REGIONAL
PRACTICE LEARNING
HANDBOOK
August 2013 – June 2014
Issued: August 2013
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 changes 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 NISCC website.
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 & Proformas
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
Affecting Progression of Practice
Learning ……………………………………...
References/Reading List ………………….
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Part One:
PRACTICE LEARNING
9
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
The Preparation for Practice Learning Module refers to 25 days preparation
for direct supervised practice. This is a key module which is jointly delivered
by agency and college staff. It culminates in a live simulated assessment and
all Students must pass this module before proceeding into their first directly
supervised practice learning period.
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Practice Development Days
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.
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 practice learning periods
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 ??)
It should be noted that Students who come to the agency may have no direct
experience of social work service 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 Tutor and lecturers in doing so.
Individual Learning Plan
All Students are required to develop an Individual Learning Plan (ILP)
(Appendix 1), with their Tutors 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
needs together. It seeks to provide a holistic, cumulative, developmental
record of the individual’s learning journey.
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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 Student Booklet; 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.
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 Practice Learning Opportunity (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.
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Each organisation will have its own protocol and this may require the Student
to attend an interview 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
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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”.
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 any On-Site
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 UUM 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.
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
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 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 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 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.
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.
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Further guidance is available in Appendix 16 which relates to the Protocol
for Dealing with Factors Affecting Progression of Practice Learning
(NIDSWP: 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 HEI and NISCC “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.
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.
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
 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
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 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
 complete evaluation of PLO pro-forma
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 new 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
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 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
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 requirement
 ensure assessment of Student competence at Level 3 includes an
operational Line Manager’s endorsement of the Student’s practice as
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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 Students 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.
Specific reference is made to student information and social work-training
records with the retention period being 10 years following completion of
practice learning opportunity.
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 to ensure that whatever approach is 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
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records, practice foci matrix and practice assessment report are
sufficiently detailed and explicit to demonstrate the formative
assessment process and the final assessment outcome.
 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 Practice Assessment
Panel 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 2013 which is
available on NISCC website and via 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 Teacher 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 to supervisors as
required
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
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 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.
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 are 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 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 nonattendance.
Please see academic calendar (Appendix 12) for further detail.
20
NB: Recall days contribute to the total number of days to be undertaken
in the PLO and if the Student is absent they will normally be requested
to make up this time in order to fulfil the NISCC requirements. (NISCC:
Revised June 2011)
It is important that Students have dedicated study time for reading, evaluation
and completion of study tasks allocated by the Practice Teacher or On-Site
Facilitator/Supervisor. It is recommended that a nominal half day per week or
equivalent for full time students and a half day per fortnight or equivalent for
part-time students for guided study be discussed and agreed at the initial
learning agreement meeting. 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 this study time must not be “stockpiled”.
If not used in any particular week there is no automatic entitlement to “bank”
the time and use it at a different point. The study time may not necessarily be
in a half day block but this may be how it is taken. ‘Where’ it is taken i.e. in
the agency or elsewhere is at the discretion of the agency. It is intended that
study should be a guided activity and therefore agencies may require
Students to study a particular matter or indeed an agency may require
Students to take part in a group study activity to assist their learning.
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.
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
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)
21
Codes of Practice for Social Care Workers and Employers of
Social Care Workers: Northern Ireland Social Care Council
(NISCC) September 2002
“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.
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.
22
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.
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.
23
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 are 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
Student leaves PLO and this should be confirmed by Practice Teacher.
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.
24
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.
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.
25


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
Practice Learning Opportunities 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.
It should be noted that there is a division of responsibility regarding practice
learning opportunity travel expenses.
As part of the DHSSPS incentive scheme those Students on this scheme
receive £500 per year towards practice travel expenses. Agencies pay
student expenses in respect of travel they undertake in order to carry out work
on behalf of the organisation. This is made at public mileage rates and
Students should claim these expenses. Students should discuss at the initial
practice learning meeting the requirements of the agency in terms of how to
submit travel expenses claims and the receipts required. The requirement to
have appropriate and current documentation relating to driving licence,
insurance, tax, MOT and vehicle registration should also be noted.
Normally Practice Teachers need to verify & process Student expenses
claims and may be responsible for checking vehicle documentation but in
some cases the latter is the responsibility of the finance department
processing the claim.
26
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 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.
Jury Service
QUB
If a student is called for jury service essentially she/he should present with
their summons at the Student Guidance Centre who will then supply a letter
seeking exemption and explaining the grounds for this – 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:
27
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
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.
28
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
site allocation 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.
29
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 sites meeting 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 events which are available
to them.
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
30
learning 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 Student’s 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 enquiry).

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?
31
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)
32
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.
33
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.
34
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
35
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 1 user.
2. Complete discharge and review process with 1 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.
36
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
37

Disengage from groups appropriately
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” 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 2011).
After discussion it was agreed that it was appropriate for students to
undertake personal care tasks associated with the nature of the PLO eg
day care, etc. but that it should not be the main or core role for students.
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 period, the Practice Teacher must note this clearly to ensure
appropriate allocation of a site is made for level three.
38
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) along with the
“Statement of Expectations” from Service Users/Carers, (Northern Ireland
Framework Specification for the Degree in Social Work (DHSSPS: 2003))
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 inter-relationship 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.
39
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 and 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.
40

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’s evidence 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 ongoing process of Student becoming
competent and confident, i.e., work should be signed off at varying
points throughout the PLO.
41
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 Social Work 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 University/FE 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.
42
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.
43
EVIDENCE REQUIREMENTS
CORE
DISCRETE
LEVEL TWO
ASSESSMENT
+ TUNING-IN &
EVALUATION
(Where
possible this
should be one
of the
observations)


3 DO’s + TUNINGIN & EVALUATION,
(one of which must
be comprehensive)
COMPLETED
MATRIX
(minimum 2,
maximum 3
examples cited)
DISCRETE
LEVEL THREE
ASSESSMENT
(INCORPORATING
RISK) + TUNING-IN &
EVALUATION
(Where possible this
should be one of the
observations)
The inner circle represents the required core evidence that all students would
produce.
The three direct observations (DO’s) should be well planned to reflect the
developmental journey of the student particularly at level two. Please refer to
pages 52/53 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
(1)in order to meet specified practice foci
(2)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.
By the end of PLO competence in relation to the key roles and practice foci
must be demonstrated and evidenced.
44
It is the responsibility of the PT 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. (See Appendix 8) This
would also provide an explicit baseline for the final assessment report.
The Ladder of Learning 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.
45
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
46
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.
47
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
48
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
49
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 learns of his/her placement allocation. In preparation for the
discussion with the Tutor re Individual Learning Plan, the student should
consider/reflect on his/her learning needs in the context of the placement
opportunity. (It is recognised that there can be changes to identified PLO’s or
late notice of exact site etc. which understandably limits the capacity of
student and tutor to identify specific learning needs before starting PLO. 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.
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 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 Team/Programme of Care 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 the ongoing evidence production is
completed on a regular basis throughout practice learning with minutes of
supervision noting the Practice Teacher verification.
50
For 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. (See Appendix 10)
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 is commented upon by the Practice Teacher
within the Professional Development 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.
51

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-users 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 mean that the pro-forma
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 element is 2000 words .
52
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. Where this has not been possible ‘a
‘tuning –in ‘and ‘evaluation’ must still be completed for the assessment/risk
assessment evidence requirements.
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 only interaction.
Additional
opportunities would have to be provided to enable student to have face–toface contact for the other two observations.
All 3 direct observations must be carried out by an accredited Practice
Teacher.
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 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.
53

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.
54
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-forma are available in Practice
Teacher and Student Toolkit)
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 ongoing 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 it 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
55
particular focus of the mid-point review and a consistent feature of
supervision.
Incomplete PLO- Progress Report
In circumstances where a student does not complete the period of practice
learning for whatever reason, the Practice Teacher will complete a progress
report detailing the student’s level of development 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 Practice Assessment Panel reviews all submitted assignments and the
Practice Teacher Reports. The purpose of the Practice Assessment Panel is
to collate and present recommendations to the Practice Assessment
Board/Board of Examiners, 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. Where further work is required the Student and Practice Teacher
will be made aware of this. The Panel also marks the practice learning
assignments. It then forwards to the Programme Assessment Board an
independent recommendation in respect of each Student at Level 2 and Level
3. The recommendation of the Practice Teacher will also be forwarded to,
and considered by, the Programme Assessment Board. Following this a
recommendation will be made to the Board of Examiners.
The PAP will also consider all Practice Teacher reports and
recommendations where a student has not completed the PLO and a
recommendation will be made to the Board of Examiners which will
make the final decision.
56
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.
57
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.
58
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.
59
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.
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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.”
61
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
62
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
Is different for the two universities.
Please refer to the academic calendars (Appendix 12) for further detail
63
PART TWO:
Appendices of Guidance
and Pro-forma
64
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)
65
2 Year Route (Please
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.
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
66
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________________
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Appendix 2:
SUPERVISION FOLDER
CONTENTS
Section 1
NISCC registration certificate [copy]
Student Profile
Individual Learning Plan
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.
68
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)
Key to Table
I - Induction
PS - Placement Site
T - Training
BH – Bank Holiday
SL - Study Leave
SK - Sick Leave
R - Recall Day
SS - Student Support
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Signatures
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
69
Week 11
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
70
BH Bank Holiday
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
71
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
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
Teachers
72
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
during Preparation of Practice module as well as general academic
progress and share any reader’s comments. Practice Development
days (PDDS)activities to be shared
Second PLO Students: learning need from their most recent
Individual learning plan to be noted. Last PT report, feedback from
73
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
Contested
nature, scope
and purpose of
74
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
75
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.
76
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
77
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
78
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
79
To be completed by Student prior to the meeting:
Review of learning opportunities and workload
80
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.
81
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
82
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.
83
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) including
tuning –in and
evaluation (verbal/and
or written)
Assessment Report
including risk (Level 3
only) including tuning –
in and evaluation
(verbal/and or written)
Evidence of Practice
User/carer feedback (2)
84
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:
85
Feedback on the Student presentation made at the mid–point
review
Practice Teacher:
Tutor:
On-Site Facilitator/Supervisor (as appropriate)
86
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.)
87
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
88
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) including
tuning –in and
evaluation (verbal/and
or written)
Assessment Report
including risk (Level 3
only) including tuning –
in and evaluation
(verbal/and or written)
Evidence of Practice
89
User/carer feedback (2)
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 *
ASSESSMENT DECISIONS (to include reference to any formal support,
guidance and quality assurance processes invoked regarding Student
competence)
90
91
PRACTICE TEACHER SUMMARY (to include future & developmental
needs.)
TUTOR COMMENTS
STUDENT COMMENTS
RECOMMENDATION
PASS/FAIL
SIGNATURES:
Student:
……………………………………………………………….
Practice Teacher: ………………………………………………………………
Tutor:
………………………………………………………………
On-Site
Facilitator/Supervisor:…..………………………………………………………
Date:
……………………………………………………………
92
Appendix 6
Supporting Disabled Students Undertaking PLO
93
Northern Ireland Degree in Social
Work Partnership
Guidance
Supporting disabled
social work students
undertaking practice learning
opportunities.
Revised June 2011
94
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
95
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
96
 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
97
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:
98
 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.
99
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.
100
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 the 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.
101
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
102
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
103
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 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).
104
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.
105
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.
.
106
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.
107
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?
108
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 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.
109
Practice Teacher should consult with their own
Organisation’s Disability Support Services Officer or
Equality Unit for advice, supports and resources.
110
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)
 NI Framework Specification for the Degree in Social Work
(March ’03)
 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
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







