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Leading practice: a development programme for first-line managers
- Authors:
- SOCIAL CARE INSTITUTE FOR EXCELLENCE, LAYFIELD Eleanor
- Publisher:
- Social Care Institute for Excellence
- Publication year:
- 2009
- Pagination:
- CD ROM
- Place of publication:
- London
- Edition:
- Rev. Ed.
'Leading Practice’ is a development programme designed for first-line managers in social care. The programme is divided into 11 sessions, and consists of activities and discussion, as well as reading suggestions. It will aid the development of the individual and the organisation through a greater knowledge and understanding of practice-focused management. The participant’s pack provides complete course notes for use during the training sessions, as well as supportive material and suggestions for further reading. The facilitator’s handbook has the same basic content as the participant’s handbook but also contains additional notes about each exercise to help the facilitator. There are 11 sets of presentation/slides to accompany the training sessions. These can be used to supplement the supportive material.
National Telecare Development Programme: model induction programme for call handlers
- Author:
- KERR Brian
- Publisher:
- Joint Improvement Team
- Publication year:
- 2009
- Pagination:
- 6p.
- Place of publication:
- Edinburgh
Call handlers, the staff who respond to the alerts and information sent by telecare equipment from service users' homes, play a critical role in a safe, credible and developing telecare service. The training needs of call handling staff have formed a significant aspect of the training agenda of the National Telecare development programme. The first stage of training, the induction, provides the essential platform for subsequent development of the staff member. It has become clear from contacts with local telecare call handling services that while there is some variety and inconsistency in the programmes that have developed for new staff, there is recognition of the importance of this period, induction is well resourced and programmes carefully worked out. This paper draws together the elements of various local programmes into a 'model' induction programme which could be used as a benchmark by local managers. The model was developed in discussion and consultation with call handling managers from across Scotland.
Knowledge set and progress log for end of life care
- Author:
- CARE COUNCIL FOR WALES
- Publisher:
- Care Council for Wales
- Publication year:
- 2009
- Pagination:
- 40p.
- Place of publication:
- Cardiff
This publication aims to help social care professionals build on the best knowledge and skills in order to deliver high-quality end of life care to older people. Knowledge sets describe what people need to know to work within specific areas of social care. The knowledge sets provided in this publication have been developed to help employers, staff and trainers to be clear about what underpinning knowledge is needed in end of life care. The knowledge sets are divided into 9 main areas, each of which contains a group of key learning outcomes that define what the learner needs to know. Each learning outcome in turn has an associated set of assessment criteria, which give more in-depth information about how the learner can demonstrate that they have met the learning outcomes. Progress logs are included which should be completed with manager’s signatures as new ways of working are learned. Work recorded in these logs will contribute to the attainment of qualifications for social care workers.
Knowledge set and progress log for dementia care
- Author:
- CARE COUNCIL FOR WALES
- Publisher:
- Care Council for Wales
- Publication year:
- 2009
- Pagination:
- 42p.
- Place of publication:
- Cardiff
This publication aims to help social care professionals build on the best knowledge and skills in order to deliver high-quality care to older people with dementia. Knowledge sets describe what people need to know to work within specific areas of social care. The knowledge sets provided in this publication have been developed to help employers, staff and trainers to be clear about what underpinning knowledge is needed in dementia social care. The knowledge sets are divided into 10 main areas, each of which contains a group of key learning outcomes that define what the learner needs to know. Each learning outcome in turn has an associated set of assessment criteria, which give more in-depth information about how the learner can demonstrate that they have met the learning outcomes. Progress logs are included which should be completed with manager’s signatures as new ways of working are learned. Work recorded in these logs will contribute to the attainment of qualifications for social care workers.
Key messages for workforce development when considering the transformation of social care and the personalisation of services
- Author:
- SKILLS FOR CARE
- Publisher:
- Skills for Care
- Publication year:
- 2009
- Pagination:
- 3p.
- Place of publication:
- Leeds
An action list for employers, commissioners, personal assistant employers, trainers and workforce leads is presented to help them implement the transformation of social care and the personalisation of services. The action points were identified through Skills for Care's workforce action learning programme.
