How To Write A Social Work Article

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1 Social Work Handbook for Final Placement Guidelines for Students and Practice Educators BA3 Academic Year Faculty of Health, Psychology and Social Care School of Social Work Birley Building 15 Bonsall Street Manchester M15 6GX

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3 Foreward Can we begin by thanking you for accepting a student on placement. As a social work programme we are entirely dependent on our good relationships with Practice Educators and agencies to ensure that our students are provided with good quality learning opportunities to ensure they progress to become good quality social workers. This, of course, is in everyone s best interests, most notably the users of the services in which we are engaged. We know that without you, this simply couldn t happen. The new requirements for the degree and post graduate degree in Social Work are now well established and these are based on the National Occupational Standards. In Greater Manchester there has been considerable work completed on 'harmonising' the placement process for all the programmes so that there are more or less the same expectations for agencies and students across the region. We are very keen to ensure Practice Educators feel fully supported in their role and we are providing an ongoing range of support meetings at MMU which we hope you will attend to learn more about the placement process, gain support for the issues stemming from your experience and to feedback to us on the degree. Thank you once again for the learning opportunities you are providing for this student and good luck! Social Work Programme Team The Layout of the Handbook The Social Work Practice Placement Handbook provides general guidance and information relating to the degree programmes offered by Manchester Metropolitan University. This handbook is laid out in sections so that particular information can be easily accessed by Practice Educators and students. Section 1 details the preparation students undertake prior to going out on placement and the process of placement. Section 2 deals with the roles of those involved in the placement and their respective responsibilities. Section 3 outlines the assessment requirements and the contents of the portfolio that the student is expected to compile. Section 4 covers the policies and procedures relevant to practice placements. Section 5 includes the National Occupational Standards for Social Work Key Roles 4, 5 & 6 and the HCPC Guidance on Conduct and Ethics for Students elements that students must provide evidence for. PLEASE NOTE THAT ALL PRO FORMAS AND DOCUMENTS FOR COMPLETION FOR THE PORTFOLIO ARE AVAILABLE FOR DOWNLOAD FROM: 1

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5 Contents FOREWORD 1 SECTION 1 Introduction 7 Process of Placement 8 SECTION 2 Roles of personnel involved in placement 11 Guidance on Placement Related Academic Assignments 17 Learning opportunities 19 Methods for obtaining evidence 20 SECTION 3 Requirements of students in assessed placements 25 Portfolio Requirements 27 Guidelines for completing portfolio - anonymity 28 Guidelines for completing portfolio Record Of Evidence 29 Placement Related Assignments 32 Practice Educator Report 39 SECTION 4 Programme Practice Assessment Panel 43 Problems on placement 44 Procedure for implementing anti-discriminatory policy 52 MMU Social Work Course anti-discriminatory position statement 54 Health and Safety Requirements 55 SECTION 5: APPENDIX Appendix 1: National occupational Standards for Social Work Key Roles 4, 5 and 6 HCPC Guidance on Conduct and Ethics for Students CONTACTS 67 3

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7 Section 1 Introduction Process of Placement 5

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9 Introduction to BA And MA in Social Work To Practice Educators As previously stated the requirements for the social work degree are based on the National Occupational Standards (NOS) for qualified social workers. These standards are underpinned by the HCPC Guidance on Conduct and Ethics for Students (GC&ES) (* see weblink at bottom of page). Students on the degree course at MMU will be assessed, and must produce evidence that they have met the requirements of both the NOS and the COP. The practice element of the BA and MA in Social Work constitutes a major part of the education required for qualification. At MMU there are two placements on this programme. Both are of 100 days duration. The guidelines in this handbook are based on the Department of Health s Requirements for Social Work Training (2002) and are reflected in the MA and BA Course Handbooks, which students should have as a companion to this document. * 7

10 Process Of Placement The following flow chart gives an outline of the process in which students and Practice Educators will follow prior to and throughout the 100-days placement: INFORMAL MEETING BETWEEN STUDENT AND PE or ON-SITE SUPERVISOR (where applicable) after which agreement to take student will be reached PRE-PLACEMENT MEETING at which placement agreement is drawn up and date for commencement of placement agreed - this must be attended by the student, Practice Educator, tutor and on-site supervisor (where applicable) PLACEMENT COMMENCES Induction period Work allocated to student Regular supervision (formal and informal) of student MID-PLACEMENT REVIEW MEETING between 50 and 55 days into placement this must be attended by the student, Practice Educator, tutor and on-site supervisor (where applicable) STUDENT GIVES COMPLETED PORTFOLIO OF EVIDENCE TO PRACTICE EDUCATOR (2 WEEKS PRIOR TO END OF PLACEMENT) PRACTICE EDUCATOR S ASSESSMENT REPORT WRITTEN AND SHOWN TO STUDENT THIS MUST BE SIGNED BY BOTH PE AND STUDENT FINAL PLACEMENT MEETING AT WHICH PORTFOLIO CONTENTS AND SIGNATURES MUST BE CHECKED STUDENT HANDS PORTFOLIO IN TO UNIVERSITY STUDENT HUB OFFICE ON AGREED DATE