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
LEARNING GUIDE
AN AIDE FOR EFFECTIVE EVIDENCE OF PROFESSIONAL DEVELOPMENT AND
PRACTICE.
This document is intended to act as a guide for students and practice teachers to ensure a focused and appropriate evidence base for
professional development and practice. There are regional agreements for the production of formal evidence required for all students
but it is recognised that each student is an individual adult learner; therefore, this provides guidance on a range of tools and strategies
for the production of evidence of appropriate competence. Practice teachers and students can use the guide to assist in the identification
of learning tasks and exercises that will link with the learning needs of the student. It is intended to act as a guide only rather than a
prescriptive list of what students must do.
Areas of professional development and practice evidence have been identified with associated tools/strategies and recommendations for
the format of the evidence.
The area of AOP and values has not been specifically identified. Students are expected to ensure that these areas are automatically
integrated into all work.
The guide should be used by practice teachers and students to focus the supervision and planning process re evidence of professional
development and practice. It is intended to be used in conjunction with the “Progression to Competence” document and the differential
statements.
THE NIDSWP ACKNOWLEDGES THE SIGNIFICANT WORK OF THE UNIVERSITY OF YORK DEPARTMENT
OF SOCIAL POLICY AND SOCIAL WORK DEPARTMENT AND IS GRATEFUL FOR THEIR PERMISSION TO
ADAPT THEIR MATERIAL.
159
LEARNING GUIDE
DEVELOPMENTAL AREAS FOR EVIDENCING PRACTICE—THE THREE PILLARS OF
COMPETENCE
DIRECT PRACTICE
COMPETENCE
AGENCY/TEAM
COMPETENCE
RECORDING
INTERPERSONAL SKILLS
ASSESSMENT SKILLS
PLANNING SKILLS
INTERVENTION SKILLS
SERVICE USER SPECIFIC
KNOWLEDGE
ORGANISATIONAL SPECIFIC
KNOWLEDGE—POLICIES,
PROCEDURES ETC
LEARNING COMPETENCE
INFORMING THEORY—
METHOD, MODELS,
APPROACHES
UNDERPINNING THEORY—
PSYCHOLOGY, SOCIOLOGY,
SOCIAL POLICY, LAW
REFLECTIVE PRACTICE.
MONITORING SKILLS
MULTI-PROFESSIONAL
PRACTICE
COMPETENT IN KEY ROLES, PRACTICE FOCI AND PRACTICE LEARNING REQUIREMENTS. PROGRESSION TO COMPETENCE
DOCUMENT APPLIES.
ETHICAL PRACTICE INCLUDING AOP EVIDENT IN ALL WORK.
NOT COMPETENT
160
Competence can only be confirmed against the six key roles and twenty-one practice foci if the student
has produced sufficient evidence in the three identified areas and above the line of competence.
The three areas may not be equal at the summative assessment stage, however to be assessed as
competent all three areas must be above the line. The following tasks and exercises have been grouped
into the three areas and can aide students and practice teachers in the identification of effective
evidence tasks. Further, where a practice teacher has assessed a student at a formative point as
marginal in one or more of the areas, the guide will act as a support to identify tasks that may enable
the student to produce effective evidence.
161
SAMPLE—EXAMPLES & PRO-FORMAS ETC TO BE COLLATED FOR TOOLS/STRATEGIES
AREA FOR EVIDENCE
POTENTIAL
FORMAT
TOOLS/STRATEGIES
DIRECT PRACTICE
SKILLS AUDIT
WRITTEN OR VERBAL IN
COMPETENCE
SUPERVISION
PROCESS RECORD
WRITTEN
DIRECT OBSERVATION
AGENCY/TEAM
COMPETENCE
LEARNING COMPETENCE
ASSESSMENT TUNING-IN
WRITTEN EXERCISE
AGENCY REPORTS
WRITTEN
AUDIT OF POLICIES
WRITTEN & VERBAL IN SUPERVISION
REFLECTIVE LOG
WRITTEN
CRITICAL INCIDENT ANALYSES WRITTEN & VERBAL IN SUPERVISION
COLLINGWOOD MODEL
WRITTEN & VERBAL IN SUPERVISION
REFLECTIVE RECORD
WRITTEN
162
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).
163
2.
PREPARATION FOR OBSERVATION ( including on
comments on Student’s verbal or written tuning in)
(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?
164
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.
165
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
166
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 and On- Site
Supervisor’s report/ comments)
Section Three:
Matrix Summary Sheet
Section Four:
Line Manager’s Endorsement
167
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
168
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
169
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:
170
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)
171
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
172
Summary of Practice Teacher’s contact with Service Users/Carers
in relation to the Student’s practice
173
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.)
174
RECOMMENDATION:
PASS / FAIL
Student Comments on Practice Teacher’s Report:
I verify that I have read this report
Student Signature:
Practice Teacher Signature:
Date:
175
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
176
PRACTICE FOCI
A12
EVIDENCE
DATE VERIFIED
A13
A14
A15
A16
A17
A18
A19
A20
A21
Signature of
Practice Teacher
177
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
178
Appendix 12: Important dates
Practice Learning Opportunities Calendar 2013/14
Student Level
and Programme
PLO Commencement and Submission dates for
End dates
students
19 August – 16 December
th
th
QUB,UU/FE: Recall days
26th & 27th Sept:2013
7th & 8th Nov:2013
UGR Level 2
(1st PLO)
85 days
Folder of evidence to
Practice Teacher
9th December 2013
Reflective Practice
Assignment (RPA)
QUB- 16th December
QUB,UU/FE: Study days
30th Sept & 11th Nov 2013
16th Dec. 2013
UU/FE 2nd January 2014
Case Study
UU/FE- 16th December 2013
QUB – 2nd January 2014
Note
Bank Holiday 26th August’13
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 2nd January
-Practice Teacher Report
-Completed matrix
6th January 2014
Practice Learning Opportunities Calendar 2013/14
Student Level
and Programme
PLO Commencement and Submission dates for
End dates
students
19TH August – 10th April 2014
Part –time route
PLO
UU : Recall days
2nd October 2013
6th November 2013
15th January 2014
26th February 2014
UGR Level 2
85 days
QUB: Recall Days
26th, 27th September 2013
7th ,8th November 2013
UU : Study Days
13 Feb, 2014
26th March 2014
10th April 2014
Note
QUB : Study Days
11th November,2013
10th February 9th April,2014
Bank holidays : 26th August
25th &26th December
Ist January , 17thMarch
Hand-in dates for
Practice Teacher
Report and Summary
Matrix
Folder of evidence to
Practice Teacher
3rd April 2014
Reflective Practice
Assignment (RPA)
QUB- 10th April 2014
UU/FE – 25th April 2014
Case Study
Copies of Reflective
Practice and Evidence
Based Project
assignments to be
submitted to Practice
Teacher by 25th April
Practice Teacher Report
-Completed matrix
UU/FE- 10th April 2014
25th April 2014
QUB – 25th April 2014
180
Practice Learning Opportunities Calendar 2013/14
UUM/FHE Colleges RGR 2
Student Level
and Programme
PLO Commencement and Submission dates for
End dates
students
th
th
6 January -8 May 2014
UU/FE: Recall days
10th & 11th February
7th &8th April
RGR Level 2
(1st PLO)
85 days
Note
Hand-in dates for
Practice Teacher
Report and Summary
Matrix
Folder of evidence to
Practice Teacher
30th April
Case Study
UU/FE- 8th May 2014
UU/FE : Study Days
12TH Feb, 9th April & 8th May
Copies of Reflective
Practice and Case Study
assignments to be
submitted to Practice
Teacher by 21st
May
Reflective Practice
Assignment (RPA)
Practice Teacher Report
Completed matrix
UU/FE – 21st May 2014
21st May 2014
Bank holidays :17thMarch
21st & 22nd April , 5th May
181
Practice Learning Opportunities Calendar 2013/14
QUB RGR 2
Student Level
and Programme
PLO Commencement and Submission dates for
End dates
students
8th January -12th May 2014
QUB: Recall Days
13th & 14th Feb
10th & 11th April
RGR Level 2
(1st PLO)
85 days
QUB : Study Days
17th Feb
14th April
12th May
Hand-in dates for
Practice Teacher
Report and Summary
Matrix
Folder of evidence to
Practice Teacher
2nd May 2014
Reflective Practice
Assignment (RPA)
QUB- 12th May 2014
Case Study
Copies of Reflective
Practice and Case Study
assignments to be
submitted to Practice
Teacher by 23rd May
Practice Teacher Report
Completed matrix
QUB – 23rd May 2014
23rd May 2014
Note
Bank holidays :17thMarch
21st & 22nd April , 5th May
182
Practice Learning Opportunities Calendar 2013/14
UU RGR 3 /UGR 3
Student Level
PLO Commencement and Submission dates for
Ending dates
students
Hand-in dates for
Practice Teacher
Report and Summary
Matrix
6th January -30th May 2014
UGR and RGR
Level 3
(Final PLO)
100 days
UU: Recall Days
21st February 2014
211st March 2014
2nd May 2014
Practice component of PLO
finishes
16th May 2014
Folder of evidence to
Practice Teacher
9th May 2014
Evidence Based Project
UU/FE- 16th May 2014
Copies of Reflective
Practice and Evidence
Based Project
assignments to be
submitted to Practice
Teacher by 30th May
Reflective Practice
Assignment (RPA)
Practice Teacher Report
Completed matrix
UU/FE – 30th May 2014
30th May 2014
183
Note
Bank holidays :17thMarch
21st & 22nd April , 5th May,
26th May
184
Practice Learning Opportunities Calendar 2013/14
QUB RGR 3/UGR 3
Student Level
UGR and RGR
Level 3
(Final PLO)
100 days
PLO Commencement and Submission dates for
Ending dates
students
th
rd
8 January -3 June 2014
QUB: Recall Days
21st Feb 2014
9th & 10th April 2014
Practice component of PLO
finishes
20th May 2014
Folder of evidence to
Practice Teacher
14th May 2014
Reflective Practice
Assignment (RPA)
QUB- 20st May 2014
Evidence Based Project
QUB – 3rd June 2014
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 3rd June
-Practice Teacher Report
- Completed matrix
3rd June
Bank holidays :17thMarch
21st & 22nd April , 5th May,
26th May
185
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
186
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
187
APPENDIX 14: Assessment Criteria
Conceptual Equivalents Scale Undergraduate Levels 1-3 :
QUB
Conceptual
%
Mark
Level 1 Criteria
Equivalent
Pt
Band
Exceptional 1st
100 95–100
85-94
High/Excellent
1st
(in addition to
criteria for
definite/low 1)
90
Definite 1st
80
78–84
Low 1st
75
70-77
High 2.1
68
67–69
Definite/solid 2.1
65
64–66
Low/clear 2.1
62
60-63
High 2.2
58
57-59
Definite/solid 2.2
55
54–56

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
Level 2 Criteria
Level 3 Criteria
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
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
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
Good answer showing:

Reasonably developed arguments,

Knowledge of the main issues involved at
at
Exceptional answer, an exemplary piece of work showing:

A very high level of critical analysis

A very high level of in-sight 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 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
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
188
Low/clear 2.2
52
50–53



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


this level
A satisfactory understanding of module
material
Little reference to resources outside
module material


