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Carers matter: everybody's business: Part 2: A guide to supporting carers better through staff learning and development
- Authors:
- SKILLS FOR CARE, SKILLS FOR HEALTH
- Publisher:
- Skills for Care
- Publication year:
- 2012
- Pagination:
- 30
- Place of publication:
- Leeds
Skills for Care and Skills for Health have produced Carers Matter - Everybody's Business (CMEB), guidance to help employers and organisations support carers better through learning and development of staff. The guidance is based on a set of Common Core Principles for Working with Carers that were developed in consultation with carers, people working directly with carers, and interested parties across health, social care and other key sectors. This is the second of three parts, and is is aimed at those who are directly responsible for commissioning or delivering learning and development. It provides fuller guidance on how to identify learning and development of staff in relation to meeting carers' needs. It offers a framework that will enable a workforce to learn at the right level to provide effective services and support to carers. Contents include:six steps to developing staff in relation to carers; developing the right level of staff development; the three levels of development (carer awareness, enhanced carer awareness and specialist); selecting the right learning and development materials; adapting the materials to the local scene; involving carers in developing staff; and knowing if learning and development has made a difference. Carers Matter - Everybody's Business is not an 'off the shelf' training package, rather the tools that enable training to be commissioned or developed to reflect local workforce needs, local settings and context. It aims to be flexible enough to be delivered in a variety of ways to meet differing working and learning needs. (Edited publisher abstract)
Carers matter: everybody's business: Part 3: Supporting resources to enable learning and development of staff that support carers
- Authors:
- SKILLS FOR CARE, SKILLS FOR HEALTH
- Publisher:
- Skills for Care
- Publication year:
- 2012
- Pagination:
- 108
- Place of publication:
- Leeds
- Edition:
- Version 2
Skills for Care and Skills for Health have produced Carers Matter - Everybody's Business (CMEB), guidance to help employers and organisations support carers better through learning and development of staff. The guidance is based on a set of Common Core Principles for Working with Carers that were developed in consultation with carers, people working directly with carers, and interested parties across health, social care and other key sectors. This is the last of three parts, and is is aimed at people across a wide range of settings and roles that support learning and development, whether planning learning, delivering learning and development, or commissioning learning and development. It has been developed to complement and underpin Carers Matter - Everybody's Business Parts 1 and 2. The resources it contains range from standalone guidance or tools, to supplementary information, facts and figures. It also contains sample exercises or activities for providers of education, learning and training to consider, apply and adapt as part of a training programme or learning activity. Whilst some of these resources are standalone, most build on Part 2 of Carers Matter - Everybody's Business. All the resources are designed to be relevant across a wide range of settings, staff groups and scenarios, to enable organisations to reflect local situations and needs. Carers Matter - Everybody's Business is not an 'off the shelf' training package, rather the tools that enable training to be commissioned or developed to reflect local workforce needs, local settings and context. It aims to be flexible enough to be delivered in a variety of ways to meet differing working and learning needs. (Edited publisher abstract)
What difference does it make?: social work practice and post-qualifying awards
- Authors:
- RIXON Andy, WARD Rebecca
- Journal article citation:
- Practice: Social Work in Action, 24(3), 2012, pp.147-159.
- Publisher:
- Taylor and Francis
The overall objective of post-qualifying education and training is to improve the standard of social work practice. This paper reports on a small-scale evaluation of child and adult care social workers who were undertaking a post-qualifying (PQ) award, specifically focusing on whether changes in practice could be identified. Two cohorts of candidates employed by one local government authority were followed through the process of undertaking a PQ award. Nineteen candidates initially took part (7 in adult services and 12 in children’s services) spread across work roles. Data was collected primarily through the use of semi-structured face-to-face interviews with each candidate. The main areas looked at were: direct work with children and adults; working in situations where there is risk of harm; developing effective working relationships (including with other agencies); professional development; and enabling others to learn. The paper concludes that practice in some areas, such as working with risk, were subject to significant change but others, including direct work, were not . The reasons why this appeared to be the case are discussed. It is also suggested that undertaking an award is significant to social workers in relation to their levels of confidence, particularly in the increasingly inter-professional practice arena.
Supported employment national occupational standards
- Author:
- PREPARING FOR ADULTHOOD
- Publisher:
- Preparing for Adulthood
- Publication year:
- 2012
- Pagination:
- 37p.
- Place of publication:
- Bath
Supported employment is the term for high quality, personalised support for people with disabilities which enables them to seek, access and retain employment. The people who provide support tend to have a variety of job titles such as job coaches, employment advisers, employment consultants and employment support officers. This publication provides the National Occupational Standards (NOS) for supported employment. The Supported Employment NOS are statements of skills and knowledge needed by the supported employment workforce. Each one comprises a number of performance criteria which an individual should demonstrate to be competent in the sector, as well as the underpinning knowledge and understanding statements. The Supported Employment NOSs are mapped to the following supported employment functions: employer engagement; job seeker engagement; understanding employer needs and identifying vacancies; getting to know the job seeker; getting to know the job; agreeing a plan together; arranging a job match; arranging the right support; developing a career; and developing your own supported employment practice.
Creating a culture of innovation: supporting individuals to think creatively, strategically and with insight to develop successful and innovative services and support that deliver tangible benefits for people who use services
- Author:
- INSTITUTE FOR RESEARCH AND INNOVATION IN SOCIAL SERVICES
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2012
- Pagination:
- 33p.
