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

34 BA3 : Placement Related Assignments The following is offered as a guide for students in relation to writing about practice. Writing about Practice As part of this year s assessment tasks you will be required to write about your own practice. This is a particular skill which requires balancing the detail of your work against theoretical considerations. Writing about practice should always be reflective in tone. The following tips should help you write critically and reflectively about your own work: Reflective writing should always be in the first person (use I ) and should concentrate on the actions of the writer You should start with case summary information Your assignment should set out clearly what was done (description), how it was done (detail), why it was done in that way (theoretical considerations) and what has been learnt (reflection on action) Make sure that you write about the practice in a chronological order It should consider issues of professional power, diversity and difference It should be respectful of the service-users confidentiality Ensure that the Agency also remains confidential and is referred to in broad terms (e.g. A local authority disability team, a small voluntary organisation working with survivors of domestic violence) It should be formal in tone (for example do not refer to female service-users as Mum this is disrespectful in that it reduces the service-user to a relationship and is too informal) This is an opportunity to show how theory and practice are related, ensure that you use theoretical texts to support your discussion Usual Harvard referencing procedures apply Brown and Rutter (2006: 25) suggest the following framework for improving reflective writing: Description Critical analysis Evaluation Learning What did you do? What happened? How did you feel? How did you do it? Why did you do it that way? Why did you not do it a different way? How far and in what ways were your goals met? What other factors were apparent? So, what does this mean for future practice and your values? Brown, K. and Rutter, L. (2006) Critical Thinking for Social Work Exeter: Learning Matters

35 Placement Related Assignments Organisational Analysis 2,000 words You must provide an analysis of the agency in which you are undertaking your placement. This will include a brief description and will address: The agency s philosophy, aims, objectives and policies How legislation and government policy defines the role and responsibilities of the organisation and the impact these have on practice Other organisations involved with the placement agency including structures for inter and multidisciplinary working and issues that arise from this How well does the agency address service users needs relating to diversity This analysis should also address Key Role 5 Manage and be accountable, with supervision and support, for your own social work practice within your organisation. This will include demonstrating how you have: Managed and been accountable with supervision and support, for your own social work practice within the organisation Contributed to the management of resources and services Managed, presented and shared records and reports Worked within multi-disciplinary and multi-organisational teams, networks and systems Students should also demonstrate their ability to reflect on the agency s policies, procedures and practices (particularly in relation to power and oppression), underpin this reflection with theory, and reference the theory suitably. Assignments where there is considered to be insufficient evidence of understanding of relevant theory and reflection will be deemed not to have met requirements. There should be a reference list/bibliography for this piece of work. This piece of work should also provide evidence of how the student has worked to the HCPC Guidance on Conduct and Ethics for Students. This assignment is not submitted at University, and will not be awarded an academic mark. It will be assessed by your Practice Educator and Tutor, who will determine whether or not it meets the assessment criteria, and it will form part of your portfolio of evidence for your final placement. You will agree a submission date for this assignment at the Placement Agreement Meeting. As with all assignments, you must refer to the assessment criteria and level indicators whilst completing this assignment. You must also ensure that the assignment is academically referenced using the Harvard system for referencing. 33

36 Placement Related Assignment Reflective Practice Analysis : 2,500 words In this piece of work you will reflect upon your professional development during the placement. To do this you should critically analyse an event which has impacted substantially on the development of your practice, showing your understanding of the ethical issues, dilemmas and tensions which existed. You should also say how your ability to reflect on the above has influenced your future professional practice and growth. This will include demonstrating how you have: Researched, analysed, evaluated and used current knowledge of best social work practice. Worked within agreed standards of social work practice and ensured own professional development Contributed to the promotion of best social work practice Critically reflected on your practice in relation to the event. Further guidance: This assignment should enable students to provide evidence towards Key Role 6 Demonstrate professional competence in social work practice This assignment is not submitted at University, and will not be awarded an academic mark. It will be assessed by your Practice Educator and Tutor, who will determine whether or not it meets the assessment criteria, and it will form part of your portfolio of evidence for your final placement. You will agreea submission date for this assignment at the Placement Agreement Meeting. As with all assignments, you must refer to the assessment criteria and level indicators whilst completing this assignment. You must also ensure that the assignment is academically referenced using the Harvard system for referencing.

