BSc (Hons) Social Work

Social Work Practice 1

UZVRBP-20-1
Module Handbook
2010 - 2011
Faculty of Health
and Social Care
Contents
All contents are available in electronic form on the Practice
Support Net http://hsc.uwe.ac.uk/practicesupport.
1.The Module:
1.1 Introduction to the Module
1.2 Module Programme
1.3 Module Team
1.4 Module Specification
3
4
5
6
2. Practice Learning and Assessment
9
2.1 Arrangements for Placements
2.2 Roles 9
2.3 Consultancy 10
2.4 Practice Learning Agreement 10
2.5 Health and Safety 10
2.6 Managing Difficulties in Placement 11
11
11
12
13
2.7 Portfolio Submission
2.8 Portfolio Completion
2.9 The Assessment and Quality Panel
2.10 Evaluation and Quality Assurance
3. The Portfolio of Learning Achievement
Forms
1 Contents Page 15
2 Agency Description 16
3 Practice Learning Agreement 17
4 Direct Observation of Communication Skills 21
5 The Professional Development Chart Part 1 25
6 Interim Review 28
7 Professional Development Chart Part 2 29
8 Commentaries 1 and 2
9 Calendar of attendance
32
33
10 Groupwork 34
11 Development of Information Technology and Computer Skills 37
2
Appendices
Appendix 1 Access Planning for Practice Learning 39
Appendix 2 Guidance for completing Practice Learning Agreement 41
Appendix 3 Guidance for Observation of Students Communication Skills 43
Appendix 4 Development and Assessment of Anti-Discriminatory and
Anti-Oppressive Practice
44
Appendix 5 Views of Service Users and Carers 50
Appendix 6 National Occupational Standards 51
Appendix 7 Library Services 52
Appendix 8 Service User and Carer Involvement - Selected Resources 54
Appendix 9 UWE Code of Student Responsibilities for Practice 57
Appendix 10 Whistle Blowing Policy for BSc (Hons) Social Work 59
Appendix 11 Practice and Quality Panel Mark Sheet 61
Appendix 12 Undergraduate Marking Grid based on SEEC Guidelines 62
3
This handbook should be read in conjunction with other appropriate handbooks:
Either:
School of Health and Social Care Undergraduate Modular Programme Student Handbook
http://hsc.uwe.ac.uk/net/student/Data/Sites/1/GalleryImages/FSHMain0809.doc
OR
School of Health and Social Care Postgraduate Student Handbook
http://hsc.uwe.ac.uk/net/student/Data/Sites/1/GalleryImages/FPSH0809.doc
AND
The Programme Handbook
UWE diary and information http://www.uwe.ac.uk/studentservices/uwe-diary-info/
Student Information Pack http://hsc.uwe.ac.uk/net/student/
Students Disability Guidance
http://hsc.uwe.ac.uk/net/student/disabilityguidance.aspx
4
THE MODULE
1.1 Introduction
The aims of the module are to enable you to:
gain an understanding of the context of service users and carers
gain an understanding of the context of health and social care
progress their professional development
The module is designed to provide students with well supported and challenging
learning opportunities. A reflective approach is promoted throughout to develop the
use of self, communication skills, and to explore the complexities involved in practice
learning.
The introduction to the module takes place in Term 1. You are required to undertake
an assignment to demonstrate safety to undertake practice learning prior to
commencing the placement. All students are required to submit their details to the
Criminal Records Bureau. Decision making regarding any convictions is managed in
partnership with practice agencies (see BSc Social Work Programme Handbook).
When you have a placement offer you arrange to visit and meet the supervisor prior
to the placement starting. You will undertake practice with service users and carers
and will have specific learning objectives to achieve over 35 days of practice learning
based in a placement agency. The induction, learning opportunities and assessment
during the placement is managed by the supervisor. There is an interim review with
you, your tutor and supervisor. The assignment is a portfolio and is assessed by the
Assessment Panel.
5
1.2 Module Programme
You are expected to attend all sessions as they are key to learning, assessment and
peer support.
Practice learning takes place Wednesdays, Thursdays, Fridays (35 days total). You
will make arrangements with supervisors to take 6 days leave during placement
period (in addition to the 35 days practice learning) and agree these in your practice
learning agreement.
Week
No.
Date Time Practice Programme
12 Placement Request forms
emailed to students
14 Monday 1st November
2010
1.30 pm 3.00 pm
2E06
Introduction to Module.
Placement Request forms returned
by students to Beverley Mead
26 Monday 24
th
January 2011 1.30 pm 3.30 pm
1C08
Reflective Practice
26 Tuesday 25
th
January 1.30 pm 3.30 pm
2E10
Diversity and Anti-Oppressive
practice
27 Tuesday 1st February 1.30 pm 2.00 pm
1F11
2.00pm 3.00pm
Module briefing with students and
supervisors
Tutor groups with supervisors
27 Wednesday 2
nd
February Practice Learning Starts
31 Tuesday 1
st
March 1.30 pm 3.30pm
1C08
Service user and carer involvement
35 Wednesday 30
th
March &
Thursday 31
st
March
Individual 1 hr
appointments with
tutor and supervisor
Interim Reviews at Glenside Campus
36 Tuesday 5
th
April 1.30am 3.30 pm
1C08
Emotions in social work
Portfolio queries
40 Friday 6
th
May End of practice learning
41 Tuesday 10
th
May Before 2.00pm Portfolio Submission
Resubmission workshop for students tbc
Panels
Panel Briefing for staff and HUB group members 11
th
May 2 3.00pm. Assessment
Panel & Quality Panel 24
th
May & 25
th
May 9.30 4.00 pm.
August resubmission panel date tbc
6
1.3 Module Team
Module Leader Tillie Curran
Name Extension Number E-mail address
For Direct Dial from outside the University, please dial 0117 32 and then the extension
number as shown below.
Tutors
Tillie Curran
Jane Dalrymple
Jeremy Dixon
Elizabeth Frost
Ext. 88759
Ext 88473
Ext 88755
Ext. 88766
Tillie.Curran@uwe.ac.uk
Jane.Dalrymple@uwe.ac.uk
Jeremy2.Dixon@uwe.ac.uk
Elizabeth.Frost@uwe.ac.uk
Karen Jones
Sarah Leigh
Judith Thomas
Adrian Vatcher
Module
Administrator
Christine Littler
Ext 88762
Ext.88757
Ext 88782
Ext 88842
Ext 88834
Karen7.Jones@uwe.ac.uk
Sarah.Leigh@uwe.ac.uk
Judith.Thomas@uwe.ac.uk
Adrian.Vatcher@uwe.ac.uk
Christine.Littler@uwe.ac.uk
Placement
Administrator
Beverley Mead Ext 88793 Beverley.Mead@uwe.ac.uk
Project Officer,
Social Work
Placements
Sarah Davies Ext 88943 Sarah9.Davies@uwe.ac.uk
Student Advisor
John Benefield Ext. 88828 John.Benefield@uwe.ac.uk
7
1.4 Module Specification
University of the West of England
Module Specification

Title Social Work Practice 1
New Code UZVRBP-20-1
Version 4
Versions
Last Updated 12/04/2010 14:59:13
Level 1
UWE Credit Rating 20
ECTS Credit Rating 10
Module Type Professional Practice
Module Leader CURRAN, T
Module Leaders -
Additional

There are no additional module
leaders
Owning Faculty Faculty of Health and Life Sciences, Health and Social Care
Faculty Committee
approval
HSC Quality and Standards Committee
Faculty Committee
approval Date
18/03/2010 00:00:00
Approved for
Delivery by

Field Health, Community & Policy Studies
Field Leader Bruce Senior
Valid From 01/09/2010 00:00:00
Discontinued From
Pre-requisites
Students are required to pass an assessment of safety to
undertake practice learning as set out in section 6 of the
programme specification
Co-requisites
None
Entry requirements:
Excluded
combinations

