How to ... be a reflective practitioner.

Theory in Practice: Increasing Professional Effectiveness

International Federation of Social Workers

Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory, by Joyce Lishman: book review

This paper shares learning from a project designed as part of a UK regional Teaching Partnership (TP) development to enhance service user and carer, or what we prefer to term ‘Educator-by Experienc...

Enhancing ‘Educator by Experience’ Led Social Work Training: Lessons learned from the development of a Teaching Partnership funded project

This paper presents findings of a pedagogical strategy for enhancing social work students’ knowledge and practice of ‘personal reflexivity’. Twenty-five MA students in England were presented ideas ...

Enhancing knowledge and practice of ‘personal reflexivity’ among social work students: a pedagogical strategy informed by Archer’s theory

This paper illustrates the development of a secondment project designed to enhance practitioner-led social work education in a Higher Education Institution. The project was developed as part of a T...

/pdf/enhancing-practitioner-led-education-in-social-work-unllpuw2ou.pdf

Enhancing practitioner-led education in social work: developing a secondment project

This paper reports findings of a study exploring educator and student experiences of teaching and learning trauma-material. Two participant samples were recruited. Sample one included seven educators teaching trauma-material across two Higher Education Institutes (HEIs) delivering Social Work Programmes approved by Social Work England. Sample two included eight student social workers enrolled at the HEIs. Methods included educator semi-structured interviews and a student survey. Analysis used a deductive-inductive thematic approach. Highest frequency of comparable statements within data were coded into five themes indicative of trauma-informed teaching principles identified within literature including: (1) ensuring safety (2) maximising choice (3) encouraging collaboration (4) establishing trustworthiness and (5) prioritising empowerment. A sixth theme (6) promoting resilience was identified. Findings highlight educators’ understanding of vicarious trauma and relevance for risk of (re)traumatisation in the classroom of students’ experience of childhood adversity. This understanding was embedded in educators’ pedagogical practice(s) and how trauma-informed teaching principles were implicitly applied was identified. Experiences of receiving teaching in a trauma-informed way were shared by students. Findings indicate essential to ‘best practice’ is educators’ need to enhance awareness of trauma-informed teaching to help moderate risks to students and themselves associated with exposure to trauma-material in the classroom. 

John Cavener

Papers

Enhancing knowledge and practice of ‘personal reflexivity’ among social work students: a pedagogical strategy informed by Archer’s theory

Enhancing practitioner-led education in social work: developing a secondment project

Enhancing ‘Educator by Experience’ Led Social Work Training: Lessons learned from the development of a Teaching Partnership funded project

Enhancing ‘best practice’ in trauma-informed social work education: insights from a study exploring educator and student experiences