11 Section Two Roles of Personnel Involved in Placement 9

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13 Roles of Personnel Involved in Placement Practice Educator A student on placement will need to have a Practice Educator to undertake their support, teaching and assessment. In most cases this person will be based in the same setting as the student and is known as an ON-SITE PRACTICE EDUCATOR. In some instances there may be no one to undertake this role in the placement setting. In these instances the University will supply someone from their pool of Practice Educators to undertake this role. This person will be known as the OFF-SITE PRACTICE EDUCATOR. The roles of both on-site Practice Educators and off-site Practice Educators will be similar but there are some differences. The roles of both are outlined below. On-Site Supervisor Where an off-site Practice Educator is appointed there will need to also be an on-site supervisor. This person will be a senior member of staff based in the placement setting who is responsible for the day to day monitoring and supervision of the student. The role of this person is outlined below. Tutor Each student will have an individual tutor, from the university, who is responsible for supporting the student and liaising with the placement personnel throughout the duration of the placement. The tutor s role is outlined below. Role of On-Site Practice Educator (i.e. Where Practice Educator is based in same agency) Practice Educators are expected to: 1. Provide a range of work and learning opportunities suitable to successful practice and assessment of required areas of competence. 2. Complete with student and tutor, a Pre-Placement Agreement Form 3. Provide the student with an environment free from oppression, harassment and exploitation. 4. Set up an induction programme for the student of no less than 2 weeks duration. This should involve shadowing colleagues within the team, meeting colleagues from other related agencies, introduction to service users and familiarisation with agency policies and procedures. 5. Provide a pre-arranged period of supervision of not less than the equivalent of one hour per week, which should normally take place on a weekly basis. There may be situations when this is not appropriate/possible and therefore an equivalent period of supervision should be arranged. Supervision should not occur any less frequently than fortnightly. These sessions should be recorded and this recording shared with the student. Also the record of supervision should be dated and signed 6. Assist the student to develop a theoretical understanding and evaluation of their work. 7. Undertake direct observation of the student. The University requires that students' practice must be directly observed in relation to the National Occupational Standards (NOS) for social work. Direct observation of practice must take place a minimum of three times in each placement, and a record of each included in the student s portfolio. Two of the observations should be undertaken by the designated Practice Educator and one may be undertaken by another suitably qualified/experienced member of staff in the placement. Where there may be any deviation from this requirement e.g. where fewer than 2 observations 11

14 can be carried out by the designated Practice Educator MMU s Practice Learning Team must be notified and involved in discussions concerning this. An explanation regarding the reason for this should be included in the portfolio with the direct observation reports. This should only occur in exceptional circumstances. * Where a member of staff other than the PE is undertaking a direct observation the PE should ensure the suitability of that person and must also ensure that they are aware of the requirements to highlight the evidence demonstrated under the key roles and the HCPC GC&ES and that the direct observation pro-forma is completed appropriately. 8. Contribute to completion of the Mid-Point Review Form. Please note: Sections 1, 2, 5, 6, and 7 of the Mid-Point Review form should be completed by the student and PE before the mid-point meeting in readiness for discussion at that meeting. 9. Prepare an assessment report on the student. It is the responsibility of the Practice Educator to make a recommendation of pass or fail. Where a failure is recorded the Practice Educator must have consulted the MMU Practice Learning Team. A second opinion will then be sought (see page 51). 10. Provide written and verbal input into the second opinion process where there is a fail recommendation. 11. Confirm that the student s portfolio is suitably anonymised (see guidelines, page 28 and appendix 6) 12. Read, assess and verify the student s 3 written assignments (see section below on Guidance on Placement Related Academic Assignments) 13. Practice Educators are, at all times, expected to adhere to the HCPC Standards of Conduct, Performance and Ethics. Role of Off-Site Practice Educator (i.e. PE not based in same setting as student, and usually appointed by the University) Off-site Practice Educators are expected to: 1. Liaise with the on-site supervisor about the provision of a range of work and learning opportunities suitable to successful practice and assessment of required areas of competence. 2. Complete with student, tutor and on-site supervisor, a Placement Agreement Form 3. Liaise with the on-site supervisor to ensure, for the student, the provision of an environment free from oppression, harassment and exploitation. 4. Provide a pre-arranged period of supervision of not less than the equivalent of one hour per week, which should normally take place on a weekly basis. There may be situations when this is not appropriate / possible and therefore an equivalent period of supervision should be arranged. Supervision should not occur any less frequently than fortnightly. These sessions should be recorded and this recording shared with the student. Also the record of supervision should be dated and signed. 5. Meet with the student and on-site supervisor formally at least three times during the course of the placement (in addition to the Pre Placement meeting and Mid Point Review). These sessions should be recorded and this recording shared with the student. 6. Assist the student to develop a theoretical understanding and evaluation of their work. 7. Undertake direct observation of the student. The University requires that students' practice must be directly observed in relation to the National Occupational Standards (NOS) for social work.