A satisfactory understanding of module material
Little reference to resources outside module material
189
Conceptual Equivalents Scale Undergraduate Levels 1-3:
Conceptual
Equivalent
High 3rd
%
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
QUB
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
Failing but compensatable 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
190
Nothing of merit
0
0-14
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
191
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
192
 Formulate appropriate opportunities within agreed timescales including
a date for a formal review meeting.
 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 Affecting 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.
193
Appendix 16
NORTHERN IRELAND DEGREE IN SOCIAL WORK
PARTNERSHIP
PROTOCOL
for
DEALING WITH FACTORS AFFECTING
PROGRESSION OF PRACTICE LEARNING
Revised June 2013
194
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
195
Contents
Glossary of terms
Introduction - Context of Practice Learning
Professional Requirements related to Practice Learning
Factors Impacting on progression of Practice Learning
Part One - Student and Practice Learning factors
Key Points
Part Two - Discontinuation of Practice Learning Opportunity
on the basis of Professional Practice and Conduct Factors
Further Practice Learning Opportunities
Student Withdrawal from PLO
Retrospective Practice Issues
Appendices
196
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
197
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.
198
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.
199
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
200
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
201
 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.
202
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.
203
PART ONE
STUDENT AND
PRACTICE LEARNING
FACTORS
204
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
205
 undertaking and completing tasks necessary to attaining the
level of competence required to pass PLO
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.
206
Practice learning providers also provide on-going support to
students throughout periods of practice learning. Support
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
207
When serious health issues or a significant change in personal
circumstances arise during PLO, either the PLO provider , the HEI
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
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organisation including the line manager should be informed, by the
F/HEI, of the decision reached.
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?
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This could include:
 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.
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What about circumstances where practice learning
opportunities do not evolve as expected and there are no
issues in relation to the student’s competence?
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.
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What if there are extreme difficulties arising from the
relationship between student and practice teacher/onsite
supervisor?
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
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supervisor (if applicable), student, tutor should convene a meeting
in order to move towards a resolution. This meeting should focus
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:
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 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, 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.
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 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
 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
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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
217
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
(Appendices1 and 2)
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 (Appendices 1 and 2),
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.
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
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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
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
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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
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)
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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:
1. The nature of the information, its reliability in terms of
evidence and its seriousness.
2. The student’s response to the information.
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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.
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
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.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.
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)
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 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
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
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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
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
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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 One
University of Ulster Fitness for Practice Procedures.
ORDINANCE XLII: FITNESS FOR PROFESSIONAL PRACTICE
1.
This Ordinance refers to the procedures to be implemented when a
student is judged unfit for entry to a profession for which there are
academic, behavioural and health requirements that must be met in
order to ensure suitability to practice that profession. Examples of
relevant profession are Nursing, Health Visiting, Occupational Therapy,
Physiotherapy, Radiography, Optometry, Podiatry, Chiropractic,
Dietetics, Clinical Physiology, Sports Studies, Speech and Language
Therapy, Education, Social Work, Youth and Community Work. This list
is not exhaustive and it may be added to by the University at any time.
2.
The Fitness for Professional Practice procedure exists to protect:
a.
b.
3.
the public interest, by safeguarding client/patient wellbeing;
the student’s interests by ensuring that students do not proceed
into a career for which they may well not be suited or for which a
regulatory body may not register them.
Students may be considered unfit for practice on the grounds of:
a.
b.
c.
d.
physical or mental health reasons;
criminal or other serious misconduct;
unprofessional conduct or action;
academic unsuitability for the demands of the professional
training.
4.
Concern that a student may, for behavioural or health reasons, be
deemed unfit to be admitted to or to practice in a profession towards
which his or her course of study leads, should be disclosed in writing to
the Dean of the relevant Faculty. Concerns may arise from one incident
or from a pattern of behaviour over time.
5.
Anyone, including University staff and professional staff involved in
student placement who become aware of evidence of health,
behavioural or academic unsuitability which may preclude a student
from completing the course of study or from undertaking the required
professional practice should report the facts in writing to the Dean at the
earliest opportunity.
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6.
Anyone making such disclosure, as in 4 and 5 above, must identify his
or herself. Anonymous disclosure will not be accepted. In exceptional
circumstances the Dean may permit the discloser’s identity to remain
confidential, provided this is consistent with natural justice.
7.
Boards of Examiners, Student Progress Committees, and the University
Disciplinary Committee may also refer students to the Dean under this
Fitness for Professional Practice procedure.
8.
Students whose courses are covered by the Fitness for Practice
ordinance must disclose any criminal convictions to the University
before entering the course or immediately such a conviction occurs
during the course. This will enable the student to be provided with
guidance about entry requirements for registration within the profession
concerned. If a student fails to disclose this information and it
subsequently comes to light, the student will be referred to the Dean
who may instigate the Fitness for Professional Practice procedure.
9.
Issues relating to professional practice may arise as a consequence of
behaviour associated with diagnosed or suspected mental illness or
from addiction. In such circumstances the Fitness for Professional
Practice procedures will only be invoked if medical and counselling
interventions have not successfully addressed the behaviour or if the
student has refused all such interventions.
Precautionary Suspension
10.
The Dean of the Faculty, in which the student is registered, may
suspend a student pending a fuller investigation of the circumstances
reported.
This power may be used when a student displays
inappropriate behaviour while on clinical placement or when about to go
on clinical placement.
11.
When such action is necessary, the Dean will prepare a report on the
circumstances of the case, normally within 3 working days of the action
and will make this report available to a Fitness for Professional Practice
panel.
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12.
During a period of precautionary suspension, the student will be entitled
to access the University’s student support services and will be offered
any pastoral support required.
Investigation
13.
The Dean will, within 5 working days of receiving the disclosure, appoint
a Faculty Fitness for Professional Practice Panel (hereinafter the
Panel). The Panel shall consist of:
a.
the Dean or his/her nominee. The Dean will normally Chair the
Panel;
b.
the Head of the relevant School;
c.
a member of academic staff from the same professional
discipline as the student;
d.
a member of academic staff who is not from the professional
area concerned and who does not know the student;
e.
a registered professional practitioner from the professional area
concerned.
14.
The panel will meet within 21 days of the disclosure being received.
15.
The student will be given 10 working days notice of the meeting of the
panel
The notice will include:
16.
a.
a brief statement of the allegations against him or her;
b.
details of any precautionary suspension or limitations on or
conditions placed upon his or her studies or clinical placement
experience during the investigation;
c.
information on his/her right to be accompanied at the Panel
meeting by a representative who is a member of the University;
The Panel shall consist of:
a.
the Dean or his/her nominee. The Dean will normally Chair the
panel;
b.
the Head of the relevant School;
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c.
a member of academic staff from the same professional
discipline as the student;
d.
a member of staff who is not from the profession concerned and
who does not know the student;
e.
a registered professional practitioner from the professional area
concerned.
17.
The Dean or his/her representative may ask academic or clinical staff
connected with the case to provide written comments on the student’s
academic standing, conduct or health, explaining why there is concern
as to the student’s fitness for professional practice. The Dean will also
be provided with information about the student’s professional and
academic progress and any other relevant information.
18.
The Panel will establish the facts of the case and in so doing may
interview relevant individuals, including the student. The student may
be accompanied at the interview by a member of staff of the University,
by another student, by a representative of the Students’ Union or by a
member of the professional organisation. Legal representation is not
permitted.
19.
A member of the Faculty administration staff will, with due regard to
confidentiality, keep records of the proceedings and be responsible for
circulating relevant documents.
20.
The Panel shall satisfy itself that the student understands the purpose
and import of the proceedings of the Panel in respect of his/her case,
understands his/her rights within the process, and has adequate
support.
21.
Wherever possible the Panel will resolve the issue in consultation with
the student.
22.
The Panel has the following powers when considering the student’s
behaviour and conduct:
a.
no action may be required;
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b.
the student may be referred to Occupational Health, which may
result in a period of leave of absence;
c.
recommend to the Faculty Board that the student discontinue
studies on the course with or without possibility of transfer to
another course;
d.
if the student is at an appropriate stage in his/her programme,
he/she may be offered an alternative award which does not lead
to a professional qualification;
e.
the student may be referred to the University Disciplinary
Committee;
f.
other action as deemed appropriate to the situation.
23.
Should the Panel take the decision to refer a student to the University
Disciplinary Committee, it will state in writing the reasons for its
recommendation and supply any evidence it may have.
24.
When the Fitness for Professional Practice Panel takes the decision to
remove a student from a professional course it will:
a.
inform the student in writing, within 10 days of the Panel meeting,
of the decision of the Panel, giving reasons for the decision;
b.
appraise the Pro-Vice-Chancellor (Teaching and Learning);
c.
provide feedback to the complainant(s).
The findings of the Panel will be entered on the student’s file.
Appeals Procedure
25.
The student may appeal against the decision of the Faculty Fitness for
Practice Panel on any of the following grounds:
a
b.
c.
26.
that new evidence has become available;
that there has been procedural irregularity;
that the decision of the panel was inappropriate or too severe.
An appeal should normally be made through the Pro-Vice-Chancellor
(Teaching and Learning) within 10 days of receiving the decision of the
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Panel. The Pro-Vice-Chancellor (Teaching and Learning) will set up an
Appeal Board (hereinafter the Board).
The Board will consist of:
a.
Pro-Vice-Chancellor (Teaching and Learning) (Chair);
b.
the Dean of another Faculty;
c.
a member of the professional body concerned who has not been
involved in the consideration of the case.
27.
The appeal will be considered within 28 days of the date the appeal
was lodged.
28.
The Board will consider the statements and information provided by the
Panel. The Board may set aside or vary or confirm the decision of the
Panel. There shall be no appeal against the decision of the Appeal
Board.
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Appendix 2
VII. QUB Fitness to Practise
1. Fitness to Practise Procedure
Introduction
1.1 The fundamental justification for Fitness to Practise procedures is the protection of the
public interest in safeguarding client wellbeing. For example, students may work in clinical
settings or in classrooms and their behaviour in these settings may affect the welfare of
those with whom they come into contact. Such students must ensure that their behaviour
both in and outside their day to day work is responsible and demonstrates that they will be
fit to practise their chosen profession. It should be noted that problems with the health of
students may also affect their fitness to practise safely or complete their professional
training.
1.2 The University has an obligation to students to ensure that they do not proceed into a
career for which they may not be suited, particularly given the considerable time,
commitment and expense involved in the process of qualification.
1.3 Most students study for a profession or undertake professional studies at the University
with the intention of subsequently putting his/her knowledge into practice. They should not
be encouraged in the belief that they may be able to do so if, in reality, the relevant
regulatory body would not be prepared to register them. Any misconduct or condition
which a student presents with, which may have implications for fitness to practise in his/her
chosen profession, should be addressed as soon as it becomes known.
1.4 It is important to recognise that students also have rights. Exclusion from his/her chosen
programme is likely to mean, in the vast majority of cases, that the individuals concerned are
unable to pursue his/her chosen career. In these circumstances, the University has a legal,
as well as a moral duty, to treat the student fairly.
1.5 For some programmes there may be a pre-enrolment vetting procedure as part of the
application process. In addition, issues such as the duty to make reasonable adjustments to
enable disabled students to study a programme, for example medicine, should normally be
addressed before the student starts his/her programme. The adequacy of the arrangements
provided should be monitored and the needs of those who become disabled during a
programme of study must be properly addressed.
1.6 All students registered on programmes which lead directly into professions such as those
referred to in paragraph 1.10 below will, in addition to any University requirements, be
expected to conform to the Code of Conduct of the relevant professional body.
1.7 In cases where either the disciplinary or fitness to practise regulations may be invoked,
the University Officer with whom a complaint has been lodged shall liaise with the
appropriate subject area and any other Officer as required in deciding which set of
234
regulations should apply. The decision to invoke one set of regulations does not preclude a
later decision to transfer a case to another set of regulations if the circumstances or details
of the case, after further investigation, deem it to be more appropriate.
1.8 At any interview and/or hearing the student is permitted to be accompanied by a
registered student of the University, a member of University staff or University Chaplaincy.
In addition, the student may be legally represented. Where the student opts to have legal
representation the Investigating Officer and the Chair of the Fitness to Practise Panel at an
