Reflecting Forward: Exploring how to support social work students to transfer their reflective skills into the workplace

Transcription

1 Reflecting Forward: Exploring how to support social work students to transfer their reflective skills into the workplace Linda Walker, Divya Jindal-Snape, Fiona Clark & Frances Deacon UK EAPRIL Conference, 25th November 2010, Lisbon

2 Today we plan to cover... focus of research theoretical concepts contextual information Continuous Learning Framework to support reflection some early findings.and finally, hear your views

3 Social Work in Scotland Degree Qualification (2004) Approx 7% of Care Workforce are qualified social workers Regulated workforce Adult care, Child Care, Criminal Justice Preventative work V Crisis Intervention SOCIAL WORK IN SCOTLAND Welfare State Statutory, voluntary and private sector provision Legislative Authority/ responsibilities

4 What is transition? Moving from one context and set of interpersonal relationships to another

5 Transition as change Identity from student to practitioner Interpersonal relationships and peers Organisational culture Might it result in some learning not transferring to work place? Change in value placed on the cycle of reflection and action

6 Reflection Critical reflection and reflection to improve practice are embedded in social work degree programmes It is assessed in both academic and practice learning components In the workplace, students are expected to continue to be critically reflective practitioners

7 Reflection (continued) However, research suggests that reflection does not seem to be a spontaneous activity generally or professionally, as we need to actively dedicate time and effort to reflect (Gelter, 2003) Further, research suggests that even very reflective students struggled to make space for reflection once in a workplace (Jindal-Snape & Holmes, 2009) This seemed to be due to a lack of time and a clear framework

8 Purpose of the Study To explore the use and effectiveness of the CLF as a tool to support final year social work degree students both pre and post qualification to make the transition from university to the workplace. Objectives To explore social work students views of reflection. To explore social work practitioners views of reflection in practice. To explore ways of integrating the CLF into the employability curriculum for final year social work degree students as a tool to support their own continued learning to help them gain the support they need form their employer To explore with students, their tutors, their practice educator and the organisation providing the final practice learning opportunity how the CLF might support practice learning outcomes for both the student and the organisation.

9 Methodology Longitudinal Case Studies (following students from University to Workplace) Stage 1: Focus group with SW students World café with practitioners Stage 2: Interview with Practice Educator Documentary analysis of the reflective writing of a group of MSc students

10 Perspectives of SW students about reflection 1. Challenging at the beginning but now recognise the value 2. Recognise the role of reflective practice in improving practice and making them more confident practitioners 3. Conversations a better model of reflection than writing 4. Having peers to reflect with helped 5. Differences/similarities in reflecting at University and in practice

11 Perspectives of practitioners about reflection 1. Reflection is not always recorded 2. Some staff put reflective recording into their case notes 3. Staff are reflective in their practice at different levels-related to skills and knowledge and needs of the people they work with

12 Perspectives of practitioners about reflection 4. Reflection happens in conversation with peers at team meetings during supervision 5. Lack of time and funding is disheartening

13 Continuous Learning Framework Better outcomes Continuous learning A workforce that is the best it can be

14 4 key areas Organisational capabilities Personal capabilities Knowledge, skills, values Qualifications, training

15 Personal capabilities Managing relationships Managing self focus on service users and carers working in partnership motivating & leading others empathy dealing with conflict professional autonomy lifelong learning flexibility confidence resilience accurate self assessment impact on others organisational awareness

16 MANAGING SELF LIFELONG LEARNING ENGAGING IN THE CONTINUOUS LEARNING OF SELF AND OTHERS THE SOCIAL SERVICE WORKER ENGAGED ESTABLISHED ACCOMPLISHED EXEMPLARY» is committed to and takes responsibility for their own learning and development» demonstrates commitment to keeping their knowledge, understanding and skills up to date» actively participates in learning opportunities» participates in the provision of learning opportunities to others.» actively identifies ongoing learning needs and seeks a range of formal and informal learning opportunities to meet them» takes responsibility for a learning plan which demonstrates the impact of their learning on their practice and is used to continually improve» actively promotes the learning and development of others through a range of formal and informal approaches» embeds critically reflective practice as a routine approach to their work.» actively participates in the evaluation of learning and development in the organisation» uses evidence informed practice to promote a learning and performance culture within the organisation» is able to demonstrate how their learning and development has contributed to improved outcomes for people who use services and their carers.» actively contributes to an organisational culture which promotes learning by facilitating the sharing of ideas within and outwith the organisation and with people who use services and their carers» promotes the use of evidence informed practice as a tool for learning in the workplace» is recognised for their outstanding commitment to their own and others learning and development.

17 Organisational capabilities planning for learning health and wellbeing A learning and performance culture access to learning dignity and respect access to feedback

18 CLF within Practice Learning Opportunities (PLO) 3 final year students on final PLO Introduced to CLF again by Practice Educator Agreed written task based on Personal Capabilities focus on how reflection might transform their practice

19 Results to date - PLO Empathy sensing others feelings and perspectives Professional Autonomy exercising judgement and initiative and being accountable Accurate Self Assessment knowing your own strengths and limitations 1 student wrote 2 pieces and 2 students wrote one piece. Each piece of written work was between words.

20 Links with CLF: An example of student reflection Accurate Self Assessment knowing your own strengths and limitations my feelings at the time of the incident were a sense of responsibility; disappointment in myself and feelings of helplessness I found the Continuous Learning Framework a useful tool to recognise the importance of self-development and self-awareness within my role as a social worker Following the incident I recognise that accurate self assessment was an area that perhaps I required to focus on developing Student 3

21 Conclusions Early indications suggest that CLF can be used as a framework to support ongoing reflective practice. However, still need to get their perspectives in 6 months time.

22 And finally We would like to hear about models used by you to support reflection during the transition from University to Work

23 References Gelter, H. (2003). Why is reflective thinking uncommon? Reflective Practice, 4(3), Jindal-Snape, D. (2010). Moving on: Integrating the lessons learnt and the way ahead. In D. Jindal-Snape (Ed.), Educational Transitions: Moving Stories from around the world (pp ). New York: Routledge. Jindal-Snape, D. & Holmes, E.A. (2009). Experience of reflection during transition from higher education to professional practice. Reflective Practice, 10(2),

24 Contact Details Linda Walker Divya Jindal-Snape Frances Deacon Fiona Clark