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New ways of learning for social workers for integrated children

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Title: New ways of learning for social workers for integrated children


1
New ways of learning for social workers for
integrated childrens services. Imogen Taylor,
Jackie Rafferty and Hilary Burgess - SWAP-
University of Sussex
2
Introductions
  • Who you are and where you are from?
  • What engagement do you have in developing
    learning and teaching for the integrated
    childrens workforce, if any?

3
Plan for workshop
  • Introduction.
  • ICS-HE Project
  • Overview,
  • Knowledge Review,
  • Conference and network,
  • Recommendations.
  • Small work groups (UG PG PQ).
  • Feedback
  • Barriers and enabling factors

4
ICS-HE Project Overview
  • Integrated Childrens Services in Higher
    Education (ICS-HE).
  • One of 6 Employer Engagement Projects selected
    by the HEA with funding from HEFCE for SCs to
    link with SSCs.
  • Funding agreed Dec 2006 project ran May 2007-May
    2008.

5
Intended Project Outcomes
  • Raising awareness of the evolving agenda in
    childrens services for HE staff working across
    the disciplines and professions,
  • Identifying examples of emergent practice for
    integrated provision in HE,
  • Identifying barriers to change ways to overcome
    these,
  • Promoting collaboration between disciplines,
  • Contributing to knowledge generation about IPE in
    this arena,
  • Promoting dialogue between HE and Sector Skills
    Councils.

6
Partners
  • HEA Subject Centres for
  • Education (ESCalate),
  • Psychology,
  • Medicine, Dentistry and Veterinary Medicine
    (MEDEV),
  • Health Sciences and Practice (HSP),
  • Social Policy and Social Work (SWAP),
  • Childrens Workforce Development Council (CWDC).
  • Children's Workforce Network (CWN).

7
Relevant disciplines and professions
  • Education,
  • Early Years,
  • Social Work,
  • Nursing,
  • Midwifery,
  • Other allied health professions,
  • Psychology,
  • Youth and Community,
  • Careers,
  • Medicine,
  • Police,
  • Probation.

8
Policy context
  • Laming Inquiry (2003) into death of Victoria
    Climbie,
  • Every Child Matters (2003),
  • The Children Act (2004),
  • Childrens Trusts,
  • The Childrens Plan (DCSF 2007 17),
  • National Service Framework for for Children,
    Young People and Maternity Services (20042006),
  • Youth Matters (2006).
  • FFI http//icshe.escalate.ac.uk/1459.

9
Activities
  • Stakeholder Reference Group,
  • Knowledge Review,
  • Networking,
  • National Conference,
  • Web-site,
  • Links to the IQF,
  • Reports.

10
Stakeholder Reference Group
  • Partners,
  • Regulatory Bodies (e.g. the Training Development
    Agency, General Teaching Council, the General
    Social Care Council),
  • Higher Education representative bodies (e.g.
    JUC-SWEC UCET Universities Council for the
    Education of Teachers),
  • Employer organisations.

11
Knowledge Review
  • Prof Imogen Taylor, University of Sussex
  • Research question What is known about the
    nature, contexts and participants in IPE in
    Higher Education Institutions (HEIs) in England
    that brings together students from two or more
    disciplines to contribute to the development of
    collaborative practice with children, young
    people and their families?
  • Research review.
  • Practice Survey.
  • Policy map.

12
A common understanding of terms
  • Interprofessional education Occasions when two
    or more professions learn with, from and about
    each other to improve collaboration and the
    quality of care (Freeth et al. 2005, p. 112).
  • Integrated services A set of processes and
    actions by which partners ensure outcome-focused
    front-line delivery. It means a holistic approach
    within which needs can be identified and
    priorities national and local - can be
    addressed (DfES 2005, p. 11).

13
Research Review Methodology
  • Leads from each HEA Subject Centre asked to
    identify up to 3 key journals in their own
    discipline (or involving their own discipline
    with others) considered to be the most likely
    outlets for publication of papers about the
    involvement of HE in Integrated Childrens
    Services.
  • Where the recommended journals turned out to
    yield few or no relevant articles, or could not
    be accessed, Subject Centre leads were asked to
    nominate further journals, which were also
    scrutinised.
  • Identified journals from some disciplines yielded
    far less relevant material than others.

