ba (hons) social work programme handbook (hons) programme handbook(1).pdfthe ba (hons) social work...

BA (HONS) SOCIAL WORK

PROGRAMME HANDBOOK

SEPTEMBER 2016

CONTENTS

Page 1 INTRODUCTION 1 2 ATTENDANCE AND PROFESSIONAL BEHAVIOUR 2 3 NAMES AND CONTACT DETAILS OF THE SOCIAL WORK TEAM 3 3.1 Table of Acronyms 4 4 MODULE LEADERS 4 5 PROGRAMME OVERVIEW – WHAT AM I HERE FOR? 4 6 PROGRAMME AIMS AND OBJECTIVES – WHAT WILL I LEARN? 6 6.1 Programme Outcomes 7 7 WHAT WILL I BE STUDYING? 9 7.1 Diagram of Programme Structure 10 7.2 Module Overview 11

7.3 Student Journey 15 8 HOW WILL I LEARN? 16 9 PROGRAMME REGULATIONS 20 10 HOW DO I FEED BACK MY VIEWS ABOUT THE PROGRAMME? 21 11 HOW WILL I BE SUPPORTED TO SUCCEED? 23 APPENDICES Appendix 1 Glossary of Commonly Used Terms 26 Appendix 2 HCPC Standards of Proficiency for Social Work in England 29 Appendix 3 Professional Capabilities Framework for Social Workers 35 in England Appendix 4 Confidentiality and Informed Consent Guidance for Students 37 DISCLAIMER: The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

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Handbook.doc 1 ©TU-SOHSC (2016)

1 INTRODUCTION The social work team are pleased to welcome you to the BA (Hons) Social Work programme and to the School of Health & Social Care (SOHSC) at Teesside University. We hope you find your programme a positive learning experience. A range of motivated and experienced staff committed to developing and delivering high quality teaching and learning have designed this programme. This handbook is designed to assist your understanding of the structure and content of the programme, assessment, student support, evaluation and feedback. If there are any other issues causing you concern or if you have questions that remain unanswered, please feel free to contact any member of the course team who will be happy to help. You will find the programme challenging, but effective, in supporting you to meet the exacting requirements of social work agencies for capable and reflective practitioners who have an ongoing commitment to professional development. You will need to be committed to learning and to using all the resources available to help you. This handbook should be used in conjunction with the SOHSC Student Essential Guide: https://sohsc.tees.ac.uk/sites/handbook/ that provides details about School procedures, policies and student support. Details about the modules you study will be provided by Module Leaders in a Module Guide, and module specifications can be accessed on the Student Intranet. Changes may occur to information provided, but you will be informed of these on an ongoing basis by the programme team or details will be displayed on the programme notice board, as well as on the programme pages on e-learning@tees. We wish you success in your studies and hope you enjoy the programme. Social Work Programme Team June 2016

https://sohsc.tees.ac.uk/sites/handbook/



2 ATTENDANCE AND PROFESSIONAL BEHAVIOUR Social work education and practice learning in England has been reviewed as a result of the recommendations of the Social Work Reform Board (SWRB) http://www.education.gov.uk/swrb/ who developed the Professional Capabilities Framework (PCF) as a single framework for social work education from pre-admissions to post-qualifying professional development. The Professional Capabilities Framework sets out the profession’s expectations of what a social worker should be able to do at each stage of their career and professional development. Whilst it refers to the career stages set out by the Social Work Task Force, it is a professional, rather than an occupational framework. This framework will be used by and for all social workers, in conjunction with the Social Work Reform Board Standards for Employers. In August 2012, the regulation of practice for social work in England became the responsibility of the Health and Care Professions Council (HCPC) which is now the professional regulatory body for social work. The HCPC (www.hpc-uk.org) has developed a set of Standards of Proficiency (SOPs) which you need to demonstrate in practice as part of your practice learning experience and professional development. Following the successful completion of your programme you will be eligible to apply to the HCPC for registration as a social worker. This is a professional programme which means that you will be subject to both the regulations of the University and the HCPC; accordingly, we expect you to behave in a professional manner not only as part of your practice experience, but also whilst in attendance at the University. You will undertake 170 days of practice experience and a further 30 days will be used to develop practice-based skills to support and prepare you for your practice placements. Your attendance will therefore be monitored on placement and at University and if necessary, your Personal Tutor will be notified of cases where unauthorised absences become an issue of concern. There may be financial implications and your progression can also be affected. You are expected to behave thoughtfully and respectfully to your peers and to lecturers by not disrupting classes through informal chatting or arriving late. In addition, given that many lecturers utilise group work as a main learning and teaching strategy, you should be aware that irregular attendance is disruptive to other members of your group and can affect their learning and progression. Registers of attendance will be taken during lectures. All absences should be notified to: [email protected]. Four unauthorised absences will trigger the need to contact you via your Personal Tutor, to explore circumstances and support networks.

You should therefore make every effort to attend University lectures. Whilst you are on placement any absences must be reported immediately to your Practice Educator and the University, [email protected]. If your absence is related to ill health a medical certificate may be required, following a period of five days.

http://www.education.gov.uk/swrb/

mailto:[email protected]




The HCPC has developed a document to provide students with information on their professional standards and ethics, at http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf

Please remember to respect the confidentiality of issues discussed in class with your fellow class mates. In addition, please be aware that sharing of information about fellow students/staff/placement experiences on social network sites, e.g. Facebook, Twitter for instance can also result in a breach of confidentiality and may result in the University’s Fitness to Practise procedures being initiated because your behaviour is deemed to be indicative of professional misconduct (see the SOHSC Student Essential Guide for more details). 3 NAMES AND CONTACT DETAILS OF THE SOCIAL WORK TEAM

NAME ROOM & TEL NO EMAIL

Jim Greer Subject Leader

H0.33 01642 384106

[email protected]

Charlotte Chisnell Programme Leader

H2.15 01642 384141

[email protected]

Maggie Jackson Senior Lecturer (MA Programme Leader)

H2.16 01642 384940

[email protected]

Caroline Kelly Senior Lecturer

H2.15 01642 384182

[email protected]

Ian Mitchell Senior Lecturer/Placement Co-ordinator (Responsible for placements)

H2.15 01642 384934

[email protected]

Dr Terry Murphy Senior Lecturer

H2.16 01642 384939

[email protected]

Juliette Oko Senior Lecturer (Admissions Tutor)

H2.16 01642 384938

[email protected]

Diane Simpson Senior Lecturer

H2.15 01642 384934

[email protected]

Stephanie Smith-Paul Senior Lecturer/Placement Co-ordinator (Responsible for placements)

H2.16 01642 384812

[email protected]

Phil Watson Senior Lecturer

H2.15 01642 384983

[email protected]

Mike Wren Senior Lecturer

H1.12 01642 738294

[email protected]

http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf

http://www.hpc-uk.org/assets/documents/10002C16Guidanceonconductandethicsforstudents.pdf














3.1 Table of Acronyms

Acronym Explanation

CPD Continuous Professional Development

DH Department of Health

DBS Disclosure and Barring Service

ICT Information, Communication Technology

IPE Inter-professional Education

LTAS Learning, Teaching and Assessment Strategy

NSS National Student Survey

PAP Practice Advisory Panel

PBL Problem Based Learning

PCF Professional Capabilities Framework

PDR Personal Development Record

PED Practice Educator

QAA Quality Assurance Agency

RIT Research Informed Teaching

SOPS Standards of Proficiency

4 MODULE LEADERS FOR YEAR 1

Name Modules Year

Charlotte Chisnell and Phil Watson Senior Lecturer

Law and Social Policy for Social Workers 1

Charlotte Chisnell Senior Lecturer

Safeguarding 1

Juliette Oko Senior Lecturer

Principles and Practice of Social Work

1

Caroline Kelly Senior Lecturer

Human Transitions and Lifespan Development

1

5 PROGRAMME OVERVIEW – WHAT AM I HERE FOR? The BA (Hons) Social Work is the professional qualification for social work, and upon successful completion, graduates will be eligible to apply for registration as a social worker with the HCPC. In addition, students will also have met the requirements set by TCSW under the Professional Capabilities Framework level for student social workers. The programme team understands the dynamic nature of change within social work practice and therefore, the importance of adapting to contemporary developments in practice. The programme also adopts an international perspective which recognises that social problems and service user needs are both socially and culturally constructed. This means that social problems and issues are not fixed but change over time and place and are influenced by important factors such as legislation and cultural norms.



