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 for this event, please click on the link below: Practice Educator Masterclass – Preparation for Stage 1
Using research to explore the origins of childhood trauma, impacts on reality and life experience from a holistic view point. To register for this event, please click on the link below: Falsehood: the experience of reality for victims of childhood trauma
Session for students on self-care and promoting wellness while on placement. To register for this event, please click on the link below: Student Masterclass: Student wellbeing and self care
Exploring the importance of using appropriate terminology is used when discussing children and young people who have been exploited. To register for this event, please click on the link below: Use of language in Child Exploitation
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 reigister for this event, please click on the link below: Practice Educator Masterclass – Reflective Supervision
Open to all our practice educators, an opportunity to refresh on the placement processes and policies in Greater Manchester. To register for this session, please click on the link below: Practice Educator – Placement Processes Refresh
Learn about how different minds can be vulnerable to exploitation in children at our Neurodiversity and Child Exploitation event! To register for this event click on the link below: Neurodiversity and Child Exploitation
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 reigister for this event please click on the link below: Practice Educator Masterclass – Linking Theory to Practice.
This session will be presented by Tracey Thornely from Tameside Council and Jayne Mee frorm Jigsaw Homes for the Greater Manchester Social Wotk Academy. In this session, they will explore good practice and working in partnership to create a multi agency hoarding guide for working with people who exhibit hoarding behaviour To register for this even please click on the link below: A Multi Agency Approach to Hoarding
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 event please use the link below: Practice Educator Masterclass – Supporting Struggling Students
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