14
Research Review Key Findings
  • Learning for integrated childrens services is
    inadequately conceptualised and theorised
  • Variable findings - researchers agree about the
    logistical challenges of developing
    interprofessional learning for integrated
    childrens services
  • Dearth of robust evidence about outcomes for
    students outcomes for children, young people and
    families are rarely discussed.

15
Practice Survey in HEIs
  • Scoping study of HE Practice re ICS on-line and
    telephone survey (Sept-Dec 2007) of 36
    universities (43 interviewees) in England plus
    one each in Wales and NI.
  • There is a wealth of innovative initiatives at
    all levels, and primarily at foundation and
    undergraduate levels, in full programmes,
    individual modules, practice and work-based
    learning.

16
Typology of approaches to IPE for ICS-HE
  • 6 Four types of integrated childrens services
    provision in HEIs
  • Interprofessional students and interprofessional
    staff.
  • Uniprofessional students and interprofessional
    staff.
  • Uniprofessional students and uniprofessional
    staff teaching interprofessional issues.
  • Generic non-professional programmes and
    interprofessional staff.

17
Interprofessional students and interprofessional
staffA shared learning and teaching experience,
Stranmillis University College and Queens
University Belfast
  • Students level 3 ECS (Stranmillis College) came
    together twice with Social Work (Queens), to
    share knowledge and explore stereotypes of each
    other, and to participate in a case conference
    role play. Voluntary most participated.
  • Staff ECS and Social Work
  • Plan Consideration will be given 2008-9 to the
    inclusion of other student groups e.g. Nursing
    and Police 2009-10 to paired student placement
    experiences 2010-11 to providing a full
    interprofessional module.
  • Challenge? Very resource intensive in the
    planning rather than the delivery.
  • Evaluation All participants found the experience
    beneficial in terms of meeting the needs of
    families through multi-agency collaboration.

18
Interprofessional students and interprofessional
staffAfter Every Child Matters Integrated
Working - An Interprofessional Conference.
University of Sussex.
  • Aim for students to learn with, from and about
    each other in relation to childrens services to
    focus learning on changes in integrated practice.
  • Activity A day long conference elective
    placement shadowing.
  • Students 2007 and 2008 social work and teacher
    education students plus medical students (SSCs)
    in 2009.
  • Conference process and content large group
    presentations and small group discussion with
    interactive tasks cop-facilitated by social work
    and teacher education faculty.
  • Most pleased? The buzz from the participating
    students and staff.
  • Most challenged? Organising appropriate space
    the only suitable space is the Sussex Conference
    Centre, hence the framework for the day.

19
Leadership and managementMA in Leadership and
Management for Integrated Childrens Services.
University of Sussex
  • Aim to enable managers from a range of
    disciplines to develop the knowledge and skills
    needed for new roles set out in Championing
    Children (DfES 2006) to build teams competent
    and confident in this new means of service
    delivery to put the child and family first to
    lead those from outside their own area of
    expertise to manage resources in new ways and
    reconcile team members different working
    practices and expectations.
  • Learning outcomes include being able to
  • Operate effectively in the managerial role in
    line with the Championing Children descriptors
    (DfES, 2006)
  • Demonstrate key knowledge, skills and behaviours
    required from Championing Children
  • Demonstrating effectiveness in line with the
    Generic Management and Leadership Standards
    (Management and Leadership Centre).
  • Work-based learning (including action learning
    sets and mentoring) will enable students to
    ground their learning in emergent management
    practices of the new integrated services sector.
    Students must be currently engaged in management
    of childrens services for at least 15 hours per
    week and be nominated and supported fully by
    their employing agency in undertaking the
    programme (including funding, work release for
    study time and provision of appropriate mentoring
    within the agency).

