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Each chapter is introduced with an activity or exercise designed to aid student learning in discrete aspects of practice, building up to a complete curriculum for practice learning. Mark Doel and Steven M. Shardlow have shaped the book to take account of the National Occupational Standards for Social Work, aiming to provide a creative, practical and up-to-date resource for teaching and learning in line with current practices.

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De dentro do livro. Knowing the service user and carer Knowing your self Direitos autorais. Modern social work practice : teaching and learning in practice settings Mark Doel , Steven Shardlow Ashgate , 30 de mai. New opportunities for practice learning. This is in addition to the students acquiring technical competencies and an increased awareness of the use of new media in social and professional settings, leading to reinforced learning.

Indeed using podcasting as an adjunct to teaching and assessment methods in higher education has had some further exposure in the following research [ 42 , 43 , 44 , 45 , 46 , 47 , 48 ]. It is an important point that using this innovative curriculum design and engaging with virtual learning technologies, this may necessitate individual and group upskilling for both educators and students. This new and forward-thinking approach to academic knowledge delivery is further investigated in the studies of Cartney [ 49 ] and Waldman and Rafferty [ 50 ] who suggest that the relevance of podcasting in particular lecture material may have some benefit but that the broader context to forward social work education and personal contact with students must not be belittled or ignored.

By using podcasting as a creative technology to forward student learning, the authors caution us not to hold the development of the personal contact with social work students to ransom against the rush to be technologically creative [ 50 ]. Here, teaching is seen as a fluid practice which negotiates knowledge as opposed to a static view of imparting knowledge.

Didactic teaching is therefore moved and shifted into a modern integrated arena which values the sharing of ideas and issue debates. The argument here is not to see the debate as one thing or another i. Information was elicited from students, practice teachers, tutors and other social work educators as to what they defined as the most important topics in the area of fieldwork placement.

This was achieved with discussion groups in class and outside meetings with agency social workers. Pre across a period of 2 years — a number of excellent podcasts and short videos had already been made by MSW students, practice teachers and visiting experts and it was expected to use these as a starting resource and add to it with current short video and aural podcasts.

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Over a period of 2 years NUI Galway has benefited from the expertise of acclaimed in-house and visiting professionals. Marian Bogo and Pamela Trevithick [ 56 ] are eminent authors in the fundamental principles of social work practice, thus giving depth and credence to their expressed opinions within the eBooks. Both came to Ireland in and spoke eloquently on the topics of feedback and current social work practice with advice for practice teachers.

He suggests for the listener a global view and one which has multi setting and dimensional elements. In many ways all of the contributors to the eBooks were experts in the messages or opinions they imparted because it was their imparted wisdom, put into words, which they believed to be most relevant in relation to the various settings and topics.

Teaching and Learning in Practice Settings, 1st Edition

In all, the contribution of NUI Galway Professor of Social Work Caroline McGregor [ 56 ] provided an expert overarching view of the foundational principles of social work, presented in an engaging, modern and technological way on the MSW program. Attention is drawn to Table 1. The importance of social work theory was not discounted but due to the wealth of textbooks in this area, a decision was made not to include this topic in the current selection but possibly in the future.

These are common operating systems and not outside the general capability of downloadable eBooks. This made the eBooks technically free to both a National and International audience. All free links to eBooks 2—7 appear in the References section of this Chapter. Recording the audio podcasts mainly with a hand-held digital recorder proved to be the most reliable and immediate way to capture thoughts and ideas.

Short videos and audio pieces heightened interest amid written research sections of the eBooks.

What was the best way to produce the short videos? Would it be filming on an iPad, phone or in the Studio? Interestingly the iPad proved a superb mobile and immediate resource for gathering short videos. Students too enjoyed the freedom of being able to work on their short videos outside of class time when they had access to the class iPad see student video in Book 6: Imaginative Groupwork [ 55 ], p.

NUI Galway affords its staff and students access to a small recording studio where, with the help of a professional technician recordings can be made. New Thinking. Assessment, Creative Supervision, Feedback [ 56 ]. The use of both the aural podcasts and short videos helped to engage all the stakeholders within the placement experience.

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It presented to the students an application of learned theories, skills and roles, encouraging reflection, co-working, appreciating relevant evaluation and restyling action which was peer and expert led. The sharing of information and the sharing of wisdom for all of the stakeholders involved.

