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Innovating Adult Social Work Practice-Learning from the Named Social Worker for Adults with Learning Disabilities Pilots

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>19/05/2019
<mark>Journal</mark>Social Work Education
Issue number4
Volume38
Number of pages13
Pages (from-to)503-515
Publication statusPublished
Early online date15/11/18
Original languageEnglish

Abstract

In 2016, following the publication of the Vision for adult social work in England , the Chief Social Worker for Adults at the Department of Health in England announced the intention to pilot a new social work role – that being a Named Social Worker supporting people with learning disabilities. Phase 1 of the pilot has tested a reframing of the social work role as a relational practitioner with an expertise in human rights, freed from transacting the management of care. Phase 2 tested key knowledge and skills requirements for post qualifying practice in the field of social work supporting adults with learning disabilities. Heuristic approaches captured outcomes from generative learning processes throughout the pilot. The insight emerging from this national pilot is
that at its heart, named social work is about qualifying and on-going post qualifying social work education which promotes and maintains practitioner reflexivity and connection to their social work values. We are finding that self advocates may be a critical influencing factor, positively affecting the sources of
resistance through making explicit the connection between social work values and lived experience of practice from the people social workers are there to serve.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Social Work Education The International Journal on 15 Nov 2018, available online: https://www.tandfonline.com/doi/full/10.1080/02615479.2018.1545833