- Place of publication:
- Glasgow
This report provides an overview and analysis of activities undertaken by IRISS - insights that have been gathered over the course of the Creating a Culture of Innovation project and a review of literature on encouraging creativity within organisations. The project initially focused on two aims: to introduce individuals to using creativity tools in a project setting, and for individuals to design a process for ideas within their own organisations. It supports individuals to think creatively, strategically and with insight to develop successful and innovative services and support that deliver tangible benefits for people who use services. In both projects, evidence produced suggests that the project met the two aims: a process was designed collaboratively in both councils by practitioners, and tools were tested, iterated and shared. The presentation of key ideas and theories on innovation did not seem to change group thinking, but provided useful frameworks for considering the internal processes and explaining the purpose of some tools.
Windows on the supervisee experience: an exploration of supervisees’ supervision histories
- Author:
- O'DONOGHUE Kieran
- Journal article citation:
- Australian Social Work, 65(2), June 2012, pp.214-231.
- Publisher:
- Taylor and Francis
This article presents a qualitative study of New Zealand social work practitioners’ experiences as supervisees. The aims are to explore how the participants developed their understanding, participation, and use of supervision, and how their histories influenced their development and behaviour as supervisees. This study formed part of a more extensive mixed-methods study of social work supervision. Sixteen supervisees, chosen from across New Zealand according to their location, field of practice, and type of supervision, were interviewed regarding their supervision histories. The interviews were recorded, transcribed, and thematically analysed. The findings are reported in 3 sections: the first discusses the supervisees’ foundational experiences; the second explores themes present in their later experiences; and the third discusses the supervisees’ reflections on their learning within the role. The findings showed that the practitioners developed their understanding, participation in, and use of supervision over time. In addition, their supervision histories influenced their development and behaviour as supervisees both positively and negatively.
Creating evidence through small-scale pilots
- Author:
- ASPIRE SCOTLAND LTD.
- Publisher:
- Institute for Research and Innovation in Social Services
- Publication year:
- 2012
- Pagination:
- 4p.
- Place of publication:
- Edinburgh
This document outlines a pilot project by Aspire Scotland, in conjunction with Kilmarnock College, which set out to improve the learning of staff. This pilot took an approach to teaching and learning by using a managed virtual learning and teaching environment which was accessible over a 24/7 period. An online training programme was created to deliver aspects of continuous personal development and post registration teaching and learning to a number of care and education workers. This programme emphasised interactive learning, shared viewpoints, assessment and tutor mentoring and challenge. In addition, scenario based learning was used to assist workers to reflect on their practice with a clear view to individual and collective improvement. It became apparent throughout the project that the online aspect of the course allowed for increased student participation, which would have been otherwise not been possible. Staff were able to learn without needing to leave the workplace; they could fit training around their workload and personal time. They were able to repeat areas that they found difficult and learning and teaching became measurable and embedded in practice. The training was much more efficient and cost effective as potential hours of work lost while training was reduced, staff replacement costs were removed.
Recording, implementing and changing support plans
- Author:
- GREEN Danielle
- Journal article citation:
- Nursing and Residential Care, 14(4), April 2012, pp.168-170.
- Publisher:
- MA Healthcare Ltd.
- Place of publication:
- London
This article is designed to provide health and social care workers with the knowledge and skills required to support care plan activities. As previously discussed in the HSC 026 unit, 'Implement person-centred approaches in health and social care', the care plan is an essential document to ensure that residents receive consistent care from all members of their support team. Also known as a 'support plan' or 'individual plan', the care plan is any paper, or electronic record, which details the day-to-day care, support and treatment required by a client, the client's preferences, and how their care is personalised. Using several case studies, the article reviews the maintenance of records, showing what the care plan should clearly record, and discusses reviewing activities involving the resident, their support team, and the practitioners responsible for their care.
Feminist practice: who I am or what I do?
- Author:
- SEYMOUR Kate
- Journal article citation:
- Australian Social Work, 65(1), March 2012, pp.21-38.
- Publisher:
- Taylor and Francis
This article explores the question of whether feminism, in the context of feminist practice, something one does, a professional “persona” adopted at particular times and for particular purposes at work, or something one is, linking the personal and professional realms? Drawing upon qualitative data, the study investigates understandings of, and identifications with, feminism within the context of an area of practice, namely domestic violence intervention, which is explicitly feminist. It focuses on the relationship of the research participants, practitioners in this field, to feminism in terms of their identification with feminist principles. The sample included 10 qualified social work practitioners involved in domestic violence work, and employed in a range of organisations. Paying attention to these issues has implications for feminist and other anti-oppressive ways of working, particularly where these are adopted by organisations as the required model of practice. The broader question, that of whether one needs to be feminist in order to engage in feminist practice, is critical, both for feminist theorising in general and in relation to specific concerns such as professional development.
Carers matter: everybody's business: Part 1: An introduction to supporting carers better through learning and development of staff
- Authors:
- SKILLS FOR CARE, SKILLS FOR HEALTH
- Publisher:
- Skills for Care
- Publication year:
- 2012
- Pagination:
- 20
- Place of publication:
- Leeds
- Edition:
- Version 2
Skills for Care and Skills for Health have produced Carers Matter - Everybody's Business, guidance to help employers and organisations support carers better through learning and development of staff. The guidance is based on a set of Common Core Principles for Working with Carers that were developed in consultation with carers, people working directly with carers, and interested parties across health, social care and other key sectors. This is the first of three parts, and is is aimed at chief executives and senior managers who are responsible for the strategic direction of their business and its priorities. It is also relevant for those involved in commissioning services and workforce development. It comprises an introduction to who carers are; why carers matter to the organisation; carers' rights and entitlements; the Equality Act 2010 and carers; how an organisation can support carers better; and applying the Common Core Principles for Working with Carers. Carers Matter - Everybody's Business is not an 'off the shelf' training package, rather the tools that enable training to be commissioned or developed to reflect local workforce needs, local settings and context. It aims to be flexible enough to be delivered in a variety of ways to meet differing working and learning needs. (Edited publisher abstract)