We want to pause to consider what we are really talking about when we plan for supporting NQSWs to learn through the early career stage.
There are several things to reflect on: What do we mean by learning?; What do we value as individuals and organisations in terms of learning?;What is it really like to learn as a social worker and what does that actually involve?; How do we develop the best opportunities for social workers to learn through work?
There are many theories about how individuals learn, how organisations learn and how we facilitate learning. Social work as a profession strongly promotes reflective learning, self-awareness and reflexivity. We will be including some information about learning theories in the next stage of the website development. It is interesting to think about what we mean by learning, what we think social workers need to learn, and how they learn. In terms of workplace learning, there are rich and diverse opportunities for social workers to learn through the direct work that they do. Understanding more about the nature of how social workers learn in the workplace can help us think about how we maximise the potential and value of this aspect of professional learning.
If you can pause for a moment and think about one of the most important things you have learned as a social worker or as a professional in your career. Then make some notes.
Many different activities lead to learning. These include formal, informal and self-directed things that individuals, teams and organisations might do. Although guidance for continuing professional learning highlights the range of possibilities that count as learning, many social workers and managers focus on organised training sessions.
Our most significant learning experiences can be through so many different aspects of our work. We are drawing from some recent research in Scotland (Ferguson, 2021) that explored the lived experiences of social workers learning through work. The study highlights that learning in social workers’ workplaces can be incredibly potent in relation to the kind of work they are doing, yet it is not a primary focus in planning for continuing professional learning.
The research was concerned with going back to explore the nature of learning in the workplace, for social workers. The study was located at the intersection of different fields of knowledge about individual learning; organisational learning; social work professional learning; and workplace learning. The central research question, “What are the lived experiences of social workers’ learning in the workplace?”, was at the core of the study, drawing from and contributing to these different areas of existing knowledge and offering new insights into how these fields connect.
The study found that learning to be, and learning as, a social worker in, through and at work is an intricate web of sensory and emotional experiences while negotiating and navigating places, spaces and tasks. The lived experiences of social workers can be understood as involving the seven superordinate themes for the group, Journey of the self; Navigating tasks; Navigating landscape and place; Learning through the body; Learning through others; Practices and conceptions of learning; and, Learning by chance. Striking metaphors helped social workers convey their experience of learning in the workplace that encompassed these themes.
Learning as a complex web (Ferguson, 2021)
The themes of social workers’ learning in the workplace should not be considered merely on a surface or simplistic level. It is important to pause and consider what these different themes might mean for an individual social worker, then how these might combine. The threads of the relationship between these themes form a web that is unique to the individual social worker, deeply connected to their embodied experience of learning and the type of work opportunities that they undertake. Understanding the nature and complexity of individual social workers’ experiences can help us design more effective workplace continuing professional learning opportunities.
We will be linking to key ideas from this research and adding more information in the next stage of the website development.
You can find out more about the research and findings “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work (Ferguson, 2021).
Several important implications arise from Ferguson’s research for those involved in supporting social workers’ learning in the workplace.
Ferguson, G M. (2021). “When David Bowie created Ziggy Stardust” The Lived Experiences of Social Workers Learning Through Work. The Open University
Social work has a key role to play in anti-oppressive practice, promoting social justice and fairness. This includes racism at the personal, social and structural levels.
Practitioners need to work in a way that supports and protects people and challenges discrimination in all forms and is culturally sensitive.
The recently revised Standards in Social Work Education (SiSWE) strengthen the focus on the social context of practice and are underpinned by clear ethical principles. The characteristics of NQSW practice continue to hold these principles strongly.
The SSSC Codes of Practice clearly state that any form of discrimination is not acceptable and that workers or employers should not condone any discrimination.
All workers and employers support that people are respected, their rights are upheld and they work in a way that promotes diversity and respects different cultures and values.
Upholding public trust and confidence in social services relies on these values and behaviours.
We will be continuing to enhance this resource through our national NQSW project over 2021-22. Please let us know if you have any recommendations for what is helpful for NQSWs and their managers.
The experience and impact of trauma and adversity in the lives of Scottish people is more pervasive than has previously been recognised. This has been exacerbated by the COVID-19 pandemic. NQSWs have a key role in understanding the impact of trauma and working in a way that recognises this.
“A trauma informed and responsive nation and workforce, that is capable of recognising where people are affected by trauma and adversity, that is able to respond in ways that prevent further harm and support recovery, and can address inequalities and improve life chances”
National trauma training programme Scotland 2021
The National Trauma Training Programme (NTTP) supports the shared ambition of the Scottish Government, COSLA and partners from across Scotland of a trauma-informed and responsive nation and workforce as seen in this vision.
Whatever your role as a social worker, it is important to develop skills and knowledge that understands how the impact of trauma might affect people’s responses to you and your organisation. Learning more can help you adapt your work approach. You may also have an explicit role as a social worker supporting children or adults affected by trauma to recover.
Please let us know if there are any learning resources that you would recommend to other NQSWs.
We are supporting the workforce to develop their capacity to embed personal outcomes approaches in their day-to-day practice and deliver better outcomes for people using services.
