Suchergebnisse

This article describes an action research project carried out by the authors in conjunction with a group of Irish hospital based social workers. The aim of the research was to investigate the introduction of reflective learning tools into peer supervision groups. Twenty-one social workers engaged with the research process. Data was collected from nine focus groups over a twelve month period. Findings chart the development of practitioners' understandings of reflection. Engagement with the tools of reflective learning in peer supervision groups led to increased awareness and mindfulness (as described by Langer [1989]) in practice. Some of the challenges of peer supervision group processes are also explicated leading to the identification of further research questions.

CPD in social work offers a unique insight into the possibilities and challenges of CPD and the issues it presents for newly qualified and experienced social workers in practice. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers

This book offers a unique insight into the possibilities of continuing professional development (CPD) and the issues it presents for newly qualified and experienced social workers in practice. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers.

CPD in social work offers a unique insight into the possibilities and challenges of CPD and the issues it presents for newly qualified and experienced social workers in practice. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers.

In this article, the author reflects on their experience of teaching and supervising an MSW student on placement, in a fostering agency, during COVID-19. The author emphasises the practical and pedagogical challenges they experienced when developing learning opportunities for online placement, during a global pandemic. The article points to design features of the placement, to their implementation, and discusses learning outcomes for the student and practice teacher.
The author drew on related literature when preparing for and designing the placement. They were guided by the work of Bennett (2008) and their principles of effective supervision, the Kolb learning cycle (1984), and research on empathy (Morrison, 2005; Gerdes, et al 2011).The author focused on representing how role modelling the skill of empathy in the supervision space was used to support their practice teaching methodology. The student feedback on completion of the placement provides evidence that supports the author's contention that supervision must be made a safe context for student learning. In addition, the use of 'role modelling' as a teaching methodology and the importance of 'relationship building' between the practice teacher and the student in the supervision space are critical components of the placement learning experience and subsequent learning outcomes.