Examples
Practice Learning - Older People (2)
A student was on a practice learning opportunity in a residential resource for older people. A new resident was about to move in, and the student had been identified as joint key worker (along with another member of the team). The new resident had previously been convicted of abusing a child. The student, in conjunction with other members of the team, and with reference to relevant guidelines considered how to manage/limit the potential risk to children in the community and children visiting the resource to see family members. The student shared this assessment during a 3 way meeting with tutor and practice teacher, and with the team and changes were made to the communal area sometimes used by visitors.
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Practice Learning - Older People
A student on a practice learning opportunity in a day care/residential resource for older people participated in a 'reminiscence group'. The focus was 'Childhood experiences of school'.
During the group, themes that arose included the use/misuse of in school and at home, relationships with authority figures, peer friendships and rivalries.
The student considered the impact each individual's experiences might have had on him or her in later life and made links to her knowledge of child development. In her role as key worker, she was able to consider how the individual's experiences might have contributed to current relationships with their family and care workers. In her reflective diary and in supervision the student considered how the reminiscence session had helped her to reflect on the older person's experiences and gain a better understanding of them. She also considered how her own experiences of education, discipline, friendship, differed or were similar to the service users and the implications of this for her relationship with different individuals.
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Practice Learning - Sensory Impairment
When working with children and parents or carers, the new Integrated Assessment Framework could be used as a vehicle to enable students to think about how interagency working translates into practice. Including how they present information (both in writing and in person) to children, families and other professionals.
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Practice Learning - Children and Families
Communicating effectively with children/young people using IT systems - the student could be asked to research and evaluate the growing electronic material that can be used with children as part of their life story work. After reviewing the material the student can select the most appropriate resource and use the CD rom with the child.
(The student could also be asked to share their findings with the team).
IT systems can be used by students to involve and engage children and young people in a variety of ways. For example, a student might support a young person to fill an electronic application form for resources.
(This approach might also be used to enable children and young people to provide their views and wishes to decision making forums.)
Another example would be to use electronic resources as a means of opening up other issues with the young person. For example, to discuss the level of offending which in a face to face situation they may be unwilling to do.
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Practice Learning - Generic
Student practice discussion group:
This is an issue based discussion group for students across a range of user groups led by practice teachers and link workers. Students are encouraged to discuss policy, theory, practice and specific issues. (E.g. limits to confidentiality, integrating theory and practice).
Students are given the opportunity to evidence their knowledge and discuss practice. The students' individual contributions and performance are recorded and fed back to the student and practice teacher. This feedback can be included in the student's portfolio and cited as evidence of ways they have met Key Capabilities. The student can also reflect on their own contribution and those from other members of the group and consider these in supervision or their learning logs.
The topics for discussion in the group can be focused on child care and protection and aspects of Key Capabilities.
(Students should be encouraged to make links with live examples from their own practice.)
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