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Toolkit

AssessingSocialWorkStudentsinPractice

Tel: 01432261735

Email: [email protected]

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ContentsContents...........................................................................................................................................................................1Introduction.....................................................................................................................................................................2Gettingstarted.................................................................................................................................................................3Learningmap:SNOBanalysisofself.............................................................................................................................4Learningstyles(VAK)....................................................................................................................................................5VAKlearningstyleindicators........................................................................................................................................6HoneyandMumfordlearningstylesquestionnaire.....................................................................................................9Scoringandinterpretingthequestionnaire................................................................................................................11Learningstyles–generaldescriptions........................................................................................................................13Learningstyles–afurtherperspective.......................................................................................................................14

Keepingareflectivediaryorlearninglog......................................................................................................................18Reflectivediariesandlearninglogs............................................................................................................................19Exampleofareflectivejournal1................................................................................................................................20Exampleofareflectivejournal2................................................................................................................................21Reflectivetraininglog.................................................................................................................................................22

Supervision.....................................................................................................................................................................23Studentsupervisionagreement..................................................................................................................................24Supervisionrecord......................................................................................................................................................26

Anti-oppressivepractice................................................................................................................................................30Anti-oppressivepracticesupervisionworksheet........................................................................................................31Barriersexercise.........................................................................................................................................................32Empowermentexercise..............................................................................................................................................33Ethicsandvaluesontheinvisibilityofprivilege.........................................................................................................34

Developingprofessionalpracticethroughpracticeteaching.......................................................................................36Boundaries..................................................................................................................................................................37Exercisefacts,opinionsandfeelings..........................................................................................................................38Planningapieceofwork-exercise.............................................................................................................................39Criticalincidentanalysisforinterprofessionalworking..............................................................................................40Groupwork–nooneisanisland...............................................................................................................................42Criticaluseoftheory–discussiontool.......................................................................................................................43

Assessmentandfeedback..............................................................................................................................................44Assessment.................................................................................................................................................................45Logofshadowingexperience.....................................................................................................................................46Studentself-assessmentexercise...............................................................................................................................47Skillsself-assessment..................................................................................................................................................48Assessment.................................................................................................................................................................45Plannedorunplannedpracticeassessmentquestionnaire........................................................................................53Feedbackfromcolleagues–unplannedobservations................................................................................................54Serviceuserfeedbackform........................................................................................................................................55Thetree.......................................................................................................................................................................56Usefulresources.........................................................................................................................................................57

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IntroductionThistoolkitwasdevelopedtosupportWork-placeSupervisorsandPracticeEducatorsassessingSocialWorkstudentsonpracticebasedplacementsinHerefordshire.

Itdrawsonarangeofsourcesandreferences,inparticularthe‘ToolkitforPracticeSupervisorsandAssessors’producedbytheTopSouthWestManagingPracticeLearningGroup,madeupofPracticeLearningstafffromBristol,Gloucestershire,NorthSomerset,Somerset,SouthGloucestershire,SwindonandWiltshireandtheUniversitiesofBristolandtheWestofEngland(2009).

Otherexercisesweredeveloped,triedandtestedbyexperiencedPracticeEducatorsinHerefordshire’sChildrensWellbeingSocialWorkAcademy.

ThankstoHoopleLimited’sMarketingTeamforpresentationandgraphicswork.

RuthLeak

PracticeLearningFacilitator

HoopleLimited

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Gettingstarted

LearningMap:SNOBanalysisofselfAusefulframeworkforastudenttoanalysetheirStrengths,Needs,OpportunitiestolearnandBarrierstolearning–thisisthenusedtoproduceanactionplan.(Source:PortfolioofLearningandAchievement,2005-6,BristolUniversityandtheUniversityoftheWestEngland)LearningStylesQuestionnairesTwomodelstoidentifystudents’learningstyles:Visual–Auditory–Kinesthetic(VAK)learningstyleindicatorsandfreetest(source:www.businessballs.comDownloaded09/03/2015)HoneyandMumfordLearningStylesQuestionnaire(source:www.hrdevelopment.co.nzDownloaded09/03/2015)

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Learningmap:SNOBanalysisofself

Myneeds

Opportunigestolearn

Barrierstomylearning

Mystrengths

Mystrengths

Myneeds

Opportunitiestolearn

Barrierstomylearning

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LearningstylesVAK(visual-auditory-kinesthetic)learningstyleindicatorsandfreeself-testHereisafreeVAKlearningstyleindicator,whichcanbeusedasaquestionnaireor'test'toassessyourownpreferredlearningstyleorstyles,ortheVAKlearningstylesofyourpeople.Scoreeachstatementandthenaddthetotalsforeachcolumntoindicatelearningstyledominanceandmix.Yourlearningstyleisalsoareflectionofthetypeofpersonyouare-howyouperceivethingsandthewaythatyourelatetotheworld.Thisquestionnairehelpsyoutoimproveyourunderstandingofyourselfandyourstrengths.Therearenorightorwronganswers.Youcanusevariousscoringsystemstosuityourpurposes:Method1-Simplestandquickest-selectonefromeachlineandaddthetotalselectionsforeachcolumn.Thetotalswillindicateyourrelativelearningstylepreferenceandmix.Method2-Moresubtlemeasurement-takeslonger,butprobablyworthit-scoreeachoptioneither1,2or3points.Clearerindicationwillbeproducedifnooptionsinasinglelinearescoredthesame,butit'suptoyou.Yougetoutwhatyouputin.Decidewhethertoallowequalscoresornot,andmostimportantlythenapplytheruleforthewholeofthequestionnaire.Method3-Re-structurethematrixintoamultiplechoice-stylequestionnaire-takeslonger,butismorelikelytoavoid'leading'orinfluencingthepersonbeingassessedbecausetheformatislesstransparent.Eachofthe30questionswouldbestructuredasperthisexample,andcouldeitheraskforasingleselectionortoscoreeachoption1,2,or3:Q1WhenoperatingnewequipmentforthefirsttimeIpreferto:a)Readtheinstructionsb)Listenoraskforanexplanationc)Haveagoandlearnby'trialanderror'(Ascoringgridwouldneedtobecreatedsoastoenablecalculationoftotalsforalla'sb'sandc's.)Method4-Asmethod3,butmixuptheorderoftheoptionswithineachquestion,soastoreducethetransparencyoftheoptionsandwhichstyletheyrelateto-thistakesevenlongerandisapaininthebacksidetoscorebecause'a,b,c'wouldnolongercorrelateto'V,A,K',soyou'dneedquiteacleverscoringgridtoachievethis,andareasonablyseriousprojecttojustifytheeffort.

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VAKlearningstyleindicators(freeself-testquestionnaire)

Visual Auditory kinesthetic/physical

1

WhenoperatingnewequipmentforthefirsttimeIpreferto

readtheinstructions listentooraskforanexplanation

haveagoandlearnby'trialanderror'

2 WhenseekingtraveldirectionsI lookatamap askforspoken

directions followmynoseormaybeuseacompass

3 WhencookinganewdishI

followarecipe callafriendforexplanation

followmyinstinct,tastingasIcook

4ToteachsomeonesomethingI

writeinstructions explainverbally demonstrateandletthemhaveago

5 Itendtosay "Iseewhatyoumean" "Ihearwhatyouaresaying" "Iknowhowyoufeel"

6 Itendtosay "showme" "tellme" "letmetry"

7 Itendtosay "watchhowIdoit" "listentomeexplain" "youhaveago"

8ComplainingaboutfaultygoodsItendto

writealetter phone gobacktothestore,orsendthefaultyitemtotheheadoffice

9 Iprefertheseleisureactivities museumsorgalleries musicorconversation

physicalactivitiesormakingthings

10 WhenshoppinggenerallyI lookanddecide discusswithshopstaff tryon,handleortest

11 ChoosingaholidayI

readthebrochures listentorecommendations

imaginetheexperience

12 ChoosinganewcarI readthereviews discusswithfriends

test-drivewhatyoufancy

13 Learninganewskill:

Iwatchwhattheteacherisdoing

ItalkthroughwiththeteacherexactlywhatIamsupposedtodo

IliketogiveitatryandworkitoutasIgoalongbydoingit

14 Choosingfromarestaurantmenu

Iimaginewhatthefoodwilllooklike

Italkthroughtheoptionsinmyhead

Iimaginewhatthefoodwilltastelike

15 Whenlisteningtoaband

Isingalong(inmyheadoroutloud!)

Ilistentothelyricsandthebeats

Imoveintimewiththemusic

16 WhenconcentratingI

focusonthewordsorpicturesinfrontofme

discusstheproblemandpossiblesolutionsinmyhead

movearoundalot,fiddlewithpensandpencilsandtouchthings

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Visual Auditory Kinesthetic/Physical

17 Irememberthingsbestby

writingnotesorkeepingprinteddetails

sayingthemaloudorrepeatingwordsandkeypointsinmyhead

doingandpractisingtheactivity,orimaginingitbeingdone

18 Myfirstmemoryisof

lookingatsomething beingspokento doingsomething

19 Whenanxious,Ivisualisetheworst-casescenarios

talkoverinmyheadwhatworriesmemost

can'tsitstill,fiddleandmovearoundconstantly

20Ifeelespeciallyconnectedtoothersbecauseof

howtheylook whattheysaytome howtheymakemefeel

21 WhenIreviseforanexam,I

writelotsofrevisionnotes(usinglotsofcolours!)

