Studying for your Social Work Degree

Books

Hilary Walker

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    Acknowledgements

    This page intentionally left blank

    Acknowledgements

    This page intentionally left blank

    Series Editors' Preface

    The Western world including the UK and England face numerous challenges over forthcoming years. These include dealing with the impact of an increasingly ageing population, with its attendant social care needs and working with the financial implications that such a changing demography brings. At the other end of the life-span the need for high quality child care, welfare and safeguarding services has been highlighted as society develops and responds to a changing complexion.

    Migration has developed as a global phenomenon and we now live and work with the implications of international issues in our everyday and local lives. Often these issues influence how we construct our social services and determine what services we need to offer. It is likely that as a social worker you will work with a diverse range of people throughout your career, many of whom have experienced significant, even traumatic, events that require a professional and caring response. As well as working with individuals, however, you may be required to respond to the needs of a particular community disadvantaged by world events or excluded within local communities because of assumptions made about them.

    The importance of social work education came to the fore again following the inquiry into the death of baby Peter, the subsequent report from the Social Work Task Force set up in its aftermath and the Reform Board process. It is timely to reconsider elements of social work education – indeed, we should view this as a continual striving for excellence! – as this allows us to focus clearly on what knowledge is useful to engage with in learning to be a social worker.

    The books in this series respond to the agendas driven by changes brought about by professional body changes, Government and disciplinary reviews. They aim to build on and offer introductory texts based on up-to-date knowledge and to help communicate this in an accessible way, preparing the ground for future study as you develop your social work career. The books are written by people passionate about social work and social services and aim to instil that passion in others. The current text focuses on the learning that you will need to engage with and immerse yourself into if you are to develop as a social work practitioner within a rapidly changing, increasingly politicised world of welfare. Generic study guides for academic work are plentiful, and these will provide you with useful knowledge for your learning. This book, however, offers a perspective that addresses learning specific for social work practice, examining the development through the three stages of the degree, in field work, reflection and critical engagement with academic knowledge. The knowledge introduced in this book is important for all student social workers, and for whichever fields of practice you may seek to enter. Learning for good practice reaffirms social work's commitment to those the profession serves.

    Professor Jonathan Parker,Bournemouth University Greta Bradley, University of York

    Acknowledgements

    I would like to thank the following.

    • Ruskin College, Oxford for giving me the opportunity to write the first edition of the book.
    • The editorial team at Learning Matters for their support and guidance.
    • Colleagues, students and former students who have given really helpful feedback.
    • Friends who have supported and encouraged me.

    My huge appreciation goes to all those Ruskin College social work students, in Oxford, Suffolk and Essex, with whom I have worked – without you this book would not have been inspired or written.

    Introduction

    The first edition of this book was written in the context of the change in the qualification for professional social work to a bachelor's degree with honours. My intention was to support students in their studies by identifying the academic skills which must be demonstrated in an undergraduate degree and explaining how this relates to learning to become a social worker. In particular it aimed to identify the academic skills required at each of the three different levels of an undergraduate degree, to demonstrate how these can be understood in the study of social work and to provide ways of supporting students in achieving them.

    The requirements for social work education and training are laid down by the Quality Assurance Agency for Higher Education (QAA), the body with responsibility for assuring the quality of higher education courses in universities and colleges, in The Framework for Higher Education in England, Wales and Northern Ireland (QAA, 2008a)

    Although each course is organised in a different way, colleges must ensure that students studying on bachelors' degrees with honours, by the end of the programme, will have achieved what is set out in this framework. Because learning happens in stages, each building on earlier understanding, these requirements are organised in three levels known as 4, 5 and 6. For full-time students these will be equivalent to the three years of the degree. For part-time students this will depend on the course.

    Requirements at each level specify what students must be able to do and demonstrate academically at each level of the programme. All bachelors' degrees with honours must provide the opportunity for students to achieve this through teaching, learning and assessment. Of course a degree in chemistry or French will look different from a degree in social work, but the same broad academic requirements must be met.

    In addition to these broad requirements set by the QAA, undergraduate degrees in social work must also meet requirements laid down in the following documents:

    • The National Occupational Standards for Social Work (TOPSS, 2002a): These set out both what a social worker entering employment should be able to do and what they should know.
    • The Department of Health Requirements for Social Work (DoH, 2002): These were devised by this government department when the social work qualification changed from a diploma to a degree and set out broad expectations.
    • The QAA Subject Bench Mark for Social Work (2008b): This outlines the particular requirements for a bachelors' degree in the subject of social work; specifically what is expected of qualifying social workers awarded this degree.

    Achieving a degree in social work is both about being able to practise social work but equally being able to demonstrate academic capabilities and skills at undergraduate degree level. It is both a licence to practise as a professional social worker and an academic qualification. Social work is an applied academic subject so practice is an essential and core element of learning and you will be required to spend at least 200 days undertaking learning on placement in social work agencies. By the end of the course you must have met both the academic and practice standards and you will find that these two aspects are consistently and constantly inter-connected. You will be required to make links between what you learn in college and the world of social work and think about, understand, critically analyse and reflect on your practice while in placement using academic learning.

    However these requirements indicate what you must be able to do by the end of your course rather than the stages along the way. In contrast, as discussed above, the general requirements for an undergraduate honours degree set out what students should achieve at each level. Because learning is cumulative, you need to have a sound grasp of lower level academic skills in order to build towards the higher ones. I have noticed that students can struggle later in their studies if they have not thoroughly developed foundation skills.

    This book therefore takes a staged approach and is organised in three parts – each one relating to a different academic level. Hence chapters in Part One will be concerned with skills from Level 4; those in Part Two with skills from Level 5 and those in Part 3 from Level 6. In each part of the book the key academic requirements at that level are explored. Every chapter indicates the specific requirements and the Key Role and relevant units of competence to which it relates. On your course, in college and on placement, this division will not be as clear. However, separating them out should help you to appreciate the skills you are using and enhancing. The four chapters in Part One cover the basic, foundation academic skills. The first explores beginning your degree course and the particular characteristics of studying for social work before discussing different approaches to learning. In Chapter 2 we focus on the underlying principles and concepts in social work with particular emphasis on the values of social work. Next, in Chapter 3, the relationship between theory and social work practice is considered while in Chapter 4 the ingredients of academic writing are covered.

    This theme is developed in Part Two Chapter 5 which looks at more complex skills of critical analysis and understanding. Chapter 6 focuses on practice learning and how you make connections between your college studies and your experiences and practice on placement. In Chapter 7 we explore what is meant by the reflective social work practitioner and ways in which this approach can be enhanced. The final chapter of Part Two is the first of two looking at research. At this level the focus is on understanding and using research.

