Within Adult Social Care, we provide opportunities for multi-agency working, many shadowing opportunities across other teams and services, and ensure that students are able to experience a range of social work tasks that will enable students to meet the learning requirements of their course. The students will be required to work within key legislation including the Care Act (2014) and the Mental Capacity Act (2005). Student support groups are arranged on a regular basis by the Social Work Practice Development Team which enable students to meet, support each other and have access to learning on a range of practice-based topics.
In Adult Social Care, there are a number of teams where a placement and/or shadowing opportunities can potentially be offered including;
Oversees the MARM protocol which aims to support individuals who have complex needs and are at significant risk of harm or death.
The front door/first point of contact for any Adult Social Care referrals or enquiries.
Provides support for people aged 16 to 65 with severe and enduring mental health illness and complex needs, who present with significant levels of risk to themselves or others.
Provides a short-term placement to determine whether an individual can be discharged back into the community following a hospital admission or requires long-term residential care.
Supports all hospital discharges of individuals with social care needs who are Bury residents.
Community-based health and social care teams who support individuals with long term needs and provide assessment and support for adults over the age of 18 and their carers.
A short term service provided by a team of multi-disciplinary professionals who will work with a person to achieve their goals, to support people to recover and maintain or increase their independence.
Supports individuals with a Learning Disability that occurred in the developmental period up to the age of 18 and have an IQ assessed as 60 or below.
Provides assessment and support planning to older adults living in Bury with mental health difficulties.
A multi-disciplinary team of health and social care staff. The focus of the team is on preventing avoidable admission to acute hospital or residential care.
Responsible for reviewing support plans of individuals in receipt of services across Adult Social Care.
A designated specialist team who undertake all Adult Safeguarding enquiries, providing a consistent response, streamlining the process for adults at risk and building stronger links with partner agencies.
Children’s services can provide a range of opportunities for multi-agency working with loads of shadowing opportunities across other teams and services, to ensure that students can complete a range of social work tasks that enables them to meet the learning requirements of their course. Students will be required to work within key legislation including the Children Act (1989, 2004), Children and Social Work Act (2017) and the guidance in Working Together to Safeguard Children (2018). Social work teams have an Advanced Practitioner to help students and apprentices grow as well as student support groups run by the Consultant social workers in the development team where you can meet other students and access a range of practice-based learning.
In Children’s Social Care, there are a number of teams where a placement and/or shadowing opportunities can be offered including:
Experienced Social workers speak to the public and other agencies about worries they want to report about children. Initial decisions about whether children and families need extra support or whether concerns raised require an assessment from a social worker in the initial response team.
Assess the level of need a child may require. If a child is considered at risk of harm then a strategy meeting with our colleagues in police and health is convened. Following assessment, social workers then devise a child focused plan with the family. If longer term intervention is required, the child and family transfer to our safeguarding service.
Social workers are involved with children and families who are subject to child in need or child protection planning. If the child’s daily lived experience does not improve or if there are very serious concerns, these teams will complete court work where they assist all those involved to make best interest decisions for children.
The role of each team is to ensure that a child and young person’s is given every opportunity to achieve the best outcomes possible and ensure that any placements are meeting needs up to the time when young people transition to leaving care where they continue to receive support.
Social workers in fostering teams complete assessments of mainstream and family and friends as alternative carers for children when they can’t stay in their immediate birth family. They also support foster carers and ensure the care they provide helps children and young people to thrive.
This team works with children and young people with complex disabilities. Assessments identify how they can work with children and their families to ensure needs are met and they are safe.
This team works mostly with teenagers who might be at risk of exploitation and abuse from harm outside the family home. The social workers devise a plan of direct work to keep young people safe and reduce harm.
We also have other services that help drive outcomes for children and create a ‘team around a child’. These services can offer a range of shadowing opportunities and student placements.