Appeal Panel hearing shall also be legally represented by the Legal Services Manager or
his/her nominee. At such interviews and/or hearings, the person legally representing the
student shall be permitted to speak on his/her behalf.
1.9 At all times, the principles of natural justice shall be observed and the standard of proof
shall be on the balance of probability.
Initiation of the Procedure
1.10 The following procedures apply to programmes which lead directly into professions (for
example, medicine, dentistry, nursing and midwifery, psychology, teaching, social work,
pharmacy, professional legal training, health and leisure) for which there are academic,
behavioural and health requirements which must be met to ensure suitability to practise.
1.11 Any concerns that a student enrolled on a programme leading directly to a professional
qualification, which gives the right to practise that profession, may for behavioural or health
reasons be deemed not fit to be admitted to and practise the profession, should be disclosed
in writing to the Director of Education in the relevant School and copied to Academic Affairs.
1.12 Students may be considered unfit to practise on the grounds of, for example:
i.
Physical or mental health problems.
ii.
Criminal or other serious misconduct.
iii. Professionally inappropriate behaviour.
This list is not exhaustive.
Some problems that may lead to a Fitness to Practise Panel (see paragraphs 1.28–1.34
below) may come from a pattern of behaviour over a period of time, rather than one single
incident.
1.13 Anyone, including University staff and/or professional staff involved with student
placements, who becomes aware of health or behavioural problems which may preclude the
student from either completing part of a programme or undertaking professional practice,
should report the facts in writing to the Director of Education, copied to Academic Affairs, in
writing at the earliest opportunity. The person making such disclosure must identify
him/herself to the Director of Education in the School, who will not consider any disclosures
which are raised anonymously. Only in exceptional circumstances may the Director of
Education and/or Academic Affairs permit the discloser’s identity to remain confidential,
provided this is consistent with the rules of natural justice.
1.14 Students may also be referred to the Director of Education by a Board of Examiners, a
School Student Progress Committee or any University Disciplinary Body. The letter of
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referral should be copied to Academic Affairs. If it is a requirement of a professional body,
the University will inform the appropriate authority about any misconduct or condition
presented by a student that might call into question the student’s fitness to practise.
1.15 With reference to paragraph 1.3 above, the University would wish to make available at
all times informed guidance to students regarding the entry requirements to his/her chosen
profession. It is, therefore, incumbent upon students whose programmes may be covered
by the Fitness to Practise procedures, to report criminal convictions or other significant
information to the University. A student who has been required by a Fitness to Practise
Panel to withdraw from a programme must disclose this if he/she subsequently applies to
the University for admission to another professional programme that may be covered by the
Fitness to Practise procedures.
1.16 In those circumstances where behaviour arising from a diagnosed or suspected mental
illness or addictive problem raises issues relating to a professional practice, the Fitness to
Practise procedures will normally be applied as a last resort if reasonable adjustments,
medical and counselling interventions have failed to address satisfactorily the problem
behaviour or have been refused by the student.
1.17 Any student under investigation for fitness to practise shall be subject to an immediate
precautionary suspension if they are on any form of placement or supervised practice, until
the conclusion of the fitness to practise proceedings. Similarly, any student under
investigation for fitness to practise, who is due to go on any form of placement or supervised
practice shall have that placement or supervised practice deferred (if applicable) until after
the conclusion of the fitness to practise proceedings. During any period of precautionary
suspension a student shall be offered appropriate pastoral support by the University’s
student support services.
Investigation
1.18 On receipt of a written disclosure as set out above, the Director of Education shall,
within five working days, ascertain whether an attempt has been made to resolve the matter
informally, and if it has not, the Director of Education will request that this is done, and that
the student shall be informed in writing of the outcome within five working days.
1.19 Having ascertained that the matter cannot be resolved informally, the Director of
Education shall, within five working days, refer the matter to the Head of School for a
decision on whether to invoke the Fitness to Practise procedure. If the procedure is to be
invoked, the Head of School shall nominate an Investigating Officer, who shall be a senior
member of academic staff in the School, to carry out an investigation into the complaint.
In these circumstances the Head of School shall notify the student in writing of:
i.
The details of the allegations against him/her.
ii.
The identity of the Investigating Officer.
iii. Any suspension from his/her clinical programme, or limitations or conditions placed
upon the continuance of his/her studies or supervised practice during the period of the
investigation.
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1.20 The Investigating Officer may request the Head of School and/or members of staff
connected with the case, including clinical staff, where relevant, to provide written
comments on the student’s conduct and/or health, explaining why there is concern about
the student’s fitness to practise. Factual information about the student’s professional
progress on the programme and any other relevant documentation should also be provided.
1.21 The Investigating Officer shall interview relevant individuals, including the student. (see
1.8)
1.22 The student may be required to attend the University’s Occupational Health Service in
order that advice on his or her fitness to practise on medical grounds may be sought.
1.23 Save in exceptional circumstances, the Investigating Officer shall, normally within ten
working days after the referral by the Head of School, make a written report of the results of
the investigation detailing all the evidence obtained. The Head of School, in consultation
with the Director of Academic and Student Affairs, will then consider the report and decide
if:
i.
There is no case to answer and dismiss the case and inform the student in writing.
ii.
There is a prima facie case to answer and refer the case to a Fitness to Practise Panel.
iii. Further investigations are required to be carried out.
iv. The case should be referred under the Conduct Regulations, Academic Offences, School
Student Progress Committee or other body, as appropriate.
1.24 The Head of School shall notify the student in writing normally within five working days
of a decision having been made, if the case has been dismissed or is to be otherwise dealt
with.
1.25 If the case is serious enough to be referred to a Fitness to Practise Panel, the Panel’s
role will be to deliberate formally and decide whether the student is fit to practise, and what
sanctions, if any, should be imposed. The Head of School should consider only whether the
behaviour is such as to call into question the student’s ability to continue on the programme,
or his/her fitness to practise in the profession after graduation.
1.26 The Head of School must act in a proportionate way by weighing the interests of
patients or clients and the public against those of the student. It is important to consider
whether the behaviour is better dealt with through student support and remedial tuition
rather than through a formal Panel hearing. However, if the Head of School decides the
behaviour is such as to call into question the student’s ability to continue on the programme,
or his/her fitness to practise in the profession after graduation, the case should be referred
to a Fitness to Practise Panel. This is in spite of any mitigating factors such as health
problems.
1.27 The Head of School may, if the circumstances warrant it (e.g. if the facts of the case are
not contested, or if an investigation has already been carried out) refer a case directly to a
Fitness to Practise Panel without a formal investigation stage being initiated.
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Referral to Fitness to Practise Panel
1.28 If the Head of School decides there is a prima facie case to answer, the student will be
interviewed by the Fitness to Practise Panel, and will be given at least five working days
written notice of the date of the hearing.
The letter requiring the student to attend the hearing shall notify him/her of:
i.
The evidence and findings of the investigation into the alleged behaviour/concern.
ii.
Whether the matter is to be referred to the Fitness to Practise Panel together with full
details of the procedures to be adopted.
iii. His/her right to be legally represented, and accompanied by a registered student of the
University (which shall include a Students’ Union Sabbatical Officer), a member of staff
from the University, or University Chaplaincy. The name(s) of the person(s)
accompanying and/or representing the student should normally be notified to the
Secretary of the Panel at least 48 hours in advance of the hearing.
iv. The procedure which will be used at the hearing. That is to say that witnesses may be
called in support of the complaint or by the student in support of his/her response, and
that relevant documentation may be considered at the interview including any written
statement by the student in response to the complaint. Where witnesses are called,
they may be subject to examination, cross-examination and re-examination by the
parties. Panel members and the student, under the direction of the Chair, may ask
questions for clarification at appropriate stages. Copies of any documents to be
produced relating to the allegations should be enclosed with the letter, including the
Investigating Officer’s report and other relevant documents. From time to time
investigations may include patient/client information. In this instance, and with the
appropriate permission/consent documents can be released to a student in the School
building for a maximum of one hour prior to the hearing. The documents may not be
copied and are returned to the appropriate person at the end of the hour.
v.
The names of the members of the Fitness to Practise Panel.
vi. That failure to attend the hearing may lead to the Panel considering the case and
imposing a penalty in the absence of the student without further notice. The Chair shall
have discretion on what constitutes a reasonable explanation for non-attendance.
vii. The imposition, cessation, continuance or alteration (as the case may be) of any
suspension or conditions/limitations placed on the student’s studies.
1.29 The student shall normally be allowed ten working days in which to prepare his/her
case. All documentation on which the student intends to rely must be made available to the
members of the Fitness to Practise Panel at least two working days before the date set for
the hearing.
1.30 If all parties involved in the case are in agreement, an accelerated timeframe may be
applied.
Fitness to Practise Panel
1.31 When convened, the Fitness to Practise Panel will normally consist as a minimum of:
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i.
The Head of School or nominee as Chair.
ii.
A member(s) of the relevant profession (a clinically active doctor in the case of medical
students).
iii. A Head of School, or nominee other than the School involved.
iv. A Sabbatical Officer from the Students’ Union.
1.32 The Panel will be serviced by a Secretary who is not a member, but will be present
throughout the proceedings. At all meetings of the Panel three members (ie two members
and the Chair) shall constitute a quorum.
1.33 No member of the Panel should have been involved in the case previously. The
University reserves the right to modify the Panel membership to reflect the diversity of the
Northern Ireland community.
1.34 Minutes shall be taken as a formal record of the hearing and retained.
Procedure for the Conduct of the Meeting
1.35 Prior to the meeting, the Secretary to the Panel shall ensure that the student has copies
of all documents circulated to members of the Panel and is aware of the procedures to be
followed.
1.36 The Panel will convene and consider the report from the Investigating Officer and all
other relevant documentation.
1.37 The student, and the person accompanying the student (if attending) and any other
relevant members of staff invited to attend, will then join the Panel. (see paragraph 1.8)
1.38 The presentation of the facts will be the responsibility of the Investigating Officer. (see
1.8)
1.39 The Chair shall ascertain the names and roles of all present and confirm the names of
witnesses (if any) which either party proposes to call in support of his/her case. If necessary,
the Chair will have the discretion on what reasonable time shall be given over to questioning
witnesses.
1.40 The allegation(s) against the student shall be read out by the Chair.
1.41 The Chair shall explain the powers of the Panel.
1.42 The Chair shall invite the Investigating Officer to make an opening statement and invite
the Panel to ask questions. Following this, the student will be invited by the Chair to ask the
Investigating Officer questions.
1.43 The Chair shall invite the student to make a statement in his/her defence.
1.44 The Chair shall explain that when asked questions, the Panel will wish to hear directly
from the student in his/her own words. The person accompanying the student may not
answer questions put by the Panel on behalf of the student. Where witnesses are called,
they may be subject to examination, cross-examination and re-examination by the parties.
1.45 Members of the Panel shall be invited to question the student.
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1.46 The Chair shall invite all other person(s) called upon to attend the meeting as a witness
to join the Panel hearing individually. The witness or witnesses may be invited to make a
brief opening statement and/or the Chair will question the witness or witnesses, and then
invite the Panel to ask questions.
1.47 Under the direction of the Chair, the student may question anyone giving evidence or
providing other information.
1.48 Upon the conclusion of the questioning, each witness will withdraw from the hearing
but remain available for further questioning, at the discretion of the Chair, until the
questioning of all witnesses has been concluded.
1.49 The Chair shall invite the Investigating Officer to make a closing statement.
1.50 The Chair shall invite the student to make a closing statement.
1.51 Once the Chair is satisfied that the Panel has completed its questioning and the student
and staff have had a full opportunity to convey information to the Panel, the student and all
non-Panel members shall withdraw (excepting the Secretary to the Panel).
1.52 The Panel will then discuss the case.
1.53 If, for any reason, the Panel requires further clarification on any aspect of the case from
either the student, staff or other attendees, the student and all non-Panel members must be
invited back into the meeting while the questioning takes place. When the Chair so
determines they will then leave the meeting again.
1.54 The Panel will make its decision, and the standard of proof will be on the balance of
probabilities.
1.55 Minutes shall be taken as a formal record of the hearing and retained.
1.56 The decision, and any findings of fact, will be conveyed to the student and the other
parties, within a maximum of five working days of the decision being reached. A copy of the
decision shall also be sent to the Director of Academic and Student Affairs.
1.57 The outcome of a Fitness to Practise Panel will, as appropriate, be reported to the
professional bodies concerned. For example, where the student must register with a
professional body prior to the commencement of his/her studies, or where there is a
requirement of the professional body.
1.58 The student shall be required to attend the meeting of the Panel in person. If the
student fails to attend without reasonable explanation, the Panel may consider the case in
the student’s absence. The Chairperson shall have discretion as to what constitutes a
reasonable explanation.
Powers of Fitness to Practise Panel
1.59 The Panel shall deal with the case by using one of the following or any combination:
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i.
The student receives no warning or sanction and is permitted to continue with the
programme.
ii.
The student receives a warning as there is evidence of misconduct, but the student’s
fitness to practise is not impaired to a point requiring any of the sanctions listed below.
If considered appropriate, the student may be referred for consideration under the
University’s Conduct regulations (see Section VIII: Conduct Regulations).
iii. The student receives a sanction. Beginning with the least severe, the sanctions are as
follows:
(a) An undertaking, which is a promise given by the student in writing to the Panel that
they will not behave in a certain way in the future. The student should consent to
disclose this sanction to the appropriate bodies and it must be declared at the
point of provisional registration.
(b) A sanction imposed by the Panel that the student takes a particular programme of
remedial tuition and increased supervision, where the Panel has found a
student’s fitness to practise has been impaired because of poor physical or
mental health. The conditions should include medical as well as academic
supervision. The student should consent to disclose this sanction to the
appropriate bodies if required, for example it must be declared to the General
Medical Council at the point of provisional registration for medical students or