None
Module Handbooks social work practice 1
8
Learning Outcomes
Knowledge and Understanding
Identify processes of social exclusion.
Discuss their understanding of agency purpose and processes. (Component A)
Intellectual Skills
Identify their learning about their professional development. (Component A)
Subject/Professional and Practice Skills
Show an ability to communicate and engage within the practice setting.
(Component A)
Show that they understand their own presence in relation to safe practice and
what it means to be accountable. (Component A)
Demonstrate an understanding of the social context of service user experience.
(Component A)
Transferable Skills
Identify their learning about the role of social work in contemporary society.
Communicate effectively. (Component A)
Learn in familiar or unfamiliar contexts (Component A)
Manage self in a practice setting.(Component A)
Syllabus Outline
Occupational Standards
Work with Service Users
Service user perspectives on their own situations and agency responses
Organisations
Agency purpose and processes
Social Contexts
Relationship of service user and agency to social context
Social diversity
Processes of oppression and social exclusion
Professional Role
Social work role
Professional roles and responsibilities
Professional accountability
Interpersonal Skills
Use of self in work with service users and agency staff
Communication Skills
Problem solving
Collaborative working
9
Teaching and Learning Methods
A variety of methods will be used which may include
Enquiry based learning
Practice learning period as specified in the module handbook
Practice learning agreement
Supervision in practice
Direct observation
Self appraisal
Reading Strategy
Access and skills
All students are encouraged to make use of the extensive resources provided by the
Library and to which they are introduced at the start of their course. Further formal
opportunities for students to start to develop their library and information skills are
provided within the Graduate Development Programme. Additional support is available
through the iSkillZone via the Library web pages
Essential Reading
Course reading available on e-resources for this module
Further Reading
Further reading is essential for this module and a reference and resource list is
provided in handbook. Students are expected to read about the context of service
users and carers groups in their own placement.
Blackboard
This module is supported by Blackboard where students will be able to find all
necessary module information. Direct links to information sources will also be provided
from within Blackboard
Assessment
Where necessary, and appropriate, an alternative medium of assessment may be
negotiated.
Weighting between components A and B (standard modules only) A: % B:%
Final Assessment: Component A Element 1Component A Element 1
Attempt 1
First Assessment Opportunity (Sit)
Component A
Element Description Element Weighting
1 Portfolio of practice based work Pass/Fail
Second Assessment Opportunity (ReSit)
Attendance is not required
Component A
Element Description Element Weighting
1 Portfolio of practice based work Pass/Fail
Exceptional Second Attempt (Retake)
Attendance is not required
10
2. Practice Learning and Assessment
2.1 Arrangements for Placements
You first complete a placement information form. This is used to allocate placements
according to previous experience. Priority is given to those with caring responsibilities
and to disability access planning.
NB If you have access requirements you are advised to have your access and
support needs assessed at the start of the programme so that arrangements can be
made in the delivery and assessment of the module. See Appendix 1 for examples of
access issues and arrangements. Details of support and how to organise this are in
the Student Faculty Handbook.
Seconded students may be expected by their employer to spend the 35 days in their
usual place of employment. This is made up of 2.5 days per week in the agency and
a half day per week to carry out activities such as information gathering and visits to
other agencies, in order to meet learning outcomes of this module.
Non-seconded students in appropriate employment may also be able to undertake
practice learning in their usual work place where appropriate learning opportunities
and a supervisor are available. Please include information on your form and this
option will be investigated by the Practice Learning Co-ordinators.
Once you are informed about your placement setting, you are expected to arrange an
introductory visit to meet with the supervisor prior to the start. It is useful at this stage
to review your learning objectives and think about how your university based learning
will be relevant to the particular service user group you will be working with.
2.2 Roles
The module team distribute module information, and provide training and briefing
sessions. The practice learning co-ordinators also offer advice to supervisors and
managers.
The role of the supervisor is to identify relevant learning opportunities, provide
supervision and to contribute to assessment. Supervisors undertake the following :
Attend 1 day training prior to the placement and a day training session during
the placement
Attend the briefing session at the university prior to the placement which is on
Tuesday
1st
February 2011 from 1.30 3.00 pm at Glenside Campus.
Provide Health and Safety information to the Practice Learning coordinator and to
the student
Contribute to the Practice Learning Agreement
Provide a minimum of an hour a week dedicated contact time
Provide four planned supervision sessions and give students constructive
feedback
Undertake an observation of the students communication skills and complete the
portfolio form about this
Contribute to the discussion at the interim review meeting held at the university
March 30
th
or 31st
11
Complete the Professional Development Chart and Make a Pass/fail
recommendation
The role of the tutor is to support you in practice learning. You will meet with your
tutor and supervisor in small groups after the briefing meeting to begin to complete
the Practice Learning Agreement. Later, the tutor reads your interim submission
work and records the outcome of the interim review. The tutor is the contact person
for any difficulties and will inform the Module Leader where necessary.
2.3 Consultancy
The programme provides individual and group consultancy for disabled students,
carers, gay and lesbian students and black students. It is the view of the Programme
Team (both university staff and partner agencies) that discrimination and oppression
are widespread in relation to the treatment of disabled, black, gay and lesbian people
in the UK and elsewhere. The aim of the consultancies is to provide, as far as
possible, an independent space in which to explore such issues, to find mutual
support, and to develop ways of taking up and responding to any such treatment you
encounter in the course of the programme both at the university and in practice
agencies. The consultants are social workers with direct experience of many of the
issues that can arise
Consultancy is not part of the assessment process and the content is confidential
(unless in a very rare situation there was a serious concern of risk of safety).
Consultants report to the Programme Management Committee any general issues
that should be addressed in the programme and raised with practice partners.
If you want to know more about this please approach the module leader.
2.4 Practice Learning Agreement
The practice learning agreement must be agreed during the first 2 weeks in the agency
and emailed by you to the tutor. Your tutor will identify any areas that need further
development.
2.5 Health and Safety
Students health and safety while in practice is a particular concern of the Faculty.
Specific consideration should be given to this issue in the practice learning
agreement and in induction. You should be informed by the supervisor about the
agencys general health and safety policy, how this applies in the particular setting in
which you are placed, and of your own and others responsibilities.
In particular, you should be informed by the supervisor as to what assessment of risk
has been carried out in the placement setting, and what you should do if you have
reason to believe that an aspect of their work carries particular risk.
Supervisors please note that students are not offered manual handling training by the
University and you should not be required to undertake any manual handling tasks
unless the agency has first provided such training.
12
NB.Students and supervisors are asked to advise the tutor of any accident or injury to
the student that occurs during the placement and a UWE accident form should be
completed. This would include any which the agency would normally formally record
and certainly any which is required to be reported to the Health and Safety Executive
under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations
(RIDDOR).
2.6 Managing Difficulties in Placement
If difficulties arise in the placement the Managing Effective Practice Learning Policy
applies (See Practice Net http://hsc.uwe.ac.uk/practicesupport . A placement is only
terminated if there are exceptional circumstances such as risk to self or others.
However, stopping the placement temporarily is an option before holding a meeting
in order to identify the issues and next steps.
2.7 Portfolio Submission
Portfolios must be submitted in hard copy to the programmes office on time. If issues
arising during the placement mean that the placement end date needs to be
changed, this must be agreed first with the module leader.
2.8 Portfolio Completion
Your portfolio should be completed throughout the practice learning period as part of
the learning process. The following statements about what makes a good portfolio
were produced by the Assessment Panel. You might like to discuss these with your
supervisor and identify what makes a good placement in terms of the kind of working
relationship, supervision approach, learning opportunities and assessment evidence
you would both find effective.
Being able to engage fully with service users and or carers
Starting to work out self awareness and power before I started I thought .,
what challenged me what I have learnt
.
The direct observation provides a focus for learning and supervision
Taking up group work opportunities observing, joint working and evaluating
Discussing professional role and differences with service users and carers
perspectives understanding of context
Being able to compare methods and models and decide how to apply
Presenting practice that is not being done to but working with
Reading specifically about day care and personalization in a placement with people
with learning difficulties, reading about homelessness and changes to housing policy,
13
reading about mental health, men and community group work and child development,
play and working with young children.
Putting in the titles, headings and word counts
Asking questions and motivated to take initiative
Evidence of students getting good support when raising issues and asking questions
Evidence of understanding how task fits in with overall purpose and aims of agency
(in active shadowing too)
Presenting practice learning as depth learning
Open discussion of inequality and power that relates not generalized statements
Knowledge: your learning from all modules is relevant and you are encouraged to
discuss issues such as power, inclusion, Codes of Practice, anti-oppressive practice,
theory and the importance of service user involvement. You need to draw on
research and literature in relation to the service user group. You must include
references and a bibliography to pass.
Analysis: you are encouraged to reflect on your practice learning, raise questions
and consider the complexity and dilemmas that can be involved. If the agency
constraints limit practice, explore this in your commentary. What might be the
implications for service users and carers? For example if a young person does not
attend a review you may not be able to change this, but in your commentary, you are
expected to show your analysis of this considering the issues for the young person.
Similarly, there may not be carers present but where are they and what are the
issues?
2.9 The Assessment and Quality Panel
The role of the Assessment and Quality Panel is to assess the Portfolio of Learning
Achievement, to moderate standards and to make recommendations that contribute
to the development of module.
If a portfolio is deemed not to have passed, the panel will make any recommendation
for a reassessment opportunity to the external examiners and the Award Board for
their consideration. This is because all decisions about professional modules are at
the discretion of the Award Board in order to ensure the well being of service users
and carers.
The Panel recommends to the Award Board the form of reassessment. The options
for reassessment are:
`Reassessment with attendance which requires undertaking a further period of
practice learning
and resubmission of the portfolio.
`Reassessment without attendance which requires resubmission of the
portfolio only.
The decision rests on the assessment of the learning required in each individual
case.
14
For resubmissions of portfolios, a workshop is provided and relevant support is
provided by tutor or module leader. This may be at a greater level than that for first
submissions to enhance progress.
2.10 Evaluation & Quality Assurance
Students, supervisors, tutors and where possible, service users and carers contribute
to evaluation, through an evaluation form and through an end of year student review
session. Members of the HUB group also contribute to the design, delivery, and
quality assurance of this module.
The Module Leader then produces a module report for the Faculty which includes
Social Work quality assurance systems.
Developments adopted for 2011 as a result of evaluation
Identification of Key Roles and Value Requirements in Part C of Direct
Observation
What makes a good portfolio? added to handbook
Structure for Commentary 2 objectives
Clarification of supervisors role in ensuring students have health and safety
information in advance and need to complete UWE report form
15
3. The Portfolio of Learning Achievement
The information provided in the appendices is key to completing the
portfolio
16