You will undertake a variety of modules across the whole curriculum which will enable you to enjoy a more coherent learning experience and present at interview as a graduate social worker who has a complete understanding of knowledge and understanding for practice at ‘qualification level’. Teaching and learning will take place via a programme of block teaching and block placements. Team teaching is also utilised across the whole programme, allowing staff to contribute in the whole curriculum. Altogether, the structure of the curriculum is delivered in a logical sequence and provides a coherent learning experience that is clearly aligned to the programme outcomes. This is a three-year, full-time programme and the learning outcomes for each year are also aligned to the Professional Capabilities Framework. Year 1 is seen as crucial in building a solid foundation in all aspects of social work. You are introduced to the key concepts in social work knowledge, theory and practice skills so that by the end of the year you have a basic, but solid grounding. Progression between levels is characterised by development of people’s ability to manage complexity, risk, ambiguity and increasingly autonomous decision-making across a range of situations. The PCF level for Year 1 is defined as ‘readiness to practice’ and prior to your first placement, you should have demonstrated basic communication skills, ability to engage with users, capacity to work as a member of an organisation, willingness to learn from feedback and supervision, and have the basic social work values, knowledge and skills in order to be able to make effective use of your first practice placement. Year 2 builds on the knowledge and skills which were gained in Year 1 and takes you to the next level demanding a more critical consideration of the social work task. Prior to your first placement learning experience, you will examine ‘Working with Children, Young People and Families’. This module includes teaching related to different assessment and intervention strategies for working directly with children; communication practices for working with difficult to engage service users; the impact of substance misuse and the opportunity to explore in more detail the legal context of work with children and families and issues about safeguarding and risk (building upon your knowledge gained in the first year). Similarly ‘Working with Adults’, provides you with the opportunity to explore adults’ experiences from different service user groups, such as mental health, learning and physical disabilities and working with older people. Where possible, issues will be explored in tandem across the two modules, sometimes aided by using the same lecturers across both modules. Both modules make use of skills days to allow you to begin to demonstrate your understanding in applied ways. These two modules very clearly link to the modules in Year 1 but allow you to begin to appreciate how to apply your knowledge and understanding in a practice setting and it follows therefore that you will complete these modules before the 70-day block placement. Within the placement you are supported by a qualified practitioner and progress review visits will be made by your University tutor. Following completion of the placement, you will complete a further six-week teaching block where you will have the opportunity to reflect upon your practice experiences and explore your understanding of the social context of social work in ‘Living and Working in Groups, Communities and Society’. In addition, the module Applied Research for Social Workers, will develop your ‘research mindedness’ and support your learning to



complete your dissertation in your final year. Year 2 aligns to the PCF level of ‘End of First Placement’. Year 3 expects you to be analytical and evaluative and working to a higher level where ethical considerations, as well as practical and theoretical aspects, should be apparent in all academic work and in placement. This is facilitated most specifically within the modules of Social Work Theory, Values and Ethics, Working in Organisations and the Dissertation module. During your final year, you will complete a 100-day block placement plus five recall days followed by a two-week consolidation block at the University during which time you have opportunities to demonstrate your learning and development. You will undertake an assessed presentation during which you will be able to reflect upon your learning and development during the course. You should have demonstrated your ability to apply the knowledge, skills and values needed to work with a range of user groups, the ability to undertake a range of tasks and the capacity to work with more complex situations. Upon successful completion of your social work degree you will have demonstrated your professional development at qualifying level (under the PCF level of end of last placement/qualification) and will then be eligible to apply for registration with the HCPC as a social worker and once in employment, commence the PCF ‘Assessed and Supported Year in Employment.’ 6 PROGRAMME AIMS AND OUTCOMES – WHAT WILL I LEARN?

The specific aims of the programme are designed to enable you to:

Meet the requirements for eligibility to apply to register as a social worker with the HCPC.

Develop and apply the Professional Capabilities Framework (from Year 1 to Year 3) to specific social work practice contexts and as basis for continuous professional development in order to meet the employer requirements for the PCF level of ‘Assessed and Supported Year in Employment’.

Develop a range of effective communication skills, to work in partnership with service users, carers and other professionals.

Develop an understanding of social work as a contested activity, both nationally and internationally, with differing perspectives on its role alongside an understanding of its legal duties and responsibilities.

Develop the ability to integrate knowledge of ethical issues and professional values within assessments and interventions and contact with other professionals.

Exercise an appropriate level of autonomy and initiative in individual decision-making within the context of supervisory, collaborative, ethical and organisational requirements.

Develop the use of research and enquiry techniques with reflective awareness, to collect, analyse and interpret relevant information and to plan, undertake and evaluate a self-managed dissertation.



6.1 Programme Outcomes

The programme outcomes, listed below, describe the knowledge and skills that you should acquire at the end of the programme. These reflect the requirements of the University, the Quality Assurance Agency (QAA), The College of Social Work and the Health and Care Professions Council. Knowledge and Understanding Demonstrate a comprehensive and detailed knowledge of human growth

and development and apply to social work practice. Analyse and evaluate the legal and policy frameworks and guidance that

informs and mandates social work practice and apply to professional judgement.

Synthesise and critically appraise knowledge about how social processes can lead to marginalisation and discrimination and the differential impact on service users and consequent demand on service provision.

Synthesise and critically appraise relevant social research and evaluation methodologies and the evidence base for social work and apply as appropriate to assessment and intervention strategies.

Synthesise and critically appraise sociology and social welfare concepts and influences impacting on social work practice.

Analyse and evaluate the impact of ethical and legal issues and take account of these in the decision-making process in social work practice.

Plan, undertake and evaluate a negotiated, self-managed major project.

Cognitive/Intellectual Skills Synthesise, appraise and evaluate multiple sources of information to

inform decision-making, keeping the service user at the center of practice outcomes.

Question orthodoxy and the reliability and validity of information informing social work practice, showing a capacity for logical, systematic argument that demonstrates critical and reflective reasoning.

Demonstrate intellectual flexibility by knowing how to formulate, evaluate and review hypotheses in response to new information and apply in practice.

Synthesise and critically appraise conceptual issues derived from social work practice to ensure that practice is proactive, preventative, innovative and creative.

Show confidence and flexibility in the assessment of complex problems and risk situations and use comprehensive and appropriate knowledge and skills to inform social work practice.

Practical/Professional Skills Build and sustain professional relationships with service users, carers

and colleagues as both an autonomous practitioner and collaboratively with others.



Work confidently, autonomously and with initiative with service users and carers, to enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources.

Practice ethically in complex, changing contexts and manage uncertainty whilst working within the legal frameworks that govern social work practice and justify and be accountable for decisions and recommendations.

Work autonomously in situations involving complexity and inter-personal, ethical or professional conflict, using supervision, and within the agreed standards set by the HCPC.

