Search for Learning and Development Services and Pathways

This course will give participants and overall understanding of how the Mental Capacity Act 2005 applies to issues of sexual activities.

To log your interest for this CPD module please click on “request a place" by the 19th June 2020.

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.

Care Act 2014 An Introduction to Law and Practice
This course requires advance preparation - please scroll down for details.

This course is desiged to support Newly Qualified Social Workers, students and adult social care assessment staff  who have recently joined BHCC., to  understand the  duties and responsibilities of their role in relation to the Care Act 2014, good practice and how their role can support the Better Lives,Stronger Communities Vision. 

Joining Instructions:
You will receive an email invitation to the session when your booking is confirmed.

NHS Continuing Healthcare (CHC) is a package of care arranged and funded by the NHS. This supports care outside of hospital for individuals who are assessed as presenting with a primary health need rather than primary social care needs. The course looks at the CHC assessment process, key principles and eligibility criteria in order to develop a basic understanding of CHC.
 

This course is aimed at staff in HASC Assessment Services. The course will help you to develop your knowledge and skills to effectively respond to requests for social services' support, including accommodation and financial assistance, that are made by adults who are unable to access benefits and housing due to their immigration status.

Topics covered include:

• an overview of ‘no recourse to public funds’ and access to services
• what to consider on receipt of a referral
• providing accommodation to meet eligible care and support needs
• discretionary powers to provide housing
• Schedule 3 of the Nationality, Immigration and Asylum Act (2002)
• supporting EEA nationals who cannot access benefits
• entitlement to free NHS treatment

To apply for this module please request a place before the 30th June 2020. 

STAFF IN FCL: Please also download the CPD Funding Application Form, complete this and return to learning@brighton-hove.gov.uk by the 30th June 2020.

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.

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 2020 and April 2021 

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 session will be facilitated for the University of Brighton by Simon Foster, who has worked both as a local authority solicitor and as legal head of MIND, and David Watson, Principal Lecturer.  This session will explore the criteria judges and Tribunal panels apply to written reports and how AMHPs can address this.  There will be both live teaching online and exercises for participants.

 

NB: This session will be repeated on:Tuesday 26th January 2021. 1.30 – 4.30 on Microsoft Teams. 

Link to Teams session to be sent to you by the university nearer the time.

To log your interest for this CPD module please click on “request a place" by 10th July 2020.

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 10th July 2020.

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.

Register your interest in this 20 Credit, Masters Level 7, course by the 10th July 2020.  

The module offers an in-depth exploration of issues in relation to ethics, values and equalities in the field of mental health.  The overarching aim is to enable students to reflect critically upon the contested nature of mental health and the debates in relation to ethics and values that this engenders.  An exploration of service users’ experiences of stigma, discrimination and inequality will be central to the module, as well as a critical perspective on power.  Students will also examine the development of users and carers as consumers and researchers of mental health interventions, and what this means for social inclusion.