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.

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

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

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

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

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

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 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.

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

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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.

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This short guide is a summary of resources selected by Sue Lawrence, Karen Lyons, Graeme Simpson and Nathalie Huegler (eds) (2009)Introducing International Social Work. Learning Matters: Exeter.

This template letter has been developed for use by SWAPBox members who shared the resources of others by web-linking them to their profile but would like to encourage the original author to also upload the resource file. It is envisaged that this will be particularly applicable to special interest groups within SWAPBox, who are collecting resources and materials around a particular topic. The template can be easily customised, pasted into an email or sent out in letter format.

Links to resources and ideas for teaching globalisation and social work

A short summary of the role of demography in social work with an exercise for students using WHO data on ageing

Links between physical and mental health are often underplayed in teaching (as in service delivery). This checklist is aimed at educators who wish to think about how physical mental health might feature in learning and teaching about mental health. It arose from a conference held in 2008. See here for further details: www.mhhe.heacademy.ac.uk/letsgetphysical

Welcome to PIVOT. Within SwapBox you will find a suite of activities that have been designed specifically to help professional learners with the most important aspect of their studies – themselves and the people they work with. These reflexive techniques are derived from the pioneering work in Personal Construct Psychology (Kelly 1991; Fransella 2005). Finding the time to use them will help students to critically reflect upon, identify and explore their developing sense of professional identity through their individual values and personal learning aims. The self-contained activities have full explanatory instructions and there are also accompanying video clips of two people demonstrating their use. The exploratory dialogue between a student and their facilitator (tutor, mentor or assessor) is a key part of the enhanced reflection experience. The tools are designed to build upon each other and so will work best if used in order for the first time.