SOCIAL WORK READINESS FOR DIRECT PRACTICE (RDP) SHADOWING FRAMEWORK 2021/22
AIMS
Social Work England, as the professional regulator, requires all social work students to be assessed that they are ready to undertake their 70-day placement. Therefore, prior to attending their 70-day placement students will need to pass your Readiness for Direct Practice
assessment.
This framework has been developed in consultation with Angela Rowe, Workforce Development Strategy and Student Placement Lead at KCC. It aims to achieve sufficient opportunities for social work students to demonstrate their Readiness for Direct Practice.
If students are unsuccessful, one in-year reassessment opportunity will be given.
CONTENTS
RDP SHADOWING PLACEMENT REQUIREMENTS ... 2
A. ONEDAYSHADOWINGEXPERIENCEWITHSOCIALWORKER ... 2
B. REFLECTIONONCASESTUDY ... 2
C. 1.5HOURSUPERVISIONWITHSOCIALWORKER ... 3
D. COMPLETIONOFRDPREPORT ... 4
E. CASESTUDIES... 5
ASSESSMENT OF SOCIAL WORK SHADOWING PLACEMENT ... 7
RDP SHADOWING PLACEMENT REQUIREMENTS
Students will need to complete all requirements detailed in sections A,B, C and D below to pass RDP. If students are unsuccessful, one in-year reassessment opportunity will be given.
A. ONE DAY SHADOWING EXPERIENCE WITH SOCIAL WORKER
Students will have the opportunity to undertake some of the following:
Shadowing a virtual social work meeting with a service user, carer and/ or family Have the opportunity to demonstrate their communication skills by introducing themselves to a service user, carer, family member, and/or professional
Have the opportunity to demonstrate their questioning skills by taking part in a virtual assessment/ review/ visit
Have the opportunity to demonstrate their motivation and ability to learn Shadow a team meeting or peer supervision session
Shadowing a duty officer
Have the opportunity to see social work recording; e.g. court reports, assessments, care/ support plans, case recording
B. REFLECTION ON CASE STUDY
Students will need to complete a reflection on one of the case studies detailed on pages 5 and 6 of this framework. The student reflects on either the child or adult case study dependent on their placement setting. The student’s reflection on the case study and their day of shadowing inform the supervision detailed in section C below.
The student needs to write a reflection, no longer than 1,500 words and email it to their shadowing social worker at least 2 days before their supervision, see below. The reflection does not need to be submitted to the University as it is not a graded piece of work.
The reflective piece should be referenced appropriately and must be written in the first person.
The reflective account must include the following:
- A hypothesis/ theory of what may be happening in the case study (What are the key issues? Why has x happened?)
- Identification of risk within the case
- Details of research, policy, legislation, social work theory and social work models that may be relevant to the case
- Recognition of any diversity in the case and how the student would apply anti-
discriminatory and anti-oppressive principles (What power is evident in the case study?
What factors external to the family could be influencing their situation?) - An awareness of any personal and professional boundaries within the case
- Reflection on how their own values, beliefs may influence how they approach the case - Reflection on how they will develop their emotional resilience and self-care when
undertaking case work
C. 1.5 HOUR SUPERVISION WITH SOCIAL WORKER
Students will meet virtually with the social worker they shadowed for 1.5 hours to discuss their reflection on the case study and their day of shadowing.
The supervision date can be agreed between the social worker and student and should be within a week of the shadowing day.
By discussing the reflection, the student should be able to demonstrate:
Roles and responsibilities within supervision Personal and professional boundaries
Emotional resilience and self-care in social work Code of Ethics and personal values
Diversity and application of anti-discriminatory/ anti-oppressive principles
Working in partnership and the principles of rights, justice and economic well-being The application of research, theory, evidence and knowledge from social work and other related fields; including law, policy, research, and social work theory and models
Reflection and analysis Risk
D. COMPLETION OF RDP REPORT
Following completion of the supervision, both social worker and student will complete their sections of the RDP report, see pages 7 to 15 of this framework, and the social worker will assess whether the student has passed RDP.
Student Guidance for Completion of RDP Report
Students must reflect on what they have learned during their shadowing placement and identify how they have met the PCF Readiness for Direct Practice. Their reflection should incorporate what they learned on their day of shadowing a social worker, reflecting on the case study and their supervision with the social worker.
