This animation was created as a prompt for discussion on how we behave respectfully towards each other in a classroom situation e.g. dealing with lateness and disruptive noise. We wanted to create these 'rules' as a group and not enforce them ourselves. You can also access this animation on YouTube: https://www.youtube.com/watch?v=iImMRhV9uFQ If you do this animation, we'd love it if you let us know how you used it.

This animation gives an overview of our view of the ideal classroom, a place in which we can learn from each other, rather than lecturers being the font of all knowledge, and students passive recipients. We designed it to be used as a prompt for discussion of classroom dynamics with a new group of students. It is also available for use on YouTube https://www.youtube.com/watch?v=dAgzq7zEAOo If you do use this animation we'd love it if you got in contact and let us know.

The nature and shape of Australian families has changed significantly in recent decades (Smit 2005; Berlyn et al., 2008). Even with these changes, there have been many contested understandings about what constitutes fatherhood (Fletcher et al., 2008; BBC, 2000). There has been an emerging trend internationally to understand fatherhood (Scourfield, 2006; Milner, 1993; O’Hagan, 1997; Featherstone, 2003; 2006; Daniel et al., 2005). Despite this interest, there is still more need for research to be undertaken in Australia about the attitudes of professionals towards fathers, male input into family life and, in particular, the experiences of fathers who are described as being absent from family based services. This will result in a greater understanding and application of ‘father inclusive practice’ (Berlyn et al., 2008; King, 2009).

In the past 20 years, social change and expectations for both maternal and paternal responsibilities have highlighted the need for services for families to better understand the role of a father in family relationships. In Australia, as well as internationally, there have been many contested understandings about what constitutes ‘good fathering’ in research, social media and in the political sphere. More specifically, there has also been an emerging trend to understand the challenging task of recruiting and maintaining men’s involvement in child and family services programmes, particularly those fathers who are deemed a risk to children and mothers, violent or have been separated from their children. That many child and family/welfare services have exercised dedicated effort to work with fathers is still a relatively recent phenomenon, and has only emerged following criticism that services have been too geared towards working only with mothers. Despite this increasing interest, there is still ongoing need for more research to be undertaken in Australia. An important area of focus is the views of professionals about their perception and engagement of fathers, particularly the views of fathers who are described as being absent from family-based services. The purpose of this article is to report briefly on a study undertaken to examine how child and family welfare workers engage fathers in their work. First, this paper will describe some of the social and health benefits to fathers and their children, focusing on the key role of attachment through play. Research into effective service delivery involving fathers will then be presented, concluding with key practice factors necessary for fathers to be involved in family life.

Presented is a Storify that chronicles a university based 'Book Group in Social Work Education'. Book Group has evolved into a national project. It is a teaching strategy that can be embedded into modules, study groups and as a single programme teaching and learning event. It has the potential to be developed and implemented in a CPD context; mapped alongside the incremental nature of The College of Social Work 'Professional Capabilities Framework' and the Health Care Professionals Council 'Standards of Proficiency' outline. It provides a platform to develop 'Communities of Learning' and 'Communities of Practice' and is therefore a creative and flexible medium through which learning can be propelled, reviewed and secured.

This app offers you an amazing way to explore some of the ethical issues of using social media in social work. In the app you will meet a Team Manager called Adrian, he will present some ethical dilemmas around social media use. Can you help Adrian make the right decisions to ensure his team’s practices are consistent with social work ethics and values? Based on the issues raised by Adrian, you are encouraged to reflect on your decisions and consider the potential impact these may have on your day-to-day social work practises in relation to social media use. Games based case study approach The app uses a games based approach. Therefore, if your advice leads to successful outcomes you will proceed through the scenarios. However, if your advice leads to unsuccessful outcomes for either Adrian’s team, agency or service users, you will have to start from the beginning again. Can you advise Adrian successfully the first time around?

Test

Song Lyrics written by members of the Forget Me Not Swindon Centre about their experience of having dementia. The resource contains different versions/formats of the song as the group have amended it to suit the different events where they have performed it.

This is a promotional poster for the SWAPBox repository

This film introduces Ian Grant and Sandy Reed, who were both diagnosed with dementia in their 50's. They describe their experiences of receiving such a diagnosis at an early age, and the lack of support that often follows. They are both now supported by the Forget Me Not Centre, which provides counselling and support to younger people with dementia and takes a reablement approach. This means that the support staff work alongside the individuals, help to break difficult tasks down into small steps, and encourage frequent practice until confidence in their abilities grows. The film also emphasises the importance of living life, taking risks and having new experiences, as well as the value of peer support.

Mental Health in Higher Education aims to increase networking and the sharing of approaches to learning and teaching about mental health - across the disciplines in higher education. The mhhehub is a social networking site. Membership is open to educators (including service user and carer educators), practice mentors, students, practitioners, educational researchers and all with an interest in enhancing learning and teaching about mental health.

This paper examines final-year MA and BA social work students' experiences of using Facebook as part of an enquiry-based blended learning design. A Think Family and Whole Systems module was redesigned using constructivist principles of emergent learning. This redesign enabled students to engage in life-like situations to help them reflect on the implications of using social networking sites as social work practitioners. It is suggested that student confidence in being able to outline the ethical issues, personal privacy concerns for professionals and service users, and the potential positive and negative aspects of using social networking sites for future professional development increased as a result of engaging with the learning design. To cater for the increasing use of social networks in society, a rationale for the learning design is outlined from the perspective of social work education. The paper then outlines the lessons learnt from students' engagement with Facebook as a site for learning.

Collection of links on bundlr.

This collection on 'bundlr' draws together resources which may be of interest to those learning and teaching about mental health rights and legal issues.

Example of guidance for managing problems and disputes relating to the assessment of students on placement.

Clinical psychologist and vocal critic of psychiatry Richard Bentall reveals why social inequality, racism and the built environment have a far more significant role to play in mental illness than the biomedical establishment acknowledges.