Permission for sharing all of the gathered material was collected and all participants in the eBook project appreciated that their podcasts and videos would be on general release once the eBooks were published. Throughout each of the e-Books there were a number of commonalities. At the National University of Ireland, Galway situated on the West coast of Ireland we are geographically placed to the left of Europe, to the left of England and to the right of the United States of America and Canada.

We are a very long way from Russia, China, Australia and Africa. In the majority of our fieldwork placements the role of the Practice Teacher is carried out by a qualified professionally registered social worker already working in the agency. Supervision is termed as both formal and informal. Informal supervision can take place at any time and includes general discussions with the practice teacher and communications within the team and agency. Practice teachers having agreed to take a student are offered three in-service training days in social work practice teaching and supervision.

All social work courses in Ireland are registered and delivered under guidelines produced by CORU the Irish government registration body for social work. Pre-placement training is offered as a hour module delivered by the Practice Learning Coordinator College Fieldwork Coordinator to ready the students for placement. In-service training is also offered to Practice Teachers Fieldwork Supervisors as a 3-day in-service training or Continuous Professional Training opportunity.

This training is conducted within the University by the Practice Learning Coordinator. Attendance is on a part-time basis for professionally qualified social workers currently employed in statutory and voluntary agencies.

Social workers involved in this course must take a student on placement as part of the course. Tutors are an integral part of the placement experience. The role of the tutor as mentor is extremely important in the cycle of social work training.

Practice Learning Qualification - Social Services Facilities

Carried into placement, the role of the tutor within the tri-partite meetings is crucial as supporter of the student and not assessor. Being able to listen to podcasts made by tutors and their ability to see their role became helpful to other tutors assessing the intricacies of the relationship and the skills needed to at times salvage ego and rebuild connections. At NUI Galway, each tutor is responsible for approximately four students and attend two meetings at the site of practice placement with the student and practice teacher.

Training each year is offered to Tutors on topics pertaining to their role and in general the link between students, the practice teacher, and the university.

Modern Social Work Practice: Teaching and Learning in Practice Settings

This level of preparedness for all stakeholders in the placement experience manages expectations, shares new knowledge and shows new practical learning methods. The optimum outcome is to lead the student and fieldwork supervisor into a more confident and focused learning environment where learning opportunities are available to teach and reflect on the needs of the student and Practice Teacher.

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Placement is therefore seen as a partnership, a shared learning and teaching experience, an integral part of social work professional training. The concept of collective preparedness for all stakeholders learning together leading towards a practical use of their knowledge is invaluable. As an introduction to the eBook series, eBook 1 and eBook 2 will be analyzed in more detail in the following sections. The podcasts chosen for the eBook reflected how some of the students learned about working in a multi-cultural environment.

How some of them found the challenge of being of a different culture from their Irish co-workers and the value of learning and changing their use of language to be better understood and build better relationships. In one of the podcasts our first year MSW student Natalie is Austrian, she talks about having to pay particular attention to the tone of her speech and the inflections in her voice.

Washington MSW 1 is originally from Zimbabwe. Language gives us a picture, it helps us perceive our world and the world of those with whom we work and help. As stated in eBook 1 [ 35 ]. Seanan is Irish and a second year MSW student. He made his podcast by reflecting on his work in England with a group of homeless men. His slow pattern of speech and informal use of language he found was not conducive to relationship building. With the help of his supervisor he changed his interaction to be one of more precise delivery, focused and with a more checked task-centered orientation.

The result was that of better understanding between the two parties of the direct meaning and purpose of the interaction. The theme of language rarely gets separate attention when we think about practice learning and placement but in fact, it is central and core to the elements of professional social work training. It is essential students are aware from the outset, before beginning placement that this use of language with little substance to the question will result in limited substance to the answer and confusion for both professional and student.

Language is seldom neutral. We make choices when we use language, the intentions and the subsequent effects those choices have on individuals are important to assess. How we react and interact with each other is regulated by our use of language in conveying multiple messages. Language is our vehicle to communicate or miscommunicate. Value judgments about language can quickly become judgments about people.

Can indigenous people be mocked for their use of language? Can those who have limited skill around words and meanings be disregarded and ignored? Social work students need to consider tone, symbols and signals. The engagement of multi-cultural groups in this discussion adds a further dimension. As is discussed in eBook 1 [ 35 ].