The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England

Alcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%, n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes.     

Bridging the Theory–Practice Gap in Social Work Education: A Reflection on an Action Research in China

This article explores the background to, and issues associated with, the implementation of Personal Development Planning (PDP) within Higher Education (HE). Consideration of issues for social work educators follows as the authors seek to ground policy change in practice and debate issues so that reflection is not ‘little more than a mantra’ but rather a ‘model for practice’ (Kuit et al., 2001, Active Learning in Higher Education, vol. 2, no. 2, pp. 128–142, at p. 129). Although educators have arguably always used a variety of strategies to encourage student reflection and evaluation of their learning experiences, implementation of PDPs codifies and institutionalises individual student reflection and the production of associated outputs. This is evidenced by the production of guidelines to promote what is billed as a core educational process by Universities UK, the Standing Conference on Principals, the Quality Assurance Agency (QAA) and the Learning and Teaching Subject Network (LTSN) Generic Centre. As social work academics consider and respond to the challenges associated with the re‐specification of programmes to meet new award requirements they might usefully reflect on the challenges PDP brings, and integrate responses into programme specifications. Avoiding fragmentation and duplication, for example around the personal tutor system and role of staff in PDP, is important for both social work students and staff within complex and, at times, contradictory organisational contexts such as Institutes of Higher Education (IHE).     

Evaluation of a Distance Learning,Post Graduate Advanced Award in Social Work Programme for Child and Family Social Work Supervisors and Mentors

This paper discusses open and distance learning and supervision in child and family social work, and presents the results of an evaluation by students of a distance learning, post graduate certificate programme for first‐line managers and supervisors in child and family social work. The programme also leads to an Advanced Award in Social Work. Eighteen students returned a postal questionnaire designed to gain their experiences of studying on the programme and their views about its different elements and its outcomes for themselves, their work, their organisations and service users. Most respondents thought that there were more advantages than disadvantages to studying by distance learning and to studying part‐time while working full‐time, but that self‐discipline is required and that workload constraints and difficulties in taking study time away from work impinged on their studies. More than half rated as good or very good the support provided by their mentors. Reported outcomes of studying on the programme included increased self‐confidence, enhanced supervisory practice, greater involvement of service users in service provision, and increased attention to gaining service user feedback. Key messages regarding the organisation of distance learning programmes are outlined, and pedagogical issues in post qualifying social work education are discussed, including the role of the mentor and the training needs of experienced staff or those working in specialised roles.     

Social Work Educators' Views and Experiences of Grow Your Own Qualifying Programmes in England

Little is known about the impact on social work educators and social work programmes of employer sponsorship of social work students through secondment or traineeship schemes, often referred to as Grow Your Own (GYO) schemes. This article reports on social work educators' views of sponsorship, the effects on their activities and the dynamics of mixed student cohorts. The study took place in England during 2007–2009 and comprised a review of the literature, interviews with a range of social work educators (n = 23), GYO students (n = 35), and employers (n = 27), and the production of a good practice guide based on stakeholder contributions. Social work educators reported that GYO activity may enhance and enrich social work programmes. They valued secured and guaranteed practice placements, considered that employer-sponsored students enriched the total student cohort, facilitated an expansion of student numbers, and strengthened partnerships with local employers. A further advantage was that GYO benefited the teaching programme overall with more robust employer/university relationships. Social work educators reported that such schemes required careful management and investment of time and might lead to some tensions about the balance between education and training. These findings are placed in the context of developments in social work education in England.     

Making Changes to Assessment Methods in Social Work Education: Focusing on Process and Outcome

Moving towards delivering the new social work qualification led to many social work programmes considering the ‘fitness for purpose’ of assessment methods being used to assess the competence of social work students. This article highlights how changes in assessment methods were considered on one particular social work programme. The advantages and disadvantages of three particular assessment methods in relation to professional practice are debated here. Discussions emanating from these considerations and subsequent changes made to the programme are highlighted. The specific focus is on the experience of one particular social work programme which is used as a case study to illustrate issues of general relevance in social work education. It is intended that the reflections presented in this article will contribute to this broader arena of learning and teaching for professional practice taking place and continuing beyond the introduction of the new qualification.     

