This is a face to face workshop that is part of the Greater Manchester Social Work Academy (GMSWA) Practice Education Training Programme. On completion of the GMSWA online course please book on to one of our workshops to fully complete the training. N.B you must complete your online training (Me Learning) before attending a workshop and bring your accompanying workbook to the session. This workshop will take place at Castle Hill Centre, Bolton Booking is through ME Learning on completion of the on-line content
Support students preparing for or on placement to understand their role in supervision and how to use supervision effectively to aid their development. Register by using ONE of the links below. Link 1 Link 2 Link 3
Providing an overview of current research on black and ethnic students experience of social work and placements. Introduction to the Mandela Model, enhancing the supervisory relationship with students Register by using ONE of the links below Link 1 Link 2 Link 3
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. Register by using ONE of the links below Link 1 Link 2 Link 3
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. Register by using ONE of the links below Link 1 Link 2
This is a face to face workshop that is part of the Greater Manchester Social Work Academy (GMSWA) Practice Education Training Programme. On completion of the GMSWA online course please book on to one of our workshop to fully complete the training. N.B you must complete your online training (Me Learning) before attending a workshop and bring your accompanying workbook to the session. This workshop will take place at The Woodlands Room at Abraham Moss, Crescent Road, Crumpsall, Manchester M8 5UF Booking is through ME Learning on completion of the on-line content
Reviewing the requirements for the stage 2 portfolio, sourcing opportunities to demonstrate capabilities against the PEPS (Practice Educator Standards). Register by using ONE of the links below Link 1 Link 2 Link 3
How to use reflective supervision effectively with your students and learners, and how to enhance your skills as a facilitator in reflective supervision Register by using ONE of the links below Link 1 Link 2 Link 3
Reviewing the requirements for the stage 1 portfolio, sourcing opportunities to demonstrate capabilities against the PEPS (Practice Educator Standards). Register by using ONE of the links below Link 1 Link 2 Link 3
How is racism understood in literature about the experiences of black and minority ethnic social work students in Britain? A Conceptual review.
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.
Children’s social workers agile working practice and experiences beyond the office
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.
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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Domestic Abuse
Demo Description
Not Ageing Out of Violence? Older Mens Biographical Narratives of Their Abuse and Violence in Intimate Relationships With Female Partners
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.
Exploring health and social care professional initial perceptions of caring for trans patients.
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
