BA (Honours) Social Work
Observational Practice Learning
Practice Learning Handbook
Year 1 - Level 7
2013 - 2014
CONTENTS
Social Work Staff - contact details………………….
Social Work Staff - responsibilities………………….
Programme Structure………………………………..
Dates for Practice Learning…………………………
Introduction to Practice Learning 1…………………
Practice Learning 1 Outcomes……………………..
Module Preparation – Library Research …………..
Module Preparation – Excel Worksheet……….. …
Module Assignments……………………………….. .
Role of the Mentor……………………………………
Page 3
Page 4
Page 4
Page 5
Page 6
Page 7 - 9
Page 10 - 11
Page 12 - 13
Page 14
Page 15
PROFORMAS
Practice Learning Contract…………………………..
Attendance Record……………………………………
Mentor and Service User Feedback Form………….
Student Feedback Form………………………………
Student Practice Learning Journal………………...
Expense Claim Forms ……………………………….
Expense Claim Guidance……………………. …….
SSSC Codes of Practice……………………………..
2
Page 16
Page 17
Page 18 - 22
Page 23 - 24
Page 25 - 27
Page 28 - 29
Page 30
Page 31
Social Work Staff Contact Details
name
David
Calderwood
Room no.
Tel. no.
Janine Docherty
L242
0141
848 3288
Iain Ferguson
L232
Tamara
Horsburgh
L224
0141
848 3955
0141
849 4127
Jayne Howie
L222
Debbie Innes
L224
Michele
McCutcheon
L242
Ruth Neil
L232
Lawrence
Nuttall
L226
Paul Harvey
Dumfries
Campus
R148
01387
345860
e-mail
david.
calderwood@
uws.ac.uk
janine.
docherty@
uws.ac.uk
iain.ferguson
@uws.ac.uk
tamara.
horsburgh@
uws.ac.uk
jayne.howie@
uws.ac.uk
deborah.innes
@uws.ac.uk
michele.
mccutcheon@
uws.ac.uk
ruth.neil@
uws.ac.uk
lawrence.
nuttall@
uws.ac.uk
paul.harvey@
uws.ac.uk
Dumfries
Campus
R148
Dumfries
Campus
R148
L224
01387
345865
jill.macsporran
@uws.ac.uk
01387
345835
john.sturgeon
@uws.ac.uk
0141 848
3130
janis.wright@u
ws.ac.uk
Jill MacSporran
John Sturgeon
Janis Wright
Practice
Learning
Development
Officer
0141
848 3773
0141
848 3779
0141
848 3951
0141
848 3777
0141
848 3789
3
fax
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141
848-3891
0141 848
3891
Social Work Staff Responsibilities
Professor
Programme Leader
Social Work Progression & Awards
Board chair
Social Work Subject Panel chair
Practice Learning 3 co-ordination
Practice Learning 4 co-ordination
Practice Learning Development
Officer
Iain Ferguson
Lawrence Nuttall
Iain Ferguson
Lawrence Nuttall
Jill MacSporran
Jayne Howie
Janis Wright
PROGRAMME STRUCTURE TABLE
Year
1
TRIMESTER 1
The Nature of
Introducing
Social Work
Psychology
TRIMESTER 2
Development Democracy in Introduction
of Social
the UK
to Sociology
Policy
(incorporating
PL1)
Understanding
Poverty,
Inequality &
Discrimination
(incorporating
PL1)
Year Communication
2
Skills
Introduction
to Social
Work
Practice
Lifespan A
Social Work
Law
(incorporating
PL2)
Introduction
to Social
Work
Practice
Lifespan B
(incorporating
PL2)
Year
3
Reflective
Social Work
Theory and
Practice
Children,
Families and
Society
PL3
Crime,
Justice and
Society
Health,
Illness and
Disability
PL3
Year
4
Critical &
Radical Social
Work Theory
and Practice
Dissertation
PL4
Working in
Organisations
Dissertation
PL4
4
IMPORTANT DATES 2010/2011
YEAR 1
Monday 20th January to Friday 24th January 2014 - First 5 day BLOCK
placement
Monday 27th January to Friday 31st January 2014 – Second 5 day BLOCK
placement
Wed 12TH February 2014
-
MENTOR AND STUDENT
FEEDBACK TO BE RETURNED
TO THE UNIVERSITY
ToJanis Wright
Practice Learning Development
Officer
University of the West of Scotland
School of Social Sciences
Paisley
PA1 2BE
5
Practice Learning 1 (PL1)
Introduction.