Going beyond training: theory and practice in managing learning

The establishment of new bodies to replace the Central Council for Training and Education in Social Work (CCETSW) and to regulate the social work profession provides the opportunity to establish an improved progressive system of qualifications and continued professional development in the coming years. With the current pressure on social work agency budgets it is imperative that precious training resources—staff and money—are used to make the maximum impact on service delivery. Our involvement in the provision of a range of training programmes leads us to believe that much of the staff development and training effort invested by agencies in their staff often seem to have a limited impact on effectiveness. A change in approach is needed so that learning is placed at the heart of organisational processes to maximise the benefits of affirmation and growing professional confidence. This is essential if we are to continue to ‘nurture’ valuable professional staff and ensure that services remain flexible, creative and responsive in meeting ever‐rising public expectations.

This paper examines some of the challenges of evidence‐based practice and the demands for routine evaluation and objective‐setting. The advantages and disadvantages of a competence specification approach within the development of service and occupational standards as the basis for professional education are discussed. The paper argues that strategies for practice learning require the development of learning organisations and a better academic and agency partnership to support more effective professional education and continued professional development.     

Family experiences of children’s social care involvement following a social work change programme

Abstract

Social work change programmes rooted in a particular practice theory and design are increasingly a fixture of UK local authority social work and the focus of a small but developing body of research. However, in this research to date, there has been a lack of engagement with the perspectives of families. In this article, we detail findings from 23 family interviews undertaken as part of an independent evaluation of a social work change programme in a single local authority. These findings afford insight into the positive influence change programmes can have on engaging families and re-routing practitioners to work in a relationship-based way. They also illustrate the limitations for reshaping practice in the context of rising levels of need, a paucity of supportive provision, and administrative burdens remaining the same as before the introduction of a change programme. As part of the article, we offer some brief reflections on the recruitment of families for evaluative study to assist other researchers and local authority professionals who may be involved in comparable evaluations in future.     

Time out for team practice: structured participation as a method of training for team maintenance and development

The social Work service in most Social Services Departments is organised in distinct geographically based units. Indeed, such units have become synonymous with social work teams. These “teams” rely heavily for their success, as responsive and resourceful units, on their ability to work together. The authors believe there are advantages in a collective approach to a team's decision making and service delivery. They describe a method for developing teamwork, centred around a study day, organised on the basis of structured participation and planned in a way which addresses a range of team concerns.

The programme used on the study day stresses the importance of clear objectives, agreed democratically, and the active involvement of all team members. Although this training method developed gradually and pragmatically it is based on a model of team development which identifies a progression through stages of team functioning. The model of learning emphasises change through participation in a climate of openness and trust.

Examples of a programme used by the authors, together with a report prepared as feedback to a team, are included as appendices.     

Learning for the Twenty-First Century: Maximising Learning Transfer from Learning and Development Activity

This article builds on the learning gathered from the evaluation of a Scotland-wide child protection training programme. Based on Kirkpatrick's four-level framework, the study aimed to evaluate the impact of the learning programme on the practice of participants in the workplace. The study prompted the authors to examine the literature on maximising learning transfer across a range of occupations. This literature is discussed in the light of the findings from the evaluation and the experience of the authors in designing and implementing continuous professional development programmes in social services.

The practice of inspection, monitoring and audit seems to have impacted negatively on staff's willingness to participate in data collection, and coupled with what appeared to be confusion about data protection legislation, the perceived burden of audit and inspection has significant implications for research and evaluation activity.

Suggestions are made for the future design, delivery and evaluation of learning and development activity, and the role of managers is explored in relation to their responsibility for preparation, support and follow-up of workplace learning.     

Engaging undergraduate social work students in research through experience-based learning

Social work programmes internationally have taken diverse approaches to research training in their curricula. This paper presents an Australian case study of engaging undergraduate social work students in research using experience-based learning. The case study explores the potential of experience-based learning to assist in overcoming the ‘anxiety’, students are observed to report in relation to research training and education. The social work programme at the University of Newcastle, Australia has embraced an experience-based learning model since 1991. Despite a research active and engaged staff and a commitment to research-informed pedagogy, educators continue to observe students as indifferent and reluctant to engage in research training. To address this, work-integrated learning was strengthened in the research course to enable students to design, develop and deliver practice-relevant research in partnership with local support services. Preliminary evaluation of the course highlights both potential and the pitfalls of experience-based learning approaches to research training. While found to enhance research engagement and demystify its role in practice, experience-based learning was associated with significant resource and time imposts. These findings suggest cautious consideration of structure and scope is essential for experience-based learning to be a feasible approach to research training at the undergraduate level.     

