Study Skills for Social Workers
Publication Year: 2010
Subject: Social Work Training & Supervision
Study Skills for Social Workers offers an accessible insight into the practical use of skills for study in a professional social work context. Engaging with students on their journey through the undergraduate or postgraduate qualifying course, it uses relevant case material from academic and social work perspectives to demonstrate the connection between study and practice.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction
- What Does this Book Aim to Do?
- Will this Book Help me Pass the Course?
- Key Features of this Book
- Chapter 2: Thinking about Learning
- Where are You Now as a Learner?
- Learning as a Child or as an Adult?
- How does Learning Happen?
- Learning Styles
- Skim the Surface or Dive in at the Deep End?
- Common Learning Obstacles
- Your Learning Goals
- Be SMART!
- Tackling Boredom and Frustration – Head On!
- Further Reading
- Chapter 3: Self-Management and Organization
- Working Independently
- Organising Independent Study Space
- Avoidance Strategies and Procrastination
- Stress and Stress Management
- Useful Resources
- Further Reading
- Chapter 4: Learning in the Workplace
- Work-based Social Work Courses
- Working with Colleagues
- Skills for Managing Change
- Communication, Confidence and Understanding
- Support and Guidance
- Useful Resources
- Further Reading
- Chapter 5: Learning Online
- What is E-learning?
- What Sort of Technologies Might You Be Using?
- How Will E-Learning Be Used?
- Effective Use of Online Learning Environments
- Doing Eesearch Online
- Independent Learning Online
- Online Collaboration and Group Work
- Useful Resources
- Further Reading
- Chapter 6: Researching, Reading and Critiquing
- What is Research?
- How is Research Relevant to Your Course?
- Projects and Dissertations
- Quantitative and Qualitative Research
- Searching the Literature
- The Six-step Search Strategy
- The Snowball Technique
- Effective Reading and Note-taking
- Writing about Research
- Foregrounding Your ‘Writer Voice’
- Planning a Research Project
- Useful Resources
- Further Reading
- Chapter 7: Writing Effectively
- Why is Writing so Important?
- Improving your Writing Skills
- Support for Students with Specific Learning Difficulties
- Your Previous Experience of Writing
- Getting Used to ‘Academic Writing’
- Writing at Higher Education Level
- Types of Academic Writing
- Writing Essays
- Other Types of Writing
- Further Reading
- Chapter 8: Referencing Effectively
- Referencing is a Learnable Skill
- The Key to Successful Referencing
- Why are You Asked to Use Referencing?
- Referencing in Practice
- Reference Lists
- Referencing Exercises
- Other Referencing Tips
- Further Reading
- Chapter 9: Communication and Awareness Skills
- Service-users, Carers and Communication Skills
- Developing your Confidence in Communicating
- Communication and Social Work
- Ensuring Accuracy – Information Fit for Purpose
- Active Listening
- Verbal Communication
- Non-verbal Communication – Observing Communication Through Behaviour
- Eyes – the Mirrors of the Soul?
- Useful Resources
- Further Reading
- Chapter 10: Using Feedback Effectively
- Personal Development Plan
- Why Feed Back?
- Feedback on your Assignments
- Feedback from Service-Users and Carers
- Feedback from Colleagues
- Feedback from Peers
- Dealing with Criticism
- Further Reading
- Chapter 11: Reflection in Social Work
- The ‘Why’ and the ‘What’ of Reflection
- A Tool for Reflection
- The GSCC Codes of Practice (2002)
- Reflection and Accountability
- Suggested Answers
- Useful Resources
- Further Reading
- Chapter 12: Developing Social Work Portfolios
- Core Skills Portfolios
- The Continuous Professional Development (CPD) Portfolio
- Practice Portfolios
- Further Reading
- Chapter 13: Computing Principles and Concepts
- Social Work and Computing Skills
- The Basic Concepts of IT
- Managing Files Effectively
- Using Databases to Access Information
- Database Fundamentals
- Computing and Assistive Technologies
- Computing in Social Work Practice Settings
- Data Protection Issues
- Useful Resources
- Further Reading
- Chapter 14: Computing Skills Workshop
- Help Options and Online Resources
- Features in Microsoft Office® 2007
- Word Processing
- Presentation Software
- Part 1: Authoring your PowerPoint® Presentation
- Part 2: Delivering Your Presentation
- Using Spreadsheets
- Using Basic Formulae in Excel®
- Creating Charts and Graphs in Excel®
- Useful Resources
- Further Reading
© Chris Stogdon and Robin Kiteley 2010
First published 2010
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
SAGE Publications Ltd
1 Oliver's Yard
55 City Road
London EC1Y 1SP
SAGE Publications Inc.
