From the front line: alcohol, drugs and social care practice. A national study. University of Bedfordshire: Luton. Manthorpe, J.
Social Work Education, 29 3 , Tilley, J. Skills for Care Keeping up the good work: A practical guide to implementing continuing professional development in the adult social care workforce. Skills for Care: Leeds.
Personalisation For Social Workers: Opportunities And Challenges For Frontline Practice
London: SWTF? Key findings Most social care workforce and learning development departments provide access to AOD training, however most courses are not mandatory.
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While social workers may be confident in many areas of their work, research has indicated that they are less confident about their work in relation to AOD use. Ensuring that social care professionals receive training in AOD use is a crucial step towards supporting them to provide an effective service to service users with problematic AOD use and to address the gap left by qualifying social work programmes. Download pdf. Share: Share Tweet. Social workers were the target of more training than other social care practitioners. Least common topics were related to gender, ethnicity and culture, and substance use theory.
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Changes, impacts and challenges to AOD training Most WLD departments report that AOD training levels remained stable from the previous year and anticipated no changes in the following year; a small number had experienced consistent decreases in training and a small number had seen consistent increases in training. Further information. This Insight provides an overview of key findings and the implications for WLD departments only.
My book Personalisation and Social Work in was published by Sage and focused on supporting social work trainees and social workers to understand the agenda and support implementation. The agenda at this time was moving at such a speed that I was asked to write a second edition in capturing some of the transformational shifts in practice. The book gave me an opportunity to encourage students and social workers to engage with ideas around person centred practice, strength based approaches and the importance of relationships when supporting and enabling individuals to make choices and take control of their lives.
More recently I have started to develop a passion for social pedagogy that centrally recognises the need to apply ones head, heart and hand when working alongside individuals. A key focus or aim of social pedagogy is to promote happiness and wellbeing and insists upon a relationship-based approach in which the worker is emotionally connected to the role and the individuals they work alongside. It seeks to reduce power in all situations and identifies holistic learning as a key tool in promoting well being at every stage of life.
The State of Personalisation 2012
Finally social pedagogy promotes creativity with a firm belief that this enhances outcomes for individuals. I am currently teaching and training in this area as well as writing a book linking social pedagogy to social work and contributing as an international partner in the development of a MOOC on social pedagogy.
It is my firm belief that social pedagogy provides a key opportunity to engage with individuals from a strength based perspective. The recent Care Act provides a legal basis for the adoption of such an approach.
With a renewed focus on wellbeing rather than welfare, it is my belief that social care has an opportunity to challenge itself to let go of process driven traditional practices and seek to employ creativity and value driven practice in the design and delivery of social care. I believe that Wellbeing Teams provide an opportunity to reflect the values above. Adopting a flexible and responsive framework allowing a shift of focus from delivering tasks to self-determined outcomes enables the leading principle of the Care Act — promoting individual well-being s1 to become a reality.
Last week reinforced for me how important social workers are in how Wellbeing Teams develop. This means that we want to look link social work assessments and paperwork with the paperwork used in homecare, to make it seamless for people and reduce any duplication.
So our relationship with social workers is critical to our success, and I wanted to invest in help and support to get that right. I asked Ali to introduce herself, and why Wellbeing Teams matter to her.
Frontline gave me a practical, creative education in social work | Society | The Guardian
I started my career as a social worker with older people with a learning disability in My passion for this area of work stemmed from an early experience on my social work placement at university. Norman was very anxious about this, as were his family who worried that nobody would understand all his little quirks. I remember thinking that the form provided was quite unhelpful and only focused on basic needs such as allergies and medication. I decided to do something a little different and proceeded to write what I later understood to be a person centred plan.
Moving from social work to policy and later to social work education I have continued to support others in recognising and adopting person centred approaches in their own work. The emergence of the Personalisation agenda was an exciting time for me. As policy and practice shifted towards self directed models of care and support, it started to feel like notions of choice and control could become a reality.
As an academic, I was fortunate enough to have a number of good colleagues and partners who provided me with opportunities to keep connected with practice and frontline social work.
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