Session 4

Time: 10–15 minutes

Can be carried out either as a discussion or as a group activity.

Figure 11 Naomi (Library image)

Using the list of skills, qualities and attributes that a social worker would need, learners can reflect on or discuss how Naomi’s caring experience might help prepare her for a career in social work.

Time: 30 minutes

If you are delivering this course to learners from the same organisation or sector, this activity can be carried out in pairs or small groups. If each learner has a different background, it might be easier for them to do the activity on their own and discuss their thoughts with the group afterwards.

Bearing in mind what they have learned about the carers’ and their experiences in a caring role, encourage the learners to consider what carers may bring to their organisation(s).

Each learner or small group should identify a person specification for a job in their organisation. Exploring the information in the person specification, they should respond to the following questions:

1. What knowledge, skills, qualities and attributes are required in the person specification?
2. What might someone with experience of caring bring to the role?
3. What kinds of question could an interview panel ask to identify some of these things during recruitment?

A table is provided in the Reflection Log that learners can complete individually or in small groups.

Time: 10–15 minutes

This is a reflection activity that can also be done as a group discussion.

Thinking of the carers you have met during the course, or carers that you know or support at work, think about some of the factors that may help or hinder them.

You can prompt the discussion with some of the factors listed in Session 4.

Time: 10–15 minutes

This would work well as a group activity. Having explored the different supports available to carers, break into small groups of 3–5 and provide each group with flip-chart paper and pens in different colours.

Each group should draw a ‘spider diagram’ with the carer in the centre.

Maximise

Figure 12

Using one colour, learners should draw a ‘leg’ for each of the supports available for carers in their workplace that they are aware of.

Using another colour, they can add ‘legs’ to represent other sources of support they have explored in the session, such as family networks, carer centres, community organisations or statutory services.

Considering the example of the Scottish Court Service in Session 3, and any other ideas the group may come up with, they can use another colour to add support that their organisation could possibly provide for carers in the future.

Before drawing the spider diagram, you can give them some points to consider:

1. What skills and qualities should a supportive line manager have (such as tact, sensitivity, empathy, ability to build mutual trust and respect, communication skills, fairness, reflective)?
2. What factors might you need to consider when supporting a carer in your workforce (such as impact on rest of the team, workload, staff awareness, supportive culture, policies)?

Remind learners that they should respect the privacy of carers they manage and not share identifiable information with the rest of the group.