15 Direct observation of practice must take place a minimum of three times in each placement, and a record of each included in the student s portfolio (see appendix 5). Two of the observations should be undertaken by the designated Practice Educator and one may be undertaken by another suitably qualified/experienced member of staff in the placement. Where there may be any deviation from this requirement e.g. where fewer than 2 observations can be carried out by the designated Practice Educator MMU s Practice Learning Team must be notified and involved in discussions concerning this. An explanation regarding the reason for this should be included in the portfolio with the direct observation reports. This should only occur in exceptional circumstances. Where a member of staff other than the PE is undertaking a direct observation the PE should ensure the suitability of that person and must also ensure that they are aware of the requirements to highlight the evidence demonstrated under the key roles and the HCPC GC&ES and that the direct observation pro-forma is completed appropriately. 8. Contribute to completion of the Mid-Point Review Form. Please note: Sections 1, 2, 5, 6, and 7 of the Mid-Point Review form should be completed by the student and PE before the mid-point meeting in readiness for discussion at that meeting. 9. Prepare an assessment report on the student. It is the responsibility of the Practice Educator to make a recommendation of pass or fail. Where a failure is recorded the Practice Educator must have informed the MMU Practice Learning Team who arranged the placement. A second opinion will then be sought (see page Provide written and verbal input into the second opinion process where there is a fail recommendation. 11. Confirm that the student s portfolio is suitably anonymised (see guidelines, page 28 and appendix 6) 12. Read, assess and verify the student s 3 written assignments (see section below on Guidance on Placement Related Academic Assignments) 13. Practice Educators are, at all times, expected to adhere to the HCPC Standards of Conduct, Performance and Ethics. Role of on-site supervisor The on-site supervisor is the person based in the placement setting responsible for the day to day support of a student where an off-site Practice Educator has been appointed. On-site supervisors are expected to: 1. Liaise with the off-site Practice Educator about the provision of a range of work and learning opportunities suitable to successful practice and assessment of required areas of competence. This will include attendance at the formal pre-placement meeting and involvement in the drawing up of a pre-placement agreement; attendance at Mid Point Review and formal 3 way meetings with the student and off site PE. 2. Provide the student with an environment free from oppression, harassment and exploitation. 3. Set up an induction programme for the student of no less than 2 weeks duration. This should involve shadowing colleagues within the team, meeting colleagues from other related agencies, introduction to service users and familiarisation with agency policies and procedures. 4. Allocate appropriate work to the student to enable them to meet the assessment requirements of the social work degree and the requirements of the placement agency. The on-site supervisor 13

16 must ensure they are familiar with the assessment requirements and written work required of the student in placement. 5. Offer day to day support of the student and be responsible for the operational supervision of their work. 6. Offer formal supervision to the student of a minimum of 1 hour per month. This is in addition to the formal supervision given by the designated Practice Educator. 7. Take part in the formative assessment of the student by: Meeting regularly with the Practice Educator and student to contribute their observations and agree the key roles, units and elements that the student has achieved. This should take place at least 3 times during the placement. Read the student s assignments when completed and agree the accuracy of the work outlined in them. Attend the mid-point meeting and contribute their observations Attend the final placement meeting and contribute their observations. 8. Verify that the student has completed 100 days in placement and sign the placement attendance sheet. An off-site Practice Educator s signature is not sufficient on this document. 9. Bring to the attention of the student, Practice Educator and tutor any concerns about the student s practice, competence and behaviour on placement and take part in any formal meetings about concerns on placement if required. Role of Tutor The tutor has a responsibility to oversee the integration of the student's learning and development throughout all parts of the programme. Tutors are expected to be involved in the following: 1. Initial pre-placement agreement meeting Although they share the responsibility with the Practice Educator, tutors must ensure a placement agreement takes place prior to the commencement of the placement. The tutor must negotiate with the Practice Educator a clear understanding of the responsibility for recording this meeting and completing the Placement Agreement form. For some Practice Educators new to the programme it may be appropriate for the tutor to undertake this role. However those Practice Educators undertaking Practice Educator training may wish to take on this responsibility themselves The tutor has a responsibility to enable the student to articulate their learning needs as clearly as possible to link these into the key tasks to be assessed and to help the Practice Educator begin to explore the learning opportunities that may be available in the placement setting to provide for these learning needs. The Placement Agreement form should be completed prior to the placement commencing (see appendix 3). It should be seen as a basic document to be built on by the Practice Educator and student in the early stages of the placement when the match between learning needs and opportunities can be more clearly identified and recorded in the relevant list of competences. The tutor should ensure that these are reviewed at the mid-placement stage.

