Social Work Services Inspectorate

Angus Skinner Chief Inspector Victoria Quay Edinburgh EH6 6QQ Telephone: 0131-244 5414 Fax: 0131-244 7095 angus.skinner@scotland.gsi.gov.uk 7th October 2002

__ _____ Dear Colleague CONSULTATION ON THE REFORM OF SOCIAL WORK EDUCATION: • STANDARDS IN SOCIAL WORK EDUCATION (SiSWE) • PROPOSALS FOR PRACTICE LEARNING I am very pleased to enclose a copy of the consultation document on the reform of social work education. It includes the Standards in Social Work Education (SiSWE) and a paper making proposals for the place of practice learning in the new degree. Much thought has gone into these documents and I would be grateful for your comments on the work to date, offering us the opportunity to produce an excellent set of arrangements for the future education of Scotland’s social workers. This document can be accessed and completed from this web site in a number of formats http://www.scotland.gov.uk/library5/social/rswe-00.asp Alternatively, further paper copies can be obtained by writing or emailing the address below. Electronic copies can also be emailed on request to:

Claire Kellett Scottish Executive Social Work Development Team 2 Greenside Lane,

Edinburgh EH1 3AG

Telephone 0131 244 3527 Email claire.kellett@scotland.gsi.uk

Please send your responses to this same address and note that the deadline for those responses is 8 November. Details on the requested format of responses are enclosed. Yours sincerely

ANGUS SKINNER Chief Inspector of Social Work

REFORM OF SOCIAL WORK EDUCATION: PROPOSALS FOR CONSULTATION ON THE CURRICULUM FOR THE NEW HONOURS DEGREE This consultation document contains the following Contents • Background to the reform of social work education. • Introduction to Standards in Social Work Education (SiSWE). • Standards in Social Work Education. • Introduction to practice learning in the new degree. • Proposals for the place of practice learning in the new degree. • Guidance on the preferred format for responding to SiSWE and the practice learning

proposals. 1. Background 1.1 In April 2002 Cathy Jamieson, Minister for Education and Young People, announced a twelve point Action Plan for the Social Services Workforce. This Action Plan included the requirement to make recommendations to Ministers by November 2002 on the reform of social work professional education. 1.2 A Project Group was set up under the Action Plan, charged with taking forward the reform of social work education. It includes representation from the Association of Directors of Social Work (ADSW), the Convention of Scottish Local Authorities (CoSLA), the Scottish Social Services Council (SSSC), Higher Education Institutions (HEIs), the British Association of Social Workers (BASW) as well as representatives from the Independent sector and from user and carer organisations. Its remit includes looking specifically at the structure and viability of the new honours degree. 1.3 Due to the complexity of the issues associated with practice learning, a separate sub-group was set up to look at the place of practice learning in the new degree. It is the products of these two groups which now form the substance of this consultation document. 2. Introduction to Standards in Social Work Education (SiSWE) 2.1 The increasing complexity of the social work task, the demands made of social workers and their ability to respond appropriately to these demands and apply critical thinking to their practice are key factors in the move to establish a graduate profession at honours level. 2.2 The SiSWE document provides a single, comprehensive set of learning requirements for each programme of social work education in Scotland. In future SiSWE will be the only point of reference setting out the requirements to be met in respect of knowledge and understanding, core and subject skills and practice outcomes.

2.3 The SiSWE address the professional education and development of social workers. They prepare them for work in the social services workforce in Scotland and elsewhere. They are written as outcome statements which set out what a student social worker must know, understand and be able to do to be awarded the honours degree in social work. 2.4 They incorporate the QAA Benchmark Statement: Academic Standards – Social Work. This takes account of the professional nature of the programmes for social work education, including both academic and practical elements. The Benchmark Statement reflects the fact that practice learning is central to the new degree and that ‘practice learning’ covers a broad spectrum of connected learning experiences. 2.5 The standards also draw on the National Occupational Standards for Social Work (the NOS). These set out the practice focus of social work and the role of the social worker as an accountable and professionally competent practitioner. 2.6 The format is similar to the framework used for the Standards in Initial Teacher Education (SITE) and other documents being drafted for nursing, midwifery and health visiting. This will allow us at a later date to identify common elements in the training of these different professional groups and offer future opportunities to develop integrated training initiatives. 2.7 The way in which social services are delivered is changing and will continue to change. The majority of social workers currently work in the statutory, voluntary or private sector. They may work across a broad range of interests or primarily with one set of people who use services. In future they will work increasingly in multi-functional departments, integrated agency settings or health settings. 2.8 The SiSWE prepare the new social worker to work in any of these situations and to respond and contribute to change in the professional context. It will be for the social worker, his or her employer and the SSSC to ensure the outcomes acquired on qualification are maintained and enhanced for the benefit of the social worker and the public. 2.9 The standards are underpinned by defining principles which are designed to assist the student to achieve them. These principles are drawn from the QAA Benchmark Statement: Academic Standards – Social Work. Taken together, they reinforce the scope and complexity of programmes which by necessity are offered at honours degree level. They are: • social work is characterised by a distinctive focus on practice in complex social situations

to promote and protect individual and collective well being. Honours degree programmes should be designed to help foster this integration of contextual, analytic, explanatory and practical understanding;

• social workers should be equipped to understand and work within this context of contested debate about the nature, scope and purpose of social work. They should be equipped to analyse, adapt to, manage and eventually to lead the processes of change;

• practice is an essential and core element of learning, and practice activity is a source of transferable learning in its own right;

• social work is a moral activity that requires practitioners to make and implement difficult decisions about human situations that involve the potential for benefit or harm; and

• in order to be able to act effectively in complex circumstances, students must learn to become accountable, reflective and self-critical.

2.10 Programmes of social work education must promote three main aspects of professional development: • practice knowledge and understanding; • professional skills and abilities; and • ethical practice and personal commitment. 2.11 The significance of placing these aspects in a triangle is to emphasise that they are not simply lists of competencies or outcomes. They are inherently linked to each other in the development of the social worker and one aspect does not exist independently of the other two. It is this inter-relationship among all three which develops the professionalism of the social worker. The inter-relationship is illustrated in the model below.

Ethical practice and

personal commitment

Professional knowledge and understanding

Professional skills and abilities

2.12 The standards offer a distinctive balance and emphasis but will develop all three. They incorporate competencies and other nationally specified qualitative requirements in social work education as well as the requirements of academic study. In doing so, they supersede the six core competencies of the Diploma in Social Work required by the Central Council for Education and Training in Social Work. 2.13 Programmes of social work education help students to develop skills which are transferable to other areas of study and professional employment. These transferable skills are not additional to the standards but are the outcomes for successful students who have completed a programme which addresses all the standards. 2.14 The Regulation of Care Act (Scotland) 2001 established the SSSC and laid down the requirement for the registration of the social services workforce by the SSSC. The register will allow the public to verify that a social worker has met the requirements for entry to the register and has formally agreed to abide by the standards set in the SSSC’s Code of Practice for Social Service Workers. The SSSC is currently determining the requirements for registering social workers but it is likely that one of the requirements for registration as a social worker will be attainment of the honours degree and with it the standards set out in the SiSWE. A diagram below is an illustration of the format of SiSWE:

3. Invitation to comment

NOS element associated with Key Role

NOS unit Associated with Key Role

NOS Key Role

QAA elements

Learning Requirement

Learning Outcome

3.1 You are invited to comment on the following aspects of the SiSWE. Please refer to the Guidance on the preferred format for responding to SiSWE at section 15 at the end of this consultation or make use of the website address, which is: http://www.scotland.gov.uk/consultations/swsi/siswe_responses.asp • Language – the language used is that of the original documents from which SiSWE are

derived, that is the QAA Benchmark Statement and the NOS. Does the language make the meaning clear or is it unnecessarily jargonistic?

