Continuing Professional Development For Social Workers

E

Elevate Training & Development Ltd

www.SocialWorkProcesses.co.uk

May,06 2011

Continuing Professional

Development

For

Social Workers


Page | 2

For the personal use of candidates only Elevate Training & Development Ltd copyright

Table of Contents

1. Continuing Professional Development ............................................................................. 3

1.1 CPD Activities .................................................................................................................................... 3

1.2 Developing CPD ................................................................................................................................. 4

2. CPD for Social Workers .................................................................................................... 5 2.1 General Social Care Council .............................................................................................................. 6

2.2 National Occupational Standards ...................................................................................................... 6

2.3 Relationship between Law and Practice ........................................................................................... 9

2.3.1 Legal Framework of Social Work ............................................................................................................ 10

2.3.2 Key Legislation on Social Work Practice and Defining Service User Groups ............................................ 10

2.4 The Regulatory Cycle ....................................................................................................................... 14

2.4.1 Risk Management and Regulation of Social Work Education ................................................................. 14

2.4.2 Risk Framework ..................................................................................................................................... 15

2.5 Requirements for Training and Assessment .................................................................................... 16

2.5.1 A) Entry Requirements .......................................................................................................................... 16

2.5.1 B) Teaching, Learning and Assessment .................................................................................................. 17

2.5.2 Requirements for Social Work Training ................................................................................................. 18

3. Children’s Workforce Development Council ................................................................... 19 3.1 Model for Structuring & Professionalisation of the Children’s Social Care Workforce ................... 19

3.1.1 Staff Groups .......................................................................................................................................... 19

3.1.2 Related Knowledge, Skills and Experience ............................................................................................. 19

3.1.3 Harmonising Graduate Preparation ....................................................................................................... 21

3.1.4 Pathways ............................................................................................................................................... 21

3.1.5 Interaction with other parts of the Workforce ....................................................................................... 21


Page | 3


1. Continuing Professional Development1

Continuing Professional Development defined as planned learning and development activity

that develops, maintains or extends knowledge, skills, understanding or performance. It can

include a wide range of activity designed to equip a worker to provide quality social care and/or

to support their career development. It is relevant to workers in organisations of all types and

sizes, including micro employers and those who manage their own services.

CPD is therefore:

- Central to developing and improving services

- Essential for good people management

- Key to improving recruitment and retention

- Applicable to all workers, volunteers and managers

- A shared responsibility between workers, managers and employers

1.1 CPD Activities

The learning and development could take a number of different forms, including:

induction and legally-required training

learning through supervision and other opportunities supported and provided at work,

such as in-house courses, job-shadowing, secondment, mentoring and coaching

qualifications required for social worker registration or to meet care service inspection

requirements

post-registration training and learning (PRTL) as required for social workers to maintain

their professional registration

post-qualifying training for social workers, which may change as part of social work

reform

1 Source: http://www.skillsforcare.org.uk/

http://www.skillsforcare.org.uk/home/home.aspx


Page | 4


formal learning leading to Qualifications and Credit Framework (QCF) recognised

awards, certificates and diplomas, or higher education qualifications

informal learning and learning through experience in life and work

reflecting on what you have learned from planned and unplanned experiences at work.

It is important that you review any CPD activity with your supervisor to ensure that it has

achieved what you expected and that you can apply the learning to your work

1.2 Developing CPD2

The need for a workforce that is flexible and equipped to meet the ever-increasing challenges

involved in providing personalised services is in demand. This includes the growth in the

number of micro employers and people managing their own services. Significant efforts are

made to harmonise various initiatives and policy developments with improved outcomes for

the people, which also stress the importance of CPD in bringing about the changes required and

in supporting the drive for consistently high quality services with improved outcomes.

The integrated approach takes account of key stakeholders and recognises that a number of

different elements need to come together for successful implementation. The following

diagram shows the application of a model to the CPD framework.