FORM 1 CONTENTS PAGE
Name of student
Student number
Name of supervisor
Name of tutor
Dates of Period of Assessed Practice:
Name of Agency
Contents required for the Interim Review Meeting 1-4
Page no.
1. Contents page
2. Agency Description
3. The Practice Learning Agreement
4. Direct Observation forms A, B, and C
5. Professional Development Chart Part 1
6. Interim Review form
7. Professional Development Chart Part 2
8. Commentary 1 and 2
9. Calendar of attendance
10. Development of IT forms.
11. Optional- You can also complete the Group work tool and submit this for your
level 2 portfolio providing it is signed by your supervisor
12. Reference list.
17
FORM 2 AGENCY DESCRIPTION
Describe the agency, type of organization, its purpose, the policy and legislative
context, sector and type of neighborhood. Explain who the service user group and
how they access the agency (100 words max.)
18
WORD COUNT
FORM 3 PRACTICE LEARNING AGREEMENT LEVEL 1
The purpose of the practice learning agreement is to ensure all parties are clear at
the start of the practice learning period about practical arrangements, the Programme
of Learning and the arrangements for Assessment. The agreement is completed by
the student in discussion with the supervisor.
See appendix 2 for guidance on completion
1. Contact Details

1.1 Student Name: Emergency Contact:
Practice Address

Tel No. Name:
Relationship:
Tel No:
Email:
1.2 Supervisor Name:
Practice Address: (if different from above) Tel No:
Fax: Email:
1.3 Tutor Name:
Address:
Faculty of Health and Social Care
University of the West of England
Glenside Campus
Blackberry Hill
Stapleton
Bristol
BS16 1DD
Tel No:
Email:
1.4 Module Leader: Tillie Curran
Address: Same as tutor Tel No: 0117 328 8759
Fax: 0117 328 8437 Email: Tillie.Curran@uwe.ac.uk
19
2. PLACEMENT MANAGEMENT
2.1 Dates of period of assessed practice:
2.2 Hours of work:
Proposed dates of leave: (6 days, in addition to the 35 practice learning days)
2.3 Accommodation available, (access to desk, telephone, admin support
including word processing facilities):
2.4 Arrangements for payment of travelling expenses:
2.5 Insurance cover, use of car, driving agency vehicles:
2.6 Arrangements to make practice learning accessible to disabled students if
required (see Appendix 1):
3. PRACTICE LEARNING ROLES
3.1 Student role within the agency:
3.2 Support for students and Supervisor:
3.3 Arrangements in case of illness or other absence of student
(All members of the Practice Learning Team should be informed of absence of
at the earliest opportunity).
Arrangements for cover of Supervisor in case of illness of other absence:
(If the Supervisor is unavailable, the Line Manager, or Practice Learning Co-
ordinator, are responsible for arranging support.)
3.4 Accountability for students work within the agency : Supervisor
20
4. LEARNING PROGRAMME
4.1 Students existing skills, knowledge and experience:
(please detail the existing knowledge which the student will be bringing to this
placement.)
4.2 Learning outcomes
The standard key areas focus in the following elements of the National
Occupational Standards Key Roles and Value Requirements :-
Awareness of own values
Respect, promotion and protection of individuals
Recognise and value diversity
Maintain trust
Recognise and raise issues of discrimination and injustice
Preparation
Interaction
Recording
Risk and Safety
Knowledge
Professional development
Group work (when available)
(See appendices)
The student and supervisor may add more detailed learning outcomes under
these headings,
4.3 Learning opportunities in this placement setting (including those for
demonstrating computer and IT skills):
Please detail what contacts, activities and learning will be available to the
student to enable them to meet the learning outcomes.
4.4. Tasks to be undertaken during placement
Induction Plan
Please detail how student will learn about agency practice and policies
including health and safety, equal opportunities. Induciton should take place
early in the placement.
Specific tasks to be undertaken during the practice learning opportunity and any
particular areas on which to focus. (Please detail)

21
5. ASSESSMENT
5.1 Dates for Supervision
Students must have a minimum of 4 formal supervision sessions of 1.5 hours
each, and of one hour dedicated contact a week. Informal, unscheduled
contact and observation are also valuable, but must not replace formal contact
and supervision sessions
5.2 Date for Direct Observation prior to Interim meeting.
Students must have one planned observation of their interaction with service
users or carers. The timing of this should include space for supervisor and
student to complete the relevant portions of the Direct Observation from
before the Interim review.
5.3 Date and time of Interim Review Meeting to be held at Glenside Campus.
This must be agreed with the tutor, and should fall in the relevant time period
indicated by the university. The Interim review is an important mechanism for
identifying whether there are any problems arising in the students progress
towards the learning outcomes. Any difficulties in making the agreed date
should be notified immediately to the tutor.
6. ARRANGEMENT FOR ADDRESSING CONCERNS RELATING TO
PRACTICE LEARNING
6.1 Difficulties in placement If there are problems or difficulties, we would
attempt to resolve them at a meeting with the Supervisor, student and other
relevant members of the Practice Learning Team ( see Managing Practice
Learning Effectively policy at the Practice Support Net site
http://hsc.uwe.ac.uk/practicesupport
6.2 Whistle Blowing Named person for student to contact for Whistle Blowing
Procedures
7 CONFIDENTIALITY AND SECURITY
Students will need to discuss their learning in their tutor groups and in the
portfolio. Service users and/or carers will not be identified:
by name, location or in any other way in the portfolio.
8 SIGNATURES
This form must be emailed to the tutor by the student. If the tutor considers it
complete, it will be signed off, and then forms part of the portfolio.
Student Name Date:..
Supervisor Name Date: .
Tutor Name Date:
22
FORM 4 DIRECT OBSERVATION OF COMMUNICATION SKILLS
SECTION A STUDENT PREPARATION
To be completed by the student prior to the observation
STUDENT NAME
DATE
What do you aim to achieve with the service user/s and carer/s in the practice
session?
What issues of oppression or discrimination might be present?
What preparation tasks will you undertake prior to the session? What literature
will you draw on?
How will you seek feedback on your practice from service users or carers?
23
SECTION B SUPERVISORS ASSESSMENT
(Note, student should comment at the end of Section B)
STUDENT:
SUPERVISOR:
DATE:
5 = Very Good 4 = Good 3 = Satisfactory (minimum competence) 2 = Skills
Need Developing 1 = Poor
1 Preparation Skills Comments
A Understanding of role and task
b Ensured environment was conducive to the plan for communication
5 4 3 2 1
5 4 3 2 1
2 Engagement
A Introduced him/herself
b Clearly explained purpose of practice
c Identified and encouraged a participative process
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
3 Verbal Communication
A Addressed service user(s) appropriately
b Communicated clearly
c Asked relevant questions
d Asked questions one at a time
e Used open and closed questions as appropriate
f Used plain language in place of professional jargon
g Acknowledged and explored issues as presented by
service user(s)
h Checked regularly that he/she understood service
user(s) perspective
i Checked regularly that service user(s) understood
worker/agency perspective
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
(continued)
5 = Very Good 4 = Good 3 = Satisfactory (minimum competence) 2 = Skills
Need Developing 1 = Poor
24
4 Emotional Response Comments
A Acknowledge or respond to service usersexpression of emotion
b Attempt to establish an appropriate emotional tone
c Identify and try to explore a service users expression of emotion
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 Non-Verbal Style
A Appropriate eye contact
b Position and posture communicating interest and attention
c Positive use of silence
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
6 Endings
a Summarised clearly at the end of session
b Discussed and agreed tasks to be completed by
student and service user(s)
5 4 3 2 1
5 4 3 2 1
7 Supervisor Overall comments - Please include any feedback on the
student from Service User and/or the Carer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
8 Students Comments
___________________________________________________________
___________________________________________________________
___________________________________________________________
Signatures
Student:
Supervisor:
25
SECTION C STUDENT REFLECTION ON COMMUNICATION SKILLS
To be completed by the student after the observation has been undertaken.
STUDENT NAME
DATE
Please refer to relevant literature
How effectively did you achieve the aims of the session? Comment on the
following and make a note in the right margin indicating which key roles and
value requirements you met (as listed in practice learning agreement):

Your preparation
Your communication skills
Issues of oppression or discrimination
Emotional impact of session
26
FORM 5 PROFESSIONAL DEVELOPMENT CHART PART 1
TO BE COMPLETED BY THE SUPERVISOR. Please write one or two paragraphs
that detail at least one example of the students practice and comment on the
student's practice learning. Refer to the values listed on page and include learning in
relation to ethics and values under each heading. The student should comment on
own professional development at the end of this form
Name of Student: Name of Supervisor:
The units described below are for guidance only.
Key Role 1
Preparation (Include learning in relation to ethics and values)
Unit 1 Prepare for Social Work Contact and involvement
1.3 Evaluate all information to identify best form of initial involvement
Unit 2 Work with individuals, families, groups and communities to help them make
informed decisions
2.2 Work with individuals, families, carers, groups and communities to identify,
gather, analyse and understand information
2.3 Work with individuals, families, carers, groups and communities to enable them to
analyse, identify, clarify and express their strengths, expectations and limitations
Key Role 2
Interaction : Include learning in relation to ethics and values
Unit 5 Interact with individuals, families, carers, groups and communities to achieve
change, development and improve life opportunities
5.1 Develop and maintain relationships with individuals, families, carers, groups and
communities and others
5.5 Reduce contact and withdraw from relationship appropriately
27
Key Role 4
Management of Risk : Include learning in relation to ethics and values
Unit 13 Assess, minimise and manage risk to self and colleagues
13.1 Assess potential risk to self and colleagues
13.2 Work within the risk assessment and management procedures of own and other
relevant organisations and professions
13.3 Plan, monitor and review outcomes and actions to minimise stress and risk
Recording:-

Key Role 5
Recording : Include learning in relation to ethics and values
Unit 16 Manage, present and share records and reports
16.1 Maintain accurate, complete, accessible and up to date records and reports
Key Role 6
Knowledge : Include learning in relation to ethics and values
Unit 18 Research, evaluate and use current knowledge of best social work practice
18.1 Review and update your own knowledge of legal policy and procedural
frameworks
18.2 Use of professional and organisational supervision and support to research and
critically review knowledge based practice
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Key Role 6 cont
Professional Development: : Include learning in relation to ethics and values
Unit 19 Work within agreed standards of social work practice and ensure own
professional development
19.3 Work within the principles and values underpinning social practice
19.4 Critically reflect upon your own practice and performance using supervision and
support systems
Students review of own professional development.
Write one or two paragraphs about what you have learnt and how this has
contributed to your practice with service users and/or carers.
Signed
Supervisor
Student
Dates
29
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Form to be completed by the tutor and emailed to student for portfolio.
This review is to confirm evidence, identify additional evidence if appropriate and to
highlight any key areas for development for the second half of the placement.
Student:
Supervisor
Tutor:
Date of meeting:
1 Please confirm the following forms were present
1 Contents page
2. Agency description
3. Practice Learning Agreement
4. Direct Observation
Part A
Part B
Part C
5. Professional Development Chart Part 1:
Please comment on
1. Progress of Learning Objectives and Values:
2. Areas for Development:
3. Issues relating to learning opportunity:
4. Action Plan. This can include a second Direct Observation.

