Why did the government introduce a Carers (Equal Opportunities) Act in 2004? Members of Dudley Carers in Partnership explore the impact that the caring role can have on all aspects of their life. They invite you to follow the experiences, through some exercises, of someone without caring responsibilities, a carer with support, and finally a carer without support. The aim of the video is to help you explore: The carer’s role How caring impacts on all aspects of their life Whether carers can ever have equal opportunities You are encouraged to think about: What can be done to support carers How being aware of a carers role can inform your own work and development This video resource has been created in unison with mental health carers, practitioners and members of the CEIMH team.

This resource helps educators consider two primary issues of service user and carer involvement in social work education: 1. Student selection 2. Student assessment The aim of this resource is to help you explore issues of service user and carer involvement in interdisciplinary education from their perspective.

Good listening skills, appropriate body language and respect are all important factors in the development of social care practice, this case study illustrates the opposite of these skills. In this case study you are introduced to Nicki and Gena. Listen to Gena's verbal interaction and watch her body language to gauge her overall engagement with Nicki. Use this case study to identify the changes the Gena should make to improve her practice. The aim of this trigger is to create and develop discussion around assessing potentially difficult mental health situations.

Carers (Equal Opportunities) Act 2004 Video only Why did the government introduce a Carers (Equal Opportunities) Act in 2004? Members of Dudley Carers in Partnership explore the impact that the caring role can have on all aspects of their life. They invite you to follow the experiences of someone without caring responsibilities, a carer with support, and finally a carer without support. The aim of the video is to help you explore: The carer’s role How caring impacts on all aspects of their life Whether carers can ever have equal opportunities You are encouraged to think about: What can be done to support carers How being aware of a carers role can inform your own work and development This video resource has been created in unison with mental health carers, practitioners and members of the CEIMH team.

This short A4 guide illustrates an enquiry-based blended learning design used to teach Child Protection Processes. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. This learning design aimed to provide social work students with the underpinning knowledge, skills and experiences required to operate within the child protection (CP)process from referral through to child protection conference (CPC). A blended learning design was created centered around an incrementally developing problem based case study. Using a mixture of face-to-face teaching, online enquiry-based activities and role-play, students were able to develop the planning, recording, assessing, communicating and presenting skills required to respond to a CP referral, plan an investigation and prepare a report for a CPC.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching about issues of diversity, values and skills in social work. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. A mixture of face-to-face and online lectures (using the Echo360 lecture capture system), a Workbook, online video case studies and community-based EBL group work activities (27 groups of 3) were used in this blended learning design. The aim of the module was to provide students with opportunities to reframe and reinterpret existing knowledge, values and beliefs to assess the impact these may have on their professional practice when working with diverse communities.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching between students from related social care and health disciplines. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. It is recognised that the delivery of interdisciplinary services provide the most effective outcomes for mental health service users and carers (MHSUC). However, a lack of teaching space, timetabling difficulties, differing curriculum requirements etc can prevent qualifying social and health care students from learning together with MHSUC to develop the skills and knowledge required for effective interdisciplinary post-qualification practice. The aim of this design was to creatively overcome issues of time and space and to embed active MHSUC engagement with students. The objective of the initiative was to promote effective interdisciplinary learning. Initially the Learning Initiative was with Nursing and Social Work students, however it is planned to incorporate Clinical Psychology students and Senior House Officer Medics in the near future.

This short A4 guide illustrates an enquiry-based blended learning design used to encourage learning and teaching around research skills for social work. Its aim is to describe the learning design and encourage discussion about this type of learning and teaching approach. This flexible enquiry-based blended learning design was created to improve student engagement in the development of research skills and knowledge. The primary aim was to develop a more responsive teaching and learning approach to promote deeper learning outcomes. Evaluation of previous teaching identified two primary issues that needed addressing in order to engage students more effectively in learning around research. Firstly, the postgraduate students came to the module with different levels of previous knowledge and understanding. Some had significant prior knowledge of research methods and experienced material as repetitive or simplistic whilst those whose knowledge of research was limited found some of the material hard to access and understand; this resulted in students becoming disengaged from the learning process. Secondly the research teaching occurred early in the programme, and some considerable time before the students became engaged in independent research for their dissertations. A flexible approach was required that could be used over a 12–18 month period.

Unprofessional conduct - Holly Case Study This video case study illustrates a worker placing themselves at risk and committing a number of unprofessional mistakes. Chris carries out a home visit to Holly. See if you can spot the elements of unprofessional behaviour demonstrated by Chris. Can identify the issues that may put Chris at risk in this scenario? The purpose of this trigger is to create and develop discussion around professional conduct and awareness of safety when dealing with potentially difficult mental health situations.

This learning object introduces Practice Learning Qualification (PLQ) candidates to key concepts and theories relating to communication within the contexts of education, health and social services. It uses the specific context of practice learning within social work education to introduce and explore the themes of verbal, non-verbal and written communication, and communication across diverse situations. In particular it highlights the values and techniques involved in giving and receiving feedback during professional practice learning.

This package has been created to help social work students prepare for "live" practice learning opportunities by exploring the nature of good practice. The multimedia approach adopted by this package places students in a wood, they are expected to navigate their way around seven trees that help them explore issues of: self-knowledge knowing and learning becoming and being a professional communicating collaboration and conflict making decisions and evaluating and reflecting The wood the students navigate has been designed to re-create situations, dilemmas and responses that can occur in live practice learning opportunities, the aim is to help the students (as explorers) consider the nature of good practice and to rehearse it.

This case has been designed as a focus for learning about the legal, ethical and practice issues emerging from a child protection case scenario. As the case moves from allegations of abuse to planning for permanent care, learners can be asked to interpret and assess an unfolding scenario of complex need and to consider a variety of responses designed both to promote the welfare of the three children and ensure parents’ rights are actively considered. The case study consists of five short video clips representing the case at different points in time and offering the different perspectives of key players in the case: an anonymous caller; social workers involved in the initial investigation; a neighbour; a foster carer; and Jasmine Donnelly the thirteen year old daughter of Sharon Donnelly.

The aim of this multimedia learning object is to familiarise students with the framework, key principles and statutes surrounding social work intervention with families and adult offenders

An audio and video based introduction to human rights. It charts the origins of human rights back to the United States Declaration of Independence and the French Revolution, setting the UK Human Rights Act 1998 in historical context. It also helps the lea

The aim of this learning object is to promote understanding of the key aspects of the crisis intervention model and explore its application to practice.

This web-based guide contains evidence-based examples of good practice and is intended to support universities and colleges to engage effectively with people who use services and carers in their social work and social care training.

This training programme for the social care workforce includes detailed information about solvent and volatile substance abuse, together with a range of materials that you will be able to download and refer to again and again. This site also contains audio interviews, videos, factsheets and in-depth training materials that you’ll be able to take away and use in the training of others. The course is designed for use by staff within Scottish social work departments. These staff may not necessarily be trained in substance misuse issues, but they may be best placed to screen individuals who are vulnerable to substance misuse or to recognise those currently using substances and thereby support the assessment process of individuals.