within his/her role and level of competence

Is unable to demonstrate how their practice has been informed by theory and knowledge

Tends to be descriptive when critically reflecting and has limited insight into the impact that their practice has on others

Does not present as competent to represent the agency to members of the public or to other professionals

Is unwilling or shows limited evidence of contribution to team working on policy, resources and effectiveness

Is unable to understand the concept of monitoring outcomes and thus unable to contribute effectively to quality and cost effectiveness of services

Is unable to identify unmet need and follow agency procedures regarding unmet need

Shows little understanding of the use of self as a resource

160

context Shows developing knowledge and

understanding of the roles and responsibilities of those within the multi-disciplinary team

Develops and maintains effective working relationships

Is appropriately assertive with service users and fellow professionals

Deals constructively with disagreements and conflict within working relationships

Demonstrates the ability to review and update own knowledge with regards to legislation, policy and procedures including recommendations from inquiries

Engages in on-going professional development with regards to evidence based practice, underpinning knowledge base and appropriate models and methods of intervention

Seeks out and uses the expertise of colleagues and other professionals

Meet relevant standards of practice and works in a lawful, safe and effective way

Upholds professional social work practice values and works within NISCC Code of Practice

Maintains appropriate professional and personal

Is careless with information storage and demonstrates little understanding of the importance of following agency policy and procedure

Is unable to follow agency policies with regards to the sharing of information with service users, carers and other professionals

Shows limited understanding of the boundaries of confidentiality

Does not follow agency policies with regards to access to records, reports and the protection of data

Written work within the agency is of a poor standard, lacking clarity, accuracy and / or is illegible and therefore does not meet the agency standard (even after developmental 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

161

boundaries Can exercise and justify professional judgments Can use supervision and support to take action

to meet continuing professional development needs

Can bear to be unpopular – e.g. When this is an unavoidable consequence when acting with professional integrity

Critically reflects on own practice and performance

Is aware of his/her own beliefs and prejudices and is willing and able to consider how these might impact on his/her practice

Identifies ethical issues, dilemmas and conflicts, devises effective strategies to deal with them and is able to critically reflect on and learn from the outcomes

Recognises various levels of oppression and discrimination and can challenge as appropriate

Uses supervision together with other organisational and professional systems, to inform courses of action including where practice falls below required standards

Understands best practice and demonstrates commitment to working towards achieving this

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

Is unable to utilise best practice and messages from inquiries within own practice. Is unwilling or unable to update own knowledge base with regards to legislation, policy and procedures

Shows limited understanding of the importance of evidence based practice and is not engaging in on-going professional development

Does not identify, develop and apply appropriate methods / models of intervention to own social work practice. Does not undertake reading to update and develop own knowledge base

Does not utilise the expertise of staff within the team to inform / develop own practice

Work is consistently below standard Work does not follow agency policy, legislation

and guidance and is unsafe

162

Works with colleagues, other professionals and service users to contribute to team and service development

Can offer a critical analysis of the agency’s functioning and effectiveness to contribute to policy review and development

Fails to see the need for or work as an accountable member of the organisation

Has limited knowledge and understanding of the importance of the NISCC Code of Practice and has demonstrated inappropriate value judgments

Confuses the personal and the professional and is unable to maintain appropriate professional boundaries

Is unable to make sound appropriate professional judgments based on evidence and underpinned by theory

Views supervision as day to day case work management and is unwilling to discuss or engage in the process of professional development

Is unable to undertake the professional role effectively when dealing with conflict or difficult statutory tasks which may be unpopular with other professionals or service users

Cannot use statutory powers where this is needed or fails to take account of service users’ rights within this

Is unable to critically reflect on own practice and performance.

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Demonstrates an unwillingness or inability to listen to and learn from developmental feedback

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

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

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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

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Key Role 3 PROMOTE ENGAGEMENT AND PARTICIPATIONKey Role 4 ASSESS NEEDS, RISKS AND CIRCUMSTANCES

SW8 Prepare for social work involvementSW9 Engage people in social work practiceSW10 Support people to participate in decision –making processesSW11 Advocate on behalf of peopleSW12 Assess needs, risks and circumstances in partnership with those involvedSW13 Investigate harm or abuse

Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Prepares adequately before contact – reviews

agency notes and liaises at a multi-disciplinary level when appropriate

Takes account of relevant information, e.g. socio-demographic, physical, intra-personal, interpersonal etc.