The Depression Project challenges society's view on what a mental health problem is, and to show that in fact, no-one is "normal". It is currently being used within the NHS as a training tool. It was also shown as part of the University of Birmingham's Mental Health Awareness Week.

None

Sanctuary tells the stories of six asylum seekers and refugees living in Glasgow, and aims to address the stigma and discrimination often experienced by asylum seekers and refugees. With Glasgow hosting increasing numbers of asylum seekers and refugees over the last few years, it was considered a priority to ensure the mental health of this social group. With stigma and discrimination often an issue, there is a reluctance for people with mental health issues to seek help within these communities. A high quality film capturing the narratives of asylum seekers and refugees. Winner of the 'Respect for Diversity' category of the Principles into Practice Awards 2011.

ADHD and Me brings research interviews with children to (animated) life. The VOICES study (Voices On Identity, Childhood, Ethics & Stimulants: Children join the debate) investigated children's experiences with ADHD diagnosis and stimulant drug treatments. They interviewed over 150 children in the United States and the United Kingdom, recruited from NHS Trusts, university clinics and community pediatric centers. This film uses their actual interviews with children to present some of the most important discoveries of the VOICES study.

None

We call mad people lots of names. Most of them are not meant to be complimentary. But what do mad people call themselves? Do they accept labels that others stick on them? Do they apply their own labels? Why might one person choose a different label than another? This is a short documentary in which 12 Toronto activists discuss how they identify themselves. Documentaries are one of Ryerson University's online learning tools, used by instructors to spark discussion in the online student forums. This documentary is a part of unique and engaging online course called 'Mad People's History' (CDST 504), developed by Digital Education Strategies at The Chang School and David Reville, an instructor with the School of Disability Studies at Ryerson University.

Example of format for a presentation that can be included as evidence

Example of guidance for managing problems and disputes relating to the assessment of students on placement

Example of a form that can be used when developing an action plan in response to problems and disputes

Example of a policy for managing a range of problems connected with assessment of a student on placement

None

Example of assignment on reflective material to be submitted for a portfolio, including blogging

Example of student learning profile that can be shared across placements used in Pan-London region

None

None

None

Example of format for recording work undertaken by student while on placement

None

None

Example of guidance on methods of recording work undertaken by student while on placement

Example of guidance on how student records agency work for assessment

Example of guidance and form to record student's work while on placement

Example of form to record student's supervision while on placement

Example of form for obtaining feedback from service user/carer

Example of good practice guidelines

Example of format for critical incident analysis of practice

Example of guidance for assignment marked by university and practice educator

Guidance on critical reflection of practice while on placement

Extract from Doel, M. (2010) Social Work Placements: A traveller’s guide, Abingdon: Routledge, pp 64-70. Outlines the possibilities of the practice educator co-working with the student.

Example of guidance and form to record direct observation

Example of guidance and form to record Direct Observation

Example of guidance and form to record direct observation

Channel 4 screened Eleventh Hour's "We're not mad we're angry" in 1986. This was a unique docu-drama which took two years to make with a group of current and former psychiatric patients who held full editorial control. Many of the actors in the drama sequences had been service users; others were involved in the editing and production process. Many of the survivors interviewed were activists such as: Jan Wallcraft who became Mindlink's first co-ordinator; David Crepaz-Keay, who went on to manage Mental Health Media, then became Head of Empowerment and Social Inclusion at the Mental Health Foundation; Peter Campbell, the founder of Survivor's Speak Out'; Mike Lawson, the first survivor vice-chair of National Mind. This is the documentary in full, now available on Youtube.

Film about coping with suicidal thoughts and depression. May be of use to those involved in teaching mental health on prequalifying programmes.

Guidance for external examiners for the degree in social work, produced by the Prepared by:The Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP)with the Joint University Council Social Work Education Committee and the four UK Care Councils (the General Social Care Council, the Care Council for Wales, the Northern Ireland Social Services Council and the Scottish Social Services Council)

TED talk by Vikram Patel. Nearly 450 million people are affected by mental illness worldwide. In wealthy nations, just half receive appropriate care, but in developing countries, close to 90 percent go untreated because psychiatrists are in such short supply. Vikram Patel outlines a highly promising approach -- training members of communities to give mental health interventions, empowering ordinary people to care for others.

This guide is intended for social work educators tasked with delivering teaching on mental health, for those teaching other areas to think how issues of mental health and distress intersect, and for course directors. Part of a series, being produced by the College of Social Work - intended as guidance, not prescription!

This is a blog post about endings in social care work. It is adapted from another post for Social Work students that contained examples from practice. If you would like access to the one with examples, please feel free to email me from your college/university email address to andrew.ellery@btconnect.com Other blogs of interest to social care/social work students and practitioners at www.andyellery.wordpress.com

This assessment tool is aimed at students and practice educators to record their commentary on observations done as part of their assessment of competence in practice. Students may also use it outside of formal observations as a reflective record of their own practice for discussion in supervision.This tool has also been adapted to fit with NQSW and Stage 1 and 2 practice educator training. It will be further adapted to fit with PCF. An evaluation of its use is available.

Social work engages with people across the life course, and practitioners often work with groups of people at different stages of life. Developing a thorough understanding of human growth and development (HGD) to encompass the whole life course is therefore a central element of social work education and practice.

None

This report seeks to investigate a key intersection of academic and practical learning in social work training: the assessment of students on placement and the challenges for practice-based assessors in assessing a failing student. Department of Health (2002) requirements for social work education require that students spend at least 200 days in practice learning (in at least two settings); gain experience of undertaking 'statutory' social work tasks (involving legal interventions); and provide services to at least two different service user groups. These practice placements are assessed by practice educators, either placed within organisations, or by independent assessors. Whilst academy-based social work educators generally have recourse to such support mechanisms as collegial discussion, opportunities for moderation and codified assessment procedures when making assessment judgments, the experience of the practice assessor is potentially more isolated – and certainly less well documented. What are practice educators’ experiences and views of the ‘challenging’ or ‘failing’ student on social work placements? What strategies have proved productive in supporting a failing student and what outcomes have educators observed? The present study seeks to answer these questions and to capture and codify some key principles and practices accordingly. In line with recent discussions and concerns within the profession regarding assessment of social work students on placement (Basnett & Sheffield, 2010), the study proffers a sustained and specific focus on the experiences and perceptions of practice educators (PE) to determine their views of the ‘difficult student’, and their sense of the support they require from academic colleagues in order to reach judgments and to implement interventions.

