The social work portfolio: a guide for students

146 Pages·2014·3.631 MB·English

by  Fenge, Lee-Ann, Howe, Kate, Hughes, Mel, Thomas, Gill

T h e s o c i a l w o r k Do
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All social work students need to complete a practice portfolio A s t u d e n t ’ s g u i d e t o n
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as an essential part of their course to provide evidence of their w ai U
learning in practice. This book demonstrates how students can use e v i d e n c i n g y o u r p r a c t i c e nive
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T• o Wphiact sa pcoortvfoelior eis,d a nidn hcolwu tdo em:ake best use of it Por Lee-Ann Fenge, Kate Howe, 56.86] at [0
• How to evidence your capability using the Professional tf Mel Hughes and gill Calvin Thomas 7/18/1
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• Capabilities Framework for Social Workers l ]. Co
How to reflect on your own learning needs and learning style i p
• How to work with your practice educator o yrigh
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How to evidence the use of theory in your portfolio M
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How to evidence meaningful service user and carer e ra
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including the need to develop Personal Development Plans H al E
and the role of AYSE ow duca
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This is an essential book for all students on qualifying social work , H
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programmes. Written by a team of experts from Bournemouth H ldin
University, each chapter uses a range of reflective activities, ug gs, L
practice educator comments, and student testimony to illustrate he LC. N
the discussion. s ot to
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Lee-Ann Fenge is Deputy Director of the National Centre for n re
Post-Qualifying Social Work at Bournemouth University. d C distrib
KATe Howe is a Senior Lecturer in social work at Bournemouth a uted
University. lv or m
MeL HugHes is a Senior Lecturer in social work at Bournemouth in od
University. T ified
giLL CALvin THoMAs , now retired, was an experienced h in a
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Practice Teacher and Senior Lecturer within the Centre of Social m w
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Work and Social Policy at Bournemouth University. a y w
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Open University Press by
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world wide web: www.openup.co.uk iv
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and Two Penn Plaza, New York, NY 10121-2289, USA 5.6
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First published 2014 6.8
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Copyright © Lee-Ann Fenge, Kate Howe, Mel Hughes, Gill Calvin Thomas, 2014 t [0
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All rights reserved. Except for the quotation of short passages for the purposes of criticism and 6
review, no part of this publication may be reproduced, stored in a retrieval system, or transmit- ]. C
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ted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, yrig
without the prior written permission of the publisher or a licence from the Copyright Licensing h
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Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from M
the Copyright Licensing Agency Ltd of Saffron House, 6–10 Kirby Street, London, EC1N 8TS. cG
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A catalogue record of this book is available from the British Library ill G
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ISBN-13: 978-0-335-24531-4 ba
ISBN-10: 0-335-24531-5 l Ed
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eISBN: 978-0-335-24532-1 ca
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Library of Congress Cataloging-in-Publication Data o
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CIP data applied for in
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Typeset by Aptara, Inc. C
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Fictitious names of companies, products, people, characters and/or data that may be used herein t to
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(in case studies or in examples) are not intended to represent any real individual, company, e re
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product or event. istrib
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Contents by
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The authors vii ai U
List of tables and figures ix niv
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Preface xi rsity
Acknowledgements xiii 5
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1 Getting started 1 ] a
Kate Howe t [07
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2 Evidencing your capability using the Professional ]. C
Capabilities Framework 15 op
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Kate Howe righ
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3 Making sense of yourself as a learner 30 cG
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Lee-Ann Fenge w-H
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4 Working with your practice educator 43 lo
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Gill Calvin Thomas l E
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5 Evidencing the use of theory in your practice 58 tion
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Mel Hughes old
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6 Visibility of self within your portfolio 74 s, L
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Mel Hughes . N
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7 Meaningful service user and carer involvement in student placements 86 be
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Gill Calvin Thomas istrib
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8 A continuum of lifelong learning 105 d
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Lee-Ann Fenge o
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Appendix 113 in
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References 114 w
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Index 119 t p
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The authors by
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Lee-Ann Fenge ai U
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Dr Lee-Ann Fenge is Deputy Director of the National Centre for Post-Qualifying Social Work ive
at Bournemouth University. She has extensive experience of teaching on both undergradu- rsity
ate and postgraduate programmes. Her research and practice interests are with seldom 5.6
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heard groups and older people. She is particularly interested in participatory methodolo- .1
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gies and the use of narratives in education, research and practice. .8
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Kate Howe t [0
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Kate Howe is a senior lecturer in social work at Bournemouth University. She teaches on /1
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both qualifying and post-qualifying social work programmes, and has particular experi- ]. C
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ence in practice learning. More recently her research and practice interests are in working p
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with conflict and developing leadership skills. rig
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Mel Hughes c
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Dr Mel Hughes is a senior lecturer in social work at Bournemouth University. She leads on w
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user involvement, and the use of narratives in education, research and practice. ba
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Gill Calvin Thomas atio
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Although now retired, Gill was an experienced practice teacher and senior lecturer within H
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the Centre of Social Work and Social Policy at Bournemouth University. Her social work ldin
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career spanned many decades, working in a variety of settings in adult care. She became s, L
a training officer in a local authority with a keen interest in equal opportunities in the L
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workplace. While at Bournemouth University Gill’s academic and research interests lay . N
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particularly in the promotion of student learning in practice, which included research into t to
the experiences of students from diverse backgrounds and the rich learning that could be
be gained by students working in partnership with service users. red
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List of tables and figures by
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Tables ai U
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Table 1.1 Self Management Model (Covey, 2004) 10 ive
Table 4.1 Different Functions of Supervisions 47 rsity
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Table 4.2 Preparing for Supervision 48 .6
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Table 4.3 Model of Learning through Supervision 52 .15
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Table 4.4 CORBS Model – Giving and receiving feedback 55 .8
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Table 7.1 M eaningful Service User Involvement – A model for planning and ] a
reflecting on observed practice (currently inside the box) 96 t [07
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Figure 3.1 The Chair of Learner Identity 37 rig
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Figure 3.2 Kolb’s Experiential Learning Cycle (1999: 1) 40 t ©
Figure 5.1 Making Links 69 M
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Figure 7.1 Areas for Service User and Carer Involvement in Practice Education 89 ra
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Figure 7.2 Lucy’s Forms – The first form is adapted from the -H
Munro Report (2011) 100 ill G
Figure 7.3 Lucy’s Form (designed by Lucy) 101 lo
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