Demonstrate confidence and professional commitment in the application of the values of social work in relation to diversity, social justice and anti-discriminatory practice, and an ability to challenge existing practice using balanced, logical and supported arguments.

Demonstrate judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse.

Key Transferable Skills Plan, manage, review and evaluate own learning and skills and plan for

future learning needs. Demonstrate employment potential and a commitment to continuously

reviewing and updating knowledge and skills as part of career-long development with reference to the Professional Capabilities Framework.

Communicate clearly, fluently and effectively in a range of styles appropriate to context, age and mental capacity and needs of service users.

Engage effectively in inter-professional and inter-agency communication. Communicate orally in a variety of contexts including ability to act as an

effective advocate, present arguments and debate with other professionals; to confidently prepare and present formal reports in a court, tribunal and panel with minimal supervision.

Select, apply and evaluate appropriate numerical and statistical methods for complex tasks appropriate to the social work task.

Select, evaluate and use appropriate IT skills for different tasks appropriate to the practice and organisational context.

Recognise and evaluate factors which enhance group processes and team-working and modify and evaluate own personal effectiveness within a team and as part of an organisation.

Recognise and contribute to the analysis of processes designed to evaluate service and individual outcomes.

Personal Development Profile (PDP) As part of your ongoing development whilst on the programme you will be expected to complete a Personal Development Profile. The PDP will be introduced in Year 1 as part of your portfolio for Principles of Practice for Social Work, whereupon it will be consolidated and developed throughout the course. Your PDP will inform your tutorials in your first year where you will have the opportunity to measure and evaluate your own progress academically and in relation to the PCF. The use of



your PDP relates directly to Level 9 of the PCF - Professional Leadership, taking responsibility for your professional learning and development.

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7 WHAT WILL I BE STUDYING?

Programme Modules

Level 4

Code Title Credits Status Non-Compensatable

SWK1035-N Principles and Practice of Social Work 30 Core x

SWK1036-N Human Transitions and Lifespan Development 30 Core x

SWK1037-N Law and Social Policy for Social Workers 30 Core x

SWK1038-N Safeguarding 30 Core x

Level 5


SWK2029-N Working with Children, Young People and Families 20 Core x

SWK2030-N Working with Adults 20 Core x

SWK2031-N Practice Placement 1 40 Core x

SWK2032-N Applied Research for Social Work 20 Core x

SWK2033-N Living & Working in Groups, Communities and Societies 20 Core x

Level 6


SWK3070-N Social Work Theory, Values and Ethics 20 Core x

SWK3071-N Working in Organisations 20 Core x

SWK3072-N Practice Placement 2 40 Core x

SWK3073-N Dissertation 40 Core x

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7.1 DIAGRAM OF PROGRAMME STRUCTURE

OCT

NOV

DEC

JAN

FEB

MAR

APR

MAY

Principles & Practice of Social Work

Human Transitions & Lifespan Development

Law and Social Policy for Social Workers

Safeguarding

Y E A R

1

Working with Children, Young People and Families

Working with Adults

Living and Working in Groups, Communities and Societies

Practice Placement 1

Applied Research for Social Workers

Social Work Theory, Values and Ethics

Practice Placement 2

Dissertation

40

Y E A R

2

Y E A R

3 Working in Organisations

PCF Y E A R

1

PCF YEAR 2

PCF YEAR 3



7.2 Module Overview

The following section provides a brief overview of the different modules which you will be expected to study during the three-year programme. Further details of the different Modules Guides can be found at e-learning@tees.

Year 1 Principles and Practice of Social Work Module Team: Juliette Oko and Mike Wren This module aims to give you an effective working knowledge of concepts relating to professional conduct, practice, professional identity and professionalism while developing relationships with others, working in teams, developing literacy and IT skill opportunities. The module will also include the importance of developing appropriate communication skills based upon good practice of working in partnership with service users, and partners from practice. In addition, you begin to compile a Portfolio of Evidence to demonstrate your learning and development. This portfolio will demonstrate Essential Evidence for readiness for direct practice in social work in line with the PCF. The module is assessed through a written reflective essay of Year 1 learning concentrating particularly on the use of effective communication skills in social work and also a Portfolio of Evidence demonstrating evidence of learning across the PCF. At the end of the first year your assessments should demonstrate your Readiness for Direct Practice. Law and Social Policy for Social Workers Module Team: Charlotte Chisnell & Phil Watson This module introduces you to the legal and social policy context in which social workers practice. It will provide an understanding of how the legal and social work system interact. You will gain an overview of the development of the welfare state and the theoretical models which influences its development. There will be an exploration of what it means for social work to be a legally mandated profession, through an introduction to the different sources of law. Assessments will consist of a case study in which you will apply differing legal frameworks to practice and an essay which applies ideological perspectives to practice scenarios. There will also be an opportunity for you to present a case within a court room setting. Safeguarding Module Team: Charlotte Chisnell and Stephanie Smith Paul The module will provide you with a contemporary overview of the field of safeguarding children and vulnerable adults together with an understanding of the principal theories on the causation and effects of abuse, alongside a theoretical appreciation of contemporary understanding of perpetrators of abuse. The module content will include a critical exploration of the legal, policy and procedural frameworks that underpin safeguarding and the

mailto:e-learning@tees



importance of assessment. You will have the opportunity to critically review the concept of resilience and of the practice of risk assessment, risk management and the use of protective interventions in safeguarding practice. Assessment is by an unseen examination incorporating case scenarios which will evaluate key issues in relation to safeguarding children and vulnerable adults. Human Transitions and Lifespan Development Module Team: Caroline Kelly and Jim Greer The module is designed to give you an understanding of human development across the life course which will help you to understand, empathise with and work successfully with service users. This module takes account of the fact that human development is a lifelong process and that it is not always linear or predictable. The module will also consider the influence of biological, psychological, social and cultural influences on human development and the impact of socioeconomic and political factors on people’s life chances. International and cross-cultural perspectives on human development will be examined and the importance of diversity will be emphasised. Assessment within this module will include a group presentation and a written assignment. Year 2

Working with Children, Young People and Families Module Team: Charlotte Chisnell The module will enable you to gain knowledge and insight into the problems and issues which are faced by children, young people and their families and will build on the knowledge gained in the first year safeguarding module. The content will also include service user and carer input which will lead to a critical examination of service users and carers experience relating to social work involvement in their lives. It will critically examine current service provision and consider how services can be more child-centred. The growing awareness of the need for early intervention and preventative approaches will be considered against a backdrop of limited resources. Assessment within this module will be to compile a report for a government minister in relation to the wellbeing and outcomes for children and young people. You will also be expected to apply your knowledge and understanding to a specific service user group.

Working with Adults Module Team: Phil Watson and Caroline Kelly The module aims to enable you to gain insight into and understanding of the concepts of social exclusion and inclusion, discrimination, personalisation and choice, recovery and disability rights and individual/personal budgets. These concepts will be discussed within the context of current policy responses; you will critically analyse the degree to which these responses correspond to the needs of service user groups and explore the ideological foundation of these service responses.



For your assessment you will be presented with a case study which requires you to explain how you would work in partnership with a service user and their relatives/carers to provide them with a package of support.

Living and Working in Groups, Communities and Societies Module Team: Mike Wren Sociological, strengths-based and psychological theories will be discussed in the context of their application to social work practice. The module will look at how social work responds to problems and issues within families and wider social systems, and also considers how social workers can further develop community and systems-based approaches. There is a 4,000-word essay for this module in which students identify the strengths, social problems and tension which exist in communities, groups and societies. This will be based upon on aspects of structural inequality that are directly relevant to contemporary social work practice.