Italkovermynotes,tomyselfortootherpeople

imaginemakingthemovementorcreatingtheformula

22

Whenexplainingsomethingtosomeone,Itendto

showthemwhatImean

explaintothemindifferentwaysuntiltheyunderstand

encouragethemtotryandtalkthemthroughtheideaastheytry

23 Mymaininterestsare

photographyorwatchingfilmsorpeople-watching

listeningtomusicorlisteningtotheradioortalkingtofriends

physical/sportsactivitiesorfinewines,finefoodsordancing

24 Mostofmyfreetimeisspent watchingtelevision talkingtofriends

doingphysicalactivityormakingthings

25WhenIfirstcontactanewperson

Iarrangeafacetofacemeeting

Italktothemonthetelephone

Itrytogettogethertoshareanactivity

26 Ifirstnoticehowpeople

lookanddress soundandspeak standandmove

27 IfIamveryangryIkeepreplayinginmymindwhatitisthathasupsetme

IshoutlotsandtellpeoplehowIfeel

Istompabout,slamdoorsandthrowthings

28 Ifinditeasiesttoremember faces names thingsIhavedone

29IthinkIcantellsomeoneislyingbecause

theyavoidlookingatyou theirvoicechanges

thevibesIgetfromthem

30WhenI'mmeetingwithanoldfriend

Isay"it'sgreattoseeyou!" Isay"it'sgreattohear

yourvoice!" Igivethemahugorahandshake

Totals Visual Auditory Kinesthetic/Physical

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Howeveryoucalculatethetotals,ensureyouusethechosenmethodconsistentlythroughoutthequestionnaire.Thetotalscoresforeachstyleindicateyourrelativepreferredlearningstyleorstyles.Therearenorightorwronganswers.Somepeoplehaveverystrongpreferences,eventotheextentthattheyhavelittleornopreferenceinoneortwoofthestyles.Otherpeoplehavemoreevenlybalancedpreferences,withnoparticularlystrongstyle.Thepointissimplytotrytounderstandasmuchasyoucanaboutyourselfandyourstrengths(yourpreferredstyleorstyles),andthenmakebestuseoflearningmethodswhichsuityourstrengths(yourpreferredstyleorstyles).©VAKlearningstylesself-test:VictoriaChislettMScandAlanChapman2005.Nottobesoldorpublished.Soleriskwithuser.Thislearningstylesself-assessmenttoolisaroughguidetoindividuallearningstylesonly-itisnotascientificallyvalidatedinstrument.WiththanksalsotoAnitaMountainandChrisDavidsonfortheiradviceincreatingthistool.ThisfreeLearningStylesassessmentwasdownloadedfromwww.businessballs.com,09/03/2015.

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HoneyandMumfordLearningStylesQuestionnaire

Thisquestionnaireisdesignedtofindoutyourpreferredlearningstyle(s).Overtheyearsyouhaveprobablydevelopedlearning"habits"thathelpyoubenefitmorefromsomeexperiencesthanfromothers.Sinceyouareprobablyunawareofthis,thisquestionnairewillhelpyoupinpointyourlearningpreferencessothatyouareinabetterpositiontoselectlearningexperiencesthatsuityourstyleandhavingagreaterunderstandingofthosethatsuitthestyleofothers.ThisisaninternationallyproventooldesignedbyPeterHoneyandAlanMumford.Thereisnotimelimittothisquestionnaire.Itwillprobablytakeyou10-15minutes.Theaccuracyoftheresultsdependsonhowhonestyoucanbe.Therearenorightorwronganswers.Ifyouagreemorethanyoudisagreewithastatementputatickbyit.Ifyoudisagreemorethanyouagreeputacrossbyit.Besuretomarkeachitemwitheitheratickorcross.o 1. Ihavestrongbeliefsaboutwhatisrightandwrong,goodandbad.o 2. Ioftenactwithoutconsideringthepossibleconsequenceso 3. Itendtosolveproblemsusingastep-by-stepapproacho 4. Ibelievethatformalproceduresandpoliciesrestrictpeopleo 5. IhaveareputationforsayingwhatIthink,simplyanddirectlyo 6. Ioftenfindthatactionsbasedonfeelingsareassoundasthosebasedoncarefulthoughtandanalysiso 7. IlikethesortofworkwhereIhavetimeforthoroughpreparationandimplementationo 8. Iregularlyquestionpeopleabouttheirbasicassumptionso 9. Whatmattersmostiswhethersomethingworksinpracticeo 10. Iactivelyseekoutnewexperienceso 11. WhenIhearaboutanewideaorapproachIimmediatelystartworkingouthowtoapplyitinpracticeo 12. Iamkeenonselfdisciplinesuchaswatchingmydiet,takingregularexercise,stickingtoafixedroutine,etc.o 13. Itakeprideindoingathoroughjobo 14. Igetonbestwithlogical,analyticalpeopleandlesswellwithspontaneous,"irrational"o 15. Itakecareovertheinterpretationofdataavailabletomeandavoidjumpingtoconclusionso 16. Iliketoreachadecisioncarefullyafterweighingupmanyalternativeso 17. I'mattractedmoretonovel,unusualideasthantopracticaloneso 18. Idon'tlikedisorganisedthingsandprefertofitthingsintoacoherentpatterno 19. IacceptandsticktolaiddownproceduresandpoliciessolongasIregardthemasanefficientwayof

gettingthejobdoneo 20. Iliketorelatemyactionstoageneralprincipleo 21. IndiscussionsIliketogetstraighttothepointo 22. Itendtohavedistant,ratherformalrelationshipswithpeopleatworko 23. Ithriveonthechallengeoftacklingsomethingnewanddifferento 24. Ienjoyfun-loving,spontaneouspeopleo 25. Ipaymeticulousattentiontodetailbeforecomingtoaconclusiono 26. Ifinditdifficulttoproduceideasonimpulseo 27. Ibelieveincomingtothepointimmediatelyo 28. Iamcarefulnottojumptoconclusionstooquicklyo 29. Iprefertohaveasmanyresourcesofinformationaspossible-themoredatatothink overthebettero 30. Flippantpeoplewhodon'ttakethingsseriouslyenoughusuallyirritatemeo 31. Ilistentootherpeople'spointsofviewbeforeputtingmyownforwardo 32. ItendtobeopenabouthowI'mfeelingo 33. IndiscussionsIenjoywatchingthemanoeuvringsoftheotherparticipantso 34. Iprefertorespondtoeventsonaspontaneous,flexiblebasisratherthanplanthingsoutinadvance

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o 35. Itendtobeattractedtotechniquessuchasnetworkanalysis,flowcharts,branchingprograms,contingencyplanning,etc.

o 36. ItworriesmeifIhavetorushoutapieceofworktomeetatightdeadlineo 37. Itendtojudgepeople'sideasontheirpracticalmeritso 38. Quiet,thoughtfulpeopletendtomakemefeeluneasyo 39. Ioftengetirritatedbypeoplewhowanttorushthingso 40. Itismoreimportanttoenjoythepresentmomentthantothinkaboutthepastorfutureo 41. Ithinkthatdecisionsbasedonathoroughanalysisofalltheinformationaresounderthanthosebasedon

intuitiono 42. Itendtobeaperfectionisto 43. IndiscussionsIusuallyproducelotsofspontaneousideaso 44. InmeetingsIputforwardpracticalrealisticideaso 45. Moreoftenthannot,rulesaretheretobebrokeno 46. Iprefertostandbackfromasituationo 47. Icanoftenseeinconsistenciesandweaknessesinotherpeople'sargumentso 48. OnbalanceItalkmorethanIlisteno 49. Icanoftenseebetter,morepracticalwaystogetthingsdoneo 50. Ithinkwrittenreportsshouldbeshortandtothepointo 51. Ibelievethatrational,logicalthinkingshouldwinthedayo 52. Itendtodiscussspecificthingswithpeopleratherthanengaginginsocialdiscussiono 53. Ilikepeoplewhoapproachthingsrealisticallyratherthantheoreticallyo 54. IndiscussionsIgetimpatientwithirrelevanciesanddigressionso 55. IfIhaveareporttowriteItendtoproducelotsofdraftsbeforesettlingonthefinalversiono 56. Iamkeentotrythingsouttoseeiftheyworkinpracticeo 57. Iamkeentoreachanswersviaalogicalapproacho 58. Ienjoybeingtheonethattalksaloto 59. IndiscussionsIoftenfindIamtherealist,keepingpeopletothepointandavoidingwildspeculationso 60. Iliketopondermanyalternativesbeforemakingupmymindo 61. IndiscussionswithpeopleIoftenfindIamthemostdispassionateandobjectiveo 62. IndiscussionsI'mmorelikelytoadopta"lowprofile"thantotaketheleadanddomostofthetalkingo 63. Iliketobeabletorelatecurrentactionstoalongertermbiggerpictureo 64. WhenthingsgowrongIamhappytoshrugitoffand"putitdowntoexperience"o 65. Itendtorejectwild,spontaneousideasasbeingimpracticalo 66. It'sbesttothinkcarefullybeforetakingactiono 67. OnbalanceIdothelisteningratherthanthetalkingo 68. Itendtobetoughonpeoplewhofinditdifficulttoadoptalogicalapproacho 69. MosttimesIbelievetheendjustifiesthemeanso 70.Idon'tmindhurtingpeople'sfeelingssolongasthejobgetsdoneo 71.Ifindtheformalityofhavingspecificobjectivesandplansstiflingo 72.I'musuallyoneofthepeoplewhoputslifeintoapartyo 73.Idowhateverisexpedienttogetthejobdoneo 74.Iquicklygetboredwithmethodical,detailedworko 75.Iamkeenonexploringthebasicassumptions,principlesandtheoriesunderpinningthingsandeventso 76.I'malwaysinterestedtofindoutwhatpeoplethinko 77.Ilikemeetingstoberunonmethodicallines,stickingtolaiddownagenda,etc.o 78.Isteerclearofsubjectiveorambiguoustopicso 79. Ienjoythedramaandexcitementofacrisissituationo 80.Peopleoftenfindmeinsensitivetotheirfeelings

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ScoringandinterpretingtheLearningStylesQuestionnaireTheQuestionnaire isscoredbyawardingonepoint foreachticked item.Therearenopoints forcrossed items.Simplyindicateonthelistsbelowwhichitemsweretickedbycirclingtheappropriatequestionnumber.

