Suchergebnisse

Embarking on a first practice placement can be an anxious experience for social work students. This textbook takes them step-by-step through the process, holding their hand through preparation for practice modules and during the course of the placement itself. Focusing on practicalities, knowledge, values and skills, the authors guide students through the challenges they may face. Chapters include numerous real-life case examples which reflect a range of varying placement contexts including different settings, service-user groups, locations and areas of practice. The book will help students become confident on placement and lead to rich placement experiences which will benefit them throughout the rest of their degree and upon entry to the profession. This book is essential reading for all social care students.

Prior to the commencement of a practice placement, a social work student will usually be invited to meet formally with their practice educator, and sometimes other members of the team, in their work setting to discuss a range of issues about the forthcoming placement. In the absence of significant research about these pre-placement meetings, this small-scale study examined the understandings and experiences of social work students and practice educators regarding the role played by this meeting. Qualitative methods were employed to answer a range of questions related to how the pre-placement meeting was used to aid decision-making about the viability of the placement, participants' perceptions of the meeting, and concerns about the process that needed to be addressed. Findings indicate that there are a variety of ways in which the meeting is configured and organised, understood and used. The implications for the organisation of social work practice placements are discussed.

This paper reports on a project which has embedded Open Educational Resources (OER) into the teaching and learning of students who are undertaking professional degrees in social work and nursing. It raises profound questions regarding the role and purpose of Higher Education by asking to whom does knowledge belong and who is permitted and able to produce knowledge in Higher Education? Historically professional training has been configured, led and taught by the professions themselves with little input from those outside. This paper will argue that a more democratic production and dissemination of knowledge is imperative in the changing context of Higher Education. The presentation will incorporate examples of OER developed by a range of non-traditional educators, such as students, practice assessors and service users/patients, and will explain how these are being used in learning and teaching to provide an inclusive, rich, diverse and varied learning environment.

This is the final report of a research project that addressed social exclusion and poverty as it relates to single parent families and their children in particular. The rising numbers of single parent families and children throughout the EU and the increased likelihood that these families will live in poverty and experience many different forms of social exclusion in their daily lives brings in sharp focus the need to address the issue as an urgent one in our efforts to eradicate poverty and social exclusion. The focus on the children of single parent families seeks to rectify a long-standing problem in our knowledge and understanding of single parent families and the social problems they face, namely, the fact that little, if anything, is known about how these children experience and understand their lives as members of these families. The research set out to contribute to policy development and the transnational exchange of best practice by adding a much-neglected dimension on single parent families. The project used a cross-national comparative qualitative research design and methods (Mangen 1999) which involved all partners in the design of each research phase including the analysis; partners were England, Cyprus and Greece.