Signed:
Tutor: _______________________ Date:________________

30
FORM 6 SOCIAL WORK PRACTICE 1 INTERIM REVIEW MEETING FORM
Name of Student: Name of Supervisor:
Supervisor: Please provide an example of the students practice in each area below and comment of the students development
.
Key Role 1
Preparation
Key Role 2
Interaction
Key Role 4
Management of Risk
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Key Role 5
Recording
Key Role 6
Knowledge
Key Role 6
Professional Development
Students Values and Anti oppressive Practice Please comment on how the students self awareness and recognition of the relevant
issues in this placement have developed
Students Comments on assessment
3
0
Please confirm there has been a minimum of 4 supervision sessions Please comment if this is not confirmed.
Please confirm the student has observed confidentiality
SUPERVISORS RECOMMENDATION PASS/FAIL
Signed: Supervisor: _______________________ Student: ______________________________
Date: _______________________

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1
FORM 8 COMMENTARIES
Commentary 1 Anti-Oppressive Practice (1200 words)
1. Self Awareness (500 words)
How do you identify yourself? How do you identify yourself in relation to race?
(You can identify yourself as having a range of aspects to your identity.)
How are aspects of your identity relevant in working with service users and/or carers
and with colleagues?
2. Recognition (700 words)
How is your understanding about anti-discriminatory and anti-oppressive practice
relevant in your placement? Illustrate with an example of your own practice
explaining what the issues were; what equality policies applied; and how you have
been able to explore this (e.g. supervision or team discussion).
Commentary 2 Service users and carers perspectives (1300 words)
1. Introduction (350 words)
Introduce the reason involvement is relevant in this area of practice with
reference to literature and legislation
2. Practice example (450 words)
Describe an example of how you involved service users and or carers
3. Reflection (500)
Outline the key learning you gained from service users and or carers in terms of their
perspectives and the skills you used. Discuss the challenges and dilemmas that
arose.
If you would like support in completing your commentaries, you need to arrange this
with your tutor. Tutors may read extracts or a plan of work to support your learning,
but they will not normally read whole drafts of work. Tutors can also consult with the
module leader.
32
FORM 9 DEVELOPMENT OF INFORMATION TECHNOLOGY AND COMPUTER
SKILLS
Please see guidance on BSc (Hons) Social Work on-line site.
Social work students are required by the General Social Care Council to develop
skills to the equivalent of the European Computer Driving Licence (see
www.ecdl.co.uk). This form is to validate any skills the student has used in practice
e.g. by using internet, putting data onto _computerized record systems, developing
data bases of resources etc. Induction to any specific programmes used by the
agency would be expected as part of the students induction. Support on general IT
skills is available at the university.
Section A (to be completed by student)
Details of computer skills used:
Details of the work that this related to:
Date:
Section B to be completed by relevant person in practice e.g. Practice Supervisor.
I confirm that the student demonstrated the skills detailed above
Signed
Print Name..
Role.
Date
It is the students responsibility to keep copies of this form for future reference.
33
FORM 10 GROUP WORK
This is not a compulsory section at level one, but you may feel you have
developed good evidence in this placement which you wish to be
included for assessment at level 2. if you include group work here, it
must be signed off by your supervisor.
A questionnaire to promote reflection
National Occupational Standards and Groupwork
Your skills and knowledge in groupwork are assessed over the 200 days of practice
within the degree and by the end of your third placement you will be expected to have
evidenced the following:
Key Role 2
Unit 8 Work with groups to promote individual growth, development and
independence
8.1 Identify opportunities to form and support groups
8.2 Use group programmes, processes and dynamics to promote individual
growth, development and independence and to foster interpersonal skills
8.3 Help groups to achieve planned outcomes for their members and to
evaluate the appropriateness of their work
8.4 Disengage from groups appropriately
Key role 6
Unit 21 21.3 Contribute to the promotion of best social work practice work
with colleagues to contribute to team development
The reality is that for many social workers, formal groupwork with service users
and/or carers is not part of their working day. However, the knowledge and skills
of groupwork should be integral to our working lives. Groupwork methods and
knowledge can be applied to other groups that are not problem based or to
naturally occurring groups such as teams and families where you can choose to
consciously think about the process and put effort into developing the group rather
then working with a collection of individuals
In preparation for working with groups, as an optional exercise, we would like to
encourage you to use your first placement experience to start to think about the
groups you observe or are in. To help you to do this we have created a
questionnaire:
During the first semester as part of the Preparation for Practice module you
attended a lecture and participated in a seminar that focused on groupwork. Using
the materials that were provided for these sessions and a selection of the
suggested reading, consider the following questions.
34
How would you define a group?
In keeping with your definition, during your placement how many groups have
you identified?
Choose one of these groups:
From your observations/experience of this group and the materials of
groupwork that you have read reflect on the following questions:
What is the purpose of this group?
Who are the group members and how many members are there?
How did they join the group?
What do you think are or might be the advantages of being a member of this
group?
What do you think are or might be the disadvantages of being a member of this
group?
Who is/are the group leader/s?
If you have observed or experienced their leadership what was their style at the
time and why do you think this?
Does the group have ground rules? If so what are they, how were they created
and how do you know what they are?
35
Does the group have aims and objectives? If so what are they? How do you
know? How were they developed?
From the knowledge you have of this group, if you were to use Tuckmans
group process model where do you think they are and why?
Group facilitators will be empowering
and acting anti-oppressively when they:
Collaborate
Share power
Involve members in the (change) process
Build on peoples problem definitions, strengths and collectivity
Lee (1991) in Preston-Shoot 2007 p35
From your knowledge of the group did you identify anti-oppressive practice
and if so what was it? Can you think of ideas that would promote anti-
oppressive practice in a group?
Personal groupwork development
Having observed and reflected on this group, now think about your own groupwork
skills and knowledge and how these will need to develop to meet National
Occupational Standards. Identify your groupwork learning objectives that you would
like to focus on during your second year of study:
36
FORM 11 REFERENCE LIST
Follow the library guidance.
37
APPENDICES
38
APPENDIX 1
Access Planning for Practice Learning
Universities and public services have a duty to anticipate access requirements and to
make reasonable adjustments under the Disability Discrimination Act 1995. The
faculty has responded with a policy backed up with an action plan to develop
inclusive education in all areas of university life. Part of this is a system for
developing individual access plans to ensure your equal access to learning
opportunities and assessment (see Access Planning leaflet). The following
information is set out to help your discussion with the student advisors. It is
sometimes useful to start to think about this by looking at arrangements at home or in
other work settings.
Activities you can anticipate undertaking while on placement.
Travelling, parking and moving about indoors and outdoors (include lighting)
Home visits Observation
Interviewing Taking notes, producing
Using diary records /reports
Using telephone Reading case notes
Use of filing systems Open plan office, hotdesk
Using in-house IT systems Work routines
Keeping safe Outdoor activities in some
settings
(Social work students are not required to undertake manual handling.)
These activities may not be essential what is essential is that the learning
opportunities are linked to the learning outcomes for the module.
What can be put in place?
The agency may have anticipated accessible working arrangements that are useful to
you. Many of the strategies that you already use will need to be mapped over to your
placement. For example, if you use a support worker such as a note-taker or a sign
language interpreter then you will need to think how you might want to use a support
worker in your placement. If you have a mentor or dyslexia tuition arranged through
the Disability Service then you need to think whether or not you want this to continue
while you are on placement.
You may need to think about how you will be able to access case notes: Will you
need to use specialist software? How will you manage with handwritten notes? And
how will you make your own notes?
If you use assistive technology, including any specialist software, use of this will have
to be negotiated with the placement provider. It may be important to think how you
will take your own notes at interviews and meetings etc.
Working in an open plan office can be a barrier for some students. You might want to
think about whether or not you need access to a quiet workspace or to have breaks
from a busy office environment.
39
To ensure your safety we need to consider how health and safety policies will work
for you; would you need specific arrangements to be protected from any challenging
behaviour? Would you hear an alarm signal and be able to make a safe exit if
necessary?
Sometimes it is not until you are on placement that your find out what you need, so
please let us know if your plan needs to be reviewed at any point during the
placement.
2008
40
APPENDIX 2
THE PRACTICE LEARNING AGREEMENT-
NOTES ON COMPLETING THE FORM
The notes below refer to the numbered sections of the form.
2.2 Times that the student is expected to be at the agency should be noted here.
Normally, students are expected to work hours which are typical in that agency,
and in any case not more than 37 hours a week (pro rata where the placement
is less than 5 days a week). Compensation arrangements for work outside the
usual pattern, or beyond 37 hours (or a pro rata equivalent), should be noted
here. Any expectation of work at evenings or weekends should have been
agreed before the placement starts.
The students workload and working week should be planned to take account of
the fact that they are students, and that their learning about practice will be
enhanced by having time to prepare for and reflect on their work, as well as
undertaking practice. They should therefore have reasonable time within their
workload to research issues relevant to the practice they undertake and to
prepare evidence for the portfolio. It may be appropriate in some circumstances
for students to complete this work away from the placement, for example where
there is no quiet space available. However, this should be clearly agreed with
the Practice Assessor in advance.
2.3 Please clarify arrangements for
- Parking Permits
- Swipe cards
- Identity cards
- Other as appropriate to placement
2.4 Who is paying for student's travel expenses when visiting users, other agencies,
etc?
2.5 Students are expected to take out appropriate car insurance if they intend to use
their own car whilst undertaking practice learning. This means ensuring cover
for business use. Practice Supervisors are asked to be clear about the nature
and extent of insurance cover for the student. Many agencies provide the same
cover in the event of personal injury or negligence as they do for their own
employees. This cannot be assumed. If necessary, please make clear the
policy on driving agency vehicles, such as a mini-bus.
3.3 This will include to whom the student will refer in absence of Practice
Supervisor. There has to be a degree of formality in these arrangements. Any
arrangements for informal support and supervision may also be noted.
4.4 What are the arrangements for the student's introduction to agency staff, service
users and/or carers, relevant professionals from other agencies, etc? What are
the arrangements for the student's introduction to the legal framework of the
setting, agency policies, procedures and practice guidelines as identified by the
Practice Supervisor and, if applicable, the supervisor?
41
4.4 Health and Safety
Please confirm that as part of the induction the student will:
- be given access to the agency written health and safety policy including lone
working policy. Supervisor should discuss how these apply in the immediate
work setting
- be advised of relevant legislation and policy and have the opportunity to
discuss these
- be advised of significant personnel responsible for these issues
- be advised about infection control and personal vaccination
5.1 A minimum of 4 formal supervision sessions (1 hours each) are required.
There are a variety of formats in which this can be used. The agenda should be
negotiated by the student and Practice Supervisor. Arrangements for record
keeping need to be agreed and normally this will be shared between the student
and Practice Supervisor. Students are expected to prepare for supervision.
Arrangements for one direct observation of the students communication skills
by the Practice Supervisor need to be made. This should be carried out during
the first half of the placement prior to the interim review.
6. Discrimination
The Agreement must include a reference to the agency policy and expectations
if the student encounters racism or other forms of discrimination from users or
staff. Issues of discrimination should be dealt with using the complaints
procedure or other relevant agency policies.
6.2 Whistle blowing procedures
A named agency person for the student to contact outside of the practice
assessment process should be identified.

