Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

Abstract

The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart

Intervision and Professional Development: An Exploration of a Peer-Group Reflection Method in Social Work Education

“…Perhaps, enabling social workers at all levels to engage in Intervision could offer such opportunities adjacent to traditional supervision (Wilkins, 2017). In recent years, reflective groups have become established in some social work practice approaches (Domakin and Curry, 2018) and there is some evidence that "traditional supervision is in transition and peer group supervision is being used to discuss practice issues" (Vito, 2015:162). However, where this is not the case, we propose that Intervision is a reflection method that could potentially contribute to collaborative reflective learning.…”

“…The coming together of the different perspectives of practice and academia, espoused by the lecturer and teaching consultant and supported through additional resources resonates strongly with research on the Frontline approach (Domakin and Curry, 2018). However, for one group of students the role of the teaching consultant in modelling the method was less valued:…”

“…Reflection is often promoted as an individual activity in education (Kilminster et al, 2010) but groupbased reflective approaches offer enhanced learning opportunities. They harness the potential of wider perspectives (Domakin and Curry, 2018;Staempfli et al, 2016;2016;Munro, 2011;Fook and Gardner, 2007;Ruch, 2007b); support the development of cooperative capabilities (Beckett, 2009), emotional resilience and critical thinking skills; and offer containment (Fook et al, 2016;Ruch, 2007a).…”

“…Although peer group supervision is not new to social work, a review of group-based reflection models in social work identified four main models (Jones, 2014) with Critical Reflection (Fook and Gardner, 2007) and the Relationship-Based Model (Ruch, 2007a(Ruch, , 2007b most widely discussed in the UK. The Reclaiming Social Work approach describes meetings between students, social work consultants and academic tutors as a core element of the model (Domakin and Curry, 2018). We intend to add Intervision to this discussion.…”

Using programme theory to identify the key elements of the Frontline programme

“…Unlike mainstream courses, academic tutors had a greater active role in supporting participant learning by contributing to unit meeting discussions, forming conceptual links between practice and theory, and providing bespoke tuition; although this was limited by course demands and the extent to which academic tutors attended meetings. Academic tutors were also able to support participant learning by the introduction of practice observations, which enabled them to observe the application of theory to practice, rather than relying upon the participant's written account (Domakin & Curry, 2018). Unlike mainstream courses which tend to adopt binary pass-fail overall grading for practice skills, participants skills were awarded a percentage mark where,…”