Navigating the Complexity of Relationship Endings

Relationship-based practice: Managing endings well. (Webinar 24)

Estimated read time: 1:20

Summary

In the insightful Webinar 24, led by Siobhan Maclean and guest Claire Skilletta, the focus is on the critical yet often overlooked topic of managing endings well in relationship-based practice, particularly within social work. The webinar emphasizes the importance of planning for and reflecting on endings in professional and personal realms to ensure compassionate and effective conclusions. Through practical tools and reflective practices, participants are encouraged to consider their own experiences with endings and how these influence their work with service users. The session offers practical guidance, creative methods, and heartfelt advice to make endings as meaningful and positive as any other stage in a relationship.

Highlights

Discover the importance of managing endings in relationship-based practice. 🧩
Explore creative tools like 'Special Boxes' and 'Rainy Day Letters' to assist with endings. 📦
Understand how personal experiences with endings shape professional practices. 😌
Reflective practices and supervision are key in handling emotional responses to endings. 🛋️
Learn from the experiences shared by practitioners and social work students. 📚

Key Takeaways

Endings are just as crucial as beginnings in a relationship, especially in social work. 🏁
Your personal experiences with endings influence how you handle them professionally. 🔄
Creative methods, such as letters and memory boxes, can help in planning and navigating endings. ✉️
Always strive to leave service users with a sense of closure and positivity. 🌈
Reflect on your own feelings about endings to better support others. 🤔

Overview

The webinar kicks off with a warm welcome from Siobhan Maclean, who introduces the essential theme of managing endings in social work practice. Claire Skilletta, a seasoned practice education lead, takes the audience through the nuances of dealing with endings, helping participants understand their significance and how they fit into the broader scope of relationship-based practice.

Claire delves into various creative methods, such as 'Special Boxes' for capturing positive memories and 'Rainy Day Letters' for offering guidance during tough times. These techniques are designed to make the process of ending relationships more structured and reflective for both practitioners and service users, ensuring a positive farewell.

Participants are encouraged to reflect on their own experiences of endings, understanding how these personal histories can impact their professional approaches. The webinar underscores the necessity of planning, open communication, and providing closure, offering a rich tapestry of advice, anecdotes, and proven methods to tackle what can often be a challenging aspect of social work.

Chapters

00:00 - 01:30: Introduction and welcome The chapter titled 'Introduction and Welcome' begins with the host welcoming attendees to the 24th webinar. Participants are encouraged to join the room and make themselves comfortable. They are invited to share their locations, what they’ve had for tea, and whether they are a social worker, student, or practice educator. There's also a friendly acknowledgment of those who might have accidentally come across the webinar.
01:30 - 03:00: Webinar theme: Managing endings well Chapter Title: Webinar theme: Managing endings well. This chapter includes the introductory segment of the webinar where participants are welcomed and assured about the technical setup. The hosts encourage attendees to get comfortable, introduce themselves, and share their backgrounds and locations in the chat. They are invited to identify whether they are social workers, students, practice educators, or belong to related professions.
03:00 - 08:00: Introduction of Claire Skilletta and personal experiences with endings The chapter introduces Claire Skilletta, who will be leading a webinar on the topic of managing endings well in the context of relationship-based practice. The transcript suggests a diverse audience from various regions such as Cambridge, Midlands, Bradford, and Worcester. The speaker has attended a student hub led by Claire, indicating her involvement and expertise in educational settings related to managing relationships and their conclusions.
08:00 - 10:30: Relationship-based practice and approaches to endings The chapter discusses the significance of endings in social work. The speaker describes a fabulous webinar they attended about the topic and emphasizes the need for more focus and discussion on endings, which is often a neglected area in the field. The Wednesday webinars aim to enrich learning by exploring less covered aspects of social work, including the importance of addressing endings thoughtfully.
10:30 - 14:00: McMullan's model for building relationships The chapter discusses the importance of endings and how they can be changed regardless of the beginnings. It highlights a quotation attributed to C.S. Lewis stating, 'you can't go back and change the beginning but you can start where you are and change the ending.' This concept is deemed significant in the context of social work training, implying that while some topics may not be thoroughly covered during initial training, they can be addressed later to influence the outcomes effectively.
14:00 - 17:30: Significance of EN words in relationships and beginnings The chapter titled 'Significance of EN words in relationships and beginnings' discusses the importance of how we handle endings in various aspects of life, particularly focusing on relationships. It offers practical ideas and approaches aimed at addressing issues related to endings. The session emphasizes the distinction between theoretical understanding and practical applications in managing relationship dynamics.
17:30 - 22:00: Practical aspects of managing endings This chapter deals with the practical aspects of managing endings within the context of relationship-based practice. The speaker suggests looking at past resources, such as previous webinars and YouTube videos, to better understand the foundational methods and approaches emphasized in social work practice. Emphasis is placed on the significance of a relationship-based approach within this field.
22:00 - 26:30: Importance of early attention to endings The chapter discusses the significance of focusing on the endings in various relationships, emphasizing how important these are not only with service users but also in collaborative work with colleagues. The narrative touches on the unexpected disruptions caused by the coronavirus pandemic, particularly affecting events like World Social Work Day, illustrating the sudden lockdown that paused many planned activities. The focus is on understanding how these endings and disruptions impact professional and personal dynamics.
26:30 - 33:30: Relationships and managing emotions during endings World Social Work Day has focused on promoting the importance of human relationships.
33:30 - 38:30: Tools for creative approaches to endings The chapter titled 'Tools for creative approaches to endings' discusses the significance of relationships in social work practice and the practicality of having effective methods. The speaker references Claire's contributions in the student hub as especially beneficial concerning endings. The chapter aims to explore various methods, distinguishing between general working approaches and specific models for intervention.
38:30 - 43:00: Third object theory and emotional containment The chapter delves into methods that focus on endings within relationships, particularly within the context of relationships-based practice in social work. McMullen's four-stage model for building relationships is highlighted as a useful framework. The discussion emphasizes the practical application of these models and theories, especially concerning emotional containment at the conclusion of relationships.
43:00 - 54:00: Tools for practice - special boxes and positives The chapter introduces a framework for building relationships through four stages: engage, negotiate, enable, and endings. The focus is on the 'engage' stage, which is the initial step in developing a rapport with others. It emphasizes the use of soft skills in communication to start and establish relationships. The chapter begins to touch on the 'negotiation' phase, which involves setting and agreeing on expectations.
54:00 - 70:00: Creating sensory stick person for endings This chapter focuses on the creation of a 'sensory stick person' as a means to define and understand the boundaries and purpose of relationships, particularly in the context of social work. It emphasizes the importance of understanding the operational aspects and purpose of a relationship rather than just acknowledging its existence. The chapter underlines the necessity of having clear boundaries and a purpose when engaging in relationships, rather than simply having a relationship for the sake of it.
70:00 - 75:00: Reflective letter writing for students and practice educators This chapter discusses the role of reflective letter writing between students and practice educators. It highlights the distinction between casual friendships and professional relationships, emphasizing that while friendships might exist for their own sake, professional relationships have a specific purpose. The chapter further explores the concept of the enabling stage, questioning if one can effectively provide necessary information, advice, or support to create meaningful change for another individual. The importance of utilizing professional relationships to enable and enact positive changes is underscored.
75:00 - 88:00: Rainy day letters and narrative therapy The chapter discusses the significance of the ending phase in professional relationships, drawing on McMullin's insights. It highlights McMullin's role as an editor and contributor, with a recurring thematic diagram at the start of each chapter to symbolize central concepts.
88:00 - 93:00: Letter to new social worker for service users The chapter discusses the concept of engaging with social service users and the process of ending professional relationships when a person moves on within the service or elsewhere. It highlights the cycle of engaging, negotiating, enabling, and ending relationships with service users contingent upon their journey and transition within or outside the service.
93:00 - 99:00: Appreciative present posters for positive endings The chapter discusses the concept of embracing positive endings, whether in relationships or services. It reflects on a methodology comprising four stages: engage, negotiate, enable, and end. The focus is on finding cohesive elements that bridge these stages, offering a perspective on how endings can change direction and lead to growth. The narrator mentions a shift in their reading style, indicating a personal transformation in understanding or approach.
99:00 - 104:00: Poll on favorite tool for managing endings The chapter discusses the host's personal experience of recovering from a stroke and relearning how to read. Using this as a backdrop, they delve into an analysis of relationships, focusing on the significance of four concepts that start with the letters 'E' and 'N': Engage, Enable, and Endings. The chapter hints at these concepts being crucial elements within interpersonal dynamics, with specific emphasis on how they impact negotiations.
104:00 - 110:00: Summary and top tips for managing endings The chapter titled 'Summary and top tips for managing endings' seems to delve into the exploration of words that begin with the prefix 'EN' and their relation to relationships. The chapter encourages audience interaction by asking them to think of and share 'EN' words in a chat. This activity is aimed at understanding and managing relationship endings, likely through discussing metaphors or representations of these 'EN' words.
110:00 - 122:00: Upcoming webinars and concluding remarks The chapter discusses various aspects of relationships including engagement, encouragement, enrichment, and initiation. It highlights the importance of relationships in our lives and how they can be fostered through different means, emphasizing the words and actions that contribute to building and maintaining them.

