Slides for session on uncertainty, change & complexity with 3rd year social work students

1. SOCW 3019: SOCW 6058: Reflecting on Social Work: Identity and Relationships

5. Building a safe and confident future: One year on – progress report, Social Work Reform Board, December, 2010 http://www.education.gov.uk/swrb/a0074231/what-does-the-social-work-reform-board-do

6. Employers ADASS ADCS CAFCASS Children England LGA LGID LGE Mind NHS Confederation SOLACE Service users A National Voice Princess Royal Trust for Carers Shaping Our Lives Professional Regulators GSCC HPC Profession Aspect BASW College of Social Work Unison Educators Association of SW Professors SWAP JUC-SWEC Universities UK Government BIS DfE DH Delivery orgs CQC CWDC HEFCE Ofsted QAA SCIE Skills for Care

9. The National Reform Programme recommended by the Social Work Task Force

17. Other Partnerships Public Understanding Employers Standards & Supervision Framework Regulation of education Frontline Management CPD Professional Capabilities Framework College of SW Calibre of entrants Curriculum & Delivery Practice Placements ASYE Licence to Practise Supply & Demand Bursaries consultation HPC consultation Transfer of functions from GSCC-HPC 2 nd Interim Munro report Munro Final Report Interim Allen report Tickell report Health & Social Care Bill first reading Transition to College? 2 nd Reform Board Report? Review of current activity and decision on any future Reform Board action required Review of current activity & decision required NJC consultation Development & testing of supply & demand model Expectation that all HEIs are using guidance by 12/13 academic year Expectation that all HEIs will use new framework by 13/14 academic year Impact from 12/13 academic year In place for all 15/16 graduate cohort All employers to have adopted employers’ standards Local activity funded by CWDC/SfC and NSASC Testing & feedback on OYO proposals Sector-badged guidance Draft framework for testing Transfer to College? and public consultation Sector-badged curriculum framework Key: Development milestone Review point Ownership milestone Implementation milestone Other Publication Sector-badged guidance Transition to College? Curriculum framework review and development Testing & feedback on OYO proposals Development of draft ASYE capability statements Working up of assessment models Decision on model options Activity by owners to promote and monitor uptake Testing of assessment models Phased transition from NQSW to ASYE to begin Report to Board on early adopters’ experiences Early adoption & feedback on OYO proposals Transition to new ownership arrangements Full draft framework Development work Transition to College? Testing & feedback on OYO principles Testing & feedback on OYO proposals & further development New model of CPD Transition to College? Development work Model developed All employers feeding into supply and demand model Transition to owner Adopted by all partnerships Transition to College? Publication of final product Testing & feedback on OYO proposals Final Allen report National Career Structure Activity by owners to promote and monitor uptake Jan Feb Mar Spring Summer Autumn Winter 2012 2013 & beyond 2011 Review of current activity Review of current activity and decision on future Reform Board action required Review on current position Uptake of guidance Uptake of framework Building services & membership base Promoting OYO report FJR interim FJR Final Report

18. The Munro Review of Child Protection: Interim report: The Child’s Journey, February 2011 http://www.education.gov.uk/munroreview/downloads/Munrointerimreport.pdf

23. “ This account brings out how engaging with, and understanding a child and their family, involves far more than logical reason. When social workers are talking to a child and family in their home, they are drawing on several sources of information and making swift decisions and changes as the interview progresses. Their conscious mind is paying attention to the purpose of their visit; at an intuitive level they are forming a picture of the child and family and sensing the dynamics in the room, noting evidence of anger, confusion, or anxiety. This feeds into their conscious awareness and helps shape the way the interview progresses. Their own emotional reaction is one source of information; the despair, for example, that some parents feel evokes an empathic response in others. It will be argued that previous reforms have concentrated too much on the explicit, logical aspects of reasoning and this has contributed to a skewed management framework that undervalues intuitive reasoning and emotions and thus fails to give appropriate support to those aspects.” Para 3.6, P. 35

24. “ Under these circumstances, the review questions whether it is realistic to expect each frontline worker to cover such a wide range of skills and knowledge and whether the current career structure reflects or values the time it takes to develop expertise.” Para 3.5, P.50

25. The College of Social Work

27. BASW The College of Social Work

29. So it is up to the voluntary sector?

33. Building support Find fellow travellers and keep in touch through blogs such as :

34. http://hownottodosocialwork.blogspot.com/

35. Keep in touch with your peers and networks through Twitter #socialwork @jaxrafferty