2 Source: http://www.skillsforcare.org.uk/

http://www.skillsforcare.org.uk/home/home.aspx


Page | 5


Fig 1- CPD Framework

2. CPD for Social Workers3

The principles and basic components of CPD for social workers are the same as for all other

members of the social care workforce. In March 2010, the government announced a number of

specific developments that will create additional frameworks and requirements. They accepted

the social work taskforce recommendations for protected arrangements for newly qualified

social workers through the introduction of an assessed first year in employment (to be fully in

place by 2016), and the creation of a more coherent and effective national framework for the

continuing professional development of all social workers.

3 Source: http://www.gscc.org.uk/ http://www.skillsforcare.org.uk/

http://www.gscc.org.uk/

http://www.skillsforcare.org.uk/


Page | 6


The proposed reform of social work will encourage a shift in culture, which raises expectations

of an entitlement to ongoing learning and development, a single nationally recognised career

structure, the introduction of a licence to practice, and a National College of Social Work.

2.1 General Social Care Council

The General Social Care Council (GSCC) is the regulator of the social work profession and social

work education. It protects the public by requiring high standards of education, conduct and

practice of all social workers. The GSCC has a risk-focused approach to regulating social work

education.

For the moment, the existing registration arrangements through GSCC will continue and these

include specific requirements to evidence CPD through a post-registration training and learning

(PRTL) record. Registered social workers are required to keep their training and learning up-to-

date in order to re-register with the GSCC after the initial three-year period. This can include

many different sorts of learning, such as reading, attending conferences, training courses, or

gaining a post-qualifying award. It is an offence for a person to use the title ‘social worker’ or

imply that he is a qualified social worker if he is not registered with the General Social Care

Council

2.2 National Occupational Standards4

TOPSS, the Social Care Workforce Strategy Body (England), which produced National

Occupational Standards for Social Work, became ‘Skills for Care’ in April 2005. The focus of

Skills for Care is primarily concerned with adult social care, and the new Children’s Workforce

Development Council will focus on the strategy for the children’s services workforce. The

National Occupational Standards for Social Work are organised around areas of competence, or

key roles of social workers. For each of the key roles, there is a requirement to ‘understand,

4 Source: www.doh.gov.uk/swqualification

http://www.doh.gov.uk/swqualification


Page | 7


critically analyse, evaluate, and apply knowledge’ of the legal, social, economic and ecological

context of social work practice, country, UK, EU legislation, statutory codes, standards,

frameworks and guidance relevant to social work practice and related fields, including multi-

disciplinary and multi-organisational practice, data protection and confidentiality of

information. The key roles are:

Key Role 1: Prepare for, and work with individuals, families, carers, groups and communities to

assess their needs and circumstances.

Prepare for social work contact and involvement

Work with individuals, families, carers, groups and communities to help them make

informed decisions

Assess needs and options to recommend a course of action

Key Role 2: Plan, carry out, review and evaluate social work practice, with individuals, families,

carers, groups, communities and other professionals.

Respond to crisis situations

Interact with individuals, families, carers, groups and communities to achieve change

and development and to improve life opportunities

Prepare, produce, implement and evaluate plans with individuals, families, carers,

groups, communities and professional colleagues

Support the development of networks to meet assessed needs and planned outcomes

Work with groups to promote individual growth, development and independence

Address behaviour which presents a risk to individuals, families, carers, groups,

communities

Key Role 3: Support individuals to represent their needs, views and circumstances.

Advocate with and on behalf of, individuals, families, carers, groups and communities

Prepare for, and participate in decision making forums


Page | 8


Key Role 4: Manage risk to individuals, families, carers, groups, communities, self and

colleagues.

Assess and manage risks to individuals, families, carers, groups and communities

Assess, minimise and manage risk to self and colleagues

Key Role 5: Manage and be accountable, with supervision and support, for your own social

work practice within your organisation.

Manage and be accountable for your own work

Contribute to the management of resources and services

Manage, present and share records and reports

Work within multi-disciplinary and multi-organisational teams, networks and systems

Key Role 6: Demonstrate professional competence in social work practice.

Research, analyse, evaluate, and use current knowledge of best social work practice

Work within agreed standards of social work practice and ensure own professional

development

Manage complex ethical issues, dilemmas and conflicts

Contribute to the promotion of best social work practice

Roles of stakeholders in Programme design and Delivery

The diagram below shows the different kind of roles of the stakeholders such as employers,

students, service users, external examiners, GSCC in Social Work training.


