Whiting & Birch (E-Journals)
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Get PDFAbstract: This paper documents the development and use of groupwork as a strategy for inclusion and social skills training in the curriculum of a special school, which is also the site of a fieldwork practice teaching unit for social workers in training. The groupwork model was developed for work with 16-18 year old people with learning disabilities, as one day a week in their school curriculum. The article examines the groupwork model. The issues that arose are explored, as are the implications and applications of such collaborative ways of working
Involving school students in social action in America
Get PDFThe following article describes the work and vision of the Youth Dreamers group in Baltimore, which evolved as a result of young people’s involvement in the social action process as part of a school community action course run by teacher Kristina Berdan. In the first part, student members of the group, Chekana Reid and Cierra Cary, describe how they identified their key issue, the need for a youth-run youth centre where young people could go after school to take part in a range of constructive activities. Youth Dreamers started to take action to achieve their goals and have been successful in fund-raising and gaining political support and community support for the venture. In the second part, their teacher Kristina Berdan reflects at length on her experience of the social action process, its educational impact on her students, the contrast between the achievements of the Youth Dreamers group and her regular English class and the differences and sometimes contradictions inherent in her two roles of teacher and social action worker
Framing educational groupwork
Get PDFThis article sets out a framework for groupwork that is educational in the Freirian (1972) sense of education for liberation as opposed to domestication. It reworks the idea of ‘critical social science’ (Carr and Kemmis, 1986), to describe a form of practice which is not an event but a process of working towards a preferred future. The three-stage process is illustrated with reference to a case study in which the work moves beyond personal development and consciousnessraising to social action. The article may encourage others to consider their own experience more carefully, or to engage critically in a dialogue about their ideas and sources. It concludes with a justification for the value, place and usefulness of theoretical frameworks
The MANDELA model of practice learning
Get PDFThis article introduces the MANDELA model as a new and innovative tool for effectively engaging social work students of black African heritage studying on social work qualifying programmes across England and Wales. The article explores in depth this proposed model drawing upon initial feedback from two critical friends- a white male practice educator and a black African female third year social work student. The potential challenges and strengths of this model are examined, as well as guidance on its use and application within the practice learning environment. The MANDELA model draws upon existing strategies and adds a distinct and unique African flavour, whilst not losing its pedagogic relevance for lecturers, practice educators and students
The MAGPIE model
Get PDFInter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified
Involving child protection service users in social work education
Get PDFThis paper describes an attempt to incorporate the experiences of service user parents who had been involved in child protection services into the programme at a higher education provider in the London area. The aim was to explore their experiences and their perceptions of what social work contact had been positive or helpful. This is a difficult area of practice due to the sensitive and complex nature of social work intervention and engagement. The service users to participate were identified by a practitioner from the local authority. This paper presents an evaluation of this teaching session, and links this teaching tool with a range of current research in the area. Results showed that students reported benefits from being presented with the lived experience of these users. The links between theory and practice were also enhanced
Lambs and Lions
Get PDFDidactic parent training classes are often the treatment of choice for parents reported for child maltreatment. While these classes can be effective, they do little to reduce parents’ social isolation, a key contributor to child maltreatment and family stress. Herein, two psychoeducational support groups for maltreating parents are described, in which parenting is not the primary focus of curriculum. The Learning About Myself group is aimed at parents being served for neglect, and is focused on improving social skills and social networks, in order to reduce depression and social isolation. The Rightful Options and Resources group is aimed at women experiencing woman abuse, in order to increase assertiveness skills in relationships and reduce social isolation. The curriculum and group content of each group is described, with evaluative results of the effect on social relationships