Relationship-based practice: Managing endings well. (Webinar 24) Transcription

00:00 - 00:30 everybody welcome to webinar number 24. um come into the room form an oddly queue get yourself comfortable um tell us in the chat if you can where in the world you are um if you've had your tea what have you had for your tea and are you a social worker are you a student are you a practice educator have you stumbled upon this webinar by accident in which case you're more
00:30 - 01:00 than welcome to stay um so where in the world are you get yourself comfortable we can see um each other as panelists we can't see you don't worry about that and you should be able to see us should be able to hear us if you can send omar a quick message and he should be able to help you out and so welcome again and tell us where in the world you are are you a social worker are you a student are you a practice educator are you in a related profession and thought they sounded interesting um so let's have a look what's in the chat
01:00 - 01:30 let's see we have somebody from cambridge who is a student midlands bradford worcester this must be all your friends clothes that kind of area of the country that uh 24th webinar relationship based practice managing endings well is what we're going to be talking about now this is going to be largely led by our guest tonight claire skilletta i um i attended a student hub that claire
01:30 - 02:00 ran and uh it was fabulous it was all about endings and i said oh you've got to come and do this for us in a webinar because it was so uh it was so fabulous really just to learn and to be able to sit back and listen and endings are so important in social work we don't think about them enough i think it's a neglected topic and one of the things we've been trying to do in our wednesday webinars is look at things that add to your learning look at things that maybe aren't being covered
02:00 - 02:30 on social work training during the students or aren't being covered on follow-up training but are topics that are really important for us so the quotation that's come up there i think it's a cs lewis quotation says you can't go back and change the beginning but you can start where you are and change the ending endings are so important for all of us and when we were waiting to open up the webinar diana was saying this isn't just about being a
02:30 - 03:00 professional sometimes is it it's about how good are we at dealing with endings in any aspect of our lives so tonight is a very practical night full of practical ideas for you to take away and use around working with endings in relationships if you've been to lots of our webinars you will know that one of the key foundations of our sessions has been to try and clarify for people what's the difference between a theory a
03:00 - 03:30 model a method and an approach and if you still feel that you're not clear on that watch a couple of the other webinars we did it a lot in webinar one we did it again in the theory picnic webinar there's also the um video on my youtube channel that talks through this key difference because it is so foundational in terms of our social work practice now relationship based practice is an overall approach to practice if we take a relationships-based approach it means that we
03:30 - 04:00 know about the importance of relationships we build on relationships both in terms of our work with service users but also in terms of our work with others you'll know that this year world social work day which for so many people unfortunately the huge events that were planned didn't take place because it was pretty much when coronavirus hit many of certainly across europe at that point it was very key to when we went into lockdown but we know don't we based on
04:00 - 04:30 last year's world social work day topic and this year's world social work day topic was about promoting the importance of human relationships in social work we know how important relationships are but relationships based practice is this overall approach to practice if i'm honest if i try and find let me have something really practical here about relationships based approach i very often find there's not anything that's hugely practical there's a lot of talk about
04:30 - 05:00 how important relationships are that relationship sits at the heart of social work practice but look let's look for something that's really practical here that we can use and i don't always find that and i think that's why i found the work that claire shared in the student hub around endings so helpful so what we're going to do tonight is look at methods so if you remember an approach is your overall way of working a model is how we intervene in a situation it's
05:00 - 05:30 all about what we do so there are models of working in a relationships-based way but what we're really going to drill into tonight or what claire is going to explore with us is methods but methods which are specifically about endings in relationships so one book that i have found very useful in terms of thinking through relationships based practice is from mcmullen um and mcmullen she talks about a four-stage model for building relationships in social work
05:30 - 06:00 and the whole book works through this four stages of engage negotiate enable and endings so engaging is is the start of the relationship building process isn't it involves the use of soft skills to develop rapport it's about how do you communicate with people how do you begin to establish a relationship with somebody and then the negotiation phase is all about how do we agree the expectations and the
06:00 - 06:30 boundaries of the relationship how is the relationship going to work what's going to be the boundaries how is this going to operate for us as a relationship the enable that's all about the purpose of the relationship really in in social work one of the key things is it's very easy to talk about how important relationships are but we've got to think about what's the purpose of the relationship why are we engaging in this relationship we're not having a relationship for the
06:30 - 07:00 sake of having a relationship in a friendship we might have a relationship just for the sake of having a relationship we don't do that in professional practice there's a purpose to this relationship you could be great at building relationships but what about the enabling stage are you able to provide the information that somebody needs the advice the support whatever it is to create change for this person are you able to use that relationship to enable the individual it's all about enacting
07:00 - 07:30 the purpose of that professional relationship and then endings endings is what we're going to focus in on tonight but as mcmullin says it's important to value the ending process just as much as the building process of relationships and in mcmullen's book i was mcmullen acts as an editor but actually a lot of the chapters are um what she contributes this sits at the center so every chapter has this at the beginning this diagram this
07:30 - 08:00 engage negotiate enable endings and it's drawn up pretty much like this and that might be how it looks a lot of the time because we might can we might end our relationship with somebody but they stay in the service so then it's about engaging with somebody else or the endings arrow might not continue round in the cycle when we're working with somebody endings might mean that that person goes to somewhere else
08:00 - 08:30 or doesn't that they're no longer in the relationship they're no longer in the service so the endings part could actually take us off in a slightly different direction now if you look at that engage negotiate enable endings is there anything there that you see that sits that connects those things when i looked at it you'll know that i i read now in a very different way than i used to if you watched the
08:30 - 09:00 webinar on shame you know i talked about my experience of having a stroke and how i relearned to read and i read now in a very different way and something jumped out at me straight away about those four words and how that that sits within relationships the thing that jumps out at me about those four words was the e and the n what we've got is engage enable we've got endings even if you look at the word negotiate
09:00 - 09:30 it's got an n and then an e there's a whole thing about e n so i started to explore that thinking well what en words are there's loads of words that begin with e n that relate to relationships so i'm going to ask you just to put some of those words can you think of words that begin with e n and put those into the chat um it almost looks like when i put the ones up that i've thought of that actually it looks like i've swallowed an encyclopedia and of course that begins
09:30 - 10:00 with en as well but look at all of those words there that all relate into relationships the environment where are we engaging in relationships what about encouragement that we can give to people in relationships what about the way that relationships enrich our lives and how about the entrance to a relationship how do we begin a relationship all of those words and many more words
10:00 - 10:30 in terms of relationships begin with e and but the big one the most important aspect in many ways of relationships beginning with en is all about endings how do we plan for endings what do we do with endings when we're working with um people as social workers how do we manage those endings of relationships