17 2. Mid-Point Review At the Mid-Point Review the tutor will ensure that the pre-placement agreement is reviewed to identify progress towards the provision of learning opportunities and assessment of evidence towards Key Roles 4-6. The Mid-Point Report.prepared by the Practice Educator in conjunction with the student, will form the basis of this meeting. Tutors, Students and Practice Educators need to understand what evidence is to be supplied in the final placement report. The tutor, along with the Practice Educator and student, will identify learning opportunities provided and work to be undertaken in the remainder of the placement. It is good practice to meet at the end of the placement and a date for a final placement meeting should be set. However, there may be occasions when this meeting is not required, for example all parties are in agreement that the placement has been successful and all necessary documentation and evidence is sufficient. In such circumstances the Final Placement Meeting could be cancelled providing that all relevant parties are in agreement and instead a three-way discussion should take place towards the end of the placement between tutor, student and Practice Educator. 3. Final Placement Meeting A final placement meeting should take place wherever possible around the last week of the student s placement. It is recognised that it may not always be possible for a tutor to attend a final meeting. In this case a three-way discussion should take place towards the end of the placement between tutor, student and Practice Educator. At the final meeting the student s portfolio should be presented complete with the Practice Educator s report. 4. Meetings about difficulties in placement If there are difficulties that arise during the placement or disagreements between the Practice Educator and student, the tutor has a role to offer consultancy to both student and Practice Educator to assist in resolving problems within the time remaining on placement. Information on the process in relation to concerns on placement can be found on page 49. The "Procedure for Implementing Anti-Discriminatory Policy within Placements" (page 52) acknowledges that on occasions it may be appropriate for tutors to support and advise students without initially involving the Practice Educator. It is important for tutors to draw both Practice Educators and students attention to the Anti-Discrimination Position Statement and its implication for placements. If a student is identified as not meeting competence, or deemed to be engaging in unprofessional conduct or there are other circumstances affecting the successful outcome of the placement, tutors will need to ensure both student and Practice Educator understand the process of involving a "Second Opinion" Practice Educator. All requests for Second Opinion Practice Educator should be channelled through the Chair of the Practice Assessment Panel, via the placement coordinator, after a formal Concerns Meeting has been held 5. Have a role in the student s Placement Related Academic Assignments see section below. 15

18 Role of student Students are expected to: 1. Undertake the Preparation for Practice Module in preparation for placement Engage in the range of practice and learning opportunities provided within the placement setting. 3. Conduct themselves within placement in accordance with the social work HCPC Guidance on Conduct and Ethics for Students and all relevant policies and procedures of the host organisation 4. Prepare for, participate in and contribute to supervision and engage in reflective discussions regarding learning opportunities. 5. Attend supervision with the Practice Educator and/or work based supervisor on a regular basis and in accordance with the expectations laid down in the pre-placement agreement. 6. Gather, with the assistance of the Practice Educator, appropriate evidence of competence and construct a portfolio of such evidence in accordance with placement handbook requirements. 7. Keep a reflective log whilst on placement. The purpose of this log is to enable students to reflect on their practice, their development and the agency in which they are placed. Student should bring this log to supervision with them and share their relevant areas of reflection with the Practice Educator. Reference to the use of the log may be used as evidence for the students portfolio and the PE report but the log should not be included in the portfolio.

19 GUIDANCE ON PLACEMENT RELATED ACADEMIC ASSIGNMENTS Students have Placement Related Academic Assignments as follows:- - Organisational Analysis - 2,000 words - Day 45 - Reflective Practice Analysis - 2,500 words - Day 60 - Case Study 1,500 words - Day 75 - (Extended Study 8,000 words) These are detailed in Section 3 of this Handbook. The Organisational Analysis, Reflective Practice Analysis and the Case Study are read and assessed by the Practice Educator and are not academically submitted. They must all reach the pass requirement (see pages 37 & 38) (The Extended Study, although placement related, is academically submitted on the date given in the BA3 Assessment Schedule. This may be after the placement is completed. The Extended Study does not need to be shared with or verified by the Practice Educator and does not form part of the placement portfolio). The Organisational Analysis; the Reflective Practice Analysis and the Case Study are an integral part of the student s evidence of their practice on placement. Copies of all of these assignments must be handed to the PE and ed/given to the tutor on the dates agreed and all must be included in the students portfolio. Practice Educators are required to read these assignments and confirm the validity of the content. This should be recorded in the Practice Educator s assessment report. Role of Practice Educator in Placement Related Academic Assignments (whether on-site or off-site) the Organisational Analysis assignment is to be submitted at 45 days into the placement, the Reflective Practice Analysis is to be submitted at 60 days into placement and the Case Study is to be submitted at 75 days into placement These assignments will not be submitted to the University for academic marking. Instead, the student will submit them directly to the Practice Educator and Tutor. As these assignments are not academically marked, Practice Educators may read one draft of the student s work, offering advice on improvements/developments, prior to this assignment being included in the student s portfolio. Practice Educators provide teaching and support to students in developing a theoretical understanding and analysis of their practice. This applies to all referrals, cases and aspects of work in the context of normal supervision and should not include any special attention for work upon which assignments are based. If any of these assignments are deemed by the Practice Educator to have Not Met Requirements, (i.e. meet the requirements of a pass see pages 37 & 38) the student should have the opportunity to rewrite it, with reference to the feedback given by the Practice Educator, and to resubmit it to the Practice Educator. If the assignment is deemed for a second time to have Not Met Requirements, the student should submit it as part of the portfolio for assessment to the Practice Assessment Panel (PAP) for their decision. 17

