Accountability Activities Beginnings, Middles and Endings Cohesion Collective Community groups Co... more Accountability Activities Beginnings, Middles and Endings Cohesion Collective Community groups Confidentiality Conflict Contexts Counselling groups Co-working Democracy Development Differences and similarities Difficulties in groups Encounter groups Evaluation Evidence-base Flash groups Gender Groundrules Group as a whole Group dynamics Group supervision Groupthink Health groups History of groupwork Human development and groups Individuals Involuntary groups Joining and leaving Leadership Learning groups Manualised groups Membership Methods and Models Open and closed groups Organisations as groups Outcomes Planning and Preparation Populations Power Problem-solving Process Purpose Race Recording and documentation Recreation groups Reflection and groupwork Research using groups Researching groups Residential groups Resources Roles Selection Self-help groups Sessions Silence Size Skills Social action Structure Subgroups Supervision of groupwork Support groups Taboos Tasks Teamwork Theories Therapy groups Time Values Venue Virtual groups Work groups
Journal of Practice Teaching in Health and Social Work, 2002
In this article, the authors tell the story of the creation of a web-based program of learning fo... more In this article, the authors tell the story of the creation of a web-based program of learning for students preparing for practice. The program is called 'A Virtual Placement' and aims to prepare students for an actual placement. The authors do not promote virtual placements as an alternative to live placements, nor as some kind of 'imitation', but as a complement to them, and possibly as a substitute for some of the functions which are currently expected of the live placement. The progress from screenplay to electronic format is charted, with discussion of the dilemmas which arose from harnessing the new technology appropriately. The authors reflect on the way in which their ideas for a virtual placement developed and changed, and the significance of metaphor and play in shaping these ideas. The article should help put the program itself in context, and the authors hope that readers will feel encouraged to visit the website, which is freely available at www.hcc.uce.ac.uk/yirtualplacement.
All societies experience some form of socially structured difference. This common factor provides... more All societies experience some form of socially structured difference. This common factor provides a context for the construction of practice learning. In different societies, there will be many responses to this common context that will influence the nature of practice learning. In this chapter it is argued that practice teachers and students need to recognise the existence of socially structured difference and to examine its implications for their placements. A framework to help students and practice teachers to conceptualise the impact of socially structured difference on placements is suggested. This can be used by practice teachers and students to frame their own response to fit the particular placement.
Practice teaching and learning in social work is concerned with the way in which social work stud... more Practice teaching and learning in social work is concerned with the way in which social work students learn about social work practice when they are placed in social work agencies. This is a topic of increasing interest and importance. This book provides a source of new ideas and concrete advice about how to promote and enable students' learning. It brings together major contributors in the field of practice learning from across the world. In addition to comparative text, it provides: frameworks for conceptualizing practice learning; chapters on key themes about how to teach and assess students; case examples drawn from different parts of the world to illustrate the implementation of strategies to promote practice learning in different situations.
Many different ways of promoting learning on placements are available to students and practice te... more Many different ways of promoting learning on placements are available to students and practice teachers. In this chapter an important context for learning, the ‘practice tutorial’, is explored as a preliminary to considering some of the different methods of learning that can be used on placement. Some principles for choosing which method to use are suggested. Finally, four broadly defined methods of learning are considered: modelling; learning by enactment; simulation and learning; and learning from published materials. Guidance on the use of these methods of learning is presented.
Accountability Activities Beginnings, Middles and Endings Cohesion Collective Community groups Co... more Accountability Activities Beginnings, Middles and Endings Cohesion Collective Community groups Confidentiality Conflict Contexts Counselling groups Co-working Democracy Development Differences and similarities Difficulties in groups Encounter groups Evaluation Evidence-base Flash groups Gender Groundrules Group as a whole Group dynamics Group supervision Groupthink Health groups History of groupwork Human development and groups Individuals Involuntary groups Joining and leaving Leadership Learning groups Manualised groups Membership Methods and Models Open and closed groups Organisations as groups Outcomes Planning and Preparation Populations Power Problem-solving Process Purpose Race Recording and documentation Recreation groups Reflection and groupwork Research using groups Researching groups Residential groups Resources Roles Selection Self-help groups Sessions Silence Size Skills Social action Structure Subgroups Supervision of groupwork Support groups Taboos Tasks Teamwork Theories Therapy groups Time Values Venue Virtual groups Work groups
Journal of Practice Teaching in Health and Social Work, 2002
In this article, the authors tell the story of the creation of a web-based program of learning fo... more In this article, the authors tell the story of the creation of a web-based program of learning for students preparing for practice. The program is called 'A Virtual Placement' and aims to prepare students for an actual placement. The authors do not promote virtual placements as an alternative to live placements, nor as some kind of 'imitation', but as a complement to them, and possibly as a substitute for some of the functions which are currently expected of the live placement. The progress from screenplay to electronic format is charted, with discussion of the dilemmas which arose from harnessing the new technology appropriately. The authors reflect on the way in which their ideas for a virtual placement developed and changed, and the significance of metaphor and play in shaping these ideas. The article should help put the program itself in context, and the authors hope that readers will feel encouraged to visit the website, which is freely available at www.hcc.uce.ac.uk/yirtualplacement.
All societies experience some form of socially structured difference. This common factor provides... more All societies experience some form of socially structured difference. This common factor provides a context for the construction of practice learning. In different societies, there will be many responses to this common context that will influence the nature of practice learning. In this chapter it is argued that practice teachers and students need to recognise the existence of socially structured difference and to examine its implications for their placements. A framework to help students and practice teachers to conceptualise the impact of socially structured difference on placements is suggested. This can be used by practice teachers and students to frame their own response to fit the particular placement.
Practice teaching and learning in social work is concerned with the way in which social work stud... more Practice teaching and learning in social work is concerned with the way in which social work students learn about social work practice when they are placed in social work agencies. This is a topic of increasing interest and importance. This book provides a source of new ideas and concrete advice about how to promote and enable students' learning. It brings together major contributors in the field of practice learning from across the world. In addition to comparative text, it provides: frameworks for conceptualizing practice learning; chapters on key themes about how to teach and assess students; case examples drawn from different parts of the world to illustrate the implementation of strategies to promote practice learning in different situations.
Many different ways of promoting learning on placements are available to students and practice te... more Many different ways of promoting learning on placements are available to students and practice teachers. In this chapter an important context for learning, the ‘practice tutorial’, is explored as a preliminary to considering some of the different methods of learning that can be used on placement. Some principles for choosing which method to use are suggested. Finally, four broadly defined methods of learning are considered: modelling; learning by enactment; simulation and learning; and learning from published materials. Guidance on the use of these methods of learning is presented.
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Papers by Mark Doel