42

APPENDIX 3
GUIDELINES FOR DIRECT OBSERVATION OF STUDENTS
COMMUNICATION SKILLS
Students have their communication observed in a planned way by the Practice
Supervisor on one occasion during the placement before the Interim Review meeting.
When an observation of practice is planned, if at all possible, involve the service user
and ask if they are willing to be part of this process. If they agree then it is the
responsibility of the Supervisor and the student to ensure that the service user is
given the opportunity to comment on the competence/development of the student
and is given feedback about the student and Supervisors own assessment.
Not all service users and/or carers will be able or want to be involved in the whole
process. However many will also be very happy to contribute and to be part of the
assessment process. The Practice Supervisor and the student will have to plan how
this is managed, using their knowledge of and relationship with the service user to
ensure that this is comfortable for all the parties involved.
Sometimes a direct observation does not always go according to plan it may be
cancelled or need to be cancelled if it is not the right occasion, the situation suddenly
changes for example This is understood by the module team and you are
encouraged to make new arrangements.
If the student and supervisor think that the direct observation could be significantly
improved, they should if possible, undertake a second one.
The student needs to identify relevant literature to prepare and discuss its relevance
in the reflection.
43
APPENDIX 4
Anti Oppressive Practice
Values
Students are expected to demonstrate that all their practice is informed by social
work values. There are several statements of social work values which are relevant
to assessment of practice and these are outlined below

GSCC Code of Practice
Qualifying social workers are expected to work to the standards of conduct set out in
the GSCC Code of Practice for Social Care Workers. This provides a set of criteria to
guide practice and the statements reflect some core social work values. Students are
expected to work within the requirements of the Code of Practice as a condition of
their registrations as student social workers. Qualifying and qualified workers are
expected to use the codes to examine their own practice and to look for areas in
which they can improve. (It is in keeping with this code that a whistleblowing policy
is included at Appendix 11 of this Handbook.) However, we think it is best to regard
the Code of Practice as the minimum requirement for good practice. More ambitious
statements are set out in other documents.
National Occupational Standards
The National Occupational Standards (NOS) begin with a statement of the key
purpose of social work, part of which can be found at the beginning of this Section. It
includes a clear statement of the value base of social work:
Principles of human rights and social justice are fundamental to social work
The statement is as follows:
a. Awareness of your own values, prejudices, ethical dilemmas and conflicts of
interest and their implications on your practice
b. Respect for, and the promotion of:
each person as an individual
independence and quality of life for individuals, whilst protecting them from
harm, dignity and privacy of individuals, families, carers, groups and
communities
c. Recognise and facilitate each person's use of the language and form of
communication of their choice.
d. Value, recognise and respect the diversity, expertise and experience of
individuals, families, carers, groups and communities
e. Maintain the trust and confidence of individuals, families, carers, groups and
communities by communicating in an open, accurate and understandable way
f. Understand, and make use of, strategies to challenge discrimination,
disadvantage and other forms of inequality and injustice
ANTI-DISCRIMINATORY AND ANTI-OPPRESSIVE PRACTICE
Working out an understanding of all these ideas will be a continuing task for every
student and every practitioner. Nevertheless, the social work programmes at the
University of Bristol and the University of the West of England are particularly
44
concerned to develop students competence in anti-discriminatory and anti-oppressive
practice.
In what follows we explore the concepts of discrimination and oppression and outline
some basic expectations we have of tutors, students and practice teachers in this
regard.
Definitions of Discrimination and Oppression
A possible definition of discrimination is:
The use of power by some groups in society to devalue other groups on the basis of a
perceived difference, be it race, ethnic or national origin, religion, age, gender, class,
sexuality or disability. The consequence is that individuals in such groups are often
treated by others in a patronising way or with personal abuse and face discrimination in
education, employment, housing and service provision.
A possible definition of oppression is:
Oppression isa complex term which relates to structural differences in power as
well as to the personal experience of oppressing or being oppressed. It relates to
race, gender, sexual orientation, age and disability as separate domains and as
overlapping experiences.
(Phillipson, J. (1992) Practising Equality: Women, Men and Social Work London,
CCETSW p13)
There is considerable overlap between the two terms in the literature and in practice,
but oppression can be seen as more comprehensive and fundamental than
discrimination.
Discrimination and oppression are matters of concern for social workers for three main
reasons.
1. The first is that social workers have the professional power to act differentially
towards less powerful people.
2. The second reason is that social work agencies, colleges and universities are as
rife with discriminatory practices as other institutions in our society. So we have
to begin the process of examining our own beliefs and those that are enshrined
in the places that we work, in order to explore the way in which power and
oppression have become institutionalised into the system of beliefs of the
organisation.
3. The third reason is that many of the problems experienced by service users are
underpinned or exacerbated by structural oppression in society.
Expectations
For these reasons we expect tutors, practice assessors and students to recognise and
understand issues of oppression and discrimination, and to recognise the contribution to
collective damage that is made by ignoring or failing to take up these issues. We
expect that a personal commitment to positive action is made, and that an Action Plan
is made to organise this commitment.
45
We encourage tutors, students and practice teachers to take a broad approach to
discrimination and oppression, and not to privilege one form over any other and to be
alert to all its possible dimensions.
Developing Understanding
In developing our understanding of the value requirements in general and of identifying,
analysing and taking action against racism, discrimination and oppression in particular,
it is useful to make a distinction between recognising the nature of the problem,
developing a growing understanding of entrenched practice, and developing strategies
to counteract racism, other forms of discrimination & oppression.
THE DEVELOPMENT AND ASSESSMENT OF ANTI-
DISCRIMINATORY AND ANTI-OPPRESSIVE PRACTICE
A Model of Understanding and Action
The three levels of awareness identified earlier in these guidelines have been
expanded into a developmental cycle of six stages of positive action. Entering the
cycle entails making an active choice.
1. RECOGNITION of how
oppression and discrimination are
embedded in our practices
6. EVALUATION of 2. UNDERSTANDING
outcomes, leading to the impact on those
further recognition who suffer the effects