    Part Three begins with the second research chapter which explains how research can be subject to critical evaluation. Next, in Chapter 10, we return to thinking about learning and focus on becoming an autonomous learner with academic assertiveness and the motivation for continuing professional development. The final two chapters both consider the complexity of social work. In Chapter 11 the complicated and contradictory nature of practice is analysed and the thinking and reflective skills and strategies for social work in this context are discussed. Finally in Chapter 12 we consider the academic purposes of the dissertation and some helpful ways of approaching this important and complex piece of work.

    Each chapter could be read on its own; however, you will probably find it most helpful to use all the book. This is firstly because we follow the learning journeys of three social work students throughout the book and secondly because interconnections are made between chapters. In many chapters you will find guidance on how to approach a particular academic skill. This is based on observations from my own experience as a social work tutor, what I have learnt from students and on research studies into what helps students learn. Within each chapter you will find examples and activities to support you with the development of the relevant skills. However the book is not a substitute for fully participating in all the learning activities on your course. Rather its purpose is to be complementary to your college learning and to help you make best use of its opportunities. You should always make sure you are clear about the assessment requirements and regulations on your particular programme.

    This second edition incorporates significant changes. Feedback from those who have read and used the first edition of the book, in particular students, has been included aiming to improve the book and make it more helpful and relevant. Updated reading, research and references are included – social work literature and knowledge has expanded considerably in recent years. New understandings about how people learn have been integrated. In particular two new related concepts concerning achievement in learning are explored; self-efficacy and academic assertiveness. Both suggest dispositions which can promote the ability to succeed in mastery of the subject; they connect with other aspects of learning and, in the right conditions can be developed by students. The book has also been updated in line with changes in social policy, legislation and the organisation of social work.

    In the past three years there have been significant developments in thinking about the organisation and delivery of social work, education and training. These shifts in thinking were precipitated by media attention to the death of Peter Connelly and subsequent reports which raised concerns about the quality of training, practice, delivery and regulation of social work (Laming, 2009; Social Work Task Force, 2009; House of Commons Children, Schools and Families Committee, 2009). Despite some contradictory evidence that the social work degree is fit for purpose at the point of qualification (Evaluation of Social Work Degree in England Team, 2008; Blewett and Tunstill, 2008); that child deaths are falling and that many of social work's difficulties are linked to inadequate resources, managerialism (Ferguson and Lavalette, 2009) and a computerised data base which is not fit for purpose (White et al. 2010), the proposals were uncritically agreed by the then Labour government (Department for Children, Schools and Families, 2009). However these now may not all be implemented due to the outcome of the General Election in May 2010 and the Conservative/Liberal Democrat coalition government's policy of spending cuts (HM Government, 2010). This government has commissioned a further report on safeguarding children which may have implications for social work education and training and two interim reports have been published (Munro, 2010, 2011). In this period of considerable uncertainty some developments seem assured. A Social Work Reform Board headed by Moira Gibb, also chair of the Social Work Task Force, has been established to implement the recommendations of the Task Force. Included in its work is consideration of the entry requirements to social work courses and the curriculum for education and training. Transfer of the General Social Care Council's regulatory functions to the Health Professions Council is to take place by 2012. A College of Social Work is to be established and a consultation exercise concerning its role and function is currently underway. Changes are proposed for the funding of Higher Education (Social Work Reform Board, 2010). In this political climate it is difficult to predict the future. However, while debate concerning proposed reforms continues and before changes are implemented, many students will be studying for their social work degrees. So whatever the future brings, in the meantime I hope that this book will serve a useful purpose in supporting the learning of current social work students.

    Like many social work employees and writers I have not yet found a term to use when referring to those members of the public with whom social workers work. None of the expressions currently used seems to appropriately convey the nature of the relationship. Hence you will find the terms client, service user and people who use services in this book – none of which is entirely satisfactory but are usable until a better alternative is found.

    During my time as a tutor in social work I have come across a wide range of students. At some point nearly all find some aspect of their academic work a challenge – sometimes because their interest and motivation are focused more on doing social work. One reason for writing the book was to make clear that social work cannot be practised well without good, clear, analytic thinking. Another was to provide students with some materials which would better enable them to face and overcome the challenges. I hope it has succeeded. Good luck in your studies.

    Hilary Walker
  • Conclusion

    Studying for a degree in social work can be exciting, rewarding and challenging. Sometimes the difficulties that students face can overwhelm and obscure the stimulation and thrill of learning. This book arose from my observations that students need support and guidance with developing specific academic skills within the context of studying for social work. Without this it can be difficult for students to make progress and maximise their opportunities for personal and professional development. If the book has been a support to you during your degree studies and helped you to better appreciate effective academic study then it will have achieved its aim.

    Having reached this part of the book you will be nearing the end of your social work degree. Depending on your mode of study this might have taken you three or four years and you will be close to qualifying as a social worker. During this time you will have been through many significant learning experiences, both in college and on placement. When you reflect back on this period of your life you will no doubt recall good times and hard times, highs and lows, frustration and joy, pleasure and pain. Take the time to consider how you have changed during your course both personally and professionally. You might find it particularly useful to identify how you have developed as a learner and record this in your Personal Development Plan. This understanding will be valuable as you join the profession of social worker where you will begin a new phase of learning. Although completing the degree may seem like the end of a journey, it is but one stage in a much longer voyage of discovery. As you embark on the next stage you have the opportunity to reflect on your experience of studying for the social work degree and take this learning forward to your future professional career development. In Chapter 10 the importance of understanding your own learning and taking responsibility for its direction was emphasised. This will assist you in consolidating your learning as a newly qualified social worker, continuing your professional development and undertaking post-qualifying training.

    A major theme of the book has been the complexity of social work practice and hence the need for practitioners to incorporate different perspectives and think clearly, analytically and reflectively. In the current climate of political, social and economic uncertainty these skills become more important for thoughtful, sensitive, empathetic and reflective social work practice consistent with the values of social work and social justice. They should also equip you to continue to grow and develop in your social work career. I wish you well as you enter the profession of social work.

    Subject Benchmark for Social Work

    Introduction

    The content, structure and delivery of social work degree programmes should enable students to demonstrate the National Occupational Standards for Social Work (TOPSS, 2002); the Department of Health Requirements for Social Work (DoH, 2002) and the QAA Subject Bench Mark for Social Work (QAA, 2008) as well as demonstrating the appropriate academic level (see Introduction).

    This Appendix provides a brief summary of selected key areas from the Benchmark for Social Work which are covered in this book.

    Defining Principles

    4.1 As an applied academic subject, social work is characterised by a distinctive focus on practice in complex social situations to promote and protect individual and collective well-being. This underscores the importance of partnerships between HEIs and service providers to ensure the full involvement of practitioners, managers, tutors, service users and carers with students in both academic and practice learning and assessment.

