Suchergebnisse

Cover -- CONTENTS -- CONTRIBUTORS -- INTRODUCTION -- How we learn -- Values and ethical principles -- Language and terminology -- Requirement for you to learn from people with lived experience -- Co-production -- How to use this book -- Overview of the book chapters -- References -- 1 Valuing the Expertise of People with Lived Experience -- What do we mean by learning from the expertise of people with lived experience? -- Why is it important to learn from people with lived experience? -- Learning from people's lived experience can challenge how you view the world -- Learning from people's lived experience can help develop your knowledge -- Learning from people's lived experience can improve your practice -- Learning from people's lived experience can help develop your emotional resilience -- Summary -- References -- 2 The Law and Social Work -- Some basics -- Law and social work ethics -- Constructing specific statutory interventions -- A framework for practice -- Seeking legal advice -- Human rights and international law -- Human Rights Act 1998 -- Conclusion -- References -- 3 I had Multiple Foster Placements -- The pretend families and the one that stood out -- Going into foster care -- Respite -- Time in care -- What happened next -- My message to social workers -- Social worker's perspective -- References -- 4 My Son had a Section 17 Child in Need Assessment Due to his Disability -- Shared care -- My message for social workers -- Social worker's reflections -- References -- 5 I was Taken in to Care -- Zoe: -- Jenny: -- The statutory intervention -- One hot summer's day… -- Zoe: -- Jenny: -- Zoe's sister: -- Zoe: -- Jenny: -- Zoe - What happened next: -- My message to social workers -- Social worker's perspective -- Concluding thoughts from Zoe -- Jenny: -- References -- 6 Our Needs were Assessed Due to Being Young Carers -- About ourselves:.

Summary: As part of the new social work degree in England all students must undergo a period of assessed preparation for practice learning which includes the opportunity to shadow an experienced social worker. This requirement has been implemented in different ways across social work programmes in England and providers have raised concerns about the assessment of students' fitness to undertake practice learning. This article explores the background to and potential of 'shadowing' as observational and preparatory leaning and surveys some of the differential practice amongst English social work programme providers. Following this, the article describes a small-scale research study in which the confidence (self-efficacy beliefs) of students were monitored before and after undertaking shadowing experiences and qualitative reports concerning the experiences were collected and reviewed. The study recommends the development of a rigorous approach to shadowing, that is assessed, made integral to social work programmes and is adequately resourced.