Applied Research for Social Workers Module Team: TBA This module will help you develop skills necessary to become a research minded and evidence-based practitioner. This module also aims to give you an effective working knowledge of how to conduct appropriate research relevant to your practice experience. You will develop a sound theoretical knowledge of research methods underpinning qualitative and quantitative research studies. The module will encourage you to evaluate research evidence and the application to practice. The emphasis will be on the application of these skills to professional development. You will carry out an evaluation of pieces of published research and complete a research proposal which may form the basis for your final year dissertation. Year 3

Social Work Theory, Values and Ethics Module Leader: Juliette Oko This module will allow you to consolidate your understanding of social work theory, values and ethics and enable you to develop your critical understanding of how these issues impact on contemporary social work practice. In particular, it focuses on how different views about the nature of society influence different views about the nature and purpose of welfare and adopts a social construction approach to understanding these questions. Ethical theories are also considered and reviewed as a means of aiding ethical decision-making.

Assessment consists of an individual assignment of 4,000 words. Working in Organisations Module Leader: Mike Wren This module will critically consider the organisational context in which contemporary social work agencies operates in. It will explore the importance and challenges of multi-agency and multidisciplinary working alongside



exploring the legislative and policy context of practice and how it effects change. Working in partnership with different professionals and service users and carers will be a core theme within the module, particularly in relation to issues of power and inequality. There are two assessments in this module which will be based around an organisational analysis and a reflective case study.

Dissertation Module Leader: Stephanie Smith Paul In your final year, you will complete a dissertation which will be based upon a critical exploration of a topic selected by yourself, and in consultation with your dissertation tutor. The topic will be relevant to social work practice or the knowledge base for social work and will be based upon an extended literature review. Dissertation workshop sessions will be held prior to your final year placement.

The assessment will be an 8,000-word written assignment.

Placements During the three-year course you will have the opportunity to undertake two block placements. The first placement will take place in your second year and will consist of 70 days of assessed practice and your final placement will take place in Year 3 and will consist of 100 days of assessed practice.

Prior to your placements you will be asked to complete a placement request form which will be used by the placements co-ordinator to identify suitable placement opportunities. There are a range of different placements in both adult and children’s settings which will offer you a variety of learning opportunities. You will need to have experience in each of these areas at qualifying level.

The skills days will support you in consolidating your learning from University and consider how this applies to practice. On placement you will be supervised by a suitably qualified and registered Practice Educator as outlined by the College of Social Work guidelines and will be visited by your University tutor to complete progress reviews. Learning materials from your University-based modules will also be available via the University Virtual Learning Environment (VLE). During your placement you will have to produce a Portfolio of Evidence to demonstrate your understanding and application of the PCF together with evidence of activities and practice that can be crossed referenced to HCPC Standards of Proficiency. At the end of your placement your portfolio will be reviewed by a Practice Advisory Panel (PAP). This panel consists of both practitioners and academic staff who will ensure that appropriate standards of proficiency have been achieved and therefore act as a quality assurance mechanism. Your final year portfolio will evidence your professional development to qualifying level.

Disclaimer! The Practice Placements Department will ‘stream’ placements (split into two or more groups) where necessary. At short notice the



Department may change a student’s placement should it become necessary. Students must regularly check the Arc PowNet site for amendments. 7.3 Student Journey 2016-2017 Timeline BA (Hons) Social Work

Wk Terms Date First year intake

Second year intake

Third year intake

0 26/9 Induction

1 1 3/10 University University University





6 1 07/11 University University Placement


8 1 21/11 University Placement* Placement**

9 1 28/11 University Placement Placement



Xmas 19/12 Christmas Placement Placement

Xmas 26/12 Christmas Christmas Christmas

Xmas 02/1 Christmas Christmas Christmas












23 2 27/3

Easter 03/4 Easter Easter Placement

Easter 10/4 Easter Easter Easter

Easter 17/04 Easter Easter Easter





P* = 2nd year placement 70 day block P** = 3rd year placement 100 day block NB: dates for Year 2 and 3 will vary due to the University calendar.



8 HOW WILL I LEARN? The team are committed to fostering and consolidating effective learning by developing learning and teaching strategies that engage and engender curiosity. We therefore recognise the importance of providing clear learning and teaching structures together with clarity around the module learning outcomes and what is expected from the assessment tasks. To ensure these outcomes have been met the team will utilise a variety of different learning and teaching strategies. Teaching methods include:

Service users and carers sharing their experience of the social work process to enhance the focus of participation and partnership working

Practitioners highlighting the importance of inter-agency and multidisciplinary working

Statutory, voluntary and independent agencies highlighting the different contexts of contemporary practice

Keynote lectures

Seminars

Use of online and distance learning and e-learning@tees, including social media technologies

Self-directed independent study

Individual and group tutorials Learning methods include:

Group work learning tasks for collaborative problem-solving

Problem-based learning

Case studies to highlight the application of knowledge and skills

Group presentations

Student role-play simulations to enhance non-verbal and verbal communication skills

Shadowing and observation of practice

Practice-based learning Assessment methods include:

Essays, case-studies, reports, individual and group presentations.

The teaching and learning strategies demonstrate a creative range of methods to engage you in your learning and understanding of social work. The variety of methods appeal to a diverse student group with different approaches to learning and learning tasks are contextualised to allow you to make sense and apply understanding. The team recognise that social work is an applied activity that requires a dynamic relationship between theory and practice that allows you to reflect upon your learning experiences in both University and on placement so that you can see how both experiences interact and inform each other. The learning tasks allow you to work together and independently to develop your understanding



and become confident in your knowledge and skills and adaptable to the changing context of knowledge formation and its ‘real life’ application. Details of the assessment criteria for each module can be found within the Module Guides (and are available via their e-learning@tees site). There are also detailed Assessment and Progression Regulations (see Procedures and Regulations for more information) and the Standard Undergraduate Assessment Regulations. We strongly recommend that you familiarise yourselves with these. The Assessment and Progression regulations for undergraduate award are available on Teesside University website: http://www.tees.ac.uk/docs/index.cfm?folder=student%20regulations. The following tables give an outline of the types of assessment that you will undertake during your studies. These assessments are indicative and may be changed during the course of your studies. The Module Leaders will provide details of submission requirements for assessed work.

http://www.tees.ac.uk/docs/index.cfm?folder=student%20regulations



ASSESSMENT CHART

Module Name Formative Assessment

Type and Week of Completion

Summative Assessment Type and Week of

Submission

Year 1

Human Transitions and Lifespan Development SWK 1036-N

Group Presentation (50%)

Week 11

2,000-word Written Assignment (50%) Week 19

Law and Social Policy for Social Workers SWK1037-N

2,500-word Essay (100%)

Week 13

Presentation (Pass/Fail)

Week 18

Safeguarding SWK1038-N

3-hour Examination (100%)

Week 21

Principles and Practice of Social Work SWK1035-N

Assessment & Communication Skills Day Week 18

Portfolio of Skills Development (Pass/Fail)

Week 27

3,000-word Essay (100%)

Week 27

Year 2

Working with Children, Young People and Families SWK 2029-N

1,000-word Plan for Report Week 7

4,000-word Report (100%) Week 11

Working with Adults SWK 2030-N

4,000-word Case Study (100%) Week 16

Practice Placement 1 SWK 2031-N

2,000-word critical commentary (100%) Week 24

Portfolio of Evidence (Pass/Fail) Week 24

Applied Research for Social Workers SWK 2032-N

4,000-word Assignment (100%) Week 27



Living and Working in Groups, Communities and Societies SWK 2033-N

4,000-word Essay (100%) Week 28

Year 3

Social Work Theory, Value and Ethics SWK 3070-N


Working in Organisations SWK 3071-N

10-minute Presentation Week 4


Dissertation SWK 3073-N

8,000 Dissertation (100%) Week 25

Practice Placement 2 SWK 3072-N

Portfolio of Evidence (Pass/Fail) Week 26

Presentation (100%) Week 28 & 29

External Examining

Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called external examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another university who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and attending the assessment boards to endorse results. They then produce an annual report which tells us about any concerns they have and any good practice they have identified. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision. The main External Examiner for your course is Jenny Dale, who works at Worcester University. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note, that you are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Programme Leader.