    4.6 Social work is a moral activity that requires practitioners to recognise the dignity of the individual, but also to make and implement difficult decisions (including restriction of liberty) in human situations that involve the potential for benefit or harm. Honours degree programmes in social work therefore involve the study, application of, and critical reflection upon, ethical principles and dilemmas.

    4.7 The expectation that social workers will be able to act effectively in such complex circumstances requires that honours degree programmes in social work should be designed to help students learn to become accountable, reflective, critical and evaluative.

    Subject Knowledge, Understanding and Skills: Subject Knowledge and Understanding

    5.1 During their degree studies in social work, honours graduates should acquire, critically evaluate, apply and integrate knowledge and understanding in the following five core areas of study.

    5.1.1 Social work services, service users and carers, which include:

    • the social processes (associated with, for example, poverty, migration, unemployment, poor health, disablement, lack of education and other sources of disadvantage) that lead to marginalisation, isolation and exclusion, and their impact on the demand for social work services;
    • explanations of the links between definitional processes contributing to social differences (for example, social class, gender, ethnic differences, age, sexuality and religious belief) to the problems of inequality and differential need faced by service users;
    • the nature of social work services in a diverse society (with particular reference to concepts such as prejudice, interpersonal, institutional and structural discrimination, empowerment and anti-discriminatory practices);
    • the nature and validity of different definitions of, and explanations for, the characteristics and circumstances of service users and the services required by them, drawing on knowledge from research, practice experience, and from service users and carers;
    • the focus on outcomes, such as promoting the well-being of young people and their families, and promoting dignity, choice and independence for adults receiving services;
    • the relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services provided in interdisciplinary contexts and the issues associated with working across professional boundaries and within different disciplinary groups.

    5.1.2 The service delivery context, which includes:

    • the location of contemporary social work within historical, comparative and global perspectives, including European and international contexts;
    • the changing demography and cultures of communities in which social workers will be practising;
    • the complex relationships between public, social and political philosophies, policies and priorities and the organisation and practice of social work, including the contested nature of these;
    • the issues and trends in modern public and social policy and their relationship to contemporary practice and service delivery in social work;
    • the significance of legislative and legal frameworks and service delivery standards (including the nature of legal authority, the application of legislation in practice, statutory accountability and tensions between statute, policy and practice);
    • the current range and appropriateness of statutory, voluntary and private agencies providing community-based, day-care, residential and other services and the organisational systems inherent within these;
    • the significance of inter-relationships with other related services, including housing, health, income maintenance and criminal justice (where not an integral social service);
    • the contribution of different approaches to management, leadership and quality in public and independent human services;
    • the development of personalised services, individual budgets and direct payments;
    • the implications of modern information and communications technology (ICT) for both the provision and receipt of services.

    5.1.3 Values and ethics, which include:

    • the nature, historical evolution and application of social work values;
    • the moral concepts of rights, responsibility, freedom, authority and power inherent in the practice of social workers as moral and statutory agents;
    • the complex relationships between justice, care and control in social welfare and the practical and ethical implications of these, including roles as statutory agents and in upholding the law in respect of discrimination;
    • aspects of philosophical ethics relevant to the understanding and resolution of value dilemmas and conflicts in both interpersonal and professional contexts;
    • the conceptual links between codes defining ethical practice, the regulation of professional conduct and the management of potential conflicts generated by the codes held by different professional groups.

    5.1.4 Social work theory, which includes:

    • research-based concepts and critical explanations from social work theory and other disciplines that contribute to the knowledge base of social work, including their distinctive epistemological status and application to practice;
    • the relevance of sociological perspectives to understanding societal and structural influences on human behaviour at individual, group and community levels;
    • the relevance of psychological, physical and physiological perspectives to understanding personal and social development and functioning;
    • social science theories explaining group and organisational behaviour, adaptation and change;
    • models and methods of assessment, including factors underpinning the selection and testing of relevant information, the nature of professional judgement and the processes of risk assessment and decision-making;
    • approaches and methods of intervention in a range of settings, including factors guiding the choice and evaluation of these;
    • user-led perspectives;
    • knowledge and critical appraisal of relevant social research and evaluation methodologies, and the evidence base for social work.

    5.1.5 The nature of social work practice, which includes:

    • the characteristics of practice in a range of community-based and organisational settings within statutory, voluntary and private sectors, and the factors influencing changes and developments in practice within these contexts;
    • the nature and characteristics of skills associated with effective practice, both direct and indirect, with a range of service-users and in a variety of settings;
    • the processes that facilitate and support service user choice and independence;
    • the factors and processes that facilitate effective interdisciplinary, interprofessional and interagency collaboration and partnership;
    • the place of theoretical perspectives and evidence from international research in assessment and decision-making processes in social work practice;
    • the integration of theoretical perspectives and evidence from international research into the design and implementation of effective social work intervention, with a wide range of service users, carers and others;
    • the processes of reflection and evaluation, including familiarity with the range of approaches for evaluating service and welfare outcomes, and their significance for the development of practice and the practitioner.
    Subject-specific Skills and other Skills

    5.3 All social work honours graduates should show the ability to reflect on and learn from the exercise of their skills. They should understand the significance of the concepts of continuing professional development and lifelong learning, and accept responsibility for their own continuing development.

    Social Work Honours Graduates should Acquire and Integrate Skills in the Following Core Areas

    5.5.1 Problem-solving skills Managing problem-solving activities: honours graduates in social work should be able to plan problem-solving activities, i.e. to:

    • think logically, systematically, critically and reflectively;
    • apply ethical principles and practices critically in planning problem-solving activities;
    • plan a sequence of actions to achieve specified objectives, making use of research, theory and other forms of evidence;
    • manage processes of change, drawing on research, theory and other forms of evidence.

    5.5.2 Gathering information: honours graduates in social work should be able to:

    • gather information from a wide range of sources and by a variety of methods, for a range of purposes. These methods should include electronic searches, reviews of relevant literature, policy and procedures, face-to-face interviews, written and telephone contact with individuals and groups;
    • take into account differences of viewpoint in gathering information and critically assess the reliability and relevance of the information gathered;
    • assimilate and disseminate relevant information in reports and case records.