Within Adult Social Care, we provide opportunities for multi-agency working, many shadowing opportunities across other teams and services, and ensure that students are able to experience a range of social work tasks that will enable students to meet the learning requirements of their course. The students will be required to work within key legislation including the Care Act (2014) and the Mental Capacity Act (2005). Student support groups are arranged on a regular basis by the Social Work Practice Development Team which enable students to meet, support each other and have access to learning on a range of practice-based topics.
In Adult Social Care, there are a number of teams where a placement and/or shadowing opportunities can potentially be offered including;
Oversees the MARM protocol which aims to support individuals who have complex needs and are at significant risk of harm or death.
The front door/first point of contact for any Adult Social Care referrals or enquiries.
Provides support for people aged 16 to 65 with severe and enduring mental health illness and complex needs, who present with significant levels of risk to themselves or others.
Provides a short-term placement to determine whether an individual can be discharged back into the community following a hospital admission or requires long-term residential care.
Supports all hospital discharges of individuals with social care needs who are Bury residents.
Community-based health and social care teams who support individuals with long term needs and provide assessment and support for adults over the age of 18 and their carers.
A short term service provided by a team of multi-disciplinary professionals who will work with a person to achieve their goals, to support people to recover and maintain or increase their independence.
Supports individuals with a Learning Disability that occurred in the developmental period up to the age of 18 and have an IQ assessed as 60 or below.
Provides assessment and support planning to older adults living in Bury with mental health difficulties.
A multi-disciplinary team of health and social care staff. The focus of the team is on preventing avoidable admission to acute hospital or residential care.
Responsible for reviewing support plans of individuals in receipt of services across Adult Social Care.
A designated specialist team who undertake all Adult Safeguarding enquiries, providing a consistent response, streamlining the process for adults at risk and building stronger links with partner agencies.
Children’s services can provide a range of opportunities for multi-agency working with loads of shadowing opportunities across other teams and services, to ensure that students can complete a range of social work tasks that enables them to meet the learning requirements of their course. Students will be required to work within key legislation including the Children Act (1989, 2004), Children and Social Work Act (2017) and the guidance in Working Together to Safeguard Children (2018). Social work teams have an Advanced Practitioner to help students and apprentices grow as well as student support groups run by the Consultant social workers in the development team where you can meet other students and access a range of practice-based learning.
In Children’s Social Care, there are a number of teams where a placement and/or shadowing opportunities can be offered including:
Experienced Social workers speak to the public and other agencies about worries they want to report about children. Initial decisions about whether children and families need extra support or whether concerns raised require an assessment from a social worker in the initial response team.
Assess the level of need a child may require. If a child is considered at risk of harm then a strategy meeting with our colleagues in police and health is convened. Following assessment, social workers then devise a child focused plan with the family. If longer term intervention is required, the child and family transfer to our safeguarding service.
Social workers are involved with children and families who are subject to child in need or child protection planning. If the child’s daily lived experience does not improve or if there are very serious concerns, these teams will complete court work where they assist all those involved to make best interest decisions for children.
The role of each team is to ensure that a child and young person’s is given every opportunity to achieve the best outcomes possible and ensure that any placements are meeting needs up to the time when young people transition to leaving care where they continue to receive support.
Social workers in fostering teams complete assessments of mainstream and family and friends as alternative carers for children when they can’t stay in their immediate birth family. They also support foster carers and ensure the care they provide helps children and young people to thrive.
This team works with children and young people with complex disabilities. Assessments identify how they can work with children and their families to ensure needs are met and they are safe.
This team works mostly with teenagers who might be at risk of exploitation and abuse from harm outside the family home. The social workers devise a plan of direct work to keep young people safe and reduce harm.
We also have other services that help drive outcomes for children and create a ‘team around a child’. These services can offer a range of shadowing opportunities and student placements.