the General Dental Council for dental students.
(c) Suspension from the programme for a specified time (a precautionary suspension
pending a hearing will not be used as a sanction). On return from suspension the
student will be expected to comply with any further conditions. He/she should
consent to disclose the suspension and conditions to the appropriate bodies if
required, for example it must be declared to the General Medical Council at the
point of provisional registration for medical students or the General Dental
Council for dental students.
(d) Expulsion from programme.
1.60 Where it proves impossible to continue to offer the programme because the student is
deemed incapable on non-academic grounds (such as health) of completing it and will not
therefore be fit for practice, the student’s registration will be suspended and every effort
will be made to offer an appropriate alternative programme of study.
1.61 Where a student is allowed to continue with the programme, or when the studies have
been temporarily suspended, he or she may be required to meet with the Panel on further
occasions in order that progress can be monitored.
1.62 The Fitness to Practise Panel will inform the student how long warnings and sanctions
will remain on his/her record. When applying for provisional registration, the student must
declare any warnings or sanctions which are still current to the relevant bodies. On
graduation the School will also inform the relevant bodies of any such sanctions.
1.63 Students who receive a warning or sanction, short of being expelled, will also receive
supervision or monitoring, or both, to satisfy the School regarding his/her fitness to practise.
They will also be provided with remedial or pastoral support, or both.
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1.64 Any student who receives a warning or sanction will be informed at a formal hearing
why they have received it, its intended purpose, its expected duration, and whether or when
his/her fitness to practise will be considered again.
1.65 Students will be informed that they can withdraw from his/her programme rather than
go through the formal Fitness to Practise procedure. They will also be informed that if they
do withdraw, whether or not it will be possible for them to return to his/her programme
later, or transfer to a different programme at the University.
Appeals
1.66 The student may appeal on any of the following grounds, in writing, to the Dean, copied
to Academic Affairs by 4.30pm on the date stipulated in the written notification of the
decision of the Fitness of Practise Panel:
i.
New evidence has become available which was not available for the earlier hearing.
ii.
There has been a procedural irregularity.
iii. The decision of the Fitness to Practise Panel was too severe or inappropriate.
1.67 The appeal, stating with reasons the grounds of appeal, must be made in writing within
ten working days of being notified of the Fitness to Practise Panel’s decision.
1.68 The Chair of the Appeal Panel and the Director of Academic and Student Affairs shall
decide if there are grounds for appeal.
1.69 If it is decided that there are no grounds for appeal, the student shall be informed of
the decision in writing, with reasons, within five working days of it having been made. If it is
decided that there are grounds for appeal, the Appeal Panel will be convened.
1.70 Where grounds for appeal exist, there shall be a review of the case. The Appeal Panel
shall have access to the record of the first Fitness to Practise Panel. New information, which
was not available to the student at the time of the Fitness to Practise Panel hearing, can be
presented to the Appeal Panel, who will consider it. Other than such new evidence, the
Appeal Panel will only consider the grounds for the appeal submitted by the student. The
appeal hearing will not constitute a re-hearing of the case.
1.71 In making its decision, the remit of the Appeal Panel is to decide whether to dismiss the
case, or to refer it back to another Fitness to Practise Panel hearing administered within the
School.
1.72 The Appeal Panel will normally consist of:
i.
The appropriate Dean (Chair).
ii.
A Head of School or nominee other than the School involved.
iii. An academic member of staff from a School other than the School in which the student
is enrolled.
iv. A member of the profession (not being a member of University staff).
v.
A Sabbatical Officer from the Students’ Union.
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In cases involving medical, dental, nursing or midwifery students, the majority of the Panel
should be medical or health professionals.
1.73 No member of the Appeal Panel shall have been involved in the case previously. The
University reserves the right to modify the Appeal Panel membership as required, to reflect
the diversity of the Northern Ireland community. The School in which the student is enrolled
must not take part in the process of selecting or nominating Appeal Panel members.
1.74 The Secretary to the Appeal Panel should contact relevant organisations, professional
bodies or other universities offering equivalent programmes, in order to identify an
appropriate external Appeal Panel member for the approval of the Chair. External Appeal
Panel members should have had no direct involvement with the programme in question (e.g.
as an external examiner) for at least five years. Internal academic members of the Appeal
Panel, with the exception of the Chair, will be drawn from staff directly involved in the
provision of programmes in other Schools which fall under the Fitness to Practise Procedure,
and be subject to the approval of the Chair.
1.75 At all meetings of the Appeal Panel, three members (excluding the Secretary) will
constitute a quorum. It is essential to have a member of the profession (not being a
member of University staff) present on the Appeal Panel.
1.76 A member of staff from the Dean’s office shall normally act as Secretary to the Appeal
Panel and he/she shall be responsible for the administration of the Appeal Panel’s
proceedings, with due regard to confidentiality, and subject to directions from time to time
given to him/her by the Chair. The Secretary shall keep records of the proceedings and shall
be responsible for notifying the student of the date and time of the Appeal hearing, and for
the circulation of documentation (see paragraphs 1.8 and 1.28 – 1.30). Minutes shall be
taken as a formal record of the meeting and retained.
1.77 Representation from the School may be present at the Appeal Panel, in an advisory
role, at the discretion of the Chair.
Procedure for the Conduct of the Appeal Hearing
1.78 Prior to the meeting, the Secretary to the Appeal Panel shall ensure that the student
has copies of all documents circulated to members of the Panel and is aware of the
procedures to be followed.
1.79 The Appeal Panel will convene and consider all relevant documentation.
1.80 The student, the person accompanying him/her (if attending) and any other relevant
member or staff invited to attend, will join the Appeal Panel (see paragraph 1.8).
1.81 The Chair shall ascertain the names and roles of all present and confirm the names of
witnesses (if any) which either party proposes to call in support of his/her case. If necessary,
the Chair will have the discretion on what reasonable time shall be given to questioning
witnesses.
1.82 The Chair shall explain the powers of the Appeal Panel.
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1.83 The student shall be given the opportunity to address the Appeal Panel in support of
the grounds of appeal.
1.84 The Chair of the original Fitness to Practise Panel will present his/her conclusions and
decisions.
1.85 The Chair shall explain that when asked questions, the Appeal Panel will wish to hear
directly from the student in his/her own words. The person accompanying the student may
not answer questions put by the Appeal Panel on behalf of the student. Where witnesses
are called, they may be subject to examination, cross-examination and re-examination by
the parties.
1.86 Members of the Panel shall be invited to question the student.
1.87 The Chair shall invite all other person(s) called upon to attend the meeting as a witness
to join the Panel hearing individually. The witness or witnesses may be invited to make a
brief opening statement and/or the Chair will question the witness or witnesses, and then
invite the Appeal Panel to ask questions.
1.88 Under the direction of the Chair, the student may question anyone giving evidence or
providing other information.
1.89 Upon the conclusion of the questioning, each witness will withdraw from the hearing
but remain available for further questioning, at the discretion of the Chair, until the
questioning of all witnesses has been concluded.
1.90 The Chair shall invite the student, to make a closing statement.
1.91 The Chair shall invite the Chair of the original Fitness to Practise Panel to make a closing
statement.
1.92 Once the Chair is satisfied that the Appeal Panel has completed its questioning and the
student and staff have had a full opportunity to convey information to the Appeal Panel, the
student and all non-Panel members shall withdraw (excepting the Secretary to the Appeal
Panel).
1.93 The Appeal Panel will then discuss the case.
1.94 If for any reason the Appeal Panel requires further clarification on any aspect of the
case from either the student, staff or other attendees, the student and all non-Panel
members must be invited back into the meeting while the questioning takes place. When
the Chair so determines they will then leave the meeting again.
1.95 The Appeal Panel will make its decision, and the standard of proof will be on the
balance of probabilities.
1.96 The Appeal Panel’s decision, with reasons, shall be communicated to the student in
writing within five working days of the decision being reached. A copy of the decision shall
also be sent to the Head of School or nominee and Director of Academic and Student Affairs.
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1.97 The decision of the Appeal Panel shall be final.
1.98 The Appeal Panel’s decision, with reasons, shall be communicated to the student in
writing within five working days of the decision being reached. A copy of the decision shall
also be sent to the Head of School or nominee and Director of Academic and Student Affairs.
1.99 The outcome of a Fitness to Practise Appeal Panel will, as appropriate, be reported to
the professional body concerned, for example, where the student must register with a
professional body prior to the commencement of his/her studies or where it is a
requirement of the professional body.
Record Keeping, Data Protection and Confidentiality
1.100 Where it has been decided by the Head of School or Fitness to Practise Panel or
Appeal Panel to proceed further with a concern, a record of the concern and any decisions
made by the Fitness to Practise Panel shall remain on the student’s record.
1.101 All matters relating to a student's career at the University are strictly confidential and
may not be relayed to other parties, including parents, without the express permission of
the individual student. The University handles personal data (including student records of
concerns, reports and warnings relating to fitness to practise) in accordance with the Data
Protection Act 1998. Notwithstanding the foregoing, the University will disclose details of
any concerns, reports and/or warnings relating to fitness to practise which have arisen
during a programme of study (where required to do so by law or in the public interest) to the
relevant statutory body responsible for regulating the profession in the UK to protect,
promote and maintain the health and safety of the public by ensuring proper standards in
the practice of the profession.
ANNEX 1
Table 1: Standard penalties for offences normally considered
at Disciplinary Officer Stage
Standard Penalty
Offence
First Offence
Second Offence
1
Smoking in a
prohibited area.
Written Warning
Written Warning and
Fine - £100
2
Drinking alcohol in a
prohibited area.
Written Warning and
Fine - £50
Written Warning and
Fine - £150
3
Failure, without
reasonable cause, to
Written Warning and
Fine - £150
Written Warning and
Fine - £250 and/or
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4
produce accurate
identification upon
demand to authorised
persons, who should
identify themselves.
Minor anti-social
disturbance.
exclusion
Written Warning and
Fine - £150
Written Warning and
Fine - £250 and/or
exclusion or referral
to Committee of
Discipline*
5
Minor vandalism or
malicious damage to
property.
Written Warning and
Fine - £150
Written Warning and
Fine - £250 and/or
exclusion or referral
to Committee of
Discipline*
6
Disruption of, or
interference with the
activities of the
University, whether on
University premises or
elsewhere.
Obstruction of, or
improper interference
with, the functions,
duties or activities of
any student, member
of staff or other
employee of the
University or any
authorised visitor to
the University.
Behaviour which
interferes with the
legitimate freedom of
speech, ideas, actions
or enquiry of any other
student or member of
staff.
Making false,
frivolous, malicious,
mischievous or
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
7
8
9
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vexatious complaints.
10
11
Failure to comply with
a previously imposed
penalty under these
regulations.
Contempt of the
University’s Discipline
procedures by failing
to co-operate with the
University’s discipline
authorities or
otherwise.
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
Written Warning and
Fine - £150
Referral to
Committee of
Discipline*
*The decision to refer a case to the Committee of Discipline should
be taken in consultation with Academic Affairs. A hearing is not
required for a case to be referred.
In addition to the above penalties, students will be required to pay
for any loss or damage that resulted directly or indirectly from the
student’s misconduct.
The standard penalty is not a maximum. Depending on the
circumstances and severity of an offence a heavier penalty may be
applied.
In cases where a student admits an offence or presents mitigating
circumstances (which should be recorded), a lesser penalty may
be considered.
More than three minor offences will result in a student being
referred directly to a Committee of Discipline.
A written warning will stay on the student transcript until
graduation.
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Table 2: Standard penalties for offences considered by the
Committee of Discipline
The Committee of Discipline must consider whether the
nature and severity of the offence(s) warrant expulsion.
Standard Penalty
Offence
First Offence
Second Offence
1
Minor offence
committed by a
student with a
disciplinary record.
Written Warning and
Fine - £350
Suspension
2
Theft/fraud.
Written Warning and
Fine - £500
Major vandalism or
Written Warning and
malicious damage to Fine - £500
property.
Expulsion
4
Misuse of fire or
other safety
equipment.
Written Warning and
Fine - £500
Expulsion
5
Failure to cooperate
with the University’s
discipline authorities
on more than one
occasion.
Suspension
Expulsion
6
Behaviour which
brings, or may bring,
the name of the
University into
disrepute.
Suspension
Expulsion
7
Illegal possession of
a controlled drug
Suspension
Expulsion
3
Expulsion
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8
Bullying,
harassment, abuse
or intimidation.
Suspension
Expulsion
9
Violent, threatening
or indecent
behaviour.
Expulsion
n/a
10 Assault, including
actual bodily harm.
Expulsion
n/a
11 Major assault or anti- Expulsion
social disturbance.
n/a
12 Public order offence
– for example,
riotous behaviour.
Expulsion
n/a
13 Grievous bodily
harm
Expulsion
n/a
In addition to the above penalties, students will be required to pay
for any loss or damage that resulted directly or indirectly from the
student’s misconduct.
The standard penalty is not a maximum. Depending on the
circumstances and severity of an offence a heavier penalty may be
applied.
In cases where a student admits an offence, or presents mitigating
circumstances (which should be recorded), a lesser penalty may
be considered.
A written warning will stay on the student transcript until
graduation.
Suspension will normally be for an academic year, although this
may vary according to the nature and severity of offences.
Students who are suspended may be permitted to take
examinations but will not be permitted to graduate or re-enrol.
Expulsion will be recorded permanently on the student transcript.
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VIII. Conduct Regulations
Note: Failure to pay, or make arrangements to pay all fees and
other monies due to the University is dealt with under Section III,
Regulations for Students, regulation 1.4.
1. Introduction
1.1 The primary purposes of the University are the
advancement and application of knowledge and
the education of its members; its central
activities are teaching, learning and research.
These purposes can be achieved only if the
members of the University community can live
and work beside each other in conditions which
permit freedom of thought and expression,
within a framework of respect for the rights of
other persons. It is the function of University
discipline to protect from disruption these
essential activities and the administrative
structure on which they depend.
1.2 Students are expected to conduct themselves
at all times in a manner which demonstrates
respect for the University, its staff, fellow
students and the wider community.
1.3 The Conduct Regulations uphold the primary
purposes of the University, without
unnecessarily (a) limiting the freedom of
expression and action which members of the
University enjoy as citizens within the law; or (b)
infringing the privacy of the individual. At all
times the principles of natural justice shall be
observed and the standard of proof will be on
the balance of probability.
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2. General Provisions
Delegation of authority
2.1 The authority of the University to take disciplinary action
against students who have breached the disciplinary code derives
from the powers and authority of the Senate and Academic Council
as set out in Statutes V, VIII and XI of the University Statutes.
