SOCW 3019: SOCW 6058: Reflecting on Social Work: Identity and Relationships
 
<ul><li>Macro – 21 st  Century enlightenment  </li></ul><ul><li>Mezzo – Social Work Reform Board, Munro Review, the Colleg...
 
Building a safe and confident future: One year on – progress report, Social Work Reform Board, December, 2010  http://www....
Employers ADASS ADCS CAFCASS Children England LGA LGID LGE Mind NHS Confederation SOLACE Service users A National Voice Pr...
Background to reforms <ul><li>2008 – concerns about quality of social work practice and education  </li></ul><ul><li>2009 ...
Social Workers’ Reference Group Service users and carers Employers’ Reference Group <ul><li>Professional standards </li></...
The National Reform Programme recommended by the Social Work Task Force
Building a Safe and Confident Future: One Year On   <ul><li>Progress report published December 2010 </li></ul><ul><li>Deta...
 
Professional capabilities framework <ul><li>Currently no single comprehensive set of expectations of social workers at eac...
 
What are the eight employer standards? <ul><li>Social work accountability framework </li></ul><ul><li>Effective workforce ...
New coherent and effective CPD framework <ul><li>Simple, accessible, portable </li></ul><ul><li>Based on PCF to provide co...
What are the four principles? <ul><li>CPD should:  </li></ul><ul><li>Support social workers to maintain and develop minimu...
Other Partnerships Public Understanding Employers Standards & Supervision Framework Regulation of education Frontline Mana...
The Munro Review of Child Protection: Interim report: The Child’s Journey, February 2011 http://www.education.gov.uk/munro...
Munro Review <ul><li>‘ It’s all about relationships. We are talking about dealing with people with problems, with painful ...
<ul><li>“ In the many discussions the review has had, there has been a tendency to blame the current problems on one or tw...
<ul><li>“ The review has argued for the need for the child protection system to move from a compliance culture to a learni...
<ul><li>“ The messages frontline workers receive about what is important have a strong influence on the way they practise ...
“ This account brings out how engaging with, and understanding a child and their family, involves far more than logical re...
“ Under these circumstances, the review questions whether it is realistic to expect each frontline worker to cover such a ...
The College of  Social Work
<ul><li>‘ to be a powerful voice for the social work profession, in discussions with the public, policy makers and the med...
BASW The College of Social Work
<ul><li>London  - </li></ul><ul><li>Haringey - Reductions are occurring in all admin positions.  Lewisham - is planning to...
So it is up to the voluntary sector?
<ul><li>Call centres </li></ul><ul><li>Reorganisation of social work, regulators, inspection </li></ul><ul><li>Health and ...
 
Your turn <ul><li>In the midst of the uncertainty, change and complexity outlined earlier what strategies will you use to:...
Building support Find fellow travellers and keep in touch through blogs such as :
http://hownottodosocialwork.blogspot.com/
Keep in touch with your peers and networks through Twitter #socialwork @jaxrafferty
<ul><li>Take care of yourself and those around you </li></ul><ul><li>Remember it is all about relationships </li></ul><ul>...
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For qualifying social work students - Managing uncertainty change and complexity

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  • A National Voice  Association of Directors of Adult Social Services (ADASS)  Association of Directors of Children’s Services (ADCS)  Association of Professionals in Education and Children&apos;s Trusts (Aspect)  Association of Professors of Social Work (APSW)  British Association of Social Workers (BASW)  Children and Family Court Advisory and Support Services (CAFCASS)  Children England  College of Social Work  Department for Business, Innovation and Skills (BIS)  Department for Education (DfE)  Department of Health (DH)  General Social Care Council (GSCC)  Health Professions Council (HPC) 21Building a safe and confident future: One year on  Higher Education Academy Subject Centre for Social Policy &amp; Social Work (SWAP)  Joint University Council – Social Work Education Committee (JUC-SWEC)  Local Government Association (LGA)  Local Government Employers (LGE)  Mind  NHS Confederation  Princess Royal Trust for Carers  Shaping Our Lives  Society of Local Authority Chief Executives (SOLACE)  Unison  Universities UK (UUK) Government officials from the Devolved Administrations have observer status on the Social Work Reform Board and the following organisations also attend its meetings:  Care Quality Commission (CQC)  Children’s Workforce Development Council (CWDC)  Higher Education Funding Council for England (HEFCE)  Ofsted  Quality Assurance Agency (QAA)  Skills for Care (SfC)  Social Care Institute for Excellence (SCIE)
  • For qualifying social work students - Managing uncertainty change and complexity