    5.5.3 Analysis and synthesis: honours graduates in social work should be able to analyse and synthesise knowledge gathered for problem-solving purposes, i.e. to:

    • assess human situations, taking into account a variety of factors (including the views of participants, theoretical concepts, research evidence, legislation and organisational policies and procedures);
    • analyse information gathered, weighing competing evidence and modifying their viewpoint in light of new information, then relate this information to a particular task, situation or problem;
    • consider specific factors relevant to social work practice (such as risk, rights, cultural differences and linguistic sensitivities, responsibilities to protect vulnerable individuals and legal obligations);
    • assess the merits of contrasting theories, explanations, research, policies and procedures;
    • synthesise knowledge and sustain reasoned argument;
    • employ a critical understanding of human agency at the macro (societal), mezzo (organisational and community) and micro (inter and intrapersonal) levels;
    • critically analyse and take account of the impact of inequality and discrimination in work with people in particular contexts and problem situations.

    5.5.4 Intervention and evaluation: honours graduates in social work should be able to use their knowledge of a range of interventions and evaluation processes selectively to:

    • use and evaluate methods of intervention critically and reflectively.
    Communication Skills

    5.6 Honours graduates in social work should be able to communicate clearly, accurately and precisely (in an appropriate medium) with individuals and groups in a range of formal and informal situations, i.e. to:

    • follow and develop an argument and evaluate the viewpoints of, and evidence presented by, others;
    • write accurately and clearly in styles adapted to the audience, purpose and context of the communication.
    Skills in Personal and Professional Development

    5.8 Honours graduates in social work should be able to:

    • advance their own learning and understanding with a degree of independence;
    • reflect on and modify their behaviour in the light of experience;
    • manage uncertainty, change and stress in work situations;
    • understand and manage changing situations and respond in a flexible manner;
    • take responsibility for their own further and continuing acquisition and use of knowledge and skills;
    • use research critically and effectively to sustain and develop their practice.

    Glossary

    Academic assertiveness

    Personal confidence as a learner which enables students to manage the challenges of learning and develop their own thinking and voice.

    Approaches to learning

    The disposition towards, or way of going about, learning.

    Analysis

    Examining in detail the different aspects and component parts of an issue; considering it from a range of perspectives.

    Concepts

    A mental representation; an abstract idea.

    Continuing professional development

    Learning and professional development which takes place after you have achieved a social work qualification.

    Critical friend

    Someone in your family, social or student network who will read your work; give honest feedback and be prepared to challenge you.

    Critical thinking

    A questioning stance which aims for a deep understanding taking into account the construction of ideas and their relationship, challenges assumptions and considers alternative perspectives.

    Dissertation

    An extended piece of written work; exploring a student's selected topic by drawing on theory and research; often the final assessed part of an undergraduate programme.

    Ethics

    General principles or statements which guide professional behaviour.

    Evaluation

    Identifying and weighing up the strengths and limitations of an issue.

    Personal development plan

    A reflective record of your needs, progress and achievements as a learner.

    Plagiarism

    Taking the work of another person or people and using it as if it were your own; not acknowledging the source of your information or inspiration.

    Principles

    Fundamental truths or propositions on which action is based.

    Metacognition

    The recognition of your own knowledge and processes of knowing and learning.

    Reflection

    The purposeful process of consideration and reconsideration of any aspect of learning – knowledge, theory and experiences.

    Research

    The systematic investigation into, and study of, sources, of material in order to establish facts and reach new conclusions.

    Second order reflection

    Reconsidering a piece of reflective writing in order to reflect again and develop new insights.

    Self-efficacy

    Being able to take ownership of your learning and its challenges.

    Synthesis

    Bringing together different contributions to understanding a topic in order to appreciate it in depth and understand it in a new way.

    Theory

    A set of related ideas which helps to explain or make sense of an issue.

    Values

    A collection of beliefs or principles about what is important.

