00:32:02 JANEANN UNDERDOWN: Hello from SOuth Somerset 00:32:08 Jacinta Guilhermino: thanks in advance - totally looking forward to this… Dorset says ‘hi’ .. 00:32:16 Fiona Davies: Peterborough says hi 00:32:17 Sally Norris: Hi from South Gloucestershire. Will the recording be made available for those unable to attend? 00:32:18 Vicki Everett: Hi from Oxfordshire! 00:32:19 Susan Low: Hello from Merton, South London! 00:32:22 Adam Jager: Leicestershire says hi 00:32:23 GRACE KING: Bradford! 00:32:27 Emma Evans: Dorset 00:32:29 Sherwyn Sicat: From West London! 00:32:34 Daniella Roberts: Hi from Brent in London! 00:32:43 Vivien Mulrennan: Hi from Staffordshire :-) 00:32:44 Diane Green: Staffordshire 00:32:55 Tsitsi Musimbe: oxford 00:32:56 Jacinta Guilhermino: Dorset and Portugal! 00:33:09 nasima sarang: hi leicestershire 00:33:13 Alexis Miller: hello from hertfordshire 00:33:18 Vernon Noel: Hi - Milton Keynes 00:33:22 akilah moseley: Afternoon everyone 00:33:25 Tahier Nanyunja: Hi, my name is Tahier from Leeds. 00:34:48 Omar Mohamed: 1. Membership is free to join NOPT. To join please email admin@nopt.org 2. NOPT’s website is: http://nopt.org and you can find the previous webinar at: http://www.nopt.org/latest-news/ or directly here: https://youtu.be/BOxceHzJ8kc 00:38:50 Syed Adnan Ahmed Shah: Hi everyone Syed Adnan Ahmed here student of BS Social Work last year from Pakistan. 00:39:01 Tina Jones: Hello Everyone 00:39:13 Tahier Nanyunja: My full names, are Tahier Nanyunja 00:39:30 Omar Mohamed: Certificates and slides will be sent out after the webinar, however if you would like to have the slides sent out to you separately now for accessibility, please email me at OXM937@student.bham.ac.uk 00:46:42 Omar Mohamed: Hi all, this webinar will run from 12pm-2pm. (2 hours) we hope to have a comfort break towards the middle. 00:48:48 Omar Mohamed: What are your thoughts on the roleplay scenario that Jo and Prospera have acted out? 00:49:15 Colette McLaren: Seems like a lot of assumptions have been made, but also judgement based on previous experience of a student/university. Seemed very discriminatory. 00:49:44 Sarah BRAIN: assumption was made that because student hadnt got any professional MH background that they dont have any experience but they might have personal experience, sterotypes/judgments made about dyslexia, that she cannot read and write, judgment made on university, very discriminatory, 00:49:49 Susan Low: Does that PE really want a student?! 00:50:09 Sally Martin: Everything is seen as a problem for the PE. 00:50:09 Sarah BRAIN: as Susan said she doesnt seem to want a student 00:50:10 Susan McGilloway: PE appears burnt out; lacking confidence of skills 00:50:11 Zara Clench: I know its a clishe but they were judung a book by its cover as well as they comments around her educational needs and problems with saying their name, which was discriminatory 00:50:11 Teresa Brough: Raises issues about the PE's values in general 00:50:39 Colette McLaren: Do they understand that students are 'learning' and not coming with a load of professional experience, but potentially lots of relevant life experience 00:50:47 Vivien Mulrennan: Judging the student before the meeting of the student, 00:50:49 Caroline Fitzmaurice: Please don't let any student go to that PE 00:50:55 Ian Ford: Are practice educators trained to support neurodiverse students? The employing agency should have equalities policy and relevant training ... 00:51:08 Amanda Williams: denying the student a fair opportunity 00:51:16 akilah moseley: Definitely discriminatory. Thankfully attitudes gave changed towards students with PE at least agreeing to meet with students rather than sit with the assumptions. The biggest ongoing issue is the reluctance to work with students’ with additional learning needs. 00:51:33 Irine Mano: This sort of thing happens in practice. comparison to other students, no interest in supporting students with additional needs as they're viewed as 'hard work', and discrimination! Where are the social work values? students are judged before they've been met or even given an opportunity to express who they really are 00:51:42 Omar Mohamed: Thank you all for your thoughts on the roleplay activity, the chat will be sent out to everyone in attendance as there are some rich thoughts and discussions going on. 00:51:56 Caroline Fitzmaurice: difficulty of challenging colleagues 00:51:59 Caren Joseph: What does that say about the values of this person in terms of their own social work practice? 00:52:12 Toni George: the working environment, management in social work is poor around supporting dyslexia. I have experienced this first hand 00:52:30 Ian Ford: If issue was race or sexuality would it be less acceptable than someone with a disability? 