9 PROGRAMME REGULATIONS The Regulations for your Programme These are available through the SOHSC Student Intranet on the e-directory. In conjunction with these regulations it is important that you read carefully the SOHSC Student Essential Guide that describes the process for submission of assignments, summative feedback return, mitigating circumstances, extensions, plagiarism and referencing and also highlights policies relating to consent and confidentiality etc. You will also find information on where and how to seek support from the Students’ Union and Student Services. The programme has been developed to reflect:

QAA and Professional Academic Standards and Quality Expectations in relation to academic standards and quality of learning outcomes (UK Quality Code for Higher Education, QAA, 2012)

Professional Standards for Social Work Framework (The College of Social Work, 2012)

HCPC Standards of Proficiency - Social Workers in England (HCPC, 2012) Expectations in relation to professional standards (Please refer to: www.hcpc-uk.org)

On joining the programme you will be required to familiarise yourself with these standards and be expected to work to the spirit of them throughout the duration of your programme. You will be asked to sign a declaration to state that you are prepared to meet these requirements. Whistleblowing As a student social worker you have an obligation to report to an appropriate authority any breaches of the HCPC Standards of Proficiency. The University recognises the vulnerability sometimes felt by you and has procedures which will provide you with protection and support in such situations. Where you believe that there may be a breach of any aspect of the standards, whether by a fellow student, colleague or an employer you must report this to the Subject Leader for social work or in their absence to a member of the School Management Team (Dean, Deputy Dean or Assistant Dean). You will then be supported in following the School’s whistleblowing procedure. Unless there is a proven case of failure to act in good faith, malicious intent or deliberate and unjustifiable attempt to bring the individual into disrepute, there will be no adverse consequences for you. Consent and Confidentiality Within health and social work we have to maintain and protect confidentiality and also ensure that any information we use with respect to a client is with their full consent. You are required to adhere to the School policy for consent and confidentiality (See Appendix 4). There is also an expectation that within class you also maintain and respect your fellow students’ learning experiences which may be confidential and therefore what is discussed within the classroom stays within the

http://www.hcpc-uk.org/

http://www.hcpc-uk.org/



boundaries of that class. You must obtain the permission of the class Module Leader if you wish to record lectures, although the Module Leader retains the right to refuse the use of student recording devices within class if this inappropriate or compromises your fellow students’ confidentially. You must also recognise that you have a duty to protect the most vulnerable in society and it would not be appropriate to keep confidential information that you believe, for example, would help with the protection of children or a vulnerable adult(s). Failure to disclose such information may not only enable any harm to continue but could lead to consideration of inappropriate professional conduct under the School’s Fitness to Practise procedures. 10 HOW DO I FEED BACK VIEWS ABOUT THE PROGRAMME? The programme team hopes that you will find the social work programme both interesting and rewarding. We always welcome constructive comments from you and strive to continually re-develop and refine modules in response. Your informal comments will be valued but there is also a formal evaluation procedure built into the programme. You are asked each year to elect two or three students from your year to represent your student group views and act as student representatives. There is full support and training for this role from the Students’ Union. Issues raised can then be taken to the Programme Leader, Subject Leader and to the Programme Board. In addition, the programme also schedule times in your timetable for student forums, which are informal opportunities for your year to discuss any issues about the course and feed these back to the Programme Leader for consideration and response. The Module Leader will use qualitative approaches for evaluating modules. We are interested in your views on the relative strengths and weaknesses of the modules and also on your experience of the programme as a whole. Comments that you may have and suggestions for improvement will be valued and appreciated. All module evaluations are considered by the Module Leader and form part of the commentary within an end-of-year Module Report. These are subsequently passed to the Subject Leader for review. The Subject Leader looks at all Module Reports and collates an overall programme/subject report which is scrutinised by an Assistant Dean. In this way areas of good practice are identified and any problems areas can be dealt with. End-of-year reports may be posted on the programme e-learning@tees site for you to see. We will also ask you to evaluate the first year of the course. Again the comments that you may have and suggestions for improvement that you may wish to make will be valued and appreciated. Previous student evaluations have led to the consideration of development within a number of the modules on the programme.



Different Modes of Communication/Student Lifecycle Feedback Map

When you will receive Feedback

Examples of the type of Feedback you will Receive

Who will give you this Feedback

Induction

Annual Induction (Academic)

Expectations of the programme

Programme team

Taught Sessions

Within Academic Modules

Verbal (ongoing within class)

VLE feedback on cohort’s progress

Formative feedback (during class or via VLE)

Individual/group tutorials

Summative feedback (following completion of an assessed piece of work via VLE)

Formal module feedback

Feedback on in-class activities

Module Leader

Module Leader

Module Leader

Module Leader

Module Leader

You

Module Leader, You/Peers

Within Practice Modules

Verbal and/or written feedback on your progress

Self-assessment of your progress (e.g. portfolios)

Mid & final placement reviews

End of placement report

Practice Educator

You

Practice Educator & Personal Tutor

Practice Educator

Student/Staff Meetings

Student Forums (held termly)

Verbal feedback on action taken as a result of your comments

Programme team

Programme Boards Information on what the programme team has done as a result of feedback from previous cohorts

Information on what the programme team has done as a result of feedback from your cohort

External Examiners’ comments on your programme of study

Course Representatives



At Appropriate Points in Your Programme of Study

Feedback on professional behaviour, attendance, personal and professional

Personal Tutor; Practice Educator



development

11 HOW WILL I BE SUPPORTED TO SUCCEED? There are a number of different support mechanisms in place to help you during your studies here at Teesside University. The Information Desk in the Centuria building acts as useful resource for you. Information about specific services available can be found in the SOHSC Student Essential Guide. https://sohsc.tees.ac.uk/sites/handbook/ Subject Leader – Jim Greer The Subject Leader has ultimate responsibility for the programme and staff. He will oversee the programme in consultation with the Programme Leader. Programme Leader – Charlotte Chisnell The Programme Leader will have responsibility for the co-ordination of the programme’s quality and delivery, ensuring that the philosophy and aims of the programme are realised. They will ensure that the programme keeps abreast of contemporary research and development within the field of social work. The Programme Leader is responsible for ensuring that student induction occurs. They will monitor student evaluations, quality assurance mechanisms, co-ordinate Programme Boards and liaise with Subject and Module Leaders. The Programme Leader also has a role in monitoring the progress of all students on the programme including the allocation of Personal Tutors. Personal Tutor You will be allocated a Personal Tutor who:

Is your first point of contact

Provides academic and pastoral support, referring the student to the Module Leaders or central support services where appropriate

Monitors your attendance

Tracks and provides feedback on your progress

Attends Progression and Award Boards where details of your progress are discussed

Tutorial support will be the main source of support to you to enable you to complete your programme. We therefore aim to ensure that you have the same tutor throughout the programme. Your tutor will also visit you on placement and is well placed to represent your learning needs to the placement and placement issues to the programme. The tutorial relationship is an important one, particularly at times when you may be experiencing difficulties that impact on your learning experiences. Should such occasions arise the tutor will offer support directly or make sure that other resources are made available, for example from Student Services. In addition, the tutor will ensure that University procedures are followed and that your views are appropriately represented and understood.

