Co-operation among the Colleges

Co-operation among the Colleges - Together we do it better Margaret Gilmore, Institute of Technology, Sligo

IASCE Achievements • Meetings in co-operative spirit • Annual conference • Statement of Principles • Manual ‘Working Models’ • Textbook

The requested task: • To draw up a revised list of principles for placement, for use among the IASCE group of colleges

The Team: • Representatives of colleges, involved with placements, were invited to a meeting on 24 June 2004 in DIT, initiated by IASCE

The method: • Meetings, phone calls, emails • Maximum attendance was eight • Mostly group of five continued meeting • Total meetings of group: four

The Result: • Revised Statement of Principles • Revised Placement Manual • Draft of course for placement supervisors, for HETAC single subject accreditation • All available to IASCE members

The Process: • Sharing of material • Business-like, mutually respectful approach • Building of relationships in group • Rotating responsibility for chairing and minutes • Common conviction of importance of placements and supervision

Need for Supervisors’ Training course and Manual: • Supervision has sound theory base • Supervisors feel secure with manual, training course and support from college tutor • Student can have confidence in transparent process

Responding to challenge of professional supervision • Professionalism needs to be consciously constructed • Standard are set, in manual and on Supervisors’ training course • Techniques and intervention strategies are suggested • Manual and Supervisors’ training course are complementary

Central role of Supervision in Placements • Agreed by group as guiding principle • Group worked used similar ideas as in supervision process – collaborative relationship, mutuality and creative sharing • Supervision as both Art and Science (Hewson, J. 2001)

Positive results: • Supervision process is rooted in theory • Supervision purpose is for on-going, supported development of student • Student gains • Staff member/Supervisor gains • Client group gains • Gain is more far-reaching than input

Registration • Voluntary upholding of standards will be replaced in near future by compulsory registration • Students and graduates need support from colleges • affirmation of on-going professional development • and previous qualifications

Professionalism • A profession is defined as membership of a group which has required specialised training, thereby limiting admission • Standards within a profession are upheld by adherance to regulations, enforced by legal or other means • On-going education is expected, via mentoring, reading, attendance at conferences

Modelling Professional Practice • Upholding of placement standards via manual and supervisor training • Practical demonstration of co-operative mentoring behaviour through placement visits and supervisor training course • Producing students who understand and practise professional standards

Supporting Professional Practice • Co-operative learning atmosphere • Consultation • Reference to theory • Group work • Capitalising on group and individual knowledge & strengths • Upholding standards

Teaching & Mentoring • Social Care role with individuals and client groups has a teaching & mentoring aspect • Social Care practitioner acts as role model e.g. in situations of absent parents • Student supervisor acts as mentor to student • Visiting college staff member acts as mentor to both supervisor and student

College debt to student Supervisors • Major responsibility to student, college & profession • Accountability • Substantial time requirement • On-going debate on remuneration - • Meanwhile, we owe them at least the tools with which to do the job i.e. the supervisors’ training course and placement manual

Quality control of placements • Supportive contact with supervisor and student • Partnership approach • Early warning of difficulties • ‘Open door’ policy of college contact • Manual sets out agreed policies and procedures

Principles • See Manual Page 5

Manual Sections • 1: Context for practice placements • 2: Standards to be upheld • 3: Guidelines to achieve maximum benefit during placement using Supervision • 4: Documentation required • 5: Appendices • a.Police checking and references • b.Trouble shooting • 6: Inserted by each Institute/College

Supervision course • See handout • Parts A, B, C in conjunction with actual student supervision • Groupwork and individual assignments • Single subject accreditation by FETAC, level 7 • To be available as a ‘package’ within IASCE member colleges • To be offered in countrywide venues

Thanks to working group • Acknowledgement of positive experience • Supportive atmosphere • Professionalism • and Hospitality!

Together we do it better • Add to IASCE list - • Revised Principles • Revised Placement Manual • Shared Course for Supervisors of Students

The future?

References used by group: • Lalor, K. and Doyle, J. (2005) The Social Care Practice Placement: A College Perspective in Share P. & McElwee N. (eds) Applied Social Care Dublin: Gill & Macmillan • Morrison, T. (2001) Staff supervision in Social Care, Brighton,Pavillion

References contd. • O’Neill, E.. (2003) Using Professional Supervision in Social Care in Share P. & McElwee N. (eds) Applied Social Care Dublin: Gill & Macmillan • Bolton, G. (2005) Reflective Practice Sage Publications

References contd. • Carroll, M. (1996) Counselling Supervision Theory, Skills and Practice London: Cassell • Hawkins, P. & Shohet, R. (2000) 2nd ed. Supervision in the Helping Professions, OU Press • Kadushin, A. & Harkness, D. (2002) Supervision in Social Work (4th Ed) New York: Columbia University Press

References contd. • Knapman, J. & Morrison, T. (2001) Making the most of supervision in Health and Social Care, Brighton,Pavillion • O’Neill, E. (2004) Professional Supervision: Myths, Culture and Structure Tipperary: RMA Publications • Hewson, J. (2001) Integrative Supervision: Art and Science in Carroll, M. & Tholstrup, M. Integrative approaches to supervision London: J Kingsley

Co-operation among the Colleges