00:52:56 Irine Mano: Already the students has barriers to break down before they've even started the placement! 00:53:41 Jill Yates: Unfortunately in my experienceverycommon 00:53:49 akilah moseley: Definitely not overplayed, if anything I would say that in the past it has been much worse. PEPS training is helping to shift things. 00:54:26 Roslyn Gowers: Social Work generally is very ill informed about neurodiversity 00:54:46 Tina Jones: Great role play as I hear about this from students and newly qualified SW. How can student challenge such attitudes without being oppressed and discriminated further? 00:55:21 Colette McLaren: I have had a similar conversation with one of my placement supervisors, very reluctant to have a student that wasnt coming with a ready packed bag of skills. 00:56:17 Amanda Williams: i think some of those conversations derive from the PE anxieties 00:56:55 Roslyn Gowers: Students are not, in my experience encouraged to be honest about their difficulties and differences in their profiles for these reasons 00:56:56 Naomi Fraser: its helpful if the uni placing the student is clear why they matched them with your placement, hopefully identifying strengths and interests....otherwise it's easier to make wrong assumptions 00:57:41 akilah moseley: @Amanda Williams, I agree. This is why PE especially those new to the role or who have had a challenging experience need ongoing support. 00:57:43 Ian Ford: There is an issue with many students' basic ability to communicate - report writing, email, oral presentation -not just those with SpLD. 01:02:54 Omar Mohamed: Hi all, if you have a question you would like to bring to either Prospera or Jo, then please add these into the Q&A function otherwise they will not be picked up. If you would prefer to discuss with others in the chat, then please set your chat to "All panellists and attendees" 01:04:47 Brian Ratner: Interesting that in this context male students experience discrimination. 01:06:42 Sarah Meddle: Sorry Omar! Changed it now didn’t know that was a thing! 01:07:25 Zara Clench: i expirenced this especially being a student with expirence of the care system people (even social workers and other profeswsionals) would ask me are you sure you want to do this, your quite young, are you ready, i know others it has happened too too unfortunetly 01:07:48 Nick J. Khumalo: More so that social work teams I am aware of have more female than male persons. In this sense male persons are minority in their teams. 01:09:35 Omar Mohamed: Siobhan hosts weekly Wednesday Webinars with students and NQSWers and they recently did a webinar on Men In Social Work, If you're interested the link is here: https://youtu.be/x_JSfbt2fS8 01:11:03 Omar Mohamed: If you would like to turn them on to ask a question or add a comment during a Q&A period, please raise your virtual hand. You can do this at the bottom of your screen where there is an option to raise hand. I will then promote you to a panelist which will kick you out and rejoin you so that you can turn your camera and microphone on. 01:14:26 Gemma Hunt: Hi Karen, I have had 3-way meetings more regularly with PS and student.. and daily contact either by email/phone/teams. It is as you say tricky but I have had good experiences with my students. 01:14:30 Ian Ford: @Karen : Good point … virtual long-arm PE is difficult. We have a generation of students who have not done a home visit or attending live meeting. Puts a lot of responsibility on the on-site (who is probably not SW trained) 01:14:55 Teresa Halliday: I think we have to discuss both these issues with the students we are working with, they are both so prominent. 01:15:29 Sarah Meddle: I’ve carried out additional catch ups (cuppa and a chat) and we look at the social graces to get to know each other more and link in with work-based supervisors - I’ve never met in real life the student I’m working with and she finishes next month..! 01:16:29 Roslyn Gowers: The impact on students of remote working, remote supervision and remote observation is really starting to show up I think. Loss of confidence is rife. 01:16:38 Konce Dew: I did arrange a meeting at the office to have a physical meet up and a sense of each other's personality. She actually didn't recognise me in person! 01:17:20 Konce Dew: An issue I had is the student didn't have any experience to be able to work from home, so when she was self isolating she had to take it as a week off. 01:17:28 Caroline Fitzmaurice: There is less 'situational learning' from colleagues in the team so I felt my student saw a lot of my practice, and not so much of other peoples, which could have amplified any bias etc 01:18:29 Dr Jo Finch: You can all only do your best in these times. 