Transformative Learning for Social Work

Fiona Harbin is a senior lecturer in the School of Social work, Care and Community at UCLan. Prior to joining the university, Fiona worked for over 20 years as a social worker with children and families. Her most recent social work post was as a manager of a Think Family team, working holistically with children and their families. Fiona has a particular interest in parental substance misuse and safeguarding children and has researched and written in this area. She has recently been involved in research focusing on parents' perceptions of the Common Assessment Framework.Clare Stone is a registered social work who worked within statutory adult services before moving into academia as a senior lecturer at the University of Central Lancashire. She has experience of managing the practice learning team and is module leader for a range of post graduate post qualifying modules. Her current areas of responsibility include working within the Centre for Continuing Professional Development, coordinating Making Research Count and module leader for an employability module for final year initial training students. Clare's doctoral thesis considers competence for social work practice.

• Introduction1. The Transition from Student to Practitioner: Managing the Social Work Learning Journey2. Embedding the Principles of Adult Learning3. Fostering Emotional Intelligence Within Social Work Practice4. Developing Resilience for Effective and Safe Practice5. Engaging in Reflective Practice6. Advanced Critical Reflection through Narrative (re)construction7. Supervision for Transformative Learning and the Development of Practice8. Coaching for Social Workers9. Learning About and Learning from Service Users10. Developing Digital Competence for Practice11. Book Groups and Fiction: A 'Novel' Approach to Teaching and Learning12. Social Work Narratives: My Learning JourneyConclusion.

'This important, timely book is accessible to a wide audience of learners, practitioners and academics. The breadth of references makes it a useful scholarly contribution to the area of professional learning in social work.' - Dr Prospera Tedam, Senior Lecturer in Social Work, University of Northampton, UK 'This book is impressive in coverage and encourages a lifelong approach to learning and development in social work. It advocates a highly reflective approach to the task of continuous professional development and transformative learning, which will support social work practitioners with the demands and complexities of the role. The book thus fills a much needed gap, to support the journey of newly qualified to highly experienced social workers, and crucially, reminds us all of the need to continuously reflect on the work in real and meaningful ways.' - Dr. Jo Finch, Deputy Director of the Centre for Social Work Research and Senior Lecturer in Social Work, University of East London, UK