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Communication Skills

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A
- A framework for decision making
- A positive experience of foster care
- A resilience toolkit
- A supervision session in progress
- A theoretical perspective on social work and substance use
- Accountability in social work
- Adult learning
- Anti-oppressive ethics and ethical thinking
- Applying theory to practice
- Approaches to practice
- Are you managing your professional boundaries appropriately?
- As a person with hearing difficulties, how do you expect a social worker to communicate with you?
- As service users, how are you involved in assessing fitness for practice?
- Asking informed questions to build a relationship with a service user
- Assessing needs
- Assessing parental care-giving
- Assessing risk: what would you do?
- Assessment and Intervention
- Assessment in social work
- Attachment theory across the lifecourse
- Attachment-based Interventions
- Attitudes to deafness
- Avoiding burnout
B
- Being seen through the eyes of professionals
C
- Care planning in adult services
- Challenges to empathy - is empathy always the best response?
- Communicating effectively: what would you do?
- Communicating with children
- Communication and relationships
- Communication difficulties
- Confidentiality and accessing information
- Crisis intervention
- Culturagrams
D
- Developing communication skills
- Different types of supervision
- Do you agree with the centre manager’s decision?
- Do you feel involved in assessment as a service user?
E
- Ecological theories of human development
- Ecomaps
- Effective assessment processes
- Effective social work communication and the professional value base
- Effective supervision on placement
- Empowering relationships
- Ending intervention
- Ending intervention: a social worker's viewpoint
- Engaging and assessing in social care
- Engaging with a service user in a statutory context
- Establishing a day in the life of a school age child
- Ethical dilemmas in social work practice
- Everyday ethics
F
- Facing the challenge
- From a disabled person’s point of view, why is social inclusion important?
G
- Genograms
- Guidance on receiving feedback
H
- Handling conflicting expectations in a multi-disciplinary setting
- Have you ever needed to advocate on behalf of a service user?
- Having a clear focus during a home visit
- Helpful areas of work and useful interventions for carers
- How can I best demonstrate my professional capability and skills in the assessment of my practice?
- How can students get the most out of group supervision?
- How can you begin to build a relationship with a reluctant or resistant service user?
- How can you promote good practice when working with gay, lesbian and bisexual service users?
- How did a social worker support you to become independent?
- How did a social worker’s intervention support you in taking control of your own life?
- How do you approach decision making on placement?
- How do you decide which theory or theories to use?
- How do you find group supervision on placement?
- How do you manage your time on placement?
- How do you personally evaluate your practice?
- How do you personally prepare for an assessment?
- How do you prepare to end your placement?
- How do you take responsibility for your own learning on placement?
- How do your own values sit alongside the professional value base?
- How does a social worker assess needs without disempowering the service user?
- How has the Code of Ethics influenced your practice?
- How have you coped with communication difficulties on placement?
- How have you used your communication skills to build a relationship with a new service user?
- How might reluctance or resistance manifest itself in a service user’s behaviour or actions?
- How to conduct an interview with an interpreter present
- How well do you listen?
- How well do you think social workers listen?
- How will your relationship with your practice educator progress through placements?
I
- Is reflective practice a practical reality?
J
K
- Key skills for social work practice
- Knowledge for social work practice
L
- Legal perspectives on anti-discriminatory practice
- Lifemaps
- Living with a dementia diagnosis
M
- Managing confidentiality
- Managing professional boundaries
- Managing the focus of the interview
- Meeting a service user for the first time
- Models and frameworks for critical reflection
- Models of disability
- Motivational Interviewing
N
- Negotiation and resistance
- Non-verbal communication
O
- Observing babies and young children
- Overcoming barriers to communication
- Overcoming barriers to effective planning
P
- Partnership with service users: the legal perspective
- Personal safety on a home visit
- Philosophical perspectives: professional ethics and moral philosophy
- Practising critically
- Preparing to meet with service users
- Professional resilience in social work
- Professional writing in social work
- Psychosocial perspectives on the lifecourse
- Psychosocial understandings of resilience and shame
- Putting professional values into practice
- Putting the social (policy) back into your social work practice
Q
- Questions for seeking feedback
R
- Receiving feedback from service users
- Receiving feedback from your practice educator
- Reconciling your personal and professional values
- Recording an interview
- Reflecting on practice
- Reflective writing
- Relationships and trust
- Risk assessment
- Risk factors in child development
S
- Safeguarding older people
- Self-assessing your professional development
- Skills in working with children and families
- Skills to check understanding
- Social divisions
- Social justice
- Social media and professional relationships
- Social work and wellbeing
- Social work as a profession: Its roots, identity and value base
- Social work values and working with difference
T
- Taking the temperature of your relationship with your supervisor
- The assessment task and process: factors that promote and inhibit a child focus
- The behavioural/cognitive behavioural approach
- The care system from the inside
- The community dimension of working with an interpreter
- The Compleat Social Worker
- The dos and don'ts of creating and using your learning agreement
- The dos and don'ts of listening
- The dos and don'ts of using email
- The dos and don'ts of using the telephone
- The impact of childhood bullying
- The learning organisation and reflective practice
- The legal framework for multi-professional working
- The mental health of older people in minority ethnic communities
- The person-centred approach
- The practitioner relationship and emotional intelligence
- The psychodynamic approach
- The skill of being empathic
- The social worker I'd like to be
- The solution-focused approach
- The task-centred approach
U
- Using different question types
- Using research to inform practice
- Using supervision
- Using theory fluently in practice
V
W
- What are your hints and tips for creating a portfolio?
- What can you do when the law and ethical issues collide?
- What do I need to learn from placement?
- What do you feel the attitude is to risk in social work?
- What does being professional mean to you?
- What does integrating theory and practice really mean?
- What has been your most successful intervention and why was it effective?
- What I expect from our supervision sessions
- What is community work?
- What is empathy and what is its value to social work?
- What lessons did you learn from your first assessment?
- What practical advice would you give a student who was worried about failing?
- What qualities or attributes do you think social workers should have?
- When and how do you reflect on your placement experiences?
- Why might a service user be reluctant or resistant to a social worker's involvement in their lives?
- Why might a service user become dependent on a social worker?
- Why might a student fail, or be at risk of, failing a placement?
- Work with service users
- Working in a multi-disciplinary team: a case study
- Working in partnership
- Working with involuntary service users
X
Y
- Your placement glossary
Z

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The Social Work Toolkit

The Social Work Toolkit helps students develop the knowledge, core skills and confidence they need to succeed on their course and throughout their placements. Our extensive range of resources, including videos, case studies, book chapters and expert opinion articles are available to students whenever they need support, on or off campus.