Page | 9


Fig 2 –Roles of Stakeholders in program Design & delivery

2.3 Relationship between Law and Practice5

The relationship between law and social work practice and the place of law as an element in

taught social work programmes continues to be the subject of ongoing debate. Polarised views

have developed. However, law clearly plays an important role in social work practice today.

Substantial legislation has been passed in recent years which has a profound effect on social

work practice, notably the Children Acts of 1989 and 2004, the National Health Service and

Community Care Act 1990, the Crime and Disorder Act 1998, the Adoption and Children Act

2002 and the Mental Capacity Act 2005. The understanding of law underpins and provides

5 Source: www.gscc.org.uk

www.basw.co.uk


http://www.basw.co.uk/


Page | 10


duties and powers for social work and understanding the statutory and legal requirements is

essential for effective and fair social work practice.

2.3.1 Legal Framework of Social Work6

The social work is provided by the Local Authority Social Services Act 1970 (LASSA) as amended.

Section 1 establishes the authorities which have social services functions as county councils,

metropolitan and London boroughs and unitary authorities, but not district councils.

Sections 2–5 of the LASSA are repealed by the Children Act 2004 to give effect to the

organizational changes.

The Children Act 2004 amends personnel requirements specified by the LASSA. The duty to

appoint a Director of Social Services is removed and replaced by a requirement to appoint a

Director of Children’s Services for each children’s services authority, and a Director of Adult

Social Services. The Director of Children’s Services is appointed for the purpose of prescribed

functions including those exercisable by the LEA: social services that relate to children; children

leaving local authority care; the children’s services authority for cooperation, safeguarding and

promoting the welfare of children and information databases; and any health services for

children that are transferred to the local authority. Recently, in some areas children’s and

adults’ services have merged back into a new single department to be led by a single director.

Section 7 of the LASSA 1970 contains a number of important provisions. It provides for the

Secretary of State to produce directions for the exercise of social services establishes

complaints procedures contains the power for the Secretary of State to require an inquiry into

social services functions and provides for the default powers of the Secretary of State. The

2.3.2 Key Legislation on Social Work Practice and Defining Service User Groups

The legislations used for social work practice varies in different sections. The summary below

does not include all legislation which a social worker may encounter in everyday practice. It is,

however, a selection of some of the more important pieces of legislation that directly impact on

6 Source: www.direct.gov.uk

http://www.direct.gov.uk/


Page | 11


social work practice. There are also areas of overlap as some pieces of legislation could apply,

for example, to children and adults, e.g. the Chronically Sick and Disabled Persons Act 1970,

though it tends to be associated more with adult service users.