5. ACTION 3. COMMITMENT TO ACTION
Accepting personal responsibility
for contribution to the collective
4. DEVISING STRATEGIES
of intervention
At level 1 you are expected to be developing recognition and understanding. You will
need to include this learning in the Practice Development Form and your commentaries.
You are advised to look at the Codes of Practice and see how these link.
46
At level 2 and 3 you will draw up an action plan as set out below. For level 1 this is a
useful framework to become familiar with. You can identify a practice example and see
if you can link it to these areas.
Suggested Action Plan at level 2 and 3
LEVELS OF
RESPONSE
I Ii iii iv V
ACTION PERSONAL SERVICE
USER
PROFESSIONAL AGENCY STRUCTURAL
1 Recognition E E E E E
2 Understanding E E E E E
3 Commitment E E E E E
4 Strategies E E E E E
5 Taking Action E E E D D
6 Evaluation E E E E E
Key: E = Essential for obtaining professional qualification
D = Desirable for obtaining professional qualification
Examples of Action Plans
Some examples of Action Plans that could be drawn up at the different levels of
intervention are listed below. They are general and would need to be made specific
in any particular placement. This list is far from exhaustive. The best ideas for action
are going to be those generated by imaginative thinking based on experience within
the placement by student and Practice Supervisor.
Personal
1. Constantly and actively evaluating the basis for your assessment of
groups, individuals, situations. Are they based on stereotypes and
assumptions, or facts and opinions checked out with users?
2. Being aware of the potential for using power to enforce individual will
and impose control. Being clear about the legitimate use of authority
and the potential for abuse.
3. Using supervision to discuss levels of personal responsibility.
4. Being aware of the potential for language to be used to discriminate and
oppress
47
Service User
1. Doing a Community Profile to ascertain for example whether there is
equal access for all the population to your service.
2. Being aware of the agency's Equal Opportunities Policies and putting
them into action.
3. Appropriately seeking the user's view of their circumstances, and
making this an integral part of your assessment.
4. Asking for user feedback on the service offered. Does it meet their
needs?
Professional
1. Challenging negative or stereotyped views of users, or others in the
community.
2. Observing and questioning other people's practice.
3. Using supervision to question the practice of the Team and workplace
in detail.
Agency
1. Raising issues in Team Meetings or other forums.
2. Observing aspects of organisation and service delivery; using
knowledge of discrimination to evaluate these; making comment, either
verbal or written (eg placement study), to feed back to the Agency.
3. Seeking out policies of the Agency that cover discrimination eg anti-
racist, equal opportunities etc, and evaluate them in practice.
4. Using supervision to understand the Agency better - its structure, its
written policies, and its unwritten ethos. This includes understanding
organisational and team culture - what is and is not acceptable
behaviour and practice.
5. Enabling users to challenge policies of the Agency; learning about the
complaints procedure.
Structural
1. Political action in a community work setting.
2. Pressure group activity in the voluntary sector.
3. Enabling individuals or groups to pressurise powerful bodies, eg writing
a letter to an MP or Minister.
48
Skills involved in raising issues
We can react with fear and anger when our basic assumptions are questioned. Many
of us are prepared to open our thinking to doubt and uncertainty only some of the time,
if at all. Raising issues provokes a level of discomfort, which we can understand
through our own personal experience of how uncomfortable the issues can be.
Similarly, we are all familiar with our own strategies of avoiding this discomfort. Thus
the skills needed for raising issues of discrimination and oppression are those of raising
any other difficult, uncomfortable and personally challenging issues with other
individuals, eg timing, knowing when not to press the matter, and coping with the
anxiety, anger and guilt of inaction.
Many people react unpredictably if they feel threatened. Raising issues can create a
dynamic which can rebound upon the person who raises them. There is also a
difference between raising difficult issues with those perceived as less powerful than
ourselves, and those perceived as more powerful. Students undergoing assessment
are in a specially vulnerable situation.
In addition, students will often have personal discrimination issues, which may be
difficult to disentangle from general discrimination issues. It must be acknowledged that
raising issues in which we have a direct personal interest is extremely difficult.
The position of students from oppressed groups
Oppression and discrimination are multi-faceted, and students may be affected by a
range of oppressions. We focus here on three aspects of oppression which have been
important for students and Social Work programmes, but this is not intended to devalue
other forms of oppression or to create a hierarchy of oppressions.
Students who are liable to experience racism are in a particularly difficult situation, as
they are likely to encounter the discrimination inherent in institutions, mediated through
agencies or colleges, and the intentional or unintentional practices of many individuals
inside and outside the agencies. We think it is important to recognise the special need
for personal support in placements likely to raise issues of racism on a personal level,
and to ensure access to advice and consultation for all concerned. There will be a
consultancy available for Black students during the placement.
Disabled students may similarly experience a specific form of institutional, cultural and
personal discrimination, made more complex by the role of social and health services in
perpetuating disablism. A disabled consultant is available to students during the
placement.
The importance of countering heterosexism has been increasingly recognised in social
work practice, research and education. This includes the provision of support to
students on placement.
49
APPENDIX 5
Views of Service Users and Carers
Alongside the National Occupational Standards, Skills for Care (formerly TOPSS) has
published a Statement of Expectations which was produced following detailed
consultations with those who use services, their carers and their organisations.
Social workers should be mindful of this in their practice and assessors are asked to
refer to this in their work with students. The values element of this statement is
shown below:
Social workers must
a. Have respect for :
individuals, families, carers, groups and communities regardless of their age,
ethnicity, culture, level of understanding and need
for the expertise and knowledge individuals, families, carers, groups and
communities have about their own situation
b. Empower individuals, families, carers, groups and communities in decisions
affecting them
c. Be honest about:
the power invested in them, including legal powers
their role and resources available to meet need
d. Respect confidentiality, and inform individuals, families carers, groups and
communities about when information needs to be shared with others
e. Be able to:
challenge discriminatory images and practices affecting individuals, families,
carers, groups and communities
put individuals, families, carers, groups and communities first.
(See http://www.topssengland.net/files/cd/England/Expectations/ExpectVal.htm)
50

APPENDIX 6
National Occupational Standards
The starting point for the development of these standards is the identification of the
Key Purpose of Social Work, for which the international definition of social work has
been adopted:
a profession which promotes social change, problem solving in human
relationships and the empowerment and liberation of people to enhance
well-being. Utilising theories of human behaviour and social systems,
social work intervenes at the points where people interact with their
environments. Principles of human rights and social justice are
fundamental to social work
International Association of Schools of Social Work and the International Federation
of Social Workers (2001).
Key Role 1: Prepare for, and work with individuals, families, carers, groups and
communities to assess their needs and circumstances
Key Role 2: Plan, carry out, review and evaluate social work practice, with
individuals, families, carers, groups, communities and other
professionals
Key Role 3: Support individuals to represent their needs, views and
circumstances
Key Role 4: Manage risks to individuals, families, carers, groups and
communities, self and colleagues
Key Role 5: Manage and be accountable, with supervision and support,, for your
own social practice, within your organisation
Key Role 6: Demonstrate professional competence in social work practice
Web site: http://www.topss.org.uk/uk_eng/standards/cdrom/England/Key.htm
51
APPENDIX 7