https://sohsc.tees.ac.uk/sites/handbook/



You are expected to be proactive in arranging and engaging in tutorials. Practice Educator In addition to tutorials you will be provided with support from a Practice Educator when on placement. The purpose of this person will be to review progress and to ensure that you have sufficient support and are able to provide sufficient quality of evidence of your practice. Practice Educators facilitate, advise and encourage learning and application of learning to practice. A Practice Learning Agreement should be completed within two weeks of the start of your placement, and is developed in consultation with yourself, your Practice Educator and your Personal Tutor to ensure that appropriate learning opportunities are identified and to clarify roles and responsibilities of you and your Practice Educator. Senior Lecturer/Placement Co-ordinator The Senior Lecturer/Placement Co-ordinator will arrange student placements with consideration to the student and agency needs and requirements, work with students, placement providers and Practice Educators to monitor and evaluate suitability of the placement experience and act as a point of contact regarding student/placement concerns in the absence of the student’s Personal Tutor. Module Leader Each module will have a designated member of staff who will provide academic guidance regarding issues related to the module. The Module Leader will be able to give specific guidance if you are experiencing any difficulties with the content of the module or if you have queries about the assessment strategy. Dissertation Supervisor In your final year, you must complete a dissertation, and will be allocated a Dissertation Supervisor who will be a member of the social work team. They will be able to offer you support and guidance for the duration of your independent research study. Examination Officer The Examination Officer will co-ordinate the assessment process. Student Services Details of Student Services, the Library, regulations and IT skills can be found in the University Student Handbook and School Student Essential Guide. Student Support Officer Our Student Support Officer is Sam Evans and she is located in H0.51. Sam is available Tuesdays and Wednesdays 9am-4pm and Thursdays 9am-2pm. Sam’s role ensures that she is readily available to students; there is no need to book an appointment, just call in. Sam can provide you with information about resources within the University, and direct you to the appropriate support. You can contact Sam via email on [email protected] or telephone on 01642 738151.




Disability Coordinators The School Disability Coordinators are Jacquie Horner and Sally Stapley. The generic email for this service is - [email protected] The Learning Hub The Learning Hub is located on the ground floor of the Library. Guidance is offered to all you on developing their skills as independent learners and on related areas including maths and statistics. Drop-in workshops on topics such as referencing, finding information and writing essays are available throughout the year. Learning Hub staff collaborate with your School to ensure that in-depth help is available to you. Online information on topics such as referencing, writing essays and information literacy can be accessed via the Library website at http://lis.tees.ac.uk or telephone 01642 342100.

http://lis.tees.ac.uk/



APPENDIX 1 GLOSSARY OF COMMONLY USED TERMS Accreditation of Prior Learning (APL) allows credit for previous learning and experience, usually in the form of an exemption from part of a course. Assessment The process of checking and marking your coursework. Depending on your course, assessments may include examinations, essays, project work, reports or a combination of any of these (see Formative Assessment and Summative Assessment). Assessment Board A meeting of the academic staff and the External Examiners to agree the marks for each student (see also Module Board and Award Board). Award The outcome or result of your course, including a degree, certificate or diploma. Award Board A meeting of the academic staff and the External Examiners to agree the award for each student or to agree that a student can progress to the next part of their programme. Campus This refers to the University buildings and facilities in a particular location. Careers Service Teesside University Careers Service – (342260) provides expert information and advice on career prospects, including help in developing CVs. Core Module Course modules that are compulsory or required and must be completed successfully in order to gain an award. Degree Undergraduate degree qualification awarded by the University. Degree Classification The grading scheme for undergraduate degrees. Honour’s degrees can either be first class, 'upper' (2:1) and 'lower' (2:2) second class, or third class honours. Dissertation This is a major written piece of work or research project undertaken in the final year of an undergraduate honour’s degree course.

http://www.mmu.ac.uk/careers/



Enrolment The process where you become registered at the University. This must be done at the beginning of every year. Exams Officer The member of the academic staff responsible for collating all student results and presenting these to a Module Board. Formative Assessment Is designed to provide learners with feedback on progress and inform development, but does not contribute to the overall assessment outcome (see Summative Assessment also). Graduate Someone who has successfully completed a degree programme at the University. HCPC Health & Care Professions Council the national regulatory body for social work. Interruption of Studies The process whereby you can have a break in your studies usually due to unforeseen circumstances. This must be fully discussed and agreed with the Programme Leader. Lecturers or Tutors Lecturers and tutors are members of the University academic staff and have responsibility for teaching and helping you with your studying. Levels Level 4 refers to the first year of a University course and Level 5 to the second and Level 6 to the third year. Long Extension is up to the end of the academic calendar year/end of re-sit period (August) and is normally only offered to full-time students. MITS (Mitigating Circumstances) A procedure where you can ask for particular circumstances that may have affected your studies to be taken into account. This must be identified to the module tutor prior to the assignment hand-in date. Retrospective mitigating circumstances may sometimes but (not guaranteed) be granted via the Mitigating Circumstances Board based on evidence provided by you from, for example, your GP. Module Board A meeting of the academic staff and the External Examiners to agree the marks for each student. Module Leader The lecturer responsible for the delivery, assessment and review of a module of study.



Off-site Practice Educator Someone who works with another member of staff within your placement to offer support and guidance and to assess your competence against the Standards of Proficiency for Social Work. PAP (Practice Advisory Panel) This is a group of practitioners and academic staff who read your placement portfolios to ensure a consistent standard of quality. Placement Period of relevant work experience designed to give you an opportunity meet the requirements for the programme and the SOP’s. There are 170 placement days in the Social Work programme together with 30 skills days. Practice Educator Someone, usually a qualified social worker, within your placement to offer support and guidance and to assess your competence against the Standards of Proficiency for Social Work. Service User or User of Service Those members of the public with whom social workers work. Short Extension This is for up to and including seven days and is usually for one module. Summative Assessment Assessment designed to be used to determine grades or marks. The College of Social Work This is the voice of social work and it upholds and promotes the standards across all aspects of our professional practice Tutorial A study session during which an individual, or small group, meets with a tutor in order to discuss their work, progress or general course issues. Undergraduate An undergraduate is a student who is studying for a first degree. Someone who has already been awarded a degree from a University is known as a graduate.



APPENDIX 2

HCPC STANDARDS OF PROFICIENCY FOR SOCIAL WORK IN ENGLAND Registrant social workers must: 1 Be able to practise safely and effectively within their scope of practice 1.1 Know the limits of their practice and when to seek advice or refer to another

professional 1.2 Recognise the need to manage their own workload and resources and be able

to practise accordingly 1.3 Be able to undertake assessments of risk, need and capacity and respond

appropriately 1.4 Be able to recognise and respond appropriately to unexpected situations and

manage uncertainty 1.5 Be able to recognise signs of harm, abuse and neglect and know how to

respond appropriately 2 Be able to practise within the legal and ethical boundaries of their

profession 2.1 Understand current legislation applicable to the work of their profession 2.2 Understand the need to promote the best interests of service users and carers

at all times 2.3 Understand the need to protect, safeguard and promote the wellbeing of

children, young people and vulnerable adults 2.4 Understand the need to address practices which present a risk to or from

service users and carers, or others 2.5 Be able to manage competing or conflicting interests 2.6 Be able to exercise authority as a social worker within the appropriate legal and

ethical frameworks 2.7 Understand the need to respect and uphold the rights, dignity, values and

autonomy of every service user and carer 2.8 Recognise that relationships with service users and carers should be based on

respect and honesty 2.9 Recognise the power dynamics in relationships with service users and carers

and be able to manage those dynamics appropriately



2.10 Understand what is required of them by the Health and Care Professions

Council 3 Be able to maintain fitness to practise 3.1 Understand the need to maintain high standards of personal and professional