37 Placement Related Assignment Case Study: 1,500 words The case study must be based on work undertaken during the placement. The student should consider the following questions:-. Brief indication of what the piece of work demonstrates and why it has been chosen for inclusion in the portfolio Summary of previous history of social work intervention concerning the service user(s) in question, including the initial aims and objectives Evaluation of the planning for, process, and outcome of the work undertaken with reference to: Legislative and policy context Theoretical perspectives, knowledge and research Values, principles and ethics Methods of work and why these were chosen Outcomes of work and evaluation of the extent to which it has promoted anti-discriminatory practice Service user or carer perspective and how this contributed to learning Evaluation of own practice learning and how this has contributed to meeting the National Occupational Standards This assignment is not submitted at University, and will not be awarded an academic mark. It will be assessed by your Practice Educator and Tutor, who will determine whether or not it meets the assessment criteria, and it will form part of your portfolio of evidence for your final placement. You will agree a submission date for this assignment at the Placement Agreement Meeting. As with all assignments, you must refer to the assessment criteria and level indicators whilst completing this assignment. You must also ensure that the assignment is academically referenced using the Harvard system for referencing. 35

38 ASSESSMENT CRITERIA The purpose of assessment at Level III is for you to build on skills gained at Level II and to develop a more critical analysis of the issues discussed. The following criteria will form the basis of the assessment of all the assignments: - Compare alternative theories and interpretations consistently. - Critically evaluate different approaches to learning. - Apply critical evaluation to practice. - Use literature, including relevant professional and academic journals to inform analysis and explanation. - Give evidence of an understanding of, and commitment to, anti-discriminatory and antioppressive policy and practice.

39 Level Indicators Undergraduate Grade Level % A piece of work that is of the highest standard that could be achieved 1 st at this level (or above). The work meets all necessary learning Pass outcomes and is likely to be presented in a unique style. The work shows a consistent systematic understanding of the area under investigation and there is evidence of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of the discipline. Arguments are clearly devised, sustained and defended. There is clear critical interpretation of a broad range of relevant literature (and where appropriate research). The ability to summarise is evident and inclusions/exclusions of material are justified. Referencing is accurate % 1 st Pass 70-79% 1 st Pass 60-69% 2:1 Pass 50-59% 2:2 Pass A piece of work that is of a consistently high standard for this level. The work meets all necessary learning outcomes and may be presented in an original style. The work shows a systematic understanding of the area under investigation and there is evidence of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of the discipline. Arguments are clearly devised, sustained and defended. There is clear critical interpretation of a broad range of relevant literature (and where appropriate) research. The ability to summarise is evident. Referencing is invariably accurate. A piece of work that is of a high standard for this level. The work meets all necessary learning outcomes and shows a systematic understanding of the area under investigation and there is evidence of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of the discipline. Arguments are clearly devised, sustained and defended. There is clear critical interpretation of a broad range of relevant literature (and where appropriate research). Referencing is invariably accurate. A piece of work that addresses the assessment guidelines in full and shows a systematic and critical understanding of the area under investigation though there may be some small gaps. Arguments are usually clearly devised and sustained though there may be some cracks. There is clear critical interpretation of a broad range of relevant literature (and where appropriate research). Referencing is invariably accurate. A piece of work that addresses the assessment guidelines though there may be some gaps. There is usually a systematic and critical understanding of the area under investigation though some areas may be less well defined. The work may tend toward regurgitation of taught input, interpretation of a good range of relevant literature (and where appropriate research) exists though this may tend toward description. Additional reading may be required. Referencing is usually accurate though may require some review. 37

40 40-49% 3 rd Pass 35-39% Marginal Fail 30-34% Fail 20-29% Fail 0-19% Fail A piece of work that achieves all the learning outcomes and addresses the main parts of the assessment guidelines though there are likely to be knowledge gaps which occasionally question the student s full understanding of key aspects. Where they appear, arguments are usually clearly sustained. A reasonable range of relevant literature (and where appropriate research) is provided though additional reading may be advised. Referencing is reasonable though may require review. A piece of work that achieves most, but not all, learning outcomes at threshold level and therefore does not meet the assessment guidelines. It may be disorganised to the extent that interpretation is difficult. The supporting literature is likely to be limited and further/wider reading is required. Referencing may require further work. Academic writing may be a problem. A piece of work that does not meet the learning outcomes or assessment guidelines and/or is disorganised to the extent that interpretation is difficult. The supporting literature is likely to be limited and further/wider reading is required. Referencing may require further work. Academic writing may be a problem. As per 30-34% though there are likely to be major misconceptions / errors. As per 20-29% with the likelihood that this work is incomplete or the student has misread the assessment guidelines. Please refer to your Assessment Schedule for further information

