handbook on social work placements - the prince's … · 2018-08-03 · what is social work?...

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INFORMATION FOR DELIVERY

PARTNERS AND TEAM LEADERS ON

STUDENT SOCIAL WORKER

PLACEMENTS

Student Social Worker DP Handbook August 2016

CONTENTS Page

INTRODUCTION ................................................................................................................... 3 Background – Why student social workers? ........................................................................... 3 About this handbook .............................................................................................................. 3 SECTION 1: THE CONTEXT ................................................................................................. 4 The Prince’s Trust and wellbeing ........................................................................................... 4 What is social work? .............................................................................................................. 4 The social work degree .......................................................................................................... 5 Student Social Worker profiles ............................................................................................... 5 SECTION 2: PRACTICE LEARNING .................................................................................... 6 What is practice learning? ...................................................................................................... 6 How students learn on Team ................................................................................................. 6 Placement fee ........................................................................................................................ 7 Timing of the placements ....................................................................................................... 7 SECTION 3: GETTING STARTED ........................................................................................ 8 Creating the right infrastructure .............................................................................................. 8 The Practice Learning Team .................................................................................................. 8 Preparation for Team Leaders ............................................................................................... 8 Off-site Practice Educator ...................................................................................................... 8 Practice learning co-ordinator ................................................................................................ 9 SECTION 4: THE PRACTICE LEARNING APPLICATION PROCESS ............................... 11 Engaging with universities .................................................................................................... 11 Getting support from Skills for Care ..................................................................................... 11 The informal visit .................................................................................................................. 13 Three important meetings .................................................................................................... 13 The Practice Learning Agreement ........................................................................................ 14 SECTION 5: THE STUDENT’S ROLE ON TEAM ................................................................ 15 Student Social Worker ......................................................................................................... 15 Mental Health First Aid training ............................................................................................ 15 SECTION 6: STUDENT INDUCTION .................................................................................. 17 What to cover in an induction programme ............................................................................ 17 SECTION 7: ASSESSING STUDENTS – THE PROFESSIONAL CAPABILITIES FRAMEWORK FOR SOCIAL WORK .................................................................................. 19 The Professional Capabilities Framework ............................................................................ 19 Holistic Assessment ............................................................................................................. 19 Mapping learning opportunities to the PCF .......................................................................... 19 Student’s Practice Portfolio .................................................................................................. 20 Mapping learning opportunities to National Occupational Standards ........................... 20 DBS check ........................................................................................................................... 21 Health and safety ................................................................................................................. 21 Travel expenses ................................................................................................................... 21 Use of student’s own car ...................................................................................................... 21 Days and hours worked ....................................................................................................... 21 Study leave .......................................................................................................................... 21 Keeping a record of practice learning days .......................................................................... 21 ANNEX 1: RESPONSIBILITIES OF THE TEAM LEADER .................................................. 22 ANNEX 2: RESPONSIBILITIES OF THE OFF-SITE PRACTICE EDUCATOR ................... 23 ANNEX 3: JOB DESCRIPTION FOR STUDENT SOCIAL WORKERS ON TEAM .............. 24 ANNEX 4: MAPPING TASKS ON TEAM TO THE PROFESSIONAL CAPABILITIES FRAMEWORK ..................................................................................................................... 25 ANNEX 5: NATIONAL OCCUPATIONAL STANDARDS FOR SOCIAL WORK ................. 29


INTRODUCTION

Background – Why student social workers?

Social workers help people find solutions to their problems to help change their lives. The Prince’s Trust wants to harness the talent and skills of student social workers to help support the wellbeing needs of young people on Team and relieve the pressure on Team Leaders. Delivery Partners who have used Student Social Workers say that their Teams have been enhanced by:

the extra capacity and skills the one-to-one support given to young people the time released for Team Leader’s to concentrate on planning and delivering the

programme Evaluations show that Team members have benefited significantly from the practical help students offer around welfare, personal and emotional issues. There are many examples of Team members who have said that without the support and belief of their Student Social Worker, they would have given up on the programme. Instead, they persevered because they were encouraged to talk about and address their problems. For these reasons, we want to encourage and support Team Delivery Partners to make students an integral part of their Teams.

About this handbook

This handbook is for Delivery Partners and their Team Leaders. It gives practical guidance and a point of reference for implementing social work practice learning placements on the Team programme. Terminology Throughout this handbook, the formal term ‘practice learning placement’ is used to describe what the Trust more commonly refers to as ‘Student Social Worker placement’. Delivery Partners should also be aware that in the practice learning context, they will be referred to by universities and other external organisations as a practice learning ‘agency’.


SECTION 1: THE CONTEXT

The Prince’s Trust and wellbeing

The Trust has identified four areas of wellbeing in which it wants to support young people:

Economic - moving young people into education, employment, training or education Psychological - improving emotional wellbeing Behavioural - raising awareness around drugs and alcohol misuse, sexual health,

smoking Physical - promoting physical activity and healthy eating

Emotional wellbeing is important in its own right because it affects young people’s physical health and can determine how well they do in education or employment. Good social, emotional and physical health helps protect young people against:

emotional and behavioural problems violence and crime, teenage pregnancy and the misuse of drugs and alcohol

As a young person’s life is often a complex mix of issues, choices made in one area of life will usually impact on their overall wellbeing. For example, educating young people to avoid harmful choices such as alcohol or drug use could be the difference between them staying in employment or education, or not. Similarly, helping a young person develop the skills they need for work will often give them the self-confidence they need to reject false support systems such as drugs and alcohol. In summary, wellbeing is crucial to ensuring that all young people can learn, achieve and fulfil their potential. Hence, The Trust wants to as help to ensure many young people on Team as possible are supported by a dedicated ‘Student Social Worker’. We believe student social workers are well placed to undertake this role because their practice learning placements offer a sustainable and affordable source of skilled resource.