• Layout – does the four-column format clearly indicate the learning progression expected of the social work student?

• Carers – we are keen to make sure that social work students have a proper understanding of the role carers play as stakeholders and providers as well as recipients of services. Do the SiSWE sufficiently reflect this?

• Users – do the SiSWE place sufficient emphasis on the ethical basis of social work and the desirability of working in partnership with users? Do they offer sufficient training for working with users where there is a statutory obligation for intervention?

• People from minority ethnic communities – we are keen to attract more people from minority ethnic communities into the social services workforce and to ensure that social workers are properly equipped and trained to work with all sections of the community. Will the SiSWE document help achieve this objective?

• Criminal Justice Services – the new honours degree will enable social workers to practice in any setting and with any user group. In Scotland there is no separate probation service. Do the SiSWE enable social workers to provide a service within the Criminal Justice system?

• Integrated services – the introduction of the new honours degree coincides with a period of considerable change in the delivery of social work services. Do the SiSWE sufficiently reflect this changing environment and properly prepare students for working in integrated services?

• Change – do the SiSWE provide sufficient grounding in knowledge and understanding of social work to allow social workers to be confident about the profession and able to initiate and respond to change?

• Management – do the SiSWE give students sufficient training in management issues to allow them to be competent in those aspects of management they will encounter on qualification (self management, care management etc.) and to develop their potential as managers in the future?

• Social work reasoning – one of the key objectives in introducing a new degree at honours level is to encourage and train social workers to be critical, reflective practitioners. Do the SiSWE meet this objective?

STANDARDS IN SOCIAL WORK EDUCATION 1: Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances (A) Practice Focus (B) To achieve the honours degree,

social work students need to be able to:

(C) To achieve the honours degree, social work students need to understand:

(D) On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A1) Prepare for social work contact and involvement

(B1) Make effective contact with individuals and organisations for a range of objectives, by verbal, paper-based and electronic means. (B2) Gather information from a wide range of sources and by a variety of methods, for a range of purposes. These methods should include electronic searches using the Internet, reviews of relevant written materials, face-to-face, written and telephone contact with individuals and groups. (B3) Take into account differences of viewpoint in gathering information and assess the reliability and relevance of the information gathered.

(C1) Social processes (for example, poverty, unemployment, poor health, disablement, lack of education and other sources of disadvantage) that lead to marginalisation, isolation and exclusion and their impact on the demand for social work services. (C2) The significance of interrelationships with other social services, especially education, housing, health, income maintenance and criminal justice and services provided on a partnership basis.

(D1) Review agency notes and other literature relevant to the case or situation. (D2) Contact and liaise with relevant professionals and others to access additional information that can inform initial contact and involvement. (D3) Evaluate all information to identify the best form of initial involvement.

1: Prepare for, and work with individuals, families, carers, groups and communities to assess their needs and circumstances (A2) Work with individuals, families, carers, groups and communities to help them make informed decisions

(B4) Consider specific factors relevant to social work practice such as risk, rights, cultural differences and linguistic sensitivities, statutory responsibilities to protect vulnerable individuals and legal obligations. (B5) Clarify and negotiate the purpose of contacts and the boundaries of their involvement. (B6) Negotiate goals and plans with others, analysing and addressing in a creative manner human, organisational and structural impediments to change.

(C3) The nature of social work services in a diverse society (with particular reference to concepts such as prejudice, inter-personal, institutional and structural discrimination, empowerment and anti-discriminatory practices). (C4) The nature and validity of different explanations for the characteristics and circumstances of service users and the services required by them.

(D4) Inform individuals, families, carers, groups and communities about their own, and the organisation’s duties and responsibilities. (D5) Work with individuals, families, carers, groups and communities to: • identify, gather, analyse and

understand information; • enable them to analyse, identify,

clarify and express their strengths, expectations and limitations;

• enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources.

(A3) Assess needs and options to recommend a course of action

(B7) Assess human situations, taking into account a variety of factors including the views of participants, theoretical concepts, research evidence, legislation and organisational policies and procedures. (B8) Analyse information gathered, weighing competing evidence and modifying their viewpoint in light of new information, then relate this information to a particular task, situation or problem.

(C5) The range of need expressed by, and attributed to, service users and their carers and the social processes by which such needs become defined. (C6) The nature and validity of different explanations for the characteristics and circumstances of service users and the services required by them. (C7) Links between definitional processes contributing to social differences (for example, social class, gender and ethnic differences) to the problems of inequality and differential need faced by service users.

(D6) Assess and review the preferred options of individuals, families, carers, groups and communities. (D7) Assess and recommend appropriate courses of action for individuals, families, carers, groups and communities. (D8) Assess needs, risks and options taking into account legal and other duties and service standards requirements.

2: Manage risk to individuals, families, carers, groups, communities, self and colleagues Practice Focus To achieve the honours degree,

social work students need to be able to:

To achieve the honours degree, social work students need to understand:

On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A4) Assess and manage risks to individuals, families, carers, groups and communities

(B10) Analyse the nature of risks and harm associated both with the circumstances indicating intervention and with the planned interventions themselves. (B11) Undertake practice in a manner that promotes the well-being, and protects the safety, of all parties.

(C8) The moral concepts of rights, responsibility, freedom, authority and power inherent in the practice of social workers as moral and statutory agents. (C9) Social workers’ roles as statutory agents with duties and responsibilities to protect the public and uphold the law in respect of discrimination. (C10) The nature of risks and harm associated with intervention in the lives of vulnerable individuals and groups.

(D10) Identify and assess the nature of risk, its relative seriousness and the harm to which it may lead. (D11) Balance the rights and responsibilities of individuals, families, carers, groups and communities with the associated risks. (D12) Manage risk to individuals, families, carers, groups and communities over time and regularly monitor and re-assess priorities and actions.

(A5) Assess, minimise and manage risk to self and colleagues

(B12) Practise in ways that maximise safety and effectiveness, especially in situations of uncertainty or incomplete information. (B13) Review intentions and actions in the light of foreseen and unintended consequences.

(C11) The complex relationships between justice, care and control in social welfare and the practical and ethical implications of these. (C12) The nature of risks and harm associated with intervention in the lives of vulnerable individuals and groups.

(D13) Assess and analyse potential risk to self and colleagues. (D14) Work within the risk assessment and management procedures of their own and other relevant organisations and professions. (D15) Plan, monitor and review outcomes and actions to minimise risk, stress and harm.

3: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals Practice Focus To achieve the honours degree,

social work students need to be able to:

To achieve the honours degree, social work students need to understand:

On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A6) Respond to crisis situations

(B14) Think logically and systematically, even under pressure. (B15) Plan a sequence of actions to achieve specified objectives. (B16) Manage the processes of change. (B17) Meet time deadlines and comply with external definitions of task.

(C13) Models and methods of assessment in different practice contexts. (C14) Factors influencing the selection and testing of relevant information, especially where collected under time pressures. (C15) The nature of professional judgement and processes of risk assessment.