Social workers have always paid careful attention to the ethical dilemmas in their practice. The power invested by the law in some of the social work tasks make this imperative. The complexities of the rights of each individual within the family are keenly debated in current social work practice. In legal situations who is the client? Does each family member have appropriate representation and so on. While the issues can be clarified it is not always simple to solve an ethical dilemma since the rights and interests of the individuals may be in opposition.

This guide provides detailed guidance in respect of all post-Reform Board changes in the arena of social work admissions.

This film is the result of a group project done at CoolTan Arts centre - a charitable arts in mental-health organisation. The group was exploring Personalisation, a new government scheme aiming to distribute personal budget to people who suffer from disabilities, hoping to promote more self-control over one's treatment. The group explored the pros and cons of the new scheme.

Produced by the National Health Universities Project this guidance package provides:background information, evidence and links to existing guidance for universities to promote mental wellbeing; general information on mental wellbeing as well as separate sections focussing on staff and student issue; suggestions on policy/procedures development, areas for consultation, potential internal/external partners to involve.

Ten standards for adult in-patient mental health care. Useful for facilitating understanding of the in-patient environment.

This collection of Burning Issues has been compiled by the Mental Health in Higher Education project (mhhe) and the Higher Education Academy (subject centres1) Special Interest Group for Mental Health (MHSIG). It provides a snapshot of the views of educators - from across the disciplines - about key issues that they face in teaching.

Meriden Family Programme reading list

The main purpose of this report is to provide an update to a previous Royal College of Psychiatrists document, Mental Health of Students in Higher Education, published in 2003. Over the past decade, the demographics of the student population have undergone many changes that are of relevance to the provision of mental healthcare. The numbers of young people in higher education have expanded and they have become more socially and culturally diverse. There have been increasing numbers of students drawn from backgrounds with historically low rates of participation in higher education and growing numbers of international students. Social changes such as the withdrawal of financial support, higher rates of family breakdown and, more recently, economic recession are all having an impact on the well-being of students and other young people.

This document reflects on key issues concerning mental health and wellbeing promotion in the context of the updated report entitled ‘The Mental Health of Students in Higher Education’ (CR166), released by the Royal College of Psychiatrists (RCP) on 30th September 2011. It aims to expand on the concept of a ‘whole-university approach’ to wellbeing, some of the challenges with the implementation of the approach, and steps that can be taken. It proposes ways in which national stakeholders can establish coordination as a sector.

There is strong evidence that involving patients and service users in healthcare professionals' education has short-term benefits for all involved. Longer term, there has been little evaluation to discover whether this involvement has an effect on the behaviour or practice of health professionals or on health outcomes. This newly published Health Foundation report aims to describe the current state of active patient involvement in the education of health and social care professionals, both in the literature and in practice. It aims to highlight areas for further research and development.

Dr Ali Ajaz, a specialty trainee in forensic psychiatry, interviews consultant forensic psychiatrist Dr Paul Simon Williams about his work. Royal College of Psychiatrists podcast

Royal College of Psychiatrists podcast. A patient (Alan) talks to a consultant forensic psychiatrist about his admission to a medium secure unit

JSWEC/SWAP award winner, 2011 for innovative technology use. Power-point presentation covering main points of good practice in E-learning which supported real time release of case based problem solving.

A guide to challenging behaviour in mental health and social care settings.

A guide to psychosis

A guide to BPD and DSH

A guide to the Mental Capacity Act 2005 and the Deprivation of Liberty Safeguards

How to run your own mood

A guide to challenging behaviour interventions in health and social care

A guide to the stress and vulnerability model in mental health and disorder

A guide to the European Convention on human Rights (ECHR)

A short article on the value of support workers in mental health care settings

Digital stories from the University of Huddersfield MSc Social Work 2011

These elearning resources use audio, video and interactive technology to assist in exploring parental substance misuse, its effects on children and parenting capacity and the implications for social work practitioners.

Explores the implications that parental substance misuse has for social work practice and to recognise when an assessment is needed.

Explores how parenting capacity may be compromised and how children may be affected by parental substance misuse.

An introduction to the different types of substances commonly misused and the effects that these may have on the people taking them.

A short 'how to' guide to Twitter specifically for Social Workers who are new to it.

Explores the communication strategies that can be used to talk to parents, children and families about parental mental health issues.

Provides a range of audit tools for front line managers to gauge the readiness of their staff to implement the ‘Think Family’ guidance. It also identifies the key drivers needed by strategic managers to target action at a local level, identify the barriers to change and potential solutions.

Explores screening, active signposting and early intervention, and their importance in addressing the needs of all parts of the family system.

oks at what makes an effective plan as well as considering how reviewing processes can be used to ensure changing needs are assessed and plans modified as a result.

Explores the challenges facing workers in maintaining a multi-agency approach and how the Family Model can be used to strengthen professional working relationships.

Explores the key principles of working in partnership with parents.

Explores the impact of parental mental illness on all family members. Also looks at child development stages and some common diagnoses, interventions and treatments for mental illness.

An introduction to the family model and the impacts of some common risks, stressors and protective factors.

These resource use audio, video and interactive technology to assist in exploring the nature of parental mental health and its impact on families.

Explores the relationship between the Mental Capacity Act (MCA) and the Mental Health Act (MHA) of 1983 (as amended by the Mental Heath Act 2007) the difference between the two laws in relation to detention and deprivation of liberty.