Dr Dharman Jeyasingham and Dr Julie Morton (Social Work Education, 38 (5), pp 563-575)
Abstract
This article presents findings from a study which explored the everyday ways race works on social work programmes in England. The study focused on how race was spoken about and conceptualised, how people were categorised and ordered according to race and the social interactions where race was understood by participants to be significant. Semi-structured interviews were conducted with eight social work lecturers and nineteen black social work students at two universities in England, to explore the following topics: classroom-based and practice learning, assessment and feedback, interactions between students and between students and educators, and university and practice agency cultures. Data were analysed using thematic analysis and the following themes identified: the routine interpellation of black students and communities in terms of absolute cultural differences, black students’ everyday experiences of marginalisation, hostility and othering, and the racialisation of black students in judgements made about their academic and practice performance. The article concludes that social work education must engage more deeply with contemporary theorisations of race and culture, and that social work educators need a reflexive understanding of how notions such as diversity, equality and universal academic standards are put into practice in ways that marginalise and devalue black students.
Link to Research Article:
https://usir.salford.ac.uk/id/eprint/64217/?template=banner
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Dr Dharman Jeyasingham, The British Journal of Social Work, Volume 49, Issue 3, April 2019, Pages 559-576, https://doi.org/10.1093/bjsw/bcy077
Abstract
Agile working (flexibility around practitioners’ roles and the location and time of work) is increasingly common across local authority social work in the UK but there is little evidence about the practices it entails, with the small amount of existing research concerned largely with its impact on office environments. This article presents findings from a qualitative exploratory study of eleven social workers’ practices and experiences when engaged in agile working away from office spaces. Data were generated through practitioner diaries, photographs elicited from practitioners and semi-structured interviews, and were analysed using a grounded theory approach. The study found practitioners engaged in agile working in a wide range of domestic, leisure and formal work environments across the public–private continuum. This gave them superficial control over how they worked, in particular the freedom to work in solitude and establish distance between themselves and perceived demands from service users and other practitioners. However, agile working also involved a wider range of material practices and affective experiences for practitioners. These changes provoke questions about data security, increased visibility and unanticipated encounters in public spaces, and the shifting relationship between information-management work and elements of practice involving face-to-face interaction with others.
Link to Research Article: Seeking Solitude and Distance from Others: Children’s Social Workers’ Agile Working Practices and Experiences beyond the Office | The British Journal of Social Work | Oxford Academic (oup.com)
Dr Dharman Jeyasingham of University of Manchester was the lead the ESRC funded project “Becoming agile in local authority children’s safeguarding social work services: examining organisational and individual change in public sector social work”. Details on this project can be found here: GtR (ukri.org)
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Bellamy, C. Struthers, M and Green, L (2023) Cited in Bows, H. (ed) Not Your Usual Suspect: Older Offenders of Violence (Feminist Developments in Violence and Abuse), Emerald Publishing limited, Bingley, pp. 105-119 https://doi.org/10.1108/978-1-80071-887-620231008
Abstract
Drawing on empirical research which incorporated biographical interviews with two older male perpetrators, this chapter develops theoretical conceptualisations of the histories, experiences and motives of these men. Four key areas are highlighted, which will be subject to closer scrutiny in relation to extant literature: (i) gender, particularly notions of masculinity, power and entitlement; (ii) attitudes relating to the use of violence both within intimate relationships and generally (iii) critical junctures in the life course which triggered attempts to desist; and (iv) an exploration of maturation and completion of treatment programmes in relation to their use of violence, future risks and efforts towards desistance.
Link to Research Article: Not Ageing Out of Violence? Older Men's Biographical Narratives of Their Abuse and Violence in Intimate Relationships With Female Partners | Emerald Insight
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Kirlew MI, Lord H, Weber J (2020) Exploring health and social care professionals’ initial perceptions of caring for trans patients. Nursing Standard. doi: 10.7748/ns.2020.e11383
Link to Research Article Resource: https://journals.rcni.com/nursing-standard/evidence-and-practice/exploring-health-and-social-care-professionals-initial-perceptions-of-caring-for-trans-patients-ns.2020.e11383/abs
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