    References

    Abbott P., Wallace C., and Tyler M. (2005) An Introduction to sociology: Feminist perspectives. Abingdon: Routledge.
    Adams R. (eds) (2009a) Practising social work in a complex world. Basingstoke: Palgrave Macmillan.
    Adams R. (eds) (2009b) Social work: Themes, issues and critical debates. Basingstoke: Macmillan.
    Adams R. (2008) Empowerment, participation and social work. 4th edition. Basingstoke: BASW Macmillan.
    Aldgate J., and Jones D. (2006) The place of attachment in children's development. In Aldgate J. (eds) The developing world of the child. London: Jessica Kingsley.
    Alston M., and Bowles W. (2003) Research for social workers. An introduction to methods. 2nd edition. Abingdon: Routledge.
    Banks S. (2006) Ethics and values in social work. 3rd edition. Basingstoke: Palgrave.
    Barn R., Andrew L., and Mantovani N. (2005) Life after care. The experiences of young people from different ethnic groups. York: Joseph Rowntree Foundation.
    Barnes C., Oliver M., and Barton L. (2002) Introduction. In Barnes C., Oliver M., and Barton L. (eds) Disability studies today. Oxford: Blackwell.
    Barnett R. (1994) The limits of competence: Knowledge, higher education and society. Buckingham: Open University Press.
    Becker S., and Bryman A. (eds) (2004) Understanding research for social policy and practice. Bristol: Policy Press.
    Beckett C. (2006) Essential theory for social work practice. London: Sage.
    Beckett C., and Maynard A. (2005) Values and ethics in social work. London: Sage.
    Beckett C., and Taylor H. (2010) Human growth and development. 2nd edition. London: Sage.
    Bell M., and Wilson K. (2006) Children's views of family group conferences, The British Journal of Social Work, 36(4), 67181.
    Beresford P. (2001) Service users, social policy and the future of welfare, Critical Social Policy, 31(4), 495512.
    Beresford P., and Evans C. (1999) Research note: Research and empowerment, The British Journal of Social Work, 29(5), 6717.
    Beresford P., and Croft S. (2001) Service users’ knowledges and the social construction of social work, Journal of Social Work, 1(3), 295316.
    Beresford, P/Shaping Our Lives National User Network (2007) The changing roles and tasks of social work from service users’ perspective. www.shapingourlives.org.uk
    Berridge D. (2007) Theory and explanation in child welfare: Education and looked-after children, Child and Family Social Work, 12, 110.
    Biggs J., and Tang C. (2007) Teaching for quality learning at university. 3rd edition. Maidenhead: Open University Press / McGraw-Hill.
    Blewett J., and Tunstill J. (2008) Fit for purpose? The social work degree in 2008. London: General Social Care Council.
    Bolton G. (2010) Reflective practice: Writing and professional development. 3rd edition. London: Sage.
    Boud D., and Solomon N. (eds) (2001) Work-based learning: A new higher education? Maidenhead: Open University Press / McGraw-Hill.
    Boud D., Keogh R., and Walker D. (1985) Reflection: Turning experience into learning. London: Kogan Page.
    Brodie I., and Morris M. (2010) Improving educational outcomes for looked-after children and young people. London: Centre for Excellence and Outcomes in Children and Young People's Services.
    Brown A. (2007) Groupwork. In Davies M. (ed.) The companion to social work. 3rd edition. Oxford: Blackwell. 15664.
    Burke D. (2007) How students use feedback. Association for Learning and Development in Higher Education Symposium 12 April. www.lincol.ac.uk/ldhen/jiscmail.htm
    Butler I., and Drakeford M. (2001) Which Blair project? Communitarianism, social authoritarianism and social work, Journal of Social Work, 1(1), 719.
    Butt J., and O'Neil A. (2004) ‘Lets move on’. Black and minority ethnic older people's views on research findings. York: Joseph Rowntree Foundation.
    Cameron D. (2010) Hugo Young memorial lecture (unpublished).
    Carr W. (1995) For education: Towards critical educational inquiry. Buckingham: Open University Press.
    Chan V. (2001) Readiness for learner autonomy: What do our learners tell us? In Teaching in Higher Education, 6(4), 50518.
    Charles M., and Butler S. (2004) Social workers’ management of organisational change. In Lymbery and Butler (2004).
    Cheetham J. (2002) The research perspective. In Davies M. (ed) Companion to Social Work. Oxford: Blackwell.
    Chima G. (2003) The juggling act. In Cree V (2003).
    Clare B. (2007) Promoting deep learning: A teaching, learning and assessment endeavour, Social Work Education, 26(5), 43346.
    Clarke J., and Newman J. (1997) The managerial state. London: Sage.
    Coffey M. (2009) Working in the public sector: A case study of social services, Journal of Social Work, 9(4), 42042.
    Coffield F. (2009) All you ever wanted to know about learning and teaching but were too cool to ask. London, Learning and Skills Network.
    Cohen S. (1973) Folk devils and moral panics. The creation of mods and rockers. London: Paladin.
    Coleman H., Rogers G., and King J. (2002) Using portfolios to stimulate critical thinking in social work education, Social Work Education, 21(5), 58395.
    Collins Stewart (2007) Social workers, resilience, positive emotions and optimism, Practice, 19(4), 25569.
    Collins S., Coffey M., and Morris L. (2010) Social work students: Stress, support and well-being, The British Journal of Social Work, 40(3), 96382.
    Constable G. (2010) Older people. In Gaine C. (ed) (2010) Equality and diversity in social work practice. Exeter: Learning Matters, 4254.
    Cooper B. (2008) Continuing professional development. In Fraser, S and Matthews, S (2008).
    Corby B. (2006) Applying research in social work practice. Maidenhead: Open University Press / McGraw-Hill.
    Cottrell S. (2008) The study skills handbook. 3rd edition. Basingstoke: Palgrave Macmillan.
    Cottrell S. (2005) Critical thinking skills. Basingstoke: Palgrave Macmillan.
    Coulshed V., and Orme J. (2006) Social work practice. Basingstoke: Palgrave.
    Cree V. (2010) Sociology for social workers and probation officers. 2nd edition. Abingdon, Routledge.
    Cree V. (2009) The changing nature of social work. In Adams R.. (eds) Social work: Themes issues and critical debate. 3rd edition. Basingstoke: Palgrave Macmillan 2636.
    Cree V. (ed.) (2003) Becoming a social worker. Abingdon: Routledge.
    Cree V., and Davis A. (2007) Social work: Voices from the inside. Abingdon: Routledge.
    Cree V., and Macauley C. (eds) (2000) Transfer of learning in professional and vocational education. Abingdon: Routledge.
    Currer C. (2007) Loss and social work. Exeter: Learning Matters.
    Davies M. (ed.) (2007) Companion to social work. 3rd edition. Oxford: Blackwell.
    Dearnley C., and Matthew B. (2007) Factors that contribute to undergraduate success, Teaching in Higher Education, 12(3), 37739.
    Dempsey M., Halton C., and Murphy M. (2001) Reflecting learning in social work education: Scaffolding the process. Social Work Education, 20(6), 63141.
    Department for Children, Schools and Families (2009) The protection of children in England: Action plan. The Government's response to Lord Laming. London: The Stationery Office.
    DfES (2007) Care Matters: Time for change. London: The Stationery Office.
    DfES (2006a) Every Child Matters: report of consultation meetings with children and young people. www.dfes/everychildmatters.gov.uk
    DfES (2006b) Working together to safeguard children. London: The Stationery Office.
    DfES (2006c) Care Matters: Transforming the lives of children and young people in care. London: The Stationery Office.
