Using portfolios to stimulate critical thinking in social work education

Anti-oppressive practice is seen by social work educators as a key approach to social work in the UK. However, controversies exist about its use in practice. Recent literature has criticised the complexities and problematics of anti-oppressive practice. An examination is made of the content of portfolios completed by social work students undertaking a final practice learning opportunity on a post-graduate programme in Scotland. The findings indicate that students gave considerable attention to power, empowerment and partnership but there was also an apparent general acceptance of agency policies, procedures and wider structural oppression. Also some aspects of social divisions and forms of oppression such as gender, age, disability and language received considerable attention while others such as 'race', class, sexuality and religion received less attention. Limitations of the research are noted. Suggestions for improvement in considering anti-oppressive material include a focus on both micro and macro issues, ranging from the structure for the portfolio and the content of supervision discussions through to agency policies and procedures and the national guidelines provided to social work programmes.

Section: Discussion Reflections and Implicationsmentioning

confidence: 64%

Section: The Researchmentioning

confidence: 97%

Anti-Oppressive Practice and Social Work Students' Portfolios in Scotland

Collins

Wilkie

2010

“…Despite values being spelled out for students in this way, they still seem to struggle with the application of both structural and emancipatory values. It has to be acknowledged that values, in particular, alongside critical, reflective thinking more generally, have long been thought important in social work education but, at the same time, are recognised to be difficult to teach (Coleman et al, 2002;Johnston, 2009). In acknowledging these challenges, Hugman (2005: 542) suggests that the task of social work education is to support students to develop a 'framework for thinking', one that tries to incorporate the three dimensions of values alongside reflective practice.…”

Section: The 'Problem' With Valuesmentioning

confidence: 99%

Mind the Gap! Students' Understanding and Application of Social Work Values

Woodward

Mackay

2012

This paper discusses a research project that explored the development of student social workers' values during the first year of professional education at one Scottish university. Questionnaires, based on a vignette, and focus groups established baseline information at the outset of the study. These methods were reapplied a year later to identify the extent to which students' values framework had developed, and the factors that had supported this. The study revealed that, by the end of that year, students could both identify and apply values to support them in their work with individuals to a greater extent than they could those to help them challenge structural discrimination. The study also highlighted the need for university-based teaching, and practice learning experiences, to provide more opportunities for reflection and discussion to support the development of values in student social workers.

“…A 'portfolio route' was developed to provide flexibility for candidates (Graham and Megarry, 2005) so they could avail of support from their agency either through a structured group support programme or individual support from line managers or trainers. Discussion of the use of portfolios is omitted as it is well rehearsed elsewhere Maisch, 2007) particularly as assessment tools to develop critical and reflective thinking (Kolb, 1984;Taylor et al, 1999;Fisher and Somerton, 2000;Cartney, 2000;Coleman et al, 2002;Saltiel, 2003;Kroll, 2004) alongside verifiable evidence of competence.…”

Section: Assessment Of Competencementioning

confidence: 98%

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

Taylor

Mullineux

Fleming

2010

Education and training must extend beyond initial qualifying courses into post qualifying professional development throughout a social worker's career if practice is to be most effective in meeting clients' needs. In the United Kingdom a Framework for Post Qualifying Education and Training was introduced from 1990. Revised frameworks have been put in place from autumn 2007 in each of the four home countries of the UK. This paper reflects on lessons learned in implementing these post qualifying frameworks in Northern Ireland. Within the overarching theme of relevance to practice, issues are drawn out under three main themes: (1) partnership working between employers and universities including the importance of leadership from policy makers and senior managers; (2) assessing competence including providing an Independent Assessment Route to increase access and to benchmark professional standards; and (3) meeting service needs including specifying learning outcomes to cover a range of practice contexts and accrediting employer-based programmes. Meeting service needs more closely is identified as a key issue driving the new Northern Ireland Post Qualifying Framework introduced in 2007.