What is social work?

Social work is about people. Social workers help people who have been socially excluded or are experiencing difficulties in their life to find solutions to their problems, so that they are able to live more successfully within their communities. Over 50% of social workers work with young people and their families, where they work with groups such as young offenders, school non-attenders and drug and alcohol abusers. “Social care makes a substantial positive difference to people’s lives. It helps people retain or regain their independence and dignity. It helps them overcome difficult situations in their lives, giving them more choice and control, and rebuilding fractured relationships” Options for Excellence, Department of Health, 2006


The social work degree

Social work requires a professional qualification. People who want to become a social worker have to undertake a university degree in social work. This is usually a three year undergraduate (Bachelors) degree or two year post-graduate (Masters) degree. Over the duration of their social work degree, students are trained to deal with a variety of complex problems relating to adults, young people and children. The course involves a combination of course work and a minimum of 200 days spent on placement.

Student Social Worker profiles

Student Social Workers come from a variety of backgrounds. The youngest students are 18 years old, but many are more mature, and may well have been working in social care or a related area for many years.


SECTION 2: PRACTICE LEARNING

What is practice learning?

Practice learning is the learning achieved outside the institution at which the Student Social Worker is enrolled. It forms a crucial part of the social work degree because it provides students with opportunities to practice social work skills, theory and values in real settings, such as the Team programme. During their placement, students have to demonstrate their competence against the Professional Capabilities Framework for Social Work (PCF – see Section 7 for more information). Team Leaders will be responsible for providing relevant learning opportunities (through delegated tasks) to help Student Social Workers meet the required standards of the PCF. Annex 7 indicates the work that students should be involved in to fulfil each part of the PCF.

Benefits of practice learning for young people

Students provide extra support and more time to interact with a different person Students bring different experiences and ideas with them, and this can mean new

and beneficial ways of working with young people In the longer term, the better and more rounded a student’s practice experience, the

better the service they will give to other young people once they are qualified Offering placements to Student Social Workers can help to break down the

perceptions young people have about statutory services, such as social care

Benefits of practice learning for Delivery Partners

Students bring energy, enthusiasm, and skills along with new ideas. Their fresh perspectives can stimulate new thinking about the ways in which young people can be supported on Team

Although students come to your organisation to learn; they are also high quality, short-term workers, able to give dedicated time to young people

Frees up time for Team Leaders to concentrate on the many demands of delivering the Team programme

Students provide an opportunity for continuing professional development of your staff A daily placement fee is paid per student (see more information later in this section)

How students learn on Team

The Prince’s Trust has three strategies for helping student learning: preparation, the range of activities and the role of the Professional Capabilities Framework, as follows:

1. Preparation

The way in which students are prepared for their practice learning is important not just for the individual student but also for Team Leaders, especially if they are new to social work practice learning. The Prince’s Trust provides:

this handbook a student induction pack

In addition, Delivery Partners need to support their Team Leaders to think through their role, expectations and obligations.


2. Student activities

Students can be given a direct role in supporting Team activities, but Team Leaders have to be explicit about referencing this work to the PCF. (See Annex 4 for help with this).

3. Professional Capabilities Framework

Students will rely on the Team Leader’s understanding of the PCF and how this links to their wellbeing support role on Team. Even if the Team Leader is not familiar with the PCF, the standards provide a description of values, knowledge and skills that are presented at a sufficiently generic level for people to understand readily. (See Section 7 and Annex 4 for more information about the PCF).

Placement fee

The government pays £20 per day for SWS placements. The placement fee is paid to the university, who in turn will pay it to Placement providers (you), and the Practice Educator. The daily placement fee for SWS placements is £20, however, this needs to be split between the placement provider and the Practice Educator, as our Team Leaders are not trained Social Workers and therefore cannot be the Practice Educator. Ideally, you will have a split of 50/50, however, the PE is self-employed so they will decide how much they will charge per hour. The agreement that we have with the universities is that the universities will source the PE and pay them directly, which means that you will need to invoice the university for the outstanding amount. However in some cases The Prince’s Trust will source the PE. Your Team Programme Executive will advise you of the local agreements. At the end of the student’s placement, we will need to raise an invoice request, to obtain the daily placement fees. You can only invoice for the days they completed, so much sure you have a correct record of their attendance. Invoicing periods: January, March/April, July/August.

Timing of the placements

Placements on the Team programme are particularly suitable for the second year of undergraduate degrees, when The Trust can offer a 70-day placement. Placements may be full or part-time.

Placements on Team are normally 70 days and should ideally allow the student to experience a Team from beginning to end, including the residential week (unless there is a genuine reason e.g. childcare responsibilities that prevents the student from doing the residential)

There may be instances where the timing of the placement does not exactly “fit” with the schedule of the programme but it is usually possible for the student to see each stage of the programme.

Students who are on placements for 70 days can get involved in the recruitment of young people pre-Team, or progression support to young people post-Team, depending on the exact timings.


SECTION 3: GETTING STARTED

The best practice learning placements are the ones that have been embedded into regular working practices, and this section looks at the people involved in practice learning and the process for getting started.