2 7 1 5

4 13 3 9

6 15 8 11

10 16 12 19

17 25 14 21

23 28 18 27

24 29 20 35

32 31 22 37

34 33 26 44

38 36 30 49

40 39 42 50

43 41 47 53

45 46 51 54

48 52 57 56

58 55 61 59

64 60 63 65

71 62 68 69

72 66 75 70

74 67 77 7379 76 78 80

TOTALS ___________ ___________ ___________ ___________

Activist Reflector Theorist Pragmatist

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LearningStylesQuestionnaireProfileBasedonGeneralNormsfor1302People

Activist Reflector Theorist Pragmatist

20 20 20 20

Verystrongpreference

19

18 19 19

17

16 18

15 17 18

14

13 18 16 17

12 17 15 16

Strongpreference 16

11 15 14 15

10 14 13 14

Moderate9 13 12 13

8

7 12 11 12

6 11 10 11

Lowpreference5 10 9 10

4 9 8 9

3 8 7 8

Verylowpreference

7 6 7

6 5 6

2 5 4 4

4 3 3

3

1 2 2 2

1 1 1

0 0 0 0

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LearningStyles-GeneralDescriptionsActivistsActivistsinvolvethemselvesfullyandwithoutbiasinnewexperiences.Theyenjoythehereandnowandarehappytobedominatedbyimmediateexperiences.Theyareopen-minded,notsceptical,andthistendstomakethementhusiasticaboutanythingnew.Theirphilosophyis:"I'lltryanythingonce".Theytendtoactfirstandconsidertheconsequencesafterwards.Theirdaysarefilledwithactivity.Theytackleproblemsbybrainstorming.Assoonastheexcitementfromoneactivityhasdieddowntheyarebusylookingforthenext.Theytendtothriveonthechallengeofnewexperiencesbutareboredwithimplementationandlonger-termconsolidation.Theyaregregariouspeopleconstantlyinvolvingthemselveswithothersbutindoingso;theyseektocentreallactivitiesonthemselves.ReflectorsReflectors like to stand back to ponder experiences and observe them frommany different perspectives. Theycollect data, both first hand and from others, and prefer to think about it thoroughly before coming to anyconclusion.Thethoroughcollectionandanalysisofdataaboutexperiencesandeventsiswhatcountssotheytendtopostpone reachingdefinitive conclusions for as longaspossible. Theirphilosophy is tobe cautious. Theyarethoughtfulpeoplewholiketoconsiderallpossibleanglesandimplicationsbeforemakingamove.Theyprefertotakeabackseat inmeetingsanddiscussions.Theyenjoyobservingotherpeople inaction.They listentoothersandget thedriftof thediscussionbeforemakingtheirownpoints.Theytendtoadopta lowprofileandhaveaslightlydistant, tolerantunruffledairabout them.When theyact it ispartofawidepicturewhich includes thepastaswellasthepresentandothers'observationsaswellastheirown.TheoristsTheoristsadaptandintegrateobservationsintocomplexbutlogicallysoundtheories.Theythinkproblemsthroughinavertical,step-by-steplogicalway.Theyassimilatedisparatefactsintocoherenttheories.Theytendtobeperfectionistswhowon'tresteasyuntilthingsaretidyandfitintoarationalscheme.Theyliketoanalyseandsynthesise.Theyarekeenonbasicassumptions,principles,theoriesmodelsandsystemsthinking.Theirphilosophyprizesrationalityandlogic."Ifit'slogicalit'sgood".Questionstheyfrequentlyaskare:"Doesitmakesense?""Howdoesthisfitwiththat?""Whatarethebasicassumptions?"Theytendtobedetached,analyticalanddedicatedtorationalobjectivityratherthananythingsubjectiveorambiguous.Theirapproachtoproblemsisconsistentlylogical.Thisistheir"mentalset"andtheyrigidlyrejectanythingthatdoesn'tfitwithit.Theyprefertomaximisecertaintyandfeeluncomfortablewithsubjectivejudgments,lateralthinkingandanythingflippant.PragmatistsPragmatistsarekeenontryingoutideas,theoriesandtechniquestoseeiftheyworkinpractice.Theypositivelysearchoutnewideasandtakethefirstopportunitytoexperimentwithapplications.Theyarethesortsofpeoplewhoreturnfrommanagementcoursesbrimmingwithnewideasthattheywanttotryoutinpractice.Theyliketogetonwiththingsandactquicklyandconfidentlyonideasthatattractthem.Theytendtobeimpatientwithruminatingandopen-endeddiscussions.Theyareessentiallypractical,downtoearth pilewholikemakingpracticaldecisionsandsolvingproblems.Theyrespondtoproblemsandopportunities"asachallenge".Theirphilosophyis:"Thereisalwaysabetterway"and"ifitworksit'sgood".Indescendingorderoflikelihood,themostcommoncombinationsare:

1st Reflector/Theorist 2nd Theorist/Pragmatist 3rd Reflector/Pragmatist 4th Activist/Pragmatist

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Learningstyles-afurtherperspective

ACTIVISTS:Activistslearnbestfromactivitieswhere:• Therearenewexperiences/problems/opportunitiesfromwhichtolearn.• Theycanengrossthemselvesinshort"hereandnow"activitiessuchasbusinessgames,competitiveteamwork

tasks,role-playingexercises.• Thereisexcitement/drama/crisisandthingschopandchangewitharangeofdiverseactivitiestotackle• Theyhavealotofthelimelight/highvisibility,i.e.theycan"chair"meetings,leaddiscussions,andgive

presentations.• Theyareallowedtogenerateideaswithoutconstraintsofpolicyorstructureorfeasibility.• Theyarethrowninatthedeependwithatasktheythinkisdifficult,i.e.whensetachallengewithinadequate

resourcesandadverseconditions.• Theyareinvolvedwithotherpeople,i.e.bouncingideasoffthem,solvingproblemsaspartofateam.• Itisappropriateto"haveago".Activistslearnleastfrom,andmayreactagainst,activitieswhere:• Learninginvolvesapassiverole,i.e.listeningtolectures,monologues,explanations,statementsofhowthings

shouldbedone,reading,watching.• Theyareaskedtostandbackandnotbeinvolved.• Theyarerequiredtoassimilate,analyseandinterpretlotsof"messy"data.• Theyarerequiredtoengageinsolitarywork,i.e.reading,writing,thinkingontheirown.• Theyareaskedtoassessbeforehandwhattheywilllearn,andtoappraiseafterwardswhattheyhavelearned.• Theyareofferedstatementstheyseeas"theoretical",i.e.explanationofcauseorbackground• Theyareaskedtorepeatessentiallythesameactivityoverandoveragain,i.e.whenpracticing.• Theyhavepreciseinstructionstofollowwithlittleroomformanoeuvre.• Theyareaskedtodoathoroughjob,i.e.attendtodetail,tieuplooseends,dotthei's,crosst's.Summaryofstrengths• Flexibleandopenminded.• Happytohaveago.• Happytobeexposedtonewsituations.• Optimisticaboutanythingnewandthereforeunlikelytoresistchange.Summaryofweaknesses:• Tendencytotaketheimmediatelyobviousactionwithoutthinking.• Oftentakeunnecessaryrisks.• Tendencytodotoomuchthemselvesandhogthelimelight.• Rushintoactionwithoutsufficientpreparation.• Getboredwithimplementation/consolidation.Keyquestionsforactivists:• ShallIlearnsomethingnew,i.e.thatIdidn'tknow/couldn'tdobefore?• Willtherebeawidevarietyofdifferentactivities?(Idon'twanttositandlistenformorethananhourata

stretch!)• WillitbeOKtohaveago/letmyhairdown/makemistakes/havefun?• Shall1encountersometoughproblemsandchallenges?• Willtherebeotherlike-mindedpeopletomixwith?

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REFLECTORS:Reflectorslearnbestfromactivitieswhere:• Theyareallowedorencouragedtowatch/think/chewoveractivities.• TheyareabletostandbackFromeventsandlisten/observe,i.e.observingagroupatwork,takingabackseatin

ameeting,watchingafilmorvideo.• Theyareallowedtothinkbeforeacting,toassimilatebeforecommencing,i.e.timetoprepare,achanceto

readinadvanceabriefgivingbackgrounddata.• Theycancarryoutsomepainstakingresearch,i.e.investigate,assembleinformation,andprobetogettothe

bottomofthings.• Theyhavetheopportunitytoreviewwhathashappened,whattheyhavelearned.• Theyareaskedtoproducecarefullyconsideredanalysesandreports.• Theyarehelpedtoexchangeviewswithotherpeoplewithoutdanger,i.e.byprioragreement,withina

structuredlearningexperience.• Theycanreachadecisionintheirowntimewithoutpressureandtightdeadlines.Reflectorslearnleastfrom,andmayreactagainst,activitieswhere:• Theyare"forced"intothelimelight,i.e.toactasleader/chairman,torole-playinfrontofon-lookers.• Theyareinvolvedinsituationswhichrequireactionwithoutplanning.• Theyarepitchedintodoingsomethingwithoutwarning,i.e.toproduceaninstantreaction,toproducean

off-the-top-of-the-headidea.• Theyaregiveninsufficientdataonwhichtobaseaconclusion.• Theyaregivencutanddriedinstructionsofhowthingsshouldbedone.• Theyareworriedbytimepressuresorrushedfromoneactivitytoanother.• Intheinterestsofexpediencytheyhavetomakeshortcutsordoasuperficialjob.Summaryofstrengths:• Careful.• Thoroughandmethodical• Thoughtful• Goodatlisteningtoothersandassimilatinginformation.• Rarelyjumptoconclusions.Summaryofweaknesses:• Tendencytoholdbackfromdirectparticipation.• Slowtomakeuptheirmindsandreachadecision.• Tendencytobetoocautiousandnottakeenoughrisks.• Notassertive-theyaren'tparticularlyforthcomingandhaveno"smalltalk".Keyquestionsforreflectors:• ShallIbegivenadequatetimetoconsider,assimilateandprepare?• Willtherebeopportunities/facilitiestoassemblerelevantinformation?• Willtherebeopportunitiestolistentootherpeople'spointsofview-preferablyawidecrosssectionofpeople

withavarietyofviews?• ShallIbeunderpressuretobeslapdashortoextemporise?

