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Publisher: Whiting and Birch   (Total: 3 journals)   [Sort by number of followers]

Showing 1 - 3 of 3 Journals sorted alphabetically
Groupwork     Full-text available via subscription   (Followers: 3, SJR: 0.101, h-index: 5)
J. of Practice Teaching and Learning     Full-text available via subscription   (Followers: 1, SJR: 0.193, h-index: 2)
Social Work & Social Sciences Review     Open Access   (Followers: 16, SJR: 0.115, h-index: 7)
Journal Cover Journal of Practice Teaching and Learning
  [SJR: 0.193]   [H-I: 2]   [1 followers]  Follow
   Full-text available via subscription Subscription journal  (Not entitled to full-text)
   ISSN (Print) 1759-5150
   Published by Whiting and Birch Homepage  [3 journals]
  • Clinical psychology trainees should routinely obtain service user feedback
           as part of their clinical experience and assessment during training: Why
           and how?
    • Authors: Sonia Kaure Dhinse, Michelle Fisher
      Pages: 1 - 25
      Abstract: This study aimed to provide evidence based recommendations to the course team at the University of Birmingham on how to formally obtain and incorporate service user feedback (SUF) into trainee Clinical psychologists placement assessment and clinical experience. Focus groups were held separately with four stakeholders. This included the course team, adult mental health services users, supervisors and trainees. Interestingly, trainees, service users and the course team thought SUF for trainees is for the assessment and development of trainees than it also being useful for the service user and therapy. Supervisors thought SUF for trainees is no different to SUF used as part of routine clinical practice and is, additionally, being used in the assessment of trainees. Many of the stakeholder choices and concerns were influenced by their understanding of SUF for trainees. The results were discussed in a working group of representatives from each stakeholder group and recommendations were made.

      PubDate: 2016-12-13
      Issue No: Vol. 14, No. 2 (2016)
  • Editorial
    • Authors: Jo Finch
      Pages: 3 - 5
      Abstract: The Editorial to this volume
      PubDate: 2016-12-20
      Issue No: Vol. 14, No. 2 (2016)
  • Improving professionalism through reflection and discourse in communities
           of practice: The key situations in social work model and project
    • Authors: Adi Staempfli, Eva Tov, Regula Kunz, Domink Tschopp
      First page: 6
      Abstract: Professional social work under conditions of uncertainty and complexity requires integration of various forms of knowledge, practice and values and entails managing emotions skilfully to make ethical professional judgements. The article discusses these challenges for social work(ers) and introduces the key situation in social work model. It consists of a systematic reflection process of typical, reoccurring practice situations in communities of practice (CoPs). Situated knowledge, memorised in relation to situations is dominant and is more easily accessed in practice. Situational knowledge, co-produced in reflections on key situations, is documented and shared on a virtual platform. Therefore, the model offers a concept for situational knowledge management and for discursive examination in professional and scientific communities. In the #keysituation project a platform was constructed and 10 CoPs with 35 active members from practice and academia quality assure its content. Based on the literature nine design principles for CoPs are suggested. The authors describe how these were applied. Success and failure depends on balancing three constituent aspects of CoPs: domain, community and practice. The model offers a flexible approach to continuous professional development (CPD), which fosters a learning culture essential to overcome managerial, technocratic approaches so prevalent in social work organisations.

      PubDate: 2016-12-13
      Issue No: Vol. 14, No. 2 (2016)
  • Infusing aging competencies: Lessons from BSW students following
           service-learning assignment with older adult
    • Authors: Natalie D Cawood, Rebecca J Garrison
      First page: 52
      Abstract: This study examined the extent to which a mandatory service-learning experience impacted Bachelor of Social Work (BSW) students’ attitudes and interest in working in gerontological social work and identified factors that influence a student’s desire to work with aging populations. Using a convenience sample of 51 BSW students, participants either conducted a structured life review or a friendly visitor assignment with an older adult. Participants were a diverse group of primarily female students, ranging in age from 20-57 years old. Pre- and post-survey results suggest that intergenerational service-learning in social work can be a valuable instructional technique, helping students to maintain or increase interest in working with elder populations, alleviating concerns of working in gerontological settings, and giving insights into both the challenges and rewards of this field of work.

      Keywords aging/gerontology; practice learning; service learning; experiential teaching methods; social work education

      PubDate: 2016-12-13
      Issue No: Vol. 14, No. 2 (2016)
  • The Professional Capabilities Framework and contemporary debates:
           Implications for social work education in England
    • Authors: Martyn Higgins
      First page: 89
      Abstract: The social work reform agenda sought to transform social work education. The aim was to make qualifying social work education effective at producing social workers fit for practice. A number of reforms have been implemented. These include among others the Professional Capabilities Framework. This framework provides a single set of standards for all social workers from initial qualification to advanced practice. The problem for social work reform and the Professional Capabilities Framework is that elements of the reform remain contested. Despite the implementation of the reforms in 2013 differences continue to exist about the nature and purpose of social work. The key message of this paper is that reconfiguring the Professional Capabilities Framework within Sen’s capabilities or human development approach will provide social work education with a more comprehensive foundation with which to engage effectively with contemporary debates about social work education.

      Keywords: professional capabilities framework; Sen; Naussbaum; capabilities approach; human development model
      PubDate: 2016-12-13
      Issue No: Vol. 14, No. 2 (2016)
  • Review
    • Authors: Neil Hammond
      First page: 109
      Abstract: A review of:-Practice Placement in Social Work:
      Innovative approaches for effective teaching and learning
      A. Bellinger, and D. Ford
      Bristol, Policy Press, 2016, 236pp
      PubDate: 2016-12-13
      Issue No: Vol. 14, No. 2 (2016)
  • The dialectical stance in nurturing the Net Generation of social workers:
           The interplay of changeableness and unchangeableness
    • Authors: Sandra Oi-Ngor Cheung
      Pages: 69 - 88
      Abstract: : Generational gap and different socio-economic context between social work students (and social workers) and clients hinder the sense-making of clients’ needs for rendering responsive services. Similarly, a generation gap is found between practice teachers (or fieldwork instructors) and social work students, which may affect the practice teaching and learning process. This current discussion addresses the challenges faced in training the Net Generation (born after 1980) of social work students. A dialectical stance – embracing the changeableness in pedagogy and the unchangeableness in the practical moral nature of social work practice – is proposed for preparing social work graduates to have the capability to practice for the good of human beings. Building on the findings of her previous study, the author illustrates this dialectical stance based on five pairs of practice teachers and their students in an exercise of pedagogical practice wisdom in social work practice teaching in Hong Kong. Implications for practice teachers are also drawn.

      Issue No: Vol. 14, No. 2
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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