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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: 15, 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
   ISSN (Print) 1759-5150
   Published by Whiting and Birch Homepage  [3 journals]
  • Editorial
    • Authors: Jonathan Parker, Jo Finch
      Pages: 3 - 5
      Abstract: Editorial to 14(one)
      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Building skills in psychiatric assessment through an online problem-based
           learning course
    • Authors: Jayme Swanke, Laura Dreuth Zeman
      Pages: 6 - 18
      Abstract: Clinical social workers use psychiatric assessment on most clients in the US. Insurance companies that pay for counseling need diagnoses on claim forms. Despite the need for diagnostic skills, a gap exists between education and practice. The Council on Social Work Education standards do not include competencies addressing psychiatric diagnosis. Consequently, not all programs offer students this training. This paper outlines an online Problem Based Learning (PBL) course in psychiatric diagnostic assessment for graduate social work students. It provides findings from an evaluation of the first two years a US public university offered the course online. The study provides an understanding of the learners’ experiences with online learning and their demonstration of skill in psychiatric assessment. It shows how one school of social work tried to fill the gap between education and practice related to diagnostic assessment.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Using audio-visual presentation to teach global mindedness in social work
    • Authors: John Moriarty, Janet Carter-Anand, Gavin Davidson, Chaitali Das, John Pinkerton
      Pages: 19 - 37
      Abstract: This paper considers the production of an audio-visual presentation of the experience of three students who participated in an exchange with a social work programme in Pune, India. We also describe the use of the video in a classroom setting with a year group of 53 students from a younger cohort. This exercise was intended to stimulate students’ curiosity about the international dimensions of social work and add to their awareness of poverty, social justice, cultural competence and community social work as global issues. Written classroom feedback informs our discussion of the technical as well as the pedagogical benefits and challenges of this approach. We conclude that the audio-visual presentation to some degree helped students connect with diverse cultural contexts, but that a complementary discussion challenging stereotyped viewpoints and unconscious professional imperialism is also crucial.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision
           framework four years on
    • Authors: Prospera Tedam, Millicent Munowenyu
      Pages: 35 - 58
      Abstract: Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Motivational interviewing and social work education: The power of
           relationship based practice
    • Authors: Heidi Dix
      Pages: 59 - 72
      Abstract: Motivational interviewing is increasingly recognised as an effective intervention within health and social care settings. It has an established evidence base which appeals to commissioners of services in this time of austerity and also has links with relationship-based practice which has seen a resurgence in the literature in recent years. This article outlines the key principles of motivational interviewing and the influences that can assist behavioural change and explores how this approach can be transferred to practice education. It suggests that motivational interviewing, which is founded on principles of person centred and partnership working, can be utilised by both health and social workers who operate as practice educators. In order accurately to assess the knowledge and skills of students in accordance with the requirements of the relevant professional body, practice educators need effectively to engage with students. This article suggests that adhering to the ‘spirit’ of motivational interviewing and adopting some of the tools and techniques which form the basis of this approach, can assist practice educators to develop effective relationships with students. The principles and philosophy of motivational interviewing in supervision sessions can assist practice educators to develop student confidence, self-awareness and if necessary engage in a process of change.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Seselelame: Reflective team approach to practice
    • Authors: Julia Jude
      Pages: 73 - 87
      Abstract: Abstract: This paper focuses on an awareness of self through the integration of Seselelame Reflective Team Approach to Practice (SRTAP), a model I develop that was adapted from Anderson’s systemic reflective team approach. An understanding of how SRTAP enhances the quality of practice of social workers is explored. Approaching this task from a practice-based standpoint I draw from my experience and practice. I explore how the concept of SRTAP was embedded in a local social work context; I explain and illustrate the value of bringing forth an awareness of self through the use of feeling in the body to practice, inviting an appreciation of the value of practical wisdom through SRTAP.
      The narratives of practitioners offer examples of the effectiveness of the SRTAP on casework (that is, tasks involving plans or ideas, solving problems or making decisions). I discuss conditions, rationale and guidance needed to achieve and sustain the benefits of SRTAP.
      Taking feedback from practitioners, my experience and observation I suggest that SRTAP creates a blend between intuitive and analytical ways of being in practice, contributing practice competence through an exploration of self as a resource when dealing with complex relational dynamics. When I use the word ‘self’ in this paper, I refer to felt responses in terms of feelings in the body.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
  • Promoting conscious competence by introducing mindfulness to social work
    • Authors: Jayne Howie, Debbie Innes, Paul Harvey
      Pages: 88 - 104
      Abstract: Given the emotive context of social work practice, acquiring competence can be challenging. Professional aptitude involves prowess in analytical thinking and controlling emotions, however, this can create conflict within the therapeutic relationship. For trainees, analytical thinking and managing emotions are difficult skills to attain and are not always directly taught, leaving individuals to their own devices to develop possibly ineffective, strategies for dealing with complex emotions and resulting stress. As evidence suggests social workers are vulnerable to burnout, thus managing work-related stress becomes a career-long necessity and, if not managed, has serious consequences for organisations and service users and workers themselves. To address this gap, we piloted mindfulness sessions based on Kabat-Zinn’s Mindfulness Based Stress Reduction programme (MBSR) with final year social work students. These sessions are being increasingly and successfully used in a wide variety of organisations across the globe and there is an increasing body of research evidencing numerous benefits for those involved. Feedback from our students suggests these sessions produced a number of personal and professional benefits and includes promoting their resilience and conscious competence.

      PubDate: 2016-03-23
      Issue No: Vol. 14, No. 1 (2016)
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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