Practice learning



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SUMMARY

This guidance has been developed by the Degree in Social Work Partnership in response to the Disability Discrimination Act (DDA) 1995 which was amended by the Disability Discrimination (Northern Ireland) Order 2006.
This guidance is particularly concerned with action to be taken to ensure that disabled students have equality of opportunity to maximise learning from work based practice opportunities.
Disability discrimination legislation is based on the principle that physical and mental impairments are not disabling in themselves ,but become so in the context of practices or environments that make it hard for that person to participate fully and /or restricts his/her opportunities.’ (QAA, 2007: 8)
The legislation requires all organisations involved in the delivery of practice learning to promote an inclusive environment and to strive to ensure all students have a quality practice learning experience.
Definition of disability used in the Disability Discrimination Act 1995:

A person has a disability for the purposes of this Act if he has a physical or mental impairment, which has a substantial and long –term adverse effect on his ability to carry out normal-day –to day activities.

DDA Part1 (1)


The definition covers a wide range of impairments including:


  • Physical and mobility difficulties

  • Sensory impairments

  • Specific learning difficulties e.g. dyslexia, autistic spectrum disorders

  • Medical conditions such as epilepsy, diabetes, asthma, multiple sclerosis, cancer

  • Mental ill health e.g. depression, schizophrenia

  • Severe disfigurement


Supporting students
The Disability Discrimination (Northern Ireland) Order (DDO) 2006 amends the definition of disability so that people with progressive conditions such as cancer, HIV infection or multiple sclerosis (MS) will be deemed to be disabled from the point of diagnosis rather than from the point when the condition has some adverse effect on their ability to carry out normal day - to -day activities. The DDO also removes the requirement in the DDA that a mental illness must be ‘clinically well recognized ‘before it can count as impairment for the purposes of the DDA. People with a mental illness will still need to show that their impairment has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities. The removal of the ‘clinically well recognised’ requirement brings DDA coverage for people with mental illnesses into line with coverage for other physical impairments.

(Equality Commission for Northern Ireland)


The primary aim of legislation is to promote equality of opportunity and to prevent discrimination. In order for students to be supported appropriately and for reasonable adjustments to be effectively implemented both within the academic institution and the work based practice learning setting it is important that providers are aware of the implications of the legislation.
Students may be reluctant to disclose medical conditions, mental health difficulties or specific learning difficulties to tutors or Designated Practice Learning Providers (DPLPs) because of fear of possible discrimination. If a disability is recently acquired or diagnosed a student may find it particularly difficult to disclose therefore understanding of these issues is essential.
Some students may have a disability at point of entry to the programme; others may become disabled after the programme has started. Other students may have variable conditions and require supports at particular times during the degree course including periods of work based practice learning (PLO).
The process of identifying appropriate supports relies on disclosure by students. In order to encourage students to disclose information an atmosphere of safety, trust and openness is necessary.
Disclosure may occur at any point during PLO but this may influence the level and/or quality of support that can be provided.
A student has the right not to disclose their disability however in such circumstances he/she must understand that it is probable that support/ reasonable adjustments will not be set up. Neither the academic institution nor DPLP can be accused of disability related discrimination if they do not know and could not be reasonably expected to know that an individual is disabled.
Students need to be encouraged to disclose information within the academic setting and be prepared to share information with the practice learning provider. Information about Disability Support Services and the process for allocating practice learning opportunities (PLO) should be provided to students:


  • at the application stage







  • during preparation for PLO




  • at each level of the programme

Doing so can improve lines of communication and indicate to students that tutors and practice teachers are aware of disability/health issues and are open to exploring how best to provide the support required. This will hopefully encourage students to feel confident enough to share information.


This document provides:


  • Specific guidance for supporting students who may require reasonable adjustments to enable them to fully maximise learning while undertaking PLO.

  • A brief overview of legislation and policy

The guidance is not absolute and it is not possible in such a document to cover every situation. Rather it aims to enable those involved in the provision of PLOs to consider issues clearly and in sufficient depth. It also aims to clarify responsibilities including that of the student to actively engage in agreeing specific supports and reasonable adjustments.


The terminology and language used within is intended to reflect the social model of disability and uses the terms used within the disability legislation.
It should be noted that this is guidance has no contractual or legal status.