Creating the right infrastructure

The success of practice learning placements depends as much on the infrastructure that is needed to support them, as on the direct learning experience of students. The central aspect of this infrastructure is the ‘Practice Learning Team’.

The Practice Learning Team

The Practice Learning Team consists of a group of people who will be directly involved in managing the practice learning placements. This team consists of:

the student off-site Practice Educator university tutor and the workplace supervisor (this will be the Team Leader)

The table at the end of this section sets out the role of each member of the practice learning team.

Preparation for Team Leaders

Team Leaders need to understand: the needs of social work education The Trust’s ‘wellbeing agenda’ (outlined in section 1) the ‘Student Social Worker’ role

In addition, they need have a good grasp of the PCF because this is what students are assessed against and it is the Team Leader’s joint responsibility with the off-site Practice Educator to provide students with appropriate work to help them to meet the required standards. Students can be uncertain about doing their practice learning in settings other than in social care because they are concerned about how they will be able to meet the key roles in the PCF. We have already noted the significance of good preparation, but having a clear understanding of their role and responsibilities in relation to practice learning will give Team Leaders the confidence and knowledge to challenge this perception, and to demonstrate to the student that their needs can be met. (See Annex 4 for the identified responsibilities of the Team Leader). University Workshops for Team Leaders We strongly recommended Team Leaders attend an induction and workshops that are normally offered free of charge by the university before beginning their role as supervisor. This will help them to better understand the social work context, and what the university wants and expects. In some cases, universities require attendance to be completed before they will place students with you.

Off-site Practice Educator

A Practice Educator has three key responsibilities: To manage the placement Teach the student


Assess the student Unless the Delivery Partner has someone qualified to undertake the Practice Educator role, an ‘off-site Practice Educator’ will be needed to undertake the formal supervision and assessment of students. Practice Educators are qualified social workers and have additional qualifications, so they are experienced and able to provide support with difficult situations. They are freelance consultants and are hired specifically to support the student’s practice learning, to provide teaching and to compile the assessment. The Prince’s Trust will normally make the arrangements for off-site Practice Educators and deal with the fees involved, although this may be done by the University.

Relationship between the off-site Practice Educator and Team Leader NB: We are aware that some Delivery Partners employ Team Leaders who already have supervisor/assessor qualifications and may prefer to send their Team Leaders on a Practice Educator course run by the university which qualifies them to supervise and assess Student Social Workers. The Team Leader (or other staff member with the right qualification) becomes the ‘on-site Practice Educator’ and the Delivery Partner can claim a larger proportion of the placement fee because an ‘off-site Practice Educator’ does not have to be employed. The Trust does not recommend this model to Delivery Partners as this can add considerably to the Team Leader’s/DP’s workload and, as mentioned above, the experience of a qualified social worker can be invaluable.

Practice learning co-ordinator

Some larger Delivery Partners may have a designated member of staff to co-ordinate placements. This is not a full-time role but they will need to act as the main point of contact and liaise with PT, Practice Educators and the University.

Offsite Practice

Educator

Accountable to the university (and student) for the

assessment of the student

Jointly

Provide learning opportunities and assess

the student

Team Leader

Accountable within the delivery partner for student’s practice

learning experience


Roles of the Practice Learning Team

Title Role

Practice learning supervisor (or Workplace Supervisor)

This role is undertaken by the Team Leader. They will support and facilitate the learning of the student on a day-to-day basis. They will also provide input towards the supervision and assessment of the student – see below.

Off-site Practice Educator (See also Practice Educator Guidance)

The off-site Practice Educator (normally a qualified social worker) will organise and coordinate the student’s learning. They will also undertake the formal supervision and assessment of the student, with input from the Team Leader. An off-site Practice Educator is not required if a Team Leader has undertaken the Practice Educator training run by the university and is undertaking this role.

Practice learning coordinator

Within your Delivery Partner, there may be a designated staff member to manage the placements and do the work of engaging with PT, Practice Educators and universities to coordinate the start and end dates of placements etc.

University Tutor Responsible for supporting the student whilst they are on placement.


SECTION 4: THE PRACTICE LEARNING APPLICATION

PROCESS

The introduction of the new social work degree in 2003 increased the number of practice learning days that students have to undertake from 130 to 200 days. This created a huge surge in the demand for practice learning opportunities and ever since then, universities have turned increasingly to the voluntary sector for good practice learning opportunities.

Engaging with universities

The Prince’s Trust will normally provide the link between the university and the Delivery Partner. Every university with a Social Work Department or Faculty will have a Placements Manager or equivalent, who is responsible for organising placements for Student Social Workers. In some regions Delivery Partners may have a local direct connection with a university and will be arranging placements themselves. The Prince’s Trust will need to know what arrangements are in place and will offer support via the Programme Executives/Programme Manager as necessary.

Getting support from Skills for Care

Skills for Care is part of the Sector Skills Council, and they have responsibility for supporting the development of practice learning nationally. They have regional offices and at least one person with lead responsibility for practice learning who can give you support, and advice about social work practice learning placements. Contact details for each region can be found at: www.practicelearning.org.uk.

http://www.practicelearning.org.uk/


Placement setting up process

This page outlines the process of placing students on Teams. There may be local variations.

