Alison Domakin and Liz Curry NOPT conference 2016 Check in what you know about the Frontline programme already Provide you with information about the curriculum and ethos of the programme Tell you more about what we do as practice educator and academic tutor working side by side on the programm ID: 614830
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Partners in practice: practice educator and academic tutor perspectives on working together to support student learning on the Frontline programme
Alison Domakin and Liz Curry
NOPT conference 2016Slide2
Check in what you know about the Frontline programme alreadyProvide you with information about the curriculum and ethos of the programmeTell you more about what we do as practice educator and academic tutor working side by side on the programme
Have time at the end for discussion and questions
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What we want to do in this session…Slide3
The gap between academic learning and practice for learning The quality of some practice learningThe quality and nature of some current practice
Recruiting the right mix of people into child and family social workThe organisational context and focus on procedures rather than direct work with children and families
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Some of the key problemsSlide4
Masters or UG degreeLearning in universityTwo placements – one 70 days, one 100 days
Pass placements and assessed on academic work (some of which related to practice)
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Conventional Social Work EducationSlide5
5 weeks Summer Institute1 year ‘practice learning experience’ with an experienced social worker leading a unit of 4 people on the programme22 recall days of teaching
Visited regularly in practice by an ‘Academic Tutor’ for bespoke teachingWeekly unit meetings to discuss work based on the Reclaiming Social Work model
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Frontline programme- core componentsSlide6
A road well travelled……
Practice learning is a: “‘key learning component” (Guransky
and LeSuer, 2011:1) in qualifying
social work programmes
Many universities
pay little attention to this aspect of teaching (Trevithick, 2012)
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Not the conventional university/placement approachAim to bridge the gap between university and practice by creating a
practice based learning experience Based on a belief that you learn how to be a social worker in practice
If we want you to integrate theory and research with practice – then we need to have a practice based course for this to happen
This
requires a partnership between local authorities and educational
provider
And
a focus on delivering an outstanding practice learning opportunity
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Frontline: ;practice based learningSlide8
Systemic Practice
Motivational Interviewing
Parenting Interventions
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Which interventions and why?Slide9
Systemic theories see families as interactive systemsFamilies are embedded within wider and complex systems including culture, race, religion, the professional helping systems and others
the systemic practitioner take these contexts into account when assessing, formulating and intervening at different levels of the systemThis includes understanding the logic of behaviour, beliefs and emotions which form interactional patterns of living and relating
Systemic approaches highlight the importance of curiosity, neutrality and hypothesising
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What is systemic practice? Slide10
The quality of parenting is at the heart of social work with children and families
Parents often need help with both larger systems challenges and problems that affect parenting (e.g. housing, mental health issues)
And
Strengthening their ability to attend sensitively and use non-coercive limit setting
Parenting interventions based on social learning theory and attachment theory have the strongest evidence base for supporting positive change in parenting
Parenting InterventionsSlide11
MI is a counselling style developed to help people with behaviour changeA central focus on understanding “resistance” and how to engage people
Working with ambivalence to support behaviour changeUsed increasingly in child and family social work
Evidence key elements of MI associated with engagement of families in work and some outcomes
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Motivational InterviewingSlide12
They are complementary, strengths based and effective and can be used together in child and family social work:
Systemic practice
provides a conceptual framework to consider and make sense of the complex factors which social workers must take account of AND provides skills for intervening in families and other systems.
Motivational Interviewing
provide skills in engaging , motivating and working with parents and young people in difficult situations.
Parenting Interventions
provide skills in helping parents to build stronger relationships with their children and strengthen parenting.
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Why these approaches?Slide13
7 visits to a family recorded or observed as part of the assessment strategy on the programmeShared marking between CSWs and ATs- 5 first marked by CSW, 2 by AT- second marking and moderation process
Practice is graded and detailed feedback given – in 5 areas- purposefulness, elicitation of intrinsic motivation, child focus, clarity about issues/concerns and relational capacityFirst observation recording – used for a Skills Lab- joint feedback by AT and CSW
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Direct observationsSlide14
Where we intersect is the interesting bit…..
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Connected learning – with the child and family at the heartSlide15
Consultant Social Worker – Liz’s roleAcademic Tutor- Alison’s roleWhere do we interface?What is similar?
What is different?2 major areas – Direct Observations, weekly unit meeting
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Which one of you is the teacher??Slide16
Dilemmas, case management, reflective discussion
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So
what happens at a unit meeting?Slide17
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Practice based learning strategies on the Frontline programmeSlide18
Designated role and timeExperiential/ active learning SynchronicityConnection
Parity- in terms of response to family and sharing- can move in and out of ‘expert’ position in discussions at unit meetingNo one person has the answer- we need to work together from our different perspectives in social work education
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This changes everything – everything can be a learning experience