1.0 Introduction
Work based practice learning is an integral part of the Northern Ireland Degree in Social Work accounting for fifty per cent of the programme. Students are required to undertake a total of 185 days of direct supervised practice learning:



  • 85 days at level 2

  • 100 days at level 3

(NISCC: Revised 2010)
These designated periods of practice learning provide the student with opportunities:


  • to gain experience of the complex nature of social work practice

  • to develop understanding of the professional role of social work

  • to transfer academic knowledge into practice.

  • to develop skills, knowledge, values and ethics

  • to become a competent practitioner



1.1 Purpose of document.
Given that practice learning is a significant component of qualifying education and training it is essential that disabled students have equality of opportunity to PLOs.
The Special Educational Needs and Disability (NI) Order 2005 (SENDO) introduced changes to the Disability Act. Providers of work based learning opportunities have duties not to discriminate against disabled people and are required to make reasonable adjustments. Practice teachers and others involved in a student’s learning must ensure that appropriate learning opportunities and activities exist to enable the student to demonstrate his/her competency, value base and ability to be reflective.
Students undertaking social work education and training are generally well supported on campus by tutors, academic staff and university services. When commencing the course and where appropriate a student may be assessed by university disability services, which allows for identification and delivery of appropriate supports on campus.
Designated Practice Learning Providers (DPLPs) also provide on-going support to students throughout periods of practice learning. Students, practice teachers and others engaged in the provision of practice learning report however that support requirements in relation to work based practice learning can be very different to those in the educational setting.
This guidance aims to ensure that where appropriate a student’s requirements are assessed in the context of work based leaning and that he/she is provided with appropriate guidance and supports prior to and during work based practice learning.
Staff involved in the provision of practice learning supervision, assessment and support need to be clear about their role and responsibility in ensuring effective and safe practice.
Under the Disability Discrimination Act 1995 there is a responsibility to be proactive and this guidance aims to promote a consistent and effective approach to planning and providing support for disabled social work students undertaking practice learning.

The guidance is informed by the legal definition provided in the Disability Discrimination Act 1995 and amended by the Disability Discrimination (Northern Ireland) Order 2006.


1.2 Inclusive Practice Learning Opportunities
Discussions involving the student, the practice teacher, tutor and appropriate others at an early stage can avoid misunderstandings and issues arising during the PLO.

Such discussions can also reduce anxiety and prevent impromptu, last minute actions.


Adequate forward planning and in depth discussion are necessary to ensure that there is clear understanding of the work activity of the PLO and that a student’s specific support requirements are met.
This is the shared responsibility of the training team i.e. student, tutor, and practice teacher.
Discussion of the student’s Individual Learning Plan can provide an opportunity for him/her to discuss any particular requirements.
A further opportunity for disclosure is when the student is completing his/her profile for the practice learning allocations process. Completing the profile gives students the opportunity to discuss any concerns in relation to disclosure and to explore with their personal tutor the implications if any of going on work based practice learning.
Student may however disclose at any time during the PLO.
As already stated a student has the right to not disclose. PLO providers however have ‘a duty of care’ to ensure the safety and wellbeing of service users, carers and colleagues including students. It is therefore essential that all students are fully aware of their responsibilities in terms of professional practice. The NISCC Code of Practice for Social Care Workers (2001; 6) states that as a social care worker you must be accountable for the quality of your work and take responsibility for maintaining and improving your knowledge and skills. This includes:
informing your employer or the appropriate authority about any personal difficulties that might affect your ability to do your job competently and safely.’ (6.3)
Registration with NISCC also requires individuals to make a declaration about their health. Non- disclosure where there might be a risk to the safety /welfare of service users, other staff or self could have serious implications.
The NIDSWP allocations process gives students the opportunity to make an application for consideration of individual circumstances and guidance is provided in relation to the criteria for such an application. The personal tutor should provide direction to a student making an application and assist him/her to make a judgement on the nature and level of detail required.
The student needs to fully understand that in making an application for consideration of individual circumstances he/she is consenting to the information being shared with an allocations panel and subsequently with the Practice Learning Provider. This is stated on the form and in signing the student is indicating that he/she gives consent. Students need to be assured that information will only be shared in circumstances where they have given explicit permission and he/she will be consulted in terms of whom it will be shared with.
Neither the academic institution nor the PLO provider needs to know specific details of the person’s disability or medical condition unless it impacts directly on the kind of support required. They do however need to know what reasonable adjustments are required to ensure that the student is supported in the most appropriate manner.
1.3 Student responsibilities
With rights come responsibilities and students need to be made fully aware that they should:


  • Participate in the negotiation of any supports




  • Communicate regularly with tutor and practice teacher



  • Provide constructive feedback on adjustments and raise any concerns as early as possible




  • Students must also appreciate that if they choose not to disclose then it is likely that the only support available will be the same as that provided for all students

2.0 Brief Legislative and Policy Context.
The Disability Discrimination Act 1995


  • From 1st October 2004 disabled people carrying out work placement /training have rights.