Library Services for the Faculty of Health and Social Care
How to access resources at a distance or on placement
Electronic resources available on the Internet
Databases
Information along with printable user guides can be found at
http://www.uwe.ac.uk/library/resources/general/databases/
Electronic journals
Use the Library Catalogue to find out whether a specific journal is available
electronically. For more details about electronic journals, go to:
http://www.uwe.ac.uk/library/info/find/.
Passwords
Most electronic resources offered by UWE Libraries on the Internet require an Athens
username and password. You log in to Athens authenticated resources using your
UWE network username and password. These can be obtained by visiting your site
faculty office or the Glenside Library enquiry desk. See
http://www.uwe.ac.uk/library/info/faq/e-resources/ , for more information or ask at any
UWE library.
Photocopy service
Journal articles can be photocopied for you subject to copyright law. You need to
determine if the material is held in the UWE Libraries by checking the Library
Catalogue. To obtain photocopies of material held in UWE Libraries, you can collect
photocopy request forms from the Library, or telephone to ask for some forms to be
sent to you. The forms are also available to print out at:
http://www.uwe.ac.uk/library/info/subguide/using/icl_form.pdf. Fill the forms in, sign
them and post to any of the Health & Social Care Libraries and we will post the
photocopies back to you. You will be charged at 10p per A4 sheet. The cost will be
recorded and you can pay on your next visit. For obtaining photocopies from other
libraries, see the section below called Requesting Inter-library Loans.
Renewing items
Items can be renewed via our 24 hour renewal line (0117 32 82092) or via Your
Library Account online. You will need your student number and 4 digit Library PIN.
See Library web page for more information:
http://www.uwe.ac.uk/library/info/renew.htm
Holds - Reserving items in UWE Libraries
See Library web page for information on how to reserve items.
http://www.uwe.ac.uk/library/info/holds.htm
52
Library Services
http://www.uwe.ac.uk/library/
Use of other libraries.
Requesting inter-library loans (ILL).
To request journal articles or books that are not held in any of the UWE Libraries.
Please ensure that you have as much information as possible about the item that you
need as this will help to prevent any delays in processing your request. Also the ILL
will be sent to the e-mail address on MyUWE so check this and if necessary amend
it.
Check the Library Catalogue at http://www.uwe.ac.uk/library/catalogue/ for holdings
at all UWE libraries to ensure that the item is not already in stock. If you find that the
item is available at another UWE library go to
http://www.uwe.ac.uk/library/info/ic_loans.htm which has more information about
Inter-campus loans (ICL) and photocopies.
To submit a request go to www.uwe.ac.uk/library. To find the form and instructions
click on using the library, then inter-library loan service. Login to the ILL request
form using your UWE username and password. Select book or journal article. Enter
as much detail as you can. Submit the request. You are required to agree to the
copyright regulations. You will receive an e-mail confirming that the library has
received your request. The article will be sent as a link on an e-mail to the e-mail
address given on your student record.
Sconul Access.
Sconul Access enables you to borrow from other libraries that are close to where you
live or work. The list of participating libraries is at
http://www.access.sconul.ac.uk/members
and includes the Universities of Plymouth and Southampton. You will need to apply
to join the scheme at one of the UWE Libraries before you go on placement.
NHS Trust libraries.
NHS Libraries offer resources and services for students on placement. It is well worth
investigating what is available in your placement area. Go to www.hlisd.org to see
where your nearest NHS library is.
NHS electronic resources.
When on placement in the NHS, students are entitled to access NHS electronic
resources. This includes a similar collection of bibliographic databases to those
available at UWE (e.g. British Nursing Index, CINAHL) and a large collection of over
2,000 full-text electronic journals. To access these resources you will need an NHS
Athens password, which you can get from the NHS Library in your placement area.
Contacting the Library
Electronic enquiry service
An electronic enquiry service is available at the address below. You will
receive a response within 2 working days.
http://www.uwe.ac.uk/library/info/faq/enquiry-form.htm
Library Enquiry Desks
Please phone Glenside on 0117 32 88404 or Hartpury on 01452 702160
The information in this guide is available on the Internet at:
http://www.uwe.ac.uk/library/info/hsc/placement.htm
53
APPENDIX 8
Service User and Carer Involvement
Selected Resources
Databases
Databases help you find journal articles on a subject. Sometimes they cover books
and other resources as well. There is a range of databases to try, depending on your
focus. Social Care Online and ASSIA are the main databases for social work.
From the UWE homepage click on Library Services then Resources by Subject
then Health and Social Care. Click on Databases.
Social Care Online
Covers books, websites, government reports as well as journal articles
Browsing
You can browse for relevant resources by selecting from the list of Social Care
Topics:
people, groups and communities > service users
people, groups and communities > people > carers
Searching
In Intermediate Search, try searching for the following terms as Topics:
Carers, service users, user participation, users and carers. You can then add
additional terms, for example higher education or social work education.
The search can be limited to good practice guidelines by clicking on Show All
Options at the top of the search results, and selecting good practice.
In future it will also be possible to search for users and carers as the audience of a
paper.
ASSIA (Applied Social Sciences Index and Abstracts)
Try these descriptors: Carers, user involvement
In the following databases, tick Map Term to Subject Heading and try the
suggested headings.
AMED (Allied and Complementary Medicine)
Subject headings: Caregivers, patient participation
British Nursing Index (BNI)
Subject headings: Carers, patients education
Cumulative Index to Nursing and Allied Health Literature (CINAHL)
Subject headings: Caregiver support, caregivers, consumer participation
54
Health Management Information Consortium (HMIC)
Covers the libraries of the Department of Health and the Kings Fund. Includes books
and official publications as well as journal articles.
Subject headings: Carers, consumers
Email Discussion Lists
PEPIN - Professional Education and Public Involvement: UK Network
This email discussion list is used to share information and promote discussion
relevant to the inclusion of patient, service user and carer voices in professional
education.
You can sign up to receive emails and contribute information, or search the archives
for previous correspondence, at:
http://www.jiscmail.ac.uk/lists/PEPIN.html
Gateways
Intute
Intute is a free online service providing you with access to the very best Web
resources for education and research. The service is created by a network of UK
universities and partners. Try searching for: carers, service users
http://www.intute.ac.uk
Websites
Art of Recovery
The Art of Recovery is a Speak Up Somerset project to enable people with mental
health problems to recover their place in the world. It is a project that looks at ways of
creatively overcoming mental health problems. It also provides a platform to
showcase the creative talents of people affected by mental distress.
http://www.artofrecovery.com
Foundation for People with Learning Disabilities
We promote the rights, quality of life and opportunities of people with learning
disabilities and their families.
http://www.learningdisabilities.org.uk
INVOLVE
National advisory Group, funded by the Department of Health, which aims to
promote and support active public involvement in NHS, public health and social care
research. Includes reports and guidelines.
http://www.invo.org.uk
MDF The BiPolar Organisation
Originally known as The Manic Depression Fellowship.
User led charity working to enable people affected by bipolar disorder / manic
depression to take control of their lives.
http://www.mdf.org.uk
55
Mental Health Foundation
Leading UK charity that provides information, carries out research, campaigns and
works to improve services for anyone affected by mental health problems.
http://www.mentalhealth.org.uk
Mind
Mind is the leading mental health charity in England and Wales. We work to create a
better life for everyone with experience of mental distress.
http://www.mind.org.uk/
http://www.bristolmind.org.uk
NHS Centre for Involvement
Supports NHS organisations and staff to create services directly shaped by views of
patients and the public.
http://www.nhscentreforinvolvement.nhs.uk/
Patient and Public Involvement
A specialist Library on the National Library for Health which aims to support the
implementation of patient, user, carer and public involvement in health care by
providing access, in one location, to the best information which is available on the
Web. Search by care groups for service guidance.
http://www.library.nhs.uk/ppi/
Princess Royal Trust for Carers
Largest provider of comprehensive carers support services in the UK.
http://www.carers.org
Rethink
Leading national mental health membership charity, works to help everyone affected
by severe mental illness recover a better quality of life.
http://www.rethink.org
Service User Research Group England (SURGE)
SURGE is the service user arm of the UK-Mental Health Research Network
(MHRN). SURGE is a national network set up to support mental health service users
and people from universities and NHS trusts, as they work together on mental health
research.
http://www.mhrn.info/dnn/Default.aspx?tabid=98
YCNet
Support for young carers. Includes discussion boards and chatroom.
http://www.youngcarers.net
56
APPENDIX 9
UWE CODE OF STUDENT RESPONSIBILITIES FOR PRACTICE
Student Responsibilities:-
Before Practice Learning starts
When you have obtained details of your practice learning setting, contact the
placement manager/equivalent. This should be at least two weeks before the
starting date.
When you make the initial contact introduce yourself, confirm starting date and
time and clarify any issues of concern relating to your practice learning.
Ensure you understand the specific expectations of your allocated practice
placement/practice learning setting by accessing and reading appropriate
documents.
Clarify the dress code of your practice placement/practice learning setting and
where applicable conform to the UWE uniform policy.
During Practice Learning
Act at all times in accordance with the relevant codes of professional practice.
Act at all times, in accordance with Health and Safety regulations.
Maintain confidentiality with regard to patients/clients/service users and
documentation.
Be punctual, reliable, courteous and honest.
Take reasonable steps to keep self and others safe.
Develop skills in working effectively as a member of the interprofessional team
to support safe patient/client service user care.
As a Student
Identify your learning needs using the approved documents (eg learning
contracts, portfolios, learning logs, diaries).
With the guidance of your Mentor/Assessor/Supervisor/Practice Teacher,
seek out experiences for your level of practice and competence to support
you in achieving your learning outcomes.
Should the practice teaching and/or supervision arrangements become
ineffective, contact your Mentor/Assessor/Supervisor/Practice Teacher to
57
make them aware as soon as possible, and to discuss how the situation
can be resolved.
If the issue(s) remain unresolved, refer to and follow the appropriate
guidance available in the student faculty or module handbook.
Ensure that skills required at each stage in the programme are attempted
under the supervision of a skilled practitioner.
Where appropriate negotiate with Mentor/Assessor/Supervisor/Practice
Teacher, relevant learning opportunities external to the practice
placement/practice learning setting.
Adopt a questioning and reflective approach to your learning to increase
self-awareness, confidence and competence. Where appropriate give and
receive constructive feedback.
prepare yourself for classroom/work based learning day discussions and/or
agreed meetings with UWE academic staff.
Ensure that practice assessment documentation (where applicable) is
accurately
completed and submitted on time.
Seek help from the faculty student advisors, if issues such as finance,
accommodation or personal issues are impinging on your practice
learning.
Comply with the UWE sickness and absence policy, and the
Trust/Organisations reporting arrangements.
Constructively evaluate the placement itself, using the UWE approved
evaluation tool.
58
APPENDIX 10
UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL
WHISTLE BLOWING POLICY FOR BSC (HONS) SOCIAL WORK
Introduction
The university recognises that students registered on the Social Work degree have a
duty, as laid out in the Code of Practice (GSCC 2002) to report dangerous, abusive,
discriminatory or exploitative behaviours and practice. The relative power positions
and potential vulnerability of students who may well be undergoing a process of
assessment is also recognised. The University has a duty of care for students and it
is important that students are enabled to voice their concerns and that their interests
are safeguarded as far as possible. Students are bound by this responsibility when
they are undertaking practice learning in any social care setting.
The responsibility of students, to raise serious concerns arising during placements
or other practice learning, will form an important part of their university based
teaching and learning programme. This will include discussion of the difficulties
involved in raising concerns with specific reference to local agency policies and
procedures. Students will be informed of other policies, such as those relating to
complaints, equal opportunities, harassment etc and consider the difference
between these and whistle blowing policies relating to the Codes of Practice for
Social Care (GSCC 2002)
When a serious concern does arise, students must discuss this with their personal
tutor. The tutor will help the student consider the seriousness of the concern.
Each agency will identify a named person in the students learning agreement,
who is outside of the practice assessment process, who the tutor and the student
will consult with in order to decide the appropriate next step and the relevant
agency process to deal with the concern. Normally students should also discuss
concerns with their practice teacher or supervisor. Students should raise any
concerns as soon as possible and not wait the placement has ended.
Where agencies do have whistle blowing policies students will be supported by
the tutor to follow these. This expectation will be included in the student's learning
agreement for all practice modules.
Agencies must ensure that students are given copies of the agency's whistle
blowing as part of the induction process.
All agencies used for practice learning should have a whistle blowing policy.
Where an agency does not have such a policy they will be encouraged by the
programme to develop one.
Where agencies do not have any whistle blowing policies, the learning agreement
must make clear how serious concerns will be dealt with and who in the agency
may formally receive the concern. This would normally be a senior manager.
The tutor will ensure that the module leader, programme leader and named
agency training representative are aware of any action being taken by the student.
The tutor will regularly review the practice learning arrangements in consultation
with the module leader, practice teacher and agency, including any implications
for the students learning and assessment and take action as appropriate.
59
The agency should inform the tutor and the student of outcome of any
investigation.
The tutor will review the overall process with the student and consider any further
implications relating to the suitability and future use of the placement.
If the programme is not satisfied with the way the concern has been managed or
the outcome is inconsistent with known facts the university reserves the right to
refer the matter directly to an appropriate higher authority, including the GSCC,
SSI or Care Standards Commission.
60
APPENDIX 11
Student Name: Student Registration
Number
Award: BSc Social
Work
Based at: Glenside
Campus
Module Title:Social
Work Practice 1
Module Code:
UZVRBP-20-1
Assignment Title:
Portfolio of
Learning
Achievement
Date Submitted:
In submitting this form with your assignment you
make the following declaration:
I declare that the coursework submitted is my own
work and has not (either in whole or part) been
submitted towards the award or any other
qualification either at UWE or elsewhere. All
names and locations mentioned in this assignment
are fictitious.
Level 1 Pass Fail
Knowledge &
Understanding
Knowledge Base
Ethical Issues
Intellectual Skills
Analysis
Synthesis
Professional/Practical
Skills
Application
Positive aspects of work:
Areas which could be improved:
61
Faculty of Health
and Social Care
Overall Pass/Fail: Name of Marker: Signature of Marker:
Students are reminded that: The mark shown on this sheet when returned to you
with feedback is PROVISIONAL ONLY until ratified by the Examining Board;
Individual assignments should be completed by a student working alone. If you
submit work that -*has been written with other students you are committing an
assessment offence (collusion).
62
Percentage 0-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
Overall Descriptor Very Poor Poor Inadequate Acceptable Satisfactory Good Very good Excellent Outstanding
KNOWLEDGE AND
UNDERSTANDING
Knowledge Base: has a
relevant factual and/or
conceptual knowledge base
with emphasis on the nature
of the field of study and
appropriate terminology
Little or no
relevant
material &/or
significant
factual errors
Insufficient
relevant
material &/or
factual errors
Some relevant
material but
significant
omissions &/or
factual errors
Some relevant
material and
adequate
understanding
but some
omissions.
Relevant with a
satisfactory
level of
understanding
but some
omissions
Substantial and
appropriate use
of material
Comprehensive
selection and
utilisation of
material
Extensive
knowledge and
understanding
Exceptional
depth and
understanding
Ethical Issues: can
demonstrate awareness of
ethical issues in current
areas of study and is able to
discuss these in relation to
personal beliefs and values
Little or no
awareness &/or
discussion
Insufficient
awareness
&/or
discussion
Limited
awareness &/or
discussion
Evidence of
acceptable
awareness but
limited
discussion
Satisfactory
awareness and
debate
Substantial
awareness and
debate of issues
Comprehensive
awareness and
debate of issues
Extensive
awareness and
ability to debate
issues
Exceptional
awareness and
debate
INTELLECTUAL
SKILLS
Analysis: able to break a
topic down into the
component parts to
demonstrate understanding
of the topic as a whole.
Can analyse with guidance.
Little or no
analysis
Insufficient
analysis
Descriptive, little
evidence of
analysis
Evidence of
acceptable
analysis but
somewhat
limited
Satisfactory
analysis
Substantial
analysis evident
Comprehensive
analysis evident
Extensive and
detailed
analysis
Exceptional
level of analysis
and awareness
of complexities
and
contradictions
Synthesis: can logically
pull together ideas and
information to a relevant
purpose
Little or no
synthesis
Insufficient
synthesis
Limited
synthesis
Evidence of
acceptable
synthesis but
somewhat
limited
Satisfactory
synthesis
Substantial
evidence of
synthesis
Comprehensive
synthesis evident
Extensive
synthesis
exceptional
synthesis,
demonstrating
creativity and
imagination
Evaluation: Can make
judgements regarding the
value of materials toward a
relevant purpose
Little or no
evaluation
Insufficient
evaluation
Limited
evaluation
Evidence of
acceptable
evaluation but
somewhat
limited
Satisfactory
evaluation
Substantial
evaluation
Comprehensive
evaluation
Extensive
evaluation
Exceptional
evaluation
throughout
Application: can apply
relevant
concepts/tools/methods
effectively and begin to
demonstrate understanding
of complexity of the issues
Little or no
application
Insufficient
application
Limited
application
Evidence of
acceptable
application but
somewhat
limited
Satisfactory
application
Substantial
application
Comprehensive
application
extensive
application
Exceptional
application
6
2
A
P
P
E
N
D
I
X

