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					UNIVERSITY OF DUNDEE SCHOOL OF EDUCATION, SOCIAL WORK & COMMUNITY EDUCATION

MSc Social Work Practice Learning

Key Capabilities
Context
The Scottish Government has recently introduced a set of Key Capabilities in child care and protection (KCs.). In preparation for the implementation of the KCs the Practice Learning Handbook has included reference to the KCs, alongside guidance about the initial requirements of the programme. We have now been informed by the SSSC that it is mandatory for students to evidence the KC requirements from September 2007. The following document constitutes an addendum to the Practice Learning Handbook, and provides guidance for students and Practice Teachers in meeting the KCs. The purpose of the KCs. is to ensure that social workers at the point of qualifying are aware of their roles and responsibilities in respect of child care and protection. This applies to all settings and is in line with the expectations of the Child Protection Audit –“It‟s Everyone‟s Job to Make Sure I‟m Alright” (2002). The KCs. are broken down into 4 areas: Effective communication (EC) Knowledge and understanding (KU) Professional confidence and competence (PCC) Values and ethical practice (VEP) The Key Capabilities document is available at http://www.scotland.gov.uk/Publications/2006/12/13102807/0 This document provides detail of the requirements and links the KC requirements with the SiSWE Specifically in relation to practice learning students must: In all practice learning opportunities students must be able to evidence their knowledge and application of child care and protection, as is relevant to the setting. In addition students must “during one of their assessed practice learning opportunities undertake an assessment of a child or of parenting capacity. The student may not necessarily be the primary case holder, rather they might be coworking within or across organisations”.

Guidance
PL 1 The PL 1 Handbook defines what is required and this remains as stated. Students should ensure that they understand their role in relation to child care and protection and that they are informed re the agency procedures, and the policy context underpinning the agency procedures. During Integration Days students will share their knowledge and understanding of different agency requirements. This should enhance students‟ knowledge of statutory and voluntary sectors, and of different service user groups. PL 2 Students should, alongside the Practice Teacher and Link Worker, identify opportunities to meet the KCs. If the student is located in a child care setting the requirements could be met within the range of work undertaken. Many other settings will offer appropriate opportunities to undertake an assessment of a child or parenting capacity e.g. working with mental health issues or addictions may incorporate children and the impact of such issues on families. If it is not possible then students must ensure that they have this opportunity in PL 3. PL 3 By the end of PL 3 the KCs requirements must be met, and the evidence provided needs to be assessed as competent. Students should undertake to meet the KCs in PL 3 regardless of whether this has been done in PL 2. During PL 3 students should have developed their knowledge and understanding to a higher lever (refer to the level descriptors in the Practice Learning Handbook). If it is possible to undertake child care and protection work that is relevant to the setting, students should provide further evidence of their developing knowledge and practice-even if an assessment has been done in PL 2. If an assessment has been done in PL2 it is not necessary to locate further work that is not connected with the practice setting. However, students should still complete the assessment of KCs. section within the ROA. This work will consist of reflecting on the work previously undertaken to meet the KCs and the knowledge developments since the work was carried out. It should also reflect on the further development of skills in the 4 areas and how these will be transferred to future child care and protection work.

Process
The Initial Training Team Meeting The Training Team should consider the learning opportunities in relation to KCs. and identify additional opportunities beyond the agency setting if necessary. The Interim Training Team Meeting The TT should review the student‟s progress in meeting the KCs. If the requirements are not being met the TT should consider ways to address the gaps. The Note of the Interim Meeting should relate clearly to the KCs. Any concerns related to the student‟s competence should be discussed and a clear plan of action developed to provide opportunities for the student to evidence the required standard. The required standard relates to the levels indicated within the KCs document.

Assessment Guidance
PL 1 No change to the existing framework. PL 2 and 3 Student Report-ROA Within the ROA students should make reference to the KCs within the text. If the student is located in a child care setting, or if there is a „natural‟ opportunity to undertake an assessment of a child or of parenting capacity students should annotate to the KCs requirements in the same way as is done in relation to SiSWE, for instance in assessing the parenting capacity of a parent who is affected by drug use, the student may be applying the Integrated Assessment Framework to assess need and risk to the children, and plan intervention to support young people to remain at home minimising the risks-evidence may be presented to meet SiSWE 1(c), 3 (a), and 4 (b). In addition the student could claim KCs - EC, KU, VEP. In relation to interagency work claims could be made to PCC in addition to 5(a) and (f). A further section will be added to the ROA (see attached form) to reflect specifically on learning achieved in relation to the KCs. This section should cover the following areas:  An understanding of the knowledge and application of child care and protection as relevant to the practice learning setting.  A reflection on the model of assessment used  An understanding of the communication process with the young person(s) involved  A discussion of the ethical and value issues inherent in the process  Recognition and understanding of the policy context and interagency nature of the work If the KCs have been achieved and evidenced within PL 2, and there are no „natural‟ opportunities in PL 3 to work with child care and protection, the KCs do not have to be evidenced again within the body of the ROA. The KCs section must still be completed. Students should refer to the learning achieved and evidence provided in PL 2, and reflect on the progression of skills in PL 3. and relate to how the developed knowledge and skills could be applied to child care and protection. It should also demonstrate an understanding of child care and protection as relevant to the current agency setting.

Practice Teachers Sections will be added to the existing report framework as follows: Note of Interim Meeting-comment should be made in relation to the student‟s progress in meeting the KCs. If this has not been done prior to the interim stage identification of opportunities should be clarified Final Report-a section will be added to the Report to provide comments on the student‟s competence in meeting the KCs. If the work is being drawn from a different practice learning setting and a Link Worker is involved in supporting the student, The Practice Teacher should receive feedback from the Link Worker to include in the Final Report. Assessment outcomes If the Practice Teacher‟s assessment is that the student has not met the KCs. it may be deemed necessary to identify further opportunities to meet the requirements. If the PAP consider that the requirements have not been met further evidence can be required in the usual way.

RECORD OF ACHIEVEMENT (ROA) KEY CAPABILITIES IN CHILD CARE AND PROTECTION Evidence to meet the Practice Requirement of the Key Capabilities in Child Care and Protection Briefly analyse the piece(s) of undertaken to meet the requirements up to 500 words max. (Refer to guidance document)

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