  • The Code of Practice defines a practice learning provider as any person/organisation who provides a work placement to a person whom she/he does not employ.

  • Practice learning providers have duties not to discriminate against disabled people and are required to make reasonable adjustments.

  • Duty to make reasonable adjustment applies to PLO provider in the same manner as employers

  • There is a requirement to be proactive rather than reactive

Part II, 6 (1) of the DDA states: It is the duty of the employer to make adjustments:

Where -

(a) any arrangements made by or on behalf of an employer or


(b) any physical feature of premises occupied by the employer,
place the disabled person concerned at a substantial disadvantage in comparison with persons who are not disabled,

The DDA includes a list of factors which may have a bearing on whether an adjustment is reasonable or not.



The Rules for the Approval of the Degree in Social Work (NISCC, 2003)
Require Course Providers to ensure:
arrangements are in place for making provision for students

with special learning needs” 6.10.3(viii).
Furthermore they require that policies and procedures “reflect a commitment to equality, human rights and anti-oppressive practice” 6.10.4 (ii)
The Standards for Practice Learning for the Degree in Social Work, (NISCC: Revised 2009)
Specify the level of performance required by course providers collectively and organisations individually in relation to the planning, delivery and monitoring of practice learning provision.


  • Standard 2.3 requires that course providers have in place policies and procedures that reflect commitment to equal opportunities, human rights and anti-oppressive practice. Arrangements for allocation, provision and assessment of practice learning must also comply with equal opportunities policies and take account of Section 75 of the Northern Ireland Act.

Each Course Provider must also ensure the full participation of students with disabilities in practice learning to enable them to learn and develop their practice as social workers.




  • Standard 3.5 relates to the provision of practice learning opportunities and outlines a number of requirements, including the responsibility of the organisation to include provision of resources to support students with disabilities to achieve learning outcomes and the necessary level of competence.



QAA Code of practice for the assurance of academic quality and standards in higher education; Section 3 Disabled students - February 2010 establishes a number of principles in relation to provision of education and the entitlements of disabled students.

Section 75 of the Northern Ireland Act 1998 introduced new duties on public authorities to promote equality of opportunity and good relations in relation to disabled people as well as on other grounds.

Data Protection Act 1998

Under the Act, information pertaining to a person’s disability is classified as ‘sensitive personal information’. In practice this means that a student must give explicit permission for any information about his/her disability to be shared with others.

.


guidance





The Tutor meets with Student to discuss individual learning plan and any specific support requirements.

If appropriate Tutor should with Student’s permission liaise with University Disability Support Services.

Student should not assume that disclosure to Tutor will automatically mean PLO provider will be informed. This will only happen where student gives explicit permission.

The student’s support requirements in the workplace can be very different to those in the university.





PRE-ALLOCATION






When Student decides to complete an application for consideration of Individual Circumstances this is presented by University Practice Learning Coordinator to the Pre-Allocations Meeting.


STUDENT IS ALLOCATED PLO



Where Student has disclosed a disability/health condition this may require reasonable adjustments being made. The DPLP Practice Learning Coordinator will share this information with the Practice Teacher.

Information can only be shared with the Student’s explicit permission and should be on a need to know basis.

Practice Teacher and Student should negotiate the nature of the information to be shared and with whom it will be shared. The key question to bear in mind is who needs to know and why?




group 495
With the student’s help understand the implications –if –any –of the student’s impairment on the practice learning experience.

Consult with your Area Disability Support Services Officer or Equality Unit for advice concerning possible difficulties/supports.
group 506 line 570


POST ALLOCATION



The Tutor and Student should make contact with Practice Teacher as early as practicable to begin preparation and planning. Student is the best source of information regarding his/her support needs




It may be necessary for the Designated Provider to undertake a risk assessment of activities associated with the workplace and make recommendations. This individual assessment is to ensure the most appropriate supports are identified and put in place. The Student should be fully involved throughout the process.