10:30 - 11:00 and to look at that if i'm entirely honest with you i'd always thought about in a kind of i suppose almost a theoretical way or just a clarity way about the importance of endings and kind of planning for endings but i don't think i'd ever really used as many creative methods as i could do around how do we end relationships as um i learned about in the student hub that i joined claire for so claire will tell you or well it's actually on our social media account so
11:00 - 11:30 you've probably all seen it and on the posters a little bit of an introduction for claire and claire will introduce herself and her role but um i first met claire at a conference quite a long time ago we're also connected on social media as both being practice educators and very committed to working with students and and being practice educators and and one of the things that i love about claire is she does these very creative student hubs where students come together and disease and and on social media i used to see
11:30 - 12:00 all these pictures of creative things that claire had been doing in hubs and i said one day can i gate crash one of your hubs i'd love to come along and just and we i think we planned it three or four times claire and it always fell through for some reason didn't it and in the end it fell through because of block down the hubs weren't happening in person so but i was able to still attend via zoom i think i don't know if it was zoom or teams or something anyway i attended virtually a session where
12:00 - 12:30 claire looked with a group of student at a group of students at endings because i think their placements were coming towards a conclusion at the time claire um and from that session i learned loads about creative methods so tonight claire is going to lead us in a session all about creative methods in endings so remember this sits in the context of an overall approach a relationship-based approach to practice you could look at
12:30 - 13:00 models that's of relationships that talk about the importance of endings but this is all about the methods the how do we do it stuff and i'm going to control the slides so we might end up being a bit like one of those government things where they go next slide please you can just call me chris witte if you want to that's what i'm going to do for the night and so claire will tell me when she wants to move the slides over but it's over to you claire thank you very much lovely thank you siobhan um and thanks
13:00 - 13:30 for having me everybody um siobhan and uh all of the students who i just met before the session that was really exciting it was like meeting celebrities um so yes i'm my name's claire skilletta and i work as a practice education lead in norfolk and suffolk teaching partnership and part of my role is supporting practice educators and supporting students and placements
13:30 - 14:00 in general and as siobhan said one of the things i do regularly is hold student hubs which are basically a meeting for students to attend once a month and we pick a particular so the students choose a particular subject and we do some input and discussion around that so um tonight i'm just imagining that i'm talking to 15 students in a student hub and not an enormous amount of people in a international webinar so that's my
14:00 - 14:30 mindset for um for this evening to help me get through so um yes so as siobhan said we're going to concentrate on endings and just to go back to the macmillan model the mcmullen model that uh siobhan was telling us about beginnings and endings are equally important um and i think uh what we can sometimes do is rush over endings in our day-to-day practice
14:30 - 15:00 so we'll talk a little bit about that as we go through so beginnings and endings both really important in a relationship and we all have experience of endings so i guess when we're thinking about why is it that we maybe don't give as much attention to endings in practice it's interesting considering we all have our own experiences of endings if you think those of you that are students if you think about the pcf pcf7 asks you to demonstrate the ability
15:00 - 15:30 to engage build manage sustain and conclude compassionate and effective relationships so that relation those relationship building skills and in particular the ability to conclude compassionate and effective relationships is part of the things that you'll be evidencing on placement so endings um so endings happen to all of us and endings happen on a daily basis
15:30 - 16:00 really um so if you think um about endings in relation to uh students and practice educators because of the nature of your placements every uh placement is time limited isn't it it has an enforced ending you don't really get a choice about when your placement ends it ends at 80 70 100 days so that ending is imposed on the student it's imposed on the practice educator and it's imposed on the service users
16:00 - 16:30 that the student is working with and yet there's very little written about how to support practice educators and students to manage endings effectively and sometimes i think the pressure of ending a placement you've got you to transfer your service users maybe to another worker your practice educator has got to write the final report you've got to get your portfolio together you've got to get your feedback all in so sometimes those things can overshadow
16:30 - 17:00 the importance i think of taking time to prepare and mark the end of your placement i'm always reminded in thinking about us all experiencing endings i'm i might refer a few times to the words of annie safeguarding survivor who appeared on one of the earlier webinars because i know that one of siobhan's favorite quotes from annie and it's one of mine as well is that there is no them and
17:00 - 17:30 us only we and i think in terms of endings that's a really powerful thing to remember because we all have experience of endings it isn't about service users ending and we're going to talk about ways to support service users with endings but it's also about us having those endings as well and we've all had experiences in our personal and our work lives of endings and some of those are planned some are unexpected some are helpful and some are really
17:30 - 18:00 painful so we all have those major life events that are around endings but we also have these endings that happen on a daily basis so think about the end of a telephone call the end of your supervision session the end of a home visit and thinking about how you manage those endings is also really important so you've got that sort of macro and micro level really in thinking about how you do endings
18:00 - 18:30 so endings are a really emotive subject and many of us might be triggered into thoughts and feelings and behaviors that are related to previous experiences maybe of loss or grief and sometimes we're triggered into those feelings again when we talk about endings that are happening in the present and so i wonder if sometimes that's why we can avoid paying attention to endings because
18:30 - 19:00 we can often have associations with our own endings that might be being retriggered when we end with service users so sometimes um for any of us we could have an exaggerated response to an ending so think about that in terms of like a double amount of emotions it's like the emotions that are left over from the past and your new emotions related to this endings this current ending so you can have
19:00 - 19:30 almost um emotions from the past and emotions from the current ending so you've got a double whammy a double dose of emotions you and the service user most likely you might find um that you or the service user have a fight flight or freeze response to endings you know people may become punishing they may become angry they may try and avoid endings they may run away from an ending by not
19:30 - 20:00 being there for your last appointment [Music] people may disassociate and just not be able to talk about endings but if we can provide a wealth or our ending we can provide a more manageable experience for people and i guess what we're trying to do tonight is look at some ways that you may be able to make endings more manageable for people and maybe for yourself and then maybe we can give people a
20:00 - 20:30 different association we can give people the opportunity to build some different associations with endings endings are also really good opportunity to review and consolidate knowledge that's been gained from a relationship or a piece of work and to think about how you can build on that for the future so they're a really good learning opportunity for all of us and in fact i was thinking that it links a bit to um siobhan will do this has done this in
20:30 - 21:00 hubs before reflecting for reflecting in and reflecting on and i think lots of the activities we're going to do are going to help you reflect for ending they're going to help you reflect in ending and to help you reflect on endings so um before we uh move on we're gonna get us thinking a little bit about our own responses to endings by having a poll which i'm fingers
21:00 - 21:30 crossed is going to work omar's going to put it up now i know some of you can't see the poll i'm going to read out the question so you could be thinking about it so thinking about our own experiences of endings do you think that these experiences impact on the way you approach endings with service users so do you think your own experiences impact on the way that you approach endings and we've got a yes of about 80 i think at the moment
21:30 - 22:00 no is about seven percent and not sure is about 15 16 i think so quite overwhelmingly people are realizing that their own experiences of endings are impacting on the way that they approach service user endings or endings with other people so polar's ending yes 76 say yes those experiences do impact on the way we uh approach endings with service
22:00 - 22:30 users do i just click the cross to get out of the poll let's get it off my screen people yeah don't want to yeah okay cool lovely okay so yeah so i'm hoping that some of the things that we're going to do today are going to help you really reflect on those experiences of endings and how they may be impacting on your approach to endings so um next slide please mr whitty
22:30 - 23:00 [Music] cool so we're going to look at today a range of creative tools for endings we're going to look at an activity called special boxes sensory endings stick person practice educator student reflection letter a rainy day stroke bad letter weather service user letter and appreciative presence posters that's a few tools i think the
23:00 - 23:30 hub that siobhan came to i did more because the hubs are a little bit longer but um there are some there's a book reference at the bottom of that slide um that's a book that's coming out next year about creative approaches to social work practice learning and i've got a couple of chapters and in there around different tools and approaches and there's lots of other really talented people who have written similar um chapters around creativity and different tools and things [Music]
23:30 - 24:00 so thank you so before we look at the tools though there's one more slide in just thinking about how we might use any practice tool so just thinking about the importance of any tool you use needs to we need to think about relationship based practice so the quality of the relationship matters a great deal we know that the quality of relationships really impacts on the outcome of the work
24:00 - 24:30 so try and think relationship first tool second [Music] think about emotional containment having empathy providing safety and predictability for people so any tool that you use those are the main things that you're trying to create in terms of that relationship that you're using the tool within because we often represent threat to service users so our presence in their lives using tools techniques etc with them can
24:30 - 25:00 evoke all sorts of emotional responses and we need to be aware of that and think about how we respond emotional containment could be a whole other webinar but if you uh want to read a bit more and think a bit more about emotional containment the work of wilfred bion julian roosh david howe some really easily accessible writers on emotional containment
25:00 - 25:30 so um the process and the discussion and being respectfully curious are vital so um the process is more important than the art so some of these are around using drawings and art but just bear in mind that with any tool it's the process that's the most important thing um it's the discussion and the respectfully curious questioning that we'll talk a little bit about later on that are the really important points um third object theory um if there's
25:30 - 26:00 students that are in my hub in the audience they'll be going oh no she's on about third object theory again we've heard that a hundred times um so but third object theory which comes from the work of donald winnicott um way back in this 50s and 60s and it's simply the idea that if you have a third object that you can concentrate on together it can make talking about difficult things a little bit easier it gives you a shared sense of doing and
26:00 - 26:30 it can also help in terms of having less eye contact and something else to concentrate on and that can be whether you're doing this activity as a practice educator and a student or a social worker and a service user those of you that have driven children as a social worker in your car will probably realize that children will tell you so much more on a car journey than they will if you're sitting face to face across a desk at their school or something
26:30 - 27:00 because the car and the scenery going by in terms of third object theory something else to focus the mind on you don't have to make eye contact so lots of the activities that we're going to be looking at are your third object they're the other thing that you can concentrate on to help have a discussion that might be a bit tricky understanding the individual's biography their life story what endings might mean to them what this practice tool might mean to
27:00 - 27:30 them really important so just having a think about what do i know about my service user that i'm going to what do i know about the service user i'm going to use this activity with how does that knowledge of their biography and their life story influence the way that i'm going to approach this and just to say that these tools won't suit everybody [Music] so offer choice around them and if any of the tools that we're going to talk through don't resonate with you or they don't fit with your service user
27:30 - 28:00 or your student then just think about what's the thinking behind the tool and can i use that thinking in a different way can i use that thinking to influence a discussion or can i adjust the tool and make that tool more accessible to me my student or the service user so you know when we're talking about creative tools be creative with them think about using the tools on yourself
28:00 - 28:30 or with a trusted colleague i simply ask the question should we expect a service user to do anything that we're not prepared to do ourselves it's really important just to think about before you can understand the power of emotions in someone else's life we need to understand the power of emotions in our own life and sometimes trying the tool out for yourself the method out for yourself or trying it out with a trusted colleague can just help us think a little bit
28:30 - 29:00 about what it might feel like to have this tool to to work with this method and to receive that it's also really good for thinking about what your own triggers might be and being aware of that again i'm reminded of the webinar that annie came to when she did that really powerful exercise where she convinced us all that she was going to name someone and say tell us your deepest darkest secret um and uh if you were i was thinking oh
29:00 - 29:30 my god i'm not going to do that so really similar you know we're asking people to tell us lots of really emotive things so just think about how that might feel and try using the tools out yourself and finally work hard to develop a relationship of trust from the entrance so the moment that you enter the service user's life or indeed as a practice educator the
29:30 - 30:00 moment that you enter the student's life think about working to develop that relationship from that point you'll have more chance of ending well uh there's some work by um aaron cramer and i'm gonna send you the um or the the team are gonna send you uh the references i'm i'm gonna send them tomorrow the bits and pieces of literature that i've mentioned but aaron cramer writes about poor endings are often linked to us not paying enough attention to the
30:00 - 30:30 earlier stages of relationship building so just think about starting that right from the beginning that's fine thanks siobhan you can go there to the next one um and that sort of just takes us on to this quote that siobhan and i both love and um and i know siobhan's used it before and i use it a lot in student hubs but um maya angelou said that i've learned that people will forgot
30:30 - 31:00 forget what you said and they'll forget what you did but people will never forget how you made them feel maya was a black civil rights activist and the author of a book called i know why the caged bird sings but i think that that can just just take that into working with tools with service users because there is a huge amount of importance on supporting individuals to feel as safe as possible when they're using tools and techniques and we're asking them to share some of their most
31:00 - 31:30 inner sort of thoughts and feelings okay um and on that subject actually um i was reminded again annie's just popped into my head again about the fact that she said she remembered every social worker that she'd had and she remembered how they made her feel um so yeah so think about that as we go through so okay let's move on to some of the tools that you might like to
31:30 - 32:00 uh take into your practice so this slide special boxes so you can you can use any phrase to describe these boxes you could call them sparkle boxes strengths boxes positive moments boxes learning boxes karen triesman the worker karen treisman she calls them treasure boxes and does something a little bit similar with them and the sort of background in terms of
32:00 - 32:30 like thinking about what's behind the influence behind these think about reciprocity in social work so giving and receiving uh and strengths-based approach um about naming strengths thinking about how we can use strengths those sorts of things and this is a tool that helps you prepare for endings right at the very beginning of your working relationship because the idea is that each time
32:30 - 33:00 you have your session your visit your supervision with somebody that you collect their positive memory or their strength or their special moment you write it on a card and you keep it safe in the books and you do that every time you see them and at the end of your working relationship with that person you give them the box to take away into their next relationship maybe or their next piece of work or to keep as a memory
33:00 - 33:30 so um i'm going to go through these three different boxes but you'll see on the photograph what i tend to use are children's party boxes so that gold box on the slide there's a particular student in the audience who will recognize that box that i use party boxes that i just buy and can fold up and i use pieces of coloured card and paper to write the notes on so placement positive books so this is a box that practice educators
33:30 - 34:00 and students can use and it helps you pay attention to endings on a daily basis and it helps you work towards the end of placement so what i would do is that each supervision as a way of ending supervision the student i ask the student for their treasure moment or their positive moment or their most successful moment from placement that week we write it on the card pop it in the box and we build
34:00 - 34:30 a placement positives box and at the end of placement they take away the placement box with them maybe into their next placement where they can build on that box or maybe into their newly qualified year where they can build on that box and then that box can become their social work strengths box so the other way of using these boxes are for social workers practitioners in general to have your own social work strengths
34:30 - 35:00 box have it sitting on your desk and have a pile of cards and try to write your strengths moment as a social worker things that you do well things that you're pleased about pop it in your books it's a really useful way if you think about your cpd because you could record positive events that you've had or events that you want to reflect on and learn from more it's also in covert times i'm working from home some social workers have told me
35:00 - 35:30 recently that they're using their box as a way of ending their day and moving in into the evening so it's sort of a way of recognizing okay i'm gonna write down my strength from today pop it in my box i've finished work for the day so it very much links to self-care as well noticing the positives those sorts of things and finally the last box is our working together memory box to use with service users so exactly the same
35:30 - 36:00 principle i mean i've used these a lot with children my background is really purely children and families and so at each visit or each session that you have with a child or with a family or with an adult you talk about what have you most enjoyed from this visit or what do you most want to remember from this visit and you or the service user writes on the card and puts it in the box at the end and
36:00 - 36:30 again in terms of think about safety and predictability which are really important in social work helping people feel safe helping people feel that we're predictable and reliable if you end a session or a visit in the same sort of way every time that really helps somebody with the predictability of my session is coming to an end i know what's going to happen we're going to do our memory box so really helpful for creating rituals and routines
36:30 - 37:00 helpful because it signifies the end of the session my social worker's going to go now come back next week we'll do the same thing again at the end of your work with the service user then the memory box is something that you give to them to keep you can adapt those ideas you could use books posters sparkle boards but think about how you can make it personal as well so sometimes you might decorate a box
37:00 - 37:30 but you can adapt those ideas and think about how you can move forward with them but really really positive in terms of helping prepare for endings okay thank you siobhan um the next slide we're going to look at i must just credit rosie because if you'd have seen the original um person on this slide you would have had a real hoot but this is rosie's version and it's absolutely lovely i was
37:30 - 38:00 so pleased when i saw it so this activity is called endings stick person or endings sensory stick person and really it's a planning tool for endings um i originally developed this to facilitate wishes and feelings conversation with children but i've adapted it here to think about having conversations to plan for endings again this is a tool you can use as a practice educator with your student
38:00 - 38:30 or a tool you could slightly adapt the wording of and use with a service user so this tool is influenced really by a sort of sensory and visual approach particularly the work of clark and morris uh 2015 the reference will be on your information um and they talk about visual approaches being really powerful because they provide a way of um sensing and experiencing and expressing and seeing the social work
38:30 - 39:00 world it's also influenced by um siobhan and her colleagues work around cher which you um will have come across have been mentioned in previous hubs because it uses the human senses and social work is a multi-sensory experience some of you might be familiar with harry ferguson's work around child protection and home visiting and he pays attention to those sensory elements of visiting families like smell and how that can trigger different
39:00 - 39:30 responses in social workers so ending stick person so it helps you plan for ending and it helps you think about triggers for thoughts and feelings around endings we're going to talk about it in the sense of using a practice educator using it with a student but you can adapt it slightly and use it for service users so uh i usually undertake this round
39:30 - 40:00 about the midpoint of placement because it's something that you're going to revisit in supervision but you could start it earlier than that so it helps you to explore um how you may plan for the ending and what the student might be thinking about in terms of ending a placement you can do it virtually on a template and we're going to send some templates out tomorrow or you can do it face to face on a very large sheet of paper
40:00 - 40:30 student draws out a stick person of themselves you do the bubbles and you write the words in the speech bubbles and you can decorate it etc as much as you like again really important about unpicking the conversation but this slide gives you some prompts for discussion around each of these elements so thinking for example so the thinking bubble coming out of your head is the opportunity to talk about what memories or thoughts do you have about
40:30 - 41:00 previous endings and how might those memories or thoughts influence this ending hearing so things like what do you want to hear about when we end our work who would you like to hear from why might it be important to hear from that person seeing what would you like your ending to look like who would you like to see on your final day why is it that you want to see that person speaking and tasting what might you like
41:00 - 41:30 to say when we end our work what special food might you like who might you like to speak to how can we ensure that you're going to have that opportunity doing so that's an opportunity to talk about what do we need to do before you're ending what would you like to do on your final day your week to mark the ending how will you involve service users how will you involve each service user in planning for the end of your work feelings is about how do you feel right now about ending placement
41:30 - 42:00 how might you feel on your final day why might you feel that way how might you manage those feelings and so on walking away at the bottom of the feet is about what new learning do you want to achieve before you walk away from placement and how might you do that and how will you know that that's happened and imagine moving on from this placement what will you carry with you in your toolkit into your next placement how might how
42:00 - 42:30 hard might it be to walk away from this placement and what would make it easier so that gives you some ideas around the discussion that would go with um census stick person and those are really ideas to get you started in that conversation i like to read that i so i do stick person with a student and then i revisit it because it gives us an opportunity to reflect on how feelings and plans might be changing about ending as we approach those final weeks
42:30 - 43:00 you can really see i hope how you can transfer that to working with a service user i always think about service users not having a lot of control over endings because it's usually the social worker or the agency that's decided to end the service this can be a really good way to work with somebody to just have those conversations about how can we how can you have some say in how we do this ending really important for children um because um lots of children that we work
43:00 - 43:30 with of course have had very little control over their endings so if you think about children who are looked after etc and preparing for endings and thinking about how you're going to end your relationship with a child in those circumstances this can be really helpful and if you're a student you know that that's going to end so you can start planning for that okay i'm aware of time so um we will uh plot on to the next one siobhan
43:30 - 44:00 please um so this is um we're going to talk about three types of letters um and the first one we're doing here is a student practice educator end of placement reflection letter the slide that you've got up at the moment is showing you the template and we're going to send you the template but the letter writing is really closely associated with narrative therapy people like the writings of white uh david i think it's david white is it
44:00 - 44:30 white and epstein and also used a lot in therapeutic work again karen triesman talks about therapeutic letter writing but the end of placement reflection letter is a letter to yourself from yourself and it's for the practice educator to do and the student to do and you'll see that it has different headings which we're going to go through in a minute for practice educators i think this is a really good way of recording your cpd from each
44:30 - 45:00 placement if you do an end of placement reflection letter at the end of each placement and upload it onto social work england on your cpd i think it's a really good reflective tool and a student could use this to go in their placement portfolio or it could be a creative way of writing a final sort of reflective piece if you think about reflective practice this is reflecting on action and it uses the what why how framework which siobhan will
45:00 - 45:30 have spoken about lots in previous webinars i'm sure so it promotes reflection and analysis so um what i would do is the practice educator would write their letter independently and the student would write their letter independently and then you come together in supervision maybe your penultimate supervision one really near the end and you share your letters together in supervision and you talk and you know so you've got the opportunity to extend your
45:30 - 46:00 reflection and talk to each other about them so the um the this slide which shows you the questions that are used on each heading so there's experiences feelings values and beliefs barriers learning skills and tools and best advice you can adapt these headings you don't have to use these ones there might be ones that suit you better so things like what were my most positive experiences why were they positive how have they
46:00 - 46:30 impacted on me feelings what feelings have i experienced during this placement why did i feel that way and how did i manage those feelings values and beliefs what values and beliefs have been important to me why were they important and how am i going to hold on to those barriers what barriers did i face what were these related to why did those barriers arise
46:30 - 47:00 how did i manage and overcome them learning your biggest learning why you think that was your biggest learning and how that's influenced your practice and what new skills and tools have you developed why are they useful and how can you take those forward and your best advice to yourself from this placement experience what i one of the things i like about doing these is it also promotes the message that learning is lifelong and reciprocal that the student and the practice educator are learning together
47:00 - 47:30 in the placement that it hasn't just been about the student having some learning that actually as a practice educator you learn new things about yourself every time you have a student so yeah so that's one of our letters and the second one we're going to look at is a rainy day or bad weather letter and this is a tool for using with service users um or you can use it um you might find other ways to use it i have used it with
47:30 - 48:00 students in different ways um so this slide has got the template on which again you'll be sent so the rainy day letter this is a method of marking your end of work with a service user and again influenced by a narrative therapy relationship based approach and a hopeful approach to social work because this letter is um about also about moving forward after you've finished your working relationship the services are moving forward with hope
48:00 - 48:30 so the idea is that you may spend a session towards the end working on this with your service user the rainy day letter or bad weather letter again it's a letter to self and it's designed to be written and revisited on a day where you feel a bit low where you need support to get through a difficult day so it's a letter that has reminders to self of strengths self-care strategies learning from the
48:30 - 49:00 past other positive reminders and sometimes those things are really difficult to recall on a day where you don't feel too good the analogy of a rainy day i use predominantly but rain isn't unpleasant for everybody you know it can limit what you do and it's usually a bit gray and overcast but not everybody dislikes the rain so you can rename it i sometimes call it bad weather letter or
49:00 - 49:30 you can find a different way to describe it so i work with the service user with them creating this letter and me facilitating and supporting them to do that you might do it on a large sheet of paper and decorate it you might be writing it out on your notebook take it back type it up make it nice roll it up tie a ribbon around it think about all those things about how do you make something feel nice and how do you make somebody feel valued
49:30 - 50:00 so i'm going to in the next slide siobhan i'm going to talk through each of the headings and again there's some little prompts for you again their ideas remember that it's about extending the discussion and being really really being responsive to your particular person that you're using this with but the letter so helpful things to do so this is where you have a conversation about you know during your rainy bad weather days what
50:00 - 50:30 activities have you learned about that are really helpful what do you think really helps you get through are there helpful places to go why do you find those places helpful what are the things in the past that you have learned have helped you the most so helpful things to do becomes a list of reminders that that person can go to and use to guide them on a day when they don't feel so good
50:30 - 51:00 helpful people to call um in my day it just when i started out it just used to be to call but now it's to email or text so helpful people to call or email or text so who are the helpful people to speak to when you're having a rainy day what makes that person a good person to call are there any organizations that might be a help who has been helpful to you in the past reminders of learning from other rainy days or bad weather days and this is where as a service user
51:00 - 51:30 social worker you have a real role in noticing and wondering you know because it can be difficult for any of us to identify our learning or our strengths so you might need to do a bit of noticing i noticed when or i wonder if when that happened so remind us what did you learn from previous rainy days what have you learned about yourself from that what learning would you want to be reminded of when you have another rainy day
51:30 - 52:00 great things about great things about me so what are the positive qualities about you that you may need reminding of on a rainy day what are the great things that you've noticed about yourself this year or in the past what have other people noticed about you what would other people say you can extend those questions these are just ideas to get you started a memory that helps me realize i can manage so can you think of a time when you overcame a difficult situation
52:00 - 52:30 what skills or strategies or qualities helped you overcome that so trying to get someone to really form a picture of a memory that can help them realize that they have the strength to manage and overcome the current situation and i mentioned about it being hopeful so hopes for the future what are your hopes and goals for the future and how can you use those to help focus your mind on where you're trying to get to and really a lot of this is around
52:30 - 53:00 helping people see that moving on from their relationship with you there'll be a tool left that they can use in terms of self-care and positive reminders so it is vital the way that you use the questioning so do think about wondering and noticing i wonder what it is about you that got you through that experience i noticed you were really good at such and such you can also use this letter for a group
53:00 - 53:30 activity so you can adjust it you can use it as an ending activity for i've used it for parenting groups as an ending activity you can adjust it and use it as a team building exercise if you make it with a service user or anyone i've used glitter pens collage you can use the template again you can think about different creative ways to use it depending on your service user but i do try and make it feel special
53:30 - 54:00 and that it's an act of giving a gift so putting it in a gold envelope or tying a ribbon around it those sorts of things can be helpful okay so the last letter that we're going to talk about i'm continuing the theme of letter writing this is a different type of letter and it really comes from thinking about trying to provide some control to service users in