2455 Teller Road
Thousand Oaks, California 91320
SAGE Publications India Pvt Ltd
B 1/I 1 Mohan Cooperative Industrial Area
New Delhi 110 044
SAGE Publications Asia-Pacific Pte Ltd
33 Pekin Street #02-01
Far East Square
Library of Congress Control Number: 2009943616
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-84787-457-3 (pbk)
Typeset by C&M Digitals (P) Ltd, Chennai, India
Printed in India at Replika Press Pvt Ltd
Printed on paper from sustainable resources
Robin would like to dedicate this book in loving memory of Doreen (Rene) Kiteley, who is very much missed.[Page vi]
List of Boxes[Page xi]
- Box 1.1: Reflection Point – What exactly are ‘reflection points’? 2
- Box 2.1: Reflection Point – You as a learner 6
- Box 2.2: Reflection Point – Learning styles can change! 12
- Box 2.3: Reflection Point – Learning barriers 18
- Box 2.4: Reflection Point – Transferring these skills 23
- Box 3.1: Time Keeping – Do any of the following sound familiar? 26
- Box 3.2: Reflection Point – The consequences of being late 26
- Box 3.3: Reflection Point – Your learning spaces 30
- Box 3.4: Reflection Point – The ‘pros’ and ‘cons’ of procrastination 33
- Box 3.5: Reflection Point – Reasons to avoid procrastinating 34
- Box 3.6: Reflection Point – Beyond ‘the knowledge’ … 35
- Box 4.1: Reflection Point – A solid foundation for practice 47
- Box 4.2: Reflection Point – Planning 53
- Box 4.3: Reflection Point – Evaluation 54
- Box 4.4: Reflection Point – Assessing appropriateness and effectiveness 55
- Box 4.5: Reflection Point – Review 56
- Box 5.1: Reflection Point – Computer access issues to consider 62
- Box 5.2: Reflection Point – Remaining focused and engaged with online learning 69
- Box 5.3: Reflection Point – Online etiquette and ethics 70
- Box 6.1: Reflection Point – Research and relevance 82
- Box 6.2: Reflection Point – Recording your research process 88
- Box 6.3: Reflection Point – Start making snowballs! 90
- Box 6.4: The Main ingredients of critical writing 93
- Box 6.5: Reflection Point – Critical issues! 94 [Page xii]
- Box 7.1: Reflection Point – Use of writing skills 100
- Box 7.2: Reflection Point – Your experience of writing 101
- Box 7.3: Reflection Point – Different styles of writing 106
- Box 7.4: Introductions SHOULD… 109
- Box 7.5: Introductions SHOULD NOT… 109
- Box 7.6: The main body SHOULD… 111
- Box 7.7: The main body SHOULD NOT… 111
- Box 7.8: Reflection Point – What is critical analysis? 112
- Box 7.9: Conclusions SHOULD… 113
- Box 7.10: Conclusions SHOULD NOT… 113
- Box 8.1: Reflection Point – What is plagiarism? 123
- Box 8.2: Answers to Activity 8.1 139
- Box 8.3: Solution to Activity 8.4 (Book Reference) 139
- Box 8.4: Solution to Activity 8.5 (Journal Reference) 143
- Box 8.5: Solution to Activity 8.6 (Web Site Reference) 143
- Box 9.1: Reflection Point – The benefits of student social workers working closely with service-users 145
- Box 9.2: Reflection Point – Communication and information gathering 146
- Box 9.3: Reflection Point – Your patterns of communication 151
- Box 9.4: Reflection Point – Potentially challenging or complex conversations 153
- Box 9.5: Reflection Point – Finding the right words 154
- Box 9.6: Reflection Point – Consider your own body language 156
- Box 9.7: Putting together a successful presentation 158
- Box 9.8: Reflection Point – Self-awareness 159
- Box 10.1: Reflection Point – Managing the PDP process 165
- Box 10.2: Reflection Point – Feedback and your developmental needs 171
- Box 10.3: Reflection Point – Dealing with criticism 175
- Box 11.1: Reflection Point – Reflection in social work 179
- Box 11.2: Reflection Point – Professional requirements and personal values 179
- Box 11.3: Reflection Point – Monitoring of personal and professional responses 182
- Box 12.1: Reflection Point – Risk vs liberty? 197
- Box 12.2: Reflection Point – Presenting portfolios 199
- Box 12.3: Reflection Point – Experience, identity and practice 201
