REGIONAL
PRACTICE LEARNING
HANDBOOK
August 2014 – June 2015
Issued: August 2014
FOREWORD
In October 2001, The Minister for Department of Health, Social Services and
Public Safety (DHSSPS) announced as part of the policy for the reform of
professional social work training, that one regional partnership should be
established to plan social work training arrangements across Northern Ireland
in order to optimise the use of resources and to promote consistency of quality
in course provision. The Northern Ireland Degree in Social Work Partnership
(formerly the Regional Body) was established in July 2003 and its
membership consists of representatives from all academic and employer
organisations involved in the planning and delivery of the Degree in Social
Work. The Partnership facilitates the development of regional policies and
approaches in relation to selection, practice learning and course content. This
regional practice learning handbook is one reflection of the collaborative
working arrangements between the universities, colleges and the employing
agencies.
The handbook is produced on an annual basis and its production is
harmonised with the academic calendar year to ensure that a consistent
approach is taken to practice learning across the Degree in Social Work
programmes in Northern Ireland. This handbook provides guidance on the
overall practice learning experience and provides a central point for collation
of key points from various documents that contribute to the planning, delivery
and quality assurance of the Degree in Social Work. In producing the
handbook the Partnership aims to provide an up-to-date resource which will
assist you with your role and responsibilities, whether as a Student, Practice
Teacher, On-Site Facilitator/Supervisor or Line Manager.
The handbook is reviewed each year in response to the views expressed by
those utilising it and feedback is very much welcomed.
The Partnership recognises that practice learning is delivered and assessed in
a climate of change and developments. With this in mind a small number of
additions or amendments may be circulated throughout the academic year.
The handbook and any additional materials are circulated via employer
organisations and academic institutions. It is imperative that you access the
most up-to date edition and that any additions and amendments are
incorporated into your copy of the handbook.
The provision and delivery of a range of quality learning experiences is a key
component of the Degree in Social Work and the Partnership recognises and
appreciates the commitment and contribution of Practice Teachers, On Site
Facilitators/Supervisors, Tutors, Line Managers, Staff Teams, Service Users,
Carers and Survivors.
John Doherty
Chair NIDSWP
Introduction
Welcome to the Northern Ireland Degree in Social Work Regional Practice
Learning Handbook. The handbook focuses on key aspects of practice
learning and aims to set out requirements explain processes and clarify
expectations. It is intended to provide guidance and direction for Students,
Tutors, Practice Teachers and On-Site Facilitators/Supervisors. Its structure
and content has been informed by those using it. It is hoped you will find the
handbook helpful in carrying out your role and responsibilities.
The Degree Partnership welcomes feedback on the handbook. If you feel
changes or additions are required or you have any suggestions as to how the
handbook might be improved please convey these either via your
organisation’s Practice Learning Co-ordinator or directly to the NI Degree in
Social Work Partnership, Graham House, Knockbracken Healthcare Park,
Saintfield Road, Belfast, BT8 8BH.
 028 9056 6735 or evelyn.magee@hscni.net
The handbook is available via the F/HEIs websites, Practice Learning Coordinators in employer organisations and the NIDSWP Section of the NISCC
website
(www.niscc.info/index.php/education-for-our-training-providers/degreepartnership).
It should be read in conjunction with the relevant F/HEI Handbook for the
Degree in Social Work Programme.
Evelyn Magee
Professional Officer
Northern Ireland Degree in Social Work Partnership
Glossary
NIDSWP:
Northern Ireland Degree in Social Work Partnership
NISCC:
Northern Ireland Social Care Council
DHSSPS:
Department of Health, Social Services & Public Safety
FHEI:
Further/ Higher Education Institution
PLO:
Practice Learning Opportunity
UGR:
Under Graduate Route
RGR:
Relevant Graduate Route
AYE:
Assessed Year in Employment
DPLP:
Designated Practice Learning Provider
ILP:
Individual Learning Plan
RPA:
Reflective Practice Assignment
QUB:
Queen’s University Belfast
UU:
University of Ulster
FE:
Further Education
AOP:
Anti- Oppressive Practice
PDD:
Professional Development Day
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Foreword
Introduction
Contents
Part 1:
Practice Learning
Section 1 Overview of Practice Learning and the
Degree in Social Work ………………………..
 Context …………………………………...
 Under Graduate Route ………………...
 Relevant Graduate Route ……………..
 Preparation for Practice Learning
Module…………………………………….
 Practice Development Days…………...
 Direct Supervised Practice Learning..
 Personal & Professional Development
Workbook………………........................
 Individual Learning Plan ………………
Practice Learning Opportunity ……………..
 Allocation of PLOs ……………………..
 Criminal Declarations ………………….
 NISCC Registration ……………………..
 Pre-Practice Learning Visit…………….
 Practice Learning Agreement: Initial
Meeting ………………………………….......
 Purpose of Initial Meeting………………...
 Mid-point Review ……………………….
 Additional Review and/or Final Review
Meeting(s)………………………...............
Student’s Training Team……………………..
 Context……………………………………
 Roles and Responsibilities……………
 Good Records Management: Retention
of Student Records………………………..
 Supervision and the Supervisory
Relationship ……………………………..
 Principles relating to how Practice
Teachers are supported within
organisations …………………………….
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Section 2
Section 3
Section 4
Section 5
Induction to PLO …….…………………..
Recall and Study Days ………………….
NISCC Codes of Practice ………………...
Use of Social Networks …………………..
Use of Specialist Equipment and Mobile
Phones……………………………………….
 Student Complaints ……..………………..
 Travel Expenses …………………………...
 Absence from the PLO …………………...
 Jury Service ………………………………..
 PLO: Hours of Work
The Practice Learning Requirements ………
 Guidance on Meeting the Practice
Learning Requirements ………………..
 Statutory Tasks …………………………..
 Participation and presentation to
courts, tribunals or other formal
hearings ……………………………………
 Community Development ………………
 Group Care ……………….……………….
 Group Work ………………………………..
Key Role Specification …………………………
 The Key Role Matrix ……………………...
Engaging in the work, gathering evidence,
and meeting the assessment requirements….
 Evidence of Professional Development
and Confident & Competent Practice ….
 Evidence Requirements ………………….
 Ladder of Learning………………………...
 Statements of Differential for Levels of
Practice Learning…………………………..
 Tuning In to PLO …………………………..
 Induction Period …………………………..
 Evidence and the Matrix …………………
 Service User and Carer Feedback in
Relation to Student Performance……….
 Direct Observations of Practice ………..
 Guidance for Practice Teachers ………..
Assessment of Practice Learning …………….
 Summative and Formative Assessment
 Incomplete PLO ……………………………
 Role of the Practice Assessment Panel
(PAP) ………………………………………..
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Section 6 Practice Learning Assignments………………..
 Level 2: Case Study ……………………….
 Level 2: Reflection on Practice
Assignment …………………………………
 Level 3: Reflection on Practice
Assignment ……………………..................
 Level 3: Case Project ……………………..
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Part 2:
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendices of Guidance & Proforma
Student’s Individual Learning Plan………
Contents of Supervision Folder…………..
The Practice Learning Initial Agreement..
The Mid-Point Review ……………………...
Additional/Final Review …………………...
Supporting Disabled Students
undertaking Practice Learning
Opportunities ………………………………..
The Key Roles and Practice Foci Matrix..
Progression to Competence and Aide for
Effective Guidance …………………………
Direct Observation of Practice …………...
Practice Teacher Report including
summary matrix …………………………...
Level 3 Endorsement of Assessment...…
Important Dates …………………………….
Assessment Criteria: UU ………………….
Assessment Criteria: QUB ………………..
Guidance: Use of Internal Mechanisms...
Protocol for Dealing with Factors
Effecting Progression of Practice
Learning ……………………………………...
References/Reading List ………………….
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Part One:
PRACTICE LEARNING
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Section 1:
Overview of Practice Learning and the
Degree in Social Work
Context
The Northern Ireland Social Care Council’s Requirements for Practice
Learning (Revised 2010) state that Students without credits for prior
experiential learning will normally undertake 225 days of practice learning of
which:
“25 days must be spent in preparation for direct work with Service Users
(Preparation for Practice Learning Module)
185 days must be in direct supervised practice and;
15 days to be used for individual practice development.”
This handbook focuses primarily on the 185 days in direct supervised practice
which is divided between two practice learning periods.
Under Graduate Route (UGR)
For those without a primary degree, the Degree in Social Work is a three year academic qualification. Students begin with a foundation year which is
known as Level 1. This is a basic introduction to the key academic or
knowledge foundation, which includes introductions to social work, sociology,
social policy, psychology, ethical/value issues and service users’ rights. UGR
students undertake their first period of work based practice learning at the
beginning of year 2 (level 2).
Relevant Graduate Route (RGR)
RGR students who already hold a relevant degree go straight into level 2 and
their first period of work based practice learning is completed in the second
half of the academic year.
All students upon completion of the social work degree academic qualification
are required to complete a further assessed year in employment (AYE).
Preparation for Practice Learning Module (PfPL)
The Preparation for Practice Learning Module refers to 25 days preparation
for direct supervised practice. This is a key module which is jointly delivered
and assessed by agency and college staff. All students must pass all
components of this module in order to proceed to their first directly supervised
practice learning period.
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Practice Development Days (PDD)
Students are required to undertake 15 individual practice development days
over the duration of the Degree programme. It should be noted that these
days cannot be completed within the assessed periods of work-based practice
learning. Guidance on PDDs is available on the NISCC website:
www.niscc.info
Direct Supervised Practice Learning
Students must complete two periods of practice learning; level 2 - 85 days;
level 3 - 100 days (90 days direct practice). In both periods of practice
learning students MUST show that their practice is founded on values, carried
out in a skilled manner and is informed by knowledge, critical analysis and
reflection. However, there are significant distinctions in what should be
reasonably expected from students on their first as opposed to their second
practice learning opportunity. In the first period of practice learning, a
beginning ability to apply values, knowledge and skills will be required. The
student should be able to develop a more integrated, confident and competent
application in the second period. More detailed guidance is provided in the
Statements of Differentials of Practice Learning (page 48).
It should be noted that students who come to the agency may have no direct
experience of social work services given that this is no longer a requirement
for entry into the social work degree programme. We all must take collective
responsibility to enable students during the induction period to achieve the
level of competence necessary to begin effective interventions with service
users. The practice teacher must be assured that the student is ready for
direct practice with service users’ and their families.
A support plan is developed in the early stages of the practice learning period
to enable students to achieve their learning outcomes.
Personal & Professional Development Workbook
All students are required to maintain a Personal Development Workbook
(sometimes called a ‘Reflective Log’) which will be used throughout the
programme as a key learning tool. While the workbook will not be assessed,
and while students are not required to share the contents, they will be
expected to use the material to inform certain assessed pieces of work. They
will be encouraged to be creative and flexible in terms of how they develop the
workbook and will be supported by their personal tutor and lecturers in doing
so.
Individual Learning Plan
All students are required to develop an Individual Learning Plan (ILP)
(Appendix 1), with their tutor at the beginning of their studies. It will be an
evolving document over time and carried by the student into their post
qualifying life. It is a tool aimed at reducing the division between practice
learning and teaching and bringing personal, practice and academic learning
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needs together. It seeks to provide a holistic, cumulative, developmental
record of the individual’s learning journey.
The ILP will be reviewed a minimum of four times over the course of the
academic year: as part of preparation for practice learning tutorials, at initial
and mid-way practice learning meetings and at least once within college
based tutor groups. This document will be used by the Students to inform the
initial practice learning planning meeting, in terms of helping to identify student
learning needs. Therefore it is a requirement that students provide an
updated and current Individual Learning Plan at the initial practice
learning meeting and that where possible it is linked to the specific practice
learning setting.
PRACTICE LEARNING OPPORTUNITY (PLO)
Allocation of PLOs
Allocation of PLOs is determined by availability and with due regard to
students’ needs. All PLOs are allocated to make the best use of the practice
learning resources available to students.
Students will be allocated to suitable PLOs throughout the course of the
degree in social work and will be notified of these at the relevant time.
Students commencing PLO in August will normally be notified of site
allocation by the University/Further Education College in early June.
Students commencing PLO in January will normally be notified of site
allocation by the University/Further Education College in early December.
Please refer to Practice Learning Allocations- Student Information Booklet
2014 available on the NIDSWP Section of the NISCC website
(www.niscc.info/index.php/education-for-our-training-providers/degreepartnership) and also Blackboard/Course Support Area/Virtual Learning
Environment for further information.
Criminal Declarations
Students must declare any cautions, convictions or binding over whether or
not “spent” and any pending matter. Students must agree to disclosure of
same to any agency offering a PLO so that the appropriate personnel can be
informed.
Information of this nature is treated with sensitivity and as confidential, with
only a very limited number of people needing to know the details.
All employer organisations have policies and procedures with regard to
Access NI disclosures and students are required to cooperate with them.
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Each employer has a ‘duty of care’ to their service users and directors of
social work and human resources will be involved in decisions relating to
criminal convictions. The nature of the PLO, employer responsibility and the
values and standards governing the organisation, are all key factors when an
employer is making the decision as to whether someone with a criminal
conviction is suitable for a particular PLO.
Each organisation will have its own protocol and this may require the student
to attend a meeting to discuss any criminal declaration.
Student must advise the course director and practice teacher in the
event any caution, conviction, binding over or pending matter arises
during the PLO period.
NISCC Registration
“The NISCC Rules for the Approval of the Degree in Social Work’ (May 2003)
require the Course Provider to have in place arrangements to confirm that
students are registered with NISCC.
Higher Education Institution (HEI) is required to see evidence that the student
has:
a) applied to register with the NISCC; and
b) that an acknowledgement letter confirming an application to register
has been received by the student from the NISCC” (Revised
September 2010)
All social work students must be registered before they commence their first
PLO.
Students have a responsibility to ensure that they are registered as a social
work student and that they have an up-to-date certificate of registration, a
copy of which will be required by the organisation providing the PLO.
A student who does not have an up-to-date certificate of registration will not
be permitted to commence PLO and this could result in their having a gap
before their studies can continue.
Registration with NISCC requires individuals to make a declaration
about their health. Non-disclosure where there might be a risk to the
safety /welfare of service users, other staff or self could have serious
implications.
Pre-Practice Learning Visits
Except in exceptional circumstances the student must undertake a pre–
practice learning opportunity visit to the allocated site. This will help him/her
begin to orientate him/herself to the context of the agency and to prepare for
the practice learning period. The purpose of an informal pre – practice
learning visit is:
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to
enable
the
student,
practice
teacher,
any
on-site
facilitator/supervisor and team to meet informally
to allow the student the opportunity to gain some insight into the
organisation and service user group
to assist the student to identify recommended reading or guidance for
“tuning into” the particular service users with whom they will be
working
to allow all concerned to work out the practicalities of the site allocation
and
to give the student opportunity to share the practice teacher’s report
from the previous PLO with the new practice teacher.
Practice Learning Agreement Initial Meeting
The NISCC Practice Learning Standards (2.4.5) (Revised June 2009) state
that course providers should ensure that “there are a minimum of two tripartite
meetings….” “It is expected that one tripartite take place in the agency”.
The expectation is that in relation to at least one of the meetings the tutor and
practice teacher negotiate arrangements in relation to a venue which is
mutually convenient to both parties.
It is recommended that within the first 2 and no later than 3 weeks of the
practice learning period, the practice learning agreement should be negotiated
and signed off. The agreement should be negotiated between all members of
the training team – the student, practice teacher, tutor and if applicable the onsite facilitator/supervisor(s). This must be recorded on the standard pro-forma
and should be completed and signed by all participants at the time of the
meeting (Appendix 3). Practice teacher and tutor must each chair and record
one of the meetings. This should be negotiated and agreed prior to the
meeting.
It should be noted that in the case of level 3 Ulster University Magee students
the option exists for the initial meeting to be held via teleconferencing.
However there are circumstances which would warrant face to face contact:
1. Situations where students have extenuating personal or medical
circumstances.
2. Situations where students are repeating PLO; are returning to the
programme after a period of absence; have experienced academic
difficulties, or have experienced difficulties in a previous PLO.
3. In circumstances where any party feels a face to face meeting is
required or preferred.
4. Where a practice teacher is undertaking the Practice Teacher
Training Programme.
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Purpose of initial meeting
The meeting allows key issues such as:
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the working terms and conditions,
student’s learning needs,
practice learning requirements,
supervision,
key roles and practice foci,
assessment; and
practical arrangements
to be addressed, clarified and agreed.
In order that practice learning periods can proceed without undue
impediments, it is important that all parties involved in the learning agreement
review the student’s previous professional and life experiences in light of the
demands of the learning period to come.
Students may wish to consult their tutor prior to the initial practice learning
agreement meeting if they believe that any past or current issue, either
personal or professional, might need to be discussed.
‘Supporting disabled social work students undertaking practice learning
opportunities ‘ (Appendix 6) provides guidance for supporting students who
may require reasonable adjustments to enable them to fully maximise learning
while undertaking PLO.
Mid-point Review
The mid-point review is a crucial point in the assessment of the practice
learning period. Despite its name, it should not be held until the practice
teacher in consultation with the student, on-site facilitator/supervisor, if
applicable,
and tutor, is satisfied that there has been enough work
undertaken and reported on to allow for an interim judgement on the student’s
progress. The required pieces of work must be made available to the tutor
one week in advance of the midpoint review. (Appendix 4)
The mid-point is where the student’s progress is discussed and recorded.
During the mid-point review the student will be required to make a
presentation for no more than 10 minutes. The meeting is the forum in which
any issues are raised and a process and timescale agreed to address them.
It is the responsibility of the practice teacher to co-ordinate the completion of
the relevant sections of the mid-point review pro-forma and to send them to
the tutor one week before this meeting. It is normal practice that the student,
practice teacher and on-site facilitator/supervisor will have shared their
progress reports before the mid-point meeting.
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Additional Review and/or Final Review Meeting(s)
It is accepted that difficulties relating to practice competence can arise that
may require one or more additional review meetings. The purpose of such a
review meeting may be to identify concerns and agree a plan of action
including timeframes. A subsequent meeting would be set in order to review
the action plan and progress. It is essential that additional review meeting(s)
are recorded. The pro-forma contained in Appendix 5 should be used for this
purpose.
Further guidance is available in Appendix 16 which relates to the Protocol
for Dealing with Factors Affecting Progression of Practice Learning
(NIDSWP: Revised version; June 2013).
There exists a range of factors that may impinge on the progress of a
student’s practice learning. Some of these may impede the student’s
professional development whilst others may affect the student’s continued
involvement in the degree in social work course. These can include situations
where there are factors beyond the student’s control, situations of inadequate
learning opportunities, extreme difficulties or situations where a student’s
behaviour/practice/conduct is deemed to be damaging or dangerous to
service users.
This protocol aims to provide direction as to the process to be followed when
dealing with one or more factors impacting on the progression of practice
learning. The protocol does not aim to cover every eventuality however its
underpinning principles should be followed in every situation where there are
issues.
The Protocol details the steps to be taken when there is a concern in relation
to one or more of the above factors. Practice teachers, students, tutors and
others involved in the delivery of practice learning should also familiarise
themselves with NISCC and HEIs “Fitness for Practice” procedures. In
situations where issues arise it is essential that supervision notes and minutes
of meetings clearly reflect discussion of the issues, action plan and outcomes.
Please refer to http://www.ulster.ac.uk/studenthandbook/
http://www.qub.ac.uk/schools/SchoolofSociologySocial PolicySocial Work/
for further details of Fitness for Practice Procedures.
STUDENT’S TRAINING TEAM
Context
The Training Team is the umbrella term used to describe the key people
involved in the student’s practice learning. The team normally comprises the
Practice Teacher, Student, On-Site Facilitator/Supervisor, Line Manager and
Tutor.
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Roles and Responsibilities
Student:
To:
 ensure their registration with NISCC is current and advise NISCC of
any change in circumstances e.g. leave of absence, serious health
issues; change of name/address;
 prepare individual learning plan and identify learning needs
 complete student profile
 arrange pre-practice learning visit
 take responsibility for own learning i.e. make suggestions as to work
which they can undertake, submit additional written pieces for feedback
on own initiative, raise discussion about things they have read, bring
items for inclusion in supervision/tutorial agenda
 actively participate in supervisory process
 undertake written work as appropriate to support learning (see Section
4 Evidence Requirements)
 submit assignments in line with university programme requirements
 inform practice teacher and/or tutor of any personal issues or change in
circumstances that may have the potential to impact adversely on
his/her ability to engage fully in the learning experience
 engage in a review of the practice learning experience with practice
teacher
 participate in FHEI evaluation of PLO
All those students commencing their level 3 period of practice learning
or who are repeating a period of practice learning must provide the
successive practice teacher with a copy of their previous practice
teacher report.
Where a student’s previous PLO was incomplete then he/she must
provide their subsequent practice teacher with a copy of the progress
report from the previous PLO.
NB: On occasion, personal issues may have the potential to impact
adversely on the student’s ability to engage fully in the learning experience. In
situations where potential or actual difficulties may emerge, they need to be
satisfactorily managed within the context of the student, practice teacher, tutor
relationship while adhering to the PLO requirements and expected level of
competence.
Practice Teacher:
To:
 facilitate the learning experience for the student
 prepare for practice learning period and plan how to access the
practice learning opportunities to enable the student to meet the
requirements. If required, liaise with the agency practice learning
coordinator.
 provide regular supervision to the student. The NISCC Practice
Learning Standards (revised June 2009) state that each student should
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have individual development supervision with his/her practice teacher
of a minimum of 2 hours per fortnight up to the mid-point of Level 3
directly observe the student’s practice on at least three occasions (one
of these observations, where appropriate, may be carried out by
another accredited practice teacher)
co-ordinate and complete the relevant sections of midway review proforma and send to the tutor one week before this meeting
assess the student’s practice and attend Practice Assessment
Panel(PAP) and Board of Examiners if required.
maintain student records in line with DHSSPS Good Management
Good Records, 2011
undertake a review of practice learning experience with each student
complete evaluation of PLO as per agency requirements
ensure assessment of student competence at Level 3 includes an
operational line manager’s endorsement (Appendix 11) of the
student’s practice as required under Criterion 2.6.5 of NISCC Practice
Learning Standards :2009
 Guidance Note: 'Where the operational Line Manager does not have
sufficient knowledge of the Student’s practice, it is appropriate in such
circumstances for the endorsement to be completed by the On-Site
Supervisor/Facilitator as long as he/she is social work qualified’.
(NISCC: June 2012)
Tutor:
To:
 provide tutorial support to the student
 help the student identify learning needs
 liaise with the practice teacher regarding initial training team meeting
and any subsequent issues
 contribute to mid-point review and complete relevant sections of proforma
 monitor the practice learning period.
 offer additional support to student as appropriate
On – Site Facilitator/Supervisor:
To
 provide day to day management, guidance and support
 give feedback on student’s practice to student and practice teacher
 attend initial and mid-point review meeting and other further meetings if
required
 contribute to the assessment of the student’s practice
Good Records Management: Retention of Student Records
The DHSSPS Good Management Good Records has been revised
(November 2011) and substantial changes have been made in relation to the
management, retention and disposal of records. Changes include the addition
of new categories of records and specific details regarding retention periods.
The revised guidance applies to both paper and electronic records.
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Specific reference is made to student information and social work-training
records with the retention period being 10 years following completion of PLO.
The Partnership has developed the following guidance to assist organisations
and particularly practice teachers to meet the requirement in terms of
retention however it will be the responsibility of each Designated Practice
Learning Provider (DPLP) to ensure that whatever the approach taken it
meets the organisation’s audit and governance requirements.
 It should not be necessary to retain any records other than the
Student’s supervision folder (See Appendix 2 for suggested
content). Practice Teachers should ensure that supervision contract,
supervision records, practice foci matrix and practice assessment
report are sufficiently detailed and explicit to demonstrate the formative
assessment process and the final assessment outcome.
 Copies of the student’s travel documentation should be retained on the
student’s supervision file for the period of the PLO.
Copies may also be retained by the DPLP’s travel claims department
/Human Resources.
 Case specific records should be contained within the service user’s file
 It should not be necessary to retain learning/development tasks post
exam board. Where there are difficulties and the PAP requires sight of
additional practice evidence the practice teacher will be contacted
directly.
 The evidence folder should also be retained normally for one year.
This supports the summary matrix and demonstrates that the required
standard has been met with regard to the Practice Foci.
Supervision and the Supervisory relationship
The NISCC Practice Learning Standards (Revised 2009) outline that each
student should have individual development supervision of 2 hours per
fortnight up to the mid-point of Level 3. This is in addition to professional case
supervision and any other support activity. Supervision is viewed as a shared
responsibility between the student and practice teacher (and on-site
facilitator), in terms of agreeing agenda, recording and completing agreed
tasks. Currently most agencies offer weekly supervision of 1.5 hours and they
also provide supervision throughout the full period of practice learning at both
Level 2 (L2) and Level 3 (L3.)
Where a model of fortnightly group supervision is offered to students, this
must be no less than 2 hours. This must also be supplemented by alternate
fortnightly individual supervision of 2 hours duration.
A supervision contract outlining the detail of how the practice teacher
and student will work together, particularly in addressing concerns,
should be completed in addition to the learning agreement. Sample
templates are available in the Practice Teacher and Student Toolkit,
August 2014 which is available on NIDSWP Section of NISCC website
19
(www.niscc.info/index.php/education-for-our-training-providers/degreepartnership) and via DPLP Practice Learning Coordinators.
Support should be available to the practice teacher in the undertaking of their
role. To aid consistency in how this support is provided the NIDSWP have
issued the following guidance:
Principles relating to how Practice Teachers are supported within
organisations:

Every practice teacher should have supervision in relation to their
practice teaching role by someone who is occupationally competent

Each practice teacher should have a named person who provides this
supervision on a regular basis

Organisations should provide support and guidance as required

Supervision should focus on the practice teacher’s role and function in
relation to practice learning management and assessment

Supervision should include sampling the practice of the practice
teacher

Organisations should ensure that they facilitate the practice teacher’s
attendance at standardisation meetings; support groups; practice
teacher workshops; annual review of practice learning and other
continuous professional development opportunities

Provide advice and guidance to practice teachers when there are
concerns regarding the student’s competence

Have in place arrangements to support practice teachers who assess a
student as failing
It is intended that individual organisations will put in place appropriate
arrangements to uphold these principles.
Induction to PLO
Students should be provided with an induction orientation period to assist
them in getting a sense of the context and work of the organisation,team,
agency and the needs of service users. This is vital in helping them cope with
the natural anxiety and worry generated by the challenges of the new practice
learning period. Opportunities for observation, reading and reflection should
be built into the early period of practice learning.
The practice teacher is required during the induction period to make a
judgement that the student has been able to demonstrate a sufficient
understanding of the agency and his/her role and function in order to
begin to move into direct work with service users/carers.
20
The induction is also the occasion for the agency to introduce to the student
policies regarding such matters as health and safety and personal
protection including lone worker policies where they exist. It is vital that
agency policies with regards to these matters are drawn to the student’s
attention in order that they can become fully conversant with them.
(NISCC: Practice Learning Standard 3.5.1 (Revised June 2009).
Recall Days and Study Days
During the practice learning period all students will be recalled to
University/College. Recall days are an integral part of the programme and an
essential requirement for students. Normally non-attendance must be
discussed and negotiated with the student’s tutor in advance of the “recall
day”. The practice teacher must also be advised by the student of his/her
non-attendance.
Please see academic calendar (Appendix 12) for further detail.
NB: Recall days contribute to the total number of days to be undertaken
in the PLO and if the student is absent they will required to make up this
time in order to fulfil the NISCC requirements. (NISCC: Revised June
2011)
It is important that students have guided study time for reading, evaluation
and completion of learning tasks allocated by the practice teacher. It is
recommended that full time students have a nominal half day per week or
equivalent and part-time students a half day per fortnight or equivalent for
guided study. Study time may not necessarily be in a half day block but this
may be how it is taken. This should be discussed and agreed at the initial
learning agreement meeting and any subsequent changes agreed in
supervision. It is envisioned that each week students will have preparation for
both work and supervision which will require them to make use of their study
time and therefore sizeable blocks of study time must not be “stockpiled”.
Where guided study takes place i.e. in the agency or elsewhere is at the
discretion of the agency. However a degree of negotiation and flexibility is
encouraged.
Depending on the setting and nature of the organisation individual
arrangements may, of necessity, be different. However all should be aware
of the principles which underpin its use.
Guided Study time is:





An integral part of the student’s learning to practice
A guided activity to promote professional development
Commensurate with the needs’ of the student
Managed by the practice teacher and student through the supervisory
process
Linked directly to student’s work with service users/carers
Part of the working day
21
Level 2 Students
If in any given week where the recall days occur and as a result the student is
absent from the practice learning opportunity for two or more days they will
not be entitled to a further study period that week.
Level 3 Students
For level 3 Students the practice element of the PLO is completed 10 days
before the end date of the designated learning period. This is to allow
students time to complete their final assignment. (See academic calendar for
further details: Appendix 12)
Codes of Practice for Social Care Workers and Employers of
Social Care Workers: Northern Ireland Social Care Council
(NISCC) September 2002 (currently under Review)
“This booklet contains agreed codes of practice for social care workers and
employers of social care workers describing the standards of conduct and
practice within which they should work.” (P1) “The Northern Ireland Social
Care Council expects social care workers to meet this code and may take
action if registered workers fail to do so. Employers of social care workers are
required to take account of this code in making any decisions about the
conduct of their staff.” (P5)
In the interests of service users and as representatives of the social work
profession students are required to adhere to the Code of Practice for Social
Care Workers. They should make sure that they have thoroughly acquainted
themselves with their responsibilities under the Code prior to commencing
practice learning. Throughout the practice learning period students should
continue to use the Code to inform and guide their practice.
Under code 5 ‘Social care workers are responsible for making sure that their
conduct does not fall below the standards set out in this code and that no
action or omission on their part harms the wellbeing of service users’
This includes the use of social networking sites.
Use of Social Networks
As registrants students should note the following guidance issued by NISCC
(2011).
‘Social networking sites have grown in popularity over recent years and many
Registrants now frequently use them. Such websites can be great for keeping
in touch with friends and colleagues on a social basis and in the vast majority
of cases the use of sites such as Facebook is trouble free.
22
The Pitfalls
There can be occasions when a Registrant’s personal life and work life may
start to overlap online. NISCC has been made aware of some cases where
Registrants have allowed service users to be a ‘friend’ online. Please note
that this is totally unacceptable as it creates a personal relationship outside of
the workplace. Furthermore, it leaves Registrants open to allegations
regarding comments that they make online. There have been recent cases
where members of the public have complained to the Council regarding
comments posted on social networking sites by Registrants. These cases
have highlighted how apparently innocent comments can be offensive to
individuals. The Council would remind Registrants that anything they write
online may leave them open to scrutiny from the public/service users and
could potentially be viewed as misconduct.
The Council recommends that you...
1.
...review your security settings so that only those people on your
friends list can access your information.
2.
...assist your colleagues by informing them if you notice anything on
their webpage which may be misconstrued.
Please note that you should never...
1.
...make reference to any service user or work related issue.
2.
...state your employer/place of employment on social networking sites
(this includes PLO).
3.
...put photos online which identifies your place of work or service users.
4.
...accept service users or their family members as online friends. You
should delete any service user and their family members from your friends list
immediately.
Please be aware that...
1.
...some service users may search online for information about
Registrants involved with their care.
2.
...no matter how careful you are, what you write online can often end
up in the public domain.
3.
...you may be in breach of the NISCC Code of Practice for Social Care
Workers if you
a) comment on confidential work related issues and especially those which
involve service users.
b) make comments that may be offensive to people of a different race/
religion/ gender/ sexual orientation or those with a disability.
4.
...under code 5 you must uphold public trust and confidence in social
care services whether you are in work or outside of work.
Students should also refer to their respective FHEIs Social Media Policy.
QUB:
http://go.qub.ac.uk/socialmedia
UU/FE
http://www.ulster.ac.uk/studenthandbook
23
In line with the Code students also have a responsibility to ensure that they
have obtained informed consent from service users prior to commencing work
with them. Students should follow the principles set out in the DHSSPS
Circulars “Consent in Social Care” (July 2004) and “Good Practice in Consent:
Consent for Examination, Treatment or Care” (2003).
Students should be aware of employer responsibilities under the Code and in
particular 5.5 which states that they must co-operate by
“Informing the NISCC about any misconduct by registered social care workers
that might call into question their registration and inform the worker involved
that a report has been made to the NISCC”
It is important for students to remember that once registered with NISCC as a
student they are required to inform NISCC of any changes to the information
they have supplied for the purpose of registration. Failure to do so may be
treated as misconduct.
Use of specialist equipment and mobile phones
At times students require reasonable adjustments to be made and this may
include the use of specialist equipment to assist with recording and written
work. There is an increasing number of students using specialist equipment
such as voice recognition packages; audio recording devices and IT support
packages. Using these on PLO is not always straightforward because of IT
Departments’ requirements, data protection and governance arrangements.
Students should note that the use of specialist equipment including
USB/livescribe pens and recording devices must comply with the PLO
provider organisation’s:
 Governance standards
 Good Practice Guidance
 Policies and procedures
with regard to data management and storage. As part of induction students
should familiarise themselves with the requirements of the organisation.
Students should also familiarise themselves with DHSSPS Good
Management Good Records (2011)
Students are reminded that under no circumstances should they remove
confidential information from the PLO setting. This includes information stored
on recording devices and/or documents for external readers. While the
equipment may belong to the student the data specific to service users and
carers belongs to the organisation and therefore should not leave the
organisation.
All information must be removed from recording devices before a
student leaves PLO and this should be confirmed by the practice
teacher.
24
Practice teacher and student should discuss the use of such equipment at the
earliest possible opportunity. The agreement reached in relation to usage,
data protection and storage should also be recorded at the initial practice
learning meeting.
Students should not store service users’ data, such as telephone numbers
/addresses, on their personal mobile phones and are advised that under no
circumstances should they share their personal contact details with service
users/carers.
Complaints
Positive interpersonal behaviour is central to working well together. It is
essential that individuals behave appropriately and treat each other with
respect.
Best practice indicates that early and informal intervention is the most
effective method of dealing with issues of conflict. An informal approach often
serves to reduce the impact of conflict on the individuals concerned.
The complaints process must begin at the lowest possible level and should
generally begin within the student’s training team. Thus there should be
discussion with the practice teacher and/or tutor. Both should normally be
aware of any complaint before it is brought to the attention of others within the
organisation such as a line manager. It is important that such issues are
raised at an early stage before they have the opportunity to develop further. It
is important that situations of misunderstanding are not allowed to develop
into conflict and students/practice teachers should endeavour to address the
situation through the supervisory process.
If it is not possible to resolve the complaint at the lowest level then
student/practice teacher/on–site supervisor should use the mechanisms
available to them within the organisation.
Although individual situations may vary the NIDSWP have issued principles to
which any organisations providing PLOs should adhere:




Reference must be made to existing agency documentation which may
influence how to make a complaint for example, bullying and
harassment policy/whistleblowing policy/complaints policy (a list of
such policies should be made available to the student along with details
of how they can be accessed).
Students should be made aware of the NISCC Code of Conduct for
Employers and Code of Conduct for Social Care Staff (2002).
All above documentation must be drawn to the attention of the student
during their induction to the agency.
Confidentiality should be maintained within this process – information
should only be supplied to those with a need to know. Individuals
should not discuss specific complaints with others.
25
Where a complaint has been investigated and found to be unsubstantiated but
concerns have been raised about conduct /competence /behaviour of
complainant the matter may be referred to HEI, employer organisation or
NISCC.
Students may occasionally find themselves in the position where a complaint
has been made against them during a PLO.
Students should be provided with guidance/procedures on how a complaint
against them may be addressed.





Students should have knowledge of any complaints procedure existing
in the organisation within which they are based. (A list of such policies
should be made available to the student along with details of how they
can be accessed).
Students should be made aware of the NISCC Code of Conduct for
Social Care Staff (2002) and this should be discussed with them in the
context of professional practice and accountability.
Students’ attention should be drawn to “Fitness to Practice” procedures
within their academic institution.
All above documentation must be drawn to the attention of the student
during their induction to the agency.
Confidentiality should be maintained within this process – information
should only be supplied to those with a need to know. The student
should not discuss specific complaints with others.
Practice teachers, tutors and students should also familiarise themselves with
the following documents:
Protocol for Dealing with Factors Affecting Progression of Practice
Learning: June 2013 (Appendix 16).

Registration of Social Work Students on the Social Care Register:
Information for Social Work Course Providers (NISCC, Revised 2010)
Travel/travel expenses related to work on behalf of the
organisation hosting your Practice Learning Opportunity
PLOs cover a wide geographical area and travel is an explicit part of the
Degree in Social Work Course.
You will therefore be expected to travel and you will need to be prepared to
travel to your PLO destination.
Geographical location of PLOs is a key factor which impacts on the allocation
process.
In circumstances where a student refuses an offer of a PLO on the basis of
travel she/he will not normally be offered an alternative PLO for that
designated period of Practice Learning.
26
It should be noted that there is a division of responsibility regarding PLO travel
expenses.
As part of the DHSSPS incentive scheme those students on this scheme
receive £500 per year towards practice learning travel expenses. This is for
travel to and from PLO. Agencies pay student expenses in respect of travel
they undertake in order to carry out work on behalf of the organisation.
Students will be informed of mileage rates by the DPLP providing the PLO
and should claim travel expenses in line with agency procedures. The
requirements of the agency in terms of the process for travel expenses claims
and the receipts required should be discussed and recorded at the initial
practice learning meeting. The requirement to have appropriate and current
documentation relating to driving licence, business insurance, tax, MOT and
vehicle registration should also be noted. Each student will be expected to
provide copies of these documents to the appropriate department and also to
the Practice teacher. Practice teachers should retain a copy of all travel
documentation in the student’s supervision file.
Normally practice teachers need to verify and process student expenses
claims and may be responsible for checking vehicle documentation however
in some cases the latter is the responsibility of the department processing the
claim.
Absence from the Practice Learning Opportunity
Where illness or other urgent and unavoidable circumstances necessitate
absence from PLO the student must notify the team/facility and also the
practice teacher.
The student is required to follow the absenteeism policy and procedures of the
organisation in which he/she is placed.
If a student is unfit for PLO due to ill-health or injury he/she must notify the
manager/on-site facilitator and practice teacher at the earliest opportunity.
Notification should be via telephone (not text) and not later than 10.00am on
the first morning of the first day of absence. Student must provide information
on the general nature of the illness/absence and if possible some indication of
the expected duration of the absence. This information is essential as the line
manager may need to make arrangements to cover the student’s work.
Student must keep in regular contact with his/her practice teacher, line
manager and tutor. Student should not expect the tutor to communicate this
information on his/her behalf. It is the responsibility of the student to contact
members of his/her training team as necessary. Failure to do so may result in
withdrawal of the PLO.
27
Jury Service
QUB
If a student is called for jury service essentially she/he should present with
their summons at the Student Guidance Centre which will then supply a letter
seeking exemption and explaining the grounds for this request – this is usually
accepted by the Court Service.
UU/FE
If a student is unsure as to what to do then she/he should contact their Course
Director as a matter of priority.
In order to meet NISCC requirements a student must complete 85/100 days
PLO as appropriate. Therefore any absences from PLO must be
‘replaced’. A record of absences should be maintained (Appendix 2) and
also a written agreement should be reached as to how any missed days/hours
will be made up.
In the case of ‘missed days’ due to illness/urgent and unavoidable
circumstances the following will normally apply:
Up to and including 5 missed days:
The student must make up these
days/hours as agreed with practice
teacher
6- 10 missed days:
The student must make up these days/hours
as agreed with practice teacher, tutor and on
–site facilitator. It may be necessary to
renegotiate the end date of the PLO period.
Any renegotiation will be dependent on the
needs of the PLO provider.
Applications for extensions to hand–in
dates will be considered.
More than 10 missed days:
PLO would normally be discontinued. Any
exception to this must be reported to
Professional Officer, NIDSWP including the
reason upon which the decision is based.
The training team will need to consider the individual circumstances of each
student in arriving at this decision, in consultation with the DPLP/ADPLP
28
Practice Learning Co-ordinator or Senior Manager as appropriate. It may be
necessary to renegotiate the end date of the PLO period. Any renegotiation
will be dependent on the needs of the PLO provider and Service Users.
If a student is considered to be marginal no additional time should be
given, i.e. no “extra” days to allow them to attempt to bring performance
up to the required standard.
It should be noted that normally students are required to complete the
85 or 100 days PLO within the designated PLO timeframe.
Therefore students should not make holiday arrangements for these
periods as such absences will not be accommodated.
PLO: Hours of work
Full-time students are required to work 37.5 hours weekly/part - time students
are required to work 37.5 hours per fortnight. This is the standard working
hours for most agencies; some agencies may require work outside 9 - 5 office
hours e.g. A Young Persons Project may require evening work. Education
Welfare setting may require home visits after school hours.
Students located in residential and supported living settings will normally be
required to work shifts which may include evenings, overnights and
weekends.
Only those students who have been accepted as having individual
circumstances within the defined criteria may, if deemed necessary, have
adjustments made to the working pattern of the PLO.
Organisations have “family friendly policies” and may be prepared to
accommodate a degree of flexibility. Students, as is the case with employees,
do not have an automatic right to flexibility under “family friendly policies”.
The needs of service users and the requirements of the agency are key
factors when such requests are being considered. (Please refer to Practice
Learning Opportunities- Information Booklet for Students; August 2014, which
is available on the NIDSWP section of the NISCC website
(www.niscc.info/index.php/education-for-our-training-providers/degreepartnership)).
29
Section 2: The Practice Learning Requirements
Supervised and assessed practice learning should offer a range of
experiences to students to help them understand, acquire and demonstrate
transferability of knowledge, skills and values in practice. To this end, nine
practice learning requirements have been identified. These are the range of
mandatory assessed practice opportunities which are to be offered over the
course of the Social Work Degree. Students will be offered opportunities to
gain experience of:

Carrying out Statutory tasks

At least two different settings

Providing services to at least two user groups

Group care

Working with at least two other professionals

The contested nature, scope and purpose of social work in a contested
society

Participating in formal decision making forums

Participation and presentation of evidence to courts, tribunals or other
formal hearings

Applying community development approaches in social work
All students over the course of both their practice learning periods need to
cover each of the above requirements at least once. With regard to working
in at least two different settings and providing services to at least two user
groups, it has been agreed that the Degree Partnership will endeavour to
ensure that students meet these requirements through the practice learning si
allocations process. It is recognised, however, that there will be concerns
regarding the expectations that all these practice learning requirements can
realistically be covered on any one practice learning opportunity. Some sites
will quite legitimately not be able to meet all of the requirements, particularly
group care and community development.
With regard to participation and presentation to courts, tribunals or other
formal hearings and with regard to community development, the NISCC have
clarified that experience of these two learning requirements can be gained
through action learning or project work where sufficient opportunities are not
available in real-life practice.
30
Programme providers will ensure that these two requirements are part of the
taught curriculum to make sure that students do acquire sufficient grounding.
However agency providers and practice teachers are still encouraged to
consider these two areas within actual periods of practice learning perhaps
through some form of action learning work. The challenge is that all partners
involved in the Degree should ensure that consideration is actively given to all
practice learning opportunities to ensure they meet as many of the
requirements as possible.
Guidance on meeting the Practice Learning Requirements
It is recognised that the provision of experiences relating to particular practice
learning requirements will be more problematic for some sites than others.
A general point, which relates to all nine practice learning requirements, is that
students should be encouraged and facilitated to revisit the teaching from
Programmes and from any previous courses they have undertaken to date
which relate to the requirements. Supervision with their practice teacher will
assist them to integrate this teaching into practice. Students may also be able
to access practice learning related agency training while completing PLO.
N.B
Students at Level 2 are required to cover at least one of the following
during their practice learning opportunity:



Group care
Group work
Community Development
Some of the specific learning requirements will now be addressed:
Statutory Tasks:
This should be interpreted as broadly as possible in terms of helping students
see the legal basis or mandate or limits to the work they are involved in. For
example, students placed in a voluntary site should be in a position to be
aware of the statutory basis underpinning the role and remit of the practice
learning site, even if delegated from Trusts or another statutory body. In
addition all social work agencies operate within the context of overarching
pieces of legislation which will permeate and influence many aspects of
practice.
Participation and presentation to courts, tribunals or other formal
hearings
There is no expectation that this practice learning requirement will be met
when the student is in a social work agency undertaking their practice learning
experience. All students can meet this requirement by taking the modules on
Court Work Skills within their academic teaching. However it should be
recognised that there is a gap in the legal/procedural knowledge base (and its
application) when a student commences his/her first practice learning
31
opportunity as he/she will not yet have undertaken the module on court work
skills.
There may however be ways to assist students to avail of opportunities to
expand their knowledge and/or skills with regards to this practice learning
requirement dependent on the type and nature of the first practice learning
opportunity.
It is also acknowledged that students on both practice learning opportunities
will rarely get the opportunity to undertake court, tribunals or formal hearing
work while in agencies and that they may be placed in a site where none of
these are immediately available.
Practice teachers are thus encouraged to attempt to negotiate with teams who
do undertake such tasks for any opportunity for the student to:–

Shadow a social worker who is involved in any type of court, tribunals,
formal hearing work related to the PLO service user group: e.g.
vulnerable adult case, Article 18 report, DLA applications, detention for
assessment under mental health legislation, review tribunal, residence
order, child protection case conference, guardianship, Power of
Attorney and Office of Care and Protection, etc.

Examine the file of a recent case which involved any of the latter types
of work and engage in purposeful discussions with the worker involved.

Examine a case from initial referral through all the social work
processes to maximum state intervention into service users’ lives and
even “worst case scenario” (death of service user/ public inquiry).

Liaise with Probation Service for a group of students to undertake a
pre-planned visit to court to observe it in operation, exploring roles and
responsibilities
Students may also be encouraged and facilitated to deepen their
understanding by questioning 
Why are formal hearings, tribunals and court work part of the social
work process?

What methods of intervention are used in such types of work?

What are the theories / legislation/ policies / procedures used in this
type of work?

What skills, knowledge and values do social workers need to be
effective in this type of work?

What, if anything, is different in this type of work compared with other
types of social work practice?
32
Community Development
The Health and Social Care Board (HSCB) and the Public Health Agency
(PHA) have worked together to bring forward a Community Development
Strategy for Health and Wellbeing 2012-2017. The HSCB and PHA view
community development as a key tool to improve health and wellbeing.
“The Board and Agency want to see strong, resilient communities where
everyone has good health and wellbeing, places where people look out for
each other and have community pride in where they live”.
The Board and Agency are seeking a number of benefits such as:





Helping to reduce inequalities;
Strengthening partnership working with service users, the community
and voluntary sectors and other organisations;
Strengthening families and communities;
Supporting volunteering and personal development; and
Making best use of resources
(Community Development Strategy for Health and Wellbeing 2012 -2017;
HSCB and PHA, May 2012).
The strategy approves the National Occupational Standards (2010) definition
of community development as:
“enabling people to organise and work together to identify their own needs
and aspirations; take action to exert influence on the decisions which affect
their lives; improve the quality of their own lives, the communities in which
they live, and societies of which they are a part. It is a long term value based
process which aims to address imbalances in power and bring about change
founded on social justice, equality and inclusion”.
How Community Development Works:
Community Development has always had an asset based approach which
includes:
• the practical skills, capacity and knowledge of local individuals,
families and groups;
• the passions and interests of local people that give them energy for
change;
• the networks and connections – known as ‘social capital’ – in a
community, including friendships, neighbourliness and volunteering;
• the effectiveness of local community groups and voluntary
associations;
• the resources of public, private, voluntary and community sector
organisations that are available to support a community; and
• the physical and economic resources of a place that improve
wellbeing.
(National Institute for Health and Clinical Excellence, 2009)
33
International evidence is clear that commissioners need to provide consistent
leadership in relation to community development and that better outcomes
are achieved when service users, carers, volunteers and communities are
fully involved in decision making in their areas.
(CES Evidence Review, 2010) (Marmot Review 2010)
Examples:
Some examples include grassroots practical innovative approaches of
support, such as; meeting and greeting patients at Accident and Emergency
Departments, developing a Cancer Survivor Programme and Self-Managing
long term conditions. Through involving communities, families, groups and
volunteers the regional plan aims to add value to the work of HSC staff.
The Regional Community Development Strategy and Regional Volunteering
Plan will include support for community development approaches and
innovation such as:















Increased partnership approaches with the community sector
Working with communities on human rights issues, equality and social
justice
Re- enablement agenda, helping older people to say at home for as
long as possible: e.g. help with shopping, befriending, social support
from communities
Recall Project: Medicine management/reminders
Nutrition Strategy: Meal time companions
Ambulance Service: Increased roles for volunteers
Mainstreaming volunteer roles in health and social care
Strengthen service users, active citizenship which improves/enhances
service delivery.
Enhancing Person Centred services and patient experience
Influencing and ensure strategic fit to Transforming Your Care agenda
Support vulnerable people and enhance quality of life
Increased person centred, self - directed support
Re-admission to hospital – prevention - “Telecare” and linking to
community support
Seek coherence between linked strategies, community development,
PPI, equality and patient experience
Systematically develop community development approaches in all
aspects of their core business.
Community development approaches should be an integral part of all social
work practice and not an add on.
This practice learning requirement can be met through a variety of ways and
students can develop their practical understanding of community
development in social work through work with individuals, groups and
communities. In meeting this requirement students need to demonstrate an
understanding of the key characteristics and practice of community
development approaches.
34
Imaginative and creative thinking may be needed to help students to relate to
the community development aspects of the area of practice in which they are
involved.
The Community Development Performance Management Framework
(Community Development Strategy for Health and Wellbeing 2012:19)
provides a useful tool as it illustrates community development practice at a
number of levels.
Students should be encouraged to explore it within the context of their
practice learning setting and the service user group with whom they are
working.
The following are examples of key areas which could be
considered:









What is the role of community development within health and social
care?
How can you incorporate community development into your work with
this service user group?
What is the extent of service user involvement within the setting and or
organisation?
How is the service reviewed and evaluated?
Critically evaluate your knowledge and experience of community
development within social work practice. For example, what are the
current gaps in community development work in relation to the practice
learning site/ service user group? In what ways could the service be
enhanced?
What innovative approaches are being taken in relation to health and
wellbeing in relation to the service user group?
How is partnership working with individuals, groups, communities
promoted and achieved?
Explore the levels of user involvement and engagement with the wider
community within this practice learning setting?
What is the relationship with the local or wider community sector?
Examples of action learning:








Audit of service user involvement
Group work programme(e.g. personal development)
Helping with group development and dynamics
Developing or strengthening links between group and health and social
care services
Promoting and extending volunteering within an organisation which
might include training needs
Satisfaction surveys on community initiatives, identify actions
Basic needs assessment
SWOT analysis
Whichever approach or task is undertaken in relation to this requirement there
should be explicit reference to the knowledge, skills and values developed
during the work.
35
Information on community development and social work is available at
www.niscc.info/careers/qualify/curriculum
www.hscboard.hscni.net
Group Care
Introduction
The NISCC requirements for practice learning stipulate that students must
gain practice experience in group care. The following guidance notes outline
an agreed regional approach to meeting this requirement.
Group care is defined as:
“Where people come together where there are elements of shared daily
living activities and living or being within the life space of others”.
Therefore group care can be interpreted flexibly and examples are:
 Residential settings either full time or overnight/weekend
 Day care settings
 Supported living projects
 Outreach/drop-in projects
 Hospital settings
Example 1: A student based in a statutory fieldwork team could usefully
undertake a reception assessment for day-care and/or
residential services following one service user from point of
referral to attendance or admission and complete the initial
assessment and care plan
Example 2: A student in a statutory fieldwork team undertaking work at a
voluntary advocacy drop-in project for the same User group.
In meeting this requirement there is an acknowledgement that there will major
organisational challenges in providing these practice learning opportunities. It
is also inevitable that this requirement will have an impact on service users
living in group care settings and efforts should be made to minimise any
disruption to service users. Demands on group care learning sites will
therefore need to be carefully managed. The fact that a number of such
learning sites may not have a qualified social worker on site with potentially
no subsequent social work role modelling available to the student needs to be
taken into account.
This requirement cannot be met through observation or simulation but must
be met through direct work in a group care setting. The learning outcomes
outlined in this section need to be addressed and the practice teacher should
ensure that the student has sufficient learning opportunities in order to
address the learning outcomes.
The fundamental purpose of group care learning is to provide the student with
the opportunity to consider the range of care provision for users of service to
promote and enable quality of life factors. When considering the relevance of
accessing group care opportunities when the student is not placed in a core
36
group care site, practice teachers should be mindful of the appropriateness of
linking the student to a group care site.
Group care opportunities should not be sought unless there is a clear alliance
to the core site and where the provider agency does have formal partnerships
and alliances between community based and day care and residential units.
Group care opportunities may not be accessible for all core sites across
Northern Ireland.
Learning Outcomes from Group Care Opportunities
When undertaking group care opportunities students could achieve the
following:
1. An increased understanding of the impact on service users of the
process of transition through exploration of personal losses and gains
within a group care environment.
2. An increased understanding of the impact on service users of
institutional processes through exploration of group norms and
behaviours.
3. An increased understanding of the concept of individual action through
exploration of care planning; management of routines and unit policies.
4. An increased understanding of the role and function of group care
services through an exploration of the continuum of care provision and
the appropriateness of referrals to group care.
5. An increased repertoire of skills for working in the life space through
exploration of relationship formation, group dynamics, observation
skills, exchange of information skills and continuity of care skills.
These learning outcomes can be linked to the evidence requirements and the
practice foci. Practice teachers should consider the outcomes as guides for
the allocation of group care opportunities.
Potential Work Opportunities:
1. Complete the admission and review process with one service user.
2. Complete discharge and review process with one service user.
3. Undertake identified objectives from the care plan e.g., work with loss,
self-esteem work.
4. Undertake identified project work e.g., facilitating information exchange
regarding new policies or resources.
5. Undertake typical duties within group care e.g., complete skills in
residential work; facilitate activity sessions in day care.
37
It should be noted that it is deemed appropriate for students to undertake
personal care tasks associated with the nature of the PLO e.g. day care,
residential, but this should not be the main or core role for students.
Minimum Requirements
Whilst it is recognised that some students may meet the learning outcomes
within a shorter time frame, it is anticipated that 40 hours would be a
reasonable time period in which to undertake identified group care
opportunities. This would include associated preparatory, evaluative and
reflective written work.
Group Work
This requirement cannot be met through observation or simulation but must
be met through direct work in a group work setting/context. The learning
outcomes outlined in this section need to be addressed and the Practice
teacher should ensure that the student has sufficient learning opportunities to
address the learning outcomes. The work is required to be structured with
purposeful intervention of sufficient depth which is informed by theory and an
understanding of group dynamics. The student must demonstrate the ability
to work with groups in the planning, contracting, facilitation and evaluation
stages.
The requirements can be met as follows:
Where it is possible and appropriate, the requirements should normally be
met by directly working with a group/s of service users and carers and
communities with a common need or with members of the public with shared
social interests. The requirements may also be met by using group work
approaches in work with families and/or children within field work cases.
The requirements may be met by the student demonstrating group work skills
with a colleague involved with service users and carers, where the student
directly contributes to or co-works the facilitation of the group using the
required facilitation skills and where specific learning outcomes are identified.
The emphasis in all learning situations should be on the underpinning skills
and knowledge used in group work and their transferability across residential,
day care or fieldwork settings. This should be evidenced by purposeful,
structured intervention of sufficient depth that is underpinned and informed by
the theory and understanding of group dynamics and which meets the
learning outcomes identified in this section, including:




Identify opportunities to form and support groups (whether or not a
student joins a group or establishes a group)
Use group programmes, processes and dynamics to promote
individual participants’ skills and promote growth, development and
independence and foster interpersonal skills.
Help groups to achieve planned outcomes for their members and to
evaluate the appropriateness of their work
Disengage from groups appropriately
38
Minimum requirements/number of sessions
Ordinarily this requirement would be met in no less than 4 work sessions where
the student is fully involved in the group work process.
Practice teachers should refer to the Handbook’s “Statement of Differential for
Levels of Practice Learning” (page 48) in order to inform their professional
judgment of competence at Levels two and three.
Useful materials are available in the Practice Teacher and Student Toolkit
(Aug 2014).
Conclusion
There are many and significant challenges in seeking to maximise the range
of learning requirements that practice learning sites can offer students. The
suggestions in this handbook are intended as a helpful beginning to this
process.
The onus is on the practice learning provider, represented through the
practice teacher and on-site facilitator/supervisor, to be clear about what the
practice learning site can provide for the student and to address this clearly in
the initial contracting meeting. Furthermore it is imperative that identified sites
have considered the real possibility of accessing opportunities to meet all
requirements particularly where the site is considered to be a core site, i.e.
one where the student will undertake a substantial amount of their practice.
This work is ongoing and needs to continue across the statutory and voluntary
sectors. It will also be informed by the NISCC Standards for Practice Learning
Providers.
Nevertheless, regardless of how the situation develops, it remains
critical, that if meaningful and purposeful opportunities are not available
within a level two PLO the practice teacher must note this clearly to
ensure appropriate allocation of a site is made for level three.
39
Ethical
Practice
Professional
Competence
Professional
Responsibility &
Accountability
Section 3: Key Role Specification
The Degree seeks to prepare students to work in a broad range of situations
and to respond to and contribute to change in the professional context.
During their practice learning, students strive to take forward three main
elements of professional development. Firstly, fundamentally and at the
centre of everything, there is ethical practice in terms of the application of the
professional value base. The NISCC Codes of Practice (2002; currently
under review) along with the “Statement of Expectations” from Service
Users/Carers, (Northern Ireland Framework Specification for the Degree in
Social Work (DHSSPS: 2003; currently under review) need to influence the
student’s practice.
Secondly, professional competence needs to be
demonstrated in relation to the knowledge, understanding and skills to
promote service users well-being in preparing for and delivering direct
practice. Finally there is the need for professional responsibility and
accountability in seeking to understand and work within the contested
nature, scope and purpose of social work in a diverse society. The interrelationship and bringing together of these 3 elements are fundamental to
“developing professional social workers whose practice is founded on values,
is carried out in a skilled manner and is informed by knowledge, critical
analysis and reflection.”
The six key roles laid out in the Northern Ireland Framework Specification
for the Degree in Social Work (DHSSPS: 2003) detail the key core skills,
knowledge and standards that are required from all students to meet the
required standard of competence. In the framework specification document,
the links with the National Occupational Standards for Social Work (2003)
(NOS) and the Quality Assurance Agency Benchmark statements –
Academic Standards – Social Work are made explicit. The key roles are
further broken down into 21 practice foci which are required in order to fulfil
these key roles and which reflect the 21 units of the NOS. The practice foci
are the general benchmark statements that explain the professional practice
components of each key role. Students must demonstrate that they have
achieved the key roles and associated practice foci (A statements) whilst, as
indicated above, adhering to and demonstrating the values and principles
stated within the NISCC Code of Practice for Social Care workers and the
Statement of Expectations (DHSSPS: 2003:35) from individuals, families,
carers, groups and communities who use services or those who care for them.
40
The Key Role Matrix
For the purposes of this handbook, the practice foci have been outlined in a
matrix (Appendix 7). As indicated above, these 21 foci are considered
essential for confident and competent practice at levels two and three of the
degree. They are required and mandatory for all students, apart from A8,
which can be demonstrated in either of the practice learning periods.
Students and practice teachers should refer to the differential statements of
outcome for each level of practice learning.
The matrix also details the expected practice outcome for each of the practice
foci (D statements). (The associated acquired skills, as well as the knowledge
and critical understanding needed, are omitted in this matrix but can be
accessed in the Framework Specification document columns B and C
respectively). The outcome statements (D statements) are indicators of what
the student must demonstrate at the end of the three years to ensure they
meet the requirement of confident and competent practitioners. In addition
suggestions as to appropriate evidence indicators for the practice foci are also
provided. In meeting the practice foci students should, by default, be
addressing the D statements. It is not required for students to specifically
reference how they have met each individual D statement.
Students and practice teachers should note that universal terms are used for
suggested evidence indicators, as practice learning will take place in a range
of settings and sectors. With regard to the pieces of work the student is asked
to undertake, they need to be able to describe, analyse, evaluate and reflect
on how the work was prepared for, assessed, planned, taken forward and
reviewed, in other words, the social work process. This will occur even in
situations where it may not be formally recorded as such by the agency. It is
therefore important that these indicators are viewed as indicative only and
where an agency does not complete formal assessment/risk assessment
reports consideration should be given to what the equivalent evidence
could be within that particular setting. For example, assessment reports
could be viewed as formal agency reports or professional judgements as to
the user situation as prepared by the student for supervision. (See also
Evidence Requirements)
Finally the matrix provides space for the student and practice teacher to note
emerging evidence. The matrix is a key working document during the
practice learning period and can be used in a number of different ways:

As a recording tool for the identification of the type of evidence being
generated by the student.

A minimum of two, maximum of three pieces should be cited for each
practice foci.

As an audit tool for the type of typical evidence that would demonstrate
confidence and competence.
41

As a verification tool for the practice teacher who can initial that the
evidence was generated.

As the final record of evidence.
Practice teachers and students must use the matrix throughout the
practice learning period, and a completed copy should be maintained
within the student supervision folder. Only the summary matrix citing a
minimum of two pieces of evidence per practice foci should be included
in the Practice Teacher Report. As the matrix is a working document the
summary sheet should reflect the on-going process of the student
becoming competent and confident, i.e., work should be signed off at
varying points throughout the PLO.
42
Section 4: Engaging in the Work, Gathering Evidence,
and Meeting the Assessment Requirements
Practice learning is about learning from the work. Students will have the
opportunity to engage in service provision across the range of areas that
social work operates within. The Degree seeks to maximise the learning for
students during these protected periods of practice. Every effort should be
made to ensure that over both their practice learning periods, all students
have access to a full range of learning opportunities and requirements. In
addition, there needs to be clarity in what is expected from students in terms
of their integration of knowledge and values and demonstration of skills in
showing competent practice. Students will also require support and guidance
in linking theory to practice. To assist practice teachers and students in doing
this, it will be important that students share with practice teachers their
learning and reading lists from academic modules, which can also be
accessed through the programme handbooks. Programme handbooks are
available through FHEIs websites.
It should be noted that evidence will be generated by the student in the
“normal” course of undertaking their social work duties. The focus should be
on carrying out the social work task and evidence generation will be the
natural outcome. The practice teacher will ensure that the student has
sufficient work to allow for the production of evidence and will require the
student to undertake a number of written pieces of work during practice
learning not all of which will ultimately form part of the formal evidence
requirements.
43
Evidence of Professional Development and Confident and
Competent Practice
The six key roles and twenty-one practice foci are the baseline for all
assessments of competence. In order to demonstrate the required level
students must be proficient in all aspects of the social work process.
Practice teachers cannot confirm competence unless they have assessed
evidence - written and/or verbal of appropriate understanding and practice of
all aspects of the social work process as noted within the key roles. This must
be underpinned by explicit competence in skills at all levels, anti-oppressive
practice and evidence based practice. Evidence should be generated
throughout PLO to ensure essential formative assessment by practice
teachers. In the summative assessment practice teachers are asked to
explicitly discuss the competence of the student within the social work
process.
Given that assessment of competence within the social work process is an
integral part of the key roles, there needs to be flexibility as to how this is
demonstrated during the timeline of the PLO. This should be reflective of the
student’s professional development and learning journey. A number of CORE
evidence requirements have been stipulated FOR ALL STUDENTS, and 1
DISCRETE REQUIREMENT FOR LEVEL TWO AND THREE.
44
EVIDENCE REQUIREMENTS
CORE

DISCRETE
LEVEL TWO
ASSESSMENT
+ TUNING-IN &
EVALUATION

3 DO’s + TUNINGIN & EVALUATION,
(one of which must
be comprehensive;
(refer to pages 53
& 54)
COMPLETED
MATRIX
(minimum 2,
maximum 3
examples cited)
DISCRETE
LEVEL THREE
ASSESSMENT
(INCORPORATING
RISK) + TUNING-IN &
EVALUATION
The inner circle represents the required core evidence that all students would
produce.
The three direct observations (DO’s) should be planned to reflect the
developmental journey of the student particularly at level two. Please refer to
pages 53/54 for further guidance on the observations.
The completed matrix should cite a minimum of two and maximum of three
sources of evidence from throughout the PLO against practice foci. Students
are encouraged to cite evidence that demonstrates competence across a
number of foci.
The core and discrete formal evidence is the baseline for demonstrating
competent practice but does not constitute all of the evidence a student may
produce. The practice teacher can continue to ask for additional pieces to be
completed where there are concerns that work is failing to meet the standard
of competence required.
Practice teachers need to set learning tasks that are written such as tuning-in,
evaluation, theory analysis, process records etc. They can also assess
learning and development through verbal processing in supervision,
presentations or meetings etc.
It is the responsibility of the practice teacher to outline clearly the rationale
behind the learning task and there should be a clear link with the
PROGRESSION TO COMPETENCE (positive and negative indicators and
differential statements) and AIDE FOR EFFECTIVE EVIDENCE documents.
45
(See Appendix 8) These would also provide an explicit baseline for the final
assessment report.
Any written learning tasks should normally have a word count of 1200-1500.
The Ladder of Learning (page 47) represents the broad steps to final
confidence and competence with three stages delineated as to the focus for
the development and evidence of learning. It should be noted that the three
stages should not be measured in terms of number of weeks for each but are
indicative of the incremental nature of learning that would be normally
expected in an 85 or 100 day PLO.
46
THE LADDER OF LEARNING
AN INCREMENTAL APPROACH TO EVIDENCE OF
CONFIDENT & COMPETENT PRACTICE.
E
V
I
D
E
N
C
E
G
E
N
E
R
A
T
E
D
T
H
R
O
U
G
H
O
U
T
PLO ENDS PT COMPLETES REPORT
WEEKS
12--14
THROUGH ONGOING REFLECTION AND ANALYSIS, SUPERVSION AND 1 DIRECT
OBSERVATION PT ESTABLISHES THAT STUDENT IS INTEGRATING
KNOWLEDGE FOR PRACTICE AND IS CONSISTENT IN APPLICATION.
THROUGH REFLECTION AND ANALYSIS AND SUPERVISION, PT ESTABLISHES
APPROPRIATE LEVEL OF COMPETENCE IN ASSESSMENT, RISK AND DECISION
MAKING.
WEEKS
4/6—8/10
THROUGH REFLECTION AND ANALYSIS OF KEY ASPECTS OF
PROFESSIONAL PRACTICE, SUPERVISION AND 1 DIRECT OBSERVATION, PT
ESTABLISHES ABILITY TO WORK WITHIN THE SOCIAL WORK PROCESS AS
APPROPRIATE TO PLO
THROUGH INDUCTION, INITIAL SUPERVSION, LEARNING LOG, INITAL
TASKS AND 1 DIRECT OBSERVATION, PT ESTABLISHES BASIC ABILITY TO
INTERACT WITH SERVICE USERS.
STUDENT STARTS WITH INDUCTION. THIS DETERMINES GENERAL
LEARNING NEEDS AND LEARNING CONTRACT AND ESTABLISHES INITIAL
LEARNING TASKS FOR ASSESSMENT.
STARTING POINT
47
WEEKS
1—4/6
Statements of Differential for Levels of Practice Learning
Level
Indicators
Level One
Foundation
Level Two
Application
Knowledge
o Understanding of key
theoretical concepts which
inform social work practice
o Beginning ability to apply
social work theories and
methods to direct and inform
practice
o Uses appropriate
sociological/psychological
material to further
understanding of Service
User’s situations
o Can relate knowledge of law
and social policy to agency
function.
48
Level Three
Integrated Application
o Demonstrates ability to
select, apply and sustain
appropriate social work
methods and demonstrate
explicit use of same
o Demonstrates informed
and critical awareness of
agency function
o Can critically apply a range
of theoretical perspectives
and research to support
evidence-based practice
Level
Level One
Foundation
Level Two
Application
Skills
o Demonstrates
o Demonstrates ability to
understanding of and
undertake social work role and
ability to apply basic verbal
related agency tasks
and non-verbal skills of
o Can use a range of social work
engagement
skills appropriate to each stage
of the social work process
o Can produce a clear,
o Demonstrates the ability to use
concise and accurately
verbal and non-verbal skills of
presented written report
engagement in a considered
way
o Can express and present
information clearly in verbal
and written form
o Can demonstrate a beginning
ability to use self
o Demonstrates a beginning
ability to analyse, evaluate and
reflect on practice
o Can manage time and own
workload competently, with
guidance
49
Level Three
Integrated Application
o Demonstrates confident and
competent use of a range of
verbal and non-verbal
communication skills, including
the ability to respond to
complex and unforeseen
situations
o Demonstrates confident and
competent use of self
o Can report and present
information concisely, yet
comprehensively, presenting
complex issues clearly
o Demonstrates an extended
repertoire of skills integral to
their practice
o Demonstrates a developed
ability to analyse, evaluate and
reflect on practice
o Can manage time and own
workload competently with
some guidance
Level
Level One
Foundation
Values
o Demonstrates awareness
and understanding of
impact of values, beliefs
and attitudes on self,
Service User and service
delivery
o Demonstrates an
awareness of the potential
for conflict between
personal and professional
value base
o Demonstrates a basic
understanding of
inequalities and diversity
Level Two
Application
o Can recognise significance
of power and authority in
worker/Service User
relationship and is able to
safeguard right and promote
responsibilities of others
o Demonstrates understanding
of different forms of
discrimination and
oppression and their impact
on Service Users
o Can recognise and begin to
explore some of the value
dilemmas and conflicts
inherent in social work
practice
50
Level Three
Integrated Application
o Can challenge individual,
institutional and structural
oppression in an
appropriate and
constructive manner
o Demonstrates an ability to
work toward resolution of
value dilemmas and
conflicts in both
interpersonal and
professional contexts
o Can integrate the values of
social work in to own
practice while
understanding own
personal value system
o Demonstrates the ability to
actively promote rights of
Service Users
Tuning-in to PLO
Preparation for the practice learning period begins at the point where the
student is notified of his/her practice learning opportunity. In preparation for
discussion of his/her Individual Learning Plan with personal tutor, the student
should consider/reflect on his/her learning needs in the context of the practice
learning opportunity.
(It is recognised that there can be changes in allocation of PLO or late notice
of exact site etc. which understandably limits the capacity of the student and
tutor to identify specific learning needs before PLO commences. This should
be addressed as early within the PLO as possible)
PLO 1- Consider previous life/work/academic experience to date including
Preparation for Practice Learning module (PfPL) and feedback given.
PLO 2- Consider experience to date including reflection on learning needs as
identified by practice teacher from the first PLO and the academic teaching
since this practice learning opportunity ended.
Preparation should also include a pre-placement visit to the PLO site and
identification of relevant reading.
Induction Period
The student should use the induction period, including corporate induction
and site induction, to begin to develop understanding of the service user
group, community profile, organisation, team and resources.
Evidence
The folder of evidence is an extremely important element of the PLO and
it is central to the successful completion of the PLO and academic
assignments.
Practice teachers are reminded that a balance needs to be struck between the
student undertaking a range of appropriate direct practice tasks and tasks for
supervision. Expectations and outcomes should be fully discussed in the initial
contracting phase with the student and reviewed on a regular basis.
Evidence and the Matrix
The full matrix should record ongoing evidence as appropriate for the
practice foci, e.g. initial visit; tuning-in and evaluation; group work session; risk
consideration/analysis; initial assessment. In so doing the student is noting
the ongoing professional practice evidence.
It is recommended that a review of on-going evidence production is completed
on a regular basis throughout the period of practice learning with minutes of
supervision noting the practice teacher verification.
51
In completing the matrix summary sheet that is included in the Practice
Teacher Report, the student should identify the most appropriate type of
evidence already verified. The formal evidence requirements should be
contained as part of the identified evidence.
Finally, a pro-forma in relation to obtaining service users consent and
ensuring confidentiality needs to be completed in respect of the work
carried out with service users and which has been used by the student for
their learning purposes.
Practice Teachers are reminded of the DHSSPS Circular (Consent in Social
Care: July 2004) on the need to have service user consent before students
undertake work with them
Contact with service users and how the student sought consent should be
commented upon by the practice teacher within their report.
Service User and Carer Feedback in relation to Student
Performance
The Degree Partnership has in consultation with service users and carers
developed guidance to assist practice teachers, students, on-site supervisors
and others when seeking feedback regarding a student’s performance. It
incorporates key principles which should inform the process of seeking
feedback and it provides examples of possible questions which can be used
to guide practice.
Seeking service users and carers feedback is ‘part and parcel’ of good
practice and should be a key and regular aspect of any social work contact or
interaction. When seeking feedback from individuals or groups it needs to be
recognised that “one size does not fit all” and careful consideration should be
given to:
 Who is the most appropriate person to seek the feedback?
 What is the most appropriate means by which to gain feedback e.g.
written, verbal, pictures? Is the means of communication sensitive to
the service-user’s culture, notably language, level of education, literacy
and understanding?
Whether feedback is sought from individuals or groups and whatever the
means the following principles should underpin the process:
Guiding Principles:

Service users and carers should be given the opportunity to give
feedback during the practice learning opportunity. This can be based
on one or more contacts with the student.
52

Service users and carers will be given a choice as to whether they
participate in giving feedback.

Full and explicit information should be provided regarding the purpose
of the feedback and with whom it will be shared.

The decision to seek feedback should not take priority over the service
user’s or carer’s presenting needs at that point in time.

All available support should be provided to enable service users and
carers to give feedback.
The means of communication should be sensitive to the service-user’s
culture, notably language, health and psychological wellbeing.
Some examples of questions which the individual seeking feedback can use
to inform practice:









Did the student social worker identify him/herself and make it clear as
to why he /she was there?
Do you feel the student showed you respect?
Do you feel the student listened to what you had to say?
Did the student share information with you?
Did you feel the student tried to understand your situation?
Did the student involve you in making plans?
What has changed as a result of the student visiting you? Can you give
examples?
Would you have changed anything about the student‘s involvement
with you and /or your family?
Have you any advice for the student as to how she/he might behave or
respond to someone in a similar situation to you in the future?
NOTE: Students will need to continue to evidence service user /and or carer
feedback through formal records. This does not necessarily mean that the
pro-formas available in the toolkit have to be used. Other formats can be
used.
Direct Observations of Practice
o
OBSERVATION REPORTS
There is a requirement for a minimum of 3 direct observations, of passing
standard, (i.e. refer to statements of Differentials and pro-forma (Appendix 9).
One of these will involve a comprehensive ‘tuning–in’ and evaluation. The
recommended word count for each of these elements is 2000 words.
53
The tuning–in and evaluation for the other two observations will have a
specific focus which can be either an identified learning need or a particular
aspect of practice/issue. The focus will be negotiated between the student
and practice teacher. It should involve a combination of written and verbal
(supervision) ‘tuning–in’ and evaluation. The written component should be
brief and concise.
It is recommended that where possible one of the observations at Level 2
should focus on assessment and one of the observations at Level 3 should
focus on assessment including risk.
Normally all 3 direct observations must involve face-to-face contact with
service user(s) and/or carer(s). As non-verbal contact is an essential
component of interactions it is only in exceptional circumstances, and, where
the nature of the work is predominantly by telephone contact that one of the
three observations can be of a verbal interaction. Additional opportunities
would have to be provided to enable student to have face–to-face contact for
the other two observations.
All 3 direct observations must be carried out by an accredited practice teacher
/ practice teacher award candidate.
Records of Observation Guidance
o
Developmental assessment:
- Observations should ideally be “staggered” throughout the PLO,
i.e., beginning/middle/end phase of the PLO
- Assessment feedback within the observation report should be
constructive and should make links with any previous
observation(s), i.e., future learning needs previously identified
o
Content of observation report
- It is preferable if the observation reports are typed
- Feedback within the report: Practice teachers are advised to
provide specific constructive feedback with regard to the use of
knowledge, skills and values/AOP.
This feedback should
highlight strengths, areas for development and cite specific
examples
GUIDANCE FOR PRACTICE TEACHERS

Verbal feedback should normally be given immediately after the
observation. This feedback should clarify with the student as to the
status of the observation, i.e. competent session with developmental
areas to be detailed in record; not competent session to be detailed in
record.
54

The record of observation should normally be completed within one
week of the date of observation.

Practice teacher should be explicit as to the nature of service user
involvement. Was consent appropriately sought? Was partnership and
participation appropriately demonstrated? Was feedback sought as to
focus and outcome of the session?

Practice teacher should be explicit as to the focus for the observation
e.g. to assess competence in planning; to assess competence in
managing resistance.

Developmental and learning points should be explicit in the summary.
Practice Teacher Report
Guidance

Reports should represent the summative assessment of the practice
teacher with reference to significant points of the formative
assessment.

Reports should provide explicit information for the student as to next
level learning needs and objectives. As such it is a further learning tool
for students to assist their professional development.

