Common Core of Skills, Knowledge & Understanding and Values for the "Children's Workforce" in Scotland

All children have the right to life, survival and development

UNCRC Article 6

Relevant sections of the Common Core:

As an employee or volunteer you will:
Be aware of how children and young people develop, seek to understand vulnerability and promote resilience

Understand appropriate child protection procedures and act appropriately

Consider the needs and potential risks for each child & young person in the context of where they live, their relationships and their wider world

Know who to contact if you have a concern or wish to make a positive recommendation about children, young people or families

Contribute to assessing, planning for and managing risks in partnership with others

What people told us during the Consultation and Workshops:

Be aware of how children and young people develop, seek to understand vulnerability and promote resilience (Common Core ref: A5)

32. Knowledge of child development is the cornerstone of working with children and young people and most workers will have knowledge far in excess of mere "awareness". One important area that was raised in the consultation and workshops was "attachment". Recognising that this word means different things to different people, Scottish Attachment in Action has developed a definition, for inclusion here:

We are all born with attachment seeking behaviours such as crying, clinging, imitation and smiling. These behaviours are designed to keep carers close ensuring that the baby's needs for survival, safety and sensitive care are met.

Attachment is a process. When a baby needs something - food, comfort, play - he feels stressed and signals his discomfort through, for example, crying, seeking to have his needs met. Parents/carers 'tune in' (attune) to their baby's unique cries and signals for different needs. This ongoing attachment process, in the first few years of life, is crucial in shaping how we grow and develop through childhood and into adulthood - neurologically, physically, emotionally, socially and psychologically. What happens to us in the womb also contributes to our resilience or vulnerability.

Research informs us that a child's first attachments are vitally important - he or she needs to feel loved and special. Children whose needs have been met in a sensitive, loving and timely way by their primary carer - described as secure attachment - have a sense of trust and confidence in themselves. Securely attached children do better at school and are likely to be good at making friends. Their early attachments help them to form close relationships later in life. They grow up knowing that when they need something someone will help them.

There can be barriers to secure attachment - within the child, within the parent, within the environment. Children whose early experiences of attachment have been less optimal can have insecure or disorganised attachments. These children will potentially be more vulnerable with respect to coping with future relationships and life events.

As an employee or volunteer you will be aware of how early childhood experiences will have affected the way in which children have grown and are able to understand the world around them and will be able to empathise and communicate with children in a way they are able to understand and respond to, informed by your understanding of the significance of your own attachment relationships.

Scottish Attachment in Action, 2012

Understand appropriate child protection procedures and act accordingly (Common Core ref: A6)

33. An area of critical importance to all workers, is keeping children safe. The particular wording here recognises that many people will never be involved in formal Child Protection procedures, but any worker who works with children should know, at the very least, who to contact if they have a concern.

Consider the needs and potential risks for each child & young person in the context of where they live, their relationships and their wider world (Common Core ref: A7)

34. Workers need to take a holistic view of children and young people, their physical, social, educational, emotional, spiritual and psychological development. The GIRFEC "My World Triangle" is a tool that can help.

35. From the workshops we were given an example of a young girl, leaving residential care and finding it hard to make the transition into independent living. The residential staff had built up such a strong relationship with the girl that they "kept the door open" and the girl sought further help from them as a safe haven where she could avoid alcohol. Indeed the fluid situation many young people find themselves in when leaving care was raised regularly during the workshops. A common characteristic of the good practice in these cases was the flexibility of support from workers and services. Being non-judgemental and keeping as many options open as possible for young people often resulted in positive outcomes and stems from the establishment of meaningful relationships.

Know who to contact if you have a concern or wish to make a positive recommendation about children, young people or families (Common Core ref: B7)

36. If you have a concern or spot something that a child or young person is particularly good at, tell someone. These same strengths or needs may not be apparent in other settings and this information helps workers develop a holistic view of the child or young person.

37. One example highlighted the importance of cultural and creative activities in the lives of children and young people. One boy was at risk of being unable to take a music exam due to his learning disabilities, but after spending a day with a composer as part of a production for a youth theatre the composer wrote to the school to point out the boy's strengths; his ear for music. This encouraged school staff to look for ways for the boy to sit the exam.

Contribute to assessing, planning for and managing risks in partnership with others (Common Core ref: B8)

38. Even if you are not responsible for risk management you may be invited to contribute your views. It is important to get the balance right between managing risks and being non-judgemental.

Relevant quotes from the consultation:

An understanding of child development / developmental milestones is essential to improving outcomes for children, as is an understanding of theoretical frameworks such as attachment theory and resilience

Counselling staff…stated that respect for children and young people, a non-judgemental approach, and active listening skills were fundamental…staff pointed out that it is the possession of these core values and skills that allow adults to build up relationships of trust with children and young people

Understanding child growth, parenting capacity and carrying out holistic assessment to recognise strengths and vulnerability. Judgements should be made on holistic assessments

Self reflection / Discussion questions:

39. The following questions are examples of the sorts of questions you can reflect on individually or discuss in your team. By doing so you are already beginning to implement the Common Core.

• Do you feel comfortable with your knowledge about "attachment" and how that knowledge helps in your day to day work? Where can you go if you need more help?

• Do you feel comfortable with your level of skills and knowledge in relation to child protection? Do you feel equipped to act if you needed to? If not, where can you go for help?

• Are you aware of the Getting it Right for Every Child "My World Triangle" and other tools?

• Where can you find the latest information on the Getting It Right For Every Child approach in your local area?

• Reflect on instances when you balanced the need to have a non-judgemental attitude with the need to accurately assess risk for children, young people and families. What factors help you challenge appropriately but still maintain a non-judgemental approach? What, if anything, made this difficult and how do you overcome these difficulties?

Would you like to share your views or do you need more help?
Post your comments or questions on the workforce section of the GIRFEC Knowledge Hub. See Annex B for details.