Whilst reflective processes are valued, promoted and actively assessed on social work qualifying programmes, once in the workplace practitioners report a lack of protected time and the absence of organisational supports militate against continued reflective activity.(Jindal-Snape & Holmes,2009) The Continuous Learning Framework, (Scottish Government,2008), has been designed to support learning across the Social Services workforce in Scotland with an emphasis on continuous improvement through self and collective reflection. This study aims to explore how the introduction of the framework to students on social work programmes, both within classroom and practice settings, supports reflective processes through the transition from pre to post qualification. It further seeks to explore how this may positively impact on the learning culture of organisations through reflective skills being improved and internalised at the point of qualification.
|Title of host publication||Challenges in professional learning across the disciplines|
|Subtitle of host publication||abstracts from EAPRIL Conference 5th European Practice - Based and Practitioner Research Conference November 24-26, 2010, Lisbon, Portugal|
|Publication status||Published - Nov 2010|
|Event||EAPRIL Conference: 5th European Practice-Based and Practitioner Research Conference - Lisbon, Portugal|
Duration: 24 Nov 2010 → 26 Nov 2010
|Period||24/11/10 → 26/11/10|
Walker, L., Jindal-Snape, D., Clark, F., & Deacon, F. (2010). Reflecting forward: exploring how to support social work students to transfer their reflective skills into the workplace. In Challenges in professional learning across the disciplines: abstracts from EAPRIL Conference 5th European Practice - Based and Practitioner Research Conference November 24-26, 2010, Lisbon, Portugal http://www.eapril.org/resources/links/LindaWalker.pdf