| 000 | 05851nam a22004813i 4500 | ||
|---|---|---|---|
| 001 | EBC5504775 | ||
| 003 | MiAaPQ | ||
| 005 | 20240724113328.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2018 xx o ||||0 eng d | ||
| 020 |
_a9781912096107 _q(electronic bk.) |
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| 020 | _z9781912096121 | ||
| 035 | _a(MiAaPQ)EBC5504775 | ||
| 035 | _a(Au-PeEL)EBL5504775 | ||
| 035 | _a(OCoLC)1064627996 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aHV40.5 .I556 2018 | |
| 082 | 0 | _a361.320942 | |
| 100 | 1 | _aTaplin, Sue. | |
| 245 | 1 | 0 | _aInnovations in Practice Learning. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aSt Albans : _bCritical Publishing, _c2018. |
|
| 264 | 4 | _c©2018. | |
| 300 | _a1 online resource (160 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 490 | 1 | _aCritical Skills for Social Work Series | |
| 505 | 0 | _aCover -- Half-title -- Series information -- Title page -- Copyright information -- Table of contents -- Meet the editor -- Meet the contributors -- Preface -- Editor's introduction: Is there a Plan B? -- Chapter 1 Generation Y: Reflections on our current generation of learners -- Generation Y: Who are they? -- The Generation Y student -- A generational cautionary tale -- Welcoming the student -- Getting to know the student -- Developing competence -- Feedback -- Use of technology -- Conclusion -- References -- Chapter 2 Capabilities and standards: Introducing the Problem-Based Capability Model (PBC) - a holistic tool... -- Introduction -- The Professional Capabilities Framework (PCF) and Standards of Proficiency for Social Work (SOPs) -- Problem-Based Learning -- Signs of Safety approach -- Using the Problem-Based Capability Model -- Conclusion -- References -- Chapter 3 Supervision within placement: Achieving best practice -- Introduction -- So what is supervision and why is it necessary for students? -- ESMA: The four components of student supervision -- Education -- Support -- Management -- Assessment -- Different types of supervision you can expect on placement -- What is the difference between an on-site supervisor and a practice educator? -- An insight into what students can expect from their supervisors and practice educators -- Getting the most from supervision -- Conclusion -- References -- Chapter 4 Stories, storytelling and their contribution to learning -- The concept of story -- Story and its contribution to learning -- Story and its relationship with reflective practice -- The social impact of story -- The ingredients of engaging story and storytelling -- References -- Chapter 5 Applying law in practice: Weapon, tool, manual or barrier? -- Introduction: 'Everything is lawful' - maybe …. | |
| 505 | 8 | _aIt's not all about law: Let's not kill all the lawyers -- Answering the 'but is it the law?' question -- Weapons and barriers: Extreme ends of the spectrum or mirror images? -- Tools and manuals: What is the difference? -- Conclusion: Three questions to model an integrated approach to legal thinking -- References -- Chapter 6 Anti-oppressive practice, social work values and ethics -- Introduction -- What are values? -- Our own personal values - how we acquire them and how we work with them in practice -- Strategies for managing value conflicts in practice -- Professional values -- Two or three streams of values - separate or connected? -- How to evidence these streams of values in your accounts of practice -- Historical development of the professional value base -- The role of regulatory bodies in the development of the professional value base -- The Professional Capabilities Framework -- Value sources and their interaction -- Social work values and ethical philosophy -- Conclusion -- References -- Chapter 7 Listening to Black students: A critical review of practice education -- Introduction -- Context -- Responding to concerns - reports of discrimination -- The 'elephant in the room': Reflecting on the impact of race in education and practice -- The blind spot - cultural assumptions and how to create change -- Sharing messages - challenge and change -- Creating forward change -- References -- Chapter 8 Supporting students with dyslexia on placement: Theory into practice -- Dyslexia -- Supporting students with dyslexia on placements -- The dyslexia guide for placement staff -- What is dyslexia? -- Support to students with dyslexia -- Reasonable adjustments -- Memory and processing -- Strategies for practice assessors -- Motor skills and co-ordination -- Strategies for practice assessors -- Communication -- Strategies for practice assessors -- Reading. | |
| 505 | 8 | _aStrategies for practice assessors -- Literacy -- Strategies for practice assessors -- Feedback from students and practice assessors -- Conclusion -- References -- Index. | |
| 520 | _aAs a practice educator, do you sometimes encounter difficulties in supporting individual students through placement? This book is a handy companion of innovative practice to help you through those times. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aSocial workers-In-service training-Great Britain. | |
| 650 | 0 | _aSocial work education-Great Britain. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aTaplin, Sue _tInnovations in Practice Learning _dSt Albans : Critical Publishing,c2018 _z9781912096121 |
| 797 | 2 | _aProQuest (Firm) | |
| 830 | 0 | _aCritical Skills for Social Work Series | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5504775 _zClick to View |
| 999 |
_c4757 _d4757 |
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