Looks at the law on deprivation of liberty safeguards (DOLS).

Explores who can make decisions on behalf of other people and when those decisions can be made.

Explores what kinds of disagreement can arise in relation to the Mental Capacity Act 2005 and possible solutions to resolve these.

Explores how you begin to work out a person’s best interests in a practical context and the limits and challenges associated with best interests decision making.

Explores why, when and how to carry out a formal, recorded assessment of capacity.

Explores what the Act means by ‘best interests’ as well as when best interests decisions need to be made.

Explores what is meant by making day-to-day decisions and how we can assess a person’s capacity to make their own decisions.

Explores why the Mental Capacity Act 2005 was introduced and who is affected by the Act (Estimated sudy time: 20-30 minutes).

These learning resources use audio, video and interactive technology to assist in exploring the many areas of the Mental Capacity Act.

Online educational resource aimed at teachers, focusing on the Kindertransport, asylum seekers and refugees, migration to Britain and oral history. Uses oral history video clips collected from a project in schools. Contains questions and activities for pupils associated with the clips, as well as factsheets, lesson plans and worksheets for use by teachers.

None

None

None

None

None

Paper from 2011 Sexuality in Social Work Symposium

ABOUT THE SEXUALITY IN SOCIAL WORK SYMPOSIUM Since its inception in June 2004, this UK-wide group has gained over hundred email members from education and practice settings and has developed a strong basis for generating new knowledge and practice innovations in the field of sexuality studies and social work. During this time, the group has successfully raised awareness of the relevance of sexuality issues as critical to social work knowledge, and to service users and carers’ everyday lives through hosting events (conferences at London South Bank University in 2006 and Salford University in 2007) and publishing peer-reviewed articles and, more recently, hosting special issues on Sexuality in Social Work Education (2008) and Practice: Social Work in Action (2009). The group has also played an important function in giving members the opportunity to flag issues relating to anti-oppressive practice, such as challenging homophobia in practice and in higher education, and campaigning for equality issues. Most recent activity - We held our 4th UK Symposium at Glasgow Caledonian University 1st September 2011. The symposium was attended by 22 delegates including social work practitioners from Scotland and England and social work educators from HEI programmes in Scotland, England and Wales. This is the fourth event hosted by the Interest Group and this year we focussed on the recent implementation of the Equality Act 2010 and its implications for social work practice, policy and education. Our event was opened by a welcome address from Professor Sue Scott, Pro-Vice Chancellor of Glasgow Caledonian University and distinguished sociologist in gender and sexuality studies. The programme consisted of five paper presentations and two workshops that spanned a variety of topics including lesbian and gay fostering, social care needs of LGBT carers, accessing mental health services for LGB consumers, anti-oppressive approaches to working with young sexual offenders and developing more sexually inclusive social work programmes. At our planning meeting, it was decided to make this an annual event to help build interest within this topic area; we plan to host a similar 1-day event next year at a HEI venue in central England.

None

Abandoned housing

None

The Values Exchange is a unique way to debate social issues - with great potential for use in teaching. Its mission is to promote real democracy, based on the informed, collective wisdom of whole populations. Those who developed and belong to it believe everyone has the right to be part of serious debate about the issues that matter most to us. The Exchange consists of a number of interactive screens, linked to 'cases' - designed to encourage deep reflection on values. Each respondent's responses are recorded in the Values-Exchange database. Immediately you submit, every other respondent can see your values, just as you can explore theirs. Everyone can use the Reports Wizard to investigate reports – both for single cases and across many cases and groups.

None

This short film can be used to provide information about the SWAPBox repository. This is an iPod version that tells how this JISC funded project houses social work and social policy learning and teaching materials. Dr. Helen Carmichael talks about her experiences of using SWAPBox to access teaching content and to collaborate and develop learning designs with the SWAPBox community. The SWAPBox Project partners are also listed as the Social Policy and Social Work Subject Centre (SWAP) at Southampton University, The Centre of Excellence in Interdisciplinary Mental Health (CEIMH) at the University of Birmingham, The Institute for Research and Innovation in Social Services (IRISS), The Social Care Institute of Excellence (SCIE) and The Centre for Human Service Technology (CHST). The project has been supported by Electronics and Computer Science, and the Library at the University of Southampton.

This short film can be used to provide information about the SWAPBox repository. It tells how this JISC funded project houses social work and social policy learning and teaching materials. Dr. Helen Carmichael talks about her experiences of using SWAPBox to access teaching content and to collaborate and develop learning designs with the SWAPBox community. The SWAPBox Project partners are also listed as the Social Policy and Social Work Subject Centre (SWAP) at Southampton University, The Centre of Excellence in Interdisciplinary Mental Health (CEIMH) at the University of Birmingham, The Institute for Research and Innovation in Social Services (IRISS), The Social Care Institute of Excellence (SCIE) and The Centre for Human Service Technology (CHST). The project has been supported by Electronics and Computer Science, and the Library at the University of Southampton.

The DiBL tools have been created to make it easier for educators to create enquiry-based blended learning designs. This item contains a large number of A4 guidance documents to help you develop your enquiry-based blended learning designs.

The DiBL tools have been created to make it easier for educators to create enquiry-based blended learning designs. This item is a large planner that helps you consider a range of issues when developing an enquiry-based blended learning design.

The DiBL tools have been created to make it easier for educators to create enquiry-based blended learning designs. This item contains a large number of learning activities that can help stimulate a creative approach to learning and teaching activities.

The DiBL tools have been created to make it easier for educators to create enquiry-based blended learning designs. This item contains a glossary of learning activity designs. Use this to consider a range of activities that you could employ in your teaching approach.

