Our annual Careers Fair is an opportunity for Social Work students to find out what career opportunities are on offer across all our partners in Greater Manchester. The GMSWA Careers fair 2025 will be hosted by The University of Manchester on 12th February 2025 The event will be opened with introduction by Nazir Afzal OBE – Chancellor of The University of Manchester and former Chief Crown Prosecutor for North West England. The events include: Employer stalls Employability Workshops Employers Panel ASYE Panel and information workshop Social Work Applications Workshop Mock Interview Sessions British Association of Social Workers (BASW) Registration now open, please see your placement lead for details
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 social work theories. • Looking at theories to inform and theories to intervene. • How to support students to make the links from social work theory in their practice To register for this event click here: Practice Educator Masterclass – Linking Theory to Practice. Tickets, Tue, Feb 11, 2025 at 10:00 AM | 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: Review of the standards which need to demonstrate on placement. How to evidence student capability in reports (PCF/ KSS/ SWEPS). Sourcing opportunities to demonstrate student’s capabilities, examples. Reviewing the PCF student social work capabilities and expectation of they need to achieve. Review of how to demonstrate values and ethics and how to assess student’s capabilities in these areas. PCF – Professional Capabilities Framework KSS – Knowledge and Skills Statement SWEPS – Social Work England Professional Standards. To register for this session click here: PE Masterclass – Linking the PCF and SWE standards with students Tickets, Thu 6 Feb 2025 at 14:00 | Eventbrite
Completion (passed) Stage 1 and commitment to support another learner. Manager/ Placement lead enrols you on Me Learning Stage 2 programme to complete modules (above) and workbook. Following completion of the Me Learning Stage 2 programme you then book and attend ONE of the ½ day virtual workshops below. Booking for these workshops is through ME Learning on completion of the on-line content. Availability for booking is staggered to encourage you to book on the nearest workshop to prevent long periods between the online and face to face teaching.
Booking on the workshop is performed through ME Learning when the on-line content has been completed. Availability for booking is staggered to encourage you to book on the nearest workshop to prevent long periods between the online and face to face teaching. It is important to note that completion of the Me Learning PE programme, workbook and workshop is only the beginning of the training. After this training you will support a student, then complete and submit your Stage 1 portfolio to the Practice Educator Professional Standards (PEPS) Panel, if successful you will then be certified as a Practice Educator (at stage 1).
This session will be facilitated by Catherine Sainsbury from Manchester City Council. Exploring ways Practice Educators can supporting students who struggle on placement. Looking at different tools and methods to engage with students and identify learning needs. Overview of placement processes when supporting a struggling student. To register for this session click here: Practice Educator Masterclass – Supporting Struggling Students Tickets, Thu 30 Jan 2025 at 14:00 | Eventbrite
This session will be facilitated by University of Salford, practice learning team. The session will cover the following themes: * Planning for practice observations in supervision * The importance of taking a collaborative, reflective approach to observing practice * Using supervision as a forum to discuss practice skills and to prepare for an observation * Sourcing feedback and providing meaningful feedback to inform practice. n order to be most helpful, reflective To register for this session click here PE Masterclass – Direct Observations Tickets, Wed 22 Jan 2025 at 10:00 | Eventbrite
In this Masterclass on Induction, we will cover the following points: * Preparation for taking a student * Process of taking a student * Reviewing Student placement application and the initial meeting. * Setting up an induction plan. * Setting the scene for your students – boundaries and expectations. To register for this session click here: Practice Educator Masterclass – Induction Tickets, Wed 29 Jan 2025 at 10:00 | 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: • Intro to individual difference • Overview of protected characteristics • Process of managing requests to support specific needs. • Understanding of reasonable adjustments. • Overview of learning disabilities i.e. dyslexia. • How to support and assess students with additional needs. To register click here: Practice Educator Masterclass – Working with Individual Difference Tickets, Tue 21 Jan 2025 at 10:00 | 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: Defining reflective supervision: the learning process Introduction/ review of reflective models/ tools of supervision. How to use reflective supervision effectively with your students/ learners. Enhancing your skills as a facilitator in reflective supervision. To register click here: Practice Educator Masterclass – Reflective Supervision Tickets, Wed 15 Jan 2025 at 13:00 | Eventbrite
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
