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Podcast episodes

Author: Community Care

Publication Date: 7 September 2018

Learning points

In the Community Care Inform podcast series, Learn on the Go, expert academics and practitioners discuss what the latest research, theories and practice models mean for social workers. This means you can learn and refresh your knowledge, even if you only have a few minutes to do so. Episodes are released monthly; all available episodes are listed below, and new episodes will be added as soon as they are published.

Adult legacy of childhood trauma

Jenny Molloy discusses how childhood trauma and other events led her to make a serious attempt to end her life and how social workers have helped her recovery.

Care Quality Commission assessments

Mary Cridge and Amanda Stride discuss the Care Quality Commission’s new duty, under the Health and Care Act 2022, to assess how local authorities are meeting their Care Act duties.

Personality disorder

Keir Harding and Hollie Berrigan explain why it is important to stop viewing someone through a lens of personality disorder and instead try to understand the function of particular behaviours.

Adult attachment

David Shemmings and Lydia Guthrie talk about using attachment theory as a different lens through which to understand a person’s behaviour, particularly for people with dementia.

Anti-racist social work

Dr Kish Bhatti-Sinclair discusses the history of anti-racist social work and how practitioners can apply anti-racism to their work today.

Motivational interviewing

Lydia Guthrie and David Wilkins discuss what MI is and the research behind it, and improvise scenarios showing an MI approach in action.

Burnout

Paula McFadden and Jill Manthorpe discuss their research into burnout among child protection and learning disability social workers.

Social work with trans people

Matty Donaldson and Julie Fish talk about what it means to be trans, the discrimination trans people experience from services and what good social work with trans people looks like.

Menopause in the social care workplace

Catherine Pestano explains why understanding the menopause and supporting women through it is so relevant for the social care sector.

Strengths-based practice

Three expert panellists discuss the skills social workers need for strengths-based practice, carrying out assessments and strengths-based supervision.

Lyn Romeo, the chief social worker for adults, and academic Elaine Aspinwall-Roberts discuss what strengths-based practice is and how it can be used in social work.

Forced marriage

Rachael Clawson and Luthfa Khan discuss the particular reasons behind the forced marriage of adults with learning disabilities.

Substance use

Mothers’ lived experiences of addiction and social work.

Homelessness and safeguarding

Michael Preston-Shoot and Gill Taylor advise on how to assess homeless people’s care and support needs under the Care Act.

Fear in social work

Professor Brian Littlechild discusses how fear impacts practice and practical tips to keep fear manageable.

Female genital mutilation

Sonita Pobi and Comfort Momoh discuss how attitudes to FGM have changed and why it must be seen as a safeguarding issue, not a cultural issue.

Loneliness, isolation and the pandemic

Dr Sue Cook discusses how social workers can support people feeling lonely or isolated, whatever their stage of life.

Self-care and Covid-19

woman on work video call

Sass Boucher discusses how social workers can look after themselves and support others when working from home during the pandemic.

Domestic abuse

Mothers’ lived experiences of domestic abuse and social work.

Parents with learning disabilities

The Elfrida Society parents’ peer support group and researchers Nadine Tilbury and Kate Theodore share their experiences and offer advice for social workers.

Remote supervision

Dr David Wilkins discusses how remote supervision can be effective and ideas for online group supervision.

Social media

Jenny Simpson and Claudia Megele define the key social media networks and discuss whether social workers can and should view the social media of service users.

Parental alienation

Sarah Parsons and Julie Doughty discuss what parental alienation is, how it differs from implacable hostility and signs alienation might be taking place.

County lines

Dave, a parent, and Catherine, a youth justice manager, discuss what good social work with young people involved with gangs looks like.

Adoption disruption

Julie Selwyn and Elaine Dibben discuss research into the reasons why adoptions break down and how social workers can support families.

Poverty and child protection

Paul Bywaters and Andy Bilson looks at inequality in the care system and why the number of child protection investigations in England has dramatically increased.