Practice Teacher should consult with their own Organisation’s Disability Support Services Officer or Equality Unit for advice regarding supports and resources


PRACTICE LEARNING AGREEMENT



Learning Agreement should be negotiated prior to the commencement of practice learning period.


Agreement should include discussion of Student’s particular requirements and the supports required.



Student’s Training Team should identify and agree reasonable adjustments and responsibilities.

Reasonable adjustments in the workplace may be very different from the Student’s learning support needs in university.

Tutor is responsible for recording the detail of the discussion, particularly the reasonable adjustments.

autoshape 527 autoshape 528 autoshape 529 line 530 line 531 line 532 line 533


If relevant discuss any Health and Safety issues.

Inform line manager and /or Organisation practice learning

coordinator of any additional supports/resources required.



Set a date to review the support and reasonable adjustments, preferably three/four weeks after commencement of practice learning.
line 564




Identify respective responsibilities of the DPLP Organisation, University and Student in supporting the Student, including resources.






Practice Teacher, Student, Tutor and On-Site Facilitator (if appropriate) agree a date to review the support and reasonable adjustments, preferably three/four weeks after commencement of practice learning.


MONITORING AND REVIEWING SUPPORT

Reasonable adjustments/supports are implemented



Training Team (including Student) monitors the support requirements in terms of effectiveness. They should be formally reviewed 3 to 4 weeks into the practice learning period and modifications made if deemed appropriate





In the final stage of the practice learning period a further review of the practice learning experience should be undertaken by the student, tutor, practice teacher, on-site facilitator and line manager.

manager.


Positives and any issues should be identified and shared with the Organisations Practice Learning Coordinator. Such feedback will inform future planning and developmental work.



Adjustments and supports should be continually monitored throughout the practice learning period and any issues/changes clearly recorded




If issues arise Practice Teacher should consult with the Organisation’s Practice Learning Coordinator.








It is important that issues are raised and addressed at an early stage before they have an opportunity to develop further.

In the event that issues cannot be resolved any complaints, disputes or disagreements should be referred to the Organisation’s and Course Programme policies and procedures as appropriate.

Students can discuss concerns with University Student Support Services, and if available, designated staff within the DPLP.




Positives and any issues should be identified and shared with the Organisation’s Practice Learning Coordinator. Such feedback will inform future planning and developmental work.


*All discussions and agreements reached should be fully recorded

Acknowledgements
This guidance draws on the SHSCT ‘Framework for Supporting Disabled Social Work Students’ which was originally adopted regionally in 2008. The Northern Ireland Degree in Social Work Partnership (NIDSWP) acknowledges the contribution of the SHSCT to this revised guidance. The guidance has also been informed by elements of the ‘Best Practice Guide: disabled social work students and placements.’ (2005) with kind permission of Jane Wray, Hull University


USEFUL REFERENCES AND WEBSITES




  • Campbell, J. and Cowe, T. (1998) Working with Dip SW Students with Dyslexia: a guide for Practice Teachers’, Strathclyde: University of Strathclyde, Faculty of Education




  • Disability Discrimination Act 1995.London,HMSO




  • Disability Discrimination (NI) Order 2006 .HMSO



  • Disability Rights Commission, Employment; A practical guide to the law and best practice for employers: Making rights a reality




  • The Equality Commission for Northern Ireland: www.equalityni.org




  • Equality Commission for Northern Ireland: Overview of the key changes brought about by the Disability Discrimination (NI) Order 2006.




  • The Higher Education Academy, Disability legislation: practical guidance for academic staff, Revised 2010,Equality Challenge Unit and Higher Education Academy




  • www.ecu.ac.uk



  • A. Kane and C. Gooding (March 2009) ‘Reasonable adjustments in nursing and midwifery : A literature review’ ,Nursing and Midwifery Council




  • Northern Ireland Social Care Council (Dec. 2002): Code of Practice for Employers of Social Care Workers and Code of Practice for Social Care Workers, Belfast, NISCC.



  • Department of Health, Social Services and Public Safety (March 2003) Northern Ireland Framework Specification for the Degree in Social Work. DHSSPS: Belfast.