Information contained within this Handbook will assist both Practice Learning
Agencies/Mentors and students to understand the integration of University Teaching
and Practice Learning. It provides details of assignments and how they relate to the
student’s learning whilst on their Practice Learning Opportunity.
All Feedback – Learning Contract, Mentor and Service User, Student, Attendance
Record etc. to be returned to the Practice Learning Development Officer by Wed 12th
February 2014. It may be best to retain all Feedback in this Handbook and this is
returned by the student to:Practice Learning Development Officer
School of Social Sciences – L242
University of the West of Scotland
Paisley
PA1 2BE
Any issues or queries arising during the Practice Learning Opportunity should be
directed to the Practice Learning Development Officer, (see contact details – P3).
If the Practice Learning Development Officer is not available please contact the
student’s tutor. If the Agency has any requirements re PVG Updates and/or
Inoculations they have to advise the Practice Learning Development Officer during
placement negotiations.
If students are ill and/or unable to attend their placement, they must inform the
practice learning setting AND the University. (either their tutor or the Practice
Learning Development Officer)
We would request that mentors also advise the University as soon as possible, of
any missed days so arrangements can be made to ensure all ten days are
completed, as failure to attend can prevent the student from progressing.
Students are reminded that they may submit expenses claim forms for travel incurred
during the Practice Learning Opportunity (see Pages 28 – 30 for all details).
Expenses should be submitted to your personal tutor for authorisation. Please do not
submit expenses claims with your Feedback/Handbook, as this can result in a delay
in processing. If students are using their own vehicle, they must ensure they have
adequate insurance cover for business purposes.
Agencies providing Observational Practice Learning will receive a Purchase Order
(from Janine Docherty) at end of the placement and all Agencies should then quote
that number when they send their Invoice to UWS Finance Department, Storie
Street, Paisley PA1 2BE. The daily rate is £28 per day (or £18 per day for Local
Authorities).
6
Practice Learning One Outcomes






To demonstrate professional behaviour.
To demonstrate the professional value base and codes of practice.
To reflect on the helping relationship and the social work role,
demonstrated in the agency they are working with.
To begin to relate the teaching from first year to social work.
To describe an organisation and begin to explain service.
To begin to conceptualise inequality and discrimination in relation to
the service user group and service delivery.
Focus of Practice Learning






What is social work?
Social control/ social welfare/ social stability/ social change
Introduction to values and self-reflection
Organisational context and legal context
Who are the service users?
Examine poverty and connect this with the disadvantages faced by the
service user group
7
Social Work Degree Teaching and Practice Learning
Please refer to the programme structure table (page 4) for an overview of the
whole Social Work Degree and to understand the specific modules interrelated to the practice learning levels.
Teaching in Year 1
The module “The Nature of Social Work’ in year one introduces students to
the key concepts, primary principles and standards involved in undertaking
professional social work practice. This includes such areas as the history of
helping, values and ethics, the knowledge and skills base, the context of
social work practice and reflective learning and practice. In the second
trimester after the Observational Placements, students will learn about the
process of poverty and how this relates to general themes in sociology and
social policy. They will be introduced to the social processes of inequality and
discrimination and how this affects various service user groups. Students
undertake Preparation and Assignments re the Module “Understanding
Poverty, Inequality and Discrimination” (as noted on Pages 10 – 14).
Practice Learning 1 – 10 day block in January - gives students the
opportunity to reflect on what they have learned about the “helping
relationship” and how this has evolved, in the organisation.