PT establishes relationship with university and offers placements

University sends PT details of students, and PT allocates students to appropriate Teams

PT requests Team Leader to invite student for initial informal meeting

If a student is accepted, a start date is agreed and induction organised

The ‘Learning Agreement’ meeting will be set up (see details below)

PT will liaise with the University to identify a suitable off-site Practice Educator

Placement is ready to go


The informal visit

We recommend informal visits by prospective students so that anxieties on all sides can be addressed. There needs to be confidence all round in the Delivery Partner’s ability to provide appropriate learning opportunities that meet the PCF. Delivery Partners should discuss arrangements with their local Prince’s Trust staff, and the Programme Executive may wish to attend the informal meeting.

Three important meetings

The success of practice learning placements depends on good preparation and planning so any period of practice learning is always structured around the ‘learning agreement’, ‘interim’ and the ‘end of placement’ meetings.

1. Learning Agreement meeting

This meeting normally involves the student, Team Leader, off-site Practice Educator and university tutor. The purpose of the meeting is to ensure that everyone is clear about the ‘what, who, when, why, where and how’ of the practice learning placement. At the start of this meeting, Team Leaders may find it useful to discuss with the student:

The learning opportunities for the student The learning needs of the student Expectations of student and delivery partner in relation to the placement

experience Particular anxieties or any special requirements due to race, culture, disability etc.

(that may have implications for the placement) The student and Practice Educator should also discuss practicalities such as:

Where the student and Practice Educator/supervisor will be situated Who will manage the student on a day to day basis Who will allocate work to the student Resources that will be available to the student Any support networks available to the student (this should include other named

members of staff etc) Any training that may be available to the student Travel and transport requirements in placement Who the student will be directly working with Administrative support Any particular organisational policies or protocols, including equal opportunities and health and safety policies Times of work Likely workload and practice-related study time

The outcome of this meeting should provide all the information needed to complete the Practice Learning Agreement.

2. Interim meeting

The purpose of the interim meeting is to assess the student’s progress and to identify any likelihood that they will not be able to complete the placement successfully. This can include problems arising from the student’s lack of competence in practice or limited opportunities in the placement to meet the Professional Capabilities Framework for Social Work.


This meeting is held between the off-site Practice Educator, tutor, student and Team Leader. If any problems are identified at this stage, the university tutor will contact the off-site Practice Educator and student to discuss how they will be dealt with.

3. End of placement meeting

The purpose of the end of placement meeting is to review the student's work and learning in the light of the original practice learning agreement and the subsequent modifications. The off-site Practice Educator will discuss with the student their final assessment recommendation, and identify ongoing learning needs for the student's continuing professional development after qualification.

The Practice Learning Agreement

The use of a learning agreement allows clarification of what the student can expect to see/do/learn during a placement, and help them to set more realistic and achievable goals. This should be completed by Week 1 of the placement. Once completed, the practice learning agreement becomes a point of reference for the whole of the placement process, i.e. it is referred to at regular intervals to check that a student’s learning needs and targets are being met. Practice learning agreement contains:

practical information about the people involved practical information about the placement student’s learning needs and how these will be met via the learning opportunities available through the Team programme details of the induction programme significant dates and targets to be met

In addition to these student meetings, it is likely there will be a ‘mop up’ meeting with the university and the Practice Educator to discuss any learning from the placement and possible future placements. The Prince’s Trust usually join these meetings and Delivery Partners should discuss this with them.


SECTION 5: THE STUDENT’S ROLE ON TEAM

Student Social Workers should have a distinct role to support the wellbeing of young people on the Team programme.

Student Social Worker

Every Student Social Worker on the Team programme will be responsible for delivering the Trust’s wellbeing agenda and supporting young people around the four identified areas of wellbeing (as outlined in section 1). A job description for the Student Social Worker role has been developed in line with the Professional Capabilities Framework AND National Occupational Standards for Social Work. The full job description is attached at Annex 3, and a copy is available in the student induction pack. When allocating tasks Delivery Partner’s need to bear in mind that it is a student placement, not a qualified social worker and that the experience levels of these students can vary considerably. Team provides students with valuable preparation for their final placements, which are likely to be in statutory social work settings. It is, therefore, good practice for students to have exposure to statutory practice where possible. If you can develop any opportunities for student social workers to observe statutory practice in relevant agencies (for example the Youth Offending Service) during their placements, this would add value to their placement.

Mental Health First Aid training

What is Mental Health First Aid (MHFA)?

Mental Health First Aid (MHFA) is a 12-hour course, delivered over 2 days. The course provides an overview of common mental health problems, causes, symptoms and treatments. It is beneficial for students to attend this course if they can. The aims of MHFA are:

to preserve life where a person may be a danger to themselves or others to help prevent the mental health problems developing into a more serious state to promote the recovery of good mental health to provide comfort to a person experiencing a mental health problem

The Prince’s Trust runs MHFA courses (ask your Programme Executive to check) but there may not be a convenient course that students can join. MIND and the NHS sometimes run MHFA courses, so it is worth researching what is available in your local area.

Wellbeing Assessment – Outcomes Tool

You will see that the PCF requires students to assess the needs and circumstances of the people they are working with. To help them do this, we suggest students use an assessment tool so that they can have open conversations around wellbeing that they might otherwise find difficult to initiate. Students may have their own assessment tool from their college course that they choose to use; or we suggest students use the ‘outcomes star’, which you can print for them from the Partners’ webpage OR obtain from Prince’s Trust staff. To accommodate this, Delivery Partners will need to allow students one-to-one time with each young person to complete their ‘star’ and discuss their wellbeing needs. This should take no longer than 30 minutes each and will help a student to measure a young person’s


progress on Team in order to support them to achieve certain goals. A star reading is taken by the student and the young person at the beginning and end of their time on the Team programme. Even if the journey that they make during their time on Team is small, the Outcomes Star will help identify the next steps they need to take on their journey.


SECTION 6: STUDENT INDUCTION

Your induction programme should aim to make your student(s) feel comfortable and welcome into their placement. A good induction should leave no room for confusion or lack of understanding.

What to cover in an induction programme

A good induction package should contain the following elements: Orientation (physical) - describing where the facilities are Orientation (organisational) - showing how the student fits into the Delivery Partner and The Prince’s Trust Health and Safety information - this is a legal requirement Details about the Delivery Partner - including its culture and values. A clear outline of the student’s role as Student Social Worker

The student induction pack

A student induction pack has been developed by The Prince’s Trust and it contains information about The Prince’s Trust, the Team programme and their Student Social Worker role. This is available from The Prince’s Trust and should be provided to all students before the start of their placement. Your Programme Executive will usually arrange to meet the student at the start of the placement for a Prince’s Trust induction (this may be done as a group if a number of students are starting placements in the same area). Delivery Partners should ensure the PT student induction pack is supplemented with additional information that is specific to your organisation – see below:

Information about the Delivery Partner: students will need information about your work.

Meeting people: Students will need to meet key people as soon as possible, including staff and young people.

You may want to invite a previous student to give a presentation to new students Practicalities: Students will need information to help them find their way around. This

should include: health and safety – fire exit etc, toilets, ID cards, time sheets, signing in and out etc

Delivery Partner policies and procedures: students need information about policies relating to Lone Working, Confidentiality, Complaints, Health and Safety, Safeguarding Children

Induction timetable

An induction timetable should be drawn up for the initial week (or longer) of the placement and the Delivery Partner has a responsibility to ensure that induction is given. This timetable should be circulated to everyone involved in the induction process, including the Student Social Worker. If possible it should be sent to the student in advance.

Suggested areas for DP induction in first week

Meeting with the Team Leader to discuss the Team programme and ‘Student Social Worker’ role

Introduction to immediate colleagues by the Team Leader


Practical information:

Tour of the premises Health and safety – fire exits, fire extinguishers, first-aid kit Toilets Office equipment (e.g. fax, photocopier) Tea/coffee facilities

Using the computer systems

Reading of the Prince’s Trust student induction pack

Reading of the Delivery Partner’s policies and guidelines

Research on The Prince’s Trust website

Reading the key reports published by The Prince’s Trust

Discussion on how to work with young people e.g. building relationships, conflict management and challenging behaviour

Discussion about what the student can do immediately to prepare them for their first

week

Meeting with off-site Practice Educator


SECTION 7: ASSESSING STUDENTS – THE PROFESSIONAL

CAPABILITIES FRAMEWORK FOR SOCIAL WORK

The Professional Capabilities Framework

The Professional Capabilities Framework is a professional standards framework for social work, based upon the notion of ‘capability’ – an integration of knowledge, skills, personal qualities and understanding used appropriately and effectively. The Framework describes capability across nine separate domains, and has a number of different levels, relating to the complexity of work that someone with those capabilities would be able to manage. Each level has an overall capability statement, and a set of specific criteria relating to each individual domain. The levels relevant to student social workers are:

Entry (at admission to a qualifying programme) Readiness for Direct Practice (assessed before students begin first placement) End of first placement (at the end of the 70 day placement) End of last placement (qualification point)

Full details of the PCF, capability statements and criteria can be accessed on The British Association of Social Workers website https://www.basw.co.uk/pcf/

The regulatory body for social work, the Health and Care Professions Council (HCPC) has a set of Standards of Proficiency that social workers are required to demonstrate, and the College of Social Work and the HCPC have jointly mapped the HCPC standards against the PCF expectations for Student Social Workers to demonstrate the inter-relationship between the two.

Holistic Assessment

Students’ practice during their qualifying training is assessed holistically in relation to the nine domains and the appropriate level of the framework. Holistic assessment reflects the complexity of social work practice, and all nine domains of the PCF have to be taken into account in order to assess a student’s capability. This represents a significant change from the way in which the National Occupational Standards were often assessed, i.e. as distinct areas of competence that could be evidenced independently. This move from the concept of ‘competence’ to that of ‘capability’ reflects the desire for social work education and development to move away from a mechanistic ‘tick box’ process to a more holistic approach, and one which expects educators, student and professional social workers to consider professional capabilities in a rounded way and helps people to identify areas for development. Holistic assessment places a greater emphasis on the judgement of the practice educator. While students should be expected to identify and present evidence of their achievement, the role of the practice educator is to give feedback on whether or not this is sufficient and to suggest other ways in which capability might be demonstrated.

Mapping learning opportunities to the PCF

Annex 4 has a list of generic tasks that have been mapped against the nine domains which Team Leaders can use to help them delegate work to students.

https://www.basw.co.uk/pcf/


Student’s Practice Portfolio

This is a collection of documents that the student builds up whilst they are on placement with you. These documents form the evidence they have to produce of their competence during each practice learning period, and will include the practice learning educator’s comments on the work they have carried out. The purpose of the Portfolio is to allow students to demonstrate by the end of their placement that they have met the PCF requirements.

Mapping learning opportunities to National Occupational Standards

Annex 5 has a list of generic tasks that have been mapped against the six key roles which Team Leaders can use to help them delegate work to students.


