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To log your interest for this CPD module please click on “request a place" by the 24th June 2019.

Learning on the module supports social work practitioners in developing the knowledge, skills and values to plan enable and assess the learning of a social work student. Learning on the module covers the requirements of Stage 2 of the College of Social Work’s Practice Educator Professional Standards (PEPS).

The module is delivered over 5 days using a range of methods including presentations, structured discussions and exercises designed to draw on participants practice and personal experience.

Small groups of students will be encouraged to share their perspectives, critique the concepts which are presented to them and apply learning to their own specialist social work context.

Whilst on the module you must have a Stage 2 qualified practice educator allocated to support you and assess your practice (via Direct Observations) in meeting your responsibilities towards your allocated student. Learning on the module reviews Stage 1 learning and introduces the additional requirements for Stage 2 of the Practice Educator Professional Standards (PEPS)

There are two elements to the assessment of this module. These are:
Part 1: a portfolio of Practice Evidence
Part 2: A 3000 word Reflective analysis of Practice and development as a Practice Educator

This module can be taken as part of a PGCert, PGDip or as a stand alone module. Students who complete this module + the Enabling Learning (Stage 1) module will be able to gain the PGCert in Practice Education. See attached document for further information.

To apply for this module please register your Expression of Interest before the 24th June 2019.

Practice Education learning is based on the Practice Educator Professional Standards (PEPS) which are an ‘employer endorsed’ set of standards meaning employers can endorse whether professionals have met the standards.

Social work professionals who Practice Supervise a social work student on placement need to complete the relevant Practice Education learning, in this case: Practice Supervisors – Practice Education Stage 1.

What’s changing?

From 2019/20 Practice Education Stage 1 will no longer be taught through the Universities and will instead be an employer endorsed in-house programme.

This will be a five day programme of workshops and reflective group supervision led by our Practice Education Consultants (PECs). 

The programme will run between September 2019 and April 2020 (dates TBC shortly).

The new in-house Practice Education Stage 1 programme will not be accredited and so will no longer carry PG level credits or count towards post-graduate awards at the Universities.

The workshops are for practitioners with minimal experience of teaching and assessing others who wish to develop their skills. 

You will be a Practice Supervisor assigned to a social work student while undertaking the course.
You will not have full responsibility for the assessment of the student as you will work alongside a Stage 2 qualified Practice Educator. 
The module has been designed to meet Practice Educator Professional Standards(PEPS) for Social Work.
You will learn via a range of teaching methods including workshops and group discussion. 

You must also be in a position where you can be observed fulfilling practice assessments and teaching on at least one separate occasion by an experienced Practice Educator.

This course looks at experiences of sensory perception amngst autistic people.

Participants will have the opportunity to consider how these issues can affect the people they support and how modifications to the environment can reduce some of the difficulties faced by autistic people.

Participants will have the opportunity to hear the first hand experience of autistic people through written accounts, video or presentations. 

This course is suitable for staff who have regular contact with adults on the autism spectrum who have already completed the basic awareness course.

This course will support staff to assess, prescribe and appropriately refer for a range of assistive technology covering both daily living equipment and telecare. Successful completion of the course will require staff to complete a competency form within 3 months of attending the training.

This CPD session is to be attended by Deprivation of Liberty (DoLS) Best Interest Assessors (BIAs)  to refresh knowledge and skills in order to continue to practice as a qualified BIA. The training will include updates on relevant DoLS case law and details of upcoming legislative changes.

This study day for AMHPs includes:

What is trauma?  Brief history of the concept; types of trauma (and causes) both short-term and long-term; developmental trauma; relationship to Attachment Theory; Adverse Childhood Experiences (ACEs)
  
Triggers and behavioural indicators

‘Diagnosis’

Trauma and the Brain

Trauma Informed Practice – 5 Principles Model; a strengths-based approach
 
Direct practice skills for Trauma Informed Practice

 See attached flyer for timetable of the day.

Register your interest in this 20 Credit, Masters Level 7, by the 31st July 2019. 

This standalone module aims to equip social workers in all fields, and professionals within related health and social care services, with an in-depth critical awareness of contemporary attachment theory and research. It is designed to inform their practice with vulnerable groups across the lifespan particularly when thinking about longer-term intervention work and trauma-informed approaches. This module will also consider developments within neuroscience, developmental trauma and related theories of attachment such as mentalisation

To log your interest for this CPD module please click on “request a place" by 24th June 2019

This 20 credit module supports students’ professional development as advanced practitioners in relation to the Professional Capabilities Framework (PCF) descriptions of the capabilities required of ‘Experienced Social Worker’. 

The module offers students the opportunity to review their practice against the guidance of the nine domains of the PCF in relation to their practice as either Advanced practitioners, or educators, or managers. The module enables students particularly to focus upon their development and skills in relation to professionalism and leadership in either complex/high risk practice, or in education, or management. Module learning is aimed at supporting students in the development of advanced reflective and critically analytic skills and in planning career development.

This module uses independent or personalised learning. Students are supported and guided in their study by regular individual or group tutorials (depending on the number of students following the module). In this forum critical analysis and reflection is encouraged. It enables students individually and/ or collaboratively to develop further/ review their knowledge base and review their practice and professional development. Key themes in tutorials are the concepts of professionalism and professional leadership in the student’s area of practice.

Tutorial learning is supplemented by self-directed study, which is in terms of developing and refreshing practice knowledge and in terms of further critical reflection and analysis of practice.  

Assessment will be through a 3000 word Critical and Reflective Analysis and Evaluation of Own Practice.

This module can be taken as part of a PGDip, MSc or as a stand alone module. Please see further details in the application information document attached to this course.

To log your interest for this CPD module please click on “request a place" by 28th June 2019.

This module is offered as either a 20 credit or 40 credit version. Both modules enable practitioners in social work, health or social care services to examine research evidence and other relevant knowledge and theory, relevant and specific to their practice setting in order to support their advanced, evidenced based practice in challenging, complex decision making when assessing need or providing services more generally. 

Practitioners who follow these modules normally have significant or high levels of responsibility in their services and have a concern with promoting sound, reflective and ethical practice in their field.  The 40 credit version of the module requires a longer assessment:

20 credit module - The assessment task is to write a 3000 word article, as for a journal article, exploring the research and knowledge base of a practice issue, in relation to decision making in mental health or social care.

40 credit module - The assessment task for this module is in two parts The first part is to write a 5000 word article, as for a journal article, exploring the research and knowledge base of a practice issue, in relation to decision making in mental health or social care. 

The second part is a 10 minute presentation, to a panel made up of two of the course team, where the student discusses critically how the examination of research evidence and relevant knowledge has informed and advanced the student’s practice; this is followed by 10 minutes of questions from the panel.

This module can be taken as part of a PGDip or as a stand alone module. Please see the attached document for further details about the modules and awards and how they fit together.

This practical one day workshop offers an opportunity to begin developing a simple to-do list system to help manage competing priorities in challenging and busy work settings.

We will use an adaptation of the Bullet Journal1, a notebook based system, to explore the latest thinking on effective systems and habits, which support focus and work-life balance.