(D16) Assess the urgency of requests for action. (D17) Identify the need for statutory and procedural intervention. (D18) Plan and implement prompt action to meet immediate needs and requirements. (D19) Review the outcomes with individuals, families, carers, groups, communities, organisations, professionals and others.

3: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals (A7) Work with individuals, families, carers, groups and communities to achieve change and development and to improve life opportunities

(B18) Communicate effectively across potential barriers resulting from differences, for example in culture, language and age. (B19) Use their knowledge of a range of interventions and evaluation processes selectively to build and sustain purposeful relationships with people and organisations in community-based and inter-professional contexts, including group-care. (B20) Implement plans through a variety of systematic processes including contracting with others. Bring work to an effective conclusion, taking into account the implications for all involved.

(C16) Psychological and physiological perspectives on individual and social development and functioning from infancy to old age. (C17) The nature and characteristics of developmental delay, disruption and trauma. (C18) Theoretical perspectives and evidence from international research on the design and implementation of effective social work intervention with a wide range of service users, carers and others. (C19) Research-based concepts and critical explanations from social work theory and other disciplines that contribute to the knowledge base of social work, including their distinctive epistemological status and application to practice.

(D20) Develop and maintain relationships with individuals, families, carers, groups, communities and others, sometimes over sustained periods. (D21) Work in a structured way with individuals, families, carers, groups, communities and others to avoid crisis situations and address problems and conflict. (D22) Apply and justify social work methods and models used to achieve change and development and to improve life opportunities. (D23) Regularly monitor, review and evaluate changes in circumstances and adapt plans accordingly. (D24) Reduce contact and withdraw appropriately from relationships.

3: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals (A8) Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues

(B21) Make decisions, set goals and construct specific plans to achieve these, taking into account relevant factors including ethical guidelines. (B22) Apply ethical principles and practices critically in planning problem-solving activities.

(C20) Approaches and methods of intervention in a range of community-based settings including group-care at individual, group and community levels, including factors guiding the choice and evaluation of these. (C21) The nature and characteristics of skills associated with effective practice, both direct and indirect, with a range of service users and in a variety of settings including group-care.

(D25) Negotiate the services and resources to be included in plans. (D26) Identify content and actions, and construct plans. (D27) Carry out their own responsibilities and monitor, co-ordinate and support the actions of others involved in implementing plans. (D28) Regularly review the effectiveness of plans with the people involved. (D29) Renegotiate and revise plans to meet changing needs and circumstances.

3: Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals (A9) Support the development of networks to meet assessed needs and planned outcomes

(B23) Develop effective helping relationships and partnerships with other individuals, groups and organisations that facilitate change. (B24) Consult actively with others, including service users, who hold relevant information or expertise. (B25) Challenge others when necessary, in ways that are most likely to produce positive outcomes.

(C22) The current range and appropriateness of statutory, voluntary and private agencies providing community-based, day-care, residential and other services and the organisational systems inherent within these. (C23) The significance of interrelationships with other social services, especially education, housing, health, income maintenance and criminal justice and services provided on a partnership basis.

(D30) With individuals, families, carers, groups, communities and others, identify and examine support networks that can be accessed and developed. (D31) Work with individuals, families, carers, groups, communities and others to initiate and sustain support networks. (D32) Contribute to the development and evaluation of integrated support networks.

(A10) Work with groups to promote growth, development and independent living

(B26) Involve users of social work services in ways that increase their resources, capacity and power to influence factors affecting their lives. (B27) Identify and use opportunities for purposeful and supportive communication with service users within their everyday living situations.

(C24) The relevance of sociological perspectives to understanding societal and structural influences on human behaviour at individual, group and community levels. (C25) Social science theories explaining group and organisational behaviour, adaptation and change.

(D33) Identify opportunities to form and support groups. (D34) Use group programmes, processes and dynamics to enhance participants’ skills and promote growth, development and independence. (D35) Help groups to achieve planned outcomes for their members and to evaluate the appropriateness of their work. (D36) Disengage from groups appropriately.

3. Plan, carry out, review and evaluate social work practice, with individuals, families, carers, groups, communities and other professionals (A11) Address behaviour which presents a risk to individuals, families, carers, groups, communities and the wider public

(B28) Help people to gain, regain or maintain control of their own affairs, insofar as this is compatible with their own or others’ safety, well-being and rights. (B29) Use both verbal and non-verbal cues to guide interpretation of behaviour and to assess risk. (B30) Plan for and manage situations in which there is a significant element of risk.

(C26) The complex relationships between justice, care and control in social welfare and the practical and ethical implications of these. (C27) Social workers’ roles as statutory agents with duties and responsibilities to protect the public and uphold the law in respect of discrimination. (C28) Models and methods of assessment, including factors underpinning the selection and testing of relevant information, the nature of professional judgement and the processes of risk assessment and management.

(D37) Take prompt action to deal with behaviour that presents a risk to service users, their carers, colleagues or the wider public. (D38) Work with individuals, families, carers, groups, communities and others to identify and evaluate situations and circumstances that may trigger risk behaviour and to reduce or contain the level of risk. (D39) Plan and manage intervention in ways that positively change the identified risk behaviour.

4: Demonstrate professional competence in social work practice Practice Focus To achieve the honours degree,

social work students need to be able to:

To achieve the honours degree, social work students need to understand:

On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A12) Research, analyse, evaluate, and use up-to-date knowledge of best social work practice

(B31) Assess the merits of contrasting theories, explanations, research, policies, procedures and methods of intervention. (B32) Employ understanding of human agency at the macro (societal), mezzo (organisational and community) and micro (inter- and intra-personal) levels. (B33) Monitor situations, review processes and evaluate outcomes. (B34) Undertake critical enquiry and review relevant literature, drawing evidenced conclusions from the data.

(C29) The characteristics of practice in a range of community-based and organisational settings including group-care. (C30) Factors influencing changes in practice within statutory, voluntary and private sector services. (C31) Relevant social research and evaluation methodologies. (C32) The place of theoretical perspectives and evidence from international research in assessment and decision-making processes in social work practice.

(D40) Review and regularly update their own knowledge of relevant legislation, policy and procedural frameworks. (D41) Use professional and organisational supervision and support to research, critically analyse, and review knowledge based practice. (D42) Implement knowledge based social work models and methods to develop and improve their own practice.

4: Demonstrate professional competence in social work practice (A13) Work within agreed standards of social work practice and ensure own professional development

(B36) Analyse and take account of the impact of inequality and discrimination in work with people in particular contexts and problem situations. (B37) Recognise and work with the powerful links between intra-personal and inter-personal factors and the wider social, legal, economic, political and cultural context of people’s lives. (B38) Take responsibility for their own further and continuing acquisition of knowledge and skills.

(C33) The nature, historical evolution and application of social work values. (C34)) The processes of reflection and evaluation, including familiarity with the range of approaches for evaluating welfare outcomes, and their significance for the development of practice and the practitioner. (C35) The significance of legislative and legal frameworks and service standards, including the nature of legal authority, the application of legislation in practice, statutory accountability and tensions between statute, policy and practice.

(D43) Exercise and justify professional judgement. (D44) Use professional assertiveness in justifying decisions and uphold professional social work practice values. (D45) Work within the ethical principles and standards underpinning high quality social work practice. (D46) Critically reflect upon their practice and performance. (D47) Using supervision, consultancy and professional support, take action to meet their continuing professional development needs.