- Box 12.4: Reflection Point – Safety, competence and trust 203 [Page xiii]
- Box 12.5: Reflection Point – Safe practice and supervision 205
- Box 12.6: Reflection Point – Preparing for direct observations 209
- Box 13.1: Reflection Point – ICT skills and social work 215
- Box 13.2: Taking care of computing hardware 217
- Box 13.3: Some key aspects of the Data Protection Act 230
- Box 14.1: Accessing ‘Help’ in Microsoft Office® 2007 programs 235
- Box 14.2: Increasing font sizes for greater accessibility 235
- Box 14.3: Altering font style in Word® 2007 238
- Box 14.4: To alter font size in a Word® 2007 document 239
- Box 14.5: To adjust line spacing of a document in Word® 2007 239
- Box 14.6: Obtaining a word count in Word® 2007 239
- Box 14.7: Creating a bullet-pointed list in Word® 2007 240
- Box 14.8: Inserting page numbers in Word® 2007 240
- Box 14.9: Spell checking 241
- Box 14.10: Adding ‘headers’ and ‘footers’ to a Word® 2007 document 242
- Box 14.11: Opening up PowerPoint® 2007 244
- Box 14.12: Adding a title to the title slide 245
- Box 14.13: Creating new slides in PowerPoint® 2007 245
- Box 14.14: Inserting clip art onto a slide in PowerPoint® 2007 246
- Box 14.15: Using design templates in PowerPoint® 2007 246
- Box 14.16: Putting the presentation into full-screen presentation mode 247
- Box 14.17: Moving from one slide to the next 247
- Box 14.18: Exiting full-screen presentation mode in PowerPoint® 2007 247
- Box 14.19: Printing options in PowerPoint® 2007 248
- Box 14.20: Printing out ‘speaker's notes’ in PowerPoint® 2007 248
- Box 14.21: Dos and don'ts of using PowerPoint® successfully 248
- Box 14.22: Opening up Microsoft Excel® 251
- Box 14.23: Creating a chart in Excel® 254
- Box 14.24: Labelling Excel® charts 254
- Box 14.25: Changing the chart location 255
- Box 14.26: Copying and pasting Excel® charts into Word 255
List of Figures[Page xiv]
- Figure 2.1: Kolb's Experiential Learning Cycle 9
- Figure 2.2: Emotional responses to learning 14
- Figure 2.3: Learning Development Plan 21
- Figure 3.1: Individual study timetable 30
- Figure 5.1: Screenshot of Internet Social Worker Tutorial used by permission of Resource Discovery Network (RDN) 68
- Figure 6.1: Flow chart showing process of doing a literature search 83
- Figure 8.1: Screenshot from SWAP website 134
- Figure 8.2: Reference record sheet for books 140
- Figure 8.3: Reference record sheet for journal articles 141
- Figure 8.4: Reference record sheet for web resources 142
- Figure 11.1: The ‘what’, ‘so what’ and ‘now what’ model of reflection 180
- Figure 13.1: Fields, Records and Files in databases 222
- Figure 13.2: Well-designed VDU used with permission of HSE 228
- Figure 14.1: A screenshot of Microsoft Excel 253
- Figure 14.2: Example of an Excel Chart showing position of titles 255
List of Tables[Page xv]
- Table 2.1: Five key characteristics of adult learners 7
- Table 2.2: Learning preferences 11
- Table 2.3: EMPOWER 18
- Table 3.1: Common symptoms of stress 36
- Table 3.2: Greener's six categories of stress triggers 37
- Table 5.1: An overview of learning technologies 60
- Table 6.1: Techniques for limiting searches 86
- Table 6.2: Other useful online resources… 87
- Table 6.3: Academic journals related to the study of social work 90
- Table 6.4: Leslie's keyword and key phrase list 96
- Table 7.1: Tips for producing useful lecture notes 107
- Table 7.2: The five stages of essay writing 108
- Table 7.3: A useful form for the self-assessment of essays 114
- Table 8.1: Information needed for a book reference 131
- Table 8.2: Information needed for a journal article reference 132
- Table 8.3: Information needed for a website reference 133
- Table 10.1: Sample assignment guidance sheet 169
- Table 13.1: Basic concepts of ICT – Quick Q & A 216
- Table 13.2: What are files, folders and drives? 218
- Table 13.3: Other common file extensions 218
- Table 13.4: File sizes 219
- Table 13.5: Commonly used keyboard shortcuts 220
- Table 13.6: Some examples of assistive technology 225