SECTION 8: IMPORTANT PRACTICALITIES

DBS check

All Student Social Workers are required to complete a criminal record check with the Disclosure and Barring Service (DBS) as part of their acceptance of a place on the university’s social work degree programme. Delivery Partners will need to decide if a further DBS check is necessary.

Health and safety

You are required to inform students of your health and safety policies and procedures. A student induction pack is available but you should supplement this with your relevant policies and procedures.

Travel expenses

Universities recommend that travel costs incurred whilst travelling on behalf of the Delivery Partner should be reimbursed to the student.

Use of student’s own car

If a student used their own car in the course of a practice placement, the insurance cover must include an endorsement that the policy covers use for business purposes by the student personally. It is a student’s responsibility to see that his/her policy covers this.

Days and hours worked

While on placement, students are required to work the usual length of the working day that their assigned Team Leader works. Some universities allow students to make adjustments to the hours worked where travel to the Team location is in excess of an hour; where this is the case, the student’s reduced working hours will be made in consultation with you. Should students be absent for any number of days, these days must be added to the length of the placement.

Study leave

Students are entitled to half a day per week or one day per fortnight for study leave.

Keeping a record of practice learning days

It is the student’s responsibility to agree with their Team Leader an acceptable way of keeping an accurate record of their attendance /absences during periods of practice learning. Notification of any periods of absence should be dealt with according to both the Delivery Partner and university procedures.

Feedback

The Trust will provide a questionnaire at the end of the placement for the student to feed back their comments; this will inform Team Reviews and Delivery Partner Annual Quality Reviews


ANNEX 1: RESPONSIBILITIES OF THE TEAM LEADER

Prepare a structured induction programme for the student which will include an

introduction to the Delivery Partner, key policies and procedures, and codes of conduct

Welcome the student on their arrival, introduce them to key staff and help them settle into the practice setting

Participate in the meeting to devise the student’s Practice Learning Agreement, and in subsequent mid-point reviews and other meetings with the off-site practice teacher and tutor, where necessary

In discussion with the off-site Practice Educator, identify an appropriate workload for the student, and review regularly if this is meeting their learning needs

Provide day-to-day advice, guidance and supervision on the students work Liaise promptly with the off-site Practice Educator should any concerns arise Provide feedback to the student and to the Practice Educator on their progress If so agreed, undertake one direct observation of the student’s practice and provide

written feedback in accordance with the off-site Practice Educator’s requirements Contribute to the student’s final assessment


ANNEX 2: RESPONSIBILITIES OF THE OFF-SITE PRACTICE

EDUCATOR

Manage the placement Provide support to the Team Leader (who is acting as the practice supervisor) and

advise on best practice in the provision of practice learning, tailored to the opportunities within the practice setting

Confirm that the workload is appropriate and adequate to cover the curriculum and meet the required national occupational standards, and that it develops to meet the students progress throughout the placement

Identify and manage any additional learning opportunities the student may need in order to meet PCF requirements

Assist both the student and the Team Leader to prepare the learning agreement, and attend an initial meeting at which this agreement will be negotiated and signed

Maintain on-going liaison with the Team Leader, by telephone/email and in regular three-way meetings, to monitor the student’s progress, to ensure they are being given appropriate feedback and learning opportunities, and to identify any difficulties which may be emerging.

Attend meetings when the tutor visits the placement Mediate any difficulties which may arise between the student and Team Leader. Arrange regular teaching sessions with the student, in accordance with the

requirements set out by the University Plan a teaching programme based on the student’s identified learning needs, and

taking account of their learning style Be up-to-date with current social work knowledge and have a range of teaching

techniques – including exercises, information sheets, reading and internet links Help the student develop as a reflective practitioner who can use knowledge and

legislation, manage ethical dilemmas, and maintain a critical approach to their own practice

Ensure that records are kept of each session and signed by both parties Be responsible for the overall practice assessment Ensure that the Team Leader fully understands their role in the assessment, and that

their views are given due weight Undertake the necessary direct supervision of the student, in line with the university’s

requirements. Help the student to identify what they are learning and what they still need to learn Monitor the student’s progress towards meeting the required standards and provide

formative feedback throughout the placement Help the student identify the best evidence from their practice and compile their

assessment documents/portfolio, making explicit links to the Professional Capabilities Framework , NOS and Code of Conduct

Mark assessed items as required, assess the student’s competence against the National Occupational Standards, and write the Practice Educator sections of the Final Report

Identify and respond promptly and appropriately to any indication that the student may not achieve the required level of competence within the practice learning opportunity.


ANNEX 3: JOB DESCRIPTION FOR STUDENT SOCIAL

WORKERS ON TEAM

Job Title: Student Social Worker

Introduction to The Prince’s Trust The Prince’s Trust is the UK’s leading Youth Charity offering 13-30 year olds opportunities to develop confidence, learn new skills, get into work and start businesses. The Prince’s Trust targets people who are unemployed and facing barriers to achievement in life. Purpose of Role To support and improve the wellbeing of young people on the Team programme. Key Responsibilities and Accountabilities Have a good understanding of the Prince’s Trust, the Delivery Partner, the Team

programme and the Prince’s Trust’s four priority target groups Support your Team Leader to deliver the Team programme Identify and support the wellbeing needs of young people on the Team programme Support young people with other needs such as, literacy, numeracy, family issues,

health, housing etc Run “surgeries” or one-to-one sessions as required with young people on the Team

programme Organise and deliver a group session around one or two areas of wellbeing; this can

be delivered by you or by an outside specialist agency Understand and make links with specialist services are available in the local area and

refer young people on, where necessary

Depending on the timing and duration of the placements: Support your Team Leader to recruit young people onto the Team programme (if

your placement starts before Week 1 of Team) Provide progression support to young people post-Team (if your placement ends

after the Team programme) Provide support/investigate/implement ways of increasing the recruitment to Team of

any under-represented groups as appropriate locally (e.g. particular age, ethnic groups or care-leavers)