(A14) Manage complex ethical issues, dilemmas and conflicts

(B39) Understand and analyse the impact of injustice, social inequalities and oppressive social relations. (B40) Challenge individual, institutional and structural discrimination in constructive ways. (B41) Analyse and handle ethical dilemmas and conflicts to produce justifiable outcomes. (B42) Review ethical decisions and reflect accurately on factors influencing decision-making.

(C36) Aspects of philosophical ethics relevant to the understanding and resolution of value dilemmas and conflicts in both inter-personal and professional contexts. (C37) Knowledge of equal opportunities and anti-discriminatory legislation and policy. (C38) Factors influencing the effectiveness of conflict resolution in different settings.

(D48) Identify and assess issues, dilemmas and conflicts affecting their practice. (D49) Devise effective strategies to deal with ethical issues, dilemmas and conflicts. (D50) Act in circumstances of uncertainty and ambiguity and critically reflect on, and learn from, the outcomes.

4: Demonstrate professional competence in social work practice (A15) Contribute to the promotion of best social work practice and adapt positively to changes

(B43) Understand and manage changing situations and respond in a flexible manner. (B44) Challenge unacceptable practices in a responsible manner. (B45) Adapt their approach and practice to changes in expectation and service delivery contexts.

(C39) Conceptual links between different codes defining ethical practice and the regulation of professional conduct. (C40) The management of potential conflicts generated by codes held by different professional groups. (C41) The location of contemporary social work within both historical and comparative perspectives, including European and international contexts.

(D51) Contribute to policy review and development. (D52) Use supervision, together with other organisational and professional systems, to inform courses of action where practice falls below required standards. (D53) Work with colleagues in related professions and contribute to team and service developments.

5: Manage and be accountable, with supervision and support, for their own social work practice within their organisation

Practice Focus To achieve the honours degree,

social work students need to be able to:

To achieve the honours degree, social work students need to understand:

On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A16) Manage and be accountable for their own work

(B46) Advance their learning and understanding with an appropriate degree of independence. (B47) Reflect on and modify their professional behaviour in the light of growing experience. (B48) Identify and keep under review personal and professional boundaries. (B49) Manage uncertainty, change and stress in work situations. (B50) Handle inter-personal and intra-personal conflict constructively.

(C42) The relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services. (C43) The significance of modern communication and information technologies in the planning and management of work programmes. (C44) The nature, characteristics and boundaries of professional activity and judgement.

(D54) Manage and prioritise their workload within organisational policies and changing demands. (D55) Carry out duties using accountable professional judgement and knowledge based social work practice. (D56) Monitor and evaluate the effectiveness of their programmes of work in meeting organisational requirements and the needs of individuals, families, carers, groups and communities. (D57) Use professional and managerial supervision and support to improve their practice.

5: Manage and be accountable, with supervision and support, for their own social work practice within their organisation (A17) Contribute to the management of resources and services and to closer service integration

(B51) Use information and communications technology methods and techniques for a variety of purposes including professional communication, data storage and retrieval and information searching. (B52) Understand and manipulate numbers in both statistical and financial contexts.

(C45) The contribution of different approaches to management, leadership and quality in public and independent human services. (C46) The implications of modern communication and information technology for service delivery, especially in management information systems. (C47) Basic statistical and budgetary procedures and techniques.

(D58) Contribute to monitoring the outcomes, quality and cost effectiveness of services in meeting need. (D59) Contribute to the procedures involved in purchasing and commissioning services. (D60) Contribute to managing and sharing information.

(A18) Manage, present and share records and reports

(B53) Write accurately and clearly in styles adapted to the audience, purpose and context of the communication. (B54) Present conclusions verbally and on paper, in a structured form, appropriate to the audience for which these have been prepared. (B55) Synthesise information and lines of reasoning and sustain detailed argument at length and over time.

(C48) The statutory basis of reports and the requirement to share these with relevant parties. (C49) The legal requirements relating to data protection. (C50) The use of communications and information technology in the preparation of reports and the dissemination and storage of official information.

(D61) Maintain accurate, complete, accessible and up-to-date records and reports. (D62) Provide evidence for judgements and decisions. (D63) Implement legal and policy frameworks for access to records and reports and the protection of data. (D64) Share records with individuals, families, carers, groups and communities.

5: Manage and be accountable, with supervision and support, for their own social work practice within their organisation (A19) Prepare for, and participate in decision-making forums

(B56) Communicate clearly, accurately and precisely (both orally and in writing) with individuals and groups in a range of formal and informal situations. (B57) Make effective preparation for, and lead meetings in a productive way. (B58) Follow and develop lines of argument and evaluate the viewpoints of, and evidence presented by, others.

(C51) The nature and characteristics of decision-making in a variety of settings. (C52) The complex relationships between public, social and political philosophies, policies and priorities and the organisation and practice of social work, including the contested nature of the latter. (C54) Issues and trends in modern public and social policy and their relationship to contemporary practice and service delivery. (C55) Factors that inhibit effective participation in decision-making within different settings.

(D65) Prepare reports and documents for decision-making forums. (D66) Work with individuals, families, carers, groups and communities to select the best forms of representation. (D67) Present evidence to decision-making forums and help individuals, families, carers, groups and communities to understand the procedures involved and the possible and actual outcomes. (D68) Enable individuals, families, carers, groups and communities to be involved in decision-making forums.

(A20) Work within multi-disciplinary and cross-professional groups to contribute to the integration of services

(B59) Act co-operatively with others, liaising and negotiating across organisational and professional boundaries, taking account of differences in identity and language. (B60) Function effectively within a framework of multiple accountability (for example, to agencies, the public, service users and others).

(C56) Relationships between agency policies, legal and regulatory requirements and professional boundaries in shaping the nature of services provided in inter-disciplinary contexts. (C57) Issues associated with working across professional boundaries and with different disciplines. (C58) Factors and processes that facilitate effective service integration and inter-agency collaboration and partnership.

(D69) Develop and maintain effective working relationships. (D70) Contribute to identifying and agreeing the goals, objectives and life-span of professional groups. (D71) Contribute to evaluating the effectiveness of professional work groups. (D72) Deal constructively with disagreements and conflict within relationships

6: Support individuals to represent their needs, views and circumstances and to achieve greater independence Practice Focus To achieve the honours degree,

social work students need to be able to:

To achieve the honours degree, social work students need to understand:

On successfully completing the honours degree, newly qualified social workers must demonstrate competence to:

(A21) Advocate with, and on behalf of, individuals, families, carers, groups and communities to help them achieve and sustain greater independence

(B61) Act effectively with others to promote social justice by identifying and responding to prejudice, institutional discrimination and structural inequality. (B62) Listen actively to service users, respond appropriately to their life experiences and understand accurately their viewpoint. (B63) Overcome personal prejudices to respond appropriately to a range of complex personal and interpersonal situations. (B64) Manage the complex dynamics of dependency and, in some settings, provide direct care and personal support in every day living situations.

(C59) The complex relationships between justice, care and control in social welfare and the practical and ethical implications of these. (C60) Social work roles as statutory agent, particularly in upholding the law in respect of discrimination.

(D73) Assess to what extent they should act as advocate for the individual, family, carer, group or community. (D74) Assist individuals, families, carers, groups and communities to access independent advocacy. (D75) Advocate for, and with, individuals, families, carers, groups and communities. (D76) Assist people who use services in the management of their affairs, including financial management and the purchase of care services. (D77) Contribute with others to enabling service users to achieve and sustain greater independence.