Social Worker Guidance for Completion of RDP Report
Social workers are asked to use evidence to assess whether the student has met the requirements of the PCF Readiness for Direct Practice.
Evidence may be in the form of:
• seeking the views of colleagues, other professionals, service users and carers on how the student communicated, demonstrated professionalism and worked in partnership during their day of shadowing
• notes from the supervision session and discussions with the student about the case study, e.g. did the student demonstrate an initial understanding of law, policy and social work methods? was the student able to apply anti-discriminatory principles?
• reading the student’s case study reflection
Social workers are asked to form a judgement of whether the student is ready to undertake their 70-day placement. Social workers are asked to refer to the PCF Readiness for Direct Practice as outlined on pages 8 to 12 of this framework to inform their assessment of how the student has met each of the 9 domains of their shadowing placement. The recommendation for RDP is PASS/FAIL.
Once the RDP report has student and social worker comments complete, the student must email the report to their Personal Academic Tutor (PAT), who will complete their section of the
form. Once all sections are complete the RDP report will be saved by the PAT in the Teams folder for social work placements.
E. CASE STUDIES
CHILDREN AND FAMILIES
Bella and Emily McGregor are 14 and 11 years old respectively. They were born in Hong Kong and lived in South East Asia and Africa, until moving to England when they were 10 years old.
Their parents worked in hospitality and their father travelled the world, opening new hotels, whilst their mother looked after them. They lived in a large house with a swimming pool, maid and gardener. When the family moved to England, they arrived with nothing and lived at their grandparents two-bedroom bungalow. Mr and Mrs McGregor struggled to get work and experienced loss of income and close family members which resulted in them starting to become dependent on alcohol.
Mrs McGregor became very ill with Korsakoff syndrome and ended up in hospital for a year.
When she returned home from hospital she was on medication, had to walk with a stick and her personality had changed. Bella and Emily were 11 and 8 at this time. Both Mr and Mrs McGregor drink all day. Mrs McGregor mixes alcohol with medication, which means she becomes violent and angry towards Bella and Emily. Mr McGregor is not violent but does nothing to protect Bella and Emily. Bella and Emily have no boundaries and hold parties, which include drugs and alcohol.
Bella and Emily’s behaviour has deteriorated, and they are always in trouble at school: not attending, being rude to the teachers, walking out of classes. School are aware of the problems Bella and Emily have at home. Bella and Emily’s friends and their parents are also aware, and their friends are not allowed to go to their house. Bella and Emily’s friends’ parents do not want to get involved. Bella and Emily want to live at their grandmother’s; however, she has told them she is too old and there are no other family members to care for them.
(Based on Hughes, 2019)
ADULTS
Simon is 57 and lives alone in a flat, part of a larger multi-occupancy building. He has no known family, and over the years his health has deteriorated to the point that he rarely leaves home.
A neighbour takes him meals every day and has seen the conditions in the flat. Simon collects
newspapers, magazines and books, which are now stacked up in every available space, along with household objects, clothes and DIY tools that have accumulated over the years. The flat is in the dirtiest state imaginable, with accumulated food debris. Simon spends most of his time in one room; he doesn’t often get to the toilet or wash. He is a chain smoker, and consumes large amounts of alcohol, often falling asleep in his armchair and spending the night there. The neighbour has had no success suggesting to Simon that he accepts some support and is
increasingly concerned about risks. A social worker went to visit Simon 6 months ago. Simon was happy to talk on the doorstep but did not offer access to his flat and politely declined any help and support. The social worker believed Simon has mental capacity to make such a decision but is concerned about the risks to him and to others. The social worker left the team 5 months ago and Simon’s case has been on a list for reallocation.