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THEORISTS:Theoristslearnbestfromactivitieswhere:• Whatisbeingofferedispartofasystem,model,concept,theory• Thehavetimetoexploremethodicallytheassociationsandinter-relationshipsbetweenideas,eventsand

situations.• Theyhavethechancetoquestionandprobethebasicmethodology,assumptionsorlogicbehindsomething,

i.e.bytakingpartinaquestionandanswersession,bycheckingapaperforinconsistencies.• Theyareintellectuallystretched,i.e.byanalysingacomplexsituation,beingtestedinatutorialsession,by

teachinghighcalibrepeoplewhoasksearchingquestions.• Theyareinstructuredsituationswithaclearpurpose.• Theycanlistentoorreadaboutideasandconceptsthatemphasiserationalityorlogicandarewell

argued/elegant/watertight.• Theycananalyseandthengeneralisethereasonsforsuccessorfailure.• Theyareofferedinterestingideasandconceptseventhoughtheyarenotimmediatelyrelevant.• Theyarerequiredtounderstandandparticipateincomplexsituations.Theoristslearnleastfrom,andmayreactagainst,activitieswhere:• Theyarepitch-forkedintodoingsomethingwithoutacontextorapparentpurpose.• Theyhavetoparticipateinsituationsemphasisingemotionsandfeelings.• Theyareinvolvedinunstructuredactivitieswhereambiguityanduncertaintyarehigh,i.e.withopenended

problems,onsensitivitytraining.• Theyareaskedtoactordecidewithoutabasisinpolicy,principleorconcept.• Theyarefacedwithahotchpotchofalternative/contradictorytechniques/methodswithoutexploringanyin

depth,i.e.asona"onceoverlightly"course.• Theyfindthesubjectmatterplatitudinous,shalloworgimmicky.• Theyfeelthemselvesoutoftunewithotherparticipants,i.e.whenwithlotsofActivistsorpeopleoflower

intellectualcalibre.Summaryofstrengths:• Logical"vertical"thinkers.• Rationalandobjective.• Goodataskingprobingquestions.• Disciplinedapproach.Summaryofweaknesses:• Restrictedinlateralthinking.• lowtoleranceforuncertainty,disorderandambiguity• Intolerantofanythingsubjectiveorintuitive.• Fullof"shoulds,oughtsandmusts".Keyquestionsfortheorists:• Willtherebelotsofopportunitiestoquestion?• Dotheobjectivesandprogramofeventsindicateaclearstructureandpurpose?• ShallIencountercomplexideasandconceptsthatarelikelytostretchme?• Aretheapproachestobeusedandconceptstobeexplored"respectable",i.e.soundandvalid?• ShallIbewithpeopleofsimilarcalibretomyself?

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PRAGMATIST:Pragmatistslearnbestfromactivitieswhere:• Thereisanobviouslinkbetweenthesubjectmatterandaproblemoropportunityonthejob.• Theyareshowntechniquesfordoingthingswithobviouspracticaladvantages,i.e.howtosavetime,howto

makeagoodfirstimpression,howtodealwithawkwardpeople.• Theyhavethechancetotryoutandpracticetechniqueswithcoaching/feedbackfromacredibleexpert,i.e.

someonewhoissuccessfulandcandothetechniquesthemselves.• Theyareexposedtoamodeltheycanemulate,i.e.arespectedboss,ademonstrationfromsomeonewitha

proventrackrecord,lotsofexamples/anecdotes,andafilmshowinghowit’sdone.• Theyaregiventechniquescurrentlyapplicabletotheirownjob.• Theyaregivenimmediateopportunitiestoimplementwhattheyhavelearned.• Thereisahighfacevalidityinthelearningactivity,i.e.agoodsimulation,'real"problems.• Theycanconcentrateonpracticalissues,i.e.drawingupactionplanswithanobviousendproduct,suggesting

shortcuts,givingtips.Pragmatistslearnleastfrom,andmayreactagainst,activitieswhere:• Thelearningisnotrelatedtoanimmediateneedtheyrecognise/theycannotsee,animmediate

relevance/practicalbenefit.• Organisersofthelearning,ortheeventitself,seemsdistantfromreality,i.e."ivorytowered",alltheoryand

generalprinciples,pure"chalkandtalk".• Thereisnopracticeorclearguidelinesonhowtodoit.• Theyfeelthatpeoplearegoingroundincirclesandnotgettinganywherefastenough.• Therearepolitical,managerialorpersonalobstaclestoimplementation.• Thereisnoapparentrewardfromthelearningactivity,i.e.moresales,shortermeetings,higherbonus,

promotion.Summaryofstrengths:• Keentotestthingsoutinpractice.• Practical,downtoearth,realistic.• Businesslike-getsstraighttothepoint.• Techniqueoriented.Summaryofweaknesses:• Tendencytorejectanythingwithoutanobviousapplication.• Notveryinterestedintheoryorbasicprinciples.• Tendencytoseizeonthefirstexpedientsolutiontoaproblem.• Impatientwithwaffle.• Onbalance,taskorientednotpeopleoriented.Keyquestionsforpragmatists:• Willtherebeampleopportunitiestopracticeandexperiment?• Willtherebelotsofpracticaltipsandtechniques?• Shallwebeaddressingrealproblemsandwillitresultinactionplanstotacklesomeofmycurrentproblems?• Shallwebeexposedtoexpertswhoknowhowto/candoitthemselves?

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KeepingaReflectiveDiaryorLearningLog

Akeyelementofallmodelsofreflectionistobasetheprocessonyourexperiencesandthereforetofocusonactualeventsorsituationsthatyouhaveexperiencedduringyourpracticelearning.Throughout the placement, students should complete a reflective diary on alearningopportunitybasisandthisshouldbesharedwiththePracticeEducatorinsupervision.

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ReflectiveDiariesandLearningLogsThe reflective diary is a key learning tool for the student andmay be requested by the University as additionalevidenceofthestudent’scompetenceinachievingtheProfessionalCapabilitiesandHCPCstandardsTherecordshouldbegiventothePracticeAssessoronaregularbasistoreadandprovidefeedbackasakeytoolinunderstandingandrecordingthestudent’sprogress.Therecordwillidentifythestudent’spracticalskillsandabilitiesandtheirvaluesandethics.The log is designed to enable students to monitor development in their values, attitudes, strengths, needs,behaviour,reflections,feelings,criticalanalysis,etc.Itwillalsoallowstudentstomatchtheoryandskilltopracticalapplication.Studentsshouldfocusonsignificantlearningexperiences.Itisimportanttomonitorsuchexperiencesanddevelopmentbecauseimpressionsoftenfadeandtheimmediacyoflearningcanbelost.Thelogwillreflecttheprocessofchangeandprofessionaldevelopmentandwillassistyouincompletingthewrittentasksforyourportfolio. Agoodwayofbeginningtheprocessistokeepadiaryoralogofeventsthathaveoccurred.However,ratherthansimplywritingahistoricalaccountofwhathappened,itisusefultofocusonthefollowing:

• Yourreactiontotheeventorexperience

• Differentwaysyoumightthinkaboutit

• Howtheexperiencelinkswithothersyouhavehadeitherpriortoorduringthepracticelearningopportunity.

• Howtheexperiencemightbeunderstooddrawingontheoreticallearningyouhaveundertaken

• Whatyouhavelearnedfromthesituation

• Whatyouhavelearnedthatyouneedtolearn

• Howyoumightachieveyouidentifiedlearninggoals

Keepingareflectivediaryisnoteasy.Onabusypracticelearningexperienceitisoftensomethingthatgetsleftbehindorcompletedinacursoryway.Itisnotonlythetimefactorthatpreventsstudentsfromcompletingadiary.Theinvestmentinthinkingandfeelingthatcanbedemandedbyexercisemayalsobeputoff.However,systematicallycollatinginformationaboutexperiences,thoughtsandfeelingsaboutthoseexperiencesandwhattheymeanforyourlearninganddevelopmentislikelytocontributesignificantlytoyoursupervisionsessions,youroverallassessmentand,mostimportantofall,tothedevelopmentofbestpracticeforthoseusingyourservicesinthefuture.

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Anexampleofareflectivejournal1

Name:

Date:Numberofdayscompletedonplacement:

Descriptionofevents Analysis ActionPlan/LearningOutcomes

WhatdidyouDO?SEE?HEAR?HowwereyouINVOLVED?WhatdidyouFEEL?Whatdidotherpeopledo,suchasserviceusers,staffandothersignificantpeople?

WhatdidyouTHINKaboutthethingsyouhaverecorded?Whattheoriesorsocialpolicyimpactsontheseeventsandhelpsyoutounderstandthem?WhatIMPACTdidyouhaveontheevents?Howwelldidyoudo?

Whatdoyouwanttolearnmoreaboutasaresultoftheseeventsandyouranalysis?Whatwouldyoudodifferentlyanothertime?WhatareyougoingtoDO?

NameofPracticeAssessor:Signature:

Date:

Feedback:

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Anexampleofareflectivejournal2

ReflectiveJournal

Date:

Briefdescriptionofsignificantevent

WhatwasIfeelingatthetime?

HowdidIreactandwhy?Whatwasmyinformingdecision?

OnreflectionIachieved/learned:

AndIcouldhavedonedifferently:

Myfuturelearningneedsare:

Bookreferenceto:EffectivePracticeLearninginSocialWorkbyJonathanParker

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ReflectivetraininglogNameofthetrainingcourseanddateyouhaveattended

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Whatdidyoulearn?

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Whatwillyoudo/havedonedifferentlyinyourpracticefromthisevent/training?

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Hasthetraininghadanimpactonyourpractice/development?Ifsohow?

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

WorkPlaceSupervisorComments:

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………Signed:Student………………………………………………………….……WorkPlaceSupervisor…………………………………………………………………Date:……………………………………………………………………

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Supervision

Thisisasupervisionagreementtobecompletedandsignedby:1–Theworkplacesupervisorandstudent2–ThepracticeeducatorandthestudentThereisalsoatemplatetorecordsupervision.

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StudentsupervisionagreementThisagreementisbetween:WorkPlaceSupervisor: ………………………………………………………………………………..Student:………………………………………………………………………………………………………..1.ExpectationsProfessionaldevelopmenttotakeplaceatfortnightlyintervalsforadurationoftwohoursorasagreedatplacementreview.