None

This resource sheet has been developed by the Mental Health in Higher Education project (mhhe), in conjunction with the Social Policy and Social Work Subject Centre of the Higher Education Academy (SWAP). It aims to raise awareness of the need for a focus on: developing emotional intelligence, enhancing resilience and those qualities that underpin it, and maintaining personal wellbeing for students who will become practitioners in health and social care. It outlines the rationale for highlighting these issues across the disciplines, and provides some pointers to examples of current practice and resources.

A collection of images of various social care settings

Karl Stern of Perth and Kinross Council chairs a panel discussion with Paul Henderson (Service Manager for People with Learning Disabilities) and Kim Marshall (carer).

The Welsh perspective on personalisation from Nick Andrews of Swansea Council. At Perth & Kinross Council Personalisation Event, Perth Concert Hall

A practitioner's view on personalisation at Perth Concert Hall, organised by Perth & Kinross Council Personalisation Event

None

As part of a programme to foster better use of technology in the social services, IRISS, SSSC and the Learning Networks have organised a conference and exhibition on Friday 25 February 2011. The conference offered a range of workshops aimed at demystifying the use and range of learning technologies. It also offered assistance in developing cost efficient and accessible solutions for the social services workforce. Alison Petch, Director of IRISS, has spent most of her career involved with research and policy, latterly in health and social care. She welcomed and chaired the day.

As part of a programme to foster better use of technology in the social services, IRISS, SSSC and the Learning Networks have organised a conference and exhibition on Friday 25 February 2011. The conference offered a range of workshops aimed at demystifying the use and range of learning technologies. It also offered assistance in developing cost efficient and accessible solutions for the social services workforce. Anna Fowlie is Chief Executive of the SSSC. Before that she headed up the Scottish Government team improving outcomes for Looked After Children. She has also worked for COSLA.

As part of a programme to foster better use of technology in the social services, IRISS, SSSC and the Learning Networks have organised a conference and exhibition on Friday 25 February 2011. The conference offered a range of workshops aimed at demystifying the use and range of learning technologies. It also offered assistance in developing cost efficient and accessible solutions for the social services workforce. Steph Gray, as far as we know, was the first person in central government employed to deploy and embed social media skills and techniques across the organisation. He is now Director of Helpful Technology Ltd, a digital innovation agency, helping clients to use digital tools and techniques to work more effectively and save money.

As part of a programme to foster better use of technology in the social services, IRISS, SSSC and the Learning Networks have organised a conference and exhibition on Friday 25 February 2011. The conference offered a range of workshops aimed at demystifying the use and range of learning technologies. It also offered assistance in developing cost efficient and accessible solutions for the social services workforce. Gavin Oattes is the owner and MD of Tree of Knowledge, Scotland’s leading motivational training organisation. A former primary school teacher and stand-up comedian, Gav is now recognised as one of the top speakers in the country. His passion for inspiring others is infectious and he’s renowned for quite literally making a difference in people’s lives. Hugely entertaining and massively thought provoking, Gav empowers his audience to believe that anything is possible.

As part of a programme to foster better use of technology in the social services, IRISS, SSSC and the Learning Networks have organised a conference and exhibition on Friday 25 February 2011. The conference offered a range of workshops aimed at demystifying the use and range of learning technologies. It also offered assistance in developing cost efficient and accessible solutions for the social services workforce. In August 2010 at Cedars, Fraser successfully led the world’s first 1:1 deployment of iPads in a whole-school setting. He will explain the rationale behind the decision to invest in iPads and describe their impact on teaching and learning at Cedars School of Excellence in Greenock. Fraser Speirs is Director of Connected Flow, Ltd. He is also the Head of Computing and IT at Cedars School of Excellence in Greenock, Scotland. He has previously worked at the University of Glasgow on IT projects supporting the Large Hadron Collider experiment at CERN.

Richard Murray, Senior Economic Adviser, Scottish Government. Critical Skills for Critical Times and conference and workshop organised by Moray Collaborative Learning Network, held at Moray College, 17th March 2011.

Colin Mair, Chief Executive, Improvement Service. Critical Skills for Critical Times and conference and workshop organised by Moray Collaborative Learning Network, held at Moray College, 17th March 2011.

Calum MacPherson, Area Manager, HIE Moray. Critical Skills for Critical Times and conference and workshop organised by Moray Collaborative Learning Network, held at Moray College, 17th March 2011.

Mike Devenney, Principal, University of the Highlands and Islands, Moray College. Critical Skills for Critical Times conference and workshop organised by Moray Collaborative Learning Network, held at Moray College, 17th March 2011.

Dr Tony Evans is a national member of the SPRING steering group. He is an Associate Professor in the School of Health and Social Studies at the University of Warwick. He previously taught at Southampton, York and Oxford Brookes. Before this he worked as a social worker in mental health, and subsequently in forensic social work in the health service. Before training as a social worker he worked in policy development, and community representation in social services and the health service. His research interests focus on: practice research and professional knowledge; discretion, policy and professional practice; and community care and mental health. Tony's interests in practice research focus on: discretion and the impact of service organisation, policy and procedures on professional practice; and ethics and professional practice and service user rights, particularly in mental health. Alongside his membership of SPRING he is also involved with the Managerialism and Social Services Interest Group based at the University of Warwick.