    Department of Health (2000) Framework for the assessment of children in need and their families. London: The Stationery Office.
    Department of Heath (2001a) National service framework for older people. London: The Stationery Office.
    Department of Health (2001b) Studies informing the framework for the assessment of children in need and their families. London: The Stationery Office.
    Department of Health (2001c) Valuing people. London: The Stationery Office.
    Department of Health (2002) Requirements for social work training. London: Department of Health.
    Department of Health (2010) Prioritising need in the context of ‘Putting People First’: A whole system approach to eligibility for social care. www.dh.gov.uk/publications
    Dickens J. (2010a) Social work and social policy: An introduction. London: Routledge.
    Dickens J. (2010b) Social work in England at a watershed – as always: From the Seebohm report to the social work task force, The British Journal of Social Work, 40 Advance.
    Doel M. (2006) Using groupwork. Abingdon: Routledge.
    Doel M. (2000) Practice teaching and learning. In Pierce R., and Weinstein J. Innovative education and training for care professionals. London: Jessica Kingsley.
    Doel M., and Best L. (2008) Experiencing social work. London: Sage.
    Dominelli L. (2009) Social work research: Contested knowledge for practice. In Adams R.. (eds) Practising social work in a complex world. Basingstoke: Palgrave Macmillan, 24153.
    Dominelli L. (2004) Social work. Cambridge: Polity Press.
    Dugmore P., and Pickford J. (2006) Youth justice and social work. Exeter: Learning Matters.
    Dustin D. (2006) Skills and knowledge needed to practise as a care manager, Journal of Social Work, 6(3), 293313.
    Edwards R. (1993) Mature women students. Separating or connecting family and education. Abingdon: Routledge.
    Entwistle N., McCune V., and Walker P. (2001) Conceptions, styles and approaches within higher education: Analytical abstractions and everyday experiences. In Sternberg, and Zhang (eds) (2001) Perspectives on thinking, learning and cognitive styles. London: Lawrence Erlbaum Associates.
    Eraut M. (1994) Developing professional knowledge and competence. Abingdon: Falmer Press.
    Evaluation of Social Work Degree in England Team (2008) Evaluation of the new social work degree qualification in England. Volume 1: Findings. London: King's College London, Social Care Workforce Research Unit.
    Evans T. (2009) Managing to be professional? Team managers and practitioners in modernised social work. In Harris J., and White V. (eds) Modernising social work. Bristol: Policy Press. 14564.
    Fawcett B., Featherstone B., and Goddard G. (2004) Contemporary child care policy and practice. Basingstoke: Palgrave.
    Ferguson I., and Lavalette M. (2009) Social work after ‘Baby P’, International Socialism, Issue 22.
    Fernando S. (2010) Mental health, race and culture. 3rd edition. Basingstoke: Palgrave Macmillan.
    Fisher T., and Somerton J. (2000) Reflection on action: the process of helping social work students to develop their use of theory in practice, Social Work Education, 19(4), 387401.
    Fook J. (2007) Theorizing from practice: Towards an inclusive approach for social work research, Qualitative Social Work, 1(79), 7995.
    Ford P. (2005) Practice learning and the development of students as critical practitioners – Some findings from research, Social Work Education, 24(4), 391407.
    Fraser S., and Matthews S. (eds) (2008) The critical practitioner in social work and health care. London: Sage.
    Freire P. (1972) Pedagogy of the oppressed. London: Penguin.
    Garrett P.M. (2003) Remaking social work with children and families. Abingdon: Routledge.
    The General Social Care Council (2010) Plagiarism warning, Social Work Connections. socialworkconnections@gsccnewsletter.org.uk
    The General Social Care Council (2008) Social work at its best: A statement of social work roles and tasks for the 21st century. London: General Social Care Council.
    General Social Care Council (2002) Codes of practice for social care workers and employers. London: GSCC.
    Ghate D., and Hazel N. (2003) Parenting in poor environments. London: Jessica Kingsley.
    Gibb M. (2009) Letter to the joint Secretaries of State 5 May.
    Gibbs G. (2010) Dimensions of quality York: Higher Education Academy.
    Gibbs G. (1981) Teaching students to learn. Buckingham: Open University Press.
    Gibbons J., and Gray M. (2002) An integrated and experience-based approach to social work education: The Newcastle model, Social Work Education, 21(5), 52949.
    Giddens A. (2009) Sociology. 6th edition. Cambridge: Polity Press.
    Gilligan R. (2008) Promoting resilience in young people in long-term care – the relevance of roles and relationships in the domains of recreation and work, Journal of Social Work Practice, 22(1), 3750.
    Goble C. (2010) Celebrating disability. In Gaine C. (ed) Equality and diversity in social work practice. Exeter: Learning Matters, 5565.
    Godel M. (2007) Get the picture: Older people's lives in rural West Oxfordshire 2004–2007. Oxford: Age Concern.
    Goffman E. (1961) Asylums. New York: Doubleday.
    Gordon J., and Cooper B. (2010) Talking knowledge – practising knowledge: A critical best practice approach to how social workers understand and use knowledge in practice, Practice, 22(4), 24557.
    Gordon D., Levitas R., and Pantazis C. (2006) Poverty and social exclusion in Britain: The millenium survey. Bristol: Policy Press.
    Gould N., and Taylor N. (eds) (1996) Reflective learning for social work. Aldershot: Arena.
    Graham M. (2007) Black issues in social work and social care. Bristol: Policy Press.
    Gregory M., and Holloway M. (2005) Language and the shaping of social work, The British Journal of Social Work, 35(1), 3753.
    Hannon C. (2010) In loco parentis. London, Demos.
    Harding T., and Beresford P. (1996) The standards we expect: What service users and carers want from social services workers. London: National Institute for Social Work.
    Harrison K., and Ruch G. (2007) Social work and the use of self. On becoming and being a social worker. In Lymbery, M and Postle, K (2007).
    Hawkins L., Fook J., and Ryan M. (2001) Social workers’ use of the language of social justice, The British Journal of Social Work, 31(1), 113.
    Healey K. (2005) Social work theories in context. Basingstoke: Palgrave Macmillan.
    Healy K., and Mulholland J. (2007) Writing skills for social workers.
    HM Government (2010) Comprehensive spending review. London: Stationery Office.
    Hooper C. (2007) Living with hardship 24/7: The diverse experiences of families in poverty in England. London: The Frank Buttle Trust.
    Horner N. (2009) What is social work? Context and perspectives. 3rd edition. Exeter: Learning Matters.
    Hopkins G. (2004) That Friday feeling, Community Care, 24–30 June, 401.
    Hopkins G. (1998a) Plain English for social services: A guide to better communication. Lyme Regis: Russell House Publishing.
    Hopkins G. (1998b) The write stuff: A guide to effective writing in social care and related services. Lyme Regis: Russell House Publishing.
    Horwath J. (ed.) (2001) The child's world: Assessing children in need. London: Jessica Kingsley.
    House of Commons Children, Schools and Families Committee (2009) Training of children and families social workers seventh report of session 2008–09. Volume I. London: Stationery Office.
    Howe D. (2007) Relating practice to theory. In Davies (2007).
    Howe D. (2005) Child abuse and neglect. Basingstoke: Palgrave Macmillan.
    Howe D. (2001) Attachment. In Horwath J. (ed.) (2001) The child's world: Assessing Children in Need.
