Social Care Staff Courses

Transcription

1 The Role and Responsibilities of the Supervising Social Worker To provide the opportunity for Supervising Social Workers to gain greater clarity about their role and responsibilities and how it is underpinned by the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards and the Training, Support and Development Standards for Foster Care t Have gained a thorough understanding of the tasks and responsibilities of the Supervising Social Worker (SSW), as underpinned by the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards, and the Training, Support and Development Standards for Foster Care t Be clear about their safeguarding and monitoring role by identifying neglect and poor standards of care t Be able to identify effective and unhelpful supervisory models t Have gained a thorough understanding of the three key elements in the SSW s role of accountability, support, and development t Have drawn up a supervision contract which incorporates a helpful and effective working checklist t Be clear about the role of supervision vis-à-vis the regulatory annual foster carers review and the related training and development plan for foster carers t Have gained skills in applying Honey & Mumford s learning styles and its relevance to foster carer development t Be able to deliver effective developmental feedback to foster carers t Have gained an understanding of how Whitmore s GROW coaching model can be applied in the supervisory role

2 Competency Assessment Skills For course participants to examine, and reflect on their experience of the competency assessment framework t Be clear about the risk assessment dimension when assessing foster carers t Be clear about the recommendations of the Part 8 Review for Brighton & Hove ACPC by Alyson Leslie of JAS, and its relevance to fostering assessments t Have an understanding of the impact and influence of their own values and beliefs when undertaking assessments t Be clear about the competencies which are required within the 2011 Fostering Services Regulations, Guidance, and National Minimum Standards t Have reviewed various methods of gathering evidence t Have examined effective methods of gathering evidence which have been proven to be valuable in practice and share this information with each other t Have had an opportunity to consider live issues from assessments in progress and explore various options they present t Be able to use a resource list of books, DVDs and websites for gathering evidence during an assessment

3 The Role and Responsibilities of the Fostering Panel For Panel members to have a more consistent approach to their recommendations for approval To summarise the Panel members individual roles and responsibilities t Be clear about what the 2011 Fostering Services regulations, Guidance, and National Minimum Standards requirements are regarding the composition and function of the Panel t Be clear about how Panel members ensure the welfare of children in foster care is safeguarded t Be clear about the recommendations of the Part 8 Review for Brighton & Hove ACPC by Alyson Leslie of JAS, and its relevance to fostering assessments t Have had an opportunity to explore how a Panel s quality assurance function can be effective in assuring consistency of approach in the assessment process t Be clear on what types of evidence they are looking for in assessment reports t Have had an opportunity to explore the themes and topics identified by the Assessing Social Worker s, in order that the quality of agency assessments can continue to be a consistently high and safe standard t Have agreed an action plan for effective Panel workers in the future

4 Child Protection The Safeguarding Role of Supervising Social Workers To develop Supervising Social Workers understanding of the Child Protection process t Have gained a clear understanding of what abuse and neglect is; as outlined in Working Together to Safeguard Children Be able to assist foster carers in recognising risk factors and warning signs of possible nvolvement with child sexual exploitation Be clear about their safeguarding and monitoring role by identifying neglect and poor standards of care Have explored and examined ways of ensuring the foster carers they supervise manage disclosure appropriately Be able to assist foster carers they supervise to identify the possible signs and symptoms of bullying including cyber-bullying Have considered strategies that their foster carers can use for dealing effectively with bullying and cyber-bullying Be able to ensure that the foster carers they supervise can identify the possible tell-tale signs of children and young people s involvement with gangs Be able to ensure that the foster carers they supervise develop internet safety guidelines for children and young people in the foster home Be able to assist foster carers they supervise to be familiar with anti-bullying and internet safety websites in their safeguarding role as a foster carer Be able to assist foster carers they supervise to consider how best to safeguard children and young people when they are using social networking sites

5 Social Pedagogy An Introduction for Supervising Social Workers To provide an opportunity for participants to identify sources of stress, and how these can best be managed t Be able to define what is meant by social pedagogy t Be conversant with the social pedagogic concept of Head, Heart and Hands t Have a clear understanding of the core concepts and theories in social pedagogy including: Diamond Model, Learning Zone Model, Zone of Proximal Development, Common Third t Have considered and examined the relevance of reflective practice within social pedagogic framework t Be able to convey to foster carers the principles of social pedagogy in their day-to-day task of caring for children and young people Have a resource list of books and websites providing further information to underpin knowledge and their understanding of social pedagogy

6 Time Management To provide an opportunity for participants to identify strategies to manage workloads and enable more efficient use of their time t Have completed a time log and analysed how effectively they spend their time t Be able to identify their own particular time wasters t Know how to master effective use of their paperwork and s t Understand how to apply the Pareto Principle to their workload t Be able to apply Stephen Covey s Prioritising Quadrant for improving their time management t Have gained the necessary skills to handle unhelpful interruptions t Have explored strategies that can be applied to reduce the habit of procrastinating t Have gained and applied the necessary techniques of saying no to assist in managing workload and time

7 Stress Management To provide an opportunity for participants to identify sources of stress, and how these can best be managed t Have developed their understanding of stress and its effects t Have identified the possible signs and symptoms of stress t Have developed a clear understanding of what happens physically and psychologically to them when they have become stressed t Have identified the specific nutrients the body needs for responding to stress t Have gained a clear understanding of the concept of flow and its importance in responding to stress Have a clear understanding of mindfulness t Have developed a greater understanding of how the way they think about a situation can sometimes have a direct bearing on the amount of stress they experience t Have gained a clear understanding of the strategies to manage stress t Have developed a manageable plan for effectively responding to stress

8 The Art of Persuasion Negotiation and Influencing Skills Examine the most effective ways to influence other professionals t Have considered why influencing & negotiating skills are essential skills to possess t Have explored and identified their own dominant influencing style t Have explored what components make an effective influencer and negotiator t Have gained the necessary skills to influence others in meetings t Have explored the most effective ways to deal with resistance when endeavouring to influence other professionals

9 Assertiveness Skills To provide skills and techniques to assist staff in behaving assertively t Have a clear understanding about what it means to be assertive and understand its importance t Be able to recognise when they are behaving in an assertive, aggressive or passive manner t Be able to recognise the non-verbal aspects of passive, aggressive, and assertive behaviour t Have gained and applied the techniques of saying no, the broken record and the workable compromise to assist them in behaving assertively t Have learned how to apply the four-part I message when giving feedback to another person about their behaviour t Have learned the skills and techniques for resisting manipulation and coping with criticism through the application of fogging, negative assertion and negative enquiry t Be more confident about choosing to behave assertively in their role t Have practiced being more assertive using case scenarios

10 Train the Trainer To gain the necessary skills and confidence to run or co-run training sessions and courses t Have an understanding of the necessary skills to design and deliver effective training t Have looked at some theoretical frameworks about how people learn t Have considered the implications of working with different learning styles and the opportunity to explore their own learning style t Be conversant with techniques and skills regarding how to handle resistant and difficult participants t Have had the opportunity to learn about and practice some training/facilitation skills and techniques t Be conversant with Tuckman s 5 stages of group development and how this can be applied when completing group work as a trainer t Have had the opportunity to give a 10 minute presentation incorporating their learning t Have received constructive feedback from their peers and the course facilitator, following completion of a 10 minute presentation Three days