 Observational and shadowing experiences allow them to examine the
philosophy of the agency in which they are placed, and to understand
its structure, to gain an overview of where this sits in relation to the
modules they have just studied in the first trimester.
 Students will understand the service user group and formulate some
initial thoughts about their needs and the services they receive.
 Students will be asked to gather information and explore the impact of
poverty and disadvantage on the service user group and on service
delivery.
 Students will gain an overview of the social construction of
discrimination and consequent disadvantages that follow this in relation
to the service user group.
 They will shadow the service users and staff in their day to day
activities and develop insight on matters relevant for their assignments
and presentation.
At the end of the 10 day practice learning opportunity, mentors and service
users will give feedback on the students, in relation to attendance,
timekeeping and ability to communicate and engage with staff and users. This
will formulate part of the student’s assessment record and individual learning
plan held by tutors.
8
Linked to Year 1 handbook:Observational Practice Learning is part of the social work programme and in
years 1 and 2 these experiences take place for short specified periods of time
and are linked to academic assignments. Students should note that they
cannot progress without completion of the practice learning days. In order go
out on placement Students must be registered by the Scottish Social
Services Council and must have an up to date Protection of Vulnerable
Groups certificate. In years 3 and 4 these experiences are longer and are
assessed in their own right and form part of the core modules that students
take in these years. Prior to placement a practice learning form must be
completed by the specified date in trimester one. If this form is not completed
and returned to the Practice Learning Development Officer the placement is
not assured and if there is continued failure to complete the form the student
will have to provide a written explanation to the Programme Leader.
In year 1 the practice learning is a two week block of ten working days
(Monday Friday from 9.00 – 5.00 pm). In some agencies these hours may
vary, but if so, this will be discussed in advance with individual students.
Please note that all practice learning dates are fixed in advance and are nonnegotiable.
If you have caring commitments this advance notice should enable you to
make appropriate arrangements. The co-ordination of all practice learning is
allocated by the Practice Learning Development Officer who has sole
responsibility for liaison and negotiation of placements on behalf of the
university with our partner agencies and registered providers.
Placement allocation will be communicated to students at the December
preparation for practice learning class. This Practice Learning Handbook will
also be given out at this time so students can be reminded of what is involved
and the requirements of this part of the programme. Although the placement
is called observational these experiences are not just about sitting back and
watching and thus students are required to be active and involved in a
meaningful way in the agencies that they are placed within. They will also use
the experiences to prepare for trimester two teaching by gathering and
researching information about the service user group that they are involved
with. Students should examine how they interact with the services users and
seek out information about the needs and the disadvantages faced by those
they meet and the role and the task of the organisation, social care workers
and social workers in this context. Obtaining this information will assist in the
assignment and presentation in the second trimester. After the completion of
observational learning and in line with the codes of practice, agency staff will
be asked for feedback on the student’s performance, attendance and conduct
by means of a prescribed feedback sheet. This is used as a record of
progress within the practice learning content of the programme and can also
be used as part of the students personal development plan within the
continuous learning framework and with their personal tutor. Therefore all of
the work for this module should be kept by the student as part of their own
individual account of learning.
9
Understanding Poverty, Inequality and Discrimination
Module preparation
Task 1: Library Research – Thinking Critically about Information
As part of your preparation and learning for your observational placement, you
are required to use the University’s library system to search for, obtain and
read an article about the service user group you will have observed whilst on
placement. Given the content and learning outcomes for the Understanding
Poverty, Inequality and Discrimination module, it would be useful if you search
for an article about any poverty, inequality or discrimination the service user
group you observe may face. Or, you could also investigate the needs of,
disadvantages associated with or life chances for the service user group have
observed. Though it is not necessarily a requirement, it would be good if you
could find an article that presents some research about the service user group
that is relevant. Your findings and this worksheet will be discussed at the first
seminar of the Understanding Poverty, Inequality and Discrimination module,
on the 4th of February (for Paisley; 5th of February for Dumfries), so please
come prepared.
1. How did you find your article? What database(s) did you use for your
search (and why did you choose THAT particular database)? What key
words did you use?