The importance and benefits of supervision in youth work practice
- Author:
- JENKINSON Hilary
- Journal article citation:
- Child and Youth Services, 31(3/4), July 2009, pp.157-169.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article begins by exploring the concept of supervision and its implementation within a youth work context. It highlights that the practice of supervision is not widespread in youth work. The article then outlines a staff development project initiated by Cork YMCA in order to establish supervision policy and practice through a programme of training and supporting supervisors. The programme included a one day training event which was attended by 6 project coordinators who were responsible for supervising the workers on their programmes. Following the training event, the coordinators were then mentored by means of monthly meetings over the period of a year. These sessions aimed to provide a supportive space for supervisors and to facilitate a reflective process in relation to their own supervisory practice. At the end of the year, a questionnaire and focus group discussion with the participants were used to review the training and mentoring process. The impact of supervision at the levels of the staff receiving supervision, the supervisors, the organisation, and the service users are discussed. In particular, the findings demonstrate how supervision contributed to improving inter-staff communication and increasing staff and organisational morale.
Moving beyond the administrative: supervisors' perspectives on clinical supervision in child welfare
- Authors:
- DILL Katharine, BOGO Marion
- Journal article citation:
- Journal of Public Child Welfare, 3(1), January 2009, pp.87-105.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper examines the perspectives of child welfare supervisors of their beliefs and experiences about the factors involved in offering quality clinical supervision in child welfare. The study took place in Ontario, Canada in 2005 at a time when the system was going through a transformation where supervisors were expected to integrate a clinical perspective in their work. A total of 51 supervisors participated in 8 focus groups ranging from 4 to 10 participants per group. Focus group participants were asked to discuss the key components of supervision in child welfare, what the term clinical supervision meant and what it did not include, and what factors interfered with their ability to provide quality supervision. The study identified a number of interwoven factors at the organisational, supervisory, and practice level that affect the nature of supervision offered. The recurrent themes that emerged across the focus groups were: commitment to the safety of children; the interwoven elements of supervision; the impact of power and authority; and the factors that affect the process of developing as a supervisor. Implications are drawn for child welfare practice, models of supervision which integrate administrative, clinical and educational features, organisational culture, and training new supervisors.
Youth worker professional development participation and agency support
- Authors:
- EVANS William P., et al
- Journal article citation:
- Child and Youth Services, 31(1/2), January 2009, pp.35-52.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
As part of an international study, this research looked at youth workers’ professional development participation, preferences, and levels of agency support and the bearing this had on the characteristics of youth workers working in out-of-school-time programs in the USA. Data were collected from 639 youth workers aged 18 years or older who worked directly with children and young people (aged 10- 18 years), using a national web-based survey conducted between September 2008 and April 2009. This article assesses the range and usefulness of the professional development opportunities available to youth work staff. Findings showed a positive relationship between participation in professional development opportunities and youth workers’ self-reported job competency, with low levels of agency support needed for this participation in continuing education. Most youth workers advised of similar training experiences and interests, regardless of their individual characteristics, although geographical variation about what types of training and critical training topics was exhibited. The authors suggest that collaborative approaches to professional development and training may lead to increased exposure to a wide range of professional development opportunities and have a significant effect on the quality of youth programming.
Developing and managing a child custody practice
- Authors:
- BOW James N., MARTINDALE David A.
- Journal article citation:
- Journal of Forensic Psychology Practice, 9(2), April 2009, pp.127-137.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia
Although numerous studies have explored child custody procedures there is little information from practitioners in this area. This study explored how US psychologists develop and manage a child custody practice. A national sample of 138 psychologists obtained from public access referral sites and a child custody listserv responded to the survey; sample response rate of 44%. The majority of respondents gradually developed their child custody practices as an outgrowth of other practice areas. For many respondents, prerequisite training seemed insufficient, although they had become increasingly invested in professional development over time. However the majority still devoted less than half their time to this. Respondents reported satisfaction in conducting child custody evaluations but also saw it as a stressful and high-risk type of practice, as was evidenced by the high number of licensing board, ethics, and malpractice complaints reported. Given the stressful nature of the work, the authors urge those entering the profession to gain prerequisite training through the Association of Family Conciliation Courts or the American Academy of Forensic Psychology and to keep themselves up to date with developments in the field.
Code of practice for employers of social care workers
- Author:
- CARE COUNCIL FOR WALES
- Publisher:
- Care Council for Wales
- Publication year:
- 2009
- Pagination:
- 17p.
- Place of publication:
- Cardiff
This Code of Practice sets down the responsibilities of employers in the regulation of social care workers in Wales. The Code is intended to reflect existing good practice and it is anticipated that workers and employers will recognise in the Codes the shared standards to which they already aspire.