The exact format is not prescribed but practice teachers must ensure
they comment summatively with formative references on the areas
specified within the handbook e.g. ethical practice, professional
competence and professional responsibility. Furthermore Practice
teachers must refer to the following:
o Student’s engagement in and understanding of the social work
process
o Student’s engagement and competence in service user
involvement—consent and feedback
o quality and depth of evidence
o ability to link theory to practice, detailing AOP
o ability to critically analyse and evaluate own practice
o future learning needs.
55
Section 5:
Assessment of Practice Learning
Summative and Formative Assessment
The assessment of the student’s practice learning period needs to be
accurate (valid and reliable), it needs to be fair, it needs to be efficient and
finally it needs to fit within the context of the Degree. To this end, practice
learning is assessed in two main ways.
Firstly, the practice teacher has the responsibility to provide an open, clear,
on-going and fair assessment of the student’s practice during the practice
learning period. The methods of assessment will be discussed and agreed at
the initial planning meeting. This assessment will be informed by direct
observation of the student’s practice, the supervisory process, agency records
and through completion of evidence requirements outlined in the previous
section. The assessment will include feedback from other workers, carers
and service users. (Feedback pro-formas are available in Practice Teacher
and Student Toolkit: 2014)
The practice teacher and student will have to negotiate and plan the
production and assessment of various items of evidence throughout the
practice learning period. This will be a formative assessment of the
student’s on-going competence and confidence through the evidence of their
practice. The practice teacher will verify competence across all work.
The planning of the production of evidence is critical and practice teachers are
strongly advised to discuss and agree an expected timeline for production.
There should be an incremental approach to evidence production that
facilitates a clear and valid formative assessment.
The practice teacher is responsible for gathering, verifying and retaining
various evidence items throughout the practice learning period. The practice
teacher will then make a summative assessment of the student’s practice
within his/her report. This assessment will be on a pass or fail basis and is
not given a numerical mark and does not contribute to degree classification. It
is the practice teachers responsibility to ensure that his/her report is submitted
by the required deadline. The practice teacher must discuss their report with
the student and give them the opportunity to comment on it. Both practice
teacher and student must sign the report.
Students will receive regular feedback on their progress in relation to the
practice learning requirements and level of competence. This will also be a
particular focus of the mid-point review and a consistent feature of
supervision.
56
Incomplete PLO
In circumstances where a student does not complete the period of practice
learning for whatever reason, the practice teacher will complete a report
detailing the student’s level of progress in terms of the six key roles and
his/her competence and confidence. The report will also include a
judgement as to the likelihood of the student meeting the required level
of competence had the required period of practice learning been
completed. In the event that the student was not making sufficient
progress to pass the practice learning opportunity it will be stated
clearly in the report.
Role of the Practice Assessment Panel (PAP)
The purpose of the Practice Assessment Panel is to collate and present
recommendations to the Practice Assessment Board/Board of Examiners and
to monitor and assist in the development of standards in relation to
assessment and with regards to student competence in practice learning. The
Panel has a membership of representatives of academic and agency staff.
The Panel reserves the right to request the evidence folder where issues are
identified.
The PAP will also consider all practice teacher progress reports and
recommendations where a student has not completed the PLO, for
whatever reason, and a recommendation will be made to the Board of
Examiners which will make the final decision.
57
Section 6:
Practice Learning Assignments
Level 2
Assignment title: Case Study
Task
In consultation with your Tutor and Practice Teacher, select one practice
example which will enable you to demonstrate and evaluate your practice.
Where you need to draw on more than one practice example, this must be
agreed in advance with the Tutor and Practice Teacher.
N. B. A practice example is defined as the process of work with one service
user, family, carer, group or community.
Guidance
In completing this assignment you should:
1.
Include a brief description of the Practice Learning setting, pen
picture of practice example(s) and context of the work, including
your role.
2.
Demonstrate how knowledge, skills and values (including relevant
research and anti-oppressive practice) have informed your social
work practice in this case, with regard to:
i. Preparation for contact
ii. Assessment
iii. Planning
iv. Intervening/Implementation
v. Endings
3.
Provide a critical evaluation of the impact of your intervention on the
life/lives of the service user(s).
4.
Present the assignment to an acceptable standard, which conforms
to academic conventions regarding grammar, spelling and the
Harvard system for referencing cited works.
Word Limit
The assignment is 3,500 words (+ 10%).
The exact word count must be stated on the front cover.
58
Level 2
Assignment title: Reflection on Practice
Purpose:
To enable you to reflect on your practice and demonstrate learning and
professional development in relation to this stage of your qualifying training
The Task
You will provide an overview of the key aspects of your learning throughout
this practice learning opportunity, as illustrated by your work with service
users in two or three cases, selected in consultation with your Tutor and
Practice Teacher. This overview should include critical reflection on your
professional development.
N.B. These examples must not be the same as those used in the Case Study
assignment.
Guidance
In completing this assignment you should:
1.
Provide a brief description of the Practice Learning setting, including
your role.
2.
Using a model of reflection, reflect on the development of your
knowledge, skills and values (to include anti-oppressive practice),
drawing on two or three practice examples.
3.
Demonstrate how you gave consideration to the impact of feedback
from your Practice Teacher, service users and other relevant
sources in developing your learning.
4.
Identify key areas for future professional development and give
consideration as to how these might be addressed at Level 3
5.
Present the assignment to an acceptable standard, which conforms
to academic conventions regarding grammar, spelling and the
Harvard system for referencing cited works
Word Limit
The Reflection on Practice assignment is 3,500 words (+10%).
The exact word count must be stated on the front cover.
59
Level 3
Assignment title: Reflection on Practice
Purpose
The purpose of this assignment is to enable you to critically reflect on your
learning and development in relation to becoming an accountable and
competent social work practitioner.
Task
You will provide an account of your professional development during level 3,
as informed by your work in two or three cases, selected in consultation with
your Tutor and Practice Teacher. This account will include critical reflection on
your management of risk and ethical decision making in the context of your
work with service users.
Guidance
In completing this assignment you should include:
1.
A brief description of the Practice Learning setting, including your
role.
2.
An application of one theoretical model of reflection to inform your
account of professional development.
3.
A critical reflection on the application of knowledge, skills and
values to practice; which should demonstrate your ability to practice
ethically and challenge oppression in your decision making and
management of risks.
4.
An identification of your continuing professional developmental
needs and how these might be addressed in the Assessed Year in
Employment.
5.
Presentation of the assignment to an acceptable standard, which
conforms to academic conventions regarding grammar, spelling and
the Harvard system for referencing cited works.
Word Limit
The assignment is 3,500 words (+ 10%).
The exact word count must be stated on the front cover.
60
Level 3
Case Project
(Evidence Based Practice)
Purpose
In the final year of training, social work Students have the opportunity to
closely inform their knowledge base about the circumstances, needs and
services available to a specific Service User group. Students are presented
with a challenging learning experience and opportunity to focus on a group of
Service Users using critical enquiry and evidence appraisal skills.
Task
The assignment centres on the consideration of a particular group of people in
receipt of a social work service, for example, older people experiencing
abuse, young people who have experienced the breakdown of foster care
placements or people with learning disabilities entering the job market.
The group should be decided upon in consultation with the Student’s training
team. Care should be taken to ensure sufficient material is available. It is
intended that the issue which characterises the Service User group selected
for study will be pertinent to the Student’s learning,
The completed assignment should provide the reader with an up-to-date
account of the current state of knowledge, understanding and practice in
relation to this group.
This assignment will primarily involve library research and should include the
voices of the Service Users, their Carers where appropriate and the agencies
/ professionals who provide services to this group. This information should
normally be taken from the literature reviewed and from personal contact.
Students are NOT required to undertake a questionnaire/ interview based
investigation of Service Users’ and/or Carers attitude and experiences.
Project Summary
Students are required to provide a summary proposal of not more than 300
words, to include a general title, brief background and expected outcomes for
social work practice. The summary proposal will be submitted to an assigned
Tutor on first recall day.
In undertaking this task Students must:
1. Provide a summary proposal of no more than 300 words (not included
in the overall word count), which summarises the content of the
assignment.
61
2. Provide an introduction that specifies clearly the Service User group,
who are the focus of the study, states why this group has been chosen
and identifies sources of information used.
3. Provide a critical review of both UK and international literature relating
to this specific group of Service Users and in doing so; demonstrate an
understanding of the historical, sociological, psychological and policy
perspectives.
4. Provide a critical evaluation of the local policies, practices and
provision of services. This should include the identification of any gaps
and proposals for improvements in existing provision. (It is expected
within this section that Students would convey an understanding of the
providers’ perspective.)
5. Demonstrate an understanding of Service Users’ and / or Carers’
perspectives. This may be achieved through the examination of
secondary data or evidence from practice with Service User.
N.B as previously stated Students are NOT required to undertake a
questionnaire/interview based investigation of Service Users’ and/or
Carers attitude and experiences.
6. Provide an analysis of value issues and anti-oppressive practice within
the work. This should also convey the Student’s understanding of the
discriminatory systems which operate in the lives of the Service Users
and how these might be challenged.
7. Present the assignment to an acceptable standard, which conforms to
the academic convention regarding grammar, spelling and the Harvard
system for referencing cited works.
Word Limit
The Case Project should be no more than 5,000 words (+/- 10%). excluding
summary proposal and references.
The Student must state the exact word count on the front cover.
Structure of Project
(This is a suggested format only and Students may present their project in
an alternative form, whilst ensuring that there is an adherence to the marking
criteria.)
Title
This should state the project topic in a succinct form, for example, “Social
Work Service provision for older people with Dementia within a Northern
Ireland context.”
62
Introduction
This section will explain why the project topic is important, relevant and
worthwhile. It provides the background rationale and justification for the
project.
Aim of project
The Student will explain how the broad goals identified in the introduction
should be met. For example,
(1)The project will seek to examine service provision for older people in the
North-West of the province.
(2) It will consider the literature, which underpins policy and practice in a
Northern Ireland and UK context.
(3) The project will seek to outline current gaps in service provision and make
recommendations as to how these can be addressed.
Review of relevant literature
A good understanding of what is already known or established about the topic
is very important. Literature searches should include a consideration of work
done at a local level, perhaps within your agency, alongside an examination of
relevant research and policy documents at regional and national levels. It is
also necessary to examine the relevant legislation and underpinning theory
base. There should also be explicit reference to value issues and antioppressive practice in relation to the specific Service User group.
Service Users’ / Carers’ / Service Providers’ Perspectives
Service User and / or Carer and perspectives may be collated from practice
within practice learning opportunity, via analyses of interaction with specific
Service Users and Carers. Where possible, an examination of service
providers’ perspectives should be included. It may be possible to elicit this
data from agency policy/ procedure documentation or through an examination
of service providers’ views via a discussion with a senior member of the
practice learning opportunity agency.
Outcomes
Indicate how aspects of current literature, research findings and Service User/
Carer perspectives may inform practice, highlight models of good practice,
enhance social work understanding and lead to a greater understanding of
Service User participation in practice.
NB. It is suggested that to best assist the Student with their assessed pieces
of work that Practice Teachers will focus primarily on using the evaluations of
evidence and related tasks to assist Students in developing their knowledge
and skills of reflective practice. Alongside Practice Assessment Panel (PAP)
and academic guidance, Practice Teachers can give guidance on the
Reflection on Practice Assignments. Tutors will focus primarily on the
production of the Practice Analysis and Evaluation/ Case Project. This may
include for example discussing material which a Student may usefully
include/consider direction in relation to reading/research and reading the work
63
plan for practice analysis and evaluation/project. NEITHER Practice Teacher
nor Tutor will read drafts of Student assignments.
It should be noted that the order in which the assignments are submitted
differs for the two universities.
Please refer to the academic calendars (Appendix 12) for further detail.
64
PART TWO:
Appendices of Guidance
and Pro-forma
65
Appendix 1:
Student’s Individual Learning Plan
NB: Individual Learning Plans must be discussed and agreed with
your Personal Tutor
Level 1/Level 2/Level 3 (Please underline your stage on the Programme)
Section 1
1.
Name of Student
______________________________
2.
Name of Tutor
______________________________
Date:
______________________________
3.
Name of Programme?
circle one)
3 Year Route
4.
Educational Achievements (Please list ‘A’ level and or equivalent
qualifications undertaken with grades (do not list GCSEs) and if
applicable certificates/diplomas degree/s with subject/s undertaken with
grade where appropriate)
5.
Previous Work Experience (Please list any paid or voluntary
experience of social work/social care – with dates – prior to starting the
Programme)
6.
(NB: To be completed by Level 3 Students only). Please identify
the client group and setting you worked in during your first
practice learning experience.
66
2 Year Route (Please
7.
Please indicate practice learning requirements, which were not
met in Level 2?
8.
What previous knowledge and experience do you feel you are
bringing with you to this stage of the Programme?
Section 2
9.
What do you feel are your personal learning needs at this stage of
the programme? (Please identify your learning needs in each of the
following areas)
Skills
Knowledge
Values
Anti - Oppressive Practice
67
Section 3
10.
Please identify your personal learning objectives for this stage of
the programme
11.
What tasks will you need to undertake to address your personal
learning objectives?
(In this section please indicate how you intend to use your flexible
learning days - be as specific as possible with dates where
appropriate)
A.
During the Taught Semester/s?
B.
During Your Practice Learning in the Agency? (All Students
should complete this section towards the end of the taught
semester/s and prior to going on practice learning opportunity)
Signed:
Student____________________________________Date_______________
Tutor_____________________________________Date________________
68
Appendix 2:
SUPERVISION FOLDER
CONTENTS
Section 1
NISCC registration certificate [copy]
Student Profile
Individual Learning Plan
Student travel documentation
Section 2
Induction Programme
Section 3
Placement attendance record [signed by
PT/student]
Section 4
Supervision agreement [signed by PT/student]
Section 5
Supervision minutes [individual & group]
Section 6
Initial Learning Agreement
Mid Way Review report
3rd/Final meeting [if appropriate]
Practice Teacher Feedback - Direct Observations
Section 7
Section 8
Practice Teacher Assessment report
Summary Matrix
Section 9
Previous Practice Teacher report [from level 2]
OR Progress report [for previous incomplete
placements]
RESTRICTED SECTION
Section 10
E.g. Occupational Health,
Medical reports
Individual circumstances etc.
NB – Please ensure that all reports are signed [by both
parties] and dated.
69
Student Attendance Record
Reproduced with kind permission of South Eastern Trust - Student Attendance Record
Level 2 (85 Days) - Level 3 (90 Practice Days + 10 days at the end for Case Project, i.e., Study Leave)
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
70
Saturday
Sunday
Signatures
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Key to Table
I - Induction
SL - Study Leave
SS - Student Support
PS - Placement Site
SK - Sick Leave
T - Training
R - Recall Day
NB: The above document should be signed each week by both Practice Teacher and Student
71
Appendix 3: The Practice Learning Initial Agreement
Practice Learning Period: From: ____________To: ____________
NB: If agency is closed any other dates than agreed regionally in the
Calendar (Appendix 12) then arrangements must be made to
compensate to ensure that correct number of PLO days are met.
Work setting
Address
Tel No:
Student’s name
Contact phone number(s)
email address
Social Work Programme and
Level
Details of Student Registration
with NISCC:
Has copy been provided?
Y/N
If No then what is the explanation
for this?
(copy must be provided prior to
student commencing work with
service users)
Practice teacher’s name
Contact phone number(s)
Email address
72
Tutor’s name
Contact phone number (s)
email address
On-Site facilitator’s name (if
applicable)
Contact telephone number(s)
email address
Practical arrangements
Hours of work/ Time off in lieu
Sick leave arrangements
(Student, Practice Teacher)
Absences: How it will be recorded and
how it will be addressed?
Guided Study arrangements
(frequency, where and what?)
Student support group?
Accommodation: i.e. desk, chair,
telephone, computer and internet
access, library
Typing/Admin support
Specific Concerns: Health and safety
issues covered during induction e.g.
signing in & out, personal safety,
personal possessions, gifts; issues
with service users and practice
73
teachers;
What to do in the event of an
accident, accountability, student’s
responsibilities, IT policies, etc.
student complaint process and PLO
Business arrangements e.g. need to
transport service users, business car
insurance, travel expenses, name
badge,
Any significant / additional information which may impact on Practice
Learning?
Any relevant personal/health issues which may impact on PLO?
Have any conflicts of interest issues arisen to date? Any likely to
arise?
Agree use of specialist equipment for example audio recordings, IT
packages and USB/livescribe pens.
(Student to be aware that any issues which do arise during PLO are
to be raised with the Practice Teacher.)
First PLO Students: learning needs from individual learning plan to
be noted here. Students should discuss their experiences of the
Preparation for Practice module as well as general academic
progress and share any reader’s comments. FLD activities to be
shared
74
Second PLO Students: learning need from their most recent
Individual Learning Plan to be noted. Last PT report, feedback from
readers of assignments, academic progress and FLD activities to be
discussed.
Practice learning requirements. * N.B At Level 2 one of the
following must be met; Group work, Group care or Community
Development
Requirement
Available
Not available
Already met at
level 2.
Statutory tasks
Decision
making
Group care*
Working with
two other
professions
75
Contested
nature, scope
and purpose of
social work in a
diverse society
Court
work/tribunals
/formal
hearings.*
Community
development
approaches *
Proposed workload and range of learning opportunities available to
Student
Supplementary learning opportunities required
76
Supervision arrangements (to include with Line Manager/On-Site
Facilitator/Supervisor where applicable) covering frequency,
preparation and respective responsibilities.
With Practice Teacher:
With On-Site Facilitator/Supervisor
Assessment arrangements i.e. direct observations, Service User
feedback, written work, process records etc.
77
Date of midpoint review (to be attended by all parties to the practice
learning agreement)
Agreed date:
 Student to give a short (no more than 10 min) verbal
presentation at the mid-point review. This should be an
overview of the social work intervention with a particular Service
User including AOP issues.
 Direct observation to be submitted (to include comprehensive
tuning in and evaluation plus the Practice Teacher’s
assessment as per pro-forma)
 Date for the submission of completed mid-point review
documents to the Tutor is one week before the review.
Agreed date for sending material :
Signature of all parties to the agreement
Student
Practice Teacher
Line Manager/On-Site
Facilitator/Supervisor
Tutor
Date
78
Any information specific to the programme the Student is
registered with.
(E.g. requesting extensions, PT and OSF/S web resources, date of PT and
OSF/S module evaluation workshop.)
Note assessment submission deadlines, recall dates are contained in the
calendar – Appendix 12
79
Appendix 4: The Mid-point Review
Name of Student
Date:
Have any issues, arisen since completion of the practice learning
agreement? If so how will these or how have these been resolved? (To be
completed at review meeting) Any relevant personal/health issues which
may impact on PLO? Absences and course of action.
Have any conflicts of interest issues arisen or are likely to arise?
Review of use of specialist equipment
(Remind Student that any issues that do arise during PLO should be raised
with the Practice Teacher.)
Review of Reasonable adjustments as appropriate
80
To be completed by Student prior to the meeting:
Review of learning opportunities and workload
81
To be completed by Practice Teacher prior to the meeting:
Review of Student’s progress to date, particularly their ability to link
theory to practice including anti-oppressive practice; their use of
skills and ability to address values and ethics.
82
To be completed by Tutor prior to the meeting:
Feedback on the submitted work:
 Student’s comprehensive tuning in to a direct observation,
applying a tuning in model to the practice
 Practice Teachers direct observation report
 Student’s critical reflection of practice within the direct
observation
Commenting particularly on Student’s analytical and critical
reflection skills
83
To be completed by On-Site Facilitator/Supervisor prior to the
meeting: (if appropriate)
Comment on workings of day to day management of Student,
Student’s integration into staff team and work setting, evidence
based impressions of Student ability to carry out role.
84
Evidence
Date of completion
to an acceptable
standard
Still outstanding
Direct observations (3)
1 of these must include
a comprehensive tuning
in and a comprehensive
evaluation
Assessment report
(level 2)
Assessment Report
including risk (Level 3
only)
Evidence of Practice
User/carer feedback (2)
85
Practice learning requirements. * N.B At Level 2 one of the
following must be met; Groupwork, Group care or Community
Development
Requirement
On going
Not
Already met at
available/not
level 2.
yet met
Statutory tasks
Decision
making
Group care*
Working with
two other
professions
Contested
nature, scope
and purpose of
social work in a
diverse society
Court
work/tribunals
/formal
hearings.*
Community
development
approaches *
Action Plan for PLR’s not yet met:
86
Feedback on the Student presentation made at the mid–point
review
Practice Teacher:
Tutor:
On-Site Facilitator/Supervisor (as appropriate)
87
Review of progress of Case Study(To be completed at the meeting)
Review of progress of Reflection on Practice(To be completed at the
meeting)
Is the Student having the opportunity to cover all parts of the social
work process? (If not then discussion must take place as to how
such opportunities will be facilitated in the reminder of the Practice
Learning Opportunity.)
88
Agreed summary statement on Student’s progress (To be completed at
meeting)
Comment on Student’s progress in relation to their Individual Learning
Plan.
Signatures of all parties to the agreement
Student
Practice Teacher
Line Manager/On-Site
Facilitator/Supervisor
Tutor
Date
89
Appendix 5:
ADDITIONAL/FINAL REVIEW MEETING(S)
Name of Student:
……………………………………………….
Date:
………………………………………………
Any mitigating/extenuating circumstances including absences since midreview?
Review of reasonable adjustments as appropriate
EVIDENCE REQUIREMENTS
Evidence
Date of completion
to an acceptable
standard
Still outstanding
Direct observations (3)
1 of these must include
a comprehensive tuning
in and a comprehensive
evaluation
Assessment report
(level 2)
Assessment Report
including risk (Level 3
only)
Evidence of Practice
User/carer feedback (2)
90
PRACTICE LEARNING REQUIREMENTS
Practice learning requirements. * N.B At Level 2 one of the
following must be met; Groupwork, Group care or Community
Development
Requirement
On going
Not
Already met at
available/not
level 2.
yet met
Statutory tasks
Decision
making
Group care*
Working with
two other
professions
Contested
nature, scope
and purpose of
social work in a
diverse society
Court
work/tribunals
/formal
hearings.*
Community
development
approaches *
91
ASSESSMENT DECISIONS (to include reference to any formal support,
guidance and quality assurance processes invoked regarding Student
competence)
PRACTICE TEACHER SUMMARY (to include future & developmental
needs.)
TUTOR COMMENTS
STUDENT COMMENTS
92
RECOMMENDATION
PASS/FAIL
SIGNATURES:
Student:
……………………………………………………………….
Practice Teacher: ………………………………………………………………
Tutor:
………………………………………………………………
On-Site
Facilitator/Supervisor:…..………………………………………………………
Date:
……………………………………………………………
93
Appendix 6
Supporting Disabled Students Undertaking PLO
94
Northern Ireland Degree in Social
Work Partnership
Guidance
Supporting disabled
social work students
undertaking practice learning
opportunities.
Revised June 2011
95
GLOSSARY
NIDSWP: Northern Ireland Degree in Social Work Partnership
DDA:
Disability Discrimination Act
QAA:
Quality Assurance Agency
DDO:
Disability Discrimination Order
DPLP:
Designated Practice Learning Provider
ADPLP:
Associate Designated Practice Learning Provider
PLO:
Practice Learning Opportunity
NISCC:
Northern Ireland Social Care Council
SENDO:
Special Educational Needs & Disability (NI) Order 2005
SHSCT:
Southern Health & Social Care Trust
96
SUMMARY
This guidance has been developed by the Degree in Social Work
Partnership in response to the Disability Discrimination Act (DDA)
1995 which was amended by the Disability Discrimination (Northern
Ireland) Order 2006.
This guidance is particularly concerned with action to be taken to
ensure that disabled students have equality of opportunity to
maximise learning from work based practice opportunities.
‘Disability discrimination legislation is based on the principle that
physical and mental impairments are not disabling in themselves ,but
become so in the context of practices or environments that make it
hard for that person to participate fully and /or restricts his/her
opportunities.’ (QAA, 2007: 8)
The legislation requires all organisations involved in the delivery of
practice learning to promote an inclusive environment and to strive to
ensure all students have a quality practice learning experience.
Definition of disability used in the Disability Discrimination Act
1995:
A person has a disability for the purposes of this Act if he has a
physical or mental impairment, which has a substantial and long –
term adverse effect on his ability to carry out normal-day –to day
activities.
DDA Part1 (1)
The definition covers a wide range of impairments including:
 Physical and mobility difficulties
 Sensory impairments
 Specific learning difficulties e.g. dyslexia, autistic spectrum
disorders
97
 Medical conditions such as epilepsy, diabetes, asthma, multiple
sclerosis, cancer
 Mental ill health e.g. depression, schizophrenia
 Severe disfigurement
Supporting students
The Disability Discrimination (Northern Ireland) Order (DDO) 2006
amends the definition of disability so that people with progressive
conditions such as cancer, HIV infection or multiple sclerosis (MS)
will be deemed to be disabled from the point of diagnosis rather than
from the point when the condition has some adverse effect on their
ability to carry out normal day - to -day activities. The DDO also
removes the requirement in the DDA that a mental illness must be
‘clinically well recognized ‘before it can count as impairment for the
purposes of the DDA. People with a mental illness will still need to
show that their impairment has a long-term and substantial adverse
effect on their ability to carry out normal day-to-day activities. The
removal of the ‘clinically well recognised’ requirement brings DDA
coverage for people with mental illnesses into line with coverage for
other physical impairments.
(Equality Commission for Northern Ireland)
The primary aim of legislation is to promote equality of opportunity
and to prevent discrimination. In order for students to be supported
appropriately and for reasonable adjustments to be effectively
implemented both within the academic institution and the work based
practice learning setting it is important that providers are aware of the
implications of the legislation.
Students may be reluctant to disclose medical conditions, mental
health difficulties or specific learning difficulties to tutors or
Designated Practice Learning Providers (DPLPs) because of fear of
possible discrimination. If a disability is recently acquired or
diagnosed a student may find it particularly difficult to disclose
therefore understanding of these issues is essential.
Some students may have a disability at point of entry to the
programme; others may become disabled after the programme has
98
started. Other students may have variable conditions and require
supports at particular times during the degree course including
periods of work based practice learning (PLO).
The process of identifying appropriate supports relies on disclosure
by students. In order to encourage students to disclose information
an atmosphere of safety, trust and openness is necessary.
Disclosure may occur at any point during PLO but this may influence
the level and/or quality of support that can be provided.
A student has the right not to disclose their disability however in such
circumstances he/she must understand that it is probable that
support/ reasonable adjustments will not be set up. Neither the
academic institution nor DPLP can be accused of disability related
discrimination if they do not know and could not be reasonably
expected to know that an individual is disabled.
Students need to be encouraged to disclose information within the
academic setting and be prepared to share information with the
practice learning provider. Information about Disability Support
Services and the process for allocating practice learning opportunities
(PLO) should be provided to students:
 at the application stage
 upon commencement of the course
 during preparation for PLO
 at each level of the programme
Doing so can improve lines of communication and indicate to
students that tutors and practice teachers are aware of
disability/health issues and are open to exploring how best to provide
the support required. This will hopefully encourage students to feel
confident enough to share information.
This document provides:
99
 Specific guidance for supporting students who may require
reasonable adjustments to enable them to fully maximise
learning while undertaking PLO.
 A brief overview of legislation and policy
The guidance is not absolute and it is not possible in such a
document to cover every situation. Rather it aims to enable those
involved in the provision of PLOs to consider issues clearly and in
sufficient depth. It also aims to clarify responsibilities including that of
the student to actively engage in agreeing specific supports and
reasonable adjustments.
The terminology and language used within is intended to reflect the
social model of disability and uses the terms used within the disability
legislation.
It should be noted that this is guidance has no contractual or
legal status.
100
1.0 Introduction
Work based practice learning is an integral part of the Northern
Ireland Degree in Social Work accounting for fifty per cent of the
programme. Students are required to undertake a total of 185 days of
direct supervised practice learning:
 85 days at level 2
 100 days at level 3
(NISCC: Revised 2010)
These designated periods of practice learning provide the student
with opportunities:





to gain experience of the complex nature of social work practice
to develop understanding of the professional role of social work
to transfer academic knowledge into practice.
to develop skills, knowledge, values and ethics
to become a competent practitioner
1.1 Purpose of document.
Given that practice learning is a significant component of qualifying
education and training it is essential that disabled students have
equality of opportunity to PLOs.
The Special Educational Needs and Disability (NI) Order 2005
(SENDO) introduced changes to the Disability Act. Providers of work
based learning opportunities have duties not to discriminate against
disabled people and are required to make reasonable adjustments.
Practice teachers and others involved in a student’s learning must
ensure that appropriate learning opportunities and activities exist to
enable the student to demonstrate his/her competency, value base
and ability to be reflective.
101
Students undertaking social work education and training are generally
well supported on campus by tutors, academic staff and university
services. When commencing the course and where appropriate a
student may be assessed by university disability services, which
allows for identification and delivery of appropriate supports on
campus.
Designated Practice Learning Providers (DPLPs) also provide ongoing support to students throughout periods of practice learning.
Students, practice teachers and others engaged in the provision of
practice learning report however that support requirements in relation
to work based practice learning can be very different to those in the
educational setting.
This guidance aims to ensure that where appropriate a student’s
requirements are assessed in the context of work based leaning and
that he/she is provided with appropriate guidance and supports prior
to and during work based practice learning.
Staff involved in the provision of practice learning supervision,
assessment and support need to be clear about their role and
responsibility in ensuring effective and safe practice.
Under the Disability Discrimination Act 1995 there is a responsibility
to be proactive and this guidance aims to promote a consistent and
effective approach to planning and providing support for disabled
social work students undertaking practice learning.
The guidance is informed by the legal definition provided in the
Disability Discrimination Act 1995 and amended by the Disability
Discrimination (Northern Ireland) Order 2006.
1.2 Inclusive Practice Learning Opportunities
Discussions involving the student, the practice teacher, tutor and
appropriate others at an early stage can avoid misunderstandings
and issues arising during the PLO.
Such discussions can also reduce anxiety and prevent impromptu,
last minute actions.
102
Adequate forward planning and in depth discussion are necessary to
ensure that there is clear understanding of the work activity of the
PLO and that a student’s specific support requirements are met.
This is the shared responsibility of the training team i.e. student, tutor,
and practice teacher.
Discussion of the student’s Individual Learning Plan can provide an
opportunity for him/her to discuss any particular requirements.
A further opportunity for disclosure is when the student is completing
his/her profile for the practice learning allocations process.
Completing the profile gives students the opportunity to discuss any
concerns in relation to disclosure and to explore with their personal
tutor the implications if any of going on work based practice learning.
Student may however disclose at any time during the PLO.
As already stated a student has the right to not disclose. PLO
providers however have ‘a duty of care’ to ensure the safety and
wellbeing of service users, carers and colleagues including students.
It is therefore essential that all students are fully aware of their
responsibilities in terms of professional practice. The NISCC Code of
Practice for Social Care Workers (2001; 6) states that as a social
care worker you must be accountable for the quality of your work and
take responsibility for maintaining and improving your knowledge and
skills. This includes:
‘informing your employer or the appropriate authority about any
personal difficulties that might affect your ability to do your job
competently and safely.’ (6.3)
Registration with NISCC also requires individuals to make a
declaration about their health. Non- disclosure where there might be
a risk to the safety /welfare of service users, other staff or self could
have serious implications.
The NIDSWP allocations process gives students the opportunity to
make an application for consideration of individual circumstances and
103
guidance is provided in relation to the criteria for such an application.
The personal tutor should provide direction to a student making an
application and assist him/her to make a judgement on the nature
and level of detail required.
The student needs to fully understand that in making an application
for consideration of individual circumstances he/she is consenting to
the information being shared with an allocations panel and
subsequently with the Practice Learning Provider. This is stated on
the form and in signing the student is indicating that he/she gives
consent. Students need to be assured that information will only be
shared in circumstances where they have given explicit permission
and he/she will be consulted in terms of whom it will be shared with.
Neither the academic institution nor the PLO provider needs to know
specific details of the person’s disability or medical condition unless it
impacts directly on the kind of support required. They do however
need to know what reasonable adjustments are required to ensure
that the student is supported in the most appropriate manner.
1.3 Student responsibilities
With rights come responsibilities and students need to be made fully
aware that they should:
 Participate in the negotiation of any supports
 Communicate regularly with tutor and practice teacher
 Provide constructive feedback on adjustments and raise any
concerns as early as possible
 Students must also appreciate that if they choose not to
disclose then it is likely that the only support available will be
the same as that provided for all students
104
2.0 Brief Legislative and Policy Context.
The Disability Discrimination Act 1995
 From 1st October 2004 disabled people carrying out work
placement /training have rights.
 The Code of Practice defines a practice learning provider as
any person/organisation who provides a work placement to a
person whom she/he does not employ.
 Practice learning providers have duties not to discriminate
against disabled people and are required to make reasonable
adjustments.
 Duty to make reasonable adjustment applies to PLO provider in
the same manner as employers
 There is a requirement to be proactive rather than reactive
Part II, 6 (1) of the DDA states: It is the duty of the employer to make
adjustments:
Where (a) any arrangements made by or on behalf of an employer or
(b) any physical feature of premises occupied by the employer,
place the disabled person concerned at a substantial disadvantage
in comparison with persons who are not disabled,
The DDA includes a list of factors which may have a bearing on
whether an adjustment is reasonable or not.
The Rules for the Approval of the Degree in Social Work (NISCC,
2003)
Require Course Providers to ensure:
“arrangements are in place for making provision for students
with special learning needs” 6.10.3(viii).
105
Furthermore they require that policies and procedures “reflect a
commitment to equality, human rights and anti-oppressive practice”
6.10.4 (ii)
The Standards for Practice Learning for the Degree in Social
Work, (NISCC: Revised 2009)
Specify the level of performance required by course providers
collectively and organisations individually in relation to the planning,
delivery and monitoring of practice learning provision.
 Standard 2.3 requires that course providers have in place
policies and procedures that reflect commitment to equal
opportunities, human rights and anti-oppressive practice.
Arrangements for allocation, provision and assessment of
practice learning must also comply with equal opportunities
policies and take account of Section 75 of the Northern Ireland
Act.
Each Course Provider must also ensure the full participation of
students with disabilities in practice learning to enable them to learn
and develop their practice as social workers.
 Standard 3.5 relates to the provision of practice learning
opportunities and outlines a number of requirements, including
the responsibility of the organisation to include provision of
resources to support students with disabilities to achieve
learning outcomes and the necessary level of competence.
QAA Code of practice for the assurance of academic quality and
standards in higher education; Section 3 Disabled students February 2010 establishes a number of principles in relation to
provision of education and the entitlements of disabled students.
Section 75 of the Northern Ireland Act 1998 introduced new duties
on public authorities to promote equality of opportunity and good
relations in relation to disabled people as well as on other grounds.
106
Data Protection Act 1998
Under the Act, information pertaining to a person’s disability is
classified as ‘sensitive personal information’. In practice this means
that a student must give explicit permission for any information about
his/her disability to be shared with others.
.
107
guidance
PRE-ALLOCATION
The Tutor meets with Student to discuss individual learning
plan and any specific support requirements.
If appropriate Tutor should with Student’s permission liaise
with University Disability Support Services.
Student should not assume that disclosure to Tutor will
automatically mean PLO provider will be informed. This will
only happen where student gives explicit permission.
The student’s support requirements in the workplace can be
very different to those in the university.
When Student decides to complete an application for
consideration of Individual Circumstances this is presented
by University Practice Learning Coordinator to the PreAllocations Meeting.
108
STUDENT IS
ALLOCATED PLO
Where Student has disclosed a disability/health
condition this may require reasonable adjustments
being made. The DPLP Practice Learning Coordinator
will share this information with the Practice Teacher.
Information can only be shared with the Student’s
explicit permission and should be on a need to know
basis.
Practice Teacher and Student should negotiate the
nature of the information to be shared and with whom it
will be shared. The key question to bear in mind is who
needs to know and why?
109
POST ALLOCATION
The Tutor and Student should make contact with Practice
Teacher as early as practicable to begin preparation
and planning. Student is the best source of information
regarding his/her support needs
If no assessment of student’s specific support
requirements has been carried out prior to PLO, Practice
Teacher should with Student’s permission and if
appropriate and available arrange an assessment with
the Designated Provider’s Occupational Health
Department.
It should be noted that DPLP/ADPLPs operate different
processes.
It may be necessary for the Designated Provider’s
Health and Safety Department to undertake a risk
assessment of activities associated with the workplace
and
make
recommendations.
This
individual
assessment is to ensure the most appropriate supports
are identified and put in place. The Student should be
fully involved throughout the process.
110
Practice Teacher should consult with their own
Organisation’s Disability Support Services Officer or
Equality Unit for advice, supports and resources.
111
PRACTICE LEARNING
AGREEMENT
Learning Agreement should be negotiated prior to the
commencement of practice learning period.
Agreement should include discussion of Student’s
particular requirements and the supports required.
Student’s Training Team should identify and agree
reasonable adjustments and responsibilities.
Reasonable adjustments in the workplace may be very
different from the Student’s learning support needs in
university.
Tutor is responsible for recording the detail of the
discussion, particularly the reasonable adjustments.
112
Identify respective responsibilities of the DPLP
Organisation, University and Student in supporting the
Student, including resources.
Practice Teacher, Student, Tutor and On-Site Facilitator
(if appropriate) agree a date to review the support and
reasonable adjustments, preferably three/four weeks
after commencement of practice learning.
113
MONITORING AND
REVIEWING SUPPORT
Reasonable adjustments/supports are implemented
Training Team (including Student) monitors the
support requirements in terms of effectiveness. They
should be formally reviewed 3 to 4 weeks into the
practice learning period and modifications made if
deemed appropriate
Adjustments and supports should be continually
monitored throughout the practice learning period and
any issues/changes clearly recorded
If issues arise Practice Teacher should consult with
the Organisation’s Practice Learning Coordinator.
114
It is important that issues are raised and addressed at
an early stage before they have an opportunity to
develop further.
In the event that issues cannot be resolved any
complaints, disputes or disagreements should be
referred to the Organisation’s and Course Programme
policies and procedures as appropriate.
Students can discuss concerns with University
Student Support Services, and if available, designated
staff within the DPLP.
Positives and any issues should be identified and
shared with the Organisation’s Practice Learning
Coordinator.
Such feedback will inform future
planning and developmental work.
*All discussions and agreements reached should be fully recorded
115
Acknowledgements
This guidance draws on the SHSCT ‘Framework for Supporting
Disabled Social Work Students’ which was originally adopted
regionally in 2008. The Northern Ireland Degree in Social Work
Partnership (NIDSWP) acknowledges the contribution of the
SHSCT to this revised guidance. The guidance has also been
informed by elements of the ‘Best Practice Guide: disabled social
work students and placements.’ (2005) with kind permission of
Jane Wray, Hull University
116
USEFUL REFERENCES
AND WEBSITES
 Campbell, J. and Cowe, T. (1998) ‘Working with Dip SW
Students with Dyslexia: a guide for Practice Teachers’,
Strathclyde: University of Strathclyde, Faculty of Education
 Disability Discrimination Act 1995.London,HMSO
 Disability Discrimination (NI) Order 2006 .HMSO
 Disability Rights Commission, Employment; A practical guide
to the law and best practice for employers: Making rights a
reality
 The
Equality
Commission
www.equalityni.org
for
Northern
Ireland:
 Equality Commission for Northern Ireland: Overview of the
key changes brought about by the Disability Discrimination
(NI) Order 2006.
 The Higher Education Academy, Disability legislation:
practical guidance for academic staff, Revised 2010,Equality
Challenge Unit and Higher Education Academy
 www.ecu.ac.uk
 A. Kane and C. Gooding (March 2009) ‘Reasonable
adjustments in nursing and midwifery : A literature review’
,Nursing and Midwifery Council
 Northern Ireland Social Care Council (Dec. 2002): Code of
Practice for Employers of Social Care Workers and Code of
Practice for Social Care Workers, Belfast, NISCC.
117
 Department of Health, Social Services and Public Safety
(March 2003) Northern Ireland Framework Specification for
the Degree in Social Work. DHSSPS: Belfast.
 HSC, June 2010 Draft Regional Framework On The
Employment Of Disabled People
 The Professional Education and Disability Support Project
(PEdDs) , Project website ;http://WWW.HULL.AC.UL/PEDDS
 Quality Assurance Agency (Feb.2010), Code of practice for
the assurance of academic quality and standards in higher
education. Section 3: Students with disabilities Gloucester;
QAA.
 Quality Assurance Agency (2001) Code of Practice on
Placement Learning Gloucester: QAA.
 Sapey, B., Turner, R. and Orton, S. (2002) ‘Access to
Practice: Overcoming the barriers to practice learning for
disabled social work students’, Brighton: SWAP.
 Special Educational Needs and Disability (Northern Ireland)
Order 2005.
 Wray,J.,Fell,B.,Stanley,N.,Manthorp, J. and Coyne, E.(2005)
‘PEdDs: Disabled students and placement’, Hull: The
University of Hull.
118
NISCC Publications
 NISCC Codes of Practice for Employers of Social Care
Workers and NISCC Codes of Practice of Social Care
Workers (Dec ’02, currently under review)
 NI Framework Specification for the Degree in Social Work
(March ’03 currently under review)
 Rules for the Approval for the Degree in Social Work
(Revised Jan 2012)
 Practice Learning Requirements for the Degree in Social
Work (August 2010)
 NISCC Practice Learning Standards (Revised 2009)
 Learning, Teaching and Assessment Requirements for the
Degree in Social Work (March ’04)
All of the above are downloadable from www.niscc.info
119
Appendix 7: The Key Roles and Practice Foci Matrix
Key Role 1: Prepare for and work with individuals, families, carers, groups and communities
to assess their needs and circumstances
Practice Focus
A1
Prepare for
social work
contact and
involvement
Outcome Statements

Review agency notes and other literature
relevant to the case or situation (D1)

Practice
Learning
Level
Practice Learning
Indicators

Tuning-in
statement
Contact and liaise with relevant professionals
and others to access information that can
inform initial contact and involvement (D2)

Contact
records/daily log
entries

Evaluate all information to identify the best
form of initial involvement (D3)

Supervision
minutes

Assess the urgency of requests for action (D4)

Eco map
Levels:
2 and 3
Practice Learning
Evidence
120
Practice Focus
A2
Work with
individuals, families,
carers, groups and
communities to help
make informed
decisions
Outcome Statements



Inform individuals, families, carers, groups,
communities, professionals and others about
the Social Worker’s and the organization’s
duties and responsibilities (D5)
Work with relevant disciplines and others to
inform assessments of needs and
circumstances and any associated risks (D6)
Work with individuals, families, carers, groups
and communities to:
-
-
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators






Practice Learning
Evidence
Process record
and evaluation
Direct observation
Contact sheet
Minutes
Assessment
report
Risk assessment
identify, gather, analyze and understand
information;
enable them to analyze, identify, clarify and
express their strengths, expectations and
limitations;
Enable them to assess and make informed
decisions about their needs,
circumstances, risks, preferred options and
resources. (D7)
121
Practice Focus
A3
Assess needs and
options to
recommend a
course of action
Outcome Statements



Work in partnership with individuals, families,
carers, groups and communities to assess and
review their preferred options; (D8)
Assess needs, justify and recommend
appropriate courses of action for individuals,
families, carers, groups and communities;
(D9)
Assess needs, risks and options taking into
account legal and other service standards
requirements. (D10)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators







Practice Learning
Evidence
Assessment
reports
Risk assessment
Care plan
Review reports
(Legislation/policy
analysis)
Community
profile/audit
PCP’s Essential
Lifestyle Plans
122
Key Role 2: Plan, carry out, review and evaluate social work practice with individuals,
families, carers, groups and other professionals
Practice Focus
A4
Respond to crisis
situations
Outcome Statements



Identify the need for legal and procedural
intervention; (D11)
Plan and implement action to meet immediate
needs and circumstances; (D12)
Review the outcomes with individuals,
families, carers, groups, communities,
organisations, professionals and others;
(D13)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators










Practice Learning
Evidence
Care plans
Review meeting
Case conference
Case discussions
Strategy meeting
Significant
interview reports
Incident reports
Contact
records/daily log
entries
Records of hand
over meeting
Supervision notes
123
Practice Focus
A5
Work with
individuals, families,
carers, groups and
communities and
other professionals
to achieve change
and development
and to improve life
opportunities
Outcome Statements









Develop and maintain relationships with
individuals, families, carers, groups,
communities and others, sometimes over
sustained periods, to facilitate implementation
of planned work; (D14)
Work in a structured way with individuals,
families, carers, groups, communities and
others:
To achieve change and development;
To improve life opportunities; to avoid crisis
situations;
To address problems and conflict;
To promote personal, social and emotional
well-being. (D15)
Apply and justify social work methods and
models to achieve change and development
and to improve life opportunities; (D16)
Regularly monitor, review and evaluate
changes in circumstances and adapt plans
accordingly; (D17)
Reduce contact and withdraw from
relationships appropriately; (D18)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators





Practice Learning
Evidence
Process Record
Direct
Observation
Supervision
Records
Review
Meetings/Reports
User Feedback
124
Practice Focus
A6
Prepare, produce,
implement and
evaluate plans with
individuals, families,
carers, groups,
communities and
professional
colleagues
Outcome Statements






Negotiate the services and resources to be
included in plans; (D19)
Identify content and actions, and construct
plans; (D20)
Carry out their own responsibilities and
monitor, co-ordinate and support the actions of
others involved in implementing plans; (D21)
Regularly review the effectiveness of plans in
partnership with the people involved; (D22)
Renegotiate and revise plans to meet
Changing needs and circumstances; (D23)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators





Practice Learning
Evidence
Care Plans
Review
Meetings/Reports
Direct
Observation
Supervision
Records
Referral Forms
125
Practice Focus
A7
Support the
development of
networks to meet
assessed needs and
planned outcomes
Outcome Statements



Identify and examine support networks that
can be accessed and developed with
individuals, families, carers, groups,
communities and others; (D24)
Work with individuals, families, carers, groups,
communities and others to initiate and sustain
support networks; (D25)
Contribute to the development and evaluation
of support networks; (D26)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators




Practice Learning
Evidence
Referrals
Minutes of multidisciplinary, interagency meetings
Process Records
Eco map
126
Practice Focus
Outcome Statements
A8

Work with groups to
promote growth,
development and
independent living



Identify opportunities to form and support
groups; (D27)
Use group programmes, processes and
dynamics to promote individual participants'
skills and promote growth, development and
independence and foster Interpersonal skills;
(D28)
Help groups to achieve planned outcomes for
their members and to evaluate the
appropriateness of their work; (D29)
Disengage from groups appropriately; (D30)
Practice
Learning
Level
Level:
2 or 3
Practice Learning
Indicators







Practice Learning
Evidence
Minutes of team
meetings
Supervision
records
Group session
contract
Group session
plans
Group member
feedback
Review/
evaluation of
group outcome
Co-worker
feedback
127
Practice Focus
A9
Address behaviour
which presents a
risk to the wider
public, individuals,
families, carers,
groups and
communities
Outcome Statements



Practice
Learning
Level
Levels:
Take immediate action to deal with behaviour
2 and 3
that presents a risk to the wider public,
including Service Users, Carers, or colleagues,
(D31)
Work with individuals, families, carers, groups,
communities and others to identify and
evaluate situations and circumstances that
may trigger risk behaviour and to reduce or
contain the level of risk; (D32)
Plan and manage intervention in ways that
could positively change the identified risk
(D33)
Practice Learning
Indicators





Practice Learning
Evidence
Risk assessment
Risk management
Minutes of
strategy/case
discussion
meetings
Care plans
Work plans
128
Key Role 3: Support individuals to represent their needs, views and circumstances
and to achieve greater independence
Practice Focus
A10
Advocate with, and
on behalf of,
individuals, families,
carers, groups and
communities to help
them achieve and
sustain greater
independence
Outcome Statements





Assess to what extent the Social Worker
should act as advocate for the individual,
family, carer, group or community; (D34)
Assist individuals, families, carers, groups and
communities to access independent advocacy;
(D35)
Advocate for, and with, individuals, families,
carers, groups and communities as
appropriate; (D36)
Assist people who use services in the
management of their affairs, including financial
management; (D37)
Contribute with others to enabling Service
Users to achieve and sustain greater
independence; (D38)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators






Practice Learning
Evidence
Referrals to other
agencies
Grant aid
applications
Process records
PCP’s and
Essential Lifestyle
Plans
Reports
Appeals/Tribunals
129
Practice Focus
A11
Outcome Statements

Prepare for, and
participate in

decision-making
forums, and assist
others (where
appropriate) to do so
as well



Prepare reports and documents for
decision-making forums, including
courts, tribunals and other formal
hearings; (D39)
Work with individuals, families,
carers, groups and communities to
select the best forms of
representation; (D40)
Present reports and evidence to
decision-making forums, including
courts, tribunals and other formal
hearings; (D41)
Help individuals, families, carers,
groups and communities to
understand procedures and the
possible and actual outcomes; (D42)
Enable individuals, families, carers,
groups and communities to be
involved in decision-making forums.
(D43)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators




Practice Learning
Evidence
Reports
Process records
Direct observations
User feedback
130
Key Role 4: Manage risk to individuals, families, carers, groups, communities,
self and colleagues
Practice Focus
Outcome Statements
A12

Assess and manage
risks to individuals,
families, carers,
groups and
communities



Identify and assess the nature and
level of risk; (D44)
Balance the rights and
responsibilities of individuals,
families, carers, groups and
communities with the associated
risks; (D45)
Plan and implement action to reduce
risk; (D46)
Manage risk to individuals, families,
carers, groups and communities
over time and regularly monitor and
re-assess priorities and actions;
(D47)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators



Practice Learning
Evidence
Risk assessment
Risk management
Review
reports/meetings
131
Practice Focus
A13
Assess, minimise
and manage risk to
self and colleagues
Outcome Statements



Practice
Learning
Level
Assess and analyse potential risk to Levels:
2 and 3
self and colleagues; (D48)
Work within the risk assessment and
management procedures of own and
other relevant organizations and
professions; (D49)
Plan, monitor and review outcomes
and actions to minimise risk, stress
and harm. (D50)
Practice Learning
Indicators






Practice Learning
Evidence
Risk assessment
Risk management
Supervision minutes
Review
reports/meetings
Team meeting minutes
Hand-over records
132
Key Role 5: Manage and be accountable, with supervision and support, for their own social work
practice within their organisation
Practice Focus
Outcome Statements

A14
Manage and be
accountable for
own work




Manage and prioritise their workload
within organizational policies and
changing demands; (D51)
Carry out duties using accountable
professional judgement and
evidence based practice; (D52)
Monitor and evaluate the
effectiveness of own programmes of
work in meeting organizational
requirements and the needs of
individuals, families, carers, groups
and communities; (D53)
Improve their own practice, using
critical reflection, professional and
managerial supervision and other
supports as appropriate; (D54)
Prepare for, and participate in
decision making forums; (D55)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators







Practice Learning
Evidence
Supervision minutes
Evaluations of practice
Feedback from others
Personal and
professional
development workbook
Review
reports/meetings
Learning agreement
Tripartite minutes
133
Practice Focus
Outcome Statements

A15
Contribute to the
management of
resources and
services




Contribute to monitoring the
outcomes, quality and cost
effectiveness of services in meeting
need; (D56)
Contribute to the procedures
involved in purchasing and
commissioning services for
individual packages of care; (D57)
Work with individuals requiring
services who decide to use direct
payments; (D58)
Contribute to identifying unmet need
in service provision; (D59)
Contribute to managing and sharing
information; (D60)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators




Practice Learning
Evidence
Care plans
Agency reports
Contact sheets
Letters/memos
134
Practice Focus
A16
Manage, present
and share records
and reports
Outcome Statements





Maintain accurate, complete,
accessible, concise and up-to-date
records and reports; (D61)
Provide evidence for professional
judgements and decisions; (D62)
Implement legal and policy
frameworks for access to records
and reports and the protection of
data, (D63)
Share records with individuals,
families, carers, groups and
communities as appropriate; (D64)
Share records with other
professionals and agencies as
appropriate; (D65)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators





Practice Learning
Evidence
Assessment/Review
Reports
Care plans
Agency records
Supervision minutes
Minutes of formal
decision-making
meetings
135
Practice Focus
Outcome Statements
A17

Work in and across
multi-disciplinary
and multiorganisational
teams, networks,
systems and
agencies to
contribute to the
integration and
effectiveness of
services



Develop and maintain effective
working relationships; (D66)
Contribute to identifying, agreeing
and evaluating the effectiveness of
the goals, objectives and lifespan
of the team, network or system;
(D67)
Contribute to evaluating the
effectiveness of professional work
groups; (D68)
Deal constructively with
disagreements and conflict within
work relationships. (D69)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators





Practice Learning
Evidence
Minutes of formal
decision-making
meetings
Contracts
Care plans
Daily records
Correspondence
136
Key Role 6: Demonstrate and be responsible for professional competence in social work practice
Practice Focus
Outcome Statements

A18
Research, analyse,
evaluate, and use
up-to-date
knowledge of best
social work practice



Review and regularly update own
knowledge of relevant legislation,
policy, procedural frameworks and
research; (D70)
Articulate the basis for own practice
using up-to-date knowledge; (D71)
Use professional and organizational
supervision and support to research,
critically analyse, and review the
knowledge and evidence base of
own practice; (D72)
Implement a range of social work
models, methods and programmes
which are knowledge and/or
evidence based to develop and
improve own practice; (D73)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators



Practice Learning
Evidence
Supervision minutes
Tuning-in and
evaluation
Learning log
137
Practice Focus
Outcome Statements
A19

Work to agreed
standards of social
work practice and
ensure own
professional
development





Practice
Learning
Level
Levels:
Exercise and justify professional
2 and 3
judgement; (D74)
Use professional assertiveness in
justifying decisions and uphold
professional social work practice
values; (D75)
Work within the ethical principles
and standards underpinning social
work practice; (D76)
Critically reflect upon own practice
and performance; (D77)
Use supervision, consultancy and
professional support, and take action
to meet continuing professional
development needs; (D78)
Meet relevant standards of practice
and work in a lawful, safe and
effective way; (D79)
Practice Learning
Indicators




Practice Learning
Evidence
Service User feedback
Significant interviews
Supervision minutes
Direct observations
138
Practice Focus
A20
Manage complex
ethical issues,
dilemmas and
conflicts
Outcome Statements



Practice
Learning
Level
Levels:
Identify and assess issues,
dilemmas and conflicts affecting own 2 and 3
practice; (D80)
Devise effective strategies to deal
with ethical issues, dilemmas and
conflicts; (D81)
Act in circumstances of uncertainty
and ambiguity and critically reflect
on, and learn from, the outcomes;
(D82)
Practice Learning
Indicators




Practice Learning
Evidence
Supervision minutes
Tuning-in and
evaluation
Process records
Learning log
139
Practice Focus
Outcome Statements

A21
Contribute to the
promotion of best
social work practice


Contribute knowledge of best
practice within own team,
organisation and other networks to
inform policy review and
development; (D83)
Use supervision, together with other
organisational, professional and
information systems, to inform
courses of action including where
practice falls below required
standards and to promote best
practice; (D84)
Work with colleagues in related
professions and contribute to team
and service developments(D85)
Practice
Learning
Level
Levels:
2 and 3
Practice Learning
Indicators



Practice Learning
Evidence
Supervision minutes
Presentation to team
meeting/Student group
Evaluation of practice
140
Appendix 8:
Progression to Competence
Positive and Negative Indicators
&
Differential Statements for Levels of Practice Learning
The NIDSWP acknowledges the significant work of the Department of Social Policy & Social Work, at the
University of York and is grateful for their permission to adapt their material
141
INTRODUCTION
The following guidance has been provided to practice teachers and students as a tool to help to underpin
assessment decisions regarding student professional competence. The guide focuses on the six Key Roles and
associated Practice Foci and provides indicators of progression, or lack of progression in relation to professional
competence.
It is envisaged that this could be used as a tool in supervision with students and it may be helpful to encourage
students to self-assess against the indicators.
The following is not intended to be used as a prescriptive tick box exercise or as a substitute for detailed written
feedback on Direct Observations, Practice Teacher’s Report or other work submitted during placement.
Differential Statements for Levels of Practice Learning
Distinction between Expectations at Level 2 and Level 3
One of the main areas of difference between Level 2 and Level 3 periods of Practice Learning is the complexity
of work expected of students during their 1st and final periods of practice learning. Consideration should be
given to the level of responsibility that students are expected to take, particularly in relation to statutory work or
more high risk situations. It is advisable that Practice Teachers clarify Social Care Governance arrangements
within their own organisation in relation to the allocation of work to students undertaking practice learning.
142
Where the complexity of work is deemed less suitable for someone in training, one would expect to see students
undertaking more co-working arrangements with qualified staff. It would also be expected that students at Level
3 would require less overall guidance than those at Level 2.
Responsibility for Supervision and Learning
Level 2 - Supervision should be seen as a learning process at the start with evidence that the student takes
more responsibility for sharing in the process of supervision as the practice learning period progresses. One
might expect a Level 2 student to require more guidance from the practice teacher regarding their learning and
development though the student should be taking more responsibility for this as their practice learning period
progresses.
Level 3 - One would expect to see the student share in the responsibility for the supervision process from the
outset and clearly demonstrate their ability to prepare for supervision. The student should be able to articulate
their learning needs from the outset, drawing on feedback from their 1st Practice Learning Opportunity and
objectives cited in their Individual Learning Plan. One would also expect to see the student critically analyse and
reflect on their practice and learning. A more pro-active approach to learning and development should be
evident. The student at level 3 should require less direction and be able to work more autonomously as the
practice learning period progresses though still making use of supports and supervision as appropriate to the
decisions they are making.
In relation to knowledge, skills, values and AOP, it may be useful to consider research undertaken by Jenny
Secker (1993) and findings which suggest that we might expect a more ‘fragmented’ approach at Level 2 and a
more ‘integrated’ approach at Level 3. Alongside this we already have some useful documents as enclosed, i.e.,
143
“Statements of Differential for Levels of Practice Learning” and “Guidelines for Tuning In for Level 2 and
Level 3 Students”. Therefore information here should be read in conjunction with these two documents.
144
Positive and Negative Indicators of Progression to Competence
Key Role 1
PREPARATION AND ASSESSMENT
Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances
Practice Foci A1 Preparation
Prepare for social work contact and involvement
Practice Foci A2 Work with individuals, families, carers, groups and communities to help them make informed decision
Practice Foci A3 Assess needs and options to recommend a course of action





Positive Indicators of Progression To Competence
Prepares adequately before contact – reviews agency
notes and liaises at a multi-disciplinary level when
appropriate
Takes account of relevant information, e.g. sociodemographic, physical, intra-personal, interpersonal etc.
Can set objectives for initial contact/assessment
Understands the legislative framework within which the
agency operates
Demonstrates progression from random use of theory to
being able to choose those most applicable to each
situation and individual. Psychological, sociological and
social policy perspectives should be evident as the
placement progresses
Negative Indicators of Progression to Competence







Demonstrates minimal or no preparation prior to contact does not make use of available information from agency notes
or discussions with other members of own team or wider multidisciplinary team
Unable to locate the service user within their social context
Lacks clarity about initial contact and fails to set objectives
Very limited knowledge of the agency legislative and policy
framework
Continually uses the same theory or randomly selects largely
irrelevant theory
Shows little or no understanding of the service users’ beliefs,
values or cultural context nor acknowledges their personal
resources
Shows limited ability to develop awareness of AOP
145