4. Introduction to practice learning in the new degree 4.1 The Practice Learning Project Group is comprised of representatives of the wide range of stakeholders, including carers and people who use services, with an interest in practice learning. The Group has met on a number of occasions between May and October 2002. It will continue to meet to finalise its recommendations to Ministers for November 2002 and in the light of the outcomes from the consultation. 4.2 It should be noted that to assist them in their task, several pieces of work were commissioned by the Scottish Executive. These included a literature review1, a mapping exercise comparing qualifying routes, course content and continuing professional development requirements across a number of professions2, an economic analysis of the costs of practice learning and student support under current practice learning arrangements3 and a review of the regional training consortia, fora and practice teaching units4. These reports will be used by the Practice Learning Group to inform its final recommendations about practice learning in the new honours degree for Scotland. 4.3 Reform of social work education is taking place across the four UK countries with England looking to introduce the first new degree courses in 2003. Wales and Northern Ireland are introducing new degree courses in 2004. In Scotland the new degree courses will also be introduced in 2004. Issues in respect of alignment of the new arrangements across the four countries will be considered in due course. 4.4 The English requirement for at least 200 days practice learning is seen as being in approximately the same proportion to the amount of practice learning in the current two year Diploma in Social Work (DipSW) programmes. It also leaves flexibility with Higher Education Institutes (HEIs), along with their partners, to construct practice learning in ways that meet the requirements set out in the Quality Assurance Agency (QAA) Benchmark Statement and the National Occupational Standards for Social Work (NOS). 5. The present situation 5.1 Current requirements of the former validating body, the Central Council on Education and Training for Social Work (CCETSW), include practice placements of a specified minimum length. This is 50 days for the first placement and 80 days for the second placement with core competencies and practice requirements in relation to which students must demonstrate competence. 5.2 These minimum practice placement requirements are dealt with differently across Scotland. The West of Scotland Regional Training Consortium for example, requires a higher number of days - 145 in total.

1 Practice Learning for Professional Skills: A Review of the Literature, Dick, Headrick and Scott (June 2002). A report commissioned by the Scottish Executive. 2 Comparative analysis between social work and other professional qualifying training and continuous professional development, DTZ Pieda. A report commissioned by the Scottish Executive September 2002. 3 Review of Social Work Practice Placements, PricewaterhouseCoopers. A report commissioned by the Scottish Executive, September 2002. 4 Review of regional training consortia, fora and practice teaching units, PricewaterhouseCoopers. A report commissioned by the Scottish Executive, September 2002.

5.3 A number of difficulties have been identified with current arrangements for practice learning as part of the DipSW programme and which are not confined to Scotland5. Issues include6: • the need for an adequate supply of good quality placements and practice teachers; • legal responsibility lying with HEIs for finding placements; • funding arrangements; • low status and priority of practice learning within organisations; • lack of diversity and flexibility of practice learning settings and arrangements; • variability of support and partnership arrangements for practice placements; and • differing expectations of and support for newly qualified social workers. 5.4 The PricewaterhouseCoopers (PwC) findings confirm the need for changes to the current system, which is not cost efficient. The system is under strain and increasingly failing to provide suitable placements on time in a sufficiently wide variety of settings. 6. The place of practice learning in the new degree 6.1 Practice learning is central to the new degree and covers a broad spectrum of connected learning experiences. The term “practice learning” is used deliberately to convey that a broader range of experiences can contribute to social work qualifying education than just those traditionally associated with practice placements. 6.2 The options for practice learning cover the amount and types of practice learning that could take place as part of the new degree. This paper also covers how practice learning could be organised and supported in the future. 7. Proposals for practice learning requirements 7.1 Underpinning the new degree are the Standards in Social Work Education (SiSWE). The requirements set out in respect of practice learning in the new degree need to take account of SiSWE. 7.2 The Practice Learning Group believe that students should receive a "balanced diet" drawn from a "menu" of practice learning experiences in academic institutions and in a variety of practice learning settings across statutory, voluntary and private sectors. It is considered that this "balanced diet" should include a number of required elements some of which are covered by SiSWE. These include: • accounting for interventions in a legal forum; • reporting social histories of family circumstances; • assessment of risk to and from individuals; • inter-professional practice and integrated service delivery; • working with carers; • complex assessment of need; • care management; 5 It should be noted that practice learning in this context has been seen as synonymous with practice placements. 6 SWAPltsn Learning Teaching and Support Network. Critical Issues in Practice Learning - Hilary Burgess, Learning and Teaching Adviser, November 2001.

• use of a range of methods of intervention; and • use of reflection, evaluation and research in practice and planning. 7.3 The menu would also include a variety of up-to-date, proven methods of providing practice learning experiences. It is recommended that both "live" and "simulated" practice learning take place as part of the new arrangements. Current techniques such as problem based learning (also known as enquiry action learning) should also be deployed as part of this menu. 7.4 It is recommended that practice learning as part of the honours degree must include an element of assessed, supervised direct practice in a service delivery setting. This should be structured over the course of the new degree to allow students to have experience of all of the following: • statutory social work tasks involving legal interventions; • at least two practice settings; • of providing services to at least two user groups; and • diversity. 7.5 The Practice Learning Group have concluded that the practice learning experience may also include experiential placements and shadowing of experienced social workers and other professionals but should always be designed to allow the student to demonstrate learning outcomes linked to the requirements set out in SiSWE. 7.6 Prior to undertaking "live" learning it is recommended that a period of preparation should be required and should be assessed. This is to ensure a student's readiness to undergo a period of supervised direct practice and fitness to engage with people who use services. This can include simulated learning techniques such as role-play and standardised clients but must cover basic knowledge and skills such as communication, interview skills and inter-personal techniques. 7.7 In considering how practice learning should be structured in future the emphasis is on achievement of relevant learning outcomes. However, it is acknowledged that specifying a number of days means that funding arrangements are easier to determine since it provides clarity as to exactly what is being funded. In order to maximise the opportunities for improvements in the standards of practice the practice learning element of the new degree should not be any less than is currently in place within the DipSW programmes. 7.8 Views are now sought on the paragraphs 7.2 to 7.6. In particular: • whether practice learning as part of the new degree must include a period of supervised,

direct practice in a service provider setting; • whether the specified requirements listed at 7.4 are sufficient (bearing in mind the

practice outcomes set out in SiSWE); • whether there are other requirements that should be specified; • whether other types of practice learning in addition to experiential learning and

shadowing of experienced social workers and other professionals should be specified as part of the practice learning arrangements;

• whether the requirement for assessed preparation for supervised direct practice is necessary for all students and whether a minimum should be specified; and

• whether the interests and needs of people who use services and carers are sufficiently covered by ensuring that students are "fit" to engage with them as part of the assessed preparation for supervised direct practice.

7.9 Please refer to section 16 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp 8. Options 8.1 The following represent the options developed by the Practice Learning Group in respect of what could constitute the required amount of practice learning within the new degree:

Option A At least 200 days in supervised direct practice in service delivery settings which all students must undertake and which must be assessed.