2. What is the reference for this article – using the HARVARD
REFERENCING STYLE (see referencing guidelines available on the
library website/Moodle)?
3. Summarise the article you read in no more than 4 sentences.
4. What question(s) did the article you chose try to address? Were there any
specific hypotheses or research questions?
10
5. Were there research subjects or participants in the article? If so, how
many were included, what characteristics did they have and do you think
that was enough to answer the question?
6. What methods were used, if any, to try and answer the questions being
asked?
7. What did the authors find – and based on that, what did they conclude?
8. Were any suggestions made about how the information in the article can
be used in practice or about future areas for study?
9. Were there any problems with the way the authors tried to answer their
questions? Is there anything you would have done differently?
10. How does the information you read apply to the service user group you
observed?
11
Task 2: The Excel Worksheet
Each student will be required to submit some information gathered about his
or her placement for examination PRIOR to the presentation for this module.
This will be an Excel worksheet with appropriate (and anonymous) data
collected whilst out on observational placement – and MUST include a “key”
or explanation of what the numbers mean and a chart or graphic
representation of the data. The Excel worksheet must be uploaded via the
module’s Moodle site by 3pm on the 17th of February 2014. This worksheet
contributes 10% to the final presentation mark for each student.
This will demonstrate the student’s ability to make effective use of Excel. This
might include demographic profiles of service users or an overview of the
profile of the needs of service users. This software application should be
used in order to perform basic calculations, which should then be presented
using the inbuilt chart facility. Thus the data, which has been used within the
presentation, should be incorporated into an Excel database, which each
student must individually create. The database does not need to be overly
complicated but it must include the following: a sheet including ‘raw’ data, use
of a function formula (e.g., Sum, Count, Average, etc.) and a chart of some
description to provide a visual representation of the data. Individual students’
data should not be used within the presentation; rather, the group must create
an ‘overall’ database from all the students within the group from which a chart
can be created to include in the presentation.
This worksheet should convey some useful information about the service user
group you observed while you were out on placement. So think of questions
about the service user group or agency in which you were placed that you can
answer with some data. Here are some examples of questions you may want
to think about:
1. Who are the service users?
a.
b.
c.
d.
How many are men?
How many are women?
What ages are they?
Where do service users get their income (are they on benefits,
do they work, are they students, etc.)?
2. What are the service users’ needs?
3. What services does the agency provide?
4. How many service users use each particular service?
12
Once you have collected some of this information, you need to think about
how to present it in an Excel worksheet. In the example worksheet provided,
the information has been broken down by service user. To protect
confidentiality, each service user was given a number. Then information
about them was organised into categories (e.g., gender, income, needs). The
key on the left-hand side of the sheet tells you what each number means (for
example, in the ‘gender’ column, the number “1” means that service user is a
“male” and the number “2” means the service user is a “female”).
In order to describe the service user population, then, Excel formulas are
used to collate the information. In the example worksheet provided, the
“count” function was used to total up the number of males and number of
females. The same function was used to count up the different types of
needs that service users had and then a percentage was calculated to show –
out of the 10 service users – how many said they had particular kinds of
needs. Another way to present this information is in an average, so another
column was created that totals up the number of needs a service user had
and then an average was calculated using an Excel formula to show that, on
average, service users had 1.9 needs.
Then, a pie chart was created to show in a visual way, what percentage of
service users experienced various kinds of need. Sometimes, in order to
create a pie chart or column graph, you will need to re-organise the original
data, which is why there is a short column down the middle with the different
types of needs listed next to the actual percentages. This just saves time
later when creating the chart.
The tricky bits about this task are:
1. figuring out the best way to input that data so that you can perform
calculations and make a chart and
2. figuring out which calculation to use with which information (for
example, why did I not calculate an “average” for gender? – because it
would not make sense to present that information as an average; it
would need to be a count or a percentage.)