• Toenable(EnterStudent’sname)toperformtothestandardsspecifiedby(EnternameofHEI)• Toensurethat(EnterStudent’sname)and(EnterSupervisor’sname)areclearabouttheirrolesand

responsibilities• Toensureaccountabilityfortheworkundertakenbythesuperviseeandsupervisor.• Toassistin(EnterStudent’sname)professionaldevelopmentandtomeettherequirementsof(Enter

Team’sname)andtheLocalAuthority• (EnterSupervisor’sname)willbeaprimarysourceofsupportfor(EnterStudent’sname)• Toprovideregularandconstructivefeedbacktoonperformance.• Toidentifyanygapsinmeeting(EnterStudent’sname)professionaldevelopment/studenttrainingneeds• Toreviewthecontentofthissupervisionatthemidplacementreview

2.ArrangementsAgreedforSupervisionFrequency:Twosupervisionsessionspermonthonafortnightlybasistobereducedasagreedatplacementmeetings.Informalsupervisionasandwhenneeded.Length:2hourstotalLocation:TBARecordingofSupervision:(EnterStudent’sname)willrecordallsupervision.PurposeforwhichSupervisionRecordmaybeused:EvidenceforformativeandsummativeassessmentsStorageofSupervisionRecord:Professionaldevelopmentandpersonalsupervisionwillberecordedonaworddocumentandsavedinasecuresupervisionfile.Thestudentwillhaveopportunityforanycomments/amendmentstobediscussedandforsigning.Thesignedcopywillthenbesavedinthestudent’ssupervisionfile.3.AgreeingtheAgendaforSupervisionSessions(EnterSupervisor’sname)and(EnterStudent’sname)agreetoinformeachotherofagendasubjectsbeforesupervisionoratthestartofsupervision.4.ContentandFocusofSupervision

• Agreeingtheagenda• Developmentofskills,knowledgeandvaluebasebyreflectingonperformance• Identifyingdevelopmentalneeds,interests,goalsandactionplans• ProgressagainstPlacementlearningneeds,ProfessionalCapabilitiesFrameworkandHCPCstandardsof

Proficiency• Providingspaceforreflectionmoregenerallyonyourexperienceof,andfeelingsaboutthework• Reviewingthissupervisionagreement,includingyourfeedbackaboutthesupervisionsessions.

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5.WhateachPartyAgreestoContribute(EnterStudent’sname)expectationsfromSupervisionThat(EnterSupervisor’sname)

• hasacommitmenttosupervision• ispreparedforsupervision• Thereareminimal/nointerruptionstosupervision.• Tobeclearaboutexpectations• Toprovidedirection,guidanceandsupportwhenneeded• Toofferconstructivecriticism• Togivehonestappraisalofperformanceandfeedbackonprogressagainsttheplacementassessment

frameworks• Toassistwithprofessionaldevelopment

(EnterSupervisor’sname)expectationsfromsupervision:That(EnterStudent’sname)will:

• Comepreparedwithalistofissuestobediscussed• Makeownnotesasnecessarytocarryoutanyagreedactions• Beopentoconstructivecriticismandwillingtoreflectonownpractice• Bepreparedtogivefeedback/constructivecriticisminreturn• Carryoutanyagreedactionsinadvanceofnextsession

AgreedPermissions:(EnterSupervisor’sname)agreestoacommitmenttosupervisionwith(EnterStudent’sname)howevertheremaybetimeswhensupervisionhastobere-arrangedduetourgentchildprotectionmatters.Shouldthisoccur,itwillbere-arrangedassoonaspossible.Equally,should(EnterStudent’sname)havetoattendtourgentmatters,Supervisionwillbere-arrangedassoonaspossible.Whatwewilldoiftherearedifficultiesworkingtogether:(EnterSupervisor’sname)agreesthatshouldtheyhaveanyissueswith(EnterStudent’sname)practicetheywilldiscussthemwith(EnterStudent’sname)first.Ifthematterremainsunresolved,theywilldiscusstheissuewiththePracticeEducator,TeamManagerandUniversityTutor.Student(name)agreesthatshoulds/hehavedifficultieswiththeSupervisor,feelstheycouldnotapproachhim/herorfeelsamatterisleftunresolved,theywillapproachanothermemberofthemanagementteamandinformtheUniversitytutor.Signed:Supervisor……………………………………………………………………………….……………….Supervisee…………………………………………………………………………….…………………. Date.…………………………………………………………………………………………….………….. ThisAgreementtobereviewed.………………………………………………………….…..

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Supervisionrecord

SOCIALWORKER/SOCIALWORKASSISSTANT/FAMILYSUPPORT/BUSINESSSUPPORT

Thistemplatemustbeusedforrecordingsupervisionsessionswithstaff.

All outcomes, actions & decisions must also be recorded on Frameworki as case notes (supervision) on eachrelevantchild’s/adult’sfile.(Asoutlinedonthesupervisionpolicy)

Nameofsupervisee

Nameofsupervisor

DateofthisSupervision

Reasonforvariationifnotsupervisedaccordingtosupervisionpolicy(e.g.monthly)

Venueandtime

Supervisionfileavailableforsupervision?

PersonalDetailscheckedanduptodate?

HCPCduedate

DBSduedate?

CaseloadprintedofffromFrameworki?

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Reflectivepracticediscussion

Caseorareasofworkdiscussed Areasoflearningoractionidentified

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Signed:…………………………………………………………………………..…………….(Supervisor)Date:………………………………………….…Signed:…………………………………………………………………………..…………….(Supervisee)Date:………………………………………….DateofNextSupervision:……………………………….……………………………

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Anti-OppressivePractice

Anti-OppressivePracticeSupervisionWorksheetTherearetwoexamplesofworksheetswhichlookatoppressionandanti-oppressivepracticeinrelationtoapieceofworkbeingundertakenwhataparticularserviceuser–ausefultoolforuseinsupervision.(Source:HazelWaldronandcolleagues,Calderdale,JaneBatten,Swindon)

Barriersexercise

Thisexerciseisdesignedtohelpastudenttoexploreandidentifyareasofoppressionexperiencedbyaparticularserviceuser–itopensawaytodiscussingstructuraloppressionandhowitrelatestopractice.(Source:JeanBatten)

Empowermentexercise

Thisisawayofhelpingastudent(particularlyatlevel1)toconsiderrelativepower–fromhis/herperspectiveandfromthatofaserviceuser.(Source:JeanBatten)

Ethicsandvaluesontheinvisibilityofprivilege

Thisisausefultooltohelpstudentswhoareinthemajoritytoconsidertheadvantagestheyreceivefromthis-itisalittledatedbutpromptsdiscussionandcouldbeamendedtoimproveitsrelevance.(Source:PeaceandJustice,October1991)

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Anti-oppressivepracticesupervisionworksheet

Nameofserviceuser:………………………………………………………………………………………………………………………………………………….Oppressionmaybeexperiencedasaresultoffactorssuchas‘race,colour,sex,age,class,disability,sexualorientation,poverty,religion,offending,druguserstatus,etc.1.Whatdoyouthinkmightapplytothisserviceandwhy?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

2.HowcouldyoubeOPPRESSIVEinthewayyouworkwiththem?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

3.HowcanyouworkANTI-OPPRESSIVELYwiththem?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

4.Doyouneedtoacquireanynewknowledge,ordevelopnewskillsinordertoworkanti-oppressively?Ifso,whatwouldtheybe,andhowmightyouachievethem?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

LATER:5.Evaluateyouranti-oppressivepracticewiththisserviceuser.………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

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Barriersexercise

Purpose: Toenablestudenttoexploreandidentifyareasofoppressionexperiencedbyaparticularclient.Method: 1.Selectclient. 2.Brainstormbarrierswhichclientislikelytoexperienceineverydaylife. 3.Identifybarrierswhichstudentislikelytoexperiencewhenworkingwithclient. 4.Dividebarriersintogroups: Physical Attitudinal Structural (Societal) 5.Choosecertainbarriersandexplorehowtheymightbeovercome. 6.Considerchangesovertime.Application: Anyclientgroup.

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EmpowermentexerciseLookcloselyatthefollowingpairsofwordsinthecolumnheaded‘Dichotomies’anddecidewhichofeachpairdescribesyouthemostaccurately.Donotworryaboutfinedefinitions:youareonlyaskedtodecidewhichofeachpairmorecloselydescribesyourself,notthatthedescriptionistotallyaccurate.Circlethatword,thenputatickinoneofthetwocolumnsheaded‘morepowerful’and‘lesspowerful’accordingtowhetheridentifyingyourselfinthatwaymakesyoufeelmorepowerfulorlesspowerful.Ifyoudonotwishtoidentifyyourselfbycirclingwordsonpaperforsomecategories,thensimplyputatickintheappropriatemorepowerful/lesspowerfulcolumn.Nextaddupthenumberofticksineachcolumn.Howpowerfulapersonareyouandwhy?Whatmightaserviceuserwithwhomyouareworkingwithtick?Theblankrowsatthebottomofthetableareforyoutoaddothercategoriesifyouwish.

Dichotomies Morepowerful LesspowerfulPoor Rich

White Black

PracticeTeacher Student

Male Female

Withadisability Able-bodied

Employed Unemployed

Vegetarian Meat-eater

Old Young

SocialWorker ServiceUser

Tenant Home-owner

Heterosexual Homosexual

Havingreligiousconvictions Atheist

Uneducated Well-educated

Fromthemainstreamculture Fromaminorityculture

Publictransportuser Caruser

Single Withapartner

Parent Childless

Totals

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EthicsandvaluesontheinvisibilityofprivilegeDoorsofprivilegeswingopensosilentlyforwhitepeople,saysDr.PeggyMcIntosh,WellesleyCollegeCentreforResearchonWomen.“Ihadbeentaughtaboutracismassomethingwhichputsothersatadisadvantage,buthadnotbeentaughttoseeoneofitscorollaryaspects,whiteprivilege…”“IhavecometoseewhiteprivilegeasaninvisiblepackageofunearnedassetswhichIcancountoncashingineachday,butaboutwhichIwas‘meant’toremainoblivious.Whiteprivilegeislikeaninvisibleweightlessknapsackofspecialprovisions,assurances,tools,maps,guides,codebooks,passports,visas,clothes,compass,emergencygearandblankcheques.Whitesaretaughttothinkoftheirlivesasmorallyneutral,formative,averageandalsoideal,sothatwhenweworktobenefitothers,thisisseenasworkwhichwillallow‘them’tobemorelike‘us’.Dr.McIntoshhasnamedsomeofthewaysofwhiteprivilege:1. IfIshouldneedtomove,IcanbeprettysureofrentingorpurchasinghousinginanareawhichIcanaffordand

inwhichIwanttolive

2. Icanbeprettysurethatmyneighboursinsuchalocationwillbeneutralorpleasanttome3. IcangoshoppingalonemostofthetimeprettywellassuredthatIwillnotbefollowedorharassed4. IcanturnontheTVoropenthefrontpageofthepaperandseepeopleofmyracewidelyrepresented5. WhenIamtoldaboutnationalheritageor‘civilisation’,Iamtoldthatpeopleofmycolourmadeitwhatitis6. Icanbesurethatmychildrenwillbegivencurricularmaterialsthattestifytotheexistenceoftheirrace7. IcanbeprettysureofhavingmyvoiceheardinagroupinwhichIamtheonlymemberofmyrace8. Icangointoamusicshopandcountonfindingthemusicofmyracerepresented,intothesupermarketandfind

thestaplefoodswhichfitmyculturaltraditions,intoahairdressersshopandfindsomeonewhocancutmyhair.