8.2 Option A clearly achieves the principle that the amount of practice learning in the new degree should be no less than is currently the case for DipSW programmes. The increased number of days is broadly in proportion to the number of days required at present. It does not set any additional requirement in respect of practice learning beyond the supervised direct practice in a service delivery setting. How this can be structured is flexible. This option would meet the expectation of those who strongly believe that practice placements are the most valuable and effective method for producing competent, confident practitioners. 8.3 However, the effect of prescribing at least 200 days in practice placements for every student, has implications for some routes, including postgraduate programmes. It also does not take account of the evidence that suggests that practice learning techniques such as problem based learning and micro skills teaching can be very effective in equipping students to become competent, reflective practitioners. The inability to credit experiential learning against the practice component does not take account of the current policy context for Scotland as set out in the Introduction to the Scottish Credit and Qualifications Framework 7. It does not take account of the aim of improving access to qualifying training as set out in the Action Plan for the Social Services Workforce. Nor does it recognise that many people undertaking the professional qualification for social work are currently working in social care settings and may have considerable experience.

Option B At least 240 days practice learning of which a minimum of 200 days must be spent in supervised direct practice in service delivery settings which must be assessed. Up to a maximum of one third of the supervised direct practice could be put forward for accreditation from prior experiential learning.

8.4 Option B allows for the practice learning experience to be made up from both supervised direct practice and other forms of practice learning. A minimum requirement is set of 200 days of supervised direct practice in service provider settings. Flexibility is left with Higher Education Institutes (HEIs) to construct the additional practice learning element 7 An Introduction to the Scottish Credit and Qualifications Framework September 2001.

according to the needs of the individual student within these broad parameters. Greater emphasis could be given to developing individual learning plans which take account of the students prior experience where it exists to ensure that all elements of the "practice learning menu" are suitably and sufficiently covered. 8.5 The ability to credit prior experiential learning means that students with substantial prior experience can fast track into programmes. Setting the requirement at 240 days with 200 days in supervised direct practice does however have implications for how the degree course would need to be structured as well as for other routes, such as postgraduate and employment based.

Option C At least 200 days practice learning of which 160 must be spent in supervised direct practice in service delivery settings which must be assessed. Up to 60 days of the supervised direct practice element can be subject to credit from prior experiential learning.

8.6 This option is similar to option B, differing only in terms of the number of days and the extent to which credit can be achieved for prior experiential learning. The requirement in terms of number of days still meets the criteria of increasing the practice learning element in the new degree but to a lesser extent. It would however allow sufficient flexibility for the continued provision of different routes into the qualifying training, including postgraduate programmes. 8.7 Views are now sought on all these options. In particular your views are sought on: • the proposed balance between practice learning and academic teaching in the new degree; • the proposed split between supervised direct practice in service provider settings and

other forms of practice learning; • the proposal in Option B and Option C to allow for credit of prior experiential learning in

line with the SCQF framework; • the proposed flexibility for HEIs to structure practice learning to meet individual learning

needs; • whether other matters should be prescribed; and • whether the balance between prescription and flexibility is sufficient to ensure competent,

confident workers. 8.8 Please refer to section 17 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

9. A strategic vision for the provision of practice learning in service delivery settings in the 21st century 9.1 The strategic planning for the development, arrangement and support of practice learning in service delivery settings requires improvement. Whilst there is some measure of support for the current collaborative arrangements for the provision of practice placements identified within the PwC8 work, there are also stringent criticisms of the system. In particular the continuing shortage of suitable practice placements is problematic. Any increase in the amount of practice learning as part of the new degree, and in particular supervised direct practice in service provider settings, will impact and exacerbate this difficulty unless significant steps are taken to address it. 9.2 We need an adequate supply of practice learning opportunities which are of an appropriate quality for the new degree. In addition practice learning in service delivery settings must take account of the continually changing nature of that service delivery. 9.3 Increasingly local authorities are commissioners and purchasers of services with the voluntary and private sectors providing a greater proportion of social care services. Across all sectors – children, community care and criminal and youth justice – the policy context requires an increasingly integrated approach to the delivery of services. 9.4 While there are significant numbers of qualified practice teachers, many are not taking students and often do not take more than one or two students in total. The current practice teaching award which is generally viewed as a requirement to be a practice teacher9 has also been criticised as complex and unnecessarily bureaucratic. The HEIs' legal responsibility for providing students with suitable placements has led some to invest significant funds of their own in purchasing placements in a desire to meet their obligations. The current arrangements also make it difficult to respond flexibly to students needs and have been criticised as too parochial. 9.5 Some changes that may improve the current situation lie at the hand of the Scottish Social Services Council (SSSC) either alone or with employers. It is suggested that the Council should review its current quality assurance requirements10 in the light of the new degree. Equally ADSW and CoSLA could consider ways in which currently trained practice teachers could be brought "out of mothballs" to address shortfalls in the supply of practice placements in the short term. 10. Possible models for the delivery of practice learning 10.1 Whilst consideration will need to be given to what will ease the current supply and demand problems in the short term, we need to ensure we get enough future practice learning experiences of the right quality to meet the demands of the new honours degree. We must think ahead and then look to identify the transitional arrangements that will help us get there. The transitional issues are currently subject to debate elsewhere. Options for the future include: 8 Review of Social Work Practice Placements and Review of regional training consortia, fora and practice teaching units, PricewaterhouseCoopers. Reports commissioned by the Scottish Executive, September 2002. 9 CCETSW "Assuring Quality in the Diploma in Social Work 1, Section 4.3. 10 These requirements were developed by CCETSW and subsequently adopted by the Council as the successor body to CCETSW in Scotland from October 2001.

Model 1 Retain current arrangements and structures but invest more funds.

10.2 This would be least disruptive on the basis that the existing structures would absorb the new requirements for practice learning. It has the advantage of being a straightforward solution in terms of funding and would be least disruptive both in the short and longer term requiring limited change on the part of practice teaching arrangements and the regional training consortia, fora and practice teaching units. There would be existing structures to handle transitional arrangements. 10.3 This option however does not address the concerns voiced in respect of the current system. This includes a significant number of students commencing placements late, leading to disruption of courses for students and possible litigation against HEIs, complaints about lack of flexibility and that responsibility for practice teaching and provision of practice learning rests with individual practice teachers rather than within agencies strategic planning mechanisms. The PwC findings on the shortcomings of the current arrangements need to be considered here.

Model 2 Establish a national taskforce with a specific remit to provide, encourage and facilitate placement provision in the social services, possibly with regionally appointed development officers working across sectors and making cross professional arrangements.

10.4 The national taskforce would work at a regional and national level with service providers to establish the provision of practice learning opportunities within work based settings. It would address the concerns about lack of provision in non-traditional settings and the need for inter-professional practice learning opportunities. It would enhance more flexible matching of students’ individual needs to practice learning opportunities across Scotland. It also assists in locating responsibility for practice learning at a strategic level within agencies rather than with individual practice teachers. Targets in respect of practice learning opportunities within service provider settings could be required which could be followed up in Annual Inspection visits by SWSI and/or be linked to receipt of specific training grant monies from the Scottish Executive at least in respect of local authorities. 10.5 It does not however address the perceived "gap" between practice teaching and learning and academic institutions. Consideration would also still need to be given to how practice learning in service provider settings would be delivered and supported, for example whether current practice teaching arrangements are retained. Issues in respect of the quality of practice learning opportunities are not necessarily directly addressed in this model, being concerned more with demand and supply issues.

Model 3 A National Consortium or Agency specifically tasked with providing and facilitating placements.