- Table 14.1: Excel formulae 253
Robin would like to say a HUGE thank you to Christian McGrath for his constant help and support, the endless cups of tea arriving on his desk and for being an all-round, lovely man. Love and thanks to my parents, Phil and Glenis Kiteley, who always make me feel better in stressful times! Thanks also to Ben Raikes and Dawn Beckett for helpful feedback, and Graham Ormrod for supportive words and diverting tunes. Finally, I would like to thank all of the students whom I've had the pleasure of teaching, and learning from, over the past eight years.
Chris would like to say thank you to her colleagues at the University of Huddersfield who have supported this project with enduring optimism and support which has not waivered even when hers did! I am grateful to the students, service-users and carers that I have worked with who have been the inspiration for this book and who continue to provide an important source of learning and understanding for me. I am especially grateful to my family and friends for their enthusiasm and support with a very special thanks and love to Guy, David and Anna and last but not least to my Mum.
We would both like to thank Emma Patterson and Susannah Trefgarne, at Sage, for their supportive comments and enthusiastic encouragement during the writing process.
Appendix 1: Online Resources for Social Workers and Students[Page 259]
The authors do not take any responsibility for the content of these websites.
> British Association of Social Workers
This is the website for the largest association within the UK representing social work and social workers. It provides a range of help, support and advice for newly qualified and established social workers.
> General Social Care Council (GSCC)
GSCC's role is to regulate the training and conduct of social workers. The website contains useful resources and key documents, including the Codes of Practice for Social Care Workers and Employers.
> National Children's Bureau
The NCB seeks to improve the lives of children and young people and works with a number of partner agencies in pursuit of this. The website contains information on a vast range of issues affecting children and young people including youth justice, health issues and the prevention of social exclusion.
> Student involvement in SWAP
SWAP is the Higher Education Academy's subject centre for social policy and social work. The website contains a range of resources about how social work students can become involved in SWAP.
Glossary of Terms[Page 260]
Abstract This is the part of a journal article or research report/dissertation, which summarizes the work in its entirety. It provides an overview of the question or issue the article is addressing, the approach that has been taken to the research and the main findings.
Anti-discriminatory practice This aims to combat unequal treatment and dismantle the barriers that can prevent people from being able to access services.
Appropriate adult This describes the role of an adult who accompanies young people (aged below 17), and other vulnerable adults when they are detained in custody.
Citation You use citation (or in-text references) to make a brief reference to a source in the main body of your essay. This can then be used by the reader to look up the full reference to that piece of work which should appear in your reference list. A citation will normally consist of the author's surname (or organization's name if there is no named author) and the year of publication. Additionally, you would provide a page number if providing a citation for a direct quote.
COP/Codes of Practice for Social Care Workers and Employers These codes describe the standards of conduct and practice expected of social care workers and their employers. Service-users, carers and other stakeholders are encouraged to refer to the codes of practice so that they have an awareness and understanding of the standards that have been set for the profession.