2.2 No person can therefore be a student without being subject to
the disciplinary powers of the Senate and Academic Council. By
enrolling on any University course, a student becomes subject to
University discipline whether or not he/she expressly agrees to be
bound by it, and whether or not he/she is aware of the substance
of the disciplinary rules. The appropriate Code of Conduct and
Discipline Regulations for students registered or receiving tuition in
Collaborative Institutions will be set out in the Memorandum of
Agreement between the University and the Collaborative
Institution. Any issue of interpretation will be made by the Director
of Academic and Student Affairs (University) and the
Director/Principal of the Collaborative Institution. Their joint
decision will be final.
2.3 Under the Charter, Statutes and Ordinances, the ViceChancellor has ultimate responsibility for student discipline. The
procedures in these Conduct Regulations derive from this
responsibility and cover matters relating to student discipline. The
Vice-Chancellor may delegate this authority to a Pro-ViceChancellor and any subsequent reference to the Vice-Chancellor
in these regulations should also be read as applying to a Pro-ViceChancellor.
2.4 The Vice-Chancellor will normally delegate his/her authority to
deal with disciplinary matters to the relevant Disciplinary Officer or
any other officer of the University, as is appropriate, given the
circumstances of the case. This will include the decision on
whether the cases of all or any of the students accused of the
same or substantially similar misconduct shall be investigated
and/or heard together. A reference in these Conduct Regulations
to a Disciplinary Officer should be read as also applying to any
other officer acting under delegated authority.
2.5 The Disciplinary Officers shall be:
i. Heads of School, including the Director of the Institute of
Professional Legal Studies and the Director of Theology.
ii. Academic Support Directors or their nominees.
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iii. Director of the Students’ Union.
iv. Any member of staff in charge of a field trip (see paragraph
3.14).
2.6 Complaints will be dealt with by the Disciplinary Officer or a
Committee of Discipline (see 3.6), in consultation with any other
appropriate officer of the University if necessary. Advice on these
regulations may be obtained from Academic Affairs (extension
3002/5/6, email academic-affairs@qub.ac.uk).
2.7 The jurisdiction of a Pro-Vice-Chancellor and the Committee of
Discipline is unrestricted. The jurisdiction of Disciplinary Officers
shall be as follows, except in any case where the Vice-Chancellor
exercises the power given in paragraph 2.4 above to refer the case
to the most appropriate Disciplinary Officer:
i. That of a Head of School to students registered in his/her
School.
ii. That of the Director of Information Services to cases concerned
with students using or occupying premises, equipment, or
property of the University Library and to cases concerned with
students using or occupying the premises, equipment or
property of Information Services, or involving the misuse of
University computers on internal and external networks
throughout the University. The University has an Information
Security Policy that contains acceptable use policies for the
internet and email. All students are bound by the provision of
this Policy and the Director of Information Services shall have
the summary power to suspend student access to computing
facilities and shall report such action to the Vice-Chancellor.
iii. That of the Head of Communications and External Affairs (or
nominees) to students off-campus, whose behaviour and/or
actions may violate the Conduct Regulations, for example, by
bringing the name of the University into disrepute.
iv. That of the Director of the Institute of Professional Legal Studies
to students registered for any course in the Institute and to
cases concerned with the premises, equipment or property of
the Institute.
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v. That of the Director of the Institute of Theology to students
registered for any course in the Institute and to cases
concerned with the premises, equipment or property of the
Institute or the Theological Colleges.
vi. That of the Director of Queen’s Sport to cases concerned with
students using or occupying the premises, equipment or
property of the Physical Education Centre.
vii. That of the Director of the Students’ Union to student members
of the Students’ Union and to cases concerned with their
behaviour within the Students’ Union and the premises,
equipment or property of the Students’ Union. Also included are
any premises within the University where Students’ Union
events are organised, University playing fields, and breaches of
the Conduct Regulations committed in the course of Rag Day
activities.
viii. That of the Director of Accommodation and Hospitality to
students living in University residences and the premises,
equipment or property in these residences.
ix. That of a member of staff in charge of a field trip to students on
the trip.
Advice on the Conduct Regulations is available from Academic
Affairs and the Legal Services Manager.
Right to Be Accompanied
2.8 A student facing a charge of misconduct has the right to be
accompanied at any stage in the proceedings by a registered
student of the University (which shall include a Students’ Union
Sabbatical Officer), a member of staff of the University, or
University Chaplaincy. No legal representation will be permitted. At
all stages of the process, the University will ensure students are
notified of their right to be accompanied.
Confidentiality
2.9 The University will take all reasonable steps to limit the
disclosure of information as is consistent with conducting an
investigation and the provisions of the Human Rights Act 1998, the
Data Protection Act 1998, the Freedom of Information Act 2000,
and any other relevant legislation. All staff who become involved in
the Disciplinary Procedures are required to respect the integrity of
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the process and the confidentiality of information arising from it.
Where statements have been made, the student complained about
will normally be provided with these. Those persons who have
made the statements shall be aware that the student shall be given
this information.
Communication
2.10 All correspondence concerning proceedings under these
regulations will be sent to the student at the last term time address
notified by the student to the University and to their University
email address. In addition, correspondence may also be sent to
the student’s last home address.
2.11 Students are responsible for maintaining the accuracy of their
personal details, including their addresses, either on the World
Wide Web or by informing the Student Services and Systems in
writing. Mail or messages sent at any time to a student’s postal
address, or during teaching periods to a student’s email address
(normally semester weeks 1-12, or equivalent for professional
courses), will be considered as sufficient to discharge the
University’s obligation to give due notice.
Annual Summary Report
2.12 An annual summary report of the cases dealt with by
Disciplinary Officers, Committee of Discipline and the Discipline
Appeals Committee will be prepared in August/September by the
Director of Academic and Student Affairs, to be considered by
Academic Council.
The Board of Visitors
2.13 If a student feels aggrieved by the process or outcome of the
disciplinary procedure he/she may appeal to the Board of Visitors.
The Board of Visitors shall normally investigate complaints only
when the internal complaints procedures have been exhausted.
Information on the Board of Visitors can be obtained from the
University’s website
http://www.qub.ac.uk/directorates/AcademicStudentAffairs/Academ
icAffairs and in Section XI: Further Information.
3. Definition of Misconduct
3.1 Misconduct under these regulations is deemed to be improper
interference, in the broadest sense, with the proper functioning or
activities of the University, or those who work or study in the
University; or action which otherwise damages the reputation of
the University. This applies whether or not the misconduct takes
place on University property. The Conduct Regulations are in place
to protect the well-being of the students, staff, wider community
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and the reputation of the University. Some of the most common
examples of misconduct and guidance on standard penalties for
those offences are listed in Annex 1.
3.2 Subject to paragraph 3.3, these regulations, if invoked, will take
precedence over all other University Codes and Regulations
without prejudice to paragraph 3.13 below.
3.3 In cases where either the Disciplinary or Fitness to Practise
Regulations may be invoked, the University Officer with whom a
complaint has been lodged shall liaise with the appropriate School
and any other Officer as required. In consultation with Academic
Affairs they shall decide which set of regulations should apply.
However, the decision to invoke one set of regulations does not
preclude a later decision to transfer a case to another set of
regulations, if the circumstances or details of the case, after further
investigation, deem it to be more appropriate.
In those circumstances where behaviour arising from a diagnosed
or suspected mental illness and/or physical or behavioural
difficulties constitutes a breach of the Conduct Regulations, the
Disciplinary Procedures will normally be a last resort, and will be
applied only if reasonable adjustments, medical and counselling
interventions have failed to address satisfactorily the problem
behaviour, or have been refused by the student.
3.4 The regulations apply to misconduct occurring in any place to
which a student is permitted access by virtue of his/her status as a
student which may bring the name of University into disrepute. For
example, visits to other institutions including overseas academic
exchange or placement visits, field trips and work placements, are
also covered by these regulations. Students must also comply with
any special study regulations made known to them.
3.5 The University reserves the right to invoke its own disciplinary
procedures, not excepting that a professional, statutory or
regulatory body (PSRB) may have initiated disciplinary action, if it
is considered appropriate. Where a finding of misconduct is made,
and the student has been disciplined by a PSRB, the professional
body’s penalty shall be taken into consideration in determining the
penalty under these regulations.
3.6 The level of disciplinary action which will be pursued in each
case will be determined by the particular circumstances. However,
the severity and circumstances of an offence should be taken into
account when determining whether it should be heard by a
Disciplinary Officer or a Committee of Discipline.
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3.7 The list below provides examples of offences normally heard
respectively by a Disciplinary Officer and a Committee of Discipline
(see 3.6 and 6.5).
Disciplinary Officer
i.
Smoking in a prohibited area.
ii.
Drinking alcohol in a prohibited area.
iii.
Minor anti-social disturbance.
iv.
Minor vandalism or malicious damage to property.
v.
Failure, without reasonable cause, to produce accurate
identification upon demand to authorised persons, who
should identify themselves.
vi.
Disruption of, or interference with, the activities of the
University, whether on University premises or elsewhere.
vii.
Obstruction of, or improper interference with, the functions,
duties or activities of any student, member of staff or other
employee of the University or any authorised visitor to the
University.
viii. Behaviour which interferes with the legitimate freedom of
speech, ideas, actions or enquiry of any other student or
member of staff.
ix.
Making false, frivolous, malicious, mischievous or vexatious
complaints.
x.
Failure to comply with a previously imposed penalty for a
minor offence under these regulations.
xi.
Contempt of the University’s Discipline procedures by failing
to co-operate with the University’s discipline authorities or
otherwise.
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Committee of Discipline
i.
Minor offences committed by a student with a
disciplinary record (see Annex 1).
ii.
Theft/fraud.
iii.
Major vandalism or malicious damage to property.
iv.
Misuse of the fire or other safety equipment.
v.
Harassment, abuse or intimidation.
vi.
Failure to cooperate with the University’s discipline
authorities on more than one occasion.
vii.
Behaviour which brings, or may bring, the name of the
University into disrepute.
viii.
Illegal possession of a controlled drug.
ix.
Violent, threatening or indecent behaviour.
x.
Assault, including actual bodily harm.
xi.
Major assault or anti-social disturbance.
xii.
Riotous behaviour or other public disorder.
xiii.
Grievous bodily harm.
The above lists are not intended to be exhaustive.
General Approach to Dealing with Misconduct
3.8 All staff who become involved in student conduct matters are
required to respect the integrity of the process and the
confidentiality of information arising from it. However, any person
who makes statements about a student must accept that those
statements may be provided to the student.
3.9 The following regulations do not preclude any member of staff
from taking reasonable emergency action to prevent, stop,
minimise, or otherwise control any conduct by a student which, in
the opinion of a member of staff, constitutes misconduct and
warrants emergency action. What constitutes an emergency, and
the action to be taken will depend on the particular situation, but
257
circumstances involving the safety of others, or affecting the proper
functioning of the University, may require immediate action. As
soon as reasonably practicable after the emergency action has
been taken, the member of staff shall take steps to invoke the
regulations.
3.10 The regulations are intended to ensure a speedy and efficient
resolution of issues. Reasonable time will be allowed for the
preparation of representations and the investigation of the
circumstances of the allegations. The aim is to prevent
unnecessary delay whilst ensuring a full and fair assessment of
any individual case.
3.11 A complaint of misconduct shall normally be made to the
appropriate Disciplinary Officer. If considered appropriate, the
Disciplinary Officer, with the consent of the complainant and the
student accused of the misconduct, may deal with the matter
without invoking the Conduct Regulations. If a complaint is
brought directly to the Vice-Chancellor, he/she will delegate it to
the appropriate Disciplinary Officer.
3.12 Many complaints of misconduct against a student will be dealt
with under the provisions of paragraph 3.11 by consultation
between the student(s) and staff concerned, and any other
appropriate officer of the University.
3.13 Where a complainant is dissatisfied with a decision by a
Disciplinary Officer not to invoke the Conduct Regulations, the
complainant may refer the matter to the Vice-Chancellor, who may
instruct the Disciplinary Officer to take action under the
Procedures, take action himself/herself, or otherwise deal with the
matter. The Vice-Chancellor’s decision shall be final.
Dealing with Students on a Field Trip
3.14 If an alleged incident of misconduct occurs whilst on a field
trip, the member of staff who is in charge of the trip shall be
deemed to be the Disciplinary Officer. In serious cases of
misconduct, immediate action can be taken against the student by
the Disciplinary Officer, if required, in consultation with another
Disciplinary Officer in the University (see Section 5). On return to
the University, the regulations may be invoked (see Section 6) and,
if considered appropriate and in consultation with Academic
Affairs, the matter can be referred directly to the Committee of
Discipline. If the misconduct is deemed to be less serious, the
Disciplinary Officer may impose sanctions on the student, or group
of students involved whilst on the field trip (eg withdrawal of
privileges including suspension for part, or remainder of the field
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trip). During all stages of this process, a note shall be kept of any
meetings/interviews held.
4. Breaches of Discipline (Students’ Union Sabbatical
Officers)
The following is an extract from the Students’ Union Constitution
Chapter 5, Other Procedures and retains its original numbering.
Breaches of Discipline
1.1 The procedures and protections of the Student Conduct
Regulations of the University shall apply in respect of Sabbatical
Officers as they apply to any student.
1.2 In relation to any Sabbatical Officer who acts in a manner
which, in the opinion of at least a two-thirds majority of the
Management Board, is in contravention of the Student Conduct
Regulations or the Sabbatical Officer Protocol, then the
Management Board may at its discretion request that the ViceChancellor of the University consider whether disciplinary action is
appropriate in the circumstances.
1.3 The Senate shall be notified, at the earliest reasonable
opportunity, of all instances whereby allegations of misconduct
against a Sabbatical Officer are proven. All such disciplinary action
shall be implemented in line with the University’s Student Conduct
Regulations.
1.4 The University’s Student Conduct Regulations shall apply to
Non-Sabbatical Officers, in relation to any breach of discipline
including a breach of the Non-Sabbatical Officer Protocol.
1.5 Minor offences as defined in the University’s Student
Conduct Regulations by Non-Sabbatical Officers shall be dealt with
by the Union according to the instrument of delegation of
disciplinary powers as contained within the Student Conduct
Regulations.
5. Precautionary Suspension or Exclusion Pending a Hearing
5.1 Subject to paragraph 5.2, a student who is the subject of a
complaint of misconduct, or against whom a criminal charge is
pending, or who is the subject of police investigation, may be
subject to precautionary suspension or exclusion from the
University by the Vice-Chancellor pending a disciplinary hearing or
trial, normally following an investigation, see paragraph 5.7. The
terms of the precautionary suspension or exclusion, will be notified
