Mapping Of Professional Qualification Routes and Continuous Professional Learning Opportunities relating to Psychological Trauma, in the Children and Families Workforce

6. Residential Childcare And Secure Care

Fig. 3 A diagram describing Residential and Secure Care Frontline Work Pathways (note: a pdf of this image is available separately on request if a larger font size is needed)

Introduction

6.1 Workers across Secure and Residential Childcare follow very similar pathways to one another but have the least formalised learning journey of these five areas of work. This is because there is a varied mix of employers across Public, Private and Third Sector employers, and a diversity of qualification routes into these areas of work. The division between Secure Care and Residential Childcare is dependent on the context they are working in. The main role within Residential and Secure Care focused on here is a Residential Childcare Officer/Residential Childcare Worker.

6.2 The qualification routes into Residential and Secure Care aim to be very accessible and can be completed on the job. CPL is captured through the worker’s registration with the SSSC and is driven either by stipulations of the workplace or through personal choice. Residential and Secure Care providers can offer a varying focus and commitment to training and development.

6.3 Across those working in Secure Care and Residential Childcare training, there is a wide range of experiences with trauma informed training; some have no experience of this, while others have been trained up to Level 3: Trauma Enhanced training. There does not appear to be a sector-wide approach to trauma training across Residential and Secure Care, and there are certain barriers that prevent a coherent sector-wide approach, such as the diversity of learner journeys.

SSSC Specifications

6.4 The National Occupational Standards (NOS) form the basis of qualifications and training programmes required to work in social services in Scotland and to register with the SSSC. They are developed by a range of stakeholders, including the SSSC, other regional regulators, employers, and people who use services. The NOS include specifications for certain core units/modules that all Residential or Secure care practitioners must complete, as well as core units that Residential or Secure Care Lead Practitioners or Managers must complete. It also includes specifications for optional units relevant to an individual’s area of practice — these optional units have not been reviewed as part of this study. A review of the NOS is to be undertaken in 2023 with all four nations of the UK.

Table 6: Standards Summary

Standard

National Occupational Standards, SVQ at SCQF Level 7, Practitioner, Core Units CCLD 301 HSC 032 HSC 033 HSC 034

(National Occupational Standards, 2022a–2022d)

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

Partial coverage of Level 1: Trauma Informed

Summary of trauma-components included

These specifications heavily emphasise a requirement to be able to recognise, respond, or prevent abuse. The term 'abuse' appears to be somewhat synonymous with the term 'trauma' in these standards — there is only a minor mention of the term trauma and no explicit mention of trauma informed approaches. Core Module HSC 034 (Promoting the safeguarding of children and young people) contains the vast majority of specifications relating to abuse.

Standard

National Occupational Standards, SVQ at SCQF Level 9, Lead Practitioner / Manager, Core Units CCLD 401 HSC 042 HSC 043 HSC 044

(National Occupational Standards, 2022e–2022h)

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

Partial coverage of Level 1: Trauma Informed

Summary of trauma-components included

These specifications, in line with the NOS requirements at the 'practitioner' level, heavily emphasise a requirement to be able to recognise, respond, or prevent abuse. There is additional responsibility to ensure that others also have access to information that would allow them to meet this requirement. The term 'abuse' appears to be somewhat synonymous with the term 'trauma' in these standards — there is only a minor mention of the term trauma and no explicit mention of trauma informed approaches. Core Module HSC 044 (Promoting the safeguarding of children and young people) contains the vast majority of specifications relating to abuse.

Qualifying Education

6.5 All Residential Childcare Officers undertake an SCQF (Scottish Credit and Qualifications Framework) Level 7 qualification: either the SVQ 3 Social Services (Children and Young People) or the Modern Apprenticeship Social Services. Both courses are taken while working and are almost identical.

6.6 Students undergoing the SVQ 3 in Social Services at SCQF Level 7 must evidence a Practice Award of either 96 academic credits at SCQF Level 7 or above or have completed the HNC Social Services Level 7.

6.7 Whilst the HNC is not mandatory to enter the Residential Childcare or Secure Care workforce, it does provide a relevant backbone of education. The course is heavily guided by the SSSC’s requirements and has little to no room for the educators’ specific knowledge or interests to influence the qualification. This means that if the Knowledge and Skills Framework was to be embedded into the HNC education, the SSSC would need to be influenced to alter their requirements. The HNC providers in Scotland have a number of networks (such as the college Development Team and the Care Strategy Steering Group) to discuss important themes that arise across the courses and wider sector. These were noted as places where the inclusion of the Knowledge and Skills Framework could be discussed.

6.8 Students undergoing the Modern Apprenticeship Social Services at SCQF Level 7 receive additional support through a body like Skills Development Scotland and are not required to evidence previous qualifications (either 96 academic credits or another Level 7 qualification). Students may choose to begin this route through a two-year Foundational Apprenticeship in Social Services, which feeds directly into the Modern Apprenticeship in Social Services at SCQF Level 7 and, although unpaid, allows the student to gain four units of the SVQ 3 in Social Services at SCQF Level 7.