Can set objectives for initial contact/assessment Understands the legislative framework within

which the agency operates Demonstrates progression from random use of

theory to being able to choose those most

Demonstrates minimal or no preparation prior to contact - does not make use of available information from agency notes or discussions with other members of own team or wider multi-disciplinary team

Unable to locate the service user within their social context

Lacks clarity about initial contact and fails to set objectives

Very limited knowledge of the agency legislative and policy framework

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applicable to each situation and individual. Psychological, sociological and social policy

perspectives should be evident as the placement progresses

Demonstrates ability to respond in an appropriate and timely fashion to referrals

Establishes initial contact and the reason for contact. Is able to introduce self, clarifying role and function including any statutory / legal mandate for contact

Agrees agenda with service user and negotiates the objectives for the initial interview

Presents information in a clear, user friendly manner, appropriate to the person and the situation

Is able to respond flexibly to new information that would inform the assessment

Assesses and plans in co-operation with service users and other appropriate parties

Demonstrates the use of a range of interpersonal skills to illicit appropriate information from the service user, carer and groups to inform the assessment process.

Shows progression from skimming the surface to more in-depth information gathering

Continually uses the same theory or randomly selects largely irrelevant theory

Shows little or no understanding of the service users’ beliefs, values or cultural context nor acknowledges their personal resources

Shows limited ability to develop awareness of AOP perspectives and their impact

Does not develop ability to prioritise work and respond appropriately to referrals

Avoids or delays making contact with people Fails to develop a sound knowledge of the

statutory / legal context of the agency Lacks clarity about their role and function and is

thus unable to explain this appropriately to others

Doesn’t encourage or enable the service user to contribute to the agenda

Uses jargon rather than user friendly language Withholds information or overloads people Sticks rigidly to referral information rather than

acknowledging and responding to new information

Does not show ability to work in partnership to assess and plan

Unable to use a range of skills to gather

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Can help service users to identify strengths, needs, risks and resources

Is able to identify the risks as well as the needs within the assessment

Demonstrates ability to balance needs and risks Can develop or revise an assessment in

response to new information Can link available resources to assessment

outcomes Can convey an analysis and justification of their

assessment in supervision Seeks advice when appropriate to make

informed decisions throughout the assessment process

Completes assessment as per agency requirements, which includes clear recommendations / course of action, which also includes the views of the service user. This should then be used to underpin the care planning process

Demonstrates an understanding of the impact of similarities and differences between self and service user

Demonstrates knowledge of the individual within a social context

appropriate information to inform the assessment process

Works at a surface level thus the work tends to be shallow and simplistic

Doesn’t encourage or enable the service user to participate

Neglects to identify strengths and resources, instead showing an over reliance on needs and risks unnecessarily

Is rigid and unresponsive to new or changing information or circumstances

Fails to identify and use appropriate resources linked to assessment outcomes

Unable to analyse assessment Is generally unclear and unpersuasive when

trying to present assessment Does not seek advice when appropriate or

makes decisions which are beyond their competence level or role

Unable to meet the acceptable standard within their agency in terms of completing assessment

Fails to manage risk as part of a multi-disciplinary team

Fails to implement agency policies and procedures for the protection of service users

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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

Demonstrate ability to discuss and agree who is best placed to advocate for the service user

Demonstrate knowledge of empowerment process and show ability to apply to practice

When appropriate is able to act as an advocate Demonstrate the ability to promote and enable

service users to achieve greater independence Acknowledges and addresses own views re:

paternalism, self-determination and choice Inform service users, carers, groups,

communities of their rights and demonstrate the ability to support people to avail of their rights

Prepare reports and documents for decision-making forums as appropriate to role and agency remit

Enable all relevant parties to be involved in decision making forums

Demonstrates knowledge and understanding of

and staff Is unable to revise approach in light of new

information Fails to communicate effectively with service

users and allied professionals Is unable to plan, monitor and review

intervention outcomes to minimise risk, stress and harm

Is unable to demonstrate risk assessment and management knowledge / theory

Fails to consider rights and balance these with needs and risks

Lacks knowledge and understanding of the legislative and policy frameworks in relation to risk assessment and management

Fails to consider or acknowledge the potential impact of differences and similarities between self and service users

Is unable to present the service user’s situation within a social context

Does not acknowledge the beliefs, values or

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power and its impact on service users, carers etc.

