Home » Knowledge and practice hub » Podcast episodes

Knowledge and Practice Hubs

Podcast episodes

Author: Community Care Inform

Publication Date: 6 September 2018

Introduction

In the Community Care Inform podcast series, Learn on the Go, expert practitioners and academics discuss what the latest research, theories and practice models mean for social workers. Listening allows you to learn and refresh your knowledge in different ways: by yourself or in a group; in the office, at home, or when you’re out and about. All available episodes are listed below, and new episodes will be added as soon as they are published.

Domestic violence and abuse – risk assessment and referral guidance

Jenifer Lamadrid discusses the importance of MARAC and how to risk assess domestic violence and abuse using the CAADA-DASH checklist, as well as how to safety plan with perpetrators and victims and survivors.

The legacy of childhood trauma

Jenny Molloy discusses how childhood trauma and other events led her to make a serious attempt to end her life and how social workers have helped her recovery.

Social work and FGM: anti-oppressive practice in action

Maureen Mguni and Zelia Camelo share ways social workers can reduce stigma and practice relationally, while carrying out legal and safeguarding duties in this challenging area.

Menopause

Catherine Pestano and Natalie Valios discuss what the menopause is, how symptoms can affect work and why it’s particularly important for it to be understood in the social care sector.

Restorative practice

Mark Finnis and Mike Hayward discuss how to apply restorative principles in work with families and organisational culture.

Anti-racist social work

Dr Kish Bhatti-Sinclair discusses the history of anti-racist social work and how practitioners can apply anti-racism to their work today.

Remote supervision during the pandemic

woman working at home on laptop

David Wilkins, senior lecturer, discusses how supervision can be carried out effectively when not face-to-face.

Neglect, poverty and affluence

dirty and messy kitchen Gary Brigden

Claudia Bernard and Brid Featherstone discuss how neglect can manifest differently depending on the socioeconomic status of a family and how social workers can take into account the wider context of families’ lives.

Intra-familial child sexual abuse

Peter Bishop and Anna Glinski discuss how disclosures of abuse can affect the whole family and techniques social workers can use to support victims, parents and siblings.

Parents with learning disabilities

The Elfrida Society parents’ peer support group and researchers Nadine Tilbury and Kate Theodore share their experiences and offer advice for social workers.

Social work with trans people

Matty Donaldson and Julie Fish discuss what it means to be trans, the discrimination trans people experience and what good social work with trans people looks like.

Adoption disruption

Julie Selwyn and Elaine Dibben discuss research into the reasons why adoptions break down and how social workers can support families.

Adult attachment

David Shemmings and Lydia Guthrie talk about attachment theory in the context of care staff and people with dementia.

The emotional impact of ‘contact’ – Ethan’s experience

Care-experienced adult Ethan discusses the different types of ‘contact’ with birth family he had as a child and how professionals can support with the complexity of its emotional impact

An 18-year-old’s perspective on ‘independence’, supported accommodation and good social work

Dan shares what he would like social workers to know from his care experience – includes reflections on language, being ‘ambitious’ and small practical changes that could make a big difference.

Sibling sexual abuse

Why this form of sexual abuse can be especially challenging, and working with families where it ‘feels like a grenade has gone off’. With Anna Glinski and Start Allardyce.

Contextual safeguarding

Carlene Firmin discusses the approach to protecting young people from extra-familial harm that she developed with a local authority practitioner who is implementing it.

Child to parent violence

Helen Bonnick and Jane Griffiths discuss how practitioners can identify this form of abuse and how to work with families affected.

Looked-after children and self-harm

self-harm support site newscast online 300

Judith Furnivall and Eileen Harkness-Murphy discuss what self-harm is and how practitioners can work with young people who are self-harming.

Fabricated or induced illness

Gretchen Precey and Dr Paul Davis discuss what FII is, why mothers are the typical perpetrators and how social workers can work with doctors.

Social media

Jenny Simpson and Claudia Megele define the key social media networks and discuss whether social workers can and should view the social media of service users.

Motivational interviewing

Lydia Guthrie and David Wilkins discuss what MI is and the research base behind it, and improvise scenarios showing an MI approach in action.

Building meaningful relationships in a challenging system

Luke Rodgers of The Care Leaders shares how social workers can talk to the ‘future adult’ in the child and bring more compassion to relationships even when not seeing a child in care often.

Lifelong Links

A young person and three practitioners discuss this approach to building and maintaining connections and networks for children in care and care leavers.

Family finding, family seeing

How to think about love as well as safety for children, and other ways to practice more relationally, as individuals as well as systemically. With Kevin Campbell and Liz Wendel

Home and online visits

Claudia Megele, chair of the PSW network, shares advice on when an online visit should be carried out instead of a home visit, during the coronavirus pandemic.

