GMSWA Practice Learning Steering have collaboratively developed a new blended training programme for social workers.
The development of our programme was in response to the impacts of the Covid – 19 Pandemic and introduction of remote working, we all had to respond quickly to new ways of working. It coincided with other challenges such as the savings, efficiencies and increase demand for good quality and frequent access to Practice Educator Training. Our traditional models of Practice Educator Training have been unable to offer the flexibility required to ensure we have a robust and consistent approach to enabling good quality and frequent training.
Our new model of Practice Educator Training offers the same quality and standards of training that traditional models offered, but is delivered via a blended approach, encompassing online training, a practice educator workbook and face to face session.
The programme has been designed to fit around the learner providing flexibility, to enable to them to learn at their own pace. The programme compliments different learning styles, with online modules, containing both audio and visual content, videos, activities, and quizzes. A workbook is provided to support you to record reflections and makes notes and includes useful tools and guides in each topic area. To augment the on-line aspect of the programme, once this is completed, learner are required to attend one face to face workshop. The workshops are interactive, delivering content on induction, reflective supervision, struggling students, power and anti-discriminatory practice. The workshops provide a forum to ask questions, clarify learning and actively participate in group discussions and activities. It is intended that in this way, you will consolidate your online learning collaboratively with others.
Our Blended learning programme for Practice Education provides training modules for:
GMSWA Practice Learning Steering have collaboratively developed a new blended training programme for social workers.
The development of our programme was in response to the impacts of the Covid – 19 Pandemic and introduction of remote working, we all had to respond quickly to new ways of working. It coincided with other challenges such as the savings, efficiencies and increase demand for good quality and frequent access to Practice Educator Training. Our traditional models of Practice Educator Training have been unable to offer the flexibility required to ensure we have a robust and consistent approach to enabling good quality and frequent training.
Our new model of Practice Educator Training offers the same quality and standards of training that traditional models offered, but is delivered via a blended approach, encompassing online training, a practice educator workbook and face to face session.
The programme has been designed to fit around the learner providing flexibility, to enable to them to learn at their own pace. The programme compliments different learning styles, with online modules, containing both audio and visual content, videos, activities, and quizzes. A workbook is provided to support you to record reflections and makes notes and includes useful tools and guides in each topic area. To augment the on-line aspect of the programme, once this is completed, learner are required to attend one face to face workshop. The workshops are interactive, delivering content on induction, reflective supervision, struggling students, power and anti-discriminatory practice. The workshops provide a forum to ask questions, clarify learning and actively participate in group discussions and activities. It is intended that in this way, you will consolidate your online learning collaboratively with others.
Our Blended learning programme for Practice Education provides training modules for:
For enrolment on our Practice Educator Programme please speak to your organisation workforce development lead or University contact for placements for PVI sectors.
Please see our GMSWA Practice Education Training Guide for information
Plan, deliver and critically evaluate practice-based learning opportunities which support a student’s personal and professional development.
Assess and make judgements about the student’s performance in the workplace against agreed criteria using evidence from a range of sources.
Manage the student’s learning environment whilst ensuring the quality-of-service provision.
Demonstrate an understanding and application of adult learning theories in practice.
Apply and demonstrate a critically reflective approach to your own practice particularly regarding the application of an appropriate and professional value base.
Critically evaluate and integrate professional values in all aspects of practice-based teaching and assessment.
Clarity about your role as Practice Educator and the expectations and requirements of the role.
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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