Experiences of Post‐Qualifying Study in Social Work

Abstract

This article is based on a research project to explore the experiences of past and current candidates for post-qualifying awards in social work in England. Also included in the study are the Leads of the post-qualifying consortia in England. The study used questionnaire survey and nominal group techniques to gather data, which was coded and categorised into themes. The main findings relate to the perceived purposes of post-qualifying study, motivations for undertaking post-qualifying study, the factors that sustain and hinder study, the advice that those who have or who are experiencing post-qualifying study would give to those about to start and future plans and hopes in this area.Post-qualifying study is generally valued, especially in relation to the opportunities it provides for professional development. The support of a mentor who has direct experience of the candidate's programme is highly prized, as are clear and consistent guidance from the programme and meaningful study time and workload relief from employers. There are also frustrations for some candidates who do not feel that their post-qualifying study has stretched them beyond qualifying standards or who experience the teaching as divorced from the realities of daily practice. The appetite for a wider choice of post-qualifying modules suggests that providers of postqualifying study will need to collaborate within and across regions in order to achieve a critical mass of candidates for more specialist or focused learning. The study suggests a need for further research to understand the impact of post-qualifying study on candidates' social work practice.The article concludes with two checklists of questions, one for individual candidates and another for agencies and programmes. These questions arise from the findings in the research.

Beyond Qualification: Experiences of Black Social Workers on a Post‐Qualifying Course

“…There have been a number of articles over recent years reflecting on the general theme of post-qualifying studies and others have focused specifically on the PQCCA programmes in England and highlighted key themes such as integrating postqualifying study into the workplace (Cooper and Rixon 2001;Doel et al, 2008), the impact of the PQ award on social work practice (Mitchell 2001) and the need to teach reflective research and practice, (Saltiel, 2003).…”

Partnership, Service Needs and Assessing Competence in Post Qualifying Education and Training

“…Like Doel et al (2008) we conclude that the key to progress is active partnership between candidates, employers and providers. The frameworks provided are a means to an end, coordinating and managing the various elements necessary for an effective learning experience for candidates.…”

“…Post qualifying awards are now part of a reasonably well-established continuing professional development agenda for qualified social workers (Brown et al, 2006(Brown et al, , 2008 The challenge facing social workers-highlighted in every child abuse tragedy or homicide by a person with mental illness-involves complex professional discretion and judgment at the interface between theoretical knowledge, the task and practice skills with vulnerable or challenging individuals (Graham and Megarry, 2005). We echo the sentiments of Doel et al (2008) that 'post qualifying education is most definitely part of the solution' (p. 564) and focus on three main themes that seem to be key: (1) partnership working between employers and universities; (2) assessment of competence; and (3) meeting service needs.…”

“…The factors that impeded progress were multi-faceted and complex (Mitchell, 2001). There has been a struggle for PQ to become established within agency workplace training (Cooper and Rixon, 2001;Doel et al, 2008). Some university staff were anxious that the outcomes might be too tied to 'training' rather than 'education'.…”

“…This approach fitted neatly with the aspirations of social workers who were frustrated if learning opportunities were too divorced from the realities of practice (Doel et al, 2008).…”