20 If the PAP concurs that the work has not met requirements, the student will be asked to undertake further work on the assignment prior to a second assessment by the PAP. In the event that the work is still deemed to have not met requirements, the portfolio will be submitted to an external examiner for their opinion. The recommendation of the external examiner will be made to the Exam Board. Role of student in all placement related assignments 1. Students are expected to write assignments in their own time and must share what they have written with their Practice Educator and on-site supervisor. 2. Students must ensure they submit the assignments to their Practice Educator and tutor on the agreed date. Role of Tutor in placement related assignments 1. Tutors will offer advice and opportunities for discussion to students developing a theoretical understanding and analysis of practice. 2. Tutors should give feedback to students on submitted non-marked assignments. 2. Tutors will not read drafts. They may however, see and comment on a plan of work, which should be no more than bullet points or sub-headings indicating the structure and content that the student wishes to follow. 3. During the period the student is on placement, contact with the tutor will continue. This will not only be concerning academic work, but may also concern other issues affecting the student's learning, including issues that arise on placement.

21 FURTHER ADVICE FOR PRACTICE EDUCATORS/ON-SITE SUPERVISORS LEARNING OPPORTUNITIES Prior to the pre-placement meeting Practice Educators and/or on-site supervisors should identify the learning opportunities available in the placement under each of the Key Roles The following is a specimen list of potential learning opportunities, which may or may not be available in a specific placement. It is offered to assist Practice Educators in identifying possibilities. Direct work with service users Interviews; group work; meetings Care tasks in residential/day care settings Range of cases to incorporate diversity (gender, culture, race, disability, age, etc) Office duty Written work Agency records Assessments Formal reports Project reports Questionnaires Log books Incident reports Key worker reviews Visits of observation Observation of experienced practitioners Study of policy and practice guidelines Practice in staff meetings Case conferences or multi-disciplinary meetings Public meetings Working with administrative and secretarial staff Keeping a diary Supervision discussion Analysis of direct evidence: tapes, videos, live supervision Role plays/simulations Analysis of written work Reading Direct teaching 19

22 METHODS FOR OBTAINING EVIDENCE FOR THE ASSESSMENT OF COMPETENCE Direct and indirect evidence for the assessment of competence in relation to Key Roles 4-6 must be clearly stated in the reports and linked to actual examples of practice. It is not sufficient to simply say that the student has achieved competence. There are a number of ways in which students can obtain evidence, some of which will depend on the particular setting of the placement. As a general guide, there should be a variety of methods, one of which must be direct observation of a student s practice. Three Direct Observations are required for each placement. Two of the three observations must be undertaken by the Practice Educator. At least one should take place before the Mid-Placement Review, if possible. It is the joint responsibility of both student and Practice Educator to ensure that these and all evidence of practice are provided Methods which may be used: DIRECT OBSERVATION: WRITTEN RECORDS: SUPERVISION: FEEDBACK FROM AGENCIES: WRITTEN MATERIAL: STUDENT S REFLECTIVE LOG: This could be sitting in on interviews; observation at meetings; joint individual/group work; audio or video recordings. In residential and day care settings there are numerous opportunities for direct observation. Two of the direct observations should be with service users or carers. The other one may be with colleagues. Included here are case notes; reports for a range of purposes; write up of special projects; application for service/resources, supervision notes. Practice Educators will be expected to check that a student is recording to the required standard of the placement agency and the university. NB: Off-site Practice Educators are bound by the confidentiality requirements of the placement agency and the university and as such should be allowed access to agency records written by their student. At regular supervision meetings, discussion of ongoing work; planning; assessment skills; theoretical understandings; anti-racist and antidiscriminatory strategies; interviewing and communication; working with colleagues and other professionals, all form part of the supervision agenda and all are sources of evidence. Service users; colleagues; managers; other agencies. In all placements and particularly in those where little formal agency recording takes place, students will be required to keep some written account of their work to demonstrate competence in their developing ability to reflect on their work. These may include diary or log books, or accounts of: groups; interviews; tasks undertaken. They will be negotiated with Practice Educator and tutor at the pre-placement meeting. Practice Educators should encourage all students to keep a reflective log. The purpose of this log is to enable students to reflect on their practice, their development and the agency in which they are placed. Student should bring this log to supervision with them and share their relevant areas of reflection with the Practice Educator. NB: REFERENCE TO THE USE OF THE LOG AND PARTICULAR ASPECTS OF IT MAY BE USED AS EVIDENCE IN THE RECORD OF EVIDENCE AND PE s REPORT BUT STUDENTS SHOULD NOT INCLUDE THE LOG AS PART OF THE PORTFOLIO