Robin Sen currently works as a Lecturer in Child and Family Social Work at Sheffield. Prior to that he was a Teaching Fellow at the University of Strathclyde for three and a half years. His practice background is as a children and families practitioner in Glasgow, where he had a particular focus on working with looked after and accommodated children. He is also a qualified Practice Teacher in social work. Dr Pam Green Lister is Course Director of the Masters in Social Work Course. She mainly teaches undergraduate and postgraduate students on qualifying social work courses, but is also involved in research teaching on other masters courses. Her main areas of teaching are social work theory and practice and child protection. Her research interests are in the fields of social work education and child protection. She is currently involved in an evaluation of the social work degree in England, funded by the Department of Health, having previously undertaken research funded by Social Policy and Social Work Higher Education Academy and the Scottish Institute for Excellence in Social Work Education.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Janice McGhee teaches areas include social work and the law, psychology and human development. Current research interests are related to child welfare policy and law, the Children's Hearings system and the impact of recent child protection legislation. She has substantial practice experience in a range of settings. These include a local authority social work centre, an emergency duty team providing an out-of-hours service and as a senior social worker in a London teaching hospital.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Presentation title: "The Scottish context: scale, scope and potential" Fiona Mitchell is co-ordinator for the Scottish Child Care and Protection Network (SCCPN). The Scottish Child Care and Protection Network is a collaborative network of academics and key stakeholders in child care and protection. The network fosters connections, collaboration and the coordination of activities that promote the use of research evidence in child care and protection practice in Scotland.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Phil Raines is the Head of the Child Protection Policy Team in the Scottish Government and is leading the work around the change and updating of the Scottish Child Protection guidelines. Over his seven years in the Scottish civil service and prior to his current role, he has also held posts in European Structural Funds and economic strategy implementation. His presentation title is: "the Scottish context: gaps in understanding what’s effective in meeting children’s needs for care and protection"

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Paul is presently seconded from Glasgow social work where he works as a researcher in the child protection team. His work in Glasgow involves research and evaluation projects contributing to the development of evidence based practice in a variety of child protection areas in the city - these have included the use of computer assisted interviewing for gathering the views of children; the use of the Graded Care Profile as an assessment of neglect and the interface between child protection and criminal justice and addictions services. Paul is presently involved in the development of policy and research initiatives in relation to child trafficking in Glasgow. He has also worked in a research capacity in a Community Justice Authority and various local authorities designing and managing youth and criminal justice practice evaluations. Prior to entering the world of research Paul was a social worker and senior in a criminal justice team in Edinburgh, including a short secondment to the Scottish Executive criminal justice policy development. His presentation title is: Current data collection and linkage in Glasgow Child Protection Committee area.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Presentation title: Making use of routine date: lessons learned from the Getting It Right For Every Child pathfinder evaluation.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. David is Head of Performance Improvement & Consultancy for Action for children. David holds the strategic lead for safeguarding and demonstrating impact within Action for Children. He has developed an impact strategy and led the organisation’s research partnership around neglect of children. David has extensive project management experience and qualifications in delivering strategic and operational input around a variety of children’s services issues across the UK. His presentation title is: Developing outcomes framework for monitoring and evaluation

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Rikke Iversholt is a member of IRISS Innovation & Improvement team, she contributes to the development of tools, training and interventions that supports and enables the sustainable transformation of social services in Scotland. Rikke leads on the programme’s data visualization project, for which the objective is to provide new ways for social services staff to understand and gain insights into data that enables them to make better decisions about their service provision.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Stephen Pavis joined the Information Services Division (ISD) of National Services Scotland, NHS in 2003 and currently holds the post of Head of Programmes. His portfolio includes responsibility for the development of the Scottish Health Information Service, Medical Record Linkage, NHS Information Governance, and ISD's contribution to Scottish Health Informatics Programmes (SHIP). Previous roles within ISD have included Programme Principal for the Long Term Conditions, Social Care, and Drug and Alcohol Misuse. His presentation title is: Linking national health services data: ISD and the Scottish Health Informatics Programmes.

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Graeme Laurie is Professor of Medical Jurisprudence at the University of Edinburgh and Director of the Arts and Humanities Research Council (AHRC) Research Centre for Studies in Intellectual Property and Technology Law. His research interests include the role of law in promoting and regulating science, medicine and technology. He was the Chair of the permanent Ethics and Governance Council of UK Biobank from 2006-2010 and currently the Chair of the Privacy Advisory Committee in Scotland. His presentation title is: "Good governance in data sharing and data linkage for research and evaluation purposes"

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Phil Anderson is the head of the Data Linkage Unit facilitates the development and analysis of data in order to support whole-of-government and whole-of-life approaches to policy. The Unit achieves this by investigating data linkage and analytical methods, by undertaking data linkage and analyses of linked data sets, and by providing leadership and assistance to analyses undertaken elsewhere within the AIHW in close collaboration with subject matter staff. His presentation title is: "Assessing the feasibility of linking datasets".

The evaluation of everyday multi-professional intervention to safeguard and promote the well-being of vulnerable children is limited and restricts both operational planning and professional intervention. The core aim of this programme are to contribute to the development of a platform that will support better understanding of the routes from intervention to outcomes for vulnerable children through utilising administrative datasets and longitudinal research. Gary Sutton's presentation title was "National statistical data returns: linking individual data for looked after children".

Alison Petch's (Director, IRISS) presentation to the annual ADSW Conference at Crieff Hydro on 20th May, 2011. Marriage, divorce or civil partnership: the evidence for integration Note: This recording is of lower than normal sound quality. We apologise for any inconvenience this may cause.

Dr Arash Toosheh PhD Researcher in Psychotraumatology at Glasgow School of Social Work. Arash obtained his qualification in 2010. He was supervised by Dr Pam Green Lister and professor Andy Kendrick. Arash is originally from Iran and brings a unique multi-cultural perspective to social work.