You will have been given all the tools necessary to undertake this task during
the Nature of Social Work module and you will have a chance to discuss your
ideas and/or your plan during your first seminar in this module. For your final
presentation, the group will need to decide what information makes the most
sense to collate from each group member that is related to the presentation
task. For instance if you are talking about service user needs in your group
presentation, you can present a graph about what kinds of needs were seen
by the group as a whole whilst on placement, what percentage of service
users had particular kinds of needs from your group as a whole, or what kinds
of services were provided by agencies to meet service user need. You will
have a revision session about creating this “group” chart during week 8 of
trimester 2.
13
Module Assignments
Assignment 1 – Poverty Essay
“The latest figures from the Chief Statistician show that more than three quarters of a
million people in the country are living in poverty. The report shows that while there
was a decrease in poverty between 1999 and 2055, little has changed since. Glasgow
has the highest rate of children estimated to be living in poverty of all Scotland’s 32
councils. The six Scottish Council wards with the highest rate of child poverty are all
in Glasgow. Glasgow North East is the worst performing of all Scotland’s 55
Westminster constituencies, with 43% of children living in poverty, while Springburn is
the worst council ward in the country, with 51% of children being brought up in
poverty. Across the city, analysis shows that an estimated 36,374 children live in
poverty, one in three of all the city’s kids” (Paterson 2013)
“Poverty makes people’s lives shorter and more brutal than it needs to
be. It’s is not simply about being on a low income and going without –
it’s about being denied power, respect, good health, education and
housing, basic self-esteem and the ability to participate in social
activities.” Poverty in the UK: a summary of facts and figures Published by Child Poverty
Action Group (2009)
Task
Reflect on the foregoing statements and answer the following:
a. Outline two definitions of poverty
b. With reference to the UNICEF report summarise the way poverty affects
children in the UK
c. Think about your Observational Practice Learning experience and discuss
the impact that poverty has on this service user group, the disadvantages
that may result and the strategies that Social Workers would use to
address this
Throughout this essay, you must refer to reading material identified within this
module as well as reading material you have accessed from your own library
research
Assignment 2 – Group Presentation - Using the module teaching, your
independent library research and the data you collected whilst on placement,
outline the needs and disadvantages faced by Social Work service users.
Articulate examples of how agencies and practitioners empower service users
to challenge unmet need and consequential disadvantage. (Year 1 Handbook
has more details)
Students will have been randomly assigned to their presentation groups. This
means that within each group students will have been located within a range
of practice learning opportunities and in order for the presentations to work
students will have to form and develop a way of working as a team.
14
Observational Learning – Role of the Mentor







Observational Learning should be active.
Induct students into the agency like other staff members.
Involve them in meetings/reviews/training/service users.
Enable student to participate in work of the agency appropriate to the
requirements of this placement
Provide on-going support and guidance to the student as required and
include some formal supervision time during the placement.
Provide written feedback on the form provided on page 18 -22 including
service user feedback.
Ensure that other staff members/service users are aware of the
limitations detailed below.

THERE ARE A RANGE OF ACTIVITIES, WHICH STUDENTS SHOULD NOT
BE INVOLVED IN, TO PROTECT THE PERSONAL SAFETY OF BOTH
STUDENT AND SERVICE USERS.
These are: Any tasks which involve moving and handling – students are neither
trained nor insured for this.
 Personal Care Tasks – students can assist qualified members of staff if
it is appropriate to do so, does not involve moving and handling, and
the service user has been able to consent to this activity.
 Restraint procedures
 Mealtime assistance for those with eating/swallowing difficulties.
 Students should not be expected to work unsupervised with service
users – especially those who may present as challenging or whose
behaviour may put themselves or the student at risk.
 Mentors and other qualified staff must consider any risk issues prior to
involving the student in any activity.
THANK YOU FOR YOUR CONSIDERATION IN THESE AREAS.