Siblings

Independent social worker and consultant Shelagh Beckett addresses the challenges when assessing, placing and promoting contact for sibling groups

Social work supervision

women having a work meeting

Academic David Wilkins and principal social worker Tom Stibbs talk about why supervision is important and how it can help children and families

County lines

Dave, a parent, and Catherine, a youth justice manager, discuss what good social work with young people involved with gangs looks like.

Parental alienation

Sarah Parsons and Julie Doughty discuss what parental alienation is, how it differs from implacable hostility and signs alienation might be taking place.

Poverty and child protection

Paul Bywaters and Andy Bilson looks at inequality in the care system and why the number of child protection investigations in England has dramatically increased.

Burnout

Paula McFadden and Jill Manthorpe discuss their research into burnout among child protection and learning disability social workers.

Strengths-based practice

Lyn Romeo, the chief social worker for adults, and academic Elaine Aspinwall-Roberts discuss what strengths-based practice is and how it can be used in social work.

If you can’t find what you’re looking for or have suggestions for other podcasts, do let us know.

Add item to CPD Log (SWE)

Title *
Podcast episodes

Date *
21-11-2024 (dd-mm-yyyy)

Learning or development activity, resource or URL
https://www.ccinform.co.uk/knowledge-hubs/podcasts/

Learning

Use the boxes below to record what you have learned from this activity. The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD. Everything you write will be stored in your My CPD log on CC Inform. You can return to each piece of CPD and edit or add to it at any time - for example, if you reflect on it with a peer. You can export all the information as a Word file and copy it into Social Work England's form for the pieces you choose to submit during renewal, and print it off for other uses - for example, in supervision or peer reflection.

1. Describe what you have learnt from doing this CPD activity. (Social Work England recommend that you write 250-500 words, and they say that you may want to refer to the CPD standard 4.1-4.8 - see below.)

Word count: 0

2. Reflect on and describe the positive impact the CPD has had (or will have) on your practice and the people you work with.

This could be people with lived experience of social work, colleagues, or students. If you are not currently working, or not in direct practice, you could think about how your CPD activity might benefit people you come into contact with or the profession as a whole. (Social Work England recommend you write about 250 to 500 words).

Word count: 0

3. Describe what you have learnt from discussing this CPD activity with a peer

This is an optional question. By answering it for at least one of your pieces of CPD, you will meet Social Work England's requirements to record one piece of CPD with a peer reflection during the registration year. You are expected to write at least 250 words.

Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional.

This discussion can be informal or formal, and can take place in one to one or group settings. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. When discussing your CPD with a peer, you should talk about what you have learnt from doing the CPD and the positive impact the CPD activity has had (or will have) on your role, practice and the people you work with".

Read more guidance from the regulator about peer reflection here

Word count: 0

4. Which parts of the CPD standard have you met by doing this activity? By going through the recording process, you will automatically meet standards 4.6 and 4.7. You can use the box below to note the other standards you have met with this piece.

4.1 Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.
4.2 Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
4.3 Keep my practice up to date and record how I use research, theories and frameworks to inform my practice and my professional judgement.
4.4 Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.
4.5 Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice.
4.6 Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice.
4.7 Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development.
4.8 Reflect on my own values and challenge the impact they have on my practice.

For more information, see Social Work England’s guidance on CPD.

Add item to CPD Log (SCW)

Title * Podcast episodes

Date * 21-11-2024 (dd-mm-yyyy)

URL https://www.ccinform.co.uk/knowledge-hubs/podcasts/

Learning Use the boxes below to record what you have learned from this activity. Everything you write will be stored in your Inform account and you can export all the information as a Word file or print it off. When you have to renew your social work registration with Social Care Wales, you can include this as evidence of continuing professional development.

1. What have you learned from this activity?

2. How has it contributed to your practice?

3. How much time have you spent on this activity?

4. Next steps (any additional learning you need in this area)?

For more details, visit Social Care Wales

Citation

Full Harvard reference for this document:

() Podcast episodes. Knowledge Hubs.
Community Care Inform
[online]
https://www.ccinform.co.uk/knowledge-hubs/podcasts/
[accessed: 21 November 2024]

If you are directly quoting the author's own words from this document you must acknowledge that they are not your own words by putting them within quotes marks, reference the source in the text and then provide the full reference at the end of the document. For example:

In the text: Brackenbridge argues that "[t]he interpersonal dynamics of sexual abuse in sport are similar to those in other settings but exacerbated by some key situational differences" (Brackenbridge, 2008).

Full reference to insert at the bottom of the document: Brackenbridge, C. (2008) Child Protection in Sport. Guide. Community Care Inform Children [online]. Available at: https://www.ccinform.co.uk/articles/2008/02/22/1973/Child+protection+in+sport.html [accessed: INSERT DATE HERE (eg 25 November 2015)]