Fit for purpose: issues from practice placements,practice teaching and the assessment of students' practice

This paper explores a number of significant issues regarding the delivery of practice based learning for qualifying social workers, in the context of plans for the new social work degree. We also discuss four particular issues: 1. the definition and measurement of ‘good enough’ practice;

2. the determination of students' suitability for social work;

3. the role of practice teachers in responding to sensitive information and students facing personal crises; and

4. specialist and ‘long‐arm’ practice teaching.

In doing so, we draw on both our own direct experience and on discussions between over 70 practice teachers, tutors and placement co‐ordinators attending a Mid‐Yorkshire Social Work Education and Training Planning Group (MYSWETPG) conference hosted by Bradford College in March 2001.

We conclude that, given the current difficulties in the field of qualifying training and education for social workers, any significant improvements following from the new degree will remain dependent on the provision of adequate funding for practice learning, in general, and for the training, structured support and affirmation of practice teachers, in particular.     

e-Inclusion and e-Social work: new technologies at the service of social intervention

ABSTRACT

This paper defines the concept of e-inclusion in reference to programmes and projects that promote social inclusion through the use of new technologies. This concept is related to e-social work, defined as the use of ICTs in the field of social work and social services. To illustrate the implications of e-inclusion and e-social work, a case study is presented on a community involvement project using new technologies as a means and as an end. The SAREGUNE project for community use of new technologies was set up in Vitoria (Spain) in 2004. Ten years later, it gained recognition as a European e-inclusion scheme within the ‘Leonardo Da Vinci Multilateral Projects, Transfer of Innovation’ lifelong learning programme. This article explores the origins of the idea and its significance in the fight against the digital divide and in the processes of intercultural and social inclusion within the city's historic central district. A process of deconstruction, construction and reconstruction of the scheme is used to identify and describe the movements of rotation and revolution within the process of social inclusion, the levels of integration of e-social work at individual, group and community level, and the impact of the project in terms of e-inclusion.     

A longitudinal comparative study of the impact of the experience of social work education on interpersonal and critical thinking capabilities

Head (the intellectual/critical thinking) and Heart (the emotional-interpersonal) are long established twin-pillars of social work. Their importance is not just reflected in literature devoted to each but in the professional proficiencies and capabilities expected for practice. While clearly intertwined—both operate together in practice—and central to practice proficiencies/capabilities, implying implicit measurement of standards, there is a curious lack of research focusing on measurement of the two together. This novel study is the first to carry out a longitudinal comparative study examining the extent to which interpersonal and critical thinking capabilities are developed during the lifetime of qualifying social work training as measured through programme performance and development. It focuses on four cohorts (n = 170) at two Universities (Undergraduate and Masters). While findings show the interpersonal significantly underpinned performance and outcome, critical thinking—though embedded in Masters programme performance—was less significant, particularly in the undergraduate programmes. The study concludes that we cannot assume interpersonal and critical thinking capabilities are always incorporated into the learning process and attention should be paid to the overt measurement of interpersonal and critical thinking capabilities together with the processes and mechanisms by which they are focused on in programmes.     

Special issue: Training and Education for Residential Child Care

This paper begins by locating the (controversial) removal of the ‘minimum age at qualification’ regulation in 2003 within the context of wider changes occurring within social work education and the social work profession. This is followed by a report of a small scale exploratory study designed to gather data regarding the experiences of younger students within one undergraduate qualifying programme. The data are then discussed in relation to literature from within social work and allied disciplines in order to consider themes such as ‘identity’, ‘othering’ and ‘recognition’. It is suggested from data gathered during this project that although the gates to social work education have now been opened more widely to school leaving students, they have in effect become social work's new ‘non-traditional’ students and in some cases, inclusion is experienced as partial rather than complete. A discussion of the implications for further research as well as teaching, learning and group process issues on professional programmes concludes this paper.

The initial phase of the research for this paper was funded by an HEA SWAP ‘small projects’ grant.     

Travelling hopefully: Anti-racist practice and practice learning opportunities

This article has been written in response to the current developments in social work education which seek to make anti-racist practice a central requirement of social work training and to make it into a central component of good social work practice. In the present context in which social work is undertaken this will not be an easy goal to achieve without considerable commitment and attention to the detailed content and process of social work and the learning opportunities it offers.

The article focuses on how the teaching of anti-racism on social work courses is then followed through in placement experience and highlights the difficulties that can occur. It describes part of an on-going development and monitoring process initiated with college and practice based teachers at Bath University which is seeking to improve practice at a local level.

