Good afternoon

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• Good afternoon!
• Colin Rones MSW
• Senior Lecturer in Social Work and Social
  Pedagogy
• colin.rones_at_port.ac.uk
• 023 92842962

• Social Pedagogy in social work
  education-Transforming Student Experiences

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• Creativity is 1 inspiration 99 perspiration!

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Course info

• N 28 (7 groups)
• MSc in Social Work
• Unit Empowerment, Inclusion and Service users
• 6 weeks of lectures and project work

• Projects
• Community Work
• Faith
• Richards Journey (Disability theme)
• Grandparent Fostering (Ageism)
• Fostering ( Children in Care)
• Homelessness
• Care Leavers

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Assessment

• 50 Group work
• Creative Artefact producing a teaching resource
  (10)
• Presentation (40mins)
• Meeting Records

• 50 Individual work
• Reflective Essay (summative)
• Personal Diary (750 words formative)

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Social Pedagogy

• Social Pedagogy concentrates on questions of the
  integration of the individual in society, both
  in theory and in practice. It aims to alleviate
  social exclusion. It deals with the processes of
  human growth that tie people to the systems,
  institutions and communities that are important
  to well being and life management. The basic
  idea of social pedagogy is to promote peoples
  social functioning, inclusion, participation,
  social identity and social competence as members
  of society. P.76 Hamalainen (2003)

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Key concepts

• Head - concepts, theory, reflective practitioner
• Heart - building relationships using ones
  personality, positive attitude
• Hands - through a shared life space and through
  agency ( the common third)
• (Petrie,(2006). Hatton, (2008).Thempra, (2008)

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Heart

• Authentic relationships
• Respect acceptance of others
• Listening to the narratives of service users
  service providers. Seeing the world from their
  position.
• Good group work skills - teamwork

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Head

• Important to balance the head with the heart. To
  preserve oneself.
• Remain in touch with accountability
• Integration of theory ( Petrie. 2006)
• Reflection look at impact of work on self, make
  sense of the information and the issues being
  presented.
• The presentation (40mins) sets out contextual
  information but also includes examples of
  theorists eg Thompsons PCS (ADP) and
  participation and inclusion - Arnsteins ladder
  of participation.

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Hands

• Production of a teaching resource - a DVD
• Students are asked to consider the nature of
  power in their relationship with service
  users/providers in their presentations.
  Creativity can provide opportunities to narrow
  the power gap between service users/providers
• ( Bagnoli,(2009) Muller, (2008).Packard,
  (2008) ). Creating a
  teaching resource provides the opportunity for
  service users/providers to work together.
• Pedagogues in their training are encouraged to
  learn practical skills.

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The Pedagogic triangle (Thempra, (2008).
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What students told us

• I'd come across explanations of the models of
  disability before, but never had theory brought
  to life, nor have I spent almost every waking
  minute reassessing certain things and situations
  that I'd previously always taken for granted.  I
  love it!  I think, on reflection, because I have
  never known anyone with cerebral palsy, this kind
  of task was the one I was most apprehensive about
  10 days ago, more than anything because I was
  worried about not being able to understand and
  causing offence.  It couldn't be more different
  now. This is such a valuable experience

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What service users told us

• I never thought I could be involved in working
  with the university. I didnt think anyone would
  take me seriously.
• We liked the idea that students could come and
  talk with our clients without staff involvement
  or interference. The work (DVD) would be entirely
  the work of clients.

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Feedback from the external examiner

• This is a very challenging set of attachment
  tasks. It should allow students to demonstrate
  the identified learning outcomes clearly. 
• The reflective accounts were very interesting and
  honest. The students clearly gained a great deal
  of insight into both group process and service
  user perspectives 
• The log is a useful way of identifying individual
  participation in the group task

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SWIG (social work inclusion group)

• Please investigate some of our work with the
  social work inclusion group on the following
  website
• http//www.swig.uk.net/
• Thank you.

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Bibliography

• Bagnoli, A (2009). Working Paper. (electronic
  copy). Beyond the standard interview the use of
  graphic elicitation and arts-based methods. The
  University of Manchester
• Doel, M and Shardlow,M (2005) Modern Social Work
  Practice. Ashgate.
• Hamalainen, J (2003). The Concept of Social
  Pedagogy in the Field of Social Work. (Electronic
  Version) Journal of Social Work. 3(1) 69-80.
• Hatton, K (2008). New Directions in Social Work
  Practice. Learning Matters
• Muller, M ( 2008) . Visual competence a new
  paradigm for studying visuals in social sciences?
  ( Electronic Version) Visual Studies. 23(2)
  101-112.
• Nieweg, M. Learning to reflect a practical theory
  on teaching. European Journal of Social
  Education. A semsteral periodical of FESET, 1.
• Nohr, K. (2001). Learning to learn reflections
  on students learning process in project work.
  European Journal of Social Education. A semsteral
  periodical of FESET, 1.
• Packard, J. (2008) Im gonna show you what its
  really like out there the power and limitation
  of participatory visual methods. (Electronic
  Version). Visual Studies. 23(1) 63-77.
• Petrie, P. Boddy, J. Cameron, C. Wigfall, V.
  Simon, A. (2006) Working with Children in Care .
  European Perspectives. Open University Press .
  McGraw-Hill Education.
• Thempra (2008) Course handouts Social Pedagogy
  training - creativity and well-being. March 2008
  April 2008.
• Thompson, N. (2001). Anti- Discriminatory
  Practice 3rd Edtn. Palgrave.