Key capabilities in child care and protection

Level 7
Aim:
Students should demonstrate an awareness of the concept of professional competence and confidence and exercise some initiative and independence.

HEIs need to deliver teaching which explores the notion of a professional, and the role of a social worker. A key document which HEIs could use as a basis for group discussion is the '21st Century Review of Social Work', Changing Lives (2006).

Knowledge - a broad knowledge of the subject/discipline in general.

Promoting best social work practice:

• The position of contemporary social work within historical and comparative perspectives.

Working with individuals etc so they can make informed choices:

• The nature of social work services in a diverse society.

Students will have registered with the SSSC and need to start to demonstrate that they have some understanding of the implications of this with particular reference to child care and protection. For example, they should understand the need for Enhanced Disclosure and where the requirement fits within a range of policies to protect children.

There is no corresponding descriptor within the SCQF framework for this however it is a requirement.

Work within agreed standards of social work practice:

• Work at all times within the professional codes of practice.

Students need to be aware that personal responsibility is intrinsic to professional competence and confidence and they have a key responsibility for their own continuing professional development. Consequently they should be encouraged to identify gaps in knowledge and take responsibility for developing this knowledge base and keeping abreast of developments - by accessing research and literature. In line with the Framework for Social Work Education in Scotland (2003) we would recommend that students start professional development plans in their first year that they continue to build on through their academic career.
Students may identify a lack of confidence in work with children, for example, and should explore how they might address this.

Autonomy - exercise some initiative and independence in carrying out defined activities at a professional level.
Autonomy - take account of own and others' roles and responsibilities in carrying out and evaluating tasks.

Taking responsibility for one's own professional development:

• Understand the importance of critical reflection and self monitoring in defining new personal learning plans.

Students need to show an awareness of the meaning of professional boundaries and start to be able to make links between this and the appropriate use of authority. Within HEIs, students need to have an opportunity to use case scenarios to explore some of these issues. For example, when considering boundaries, students might be asked to consider how they would respond if a child sat on their knee during an initial home visit. Students need to start to consider their use of authority, employing case scenarios to start to practise this. We recommend that at least one of these scenarios should involve a child in need of protection.

Practice - use some of the basic and routine professional skills, techniques, practices… associated with a subject/discipline.

Managing one's own work in an accountable way:

• Identify and keep under review personal and professional boundaries.

Students need to be introduced to the concept of working in an organisation and could start to practise the skills this requires by undertaking exercises in a group. They need to be considering group dynamics and their responsibility within this. For example, in an organisation whose service users are adults, they would need to satisfy themselves that the organisation had appropriate recognition of the issues of child care and protection.

Autonomy - take account of own and others' roles and responsibilities in carrying out and evaluating tasks.
Autonomy - work with others in support of current professional practice under guidance.

Evaluating and using up to date knowledge and research:

• Employ understanding of human behaviour and intention at societal, organisational, community, inter-personal and intra-personal level.

Level 8
Aim:
Students should demonstrate the ability to exercise autonomy and deal with professional issues under guidance.

Students need to be given opportunities to develop confidence in their skills and take the initiative in defined areas of work. This could involve case scenarios where students are given particular responsibilities within the larger group. In this instance where students are learning with other professionals, for example in health or education, they could begin to explore power dynamics and professional integrity. A possible role play would be a child protection case conference, and links could be made to some of the findings of the O'Brien report in to the death of Caleb Ness (2003).

Autonomy - exercise autonomy and initiative in some activities at a professional level.
Autonomy - take continuing account of own and others' roles and responsibilities and contributions in carrying out and evaluating tasks.

Working with groups:

• Understand social science theories explaining group and organisational behaviour, adaptation and change.

Working effectively with professionals:

• Understand factors and processes facilitating effective service integration, interagency collaboration and partnership.

Students need to have input into the value and purpose of supervision. In particular they need to be clear about the role of supervision on the decision making process. In relation to child care and protection, students should be equipped to expect a quality of supervision that will enable them to discuss complex and 'grey areas' of concern about a child's wellbeing. Students should expect that one of the purposes of supervision is to have their assessments challenged.

