Results filtered by: ‘Social Work’
In order to embed their learning and to continue developing their skills after the Practice Supervisor Development Programme, supervisors need support and encouragement from their organisations.
Social work is a challenging career. What psychological factors are associated with resilience in trainee social workers? Dr Louise Bunce at Oxford Brookes University has led new research to find out.
Successful supervision encourages professional curiosity and development, offering a formal platform for supportive discussions to take place. In this blog, Penny Sturt and Jo Rowe introduce findings from a pilot scheme which used supervision to support staff who safeguard children in schools.
Making good judgements with and for people is the essence of social care. Time to reflect, time to think, time to use wisdom and expertise, time to consult with colleagues, time to look at research is not a luxury.
The Children's Society recently published the 2018 edition of the Good Childhood Report. In this blog, Senior Researcher Larissa Pople outlines the latest statistics from the report which offers new insights into how gender can affect a child's wellbeing.
A principal aim of social work teaching partnerships is to improve the quality of teaching on pre and post-qualifying social work training programmes. This blog reflects upon the experiences of a social work teaching partnership from the perspectives of an academic and a practitioner.
Helen Wheatley, editor of the latest Research in Practice Evidence Review, details learning on social work practice, research and emerging findings regarding the support available to disabled children, young people and their families.
Good supervision is highly valued by social workers and is one of the most important ways that managers can support their staff. Yet we know little about the detail of what happens when local authority supervisors and social workers meet to discuss casework and not enough about the impact that different approaches to supervision have on practice and outcomes for children and families.
Given that relatively little is known about the impact of sexual abuse involving online and digital technology compared to offline abuse, the NSPCC recently commissioned researchers from the universities of Bath and Birmingham to explore and compare how online and offline sexual abuse impacts upon young people and how professionals respond to it. The report reveals some issues that need to be addressed in order to fully understand and represent the experiences of children and young people in the development of services.
Assessment of disorganised attachment in young children is often used to screen for child abuse. However, disorganised attachment isn’t necessarily an indicator of abuse. Evidence shows that exposure to multiple socio-economic risks is almost as likely to result in disorganised attachment, and therefore the classification alone shouldn’t be used to guide child protection decisions.