(Based on Braye & Preston-Shoot, 2016)
Assessment of Social Work Shadowing Placement Holistic Assessment Report Template (HART)
Level: Readiness for Direct Practice (RDP)
SECTION 1: Summary of assessment and supporting evidence 1.1 Pathway and Placement details
Student Name
Programme / Pathway
BA MA (mark X as appropriate)
Tutor Name
Placement Details Team Name / Agency and Location
Dates of Placement Start Date: End Date:
Name, role and contact information of Assessing Social Worker including contact email address
1.2 Final assessment of Readiness for Direct Practice Recommendation (to be
completed by Assessing Social Worker) Place an X in relevant box
Pass Fail
Name Signature (required) Date signed
Assessing Social Worker
Student
SECTION 2: Holistic Assessment Report Summary (to be completed by student and assessing social worker)
To the Assessing Social Worker:
In Section 2a below, please provide an overall judgement of the student’s professional capability taking into account:
• Capability at Readiness for Direct Practice (RDP) level.
• Progressive assessment of the candidate’s capability
• Any factors that may have affected the student’s progress during the
placement
Please remember that assessment of meeting the PCF requirements also takes place through academic work and skills development days. This means that during the shadowing placement, students do not need to demonstrate all elements of the descriptors or provide full evidence for each domain but show that they have met the general principles of the domain and are working towards meeting requirements.
Readiness for direct practice: 1. PROFESSIONALISM - Identify and behave as a
professional social worker, committed to professional development (PART of ‘SUPER DOMAIN’ IMPACT)
Social workers are members of an internationally recognised profession. Our title is protected in UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self-care and development. We seek and use supervision and other professional support. We promote excellent practice, and challenge circumstances that compromise this. As representatives of the profession, we safeguard its reputation.
We are accountable to people using services, the public, employers and the regulator.
We take ethical decisions in the context of multiple accountabilities.
I…
• Can describe the role of the social worker
• Can describe the mutual roles and responsibilities of supervision
• Can describe the importance of professional behaviour in all contexts and across all media
• Can describe the importance of personal and professional boundaries
• Demonstrate motivation and ability to learn, using a range of approaches
• Can describe the importance of self-care and emotional resilience in social work
Readiness for direct practice: 2. VALUES AND ETHICS - Apply social work ethical principles and values to guide professional practices (PART of ‘SUPER DOMAIN’ – PURPOSE)
Social workers have an obligation to conduct themselves and make decisions in accordance with our Code of Ethics. This includes working in partnership with people who use our services. We promote human rights and social justice. We develop and maintain our understanding of the value base of our profession throughout our career, its ethical standards and relevant law.
I…
• Understand the profession's ethical principles as described in our Code of Ethics and their relevance to practice
• Demonstrate awareness of my own personal values and how these can impact on practice
Readiness for direct practice: 3. DIVERSITY AND EQUALITY - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice (PART of ‘SUPER DOMAIN’ – PURPOSE)
Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a person's life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim. We identify this and promote equality.
I…
• Recognise the importance of diversity in human identity and experience, and the application of anti-discriminatory and anti-oppressive principles in social work practice
Readiness for direct practice:4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing (PART of
‘SUPER DOMAIN’ – PURPOSE)
Social workers recognise and promote the fundamental principles of human rights, social justice and economic wellbeing enshrined in national and international laws, conventions and policies. These principles underpin our practice and we use statutory and case law effectively in our work. We understand and address the effects of oppression,
discrimination and poverty. Wherever possible, we work in partnership with people using services, their carers and families, to challenge inequality and injustice, and promote strengths, agency, hope and self-determination.
I…
• Understand the principles of rights, justice and economic well-being, and their significance for social work practice.
• Understand the principle of working in partnership with service users and carers wherever possible, to promote their rights and self-determination
Readiness for direct practice: 5. KNOWLEDGE – Develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services (PART of ‘SUPER DOMAIN’ – PRACTICE)
We develop our professional knowledge throughout our careers and sustain our curiosity. As a unified profession, we develop core knowledge that relates to our purpose, values and ethics. We also develop specific knowledge needed for fields of practice and roles. Our knowledge comes from social work practice, theory, law, research, expertise by experience, and from other relevant fields and disciplines. All social workers contribute to creating as well as using professional knowledge. We understand our distinctive knowledge complements that of other disciplines to provide effective services.