15
Practice Learning Contract: PL1
Student:
Tutor:
Agency Staff Member:
Agency:
Placement Address and Tel No:
Practice Learning 1 Dates: Monday 20th January to Friday 24th January 2014
Monday 27th January to Friday 31st January 2014
10 days in total
Student: will attend agency for ten days of practice learning at times specified
by the University and Agency. Student will participate in observations and
activities agreed by the agency staff member and compile a daily reflective log
to aid reflective practice learning and as a basis for discussion with his/her
tutor on returning to the University. It is the student’s responsibility to inform
the University and Placement agency if on sick leave or unable to attend.
Agency Staff Member: will provide appropriate practice learning
opportunities for the student, which must include direct contact with service
users, and complete a feedback schedule about the student’s performance to
be shared with the student and the tutor. The Mentor should also inform the
University if the student misses any Placement days. If the student is
involved in any kind of reportable incident during the course of the
placement, the agency must advise the University in order that we are
aware of any ongoing issues and can provide appropriate support to the
student.
Tutor: will provide a tutorial after the practice learning to give the student the
opportunity to discuss his/her reflections on learning and agency feedback.
The tutor should also advise the Practice learning Development Officer of any
days missed or issues about the Practice Learning Opportunity.
Signatures: Student:
Tutor
Agency Staff Member
Date:
Date:
Date:
16
Attendance Record – PL1
Students MUST attend all ten days. Days missed should be made up at a
time mutually agreed with the mentor/practice learning setting.
Date of Practice
Learning
Mon 20th Jan 2014
Tues 21st Jan 2014
Wed 22nd Jan 2014
Thurs 23rd Jan 2014
Fri 24th Jan 2014
Mon 27th Jan 2014
Tues 28th Jan 2014
Wed 29th Jan 2014
Thurs 30th Jan 2014
Fri 31st Jan 2014
Tick if student
attended
If day missed, please
note alternative date.
Both Student and Mentor/Agency Representative should sign this sheet
on completion of the placement.
Student
Signature……………………………………………………………………..
Name (in Block
Capitals)……………………………………..Date………………………….
Signed on behalf of
Agency………………………………………………………….....................
Name (in Block
Capitals)……………………………………..Date…………………………..
17
Mentor and Service User Feedback - on completion of PL1
Name of Student:
1. Did the student attend on time and for all of the required days? YES/NO
COMMENTS
2. How responsive was the student to staff, service users and other
professionals. (Please indicate by circling the appropriate number)
1
2
HIGH
COMMENTS
3
4
5
LOW.
3. Did the student demonstrate appropriate communication skills with the
service users?
1
Yes
2
3
4
18
5
No
COMMENTS
4. Did the student demonstrate an understanding of the issues/needs of the service
users as a result of their contact with them?
Yes
1
2
3
4
No
5
COMMENTS
5. Can you identify two areas of strength in their communication?
COMMENTS
19
6. Can you identify areas for development?
COMMENTS
7. Did the student convey acceptance and respect to the service user?
Yes
1
2
3
No
5
4
COMMENTS
8. Was the student able to begin to reflect on how their teaching relates to practice
in this setting?
YES
1
COMMENTS
2
3
4
20
NO
5
9. Did they demonstrate some understanding of the organisation and the services
provided to service users?
YES
1
2
3
4
NO
5
COMMENTS
10. GENERAL COMMENTS. (We would welcome feedback about the student from
service users. Please attach additional sheets if staff or users wish to write their
own comments. We are happy to receive feedback in any format e.g. written,
graphic, verbal) Here are some questions to help you.
Did the student listen to what you had to say?
Did the student spend time talking to you?
Do you think the student learned about your life while they were on placement with you?
What did you do to help the student learn?
21
Name of Staff Member ---------------------------------Signature
----------------------------------
Name of Student
----------------------------------
Signature
----------------------------------
Date
--------------------Thank you, for your comments.