41 PRACTICE EDUCATOR S REPORT (see pro-forma Appendix 7) This report should be completed by the time the student has finished their 100-days in placement. It should be discussed and read by the student and both the Practice Educator and student must sign the report. TO INCLUDE: 1. Confirmation /validation of student s evidence. The confirmation/validation of the student s evidence is a statement verifying the accuracy of the student s portfolio contents, and that they had obtained authorisation from the service user(s) referred to in their portfolio. 2. Summary of evidence under the 3 Key Roles 4-6 (1,500 words suggested). For each of the three Key Roles provide a summary of evidence as to how well the student has met that particular competence. It is helpful if units and elements could be indicated as well. Cross referencing with the student s contribution is possible, although additional information, for example expanding on a piece of observed work, would be preferred. Evidence can be used from the student s practice other than that in the portfolio; this will give a more rounded view of the student s practice on placement. Practice Educators should comment on the evidence in the three pieces of written work. Practice Educators therefore need to ensure that they have been given these to read by the student. 3. Statement indicating how the student has demonstrated the standards of the HCPC Guidance on Conduct and Ethics for Students (1,500 words suggested). Evidence as to how the student has met the HCPC GC&ES must be given. Again, cross referencing is possible but additional evidence over and above what the student has provided will give further validity to the portfolio. 4. Overview/general comments on student performance (250 words suggested). This should be a summary/overview of the overall performance of the student. 5. Future learning needs of student (250 words - suggested). Areas of further development for the student should be highlighted, for example experience of more complex/multi-agency cases; group work skills; legislative knowledge; awareness of particular cultural issues that were relevant on placement. 6. Pass/Fail recommendation the report must conclude with a clear recommendation of either PASS or FAIL PLEASE CAN PRACTICE EDUCATORS A COPY (IN PDF FORMAT IF POSSIBLE) FROM THEIR ADDRESS TO [email protected] WITH THE SUBJECT HEADING OF THE STUDENT NAME AND THE WORDS PRACTICE EDUCATOR REPORT AS SOON AS THE PLACEMENT IS COMPLETED. 39

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43 SECTION 4 Practice Assessment Panel Procedures For Dealing With Problems Policies Relating To Placements/Students 41

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45 THE PROGRAMME PRACTICE ASSESSMENT PANEL The Practice Assessment Panel (PAP) The PAP consists of experienced practitioners and tutors who monitor all aspects of practice learning. The PAP will make recommendations to the Programme Examination Board, which makes final decisions about students' progression through the Programme. Composition of the Practice Assessment Panel (PAP) The Practice Assessment Panel shall comprise: (a) (b) Representatives of the University Social Work Staff Representatives nominated by agencies member of the Programme Stakeholders Duties of the Practice Assessment Panel The PAP shall be responsible to the Programme Examination Board for: (a) (b) (c) (d) (f) (g) (h) co-ordinating, monitoring and developing practice assessment standards collating information on practice learning for the Programme Examination Board implementing the procedures for termination of placement and second opinions receiving written reports in relation to placement terminations and second opinions making Pass or Fail recommendations to the Programme Examination Board relating to each student on completion of their placement identifying the training needs of Practice Educator Identifying areas of development for the Programme in relation to practice learning and practice related matters. 43

46 PROBLEMS ON PLACEMENT Introduction In some circumstances, events and developments within the placement may require a decision to be made outside of the usual assessment framework and before the final assessment is due to take place. These may include situations where, for a variety of practical and/or emergency reasons, the placement cannot continue which make it appropriate to follow the Termination of Placement or Immediate Suspension on Grounds of Unsafe Practice (pages 45-48) or Situations where there are concerns about the student s progress or performance on placement which make it appropriate to follow the Concerns on Placement Procedures (pages 49-51) Guiding Principles The procedures are underpinned by the following guiding principles: (1) All placements should offer students the opportunity to meet their learning needs (2) All students have the right to be informed about concerns about their practice or progress and have opportunity to improve (3) Placement organisations, tutors and students will use the procedures to address problems in placement in a timely and appropriate manner Fitness for Practice In any event where a placement is failed or terminated, and concerns about a student s practice fall within the remit of the Health and Care Professions Council Guidance on Conduct & Ethics for Students the matter will be referred to the Head of Social Work and/or the Practice Assessment Panel (PAP) for their consideration. The Head of Social Work and/or the PAP will make a recommendation regarding whether the student should be referred into the Fitness for Practice Procedures. Fees and Progression There are financial implications, as well as implications for progression on the programme for students whos placement breaks down. Students are usually offered one placement opportunity at each level (subject to satisfactory progression). Students who fail a placement will be considered by the PAP who may offer, at their discretion, the opportunity of a repeat placement. Students who have failed a placement and are offered the opportunity of a repeat placement will be liable to pay for the whole module and will not be able to progress with the rest of their cohort. Students who have a placement terminated may not be liable for fees depending on the circumstances of the termination. Please ensure you follow the procedures outlined in this handbook and seek advice from your tutor straight away if there are concerns raised about your placement. It is strongly advised that you carefully consider and discuss with the relevant parties any concerns raised about your practice in order to work towards resolving them.

