work based learning essay 1 PDF

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This is a lengthy 4,500 word assignment discussing the benefits (and drawbacks) of placements for university students, and how placements enhance understanding and knowledge for students specifically working within the social care and social work sector. ...

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Work Based Learning Level 6 Assignment 1

What are the benefits of a work placement? Discuss with reference to the ways in which work experience in the Social Care sector enhances knowledge and understanding of social care and develops employment skills and knowledge. (4,500)

Miller, (1991) says in relation to work experience “the enhancing aim is concerned with enabling students to deepen their understanding of concepts learned in classroom settings, and to apply skills learned in such settings”. In this assignment, I will critically discuss the benefits of a work placement, how it increases skills and knowledge, and why this is important especially when working within social care. Then, drawing upon my own experience of a work placement, I will outline what the organisation does, its place in the social care sector, its user group, and discuss the policies that underpin the work it does. There is evidence to suggest that good quality work placements can benefit student learning in terms of their personal development, academic performance, and employability skills. Placements give the opportunity to practice a range of soft skills, including presentation, teamwork, confidence and communication skills. Hard skills are more specific to a chosen field, such as accounting, law or medicine. Evidence has shown that undertaking a work placement as part of a degree allows students to make links between classroom theory and practice, thus enhancing their understanding. Conducting interviews and focus groups with students who had undertaken a placement as part of a degree, Smith, (2007) found that, “ linking theory to practice was difficult, but when achieved students spoke of new ways of seeing the social sciences”. One student interviewed says, “Usually you just look at textbooks, but when you actually go into a workplace and you put all the theories that you’re working on, such as alienation and things like that into practice, you can see it’s a lot more obvious then, so when you go on to do other modules it’s easier, it just clicks ” Another student says, “You put into practice what you’ve done in a lecture theatre, into a job and you make that link which you ordinarily don’t”. According to Breathnach, (1983) cited in Blackwell, (2001) links between theory and practice gave a greater meaning to study, student motivation was enhanced,

and students achieved a greater degree of personal independence, responsibility, and maturity. Evidence not only shows greater understanding but more positive attitudes towards working in a particular area. A study by Kennedy, (2014) examines the impacts of work experience on school students attitudes towards mental illness. Questionnaires were used before and after students undertook a placement at a hospital working with patients suffering from mental health conditions. The study found from the results that “There was a statistically significant change in the adolescents’ attitudes, especially regarding categorical thinking and perceptions that people with mental illness are violent and out of control. There was also a positive shift in their career choices towards options in the field of mental health”. Another study by surgenor, (2005) supports these findings. Using study groups consisting of nursing students, first and third year were given questionnaires in order to examine their attitudes. First-year students had none or very little experience of education in psychiatric/mental health nursing and third years had training and a minimum of 5 weeks clinical experience in mental health. The results found that “The most negative attitudes are to be found in those who are in their first year of training and/or who already intend to pursue the nursing specialties of paediatrics or public health”. The study goes on to say that results found more positive attitudes and interest in areas of mental health from third years. Happell, (2008) further supports the benefits of a work placement by studying nursing student’s attitudes, preparedness, and perceptions towards clinical experiences and working in mental health with questionnaires presented before and after students conducted placements. Findings suggested that “Students demonstrated more confidence in and less anxiety about caring for people within a mental health setting following the completion of clinical experience”. Going on to say “before and after clinical experience demonstrates significant changes to most questions, with more positive attitudes to people with a mental illness and to the mental health nursing profession ” This seems to back up the theory that after a placement experience, there are noticeable positive changes in students understanding and attitudes towards a

profession or area of work, especially towards groups that can often be stigmatized or misunderstood. A large majority of the literature written around work placements argue that because of its benefits for employability, it should be at the centre of students learning experience. A paper published by the Association for graduate recruiters, (1995) argues that the jobs market and graduate expectations are changing, there are no longer jobs for life, and that transferable skills are now more important, with self-reliance skills being “essential for graduates to survive in the 21st century”. With the unstable jobs market, graduates need to be flexible and adaptable to cope with uncertainty and change. Self-reliance involves being confident and self-aware in one's own learning and progression, politically aware and able to apply soft skills such as communication and team- work to new contexts. However they argue, “most students will fail unless the institution surrounding them is committed to giving the support they need…This commitment will only be possible if funding agencies are also committed, and because it often relates to skills gained in the workplace it will only be possible if employers are also involved” AGR, (1995). This highlights the importance of partnerships between higher education and employers, and that to cope with the unstable jobs market students need to be better equipped. A study by Blackwell, (2001) based on published statistics of graduate activity found that “overall, graduates from sandwich courses have higher post-graduation employment rates (69.1%) than students on equivalent non-sandwich Courses (55.3%)”. Graduate recruiters were asked about the value of work experience during research by high fliers research limited, (2016) finding that, “Nearly half stated that it was either ‘not very likely’ or ‘not at all likely’ that a graduate who’d had no previous work experience at all with any employers would be successful during their selection process and be made a job offer, irrespective of their academic achievements or the university they had attended”. Statistics by the department for business, innovation and skills (2015) shows that employment rates amongst graduates and postgraduates are much higher than those of non-graduates. General employment rates amongst graduates and postgraduates are equally the same, however, postgraduates have a better highly