Fiona Mitchell is the co-ordinator for the Scottish Child Care and Protection Network (http://www.sccpn.stir.ac.uk/). In this clip she talks about an evaluation to explore the most effective ways of delivering Return Home Welfare Interviews (RHWI) for young runaways, which Fiona was involve in along with Margaret Malloch and Cheryl Burgess (University of Stirling) and Vanessa Chan, Jane Eunson, Lorraine Murray (IPSOS Mori Scotland). The evaluation focused solely on the role of the police in delivering RHWIs so is unable to draw comparisons with delivery by other agencies. The evaluation looked at the operation of a pilot as implemented by Grampian police force in Aberdeen City and Elgin, and one area in Aberdeenshire (Fraserburgh) formed the control area for comparison with original practice in Grampian and current practice outwith the pilot areas.The principal conclusion of the evaluation is that RHWIs are an appropriate intervention; helping identify young people who require further support and referring them to an appropriate agency. Even without an onward referral, they can improve outcomes by helping young people appreciate the value of talking about their problems rather than running away. RHWIs may be of most benefit to young people not already involved with services (just under a third of those who received a RHWI during the pilot period were not already involved with social work services). When young people were already accessing other services, other professionals were less convinced of the benefits of the RHWI. However, as the evaluation highlights, even where other services were in place, the RHWIs could provide benefits by obtaining information from young people which was not already known to services; and by providing the young person with an additional opportunity to engage and to access support by doing so. RWHIs, alongside appropriate responses by other agencies, have the potential to ensure that services meet the needs of some young runaways. The full report of the evaluation discussed in this clip is available to download here - http://www.sccjr.ac.uk/pubs/Evaluation-of-the-Grampian-Police-Return-Home-Welfare-Interview-Pilot-for-Young-Runaways/275

Beth Weaver is lecturer at the Glasgow School of Social Work, University of Strathclyde. Here she talks about research she has been working on with Sarah Armstrong (University of Glasgow) entitled 'What the punished think of their punishment'. The research involved speaking with 35 men and women ranging in age from 19 to 55 about their experiences of punishment. The aim was to accurately describe the experience for offenders of doing a short sentence, in prison or the community. Here Beth talks about the key findings from the research and the implications for policy and practice. The research being discussed is available to download here: http://www.sccjr.ac.uk/pubs/What-Do-the-Punished-Think-of-Punishment-The-comparative-experience-of-short-term-prison-sentences-and-communitybased-punishments/284, and has been awarded a prize from the Howard League for Penal Reform.

What lessons can be learned by the police and partner agencies? A presentation on the recommendations of child abuse inquiries in respect of the police force. Dr. Pam Green Lister, senior lecturer, University of Strathclyde.

Professor Fergus McNeill, Glasgow School of Social Work. Explores the implications for criminal justice social work of the recent report of the Independent Prisons Commission, 'Scotland's Choice'. Examines whether the idea of offenders paying back in the community represents a necessary and sufficient underpinning rationale for the use of community penalties and, more generally, for the future development of criminal justice social work. Glasgow School of Social Work Research Seminar Series: 22nd March 2011.

Anxiety and child protection - implications for practice. Janice McGhee, Senior Lecture and Lorraine Waterhouse, Professor, University of Edinburgh.

Child protection and disabled children: lessons from a scoping study. Kirsten Stalker, Professor, University of Strathclyde. Scottish Child Care and Protection Network

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Welcome and introduction from the chair. Brigid Daniel, University of Stirling

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Key issues for longitudinal research design: lessons from Growing Up in Scotland (GUS) . Paul Bradshaw, Scottish Centre for Social Research

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Using routine healthcare data for longitudinal analyses. Ruth Gilbert, Director, Centre for Evidence-based Child Health, Centre for Paediatric Epidemiology and Biostatistics and MRC Centre of Epidemiology for Child Health, University College London - Institute of Child Health

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Key issues for longitudinal research: a view from overseas, the Canadian National Longitudinal Survey of Children and Youth (CNLSCY). Stephanie Lalonde, Chief, CNLSCY

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Glasgow Parenting Support Framework Evaluation: school readiness and longitudinal trajectories using the Strengths and Difficulties Questionnaire (SDQ) and linked health data. Lucy Thompson, Public Health Resource Unit, NHS Greater Glasgow and Clyde

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Exploring outcomes: the Millennium Cohort Study (MCS). Lisa Calderwood, Senior Survey Manager, MCS

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. An Inspector’s view: quantifying intervention and outcomes. Emma McWilliam, Her Majesty’s Inspectorate for Education

Longitudinal research seminar took place The Scottish Universities Insight Institute, Glasgow, on the 20th and 21st of April 2011. The intention was to identify the core constituents of a robust longitudinal design that would be fit for the evaluation of the efficacy of everyday professional intervention aimed at improving the lives of vulnerable children. The intention was also to explore the type and range of data that is required to capture fundamental aspects of everyday multi-professional intervention and child well-being. On the basis of this we identify the most appropriate measures to capture intervention and child well-being and develop a robust analytical package for capturing outcomes over the short, medium and longer term. Social work perspective: a longitudinal study of children at risk of significant harm. Marian Brandon, University of East Anglia

Young People's Views of The Child Protection System. Richard Wolfson at Perth Concert Hall. Contemporary issues in child protection seminar series - Scottish Child Care and Protection Network

Making Sense Of Child & Family Assessment. Contemporary issues in child protection seminar series, Duncan Helm at Perth Concert Hall

Working With Men Who Are Violent In Relationships Contemporary issues in child protection seminar series, Dave Morran at University of Stirling

This is a Powerpoint presentation from our part of a workshop session at JSWEC 2011. The session gave an overview of the research project with a focus on how we had drawn on Web2 technology in data collection and SWAPBox as a mode of dissemination.

Working With Parental Mental Health Problems. Contemporary issues in child protection seminar series, Bryony Beresford at University of Stirling

Welcome and introduction by Alison Petch, Director IRISS Scottish Conference on Inclusive Learning Disability Research

The same as you? Evaluation - Steve Robertson, Sandy Galbraith, Chloe Trew, Marion Thompson and Dr Lisa Curtice, director of SCLD Scottish Conference on Inclusive Learning Disability Research

Keys to Our Research: Unlocking the Doors to a Better Future - Ian Brookes, Sylvia Archibald and Kerry McInnes Scottish Conference on Inclusive Learning Disability Research

Health Inequalities - Kathryn MacIver Scottish Conference on Inclusive Learning Disability Research

Being included - 21 years of Central Englad People First by Ian Davies, Craig Hart and Catherine O'Byrne Scottish Conference on Inclusive Learning Disability Research

Ireland's Inclusive Research Network.... Where we've come from... Where we want to go.. - Marie Wolfe, Ger Minogue and Rob Hopkins