10.6 This model is broadly similar to the one above. In addition to encouraging the facilitation of placements within service provider settings it would establish at a national level a picture of the range and availability of practice learning opportunities and match students needs to these opportunities. This would allow the development at an early stage of a "profile" of the range of learning needs that a student might have. This would facilitate the identification of likely practice learning requirements for particular cohorts of students and

then this could be used to develop practice learning opportunities accordingly, including the development and co-ordination of practice learning across sectors and professions. It would act as broker between the HEI, student and agency. This role could be extended to include profiling at the point of qualification the continuing professional development needs of the newly qualified worker. Issues in respect of raising standards in practice learning may also be at least in part addressed through seeking feedback as part of the brokerage function. 10.7 In addition it could provide a broader range of functions. Such tasks could include provision of screening and assessment of applicants for the degree on behalf of HEIs. If involvement of people who use services and their carers in selection of students is seen as desirable this may also be facilitated as part of this screening process rather than being left to individual HEIs who may find this difficult and costly to implement. 10.8 In common with previous models decisions in respect of how practice learning should be supported and assessed in service provider settings would still need to be addressed. This includes issues in respect of practice teaching, the practice teaching award and whether existing arrangements are both cost effective and provide the quality of practice learning opportunities necessary for the new degree. The levers to encourage the supply of such practice learning opportunities within agencies also still require to be addressed.

Model 4 Practice Teaching Agencies or Centres operating from either an agency base or from within a University but essentially set up and operating on a partnership basis employing staff who will teach in the HEI and in the community. These centres would work with real people to assess, provide and/or arrange for the delivery of services.

10.9 Such agencies or centres would provide dedicated practice learning opportunities. Staff of the centres could be employed to provide both practice learning within the centre and to teach within the HEIs, for example teaching and assessing in respect of the preparation for practice learning or in delivery of core programmes. This would greatly assist in breaking down the barriers that currently exist between the HEIs and agencies, bringing together theory and practice in a meaningful way for students. A number of such centres or agencies would be required across Scotland to ensure sufficient dedicated practice learning opportunities. Over and above the opportunities provided directly by such centres, additional practice learning opportunities could be supported by the practice teachers from such centres on a long arm basis. Day to day supervision would be offered by staff in the service provider setting who have undertaken specific training to support such practice learning opportunities. Responsibility for ensuring the quality of the practice learning provided would rest with the centre. 10.10 Such centres would provide more cost effective practice learning opportunities, with staff taking a greater number of students at any one time than existing practice teaching arrangements. It also allows service users to benefit from the enthusiasm and up-to-date, evidence-based learning of the student practitioner. It would ensure an adequate supply of quality practice learning experiences across Scotland and assist the development of excellence in practice learning and practice teaching for the future. Such centres or agencies could also be well placed to develop strong links with the current centres of excellence such as the Scottish Institute for Residential Child Care, further enhancing the opportunity for models of best practice to be established across Scotland.

10.11 It clearly also eases pressure on existing agencies for the provision of practice learning opportunities and the concerns of practice teachers. By concentrating the provision of practice learning in a number of centres or agencies funding can be clearly directed and targeted on the provision of practice learning and would therefore achieve more cost effective practice learning opportunities. They also provide the opportunity for those teaching on social work programmes to keep up-to-date with real practice and issues as well as allowing for practice learning to benefit from up-to-date research. 10.12 However, it could be argued that such dedicated centres may offer a more limited experience of service delivery than in "real" service delivery settings. Such centres or agencies would take time to establish with a greater planning and lead time required than with some of the other models. Care would need to be taken as to the geographical spread and location of such centres or agencies to ensure appropriate coverage across the whole of Scotland to ensure that rural or more inaccessible areas are covered. It would also be important to ensure that these centres or agencies can provide practice learning experiences that meet the requirements set out in SiSWE and have sufficient breadth in terms of the practice learning they can offer to meet student needs, including access to more specialised practice learning opportunities. HEIs would need to consider how to structure the delivery of the new honours degree to maximise the practice learning opportunities offered by such centres. 10.13 Your views are now sought on each of these proposed possible models. Whilst they are not mutually exclusive we would be interested in which if any of the four suggested models set out above approximates most closely to your understanding of what is required to best serve our future needs. 10.14 In addition we would be interested in your views on how effectively each arrangement could address: • the provision of sufficient quantities of practice learning in service provider settings; • the quality of practice learning opportunities; • the provision of practice learning opportunities in non-traditional settings; • the inter-professional and integrated service delivery agenda; • the development of evidence-based practice and better integration of theory and practice; • concerns in respect of lack of support for practice teaching at agency level; • safeguarding the interests of people who use services; and • meeting the requirements set out in SiSWE. 10.15 Please refer to section 18 for the requested format for responses, or refer to the website http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp 10.16 Further consideration will be given to the method(s) and timing of assessment of practice learning that will be required. This will include looking at the involvement of carers and people who use services in assessment of students. These have not been dealt with in this paper.

11. Transitional arrangements 11.1 The new honours degree will be introduced in Scotland in 2004. Further thought will be given to what transitional arrangements are required for this period including the practice learning arrangements and how they are to be funded in the period of overlap following the outcomes of this consultation. These transitional arrangements will need to try to ensure that an adequate supply of good quality practice learning opportunities is available in the short term as well as for the new degree. 12. Funding 12.1 Current funding arrangements may need to change to reflect any new structures agreed. PwC have been retained to cost preferred future options and this work will commence once the consultation responses have been analysed. 13. SiSWE consultation comments. Requested format and timescales Hearing and making use of people’s comments on the draft SiSWE is critical for improving the clarity, relevance and quality of the final document. Responses need to be submitted by 7 November. We appreciate that this is an extremely pressing timescale. However in order to get the new degree in place by October 2004, the curriculum and the place of practice learning within it have to be settled by the end of November. We thank you in advance for your understanding and forbearance. The structured format we are requesting respondees to follow will make the task of sifting and incorporating comments enormously simpler.

• If there are overall comments, not tied to specific elements, please feel free to respond outwith the requested format.

• We would also ask if responses could be submitted by email, or on the Scottish Executive website wherever possible.

• The themes of the comments are not intended to be prescriptive, but again will aid our analysis of the responses.

• Please • specify the paragraph you wish to comment on; • wherever possible indicate the theme of your comment; and • where relevant offer alternative wording.

The requested themes are as follows:

• Language – the language used is that of the original documents from which SiSWE are derived, that is the QAA Benchmark Statement and the NOS. Does the language make the meaning clear or is it unnecessarily jargonistic?

• Layout – does the four-column format clearly indicate the learning progression expected of the social work student?

• Carers – we are keen to make sure that social work students have a proper understanding of the role carers play as stakeholders and providers as well as recipients of services. Do the SiSWE sufficiently reflect this?

• Users – do the SiSWE place sufficient emphasis on the ethical basis of social work and the desirability of working in partnership with users? Do they offer sufficient training for working with users where there is a statutory obligation for intervention?

• People from minority ethnic communities – we are keen to attract more people from minority ethnic communities into the social services workforce and to ensure that social workers are properly equipped and trained to work with all sections of the community. Does the SiSWE document will help achieve this objective?

• Criminal Justice Services – the new honours degree will enable social workers to practice in any setting and with any user group. In Scotland there is no separate probation service. Do the SiSWE enable social workers to provide a service within the Criminal Justice system?

• Integrated services – the introduction of the new honours degree coincides with a period of considerable change in the delivery of social work services. Do the SiSWE sufficiently reflect this changing environment and properly prepare students for working in integrated services?

• Change – do the SiSWE provide sufficient grounding in knowledge and understanding of social work to allow social workers to be confident about the profession and able to initiate and respond to change?