47 Termination of Placement Procedure PROBLEMS ON PLACEMENT These may be situations where, for example, the placement is disrupted and /or may be terminated as a result of student personal circumstances or internal agency changes. These are situations where the performance and practice of the student is not a matter for concern and procedures apply as outlined overleaf in:- 1. Administrative Termination of Placement or 2. Disruption / Termination of Placement due to Students Personal Circumstances Immediate Suspension on Grounds of Unsafe Practice There may also be situations where there are issues about the students practice and performance, which can be of varying degrees of concern and seriousness. If there is a situation where the students practice is considered to be unsafe and damaging to service users; is considered to be unethical or creates unacceptable risks for themselves or others and the agency views the behaviour as equivalent to that which would result in suspension of a paid employee, then the agency may instigate immediate suspension of the placement. The procedures will apply as overleaf in:- 3. Immediate Suspension on Grounds of Unsafe Practice 45

48 1. Adminstrative Termination of Placement A placement may be terminated for administrative reasons when any of the following apply: a) There is agreement from the Practice Learning Team, Practice Educator, student and tutor that the placement does not offer sufficient learning opportunities b) The Practice Educator can no longer continue due to change in employment or prolonged period of absence from placement Procedure:- Where a student and Practice Educator consider that a placement cannot offer sufficient learning opportunities the following procedure should be adopted. i. Student and PE agree there is a problem with learning opportunities or the availability of a suitably qualified Practice Educator. Where an On-Site Supervisor is involved, the concerns should be raised with them at the earliest possible opportunity. An attempt may be made to resolve the issues through the exploration of further learning opportunities ii. iii. iv. If further learning opportunities or a replacement Practice Educator cannot be identified or do not quickly materialise, the student s tutor should be informed of the problem. The Practice Learning Team should be informed of the problem. An informal meeting with a member of the Practice Learning Team, the student, Practice Educator, tutor and on-site supervisor (if there is one). The meeting may agree that a) Further learning opportunities can be created which may include linking with other agencies or teams. Minutes should be taken of this meeting which should clearly identify who is responsible for undertaking tasks to create further opportunities. A follow up meeting should be held after 10 further placement days to consider whether sufficient opportunities now exist and the placement should continue. If all parties conclude that the placement is not viable, it should be terminated or b) The meeting will conclude that the placement is not viable if all parties agree. In the event that a placement is terminated for administrative reasons, the matter will not be referred to the Practice Assessment Panel. The Practice Learning Team will identify a new placement opportunity for the student.

49 2. Disruption / Termination of Placement due to Students Personal Circumstances A placement may be terminated on the grounds of the Student s Personal Circumstances when ill health, caring responsibilities or other personal circumstances (e.g. bereavement) mean that the student is unable to attend placement for a period of time that leads to significant disruption to the placement. Procedure:- I. The student should inform their Practice Educator, Tutor and, where applicable, On-Site Supervisor as soon as they are aware that they will be absent from placement and provide information about anticipated timescale. They must provide supporting evidence (i.e. doctors note) II. III. IV. The MMU Practice Learning team are to be made aware of absence. The PLT will liaise with the agency, on site supervisor, PE or agency representative and the tutor. Consideration will be given to practicalities and the disruption to the agency and available learning opportunities. Wherever possible the plan will be for the student to return to placement and negotiated and agreed with all parties. In circumstances where prolonged absence leads to significant problems for the agency or disruption to the student s learning, the placement may be terminated. The Practice Learning Team will identify a further placement when it is considered the student is ready to resume: this will be in negotiation with the student and their tutor. 3. Immediate Suspension on Grounds of Unsafe Practice An agency or the University may instigate immediate suspension of a placement in circumstances where a student s practice is seen as equivalent to that which would result in suspension of a paid employee. This is where their practice is considered to be damaging or dangerous to service users, is considered to be unethical or creates unacceptable risks for themselves or others. The placement agency should inform the student s tutor as soon as possible. Procedure: i. A meeting including the student, Practice Educator, on-site supervisor (where applicable) and tutor will be arranged. This will be chaired by a member of the MMU Practice Learning Team. ii. The student, Practice Educator, Tutor and On-Site Supervisor will prepare reports that will be circulated and read prior to the meeting, outlining the reasons and circumstances of the immediate suspension of the placement. 47

50 Process of the meeting The Chair will give all personnel involved the opportunity to discuss the issue(s) raised in the reports and necessitating the suspension. The meeting will then decide on one of the following options:- - The practice is of sufficient seriousness to necessitate a fail recommendation (see Fail Recommendation and appointment of Second Opinion Practice Educator below) or - The practice is not of sufficient concern to necessitate a fail recommendation; the issues are resolvable and the student may return to placement and continue in the usual fashion. - If it is agreed the student should return to placement any arising issues should be clearly specified and a timed action plan devised to resolve these. Learning opportunities; specific pieces of work to be undertaken; the support structures in place and how progress is to be monitored should be specified. The action plan should include a date for review of progress to take place, usually in 4 weeks time. This review meeting will discuss progress on the action plan and if progress is being made, then the placement should follow the normal pattern.

