Results filtered by: ‘Staff learning and development’
Leaders of services across the children’s and adults’ sector are navigating difficult decisions in which three factors loom large – the cost of meeting people’s needs, the complexity of people’s lives and the interconnectedness of solutions, and the moral imperative to ensure that services and systems are grounded in compassion.
Strengths-based practice is a collaborative process between a person supported by services and those supporting them. It allows them to work together, drawing upon a person’s strengths and assets to achieve positive outcomes.
Making good judgements with and for people is the essence of social care. Time to reflect, time to think, time to use wisdom and expertise, time to consult with colleagues, time to look at research is not a luxury.
Social work is a challenging career. What psychological factors are associated with resilience in trainee social workers? Dr Louise Bunce at Oxford Brookes University has led new research to find out.
In this post, Dyfrig Williams, Learning Events Coordinator at Research in Practice for Adults, shares approaches to innovation in learning and invites Partners to submit ideas around how we might improve our service.
A Skills for Care project is focusing on how social care and health employers can become more inclusive, by recruiting a workforce which better reflects their local community.
As human beings we are by our very nature, complex. As individuals, within the world we inhabit with our families, friends, communities and beyond we all experience complexity in our lives.
A Camden Council Service Manager reflects on the learning from the Chalcots Estate evacuation that occurred after the Grenfell tragedy and outlines some of the key social work capabilities needed during and after the evacuation.
In this blog Link Officer of the Year, David Till, offers tips to help other Partners to get the best out of their membership to Research in Practice for Adults.
Determining the success or failure of social work interventions often relies on the application of measures that may overlook alternative unexpected outcomes or the multiple perspectives of people accessing services. Lydia Guthrie asks whether it is possible to move away from simplistic notions of ‘failure’ towards an approach that takes a broader view of outcomes and considers the experiences of people accessing services to determine the ‘usefulness’ of services instead.