By Gillian Ruch
Half 1 THE modern FRAMEWORK OF POST-QUALIFICATION baby CARE perform creation - constructing Holistic Social paintings Practitioners - Gillian Ruch The PQ Framework, PQ and CPD advancements: Consolidation Unit - Gill Tunney Reflective perform and Reflective areas - Gillian Ruch Observational Practices in operating with kids and households - Gillian Ruch each baby concerns and the Context for Inter-Professional and Inter-Agency perform - Chris Warren-Adamson perform schooling and "Enabling Others' - Kish Bhatti Sinclair half - THE POST-QUALIFICATION CURRICULUM concentrate on the kid - Tim Gully baby commentary perform - Fiona McKinnon 'Holding the kid in brain' - Gillian Ruch operating in Partnership with kids, their households, Carers and pros Innovatory and Regulatory perform in modern baby Care Social paintings - Teri Rogers Collaborative perform and its Complexity - Chris Warren-Adamson half 3 - carrying on with specialist improvement AND destiny instructions the best way forward - Gillian Ruch Reflective perform and Relationships
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Additional info for Post-qualifying child care social work : developing reflective practice
Sample text
Reflective questions What is your initial response to the requirements of the Tavistock Model of child observation? Can you work out why this is? Which of the challenges of the observation process identified in the chapter do you find most daunting? To what extent do you consider yourself able to hold a position of ‘not knowing’, ‘respectful uncertainty’ or ‘healthy scepticism? This SAGE ebook is copyright and is supplied by Dawsonera. Unauthorised distribution forbidden.
Schon distinguished between technical–rational and practical moral knowledge, in a similar way to the definitions of knowledge sources, and suggested that ‘softer’ practical moral knowledge was of as much importance in professions, such as social work, as the technical–rational knowledge sources. The quote for which Schon (1983:42) is now renowned refers to how: In the varied topography of professional practice, there is a high, hard ground where practitioners can make use of research-based theory and technique, and there is a swampy lowland where situations are confusing ‘messes’ incapable of technical solution.
The recent problems in recruitment and retention of social workers bear this out. Team managers would do well to recognise the potential benefits of such collaborative and communicative systems and take steps to ensure they exist in the interests of effective service provision, practitioner well-being and staff retention. What is all too apparent, however, from comments made by practitioners on the PQ programme is that their confidence in such opportunities and forums being available to them is undermined by their experience of the wider organisational context in which they are located and its inability to recognise the professional development needs of it practitioners (Ruch, 2006).
