World conference on Social Work & Social Development 2012

1. World conference on Social Work & Social Development 2012 Becoming effective communicators with children in social work practice: a model for the qualifying curriculum Dr Michelle Lefevre M.Lefevre@sussex.ac.uk

2. Background to the study • Problems in the quality and amount of direct work with children in the UK • Why? Not just context, but whether training instills confidence, competence and commitment • Earlier Knowledge Review (Luckock et al, 2006) • Taxonomy of Communicative Capabilities for Communication with Children (CCWC): Knowing, Being & Doing (Lefevre et al, 2008) • Need to build generic, child-focused and applied specialist capabilities • But limited evidence about what programme structures & pedagogical approaches most effective • Need to learn more about how SW learn to become effective communicators with children across domains of KBD

3. The taxonomy of CCWC

4. Methodology • Research question: What factors and processes enable students within a qualifying course learn how to communicate with children • Realist approach (Robson, 2011) • Mixed methods: quantitative and qualitative data from a cohort of 28 students undertaking a full-time, 21-month qualifying MA SW course • Insider research • Most were female, white British, >37 and without a disability • Data were tracked to show learning trajectories through initial training and beyond

5. Prospective study collecting data at five time points

6. Type of data collected • Time points 1-4 • Self-efficacy (rating scale) • Applied understanding (responses to vignettes, analysed against the CCWC taxonomy) • Student subjective views on contributors to their development • Time point 5 • Narrative interviews about their learning journeys, analysed thematically (Braun & Clarke, 2006) and as holistic case analyses

7. Self-efficacy and applied understanding both rose T1-4 (p=.004) but at different points in the course • Applied understanding rose most T2-T3 (p=.003) then stable T3-T4 (p=.630): focused teaching promotes learning which is retained • Self-efficacy rose primarily T3-T4 (p=.12): students need teaching and learning opportunities throughout, including placements, to feel more confident • No trends apparent regarding age, gender or ethnicity • Pre-course experience (personal & professional) enhanced confidence for all and applied understanding for some • Lack of pre-course experience very detrimental to self-efficacy • Importance of self-appraisal to build realistic self-efficacy

8. Other key findings • Good awareness across the CCWC even at T1, and strong increases T1-4, esp. child development, skills and use of self • But decreases in values/ethical commitments like anti-oppressive practice – why? • Unique learning trajectories need personalised learning plans • Experiential learning cycle (Kolb, 1984): concrete learning (pre-course, placement, role plays, skills practice, child observation) followed by critical reflection in supervision, process recordings and tutor-led seminars, with deep learning embedded through the assignments • Safe learning space essential, models ‘Being’

9. Sequencing of learning(drawing on Kolb, 1984) 3 cycles: Generic → child-focused → applied child-specialist

10. References • Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 2006, 3, pp.77-101 • Kolb, D.A. (1984) Experiential Learning: experience as the source of learning and development, Englewood Cliffs: Prentice Hall.Lefevre, M., Tanner, K. & Luckock, B. (2008) Developing Social Work Students' Communication skills with Children and Young People: a model for the qualifying level curriculum,  Child and Family Social Work, 13, pp.166–176. • Robson, C. (2011) Real World Research: A Resource for Users of Social Research Methods in Applied Settings, 3rd Edition, Chichester: John Wiley.