The aim of this learning object is to introduce learners to a structured approach to the assessment and promotion of resilience in vulnerable children.

This resource will help you: •Find out how much you already know about personalisation • Understand what personalisation means and where it comes from • Familiarise yourself with legislation, policy and theory influencing the personalisation agenda

This training module aims to support re-orientation and re-skilling of staff directly involved in decision-making using FACS and eligibility criteria, their supervisors and line managers, and those monitoring and reporting on the operations of the system. It sets out to: •be accessible and useful to front-line social workers, care managers and support brokers, as they make key decisions about people’s eligibility for support •assist first-line managers to oversee the decision being made in their organisations •be accessible to the users of services, and their carers and families, as well as advocacy groups and user-led organisations (ULOs), so that the basis on which funding decisions are made is clear to those most affected by them. By the end of this module you should have a better understanding of: •What FACS is •What's new, what's changed and what's remained the same •How FACS will apply to your practice.

This resource explores: •Creating a positive culture of care to lessen the likelihood of care staff needing to use restraint. •Using good communication to help negotiate the many different and often emotive views of everyone involved in a decision to use restraint. •Providing learning and development opportunities that help promote a learning culture and support better decision-making about restraint. •Developing a positive physical care environment to help reduce the need for restraint

This resource explores: •How staff, residents and relatives view of risk and risk-taking will influence decisions about restraint. •How making good decisions about restraint is more likely if care staff are positive, show teamwork, keep good records, are aware of the alternatives to restraint and have some basic knowledge of the law on restraint. •How a careful five-step process can help when making difficult decisions about restraint: observe, do some detective work, come to a collective decision, implement and review the plan

This resource explores the ideas that: •Restraint can be a difficult issue in care homes, and the word means different things to different people. •There are many different types of restraint, ranging from active physical interventions to failing to assist a person. •Minimising the use of restraint is important, but sometimes it will be the right thing to do. •Knowing the individual, valuing the views of relatives and working as a team will help reduce the need for restraint.

The aim of this learning object is to introduce learners to some of the principles and processes involved in becoming a reflective practitioner.

The objective of this learning object is to understand the concept of ‘resilience’ and the value of ‘protective factors’ in planning to support vulnerable children. This resource contains information on risk, research evidence, protective factors and the ecological model as well as resilient children and protective environments

This multimedia learning object provides an introduction to the "task-centered" model of social work intervention. This model was based on the work of Sigmund Freud and the psychoanalysts. Psychoanalytic social work emphasised relationship-focused intervention with the professional adopting the role of the 'expert'.

Scan of DVD coverThis case has been designed to familiarise students with the framework, key principles and statutes surrounding social work intervention with vulnerable adults. It consists of a three stage scenario describing the difficulties in the lives of an older couple, and their family, as they become increasingly dependent on community, residential and hospital-based services to protect them from danger and to promote their welfare

The objective of this learning object is to enable students to understand the basic principles of attachment theory and its importance for practice. This resource defines attachment, examines the components of attachment theory, patterns of attachment behaviour as well as attachment, abuse and neglect.

This resource presents you with six scenarios that you can use to explore different approaches to practice with children of prisoners. For each you can choose the course of action which you feel is most appropriate and receive feedback on your choices. This resource will further your understanding of: 1.different approaches to working with children of prisoners 2.key resources available to professionals working in this area 3.how you might develop your own practice, as well as that of others with whom you work

For the last year the school of health and social care has run a three stage assessment process for all social work candidates. These three stages are designed to measure a range of knowledge, skills and values relating to academic and work experience criteria.

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 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.

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.

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.

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

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.

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.

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