You ve got to be saint to be a social worker
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‘You’ve got to be Saint to be a Social Worker’. Dr Hugh McLaughlin University of Salford [email protected] Registration of Student Social Workers. Care Standards Act (2003) Codes of Practice for Social Care Workers 2 strive to establish and maintain trust

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Presentation Transcript

Registration of student social workers
Registration of Student Social Workers

  • Care Standards Act (2003)

  • Codes of Practice for Social Care Workers

    • 2 strive to establish and maintain trust

    • 5 uphold public trust and confidence

  • Employers not mandatory

  • Seen as a good thing


Fitness to practice process
Fitness to Practice Process

  • Professional misconduct or unsuitability

  • Allegation appoint investigator

  • Panel hearing – 4 members: profession, school, faculty, outside faculty chair

  • Range of outcomes from NFA to removal from programme

  • ‘the balance of probabilities’

  • Appeals process


Gscc 2002 5 8
GSCC (2002, 5.8)

  • Behave in a way, in work or outside work, which would call into question suitability to work in social care services


Fttp internal programme issues
FTTP Internal Programme Issues

  • Catherine – doesn’t want to take up placement

  • Lyla- child-care arrangements


Fttp external issues
FTTP – External Issues

  • Mohammed – gross misconduct – social care employer

  • Jenna- drinking and causing an accident


Other issues
Other issues

  • Plagiarism

  • Thresholds

  • Leaving programme to avoid investigation

  • Partner schedule one offender

  • ‘Inappropriate relationships’

  • Support from university- chair


Concerns
Concerns

  • Shrouded in secrecy

  • No way of ensuring equity between courses –either in terms of equal identification or treatment of similar issues

  • Some courses too many others too few?

  • Differing degrees of professionalism at different stages of course

  • Surveillance culture

  • Is it once and for all


Recommendations
Recommendations

  • Audit of student social workers FTP

  • Publication of details of numbers, types of students most at risk, issues investigated and outcomes

  • Research as to issues for FTP and promotion of a professional debate to promote a consensus on how to assess

  • Issue for annual monitoring

  • Debate with other professions


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