Discrimination This refers to unequal treatment directed towards individuals, or groups of people, on the grounds of their race, sexual orientation, gender, age, class or disability.
DoH The Department of Health is the government department which provides health and social care policy, guidance and publications for the NHS and social care profession.[Page 261]
Evidence-based practice This refers to practice which is informed by available research evidence and published expertise.
Flash Drive/USB Drive or Stick/Pen Drive/Memory Stick A data storage device which connects to a computer or other device using a USB port. The storage capacity of flash drives and related devices can range from 64 MB through to several GB.
Formative assessment This is an assessment which focuses on developing student learning. The results of formative assessment focus mainly on developmental feedback, and does not normally count towards formal academic credit.
GSCC The General Social Care Council is the body which registers social care workers in the UK and regulates their conduct and training.
Harvard Referencing System This is the name of a popular referencing system used by many UK higher education institutions. It consists of a brief citation in the main body of your work (author surname, year of publication) which relate to a list of full references which appear at the end of the piece of work.
Higher Education (HE) This is the non-compulsory, post-secondary education which is typically offered by universities, institutes of higher education and some colleges.
ICT Information and Communication Technology refers to the range of digital technologies that can be used to record, store, retrieve and exchange data and information.
IPL Inter-professional Learning refers to the process where participants from different professional disciplines (often health and social care related) are able to learn together, share expertise and gain an insight into different values and knowledge bases.
Literature (or ‘the literature’) This refers to the broad range of published, academic material.
Literature review This is a summary of the work that has been published on a particular topic.
Literature search This simply describes the process of searching the whole spectrum of academic sources for information, or research material, which is related to your research question or topic.[Page 262]
NOS National Occupational Standards. These provide a statement of the minimum skills, abilities and knowledge required to demonstrate competency in a professional role. There is a specific set of NOS for social work.
Paraphrasing This is where you summarize someone else's words, thoughts or ideas in your own words. You still need to provide a citation to the original source material when you use paraphrasing in your assignments.
Plagiarism This is the act of presenting someone else's work as if it were your own.
QAA The Quality Assurance Agency.
Reference list This is the list of full references, containing specific details about your sources, which is included at the end of assignments, essays and other pieces of academic work. The reference list is displayed in alphabetical order.
Referencing This is a process which acknowledges that you have used someone else's work in the course of producing your own piece of work.
Research methodology This is the approach, methods and strategies employed in collecting data and carrying out the research process.
Service-user Within the context of health and social care, this refers to a person who makes use of a particular service.
Social exclusion The Government defines social exclusion as involving the lack or denial of resources, rights, goods and services, and the inability to participate in the normal relationships and activities available to the majority of people in society.
Summative assessment This is an assessment which is formally marked (or graded), and assesses the level of learning at a particular point in time. Summative assessment usually contributes towards academic credits.
VLE A Virtual Learning Environment is an online learning environment which may incorporate a number of different types of learning resource (lecture notes, additional reading, multimedia learning packages), communication tools (discussion boards, email, chat tools) and learning management tools.
Work-based learning (WBL) This is formal learning which takes place within the context of work settings.