Uses theory and knowledge to underpin, reframe and inform their practice

Develops specialist knowledge, specific to service user circumstances and agency remit

Can utilise risk assessment models to address and manage behaviours that present a risk

Is able to identify the need for legal and procedural intervention

Can work as part of a multi-disciplinary team, demonstrating understanding of roles and engaging in clear and on-going communication

Can respond flexibly to the unexpected Demonstrates ability to work with practical and

emotional issues Can contribute to the development and

evaluation of support networks Demonstrates awareness of difference (e.g. of

power, race or gender, values or aims) and any potential impact

Can recognise the significance of power and authority in the worker/service user relationship and is able to safeguard rights and promote

cultural context of the service user Limited or no self-awareness and no

consideration of impact of self on others

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responsibilities of othersCan manage time, showing the ability to prioritise work

Demonstrates knowledge and understanding of the different forms of discrimination and oppression and their impact on self and service users

Can manage crisis situations in a calm, reasoned and professional manner

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Key Role 5 PLAN FOR PERSON CENTRED OUTCOMESKey Role 6 TAKE ACTIONS TO ACHIEVE CHANGE

SW14 Plan in partnership to address short and longer term issuesSW15 Agree risk management plans to promote independence and

responsibility SW16 Agree plans where there is risk of harm or abuse SW17 Apply methods and models of social work intervention to promote

changeSW18 Access resources to support person centred solutions SW19 Evaluate outcomes of social work practiceSW20 Disengage at the end of social work involvement

Positive Indicators of Progression To Competence Negative Indicators of Progression to Competence Is able to identify the need for legal and

procedural intervention Recognises the impact change may have for

people and supports them through this Can develop a care plan in conjunction with

service users and relevant others where

Is unable to demonstrate informed practice which is underpinned by theory and knowledge

Does not develop sufficient specialist knowledge of service user group or agency remit

Does not show ability to agree objectives for

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appropriate, acknowledging and addressing conflicts and demonstrating ability to negotiate resolution

Can revise a plan in response to changing circumstances

Can move from assessment and planning to intervention, demonstrating informed practice

Can provide a rationale for the chosen method of intervention and explain the intervention to relevant parties

Can sustain work with service users and others over time as appropriate

Works in partnership with service users, being aware of and acknowledging the challenges and limitations to genuine partnership

Can regularly monitor and review work with service users in partnership with all relevant parties

Is aware of a person’s formal and informal supports and is willing and able to engage with these, as and when appropriate

Can assess and analyse potential risk to self

work and then plan work to meet the agreed outcomes

Lacks knowledge and understanding of the power and authority inherent in the social work role and fails to take steps to redress the imbalance

Lacks ability to develop and maintain on-going relationships with service users, colleagues, other professionals and agencies

Lacks ability to monitor and review work regularly with all relevant others therefore has no knowledge or understanding of the effectiveness of work being undertaken

Time management is an on-going concern which manifests in an inability to prioritise work and respond effectively. Deadlines are frequently missed or work is continually re-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

Is unable to assess and analyse risk to self and/or others to inform appropriate action

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and/or others and can take appropriate action Demonstrates ability to assess and manage risk

as part of a multi-disciplinary team Takes action to address, reduce or manage

risks in conjunction with all relevant parties Identifies and responds to the rights and needs

of those who are at risk Understands and is able to implement the

agency’s risk assessment and management policies and procedures and communicates this effectively to service usersCan utilize risk assessment models to address and manage behaviours that present a risk

Can plan, monitor and review outcomes and actions to minimise risk, stress and harm

Demonstrates relevant risk assessment and management knowledge / theory including legislative and policy frameworks

Can manage time and own workload competently, including meeting required deadlines

Manages endings and disengagement from working relationships with service users, carers, groups and communities

Lacks knowledge of a range of methods of intervention, therefore not making informed choices regarding the appropriate intervention for individuals