in writing to the student.
259
5.2 Precautionary suspension or exclusion will be used to prevent
reoccurrence of any action to protect the members of the
University community in general, or a particular member or
members, or to prevent continuance of damage to the University’s
reputation. This authority shall be used only where the Vice-Chancellor is of the opinion that it is urgent and necessary to take
such action. Written reasons for the decision shall be recorded and
made available to the student.
i.
Student suspension is the total prohibition on
attendance at or access to University facilities and on
any participation in University activities; but it may be
subject to qualification, such as permission to attend
for the purpose of an examination. Students under
suspension will not be eligible to enrol or graduate.
ii.
Student exclusion is the selective restriction on
attendance at or access to the University or prohibition
on exercising the functions or duties of any office or
committee membership in the University or the
Students’ Union, the exact details to be specified in
writing.
During any period of precautionary suspension or exclusion, a
student shall be offered appropriate pastoral support by the
University’s student support services, and the student shall have
access to these services.
5.3 An order of precautionary suspension or exclusion may include
a requirement that the student should have no contact of any kind
with a named person or persons.
5.4 No student shall be subject to precautionary suspension or
exclusion unless he/she has been given an opportunity to make
representations to the Vice-Chancellor. Where for any reason it
appears to the Vice-Chancellor that it is not possible for the
student to attend, the student shall be entitled to make written
representations within five working days of the suspension or
exclusion taking effect.
5.5 A decision to impose a precautionary suspension or exclusion
on a student shall be subject to review every four weeks, taking
260
account of any developments, or any written representations made
by the student. Such a review will not involve a hearing.
5.6 Any period of precautionary suspension or exclusion may be
effective until the outcome of an outstanding criminal charge is
known. At that stage the Vice-Chancellor shall review what, if any,
further action shall be taken under these regulations.
Emergency Precautionary Suspension or Exclusion from
University Premises
5.7 From time to time it may be necessary to impose a
precautionary suspension or exclusion on a student (see 5.2) with
immediate effect, pending action under the Conduct Regulations. If
any Disciplinary Officer considers that a matter warrants the
immediate precautionary suspension or exclusion of a student this
should be referred to the Vice-Chancellor. The Conduct
Regulations normally should be implemented within five working
days of the matter being reported to the University. The
Disciplinary Officer, in consultation with Academic Affairs, shall
have the power to impose a precautionary suspension or exclusion
on a student for a maximum of five working days, pending a review
of the decision by the Vice-Chancellor. Where for any reason it
appears to the Vice-Chancellor it is not possible for the student to
attend in person, he/she shall be entitled to make written
representation to the Vice-Chancellor within five working days of
the suspension or exclusion taking effect.
Criminal Offences
5.8 Where the alleged misconduct would also constitute an offence
under the criminal law, action under these regulations may
continue and, if so, an investigation into the allegations will be
carried out, normally within five working days of the matter being
reported to the University. This action may be deferred by the ViceChancellor pending any police investigation or prosecution if
he/she deems it appropriate in the circumstances. Where
appropriate, students may be suspended or excluded pending an
investigation (see 5.7). Where a finding of misconduct is made,
and the student has been convicted by a criminal court, the court’s
penalty shall be taken into consideration in determining the penalty
under these regulations.
5.9 The University shall seek and maintain liaison with the police.
Advice may be sought on whether a matter is considered by the
police to be serious or not, and whether there are compelling
grounds for reporting a matter formally where the victim is opposed
261
to such action. Circumstances may arise, for example, when a
failure to report a matter to the police may be against the public
interest, or the interest of the University community. Examples of
this might be the misuse of fire or other safety equipment or when
significant violence has been used in an alleged crime which may
subsequently put other members of the University, or the public, at
risk. In certain circumstances it is a legal requirement to report
incidents to the police.
6. Investigation
6.1 The Investigating Officer for off-campus offences shall normally
be the Community Relations Officer. In all other cases the
Disciplinary Officer (see paragraph 2.7) shall appoint an
Investigating Officer. The Investigating Officer shall normally,
within five working days of the University’s receipt of the complaint,
initiate an investigation into the matter. This shall include the
examination of written evidence from the person(s) bringing the
complaint against the student, evidence from the student
concerned, and other relevant evidence.
6.2 The student shall be interviewed by the Investigating Officer
who shall be responsible for ensuring a record of the meeting is
taken. The Investigating Officer shall notify the student in writing by
email to the student’s University email address or in hard copy of:
i.
The details of the allegations against him/her giving
sufficient detail to enable the student to properly
understand the case being made, and his/her right to
be accompanied by a registered student (which shall
include a Students’ Union Sabbatical Officer), a
member of University staff, or University Chaplaincy.
No legal representation will be permitted at any time
during the investigation or at any hearing.
ii.
Any suspension from his/her course, or limitations or
conditions placed upon the continuance of his/her
studies, accommodation, or access to University
services or facilities, placement, or supervised
practice during the period of the investigation.
262
6.3 The Investigating Officer shall make a written report of the
results of the investigation to the Disciplinary Officer detailing all
the evidence obtained.
6.4 If the Disciplinary Officer considers the circumstances warrant
it (e.g. if the facts of a case are not contested), he/she may deal
with the case summarily without a formal investigation stage being
initiated, or if it is appropriate, combine the investigation and
discipline stages.
6.5 If the Disciplinary Officer decides that there is no case to
answer, then the Disciplinary Officer shall dismiss the case. If the
Disciplinary Officer decides that there is a prima facie case to
answer, the student will be interviewed by the Disciplinary Officer
and will be given at least five working days’ written notice (see 6.76.12 below). If the Disciplinary Officer, in consultation with
Academic Affairs, considers the circumstances warrant it, he/she
shall refer the complaint immediately to the Committee of
Discipline (see Section 7 below).
6.6 The Disciplinary Officer shall notify the student in writing, by
email to the student’s University email address or in hard copy,
normally within five working days of a decision having being made.
Disciplinary Officer Hearing
6.7 The procedural protocol at Section 9 should be used during the
Disciplinary Officer hearing
6.8 The student shall be interviewed by the Disciplinary Officer. A
member of staff from the relevant Directorate or School (see
paragraph 2.7) shall normally act as Secretary to the Disciplinary
Officer hearing, and shall be responsible for the administration of
the hearing. He/she shall keep records of the meeting, and shall be
responsible for notifying the student of the time and date of the
hearing, and for the circulation of documentation. Minutes shall be
taken as a formal record of the meeting and retained.
6.9 The student shall be informed of the identity of the Disciplinary
Officer and the date of the hearing, by email to the student’s
University email address or in hard copy, and will receive evidence
detailed in the Investigating Officer’s report and a copy of these
regulations.
6.10 The communication requiring the student to attend the
interview shall:
263
i.
State the complaint(s) to be considered at the
interview, giving sufficient detail to enable the student
properly to understand the case being made.
ii.
State the findings of the investigation.
iii.
Inform the student of his/her right to be accompanied
by a registered student of the University (which shall
include a Students’ Union Sabbatical Officer), a
member of staff from the University, or University
Chaplain. No legal representation shall be permitted.
The name of the person accompanying the student
shall normally be notified two days in advance of the
meeting to the Disciplinary Officer.
iv.
Inform the student of the procedure which will be used
at the hearing. That is to say that witnesses may be
called in support of the complaint, or by the student in
support of his/her response and that relevant
documentation may be considered at the hearing,
including any written statement by the student in
response to the complaint. Where witnesses are called,
they may be subject to examination, cross examination
and re-examination by the parties. Copies of any
documents to be produced relating to the complaint
should be enclosed with the letter including the
Investigating Officer’s report, and other relevant
documents, including a copy of these regulations.
v.
Inform the student that failure to attend the hearing
may lead the Disciplinary Officer to consider the case
and impose a penalty in the absence of the student,
without further notice.
6.11 The student shall be allowed five working days in which to
prepare his/her case. All information on which the student intends
to rely should normally be made available for the members of the
panel at least two working days before the date set for the
interview, including names of witnesses he/she intends to call. It is
264
the responsibility of the student to arrange for his/her witnesses to
attend the interview. If all the parties involved in the case are in
agreement, an accelerated timeframe may be applied.
6.12 If the Disciplinary Officer, in consultation with Academic
Affairs, considers the circumstances warrant it, he/she shall refer
the complaint immediately to the Committee of Discipline (see
Section 7 below). Otherwise, the Disciplinary Officer shall deal with
the case summarily and either dismiss the charge or impose one
or more penalties within the limits specified in paragraph 6.13
below.
Outcomes
6.13 Having considered the allegation of misconduct, the
Disciplinary Officer may dispose of the case using one or any
combination of the following;
i.
Dismissal of the case.
ii.
Conditional discharge – that no further action be taken
provided the student fulfils the conditions laid down by
the Disciplinary Officer.
iii.
A written warning which will stay on the Student
Transcript until graduation.
iv.
A fine, up to a maximum of £250.
v.
Payment for any loss or damage that resulted directly
or indirectly from the student’s misconduct.
vi.
Referral of the case to the Committee of Discipline, in
consultation with Academic Affairs.*
vii.
Referral of the case to Academic Affairs for the
University Fitness to Practise procedure to be invoked
(Section V: Fitness to Practise) General Regulations,
University Calendar.*
viii.
Exclusion involving a selective restriction on, or access
to the University, or prohibition on exercising the
functions and/or duties of any office or committee
membership in the University or Students’ Union, the
exact details to be specified in writing.
ix.
Exclusion for a specified period from accommodation.
265
* See 6.14, below.
The standard penalties to be applied for specific offences are set
out in Annex 1.
6.14 The decision of the Disciplinary Officer shall be
communicated to the student in writing, by email to the student’s
University email address or in hard copy, giving reasons for the
decision, normally within five working days of the decision having
been made. The relevant School shall be informed. The student’s
right to appeal a decision to the Committee of Discipline shall also
be stated in the communication. There shall be no appeal against
a referral where a finding of guilt has not been made. The student
shall also receive a copy of the minutes of the meeting.
6.15 Where a student has been found to have committed
misconduct, details will be retained on a University database. If the
student has a previous disciplinary record, this will be taken into
account when considering the penalty or penalties to be applied.
Appeals against decisions of the Disciplinary Officer
6.16 A student may appeal against a decision of the Disciplinary
Officer by giving notice in writing to the Head of Academic Affairs
stating the grounds of appeal. The description of grounds for
appeal is stated in paragraph 6.17. The written notice of appeal
must reach the Head of Academic Affairs by 4.30pm on the date
stipulated in the letter giving the decision of the Disciplinary Officer.
The stipulated date shall be ten working days after the date of the
decision letter of the Disciplinary Officer.
Grounds for Appeal
6.17 The following are the grounds of appeal which will be
considered:
i. New evidence has become available which could not have
been provided to the Disciplinary Officer.
ii. There has been a procedural irregularity.
iii. The decision of the Disciplinary Officer was too severe or
inappropriate.
266
7. The Committee of Discipline
7.1 When convened, the Committee of Discipline will normally
consist of:
i. A Dean or Academic Support Director
(who will normally act as Chair)
ii. A Head of School
iii.
A Disciplinary Officer
iv.
A Students’ Union Sabbatical Officer
7.2 No member of the Committee should have been involved in the
case previously. The University reserves the right to modify the
Committee membership as required to reflect gender and the
diversity of the Northern Ireland community. At all meetings of the
Committee of Discipline, three members (excluding the secretary)
shall constitute a quorum.
7.3 After consultation with Academic Affairs, a member of the
Academic and Student Affairs Directorate shall normally act as
Secretary to the Committee of Discipline. He/she shall be
responsible for the administration of the Committee’s proceedings,
with due regard to confidentiality, and subject to directions from
time to time, given to him/her by the Committee. The Secretary
shall keep records of the proceedings, with due regard to
confidentiality. The Secretary shall be responsible for the
circulation of written submissions and other relevant documents.
Minutes shall be taken as a formal record of the Committee of
Discipline hearing and retained.
7.4 The Chair of the Committee shall normally, within five working
days of the reporting of the alleged breach of University Conduct
Regulations (including referral from the Disciplinary Officer as a
result of an interview) initiate an investigation into the matter (see
6.1-6.2), unless it has already been investigated at an earlier
stage. The Investigating Officer shall make a written report of the
267
results of the investigation to the Chair of the Committee, detailing
all the evidence obtained.
7.5 If the Committee of Discipline has been convened to hear an
appeal against a decision of a Disciplinary Officer, the student may
be invited to submit further information in support of the appeal to
the Committee. Such written information should normally be
submitted to the Secretary of the Committee at least two working
days in advance of the hearing. The Committee of Discipline shall
have access to the record of the first Disciplinary hearing. If new
information, which was not available to the student at the time of
the hearing’s decision, is presented by the student, the Committee
will consider it. Other than such new evidence, the Committee of
Discipline will consider only the grounds for the appeal submitted
by the student. The appeal hearing will not constitute a re-hearing
of the case.
7.6 If the Chair of the Committee considers the circumstances
warrant it (e.g. if the facts of the case are not contested), he/she
may deal with the case summarily without a formal investigation
stage being initiated, or if it is appropriate, combine the
investigation and discipline stages.
7.7 If the Chair of the Committee decides that there is no case to
answer, then the Chair of the Committee shall dismiss the case
and inform the student in writing by email to the student’s
University email address or in hard copy. If the Chair of the
Committee decides that there is a prima facie case to answer, the
student will be invited to appear before the Committee of Discipline
and given at least five working days’ written notice.
7.8. The student shall be informed of the membership of the
Committee of Discipline and the date of the hearing, and will
receive evidence detailed in the Investigating Officer’s report and a
copy of these regulations.
7.9 The student shall also be notified, where appropriate, of any
suspension from his/her course, or limitations or conditions placed
upon the continuance of his/her studies, accommodation, or
access to University Services or facilities, or supervised practice
during the period of the investigation.
268
7.10 The communication requiring the student to attend the
hearing shall follow the same format as that detailed in paragraph
6.10.
7.11 The student shall be allowed five working days in which to
prepare his/her case. All information on which the student intends
to rely should normally be made available for the members of the
Committee two working days before the date set for the hearing,
including names of witnesses he/she intends to call. It is the
responsibility of the student to arrange for his/her witnesses to
attend. If all the parties involved in the case are in agreement, an
accelerated time frame may be applied.