    Howe D. (1995) Attachment theory for social work practice. Basingstoke: Palgrave.
    Humphries B. (2008) Social work research for social justice. Basingstoke: Palgrave Macmillan.
    Humphries B. (2007) Research mindedness. In Lymbery, M and Postle, K (2007).
    Ingleby E. (2010) Applied psychology for social work. 2nd edition. Exeter: Learning Matters.
    Jackson N. (2004) Developing the concept of metalearning, Innovations in Education and Teaching International, 41(4), 391403.
    Jackson S. (2005) Going to university from care. London: Institute of Education.
    Jones C. (2001) State social work and new labour. The British Journal of Social Work, 31(4), 54762.
    JUC SWEC (2008) The joint universities council social work education committee's code of ethics for social work and social care research. www.juc.ac.uk/swec-res-code-aspx.
    Kinman G., and Louise Grant L. (2010) Exploring stress resilience in trainee social workers: The role of emotional and social competencies, The British Journal of Social Work, 40.
    Knott C., and Scragg T. (eds) (2010) Reflective practice in social work. 2nd edition. Exeter: Learning Matters.
    Koprowska J. (2010) Communication and interpersonal skills in social work. 3rd edition. Exeter: Learning Matters.
    Laming, The Lord (2009) The protection of children in England: A progress report. London: Stationery Office.
    Laming, The Lord (2003) The Victoria Climbié inquiry report. CM 5730. London: Stationery Office. Crown copyright. www.victoria-climbie-inquiry.org.uk/fine/report.pdf
    Lindsay T., and Orton S. (2008) Groupwork practice in social work. Exeter: Learning Matters.
    Lishman J. (2009) Personal and professional development. In Adams, R, et al. (2009).
    Lishman J. (ed.) (2007) Handbook for practice learning in social work and social care. London: Jessica Kingsley.
    Lister P.G. (2000) Mature students and transfer of learning. In Cree, V and Macauley, C (2000).
    Littlechurch R., and Glasby J. (2000) Older people as ‘participating patients’. In Kemshall H., and Littlechild R. (eds) User involvement and participation in social care. London: Jessica Kingsley.
    Lymbery M., and Butler S. (eds) (2004) Social work ideals and practice realities. Basingstoke: Palgrave.
    Lymbery M., and Postle K. (2007) Social work: A companion to learning. London: Sage.
    Lyons F., and Bennett M. (2001) Setting the standards: Judging levels of achievement. In Boud D., and Solomon N. (eds) Work-based learning. A new higher education? Buckingham: Open University Press.
    Macaulay C. (2000) Transfer of learning. In Cree, V and Macaulay, C (2000).
    Manthorpe J. (2008) ‘There are wonderful social workers but it's a lottery’; Older people's views about social workers, The British Journal of Social Work, 36(6), 113250
    Marsh P. (2007) Task-centred practice. In Lishman (2007).
    Marsh P., and Doel M. (2005) The task-centred book. Abingdon: Routledge.
    Marshall D., and Case J. (2005) Approaches to learning research in higher education: A response to Haggis, British Educational Research Journal, 31(2), 25767.
    Martin P., and Jackson Y. (2002) Educational success for children in public care: advice from a group of high achievers, Child and Family Social Work, 7(2), 12130.
    McCann L., and Saunders G. (2008) Exploring students’ perceptions of assessment feedback. www.swap.ac.uk
    McClung M., and Gayle V. (2010) Exploring the care effects of multiple factors on the educational achievement of children looked after at home and away from home: An investigation of two local authorities, Child and Family Social Work, 15, 409431.
    McColgan M. (2009) Task-centred work. In Lindsey T., Social work intervention. Exeter: Learning Matters, 5262.
    McDonald A. (2010) Social work with older people. Cambridge: Polity Press.
    McDonald G., and Turner W. (2005) An experiment in helping fostercarers manage challenging behaviour, The British Journal of Social Work, 35(8), 126582.
    McLaughlin H. (2010) Keeping service user involvement in research honest, British Journal of Social Work, 40(5), 1591608.
    McLaughlin H. (2009) Service user research in health and social care. London: Sage.
    McLaughlin H. (2007) Understanding social work research. London: Sage.
    McMillan W.J. (2010) ‘Your thrust is to understand’ – how academically successful students learn, Teaching in Higher Education, 15(1), 113.
    Merton J. (2003) Social work in transition In Cree (2003).
    Mezirow J. (1981) A critical theory of adult learning and education, Adult Education, 32(1) 324.
    Moon J. (2008) Critical thinking: An exploration of theory and practice. London: Routledge.
    Moon J. (2005) We seek it here…a new perspective on the elusive activity of critical thinking; a theoretical and practical approach. Bristol: ESCalate.
    Moon J. (2004) A handbook of reflective and experiential learning. Abingdon: Routledge.
    Mullender A., and Ward D. (1991) Self-directed groupwork: Users take action for empowerment. London: Whiting and Birch.
    Munro E. (2011) The Munro review of child protection, Interim report, The child's journey. London: The Stationery Office.
    Munro E. (2010) The Munro review of child protection: Part one: A systems analysis. London: The Stationery Office.
    Nicolson P., Bayne R., and Owen J. (2006) Applied psychology for social workers. Basingstoke: Palgrave Macmillan.
    Northedge A. (2005) The good study guide. 2nd edition. Buckingham: Open University Press.
    Oliver M., and Sapey B. (2006) Social work with disabled people. Basingstoke: Macmillan.
    O'Mara, A. (2010) Improving children's and young people's outcomes through support for mothers, fathers, and carers. London: Centre for Excellence and Outcomes in Children and Young People's Services.
    Orme J., and Shemmings D. (2010) Developing research based social work practice. Basingstoke: Palgrave Macmillan.
    Parker J. (2010) Effective practice learning in social work. 2nd edition. Exeter: Learning Matters.
    Parker J., and Bradley G. (2010) 3rd edition. Social work practice: Assessment, planning, intervention and review. Exeter: Learning Matters.
    Parton N. (2003) Rethinking professional practice: The contributions of social constructionism and the feminist ‘ethics of care’, The British Journal of Social Work, 33(1), 116.
    Parton N. (2000) Some thoughts on the relationship between theory and practice in and for social work, The British Journal of Social Work, 30(4), 44963.
    Parton N. (1985) The politics of child abuse. Basingstoke: Macmillan.
    Pawson R., Boaz A., Grayson L., Long A., and Barnes C. (2003) Types and quality of knowledge in social care: Knowledge review 3. Bristol: SCIE/Policy Press.
    Payne G., and Payne J. (2004) Key concepts in social research. London: Sage.
    Payne M. (2006) What is professional social work? Bristol: BASW/Policy Press.
    Payne M. (2005a) Modern social work theory. 3rd edition. Basingstoke: Palgrave Macmillan.
    Payne M. (2005b) The origins of social work: Continuity and change. Basingstoke: Palgrave Macmillan.
    Phoenix A., and Husain F. (2007) Parenting and ethnicity. York: Joseph Rowntree Foundation.
    Pierson J. (2009) Tackling social exclusion. 2nd edition. Abingdon: Routledge.
    Postle K. (2009) Detecting and deterring plagiarism in social work students: Implications for learning for practice, Social Work Education, 28(4), 35162.
    Preston-Shoot M. (2007) Effective groupwork. Basingstoke: Macmillan.
    Prince J., Gear, A, Jones C., and Read M. (2005) The child protection conference: A study of process and an evaluation of the potential for on-line group support. Child Abuse Review, 14, 11331.