Provide an end of placement critique on the delivery of the Team programme with regards to support for young people drawing on any relevant best social work practice

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ANNEX 4: MAPPING TASKS ON TEAM TO THE

PROFESSIONAL CAPABILITIES FRAMEWORK

For England the PCF has replaced NOS and applies to all social workers in England (including independent social workers), in all roles and settings. For social workers in Wales, Northern Ireland and Scotland, National Occupational Standards for Social Work still apply.

The Professional Capabilities Framework

The Prince’s Trust Team Programme provides learning opportunities suitable for student social workers undertaking their first (70 day) practice placement. The table below sets out the work opportunities likely to be available to students working on the Team programme, and their links to the PCF. Many of these individual work opportunities, if developed fully, have the potential to provide students with opportunities to demonstrate their abilities in relation to most or all of the nine domains. However, in the table, each opportunity has been listed against the domain that is most relevant, with potential links to other domains shown in brackets, although students may also be able to demonstrate links to domains other than those identified here. Not all of the opportunities below will necessarily arise for all students. For example, involvement in recruitment to Team and in post-Team progression support will depend on the timing of an individual student’s placement. Similarly, some students may find that opportunities arise that have not been mentioned here.

PCF level descriptor

By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions.

Domains Work Opportunities

Domain 1: Professionalism

Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Supporting and participating in the residential experience at the start of Team (All domains) Practising in accordance with The Prince’s Trust’s and DP’s safety protocols and procedures (8) Receiving and participating in supervision by DP staff and practice educators (2, 3, 5,6) Meeting deadlines for the completion of reports, action plans, risk assessments etc. (2, 5, 7, 8)

Domain 2: Values and Ethics

Apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical

Identification and assessment of dilemmas in practice and any personal and professional implications/conflict (3, 6) Demonstration of awareness of limitations and boundaries, bringing issues to

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decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.

supervision with Team Leader/Practice Educator where necessary (1, 6 )

Domain 3: Diversity

Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.

Demonstration of understanding of The Prince’s Trust’s four target groups (2, 8) Involvement in publicising the Team programme and in recruitment processes (1, 2, 8) Communicating with and engaging socially excluded young people (2, 4, 5, 6)

Domain 4: Rights, Justice and

Economic Wellbeing

Advance human rights and promote social justice and economic wellbeing Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

Supporting young people with issues relating to well being, domestic abuse, relationship difficulties etc. (2, 3, 7) Accessing resources with and on behalf of young people, e.g. housing, benefits (1, 7, 8) Practising in accordance with principles of data protection and informed consent (2,5,8)

Domain 5: Knowledge

Apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.

Working with young people subject to legal orders e.g. LAC; community sentences (1,4,7,8) Complying with legal requirements, policies, procedures and frameworks of The Prince’s Trust and DP (1, 2, 4, 8) Managing and resolving conflict and challenging behaviour (2, 3) Research and identification of resources of benefit to young people and the DP e.g. producing a directory of local services (8)

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Attendance at a Mental Health First Aid course provided by The Prince’s Trust or other organisation (1, 7, 8) Integration of current theory and research into practice with young people (1, 3, 6)

Domain 6: Critical reflection and

Analysis

Apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.

Producing or contributing to referral reports or reports for decision making forums (1, 5, 7, 8) Contributing to the evaluation of the achievements of young people on Team (7, 8) Using supervision with Team Leader and Practice Educator to review work and inform a course of action (1, 5, 7)

Domain 7: Intervention and Skills

Use judgment and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgment, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.

Formal and informal assessment of young people, including assessments of needs, vulnerability, mental health and risk (All domains) One-to-one, relationship-based work with young people, providing emotional support, confidence building and developing self-esteem (All domains) Supporting young people to complete the community based project. Contact and in some circumstances, interventions with family members of young people on Team ( 1, 3,5) Providing post-Team progression support to young people (4, 5, 8)

Domain 8: Contexts and organisations

Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settings

Signposting and referring young people to other services and organisations e.g. sexual health services; housing services (1, 2, 5) Liaison and joint working with statutory services, such as Children’s Services, Mental Health Services (1, 5, 6, 7,)

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Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfill this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.

Recording suspected risk and alert colleagues (1, 5, 7)

Domain 9: Professional Leadership

Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Evaluate and report on the placement experience, providing information and advice for new students (1, 8) Discuss with Team Leader and Practice Educator how to implement best practice for the benefit of the Team programme (1,2,5,8) Sharing their developing social work knowledge and skills with the DP (1,2,5) Awareness of the working practices of colleagues, including strengths and limitations (1, 5, 8)

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ANNEX 5: NATIONAL OCCUPATIONAL STANDARDS

FOR SOCIAL WORK

For England the PCF has replaced NOS and applies to all social workers in England (including independent social workers), in all roles and settings. For social workers in Wales, Northern Ireland and Scotland, National Occupational Standards for Social Work still apply.