51 PROBLEMS ON PLACEMENT Concerns on Placement: Poor Performance and Progress If any of the student, PE or tutor identifies concerns about the students practice on placement, these should be named and discussed directly with the student in the first instance and the student s tutor and/or PE. Any concerns should be identified and raised as early as possible in the placement. These concerns may be issues around a student s progress; performance or behaviour and may include issues around supervision. If the PE (or tutor) is uncertain about the concerns these may be discussed with the Agency Practice Co-ordinator (if applicable) and/or the MMU Practice Learning Team for further guidance. Concerns Procedure Stage 1 Informal Concerns Meeting An informal concerns meeting should take place between the student, PE (and on-site supervisor if PE is off-site) and tutor. A record of this discussion should made by the tutor and an action plan decided and noted, with copies for all. The tutor, PE and student must agree a Review meeting date in order to review progress on the action agreed no longer than 4 weeks later than the informal concerns meeting. (It must be noted that if substantial progress is not identified by the third week, then this Review meeting will become a formal concerns meeting (see below).) The tutor must inform the Practice Learning Team that the informal meeting has taken place and the date of the Review meeting. The tutor, PE and student must monitor progress during this period and be in telephone contact and decide on one of the following options:- - If the student is making substantial progress on the action plan by week 3, then the arranged Review meeting date will take place and student action and progress noted and recorded. This may be the end of the matter and the student and the placement can continue to final assessment and conclusion. If concerns re emerge or are raised again at a later date, then a formal concerns meeting needs to be arranged (see Stage 2 Formal concerns meeting below). - If there is no or limited progress by week 3, or if concerns are continuing, then the review meeting arranged will become a formal concerns meeting (see Stage 2 Formal concerns meeting below). The tutor must inform the Practice Learning Team immediately of this as a member of the PLT is required to coordinate and chair the formal concerns meeting. NB In very exceptional circumstances, following consultation with the Practice Learning Team, this procedure may progress to Stage 2 without having had the Stage 1 Informal Concerns Meeting 49

52 Stage 2 Formal Concerns Meeting A formal concerns meeting is required if the concerns are continuing or if the student is making limited progress on the action plan agreed. A member of the Practice Learning Team (PLT) at MMU will coordinate and chair the meeting. The student, tutor and PE are required to attend the meeting. The member of the PLT will liaise with all parties and agree the date, time and location for the meeting. Written reports are required from all parties, which will be circulated before the meeting for all to read. The reports will clearly specify the nature of the concerns and the issues of practice, performance or attitudes that have given rise to the concerns will be detailed. The Chair of the PAP should be informed that a formal concerns meeting is to take place Process of the formal concerns meeting The member of the Practice Learning Team who will Chair the meeting should ensure that all reports have been circulated previously or are circulated at the meeting and time allocated for these to be read. The Chair should then give all those involved the opportunity to discuss the issues raised in the reports, commencing with the student. It is important that issues are raised clearly and openly, with issues around confidentiality raised and discussed. When all personnel have had time to respond to the issues raised the Chair will sum up and ask for one of the following decisions to be reached: - The issues raised may be resolvable in which case the issues should be clearly specified and a timed action plan devised to resolve these. Learning opportunities; specific pieces of work to be undertaken; the support structures in place and how progress is to be monitored should be specified. The action plan should include a date for review of progress to take place, usually in 4 weeks time. This review meeting will discuss progress on the action plan and if progress is being made, then the placement should follow the normal pattern. If there continue to be concerns or there is limited or no progress, it may be that the outcome is a fail recommendation (see below) and the process outlined below is followed. - The issues raised are not resolvable in which case the PE will make a fail recommendation. (See below).the student will therefore leave arrange the appropriate handover of their work and leave the placement forthwith. The Chair will explain next steps (see below) and encourage the student to keep in contact with their tutor. The Chair of the meeting will provide written minutes to all those who attended. If a review takes place at a later date this will also be minuted and copies of minutes forwarded to the relevant parties.