1
2
Percentage 0-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
Overall Descriptor Very Poor Poor Inadequate Acceptable Satisfactory Good Very good Excellent Outstanding
TRANSFERABLE
SKILLS
Management of Learning
Resources: can manage
information and collect
appropriate data from a range
of sources.. Can reference
material appropriately.
Little or no
evidence of
appropriate
management of
learning resources
Insufficient
evidence of
appropriate
management of
learning
resources
Limited evidence of
appropriate
management of
learning resources
Evidence of
acceptable
management of
resources but
somewhat limited
Satisfactory
evidence of range
of resources
Substantial range
of resources used
Comprehensive
selection and
use of a range of
relevant
resources
Extensive selection
and use of a range
of relevant
resources
Exceptional
selection and use
of a range of
relevant resources
Communication: can
communicate effectively in a
format appropriate to the topic
incoherent and/or
incomprehensible
Insufficient
and/or unclear
Limited expression Generally
acceptable but
some limitations
Satisfactory
communication
Clear and concise,
with effective
signposting of
ideas
Effective,
appropriate and
professional
Excellent
communication
and presentation
Exceptional ability
to communicate
and structure
effectively
Group working: can work
effectively with others as a
member of a group and meet
obligations to others
Little or no
evidence of
appropriate group
working skills
Insufficient group
working skills
Limited group
working skills
Evidence of
acceptable group
working skills but
somewhat limited
Satisfactory group
working skills
Substantial
evidence of
appropriate group
working skills
Comprehensive
evidence of
effective group
working skills
Excellent group
working skills
demonstrated
Exceptional group
working skills
demonstrated
Self evaluation: can evaluate
own strengths and
weaknesses within set criteria
Little or no
evidence of self
evaluation
Insufficient self
evaluation
demonstrated
Limited self
evaluation
demonstrated
Acceptable self
evaluation
demonstrated but
somewhat limited
Satisfactory self
evaluation
Substantial
evidence of self
evaluation
Comprehensive
evidence of self
evaluation
Excellent self
evaluation
demonstrated
Exceptional self
evaluation
demonstrated
Autonomy: can take
responsibility for own learning
with appropriate support
Little or no
evidence of
appropriate
autonomy
Insufficient
autonomy
demonstrated
Limited autonomy
demonstrated
Acceptable
autonomy
demonstrated but
somewhat limited
Satisfactory
autonomy
demonstrated
Substantial
evidence of
autonomy
Comprehensive
evidence of
autonomy
Extensive evidence
of autonomy
Exceptional
autonomy
demonstrated
Problem solving: can apply
relevant tools/methods
effectively to a problem and
can begin to appreciate the
complexity of issues relating
to the solution of that
problem
Little or no
evidence of
appropriate
problem solving
Insufficient
evidence of
appropriate
problem solving
Limited evidence of
appropriate
problem solving
Acceptable
evidence of
appropriate
problem solving
but somewhat
limited
Satisfactory
problem solving
evident
Substantial
evidence of
appropriate
problem solving
Comprehensive
evidence of
appropriate
problem solving
Excellent problem
solving
demonstrated
Exceptional
problem solving
demonstrated
PRACTICAL SKILLS
Application of skills: can
operate in predictable,
defined contexts that require
use of a specified range of
practical skills
little or no
evidence of
appropriate
application of
skills
Insufficient
evidence of
appropriate
application of
skills
Limited
application of
skills
Acceptable
application of
skills but
somewhat
limited
Satisfactory
application of
skills
Substantial
evidence of
appropriate
application of
skills
Comprehensiv
e evidence of
appropriate
application of
skills
excellent
application of
skills
demonstrated
Exceptional
application of
skills
demonstrated
Autonomy in skill use: is
able to act with limited
autonomy within defined
guidelines and with
Little or no
evidence of
appropriate
autonomy in
Insufficient
autonomy in skill
use
demonstrated
Limited autonomy
in skill use
demonstrated
Acceptable
autonomy in skill
use demonstrated
but somewhat
Satisfactory
autonomy in skill
use demonstrated
Substantial
evidence of
autonomy in skill
use
Comprehensive
evidence of
autonomy in skill
use
Extensive evidence
of autonomy in skill
use
Exceptional
autonomy
demonstrated in
skill use
appropriate supervision skill use limited
6
3