References[Page 263]2002) ‘Social work process’, in M.R.Adams, L.Damindli and M.Payne (eds) Social Work Themes, Issues and Critical Debates,(2nd edition. Basingstoke: Palgrave MacMillan.2008) ‘Social workers buckling under stress burden’, The Observer, 15 June.(2005) A summary of focus on social inequalities. Office for National Statistics. [online]. Available at: http://www.statistics.gov.uk/articles/nojournal/FOSI_summary_article.pdf [accessed 4 January 2009](2005) ‘Social approaches to madness and distress: user perspectives and user knowledges’, in J.Tew (ed.) Social Perspectives in Mental Health: Developing social models to understand work with mental distress. London: Jessica Kingsley.(2007) Learning and Teaching in Social Work Practice. Basingstoke: Palgrave.and (2004) ‘Glossary of terms relating to ethnicity and race: for reflection and debate’, Journal of Epidemiology and Community Health, 58: 441–5. http://dx.doi.org/10.1136/jech.2003.013466(1999) Teaching for Quality Learning at University. Buckingham: SRHE.(1970) Reach, Teach and Touch. London: McGraw Hill.(British Dyslexia Association (BDA) (2007) Dyslexia research information [online]. Available at: http://www.bdadyslexia.org.uk/research.html [accessed 21 January 2009]Brotherton, G. and Parker, S. (eds) (2009) Work-based Learning and Practice Placement: A textbook for health and social care students. Exeter: Reflect Press.2008) Essential Study Skills: The complete guide to success at university. London: Sage.and (2007) A Student's Guide to Presentations (Study Skills Series). London: Sage.and (2005) IT Skills for Successful Study. Basingstoke: Palgrave Macmillan.(2008) E-learning Skills. Basingstoke: Palgrave Macmillan.(2008) Studying Creatively. London: Routledge.(2004) Should we be using learning styles? What research has to say to practice. London: Learning and Skills Development Agency [online]. Available at: http://www.lsda.org.uk/files/PDF/1540.pdf [accessed 15 December 2008], , and (Cornell University (1993) Therapeutic Crisis Intervention. New York: Cornell University.2008) ‘Social work and sexuality, working with lesbians and gay men: what remains the same and what is different?’, Practice20(4): 265–75. http://dx.doi.org/10.1080/09503150802532339(2003) The Study Skills Handbook,(2nd edition. Basingstoke: Palgrave Macmillan.2005) Critical Thinking Skills. Basingstoke: Palgrave Macmillan.(2008) Writing at University: A guide for students,and ([Page 264]3rd edition. Maidenhead: Open University Press.2006) The Research Student's Guide to Success,(3rd edition. Maidenhead: Open University Press.DoH (2002) Requirements for social work training. Department of Health [online]. Available at: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4060262.pdf [accessed 14 April 2008]2008) Researching Online. Basingstoke: Palgrave Macmillan., and (2008) Communication and Interpersonal Skills. Exeter: Reflect Press.and (2009) University-level Work Based Learning. Hendon: Middlesex University Press., and (1987) Making the Message Clear. Santa Cruz: Grinder, DeLozier and Associates.(2005) ‘Practice learning and assessment on BSc (Hons) Social Work: “Service user conversations”’, Social Work Education24(4): 451–66. http://dx.doi.org/10.1080/02615470500097009, , , , , , , , and (1988) Styles of Learning. Edinburgh: David Fulton.(2005) The Student Life Handbook. Basingstoke: Palgrave Macmillan.(1998) Conducting Research Literature Reviews. London: Sage.(General Social Care Council (GSCC) (2002) Codes of Practice for Social Care Workers and Employers. London: GSCC.2005) Sociology,(5th edition. Cambridge: Polity.2002) The Which? Guide to Managing Stress. London: Which? Ltd.(2001) How to Write Better Essays. Basingstoke: Palgrave Macmillan.(2006) Practical Computer Skills for Social Work. Exeter: Learning Matters.(2008) Social Work and Mental Health,(3rd edition. Exeter: Learning Matters.2007) Study Skills for Dyslexic Students (Study Skills Series). London: Sage.(1998) Doing a Literature Review. London: Sage.