Accountability and intervention is suitable for use towards the end of law learning but before summative assessment. It explores the impact of law on how social workers work, in particular: how legal rules influence the process of decision-making (rather than content); and how social work values influence our approach.
This resource is one of a set of exercises and activities taken from the book 'Modern Social Work Practice' written by Mark Doel and Steven Shardlow. This activity examines the gap which sometimes exists between what they are feeling ’inside’ and what they are saying ’outside’, and explores the student's response to it. It focuses on how the student handles taboo subjects. The activity also concerns the student's view of learning. How do beliefs, feelings and actions influence openness to learning?
Practitioners often have to undertake assessments of children and their families who are living in poverty. To help improve the consistency and quality of these assessments the Government introduced the Framework for the Assessment of children in need and their families (DH, 2000). This learning object lets you explore the framework and its many dimensions. With the help of Barbara, a social worker, you will use the framework to assess the Johnson family, gaining an understanding of how the framework can help you in assessing the needs of children and families in your daily role.
This learning object is one of a set of exercises and activities taken from the book 'Modern Social Work Practice' written by Mark Doel and Steven Shardlow. This chapter is designed to help students to reflect on the way they 'put their practice together' and to dispel the mystique associated with research and 'putting theory into practice'. It scrutinizes the processes which affect the practitioner's judgement in turning observations into action.
This learning object is one of a set of exercises and activities taken from the book 'Modern Social Work Practice' written by Mark Doel and Steven Shardlow. This activity helps the student to understand that the process of intervention and assessment starts from the very beginning of contact, including the writing of a letter of appointment.
This short training scenario was originally used in the context of introductory child protection training. It gives brief information from which participants are asked to identify what they are concerned about and what they would do next. Sally uses drugs and is pregnant. She has a history of local authority care.
This is an introduction to significant legislation in the field of child care other than The Children (Scotland) Act 1995. It is the third in a series of sessions in this resource which can be used together. The first two dealt with children’s rights and Children (Scotland) Act 1995. They have been re-structured for independent use, but can still be used in sequence. The final session deals with (social work) departmental procedure (this could be adapted for use by other agencies).This section is a trainer input via a Powerpoint presentation with handouts.
This resource starts with a quiz and a short case study to help the user understand the complexities of defining and identifying impairment as well as the difficulties faced by people who have these impairments. Then it will be able to explore four different scenarios which present tips on working with particular communication needs of service users.
This learning object explores mental health in later life. It reviews the meaning of mental health, why it is an important part of overall well being and how it relates to successful ageing. It also offers an overview of the different aspects of an older person's life, situations that impact on their mental health and the role that an individual, their family, the community they live in and wider society can play in promoting, or undermining, mental health.
This short training scenario was originally used in the context of introductory child protection training. It gives brief information from which participants are asked to identify what they are concerned about and what they would do next. A school is concerned about the behaviour of a disabled child.