Fails to take account of risk or use models to address and manage behaviours

Gives little or no thought to how she / he uses power or minimises the power inherent in relationships with others

Takes control, tending to be directive and prescriptive when this is inappropriate

Lacks knowledge and understanding of the empowerment process which leads to inaccurately assessing the need to support rather than do, or failing to step in when required

Fails to acknowledge the service user’s strengths and abilities to represent their own needs, views and circumstances

Misunderstands and then misrepresents the service user’s wishes and needs

Fails to inform service users of their rights and / or resources they can avail of

Shows an on-going lack of ability to prepare

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adequately for decision making forums Fails to involve all relevant parties in decision

making forums Shows continual inability to participate

productively in decision making forums Is unable to demonstrate informed practice

which is underpinned by theory and knowledge Does not develop sufficient specialist knowledge

of service user group or agency remit Fails to take account of risk or ensure that risk

assessment is informed by theory Lacks knowledge of legal and procedural

requirements which leads to inability to identify the need to implement these

Inability to work as part of a multi-disciplinary team and shows lack of knowledge of the roles within this team

Is inflexible or unable to act in times of crisis therefore lacking a calm, reasoned and professional response

Focuses almost entirely on practical issues and

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fails to consider or address emotional issues Lacks knowledge and understanding of the

impact change has on a range of individuals Shows little or no knowledge and understanding

of the social work process Works with the separate phases of the social

work process but does not link these Does not recognise or address conflicts in

relation to care planning Does not acknowledge changes and adapt work

accordingly Does not strive to work in partnership with

service users and / or superficially acknowledges the challenges to partnership working

Works in isolation with individuals rather than exploring, acknowledging and, when appropriate, engaging with the individual’s support networks

Fails to identify the need to contribute to enhancing or developing support networks

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Appendix 9: Direct Observation of PracticeN.B It is desirable that all direct observations are live but a minimum of two MUST be.

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

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LIVE

SCREEN

VIDEO

(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)

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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 Code of Practice and anti-oppressive perspectives.

7. FEEDBACK FROM SERVICE USER/or relevant others present

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8. DEMONSTRATION OF SPECIFIC KEY ROLES AND SOCIAL WORK STANDARDS

9. FUTURE LEARNING NEEDS AND ACTION REQUIRED

Signed: _________________________ Practice Teacher

DiscussedWith Student _________________________ Date

Signed _________________________ Student

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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

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PRACTICE TEACHER REPORTSECTION 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

Practice Teacher Recommendation PASS/FAIL

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SECTION TWO: PRACTICE TEACHER REPORTStudent:

Practice Teacher:

Tutor:

Social Work Course:

Stage of Training: Level 2 / Level 3

If Level Two the Student must have undertaken one of Group Care or Community Development Work - Which was undertaken?

Dates of Practice Learning:

Practice Learning Setting:

Service User Group:

Key Role Competent Not CompetentKey Role 1Key Role 2Key Role 3Key Role 4Key Role 5Key Role 6

FINAL RECOMMENDATION: PASS / FAIL

FOLDER OF EVIDENCE SUBMITTED:YES / NO

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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:

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Assessment of Student’s Professional Development

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) Please refer to a) the quality and depth of evidenceb) ability to link theory to practice, detail AOPc) ability to critically analyse and evaluate own practice

(It is at the discretion of the Practice Teacher to determine the length of this section)

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Indicate which of the following learning opportunities were available to the Student and make some brief comment on each. The following represent the relevant requirements as set out by NISCC. Please refer to “Practice Learning Requirements for the Degree in Social Work”, for further guidance, if necessary.

N.B Students at Level 2 are required to cover at least one of the following during their practice learning opportunity:Group care or Community Development

Requirement Met/Unmet CommentsCarrying out statutory social work tasks

Group Care

Working with at least two other professionals

The contested nature, scope and purpose of social work in a diverse societyParticipating in formal decision-making forums

Participating in and presenting evidence in courts or tribunals or other formal hearingsApplying community development approaches in social work

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Summary of Practice Teacher’s contact with Service Users/Carers in relation to the Student’s practice

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Summarise the Student’s future learning needs:

(This can be used to further inform the Individual Learning Plan of the Student or their Assessed Year in Employment.)