22
Student Feedback – on completion of PL1
Name of Student:
1. During observational learning I have begun to reflect on some of
the teaching and reading from my course
(Please indicate by circling the appropriate number)
1
Yes
COMMENTS:
2
3
4
5
No
2. I would not have been able to gain this knowledge without the
observational experience. (Please circle)
YES
COMMENTS:
NO
NOT SURE
3. Did your observational placement help you to gain an insight into
the role and task of a social worker? (Please circle)
YES
NO
NOT SURE
COMMENTS:
23
4. Through Observational Practice learning, have you been able to
learn about the needs of service users through direct contact
with service users? (Please circle)
YES
NO
NOT SURE
COMMENTS:
5. Has your Practice learning been enhanced by any others e.g.
mentor, service users, tutor ?– please comment
6. Did your practice learning opportunity provide sufficient
knowledge and experience to enable you to meet the
requirements of your academic assignments? (Please circle)
YES
NO
NOT SURE
COMMENTS:
Please add any other comments you may wish to make overleaf or on a
separate page. Thank you for taking the time to complete this evaluation.
24
Student Practice Learning Journal
(This is not required to be submitted, but is a useful tool to help you to
reflect on your experiences and can be used to assist discussion with
your personal tutor after/during the placement experience)
Name………………………………….
Date……………………………………
1. What happened (brief description of event)
2. What was I feeling at the time?
3. How did I react & why?
25
4. What was informing my thoughts and or my actions?
5. On reflection I have learned….. (Think about the organisation, staff, service user group,
values).
26
6. I could have done differently…
7. Issues and areas I will share with my tutor from this experience are….
After the 5 day block complete this section.
SUMMARY OF ISSUES FOR TUTOR OVER THE WEEK ARE…
27
28
29
Students Claiming Expenses Whilst on Practice Learning
Appendix 5 gives details of what travel expenses you are entitled to claim in
relation to practice learning opportunities.
You will be expected to be using the most economical and appropriate form
of public transport (i.e.: zone cards etc.). When filling in the form, ensure
that you provide details of the starting and finishing points of your journeys.
Keep all your receipts and submit them with your claim. Claims
submitted without receipts will not normally be processed. All claim forms
and receipts are meticulously reviewed by the University finance
department prior to payment. You may be allowed to use your own car,
please see your tutor. If you are, then you will be reimbursed for the
mileage covered. The mileage rate to be used is 25 pence per mile. No
additional “wear and tear” costs will be added to this. Keep all your
receipts for petrol and submit them with your claim but ensure that
petrol receipts do not include personal mileage.
You may, in exceptional circumstances be reimbursed for parking expenses
if you present a case to the programme leader which is approved by the
Head of School, that there is no other reasonable alternative where you
could be expected to park your car.
You should make your claim on an Expenses Reclaim Form (see copy,
appendix 4). These forms can be obtained from the Social Sciences Office
(L242) or for Dumfries students, from Social Work lecturers on the Dumfries
Campus. They must be accurately completed, signed and dated before
submitting them to your personal tutor for their signature. Once your tutor
has signed your form, then you should return it to the Social Sciences Office
(L242). If your own tutor is not available, please leave your claim with the
office staff to forward to your tutor.
Please sign each page of your claim. If your claim extends to more than
one page, then please ensure that the final page includes a grand total of
all the preceding pages. Please note: You are responsible for the accuracy
of all claims made. Tutors will not sign claim forms which appear to contain
inaccurate statements. You are advised to keep a photocopy of all claims.
Claims will be processed to Finance once each week and it may take up to
20 days to receive monies claimed. Payment will be made by Bacs transfer
into your bank account, so you must complete a Student Expenses Reclaim
Form (Appendix 5,) when requested. This form will be kept by UWS Finance
for all future claims. Please try to make monthly or more frequent claims,
as claims covering lengthy periods may not be processed.
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Scottish Social Services Council
Codes of Practice for Social Service Workers
Social Service Workers must:
1. Protect the rights and promote the
interests of service users and carers.
2. Strive to establish and maintain the trust and confidence
of service users and carers.
3. Promote the independence of service users while
protecting them as far as possible from danger or harm.
4. Respect the rights of service users while seeking to
ensure that their behaviour does not harm themselves or
other people.
5. Uphold public trust and confidence in social services.
6. Be accountable for the quality of their work and take
responsibility for maintaining and improving their
knowledge and skills.
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