54:00 - 54:30 terms of uh endings and one of the things that happens a lot obviously as a student placement your placement's going to end sometimes that service user will be transferred to another worker sometimes they're transferred to a different service we know that in the agencies we work in often service users are moved around because of different responsibilities and roles in different teams and obviously we pass on the electronic
54:30 - 55:00 notes go to the next worker or before that paper file also go to the next worker but service users aren't really involved in that process so this is a way of um involving the service user in the information that's going to go to the next worker [Music] and so this is offering the service user an opportunity with you or on their own to write a letter to the next worker and i use these three headings but you
55:00 - 55:30 can play around with it use different ones see what your service user wants to do so dear new social worker these are the things i would like you to know about me that might be something like i'm going to annie again but that might be something like it's really important that you sit and have a drink with me these are the important things to me these are the things that may help us work well together that may be that it will help me work well with you if you take your shoes off when you come
55:30 - 56:00 into my house so those having that opportunity so one of the ways you can do this is the work the service user can then give you the letter that you give to the next social worker or the service user can keep the letter ready for when they meet the new worker and they can choose whether to give that letter to the new worker because actually when they meet the new worker they might decide no i don't want to give you this letter i don't feel comfortable doing it
56:00 - 56:30 or they might feel yeah i can give you this because i'm feeling that you have made a really good entrance that you're really trying to develop a relationship with me so i'm going to give you this letter so you can talk to the service user about that but it's really about doing with me rather than doing to me this is how can you involve someone in transferring their their case and i i use that word in inverted comments because i can't bear it but uh transferring their work to another
56:30 - 57:00 social worker so how can you involve them in doing that um the template again um you'll get that um but it's quite easy to to make anyway but you'll get that on the um information in the next couple of days okay so we're moving on just do it slowly siobhan so i can have a sip from the water we're moving on to another activity uh this activity is called appreciative
57:00 - 57:30 present posters um and really appreciative present posters are an ending gift um so they're very aligned to a strengths-based perspective and they fit really well with thinking about uh specific feedback um and in the spirit of appreciation this activity is really linked to appreciative inquiry and valuing and noticing the best in in other people so it could be the um social worker or the student
57:30 - 58:00 social worker who makes an appreciative present for the service user or it could be the practice educator and the placement team that make an appreciative present poster for the student if you were making an appreciative present poster for a student as a practice educator you can do a large sheet of paper as is on the um slide this is my drawing which just proves you don't have to be an artist to
58:00 - 58:30 do these things and you simply get members of your team to write on the present a message that um is this is a message that clearly says what it is that they have appreciated about the students so something like i like the way you always said hello to in the morning when people came into the office or i noticed when you worked with so and so that you always gave him time to talk so it's really specific feedback about what you've really appreciated about that student
58:30 - 59:00 as a practice educator you can put this into the students report you can lift quotes out of it into the student's final report and then again it's given to the student as an ending gift so again how can you make it special how can you present it to the student in virtual times how can you gather people's comments virtually put them into a word document or a powerpoint presentation put some music to it and send it to the student so thinking
59:00 - 59:30 about how can you do that in a creative way this one on the slide is one um [Music] it's it's one that i've created but it has elements of anonymous truth in it it's a present that i created for a child that i worked with so um these are i really love these for working with uh service users of any age and so the social worker can create this for the service user
59:30 - 60:00 as part of marking the ending or if you're working in a multi-disciplinary group and there are several people ending their involvement you can work together on creating this for the service user but again it's a particular things that you've really noticed and appreciated about the service user so this was for a young person that i worked with and it says things like i remember when you chaired your review and i was so proud of you i love your favorite word cool and now i
60:00 - 60:30 use it all the time and think of you i really enjoyed the time we made cookies and ate them in the garden so how can you provide something like that in terms of marking your ending and giving a child or a young person or a service user some positive messages about your involvement with them also just thinking about that you know not forgetting the tiny things like
60:30 - 61:00 handwriting a card to someone handwriting a postcard to someone at the end of a piece of work um thinking about how you can just use the messages from appreciative presence so if you haven't got if you don't feel that that's achievable how can you use some of that message and adjust it into something else so we're going to try and we've got one more slide after this but um i think omar we're going to try another poll here aren't we um and the question's going to be
61:00 - 61:30 if you had to choose so if you had to choose one of these tools that we've shared um this evening so far and use it in your practice what do you think it would be special boxes ending stick person student and pe reflective letter rainy day letter letter to new social worker appreciative presence poster so if you we're gonna make you choose one i'm afraid which is a bit mean but we want to see which one i'd like to see which one's going to come out top which
61:30 - 62:00 one's going to be your favorite this is a difficult poll somebody's just said um oh it's really exciting actually because it's all shifting about i think it's looking like special boxes and rainy day letter um yes oh no rainy day let us just take oh it's it's it's just so exciting rainy day letter and special boxes are about neck and neck so um appreciative present
62:00 - 62:30 poster coming up brilliant thank you that's that's so exciting i i went said to me or can you think of some polls i was a bit like oh my god but that's exciting okay super just reflect on why did you choose that particular tool over the others because we all have personal preference for things we all sit more comfortably with some tools than others it's important to be aware of that because we might actually give people choices that are limited by our own preferences okay let me just uh pop out
62:30 - 63:00 of that one okie doke am i all right for time siobhan now going into the last slide yeah okay so um we're gonna end on some sort of um top tips really for one of a better phrase about ending working relationships and so really to sum up we've said most of these things but start thinking about endings right at the beginning
63:00 - 63:30 particularly for you students in placement you know that you're going to have an ending and that you're going to need to plan for it so start thinking about endings right from the beginning going back to the macmillan model about giving beginnings equal importance as to endings be clear when you finish work with somebody so this quote when you finish working with us explain why you are moving on and say
63:30 - 64:00 goodbye this quote is from a group of young people um in east norfolk the east norfolk in care council and one of my student hubs did a piece of work with them a couple of years back about um their best advice to social workers and this was one of their best pieces of advice of advice that when you finish working with us please explain why you are moving on and say goodbye and they felt that was really important
64:00 - 64:30 because of the amount of loss and change etc that they'd already had in their lives that when we move on we need to talk to them about why that is because they could be imagining all sorts of things that trigger shame and blame responses in them so say goodbye and explain why you're moving on um say thank you now some of you might be saying oh my god this woman is so idealistic but um so people have shared their story
64:30 - 65:00 with you and i know that um not all endings with service users are you you're not always going to be able to do these things that i'm talking to you about and some endings people may have really difficult responses they may do the stuff we were talking about at the beginning of the session in terms of fight flight or freeze response um but saying thank you to people they have shared their stories with you their innermost lives and feelings and experiences
65:00 - 65:30 and it's something that most of us would avoid at all costs um so uh yeah so just acknowledging that with people reflect on your own emotions and experiences of endings um and think about how they impact on the way you approach endings um in your work and use supervision for that i know you know the webinars talk lots about the importance of reflective supervision really is important for reflecting on how you feel about endings and your own experiences of them
65:30 - 66:00 and just remember that any tool or method or technique is only as good as the person that's using it you are your best tool you are your best strength your best treasure your best positive moment it is the it's you using the tool um that is the most important thing and and finally i guess just remember that the experience of this relationship um
66:00 - 66:30 that you have with the service user or that you as a practice educator have with the student this relationship will stay with that person so again going back to annie who said she remembered every social worker she'd had and i'm sure lots of us have met people that have said that to us so just remember that this experience of this relationship will stay with people forever and we have such an important role in in people's lives and trying to make
66:30 - 67:00 that experience as manageable as we possibly can and finally i just wanted to say um to siobhan that she'd put some her or rosie had put some beautiful butterflies on these slides and i just as i was flicking as we've been going through the flight slides i thought butterflies are really beautiful but then they fly away and i was just thinking about having relationships with people that then fly away
67:00 - 67:30 and the importance of ending those well so thank you very much everybody for having me thanks shavon thank you for doing these webinars and keeping us all connected in this virtual time and having these virtual relationships with people so thank you very much and i'm going to pass back to siobhan in a timely manner that i haven't done too badly with you've done brilliantly claire thank you so much everybody in the chat is saying it
67:30 - 68:00 was brilliant thank you thank you well you'll be able to see the chat now on what you brought to us i think what you brought to our webinar tonight every guest that joins us in a webinar brings something different and i think shows the diversity of social work and the creativity within social work but i think what you've really brought to us tonight is a very practical set of here are some tools that you might be able to use and and i know that as you were saying different people like different tools and the split in that final poll was just
68:00 - 68:30 amazing really the number of people well i like this one i like that one and people are i think there's almost people i'm not voting because i'm not going to choose one you know there was a lot of that kind of just because there was so much i think and also i think what you gave us was the opportunity to be able to um i think adapt them you showed how look here's an idea here's how you might use it with a student here's how you might use it in this situation but really showed us the adaptability so thank you so much for
68:30 - 69:00 all of that sharing i know i'm not always very good with endings i know that and i think sometimes i know one of the things that i've learned from you when you've talked about um endings is when we say goodbye to people and will sometimes say oh well i'll perhaps see you around or perhaps see you on the bus or i'll it's just important to end relationships and to be comfortable with ending things and those people who are students here i think think about endings it's really important and i do think it's a
69:00 - 69:30 neglected area i don't know how much you've covered on your own courses about endings and how to do endings but we wanted to give you some real practical guidelines on something that is i think a neglected area so thank you so much thanks for for coming claire i've got no doubt we'll be asking you back at some point in the future because that was a fabulous webinar so thank you so much for tonight's session and uh yep perfectly timed um in terms of news for the next couple of
69:30 - 70:00 sessions you know that we always end by telling you what's coming up and the um link will come into the chat i'm thinking i'm looking at the team and there's a couple of nods everybody's ready to put there we go it's in there already so next week our session is um looking at age assessments we've got we'll be joined by a solicitor who will talk about age assessments and also a a well a person who has been through an age assessment who will share
70:00 - 70:30 all of will share their experiences of undergoing an age assessment which i think is something that's actually very challenging for social workers at the moment and it was a topic that was um requested when we did the session on working with families impacted by immigration control so it's a kind of follow-up from that original webinar that was led by our guest speaker um nick so next week we're looking at age assessments the week after that we're going to do a back to basics session because a lot of people kind of
70:30 - 71:00 enjoy those let's just get back to some of the basics the foundations we're going to be going back to basics with reflection i'm not too sure yet what the title might be i was just thinking it might be just titled reflection what no reflection i'm just thinking we might even go along the lines of that i'm not sure yet but it'll be a back to basics on the vital importance of reflective practice and then uh the team and i are going to take a short break not for too long we will be back in uh january we did talk about this
71:00 - 71:30 whether we're going to take a break we've worked really hard on these webinars we had no idea when we started them how long we were going to carry on doing them for but we um we figured look we've done 26 when we take a break and that's exactly chris worked it out for us and made the you know let's let's go for 26 and then it's exactly half a year so 26 sessions there's 52 weeks a year we'll have done exactly half a year but we are coming back with loads of really i mean the topics we've got for next
71:30 - 72:00 year and the guests we've got for next year fabulous stuff and we will always invite people back and we'll always do sessions that you want to do so yeah kelly's saying that we might give you something to watch on a wednesday but not a live webinar but something we might do something for you um but i think we we just need to have um a bit of a break i think the guys have got loads of uh assignments due and all kinds of things so we'll take a short break but we will be back uh i think we're saying about six weeks isn't it i think
72:00 - 72:30 we're gonna take off um and then we'll be back in january so it's definitely not an ending it's definitely we are coming back but we've got two more sessions left before we take a break so thank you ever so much um thank you to claire thank you for the team as ever working really hard on things so um i'm just going to pass i think to you claire for the final for you to end our session i mean we can't have a guest speaker
72:30 - 73:00 about endings and then i end the session i think i've got to hand it over to you to uh conclude the session off for us um so my thanks and i know the thanks of all the team i'm looking at the whatsapp group and everybody's going oh these are really great ideas oh this has been a great session so i know the team have really enjoyed it too so thank you very much but i'm going to hand over to you to end the session and then um the tech team then switches off all right thanks siobhan thank you very much
73:00 - 73:30 um and those i i love your back to basic sessions i think they're really great for um experienced practice educators and students alike um okay so to end then really i mean i guess i just wanted to say that i um i started the session saying i'm just going to talk to my small student hub and that's what i'm going to imagine and keep in my mind and i guess as i went through the session and i was seeing the chat and seeing the polls i was thinking about the process in
73:30 - 74:00 building a relationship and i was thinking how i started off thinking i'm only just going to focus on 15 people and actually throughout doing the slides and interacting through the polls and seeing people's responses i almost felt like i was beginning to develop a relationship with the wider group and accept that i was speaking to however many hundreds of people we've got in here and so i was almost thinking of how we went round through that um
74:00 - 74:30 macmillan's model there and ended up feeling quite comfortable to engage and to hopefully enable and now to end and so i just want to say thank you very much for sticking with me and building that relationship with me through that webinar and thank you to siobhan and the team and i hope that some of you get some real pleasure in using those tools and reflecting and thinking about those with the people that you work with thank you very much guys
74:30 - 75:00 thanks claire and i suppose the ultimate ending comes from the tech team switching us off night everybody