9. WhenIusecheques,cashorcreditcards,Icancountonmyskincolournottocountagainstmyfinancial

reliability10. Idonothavetoeducatemychildrentobeawareofsystematicracismoftheirowndailyprotection11. Icanswearordressinsecondhandclothesornotanswerletters,withouthavingpeopleattributethesechoices

tothe‘badmorals’,the‘poverty’orthe‘illiteracy’ofmyrace12. Icandowellinachallengingsituationwithoutbeingcalledacredittomyrace13. Iamneveraskedtospeakforallthepeopleofmyracialgroup14. Icanremainoblivioustothelanguageandcustomsofpersonsofcolourwhoconstitutetheworld’smajority

withoutfeelinginmycultureanypenaltyforsuchoblivion

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15. IcancriticizeourgovernmentandtalkabouthowmuchIfearitspoliciesandbehaviorwithoutbeingseenasaculturaloutsider

16. IcanbeprettysurethatifIasktospeakto‘thepersonincharge’,Iwillbefacingapersonofmyrace17. IcangohomefrommostmeetingororganisationsIbelongtofeelingsomewhattiedin,ratherthanisolate,out-

of-place,outnumbered,heldatadistanceorfeared18. IfIdeclarethatthereisaracialissueathand,orthereisn’taracialissueathand,myracewilllendmemore

credibilityforwitherpositionthatapersonofcolourwillhave19. Myculturegivesmelittlefearaboutignoringtheperspectivesandpowersofpeopleofotherraces20. Iamnotmadeacutelyawarethatmyshape,bearingorbodyodourwillbetakenasareflectionofmyrace21. Icanworryaboutracismwithoutbeingseenasself-interestedorself-seeking22. Icantakeajobwithanaffirmativeactionemployerwithouthavingmyco-workersonthejobsuspectthatIgot

itbecauseofmyrace23. Icanchoosepublicaccommodationwithoutfearingthatpeopleofmyracecannotgetinorwillbemistreatedin

theplacesIhavechosen24. IcanbesurethatifIneedlegalormedicalhelp,myracewillnotworkagainstme25. IcanarrangemyactivitiessothatIwillneverhavetoexperiencefeelingsofrejectionowingtomyrace26. Icaneasilyfindacademiccoursesandinstitutionswhichgiveattentiononlytopeopleofmyrace27. Icanchooseblemishcoverorbandagesin‘flesh’colourandhavethemmoreorlessmatchmyskin28. Iwillfeelwelcomeand‘normal’intheusualwalksofpubliclife,institutionalandsocialHavingdescribedthis,whatwillbeeachdotolessentheimbalanceofpowerandprivilege?Willwechooseanyofourarbitrarilyawardedpowertotrytoreconstructpowersystems?From:PeachandJustice,October1991

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DevelopingProfessionalPracticethroughPracticeTeaching

BoundariesAnexercisetohelpastudenttothinkaboutpersonalandprofessionsboundaries(Source:Doel,MandShardlow,S(1998),SocialWorkPractice:ExercisesandActivitiesfortraininganddevelopingsocialworkers,Aldershot:Gower)

Recordingskills:facts,opinionsandfeelingexercise

Ausefulwayofhelpingastudenttodevelopgoodrecordingpracticedifferentiatingbetweenfact,opinionandfeeling.(Source:JeanBatten)

Planningpieceofwork

Aformatfortheplanningstageofanewworkactivity,lookingatoppression,legalcontext,knowledge,values,aimsandobjectives.(Source:PortfolioofLearningandAchievement,2005-6,UniversityofBristolandUniversityoftheWestofEngland)

Criticalincidentanalysisforinterprofessionalworking

Thisgivesarangeofpromptsforastudenttoconsiderwhenworkinginterprofessionsally.(Source:asabove)

Groupwork:nooneisanisland

Thisgivespromptsforastudentworkinginagroupworkcontexttoconsiderawiderangeofissues.(Source:developedfromDoel,MandShardlow,S(2005)WorkinginandwithGroups,ModernSocialWorkPractice,Aldgate–byJackieSmith,NorthSomerset)

Criticaluseoftheory

Thisisadiscussiontoolforuseinsupervisiontoencourageastudenttolookcriticallyattheoryrelevanttotheareaofpractice.(Source:JackieSmith,NorthSomerset)

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BoundariesInterprofessionalcontacts Always Sometimes NeverCallaserviceuserbytheirfirstname? Letaserviceusercallyoubyyourfirstname? Offeraserviceuseracupofteaorcoffee? Offeraserviceuseranalcoholicdrink? Acceptacupofteafromaserviceuser? Acceptanalcoholicdrinkfromaserviceuser?

Communications Always Sometimes NeverTellaserviceuserthatyouarehavingabadday? Tellaserviceuserthatyoudon’tfeelwell? Askaserviceusertopassonamessage? Giveyourhometelephonenumbertoaserviceuser? Giveacolleague’shometelephonenumbertoaserviceuser? Wouldyoutouchaserviceuser? Wouldyoukissaserviceuser? Wouldyouhugaserviceuser? Wouldyouhitaserviceuser? Wouldyouhavesexwithaserviceuser?

Socialfunctions Always Sometimes NeverVisitaserviceuserathome? Askaserviceusertovisityouatyourhome? Gotoaserviceuser’swedding? Gotoaserviceuser’sbirthdayparty? Godownthepubwithaserviceuser? Sendaserviceuserabirthdaycard? Giveaserviceuserapresent?

Practicalhelp Always Sometimes NeverLendaserviceusermoney? Borrowmoneyfromaserviceuser? Asktouseaserviceuser’stelephone? Giveaserviceuseralift? Askaserviceusertogiveyoualift? Askaserviceusertomendyourcar?

Ethicaldilemmas Tellthepoliceifyousawaserviceuserbreakingthelaw? TelltheBenefitsAgencyifyouknewtheserviceuserwasclaimingfraudulently?

Telltheserviceuseryouweregoingtotell? Keepasecretifaserviceuseraskedyouto?

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Exercisefacts,opinionsandfeelingsPleaseindicateintheboxesprovidedwhetheryouthinkthefollowingstatementsarefacts,opinionsorfeelings.

Fact Opinion Feeling

1 MsBlackseemedbothdistractedandagitatedtoday

2 MrsSmithisajoytoworkwithandworksreallyhardonherproblems

3 Helendeniestheangershefeelsforherfather

4 Alexlikestothinkheistheleaderofthegroup

5 MrGreenewalkedwithdifficultydragginghisleftfoot

6 Theseparentsareadistinctlyuncooperativecouple

7 Joeisaverythreateningindividualcapableofactualviolence

8 IsuspectMrsHallisbeingeconomicalwiththetruthtoprotectherson

9 TherecanbenootherexplanationthanMargarethassomethingtohide

10 MissLaw’sGPtellsmethatMissLaw’schestinfectionwilltake3-5weekstoclearwiththeprescribedantibiotics

11 MrThompsonbraggedcontinuouslyabouthisexcellentsexlife,andsayshehasnoproblemsinthatdirection

12 Sandyfrequentlycomplainsoftummyupsetstogainstaff’sattention

13 Jeanlookedsmartlydressedandhadobviouslymadeeffortwithherappearance

14 Martinhadconsiderableinsightintohisproblems

15 Asusual,MrToddmoanedabouthisbrother’sbehaviour

16 MrsJonesisaslow,ponderous,overweightwoman

Pleaseaddorsubstituteotherstatementsyouregularlyencounterwhichyoumightwithastudenttoconsider.

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Planningapieceofwork–exercise

Beforeyoubeginanewpieceofworkwithafamily,takeupanewcase,beginapieceofgrouporcommunityworkorgooutonavisit,taketimetoplanyourwork.1.Inwhatwaysdotheserviceusersexperienceoppression/disadvantage?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

2.Whatisthelegalcontextforthiswork?WhichagencypolicieswillIbeworkingto?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

3.FromtheinformationIhave,whatnewknowledgewillIneedtoworkwiththisfamily/group?AndwhatstepswillItaketogainthisknowledge?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

4.WhichSocialworkvalueswillIbeworkingto?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

5.Whataretheoverallaimsofthispieceofwork?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

6.Whataremyoverallaimsforthispieceofwork?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

7.WhatdoIwanttoachieveinthisvisit?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Fromhandbook:PortfolioofLearningAchievement,2005-6,BristolUniversity&UniversityoftheWestofEngland

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CriticalincidentanalysisforinterprofessionalworkingStartbythinkinggenerallyaboutthecontextinwhichyouareworkingandthestrengthsandlimitationsofinterprofessional(IP)workinginthissetting.Thinkofanexampleofsomeworkeitherwithaspecificserviceuserorcareroranevent,suchasameeting,whereyouobservedofwereparkofIPworking.• WhatareyourfirstimpressionsofIPworkinginrelationtotheincident?• Whatwaseffectiveaboutthewaydifferentprofessionsworkedtogether?• Whathinderedinterprofessionalworking?• Wheredidthishappen?(Detailsofroom,setting,physicalenvironmentandsoon)• Whatdidyounoticeaboutthewaypeoplecommunicatedwitheachother?

o Dideveryonewhowantedtocontributetothediscussion?o Wasanyoneexcludedorignored?o Didanyonedominate?Ifso,howandwhy?o Whatdidyounoticeaboutthenon-verbalcommunication?o Whatdidyounoticeabouttheuseoflanguage–wasitspecialized?

• Wasthereanyprofessionorpersonmissingwhocouldpotentiallyhavemadeausefulcontribution?• Whatdidyounoticeabouttherelationshipsbetweenthoseinvolved?Wasthereanyparticularlystrong

connectionorrapportbetweenparticularpeople?• Whatweretheserviceuserandcarers’views,expertiseandstrengths?

o Howweretheycentraltothediscussion?• Whatwastheatmosphereline?(Identifyconflict,humour,routines,refreshments)• Whatwasthemaincontentofthediscussion?

o Diagnosis/identificationofproblems,progress,futureplanningo Didanyofthediscussionconsiderhowprofessionshadorcouldpotentiallyworktogether?