(2003) ‘Experiencing psychiatric client perspective on being mentally ill’, Journal of Psychiatric and Mental Health Nursing10: 722–9. http://dx.doi.org/10.1046/j.1365-2850.2003.00666.x(2007) Writing Skills for Social Workers. London: Sage.and (2008) Immigration and Social Cohesion in the UK. Joseph Rowntree Foundation [online]. Available at: http://www.jrf.org.uk/sites/files/jrf/2230-deprivation-cohesion-immigration.pdf [accessed 06 January 2009], and (2005) Building skills into the curriculum: A guide to meeting the requirement for social work degree students to achieve information and communication technology skills. SWAP [online]. Available at: http://www.swap.ac.uk/docs/SWAPECDL.pdf [accessed 12 January 2008]and (1982) Manual of Learning Styles. Maidenhead: Peter Honey Publications.and (2006) Learning Support for Mature Students (Study Skills Series). London: Sage.(HSE (2008a) Working together to reduce stress at work [online]. Available at: http://www.hse.gov.uk/pubns/indg424.pdf [accessed 17 October 2008]HSE (2008b) Self-reported work-related illness and workplace injuries in 2006/07: Results from the Labour Force Survey [online]. Available at: http://www.hse.gov.uk/statistics/lfs/lfs0607.pdf [accessed 18 October 2008]Interactive Technologies Research Group (2006) Using digital media to access information and good practice for paid carers of older people. SCIE [online]. Available at: http://www.scie.org.uk/publications/reports/report15.pdf [accessed 23 January 2008]2001) ‘Tightening the net: children, community and control’, British Journal of Sociology52 (2): 211–28. http://dx.doi.org/10.1080/00071310120044953and ([Page 265]2003) Beginning Reflective Practice. Cheltenham: Nelson Thornes.(Essay writing: a guide for undergraduates. Royal Literary Fund [online]. Available at: http://www.rlf.org.uk/fellowshipscheme/writing/index.cfm [accessed 16 December 2008](n.d.)2002) Handbook of Interpersonal Communication. London: Sage.and (2007) Reflective Practice in Social Work. Exeter: Learning Matters.and (2005) The Adult Learner,, and (6th edition. London: Elsevier.1984) Experiential Learning: Experience as the source of learning and development. London: Prentice Hall.(2005) Communication and Interpersonal Skills in Social Work. Exeter: Learning Matters.(2007a) Conquer Study Stress. Maidenhead: Open University Press.(2007b) Skilful Time Management. Maidenhead: Open University Press.(2002) ‘Social work, stress and burnout: a review’, Journal of Mental Health11(3): 255–65. http://dx.doi.org/10.1080/09638230020023642, and (1976) ‘On qualitative differences in learning - 1: outcome and process’, British Journal of Educational Psychology46: 4–11. http://dx.doi.org/10.1111/j.2044-8279.1976.tb02980.xand (2000) Developing Reflective Practice. Bristol: Policy Press.(2004) Review of e-learning theories, frameworks and models. JISC e-Learning Models Desk Study [online]. Available at: http://www.jisc.ac.uk/uploaded_documents/Stage%202%20Learning%20Models%20(Version%201).pdf [accessed 17 July 2008]and (2006) The Smarter Student. Harlow: Pearson Education.and (2006) Reading Critically at University (Study Skills Series). London: Sage.(http://Methodology.co.uk - The Research Methods Resource Centre [online]. Available at: http://www.methodology.co.uk/ [accessed 15 October 2008]2006) Learning Journals: A handbook for reflective practice and professional development. Abingdon: Routledge.(2007) A Handbook of Reflective and Experiential Learning: Theory and practice. London: RoutledgeFalmer.(2006) ‘Coping with stress: social work students and humour’, Social Work Education25(5): 501–17. http://dx.doi.org/10.1080/02615470600738890and (2007) Communication Skills for Health and Social Care. London: Sage.(1996) ‘Avoidable and unavoidable mistakes in child protection work’, British Journal of Social Work42(3): 288–98.(2008) Writing Up Your University Assignments and Research Projects. Maidenhead: Open University Press.and (2007) The Complete Guide to Referencing and Avoiding Plagiarism. Maidenhead: Open University Press.(NHS Choices (n.d.) Symptoms of stress [online]. Available at: http://www.nhs.uk/Conditions/Stress/Pages/Symptoms.aspx?url=Pages/what-is-it.aspx [accessed 24 January 2009]2003) Team Working in Mental Health. Basingstoke: Palgrave MacMillan.(2004) Effective Practice Learning in Social Work. Exeter: Learning Matters.