20
Uniprofessional students and interprofessional
staffEarly Childhood Studies, University of
Northampton
  • Staff Education, Social Work and Health.
  • Students 2006-7 ECS Year 1 students spent two
    IPE days with health and social care students at
    the Universities of Leicester and De Montfort
    based on the Leicester model (Lennox and
    Anderson, 2007). In 2007-8 this will be further
    developed.
  • Assessment Year 2 ECS students role-play a Child
    Protection Case Conference. The Conference is
    chaired by practitioners.
  • Placements in Years 1 and 2 students undertake
    placements in each of education, health or social
    care settings in Year 3 they specialise in one
    of the three areas. Placements are supported by
    teaching on common themes such as the Common
    Assessment Framework.
  • Progression ECS graduates can achieve Early
    Years Professional status (EYPS) but as
    Northampton only has a BA Social Work and does
    not offer a Masters of Social Work programme,
    students must transfer to another HEI for this.
  • Vision either i) combine ECS and Social Work
    into a four-year programme or, ii) develop a
    Social Pedagogue route.
  • Most pleased? I teach on every single course in
    the School of Education every teacher knows
    about child protection and Looked After Children
    even if it is only a three hour input.
  • Biggest challenge? Professionals unwilling to
    move outside their disciplines.

21
Uniprofessional students and uniprofessional
staff teaching interprofessional issuesLaw and
Ethics, University of Manchester Medical School
  • How confidential are consultations?
  • You are in the child psychiatry clinic and see
    John Smith and his mother with the Consultant
    the referral made by a paediatrician because of
    unexplained physical symptoms occurring at school
    and at home. When they have gone, the school
    doctor shows you a copy of the letter from the
    paediatrician to the child psychiatrist at the
    bottom of the letter are the names of a number of
    people, including the school doctor, who are to
    receive copies of the letter.
  • A couple of weeks later, the Hospital
    Undergraduate Dean arranges to see you. He shows
    you a letter sent by Mrs Smith to the Patient
    Advice and Liaison Service.Dear Sir/Madam,Im
    writing to complain about a breach of
    confidentiality by X, one of your medical
    students. I met X at the child psychiatry clinic
    and then with a school doctor the next day. I had
    made it clear that I didnt want school to know
    that John was being seen by child psychiatry, but
    the school doctor knew. The only way I can
    understand that happening was that X told her. I
    think this is unacceptable.Im most surprised
    that this has happened as X was extremely
    courteous, and my son and I both enjoyed meeting
    him. He made sure that we were happy for him to
    be there and, in fact, having him there made it a
    much easier visit in the end as he spent some
    time talking with John. This meant I had a chance
    to talk more privately with the consultant. Yours
    sincerely, Mrs Smith
  • You explain that you did not breach
    confidentiality. The Dean makes further inquiries
    and finds that in some paediatric clinics it is
    routine practice for school doctors to receive
    copies of letters sent to GPs.

22
Non-professional programmes and interprofessional
staffBA Childrens Interprofessional Studies,
University of Hull
  • Structure Full-time, part-time degree. Modules
    also available for children's workers to access
    as continuing professional development.
  • Staff Childrens nursing, social work,
    education pitfalls of joint validation We
    dont talk the same language though we think we
    do... We are learning from each other.
  • Students Fifty HEFCE funded places start 2007.
  • Placements One day each week in a work placement.
    Focus on learning interprofessional work
    students assessed by university staff. Year 1
    students placed in three settings from within
    Health, Education and Social Care Years 2 and 3
    placements in two settings. The development of
    the childrens workforce creates placement
    challenges variations in payment, travel funding
    etc.
  • Progression For progress to children's nursing
    there are opportunities to exit after 2 years
    with a Diploma in Children's Interprofessional
    Studies and transfer to Year 2 of a nursing
    degree. For those who complete the full degree
    there are progression opportunities to Masters
    programmes in teaching, social work or youth and
    community work.
  • Main challenge? The university unidisciplinary
    structure lacks systems for allocating funds etc.