skilled employability rate. They also have higher earnings, suggesting that employers do favour those with degrees, and even more so if they have an expertise in a certain field. Understanding what employers want from future candidates will allow universities to tailor students learning experiences with the overall aim of giving students the best possible chance of employment during or after graduation. Four types of skills are needed for the ‘complete graduate’ according to AGR, (1995). The student needs to be self-reliant, connected (team player), generalist (general knowledge) and a specialist in a particular area does help but is not essential for all types of jobs. Placements can also hold benefits for institutions. Universities who provide placements as part of a degree will have a better reputation and will generally be more sought after amongst students who want to gain experience. It is no secret that there is a tendency to be higher prospects and employability rates amongst those with a variety of experience. The contact between the university and employer also helps to shape and update the curriculum, especially in the health and social care sector, which is constantly changing and adapting with new policies and laws. The course can be updated alongside proving the most up to date learning to students. A positive contact and relationship between the university and organisation can mean a more positive experience for the student, and additional placement vacancies in future. The benefits however not only side with the academic side, but the organisations can gain too, with direct access to skilled students, potential candidates can be identified by the employer during placements to fill job vacancies. The advantage of this over job interviews is that employers can see how the candidate performs on the job, knowing exactly what they are getting, with fewer risks. Training and introductions will have already have been partly provided through the placement period. Even if the employer is not looking to hire, a continuous cycle of students can help to support organisations through additional resources, especially those that are struggling with under staffing and budgeting, something which is commonly found in the social care sector.

Many of those working in the social care sector are in a position of trust, with direct contact to vulnerable individuals such as children, the homeless or the elderly. With the social care needs of these groups constantly changing and becoming more complex, it is essential to maintain consistent and reliable services. In order to maintain this consistency, a skilled workforce is required. One with positive and promoting attitudes. Communication, self-management, and teamwork skills are important to be able to interact clearly with a diverse range of people, including clients, colleagues or other organisations. Spouse, (2001) says “clinical governance and personal supervision make it possible to support staff development and provide resources designed to ensure that effective practice becomes commonplace”. Through university placements, a workforce can be created that share the same ideas, practice, and skills needed. This is essential in professions such as nursing and social work, where a wide range of skills such as patience, empathy, and good listening are needed in demanding environments. While articles discussing benefits of a work placement are not definitive, they point to the conclusions that work experience improves the chance of graduate employment and an average higher income. Work experience is also related to a better overall learning experience, more positive attitudes and better development of personal and professional skills, especially in developing higher standards and consistency in social care. Drawing upon my own personal experience as a student on placement, I was assigned to an organisation called Riverside. They provide housing and support services for the homeless, with multiple projects established across the country. The project I was based at is called Brydon Court, a hostel that supports individuals who have experienced an entrenched lifestyle and experience mental health problems, drug and alcohol dependencies. The project provides temporary accommodation within a shared facility of 22 rooms. Referrals are made through the outreach program, where a support worker goes out onto the streets to meet and engage with homeless individuals. A priority list is set up with those who more urgently require accommodation at the top. When space at the project becomes available they are moved firstly into a ‘sit-up room’ to allow for an adjustment period from living on the streets to indoors. These rooms are shared between three people with

communal facilities. After the adjustment period, usually around 2-3 weeks they are moved into their own flat with private facilities and assigned a support worker. 24hour support is provided on site from staff, who work directly with residents building trust through one to one meetings, to ultimately empower them, promote stability and independence whilst finding more permanent and suitable housing. Some of the things support staff help with include buying food, cleaning, cooking and washing. The goal is to integrate rough sleepers back into society whilst supporting them with benefits, advice, counselling, education, training and tackling their drug and alcohol dependencies. Because the project is primarily aimed at rehousing rough sleepers, they help residents to claim jobseekers allowance, housing benefits, personal independence payments and any other type of benefits they are entitled to. A large majority of the residents are alcohol dependent and addicted to cannabis, cocaine, heroin, spice or other illegal substances. Because of the high tolerance approach, drinking is allowed on the premises, and a blind eye is turned to the use of illicit drugs, as long as there is no risk to other residents or staff. However there is always a risk of exposure to staff from dangerous sharps and substances used on site, and because of this every precaution is taken very seriously using protective equipment where needed, as under the control of substances hazardous to health regulation, (2002) states exposure of employees to substances hazardous to health should be prevented or adequately controlled. Brydon Court has to allow prescribed drugs under the Medicines Act (1968), where drugs with medicinal uses such as methadone and diazepam, that are used as a replacement to withdraw from heroin can be taken. They are provided with sterile syringes, swabs and sharps bins to ensure drugs, both prescribed and illegal, are taken in a safe and controlled manner. Drug and alcohol usage is allowed in the privacy of resident’s rooms. Room/ possession checks and drug screening is not a requirement. Meetings with support workers are not mandatory but are instead encouraged at the user's own pace, within an informal environment. The informality and ease of use of the service are implemented to provide the best possible chance at supporting individuals, with the idea that forcing restrictions and formalities will only create a

