Social Work students on placement in our adult and children’s social work and social care teams are a valued and integral part of the SW profession as they offer us fresh insight, new ideas, questions and critical analysis; as well as being the practitioners and leaders of the future. In Bolton the ‘Practice Teaching’ and assessment of those students is an essential requirement in making sure those future social workers are properly supported, developed and managed as they progress through their training and into newly qualified SW posts.
Bolton council is enthusiastic about developing strong and strategic partnerships and collaboration with other employers across GM, higher education institutions and other training providers. It believes and advocates Strong partnership working in order to support the training of high-quality social workers, resulting in improved services for children, young people, adults, families, and local communities. In terms of training opportunities to become a qualified social worker we offer:
In Bolton we have an induction programme for all new social care and SW starters. Our SW Induction lead liaises with HR and managers and meets with all new social care staff within the first two weeks of employment. New starters are also linked to a ‘buddy’ from within their team as well to act as a go to person for the first few weeks.
We have a robust ‘Assessed and Supported Year in Employment’ (ASYE) programme for our newly qualified social workers (NQSW’s) that leads through to a year of consolidation and then on to opportunities for progression to senior social worker and management.
We recognise that NQSW’s come to us with different experience and knowledge, and we therefore treat all our new starters as individuals with personal individual development plans linked to the SW post qualifying standards.
Social Work students on placement in our adult and children’s social work and social care teams are a valued and integral part of the SW profession as they offer us fresh insight, new ideas, questions and critical analysis; as well as being the practitioners and leaders of the future. In Bolton the ‘Practice Teaching’ and assessment of those students is an essential requirement in making sure those future social workers are properly supported, developed and managed as they progress through their training and into newly qualified SW posts.
Bolton council is enthusiastic about developing strong and strategic partnerships and collaboration with other employers across GM, higher education institutions and other training providers. It believes and advocates Strong partnership working in order to support the training of high-quality social workers, resulting in improved services for children, young people, adults, families, and local communities. In terms of training opportunities to become a qualified social worker we offer:
In Bolton we have an induction programme for all new social care and SW starters. Our SW Induction lead liaises with HR and managers and meets with all new social care staff within the first two weeks of employment. New starters are also linked to a ‘buddy’ from within their team as well to act as a go to person for the first few weeks.
We have a robust ‘Assessed and Supported Year in Employment’ (ASYE) programme for our newly qualified social workers (NQSW’s) that leads through to a year of consolidation and then on to opportunities for progression to senior social worker and management.
We recognise that NQSW’s come to us with different experience and knowledge, and we therefore treat all our new starters as individuals with personal individual development plans linked to the SW post qualifying standards.
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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