Whiting & Birch (E-Journals)
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Using student stand out moments to reclaim school-based social work placement
Full text linkDuring the pandemic, one university experienced considerable challenge sourcing placements for student social workers. In response, they developed the SWIS project through which placed nearly 50 students in schools. To capture their experiences in practice learning, students were invited to participate in a reflective workshop. This paper focuses on one activity where students were asked to reflect on ‘stand out moments’ (SOM) when undertaking their school-based placement. The paper is underpinned by transformative learning theory, through which we explore the journey or process in practice learning which can facilitate growth and change. The data was collected as part of a wider action research study, with findings reasserting the centrality of direct work and relationship-based practice. The discussion section highlights how school-based placements provided significant opportunities for learning and development, such as being afforded the ‘freedom’ to be creative in developing child focused interventions. This paper has implications for revisiting the potential for school-based practice learning, as settings with wide ranging learning opportunities, which can inspire and empower students
A Support Group for Parents of Children Attending Child and Adolescent Mental Health Services
No full textThis article traces my experiences as a student social worker working with a support group for parents of children attending a child and adolescent mental health service. Through this experience, I gained insights into the importance of thorough advance planning for group interventions, and how groupwork theory can help interpret different processes and interactions as they occur within the lifespan of a group
Addressing unmet needs in adolescent eating disorder treatment with an ongoing remote-access peer support group
No full textThere is a lack of services for individuals recovering from an eating disorder once a person leaves initial treatment, especially among certain populations. Financial limitations, location, insurance requirements, and transportation issues are some of the barriers people face when trying to access services; for teenagers, these barriers can be magnified if there is little to no family support. Recovery can take years, whereas initial intensive treatment programs generally last weeks to months, leaving an unmet need in eating disorder treatment. Peer support programs have been shown to be an effective way for individuals to maintain recovery once they return to their communities. The current article aims to address the need for ongoing treatment of eating disorders for adolescents between the ages of 13 to 19. An internet-based peer support group for adolescents addresses current barriers to treatment since it is accessible from home and requires no budget. Current evidence-based eating disorder treatments and specific issues related to the adolescent population are discussed, along with research on peer support and mentorship. The article offers an outline for the creation of an online peer support group to include group composition, norms, and evaluation, offering universal availabilityeat
Using the generative Artificial Intelligence (AI) chatbots of Perplexity and ChatGPT as a teaching and learning tool for practice teachers and students within social work placement
Full text linkAbstract:
Artificial intelligence (AI) is the simulation of human intelligence processes by machines or computer systems. As large language generated pretrained transformers, when given a prompt the chatbot system rewards the user with a ‘human-like’ response from their massive dataset of information. Their velocity, scope and capabilities become immense. This article is an illustrative analysis focusing on the rise of AI and its applications within industry, health and in particular, social work placement. The suggestion is to encourage practice teachers and students within supervision to use the chatbots ChatGPT or Perplexity in order to enhance critical thinking. To further consider the areas such as language, power, intuition, confidentiality, ethics, values and beliefs in this brave new world. Limitations of chatbot use within supervision is explored and a balanced conclusion recognising the worth of social work as a profession but not denying the speed of artificial intelligence development is recognised. From a social work placement perspective this article considers how working from a new evidence base, the application of critically analysing digitally produced knowledge, can be a relevant teaching tool within placement supervision.
 
Breaking boundaries: A contribution for Professor Peter Huxley’s Festschrift
Full text linkThis paper begins with an overview of Peter Huxley’s work across four areas: access to mental health care; understanding mental health and illness through a biosocial lens; social inclusion; and quality of life. Interconnected themes revealed in this body of research are then addressed, focusing particularly on: the commitment to interdisciplinarity; the value of conducting investigations which have demonstrable real-world application; measurement; and collegiality. The paper then moves to a personal reflection on Peter Huxley’s rock-solid support for growing a programme of mental health services research in Wales, before concluding with a forward-looking account of the lasting impact of his contributio
The value of using a storybook to protect the psychological health of children during COVID-19 in resource-limited communities
Full text linkGlobally, the COVID-19 pandemic has caused poor mental health, parental loss and food insecurity in children. At the peak of the pandemic, context-relevant and child-friendly COVID-19 tools for child counselling and education were limited in low-income communities. Researchers and social work practitioners created Uhambo Lwami storybook in IsiZulu language to initiate conversations with children about COVID-19. The findings reported are drawn from in-depth interviews with 13 purposively selected community-based social workers and child and youth workers who integrated the storybook into child counselling during the pandemic. The central premise of the paper is their experiences about the use and value of the storybook to support children’s psychological well-being during the pandemic. Two themes are discussed: The use of the storybook with children and its value to support children during the pandemic. The results indicated that the storybook created a child-friendly environment for children to share their psychosocial experiences of living during the pandemic. Furthermore, it facilitated sharing of experiences about death and illness in a caring and responsive manner. Well-designed storybooks are a cost-effective tool useful to initiate sensitive discussions with children. Context-relevant storybooks can be used to educate and alleviate distress in children during pandemics
Supporting Students on Placement to Develop a Diligent Attitude to Social Work Student Supervision
Full text link Social work students in England undertake two placements in their qualifying course. They are supported by a practice educator, who provides regular (often weekly) supervision. This is a protected time for students to explore their learning from their practice, but as it is undertaken in a private space it is rarely subject to scrutiny. The objective of the research was to identify what contributed to the development of knowledge and skills in social work student supervision. The methodology was a Narrative Inquiry, which enabled the use of a range of data collection methods: eight supervisions were observed and audio recorded, creating supervision transcripts and field notes, and both supervision participants were interviewed immediately afterwards. A theme of diligence was identified, where a commitment to and organisation for and within social work student supervision by both parties was critical. This article will focus on the finding that students became more diligent as they developed an understanding that supervision would enhance their knowledge and skills. It will offer recommendations for students, practice educators and social work educators that support students’ development of a diligent attitude to social work student supervision
