Exploring ways Practice Educators can support students who struggle on placements. Identifying different tools and models to engage with students to identify learning needs, and evidencing concerns. To register for this Masterclass Please click here
Online Practice Educator Masterclass on Self Care and Wellbeing, faciltated by Kathy Atowo from Rochdale Council. Supporting Practice Educators to recognise the importance of self care, especially managing students on placements. To register for this Masterclass Please click here
Support students preparing for or on placement to understand their role in supervision and how to use supervision effectively to aid their development. To register for this masterclass Please click here
A refresh of social work theories, identifying theories to inform and theories to intervene. Supporting students to make the links from theory and where they can apply them in practice. To register for this masterclass Please click here
Supporting Practice Educators preparing to welcome students to their team To register for this Masterclass Please click here
Hosted by our University and Local Authority representatives who be able to support and provide guidance from both sectors on Practice Education, students, and placements. On registering you will be able to provide an agenda item which will be shared with facilitators prior to the event. To register for this session click here: Practice Educator Forum Booking
Greater Manchester Social Work Academy have collaborated with their partners to created a series of drop in sessions for Practice Educators/ On site supervisors/ mentors, anyone who supports student on placement. These sessions are an opportunity for all to come together to meet other PEs etc from across GM. And an opportunity to share experiences/ knowledge/ ideas and issues with one another in a safe place. Each drop in will be facilitated by a University placement rep and Local Authority rep, who will be able to support and provide guidance from both sectors. When you register for the event you will be ask to provide an agenda item for the drop in. These items will be shared with the facilitators prior to session so that they are prepared for the session. To register click here GMSWA PE/ OSS/ Mentor Drop In Session Tickets, Tue 10 Jun 2025 at 12:00 | Eventbrite
Greater Manchester Social Work Academy have collaborated with their partners to created a series of drop in sessions for Practice Educators/ On site supervisors/ mentors, anyone who supports student on placement. These sessions are an opportunity for all to come together to meet other PEs etc from across GM. And an opportunity to share experiences/ knowledge/ ideas and issues with one another in a safe place. Each drop in will be facilitated by a University placement rep and Local Authority rep, who will be able to support and provide guidance from both sectors. When you register for the event you will be ask to provide an agenda item for the drop in. These items will be shared with the facilitators prior to session so that they are prepared for the session. To register click here GMSWA PE/ OSS/ Mentor Drop In Session Tickets, Wed 14 May 2025 at 12:00 | Eventbrite
These masterclasses are online events from the partner agencies in the Greater Manchester Social Work Academy, supporting the professional development of our Practice Educator community in Greater Manchester. In this masterclass we will cover: Overview of process for stage 1 Importance of Continuous Professional Development in Practice Education. Portfolio requirements Demonstrating capabilities against PEPS. (Practice Educator Standards) Sourcing opportunities to demonstrate Practice Education capabilities To register click here Practice Educator Masterclass – Preparation for Stage 2 Tickets, Wed 4 Jun 2025 at 13:00 | Eventbrite
These masterclasses are online events from the partner agencies in the Greater Manchester Social Work Academy, supporting the professional development of our Practice Educator community in Greater Manchester. In this masterclass we will cover: Overview of process for stage 1 Importance of Continuous Professional Development in Practice Education. Portfolio requirements Demonstrating capabilities against PEPS. (Practice Educator Standards) Sourcing opportunities to demonstrate Practice Education capabilities To register click here Practice Educator Masterclass – Preparation for Stage 1 Tickets, Wed 4 Jun 2025 at 10:00 | Eventbrite
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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