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RECOMMENDATION: PASS / FAIL

Student Comments on Practice Teacher’s Report:

I verify that I have read this report

Student Signature:

Practice Teacher Signature:

Date:

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Section SevenMatrix Summary Sheet

SW Standards EVIDENCE DATE VERIFIEDSW1

SW2

SW3

SW4

SW5

SW6

SW7

SW8

SW9

SW10

SW11

Signature of Practice Teacher

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SW Standards EVIDENCE DATE VERIFIEDSW12

SW13

SW14

SW15

SW16

SW17

SW18

SW19

SW20

Signature of Practice Teacher

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Student Social Work Training Passport

Name of Student:__________________ Student No:__________

Date of Training

Name of Training Event, Trainer and Organisation Delivering the Training

Duration of Training (Days or Hours)

Summary of Learning Outcomes

Signed & Dated (Practice Teacher)

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Appendix 11:

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

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Appendix 12: Important dates

Practice Learning Opportunities Calendar 2015/16

UU/QUB UGR 2

Student Level and Programme

PLO Commencement and End dates

Submission dates for students

Hand-in dates for Practice Teacher Report

and Summary Matrix

UGR Level 2 (1st PLO)

85 days

19 th August – 16 th December’15

QUB,UU/FE: Recall days

24th & 25th Sept. 20155th & 6th Nov. 2015

Folder of evidence to Practice Teacher 9th December ‘15Reflective Practice Assignment (RPA)

QUB - 16th December ‘15

UU/FE - 4th January ‘16

Copies of Reflective Practice and Case Study assignments to be submitted to Practice Teacher by 4th January’16

Case Study

UU/FE - 16th December ‘15

QUB – 4th January ‘16

-Practice Teacher Report

-Completed matrix

4th January ‘16

Note Bank Holiday 31st August ’15

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Practice Learning Opportunities Calendar 2015/16

UU/QUB: Part - Time Route First PLO

Student Level and Programme

PLO Commencement and End dates

Submission dates for students

Hand-in dates for Practice Teacher Report

and Summary Matrix

Part–time route PLO

UGR Level 2

85 days

19 th August ’15 – 8 th April ‘16

UU/FE: Recall days 2ndOctober 20156th November 201515th January 201626th February 20112

QUB: Recall Days12th, 13th November 20154th, 5th February 2016

Folder of evidence to Practice Teacher

1st April ‘16

Reflective Practice Assignment (RPA)

QUB – 8thApril ‘16

UUM – 21st April’16

Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by

21stApril’16

Case Study

UUM – 8th April’16

QUB – 21st April’16

Practice Teacher Report-Completed matrix 21st April’16

Note Bank holidays: 31st August;25th & 28th December; 1st January; 17th March; 28th and 29thMarch

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Practice Learning Opportunities Calendar 2015/16

UU and QUB RGR 2 Student Level and Programme

PLO Commencement and End dates

Submission dates for students

Hand-in dates for Practice Teacher Report

and Summary Matrix

RGR Level 2 (1st PLO)

85 days

6 th January - 9 th May 2016

UU/FE: Recall days 8th & 9th February’16 11th &12th April’16

QUB: Recall Days11th & 12th Feb’1614th & 15th April’16

Folder of evidence to Practice Teacher 3rd May ‘16

Reflective Practice Assignment (RPA)

QUB - 9th May ‘16

UU – 20th May ‘16

Copies of Reflective Practice and Case Study assignments to be submitted to Practice Teacher by 20th May’16

Case Study

QUB – 20th May’16

UU – 9th May ‘16

Practice Teacher Reportand completed matrix submitted

20th May’16

Note Bank holidays:17th March; 28th ,29th March;2nd May

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Practice Learning Opportunities Calendar 2015/16

UU and QUB RGR 3/UGR 3 Student Level PLO Commencement and

Ending datesSubmission dates for students

Hand-in dates for Practice Teacher Report

and Summary Matrix

UGR and RGR Level 3(Final PLO)

100 days

6 th January – 31 st May 2016

QUB: Recall Days19th February ‘1621st & 22nd April ‘16

UU: Recall Days19th February ‘1611th March ‘1629th April ‘16

Practice component of PLO finishes17th May ‘16Folder of evidence to Practice Teacher 10th May’16Reflective Practice Assignment (RPA)

