Don't know if this is helpful but where I am on placement we do core assessments and parenting assesments according to the assessment framework.  I got a book called The child's view by  horwath that is really useful. It sets out the area's you should be looking at so would help to examine parenting.  It has headings such as emtional warmth, identity, stimulation etc.  Hope I've not waffled and this is helpful shout if you need something more specific.

Hi

Thanks for your reply. Will look at the Howarth book, it will help... what I find I find difficult is, say you have a service user who does not really want the service ie. the baby is on child protection register.. and the mother says she does not really need parenting skills.. because she has already been assessed and supported by a different agency and she has done it all before... I know it would be important to assert the need to do it again...  also how do you measure it?? how do you know its been achieved? could you say, ok we are going to look at how you stimulate your baby over next 2 weeks. go to the toddler group, toy libraries and babies and books etc...once she has attended these would you say that target has been achieved?

I guess I am having difficulties in narrowing it down and measuring when the goal has been achieved....'parenting' is such a big term!!

cheers

Hi Rach, If I'm doing a parenting assessment I need to establish the baseline, which is what you've got from registration, mum isn't parenting.  Next, break parenting down e.g boundaries, stimulation, emotional attachment, social presentation, housing and environmental factors, access to community resources are they utilised, support networks, routine, mealtimes, accessing other agencies health etc. 

We do morning routine, what does child have for breakfast? is nappy changed? any stimulation? eye contact? talked to? dressed appropriately?  At the end of the session I give feedback I start with what they did well, then do what wasn't done then say how it can be improved.  Evening routine we look at bathtime, bedtime, read a book if appropriate, does the child go to sleep ok? In own bed? Is bedding appropriate?  Is cot/bed appropriate?  we do mealtime observations too.  if parenting is really lacking what parenting courses are available in the area.  We have 2 types we can access webster-stratten and Hannen.  Take her (or him) to parent and babies groups the first time then set the routine for her to do it.  Parents need to be aware that if they don't co-operate what the consequences are.  There is a fine line between co-ersion and co-operation and as for saying she doesn't need parenting skills the law and safeguarding children says she does.  Once you've done an observation and they have the feedback or identified resources to implement change then you look at maintainance, re-iterate if you need too.  Service user don't get everything first time.  If you demonstrate everything you have put in place to change the circumstances for that child and mum still doesn't co-operate then that is your assessment and basis for recommendation. 

 The idea's you've stated sound good to me but I wouldn't spend 2 weeks going with her.  I would maybe get her some info on various resources and ask which one she wants to do.  go with her the first time or just take her.  She might not want a social worker wih her.  You could just spend an hour with her playing with baby show her what you would do.   Regardless of what has been said before she obviously isn't doing it, ask her what she learned from it and how she does this in practice with baby.  This can be compared with what you observe and  begin form your strentghs and weaknesses for analysis of case.

the problem is always defining 'good enough parenting' it's a muddy area but it can be demonstrated if you can support your argument so you might also like to look at a book called the incredible years by webster-stratten.  It is a well researched child development and parenting book.  the parenting classes are highly regarded and the book supports the classess.

 hope this helps and I haven't waffled too much.  Good luck

For some reason my previous post was blank, let me try again.

This student was undertaking her first practice placement where only key roles 1, 3 and 5 have to be evidenced. I agree that a failure needs to be seen as a learning experience, and is not given lightly (I have the highest regard forPLA's) but it does seem to me that there were very high expectations of a first practice placement.

Actually it depends on which course you  are studying, at which university in respect of which key roles have to be evidenced in each placement.  For example, some university courses have three placements, some have two.  I practice teach for four different universities and each one has slightly different 'units'  requirements for each placement.  For example every key role and individual unit has to be evidenced for both placemetns with one of the universities; Key Role 1 Unit 3 has to be evidenced in Placement 1 AND Placement 3 for another university, but not Placement 2; and so on. There are also some differences at the same universities between expectations for MA and BA courses.

I don't feel I can comment about expectations being too high as clearly we only have one version of events, and my experience with both failing students and students who are repeating a placement is that there is always a view that expectations were too high initially because the student is upset (understandably).  I do know that students who don't try to learn from these experiences usually don't complete the course, and those who try to consider what else they could do constructively - whether that is challenge the decision through requesting a second opinion (be sure you can provide evidence of competence) or develop their practice - are the ones that move forward.  Every failed placement is failed by the practice teacher but also by an independent panel to whom the practice teacher has to provide evidence of why the student failed - so if expectations were unrealistic I would expect (and have known) this to be challenged and the student is deferred rather than failed.  It still leaves the student in the situation of having to repeat a placement though.  I have also known panels to challenge the decision and pass the student if there was enough evidence, and when I have worked as a second opinion practice teacher I have found enough evidence to pass students more often then I have had to agree to fail - but those were very borderline cases.

For any student in this position my advice would be to try and move forward.  Throughout your career there will be times when you have a personality clash with someone/feel expectations on you are too high/feel unsupported or not listened to.  It is how you manage these times, and the strategies you develop (including complaining as per policy and procedure when it is right to do so) that will make you a stronger and more competent worker.  Don't give up, be clear about your strengths, but don't be frightened to also recognise your weaknesses (we all have them) and to ask for help, support and guidance from any relevant person - colleagues/tutor/practice teacher/team manager/etc.  If you really can't get on with anyone then you have to ask yourself why??!!

Hi, i am a qualified social worker now and whilst i did not fail any placements (i had 3) i had some rough times and had many an evening doubting myself and having to face things i didnt want to the next day but all i can say is that the most difficult times and experiences that ive been through whilst a student are the ones that ive come through and learnt my greatest lessons from!! 

Hi tjn

Thankyou for your reply. I agree with what you are saying and you have some very valid points. There were concerns about these points you raise, and I really want to learn from it. I guess I did not have the confidence and could have used my initiative a lot more. I actually worked very hard on the placement and did complete many tasks successfully such as PEPs, communty care grant forms, behavioiur reward systems but I was generally asking what the service user wanted as well as trying to do what my superrvisor asked me to do. So I ended up in conflict from all ends. 

It was not all my fault though, as when I did raise alternatives, such as when I couldnt find a particular service in an area, my supervisor was hostile towards me and I thought then I wasnt good enough. It was hard to save in the end.  I made loads of mistakes which will accumulated to a concern, so I failed it. 

I did write up 3 pages of critical reflections and the university were impressed with that. My confidence is not that good at the moment though, so I will be hoping to learn from these boards. 

Your reply is very useful and will definitely use it for the next placement! 

Thanks