53 Fail Recommendation and appointment of Second Opinion Practice Educator Where a fail recommendation is decided, the PE is required to write a formal assessment report to this effect and to forward this to the member of the PLT who chaired the formal concerns meeting or to the Chair of PAP. In all cases of fail recommendation, the Chair of PAP will be informed and will arrange for a second opinion and will instruct an independent Practice Educator to undertake this task. The nominated Second Opinion Practice Educator will look at both direct and indirect evidence of practice and competence, and will interview all personnel concerned with the placement. There is Guidance on the role of the Second Opinion Practice Educator held by the Chair of PAP and available from the MMU Practice Learning Team if required. Practice Educator Support Structure In the event that individual Practice Educators may feel the need for advice and support the following is offered: For PEs working in an agency where there is a placement co-ordinator, the first contact should be the agency co-ordinator. For PEs where there is no co-ordinator, PEs may contact the MMU Practice Learning Team for advice and support. For PEs working with students where there are concerns about practice or performance, ongoing support, if required, can be provided by the Practice Learning Team. Other Issues that may Arise on Placement 1. Suitability to Practice There is guidance concerning this in the Programme Handbook. Please refer to the MMU Practice Learning Team if further information is required. 2. Whistleblowing In instances where students witness abusive, unprofessional or discriminatory practice, they should discuss this matter with their tutor or PE. If unresolved and/or of a serious nature the University has a policy on whistleblowing which can be obtained/discussed with the tutor in the first instance. 3. Discriminatory or oppressive practice on placement. Discrimination in this document refers to discrimination against students, users, carers, potential users and staff of the agency and tutors, whether individually or institutionally experienced. Tutors, PEs, students, other members of the agency, service users or carers may be responsible for discriminatory behaviour and attitudes. A policy statement relating to all these matters is located on page 54 of this document. 51

54 The Manchester Metropolitan University Procedures For Implementing Anti-Discrimination Policy Within Placements Opening statements Discrimination in this document refers to discrimination against students, users, potential users and staff of the agency and tutors, whether individually or institutionally experienced. Tutors, Practice Educators, students, other members of the agency and service users may be responsible for discriminatory behaviour and attitudes. Social work agencies in which students will be placed, should be actively working towards change and promoting anti-discriminatory working practices. Within the context of this document, Practice Educators and tutors will take seriously any concerns the student brings and will not attempt to minimise or avoid taking difficult decisions and actions. The procedures outlined below are intended to be the final stages of the process of tackling discriminatory behaviour. Students, tutors and Practice Educators are expected to deal with discrimination as soon as possible and within their normal working relationships and to invoke the formal procedures only when they believe that the informal ways have not been successful. Procedures 1 Instances of discrimination where informal interventions have not resulted in appropriate responses should normally be brought to the attention of, and discussed in the first instance, by the student and the Practice Educator. However, students who feel disadvantaged by the power imbalance may wish initially to discuss the situation with their tutor or another person within the agency prior to raising the problem with their Practice Educator. 2 If after discussion between student and Practice Educator, the issue/situation remains unresolved from the student's or Practice Educator's point of view, it would be considered appropriate for the tutor to be contacted. In recognising the power imbalance of the placement situation it is considered appropriate that students may refer the problem to their tutor without feeling obliged to discuss this move with the Practice Educator. Practice Educators should always inform students that they are contacting the tutor. Students should be made aware that Practice Educators may also wish to consult with colleagues within the agency prior to taking further action. 3 The tutor's role would then be to: a) if the student so wishes, support and advise the student actively engaging in a process of challenging discrimination without at that stage involving the Practice Educator and/or b) arrange a three way meeting in which the student, the tutor and the Practice Educator try to resolve the issue/situation by developing anti-discriminatory strategies. 4 Where there is agreement between all parties about the existence and nature of discrimination All the parties should formulate and carry out a plan of action to address the discrimination, which may involve using the agency's equal opportunities/anti-discrimination policies. Other

55 appropriate representatives of the agency may need to be involved. It may be appropriate to delay the implementation of this action plan until the student has completed the placement in order not to jeopardise the position of the student within the agency or the evaluation of the placement. Where at all possible, the student will be kept informed of progress if the action occurs after the placement is completed. 5 Where there is disagreement between the parties about the existence and nature of discrimination a) Where the Practice Educator and tutor agree that the student is deemed to be behaving in a discriminatory manner and therefore likely to fail the placement, or the placement is likely to be withdrawn, the matter should be referred to the Chair of the Practice Assessment Panel (PAP) for further action b) When the student and tutor believe that the Practice Educator or agency is behaving in a discriminatory manner. then, either: i. the student will be withdrawn from the placement, if possible with her/his consent and termination of placement procedures will be followed (see page46) or: ii. if it is deemed appropriate, through the Programmes formal concerns processes (see page 49), to continue the placement, an anti-discriminatory strategy will be adopted by student and tutor and/or Practice Educator. In this situation the tutor and/or Practice Educator will offer full support to the student and will hold open to the student the option of changing placement. In all cases the tutor will give a detailed explanation of the difficulties faced by the student to the Chair of the Practice Assessment Panel. c) Where the Practice Educator and the student believe that the tutor is behaving in a discriminatory manner she/he should inform the Head of Department who will then activate the university's relevant procedures. d) Where the student believes that the Practice Educator and the tutor are behaving in a discriminatory manner, she/he should inform the Head of Department who will then activate the university s relevant procedures and will inform the agency concerned, which will implement its own internal equal opportunities procedure. 53