23 There may be other methods which lend themselves to gathering evidence within your own setting, such as role play/simulation, offering evidence, about the methods, their use and purpose. Whatever methods are used, it is important to be open with your student and with others involved in the assessment process. 21

24 Knowledge Base The knowledge base of the Programme includes the following components, which should be met through the natural course of the programme and will be evidenced in the students practice, placement portfolio and academic work. 1. A broad understanding of the economic, social, demographic, cultural, religious, linguistic, environmental and political factors and their implications for social work practice. 2. Introduction to processes and structure of various providers of social work and social welfare, their history and development. 3. Social work theories, models and strategies. 4. Sources and forms of oppression, disadvantage and discrimination at individual and structural levels and recognition of a range of diverse lifestyles. 5. Effective communication components with a broad range of people, and theories of professional power. 6. Theories of networking, collaborative and cross boundary working and organisational theory. 7. Concepts of empowerment, partnership, advocacy and human and civil rights. 8. Legislation - principles and provisions, guidance documents and research findings. 9. Theories and practice of assessment, planning, evaluation and review. 10. Study of behaviour, relationships, effects of disadvantage, developmental stages and impact of society, trauma and abuse. 11. Concepts of choice, the contract culture, resourcing, monitoring, models and methods of needs led approaches and reviewing residential care programmes. 12. Concepts and indicators of risk, rights and investigative procedures. 13. Affirmation of cultural identity and self-worth. 14. Maintenance of personal and professional boundaries, handling aggression and managing disengagement. 15. Recognition and management of resource deficiencies. 16. Use of management skills and recognition of prioritisation, team and agency remit. 17. Use of management information systems. 18. Development of skills for reflective practice and critical analysis and ability to transfer knowledge. 19. Use of supervision, identification of learning styles and developmental needs. 20. Ethical issues and dilemmas in practice and potential for conflict.

25 SECTION 3 Assessment Requirements Portfolio Contents 23

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27 THE REQUIREMENTS OF STUDENTS IN ASSESSED PRACTICE PLACEMENTS FOR FINAL PLACEMENT By the end of their final placement students are expected to have provided evidence for the following Key Roles and elements of the HCPC Guidance on Conduct and Ethics for Students that are relevant to placement: Key Roles (National Occupational Standards NOS) Key Role 4: Key Role 5: Key Role 6: Manage risk to individuals, families, carers, groups, communities, self and colleagues Manage and be accountable, with supervision and support, for your own social work practice within your organisation Demonstrate professional competence in social work practice HCPC Guidance on Conduct and Ethics for Students There are 13 elements to the standards. Students should provide evidence for the following 10 elements: 1. You should always act in the best interests of your service users 2. You should respect the confidentiality of your service users 3. You should keep high standards of personal conduct 6. You should keep your professional knowledge and skills up to date 7. You should act within the limits of your knowledge and skills 8. You should communicate effectively with service users and your education provider and placement providers 9. You should get informed consent to provide care or services (as far as possible) 10. You should keep accurate records on service users 12. You should behave honestly 13. You should make sure that your behaviour does not damage public confidence in your profession ANTI-RACIST AND ANTI-DISCRIMINATORY PRACTICE Working in anti-racist and anti-discriminatory ways is an important element of social work. It is not a method which students adopt only in working with, for example, black or disabled service users, but a way of thinking and acting which permeates practice. It is an attitude which always takes account of the complex ways in which oppression and inequality are mediated through structures of class, gender and race and their impact on people's lived experiences of age, sexual orientation and disability. The fact that an agency does not have black service users or workers for example, does not mean there is no opportunity for the student to work in ways which address race and racism, and to develop anti-racist practice. This approach takes students beyond the values of "being non-judgmental" and "accepting". It requires them to be prepared to question and challenge discriminatory policies and practices of institutions, agencies and individuals, and to foster strategies which will contribute to change. 25

28 Although anti-discriminatory practice is not identified as one of the core elements of the HCPC Guidance on Conduct and Ethics for Students, evidence of progress in anti-discriminatory practice is required in order for a student to pass a placement. Students should provide evidence for the GC&ES of how they have addressed values across a range of areas, e.g. race, gender, disability, age and sexuality. This means that students should be commenting on their ability to perceive what is discrete to particular areas of oppression and what is common across certain areas. This does not mean that all these areas should be evidenced under each requirement but that there should be a spread of evidence across the GC&ES. Where the student has been unable to address particular areas of oppression and discrimination directly in their practice they should have been encouraged to think about these areas in supervision through discussion of policies and procedures, simulations and use of theoretical material.

