Transformative Learning for Social Work: Learning For and In Practice

Learning and self-development is a continuous process for social workers, and practitioners must keep abreast of new knowledge, guidance and legislation in order to keep growing professionally. In this innovative text, an expert group of authors from a range of academia and practice settings highlights the importance of traditional approaches to learning, such as reflective practice and motivation, and introduces more contemporary methods such as coaching, service user participation and developing digital competence. Strongly practical in its approach, the book enables the reader to engage with the content in bite-size pieces, encouraging them to learn in whatever way works best for them. Features include: - Over 40 reflective tools, exercises and templates that can be used by learners and educators independently or in groups, in the classroom or the workplace - A wealth of case material to illustrate key points - An inspiring collection of first-hand narratives from social workers learning and developing in the field. This is an invaluable resource for educators and a must-read sourcebook for learners – be they students, newly qualified social workers or practitioners wishing to attend to their own professional development.

Table of Contents:
Introduction 1. The Transition from Student to Practitioner: Managing the Social Work Learning Journey 2. Embedding the Principles of Adult Learning 3. Fostering Emotional Intelligence Within Social Work Practice 4. Developing Resilience for Effective and Safe Practice 5. Engaging in Reflective Practice 6. Advanced Critical Reflection through Narrative (re)construction 7. Supervision for Transformative Learning and the Development of Practice 8. Coaching for Social Workers 9. Learning About and Learning from Service Users 10. Developing Digital Competence for Practice 11. Book Groups and Fiction: A 'Novel' Approach to Teaching and Learning 12. Social Work Narratives: My Learning Journey Conclusion.

About the Author :
Fiona Harbin is a senior lecturer in the School of Social work, Care and Community at UCLan. Prior to joining the university, Fiona worked for over 20 years as a social worker with children and families. Her most recent social work post was as a manager of a Think Family team, working holistically with children and their families. Fiona has a particular interest in parental substance misuse and safeguarding children and has researched and written in this area. She has recently been involved in research focusing on parents' perceptions of the Common Assessment Framework. Clare Stone is a registered social work who worked within statutory adult services before moving into academia as a senior lecturer at the University of Central Lancashire. She has experience of managing the practice learning team and is module leader for a range of post graduate post qualifying modules. Her current areas of responsibility include working within the Centre for Continuing Professional Development, coordinating Making Research Count and module leader for an employability module for final year initial training students. Clare's doctoral thesis considers competence for social work practice. Fiona Harbin is a senior lecturer in the School of Social work, Care and Community at UCLan. Prior to joining the university, Fiona worked for over 20 years as a social worker with children and families. Her most recent social work post was as a manager of a Think Family team, working holistically with children and their families. Fiona has a particular interest in parental substance misuse and safeguarding children and has researched and written in this area. She has recently been involved in research focusing on parents' perceptions of the Common Assessment Framework. Clare Stone is a registered social work who worked within statutory adult services before moving into academia as a senior lecturer at the University of Central Lancashire. She has experience of managing the practice learning team and is module leader for a range of post graduate post qualifying modules. Her current areas of responsibility include working within the Centre for Continuing Professional Development, coordinating Making Research Count and module leader for an employability module for final year initial training students. Clare's doctoral thesis considers competence for social work practice.

Review :
'This important, timely book is accessible to a wide audience of learners, practitioners and academics. The breadth of references makes it a useful scholarly contribution to the area of professional learning in social work.' - Dr Prospera Tedam, Senior Lecturer in Social Work, University of Northampton, UK 'This book is impressive in coverage and encourages a lifelong approach to learning and development in social work. It advocates a highly reflective approach to the task of continuous professional development and transformative learning, which will support social work practitioners with the demands and complexities of the role. The book thus fills a much needed gap, to support the journey of newly qualified to highly experienced social workers, and crucially, reminds us all of the need to continuously reflect on the work in real and meaningful ways.' - Dr. Jo Finch, Deputy Director of the Centre for Social Work Research and Senior Lecturer in Social Work, University of East London, UK