  • HSC, June 2010 Draft Regional Framework On The Employment Of Disabled People




  • The Professional Education and Disability Support Project (PEdDs) , Project website ;http://WWW.HULL.AC.UL/PEDDS




  • Quality Assurance Agency (Feb.2010), Code of practice for the assurance of academic quality and standards in higher education. Section 3: Students with disabilities Gloucester; QAA.







  • Sapey, B., Turner, R. and Orton, S. (2002) Access to Practice: Overcoming the barriers to practice learning for disabled social work students’, Brighton: SWAP.




  • Special Educational Needs and Disability (Northern Ireland) Order 2005.




  • Wray,J.,Fell,B.,Stanley,N.,Manthorp, J. and Coyne, E.(2005)

PEdDs: Disabled students and placement’, Hull: The University of Hull.

NISCC Publications


  • NISCC Codes of Practice for Employers of Social Care Workers and NISCC Codes of Practice of Social Care Workers (Dec ’02, currently under review)




  • NI Framework Specification for the Degree in Social Work (March ’03 currently under review)




  • Rules for the Approval for the Degree in Social Work (Revised Jan 2012)




  • Practice Learning Requirements for the Degree in Social Work (August 2010)




  • NISCC Practice Learning Standards (Revised 2009)




  • Learning, Teaching and Assessment Requirements for the Degree in Social Work (March ’04)


All of the above are downloadable from www.niscc.info

Appendix 7: The Key Roles and Practice Foci Matrix




Key Role 1: Prepare for and work with individuals, families, carers, groups and communities

to assess their needs and circumstances



Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A1

Prepare for social work contact and involvement






  • Review agency notes and other literature relevant to the case or situation (D1)




  • Contact and liaise with relevant professionals and others to access information that can inform initial contact and involvement (D2)




  • Evaluate all information to identify the best form of initial involvement (D3)




  • Assess the urgency of requests for action (D4)


Levels:


2 and 3



  • Tuning-in statement




  • Contact records/daily log entries




  • Supervision minutes



  • Eco map






Practice Focus

Outcome Statements

Practice Learning Level

Practice Learning Indicators

Practice Learning Evidence



A2

Work with individuals, families, carers, groups and communities to help make informed decisions






  • Inform individuals, families, carers, groups, communities, professionals and others about the Social Worker’s and the organization’s duties and responsibilities (D5)

  • Work with relevant disciplines and others to inform assessments of needs and circumstances and any associated risks (D6)

  • Work with individuals, families, carers, groups and communities to:




  • identify, gather, analyze and understand information;

  • enable them to analyze, identify, clarify and express their strengths, expectations and limitations;

  • Enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources. (D7)

Levels:


2 and 3



  • Process record and evaluation

  • Direct observation

  • Contact sheet

  • Minutes

  • Assessment report

  • Risk assessment







Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A3

Assess needs and options to recommend a course of action






  • Work in partnership with individuals, families, carers, groups and communities to assess and review their preferred options; (D8)

  • Assess needs, justify and recommend appropriate courses of action for individuals, families, carers, groups and communities; (D9)

  • Assess needs, risks and options taking into account legal and other service standards requirements. (D10)



Levels:


2 and 3



  • Assessment reports

  • Risk assessment

  • Care plan

  • Review reports

  • (Legislation/policy analysis)

  • Community profile/audit

  • PCP’s Essential Lifestyle Plans








Key Role 2: Plan, carry out, review and evaluate social work practice with individuals,

families, carers, groups and other professionals



Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence



A4

Respond to crisis situations







  • Identify the need for legal and procedural intervention; (D11)

  • Plan and implement action to meet immediate needs and circumstances; (D12)

  • Review the outcomes with individuals, families, carers, groups, communities, organisations, professionals and others; (D13)



Levels:


2 and 3



  • Care plans

  • Review meeting

  • Case conference

  • Case discussions

  • Strategy meeting

  • Significant interview reports

  • Incident reports

  • Contact records/daily log entries

  • Records of hand over meeting

  • Supervision notes








Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A5

Work with

individuals, families, carers, groups and

communities and

other professionals to achieve change and development and to improve life opportunities




  • Develop and maintain relationships with individuals, families, carers, groups, communities and others, sometimes over sustained periods, to facilitate implementation of planned work; (D14)

  • Work in a structured way with individuals, families, carers, groups, communities and others:­

  • To achieve change and development;

  • To improve life opportunities; to avoid crisis situations;

  • To address problems and conflict;