I…
• Demonstrate an initial understanding of the application of research, theory, evidence and knowledge from social work and other relevant fields (e.g. sociology, social policy, psychology, health, human growth and development and from the experience of people who use services)
• Demonstrate an initial understanding of the legal and policy frameworks and guidance that inform and mandate social work practice
• Demonstrate an initial understanding of a range of theories and models for social work intervention, including the knowledge needed for the particular field of practice on placement/in work-based learning
Readiness for direct practice:6. CRITICAL REFLECTION AND ANALYSIS - Apply critical reflection and analysis to inform and provide a rationale for professional decision- making (PART of ‘SUPER DOMAIN’ – PRACTICE)
Social workers critically reflect on their practice, use analysis, apply professional judgement and reasoned discernment. We identify, evaluate and integrate multiple sources of knowledge and evidence. We continuously evaluate our impact and benefit to service users. We use supervision and other support to reflect on our work and sustain our practice and wellbeing. We apply our critical reflective skills to the context and conditions under which we practise. Our reflection enables us to challenge ourselves and others, and maintain our professional curiosity, creativity and self-awareness.
I…
• Understand the role of reflective practice and demonstrate basic skills of reflection
• Understand the need to construct and apply hypotheses in social work practice
• Recognise and can describe why evidence is important and how it can be used in social work practice
Readiness for direct practice: 7. SKILLS AND INTERVENTIONS - Use judgement, knowledge and authority to intervene with individuals, families and communities to promote independence, provide support, prevent harm and enable progress.(PART of
‘SUPER DOMAIN’ – PRACTICE)
Social workers engage with individuals, families, and communities, working alongside people to determine their needs and wishes, and what action may be helpful. We build productive working relationships and communicate effectively. Using our professional judgement, we employ appropriate interventions, promoting self-determination, support, protection and positive change. We develop and maintain skills relevant to our roles. We understand and take account of power differentials and use our authority appropriately. We evaluate our own practice and its impact, and how we improve outcomes for those we work with.
I…
• Demonstrate core communication skills and the capacity to develop them further
• Demonstrate the ability to engage with people and the potential to build compassionate, effective relationships
• Demonstrate awareness of a range of frameworks to assess and plan intervention
• Demonstrate the ability to produce written documents relevant for practice
• Demonstrate initial awareness of risk and safeguarding
Readiness for direct practice: 8. CONTEXTS AND ORGANISATIONS - Engage with, inform, and adapt to changing organisational contexts, and the social and policy environments that shape practice. Operate effectively within and contribute to the development of organisations and services, including multi-agency and inter- professional settings. (PART of ‘SUPER DOMAIN’ IMPACT)
Social workers are informed about and pro-actively respond to the challenges and opportunities that come from changing social, policy and work contexts. We fulfil this responsibility in accordance with our professional values and ethics, as individual and collective professionals and as members of the organisations in which we work. We collaborate, inform and are informed by our work with other social workers, other professions, individuals and communities.
I…
• Demonstrate awareness of the impact of organisational context on social work practice
• Understand social workers have a role in shaping and challenging organisational effectiveness
Readiness for direct practice: 9. PROFESSIONAL LEADERSHIP – Promote the profession and good social work practice. Take responsibility for the professional learning and development of others. Develop personal influence and be part of the collective leadership and impact of the profession. (PART of ‘SUPER DOMAIN’ IMPACT)
We develop and show our leadership, individually and collectively, through promoting social work’s purpose, practices and impact. We achieve this through diverse activities which may include: advancing practice; supervising; educating others; research;
evaluation; using innovation and creativity; writing; using social media positively; being active in professional networks and bodies; contributing to policy; taking formal
leadership/ management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and
stakeholders in developing our leadership and aims for the profession.
I…
• Demonstrate awareness of the importance of professional leadership in social work
Section 2a
Assessing Social Worker feedback on RDP student’s overall capability - please include student strengths as well as any concerns or reservations you have about the student’s
Cross reference with PCF
future involvement in social work practice learning. Please use the bullet pointed PCF guidelines above for guidance in your assessment including brief examples of evidence (Guideline 500 words max)
Domain Number
Assessment of student’s future learning need/priorities
(Guideline 200 words max)
Student’s comments on learning in placement (Guideline 300 words max)
Cross reference with PCF Domain Number
Tutor’s comments
Please include reference to the student’s skills e-portfolio as evidence of whether they have met the requirements of the PCF RDP.
(Guideline 200 words max)
