| Acknowledgements |
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13 | (2) |
| Preface |
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15 | (16) |
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15 | (1) |
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New entrants to the social work profession |
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15 | (1) |
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Final year social work students |
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15 | (1) |
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Managers and supervisors of NQSWs |
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16 | (1) |
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Training and staff development personnel, and ASYE coordinators |
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16 | (1) |
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How is the book organised? |
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16 | (2) |
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Part I Thud! Professional Status |
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17 | (1) |
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17 | (1) |
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Part III Jumping the Hurdles |
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17 | (1) |
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Part IV Going the Distance |
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17 | (1) |
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18 | (1) |
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Introduction: The Contexts for Social Work Practice across the UK |
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19 | (1) |
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20 | (1) |
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20 | (1) |
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The health and social care agenda |
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21 | (2) |
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23 | (8) |
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24 | (4) |
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Genericism versus specialism |
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28 | (1) |
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A stronger voice for social work |
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28 | (3) |
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PART I Thud! Professional Status |
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31 | (40) |
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1 Managing Your Professional Development |
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33 | (14) |
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35 | (1) |
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Post-registration training and learning (PRTL) |
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36 | (4) |
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40 | (1) |
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40 | (2) |
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42 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (3) |
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Key considerations for effectively managing your development pathway |
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46 | (1) |
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2 Developing Professional Expertise |
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47 | (10) |
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47 | (2) |
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49 | (2) |
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51 | (1) |
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Knowing what and knowing how |
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51 | (4) |
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55 | (1) |
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Key considerations in developing as a professional |
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56 | (1) |
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57 | (14) |
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57 | (1) |
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Moving from student to employee |
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58 | (1) |
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Underpinning and overarching knowledge |
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59 | (2) |
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61 | (1) |
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62 | (1) |
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62 | (1) |
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Individual accountability |
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62 | (1) |
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Working within agency policy and procedures |
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63 | (1) |
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Change and social strategies |
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64 | (2) |
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66 | (2) |
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Key considerations in bridging the 'transition gap' |
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68 | (3) |
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71 | (46) |
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4 Getting a Started and What Helps |
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73 | (11) |
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Starting work in a new organisation |
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73 | (1) |
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74 | (3) |
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77 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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Establishing a learning continuum |
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79 | (1) |
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Linking training achievements and workplace requirements |
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79 | (1) |
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Keeping and using a reflexive journal |
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80 | (3) |
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Key considerations in getting started and what helps in the first few weeks in your new post |
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83 | (1) |
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84 | (19) |
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84 | (2) |
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86 | (1) |
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87 | (2) |
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A structured induction programme |
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89 | (1) |
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A named person responsible for your agency induction programme |
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89 | (1) |
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A 'reduced and protected' workload |
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90 | (2) |
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92 | (4) |
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Re-registration and codes of practice |
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96 | (1) |
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Organisational structure diagram |
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97 | (1) |
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98 | (1) |
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Professional development planning |
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98 | (1) |
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99 | (1) |
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Designing your professional development plan |
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100 | (2) |
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Key considerations for a successful induction |
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102 | (1) |
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103 | (14) |
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Definition of social work |
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103 | (2) |
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105 | (1) |
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Managing the bureaucratic burden |
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106 | (1) |
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107 | (1) |
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107 | (1) |
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Achieving potential -- hierarchy of needs |
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108 | (1) |
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109 | (1) |
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110 | (1) |
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111 | (2) |
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Key considerations about roles and tasks |
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113 | (1) |
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114 | (3) |
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PART III Jumping the Hurdles |
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117 | (64) |
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7 Time Management and the Work/Life Balance |
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119 | (32) |
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119 | (1) |
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120 | (2) |
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Expectations of service users and carers |
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122 | (2) |
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124 | (1) |
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125 | (2) |
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Time management strategies |
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127 | (3) |
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Establishing a healthy work/life balance |
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130 | (1) |
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Achieving an appropriate balance |
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131 | (1) |
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Preserving breaks and leave |
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132 | (1) |
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Key considerations for better time management and a healthy work/life balance |
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132 | (2) |
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Mapping your support networks |
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134 | (3) |
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137 | (1) |
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137 | (1) |
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Making use of positive emotions |
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137 | (1) |
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Taking a proactive approach |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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Wider professional networks |
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140 | (7) |
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Friends and family members |
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147 | |
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142 | (1) |
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142 | (3) |
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Group support and learning sets |
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145 | (3) |
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Training and development activities |
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148 | (1) |
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Key considerations in finding support |
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149 | (2) |
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9 Taking Part In Supervision |
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151 | (30) |
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The purpose and functions of supervision |
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154 | (1) |
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The dynamic structure of supervision |
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155 | (2) |
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Making the most of supervision |
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157 | (1) |
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Expectations, hopes and fears |
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157 | (2) |
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159 | (1) |
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160 | (3) |
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163 | (1) |
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164 | (1) |
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165 | (2) |
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167 | (1) |
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168 | (21) |
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189 | |
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170 | (1) |
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171 | (1) |
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Managing the tensions in supervision |
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172 | (1) |
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172 | (1) |
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172 | (1) |
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173 | (1) |
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173 | (1) |
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Shared' interprofessional' supervision |
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174 | (2) |
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176 | (1) |
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Key considerations for making the most of supervision |
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177 | (2) |
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179 | (2) |
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PART IV Going the Distance |
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181 | (56) |
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10 Dealing With Stress, Emotion and Exhaustion |
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183 | (17) |
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184 | (2) |
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186 | (2) |
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188 | (1) |
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189 | (2) |
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Negative consequences of stress |
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191 | (1) |
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192 | (1) |
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Presenteeism and absenteeism |
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192 | (1) |
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193 | (1) |
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194 | (1) |
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195 | (1) |
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196 | (2) |
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Key considerations in dealing with stress, emotion and exhaustion |
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198 | (2) |
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11 Working in a Satisfying Climate |
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200 | (18) |
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Understanding the organisation |
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200 | (1) |
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201 | (3) |
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204 | (5) |
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209 | (2) |
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Becoming an effective organisational operator |
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211 | (1) |
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211 | (1) |
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212 | (3) |
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215 | (1) |
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Key considerations for working in a satisfying climate |
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216 | (2) |
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12 Managing Increasing Complexity |
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218 | (19) |
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Building on critical reflection |
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219 | (1) |
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Decision-making and uncertainty |
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219 | (2) |
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Reflection in and on action |
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221 | (3) |
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224 | (4) |
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The learning organisation |
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228 | (1) |
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228 | (3) |
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231 | (3) |
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Practitioner knowledge bank |
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234 | (1) |
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Key considerations in managing increasing complexity |
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234 | (2) |
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236 | (1) |
| References |
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237 | (6) |
| Subject Index |
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243 | (4) |
| Author Index |
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247 | |