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

Authors

  • Prospera Tedam University of Northampton
  • Millicent Munowenyu Northamptonshire County Council

DOI:

https://doi.org/10.1921/jpts.v14i1.883

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.

Author Biographies

Prospera Tedam, University of Northampton

Senior Lecturer in Social Work

Millicent Munowenyu, Northamptonshire County Council

Socal Worker

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Published

2016-03-23

How to Cite

Tedam, P., & 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), 35-58. https://doi.org/10.1921/jpts.v14i1.883

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Section

Articles