01:18:49 Naomi Fraser: I think Prospera is right Re trust becomes a key issue during remote working and learning times Re daily supervision - home working requires a greater trust in the student honestly managing their work and study hours appropriately. When work takes place 'in view' of other practitioners then trust in the student self-reporting this is not needed as much. 01:18:56 Annie Mullin: There are additional stresses and cumulative trauma for students, I think, within this context (health inequalities, additional risk etc). How best to support (as PEs and academics)? 01:20:56 Dr Jo Finch: Yes agree Anisha 01:23:15 Rachel Lovelady: Really glad you mention discussing current events and the news in supervision . I sometimes get funny looks when I ask students/NQs about something in the news... I wonder if they think we need to focus on cases but, these discussions also feel really relevant and poignant. 01:24:05 Irine Mano: There has been a lot of changes in people's lives due to the pandemic and as PEs we will have to be mindful when supporting students of how these changes have impacted their lives. The relationship between PE and student is very crucial in the teaching, learning and assessment process 01:24:57 Philippa Benge: That's so worth reinforcing - a courageous conversation is not an oppressive one 01:25:15 Sahmeena Ali: agree language is really important 01:26:59 Alyson Hammond-forge: this is so relevant with regard to such a large majority of contact being faceless now 01:27:26 Jill Yates: Great news Ros. Welcome to newmembers 01:28:19 Dr Jo Finch: Also important to think about "tone" - what feels an "aggressive" tone to me, might not be to others... tone is culturally constructed 01:29:53 Tahier Nanyunja: Something else worth noting, if we do not discuss issues relating to the pandemic, we may unintentionally be not meeting students needs. For example, taking into account that students may have to take time off work if they or their children are affected by Covid and have to isolate. 01:30:05 Roslyn Gowers: For those who have sent requests to join NOPT - we see you! Admin will process and acknowledge your request over the next few days, promise! 01:30:55 Dr Jo Finch: really worth reflecting on our construction of a "good" student 01:31:37 Roslyn Gowers: Agree @Jo. I often here 'good' students are those that cause less work! 01:34:07 Konce Dew: I had a student who needed so much of my time, English was his second language, and it was so interesting seeing him develop and work with a child in his first language. He is doing extremely well in his career and was a pleasure to work with and learn about my own approach. 01:34:32 Dr Jo Finch: Excellent to hear Konce 01:35:48 Dr Jo Finch: Please never refer to sw students in the team as "the student" 01:36:47 Konce Dew: I do an ice breaker - all about me exercise, to look at our experiences, similarities, differences etc. Try to ease the feeling around power dynamic 01:37:20 Omar Mohamed: If you are interested: The MANDELA Model Practice Cards can be purchased here: https://siobhanmaclean.co.uk/publications/the-mandela-model-practice-cards - £ 12 + P&P 01:37:45 Tahier Nanyunja: Thank you Omar 01:38:13 Dr Jo Finch: I do a truth and lie game, so three things that are true about you and one that is a lie - let each other guess which is the lie- brings out all sorts of assumption 01:38:25 Dr Jo Finch: assumptions 01:39:04 Sahmeena Ali: I couldn't agree more relationship based practice should be central to practice education, and recognising the needs /diversity of students. 01:40:45 Konce Dew: I actually had a very interesting conversation with a young student about culture and values. She said she was white British and didn't have a culture and cultural values. It was quite eye opening for her, and me! 01:42:10 Dr Jo Finch: Some of our students have had very poor school experiences, 01:43:14 Nick J. Khumalo: Definition of culture would help simplify/ clarify 01:43:25 Dr Jo Finch: trust again is important here - do I trust my PE enough to tell them of my previous experiences - will I be judged? 01:44:15 Roslyn Gowers: I have come across a number of students who have been diagnosed with a learning difficulty at University - what does that tell us about their school experiences? 01:45:32 Paige Oddy: I'm mid-20's and my student is in her 50's and from a culture where a hierarchy of age is very important.. it's very interesting for us to chat about 01:47:29 danielle hetherington-parker: apologies - i have been called away 01:47:39 Jill Yates: A sound positive working relationship between student and PE essential. Trust essential to achieving this. 01:48:39 Tahier Nanyunja: That is absolutely right , Jo. Trust is important and if we know more about our students and their needs or factors that could affect them and their experience on placement, the better we can have a strategy on how to put support systems in place. 