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Involving Looked After Young People in the Design and Delivery of the Social Work Curriculum

Involving Looked After Young People in the Design and Delivery of the Social Work Curriculum. Presented by: Shereese Richards Rachel Burrows Gary Hickman Andy Aiers Module Co-ordinators for ‘Working with Children and Families Pathway’ MA & BA Social Work Programmes

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Involving Looked After Young People in the Design and Delivery of the Social Work Curriculum

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  1. Involving Looked After Young People in the Design and Delivery of the Social Work Curriculum • Presented by: Shereese Richards Rachel Burrows Gary Hickman Andy Aiers Module Co-ordinators for ‘Working with Children and Families Pathway’ MA & BA Social Work Programmes Institute of Applied Social Studies University of Birmingham JSWEC 10th July 2008

  2. Why did we do this? The Design Phase The Delivery Phase Evaluation and Future Learning Presentation Outline

  3. What do you think were some of the issues that faced Rachel and Shereese in working at the university and with tutors?

  4. Why did the programme decided to involve young people? • Tradition • GSCC thinking • “Social work (education) needs to engage with, and learn from service users themselves in ways that allow partnerships to form and new knowledge bases and curricula to develop “ (GSCC, 2002). • Past involvement • “Children and young people need to participate in students’ teaching and learning in more planned and consistent ways” (Community Care 30.08.07)

  5. Design Phase:Access and Engagement with Young People • “Shaping Our Lives” • Informal and Formal Contacts • Shereese’s and Rachel’s experience • (Should we include this? 5.06.08)

  6. Working Together • First Steps “What do you think were some of the issues that faced Shereese and Rachel in working at the university and with us as tutors?” • Audience response • S response to issues • G&A input (possibly)

  7. Working Together • Issues - Developing Relationships & Expectations - Duty of Care - Roles and Power Dynamics - Time - Money

  8. Discuss in groups: Broadly, what structure and content do you have for your Children and Families Pathway?

  9. Source: Levin, E. (2004) Involving Service Users and Carers in Social Work Education, SCIE “Actively promoting and sustaining participation is a process and not a one-off event. It takes time to build up and develop purposive relationships and to give attention to the practicalities.”

  10. The Delivery Phase - Experience of teaching and learning • Teaching Context • Young people’s experience • Tutors’ experience

  11. Does anyone here have experience of involving young people in your teaching? Please can you share your experience with the workshop?

  12. What have we learned from this experience?

  13. What have we learned? • Time commitment – walking not running • Building trust • Recognition • Impact on tutors’ behaviour and teaching • Other lives and impact on the ivory tower • Reflection time • Sustainability and the future?

  14. Having heard from us – Is this a model you would want to adopt ? If so, how would you do this? If not, why not?

  15. Future LearningWhat was the students’ experience? • Evaluation process • Letters to: - module co-ordinators - next year’s students

  16. Quotes from students’ letters • “Let us not forget the peer educators too, Shereese and Rachel, who have stories that will dissolve your heartstrings and wry humour that will lift your spirits.”

  17. Students’ views • “Dear Rachel, Shereese, Gary and Andy, We would like to take this opportunity to thank you for the enjoyable and informative children and families teaching sessions …. The most important part of the teaching for all of us however, were the personal accounts from Shereese and Rachel. • Having Shereese and Rachel as part of the children and families teaching group has encouraged us to continue in children and families social work, and has inspired us to improve our practice”.

  18. Students’ views • “Shereese and Rachel have given us a benchmark of best practice to work towards and hopefully one that we will strive to achieve.”

  19. Students’ views • “Highlights were the Looked After seminars with Andy, Shereese, Rachel and the Child Protection sessions with Gary…. The Looked After sessions were brilliant and it was a privilege to be able to hear from Shereese and Rachel about their experiences which will stay with us all for a long time.”

  20. Students’ views • “If you are given the opportunity to have Shereese and Rachel in your lectures, listen to what they tell you. Reflect on what they say, they are our past and our future.”

  21. Whole systems approach to participation strategy • Culture • Structure • Practice • Review

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