Is concerned to understand service users’ beliefs, values and
cultural contexts as well as their personal resources, and the
potential significance of these for the work in hand
Demonstrates awareness of difference (e.g. of power, race or
gender, values or aims) and any potential impact
Demonstrates ability to respond in an appropriate and timely
fashion to referrals
Establishes initial contact and the reason for contact. Is
able to introduce self, clarifying role and function including
any statutory / legal mandate for contact
Agrees agenda with service user and negotiates the
objectives for the initial interview
Presents information in a clear, user friendly manner,
appropriate to the person and the situation
Is able to respond flexibly to new information that would
inform the assessment
Assesses and plans in co-operation with service users
and other appropriate parties
Demonstrates the use of a range of interpersonal skills to
illicit appropriate information from the service user, carer
and groups to inform the assessment process.
Shows progression from skimming the surface to more indepth information gathering
Can help service users to identify strengths, needs, risks
and resources
Is able to identify the risks as well as the needs within the
assessment
Demonstrates ability to balance needs and risks
Can develop or revise an assessment in response to new


















perspectives and their impact
Does not develop ability to prioritise work and respond
appropriately to referrals
Avoids or delays making contact with people
Fails to develop a sound knowledge of the statutory / legal
context of the agency
Lacks clarity about their role and function and is thus unable to
explain this appropriately to others
Doesn’t encourage or enable the service user to contribute to
the agenda
Uses jargon rather than user friendly language
Withholds information or overloads people
Sticks rigidly to referral information rather than acknowledging
and responding to new information
Does not show ability to work in partnership to assess and plan
Unable to use a range of skills to gather appropriate
information to inform the assessment process
Works at a surface level thus the work tends to be shallow and
simplistic
Doesn’t encourage or enable the service user to participate
Neglects to identify strengths and resources, instead showing
an over reliance on needs and risks unnecessarily
Is rigid and unresponsive to new or changing information or
circumstances
Fails to identify and use appropriate resources linked to
assessment outcomes
Unable to analyse assessment
Is generally unclear and unpersuasive when trying to present
assessment
Does not seek advice when appropriate or makes decisions
which are beyond their competence level or role
146


information
Can link available resources to assessment outcomes
Can convey an analysis and justification of their assessment in
supervision










Seeks advice when appropriate to make informed decisions
throughout the assessment process
Completes assessment as per agency requirements, which
includes clear recommendations / course of action, which also
includes the views of the service user. This should then be
used to underpin the care planning process
Demonstrates an understanding of the impact of similarities
and differences between self and service user
Demonstrates knowledge of the individual within a social
context
Shows understanding of the impact of beliefs, values and
cultural context on assessment process
Shows ability to work within legislative and policy requirements
Demonstrates self-awareness in relation to impact of self on
service users


Unable to meet the acceptable standard within their agency in
terms of completing assessment
Fails to consider or acknowledge the potential impact of
differences and similarities between self and service users
Is unable to present the service user’s situation within a social
context
Does not acknowledge the beliefs, values or cultural context of
the service user
Limited or no self-awareness and no consideration of impact of
self on others
147
Key Role 2
PLANNING, INTERVENTION, REVIEW AND EVALUATION
Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and
other professionals
Practice Foci A4 Respond to crisis situations
Practice Foci A5 Interact with individuals, families, carers, groups and communities to achieve change and development and to
improve life opportunities
Practice Foci A6 Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and
professional colleagues
Practice Foci A7 Support the development of networks to meet assessed needs and planned outcomes
Practice Foci A8 Work with groups to promote individual growth, development and independence
Practice Foci A9 Address behaviour which presents a risk to with individuals, families, carers, groups and communities
Positive Indicators of Progression To Competence




Uses theory and knowledge to underpin, reframe and inform
their practice
Develops specialist knowledge, specific to service user
circumstances and agency remit
Can utilise risk assessment models to address and manage
behaviours that present a risk
Is able to identify the need for legal and procedural intervention
Negative Indicators of Progression to Competence




Is unable to demonstrate informed practice which is
underpinned by theory and knowledge
Does not develop sufficient specialist knowledge of service
user group or agency remit
Fails to take account of risk or ensure that risk assessment is
informed by theory
Lacks knowledge of legal and procedural requirements which
leads to inability to identify the need to implement these
148














Can work as part of a multi-disciplinary team, demonstrating
understanding of roles and engaging in clear and on-going
communication
Can respond flexibly to the unexpected
Demonstrates ability to work with practical and emotional
issues
Recognises the impact change may have for people and
supports them through this
Can develop a care plan in conjunction with service users and
relevant others where appropriate, acknowledging and
addressing conflicts and demonstrating ability to negotiate
resolution
Can revise a plan in response to changing circumstances
Can move from assessment and planning to intervention,
demonstrating informed practice
Can provide a rationale for the chosen method of intervention
and explain the intervention to relevant parties
Can sustain work with service users and others over time as
appropriate
Works in partnership with service users, being aware of and
acknowledging the challenges and limitations to genuine
partnership
Is aware of a person’s formal and informal supports and is
willing and able to engage with these, as and when appropriate
Can contribute to the development and evaluation of support
networks
Is able to contribute to and support groups in an informed way












Inability to work as part of a multi-disciplinary team and shows
lack of knowledge of the roles within this team
Is inflexible or unable to act in times of crisis therefore lacking
a calm, reasoned and professional response
Focuses almost entirely on practical issues and fails to
consider or address emotional issues
Lacks knowledge and understanding of the impact change has
on a range of individuals
Shows little or no knowledge and understanding of the social
work process
Works with the separate phases of the social work process but
does not link these
Does not recognise or address conflicts in relation to care
planning
Does not acknowledge changes and adapt work accordingly
Lacks ability to develop and maintain on-going relationships
with service users, colleagues, other professionals and
agencies
Does not strife to work in partnership with service users and /
or superficially acknowledges the challenges to partnership
working
Works in isolation with individuals rather than exploring,
acknowledging and, when appropriate, engaging with the
individual’s support networks
Fails to identify the need to contribute to enhancing or
developing support networks
Lacks knowledge of a range of methods of intervention,
therefore not making informed choices regarding the
appropriate intervention for individuals
149









Can use group programmes, processes and dynamics to
promote individual participant skills, growth, development and
independence and foster interpersonal skills
Help groups to achieve planned outcomes for their members
Can recognise the significance of power and authority in the
worker/service user relationship and is able to safeguard rights
and promote responsibilities of others
Can regularly monitor and review work with service users in
partnership with all relevant parties
Can manage time, showing the ability to prioritise work
Demonstrates knowledge and understanding of the different
forms of discrimination and oppression and their impact on self
and service users
Can manage crisis situations in a calm, reasoned and
professional manner
Can manage time and own workload competently, including
meeting required deadlines
Manages endings and disengagement from working
relationships with service users, carers, groups and
communities








Lacks knowledge and ability to work with groups in an
informed way
Lacks knowledge and understanding of group programmes,
processes and dynamics and is thus unable to work effectively
in a group work context
Does not show ability to agree objectives for group work and
then plan work to meet the agreed outcomes
Lacks knowledge and understanding of the power and
authority inherent in the social work role and fails to take steps
to redress the imbalance
Lacks ability to monitor and review work regularly with all
relevant others therefore has no knowledge or understanding
of the effectiveness of work being undertaken
Time management is an on-going concern which manifests in
an inability to prioritise work and respond effectively.
Deadlines are frequently missed or work is continually rescheduled
Shows lack of or limited understanding of different forms of
discrimination and oppression and is unable to integrate theory
to further own ability
Fails to plan for and manage endings appropriately
150
Key Role 3
SUPPORTING INDIVIDUALS
Support individuals to represent their needs, views and circumstances
Practice Foci A10 Advocate with, and on behalf of, with individuals, families, carers, groups and communities
Practice Foci A11 Prepare for, and participate in decision-making forums
Positive Indicators of Progression To Competence









Demonstrate ability to discuss and agree who is best placed to
advocate for the service user
Demonstrate knowledge of empowerment process and show
ability to apply to practice
When appropriate is able to act as an advocate
Demonstrate the ability to promote and enable service users to
achieve greater independence
Acknowledges and addresses own views re: paternalism, selfdetermination and choice
Inform service users, carers, groups, communities of their
rights and demonstrate the ability to support people to avail of
their rights
Prepare reports and documents for decision-making forums as
appropriate to role and agency remit
Enable all relevant parties to be involved in decision making
forums
Demonstrates knowledge and understanding of power and its
impact on service users, carers etc.
Negative Indicators of Progression to Competence









Gives little or no thought to how she / he uses power or
minimises the power inherent in relationships with others
Takes control, tending to be directive and prescriptive when
this is inappropriate
Lacks knowledge and understanding of the empowerment
process which leads to inaccurately assessing the need to
support rather than do, or failing to step in when required
Fails to acknowledge the service user’s strengths and abilities
to represent their own needs, views and circumstances
Misunderstands and then misrepresents the service user’s
wishes and needs
Fails to inform service users of their rights and / or resources
they can avail of
Shows an on-going lack of ability to prepare adequately for
decision making forums
Fails to involve all relevant parties in decision making forums
Shows continual inability to participate productively in decision
making forums
151
Key role 4
MANAGING RISK
Manage risk to individuals, families, carers, groups, communities, self and colleagues
Practice Foci A12 Assess and manage risks to individuals, families, carers, groups and communities
Practice Foci A13 Assess, minimise and manage risk to self and colleagues
Positive Indicators of Progression To Competence







Can assess and analyse potential risk to self and/or others and
can take appropriate action
Demonstrates ability to assess and manage risk as part of a
multi-disciplinary team
Takes action to address, reduce or manage risks in
conjunction with all relevant parties
Identifies and responds to the rights and needs of those who
are at risk
Understands and is able to implement the agency’s risk
assessment and management policies and procedures and
communicates this effectively to service users
Can plan, monitor and review outcomes and actions to
minimise risk, stress and harm
Demonstrates relevant risk assessment and management
knowledge / theory including legislative and policy frameworks
Negative Indicators of Progression to Competence










Fails to recognise or acknowledge risks
Is unable to assess and analyse risk to self and/or others to
inform appropriate action
Fails to manage risk as part of a multi-disciplinary team
Fails to implement agency policies and procedures for the
protection of service users and staff
Is unable to revise approach in light of new information
Fails to communicate effectively with service users and allied
professionals
Is unable to plan, monitor and review intervention outcomes to
minimise risk, stress and harm
Is unable to demonstrate risk assessment and management
knowledge / theory
Fails to consider rights and balance these with needs and risks
Lacks knowledge and understanding of the legislative and
policy frameworks in relation to risk assessment and
management
152
Key role 5
MANAGEMENT AND ACCOUNTABILITY
Manage and be accountable, with supervision and support, for your own social work practice within your organisation
Practice Foci A14 Manage and be accountable for your own work
Practice Foci A15 Contribute to the management of resources and services
Practice Foci A16 Manage, present and share records and reports
Practice Foci A17 Work within multidisciplinary and multi-organisational teams, networks and systems
Positive Indicators of Progression To Competence







Is able to utilise, engage and contribute to the supervision
process, demonstrating they can use this effectively
Manage and prioritise their workload within organisational
policies, standards and mandates
Can self-manage workload, prioritise, fulfil commitments and
meet deadlines
Prepares for and participates in decision making forums and
can make decisions as necessary and appropriate to their role
within the agency
Demonstrates that their practice is informed by theory and
evidence based practice
Uses critical reflection feedback to improve knowledge and
practice whilst also recognising impact on others
Is professionally competent to represent the agency to
members of the public, other professionals and public bodies
etc.
Negative Indicators of Progression to Competence







Is unable to utilise, engage and contribute effectively to the
supervision process
Is unable to manage and prioritise workload within
organisational policies, processes, standards and mandates
Is unable to self-manage workload, prioritise and fulfill
commitments and meet deadlines. Work does not get done on
time and timekeeping is poor
Is unable to prepare for and participate in decision making
forums as necessary and appropriate to their role
Cannot make decisions when appropriate or shows a tendency
to make inappropriate decisions that are not within his/her role
and level of competence
Is unable to demonstrate how their practice has been informed
by theory and knowledge
Tends to be descriptive when critically reflecting and has
limited insight into the impact that their practice has on others
153












Is able and willing to contribute to team / agency working on
policy, resources, effectiveness etc.
Contribute to monitoring the outcomes, quality and cost
effectiveness in meeting need, including acknowledgement of
self as a resource
Is able to identify unmet need and take appropriate action as
per agency requirements
Records and stores information in accordance with agency
policies and procedures
Shares records with service users, carers, professionals and
others as appropriate
Written communications are clear and appropriate
Is able to work within legal and agency mandates with regards
to access to records, reports and the protection of data
Works co-operatively with colleagues, other professionals,
networks and systems within a multi-disciplinary and multiorganisational context
Shows developing knowledge and understanding of the roles
and responsibilities of those within the multi-disciplinary team
Develops and maintains effective working relationships
Is appropriately assertive with service users and fellow
professionals
Deals constructively with disagreements and conflict within
working relationships













Does not present as competent to represent the agency to
members of the public or to other professionals
Is unwilling or shows limited evidence of contribution to team
working on policy, resources and effectiveness
Is unable to understand the concept of monitoring outcomes
and thus unable to contribute effectively to quality and cost
effectiveness of services
Is unable to identify unmet need and follow agency procedures
regarding unmet need
Shows little understanding of the use of self as a resource
Is careless with information storage and demonstrates little
understanding of the importance of following agency policy and
procedure
Is unable to follow agency policies with regards to the sharing
of information with service users, carers and other
professionals
Shows limited understanding of the boundaries of
confidentiality
Does not follow agency policies with regards to access to
records, reports and the protection of data
Written work within the agency is of a poor standard, lacking
clarity, accuracy and / or is illegible and therefore does not
meet the agency standard (even after developmental
feedback)
Shows poor practice within a multi-disciplinary context, is
unable to work co-operatively, has poor communication skills
(written and/or verbal)
Lacks knowledge and understanding of different roles and
associated responsibilities within the multi-disciplinary team
Is unable to develop and / or sustain positive working
relationships with a range of professionals
154



Lacks confidence and competence in terms of own social work
role and responsibilities in a multi-disciplinary context
Cannot or does not deal with conflict and shows little insight
into conflict resolution within working relationships
Is unable to critically reflect on own practice and areas that
need to be addressed regarding conflict resolution
155
Key role 6
DEMONSTRATION OF PROFESSIONAL COMPETENCE
Demonstrate professional competence in social work practice
Practice Foci A18 Research, analyse, evaluate and use current knowledge of best social work practice
Practice Foci A19 Work within agreed standards of social work practice and ensure own professional development
Practice Foci A20 Manage complex ethical issues, dilemmas and conflicts
Practice Foci A21 Contribute to the promotion of best social work practice
Positive Indicators of Progression To Competence








Demonstrates the ability to review and update own knowledge
with regards to legislation, policy and procedures including
recommendations from inquiries
Engages in on-going professional development with regards to
evidence based practice, underpinning knowledge base and
appropriate models and methods of intervention
Seeks out and uses the expertise of colleagues and other
professionals
Meet relevant standards of practice and works in a lawful, safe
and effective way
Upholds professional social work practice values and works
within NISCC Code of Practice
Maintains appropriate professional and personal boundaries
Can exercise and justify professional judgements
Can use supervision and support to take action to meet
continuing professional development needs
Negative Indicators of Progression to Competence
 Is unable to utilise best practice and messages from inquiries
within own practice. Is unwilling or unable to update own
knowledge base with regards to legislation, policy and
procedures
 Shows limited understanding of the importance of evidence
based practice and is not engaging in on-going professional
development
 Does not identify, develop and apply appropriate methods /
models of intervention to own social work practice. Does not
undertake reading to update and develop own knowledge base
 Does not utilise the expertise of staff within the team to inform /
develop own practice
 Work is consistently below standard
 Work does not follow agency policy, legislation and guidance
and is unsafe
 Fails to see the need for or work as an accountable member of
the organisation
156









Can bear to be unpopular – e.g. When this is an unavoidable
consequence when acting with professional integrity
Critically reflects on own practice and performance
Is aware of his/her own beliefs and prejudices and is willing
and able to consider how these might impact on his/her
practice
Identifies ethical issues, dilemmas and conflicts, devises
effective strategies to deal with them and is able to critically
reflect on and learn from the outcomes
Recognises various levels of oppression and discrimination
and can challenge as appropriate
Uses supervision together with other organisational and
professional systems, to inform courses of action including
where practice falls below required standards
Understands best practice and demonstrates commitment to
working towards achieving this
Works with colleagues, other professionals and service users
to contribute to team and service development
Can offer a critical analysis of the agency’s functioning and
effectiveness to contribute to policy review and development









Has limited knowledge and understanding of the importance of
the NISCC Code of Practice and has demonstrated
inappropriate value judgements
Confuses the personal and the professional and is unable to
maintain appropriate professional boundaries
Is unable to make sound appropriate professional judgements
based on evidence and underpinned by theory
Views supervision as day to day case work management and
is unwilling to discuss or engage in the process of professional
development
Is unable to undertake the professional role effectively when
dealing with conflict or difficult statutory tasks which may be
unpopular with other professionals or service users
Cannot use statutory powers where this is needed or fails to
take account of service users’ rights within this
Is unable to critically reflect on own practice and performance.
Demonstrates an unwillingness or inability to listen to and learn
from developmental feedback
Has poor insight or understanding into own beliefs and
prejudices and is unwilling to discuss personal value base and
its potential impact on social work practice
157







Is unable or unwilling to challenge discriminatory or oppressive
practices where this is a realistic and appropriate possibility
given student status
Cannot tune into ethical issues or dilemmas within own social
work practice or is unable to deal with ethical dilemmas
effectively and appropriately
Does not use supervision, other organisational and
professional systems to address when practice falls below the
required standard
Is unwilling or unable to acknowledge that work is below
standard and does not take responsibility for own practice
failings
Shows limited understanding of best practice and does not
aspire to achieving / enhancing best practice within own
practice and within the agency context
Does not engage in opportunities for team and service
developments. Is unwilling or unable to engage with the team
to enhance service delivery
Has limited understanding of the agency role and function and
is unable to critically reflect on the effectiveness of policy
review and development
158
Appendix 9: Direct Observation of Practice
N.B It is desirable that all direct observations are live but a minimum of
two MUST be.
DATE OF
OBSERVATION
LIVE
SCREEN
TIME
STUDENT:
VIDEO
____________________________________
PRACTICE TEACHER: ____________________________________
1.
SETTING AND CONTEXT (Practice setting, stage of practice
learning opportunity and nature of practice observation/service-user
circumstances).
159
2.
PREPARATION FOR OBSERVATION
(A)
Practice Teacher
(B)
Student
(C)
Service User(s)
3.
GENERAL SUMMARY OF OBSERVATION AND STUDENT
PERFORMANCE:
Is the Student identifying and addressing issues presented by the
Service User/Family/Carer(s)/group? Is the Student responding to
the dynamics occurring within the interaction?
160
4.
SKILLS – demonstrated that are of a competent standard and/or
that need to be developed. * (See Question 8 also)
5.
KNOWLEDGE BASE – use of knowledge and theory informing
practice and/or aspects that need to be developed? (Legislation;
policy and procedures; role and responsibilities; Service User
issues; social work methods and process).
6.
ETHICAL PRACTICE – demonstration of the value base in
practice, including acknowledgement of NISCC Code of Practice
and anti-oppressive perspectives.
161
7.
FEEDBACK FROM SERVICE USER/or relevant others
present
8.
DEMONSTRATION OF SPECIFIC KEY ROLES AND
PRACTICE FOCI
9.
FUTURE LEARNING NEEDS AND ACTION REQUIRED
Signed:
Teacher
_________________________
Practice
Discussed
With Student
_________________________
Date
Signed
_________________________
Student
162
Appendix 10: Practice Teacher Report (including
summary matrix)
This should contain the following:
Section One:
Front Sheet
(Student, Training Team and Practice Learning
Details)
Section Two:
Practice Teacher Report
(To include Recommendation and Identification
of Future Learning Needs)
Section Three:
Matrix Summary Sheet
Section Four:
Students only)
Line Manager’s Endorsement (Final Year
*PLEASE NOTE THAT THERE IS NO PDR
163
PRACTICE TEACHER REPORT
SECTION ONE: FRONT SHEET
Student:
Practice Teacher:
On-Site Facilitator/Supervisor(s):
Tutor:
Social Work Course:
Stage of Training: Level 2/Level 3 (delete as appropriate)
Dates of Practice Learning:
Practice Learning Setting:
Service User Group:
Is the Practice Teacher accredited?
Yes/No
Is the Practice Teacher currently undertaking the NIPTTP?
Yes/No
Practice Teacher Recommendation
PASS/FAIL
164
SECTION TWO:PRACTICE TEACHER REPORT
Student:
Practice Teacher:
Tutor:
Social Work Course:
Stage of Training: Level 2 / Level 3
If Level Two the Student must have
undertaken one of Group Work/Group
Care or Community Development
Work - Which was undertaken?
Dates of Practice Learning:
Practice Learning Setting:
Service User Group:
Key Role
Competent
Not Competent
Key Role 1
Key Role 2
Key Role 3
Key Role 4
Key Role 5
Key Role 6
FINAL RECOMMENDATION:
PASS / FAIL
FOLDER OF EVIDENCE SUBMITTED:
YES / NO
165
Evidence Base for Practice Teacher Assessment
Please state the evidence base for your assessment of this
Student: (e.g. direct observations, feedback, agency records,
supervision, etc.)
The Practice Assessment Panel can contact the following person
at the address/phone number or e-mail indicated to access
evidence should this be required:
Contact Details:
166
Assessment of Student’s Professional Development
Practice Teachers should comment on the Student’s ethical
practice, professional competence and professional responsibility
and accountability (including how confidentiality has been
maintained and service user and carer consent sought)
Please refer to
a) the quality and depth of evidence
b) ability to link theory to practice, detail AOP
c) ability to critically analyse and evaluate own practice
(It is at the discretion of the Practice Teacher to determine the
length of this section)
167
Indicate which of the following learning opportunities were available to the
Student and make some brief comment on each. The following represent the
relevant requirements as set out by NISCC. Please refer to “Practice
Learning Requirements for the Degree in Social Work”, for further guidance, if
necessary.
N.B Students at Level 2 are required to cover at least one of the following
during their practice learning opportunity:
Group care or Group work or Community Development
Requirement
Carrying out
statutory social
work tasks
Met/Unmet
Comments
Group Care
Working with at
least two other
professionals
The contested
nature, scope and
purpose of social
work in a diverse
society
Participating in
formal decisionmaking forums
Participating in and
presenting
evidence in courts
or tribunals or
other formal
hearings
Applying
community
development
approaches in
social work
168
Summary of Practice Teacher’s contact with Service Users/Carers
in relation to the Student’s practice
169
Summarise the Student’s future learning needs:
(This can be used to further inform the Individual Learning Plan of
the Student or their Assessed Year in Employment.)
170
RECOMMENDATION:
PASS / FAIL
Student Comments on Practice Teacher’s Report:
I verify that I have read this report
Student Signature:
Practice Teacher Signature:
Date:
171
Section Seven
Matrix Summary Sheet
PRACTICE FOCI
A1
EVIDENCE
DATE VERIFIED
A2
A3
A4
A5
A6
A7
A8
A9
A10
A11
Signature of
Practice Teacher
172
PRACTICE FOCI
A12
EVIDENCE
DATE VERIFIED
A13
A14
A15
A16
A17
A18
A19
A20
A21
Signature of
Practice Teacher
173
Appendix 11:
LEVEL 3 ENDORSEMENT OF ASSESSMENT
In line with criterion 2.6.5 of The Standards for Practice Learning
for the Degree in Social Work (NISCC: Revised 2009)
I
Address:
certify that:
Social Work Student, Level 3
Social Work Degree
Programme
Dates of Practice Learning
Period
Practice Learning Site
has demonstrated the appropriate level of practice competence
and confidence and is ready to undertake the Assessed Year in
Employment.
My endorsement is based on
(a) Professional supervision
(b) Agency records/reports
(c) Participation in the student’s training team meetings
(d) Feedback from colleagues and service users
Signed
Date
174
Appendix 12: Important dates
Practice Learning Opportunities Calendar 2014/15
Student Level
and Programme
PLO Commencement and
End dates
20th August – 17th December
QUB,UU/FE: Recall days
25th & 26th Sept. 2014
6th & 7th Nov. 2014
UGR Level 2
(1st PLO)
85 days
Note
Submission dates for
students
Folder of evidence to Practice
Teacher
10th December 2014
Reflective Practice Assignment
(RPA)
QUB - 17th December 2014
QUB,UU/FE: Study days
29th Sept & 10th Nov. 2014
17th Dec. 2014
Bank Holiday 25th August ’14
Hand-in dates for
Practice Teacher Report
and Summary Matrix
Copies of Reflective Practice
and Case Study
assignments to be submitted
to Practice Teacher by 5th
January
UU/FE - 5th January 2015
Case Study
-Practice Teacher Report
UU/FE - 17th December 2014
-Completed matrix
QUB – 5th January 2015
5th January 2015
Practice Learning Opportunities Calendar 2014/15
Student Level
and Programme
PLO Commencement and
End dates
20th August ’14 – 10th April ‘15
Part–time route PLO
UGR Level 2
85 days
UU/FE: Recall days
3rd October 2014
7th November 2014
16th January 2015
27th February 2015
QUB: Recall Days
6th, 7th November 2014
26th, 27th February 2015
Submission dates for
students
Hand-in dates for
Practice Teacher Report
and Summary Matrix
Folder of evidence to Practice
Teacher
3rd April 2015
Reflective Practice
Assignment (RPA)
QUB – 10th April 2015
Copies of Reflective Practice
and Evidence Based Project
assignments to be submitted
to Practice Teacher by 24th
April
UUM – 24th April 2015
UU/FE: Study Days
12th Feb 2015
25th March 2015
10th April 2015
QUB: Study Day
10th November 2014
2nd March 2015
10th April 2015
Note
Case Study
Practice Teacher Report
-Completed matrix
UUM – 10th April 2015
24th April 2015
QUB –
24th
April 2015
Bank holidays: 25th August;
25th & 26th December; 1st January;
17th March; 6th, 7th April
176
Practice Learning Opportunities Calendar 2014/15
UU and QUB RGR 2 (Final version)
Student Level
and Programme
PLO Commencement and
End dates
7th January - 11th May 2015
UU/FE: Recall days
9th & 10th February
13th &14th April
Submission dates for
students
Folder of evidence to Practice
Teacher
1st May 2015
Reflective Practice Assignment
(RPA)
QUB - 11th May 2015
RGR Level 2
(1st PLO)
UU/FE : Study Days
11th Feb, 15th April & 7th May
85 days
QUB: Recall Days
12th & 13th Feb
16th & 17th April
Case Study
UU – 11th May 2015
QUB : Study Days
16th Feb
20th April
11th May
Case Study
QUB – 22rd May 2015
Note
Hand-in dates for
Practice Teacher Report
and Summary Matrix
Reflective Practice Assignment
(RPA)
UU - 22nd May 2015
Copies of Reflective Practice
and Case Study
assignments to be submitted
to Practice
Teacher by 22nd May
Practice Teacher Report
and completed matrix
submitted
22nd May 2015
Bank holidays :17th March;
6th, 7th April; 4th May
177
Practice Learning Opportunities Calendar 2014/15
UU and QUB RGR 3/UGR 3 (Final version)
Student Level
UGR and RGR Level
3
(Final PLO)
100 days
PLO Commencement and
Ending dates
7th January - 2nd June 2015
QUB: Recall Days
20th Feb 2015
13th & 14th April 2015
UU: Recall Days
20th February 2015
20th March 2015
1st May 2015
Submission dates for
students
Practice component of PLO
finishes
19th May 2015
Folder of evidence to Practice
Teacher
12th May 2015
Reflective Practice Assignment
(RPA)
QUB – 19th May 2015
Reflective Practice Assignment
UU - 2nd June 2015
Evidence Based Project
UU- 19th May 2015
Evidence Based Project
QUB – 2nd June 2015
Note
Hand-in dates for
Practice Teacher Report
and Summary Matrix
Copies of Reflective Practice
and Evidence Based Project
assignments to be submitted
to Practice Teacher by 2nd
June
Practice Teacher Report
and completed matrix
submitted
2nd June
Bank holidays: 17th March; 6th, 7th
April; 4th May; 25th May
178
Practice Learning Opportunities Calendar 2014/15
PART TIME ROUTE UU/QUB UGR FINAL PLO
Student Level
PLO Commencement and
Ending dates
20th August ’14 – 20th May ‘15
UGR Part time Route
Final PLO
100 days
Recall days:
QUB
13th, 14th November 2014
19th, 20th February 2015
UU
13th, 14th November 2014
19th, 20th February 2015
Submission dates for
students
Practice component of PLO
finishes
24th April 2015
Folder of evidence to Practice
Teacher
10th April 2015
Reflective Practice Assignment
QUB 24th April 2015
UUM 20th May 2015
Evidence Based Project
UUM 24th April 2015
QUB 20th May 2015
Note
Hand-in dates for
Practice Teacher Report
and Summary Matrix
Copies of Reflective Practice
and Evidence Based Project
assignments to be submitted
to Practice
Teacher by 20th May ’15
Practice Teacher Report
Completed matrix
20th May ’15
Bank holidays: 25thAugust; 25th,
26th December; 1stJanuary; 17th
March; 6th, 7th April; 4th May
 Note that this calendar is based on students completing 2.5 days per week. On the week of recall
days readjustment of PLO working hours may be necessary.
179
Appendix 13: Assessment Criteria
UNIVERSITY OF ULSTER
ASSESSMENT CRITERIA – QUALITATIVE-BASED WORK
Student Reg No _________________
Level 5 - First PLO
Classification
I
[Outstanding
Work]
%
Range
80 –
100
Module ________________________
Content, including AOP
30
Extensive critical evaluation and
synthesis of issues and material which
includes original and reflective thinking
24-30
Some critical evaluation and synthesis
of issues and material which includes
some originality
21-23
Evaluation and synthesis of main issues
and material
18-21
I
[Excellent
Work]
70 –
79
II (i)
[Good Quality
Work]
60 –
69
II (ii)
[Acceptable
Work]
50 - 59
Accurate description of main issues and
material with some evaluation 15-18
III
[Adequate
Work]
40 –
49
Description of main issues and material
only
12-15
Fail
(condonable)
[Limited Work]
35 –
39
Omission of some relevant material
11-12
Fail
[Unacceptable
Work]
0 – 34
Insufficient and largely irrelevant
material
0-10
Application of Theory
20
Evidence of detailed, relevant
application of theory, and/or
empirical results, where applicable
16-20
Clear evidence of relevant
application of theory and/or
empirical results, where applicable
14-16
Appropriate application of theory
and/or empirical results, where
applicable
12-14
Occasional relevant application of
theory and/or empirical results
10-12
Knowledge and Understanding,
including reflection on learning 20
Excellent knowledge and depth of
understanding of principles and
concepts
16-20
Comprehensive knowledge and
depth of understanding of principles
and concepts
14-16
Knowledge and sound
understanding of principles and
concepts
12-14
Knowledge and understanding of
key principles and concepts only
10-12
Limited evidence of relevant
application of theory and/or
empirical results
8-10
Very limited evidence of
application of theory and/or
empirical results
7-8
No evidence of application of
theory and/or empirical results
0-7
Basic knowledge and understanding
of key principles and concepts only
8-10
Limited and/or superficial
knowledge and understanding of
key principles and concepts
7=8
Little or no knowledge and
understanding of key principles and
concepts
0-7
Evidence of Reading
15
Evidence of reading a wide
range of supplementary
sources 12-15
Referencing
6
Excellent
referencing
6
Evidence of reading a range
of supplementary sources
11-12
Comprehensive
referencing
5
Adequate evidence of
reading supplementary
sources
9-10
Evidence of directed reading
and some supplementary
sources
7-9
Evidence of directed reading
only
6-7
Appropriate
referencing
4
Limited
referencing
2
Presentation, Grammar and Spelling
9
Exceptional presentation, logically
structured, using correct grammar
and spelling
7-9
Excellent, well directed
presentation, logically structured,
using correct grammar and spelling
6-7
Good presentation logically
structured, using correct grammar
and spelling
5-6
Orderly presentation, competently
structured and acceptable grammar
and spelling
4-5
Weak presentation and structure,
acceptable grammar and spelling
4
Evidence of minimal reading
only
5-6
Inadequate
referencing
1
Poor presentation, structure,
grammar and spelling
3-4
Little or no evidence of
reading
0-5
Little or no
referencing
0-1
Unacceptable presentation,
structure, grammar and spelling
0-3
Adequate
referencing
3
MARKS
TOTAL MARK
Note: Very poor presentation will make it difficult for the marker to understand your work and is likely to result in lower marks across
all the criteria
180
UNIVERSITY OF ULSTER
ASSESSMENT CRITERIA – QUALITATIVE-BASED WORK
Student Reg No _________________
Module ________________________
Level 6 - FINAL PLO
Classification
%
Range
Content, including AOP
30
Application of Theory
20
I
[Outstanding
Work]
80 –
100
I
[Excellent
Work]
70 –
79
II (i)
[Good Quality
Work]
60 –
69
Critical insightful evaluation and
synthesis of issues and material which
includes an original and reflective
approach
24-30
Critical evaluation and synthesis of
issues and material which includes
original and reflective thinking
21-23
Critical evaluation and synthesis of
issues and material
18-21
II (ii)
[Acceptable
Work]
50 - 59
III
[Adequate
Work]
40 –
49
Fail
(condonable)
[Limited Work]
35 –
39
Extensive evidence of relevant and
perceptive application of theory,
and/or empirical results, where
applicable
16-20
Clear evidence of relevant application
of theory, and/or empirical results,
where applicable
14-16
Evidence of relevant application of
theory and/or empirical results, where
applicable
12-14
Occasional relevant application of
theory, and/or empirical results where
applicable
10-12
Limited evidence of relevant
application of theory and/or empirical
results
8-10
No evidence of relevant application
of theory and/or empirical results
7-8
Fail
[Unacceptable
Work]
0 – 34
Accurate description of main issues
and material, with some critical
evaluation
15-18
Limited evaluation and description of
main issues and material
12-15
Omission of some relevant material
11-12
Insufficient and largely irrelevant
material
0-10
No evidence of application of theory
and/or empirical results
0-7
Knowledge and Understanding,
including reflection on learning
20
Exceptional knowledge and indepth understanding of
principles and concepts
16-20
Evidence of Reading
15
Referencing
6
Presentation, Grammar and Spelling 9
Extensive evidence of
integrating appropriate
supplementary sources
12-15
Outstanding
referencing
6
Excellent knowledge and depth
of understanding of principles
and concepts
14-16
Comprehensive knowledge and
depth of understanding of
principles and concepts
12-14
Appropriate knowledge and
understanding of principles and
concepts
10-12
Basic knowledge of key
principles and concepts only
8-10
Evidence of extensive
reading of supplementary
sources
11-12
Evidence of reading a range
of supplementary sources
9-10
Excellent
referencing
5
Evidence of reading directed
reading and some
supplementary sources
7-9
Evidence of basic reading
only
6-7
Adequate
referencing
3
Outstanding, well-directed
presentation, logically and coherently
structured, using correct grammar and
spelling
7-9
Excellent, well-directed presentation,
logically structured, using correct
grammar and spelling
6-7
Good quality presentation, well
structured, using correct grammar and
spelling
5-6
Orderly presentation and structure with
acceptable grammar and spelling
4-5
Limited
referencing
2
Acceptable presentation and structure,
grammar and spelling
4
Limited and/or superficial
knowledge of key principles and
concepts
7-8
Insufficient evidence of key
principles and concepts
0-7
Minimal evidence of reading
5-6
Inadequate
referencing
1
Poor presentation and structure,
grammar and spelling
3-4
Little or no evidence of
reading
0-5
Little or no
referencing
0-1
Inadequate presentation, structure,
grammar and spelling
0-3
Comprehensive
referencing
4
MARKS
TOTAL MARK
Note: Very poor presentation will make it difficult for the marker to read and understand your work and is likely to result in lower
marks across all the criteria
181
Appendix 14
QUB Conceptual Equivalents Scale Undergraduate Levels 1–3
Conceptual
Equivalent
Exceptional I
Discrete
Pt
100
High/Excellent
I
(in addition to
criteria for
Definite/low 1)
90
Definite I
80
Mark
Band
95–100
Level 1 Criteria
85–94
77–84
Excellent answer which:

Is comprehensive and accurate

Is presented in a clear and cogent manner

Makes full reference to appropriate material

Makes effective use of language

Displays some of the following characteristics:
o integration of a wide range of learning resources
o originality of exposition or treatment
o evidence of insight
o critical evaluation
Exceptional answer, an exemplary piece of work showing:

A good degree of criticality

An in-depth knowledge and understanding across
all the relevant areas

Very thorough coverage of the topic

Significance evidence of wide use of learning
resources
Excellent answer showing:

A degree of independence of thought and critical
judgement

A thorough understanding of the main issues
involved

Knowledge and understanding beyond module
content

A degree of originality

Evidence of a wide use of learning resources
Low I
73
70-76
High 2.1
68
67–69
Definite/solid
2.1
65
64–66
62
60-63
High 2.2
58
57-59
Definite/solid
2.2
55
54–56
52
50–53
Low/clear 2.1
Low/clear 2.2
Level 2 Criteria
Very good answer which:

Is generally accurate and reasonably detailed

Displays a good understanding of the main
principles and a reasonable grasp of details

Shows strong and coherent argumentation

Is presented in a logical fashion

Makes frequent reference to appropriate material

Makes effective use of language
Very good, comprehensive answer showing:

A good awareness of the main issues involved at
this level

The ability to analyse concepts and ideas at an
abstract level

A good knowledge and understanding of module
material

Evidence of use of learning resources beyond
required texts/module material
Good answer which:

Is reasonably accurate and well informed, albeit
with some minor omissions or inaccuracies

Is limited to the main issues and based on a
limited range of learning resources

Makes some reference to appropriate material

Makes acceptable use of language, with some
minor inaccuracies
Good answer showing:

Reasonably developed arguments,

Knowledge of the main issues involved at this level

A satisfactory understanding of module material

Little reference to resources outside module
material
Level 3 Criteria
Exceptional and exemplary work showing:

A very high level of critical analysis

A very high level of insight in the conclusions drawn

An in-depth knowledge and understanding across a wide
range of the relevant areas including areas at the forefront of the
discipline

Very thorough coverage of the topic

Confidence in the appropriate use of learning resources to
support arguments made
Excellent and outstanding answer showing:

Considerable independence of thought and critical
judgement with sustained critical analysis.

A well developed ability to analyse concepts and ideas at
an abstract level

A thorough understanding of all the main issues involved
and their relevance

A substantial degree of originality

Substantial evidence of wide, relevant and critical use of
learning resources

Good understanding of complex and problematic areas of
the discipline
Excellent answer showing:

A good level of independence of thought and critical
judgement and a level of critical analysis.

A developed ability to analyse concepts and ideas

An understanding of all the main issues involved and their
relevance

A degree of originality

Evidence of wide, relevant and critical use of learning
resources

An understanding of the complexity and scope of the
discipline
Very good, comprehensive answer showing:

Good understanding of relevant wider issues.

Well developed arguments with evidence of independent
thought

A good understanding of module material coupled with the
ability to relate this to new ideas and concepts

Evidence of wide and relevant use of learning resources

Synthesis / integration of material from other
modules/experience as well as the current module

Evidence of independent/autonomous learning
Good answer showing:

The ability to draw reasonable conclusions

Knowledge and awareness of the main issues

A satisfactory understanding of module material

Little reference to resources outside module material
Conceptual Equivalents Scale Undergraduate Levels 1–3
Conceptual
Equivalent
High 3rd
Discrete
Pt
48
Mark
Band
47–49
Definite 3rd
45
44–46
Low 3rd
42
40–43
Marginal fail
35
35–39
Weak fail
25
25–34
Poor fail
15
15–24
Nothing of
merit
0
0–14
Level 1 Criteria
Level 2 Criteria
Level 3 Criteria
Adequate answer which:

Displays evidence of understanding of the main
principles in broad terms

May contain important inaccuracies or
omissions

May lack a coherent structure

May answer the question indirectly or may lack
supporting evidence

Makes minimal reference to relevant material

Shows poor use of language, although the
meaning is understandable
Adequate answer which:

Shows weak to fair understanding of main issues

Makes no reference to resources outside module
material

Makes arguments that are weak

Has a low but acceptable level of written expression
Passable (just acceptable) answer which:

Is weak in material and understanding of module
content

Contains significant omissions and/or inaccuracies

Recognises the aim of the question and has attempted
to answer it
Marginally failing answer which:

Meets some of the necessary requirements

Has some major inaccuracies

Shows limited knowledge of the main issues
Adequate answer which:

Shows fair understanding of main issues

Shows little familiarity with resources outside module
material

Makes arguments that are not strong

Has a low but acceptable level of written expression
Passable just acceptable) answer which:

Contains some relevant material

Contains significant omissions and/or inaccuracies

Recognises the aim of the question and has attempted to
answer it
Unsatisfactory answer which:

Meets very few of the necessary requirements

Shows some recognition of the meaning of the
question

Shows little familiarity with the main issues

Indicates that knowledge is vague and skimpy

Has many major inaccuracies
Poor answer in which:

There are few points relevant to the question

The bulk of the answer is irrelevant/inaccurate

There are major misunderstandings of the material
Unsatisfactory answer which:

Fails to meet most of the necessary requirements

Shows little understanding of the major issues

Indicates that knowledge is vague and skimpy

Has many major inaccuracies
Answer meeting none of the necessary requirements with:

Minimal or no material of value to the question asked

No recognition of the question
Answer meeting none of the necessary requirements with:

Minimal or no material of value to the question asked

No recognition of the question
Marginally failing answer which:

Displays a very limited understanding of the aim
of the question

Is sparse in material and lacking in organisation

Contains material that is inappropriately used or
of limited relevance

Proceeds by way of assertions unsupported by
appropriate evidence

Shows poor use of language with significant
grammatical and other errors
Unsatisfactory, poor answer which:

Shows a complete lack of understanding of the
question

Provides very little of any relevance and value
to the question

Makes an incoherent argument

Shows poor use of language with significant
grammatical and other errors
Marginally failing answer which:

Meets some of the necessary requirements

Has some major inaccuracies

Shows limited understanding of the module content
Poor answer in which

There are few points relevant to the question

The bulk of the answer is irrelevant/inaccurate

There are major misunderstandings of the material
183
Conceptual Equivalents Scale Postgraduate
Module Descriptor
A
(Outstanding)
Mark Band
80–100
A
(Clear)
70–79
B
60–69
C
50–59
Marginal Fail
40–49
Weak Fail
0–39
Criteria




























Thorough and systematic knowledge and understanding of module content;
Clear grasp of issues involved, with evidence of innovative and original use of learning resources
Knowledge beyond module content
Clear evidence of independence of thought and originality
Methodological rigour
High critical judgement and confident grasp of complex issues
Methodological rigour
Originality
Critical judgement
Use of additional learning resources.
Very good knowledge and understanding of module content
Well argued answer
Some evidence of originality and critical judgement
Sound methodology
Critical judgement and some grasp of complex issues
Good knowledge and understanding of the module content
Reasonably well argued
Largely descriptive or narrative in focus
Methodological application is not consistent or thorough
Lacking methodological application
Adequately argued
Basic understanding and knowledge
Gaps or inaccuracies but not damaging
Little relevant material and/or inaccurate answer or incomplete
Disorganised
Largely irrelevant material and misunderstanding
No evidence of methodology
Minimal or no relevant material
*module content should be interpreted as the topic or area of research being undertaken in the study in keeping with the learning outcomes for the module.
The above criteria can be applied to both taught modules at M-level and the M-level dissertation (ignoring reference to module content).
184
Determinator
within grade band
Originality of argument
Methodological rigour
Extent of use of additional or non-core learning
resources
Understanding of the main issues
Relevance of knowledge displayed
Weakness of argument
Appendix 15:
Guidance: Use of Internal Employer Mechanisms
The Management of Concerns Specifically Related to Practice
Competence – Protocol for Practice Teachers
Section A
NISCC Practice Learning Standard 3.7.3 states
“each practice learning provider ensures staff are supported in carrying out
their assessment responsibilities, including opportunities for standardisation,
continuous professional development and sharing of best practice.”
To ensure the above is achieved, provider agencies are required to have
arrangements that are consistent, fair and transparent.
Whilst each agency has internal mechanisms for support and guidance for
Practice Teachers and a quality assurance system in relation to the standards
to measure Student competence over and above normal managerial
supervision the following actions are required when the Practice Teacher has
concerns about the Student meeting all requirements:
 Ensure full involvement of Tutor, Student and on-site (as appropriate)
 Record and agree timescales of use of any formal internal processes of
quality assurance (to be discussed in Practice Teacher Report)
 Ensure completion of minute of extraordinary and/or additional review
meetings
 Ensure Student evidence folder is forwarded with the Practice Teacher
Report if a recommendation of NOT COMPETENT/FAIL
Section B
This guidance is advised for Practice Teachers where there are concerns
about a Student’s ability to meet the key roles and / or practice learning
requirements.
 Do not ignore the situation , but at the same time do not over react
 Be clear about the problem areas with the Student
 Provide the Student with honest feedback on work (written and
practice)
 Make time to address the issues as soon as they arise and set
tasks/objectives and review progress within agreed timescales.
 If concerns arise prior to the mid - point review instigate an earlier
meeting
 If concerns arise after the mid - point review initiate an extraordinary
meeting
 Formulate appropriate opportunities within agreed timescales including
a date for a formal review meeting.
185





Maintain appropriate records.
Advise relevant managers and ensure support for self
Ensure Student has access to appropriate support mechanisms
Ensure sufficient time for completion of detailed assessment report
Use managerial supervisory arrangements throughout the practice
learning period.
 Ensure adherence to organisation’s internal mechanisms for quality
assurance of Student competence.
 Ensure you are full aware of and where appropriate adhere to “Protocol
for Dealing with Factors Effecting Progression of Practice Learning”
(NIDSWP: June 2013)
 Ensure you are fully aware of appropriate agency and programme
policies and procedures and NISCC Codes of Practice.
N.B. If a serious/dangerous situation should arise you should
immediately refer the matter to the appropriate person(s)
within your organisation.
 ENSURE THE WELFARE AND SAFETY OF SERVICE USERS.
186
Appendix 16
NORTHERN IRELAND DEGREE IN SOCIAL WORK
PARTNERSHIP
PROTOCOL
for
DEALING WITH FACTORS AFFECTING
PROGRESSION OF PRACTICE LEARNING
Revised June 2013
187
Authors: Members of the Northern Ireland Degree in Social Work
Partnership
Produced by:
Northern Ireland Degree in Social Work Partnership
Graham House, Knockbracken Health Care Park
Saintfield Road
Belfast
BT8 8BH
Tel No. 028 9056 6735
188
Contents
Page
Glossary of terms
4
Introduction - Context of Practice Learning
5
Professional Requirements related to Practice Learning
7
Factors Impacting on progression of Practice Learning
8
Part One - Student and Practice Learning factors
11
Key Points
22
Part Two - Discontinuation of Practice Learning Opportunity
on the basis of Professional Practice and Conduct Factors
23
Further Practice Learning Opportunities
31
Student Withdrawal from PLO
32
Retrospective Practice Issues
33
189
GLOSSARY
PLO
Practice Learning Opportunity
NISCC
Northern Ireland Social Care Council
DPLP
Designated Practice Learning Provider
F/HEI
Further & Higher Education Institution
NI
Northern Ireland
Student’s Training Team =
student, practice teacher,
tutor and where applicable on site facilitator/supervisor
190
Introduction
Context of Practice Learning
The Degree in Social Work was introduced in Northern Ireland in
2004 following approval of the University of Ulster (UU) and
Queens University (QUB) courses by the Northern Ireland Social
Care Council (NISCC).
The NISCC Rules for the Approval of the Degree in Social Work
(2003) set out the requirements which Universities must meet in
order to gain approval to deliver the degree in social work. The
rules include a requirement that all programmes have in place
procedures for termination of training. This is in order to protect
the interests of service users and carers as well as students’
interests, and to ensure that students deemed unsuitable to
practice as social workers are prevented from being awarded a
degree in social work. Similarly the interests of those providing
work based practice learning experience should also be
safeguarded.
Becoming a professional social worker requires more than the
acquisition of knowledge and skills. In Northern Ireland students
completing a professional course in social work must complete two
periods of work based practice learning. Each student is assigned
a practice teacher who assesses his/her practice in terms of
competent and confident practice.
Level two undergraduate programme students complete 85
practice learning days between August and December. Level 2
relevant graduate route students complete 85 days between
January and May. Both undergraduate and relevant graduate level
three students complete 100 practice learning days between
January and June. The periods of practice learning for part –time
students will normally be from August to April for level two and
August to late May for level 3 students.
191
Practice learning opportunities (PLO) are provided by a range of
statutory, voluntary and independent agencies that are designated
as practice learning providers (DPLP) by the Northern Ireland
Social Care Council (NISCC). These opportunities are across a
wide range of service user groups, e.g. older people, children and
families, and a variety of work settings e.g. residential, day-care,
hospital and community. They are also geographically located
across Northern Ireland.
Practice Learning Opportunities are allocated through the Northern
Ireland Degree in Social Work Partnership (NIDSWP).The
NIDSWP was established under the Rules for the Approval of the
Degree in Social Work (2003). It is an unincorporated association
of education institutions and employing agencies – statutory and
voluntary which builds on the long established collaborative
working partnerships within qualifying social work education and
training in Northern Ireland. The current Partnership membership
includes the five Health and Social Care Trusts, QUB, UU/FHE,
the Voluntary sector, the Probation Board for NI(PBNI),Youth
Justice Agency for NI (YJANI) and Education Welfare.
Context of Protocol
This protocol is the outcome of an evolving process which initially
began with the introduction of the degree in social work. It has
been developed in agreement with all of the partnership member
organisations. The protocol governs the management of individual
practice learning opportunities where difficulties arise and may
result in withdrawal from or termination of the PLO.
In addition the Higher Education Institutions’ (HEIs) separate
fitness for practice procedures may result in a student being
withdrawn from the degree in social work course.
The NISCC at any stage may review a student’s registration as a
social work student/social care worker and apply sanctions to the
individual’s registration.
192
This protocol is separate from the procedures in place within
NISCC and the HEIs but there is a clear requirement for these
separate processes to be considered for each individual situation.
The overarching aim of this protocol is to promote consistency in
approach across the region, for the myriad of people involved in
the delivery of practice learning opportunities.
The purpose of the protocol is also:
 To protect and safeguard the rights and welfare of service
users

To protect students and the organisation providing the
PLO

To promote equity , transparency and clear lines of
Communication

To promote standardisation and consistency in approach

To provide support and direction to practice teachers,
tutors and others involved in the provision of practice
learning

To assist in clarifying the most appropriate procedures to
be used in dealing with practice learning issues. These
could include HEI fitness to practice procedures and/or
NISCC conduct procedures
Professional Requirements related to Practice Learning
The Northern Ireland Social Care Council (NISCC) Practice
Learning Requirements for the Degree in Social Work (Revised
2010) state that
‘Practice Learning must promote student learning while
safeguarding the rights of service users’.
Course Providers (F/HEIs and Employer Partners) have a duty to
ensure that no member of the public is adversely affected as a
193
consequence of participating in the education of social work
students.
In the interest of public safety and as representatives of the social
work profession students are required at all times to adhere to the
NISCC Code of Practice for Social Care Workers (2002).
Students are also expected to adhere to the protocols and
guidance, issued by the F/HEIs and NIDSWP, which pertain to
attendance, conduct and behaviour while completing a PLO.
These will be monitored closely throughout the programme.
Factors impacting on progression of Practice Learning
There exists a range of factors that may impinge on the progress
of a student’s practice learning. Some of these may impede the
student’s professional development whilst others may affect the
student’s continued involvement in the degree in social work
course.
This protocol aims to provide direction as to the process to be
followed when dealing with one or more factors impacting on the
progression of practice learning. The protocol does not aim to
cover every eventuality however its underpinning principles should
be followed in every situation where there are issues.
These include situations where:
 There are significant factors beyond the student’s control,
e.g. serious illness, a significant change in personal
circumstances
 Learning opportunities do not evolve as originally planned
despite every effort being made by the provider agency
 Issues of conflict affect the ability of individuals within the
student’s training team to work effectively together
194
 A student’s behaviour/practice/conduct is deemed to be
damaging or dangerous to service users and /or carers or
gives serious cause for concern.
In all such situations the following key principles should underpin
the decision–making process:
 Issues/concerns should be identified at the earliest possible
stage
 Open and honest discussion
 Establishment of clear lines of communication
 Transparency
 Involvement of all members of the student’s training team
and where appropriate other academic and/or PLO provider
staff
 Adherence to good practice guidelines in relation to
information sharing and confidentiality
 Support for each member of the training team including the
student
 Designated Practice Learning Providers reserve the right to
discontinue a PLO where due process has been followed
The protocol is divided into two parts:
Part One: Student and Practice Learning Factors
Part One outlines the process to be followed where the nature of
the circumstances are such that they are impacting on the
progression of the PLO. In certain situations a student may request
or be required to withdraw from practice learning due to the impact
of specific factors on his/her continued capacity to fully engage in
the PLO and the learning process.
195
Part Two: Discontinuation of Practice Learning Opportunity
on the basis of professional practice and conduct factors.
Part two outlines the process to be followed where there are
serious concerns about a student’s professional practice,
behaviour or conduct while undertaking the PLO.
Alternative mechanisms such as leave of absence exist within
F/HEIs to address other factors which may arise during the course
of the programme.
196
PART ONE
STUDENT AND
PRACTICE LEARNING
FACTORS
197
Part One
Student and Practice Learning Factors
Introduction
This section addresses the following circumstances:

