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Step Up RfPL Day 1 PM

Overview and exercises for the RfPL teaching sessions.

Tarsem Cooner

on 30 January 2018

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Transcript of Step Up RfPL Day 1 PM

Social Work Skills, Values and Approaches
Holly and Chris – Exercise 2
2 parts
Chris works in your mental health team and has received a referral from the local GP requesting that he visit Holly. The GP has stated in the referral that he is concerned that Holly is “having a few problems” and that a visit from the team to assess her needs may help. Chris arranges an appointment via letter to visit.

Due to an earlier hospital visit Chris did not go into the office in the morning and went straight round to visit Holly.
Following the visit to Holly, Chris returns to the office and goes straight into a team supervision meeting. At this meeting he raises concerns about his performance during the visit to Holly. As his social work team you decide to offer Chris group supervision by exploring the visit with an exploration of some social work ethics and values.
After watching the interview, make a note of:

1. How you feel Chris has prepared for and begins the interview.

2. How if you were Holly the following issues may impact on your ability to engage with Chris in the interview.

a. demonstration of dignity and respect.
b. use of personal judgements and assumptions.
c. demonstration of listening skills.

3. How Chris balances working in the best interests of Holly whilst dealing appropriately with issues of risk.

4. Ends the interview.
As a team you decide to show Chris, through role-play, how he should have raised issues of risk whilst maintaining respect for Holly.

Take 10-minute turns to play the role of Chris, Holly and observer. Pay careful attention to the language you use.

(Use the space in the Handbook to keep a record of your learning.)

You may be asked to share your findings with the whole group.
Holly and Chris – Exercise 1
Using the guided reading, use a flipchart paper to discuss, agree and then clearly record your responses to the following questions:

1. Identify what values you think would be most important in this situation for Holly to feel able to engage in a working relationship with Chris?

2. In this situation, which values have limitations?

3. What ethics and values could Chris use to ensure he works in Holly’s best interests whilst dealing with issues of risk?
Exercise: You may use cameras to demonstrate and record your approach.
Background to EBL Task
Part 2
Part 1
Values and Ethics
2. SOLER Guidelines
Background to Self-directed learning Task
Tutor expectations
1. Read pages 153 to 158 of Egan, G. (2011) ‘The communication skills of therapeutic dialogue’ in V. Cree (ed.) Social Work: A Reader, London: Routledge. (
In the Reader.

2. Watch the Holly and Chris video again on Canvas.
Self-directed learning
You play the role of Chris’ peer mentor, following Chris’ visit to Holly, you have decided to complete a Professional Development Reflection (PDR) form in preparation for the next one-to-one mentoring session with Chris. As Chris’ mentor, you have three goals:

1. You want to help raise his awareness of the important role emotion can play in social work interviews.

2. Raise Chris' awareness of empathy, listening and SOLER.

3. You want to reflect on your ability to communicate effectively in writing.

You will judge the success of both goals based on how successful Chris feels the messages in the PDR are to helping his professional development. You should write the PDR as though you are writing directly to Chris.
Introduction to self-directed learning task
You must individually complete the PDR by hand and then:

1. bring it to the next teaching session on
14th February

During the in-class session

2. the PDR will be peer marked by a student playing the role of Chris based on the criteria contained in the PDR Feedback rubric (Page 9)
Important Note:
Failure to bring the PDR with you to the next teaching session will result in

an absence mark
being awarded for the self-directed learning session.
4. Feedback
You will be asked to pair up with another student on
14th February
and take it in turns to play the roles of Chris and the peer mentor. Chris is asked to use the rubric on
page 9
to score the peer-mentor’s PDR form.

In this exercise, “Chris” must provide some detailed
verbal reasons
for the scores, with suggestions for any areas that can lead to future improvements in writing.
Readiness for Practice Learning
Values and ethics in interviewing
Please note:

in some of the reading you are asked to undertake group exercises,
ignore these instructions
1. Empathy and Listening
To enable you to help Chris, begin by reading pages 81 to 89 of Hennessey, R. (2011) Relationship Skills in Social Work (
in the Reader
After you have read the above, read the ‘Centrality of Social Work Relationships’ (
chapter attached
) and then answer
questions 1a to f
on the following pages by hand within the spaces provided.
Thank you
3. Complete PDR
Pages 5 to 8.
Full transcript