Find out about the work and the range of learning and development resources for you Personal outcomes – Scottish Social Services Council
Please note that these links will take you to external sources out of the SSSC NQSW website.
We developed Enriching and Improving Experience. Palliative and End of Life Care: A framework to support the learning and development needs of the health and social services workforce in Scotland in partnership with NHS Education for Scotland.
Find out more about this area of work and the resources that can support your learning and development Palliative and end of life care – Scottish Social Services Council
Do you work with people who live with dementia? SSSC have an online resource to help social workers and other professionals implement the Promoting Excellence learning framework and the Standards of Care for Dementia in Scotland within their practice.
This is a detailed and focused learning resource which is ideal if you want to develop more knowledge and skills for working with people who live with dementia.
You will find the link to the Enhanced dementia practice for social workers resource below.
Please remember that if you click on these links they will take you to information and resourcs that are external to the SSSC NQSW website.
This is a specific learning resource for social workers which you can access from SSSC Enhanced dementia practice for social workers
The resource is currently being updated so you can let us know if you find any broken links.
For general introductory information about dementia, you can find links to guides and strategy from Public Health Scotland Public health Scotland Dementia Information
We’d also recommend the Psychology of Dementia team at NES and the resource Promoting Psychological Wellbeing people with dementia
Our new online guide for Dementia Ambassadors and other supporting people living with dementia can be found here Information and advice for Dementia Ambassadors
Supervision is an important component of shaping professional knowledge and development as an NQSW’s practice develops. Professional knowledge is drawn from theories, research findings and practice experience (Drury and Hudson, 1997); those forms of knowledge include: theoretical knowledge, personal knowledge, practice wisdom, procedural knowledge and empirical knowledge.
The SSSC guidance for professional learning is included on the NQSW requirements page. This reinforces the message that professional learning takes many different forms.
Feedback from the pilot work was that NQSWs wanted to move away from what feels like academic training and learning. Setting up and running a peer group (see the peer reflective practice section) with other frontline workers creates reflective and action learning. The SSSC refreshed approach to CPL is about recognising and recording when learning has taken place and logging this accordingly.
IRISS, argues that practice wisdom integrates a wide range of knowledge. This will include theories and relevant research to our thoughts and feelings in response to casework. Study participants reported that evidence was relevant information from case histories, notes, observations and reports from other professionals but less from theoretical or research sources.
After qualifying, we can still benefit from support to maintain your awareness of research knowledge and to become more skilled at making connections between casework activities and the human factors that inform our decision making.
Supervision is not the only way for workers to develop their professional knowledge and other methods are often used to complement staff development. Tsui et al (2017), argues that a ‘future path of supervision will be a form of organisational learning, where social workers rely not only on supervision, but also mentorship, consultation and coaching’.
The SSSC approach to continuous professional learning (CPL) is about recognising and recording when learning has taken place and logging this.
Developing your knowledge may include visiting and creating learning accounts at resources such as Social Service Knowledge Scotland (SSKS). A specific guide for NQSWs is also provided by SSKS.
Please also see How Social Workers learn in the workplace and our guide to supporting NQSW professional learning and development.
In the aftermath of Victoria Climbié’s death a serious case review was conducted by Lord Laming (2009) who focused on social worker wellbeing and emotional costs of the work as well as supervision practices:
‘There is concern that the tradition of deliberate, reflective social work practice is being put in danger because of an overemphasis on process and targets, resulting in a loss of confidence amongst social workers.’‘Laming (2009)
The Care Inspectorate (2019) regularly consider aggregated learning from case reviews. This highlights that sufficient support for workers is needed to be confident and competent. This includes “robust and regular supervision that enables constructive challenge and time to reflect on practice and develop skills.”
The most comprehensive reviews occur when there have been extremely serious harms to vulnerable children or adults. In the case of social work these have often identified a break down in procedures (including appropriate supervision), meaning opportunities for intervention to prevent serious harms were missed.
In the overview for supervisors, we highlight enquiries that had significant findings for supervision in social work settings. Scottish case reviews have also had findings around supervision adequacy.
The National Child Protection Leadership Group now provide strategic oversight and mechanisms for improvement regarding child protection across Scotland and have addressed reoccurring issues. These include organisational support and compliance with good quality supervision and support that addresses the scope of professional discretion and identifies training and development needs of practitioners.
We introduce a reflective learning activity below. We encourage you to take care of yourself as you work through learning in relation to serious case reviews. It is essential to acknowledge the intense emotional responses we will have as social workers in the course of our work and learning.
We recommend Writing analysis in social care from IRISS.
This IRISS course provides a practical framework for supporting the writing of analysis in social care records, and is relevant to those working in social work and social care.
The course has grown out of the recording practice project that Iriss led over the last two years, which focussed on supporting social services practitioners to develop their skills and explore ideas for improving their case recording.
Please remember that clicking the links below will take you to information and websites external to the SSSC NQSW website.
Social workers working in rural and remote areas will experience opportunities and challenges which are different to working in urban areas and need particular skills and knowledge to work effectively within rural communities.
We welcome your suggestions about themes or resources which would be helpful to include on this page.
We are working with stakeholders to help us develop resources for this page and from initial consultation some of the themes we have identified include: