Northampton Electronic Collection of Theses and Research

Keeping MANDELA alive: a qualitative evaluation of the MANDELA supervision framework four years on

Tedam, P. and Munowenyu, M. (2016) Keeping MANDELA alive: a qualitative evaluation of the MANDELA supervision framework four years on. The Journal of Practice Teaching and Learning. 14(1), pp. 35-58. 1746-6113.

Item Type: Article
Abstract: Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.
Subjects: H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV11 Social work education
Creators: Tedam, Prospera and Munowenyu, Millicent
Publisher: PKP Publishing Services Network
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Social Work
Faculties > Faculty of Health & Society > Applied Social Studies & Sociology
Date: 24 March 2016
Date Type: Publication
Page Range: pp. 35-58
Journal or Publication Title: The Journal of Practice Teaching and Learning
Volume: 14
Number: 1
Language: English
ISSN: 1746-6113
Status: Published / Disseminated

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