Serious health issues or a significant change in personal
circumstances

Unacceptable risk to the student

Practice learning opportunities do not evolve as
planned

Extreme difficulties in practice teacher/onsite supervisor
and student relationship
What if a student is experiencing a serious health issue or a
significant change in personal circumstances?
It is the student’s responsibility to confirm that he/she is fit to
undertake the PLO.
The required number of practice days is 85 at Level 2 and 100 at
Level 3 (NISCC: Revised August 2010 ‘Practice Learning
Requirements for the Degree in Social Work’). There is a
requirement for full attendance on PLO and clear guidance exists
within the Regional Practice Learning Handbook on course
requirements and management of absences.
There may be circumstances where it appears that the health or
personal circumstances of the student may prevent him/her from:
 completing the required number of practice days within the
prescribed timescales and/or
 undertaking and completing tasks necessary to attaining the
level of competence required to pass PLO
198
In these circumstances the student’s training team will need to
meet to consider the individual circumstances of the student in
arriving at a recommendation as to whether a PLO can continue or
not.
Support for students with disabilities
Students undertaking social work education and training are
entitled to support by HEIs in relation to any declared illness or
disability. When commencing the course and where appropriate a
student may be assessed by university/college disability services
which allows for identification and delivery of appropriate supports
while undertaking the university delivered part of the degree
programme.
Some students may have a disability at point of entry to the
programme others may acquire or be diagnosed with a disability
after the programme has started. Other students may have
variable conditions and require supports at particular times during
the degree course, including periods of work based practice
learning (PLO).
The process of identifying appropriate supports relies on disclosure
by students. Disclosure or diagnosis of a condition may occur at
any point during the course including PLO, but the timing of this
may influence the level and/or quality of support that can be
provided.
Whilst students are encouraged to disclose any disabilities a
student has the right not to disclose their disability. However in
such circumstances he/she must understand that it is probable that
support/ reasonable adjustments will not be set up. Neither the
academic institution nor PLO provider can be accused of disability
related discrimination if they do not know, and could not be
reasonably expected to know that an individual is disabled.
Practice learning providers also provide on-going support to
students throughout periods of practice learning. Support
199
requirements in relation to work based practice learning can
however be very different to those in the educational setting.
Students should discuss their needs with their personal tutor when
completing the profile for practice learning. Discussions involving
the student, the practice teacher, tutor and appropriate others at an
early stage can avoid misunderstandings and issues arising during
the PLO.
Adequate forward planning and in depth discussion are necessary
to ensure that there is clear understanding of the work activity of
the PLO and that a student’s specific support requirements are
met. (See NIDSWP ‘Supporting disabled social work students
undertaking practice learning opportunities’ Guidance, June 2012).
Duty of Care of Designated Practice Learning Providers
PLO providers have ‘a duty of care’ to ensure the safety and
wellbeing of service users, carers and colleagues including
students. It is therefore essential that all students are fully aware
of their responsibilities in terms of professional practice. The
NISCC (2001; 6) Code of Practice for Social Care Workers states
that as a social care worker you must be accountable for the
quality of your work and take responsibility for maintaining and
improving your knowledge and skills. This includes:
‘informing your employer or the appropriate authority about any
personal difficulties that might affect your ability to do your job
competently and safely.’ (6.3)
Registration with NISCC (www.niscc.info) also requires individuals
to make a declaration about their health. Non-disclosure in any
circumstances and in particular where there might be a risk to the
safety /welfare of service users, other staff or self could have
serious implications.
Health /change in personal circumstances
When serious health issues or a significant change in personal
circumstances arise during PLO, either the PLO provider, the HEI
200
or the student may feel that the student, staff and/or service users
are placed at unacceptable risk. Examples would include serious
mental health issues where the individual lacks insight, substance
misuse, traumatic experience, a serious illness is diagnosed or a
student’s health condition deteriorates significantly.
In such circumstances the organisation may seek advice or an
assessment of risk may be sought from appropriate sources (e.g.
occupational health, health and safety personnel, general
practitioner or specialist medical opinion) to assist with the decision
- making process. The student may also seek an independent
medical opinion and /or risk assessment. Ultimately the DPLP
makes the final decision taking into account all assessments.
On-going viability of PLO
Lengthy interruptions in a PLO are not in the best interests of
service users or students. In circumstances where absence from
PLO extends beyond 10 days its continuation normally becomes
unviable.
In such circumstances a student’s training team will meet to
discuss the viability of the PLO and ‘duty of care’ to service
users/carers, the student and others and the decision may be
taken to discontinue the PLO.
Students should be aware that any decision to end a PLO due to
these circumstances may result in their having a gap before their
studies can continue.
The course director, practice learning co-ordinators (provider
organisation and academic) should be advised of any outcome in a
timely fashion by their representatives in the student’s training
team. They can then advise onwards as appropriate and in line
with data protection principles. In the case of any student who is
also a regional trainee, relevant others within the employer
organisation including the line manager should be informed, by the
F/HEI, of the decision reached.
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Depending on the nature of the circumstances leading to the
discontinuation of the PLO course providers may require a student
to submit written evidence such as a medical certificate indicating
fitness to continue degree in social work training. In certain
exceptional circumstances a student may not be able to complete
the degree because of enduring ill–health.
Where a student has been absent from the programme for a
significant period of time it is the F/HEI’s responsibility to ensure
that he/she is adequately prepared to return to social work training
and to commence a PLO. A PLO provider reserves the right to
request information as to how a student has prepared for reentering the programme prior to confirmation of the PLO.
Prior to allocation of a further PLO the F/HEI should complete a
review of the student’s situation to ensure that he/she is
occupationally ‘fit’ and ‘ready’ to commence another PLO.
Implications – Registrant Requirements to report to NISCC.
As a registrant:
‘Students must inform NISCC of any changes in their
circumstances (www.niscc.info) This includes any temporary
withdrawals, permanent withdrawals, or leave of absence from the
course.’(NISCC: Revised 2009). Registration with NISCC also
requires individuals to make a declaration about their health.
Withholding information where there might be a risk to the safety
/welfare of service users, other staff or self, could become a
conduct issue. Where such issues emerge during the course of a
PLO the DPLP should inform the F/HEI and NISSC.
F/HEIs must also immediately inform NISCC of any student who
withdraws temporarily or permanently.
What about a situation where the student is subject to
unacceptable risk?
This could include:
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 The threat of violence to the student or their family or
 Due to former employment, activity or personal
circumstances there is potential risk to student, other staff or
service users
In the above situations the risks as well as associated actions
should, if possible, be identified, assessed and agreed by the
student’s training team. However sometimes there may be
differences in how individuals perceive both the risks and the
impact of them on the PLO. A record of the risks and the views of
the parties involved should be fully documented. Where a decision
is taken to proceed with the PLO then any residual risk should be
closely monitored and regularly reviewed by the student’s training
team. Details of how this will be carried out, by whom and when,
should form part of the documentation.
The decision to discontinue a PLO on the basis of the documented
risks should be made by the PLO provider in consultation with the
student’s training team. In the case of those students who are also
regional trainees, relevant others within the employing agency
including the line manager should be informed by the F/HEI.
An alternative PLO may be provided if a suitable one is available
and the risks have been assessed as acceptable. This latter
determination will be made by the practice teacher and tutor and/or
their managers in consultation with the student and will depend on
the stage of the PLO and availability of an alternative. The
determination of suitability may also involve, with the necessary
permissions, an assessment of risk by appropriate others.
Students should be aware that any decision to end a PLO due to
these circumstances may result in their having a gap before their
studies can continue.
What about circumstances where practice learning
opportunities do not evolve as expected and there are no
issues in relation to the student’s competence?
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It is the practice teacher’s responsibility to ensure that learning
opportunities are provided to enable the student to meet the
learning requirements. However exceptional circumstances can
arise where it becomes apparent that the learning opportunities are
not evolving as initially planned and therefore not enabling the
student to meet the level of practice competence required. In such
circumstances any member of the student’s training team may
raise the issue. At this point the training team should meet as a
matter of priority to examine the concerns raised and to develop a
plan of action, which may include an ‘extension’ of the PLO beyond
the designated period, to address the situation. In the unlikely
event that despite reasonable efforts it proves impossible to
identify sufficient learning opportunities, then as a last resort the
decision may have to be made to end the PLO.
The decision to end a PLO in such circumstances should only be
made where all reasonable options have been explored e.g. split
site, supplementary opportunities.
The student’s training team should make this decision in
consultation with the organisation’s practice learning coordinator,
and the senior manager within the organisation with responsibility
for practice learning. In the case of any student who is also a
regional trainee, relevant others within the employing agency
including the line manager should be informed, by the F/HEI of the
decision reached.
An alternative PLO may be provided however this will depend on
the stage of the PLO and availability of an alternative. Students
should be aware that any decision to end a PLO due to these
circumstances may result in their having a gap before their studies
can continue.
What if there are extreme difficulties arising from the
relationship between student and practice teacher/onsite
supervisor?
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The role and responsibilities of student, practice teacher and onsite
supervisor are detailed in a number of documents including the
Regional Practice Learning Handbook and the NISCC Practice
Learning Standards, for the Degree in Social Work (Revised 2009).
The working relationship between student and practice
teacher/onsite supervisor is intended to be a professional one
through which the learning and development of the student is
facilitated and promoted. Positive interpersonal behaviour is
central to working well together. It is essential that individuals
behave appropriately and treat each other with respect.
On some occasions however the development of the student/
practice teacher/onsite supervisor relationship may encounter
difficulties. It is important that situations of misunderstanding are
not allowed to develop into conflict and therefore it is expected that
both parties will endeavour, in the first instance, to address and
resolve any difficulties within the context of the supervisory
relationship. Best practice indicates that early and informal
intervention is the most effective way of dealing with issues of
conflict. While it is acknowledged that at times this can be difficult
for all involved, concerns have to be shared openly to enable
resolutions to be found. An informal approach often helps to
lessen the impact of conflict on the persons involved, thereby
reducing the risk of interruption to the PLO and the service to
service users. In advancing towards professional competence
students are required to demonstrate that they can use a range of
skills to deal constructively with disagreements and conflict and
work towards the resolution of difficult situations. A student has a
responsibility, with the exception of extreme and irretrievable
breakdown in communication, to raise any concerns with his/her
practice teacher.
In the situation where it is proving difficult to use the supervisory
relationship to address difficulties then the practice teacher, onsite
supervisor (if applicable), student, tutor should convene a meeting
in order to move towards a resolution. This meeting should focus
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on the identification and exploration of the issues and include the
development of an action plan.
In the event that this meeting cannot achieve a satisfactory
resolution then consideration should be given to convening a
further meeting involving senior academic and agency staff. The
student’s training team should normally be aware of any complaint
or concern before it is brought to the attention of others within the
organisation (e.g. Line manager, practice learning coordinator or
the university course programme director).
Where it is noted that the situation is not improving and that it is
adversely affecting the ability of the student to learn or the capacity
of the practice teacher or onsite supervisor to facilitate learning,
then consideration should be given to discontinuing the PLO. This
decision should only be taken when all reasonable options have
been explored and no alternative resolution realised. Failure to
attempt to raise issues via established processes may result in
concerns being raised about professional competence and
accountability.
Policies and procedures exist within F/HEIs and provider
organisations which the student and practice teacher/onsite
supervisor can access where the informal process of resolution
has been exhausted, and complainant wishes to initiate a formal
process.
Formal Complaint by student
In circumstances where a student makes a formal complaint in
writing, the decision as to which policy will apply lies with the
provider organisation in which the student is placed.
Although individual situations may vary the NIDSWP have issued
principles to which PLO provider organisations should adhere:
 Reference must be made to existing agency documentation
which may influence how to make a complaint for example,
bullying and harassment policy, whistleblowing policy,
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complaints policy, disciplinary policy (a list of such policies
should be made available to the student along with details of
how they can be accessed).
 Students should be made aware of the NISCC Code of
Conduct for Employers and Code of Conduct for Social Care
Staff (2002).
 All above documentation must be drawn to the attention of
the student during their induction to the agency.
 Confidentiality should be maintained within this process –
information should only be supplied to those with a need to
know. Individuals should not discuss specific complaints
with others, but must inform their personal tutor.
Where a complaint has been investigated and found to be
unsubstantiated but concerns have been raised about conduct
/competence /behaviour of complainant, the matter may be
referred to F/HEI, PLO provider organisation and or NISCC.
Formal Complaint against a Student
Students may occasionally find themselves in the position where a
formal complaint has been made against them during a PLO.
In circumstances where the complainant is a service user / carer
the complaints policy and procedure of the PLO provider
organisation will be applied and if substantiated this protocol will be
initiated.
Where the complainant is an individual employed by PLO provider
or another organisation this protocol will be utilised and if
substantiated it may be referred to the F/HEI and /or NISCC.
Students should be provided with guidance/procedures on how a
complaint against them may be addressed.
 Students should be made aware of this protocol at the
beginning of the course and it should also be discussed with
them as part of preparation for PLO
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 Students should be made aware of the NISCC Code of
Conduct for Social Care Staff (2002) and this should be
discussed with them in the context of professional practice
and accountability.
 Students’ attention should be drawn to “fitness to practice”
procedures within their academic institution.
 All above documentation must be drawn to the attention of
the student during their induction to the agency.
 Confidentiality should be maintained within this process –
information should only be supplied to those with a need to
know. The student should not discuss specific
complaints with others, but must inform their personal
tutor
Key Points
 In all circumstances where the PLO is incomplete/fail the
practice teacher is required to submit a progress report to
the Practice Assessment Panel.
 In all of the above circumstances the course director,
practice learning co-ordinators (organisation and
academic) should be advised of any outcome in a timely
fashion by their representatives in the student’s training
team. They can then advise onwards as appropriate and
in line with data protection principles.
 In circumstances where the decision is taken to provide a
further PLO, the timing of allocation of another PLO will be
subject to availability and the allocation process. It should
be noted that PLOs are scheduled to take place between
certain regionally agreed dates and assessment
procedures are geared to these dates. Therefore a
student’s progress to the next stage of their study may be
delayed.
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PART TWO
Discontinuation of Practice
Learning Opportunity on the
basis of Professional Practice
and Conduct Factors
209
Part Two.
Discontinuation of Practice Learning
Opportunity on the basis of Professional
Practice and Conduct Factors
Introduction
The professional demands of social work require high standards of
conduct and practice from all social care workers because they
have responsibilities associated with working with some of the
most vulnerable and disadvantaged individuals and groups in
society.
Students, who are studying for the degree in social work, are
required to be registered on the NISCC register for students. The
NISCC Code of Practice for Social Care Workers (2002) states:
‘Social care workers are responsible for making sure that their
conduct does not fall below the standards set out in this code and
that no action or omission on their part harms the wellbeing of
service users.’ (www.niscc.info)
This Code applies to both academic and practice settings and
reminds social care workers, including social work students, that
high standards of conduct are expected throughout their
professional careers commencing with their initial training.
As part of their professional training, social work students must
undertake periods of practice learning which requires them to work
directly with service users and carers. During these periods
students are expected to adhere to the NISCC Code of Practice,
and to also act in accordance with the relevant legislation, policies
and procedures that govern and direct the work of the profession
they are entering.
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In circumstances where a reasonable cause for concern is raised
with regard to the conduct and/or practice of a student, the
university provider will consider this under their ‘fitness for practice
procedures’. This is a document based on a defined set of
principles and details the procedures for investigation and
decision–making in matters where the conduct and/or practice of
students does not appear to meet the required standard (For
further details of Fitness for Practice Procedures please refer to
http://www.ulster.ac.uk/studenthandbook/
http://www.qub.ac.uk/schools/SchoolofSociologySocial
PolicySocial Work/ or to the NIDSWP, Student and Practice
Teacher Toolkit 2014.
In addition, the NISCC Rules for the Approval of the Degree in
Social Work (2003) require programmes to have in place
procedures for termination of social work training. This is in order
to protect the interests of service users and carers as well as
student’s interests, and to ensure that students deemed unsuitable
to practice as social workers are prevented from being awarded a
Degree in Social Work. Similarly the interests of those providing
practice learning opportunities should also be safeguarded.
This section of the protocol details the process to be followed to
determine if discontinuation of a PLO is appropriate.
Any process to investigate concerns or allegations regarding the
conduct and/or practice of a social work student while undertaking
work based practice learning must take into account university
procedures relating to fitness for practice, NISCC procedures
relating to registration (www.niscc.info) and any procedures
relating to the agency in which the student is based while
undertaking PLO.
It is important to understand that the question of a person’s
suitability to train as a social worker can arise at any point
throughout the period of registration with NISCC. It is not simply a
matter affecting initial registration.
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The stages outlined in the following attempt to ensure that the
relevant organisations are advised of the situation, and that where
possible action is progressed in an efficient manner, and in
keeping with the laws of natural justice. Students can expect to be
supported by their HEI during the course of any investigation.
Therefore the process requires close communication between all
those agencies that may be required to take action as a result of
the enquiry and/or its findings, including their own internal
investigation at the same time, or subsequently, should they feel
this to be necessary.
The Process
The process to be followed when concern is raised with
regard to the behaviour/conduct and /or practice of a student
while she/he is undertaking PLO
Stage 1: Information is received.
Information may be received by the F/HEI, the NISCC or the
practice learning provider agency. As noted above, all of these
organisations may take action with regard to the information
received. All effort should be made to ensure as coordinated a
process as possible.
It is vital that the F/HEI, NISCC and the provider organisation
inform each other when there is serious concern about the conduct
and/or practice of a student. (NISCC: 2010, Registration of Social
Work Students on the Social Care Register)
Where the information received is of a nature where there is
reasonable belief that an individual(s) are at risk, those receiving
the information may initiate an immediate precautionary
suspension of the PLO without prejudice, on the basis of this initial
information alone. This decision will ultimately reside with the
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organisation offering the PLO but where possible it will be in
consultation with the practice teacher, tutor and others involved in
the provision of the practice learning experience. The organisation
will verbally inform the student and F/HEI of the nature of the
information and precautionary suspension within 24 hours of the
information being received, and this will normally be followed up
in writing within 48 hours. This precautionary suspension will
remain in force until at least such times as a strategy meeting can
be held to establish the full basis for concerns, and the validity of
same (Refer to stage 2).
No party can make the decision to terminate a PLO until
stages 2 and 3 of the process have been fully completed.
Those involved in the student’s training team will advise the
relevant people within their organisation of this course of action.
Relevant people at this stage would be the practice learning
coordinator for the provider organisation and for the F/HEI, the
senior manager for practice learning and development within the
organisation, F/HEI course director and manager of the PLO
team/unit.
Where the student is a regional trainee, the appropriate personnel
within the trainee’s employing agency, including the line manager
must also be informed. The employer also has a responsibility to
inform NISCC.
Where there is reasonable belief that the student’s actions may
also have broken the law the PSNI should be advised accordingly
by the provider agency hosting the PLO, in line with its reporting
procedures.
In circumstances where the University’s ‘fitness for practice’
procedures have been invoked it will be the academic institution’s
responsibility to provide NISCC with the information that it judges
to be pertinent to the student’s behaviour/conduct and/or practice
of concern. Students also have a responsibility to report any
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change in their circumstances to NISCC, their training team and/or
relevant others. (NISCC: 2010, Registration of Social Work
students on the Social Care Register)
NISCC have a responsibility to investigate allegations of
misconduct against registrants and to take action against those
where misconduct has been proven. While NISCC may choose to
begin their own investigation at this point they will normally await
the outcome of the F/HEI procedures before determining whether
they wish to conduct their own investigation.
Stage 2: Strategy Meeting.
A strategy meeting will take place (normally within 3 working
days) of receipt of the information. This will be convened and
chaired by a representative of the F/HEI or DPLP. This
meeting applies regardless of whether the student is
suspended or not.
The meeting will involve student, tutor, and practice teacher. It will
also involve the practice learning coordinator or equivalent from
the organisation providing the PLO. The student may be
accompanied by either a university student union representative,
course student representative or a representative from the
Northern Ireland Association of Social Workers (NIASW). A
relative, trade union representative, MLA or legal person (e.g.
solicitor) may not accompany the student.
Representatives should be made fully aware of their role and their
responsibilities in relation to confidentiality and information
governance procedures.
This meeting will consider:
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1. The nature of the information, its reliability in terms of
evidence and its seriousness.
2. The student’s response to the information.
3. The steps to be taken and by whom to determine the validity
of the information.
4. Whether precautionary suspension of the PLO should occur
or PLO should continue while the enquiry is on-going. The
F/HEI should also consider whether they need to place the
student on suspension pending further investigation or
outcome of a university ‘fitness for practice’ hearing.
5. A timetable for the investigation to include the steps to be
taken and by whom.
Other areas for consideration will be determined depending on the
particular case in question.
A written record of the meeting will be made and shared with all
parties who have attended the strategy meeting. The record will be
stored in line with the DPLP’s policy and procedures
The NISCC may impose an interim suspension order on a
registrant, pending the outcome of any investigation, where the
allegation is of a serious nature and such action is necessary for
the protection of the public or the registrant. If this occurs the
student will automatically be suspended by the F/HEI and by the
employer where the student is a regional trainee.
The student should be made aware that if they are also employed
in another social care capacity, they are obliged under the NISCC
Code of Practice to duly inform his/her employer:
 that he/she is under investigation
 the outcome of the investigation.
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The F/HEI must confirm with the employer that the student has
informed his/her employer.
NISCC can be contacted for informal discussion about registration
issues, at any stage prior to or during an investigation
.Stage 3: Investigation.
The investigation is carried out by a member of the provider
organisation who has had no prior direct involvement in the
student’s PLO experience but preferably has some knowledge of
practice learning. A written report must be completed, and where
timeframes allow it should be circulated prior to the outcome
meeting. Everyone attending the meeting, including the student
and their support person will normally get a copy of the report prior
to the meeting.
Stage 4: Outcome Meeting.
A meeting will be held to consider the report and will then make a
determination as to whether the PLO should continue or be
discontinued, and any other action.
Those involved in the strategy meeting should also attend the
outcome meeting. The student may be accompanied by either a
university student union representative, course student
representative or a representative from the Northern Ireland
Association of Social Workers (NIASW). A relative, trade union
representative, MLA or legal person (e.g. solicitor) may not
accompany the student.
The outcome meeting will normally occur within 10 working days of
the strategy meeting.
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Following a decision:
 There may be no further action to be taken and the PLO may
continue.( Refer to Regional Practice Learning Handbook, for
guidance on absence from PLO)
 Where the investigation has confirmed concerns, but PLO is
not discontinued, the student’s training team will develop an
action plan for the remainder of the PLO.
 Concerns are confirmed and the PLO is discontinued.
Discontinuation of the PLO due to inappropriate
conduct/behaviour or practice issues will result in:
a. The PLO being failed
b. F/HEI instigating ‘fitness to practise’ procedures, the result
of which will be reported to NISCC and where the student
is deemed unfit to practice by the F/HEI the NISCC will
then apply its conduct procedures
c. Where the student is employed in a social care capacity,
the employer indicating what further action they intend to
take
d. Where the police have been involved, the PSNI indicating
what further action they intend to take.
Following this meeting the decision should be communicated,
within two working days, by the Chair of the meeting in writing to
the student, relevant people within the F/HEI, the NISCC, the PLO
provider organisation and where relevant the employing agency
where the student is a regional trainee.
In circumstances where the outcome is that the PLO is terminated
and the student wishes to appeal he /she have the right to do so
217
using university appeal procedures which relate to assessment
decisions.
Further Practice Learning Opportunities
Where it is decided under Part 1 or Part 2 that the student’s PLO
is ended but that they will be provided with a further PLO the
information with regard to the premature ending MUST be provided
by the F/HEI to the next PLO provider. This information should be
of sufficient detail to allow the next provider to consider any steps
they may wish to take to ensure that a PLO can appropriately be
facilitated. It should be provided post allocation but before the
student is notified of any allocation.
All students commencing their Level 3 period of practice learning
must provide the successive practice teacher with a copy of their
previous practice teacher report).In circumstances where a
previous PLO was incomplete/fail the student must provide their
newly allocated practice teacher with a copy of the progress
report/practice teacher report from the previous PLO. It is the
responsibility of the F/HEI to ensure that students comply with this
requirement.
Student Withdrawal from PLO
A student may make the decision to withdraw from PLO at any
point and in any circumstances. This must however be supported
by appropriate written evidence. If supporting evidence is not
provided the student will be deemed to have failed the PLO.
It should also be noted that no matter what the circumstances, the
practice teacher is required to complete a progress report and to
make a recommendation in terms of pass/fail to the university
practice assessment panel. The practice assessment panel and
exam board will consider the recommendation and any extenuating
circumstances before making a final decision.
In circumstances where there is serious concern about
professional practice /conduct and where student has withdrawn
prior to the protocol process being fully completed, this will not
218
preclude the potential for a referral being made to the HEI’S
internal fitness for practice procedures and/or NISCC.
Retrospective Practice Issues
Process
When information is received post completion of the PLO that
raises a concern with regard to the conduct and/or practice of a
student while undertaking PLO, the following process should be
followed.
The matter should be referred to the appropriate F/HEI with whom
the student is registered and action may be taken by the F/HEI
through their internal ‘fitness for practise’ procedures.
The NISCC Rules for the Approval of the Degree in Social Work
(2003) state that the Course Provider:
“… including the responsibility to inform the Council about any
misconduct by a student that might call into question the student’s
registration with the Council.” …6.ao.3 (v).
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Appendix 17
References/Reading List
 NISCC Codes of Practice for Employers of Social Care Workers
and NISCC Codes of Practice of Social Care Workers (Dec ’02)
 NI Framework Specification for the Degree in Social Work
(March ’03)
 Rules for the Approval for the Degree in Social Work (NISCC:
Revised Jan ‘12)
 Practice Learning Requirements for the Degree in Social Work
(NISCC: June ’10)
 NISCC Standards for Practice Learning for the Degree in Social
Work (Revised ‘09)
 Learning, Teaching and Assessment Requirements for the
Degree in Social Work (March ’04)
 Investing in Practice Learning.
Investing in the Future
Workforce. NISCC Standards for Practice Learning Providers –
A Consultation Document (March ’05)
 Curriculum Guidance for the Degree in Social Work:
Community Social Work and Development (August 2012), only
available on NISCC website in publications section.)
 Curriculum Guidance for the Degree in Social Work: The
Northern Ireland Context (Oct ‘05, only available on website in
publications section.)
All the above can be obtained directly from NISCC at 028 9536
2600 and are also downloadable from www.niscc.info.
Collingwood, P (2005) “Integrating theory and practice: The ThreeStage Theory Framework”, Journal of Practice Teaching 6(1) 2005
Reflective Practice
Dickson, D (2000) “Reflective Practice into Social Work: Theory into
Practice” in CCETSW, Reflecting on Practice – looking back to look
Forward, Belfast: CCETSW, NI P5-9
Fook, J, Gardner, F (2007) Practising Critical Reflection: A Resource
Handbook, Maidstone: OU Press
Knott, C, Scragg, T (2007) Reflective Practice in Social Work, Exeter:
Learning Matters
Lomax, R, Jones, K, Leigh, S, Gay, C (2010) Surviving Your Social
Work Placement, Basingstoke: Palgrave Macmillan
Parker, J (2006) “Integrating theory and developing reflective practice
in practice learning” in Parker, J Effective Practice Learning in Social
Work, Exeter: Learning Matters
Schön, D (1983) The Reflective Practitioner: How Professionals Think
in Action, London: Temple Smith
Wilson, K, Ruch, G, Lymberg, M, Cooper, A (2008) “Relationshipbased and reflective approaches for contemporary social work
practice” in Wilson et al, Social Work – An Introduction to
contemporary practice, Harlow: Pearson P1-27
Evidence Based Practice
Newman, T, Moseley, A, Tierney, S, Ellis, A (2005) Evidence Based
Social Work: A Guide for the Perplexed, Lyme Regis: Russell House
Taylor, BJ (2003) “Literature Searching” in Miller, R & Brewer, J (eds)
The A to Z of Social Research, London: Sage
221
Taylor, BJ, Dempster, M, Donnelly, M (2003) “Hidden Gems:
Systematically searching electronic databases for research
publications for social work and social care”, British Journal of Social
Work, 33 P423-439
Taylor, BJ, Wylie, E, Dempster, M, Donnelly, M (2006) An Evaluation
of the AgeInfo Database, London: Social Care Institute for Excellence
Taylor, BJ, Wylie, E, Dempster, M, Donnelly, M (2007)
“Systematically Retrieving Research: A Case Study Evaluating Seven
Databases” Research on Social Work Practice 17 (6): 697-706
222