distance and push users away. This also makes them feel welcomed and accepted where previously they may have experienced discrimination. The homeless is now becoming a significant group in society that is increasing in numbers by the day, as according to statistics from a homelessness report by the charity crisis, “An on-going upward trend in officially estimated rough sleeper numbers remained evident in 2014, with the national total up by 55 per cent since 2010”, Fitzpatrick et al, (2016). A definite increase in rough sleepers has been seen over the last 10 years all over the UK, and it is a group that is largely stigmatized and excluded from the rest of society. Many often experience mental health problems such as depression, alienation, anxiety or suicidal thoughts. Some may have been or be experiencing physical and mental abuse. Addictions to drinking or drugs can usually be a coping mechanism for deeper underlying issues in the individual as. Hopkins, (1998) argues “It is this ability to relieve emotional pain that makes the narcotics, such as heroin, so seductive and difficult to control ”. Whilst on placement and reading through resident’s files, I noticed a pattern developing amongst those who had some form of addiction. Nearly all had a history of suffering some form of trauma, abuse or loss of loved ones. There is a stigmatization from society associated with being homeless, with the attitude of ‘sweeping it under the rug’ and not wanting to face the harsh reality that it is a growing problem. Stigmatization described by Phelan, (1997) “involves both extreme negative perceptions and social rejection of the marked individual”, going on to argue that stigmatization of poorer people has always been around since the middle ages, and homeless people tend to be stigmatized even more so than the generic poor. Phelan et al, (1997) examines social attitude towards homeless people through interviews and experiments, finding that “when the vignette subject was described as homeless, respondents expressed significantly greater social distance than when he was described as living in a small single room apartment”. Going on to say “we find that respondents react more negatively to a hypothetical poor man when he is described as homeless than when he is described as domiciled”. Another study by Buchanan et al, (2004) examines the impact of a two-week education course to primary health personnel at an urban public hospital and found that, “The ATHI

subscales showed that after the course, residents had a greater belief that homelessness had societal causes and they felt more comfortable affiliating with homeless people”. This suggests that may come from a lack of education about this group in society, and perhaps this education and experience with homeless people through volunteering may help reduce the ignorance and negative views. Homeless people are often stereotyped as bad people, who are dangerous and violent drug addicts, and are therefore excluded and looked down upon by society. As this may be the case for certain individuals, it does not apply to all. These negative stereotypes of the homeless are dangerous to their physical and mental health. It affects their access to health care by creating barriers. Those who need health care and support services are often given them when it’s too late. The homeless are even stigmatized by hospital staff and G.P’s, who in some cases are reluctant to look after and treat homeless people. This was something of an issue that Brydon court aims to tackle, by working with an external health advice team to arrange a drop in session and meetings with residents to advise them on their rights. During my placement, I sat in on one of these sessions and spoke first hand to residents. One resident during the meeting told of when he was staying overnight in a hospital, he overheard the doctor saying to a colleague “let's get this dirty tramp out as quickly as possible”. And worryingly nearly all those present had experienced being turned away by a G.P, with staff using the excuse that identification and a permanent address are needed to register. However, this is untrue, as I.D is not required and a temporary address can be used. The residents overall agreed they felt like they were judged on their appearance and social status, and the health team advised them to challenge G.P staff and ask to see the practice manager if they experience this situation. Under the Patient registration standard operating principles for primary medical care paper, (2015) “Under the terms of primary medical services contracts, GP practices cannot refuse an application to join its list of NHS patients on the grounds of race, gender, social class, age, religion, sexual orientation, appearance, disability or medical condition”. The equality act, (2010) also says in regards to public sector authorities

“An authority to which this section applies must when making decisions of a strategic nature about how to exercise its functions, have due regard to the desirability of exercising them in a way that is designed to reduce the inequalities of outcome which result from socio-economic disadvantage. ” It could be argued that stigma towards this group does not only exist at a primary level of care. Institutional stigma may exist from the people at the top of the social care structure, who decide the allocation of funding to services. And there is a lack of funding being given to homeless services that support those with mental health and drug dependencies. There is also not a lot of investment into awareness of homelessness, or drug and mental health issues surrounding this group, also with very little funding for research of stigmatisation. Ignorance surrounding the homeless affects their day-to-day lives. Their likelihood to improve their situation through gaining employment, housing and social opportunities decrease as people are less likel...