01:49:38 Konce Dew: Exactly - trust is a two way street, and also to support any injustice they may experience from other people in the organisation 01:50:00 Angela Armstrong: Really sorry to have to leave at this point as I have a meeting. Thank you so much for this session Prospera, Jo and Jill. Lots to think about and some great advice. I am taking away things I will implement in my practice! 01:50:45 Jill Yates: Hello Akilah and Ann good to see you are here. 01:51:16 akilah moseley: Hello Jill, I was at the last one too. These are really great sessions. 01:52:25 Philippa Benge: I've really enjoyed the session so far, and it's been particularly helpful to hear an explanation of the use of the Mandela model, I've got the cards and have been trying out using them. I need to go as we have the inspectors in, but I'll watch the rest from the website later. Thank you! 01:53:27 Omar Mohamed: Thank you all for your kind words! The recording will be made available at https://nopt.org and we will continue the session in a couple minutes! :) 01:54:13 Emma Spicer: Really sorry but I have to leave now due to another meeting. Thankyou for this session so far...given me a lot to think about & I will be watching the rest of the session later! 01:54:56 Linda Allan: Thank you I have found this to be very interesting but I have to go now to another meeting. 01:57:22 Paige Oddy: I love MANDELA model.. I'm using it with my student and it's been brilliant 02:00:42 Fiona Davies: @paige oddy, I have the Mandela pack, new to PE (just qualified), but don't know how I would use the pack for my next student, would love advice or tips :) 02:01:06 Naomi Fraser: Agree re student accepting their weaknesses and possible action plans if they feel you are fair and understand them. 02:01:37 Dr Jo Finch: weakness? or an area they need to develop further? 02:02:06 Naomi Fraser: your right - areas to develop, sorry x 02:03:02 Amanda Williams: for those that have not used the MANDELA model before, what suggestions are there for introducing this into supervision? 02:03:41 Omar Mohamed: PE Values Document by BASW: https://www.basw.co.uk/system/files/resources/peps-for-social-work.pdf 02:06:03 Sarah Meddle: AMAZON delivery!! LOL. 02:06:57 Simon Woollaston: Sadly I'm going to have to take a important call from a customer, thank you for the learning, very interesting and thought provoking 02:08:54 Dr Jo Finch: We would ask beforehand, whether a student can work out of normal office hours before sending a profile 02:12:49 Dr Jo Finch: What a fantastic placement opportunity though. 02:14:29 Dr Jo Finch: yes deal with issues/concern/ as they arise 02:14:31 Jill Yates: absolutely 02:15:55 Tina Jones: Great session thank you very much to the panelists and the organisers 02:16:28 Omar Mohamed: Next Webinar: Topic Having Courageous Conversations in Placements - Feelings, Failings and Frustrations Description Led by Jo Finch with input from Prospera Tedam and Siobhan Maclean Mar 25, 2021 12:00 PM - 14:00 PM Registration link: https://us02web.zoom.us/webinar/register/WN_GIbkFQVnQ32nNMXgHkpb_w 02:16:39 Omar Mohamed: 6. Anti-Oppressive Social Work Practice Paperback / softback by Dr Prospera Tedam (Part of the Transforming Social Work Practice Series): https://www.hive.co.uk/Product/Prospera-Tedam/Anti-Oppressive-Social-Work-Practice/25259546 02:16:47 Niki Timberlake: A student without access to a car currently looking for a placement. I noticed that all the other students had been offered a place. This is discriminative and felt very unfair, particularly as the majority of contacts are virtual at the moment 02:16:57 Omar Mohamed: 4. Journal of Practice Teaching & Learning: http://www.whitingbirch.net/cgi-bin/scribe?showinfo=ip002 - Always seeking authors, reviewers and subscribers for this journal which promotes practice learning in social work, nursing and healthcare. 5. The MANDELA Model Practice Cards: https://siobhanmaclean.co.uk/publications/the-mandela-model-practice-cards - £ 12 + P&P 6. Anti-Oppressive Social Work Practice Paperback / softback by Dr Prospera Tedam (Part of the Transforming Social Work Practice Series): https://www.hive.co.uk/Product/Prospera-Tedam/Anti-Oppressive-Social-Work-Practice/25259546 02:17:54 Omar Mohamed: Thanks everyone 02:18:16 nasima sarang: thank you omar 02:18:38 Jill Yates: Thank you to all for attending the webinar I hope you have found it useful. Look forward to seeing you all at the next one. 02:18:42 Irine Mano: Thanks everyone, I will have to go shortly, have another meeting coming up 02:18:42 Susan McGilloway: Thank you for an informative and thought-provoking session. 