conduct 3.2 Understand the importance of maintaining their own health and wellbeing 3.3 Understand both the need to keep skills and knowledge up-to-date and the

importance of career-long learning 3.4 Be able to establish and maintain personal and professional boundaries 3.5 Be able to manage the physical and emotional impact of their practice 4 Be able to practise as an autonomous professional, exercising their own

professional judgement 4.1 Be able to assess a situation, determine its nature and severity and call upon

the required knowledge and experience to deal with it 4.2 Be able to initiate resolution of issues and be able to exercise personal initiative 4.3 Recognise that they are personally responsible for, and must be able to justify,

their decisions and recommendations 4.4 Be able to make informed judgements on complex issues using the information

available 4.5 Be able to make and receive referrals appropriately 5 Be aware of the impact of culture, equality and diversity on practice 5.1 Be able to reflect on and take account of the impact of inequality, disadvantage

and discrimination on those who use social work services and their communities

5.2 Understand the need to adapt practice to respond appropriately to different

groups and individuals 5.3 Be aware of the impact of their own values on practice with different groups of

service users and carers 5.4 Understand the impact of different cultures and communities and how this

affects the role of the social worker in supporting service users and carers



6 Be able to practise in a non-discriminatory manner 6.1 Be able to work with others to promote social justice, equality and inclusion 6.2 Be able to use practice to challenge and address the impact of discrimination,

disadvantage and oppression 7 Be able to maintain confidentiality 7.1 Be able to understand and explain the limits of confidentiality 7.2 Be able to recognise and respond appropriately to situations where it is

necessary to share information to safeguard service users and carers or others 8 Be able to communicate effectively 8.1 Be able to use interpersonal skills and appropriate forms of verbal and non-

verbal communication with service users, carers and others 8.2 Be able to demonstrate effective and appropriate skills in communicating

advice, instruction, information and professional opinion to colleagues, service users and carers

8.3 Understand the need to provide service users and carers with the information

necessary to enable them to make informed decisions or to understand the decisions made

8.4 Understand how communication skills affect the assessment of and

engagement with service users and carers 8.5 Understand how the means of communication should be modified to address

and take account of a range of factors including age, capacity, learning ability and physical ability

8.6 Be aware of the characteristics and consequences of verbal and non-verbal

communication and how this can be affected by a range of factors including age, culture, disability, ethnicity, gender, religious beliefs and socio-economic status

8.7 Understand the need to draw upon available resources and services to support

service users’ and carers’ communication, wherever possible 8.8 Be able to communicate in English to the standard equivalent to Level 7 of the

International English Language Testing System, with no element below 6.5 (The International English Language Testing System (IELTS) tests competence in the English language. Applicants who have qualified outside of the UK, whose first language is not English and who are not nationals of a country within the European Economic Area (EEA) or Switzerland, must provide evidence that they have reached the necessary standard. Please visit our website for more information.)



8.9 Be able to engage in inter-professional and inter-agency communication 8.10 Be able to listen actively to service users and carers and others 8.11 Be able to prepare and present formal reports in line with applicable protocols

and guidelines 9 Be able to work appropriately with others 9.1 Understand the need to build and sustain professional relationships with

service users, carers and colleagues as both an autonomous practitioner and collaboratively with others

9.2 Be able to work with service users and carers to enable them to assess and

make informed decisions about their needs, circumstances, risks, preferred options and resources

9.3 Be able to work with service users and carers to promote individual growth,

development and independence and to assist them to understand and exercise their rights

9.4 Be able to support service users’ and carers’ rights to control their lives and

make informed choices about the services they receive 9.5 Be able to support the development of networks, groups and communities to

meet needs and outcomes 9.6 Be able to work in partnership with others, including those working in other

agencies and roles 9.7 Be able to contribute effectively to work undertaken as part of a

multidisciplinary team 9.8 Recognise the contribution that service users’ and carers’ own resources and

strengths can bring to social work 9.9 Be able to work with resistance and conflict 9.10 Be able to understand the emotional dynamics of interactions with service

users and carers 10 Be able to maintain records appropriately 10.1 Be able to keep accurate, comprehensive and comprehensible records in

accordance with applicable legislation, protocols and guidelines 10.2 Recognise the need to manage records and all other information in accordance

with applicable legislation, protocols and guidelines



11 Be able to reflect on and review practice 11.1 Understand the value of critical reflection on practice and the need to record the

outcome of such reflection appropriately 11.2 Recognise the value of supervision, case reviews and other methods of

reflection and review 12 Be able to assure the quality of their practice 12.1 Be able to use supervision to support and enhance the quality of their social

work practice 12.2 Be able to contribute to processes designed to evaluate service and individual

outcomes 12.3 Be able to engage in evidence-informed practice, evaluate practice

systematically and participate in audit procedures 13 Understand the key concepts of the knowledge base relevant to their

profession 13.1 Recognise the roles of other professions, practitioners and organisations 13.2 Be aware of the different social and organisational contexts and settings within

which social work operates 13.3 Be aware of changes in demography and culture and their impact on social

work 13.4 Understand in relation to social work practice:

- Social work theory

- Social work models and interventions

- The development and application of relevant law and social policy

- The development and application of social work and social work values

- Human growth and development across the lifespan and the impact of key developmental stages and transitions

- The impact of injustice, social inequalities, policies and other issues which

affect the demand for social work services

- The relevance of psychological, environmental, sociological and physiological perspectives to understanding personal and social development and functioning



- Concepts of participation, advocacy and empowerment; and

- The relevance of sociological perspectives to understanding societal and structural influences on human behaviour

14 Be able to draw on appropriate knowledge and skills to inform practice 14.1 Be able to gather, analyse, critically evaluate and use information and

knowledge to make recommendations or modify their practice 14.2 Be able to select and use appropriate assessment tools 14.3 Be able to prepare, implement, review, evaluate, revise and conclude plans to

meet needs and circumstances in conjunction with service users and carers 14.4 Be able to use social work methods, theories and models to achieve change

and development and improve life opportunities 14.5 Be aware of a range of research methodologies 14.6 Recognise the value of research and analysis and be able to evaluate such

evidence to inform their own practice 14.7 Be able to demonstrate a level of skill in the use of information technology

appropriate to their practice 14.8 Be able to change their practice as needed to take account of new

developments or changing contexts 15 Be able to establish and maintain a safe practice environment 15.1 Understand the need to maintain the safety of service users, carers and

colleagues 15.2 Be aware of applicable health and safety legislation and any relevant safety

policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these

15.3 Be able to work safely in challenging environments, including being able to take

appropriate actions to manage environmental risk



APPENDIX 3 NINE PROFESSIONAL CAPABILITIES Professional Capabilities Framework for Social Workers in England Introduction 2.1 The Professional Capabilities Framework (PCF) is owned by The College of

Social Work. The capabilities are: PROFESSIONALISM - Identify and behave as a professional social worker, committed to professional development. Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. VALUES AND ETHICS - Apply social work ethical principles and values to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. DIVERSITY - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice. Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing. Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. KNOWLEDGE - Apply knowledge of social sciences, law and social work practice theory. Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for



practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. CRITICAL REFLECTION AND ANALYSIS - Apply critical reflection and analysis to inform and provide a rationale for professional decision-making. Social workers are knowledgeable about, and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. INTERVENTION AND SKILLS - Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse. Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. CONTEXTS AND ORGANISATIONS - Engage with, inform and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settings. Social workers are informed about and proactively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. PROFESSIONAL LEADERSHIP - Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management. The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.



