Rights statement: 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
Accepted author manuscript, 272 KB, PDF document
Available under license: CC BY: Creative Commons Attribution 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Innovating Adult Social Work Practice-Learning from the Named Social Worker for Adults with Learning Disabilities Pilots
AU - James, Elaine
AU - Morgan, Hannah
AU - Mitchell, Robert James
N1 - 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
PY - 2019/5/19
Y1 - 2019/5/19
N2 - 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 isthat 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 ofresistance through making explicit the connection between social work values and lived experience of practice from the people social workers are there to serve.
AB - 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 isthat 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 ofresistance through making explicit the connection between social work values and lived experience of practice from the people social workers are there to serve.
U2 - 10.1080/02615479.2018.1545833
DO - 10.1080/02615479.2018.1545833
M3 - Journal article
VL - 38
SP - 503
EP - 515
JO - Social Work Education
JF - Social Work Education
SN - 0261-5479
IS - 4
ER -