  • To promote personal, social and emotional well-being. (D15)

  • Apply and justify social work methods and models to achieve change and development and to improve life opportunities; (D16)

  • Regularly monitor, review and evaluate changes in circumstances and adapt plans accordingly; (D17)

  • Reduce contact and withdraw from relationships appropriately; (D18)




Levels:


2 and 3



  • Process Record

  • Direct Observation

  • Supervision Records

  • Review Meetings/Reports

  • User Feedback








Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A6

Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues






  • Negotiate the services and resources to be included in plans; (D19)

  • Identify content and actions, and construct plans; (D20)

  • Carry out their own responsibilities and monitor, co-ordinate and support the actions of others involved in implementing plans; (D21)

  • Regularly review the effectiveness of plans in partnership with the people involved; (D22)

  • Renegotiate and revise plans to meet

  • Changing needs and circumstances; (D23)



Levels:


2 and 3



  • Care Plans

  • Review Meetings/Reports

  • Direct Observation

  • Supervision Records

  • Referral Forms











Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A7

Support the development of networks to meet assessed needs and planned outcomes





  • Identify and examine support networks that can be accessed and developed with individuals, families, carers, groups, communities and others; (D24)

  • Work with individuals, families, carers, groups, communities and others to initiate and sustain support networks; (D25)

  • Contribute to the development and evaluation of support networks; (D26)




Levels:


2 and 3



  • Referrals

  • Minutes of multi-disciplinary, inter-agency meetings

  • Process Records

  • Eco map








Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A8

Work with groups to promote growth, development and independent living






  • Identify opportunities to form and support groups; (D27)

  • Use group programmes, processes and dynamics to promote individual participants' skills and promote growth, development and independence and foster Interpersonal skills; (D28)

  • Help groups to achieve planned outcomes for their members and to evaluate the appropriateness of their work; (D29)

  • Disengage from groups appropriately; (D30)



Level:


2 or 3



  • Minutes of team meetings

  • Supervision records

  • Group session contract

  • Group session plans

  • Group member feedback

  • Review/

evaluation of group outcome

  • Co-worker feedback






Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A9

Address behaviour which presents a risk to the wider public, individuals, families, carers, groups and communities







  • Take immediate action to deal with behaviour that presents a risk to the wider public, including Service Users, Carers, or colleagues, (D31)

  • Work with individuals, families, carers, groups, communities and others to identify and evaluate situations and circumstances that may trigger risk behaviour and to reduce or contain the level of risk; (D32)

  • Plan and manage intervention in ways that could positively change the identified risk (D33)



Levels:


2 and 3



  • Risk assessment

  • Risk management

  • Minutes of strategy/case discussion meetings

  • Care plans

  • Work plans








Key Role 3: Support individuals to represent their needs, views and circumstances

and to achieve greater independence



Practice Focus


Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence



A10

Advocate with, and on behalf of, individuals, families, carers, groups and communities to help them achieve and sustain greater independence







  • Assess to what extent the Social Worker should act as advocate for the individual, family, carer, group or community; (D34)

  • Assist individuals, families, carers, groups and communities to access independent advocacy; (D35)

  • Advocate for, and with, individuals, families, carers, groups and communities as appropriate; (D36)

  • Assist people who use services in the management of their affairs, including financial management; (D37)

  • Contribute with others to enabling Service Users to achieve and sustain greater independence; (D38)


Levels:


2 and 3



  • Referrals to other agencies

  • Grant aid applications

  • Process records

  • PCP’s and Essential Lifestyle Plans

  • Reports

  • Appeals/Tribunals






Practice Focus



Outcome Statements

Practice Learning Level


Practice Learning Indicators


Practice Learning Evidence


A11

Prepare for, and participate in decision-making forums, and assist others (where appropriate) to do so as well







  • Prepare reports and documents for decision-­making forums, including courts, tribunals and other formal hearings; (D39)

  • Work with individuals, families, carers, groups and communities to select the best forms of representation; (D40)

  • Present reports and evidence to decision-making forums, including courts, tribunals and other formal hearings; (D41)

  • Help individuals, families, carers, groups and communities to understand procedures and the possible and actual outcomes; (D42)

  • Enable individuals, families, carers, groups and communities to be involved in decision-making forums. (D43)




Levels:


2 and 3



  • Reports

  • Process records

  • Direct observations

  • User feedback



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