    Quality Assurance Agency for Higher Education (2008a) The framework for higher education qualifications in England, Wales and Northern Ireland. (www.qaa.ac.uk)
    Quality Assurance Agency for Higher Education (2008b) Subject benchmark statement for social work. (www.qaa.ac.uk)
    Race P. (2010) Making learning happen. 2nd edition. London: Sage.
    Rai L. (2006) Owning (up to) reflective writing in social work education, Social Work Education, 25(6), 78597.
    Redmond B. (2006) Reflection in action. Aldershot: Ashgate.
    Reisz M. (2008) Hits and misses, Times Higher Education, 5–12 June, No.1848, p 32.
    Robinson L. (2009) Psychology for social workers. Black perspectives on human development and behaviour. 2nd edition. Abingdon: Routledge.
    Rogowski S. (2008) Social work with children and families: Towards a radical/critical practice, Practice, 20(1), 1728.
    Rose W. (2006) The developing world of the child: Children's perspectives. In Aldgate J., Jones D., Rose W., and Jeffery C. (eds) The developing world of the child. London: Jessica Kingsley.
    Rowlings C. (2000) Social work education and higher education: Mind the gap. In Pierce R., and Weinstein J. Innovative Education and Training for Care Professionals. London: Jessica Kingsley.
    Ruch G. (2007) Reflective practice in contemporary child-care social work: The role of containment, The British Journal of Social Work, 37(4), 65980.
    Ruch G. (2002) From triangle to spiral: Reflective practice in social work education, practice and research, Social Work Education, 21(2), 199216.
    Schön D.A. (1983) The reflective practitioner. How professionals think in action. New York: Basic Books.
    SCOPE (2008) Getting away with murder. London: SCOPE.
    Secker J. (1993) From theory to practice in social work. Aldershot: Avebury.
    Seden J. (2008) Organisations and organisational change. In Fraser and Matthews (2008).
    Selwyn J. (2008) The views of children and young people on being cared for by an independent provider, The British Journal of Social Work, 40(3), 696713.
    Shardlow S. (2007) The social policy context of practice learning. In Lishman (2007).
    Shaw I., and Gould N. (eds) (2001) Qualitative research in social work. London: Sage.
    Shaw I., and Norton M. (2007) The kinds and quality of social work research in UK universities. London: SCIE.
    Sheldon B., and McDonald G. (1999) Research and practice in social care: Mind the gap. Exeter: Centre for Evidence-Based Social Services.
    Sibeon R. (1990) Comments on the structure and forms of social work knowledge, Social Work and Social Sciences Rev, 1(1).
    Smith R. (2009) Doing social work research. Maidenhead, Open University Press.
    Smith R. (2005) Values and practices in children's services. Basingstoke: Palgrave.
    Social Exclusion Unit (2003) A better education for children in care. London: Office of the Deputy Prime Minister.
    Social Work Reform Board (2010) Newsletter Issue One: October. information.swrb@education.gsi.gov.uk
    Social Work Task Force (2009) Building a safe, confident future. The final report of the Social Work Task Force. London: Department for Children, Schools and Families.
    Statham J. (2007) The effect of family poverty on children, Community Care, 29 November, 245.
    Stephenson J. (2001) Ensuring a holistic approach to work-based learning. In Boud and Solomon (2001).
    SWAP (2007) The social work degree; preparing to succeed. www.swap.ac.uk
    Taylor C., and White S. (2006) Knowledge and reasoning in social work: Educating for humane judgement, The British Journal of Social Work, 36(6), 93754.
    Taylor C., and White S. (2001) Knowledge, truth and reflexivity: The problem of judgement in social work, Journal of Social Work, 1(37), 3759.
    Taylor C., and White S. (2000) Practising reflexivity in health and welfare. Buckingham: Open University Press.
    Teater B. (2010) Applying social work theories and methods. Maidenhead: Open University Press.
    Tew J. (2008) Researching in partnership: Reflecting on a collaborative study with mental health service users into the impact of compulsion, Qualitative Social Work, 7, 27188.
    Tew J. (2006) Values and methodologies for social research in mental health. London: SCIE.
    Thoburn J., Chand A., and Proctor J. (2005) Child welfare services for minority ethnic children. London: Jessica Kingsley.
    Thompson N. (2010) Theorising social work practice. Basingstoke: Palgrave Macmillan.
    Thompson N. (2006) Anti-discriminatory practice. 4th edition. Basingstoke: Palgrave Macmillan.
    Thompson N. (2000) Theory and practice in human services. Maidenhead: Open University Press / McGraw-Hill.
    Thorpe M. (2000) Encouraging students to reflect as part of the assignment process, Active Learning in Higher Education, 1, (1), 7992.
    Todd MJ. (2006) Supervising a social science undergraduate dissertation: Staff experiences and perceptions. Teaching in Higher Education, 11(2), 16173.
    Todd MJ. (2004) Independent inquiry and the undergraduate dissertation: perceptions and experiences of final-year social science students, Assessment and Evaluation in Higher Education, 29(3), 33555.
    TOPSS (2002a) The National Occupational Standards for Social Work. www.skillsforcare.org.uk
    TOPSS (2002b) Statement of expectations from individuals, families, carers, groups and communities who use services and those who care for them. www.skillsforcare.org.uk
    Trevillion S. (2000) Social work, social networks and network knowledge, The British Journal of Social Work, 30(4), 50517.
    Trevithick P. (2008) Revisiting the knowledge base for social work: A framework for action, The British Journal of Social Work, 36(6), 121237.
    Trevithick P. (2005a) Social work skills: A practice handbook. Maidenhead: Open University Press / McGraw-Hill.
    Trevithick P. (2005b) The knowledge base of groupwork and its importance within social work. Groupwork, 15(2), 80107.
    Trinder L. (1996) Social work research: the state of the art (or science), Child and Family Social Work, 1(14), 23342.
    Twigg J. (2000) Bathing – the body and community care. Abingdon: Routledge.
    VCC (2004a) Start with the child, stay with the child. London: Voice for the Child in Care.
    VCC (2004b) The care experience: Through Black eyes. London: Voice for the Child in Care.
    Walker-Gleaves A., and Walker C. (2008) Imagining a different life in school: Educating student teachers about ‘looked-after’ children and young people, Teachers and Teaching, 14(5), 46579.
    Walker S., and Becket C. (2003) Social work assessment and intervention. Lyme Regis: Russell House.
    Warren J. (2007) Service user and carer participation in social work. Exeter: Learning Matters.
    Watson F. (2002) Integrating theory and practice in social work education. London: Jessica Kingsley.
    Weinstein J. (2008) Working with loss, death and bereavement. A guide for social workers. London: Sage.
    White S. (2009) Fabled uncertainty in social work: A coda to Spafford et al . Journal of Social Work, 9(2), 22235.
    White S. (2010) When policy o'erleaps itself: The ‘tragic tale’ of the Integrated Children's System, Critical Social Policy, 30(3), 40529.
    White V., and Harris J. (2007) Management. In Lymbery M., and Postle K. (eds) Social work: A companion to learning. London: Sage.
    Williams F. (1989) Social policy: A critical introduction. Cambridge: Polity Press.
    Williams P. (2009) Social work with people with learning difficulties. 2nd edition. Exeter: Learning Matters.

    • Loading...
Back to Top

Copy and paste the following HTML into your website