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Direct Observation Template HB 21

template
Module

Professional Placement Year (N1512)

5 Documents
Students shared 5 documents in this course
Academic year: 2022/2023
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hannah Brice
University of Sussex
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Degree in Social Work Direct Observation Template

This form is intended for electronic completion.

The answer spaces will expand to accommodate text.

First Observation Second Observation Third Observation

X

Please indicate

Name of Student Hannah Brice

First Placement or Final Placement? First placement

Name of Practice Educator or name and role

of person undertaking the observation

Drew Boustead

Date & setting of observation 21.

zoom

SECTION 1 – STUDENT to complete before the direct observation

1. Brief background to observed contact between yourself and the PWLA

C is one of our foster carers, I was carrying out a routine supervision, online.

2. Planning for intervention: What the student hopes to achieve and demonstrate.

What I wanted to achieve from this meeting was confidence in being able to listen to others and

take in what they’re saying, I also wanted to ask all the relevant questions and allow C space to

talk. I used templates to guide the conversation.

SECTION 2 – STUDENT to complete shortly after the direct observation.

3. Brief description of the actual intervention: Did the student meet their objectives for the

intervention?

I lead a zoom supervision with C where I asked routine supervision questions which give the

foster carers chance to reflect on the time since last supervision and raise any issues they may

have. My job is to ensure the child in placement with them is happy, healthy and safe and

ensure the carers are also healthy and happy with arrangements.

4. Reflections on the observed practice with reference to the relevant PCF threshold level

statement and domains and SWE Professional Standards

I think this observation went well; I asked all the relevant questions and said things like `can you

tell me more about thatorhow did that make you feel` to demonstrate professional curiosity. I

also used silence to allow C to tell me more if he felt comfortable to do so, I also gave C time to

talk and ask me questions if he wanted to do so.

PCF- 1, 5

SWEPS- 2, 4, 5, 6

The student should now pass this form to the Practice Educator to complete

1

SECTION 3: PRACTICE EDUCATOR to complete after the direct observation

Please provide information to support your assessment of the direct observation

Holistic assessment of the student’s capability in relation to the PCF and relevant SWE

Professional Standards (2020) demonstrated in the direct observation of practice (up to 300

words)

Hannah completed supervision virtually for C who has a 12-year-old boy, HJ placed with him, this

placement has been approved by the LA as long-term.

Hannah demonstrated good listening skills throughout the supervision, she developed a good

rapport with C and was able to cover the main areas needed for review.

As the supervision was a virtual it requires a different skill set as a lot of the non-verbal

communication is obviously lost. I noted that C did not have his camera on, this may have been due

to Internet issues his end, but this seemed unusual to me, Hannah could have been curious about

this, having no facial cues from the carer would have impacted on how they connected.

Having listened to the supervision and seen the write-up I do not feel it properly reflects all

discussions. It is important to remember that the carers will read the supervision notes and sign

them off.

Another learning point is that we would always use young person’s initials when writing up things for

the carers file, such as supervisions, in general it is good practice as we sometimes duplicate

reports between carers and young person’s file.

There are a few areas that could have provoked more curiosity on your part:

HJ being described as attention seeking, it’s good to swap this phrase for connection seeking and

think about this in terms of a young person’s attachment need.

The carer stating that there were no concerns for HJ at school, yet he also shared that he has been

on report, it would be useful to have some more details about the circumstances for him coming on

report and checking that this information has been shared with the social work team.

The comments about the carer being vocal on not being keen on HJ’s birth parents would be

difficult for them to read as I don’t feel it’s something they recognise themselves. Whilst it certainly

could be evidenced that this is an issue for the carers (as we have previously discussed ) and

something we need to address I’m not sure it came up in the supervision.

HJ having free time in the local park after school wouldn’t be considered a safeguarding issue, this

would come under general discussions. You could explore a bit more about how the carers are

keeping him safe and encouraging him to develop his independence. E., do they check-in with HJ

or wait for him to message them, are they confident he would contact them if he needed, do they

make sure his phone is fully charged.