If you can’t find what you’re looking for, do let us know.

Add item to CPD Log (SWE)

Title *
Podcast episodes

Date *
18-04-2024 (dd-mm-yyyy)

Learning or development activity, resource or URL
https://adults.ccinform.co.uk/knowledge-hubs/podcasts/

Learning

Use the boxes below to record what you have learned from this activity. The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD. Everything you write will be stored in your My CPD log on CC Inform. You can return to each piece of CPD and edit or add to it at any time - for example, if you reflect on it with a peer. You can export all the information as a Word file and copy it into Social Work England's form for the pieces you choose to submit during renewal, and print it off for other uses - for example, in supervision or peer reflection.

1. Describe what you have learnt from doing this CPD activity. (Social Work England recommend that you write 250-500 words, and they say that you may want to refer to the CPD standard 4.1-4.8 - see below.)

Word count: 0

2. Reflect on and describe the positive impact the CPD has had (or will have) on your practice and the people you work with.

This could be people with lived experience of social work, colleagues, or students. If you are not currently working, or not in direct practice, you could think about how your CPD activity might benefit people you come into contact with or the profession as a whole. (Social Work England recommend you write about 250 to 500 words).

Word count: 0

3. Describe what you have learnt from discussing this CPD activity with a peer

This is an optional question. By answering it for at least one of your pieces of CPD, you will meet Social Work England's requirements to record one piece of CPD with a peer reflection during the registration year. You are expected to write at least 250 words.

Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional.

This discussion can be informal or formal, and can take place in one to one or group settings. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. When discussing your CPD with a peer, you should talk about what you have learnt from doing the CPD and the positive impact the CPD activity has had (or will have) on your role, practice and the people you work with".

Read more guidance from the regulator about peer reflection here

Word count: 0

4. Which parts of the CPD standard have you met by doing this activity? By going through the recording process, you will automatically meet standards 4.6 and 4.7. You can use the box below to note the other standards you have met with this piece.

4.1 Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.
4.2 Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
4.3 Keep my practice up to date and record how I use research, theories and frameworks to inform my practice and my professional judgement.
4.4 Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.
4.5 Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice.
4.6 Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice.
4.7 Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development.
4.8 Reflect on my own values and challenge the impact they have on my practice.

For more information, see Social Work England’s guidance on CPD.

Add item to CPD Log (SCW)

Title * Podcast episodes

Date * 18-04-2024 (dd-mm-yyyy)

URL https://adults.ccinform.co.uk/knowledge-hubs/podcasts/

Learning Use the boxes below to record what you have learned from this activity. Everything you write will be stored in your Inform account and you can export all the information as a Word file or print it off. When you have to renew your social work registration with Social Care Wales, you can include this as evidence of continuing professional development.

1. What have you learned from this activity?

2. How has it contributed to your practice?

3. How much time have you spent on this activity?

4. Next steps (any additional learning you need in this area)?

For more details, visit Social Care Wales

Citation

Full Harvard reference for this document:

() Podcast episodes. Knowledge Hubs.
Community Care Inform
[online]
https://adults.ccinform.co.uk/knowledge-hubs/podcasts/
[accessed: 18 April 2024]

If you are directly quoting the author's own words from this document you must acknowledge that they are not your own words by putting them within quotes marks, reference the source in the text and then provide the full reference at the end of the document. For example:

In the text: Baim argues that "understanding adult attachment patterns can also help practitioners to more readily identify the behaviour patterns that the client uses to maintain safety and comfort and which also, in some cases, serve to keep the client stuck in behaviour that no longer serves them as adults". (Baim, 2015)

Full reference to insert at the bottom of the document: Baim, C. (2015) Using attachment theory to work with adults, Guide. Community Care Inform Adults [online]. Available at: https://adults.ccinform.co.uk/guides/guide-using-attachment-theory-work-adults/ [accessed: INSERT DATE HERE (eg 9 October 2015)]