    1. 1. SOCW 3019: SOCW 6058: Reflecting on Social Work: Identity and Relationships
    2. 3. <ul><li>Macro – 21 st Century enlightenment </li></ul><ul><li>Mezzo – Social Work Reform Board, Munro Review, the College of Social Work & Cuts </li></ul><ul><li>Micro – Managing uncertainty, change and complexity (practice) in the above context </li></ul><ul><li>Methods: </li></ul><ul><li>Watching, listening, reflecting, critiquing and talking </li></ul><ul><li>This powerpoint with live links is on Blackboard </li></ul>
    3. 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
    4. 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
    5. 7. Background to reforms <ul><li>2008 – concerns about quality of social work practice and education </li></ul><ul><li>2009 Government Task Force to clarify problems and make recommendations. SWTF final report makes 15 recommendations </li></ul><ul><li>Social work reform board ( SWRB) – and working groups </li></ul><ul><li>Dec 2012 – One year On report with proposals for implementation </li></ul><ul><li>January – March 31 st consulting and testing out proposals </li></ul>
    6. 8. Social Workers’ Reference Group Service users and carers Employers’ Reference Group <ul><li>Professional standards </li></ul><ul><li>CPD </li></ul><ul><li>Assessed & Supported Year in Employment </li></ul><ul><li>Licence to practise </li></ul><ul><li>Career structure </li></ul><ul><li>Frontline Managers </li></ul><ul><li>Calibre of entrants </li></ul><ul><li>Curriculum </li></ul><ul><li>Education regulation </li></ul><ul><li>Practice learning </li></ul><ul><li>Employers’ standards </li></ul><ul><li>Supervision </li></ul><ul><li>Supply & demand </li></ul><ul><li>Workloads </li></ul><ul><li>Partnerships </li></ul>Career development working group Education working group Employers’ standard Working group
    7. 9. The National Reform Programme recommended by the Social Work Task Force
    8. 10. Building a Safe and Confident Future: One Year On <ul><li>Progress report published December 2010 </li></ul><ul><li>Detailed proposals in 5 key areas </li></ul><ul><ul><li>Professional Capabilities Framework </li></ul></ul><ul><ul><li>Standards for employers & supervision framework </li></ul></ul><ul><ul><li>Social work education </li></ul></ul><ul><ul><li>Continuing Professional Development Principles </li></ul></ul><ul><ul><li>Effective partnership working between employers and HEIs </li></ul></ul>
    9. 12. Professional capabilities framework <ul><li>Currently no single comprehensive set of expectations of social workers at each stage of their career </li></ul><ul><li>Framework proposes nine capabilities that are relevant regardless of level of experience </li></ul><ul><li>Links to: </li></ul><ul><ul><li>Entry requirements, levels of placement, qualification </li></ul></ul><ul><ul><li>AYSE and CPD </li></ul></ul><ul><ul><li>Performance appraisal/pay and grading structures </li></ul></ul><ul><li>Forms the main stages of national social work career structure </li></ul><ul><li>Capabilities agreed, elements under development </li></ul>
    10. 14. What are the eight employer standards? <ul><li>Social work accountability framework </li></ul><ul><li>Effective workforce planning </li></ul><ul><li>Transparent systems for workload management </li></ul><ul><li>Tools and resources for effective practice, minimising </li></ul><ul><li>risk </li></ul><ul><li>Regular and appropriate supervision </li></ul><ul><li>Opportunities for CPD </li></ul><ul><li>Support professional registration </li></ul><ul><li>Effective partnerships for social work education </li></ul>
    11. 15. New coherent and effective CPD framework <ul><li>Simple, accessible, portable </li></ul><ul><li>Based on PCF to provide consistent/standardised learning objectives </li></ul><ul><li>A hybrid approach with an academic core and non academic learning from range of activities (accredited and non-accredited) </li></ul><ul><li>National recording system through performance appraisal </li></ul><ul><li>Opens up new thinking about responsibility and entitlement </li></ul><ul><li>Four principles unpin the proposals – for further discussion </li></ul>
    12. 16. What are the four principles? <ul><li>CPD should: </li></ul><ul><li>Support social workers to maintain and develop minimum standards for re-registration </li></ul><ul><li>Encourage and motive social workers to improve practice through a wide range of learning opportunities, based on analysis of individual needs, ambition, career stage and learning style </li></ul><ul><li>Be underpinned by annual appraisal cycle and recording </li></ul><ul><li>Be simple to access, value for money and with opportunities for qualification and accreditation </li></ul>
    13. 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
    14. 18. The Munro Review of Child Protection: Interim report: The Child’s Journey, February 2011 http://www.education.gov.uk/munroreview/downloads/Munrointerimreport.pdf
    15. 19. Munro Review <ul><li>‘ It’s all about relationships. We are talking about dealing with people with problems, with painful stuff. You have to know someone, trust them. They must be reliable and be there for you if you are going to be able to talk about the things you don’t want to. The things that scare you.’ Parent </li></ul><ul><li>Family Perspectives on safeguarding and relationships with children’s service </li></ul><ul><li>The Children’s Commissioner for England, June 2010 </li></ul>
    16. 20. <ul><li>“ In the many discussions the review has had, there has been a tendency to blame the current problems on one or two key factors ‘If only ICS was taken away….’ ‘If only Ofsted didn’t …’. Altering these individually will not rectify the problems. The underlying reality is that changing family behaviour is difficult and we are dealing with uncertainty, so that prediction and prevention of child maltreatment is necessarily a fallible process. The understandable public distress when a child dies, leading to the castigation of the workers involved, is a continuing driver of defensive practice that fails to prioritise the child’s best interests.” </li></ul><ul><li>The Munro Review of Child Protection: Interim report: The Child’s Journey, February 2011 P.95.Para 6.5 </li></ul><ul><li>http://www.education.gov.uk/munroreview/downloads/Munrointerimreport.pdf </li></ul>