• Whatwasyourrole?

o Howclearwereyouaboutthis?o Whatroleconflictsdidyouexperienceorobserve?o Didyouunderstandtheroleofotherspresent?o Ifnotwhyandwhatcanyoudoaboutthis?

• Whichofthefollowingskillsdidyouuseandhoweffectivelydidyouusethem?

o Activelisteningo Sharingyourviewso Beingawareofotherpeopleo Usingeye-contacto Usingsilenceso Summarising

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o Askingopenquestionso Acknowledgingothercontributionso Challenging

• Howdidpowerandleadershipoperate?

o Wasthereaformalleaderandifsowhydidthispersontakethelead?o Werethereanyshiftsofchangesinleadershipduringtheprocess,ifsowhy?o Whatwerethepowerdynamics?o Whatdidyounoticeaboutthewayinwhichformalandinformalpoweroperated?o Howdidyouuseyourpowerandinfluence?o Didyoufeelabletochallengeothers?o Wereanyviewpointsorcontributionsignoredorundermined?o Wasthereconflict,ifsohowwasthisresolved?o Whatelsedidyounoticeaboutpower?

• Whatlearningoccurred?

o Foryou?o Forothers?o Howdidthishappen?(Forexample,discussioningroup,followupdiscussionwithpractice

assessor,mentor,supervisor,clinicaleducatoretc)• Didanynewpracticesoranywaysofworkingemergefromthesituation?• Howcanyouappletheunderstandingyouhavegainedfromthissituationinthefuture?• Whatgapsinyourknowledge,understandingandskillscanyouidentifyandhowcanyoubridgethese?This

aboutwhoyoumayneedtotalkto,whatyoumightneedtoinvestigatefurtherandwhatskillsyoumightneedtopractice.

(TakenfromThomasJ(2005)IssuesforthefutureinInterprofessionalWorkinginHealthandSocialCare:ProfessionPerspectivedBarrett,SellmanandThomas(eds)Palgrave)

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Groupwork–nooneisanislandExerciseordiscussiontool

Groupcontext(Formal,informal?Statutory,voluntary,compulsory?WhattypeofgroupegCommunityGroupegParentinggroup,supportgroup,voluntarygroup.GenderSpecificGroupegGirlsgroup,boysgroup,housemeeting,teammeeting,teamleddevelopmentmeeting.Whatisthepurposeofthegroup/teammeeting?Wholeadsthegroup/teamandyourpositioninthegroup/team?• Previousexperienceofgroupwork• Onegoodexperienceofbeinginagroup/teamandyourfeelingsaboutthis• Onedifficultexperienceofbeinginagroup/teamandyourfeelingsaboutthis• Reading/theory–whodevelopedthistheoryoriginallyandthemainthemesofgroupwork• Structureofthisgroup/team–whomakesupthegroup/team?• Howarethegroup/teamprocessesrecorded?• Opportunitiesthisgroup/teammeetingprovides• Concernsandfearsaboutthesegroups/teammeeting• Groupdynamics–communicationbehaviourinthegroup/teambehaviour• Valuesinthegroup/team–shareddifferences• Whatresearchsays• Powerdynamicsinthegroup/team/degreeofpartnership/democracyinthegroup/team• Whatresearchsays• Anincidentofdifficultbehaviourinthegroup/team• Whatleduptoit?• Howdiditmakeyoufeel?• Whatdidyoudo?• Whatwouldyouhaveliketohavedone?• Whathasbeenyourcontributiontothegroup/teammeeting?Hasthischangedduringtheplacement?• Howdoyouthinkyoucouldusethisexperience/theoryinrelationtofutureworkinthegroup/teams?Developedfrom‘WorkinginandwithGroup’ModernSocialWorkPracticebyDoesandShardlow2005PublisherAshgate.ByJackieSmith,northSomersetCouncil.

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Criticaluseoftheory–DiscussiontoolLookingatcasesfromavarietyoftheoreticalperspectivesChooseTheoreticalModel.Undertakethefollowingtasks:

1.Brieflydescribethemodel

………………………………………………………………………………………………………………………………………………………………………………………

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2.Whodevelopedthistheoryoriginallyandhowhasitbeendevelopedsince?

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3.Whatvaluesunderpinthistheoryandinwhatwayscoulddiscriminationbeinherentinit?

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4.Whohasdevelopedcriticismsofthetheoryinrelationtooneofyourclients?Inwhatwayhasitbeenpositiveor

negative?

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5.Whatothertheoriesmightbeworthexamininginrelationtothisclient?

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JackieSmith–NorthSomersetCouncil

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AssessmentandFeedbackThissectionprovidesarangeoftoolsforassessorsandstudentstomaptheirprogressandareasfordevelopment:Assessment–thepracticelearningescalator

Thisvisualisesmakingjudgementsaboutastudent’sdevelopmentandprogress,particularlyintermsoftheintegrationoflearningandconfidenceinpractice.(Source:Doel,M,Sawdon,CandMorrison,D,LeaningPracticeandAssessment)

Logofshadowingexperience

Anexampleofalogwhichcanbeusedtorecordexperiencesfromshadowing.

Studentself-assessmentThisgivesthestudentaframeworkforassessingtheirownperformanceaftercompletingatask.(Source:PortfolioofLearningAchievement,2005-6UniversityofBristolandUniversityofWestofEngland)

Skillsself-assessment

Thisenablestostudenttomapskillsdevelopmentofkeypointsacrosstheplacement.(Source:www.gaps.org.ukDownloaded29/09/2015)

Plannedorunplannedpracticeassessmentquestionnaire

Feedbackformatfordirectobservationofstudent’spractice.(Source:PortfolioofLearningAchievement,2005-6UniversityofBristolandUniversityofWestofEngland)

Feedbackfromcolleagues–unplannedobservations

Aformattousewhenunplannedopportunitiesarisetogivefeedbackonastudent’sperformance.(Source:PortfolioofLearningAchievement,2005-6UniversityofBristolandUniversityofWestofEngland)

Serviceuserfeedbackform

Thisisanexampleofaformatforgettingfeedbackfromserviceusers.(Source:adaptedfrommaterialproducedbytheOU)

Thetree

Thisisavisualandfunwayofhelpingthestudenttoidentifyhowtheyfeelatdifferentstagesoftheplacement.Itcanalsobeusedbypracticeassessors!

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AssessmentAnindividual’slearningandpracticeisnotfixedatoneparticularstepontheescalatorandwewouldexpecttoseeevidenceofdevelopmentatmanydifferentstages.Ofcourse,assessingprofessionalpracticeisnotsuchanexactsciencethatwecanquantifythepreciseproportionofexamplesateachstep.Thenotionofadilemmaorpracticeissueisitselfequivocal,asistherelativesignificanceofanytwosuchquandaries.AsexplainedinPart2,theuncertainandcontentiousnatureofprofessionalpracticemeansthatthesejudgementsarelikelytoremainasmuchartasscience.However,wecanjudgeanassessmentsystembythedegreetowhichithelpstomakethe‘learning-practiceescalator’transparenttobothlearnerandassessor.Judgementsaboutpracticewhichisgoodenough,ornotyetgoodenough,canthenberelatedtothedegreeofmovementontheescalator.Thisisamoreauthenticreflectionoftheshiftingrealityofprofessionalpracticethantheillusionoffixedcompetencies.

Anextractfrom‘Learning,PracticeandAssessment’,MarkDoel,CatherineSawdon,DianeMorrison.

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LogofShadowingExperienceName:………………………………………………………………………………………………………………………………………………………….Nameofworkershadowed:……………………………………………………………………………………………………………………….Dateofshadowing:…………………………………………………………………………………………………………………………………….Whatdidyoushadow?…………………………………………………………………………………………………………………………………………….

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Whatdidyoulearnfromtheexperience?……………………………………………………………………………………………………………..

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Whatquestionsdoyouhaveasaresultoftheexperience?……………………………………………………………………………….

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WhichoftheSocialWorkProfessionalCapabilitiesandHCPCstandardsdidyouseeinactionduringthe

shadowing?……………………………………………………………………………………………………………………………………………………………….

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WorkershadowedtocompleteCommentsaboutthestudent/shadowingexperience………………………………………………………………………………………….

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Signed:…………………………………………..………......Date:…………..…………………………………..Workershadowed:………………………………………Supervisor/AdvancedPractitioner:……………………………………..

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Studentself-assessmentexerciseTobecompletedbythestudentafterapracticetaskhasbeenundertaken.Aims1.WhatdidIdotoachievethesocialworktaskorwhyandhowdidmyplansneedtochange?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

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2.HowdidImeetmypersonallearningobjective?WhatdidIdowellandwhatdoIneedtodevelop?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

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3.Howeffectivewasthepreparation?WhatmightIneedtobearinmindforthefuture?………………………………………………………………………………………………………………………………………………………………………………………

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Knowledge1.Whatknowledgeincludinglaw,policyandproceduresdidIuse?WhatdoIneedtodevelop?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

2.Whattheoriesandmethod(s)didIuse?WhatdoIneedtodevelop?………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Fromhandbook:PortfolioofLearningAchievement,2005-6,BristolUniversity&UniversityoftheWestofEngland

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SkillsSelf-AssessmentAssessyoursocialworkskillsatkeypointsonplacement,mappingyourlearningandprogress.Relationship-basedpractice:locatingtherelationshipswebuildatthecentreofpracticerendersthefollowingskillsandinterventionsmoreeffective.Circlehowyouwouldrateyourskills:1=Consistentlyneedsimprovement2=Sometimesneedsimprovement3=Acceptable4=Occasionallygood5=Consistentlygood6=ExcellentDate……………………………………………………………………………………..1. Theabilitytocreatearapport,connectionandarelationshipinwaysthataidcommunication/understandinginassessmentandinterventionprocesses

1 2 3 4 5 62. Interpersonalskills:anawarenessofhowwecomeacrossandhowourown‘useofself’shapesourcommunicationwithothers

1 2 3 4 5 63. Welcomingskills:theabilitytoofferawarmgreeting/clearintroduction

1 2 3 4 5 64. Communication/languageskills:articulatinganappropriatechoiceofwordsandvocabularywhencommunicatingwithothers

1 2 3 4 5 65. Non-verbalcommunicationskills:takingaccountofbodylanguageinrelationtooneselfandothers

1 2 3 4 5 66. Observationskills/usingthe5senses:whatwesee,hear,smell,taste,touchtoaidunderstanding