General

Equal Pay Act 1970

Local Authority Social Services Act 1970

Local Government Act 1972

Sex Discrimination Act 1975

Race Relations Act 1976

Interpretation Act 1978

Disability Discrimination Act 1995

Housing Act 1996

Data Protection Act 1998

Human Rights Act 1998

Access to Justice Act 1999

Immigration and Asylum Act 1999

Public Interest Disclosure Act 1999

Freedom of Information Act 2000

Local Government Act 2000

Race Relations (Amendment) Act 2000

Nationality, Immigration and Asylum Act 2002

Homelessness Act 2002

Housing Act 2004

Civil Partnership Act 2004

Gender Recognition Act 2004

Domestic Violence, Crime and Victims Act 2004


Equality Act 2006

Safeguarding Vulnerable Groups Act 2006


Page | 12


Health and Social Care Act 2008

Legislation relating to Children and Young Persons

Children and Young Persons Acts 1963 and 1969

Family Law Reform Act 1969

Child Abduction Act 1984

Children Act 1989

Human Fertilisation and Embryology Act 1990

Child Support Act 1991

Education Act 1996

Family Law Act 1996

Protection of Children Act 1999

Children (Leaving Care) Act 2000

Special Educational Needs and Disability Act 2001

Adoption and Children Act 2002

Children Act 2004

Children and Adoption Act 2006

Childcare Act 2006

Children and Young Persons Act 2008

Legislation relating to Adults’ Services

National Assistance Act 1948

National Assistance (Amendment) Act 1951

Health Services and Public Health Act 1968

Chronically Sick and Disabled Persons Act 1970

Mental Health Act 1983

Disabled Persons (Services, Consultation and Representation) Act 1986

National Health Service and Community Care Act 1990

Carers (Recognition and Services) Act 1995


Page | 13



Community Care (Direct Payments) Act 1996

Care Standards Act 2000

Carers and Disabled Children Act 2000

Community Care (Delayed Discharges etc.) Act 2003

Carers (Equal Opportunities) Act 2004

Mental Capacity Act 2005

National Health Service Act 2006

Mental Health Act 2007

Criminal justice legislation

Bail Act 1976

Police and Criminal Evidence Act 1984

Public Order Act 1986

Criminal Justice Act 1991

Probation Service Act 1993

Criminal Justice and Public Order Act 1994

Sex Offenders Act 1997

Protection from Harassment Act 1997

Crime and Disorder Act 1998

Youth Justice and Criminal Evidence Act 1999

Criminal Justice and Court Services Act 2000

Powers of Criminal Courts (Sentencing) Act 2000

Sexual Offences Act 2003

Anti-social Behaviour Act 2003

Criminal Justice and Immigration Act 2008


Page | 14


2.4 The Regulatory Cycle7

GSCC continuously monitors the social work education by the receipt of annual reports from

universities and institutes confirming quality assurance processes, approved by the GSCC, to

ensure that the courses continue to meet the requirements and criteria. In addition to

information provided by universities in relation to course approval and monitoring, other

institution specific information from a range of sources including other regulators reports, QAA

audits, stakeholder feedback, EE feedback and audits specifically relation to complaints. All

information received in relation to approved social work courses is analysed and risk assessed

to provide intelligence for the monitoring and approval of social work courses.

2.4.1 Risk Management and Regulation of Social Work Education

The General Social Care Council (GSCC) under the Care Standards Act 2000 make rules under

which social work training courses are approved and to produce lists of approved courses. The

Care Standards Act 2000 states:

‘A course for persons who wish to become social workers shall not be approved under

this section unless the Council considers that it is such as to enable persons completing

it to attain the required standard of proficiency in relevant social work.’

The Approval of courses for the social work degree rules 2002 set out the legal basis for

our approval of courses

The learning process for achieving the required standard of proficiency is the curriculum

for the degree, which includes the National Occupational Standards for social work, the

Quality Assurance Agency’s benchmark statement for social work degrees and the

requirements for social work training issued by the Department of Health

7 Source: www.gscc.org.uk



Page | 15


The degree in social work is a professional social work qualification for social workers in

all settings (residential, field, day, domiciliary, healthcare and education) and sectors

(statutory, voluntary and private).

Social work degrees may be at honours or masters level

The degree is an England qualification. The requirements for programmes leading to a

degree provided in Scotland, Wales or Northern Ireland may be different to take

account of differences in legislation, in language and in the ways that services are

provided

This document details the risk assessment framework and the associated regulatory

interventions that we will use to regulate the delivery of social work education and training.

The framework is:

based upon a transparent risk assessment framework which articulates and identifies risks

to be reduced

clearly identifies a robust range of regulatory interventions which will be enforceable

targets intervention proportionately to risks being managed

transparent and explicit about when and in what situations different regulatory

interventions are triggered

includes strategies to minimise risk occurrence and is compliance focused

aims to reduce the effects of risk via knowledge generation and

focused upon risks associated with individual providers, risks associated across all social

work provision and risks associated with regulatory systems and processes

2.4.2 Risk Framework

The management of risk is embedded in regulatory framework. The approach to risk is

underpinned by the principles in International Standard ISO 31000:2009. The diagram below

captures a cycle of regulatory risk assessment.


Page | 16


Fig3 – Regulatory Risk Assessment Cycle

Information comes into the risk assessment process from a number of sources, is analysed

against risk indicators and evaluated against risk probabilities. Regulatory intervention is an

outcome of this cycle. Importantly, the risk assessment process allows for targeted inspection

activity but also allows regulatory knowledge to be fed back to the regulated environment for

the purposes of enhancement and development.