    17. 21. <ul><li>“ The review has argued for the need for the child protection system to move from a compliance culture to a learning one, where all organisations locally become adaptive, learning organisations, constantly reflecting and adjusting the work environment to support professionals to use their knowledge, skills and judgment in the best interests of the child. This learning culture is needed both within and between agencies locally.” </li></ul><ul><li>Para 5.32, P.85 </li></ul>
    18. 22. <ul><li>“ The messages frontline workers receive about what is important have a strong influence on the way they practise and on how caseloads are prioritised. The evidence of failure to spend sufficient time with families, and especially sufficient time with children, reflects the priorities that are being disseminated in the organisation. One group of frontline workers explained how senior managers made all the right kind of comments about quality work, time for critical reflection, and for professional supervision. But they said these things in a quiet voice; they spoke loudly about the need to meet performance indicators and followed this up with emails to check that they were being met.” </li></ul><ul><li>Para 5.12, P.80 </li></ul>
    19. 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
    20. 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
    21. 25. The College of Social Work
    22. 26. <ul><li>‘ to be a powerful voice for the social work profession, in discussions with the public, policy makers and the media; </li></ul><ul><li>to provide strong leadership for the profession; </li></ul><ul><li>to work closely with people who use social work services and carers, </li></ul><ul><li>ensuring that their views are incorporated into the overall development of The College; and </li></ul><ul><li>to be an international centre of excellence for the social work profession’. </li></ul><ul><li>(The College of Social Work, 2011, Strategic Vision) </li></ul><ul><li>http:// www.collegeofsocialwork.org / </li></ul>
    23. 27. BASW The College of Social Work
    24. 28. <ul><li>London - </li></ul><ul><li>Haringey - Reductions are occurring in all admin positions.  Lewisham - is planning to cut social work assistants working in the referrals team, and administration staff. </li></ul><ul><li>South East Hampshire - 180 jobs are to be axed in children’s services at Hampshire County Council in £25m cut.  West Sussex County Council - Admin support in social work will be hit as 'office services' that provide admin are centrally run, and they have to find £3million over next three years, so will reduce down admin staff cover - so social workers will have to pick up the pieces.  </li></ul><ul><li>South West Southampton City Council – Pay freezes, job losses and children's services IT is also set to suffer </li></ul><ul><li>West Midlands  Birmingham - It is not yet known how many people will lose their jobs, but the council is looking to save £10m in the remodelling of children's social care in 2011-2012, increasing to £16m the year after, so job losses could easily run into hundreds. </li></ul><ul><li>East Midlands  Notts City - Admin across the city council is being massacred reducing jobs by 50% from 1000 to 500.  </li></ul><ul><li>Eastern Region  Norfolk County Council - 470 posts going from the council's children’s services department - including frontline social workers, social care managers. </li></ul><ul><li>North West  Manchester - The real concerns here is that with 17% of council workers facing the axe, back office staff will be hit hard, leaving social workers to spend more time on admin. </li></ul><ul><li>Cumbria - £32 million is set to be cut from children's services, with 300 redundancies out of a total of 611 redundancies at the council overall, coming from Children's services </li></ul><ul><li>Helga Pile, Unison, 25/02/11- http:// www.unison.org.uk/asppresspack/pressrelease_view.asp?id =2183 </li></ul>
    25. 29. So it is up to the voluntary sector?
    26. 30. <ul><li>Call centres </li></ul><ul><li>Reorganisation of social work, regulators, inspection </li></ul><ul><li>Health and Social Care integration (Health Bill) </li></ul><ul><li>Deregulation but control </li></ul><ul><li>Less PQ, training </li></ul><ul><li>Workforce planning </li></ul>
    27. 32. Your turn <ul><li>In the midst of the uncertainty, change and complexity outlined earlier what strategies will you use to: </li></ul><ul><li>Boost your resilience </li></ul><ul><li>Make sure you get the support you need </li></ul><ul><li>Take advantage of new opportunities </li></ul><ul><li>Meet challenges and improve your practice </li></ul><ul><li>Spend 10 minutes noting your own responses and then 15 minutes sharing strategies in groups of 3. </li></ul><ul><li>I will ask for feedback and we will compile a list together </li></ul>
    28. 33. Building support Find fellow travellers and keep in touch through blogs such as :
    29. 34. http://hownottodosocialwork.blogspot.com/
    30. 35. Keep in touch with your peers and networks through Twitter #socialwork @jaxrafferty
    31. 36. <ul><li>Take care of yourself and those around you </li></ul><ul><li>Remember it is all about relationships </li></ul><ul><li>Stay true to yourself </li></ul><ul><li>Pace yourself </li></ul><ul><li>Stay open to those whom you work with and who work with you, service users, colleagues, managers </li></ul><ul><li>Watch, listen, reflect, critique and talk </li></ul>

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