QUB – 17th May 2016

UU – 31stMay’16

Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by 31stMay’16

Evidence Based Project

UU- 17th May ‘16

QUB – 31st May ‘16

Practice Teacher Report and completed matrix submitted 31st May’16

Note Bank holidays: 17th March; 28th ,29th March; 2nd May; 30th May

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Practice Learning Opportunities Calendar 2015/16

PART TIME ROUTE UU/QUB UGR FINAL PLO Student Level PLO Commencement and

Ending datesSubmission dates for students

Hand-in dates for Practice Teacher Report

and Summary Matrix

UGR Part time Route Final PLO

100 days

19 th August’15 – 18 th May ‘16

Recall days:QUB 19th, 20th November ‘1525th, 26th February’16

UU12th, 13th November ‘1518th, 19th February’ 16

Practice component of PLO finishes

22nd April ‘16Folder of evidence to Practice Teacher 8th April ‘16Reflective Practice Assignment

QUB 22nd April’16

UUM 18th May ‘16

Copies of Reflective Practice and Evidence Based Project assignments to be submitted to Practice Teacher by 18th May ‘16

Evidence Based Project

UUM 22ndApril’16

QUB 18th May’16

Practice Teacher ReportCompleted matrix

18th May ’16

Note Bank holidays: 31st August; 25th, 28th December; 1stJanuary; 17th

March; 28th, 29th March; 2nd 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.

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Appendix 13

NORTHERN IRELAND DEGREE IN SOCIAL WORK PARTNERSHIP

PROTOCOL

for

DEALING WITH FACTORS AFFECTING PROGRESSION OF PRACTICE LEARNING

Revised June 2013

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Authors: Members of the Northern Ireland Degree in Social Work Partnership

Produced by:

Northern Ireland Degree in Social Work PartnershipGraham House, Knockbracken Health Care ParkSaintfield RoadBelfastBT8 8BH

Tel No. 028 9056 6735

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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 23on the basis of Professional Practice and Conduct Factors

Further Practice Learning Opportunities 31

Student Withdrawal from PLO 32

Retrospective Practice Issues 33

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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

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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.

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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 ProtocolThis 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.

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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 LearningThe 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

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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 LearningThere 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

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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 possiblestage

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:

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.

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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.

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PART ONE

STUDENT AND PRACTICE LEARNING

FACTORS

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Part OneStudent and Practice Learning Factors

IntroductionThis 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.

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 theprescribed timescales and/or

undertaking and completing tasks necessary to attaining thelevel of competence required to pass PLO

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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 disabilitiesStudents 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.

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

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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 ProvidersPLO 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)

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 circumstancesWhen serious health issues or a significant change in personal circumstances arise during PLO, either the PLO provider, the HEI

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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.

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.

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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.

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:

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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 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?

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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 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?

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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 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

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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.

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,

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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.

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

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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.

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.

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PART TWO

Discontinuation of Practice Learning Opportunity on the

basis of Professional Practice and Conduct Factors

Part Two.

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Discontinuation of Practice Learning Opportunity on the basis of Professional Practice and Conduct Factors

IntroductionThe 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, that 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.

In circumstances where a reasonable cause for concern is raised with regard to the conduct and/or practice of a student, the

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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.

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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 organisation offering the PLO but where possible it will be in

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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 change in their circumstances to NISCC, their training team and/or

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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.

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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.

The F/HEI must confirm with the employer that the student has informed his/her employer.

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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.

Following a decision:

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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 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.

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Further Practice Learning OpportunitiesWhere 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 PLOA 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 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.

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Retrospective Practice IssuesProcessWhen 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).

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Appendix 14

References/Reading List

NISCC Codes of Practice for Employers of Social Care Workers and NISCC Codes of Practice of Social Care Workers (Dec ’02)

NI Framework Specification for the Degree in Social Work (NISCC: 2014)

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

Collingwood, P (2005) “Integrating theory and practice: The Three-Stage Theory Framework”, Journal of Practice Teaching 6(1) 2005

Reflective Practice234

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

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

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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

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