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Learning and development journeys towards effective communications with children

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journal contribution
posted on 2023-06-08, 18:46 authored by Michelle LefevreMichelle Lefevre
There are continuing concerns about the quality of social workers' communication and engagement with children. This has led to a focus in England on whether qualifying courses prepare students sufficiently for practice. Although research has uncovered the capabilities social workers need to engage and communicate effectively with children, there has continued to be limited evidence in relation to which pedagogical approaches might best enable students to develop capability. This paper attempts to address some of this deficit by reporting in-depth case study findings from a larger longitudinal study into the factors that supported a cohort of students in England in learning to communicate with children. Case analyses are presented in respect of two participants whose learning journeys were emblematic of many in the cohort. Their trajectories draw attention to the significant role that pre-course experience with children can play in the development of students' self-efficacy and in providing a rich source of experiential learning that can be built upon. Suggestions are made for how qualifying courses might provide alternative experiential learning opportunities, including role play, child observation and opportunities for reflection on pre-course experience with adults to help students establish the transferability of their learning.

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Child and Family Social Work

ISSN

1365-2206

Publisher

Wiley

Issue

1

Volume

22

Page range

86-96

Department affiliated with

  • Social Work and Social Care Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2015-02-19

First Open Access (FOA) Date

2016-12-21

First Compliant Deposit (FCD) Date

2016-12-21

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