2.5 Requirements for Training and Assessment

The Requirements for Social Work Training are organised in two sections, entry requirements

and teaching, learning and assessment requirements.

2.5.1 A) Entry Requirements

The Entry requirements must for all providers are:


Page | 17


Satisfy themselves that all entrants have the capability to meet the required standards by

the end of their training and that they possess appropriate personal and intellectual

qualities to be social workers

Ensure that, in addition to the university’s own admission requirements for the degree, all

entrants have achieved at least Key Skills level 2 in English and mathematics. This would

normally be equivalent to grade C in the GCSE examination in English and mathematics

Satisfy themselves that all entrants can understand and make use of written material and

are able to communicate clearly and accurately in spoken and written English

Ensure that, as part of the selection procedures, all candidates admitted for training have

taken part in an individual or group interview.

Ensure that representatives of stakeholders, particularly service users and employers, are

involved in the selection process

2.5.1 B) Teaching, Learning and Assessment

The requirements must for all providers are:

Design the content, structure and delivery of the training to enable social work students to

demonstrate that they have met the national occupational standards for social work and

the social work benchmark statement and are suitable for admission to the General Social

Care Council register of social workers

Ensure that the teaching of theoretical knowledge, skills and values is based on their

application in practice

Ensure that students’ achievement against the required standards is regularly and

accurately assessed, and confirm that all social work students have been assessed and have

met all the standards before being awarded the degree in social work

Ensure that the principles of valuing diversity and equalities awareness are integral to the

teaching and learning of students

• Ensure that all social work students spend at least 200 days gaining required experience and

learning in practice settings

Each student must have experience:


Page | 18


in at least two practice settings

of statutory social work tasks involving legal interventions

of providing services to at least two user groups (e.g. child care and mental health)

Ensure that all students undergo assessed preparation for direct practice to ensure their

safety to undertake practice learning in a service delivery setting. This preparation must

include the opportunity to develop a greater understanding of the experience of service

users and the opportunity to shadow an experienced social worker

As well as providing teaching, learning and assessment across the full range of the

occupational standards and benchmark statement, providers will have to demonstrate that

all students undertake specific learning and assessment in the following key areas

Human growth, development, mental health and disability

2.5.2 Requirements for Social Work Training

The requirements are

Assessment, planning, intervention and review

Communication skills with children, adults and those with particular communication

needs

Law

Partnership working and information sharing across professional disciplines and

agencies

Ensure that the number of hours spent in structured academic learning under the direction

of an educator is sufficient to ensure that students meet the required level of competence.

This is expected to be at least 200 days or 1,200 hours

Ensure that teaching and learning are continually updated to keep abreast of developments

in legislation, Government policy and best practice


Page | 19


3. Children’s Workforce Development Council

The Children’s Workforce Development Council (CWDC) leads change so that the thousands of

people and volunteers working with children and young people across England are able to do

the best job they possibly can. They advise and work in partnership with lots of different

organisations and people who all want the lives of all children and young people to be healthy,

happy and fulfilling. CWDC supports 2.6 million people who work with children, young people

and their families, in sectors including early years, childcare, work with young people, education

welfare, social work and social care.

3.1 Model for Structuring & Professionalisation of the Children’s Social Care

Workforce

3.1.1 Staff Groups

The interviews, the survey and the events together indicated a number of areas of common and

specific knowledge and skill requirements across the three staff groups. These groupings are

loose, with suggested likely constituents, but open to negotiated membership. Some staff work

across more than one group and must not be constrained to single “membership”. Such a

structure must also avoid alienating workers who do not fall neatly into one of the groupings.

