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Macmillan Higher Education

Transformative Learning for Social Work

Learning For and In Practice

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Publisher:

Palgrave

Pages: 232
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AVAILABLE FORMATS

Paperback - 9781137542359

29 July 2016

$39.99

Not yet published

Learning and self-development is a continuous process for social workers, and practitioners must keep abreast of new knowledge, guidance and legislation in order to keep growing professionally.

In this innovative text, an...

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Learning and self-development is a continuous process for social workers, and practitioners must keep abreast of new knowledge, guidance and legislation in order to keep growing professionally.

In this innovative text, an expert group of authors from a range of academia and practice settings highlights the importance of traditional approaches to learning, such as reflective practice and motivation, and introduces more contemporary methods such as coaching, service user participation and developing digital competence.

Strongly practical in its approach, the book enables the reader to engage with the content in bite-size pieces, encouraging them to learn in whatever way works best for them. Features include:

• Over 40 reflective tools, exercises and templates that can be used by learners and educators independently or in groups, in the classroom or the workplace
• A wealth of case material to illustrate key points
• An inspiring collection of first-hand narratives from social workers learning and developing in the field.

This is an invaluable resource for educators and a must-read sourcebook for learners – be they students, newly qualified social workers or practitioners wishing to attend to their own professional development.

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The templates and exercises included move beyond one dimensional reflection and encourage the development of characteristics that are required for safe and confident practice such as resilience and emotional intelligence
This book has a broader appeal than most in that it is also written for more than just newly qualified practitioners and is designed to benefit those in Continuing Professional Development (CPD) and practice educators
Offers a balance of theory and practice and a range of tools, techniques and templates to develop professional practice. These can be employed in the classroom, during practice learning on placement, and in supervision

Introduction
1. The Transition from Student to Practitioner: Managing the Social Work Learning Journey
2. Embedding the Principles of Adult Learning
3. Fostering Emotional Intelligence Within Social Work Practice
4. Developing Resilience for Effective and Safe Practice
5. Engaging in Reflective Practice
6. Advanced Critical Reflection through Narrative (re)construction
7. Supervision for Transformative Learning and the Development of Practice
8. Coaching for Social Workers
9. Learning About and Learning from Service Users
10. Developing Digital Competence for Practice
11. Book Groups and Fiction: A 'Novel' Approach to Teaching and Learning
12. Social Work Narratives: My Learning Journey
Conclusion.

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Fiona Harbin is a senior lecturer in the School of Social work, Care and Community at UCLan. Prior to joining the university, Fiona worked for over 20 years as a social worker with children and families. Her most recent social work post was as a manager of a Think Family team, working holistically with children and their families. Fiona has a particular interest in parental substance misuse and safeguarding children and has researched and written in this area. She has recently been involved in research focusing on parents' perceptions of the Common Assessment Framework.


Clare Stone is a registered social work who worked within statutory adult services before moving into academia as a senior lecturer at the...

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Fiona Harbin is a senior lecturer in the School of Social work, Care and Community at UCLan. Prior to joining the university, Fiona worked for over 20 years as a social worker with children and families. Her most recent social work post was as a manager of a Think Family team, working holistically with children and their families. Fiona has a particular interest in parental substance misuse and safeguarding children and has researched and written in this area. She has recently been involved in research focusing on parents' perceptions of the Common Assessment Framework.


Clare Stone is a registered social work who worked within statutory adult services before moving into academia as a senior lecturer at the University of Central Lancashire. She has experience of managing the practice learning team and is module leader for a range of post graduate post qualifying modules. Her current areas of responsibility include working within the Centre for Continuing Professional Development, coordinating Making Research Count and module leader for an employability module for final year initial training students. Clare's doctoral thesis considers competence for social work practice.

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