National Occupational Standards

The Prince’s Trust Team Programme provides learning opportunities suitable for student social workers undertaking their first (70 day) practice placement. The table below sets out the work opportunities likely to be available to students working on the Team programme, and their links to NOS. Many of these individual work opportunities, if developed fully, have the potential to provide students with opportunities to demonstrate their abilities in relation to most or all of the six Key Roles. However, in the table, each opportunity has been listed against the Key Role that is most relevant, with potential links to other Key Roles shown in brackets, although students may also be able to demonstrate links to domains other than those identified here. Not all of the opportunities below will necessarily arise for all students. For example, involvement in recruitment to Team and in post-Team progression support will depend on the timing of an individual student’s placement. Similarly, some students may find that opportunities arise that have not been mentioned here.

Key Role 1

Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances

Unit 1: Prepare for social work contact and involvement Unit 2: Work with individuals, families, carers, groups and communities to help them make informed decisions Unit 3: Assess needs and options to recommend a course of action

Work could include: Induction programme, understanding The Prince’s Trust and Delivery Partner’s structure, aims and objectives. Research well-being issues affecting young people e.g. drug and alcohol misuse, sexual health Depending on start date of the placement; student involved in the recruitment process Plan and facilitate group work on wellbeing e.g. session on sexual health; alcohol and drugs, healthy eating etc Initiate, plan and develop awareness raising session(s) e.g. sexual health to provide information to individuals to support young people to make informed choices Use the well-being assessment tool to identify and secure a young person’s

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support needs Identify local resources required, signpost to additional agencies. Support and encourage problem solving and decision making skills in young people to help them regain/retain independence

Key Role 2 Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals

Unit 4: Respond to crisis situations Unit 5: Interact with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues Unit 7: Support the development of networks to meet assessed needs and planned outcomes Unit 8: Work with groups to promote individual growth, development and independence Unit 9: Address behaviour which presents a risk to individuals, families, carers, groups and communities

Work could include: Awareness of The Prince’s Trust and delivery partners safety protocols and procedures Understanding of The Prince’s Trust’s four target groups Participate in the recruitment of young people to Team - dependent on placement timing Opportunity to assist with issues such as well-being, domestic abuse, housing, counselling, finances etc Develop professional working relationships with young people through 1:1 and group work settings Support young people to develop skills such as confidence building and self esteem Support young people to identify needs, development and opportunities for progression. Progression support post- Team depending on placement timing Use well-being assessment tool to assess and identify risk Referral and signposting to other agencies, such as drug agencies, sexual health clinic, GP etc Support young people to complete their community based project

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Set up a time limited group (e.g. to teach literacy skills)

Key Role 3 Support individuals to represent their needs, views and circumstances

Unit 10: Advocate with, and on behalf of, individuals, families, carers, groups and communities Unit 11: Prepare for, and participate in decision making forums

Work could include: Support young people to access other specialist agencies e.g. in relation to well-being, housing, benefits, employment Support a young person at assessments for specialist services Support a young person to articulate their needs or concerns Contribute to discussions and encourage the participation of young people

Key Role 4 Manage risk to individuals, families, carers, groups, communities, self and colleagues

Unit 12: Assess and manage risks to individuals, families, carers, groups and communities Unit 13: Assess, minimise and manage risk to self and colleagues

Work could include: Use well-being assessment tool to assess and identify risk Discuss risk issues with the Team Leader/Practice Educator. Record suspected risk and alert Colleagues Plan with Team Leader/Practice Educator what support is necessary to minimise risk Invited to team meetings and training to minimise and manage risk to self and colleagues Awareness of The Prince’s Trust and delivery partner’s policy and guidance on health and safety

Key Role 5

Manage and be accountable, with supervision and support, for your own social work practice within your organisation

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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 multi-disciplinary and multi-organisational teams, networks and systems

Work could include: Keeping to deadlines for reports, action plans and risk assessments Awareness of limitations and boundaries - discussing such issues and situations with team leader, where necessary Awareness of data protection and informed consent Be aware of the working practices of colleagues – their strengths and limitations Research and identify new resources that would be applicable to young people and the delivery partner. e.g. develop a ‘catalogue’ of local services that young people could be referred to, Top 10 tips for new students, report on their their experience on Team for new students Be aware of legal requirements and keep within legal boundaries/ policies, procedures and frameworks of The Prince’s Trust and Delivery Partner Student to familiarise themselves with their surroundings and delivery partner’s way of working Be part of any evaluating arrangements of the achievement of young people on the students placement

Key Role 6 Demonstrate professional competence in social work practice

Unit 18: Research, analyse, evaluate, and use current knowledge of best social work practice Unit 19: 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

Work could include: All work has to be carried out in accordance with the delivery partners standards and procedures Students to attend the well-being training to meet and enhance professional development Student encouraged to manage a range of situations which may arise

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Students to share their knowledge and skills and experience with the delivery partner Discuss with the Practice Educator how to implement best practice for the benefit of the Team programme Attend regular meetings with the Team Leader/or Practice Educator to review their work and to inform a course of action. With support from the off-site Practice Educator: The student would be expected to implement current theory and research in their practice with users Build knowledge and understanding of the difference in the roles, and principles that underpin the work of a social worker and the role of the advocate Highlight the differences and evaluate how the two roles can work effectively together Identify and assess dilemmas in practice and any implications or conflicts this may have on self and practice

handbook on social work placements - the prince's … · 2018-08-03 · what is social work?...

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