2

remember that carers will read and sign off your report so think about it as the conversation you

had with them. It’s also an important opportunity to celebrate the successes and positive progress

that is made, e., C talked a lot about birthday plans for HJ which really demonstrated the care and

love they have for him, it would be good to also capture this in your write-up.

Domain 7 Intervention and skills: use judgement, knowledge and authority to intervene with

individuals, families and communities to promote independence, provide support,

prevent harm and enable progress

Not applicable (delete as appropriate)

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts

that shape practice. Operate effectively within and contribute to the development of

organisations and services, including multi-agency and inter-professional settings.

Not applicable (delete as appropriate)

Domain 9 Professional leadership: Promote the profession and good social work practice.

Take responsibility for the professional learning and development of others. Develop

personal influence and be part of the collective leadership and impact of the

profession.

Not applicable (delete as appropriate)

Summary and comments on PWLE’s feedback (if applicable)

The Practice Educator should now pass this form to the student to complete

SECTION 4 – STUDENT to complete after reading the Practice Educator’s feedback

Using the feedback from your Practice Educator, critically reflect on your practice and

professional development needs (300 words approximately)

I think the comments from Drew and Alison are both fair and give my room to further develop my

practice, I worked hard to maintain eye contact and physical cues such as tilting my head and

nodding my head, so C knew was listening. I tried hard to ask questions such as how HJs recent

behavior made him feel. I think I met a good number of PCFs in this observation however I

understand what to do moving forward, this will include being more aware of my language and

picking carers up on inappropriate language, I will also be more curious about the obvious things

such as asking my they do not have their camera on if it is online or if they are late asking if

everything is ok. By being more curious this will help me become a better social worker and build

my skills because I will become more confident in asking uncomfortable questions which in turn will

help build a trusting professional relationship.

SECTION 5 – ACTION PLAN following discussion in supervision

4

Action plan (if applicable) to be agreed following discussion with Practice Educator. Have

areas of development/learning needs been identified? What action needs to be taken to address

these? Are they any other outstanding issues?

SIGN OFF OF COMPLETION

Signature Date

STUDENT

H

27.

PRACTICE EDUCATOR

5
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Direct Observation Template HB 21

Module: Professional Placement Year (N1512)

5 Documents
Students shared 5 documents in this course

University: University of Sussex

Was this document helpful?
Insert student ID number
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2022-23
Degree in Social Work Direct Observation Template
This form is intended for electronic completion.
The answer spaces will expand to accommodate text.
First Observation Second Observation Third Observation
X
Please indicate
Name of Student Hannah Brice
First Placement or Final Placement? First placement
Name of Practice Educator or name and role
of person undertaking the observation
Drew Boustead
Date & setting of observation 21.03.23
zoom
SECTION 1 – STUDENT to complete before the direct observation
1. Brief background to observed contact between yourself and the PWLA
C is one of our foster carers, I was carrying out a routine supervision, online.
2. Planning for intervention: What the student hopes to achieve and demonstrate.
What I wanted to achieve from this meeting was confidence in being able to listen to others and
take in what they’re saying, I also wanted to ask all the relevant questions and allow C space to
talk. I used templates to guide the conversation.
SECTION 2 – STUDENT to complete shortly after the direct observation.
3. Brief description of the actual intervention: Did the student meet their objectives for the
intervention?
I lead a zoom supervision with C where I asked routine supervision questions which give the
foster carers chance to reflect on the time since last supervision and raise any issues they may
have. My job is to ensure the child in placement with them is happy, healthy and safe and
ensure the carers are also healthy and happy with arrangements.
4. Reflections on the observed practice with reference to the relevant PCF threshold level
statement and domains and SWE Professional Standards
I think this observation went well; I asked all the relevant questions and said things like `can you
tell me more about that` or `how did that make you feel` to demonstrate professional curiosity. I
also used silence to allow C to tell me more if he felt comfortable to do so, I also gave C time to
talk and ask me questions if he wanted to do so.
PCF- 1, 5
SWEPS- 2, 4, 5, 6
The student should now pass this form to the Practice Educator to complete
1

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