02:19:40 Niki Timberlake: Thank you everyone, it's been information and helpful. Sorry have to go to another meeting at 2pm 02:19:50 Caren Joseph: Thank you. Just also checking that my name is correctly spelt- Caren Joseph 02:19:56 Omar Mohamed: Yes thanks Caren 02:20:12 Caroline Fitzmaurice: I interviewed a student who had worked in a bookmakers - great transferable skills 02:20:20 Sue Conn: This has been an excellent session which is very thought provoking and made me reexamine my own practice. Thank you. 02:20:26 Clare Campling: Informative and helpful reminders , useful tips and ideas for how to open up conversations 02:20:47 Sarah Meddle: @niki - still happening NOW!?!? this happened to me 25 years ago - a non driver - if you don’t drive you won’t get this placement and it will probably jeopardise you starting the course!! My student and NQSWs have barely driven anywhere lately anyway. If the student was blind or disabled in some way that they couldn’t drive would they be discriminated against or would we go way out of our way to help them!? 02:21:19 Nick J. Khumalo: Thank you for this NOPT session, have Safeguarding meeting 02:21:33 Anya Herklots: This has been so helpful, inspiring and i am goign away with much to reflect on and excited for my next student. Thank you. 02:22:22 Konce Dew: That's not only a difficult one for students, practitioners can find raising challenges very difficult 02:22:45 Tahier Nanyunja: This has been a really interesting session, thank you all. Reflecting on what has been discussed would certainly help with ascertaining what. I'm doing right and where I need to do things differently. 02:23:01 Omar Mohamed: If anyone would like to ask a question please raise your virtual hand 02:23:35 Shellie Willis: The Practice Learning Agreement covers anti-oppressive practice and if used appropriately is an excellent working tool. 02:24:34 Clare Campling: I was a bit late joining , will there be a link to the presentation so that I can see what I missed? 02:24:47 Miles Taylor: Absolutely Jo, I love being a PE and have been one for some years but it does give me direction and reminds me of why I do s/w :) 02:24:51 Ian Ford: As a long-arm and as a UPT I have had students fail because the placement did not meet their needs - in one the student was an unpaid classroom assistant / receptionist! We have a sellers' market with students chasing placements 02:24:51 Omar Mohamed: Yes it will be published on the NOPT website 02:24:56 Omar Mohamed: 1. Membership is free to join NOPT. To join please email admin@nopt.org 2. NOPT’s website is: http://nopt.org and you can find the previous webinar at: http://www.nopt.org/latest-news/ or directly here: https://youtu.be/BOxceHzJ8kc 3. PE Values Document by BASW: https://www.basw.co.uk/system/files/resources/peps-for-social-work.pdf 4. Journal of Practice Teaching & Learning: http://www.whitingbirch.net/cgi-bin/scribe?showinfo=ip002 - Always seeking authors, reviewers and subscribers for this journal which promotes practice learning in social work, nursing and healthcare. 5. The MANDELA Model Practice Cards: https://siobhanmaclean.co.uk/publications/the-mandela-model-practice-cards - £ 12 + P&P 6. Anti-Oppressive Social Work Practice Paperback / softback by Dr Prospera Tedam (Part of the Transforming Social Work Practice Series): https://www.hive.co.uk/Product/Prospera-Tedam/Anti-Oppressive-Social-Work-Practice/25259546 02:25:07 Roslyn Gowers: The presentation will be on the NOPT website soon www.nopt.org 02:25:25 Tina Jones: Thank you very much for the responses 02:25:34 Sarah Meddle: How can we access that ccinform video - I don’t have access to CC inform? 02:25:47 Omar Mohamed: Next Webinar: Topic Having Courageous Conversations in Placements - Feelings, Failings and Frustrations Description Led by Jo Finch with input from Prospera Tedam and Siobhan Maclean Mar 25, 2021 12:00 PM - 14:00 PM Registration link: https://us02web.zoom.us/webinar/register/WN_GIbkFQVnQ32nNMXgHkpb_w 02:26:07 Omar Mohamed: CC Inform video: https://www.ccinform.co.uk/learning-tools/videos-oppressive-and-anti-oppressive-practice-education/ 02:26:33 Konce Dew: What!! 02:26:48 Rachel Lovelady: Whoa! 02:27:00 Konce Dew: How is that their business?? 02:27:14 Amanda Williams: SPEECHLESS! 02:27:19 Zara Clench: thank you all fpr 02:27:55 Zara Clench: thank you all for todays session, its been very informative 02:28:42 Fiona Davies: Thank you , time running out... 02:28:53 Tahier Nanyunja: That's a really good idea, Prospera. 02:29:50 Folashade Olawumi: Thanks a lot for the session, it is really helpful. Very informative and empowering. 02:30:07 Annie Mullin: Great session. Thank you! 02:30:11 Marilyn Hunkins: Thank you. 02:30:11 Laura Wiltshire: thanks 02:30:12 Sarah Walters: thanks for the session 02:30:13 Laura Carter: thank yiu 02:30:13 Sherwyn Sicat: thanks 02:30:13 Charlotte Jeffery: Thanks you very much. 02:30:14 Holly McKenna-Hylton: thank you!