Autonomy - deal with ethical and professional issues in accordance with current professional and/or ethical codes of practice under guidance.

Managing one's own work in an accountable way:

• Use professional and managerial supervision and support to improve their practice.

Students need to have an understanding of the limits of the social work role and the responsibilities of other professionals. For example, adult service users may have misinformed views about the power social workers have to remove their children. This can inhibit honesty about the nature of a problem. Workers in all settings need to be aware of the range and limits of social work powers so that they can be accurate in their discussions with children, young people, parents, carers and other professionals.

Knowledge - a broad knowledge of the scope, defining features, and main areas of a subject/discipline.

Working within agreed standards:

• Analyse and take account of the impact of inequality, discrimination and social exclusion in work with people in a wide range of contexts and problem situations.

Students need to become increasingly responsible for managing their own learning. For example, students might be asked to investigate what child protection procedures apply to a range of organisations, or whether different authorities have supervision policies. Every student going on practice learning opportunities should have read that agency's child protection procedures and be able to demonstrate that they are clear as to their responsibility (and its limits).

Autonomy - exercise autonomy and initiative in some activities at professional level.
Autonomy - take the lead on planning in familiar or defined contexts.

Taking responsibility for one's own professional development:

• Take responsibility for their own further and continuing acquisition of knowledge and skills.

Students should have the opportunity to build on the initial input on the use of authority, with clear links made between this and the teaching on risk and vulnerability and intervention in childcare and protection.

Knowledge - detailed knowledge in some areas.

Tackling behaviour which presents a risk:

• Plan for and manage situations in which there is a significant element of risk.

Students should be able to start to demonstrate that they understand the concept of accountability and have started to think about how this would apply to their practice in relation to child care and protection. Case scenarios and role plays might be used to encourage students to clarify with tutors what they should do in particular instances - for example if they are involved in a home visit and a child is unattended.

Autonomy - work in support of current professional practice under guidance.

Identifying and responding to crisis situations:

• Think logically even under pressure.

During practice learning opportunities, students will be required to make informal and formal presentations of their assessments, and they will be required to be given opportunities within HEIs to develop their confidence in this area. Students should be able to present information accurately and confidently in the HEI setting before going on a practice learning opportunity.

Communication - convey complex information to a range of audiences and for a range of purposes.

Preparing for and taking part in decision making forums:

• Communicate clearly, accurately and precisely both verbally and in writing with individuals and groups in a range of formal and informal situations.

Managing, presenting and sharing records and reports:

• Write accurately and clearly in styles that are adapted to the audience, purpose and context of the communication.

Level 9
Aim:
Students should be able to demonstrate broad and integrated levels of professional confidence and competence.

By this stage students should be able to demonstrate both within a practice and academic setting that they are taking responsibility for their own professional development and practice. This means that they are prepared for supervision and tutorials and take some responsibility for contributing to the agenda. Specifically in relation to child care and protection they need to demonstrate that they see the relevance/centrality of this to their professional practice.

Autonomy - work under guidance with qualified practitioners.
Autonomy - deal with ethical and professional issues in accordance with current professional and/or ethical codes of practices, seeking guidance where appropriate.

Taking responsibility for one's own professional development:

• Reflect on and change their professional behaviour in the light of growing experience.

Working within agreed standards:

• Work in an open way and be able to justify their own actions within accepted ethical and professional standards.

Students should be demonstrating that they can constructively challenge peers and other professionals. We recommend that HEIs and practice teachers make explicit links to child care and protection.
A good example would be of 'Nurse 1' who did not agree that Caleb Ness should be discharged to his parents care and told the O'Brien Inquiry that she "did not appreciate that she should ask for her dissent to be recorded" (at the case conference), (O'Brien, 2003, 3.6.8).

Cognitive - undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues.
Autonomy - exercise autonomy and initiative in some activities at a professional level.

Developing networks to meet assessed needs:

• Challenge others when necessary in ways that are most likely to produce positive outcomes.