This discussion explores the role and value of criminology, and academia more broadly, in a democratic society. The recent publication by Ian Loader and Richard Sparks, Public Criminology?, is taken as the starting point for discussion, and after outlining some of the key points of the book, participants respond with their own experiences and perspectives. Participating in this recording are: Richard Sparks, Professor of Criminology (University of Edinburgh, Scottish Centre for Crime and Justice Research) Sarah Armstrong, Research Fellow (University of Glasgow, Scottish Centre for Crime and Justice Research) Ian Loader, Professor of Criminology (University of Oxford, Director of the Centre of Criminology) Fergus McNeill, Professor of Criminology and Social Work (University of Glasgow, Scottish Centre for Crime and Justice Research) Jonathan Simon, Professor of Law (University of California Berkley) For further details of the book under discussion - Public Criminology? – see http://www.routledge.com/books/details/9780415445504/. Jonathan Simon's blog 'Governing Through Crime', discussed in the recording, is available at governingthroughcrime.blogspot.com. Note: This recording is part of a discussion series which aims to encourage and capture discussion and debate, and to share academic thinking and research findings as widely as possible. The project is supported by the Higher Education Academy: C-SAP Network, Scottish Centre for Crime and Justice Research (SCCJR) and the Institute for Research and Innovation in Social Services (IRISS).

None

This document provides some exemplar case studies that have been extracted from data collected for a research project. The project explored undergraduate students’ experiences of volunteer mentoring as an extra-curricula activity and the influence this had on their studies. The students were participants in a scheme that provides mentoring for young people looked after by local authorities.

A trio of short presentations highlighting IRISS's current work.

Digital disruption: Is the era of mass-produced services over?

This handbook is a website resource about the role of external examiners on the social work degree programmes across the UK. It was produced in 2009 by the four UK Care Councils together with the Higher Education Academy Subject Centre for Social Policy and Social Work (SWAP), and the Joint Universities Council Social Work Education Committee (JUC/SWEC)

Janice Galloway reading, and in conversation with Professor Sandy Cameron, Chair of IRISS Strategic Board and of the Parole Board.

Caroline Tomlinson tells the story of her son Joe, the first person in the UK to receive an individual budget which fundamentally improved the quality of his life.

Introduction and welcome from Alison Petch, Director of IRISS, followed by keynote speech by Adam Ingram MSP.

This short presentation is a discussion of the implications of population ageing for social policy. It is aimed at an inter-disciplinary audience of students and tutors interested in the consequences of population ageing.

This short presentation is an introduction to the causes behind population ageing, and it is aimed at a broad, inter-disciplinary audience of students and tutors interested in ageing over the lifecourse.

Notes accompanying presentation to the LILAC 2011 information literacy conference held at the British Library, 19 April 2011. See also the PowerPoint slideshow.

Slideshow that accompanied presentation of preliminary findings of the PITSTOP project to the LILAC 2011 information literacy conference held at the British Library on 19 April 2011. Note that these are mostly images - please refer to the accompanying notes for further information.

As part of a SWAP-funded project, Jason Eyre and Julie Kent introduced a discussion board for second year students on practice placements, their practice educators, on site supervisors and tutors. This short easy-to-read paper summarises what we have learn and / or wish we had known twelve months ago specifically in relation to practical issues.

Information about a SWAP funded project at De Montfort University to explore the use of social media to support students on social work practice placements.

Page from the history of social work initiative, about Alcoholics Anonymous

Page from the history of social work initiative, about the work of Charles Murray

Page from the history of social work initiative, about the work of Ann Hartman

Page from the history of social work initiative, about the Fundamental Principles of Disability

Page from the history of social work initiative, about the work of Joel Fischer

Page from the history of social work initiative, about the work of Paulo Freire

Page from the history of social work initiative, about the work of Sherry Arnstein

Page from the history of social work initiative, about the work of Michael Lipsky

Page from the history of social work initiative, about the work of Jane Jacobs

Page from the history of social work initiative, about the work of Erving Goffman

Page from the history of social work initiative, about the work of Carl Rogers

Page from the history of social work initiative, about the work of William Henry Beveridge

Page from the history of social work initiative, about the work of Orwell, Griffin and others.

Page from the history of social work initiative, about the work of Alice Salomon

Page from the history of social work initiative, about the work of Mary Ellen Richmond

None

Page from the history of social work initiative, about the work of Octavia Hill

Page from the history of social work initiative, about the work of Thomas Chalmers

Page from the history of social work initiative, about the work of Elizabeth Fry

Page from the history of social work initiative, about the work of Jane Addams

None

None

In 2010 SWAP undertook a survey of postgraduates who teach social policy and a key outcome of the resulting report highlighted the requirement for resources to aid in the teaching of qualitative and quantitative methods. In response SWAP has now published two information sheets which list a selection of web resources from the field, which you may find useful in your teaching.

In 2010 SWAP undertook a survey of postgraduates who teach social policy and a key outcome of the resulting report highlighted the requirement for resources to aid in the teaching of qualitative and quantitative methods. In response SWAP has now published two information sheets which list a selection of web resources from the field, which you may find useful in your teaching.

'Psychosis Revisited' is a two day workshop, based upon the British Psychological Society (BPS) report (2000): 'Recent advances in understanding mental illness and psychotic experiences'. It encourages mental health workers to take a fresh look at psychosis and psychotic experiences. Mark Hayward (academic tutor at the University of Surrey/ Clinical Psychologist) describes how he and an Occupational therapist, in conjunction with user trainers from the CAPITAL project, delivered this workshop to a Community Mental Health/Assertive Outreach team. This case study focuses in particular on one session entitled "service user perspectives". It outlines in detail how the session was planned and delivered, offering useful insights into how a safe learning environment was created, and reflects on learning gained. Discussions are ongoing that may lead to the embedding of 'Psychosis Revisited' within prequalifying training within a range of disciplines.