1 2 3 4 5 67. Activelisteningskills:notingthefactual/emotionalcontentofwhatisbeingsaid/notsaid/useofactiveresponses(‘minimumencouragers’)

1 2 3 4 5 68. Memoryskills:activelyrecallingandlinkingkeyfacts/information

1 2 3 4 5 69. Capacitytoengagewithothersandthetask/theabilitytobeopenandchangedbytheencounter

1 2 3 4 5 610. Emotionalattunementskills:respondingtothemeaning/qualityoffeelingsbeingexpressed/shared

1 2 3 4 5 611. Demonstratingsympathy

1 2 3 4 5 6

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12. Demonstratingempathy1 2 3 4 5 6

13. Useofintuition/intuitivereasoning

1 2 3 4 5 614. Informationgatheringskills:askinggoodquestions/importanceofgatheringbaselinedata

1 2 3 4 5 615. Useofopenquestions

1 2 3 4 5 616. Useofclosedquestions

1 2 3 4 5 617. Useofwhatquestions

1 2 3 4 5 618. Useofwhyquestions

1 2 3 4 5 619. Useofcircularquestions

1 2 3 4 5 620. Useofhypotheticalquestions

1 2 3 4 5 621. Useofparaphrasing

1 2 3 4 5 622. Useofclarifying

1 2 3 4 5 623. Useofsummarising

1 2 3 4 5 624. Givingfeedbackthoughtfully

1 2 3 4 5 625. Invitingfeedbackopenly

1 2 3 4 5 626. Appropriateuseofself-disclosure

1 2 3 4 5 627. Useofprompting/probing

1 2 3 4 5 628. Allowing/usingsilences

1 2 3 4 5 629. Skilledabilitytoendameeting/interview/futurecontact

1 2 3 4 5 6

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30. Providinghelp:communicating,emotionalwarmth,interest,care,concernforothers

1 2 3 4 5 631. Providingpractical/hands-onassistance

1 2 3 4 5 632. Providingemotionalsupport

1 2 3 4 5 633. Givingadvice(cautiously)

1 2 3 4 5 634. Providinginformationclearly

1 2 3 4 5 635. Providingexplanationsclearly

1 2 3 4 5 636. Providingencouragement:inspiring/motivatingotherstotakeaction

1 2 3 4 5 637. Offeringaffirmation/praise

1 2 3 4 5 638. Providingappropriatereassurance

1 2 3 4 5 639. Usingpersuasion/beingdirective

1 2 3 4 5 640. Demonstratingleadershipskills/initiative/takingdecisiveaction

1 2 3 4 5 641. Breaking‘badnews’sensitively

1 2 3 4 5 642. Socialskillstraining(modelling/demonstratingconstructiveresponses)

1 2 3 4 5 643. Useofreframing

1 2 3 4 5 644. Offeringinterpretations

1 2 3 4 5 645. Skillfullyadaptingtoneed

1 2 3 4 5 646. useofcounsellingskills

1 2 3 4 5 6

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47. containingtheanxietyofothers1 2 3 4 5 6

48. Skillscentraltoself-care/managingouremotionalresponses

1 2 3 4 5 649. Useofnegotiatingskills

1 2 3 4 5 650. Useofcontractingskills

1 2 3 4 5 651. Networkingskills(formal/informal)

1 2 3 4 5 652. Workinginpartnershipwithothersinwaysthatarecollaborative,inclusive,unifyingandempowering

1 2 3 4 5 653. Useofmediationskills

1 2 3 4 5 654. Useofadvocacyskills

1 2 3 4 5 655. Useofassertivenessskills

1 2 3 4 5 656. Challenging/confrontationalskills

1 2 3 4 5 657. Dealingwithhostility/aggression

1 2 3 4 5 658. Managingpotentiallyexplosive/violentencounters

1 2 3 4 5 659. Managingprofessionalboundariesandconfidentialityrequirements

1 2 3 4 5 660. Conveyinganappropriatesenseofauthority/self-confidenceandprofessionalaccountabilityinwaysthatgiveconfidence

1 2 3 4 5 661. Recording/formfillingskills

1 2 3 4 5 662. Notetaking/minute-takingskills

1 2 3 4 5 663. Reportwritingskills

1 2 3 4 5 6

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64. Letterwritingskills1 2 3 4 5 6

65. Computerskills/proficiencyininformationtechnology(IT)

1 2 3 4 5 666. Useoftelephoneskills

1 2 3 4 5 667. Skilleduseofmobilephones/textmessaging

1 2 3 4 5 668. Presentationskills:presentingatalk/discussion/publicaddress

1 2 3 4 5 669. Chairingskills:guiding/facilitatingcontributionsfromothers

1 2 3 4 5 670. Usingsupervisioncreatively

1 2 3 4 5 671. Organisational/administrativeskills:prioritising,planning,monitoring,andpreparingtheworkathand

1 2 3 4 5 672. Reading/comprehensionskills

1 2 3 4 5 673. Useofcriticalthinking/analyticskillstounravelcomplexity

1 2 3 4 5 674. Useofreflection/reflexivitytoensurejudicialproblem-solving,decisionmakingandactionskills

1 2 3 4 5 675. Skilleduseofinterventionstargetedatwiderstructural,organisationalandsystemicbarrierstoprogress

1 2 3 4 5 676. Courtroomskills

1 2 3 4 5 677. Skilleduseofdiplomacy

1 2 3 4 5 678. Skilleduseoftouch(e.g.handshake)

1 2 3 4 5 679. Skilleduseofhumour

1 2 3 4 5 680. Skilleduseofsocialmedia

1 2 3 4 5 6

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Trevithick,P.(2012)SocialWorkSkills&Knowledge:APracticeHandbook,3rdedn.OpenUniversityPress

Plannedorunplannedpracticeassessmentquestionnaire(Interview)

Student:…………………………………………………………………….. Serviceuser(s):……………………………………………………………..Assessmentcompletedby:…………………………………………………. Date:…………………………………………………………………1=Poor2=Skillsneeddeveloping3=Satisfactory(minimumcompetence)4=Good5=Verygood1PreparationSkills ScoreA Clearunderstandingofroleandtask 1 2 3 4 5

B Hadaprovisionalinterviewplan 1 2 3 4 5

C Ensuredenvironmentwasconductivetotheinterviewplan 1 2 3 4 5

D Arranged,asfaraspossible,fortheinterviewtobeuninterrupted 1 2 3 4 5

2Engagement ScoreA Introducedhim/herself 1 2 3 4 5

B Clearlyexplainedpurposeofinterview 1 2 3 4 5

C Identifiedandencouragedaparticipativeprocess 1 2 3 4 5

D Negotiatedarealisticagendahavingregardtoagency 1 2 3 4 5

3Verbalcommunication ScoreA Addressedserviceuser(s)appropriately 1 2 3 4 5

B Communicatedclearly 1 2 3 4 5C Askedrelevantquestions 1 2 3 4 5D Askedquestionsoneatatime 1 2 3 4 5

E Usedopenandclosedquestionsasappropriate 1 2 3 4 5

F Usedplainlanguageinplaceofprofessionaljargon 1 2 3 4 5

G Exploredoridentifiedissuesasplanned 1 2 3 4 5

H Acknowledgesandexploredissuesaspresentedbyserviceusers 1 2 3 4 5

I Checkedregularlythathe/sheunderstoodserviceuser(s)perspective 1 2 3 4 5

J Checkedregularlythathe/sheunderstoodworker/agency 1 2 3 4 5

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Feedbackfromcolleagues–unplannedobservations

Student’sname:……………………………………………………………………..…Dateworkcompleted:…………………………………………

Whatworkwasobserved/workedjointly?…………………………………………………………………………………………………………..………

………………………………………………………………………………………………………………………………………………………………………………………

Wasthisasingleeventoranongoingpieceofwork?......................................................................................................

Whatweretheparticularchallengesofthispieceofwork?.............................................................................................

Whatstrengthsandabilitiesdidthestudentbringtoit?…………………………………………………………………………………………….

Whatlearningpointswerethere?....................................................................................................................................

………………………………………………………………………………………………………………………………………………………………………………………

Whatmighthavebeendonedifferently?.........................................................................................................................

………………………………………………………………………………………………………………………………………………………………………………………

What,ifany,wasthefeedbackfromserviceusersorcarers?.....................…………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Whatareasdoesthestudentneedtodevelop?..........................…………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Whatstrengthsandskillsdidthestudentdemonstrate?………………………….…………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………

Haveyouanyfurthercomments?………………………………………………………………………………………………………………………………..

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Signed…………………………………………………..……Jobtitle……………………………..………………..Date……………………………..…NB:Thismaybecompletedbystudentduring/afterdiscussionorcompletedbycolleagueFromhandbook:PortfolioofLearningAchievement,2005-6,BristolUniversity&UniversityoftheWestofEngland

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Serviceuserfeedbackform

Pleaseticktheappropriateboxandaddanycommentsyouwouldlike.Whencompleted,pleasereturnitto:……………………………………………………………………………….Intheattachedenvelope)Nameofstudent:…………………………………………………………………………………………………………………………………………………………

Questions Yes No Comments

1.Doyouknowwhy……………………………hasbeenworkingwithyou?

2.Wereyouabletotalktohim/heraboutyourconcerns?

3.Didyouthinks/helistenedtowhatyouweresaying?

4.Didyouthinks/heunderstoodwhatyouwerefeeling?

5.Wereyouincludedindecisionsmade?

6.Didyouagreewithwhatworkwasdoneby……………………………?

7.Wasitclearwhatworks/hewasdoingwithyou?

8.Doyouthinktheworkwassuccessfulforyou?

9.Was……………………………’shelpavailablewhenyouneededit?

10.Iftheworkisunfinished,doyouknowwheretogoforfuturehelp

11.Ifyou’reunhappywiththehelpyoureceived,doyouknowhowtocomplain?

12.Cantheseanswersbesharedwith……………………………?

Thankyoufortakingthetimetocompletethisform.

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UsefulResourceswww.businessballs.com

http://www.gaps.org.uk

http://www.skillsforcare.org.uk

http://www.communitycare.co.uk

www.rip.org.uk

www.jrf.org.uk

http://www.nationalelfservice.net

http://www.tandfonline.com

http://jsw.sagepub.com/

https://www.basw.co.uk/british-journal-of-social-work/

toolkit - practice learning...hoople ltd: toolkit for more information, visit or call 01432 261735 |...

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