‘I love MANDELA’: The man, the model and social work practice supervision NOPT Conference Ruskin College, Oxford Prospera Tedam 4th July 2013
Aims & Objectives • To introduce the MANDELA model as a tool to aid supervision of students in practice learning
• To stimulate dialogue and discussion about practice educator-student relationships within placement settings, with particular reference to Black African students
• To examine the findings arising from an ongoing evaluation of the application of the model. Prospera Tedam 4th July 2013
Background 2008- Original ‘Padare’ study- (Bartoli et al 2008) 2009- Chapter on ‘Understanding Diversity’ in An Introduction to early childhood 2010- Research with the Open University ‘What contributes to the success of BME students in health and social care? 2011- Practice Teaching Conference in Bournemouth- ‘What does fetching water have to do with social work theories’ 2012- Developed the MANDELA model
Prospera Tedam 4th July 2013
Introduction In terms of difficulties arising in practice learning, Black African students suggest that: • “Even more than colour is the accents” (Bernard et al 2011) • “another world’”- (Bartoli et al 2008)
• “ experience of racism” (Razack 2001)
Prospera Tedam 4th July 2013
What does existing research tell us? • Male students and students from BME backgrounds are more likely to fail practice placements than any other group (Furness 2012). • ‘supervision is more than a professional activity; it is also a personal relationship requiring a great deal of investment of time, knowledge, skill, and commitment’ (Everett et al. 2011: 262.) • BME student participants identified that it was discriminatory behaviours and attitudes among practice assessors, other professionals, and service users that contributed to the differences between their experiences and those of their white peers (Bernard et al 2011:71)
Prospera Tedam 4th July 2013
The Model
Prospera Tedam 4th July 2013
Make Time
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Acknowledge Needs • Learning needs (could include dyslexia, time management, writing and reflective skills) • Personal needs (childcare and other caring responsibilities, spirituality and faith, health etc) • Team needs (targets, ways of working, policies, team working) • Organisational needs (targets, structure and restructuring, processes)
Prospera Tedam 4th July 2013
Difference
• Sexuality • Gender • Disability • Age • Faith/Religion Prospera Tedam 4th July 2013
Educational Experiences • Previous educational experiences
(location, type, size and level)
• Understanding of current experience • Understanding of practice learning • Educational goals & aspirations
Prospera Tedam 4th July 2013
Life Experiences
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Age • Direct questioning-
(age range , etc)
• Indirect questioning using historical events (war, end of apartheid, world cup events etc)
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Similarities The Man • Social justice
The Model • Social justice
• Equality
• Equality
• Fairness
• Fairness
• Patience
• Patience
• Tolerance
• Tolerance
• Empowerment
• Empowerment Prospera Tedam 4th July 2013
MANDELA & THE PCF •
RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing
•
DIVERSITY - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice
•
PROFESSIONAL LEADERSHIP - Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management
•
KNOWLEDGE - Apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Prospera Tedam 4th July 2013
MANDELA & THE PRACTICE EDUCATOR Professional Standards (PEPS)
Prospera Tedam 4th July 2013
Discussion
• What are your initial thoughts about the MANDELA model so far?
Prospera Tedam 4th July 2013
The Northampton Experience • The model was included in the Practice Learning handbook for PE’s to use during supervision with students as appropriate. • Yr 3 (100 day placement) October 2012-March 2013
• Yr 2 (60 day placement) January 2013-March 2013
• Students and PE’s received training and guidance about its use. Prospera Tedam 4th July 2013
Evaluation • Qualitative • Around 90 students
Data gathered from: • Post training evaluation • Practice Learning Portfolios • Student supervision Records with PE’s
• PE Placement reports Prospera Tedam 4th July 2013
Practice Educator views • ‘While undertaking the MANDELA model in supervision, it was interesting to use the technique to find out more information about the person and the different experiences that people have’. • ‘This is a model that social workers can use with their service users but would be more pertinent to working with teenagers or those Leaving Care’ • ‘She said she had never really talked this frankly before or in so much detail. I think using Mandela had given her both courage and permission’. (PE, De Montford) Prospera Tedam 4th July 2013
Practice Educator views • I approached its use cautiously, but was pleased I used it, especially about making time as I work part-time and my student has engaged with it’ (PE, C&F) • ‘The model rings so true, for me, anyway......it took me back to my A levels where one of my teachers was very passionate about seeing the end to apartheid’. (PE CAMHS)
Prospera Tedam 4th July 2013
Students views • ‘I found it useful in setting the scene’. • ‘I found it fascinating for you to try to know me and appreciate me for who I am without trying to change me’. • ‘It made me regard my past experiences as a valuable learning resource’. • ‘I think what is important to us (African students) is acceptance and acknowledgement of our learning and development needs within the social work arena. • ‘I was able to discuss with you things that might otherwise have been sensitive if there was no Mandela model’.