APPENDIX 4

SCHOOL OF HEALTH & SOCIAL CARE

CONFIDENTIALITY AND INFORMED CONSENT GUIDELINES FOR STUDENTS

Confidentiality and Informed Consent are essential in the health and social care setting, as maintaining confidentiality and gaining consent promotes trust and individual choice for each client/patient. It is essential that as a student you abide by your respective professional code of conduct/codes of practice when gaining informed consent and maintaining confidentiality. It is important that you are aware that any breach of confidentiality or failure to gain informed consent, in any setting, will be deemed to be unprofessional conduct and may result in the School of Health & Social Care Fitness to Practise procedure being invoked. By ‘setting’ the School is referring not only to the practice environment but also within the University and a student’s digital presence i.e. social networking.

1. CONFIDENTIALITY When a patient/client/fellow student discloses information to a health or social care professional (including you as a student) it is reasonable to expect that this information is held in confidence. The professional has a duty of confidence not to disclose the information in a form that might identify the individual without their permission. This also applies to information disclosed to you by carers of service users and colleagues (fellow students, academic or practice staff):

Patients entrust us with, or allow us to gather, sensitive information relating to their health and other matters as part of their seeking treatment. They do so in confidence and they have the legitimate expectation that staff will respect their privacy and act appropriately. In some circumstances patients may lack the competence to extend this trust, or may be unconscious, but this does not diminish the duty of confidence. It is essential, if the legal requirements are to be met and the trust of patients is to be retained, that the NHS provides, and is seen to provide, a confidential service.

Department of Health (2003:3) Confidentiality. NHS Code of Practice

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4069253

“You must treat information about service users as confidential and use it only for the purposes they have provided it for. You must not knowingly release any personal or confidential information to anyone who is not entitled to it, and you should check that people who ask for information are entitled to it.





You must also keep to the conditions of any relevant data-protection laws and always follow best practice for handling confidential information. Best practice is likely to change over time, and you must stay up to date”.

Health & Care Professions Council - Standards of Conduct, Performance and Ethics Standard 2 - You must respect the confidentiality of service users.

http://www.hpc-uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethics.pdf

1.1 Maintaining Confidentiality in the Practice Setting

i. Students must not normally hold any personal information about clients or patients on any electronic or digital resource e.g. memory sticks, PCs (Exceptions to this must have been agreed at programme approval and be stated in the relevant programme documentation with clear guidelines given as to the management of this data).

ii. Documentation must not normally include client/patient/user/

information, i.e. care plans, assessment forms, prescription sheet, psychometric testing (Exceptions to this must have been agreed at programme approval and be stated in the relevant programme documentation with clear guidelines given as to the management of this data).

iii. To maintain anonymity of clients/patients/carers use generalised terms,

young, middle aged, office worker etc. iv. Information that by its very nature could identify the client/patient/

user/family/carer/staff members/students or colleagues, i.e. demographic details, unusual circumstances must not be used.

v. Documentation that identifies the workplace/practice setting must not be submitted if it is not in the public domain. Many documents are now available to the public and therefore they are not considered to be confidential. However, care needs to be taken as these documents linked with other detail could identify the individual. This would then constitute a breach of confidentiality.

All School-issued documentation, Trust and Organisation documentation which is included to authenticate attendance at workshops, fire lectures, study days etc. and supervisors’ testimony are permitted.

vi. Maintain anonymity of members of the workforce. (Signatures of staff

in the workplace who sign students’ official documentation is the exception)






1.2 Maintaining Confidentiality in Other Settings

i. Confidentiality must be maintained at all times and not just for practice. Remember you are expected to abide/work within the spirit of your code of conduct/practice when away from the University or practice area.

ii. The University is supportive of methods to promote learning and

therefore permits students to record all taught sessions unless instructed otherwise by their tutors. The recordings must be for your sole use. You are not permitted to share your recordings with others (other than with a transcriber to accommodate an identified disability need) or to put recordings in the public domain in any manner. However, many sessions within the School involve student discussions where students may disclose personal information. If this is the case the student must either not record or stop recording to maintain their peers’ confidentiality. You must inform your tutor at the beginning of a session that you will be recording the session to ensure they can give appropriate guidance during the session.

iii. Be careful when using social networking sites e.g. Facebook, Twitter,

as sharing information about fellow students may result in confidentiality being breached and a Fitness to Practise procedure instigated.

Please note that if confidentiality is breached in any piece of summative assessment then that piece of work will be referred and will receive a mark of ‘0’ (zero). If at first attempt you will not be eligible for resubmission. 2. INFORMED CONSENT The guiding principle when working with a patient/client/fellow student is that they have a right to determine what happens to them, it is a fundamental part of good practice. Legally and ethically an individual should give valid consent before any intervention commences. In a health or social care context where a professional does not respect this principle they may be liable to legal action by the individual or action by their professional body.

For consent to be valid, it must be given voluntarily by an appropriately informed person who has the capacity to consent to the intervention in question (this will be the patient or someone with parental responsibility for a patient under the age of 18,

someone authorised to do so under a Lasting

Power of Attorney (LPA) or someone who has the authority to make treatment decisions as a court appointed deputy). Acquiescence where the person does not know what the intervention entails is not ‘consent’. Department of Health (2009: 5) Second edition Reference guide to consent for examination or treatment.




You must explain to service users the care or services you are planning to provide, any risks involved and any other possible options. You must make sure that you get their informed consent to any treatment you do carry out. You must make a record of the person's decisions and pass this on to others involved in their care. In some situations, such as emergencies or where a person lacks decision-making capacity, it may not be possible for you to explain what you propose, get consent or pass on information. However, you should still try to do all of these things as far as you can. A person who is capable of giving their consent has the right to refuse to receive care or services. You must respect this right. You must also make sure that they are fully aware of the risks of refusing care or services, particularly if you think that there is a significant or immediate risk to their life. You must keep to your employers’ procedures on consent and be aware of any guidance issued by the appropriate authority in the country you practise in.

Health & Care Professions Council - Standards of Conduct, Performance and Ethics

Standard 9 - You must get informed consent to provide care or services.

As a student it is important that you inform the individual of your status and that permission is given for you to carry out any intervention/record the session. The individual must also be informed and consent given where the activity is not part of the individual’s care but is for the purpose of furthering your education. 2.1 Gaining Informed Consent for Summative Assessments.

You must adhere to your respective professional guidelines for documenting informed consent. Evidence of this must be visible in any of your written work submitted if individual client/patient/carer/family information has been utilised in your assessed work.

Consent is required for: i Case studies that contain specific client/patient/carer/user/family

information, i.e. problems, condition, demographic detail, unusual circumstances, employment.

ii Reflection that includes client/patient history or other significant

information (as above). iii Critical incidences that include client/patient history or other significant

information (as above). iv Information about colleagues.





Consent is not required for:

i. Critical incidences and generalised reflection, focusing on practice when discussing one’s own feelings about a situation rather than the specific circumstances of the patient/client.

Please note, that if informed consent has not been obtained for any piece of summative assessment that relates to a client/patient/user/carer/colleague, then that piece of work will be referred and will receive a mark of ‘0’ (zero). If at first attempt you will not be eligible for resubmission. Consent forms for students of the School of Health & Social Care can be obtained on the e-directory. To verify consent from patient/client or carer please use an informed consent declaration form. Your Practice Teacher/Mentor verifies that you gained consent from the individual(s) concerned. 3. CONCLUSION At the start of your course, usually in induction week, to ensure you gain an understanding of the principles underpinning confidentiality and informed consent you will be introduced to the concepts and their application to your chosen profession. You will also be asked to sign a form stating that you understand and will abide by the principles of confidentiality and informed consent. If you are unsure of the principles and how they apply to your practice then it is your responsibility to seek further guidance.

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