Students should be able to explain the processes behind their assessment and intervention and demonstrate that they can critically evaluate the impact of their intervention and other's interventions. For example, if a decision is made that an adult requires to be detained under the Mental Health (Care and Treatment) Scotland Act 2003, they would need to demonstrate that the needs of any children had been fully considered.

Knowledge - a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/discipline.

Producing, implementing and evaluating plans:

• Understand factors guiding the choice and evaluation of interventions in different circumstances.

Identifying and responding to crisis situations:

• Review outcomes taken in the light of actual outcomes.

Evaluating and using up to date knowledge and research:

• Monitor situations, review processes and evaluate outcomes.

Level 10
Aim:
Students need to demonstrate they are confident and competent practitioners and can exercise initiative and autonomy

A comment in the Child Protection Audit, 'It's Everyone's job to make sure I'm Alright' (2002) was that "some social workers had become inured" to the circumstances of particular children. Similarly, the Laming Report commented that, "the principal failure to protect her (Victoria) was the result of widespread organisational malaise" (2003, 1.21). One of the striking comments of a representative of a service user's group was that young people felt social workers made a difference when they were committed to the job. By this stage students need to demonstrate that they believe that they can make a difference to children, young people, their parents and carers and see themselves as "agents of change".

Autonomy - exercise autonomy and initiative in professional/ equivalent activities.
Autonomy - work with others to bring about change, development and/or new thinking.
Cognitive - offer professional level insights, interpretations and solutions.
Cognitive - demonstrate some originality and creativity in dealing with professional level issues.

Working within agreed standards:

• Exercise and justify their professional judgment.

Students should be able to demonstrate to practice teachers and HEIs that they are clear about their professional role and responsibilities and are also clear as to the limits of their knowledge and responsibilities and when they need to share information with other professionals to protect a child.

Autonomy - practise in ways which show a clear awareness of own and others' roles and responsibilities.
Autonomy - deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice.

Identifying and responding to crisis:

• Identify the need for statutory and procedural intervention.

Promoting best social work practice:

• Work with colleagues in related professions to develop and further integrate services.

Contributing to the management of resources and services:

• Contribute to procedures for managing and sharing information.

Students should be confident in exercising their professional powers and responsibilities with reference to child care and protection. During their practice learning opportunity all students should have had the chance to present their assessment of a child/ young person or parent to an appropriate forum. (This may be formal or informal, some examples would be a Children's Hearing, Case conference, LAC review, team meeting, core group).

Practice - practise in a range of professional level contexts which include a degree of unpredictability and/or specialism.
Communication - make formal presentations about specialised topics to informed audiences.
Communication - communicate with professional level peers, senior colleagues and specialists.

Work within agreed standards:

• Use appropriate assertiveness in justifying professional decisions and upholding social work practice values.

Preparing for and taking part in decision making forums:

• Present evidence to decision making forums.

Students need to demonstrate that they can exercise initiative and work autonomously. However they also need to demonstrate that they will seek appropriate support and guidance through supervision.

Autonomy - exercise autonomy and initiative in professional/ equivalent activities.
Autonomy - work effectively under guidance in a peer relationship with qualified practitioners.

Managing one's own work in an accountable way:

• Use professional and managerial supervision and support to improve their practice.

Understanding and managing complex professional issues:

• Act appropriately even in uncertain and ambiguous circumstances and critically reflect on and learn from the outcomes.

Students need to be competent and confident at translating their knowledge of risk assessment in to practice in child care and protection. This is reflected in the 21st Century Review Interim Report (2005) which states that social workers "need to be able to make complex decisions about the level of risk. This requires a high level of skill and personal autonomy and accountability"
Practice - practise in a range of professional level contexts which include a degree of unpredictability.
Cognitive - critically identify, define, conceptualise and analyse complex/professional level problems and issues.

Knowledge - detailed knowledge and understanding in one or more specialisms, some of which is informed by or a the forefront of a subject/discipline.

Tackling behaviour which presents a risk:

• Work with individuals, families etc to :
• Identify and evaluate situations and circumstances that may increase risks.
• Reduce or contain the level of those risks.