Furthermore, the workforce is continually developing and changing, and any structure must be

amenable to responsive development and change in its turn. Related knowledge, skills and

experience

3.1.2 Related Knowledge, Skills and Experience

Each of these groups has an identity engendered by the specific demands of working with

children in particular social and geographical circumstances. The children’s social care

workforce as a whole has much in common within itself and with the rest of the children’s

workforce, but each group also has knowledge and skills which are specific to working with a


Page | 20


particular service user group and/or location. Knowledge of child development, legal issues,

safeguarding, and communication with children and young people were the most strongly and

frequently expressed common elements. Skills which were common to all included

partnership/team working, analytical skills, self management, and support for others. A large

number of common personal attributes were identified, particularly patience and empathy,

integrity, being personable, problem-solving ability, leadership, and personal strength. These

would be expected in all practitioners across the children’s social care workforce. Knowledge

and skills specific to each staff group were also identified in the project.

Fig 4- Model For Children’s Social Care Workforce


Page | 21


3.1.3 Harmonising Graduate Preparation

The model is based on a traditional degree structure of core modules (60 credits at level 6) and

optional modules (60 credits at level 6). The undergraduate pathway is for those seeking a

graduate role either from within the workforce or as a new recruit. However, the degree

structure is such that those within the workforce wishing to enhance their profile in a specific

area (without undertaking the whole programme) can access individual stand-alone modules,

gaining recognised credit and undertaking quality-assured continuing professional

development. This is a means by which managers might assemble the required breadth of

expertise in teams in response to new challenges or fields of work.

Existing graduates, both within the workforce and joining it, would be able to select core or

optional modules (in negotiation with their manager) to fill gaps in their profile for the specified

field of work and role. Rather than amass additional level 6 credits, an existing graduate could

expect to access the modules at level 7 (masters) with a view to progressing to postgraduate

certificate, postgraduate diploma, or masters degree. It is common for universities to provide

modules with assessments at both level 6 and level 7.

3.1.4 Pathways

It is suggested that each staff group would have essential elements and optional elements

which best match the needs of that part of the workforce. However, it is also envisaged that

managers will wish to establish a balance of skills and expertise in teams, so some variation is

also expected.

3.1.5 Interaction with other parts of the Workforce

A clear identity and purpose, linked to supporting education and career pathways within

children’s social care should facilitate interaction with other groups. The enhanced identity and

status which should follow educational progression and professionalisation will help to reverse

the pervasive feelings of low status and lack of recognition by other professionals.


Page | 22


Training Social Workers Across The World In UK Social Work Processes (CPD)

Our Services ™

Elevate Training and Development is a training company with many years experience of

facilitating the training needs of workers in multi agency and social care & educational settings.

Our training programmes are diverse and cover the range of essential training required to meet

CWDC, Adult services and Continuing Professional Development standards and those

requirements of OFSTED

We have experience of facilitating the development training needs of workers across the UK

and Ireland in Adult and Children’s & Families Teams and Private & Voluntary establishments,

sometimes in conjunction with existing in- house programmes and including bespoke training at

all levels.

We are also instrumental in the training needs of new workers looking and coming to work in

the UK who require a good grounding in British social work processes.

Our trainers are social worker professionals with qualifications in adult learning and experience

of direct work in all fields of social care, spanning many years and at all levels of social work

provision.

Our training programmes reflect the current knowledge and practical application of current day

social care legislation, our resources are focused on direct work with services users and we

offer live examples of every day work practice and issues to enhance the training and

development of workers in the everyday jobs that they do.


Page | 23


Our website is full of rich information and tools available for workers to download and with

useful exercises for workers to undertake. We also offer the ability to undertake webinars to

facilitate learning and offer this through our CPD programmes.

We have managed training for large local authorities and provided comprehensive analysis of

training needs and the impact of training for workers and managers to help meet the task of

providing a workforce fit for purpose.

In addition we facilitate large day conferences on topics such as “ Learning from Serious Case

Reviews” “Appreciating social work” “Vicarious Trauma”

Performance Monitoring

Elevate Training and Development Ltd has a quality assurance programme which we follow as

part of our core business: it includes QA of our facilitators, programmes and work with

commissioned authorities and individuals.

All performance is monitored using the agreed performance monitoring forms given to

participants and with our own “Facilitator Feedback Form”. This also includes judgements

about learning outcomes against agreed standards.

Data protection

We hold information about training event securely as per our privacy policy and will inform the

commissioning authority of any issues which may arise including inspections by our regulators.