7.12 The procedural protocol at Section 9 should be used during
the Committee of Discipline hearing, unless the Committee is
hearing an appeal, in which case the procedural protocol at
Section 10 should be used, and all references to the Student
Discipline Appeals Committee should be read as applying to the
Committee of Discipline.
7.13 The decision of the Committee of Discipline shall be
communicated to the student in writing, by email to the student’s
University email address or in hard copy, giving reasons for the
decision, normally within five working days of the decision having
been made. The relevant School shall be informed. The student’s
right to appeal a decision of the Committee of Discipline (subject to
paragraph 7.15) shall also be stated in the communication. Where
the Committee of Discipline has been convened to hear an appeal
against the decision of a Disciplinary Officer no further appeal will
be permitted. There shall be no appeal against a referral for the
University Fitness to Practise Procedure to be invoked (See 6.13
(vii)). The student shall also receive a copy of the minutes of the
meeting on request.
Additional Outcomes
7.14 The Committee of Discipline shall deal with the case by using
one, or any combination of the outcomes in paragraph 6.13 with
the addition of the following:
i.
A fine, not exceeding £500.
ii.
Suspension involving the total prohibition on
attendance at or access to University facilities and
on any participation in University activities; but it may
be subject to qualification, such as permission to
269
attend for the purpose of an examination. Students
under suspension will not be eligible to enrol or
graduate.
iii.
Expulsion from the University.
The standard penalties to be applied for specific
offences are set out in Annex 1.
Appeal against the decision of a Committee of Discipline
7.15 A student may appeal a decision of a Committee of Discipline
(but see paragraph 7.13) and shall submit an appeal in writing to
the Director of Academic and Student Affairs setting out the
grounds for appeal, by 4.30pm on the date stipulated in the letter
giving the decision of the original hearing. The stipulated date shall
be ten working days after notification of the decision, being sent in
writing, to the student.
The following are the grounds of appeal which will be considered:
i.
New evidence has become available which could not
have been provided to the Committee of Discipline.
ii.
There has been a procedural irregularity.
iii.
The decision of the Committee of Discipline was too
severe or inappropriate.
8. Student Discipline Appeals Committee
8.1 When convened, the Student Discipline Appeals Committee
will normally consist of:
i.
A Pro-Vice-Chancellor (who will normally act as Chair)
ii.
The Registrar and Chief Operating Officer or nominee
iii.
Two Heads of School or Directors of Education
iv.
The President of the Students’ Union or nominee.
8.2 No member of the Committee should have been involved in the
case previously. The University reserves the right to modify the
Committee membership as required to reflect gender and the
diversity of the Northern Ireland community. At all meetings of the
270
Student Discipline Appeals Committee, three members (excluding
the secretary) shall constitute a quorum.
8.3 A member of Academic and Student Affairs shall normally act
as Secretary to the Student Discipline Appeals Committee and
shall adhere to the process as outlined in paragraphs 10.1-10.5.
8.4 The student may be invited to submit further written information
in support of the appeal to the Student Discipline Appeals
Committee. Such written information should normally be submitted
to the Secretary of the Committee, at least two working days in
advance of the hearing.
8.5 The Student Discipline Appeals Committee shall have access
to the record of the first Disciplinary hearing. If new information,
which was not available to the student at the time of the hearing’s
decision, is presented by the student, the Appeals Committee will
consider it. Other than such new evidence, the Student Discipline
Appeals Committee will consider only the grounds for the appeal
submitted by the student. The appeal hearing will not constitute a
re-hearing of the case.
9. Protocol for a Disciplinary Hearing
Unless otherwise stated, the procedural protocol of Disciplinary
hearings will normally be as set out below. If the case is being
heard by the Disciplinary Officer, all references in the protocol to
the Chair and the Committee should be read as applying to the
Disciplinary Officer.
Advice on the Conduct Regulations is available from Academic
Affairs and the Legal Services Manager. If necessary, a hearing
may be adjourned to permit appropriate consultation.
9.1 The Chair will explain the purpose of the hearing and the
extent of the Committee’s delegated powers in taking decisions on
behalf of the University, the disciplinary sanctions which are a
possible outcome to the hearing, and his/her right, where
appropriate, to refer the hearing to a higher authority.
9.2 The Chair will ascertain the names and roles of all present, and
confirm the names of the witnesses (if any) which either party
proposes to call in support of their case.
271
9.3 The allegation(s) against the student will be read out by the
Chair.
9.4 Following this, the case against the student will be made by the
Investigating Officer, calling witnesses or written evidence from
witnesses, as appropriate. The person(s) providing written
evidence should normally be available to answer questions if
required. Under the direction of the Chair, the student may ask
questions for clarification at appropriate stages.
9.5 The student may then put his/her case and the Chair may ask
questions, for clarification at appropriate stages.
9.6 Where witnesses are called, they may be subject to
examination, cross-examination and re-examination by the parties,
under the direction of the Chair.
9.7 The Chair will invite the Investigating Officer/Disciplinary
Officer to sum up.
9.8 The Chair will invite the student to sum up.
9.9 When the Committee is satisfied that all relevant information
has been submitted everyone, except those Officers making the
decision and the Secretary, will withdraw from the room to allow
the Committee to consider the case put by both sides.
10. Protocol for an Appeal Hearing
Advice on the Conduct Regulations is available from Academic
Affairs and the Legal Services Manager. If necessary, a hearing
may be adjourned to permit appropriate consultation.
10.1 The student may be accompanied by a registered student of
the University (which shall include a Students’ Union Sabbatical
Officer), a member of staff from the University, or University
Chaplaincy. The name of the person accompanying the student
shall normally be notified at least two working days in advance to
the secretary of the Committee.
i.
The student will have the opportunity to address the
Student Discipline Appeals Committee in support of the
grounds of appeal.
272
ii.
The Disciplinary Officer or Chair of the Committee of
Discipline will present his/her conclusions and
decisions.
iii.
Witnesses will not normally be called. However, when
they are called to give new evidence, they may be
subject to examination, cross-examination and reexamination of the parties.
iv.
Members of the Student Discipline Appeals Committee
will be able to question the Disciplinary Officer/Chair of
the original hearing and the student.
v.
The student will then be invited to sum up.
vi.
The Disciplinary Officer/or Chair of the Committee of
Discipline will sum up.
The Disciplinary Officer/Chair of the Committee of Discipline,
witnesses and the student (and anyone accompanying the
student) will leave the room.
10.2 The Student Discipline Appeals Committee will consider the
appeal as presented by the student and come to a decision. The
Committee shall have the authority to endorse the original
decision, or uphold the appeal against the original decision and
substitute such other decision of its own, as it shall think fit.
However, the sanctions applied cannot exceed those as set out in
paragraphs 6.13 and 7.14.
10.3 The Student Discipline Appeals Committee may consider and
determine the appeal in the absence of the student, if the
Committee is satisfied that the date, time and location of the
hearing have been notified in writing to the student, and that the
student has not notified Academic Affairs that he/she will not be
able to attend. The Student Discipline Appeals Committee may
exercise its discretion to adjourn the hearing at any time.
10.4 In cases dealing with University accommodation issues, the
Student Discipline Appeals Committee will also have the authority
to reinstate a residential contract if deemed appropriate. The
decision of this Committee shall be final.
273
10.5 The decision of the Student Discipline Appeals Committee
shall be communicated to the student in writing, by email to the
student’s University email address or in hard copy, by the
Secretary of the Committee, normally within five working days of
the decision having been made. The student shall also receive a
copy of the minutes of the meeting on request.
11. Students’ Union
Note: Any complaint about the conduct of a Sabbatical Officer
within the Students’ Union or its immediate environs shall be dealt
with in accordance with Section 4 of the Conduct Regulations.
12. Delegation of Authority
The Committee of Discipline of the Academic Council, acting under
the authority of the Senate, has delegated disciplinary powers to
deal with certain breaches of regulations to the Council of the
Students’ Union (in relation to the disciplinary control of students
within the Students’ Union or within the immediate environs of the
Students’ Union). It is important that disciplinary matters should be
dealt with at the appropriate operational level within the University
and the Students’ Union. Many disciplinary cases are likely to
result in minor sanctions and many violations of the Conduct
Regulations will not be disputed by the perpetrator. It is equally
important to attempt to resolve issues in a more informal setting
rather than move too quickly into a formal Disciplinary Committee.
The Students’ Union Disciplinary Officer will, therefore, handle
minor breaches of the student conduct regulations pertaining to the
Students’ Union, whilst more serious cases shall be referred to the
University’s Committee of Discipline.
13. Students’ Union: Disciplinary Officer Action and
Investigation
13.1 When a complaint has been referred to a Disciplinary Officer
(see paragraph 2.5) he/she shall initiate an investigation into the
matter, normally within five working days. For information, the
President of the Students’ Union will be informed that an
investigation is being undertaken.
13.2 Within the Disciplinary Officer Procedures the normal
expectation will be that the investigation and discipline functions of
a case will be kept separate. However, it is acknowledged that this
may not always be practicable for minor infringements within the
Students’ Union, given the relatively low level of staffing and the
274
relatively high incidence of minor infringements generated within
the Students’ Union. In such cases, all references to Investigating
Officer in the following regulations should be read as applying to
the Disciplinary Officer.
13.3 The Director of the Students’ Union will delegate his/her
authority to the Deputy Director or a local area manager to act as a
Disciplinary Officer (see paragraph 2.5). A member of staff from
the Students’ Union shall normally act as Secretary to the
Disciplinary Officer hearing and shall be responsible for the
administration of the hearing. He/she shall keep records of the
meeting, and shall be responsible for notifying the student of the
time and date of hearing, and for the circulation of documentation.
Minutes shall be taken as a formal record of the meeting and
retained. The Investigating Officer will carry out an investigation
into the matter, including the examination of written evidence from
the person or persons bringing the complaint against the student
and evidence from the student concerned. The Investigating
Officer shall be entitled to call for such papers, examine such
witnesses and conduct such other relevant enquiries as appear to
be necessary.
The Investigating Officer shall notify the student in writing of:
i. The details of the allegations against him/her giving sufficient
detail to enable the student to properly understand the case
being made and his/her right to be accompanied by a
registered student.
ii. The identity of the Investigating Officer.
iii. Any suspension or limitations or conditions placed upon
his/her attendance at, or access to, accommodation
occupied by the Students’ Union.
The Investigating Officer shall make a written report of the results
of the investigation, to the Disciplinary Officer detailing all evidence
obtained during the investigation.
13.4 If the Disciplinary Officer considers the circumstances warrant
it (e.g. if the facts of a case are not contested), he/she may deal
with the case summarily without a formal investigation stage being
initiated, or if it is appropriate, combine the investigation and
discipline stages.
13.5 If the Disciplinary Officer decides that there is no case to
answer, then the Disciplinary Officer shall dismiss the case and
inform the student in writing. If the Disciplinary Officer decides that
275
there is a prima facie case to answer the student will be
interviewed by the Disciplinary Officer and will be given at least five
working days’ written notice. If the Disciplinary Officer, in
consultation with Academic Affairs, considers the circumstances
warrant it, he/she shall refer the complaint immediately to the
Committee of Discipline (see Section 7 above).
The letter requiring the student to attend the hearing will:
i. State the allegations to be considered at the hearing giving
sufficient detail to enable the student properly to
understand the case being made.
ii. Inform the student of his/her right to be accompanied by a
registered student of the University (which shall include a
Students’ Union Sabbatical Officer), a member of staff of
the University or University Chaplaincy. No legal
representation shall be permitted. The name of the person
accompanying the student should normally be notified at
least two working days in advance to the Disciplinary
Officer.
iii. Inform the student of the procedure which will be used at
the hearing. That is to say that witnesses may be called in
support of the complaint or by the student in support of
his/her response and that relevant documentation may be
considered at the hearing including any written statement
by the student in response to the complaint. Where
witnesses are called, they may be subject to examination,
cross-examination and re-examination by the parties.
Copies of any documents to be produced relating to the
complaint should be enclosed with the letter. The student is
required to provide to the Disciplinary Officer copies of any
documents to which he/she intends to refer and the names
of any witnesses he/she intends to call normally at least 48
hours before the time set for the hearing to enable
consideration to be given to them. (It is the responsibility of
the student to arrange for his/her witnesses to attend the
hearing).
iv. Inform the student that failure to attend the hearing without
good cause (it is the responsibility of the student to
276
establish ‘good cause’ to the satisfaction of the Disciplinary
Officer) may lead to the Disciplinary Officer considering the
case and imposing a penalty in the absence of the student
without further notice.
The hearing by the Disciplinary Officer shall, as appropriate, be in
accord with the protocol as set out in Section 9. The Disciplinary
Officer may adjourn the hearing at any time.
The student shall be allowed five working days in which to prepare
his/her case. All information on which the student intends to rely
should normally be made available for the members of the panel at
least two working days before the date set for the interview,
including names of witnesses he/she intends to call. It is the
responsibility of the student to arrange for his/her witnesses to
attend the interview. If all the parties involved in the case are in
agreement, an accelerated timeframe may be applied.
The Disciplinary Officer shall deal with the case and either dismiss
the charge or impose one or more penalties within the limits
specified in paragraph 13.6 below.
Powers of the Disciplinary Officer
13.6 Having considered the allegation of misconduct, the
Disciplinary Officer may dispose of the case using one of the
following or any combination.
i. Dismiss the case.
ii. Conditional discharge – that no further action be taken
against the student, provided he/she fulfils the conditions
laid down by the Disciplinary Officer.
iii. A written warning indicating the possible consequences of
any further misconduct.
iv. A fine not exceeding £250.
v. The imposition of temporary exclusion from the Students’
Union.
vi. Payment for any loss or damage that resulted directly or
indirectly from the student’s misconduct.
vii. Referral of the case to the University’s Committee of
Discipline, in consultation with Academic Affairs.
277
viii.
Referral of the case to Academic Affairs, for the Fitness
to Practise procedure to be invoked.
The standard penalties to be applied for specific offences are set
out in Annex 1.
The Disciplinary Officer shall communicate his/her decision to the
student giving reasons for the decision, in writing, normally within
five working days of the decision being made. The student shall
also receive a copy of the minutes of the hearing on request. The
student’s right to appeal a decision shall also be stated in the
communication (see 6.16–6.17). An annual summary of cases will
be prepared by the Disciplinary Officer to be forwarded to the
Director of Academic and Student Affairs in August/September of
each year.
Where a student has been found to have committed misconduct,
details will be retained on a University database. If the student has
a previous disciplinary record, this will be taken into account when
considering the penalty or penalties to be applied.
278
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 9041
7601 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
280
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
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