• Management – do the SiSWE give students sufficient training in management issues to allow them to be competent in those aspects of management they will encounter on qualification (self management, care management etc.) and to develop their potential as managers in the future?

• Social work reasoning – one of the key objectives in introducing a new degree at honours level is to encourage and train social workers to be critical, reflective practitioners. Do the SiSWE meet this objective?

A worked example is offered as follows SiSWE comments Who you are

(Individual or Organisation) John Williams

Contact details Williamsj@aol.com or 23 Main Square Kirkcudbright.

Paragraph reference B4

Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. Comment I think it would be helpful if the primacy of the user perspective was included in this section. Alternative wording. (B4) Consider specific factors relevant to social work practice such as risk, rights, user perspectives, cultural differences and linguistic sensitivities, statutory responsibilities to protect vulnerable individuals and legal obligations. Comments proforma for SiSWE (please copy as many times as necessary) Please feel free to copy this table as many times as necessary into Word, and then email the Word document to us at the address in the covering letter. If this is completed in Word the boxes will expand to accommodate additional text. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/siswe_responses.asp A blank comments sheet is included for those wanting to submit hand written comments. SiSWE comments Who you are

(Individual or Organisation)

Contact details

Paragraph reference

Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. Comment Alternative wording

14. Practice Learning in the New Degree. Requested format for responses to the consultation As with the SiSWE consultation, taking account of people’s comments will be critical for establishing a viable and effective platform for practice learning within the new degree. The structured format we are requesting respondees to follow will make the task of taking account of their contributions enormously simpler. Again, responses need to be submitted by 7 November. • If there are overall comments which do not fit with the requested format please feel free

to respond as you wish. • We would also ask if responses could be submitted by email, or on the Scottish Executive

website wherever possible. 14.1 Section 7 - proposals for practice learning requirements Views are now sought on practice learning requirements set out in section 7. In particular:

• whether practice learning as part of the new degree must include a period of supervised

direct practice in a service provider setting; • whether the specified requirements listed at 7.4 are sufficient (bearing in mind the

practice outcomes set out in SiSWE); • whether there are other requirements that should be specified; • whether other types of practice learning in addition to experiential learning and

shadowing of experienced social workers and other professionals should be specified as part of the practice learning arrangements;

• whether the requirement for assessed preparation for supervised direct practice is necessary for all students and whether a minimum should be specified; and

• whether the interests and needs of people who use services and carers are sufficiently covered by ensuring that students are "fit" to engage with them as part of the assessed preparation for supervised direct practice.

Comments proforma for practice learning in the new degree (please copy as many times as necessary). It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

Practice Learning section 7 comments Who you are (Individual or Organisation)

Contact details Comment 14.2 Section 8 - options Your views are now sought on each of these proposed options. Option A At least 200 days in supervised direct practice in service delivery settings which all students must undertake and which must be assessed. Option B At least 240 days practice learning of which a minimum of 200 days must be spent in supervised direct practice in service delivery settings which must be assessed. Up to a maximum of one third of the supervised direct practice could be put forward for accreditation for prior experiential learning. Option C At least 200 days practice learning of which 160 must be spent in supervised direct practice in service delivery settings which must be assessed. Up to 60 days of the supervised direct practice element can be subject to credit for prior experiential learning. Further comment is invited on the following issues: • the proposed balance between practice learning and academic teaching in the new degree; • the proposed split between supervised direct practice in service provider settings and

other forms of practice learning; • the proposal in Options B and C to allow for credit of prior experiential learning in line

with the SCQF framework; • the proposed flexibility for HEIs to structure practice learning to meet individual learning

needs; • whether other matters should be prescribed; and • whether the balance between prescription and flexibility is sufficient to ensure competent,

confident workers. You are invited to use this proforma to select an option, to say how it will address the issues set out above, and to suggest modifications. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp

Practice Learning section 8 comments Who you are (Individual or Organisation)

Contact details

Preferred Option

Comments on how your preferred option addresses the issues Suggested Modifications 14.3 Section 10 Possible models for the delivery of practice learning Your views are now sought on each of these proposed possible models. Whilst they are not mutually exclusive we would be interested in which if any of the four suggested models set out above approximates most closely to your understanding of what is required to best serve our future needs. Please indicate your preferred model. Models Model 1 Retain current arrangements and structures but invest more funds. Model 2 Establish a national taskforce with a specific remit to provide, encourage and facilitate placement provision in the social services, possibly with regionally appointed development officers working across sectors and making cross professional arrangements. Model 3 A National Consortium or Agency specifically tasked with providing and facilitating placements. Model 4 Practice Teaching Agencies or Centres operating from either an agency base or from within a University but essentially set up and operating on a partnership basis employing staff who will teach in the HEI and in the community. These centres would work with real people to assess, provide and/or arrange for the delivery of services. Model 5 None of the above. In particular we would be interested in your views on how your preferred model will address: • the provision of sufficient quantities of practice learning in service provider settings; • the quality of practice learning opportunities; • the provision of practice learning opportunities in non traditional settings; • the inter-professional and integrated service delivery agenda; • concerns in respect of lack of support for practice teaching at agency level; • meet the requirements set out in SiSWE; • safeguard the interests of people who use services; and • meeting the requirements set out in SiSWE.

You are invited to use this proforma to express a main preference, to say how it will address the issues set out above, and to suggest modifications. You can refer to elements drawn from other models if you wish to create a hybrid. Please feel free to copy this table as many times as necessary into Word, and then email the Word document to us at the address in the covering letter. If this is completed in Word the boxes will expand to accommodate additional text. A blank comments sheet is included for those wanting to submit hand written comments. It is also possible to log your comments at http://www.scotland.gov.uk/consultations/swsi/practiceLearning_responses.asp Practice Learning section 10 comments Who you are

(Individual or Organisation)

Contact details

Preferred model

Comments on how your preferred model addresses the issues Suggested Modifications

15. SiSWE comments sheet for hand written or “typed in” responses. Please copy as necessary. SiSWE comments Who you are

(Individual or Organisation)

Contact details

Paragraph reference

Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. Comment Alternative wording SiSWE comments Who you are

(Individual or Organisation)

Contact details

Paragraph reference

Theme of comment (please select relevant themes) Language, Layout, Carers, Users, Minority Communities, Criminal Justice Services, Integrated Services, Change, Management, Social Work Reasoning. Other. Comment Alternative wording

16. Section 7 - Proposals for practice learning requirements comments sheet for hand written or “typed in” responses. Please copy as necessary. Practice Learning section 7 comments Who you are

(Individual or Organisation)

Contact details Comment Practice Learning section 7 comments Who you are

(Individual or Organisation)

Contact details Comment

17. Section 8 - Practice Learning options comments sheet for hand written or “typed in” responses. Please copy as necessary. Practice Learning section 8 comments Who you are

(Individual or Organisation)

Contact details

Preferred Option

Comments on how your preferred option addresses the issues Suggested Modifications Practice Learning section 8 comments Who you are

(Individual or Organisation)

Contact details.

Preferred Option

Comments on how your preferred option addresses the issues Suggested Modifications

18. Section 10 - Possible models for the delivery of practice learning comments sheet for hand written or “typed in” responses. Please copy as necessary. Practice Learning section 10 comments Who you are

(Individual or Organisation)

Contact details

Preferred model

Comments on how your preferred model addresses the issues Suggested Modifications Practice Learning section 10 comments Who you are

(Individual or Organisation)

Contact details

Preferred model

Comments on how your preferred model addresses the issues Suggested Modifications