29 PLACEMENT PORTFOLIO Students on Placement 2 will compile a Portfolio of Evidence to demonstrate their competence against Key Roles 4, 5 and 6 and the 10 identified standards from the HCPC Guidance on Conduct and Ethics for Students (see appendix 2). Practice Educators will be expected to read this portfolio and verify the veracity of this work. After preparation of the portfolio the following process should be implemented: Portfolio is given to the Practice Educator on the date agreed (after 90 days of placement) Practice Educator reads, verifies and assesses the work and evidence in the portfolio Practice Educator should sign each page of the Record of Evidence (see appendix 2) Practice Educator prepares their assessment report on the student. This is included in the portfolio. NB: THIS REPORT MUST BE SEEN BY THE STUDENT AND SIGNED BY BOTH STUDENT AND PRACTICE EDUCATOR. The student should submit the portfolio to the Student Hub Office on the 100 th day of placement or the day after. The student should keep a copy of the portfolio for themselves. PORTFOLIO CONTENTS AND STRUCTURE 1. Front sheet Checklist (see appendix 1) 2. Placement Agreement Form 3. Mid-Point Review form 4. A brief outline of the placement agency 5. Completed Record of Evidence (appendix 2). 6. Organisational Analysis 7. Reflective Practice Analysis 8. Case Study 9. 3 x Direct Observation Reports 10. Practice Educator s report, including Pass/Fail recommendation 11. Record of Supervision (Appendix 8) 12. Statement of confidentiality (see appendix 6) 13. Placement Attendance Sheet (appendix 9) 14. Receipt/acknowledgement regarding completion of placement evaluation form. Students should not include appendices/other work in their portfolios 27

30 GUIDELINES FOR COMPLETION OF PORTFOLIO Ensure all sections are included and verified on the Front Sheet Checklist (Appendix I). NB: Service users written permission should be obtained for inclusion in the portfolio. This should be held by the Practice Educator and not be included in the portfolio. ALL CONTENTS IN THE PORTFOLIO MUST BE ANONYMISED. FAILURE TO DO SO MAY BE IN BREACH OF THE DATA PROTECTION ACT 1998 AND COULD BE SEEN AS UNPROFESSIONAL CONDUCT WHICH MAY LEAD TO FURTHER ACTION. PORTFOLIOS NOT SUITABLY ANONYMISED WILL BE SENT BACK TO THE STUDENT FOR AMENDMENT WITHOUT BEING MARKED. Guidelines for anonymisation All portfolio evidence MUST be anonymised to ensure the confidentiality of service users, carers, practitioners, agencies (including placement agency), a person s place of origin and other detailed information from case profiles. Students will name the Placement Agency on the portfolio frontsheet and it is named on the Practice Learning Agreement and Mid Point Review. The name of the placement agency should not occur anywhere else in the portfolio. Wherever possible this should be done electronically, using the find and replace tools available in most word-processing software. Alternatively, candidates should obliterate clients names, addresses and other identifying details with tippex. Where this method is used, only photocopies of the original document should be included in the portfolio. WHERE EVIDENCE IS INCLUDED THAT IDENTIFIES THIRD PARTIES, E.G. OTHER PROFESSIONALS, OR AN AGENCY/ESTABLISHMENT, THERE SHOULD BE WRITTEN PERMISSION FROM THOSE INDIVIDUALS OR ESTABLISHMENTS/AGENCIES CONCERNED THAT ANONYMISATION IS NOT REQUIRED. The Practice Educator MUST state in their supporting report that they are satisfied that the portfolio has been anonymised satisfactorily, and that it may be viewed for assessment. Where a PE is off-site, then they must validate that the on-site supervisor has agreed that the portfolio has been anonymised satisfactorily. Students should note that breaches in confidentiality may result in their portfolio being deemed to have not met the requirements. Where a breach is considered to be minor and this is the only area of the portfolio deemed unsatisfactory the candidate will be asked to amend the portfolio immediately. Where there are major breaches of confidentially which would involve a service user s identity or residence being revealed, the portfolio may be referred back for further work and may need to be resubmitted at a future panel. ALL FORMS MUST BE SIGNED WITH THE RELEVANT SIGNATURES. FAILURE TO OBTAIN SIGNATURES WILL MEAN THAT AN ASSESSMENT DECISION CAN NOT BE MADE BY THE PRACTICE ASSESSMENT PANEL.

