Issue 9 (PDF 1.26 mb) - Bournemouth University

An emerging success:
Social work
and learning
disabilities
Social Work and Learning Disabilities is emerging as a
strong all-round academic group within IHCS. Over the past
18 months the team has experienced a range of changes
in personnel, with leavers and starters changing the
composition of the team.
There has been a developing clarity in its
direction of travel, as it responds to the
University’s Corporate Plan, and in respect
(as seems ever to be the case!) of the
standards and requirements underpinning
many of its programmes.
To provide a glimpse of some of these
changes, this article focuses on two
research projects and a developmental
review revealing the particular strengths of
the Social Work and Learning Disabilities
group in continuing to make a positive
difference in practice settings. The
research projects are funded by the Sector
Skills Council for social care, Skills for
Care (SfC). The first project builds on
the increasing reputation of the group in
pedagogical and practice research and
links the qualifying and post-qualifying
arms of the academic team in its reach.
Focusing on the continuing and perceived
educational needs of newly qualified social
workers, this study considers how the
Social Work degree (the new qualifying
award for anyone calling themselves a
social worker, which began in 2003) is
The beacon l Issue 9 l Summer 07
believed by practitioners and managers to
prepare social workers for the exigencies
and complexities of everyday practice.
It also explores in addition how this
intersects with and helps them to identify
their post-qualifying education and
training needs (a new suite of awards, from
Honours up to Masters level, beginning
nationally from September 2007). The
study is the first of its kind, drawing on the
provides opportunities for less experienced
academics to develop knowledge and
skills alongside more seasoned research
active staff: a clear example of releasing
potential! It builds on one of the strengths
of the group in working collaboratively with
those who use social work and social care
services, which is fundamental in driving
forward ethical practice and creates an
ethos from which students will
clearly benefit.
The study is the first of its kind, drawing on the
views of first year practitioners and their managers
and assisted by a steering group that, crucially,
includes people who use social services.
views of first-year practitioners and their
managers and assisted by a steering group
that, crucially, includes people who use
social services. Not only does this project
reflect the interface between qualifying
and post-qualifying awards and the
teams within the academic group, it also
The second study arose in response to
perceived racist behaviour experienced
and reported by a student from a black
and minority ethnic (BME) group whilst
undertaking practice learning (social
work’s new term for placements).