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Dr Jo Finch

Reader in Social Work and Deputy Director - Centre for Social Work Research                                             Programme Leader Professional Doctorate in Social Work

Centre for Social Work Research

Jo is a highly experienced social work educator.  Jo's research interests centre on widening participation, practice learning & assessment, psycho-social & practice near research methodologies and social work, radicalisation and PREVENT

    Dr Jo Finch has previously worked as a children and families social worker in both the voluntary and statutory sectors in a variety of inner London boroughs.  She has also worked as a play therapist.  Jo previously worked at Havering College of Further and Higher Education, from 2002 to 2010 as a Curriculum Manager on the BA (Hons) Social Work and post qualifying awards before moving to UEL in February 2010.  Jo was formerly the programme leader for the BA (Hons) Social Care (distance learning) before becoming programme leader of the MA in Social Work (2012 to 2016). Jo was also the programme leader for the PGDip Step Up cohort 3 (2013 to 2015). Jo is now the programme leader of the Professional Doctorate in Social Work.  Jo has worked across a number of programmes at UEL,  including the BA (Hons) Social Care, BA (Hons) Social Work, Step Up and MA in Social Work, post qualifying programmes (practice education), Professional Doctorate in Education and was formerly seconded to the Tavistock and Portman NHS Trust to work on the Professional Doctorates in Emotional Well Being and Social Work/Social Care (2012 to 2015). Jo is currently Reader in Social Work, and Deputy Director of the Centre for Social Work Research



    Overview




    Jo's research interests centre around practice teaching, learning and assessment with a particular focus on the challenges and issues raised by struggling or failing students, from the perspective of practice educators and social work tutors.  Jo has also explored group decision making in relation to failing students.  Jo is interested in ethnographic, practice near and psychoanalytical informed research approaches. Jo has been involved in a number of evaluations of suicide prevention programmes.

    Other scholarly activities


    Registered Social Worker, HCPC
    PFHEA (Principal Fellow of the Higher Education Academy)
     External Examiner, MA, Applied Public Policy, MA Specialist Social Work, Children and Families, MA Specialist Social Work, Practice Education, University of Bedfordshire 2012 - 2016

    BA (Hons) Social Work, Wolverhampton University, 2011 to 2014
    Bournemouth University, 2014 External Examiner, Graduate Certificate in Practice Education 2014 to present
    Nottingham University, External Examiner, MA Social Work, 2016 to present    Editor  -  Journal of Practice Teaching and Learning  2015 to present


    Collaborators

    Research

    Finch, J. & Schaub, J. (2015) Projective Identification as an Unconscious Defence: the Example of Social Work Practice Education in Armstrong, D. & Rustin, M.(eds) Social Defences against Anxiety: Explorations in the Paradigm, Karnac, London

    Finch, J. (2010) Can't Fail Won't Fail - Why Practice Assessors Find it Difficult to Fail Social Work Students.  A Qualitative Study of

    Practice Assessors' Experiences of Assessing Marginal or Failing Social Work Students, DSW Thesis, University of Sussex

    Finch, J. (2010) “It must be a fluke” – The Self-Perceptions of Learners Entering a College of Further and Higher Education,  FACE,'Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation' July

    Finch, J. (2010) An Analysis of Higher Education  Student Progression in a College of Further Education, London, Havering College of F and HE

    Finch, J (2009) Widening Participation in the London Borough of Barking and Dagenham, UEL Continuum/Higher Education Funding Council of England, London.

    Conferences and Key Notes Finch, J. (2014) Reflective Practice Educators: the relational and emotional climate to practice assessment, and factors involved in ‘failing to fail students’, Using Supervision to Evidence the PCF One Day Workshop for Practice Educators, Practice Supervisors and Social Workers, Greenwich    University, Monday 8th September 2014 Finch, J. (2014)

    Participation, Power, Emotion  and Decision Making in Respect of Failing Social Work Students: An ethnographic and Practice Near Exploration of Practice Assessment Panels, JSWEC, Holloway University, 23-25th July 2014.

    Whiting, R., Finch, J. & Holmstrom, C. (2014) The Emotional Labour of Suitability/Fitness to practice, 16th Joint Social Work Education Community, Holloway University, 23-25th July 2014.

    Finch, J & Poletti, A. (2014) “Non e’ lo stesso anche in Inghilterra?”  A comparative study of practice educators experiences of working with struggling and failing social work students in practice learning settings in the UK and Italy.4th European Conference of Social Work Research, Bolzano,

    taly 15th - 17th July 2014

    Finch, J. (2014) “Running with the Fox and Hunting with the Hounds:” Social Work Tutors‘ Experiences of Managing Students Failing in Practice Learning Settings, British Journal of Social Work, (advanced access) doi:10.1093/bjsw/bcu085

    Finch, J. (2014) “...there are students who should not be in social work and we have to make that decision…” Exploring social work tutors experiences of managing struggling or failing students in practice placements, 4th European Conference of Social Work Research, Bolzano,

    taly 15th - 17th July 2014 Finch, J. (2104) “…it was the first fail, I felt terribly guilty… had sleepless nights, felt quite sick - Decision Making, Emotions, Defences and Pain – Working with a struggling or failing student in practice learning settings, .Humber Practice Consortium First Annual Conference, Hull, April 2014  Finch, J. (2013) “You are just willing these students to fail” – Social Work Tutors’ Experiences of Managing Failing Students in Practice Learning Settings,   15th Joint Social Work Education Conference, Royal Holloway, 10th-12th July. Schaub J. and Finch, J. (2013) Projective Identification and the Fear of Failing, 15th Joint Social Work Education Conference, Royal Holloway, 10th-12th July.

    Finch, J. (2013) Failing to see the Road Signs - On the road with new regulation but can it guarantee we take the right road with struggling or failing students?, National Organisation of Practice Teachers Annual Conference, Oxford, 4th July Key Note Speech

    Finch, J. and Poletti, A. (2013) “I was just very angry at times”: A comparative study of practice educators experiences of working with struggling and failing social work students in practice learning settings in the UK and Italy. (Poster – won first prize), 3rd European Social Work Research Conference, Finland,

    Briggs, S., Finch, J., Mulla, A., Ainscow, L. & Linford, H. (2013) Working with Practice Near Research – An Interactive Analytic Workshop, 3rd European Conference Social Work Research  Finland

    Finch, J. (2012) Assessing Failing Social Work Students in Practice Learning Settings,  “Failing to Fail” Practice Educator Conference, HEA and Chester University, 16th February 2012 - Key Note Speech

    Parkinson, C. and Finch, J. (2011) Standing on a Precipice?  Practice Educators and the Future of Practice Learning in Social Work, 13th Joint Social Work Education Conference with the 5th Social Work Research Conference, University of Manchester

    Finch, J. (2011) Placements Issues and Suitability - Research Informed Assessment of 'Suitability' in Social Work Education, SWAP with the University of Sussex, London, 13th June 2011

    Finch, J, and Poletti, A. (2011)  “Who the fuck do you think you are?”  -  British and Italian Practice Assessors’ anger and rage when failing social work students in practice learning settings. 4th Psycho-Social Conference, Brighton University, 10th and 11th June

    Finch, J. (2011) The Need for Critical Reflection in the Practice Educator-Social Work Student Relationship - Stories of Anger, Guilt and Ambivalence, Lunchtime Seminar Series, Royal Holloway, University of London, 9th June.

    Finch, J., Schaub, J. & Dalrymple, R. (2013) Projective Identification and the Fear of Failing: Making Sense of Practice Educators’ Emotional Experiences of Failing Social Work Students in Practice Learning Settings, Journal of Social Work Practice

    Finch, J. (2011) Innovation or Imitation?  - The use of the Voice Centred Relational Method in Social Work Research, Methods@Plymouth Conference, Plymouth University, 19th and 20th May

    Finch, J. (2011) The Internalisation of Failure – Practice Assessors’ Narratives of [Not] Failing Social Work Students in Practice Learning Settings, 9th Practice Teaching Conference, University of Bournemouth, 11th to 13th April.

    Finch, J. (2010) "The university didn't want to hear at all". Practice Assessors' Relationships with Higher Education Institutions. JSWEC Conference, University of Hertfordshire, 30th June to 2nd July

    Finch, J. and Poletti, A (2010) "E' Stato un inferno!" - Italian and British Practice Assessors Talk -  Assessing Failing Social Work Students in Practice Learning Settings, JSWEC Conference, University of Hertfordshire, 30th June to 2nd July

    Finch, J. (2010) "I actually felt it was my failing" Why Practice Assessors do not fail Students in Practice Learning Settings, NOPT Conference, Birmingham, 21st and 22nd June 2010.

    Finch, J. (2010) “”Why Practice Assessors Find it Difficult to Fail, Failing Social Work Students", Coventry University, Practice Education and Stakeholders Annual Conference, 22nd March 2010

    Finch, J (2009)  [un] covering bad practice – story telling or collusion, University of Sussex Student Doctoral Conference, 24/6/09

    Finch, J (2009) “It’s a fluke”. – Further Education Students Narratives of Themselves as Learners – Implications for Widening Participation Policy and Practice,   The Annual  FACE conference, University of Staffordshire, 1-3rd July 2009.

    Finch, J (2009) Changing Identities – The Practice Assessor as Tragic Hero -  Guilt, Anger and Threats to Identities – Why Practice Assessors Find it Difficult to Fail, Failing Students,  11th Joint Social Work Education Conference with the 3rd Social Work Research Conference, University of Hertfordshire, 8-10th July 2009 .

    Hyder-Wilson, J. & Finch, J (2009)  Voice Centred Relational Method – Methodological Innovation or The Emperor’s News Clothes? -  Reflections on the use of the VCR Method in Doctoral Research, 11th Joint Social Work Education Conference with the 3rd Social Work Research Conference, University of Hertfordshire, 8-10th July 2009

    Finch, J. (2014) A Critical Exploration of Practice Assessment Panels: Participation, power, emotional and decision making in relation to failing social work students, York, Higher Education Academy, http://www.heacademy.ac.uk/resources/detail/disciplines/hsc/Social-Work-and-Social-Policy/A_critical_exploration_of_PAP_Finch

    Finch, J. (2009) “Why Practice Assessors Do not Fail, Failing Social Work Students”, University of Sussex, Research Seminar Series, 26th Nov 2009

    Finch, J and Parker, J (2013) Editorial, Special Edition – Failing Students, Journal of Practice Teaching and Learning, Vol. 11 (3) p3-6

    Finch, J. and Poletti, I. (2013) ‘It’s been hell.’ Italian and British Practice Educators’ Narratives of Working with Struggling or Failing Social Work Students in Practice Learning Settings, European Journal of Social Work,    DOI:10.1080/13691457.2013.800026

    Finch, J. and Taylor, I. (2013) The Emotional Experience of Assessing a Struggling or Failing Social Work Student in Practice Learning Settings, Special Edition – Field Education, Social Work Education, 32 (2) pp:244-258  DOI: 10.1080/02615479.2012.720250

    Finch, J. (2010) Community Care Magazine “Ask the Expert” How Can I gain a statutory placement? (10/11/10)

    Finch, J. (2010) Community Care Magazine “Research Realities” Police Notifications of Domestic Violence – (5/11/10)

    McKendrick, D. and Finch, J. (2017) Downpressor man: securitsation, safeguarding and social work, Critical and Radical Social Work, doi.org/10.1332/204986017X15029697482460Publications


    Funding

    Jo's main research interests centre on practice learning, assessment and suitability with a focus on struggling or failing students.


    Interests

    Portfolio




    Module Leadership:



    SK7235 Practice Educators Stage 2

    SK7107 - MA Social Work Dissertation



    Contribute to:

    SK7101 - Fundamentals of Social Work

    Practice Educators Stage 1





    Programmes:

    MA in Social Work
    PhD and Professional Doctorate supervision
    PGDip (Step-Up) Social Work
    EdD (Education Doctorate)
    DSW  (Professional Doctorate in Education   (Programme Leader)



    PhD and Professional Doctorate Research supervision  - Completions

    Raelton Gibbs,  (Second Supervisor),   Awarded  2012, “Standing in the Shadows: Faith, Homelessness and  Troubled Lives”  Professional Doctorate in  Social Work, Tavistock and Portman NHS Trust & University of East London        
    Stephen Jordan, DSW (Director of Studies) Awarded  2014 “An Exploration of Humour, Jokes and their Relationship to Social Work” Tavistock and Portman NHS Trust/UEL
    Andrew Whittaker, PhD  (2nd supervisor) Awarded 2014 “Decision making in child protection: Psychological processes, emotion and organisational culture” Tavistock and Portman NHS Trust/UEL
    Gergana Zaidan, PhD (Former Director of studies, then 2nd supervisor) (Awarded 2015)  “The Role of Space in Learning – Spatio-Educational  Experiences of Female Students within Emirati Higher Education” UEL

    Current Doctoral Supervision:

    Khurshid Meehan  (director of studies)  The Act of Faith: Therapeutic Encounters with a Sample of Adolescent refugee Mental Health Patients

    Andrew Richardson, DSW, “It's personal. Personalisation and what it means to service users” Tavistock and Portman NHS Trust/UEL

    Ben Taylor, PhD (DOS) “Exploring the impact of  pupil premium on looked after children”. UEL

    Louise Arnold, PhD (DOS) “The accessibility of treatment and prescription information in the NHS to young children with disabilities and their parents; the layers and levels of partnership and inclusion  UEL

    Kim Detjen, PhD (second supervisor0 Domestic Abuse, UEL

      




    Programmes

    PhD and Professional Doctorate supervisions


    MA and BA in Social Work

    Teaching