It includes a questionnaire sent to practice teachers and students, a practice teaching workshop and the development of a monitoring system for use in future placements. The research attempts to understand better what level of anti-racist practice can be expected of students in short placements and how this might be assessed. It also looks at the issues which arise for practice teachers in their agencies, the importance of management commitment in developing new forms of practice, and the support that is needed for individuals. It concludes with a tentative attempt to put forward a model for developing and assessing anti-racist practice in a placement.     

Evaluating the Impact of Post‐Qualifying Social Work Education

Post‐qualifying awards in social work are well established within the continuing professional development agenda for qualified social workers in the UK. The evaluation of education and training should be an integral part of this agenda because it is important to ensure that programmes continue to meet standards of delivery, are successful in meeting their aims and objectives and are making an impact on practice. However, there is a limited amount of published work on the evaluation of post‐qualifying social work education, with studies often focusing on programme delivery rather than on their impact on practice.

This paper explores evaluative work within the current post‐qualifying social work framework and discusses the results of an evaluation of the Vulnerable Adults and Community Care Practice programme, a specialist post‐qualifying social work education programme run by a UK university, as an example of an evaluation of the impact on practice. The results indicate positive evidence of impact on practice and demonstrate examples of how the programme has had a direct effect on individuals, teams, organisations and on people who use services.     

What do we know the experiences and outcomes of anti-racist social work education? An empirical case study evidencing contested engagement and transformative learning

ABSTRACT

In social work education there have been very few attempts to empirically capture and measure how professional training programmes prepare students to work with ‘race’ equality and cultural diversity issues. This paper interrogates the experiences and outcomes of anti-racist social work education and evaluates the pedagogic relevance and practice utility of teaching social work students about ‘race’, racism and anti-racism. The data presented in this paper suggests that it is possible to discover the situated experiences of learning about anti-racism and measure how this teaching can affect and lead to knowledge, skills and attitudinal change. The triangulated mixed methods evidence presented in this paper combines nomothetic and idiographic approaches with quantitative data for a matched pair sample of 36 social work students and uses non-parametric statistical tests to measure at two time intervals (before and after teaching); knowledge, skills and attitudinal change. The paper explores how anti-racist social work education enables students to move from ‘magical consciousness’, where racism and racial oppression is invisible and thereby left unchallenged and maintained, to more critical and reflexive level of awareness where it is named, challenged and no longer shrouded in a culture of professional denial and silencing.     

Achieving Collaborative Competence through Interprofessional Education. Lessons Learned from Joint Training in Learning Disability Nursing and Social Work

The ability to work interprofessionally is widely regarded as essential to professional education and training for social work. The changing contexts of social work practice and the requirement for integrated working are regular reminders of the need for social work students to develop collaborative competence. Guidance preceding the development of the social work degree emphasised that social work students should undertake specific learning and assessment in partnership working and information sharing. This suggests that aspects of interprofessional education are relevant to the teaching and development of social work students if graduates are to successfully engage in complex practice.

This paper seeks to identify the competencies needed for successful collaboration. It then draws on evaluative research of joint training programmes in learning disability nursing and social work in England to discuss the unique experiences and perspectives of graduates whose social work training was exceptionally interprofessional. The paper will discuss how some of the findings from this research can indicate lessons for promoting collaborative competence in singly trained social work students. It will argue that interprofessional learning opportunities are one of the key ingredients for the development of critical practice.     

The experience of teaching and learning in social work. The teaching of young child observation: A historical overview

This paper describes the setting up in 1989 of the Tavistock/CCETSW course in young child observation for social work tutors and practice teachers, against the background of the immense pressures on social workers, particularly in the field of child protection. The paper summarises the potential learning from young child observation, and its contribution within social work training. It outlines the issues which faced the social work trainers as they went on to introduce and teach observation on their courses, and draws on an evaluative study in which the members of the course participated, giving their views on the value of observation training.     

Introduction

ABSTRACT

The paper considers the levels of coherence and dissonance between the education and training needs of social work practitioners working in a virtual environment and the focus of the requirements and learning and teaching approaches currently in use on social work programmes within education settings in England. The paper argues a gap exists in the way information and communication skills are currently conceptualised to support the education and training of social workers. It appears that e-learning is often considered in relation to its functional advantages and that similarly ICT skills are considered in terms of computer program literacy. The much wider question of the development of competence for virtual practice and how e-learning may support this development require much greater consideration and application.