23
Placement issues in non-professional programmes
  • Practice learning or observation? What is the
    purpose of placements in non-professional
    programmes?
  • The availability of placements and variation in
    their quality, particularly in a context of
    increasing competition for scarce placement
    resources
  • A need for common standards and practice
    competences at pre-professional level. It is
    unclear if a student can fail if there is no
    agreed standard
  • In part to ensure a supply of placements, and in
    part to ensure parity across placements which are
    very different, HEI staff assess students
  • Students are CRB checked but not health checked

24
Small group
  • What ICS learning, teaching and assessment
    activity are you considering developing?
  • What three things do you need to enable change to
    happen?
  • 20 minutes and bring back three key messages to
    the whole group

25
Participation by Young PeopleLeeds Metropolitan
University
  • Module Children, Young People and their
    Families began in 2004.
  • Students postgraduate Health Visitors, School
    Nurses, Community Childrens Nurses (approx
    55-65) and Social Work BA and MA students
    (approx 70-80).
  • Staff Teaching team of Nursing and Social Work
    staff.
  • Focus A case study builds from vulnerable
    children, to children in need, child protection
    and looked after children. The focus in each area
    is on understanding the professional role.
  • Structure Six full day workshops where students
    come together for large group presentations. In
    addition they work in core groups of approx 12
    mixed profession students who remain together
    throughout the module. Here they are expected to
    use their experience and interact in relation to
    their understandings of roles and
    responsibilities.
  • Student feedback Very positive about the
    opportunity to work with colleagues from other
    professional groups the day-long workshop
    structure demanding and intense.
  • Pleased with? The rolling case study has
    developed since the module started and works
    well.
  • Main challenge? The practical demands of working
    with large groups of students (accommodation,
    equipment etc).
  • Future development? Meeting with Education
    colleagues to explore possibilities for including
    teaching students. Previous discussion has
    indicated there are real issues about
    accommodating more student numbers and whether
    there is sufficient space in their curriculum.

26
Whole system change
  • Senior level leadership senior staff who can
    commit resources and can engage external
    stakeholders at a comparable level
  • Active engagement with external stakeholders,
    particularly employers who can commit engagement
    of staff and the purchase of places
  • Cross faculty appointees who extend ownership of
    ICS initiatives across faculties and departments,
    including some more peripheral participants such
    as drama and sports science
  • Cross-faculty academic development (programmes,
    modules, research)
  • Seed funding from HEI funds to support innovation
    in teaching
  • University wide seminar and/or lecture programmes
    to promote and disseminate ICS development as it
    relates to teaching and research
  • Linkage to interdisciplinary research centres.

27
Enabling factors for ICS-HE
  • Enthusiastic students.
  • Entrepreneurial interest, individual commitment.
  • Senior HEI leadership.
  • Strategic cross-faculty appointments.
  • External partnerships with stakeholders.
  • Seed funding (e.g. by HEIs or stakeholders).
  • Seminar programme to promote and disseminate.
  • Linked to research.
  • 7 HEIs whole system change most or all of the
    above most opt for incremental change.

28
Barriers to ICS-HE
  • Equivocal research findings from existing IPE
    mixed views about transferability
  • Variable interpretations by HEIs of integrated
    childrens services and implications for HE.
  • Disciplinary silos.
  • Departmental administrative boundaries.
  • Lack of suitable space for large groups.
  • Lack of development time and funding.
  • Need sustained stakeholder support (business
    case).
  • Lack of synergy between accrediting bodies.
  • Fast changing, complex policy context and
    fragmented practice context.

29
Recommendations (1)
  • Government should involve HE as strategic
    partners in researching, developing and
    implementing policy practice for the ICS
    workforce, nationally regionally
  • Universities should strengthen their links with
    SSCs and employers and appoint ICS coordinators
  • Regulatory bodies should explore collaboration,
    building on initiatives like the Joint Statement
    of interprofessional values underpinning work
    with children and young people (GTC, GSCC, NMC)

30
Recommendations (2)
  • Professional bodies should commission
    initiatives
  • Employers, supported by government should
    collaborate with universities to develop
    programmes with a sustainable and robust business
    case
  • Children, young people and families should be
    supported to contribute to learning, teaching and
    assessment

31
Recommendations (3)
  • Research funders should target funding to ensure
    a robust evidence-base and to develop the
    conceptual and theoretical base essential to
    learning for ICS
  • The Higher Education Academy and Subject Centres
    should extend the dissemination of the ICS-HE
    project across disciplines and stakeholder
    groups, and support educators through information
    exchanges and briefings.

32
For more information
  • http//icshe.escalate.ac.uk/
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