This also includes information on our website.


Page | 24


Online Training Programme ™

This takes place by sign up to our online training portal at www.SocialWorkProcesses.co.uk.

Once signed up members have access to the full training program as specified on the website.

This includes our online learning process called -

“Read/ Listen/ Discuss/ Action/ Feedback”™

Read: Up to date legislation and case work examples – handouts, e-course (email) and

reading list

Listen: Attendance at live/ replay online webinars hosted by an experienced trainer/

practitioner

Discuss: Phone in discussions with colleagues and trainers after webinar/ Website

Forum

Action: Workers log book, reflection and evidence of application

Feedback: email questions to our full time training staff on core learning areas

Access to the self assessment tools – can be completed at anytime

Certificate for each area completed following evidence submission

Delivery

Individual Training Needs Analysis

Core skills for children and adult social workers (helps to ascertain level of training and must be

completed prior to learning and submitted to trainer)

E-course

Bite size e-course is on personal self and development as a worker: As a practitioner, what

triggers them, dealing with stress, high workloads, conflict in the workplace, supervision, career

development.

1. Email

2. Video channel

3. Audio – iTunes download

Workers can choose which courses they can sign up for under personal development but must

demonstrate in their logs how progress has been achieved.

http://www.socialworkprocesses.co.uk/


Page | 25


Examples: Diversity “Black Professionals - how to break the glass ceiling”

Core training

14 weeks of webinars on key training for adult and children’s social workers. Workers can

phone in to join in the topic being discussed

Specialist training

12 weeks of training on specialist areas for adult and children’s social workers

Handouts

Fully researched and sourced handouts which add to learning development

Log book

Includes: Test (write about a subject to which we will give you the title i.e. Ethical Dilemmas),

evaluation and reflection, they must be completed after each module (4 weeks) and returned

Certificates

12 certificates are available during the year, but they will only be given to workers who

evidence through their training logs that they have completed the tasks and reflected on their

workers.

Training Dates

Our training is ongoing and workers are sent the dates of the training program when they sign

up to the site. We have a 52 week cycle and workers can join in at any stage of the cycle.

All up dates are put on the site in the update area and workers have full access to ongoing

training and updates to legislation and law, which is also sent to their personal email.

Terms and Conditions

Evidence of completions: Workers must sign up to be members and attend and participate in

each training session before the certificate of attendance can be given

Advice: It is not our intention to offer direct advice on casework in place of supervision from

line manager. Please read disclaimer on website


Page | 26


Confidentiality: although cases are discussed names and details of services users or

organisations will not be used or disclosed by us. We ask workers to ensure confidentially is

adhered to at all time.

Due Diligence: Due to the nature of the discussions only vetted by application members are

allowed to access the webinars.

Pricing 2011/2012

Individuals: £60 per year or £7.99 per month*

Private Companies: £3000 for up to 100 workers or £60 per worker per year

Voluntary groups: £2500 for up to 100 workers or £55 per worker per year

Payment is in advance, monthly payments is accepted for individuals only

*Individual application requires evidence of suitability due to the nature of the training

Long arm supervision and mentoring service available on request

Gradle Gardner Martin

CQSW/DipSW Cert Management

Director Elevate Training & Development Ltd

To Sign up for Elevate Training and Development CDP courses for social care professionals

please visit www.SocialWorkProcesses.co.uk or ring us on 020 8469 0634

http://www.socialworkprocesses.co.uk/


Page | 27


Disclaimer

“The information contained in this document that includes text, graphics and links, are provided on an

“as-is”, "with all faults" and "as available" basis and are without warranty of any kind. While we rely on

sources that are believed to be reliable, it cannot rule out errors in judgment or application. The

document is intended for “information” and “general guidance” purposes only.”

“Investment decisions and/or other decisions based on the conclusions and potential strategies

mentioned in the document are not necessarily endorsed by the Brickwork management. Brickwork does

not represent or warrant that the information provided is accurate, complete or current and will not be

held liable for any damages of any kind arising from the use of this information.”

Documents

Continuing Professional Development For Social Workers