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Prior to the COVID pandemic, staffing levels, staff turnover and vacancies in adult social care and social work within the UK were a major concern, with staff experiencing high workloads, burnout, stress and poor morale. The paucity of published evidence in a rapidly evolving contemporary situation indicated the suitability of a scoping review. Systematic searching produced evidence published between 1 December 2019 and 9 May 2023. Out of ninety-seven articles retrieved, the final analysis included thirty nine articles. To report the review findings clearly and accessibly, the analysis used the Patterns, Advances, Gaps, Evidence for practice and Research recommendations framework. Abundant evidence emerged on psychological distress and the impact of COVID-19 on the working environment for social care and social workers, but a paucity of psychosocial resilience, supporting social care managers, Personal Assistants and moral injury. Social care needs and the statutory duties of social work are likely to become even more intense. The COVID pandemic magnified a chronic lack of funding, staffing, support and regard for adult social care, with no future planning compared to the NHS. This legacy and backlogs of social care assessment and service delivery are of concern despite the proposed actions of the Adult Social Care Reform Act in England. [ABSTRACT FROM AUTHOR]

This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach.

This paper concerns parenting assessments which are integral to child-safeguarding professional processes in England, and which involve Deaf parents whose primary language is British Sign Language (BSL). In an under-researched area of social work, the research aim was to contribute to the existing literature by eliciting the practice wisdom of specialist professionals. Specifically, it draws upon their linguistic and cultural knowledge of the Deaf community when they are involved in parenting assessments with Deaf parents who are subject to safeguarding concerns. Data about these professionals' actual experiences of navigating Deaf cultural-competency in contemporary child protection practices were collected through seven video-recorded, semi-structured interviews conducted in BSL. Using interpretive phenomenological analysis, data were analysed in their source language (BSL). This article focusses on one key theme, termed 'Professional Recognition', which incorporates a) the identification of specialist roles and b) the impact of referral processes and protocols on assessment outcomes. The findings highlight participants' perspectives on the benefits and disadvantages of their specialist role in this context. Although their brokerage skills, cultural competence, linguistic fluency and specialist knowledge of the Deaf community are highly regarded and valued by some colleagues, there is insufficient recognition of their existence by the majority. Secondly, participants are concerned by the inefficiency and inconsistency of the referral processes and protocols which they consider have adverse effects on assessment outcomes, and consequently the parents involved. [ABSTRACT FROM AUTHOR]

The literature is increasingly drawing attention to the gap between feedback "given" to students and feedback "used" by students. This paper reflects on the beginnings of an evaluation into the potential of peer assessment to act as a vehicle to enable students to make use of the feedback they receive. A case study is presented within an action research paradigm outlining the introduction of a peer formative assessment process. Current findings highlight the importance of appreciating the emotional as well as the cognitive aspects of peer learning and suggest that cultural shifts at programme level may be required for peer assessment to be most effective.

Student progression and retention is an area of increasing social importance and concern around student non-completion rates is expressed in many arenas. Research suggests many reasons for student non-completion, including the balancing of social and academic integration into university life. The increasing diversity of the student body potentially militates against such integration. Discourse here has tended either to problematise the student (seeking to identify and remedy their alleged deficits and differences), or the teacher (adopting a narrowly "technological", a-theoretical approach to teaching and learning). Both approaches de-contextualise the issue removing it from the social nexus which is at the heart of the learning and teaching environment. This article seeks to redress this by placing the social nexus at the core of its approach to progression and retention. Drawing upon group work theory we explore the role of small group learning in promoting social and academic integration.

In 2015, Social Work Teaching Partnerships launched into a turbulent political and policy arena where a repositioning of social work education was taking place alongside the adoption of neoliberal ideologies promoting the operation of market forces within higher education nationally and globally. This paper presents findings from 11 respondents to an online survey undertaken in England to explore factors that support and hinder partnership working between universities in Social Work Teaching Partnerships. Findings suggest some merit to partnership working, with closer working relationships in practice education, student placements and research. Data suggest that some Social Work Teaching Partnerships were able to form collegiate relationships despite the competitive positioning of universities. However, respondents also commented on operational barriers, such as communication problems and size of Social Work Teaching Partnerships that created difficulties for collaboration. Tensions resulting from working in a competitive market driven environment clearly emerged from the data with some partnerships not able to engage fully in collaborative working as a result. This paper reflects on how the broader political and policy context influences the operationalisation of partnership working within Social Work Teaching Partnerships and suggests key avenues to explore further. [ABSTRACT FROM AUTHOR]

This article focuses on Great Britain Department of Health statement that academic knowledge should be used to support practice learning. Practice placements are clearly intended to be a cornerstone in the provision of professional training for social work students undertaking the new degree. It has been argued elsewhere, that changes throughout the 1990s increasingly moved the role of practice teaching to the centre of social work education. Current changes emphasize the pivotal nature of this role even further. The role of the Practice Assessor in placement settings will be of vital importance in meeting the stated aspirations of the new degree. Research drew upon the author's experience as a social work lecturer within a university , having held specific responsibilities for supporting practice learning over a number of years; co-run workshops for practice teachers, taught as a tutor on Practice Teacher Programs for over ten years; and worked with students within the university around the development of their practice skills and knowledge across a range of modules.