56 The MMU Social Work Course Anti-Discrimination Position Statement 1 This society is built on unequal power relations based on race, class and gender, a situation which is unjust. This has implications for people s lived experience of sexuality, age and disability. Such fundamental issues have to be addressed by this social work training programme. 2 As a staff group we are engaged in the maintenance and perpetuation of power relationships and have the ability and responsibility to make a contribution in challenging and changing them. 3 As an institutionalised phenomenon, discrimination will be challenged by us in an individual, institutional and corporate way as an integral part of all training/curriculum programmes irrespective of their substantive concerns. We shall also support students who challenge such discrimination. 4 Our commitment to anti-discriminatory practice will be judged by what we do and by what we say. 5 `The truths' as articulated by oppressed groups are a critical part of the knowledge base which informs social work teaching and practices. Such groups will be afforded support and developmental opportunities to articulate their truths and have them accepted as valid. 6 All students will be afforded structured opportunities to advance their own understanding and contribution to anti-discriminatory practice. These opportunities will not be at the expense of the rights of oppressed groups to learn in an environment free of discriminatory rhetoric and actions. 7 It is necessary to critically evaluate all course material/teaching methods etc and assess their relevance for a multi-racial and multi-lingual Britain. 8 We will be explicit about the history, values and ideologies which underpin the course, and will cultivate an environment whereby 'knowledge' can be challenged. 9 Within the context of this document, a central perspective of the course must be the protection and articulation of minority interests from assaults by powerful interest groups. Rights are not absolute and have to be matched by the responsibility of us all to strive to create a humane, relevant and anti-discriminatory learning environment and professional base.

57 HEALTH AND SAFETY REQUIREMENTS Extract of information to Placement Provider relating to health and safety expectations The University and you as a placement provider have a duty of care towards the student whilst on placement. In order to fulfil this duty of care the University will: - Prepare the student for the placement and ensure they are aware of general health and safety aspects. However, this is of a general nature and does not include the specific information needed for any particular job or workplace; Give the student an opportunity to feedback to the University on any problems experienced with regard to health and safety whilst on placement and Respond to any negative feedback received from students in relation to health and safety practices during placements by informing the placement provider. During the placement, we would expect our student to prove to be an effective, safe and reliable individual. However, you will appreciate that during this period the student is under your control and therefore the statutory duty of care and consequent liabilities rest with yourself. As the students placement provider the University expects you to treat them in the same way as your employees with regards to their health, safety and welfare. It is therefore the University s expectation that as Placement Provider you will: Provide the student with an induction in the workplace health and safety arrangements, including fire precautions, specific hazards and health and safety precautions. Include the student in the risk assessment programme as it affects activities undertaken by them. Provide appropriate instruction and training in working practices and in the particular control measures identified in the risk assessments. Provide ongoing supervision and training for the student in the performance of their duties. Have a system of recording and investigating accidents and incidents. We would ask that you notify the University of accidents and incidents involving the student that you are made aware of. Insurance The University assumes that you will have Employer Liability and Public Liability insurance in place for the period of the placement and that these will apply to a placement student as they would to any other member of your staff. If this is not the case, or if this creates any questions or problems, please let us know at the earliest possible date on and ask to speak to the social work placement administrator FOR FURTHER INFORMATION SEE THE FULL HEALTH AND SAFETY REQUIREMENTS ON THE FACULTY S WEB SITE 55

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59 SECTION 5 Appendices National Occupational Standards for Social Work Key Roles 4, 5 and 6 HCPC Guidance on Conduct and Ethics for Students Social Work Tutor s Contact Details 57

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61 National Occupational Standards for Social Work Key Roles 4, 5 & 6 and HCPC Guidance on Conduct and Ethics for Students: FINAL PLACEMENT 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 guidance. Students should provide evidence for the following 10 elements: 1. You should always act in the best interests of you 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 (so 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 59 Handbook Revised October 2014