(2007) Social Work Practice,and (2nd edition. Exeter: Learning Matters.2008) ‘Changes in the form of knowledge in social work: from the “social” to the “informational”?’, British Journal of Social Work, 38: 253–69. http://dx.doi.org/10.1093/bjsw/bcl337(2008) Cite Them Right: The essential referencing guide,and ([Page 266]7th edition. Newcastle upon Tyne: Pear Tree Books.2004) Teaching Today. Cheltenham: Nelson Thornes.(2006) Evidence-based Teaching. Cheltenham: Nelson Thornes.(2007) It couldn't happen here … A workshop to discuss detection and deterrence of plagiarism in social work students’ assessed work. SWAP Report [online]. Available at: http://www.swap.ac.uk/docs/projects/KarenPostle_plagiarism.pdf [accessed 12 November 2008](1992) Learning to Teach in Higher Education. London: Routledge.(2005) Good Essay Writing: A Social sciences guide. London: Sage.(1993) ‘“But we're doing it already”: exploring a response to the concept of reflective practice in order to improve its facilitation’, Nurse Education Today13: 305–9. http://dx.doi.org/10.1016/0260-6917%2893%2990058-A(1997) ‘Learning styles: a critique’, Management Learning28(2): 115–33. http://dx.doi.org/10.1177/1350507697282002(2008) The Literature Review - A Step-by-Step Guide for Students. London: Sage.(1970) Effective Study,(4th edition. New York: Harper & Row.2007) The Mature Student's Guide to Writing,(2nd edition. Basingstoke: Palgrave Macmillan.2008) The Stress-free Guide to Studying at University (Study Skills Series). London: Sage., and (2007) Being an E-learner in Health and Social Care. Abingdon: Routledge.and (1991) The Reflective Practitioner: How professionals think in action. Aldershot: Arena.(The Scottish Government (2008) Children Looked After Statistics 2007–08 [online]. Available at: http://www.scotland.gov.uk/Publications/2008/11/25103230/0 [accessed 3 January 2009]2005) Modern Social Work Practice: Teaching and learning in practice settings. Aldershot: Ashgate Publishing.and (2008) ‘Issues of alcohol misuse among older people: attitudes and experiences of social work practitioners’, Practice - Social Work in Action20(3): 181–93.and (1999) Dyslexia in Higher Education: Policy, Provision and Practice - Report of the National Working Party on Dyslexia in Higher Education. University of Hull: National Working Party on Dyslexia in Higher Education.(Chair) (2007) Uses of e-portfolios to develop reflection and assessment on social work degree programmes. SWAP [online]. Available at: http://www.swap.ac.uk/docs/eltep_helpsheet3.pdf [accessed 4 August 2008](SWAP (2007) The social work degree: preparing to succeed - SWAP Guide 3 [online]. Available at: http://www.swap.ac.uk/docs/swapguide_3.pdf [accessed 3 October 2008]1997) Anti-discriminatory Practice,(2nd edition. Basingstoke: Macmillan.2009) Practising Social Work. Basingstoke: Palgrave MacMillan.(2008) The Social Work Companion. Basingstoke: Palgrave Macmillan.and (TOPPS UK Partnership (2002) The National Occupational Standards for Social Work. Skills for Care [online]. Available at: http://www.skillsforcare.org.uk/developing_skills/National_Occupational_Standards/social_work.aspx [accessed 13 February 2008]2005) Social Work Skills,(2nd edition. Maidenhead: Open University Press.2007) ECDL Online Survey Report. SWAP [online]. Available at: http://www.swap.ac.uk/docs/swap_ecdl_survey.pdf [accessed 24 April 2008](2008) Studying for Your Social Work Degree. Exeter: Learning Matters.(Writing dissertations: a guide for graduates. Royal Literary Fund [online]. Available at: http://www.rlf.org.uk/fellowshipscheme/writing/diswriting/intro.htm [accessed 16 December 2008]and (n.d.) [Page 267]2008) ‘Risk, mental disorder and social work practice: a gendered landscape’, British Journal of Social Work38(1): 117–34. http://dx.doi.org/10.1093/bjsw/bcl334and (2005) Working towards full participation. GSCC [online]. Available at: http://www.gscc.org.uk/NR/rdonlyres/CC4E1B8D-3883-44D8-80C9-E6C1D9E54AE1/0/Fullparticipationreportfinal05final.pdf [accessed 24 April 2008](2008) Social Work: An introduction to contemporary practice. Harlow: Pearson Education., , and (2003) What is the scholarship of learning and teaching? [online]. Available at: http://www.swap.ac.uk/research/introduction.asp [accessed 12 February 2007](