31 Brief outline of placement agency Students should provide a brief outline of the placement agency, which should include: Type of service Whether it is voluntary, statutory or private organisation Service user group/s Record of Evidence The Record of Evidence (RoE) (see Appendix 2) is a working document which should be used by the student to identify evidence for all the Units and Elements of Key Roles 4, 5 and 6 and the required standards of the HCPC Guidance on Conduct and Ethics for Students. This evidence should come from the range of work undertaken in the placement and should be agreed with, and signed by, the Practice Educator. Work included in the portfolio can be used as evidence but further additional placement work should be provided as evidence. The Record of Evidence includes a section at the beginning where the student must complete a brief outline of the work undertaken on placement /case summaries. The RoE MUST be completed by the student (not the Practice Educator) and signed by the Practice Educator on each page. PLEASE NOTE: In identifying evidence in the Record of Evidence, students should be aware that they are not addressing a particular element in isolation, but with reference to the wider unit and key role under which that element is written. In other words evidence should be presented in a way that is integrated to the element, relevant unit and relevant key role. Evidence should not only be descriptive but should explain how and why the particular example meets competence for this element. There should be a minimum of one piece of evidence for each of the elements and these should be clear and specific in relation to how they meet the element. Examples of how this evidence should be recorded are: Key Role 4 Manage risk to individuals, families, carers, groups, self and colleagues Unit 12: Assess and manage risks to individuals, families, carers, groups and communities 12.1 Identify and assess the nature of the risk Upon beginning my work with D, a service users who has a history of severe depression as well as mobility issues brought on by chronic back pain, it was necessary for me to carry out, as part of the assessment process, a risk assessment. In doing this it was necessary for me to work together with D to identify the risks D poses to himself in terms of suicide, self harm and self neglect, and to other people in terms of abuse, child protection issues and the community as a whole. All of these issues were given a scale of low, medium or high, depending on how D and I perceived these as well as taking into account D s history of risk. 29

32 Key Role 4 Manage risk to individuals, families, carers, groups, self and colleagues Unit 13: Assess, minimise and manage risk to self and colleagues 13.1 Assess potential risk to self and colleagues When working with N, a service user who has in the past disclosed thoughts of a sexual and violent nature towards professionals who have been working with him, it was first of all necessary for me to make myself aware of all aspects of risk relating to N and his illness. To identify this risk I discussed these issues with N s key worker and other members of the team as well as workers from other mental health teams. As well as discussing risk with other colleagues as N and I built up a working relationship we were able to discuss some of these risks openly. From this process I was able to identify that risks may become more prominent at times when N is particularly unwell in terms of his mental health, and should N s mental health deteriorate, or should he lose contact with the service for a number of days, it was decided that both myself and other female workers would not enter into a situation whereby they would be alone with N. Key Role 5 Manage and be accountable, with supervision and support, for your own social work practice within your organisation UNITS ELEMENTS EVIDENCE Unit 14: 14.4 Use professional and managerial Whilst on placement I have conducted a piece of research that looks at the lack of self-advocacy services for people with profound and multiple learning disabilities. Manage and be supervision and I have arranged a series of bullying workshops and a bullying conference. accountable for support to improve I have been involved in a range of different meetings e.g. Partnership Board, your own work your practice Modernising Services Sub-Group, Improving Health Group. I have been involved in a range of training events e.g. Person Centred Planning, Training for Trainers. I have been involved in developing the agency s services which has involved numerous meetings with commissioners, financial advisers, Primary Care Trusts and many more people. All the above has required me to prioritise my workload and I often had to stop one piece of work to start another which had a higher priority. For example when the Bullying Workshops and Conference were taking place all my time was spent organising those as that was what was most important at the time. However, when prioritising work I have been careful not to forget about other pieces of work. Key Role 6 Demonstrate professional competence in social work practice Unit 18: Research, analyse, evaluate and use current knowledge of best social work practice 18.2 Use professional and organisational supervision and support to research, critically analyse and review knowledge based practice. Throughout my work with D, it has been necessary for me to use supervisions as a way of both obtaining knowledge and reflecting on how my work is progressing. When I began working with D using a solution focussed approach I was quite unaware of the processes involved and how this approach might benefit D. In supervision I was able to discuss what I had researched, in terms of a solution focussed approach as well discussing other methods/models that might be used in practice. At one point in my work with D whilst working around him getting out of the house, something he found very difficult, it became evident that D suffered from panic attacks. In supervision suggestions were discussed about how work around anxiety could benefit D. As a result D and I began to discuss how his anxiety made him feel and what he thought were the triggers. We also discussed how anxiety works and why it triggers panic attacks.

33 There must be one piece of evidence for each of the required 10 standards of the Guidance on Conduct and Ethics for Students. Examples of how this evidence should be recorded are: 3. You should respect the confidentiality of your service users 6. You should keep your professional knowledge and skills up to date EVIDENCE I worked within the agency s information management policies and maintained confidentiality. Advised service users at the start of appointments of agency s policies and procedures. Within drop-in work I have summarised information and made this clear to service users by providing them with photocopied information or written bullet points. I have worked to build trust with service users by honouring work commitments I realised that I did not have detailed enough understanding of legislation relating to asylum seekers and was concerned that this may prevent me from providing the most appropriate guidance and support. Through ringing a number of specialist agencies I was able to identify 2 training events that I thought would be useful. I discussed these with my Practice Educator and we agreed I should attend one of these. I attended and gained a thorough understanding of legislation that I subsequently applied to my practice with service users. N.B. ALL EVIDENCE SHOULD BE DISCUSSED WITH THE PRACTICE EDUCATOR AND VERIFIED AS ACCURATE AND THE WORK OF THE STUDENT. THE RECORD OF EVIDENCE SHOULD BE SIGNED BY THE PRACTICE EDUCATOR AT THE END OF EACH PAGE. 31