Prospera Tedam 4th July 2013
Students views ‘I have been able to talk about my needs without feeling guilty’ ‘It has helped me reflect more deeply on who I am’ ‘ My PT was not really interested in looking at the model, when had my PT and I looked at the differences e.g gender, race, learning styles, issues of power, he would have picked up that there were some issues there. A couple of times he mentioned that he had never had a female student, already by saying that to me, he was actually saying we are going to have some issues here’. Prospera Tedam 4th July 2013
Students views • The use of the MANDELA model enabled me to achieve an insight to each individual’s life experiences and I felt that using the model was rewarding because I made time to communicate, interact and build relationships with most of the young people I worked with”.
Prospera Tedam 4th July 2013
Discussion
Is MANDELA controversial? (The man and/or the model)
Prospera Tedam 4th July 2013
Is MANDELA Controversial? ‘ it could be used to delve too deep into a students private life that could make them feel uncomfortable’ (Student)
‘ it could be used as a "task" to complete with out having any real impact upon the relationship between student and PT’ (PE)
‘I don’t need the University to teach me how to suck eggs. I won’t be using it’ (PE) Prospera Tedam 4th July 2013
A lecturers view • ‘I love the Mandela model. Whilst your article focused primarily on using this within a practice learning context I think you could also explore further it's relevance and application to L&T as a diversity awareness and reflexive learning tool.
• ‘there seems to be a lack of appreciation for the unique life trajectories of black African students. The assumptions and sometimes attitudes towards them are generally based upon deficit rather than strength models’ (Academic, London HEI) Prospera Tedam 4th July 2013
Future considerations..... • Continue to encourage the use of the model on our undergraduate programme
• Consider a wider evaluation of its use (by others!)
• Promote it as an anti-oppressive framework for use in a range of supervisory situations
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Conclusion • The quality of the student-practice teacher relationship will depend on a range of variables not a single variable. • The journey towards enhancing equality in the practice learning relationship between the social work student and their practice assessor/educator is a long and windy road with pit stops, diversions and sometimes dead ends. • The MANDELA model being is being proposed to facilitate this process for students and PE’s.
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Africa has gold, diamond and Nelson Mandela!
Prospera Tedam 4th July 2013
References •
Bartoli, A; Kennedy, S & Tedam, P (2008) Practice Learning: Who is Failing to Adjust? Black African student experience of practice learning in a social work setting. Journal of Practice Teaching and Learning. Vol 8 no 2 p75-90
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Daniel, C (2011) Lessons learned. Pedaogical Tensions and struggles with instruction on Multiculturalism in Social Work Education programmes. Social work Education: The International Journal. Vol 3:3 .250-265
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Bernard, C., Fairtlough, A., Fletcher, J. and Ahmet, A. (2011) Diversity and Progression among Social Work Students in England. Goldsmiths, University of London.
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Razack, N (2001) Diversity and difference in the field education encounter: Racial minority students in the practicum. Social Work Education: The International Journal. Vol 20: 219-232
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Tedam, P. (2012)The MANDELA model of practice learning: An old present in new wrapping? Journal of practice teaching and learning. Vol 11 (2) 60-76
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Willcoxson, L (1998) The Impact of Academics Learning and Teaching Preferences on their teaching practices. A Pilot study. Studies in Higher Education Vol 23:1 59-70
Prospera Tedam 4th July 2013
Contact Details Mrs. Prospera Tedam Senior Lecturer & Programme Lead Division of Social Work University Of Northampton Boughton Green Road Northampton NN2 7AL Email-
[email protected] Tel: 01604892135
Prospera Tedam 4th July 2013