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63 Key Role 4 - Manage risk to individuals, families, carers, groups, communities, self and colleagues Key Role 4 Manage risk to individuals families, carers, groups, communities, self and colleagues UNITS Unit 12: Assess and manage risks to individuals, families, carers, groups and communities Unit 13: Assess, minimise and manage risk to self and colleagues ELEMENTS 12.1 Identify and assess the nature of the risk 12.2 Balance the rights and responsibility of individuals, families, carers, groups and communities with associated risk 12.3 Regularly monitor, re-assess, and manage risk to individuals, families, carers, groups and communities Assess potential risk to self and colleagues 13.2 Work within the risk assessment and management procedures of your own and other relevant organisation and professions 13.3 Plan, monitor and review outcomes and actions to minimise stress and risk 61 Handbook Revised October 2014

64 Key Role 5 - Manage and be accountable, with supervision and support, for your own social work practice within your organisation Key Role 5 Manage and be accountable, with supervision and support, for your own social work practice within your organisation UNITS Unit 14: Manage and be accountable for your own work Unit 15: Contribute to the management of resources and services Unit 16: Manage, present and share records and reports Unit 17: Work within multidisciplinary and multiorganisational teams, networks and systems ELEMENTS 14.1 Manage and prioritise your workload within organisational policies and priorities 14.2 Carry out duties using accountable professional judgment and knowledge based social work practice 14.3 Monitor and evaluate the effectiveness of your programme of work in meeting the organisational requirements and the needs of individuals, families, carers, groups and communities 14.4 Use professional and managerial supervision and support to improve your practice 15.1 Contribute to the procedures involved in purchasing and commissioning services 15.2 Contribute to monitoring the effectiveness of services in meeting need 15.3 Contribute to monitoring the quality of the services provided Contribute to managing information 16.1 Maintain accurate, complete, accessible and up-to-date records and reports 16.2 Provide evidence for judgments and decisions 16.3 Implement legal and policy frameworks for access to records and reports 16.4 Share records with individual s families, carers, groups and communities 17.1 Develop and maintain effective working relationships 17.2 Contribute to the identifying and agreeing the goals, objectives and lifespan of the team, network or system 17.3 Contribute to evaluating the effectiveness of the team, network or system 17.4 Deal constructively with disagreements and conflict within relationships

65 Key Role 6 Demonstrate professional competence in social work practice UNITS Unit 18: ELEMENTS 18.1 Review and update your own knowledge of legal, policy and procedural frameworks 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 Implement knowledge based social work models and methods to develop and improve your own practice Unit 19: 19.1 Exercise and justify professional judgements Key Role 6 Demonstrate professional competence in social work practice Work within agreed standards of social work practice and ensure own professional development Unit 20: Manage complex ethical issues, dilemmas and conflicts Unit 21: Contribute to the promotion of best social work practice 19.2 Use professional assertiveness to justify decisions and uphold professional social work practice, values and ethics 19.3 Work within the principles and values underpinning social work practice 19.4 Critically reflect upon your own practice and performance using supervision and support systems 19.5 Use supervision and support to take action to meet continuing professional development needs Identify and assess issues, dilemmas and conflicts that might affect your practice 20.2 Devise strategies to deal with ethical issues, dilemmas and conflicts 20.3 Reflect on outcomes 21.1 Contribute to policy review and development 21.2 Use supervision and organisational and professional systems to inform a course of action where practice falls below required standards 21.3 Work with colleagues to contribute to team development 63 Handbook Revised October 2014

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67 HCPC Guidance on Conduct and Ethics for Students The full Guidance is included below. You do not need to provide evidence for those standards that are shaded grey 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 You should provide any important information about your conduct, competence or health to your education provider. You should limit your study or stop studying if your performance or judgement is affected by your health. 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 (so far as possible) 10. You should keep accurate records on service users 11. You should deal fairly and safely with the risks of infection. 12. You should behave honestly 13. You should make sure that your behaviour does not damage public confidence in your profession 65 Handbook Revised October 2014

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69 List of Social Work Tutors MANCHESTER METROPOLITAN UNIVERSITY FACULTY OF HEALTH, PSYCHOLOGY AND SOCIAL CARE Social Work Tutors Name Phone Number Address Concetta Banks Claire Bellamy Andrea Collins Pete Cooling David Edmondson Debra Hayes Mandy Hagan Helen Mayall Ken McLaughlin Teresa O Neill [email protected] Ann Potter [email protected] Rachel Robbins [email protected] Debbie Thackray [email protected] Chris Yianni [email protected] Practice Learning Team Claire Bellamy [email protected] Pauline Black [email protected] Cathie Jasper [email protected] Placement Administration Rachel Radcliffe [email protected] General [email protected] 67