Iriss.fm

Graham McPheat, Glasgow School of Social Work. Recorded at Glasgow School of Social Work Research Seminar Series.

The wholesale movement of nursing education into higher education is now a decade old. The catalyst was Project 2000, which was a vision, not only a professional qualification, but an academic one, the diploma in higher education. A review of the literature, however, identifies how the nursing curriculum has always been subject to continuous external pressure and is a balancing act between health service needs, the educational vision of the day and the available financial resources. Its product: the registered nurse functions as both a test bed and barometer of public opinion, with some of the current ills of the NHS laid at the door of higher education and its role in nursing training (Carr 2007). Two constant discourses are: pre-registration nurses are emerging from nurse education programmes without essential clinical skills and the requirement for nurse lecturers to support students in the clinical environment during their preparation. This paper therefore provides a critical evaluation of the practice ro

The title Traditional - You Tell Me challenges thinking in relation to Police training. There is a perception that still exists about traditional, old fashioned methods in the way that officers are trained and groomed for service. Nothing, in this modern day could be further from the truth. Current training and development of officers whether recruits, specialists or leaders is designed in the application of academic practice, principles and accreditation. The training and development delivered now is at the forefront of progressive and lateral thinking and in this risk managed environment while endeavouring to maintain the standards values and ethics that the public rightly demand of their Police Service. Whilst such standards are the same, the developmental process that officers go through to achieve them differ greatly from previous years. The Police professionalisation in this regard has changed significantly. In addition there is now a strong drive to add meaningful personal development to the profession

Alex Wilson, will cover how BT puts learning at the heart of its business and uses this to develop its talent and leadership capability. Alex will explain the philosophy of learning in BT, how it is systematically integrated to the business objectives and tracked and measured against business drivers. He will talk about BT using technology to accelerate learning and as an enabler for business transformation. He will also cover how talent is identified and developed and learning is applied to grow leadership capability, from first-line managers to executives, through a segmented and structured 'leadership pathway' approach. Recorded at Practical learning: achieving excellence in the human services, EICC, January 23-25 2008.

The everyday experience of practice is rich in potential for learning, as practice educators (student supervisors) are well aware. However, there are considerable barriers to the systematic and sensitive collection of these experiences, with the result that much potential learning is lost. Mark Doel will analyse the barriers to integrating learning and practice, and he will also present a practical, tested model to help practitioners to sample their practice in a systematic fashion and to share it with others. The model has been successfully developed with qualified and unqualified practitioners in social care and further refined to include an assessment component for continuing professional development. The richness of practice is not lost, yet it is captured in a systematic way so that it goes beyond anecdote. It begins to codify practice wisdom. Finally, Professor Doel will consider how the practice community can learn from the stories of people who have positive experiences of practice to tell. He will re

Save the Children's recent research estimates that 90,000 children in Scotland live in severe poverty. Douglas Hamilton, Head of Policy and Research, will provide an overview of Save the Children's recent work in this area focussing on the Poverty Premium and access to services. He will also draw attention to some of the policy and practice changes that Save the Children are calling for. Professor Bob Holman, anti-poverty campaigner and community worker, will respond to Douglas' paper focusing on the impact that inequality has on the lives of Scotland's children. Douglas Hamilton, Head of Policy and Research, Scotland Programme. Douglas joined Save the Children in April 2005 and has led on the organisation's advocacy and research on child poverty. His previous experience includes policy and research roles with the Scottish Human Rights Centre, Children in Scotland, Barnardo's and COSLA. Douglas studied law as an undergraduate and completed an MSc in Social Research in 2004. Bob Holman, formerly a Professor in

Dr. Monica Barry, Glasgow School of Social Work. Monica Barry recently undertook an international review of effective approaches to risk assessment in social work in the light of the recommendations from the Changing Lives report. This seminar is based on that review and whilst it briefly explores commonalities and differences across various areas of practice in social work, it focuses predominantly on criminal justice and the implications for policy and practice of the drive towards multi-agency partnerships and a common approach to risk assessment and management of offenders in Scotland. Recorded at Glasgow School of Social Work Research Seminar Series.

Framework overview of the Continuous Learning Framework by Jayne Dunn (Iriss) and Fiona Clark (Scottish Social Services Council).

Helen Minnis is Senior Lecturer in Child Psychiatry at the University of Glasgow. Her research among looked after children led to her interest in Reactive Attachment Disorder for which she has achieved an international reputation. Her work in this field has included development and validation of new standardised assessment tools. What do we all need to know about children? Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Alison Leask is Chair of Autism Argyll and a teaching associate at the National Centre for Autism Studies at the University of Strathclyde. She recently worked at NES developing information resources for parents and participated in curriculum development for NHS staff. She is a parent of a young man with Asperger Syndrome. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Phil Wilson is a general practitioner and a Senior Research Fellow at the University of Glasgow. He has trained in paediatrics and neuroscience and holds a Chief Scientist Office award in infant mental health. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Sarah Cunningham-Burley is Professor of Medical and Family Sociology Public Health Sciences and Co-director of the Centre for Research on Families and Relationships at the University of Edinburgh. She is involved in a range of research, including the Growing Up Scotland cohort study and new qualitative longitudinal study of work and family life. She also conducts research on the social aspects of genetics and stem cell research and is a member of the UK government's Human Genetics Commission. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Malcolm Hill is Research Professor at the University of Strathclyde, and former Director of the Glasgow Centre for the Child and Society. His two most recent co-edited books have been on young people's participation and on child protection and youth justice. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Carmela Miniscalco is a speech and language pathologist at the University of Gothenburg, and a practitioner in the regional unit for child health care for 20 years. Her recent publications include a detailed follow-up of young children with delayed language development. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Christopher Gillberg is Professor of Child Psychiatry at the University of Gothenburg, Sweden, and Visiting Professor in the Division of Community Based Sciences, University of Glasgow. One of the world's leading academic child psychiatrists, he has published hundreds of papers on autism, ADHD and related conditions. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Christine Puckering is Consultant Clinical Psychologist at the Royal Hospital for Sick Children in Glasgow. She is qualified in clinical, forensic and neuropsychology and developed the Mellow Parenting Programme. She chaired the recent HeadsUpScotland Infant Mental Health Review and has provided infant mental health consultancy across the world. Recorded at What do we all need to know about children? Defining a multi-professional learning agenda.

Professor Jane Aldgate OBE (The Open University). Getting it right for every child is an integrated system of getting the right help to children at the right time in their lives through agencies working together to provide a coherent, evidence based system of assessment, planning and recording. It aims to cut down bureaucracy and help children get the service they need when they need it. It is founded on understanding how children develop to reach their full potential and the fundamental value of children's and families' participation in assessment and planning. Recorded at Glasgow School of Social Work Research Seminar Series.

Kate Skinner has Lead responsibility for Research, Development and Application at the Scottish Institute for Excellence in Social Work Education. The seminar will consider the research agenda which is emerging from the Changing Lives report and will focus on the work that Kate is involved in to develop a research and development strategy for Social Work Services in Scotland. Recorded at Glasgow School of Social Work Research Seminar Series.

Charles Duncan, CEO Intrallect.

Jonathan Mitchell QC.