6.9 All education qualifications leading to a career in Social Care are approved by the SSSC. Additionally, all residential childcare staff need to adhere to SSSC standards, which involves attaining the SVQ 3 in Social Services at SCQF Level 7 within a five-year period and evidencing ongoing CPL. There is also a Level 9 Residential Childcare qualification that was developed by the SSSC in 2015, however, the implementation of this qualification was put on hold due to the Independent Care Review. Now that the Independent Care Review has been published, implementation of this Level 9 qualification and the associated Residential Childcare Standards are being looked at again.

6.10 Some additional education exists for specific roles beyond the base qualifying route. For example, those wishing to become supervisors will need a Level 9 SVQF qualification, and to enter management will need a Level 10 SVQF. To become a supervisor, the qualification options are a SVQ Social Services Children and Young People at SCQF Level 9 or a Technical Apprenticeship Social Services at SCQF Level 9. To enter a managerial role, an SVQ in ‘Care Services Leadership and Management’ at SCQF Level 10 or a Professional Apprenticeship in Care Services Leadership and Management’ at SCQF Level 10 is required. The Professional Development Award in ‘Scrutiny and Improvement Practice’ at SCQF Level 10 is needed to work as a Care Inspector with Social Care and Social Work Improvement Scotland.

6.11 One further course exists for workers in Residential Childcare: the MSc in Advanced Residential Child Care at the University of Strathclyde. This is an SCQF Level 11 and is the only course in the UK which offers a masters degree specifically in Residential Child Care. It is aimed at workers wishing to continue their development or leadership within the sector (University of Strathclyde, 2022).

Analysis against the Knowledge and Skills Framework for Psychological Trauma (NES, 2017)

6.12 The analysis in Table 7 below focuses on specific units from within the HNC and SVQ qualifications. These units are included instead of unique courses offered by workplaces or colleges as the content is, for the most part, duplicated across colleges and workplaces as dictated by the Scottish Qualifications Authority.

6.13 A new version of HNC Social Services Level 7 is currently being piloted this year at three college campuses in Scotland and due to be rolled out as the current course offering from academic year 2023-24. The analysis below is on the current offering which will be out of date and due for review next academic year 2023. Each qualification or unit has been analysed based on SQA standards in order to identify what trauma informed components are included, and whether these are an addition to those required by SSSC specifications. In some instances, standards do not include any mention of trauma, or trauma informed material, however in these cases it can be assumed that each of these education programmes at a minimum satisfy the NOS, and the trauma informed components laid out within them.

Table 7: Units of HNC and SVQ Qualifications

Qualification / Unit

SVQ Social Services (Children and Young People) Level 7

Unit: H5M4 04 (CCLD0327) — Support Children who Have

Experienced Trauma

(Scottish Qualifications Authority, 2022a)

Material Source

Publicly available course modules analysed

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

Partial coverage of Level 1: Trauma Informed

Summary of trauma-components included

There are several mentions of the word ‘trauma’ and some information regarding one definition of trauma and looking out for ‘adverse’ experiences or risk. The criteria for passing the unit also suggest the worker ‘seek support’ and ‘use supervision’ when the case is beyond their expertise or to cope with the effects of the case on the worker. The material mentions ‘respecting’ difference and belief and returning to the child’s wishes when implementing plans. The material does not explicitly mention trauma informed as a term or cover trauma informed principles.

Qualification / Unit

HNC Social Services Level 7

Unit title: Mental Health Issues in a Care Setting

Unit code: DH44 34

(Scottish Qualifications Authority, 2022b)

Material Source

Publicly available course modules analysed

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

No explicit evidence of trauma informed practice available.

Summary of trauma-components included

The material mentions the existence of ‘trauma’ once as a factor in the outcome of ‘Mental Health Issues in a Care Setting’. However, the material in this unit is largely focused on spotting mental health issues and knowledge of current therapies and how current legislation and policies around mental health affect the person receiving care. The material does not mention the National Trauma Transformation Programme or trauma informed responses.

Qualification / Unit

HNC Social Services Level 7

Unit title: Caring for Young People in Secure Care Settings

Unit code: DM0F 34

(Scottish Qualifications Authority, 2022c)

Material Source

Publicly available course modules analysed

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

No explicit evidence of trauma informed practice available.

Summary of trauma-components included

The material makes no mention of the words ‘trauma’ or ‘trauma informed’ but uses the phrases ‘psychological perspectives’ and ‘psychological services’ in reference to understanding the mental health context for young offenders and being aware of partnered services.

Qualification / Unit

HNC Social Services Level 7

Unit title: Understanding Loss and the Process of Grief

Unit code: DH3W 34

(Scottish Qualifications Authority, 2022d)

Material Source

Publicly available course modules analysed

Which levels of the Knowledge and Skills Framework for Psychological Trauma (NES, 2017) does this satisfy?

No explicit evidence of trauma informed practice available.

Summary of trauma-components included

The unit focuses on identifying and working with grief and loss and references theories around grief. The material does not mention trauma or traumatic grief but does mention the effect on grief and loss on social care workers and the complexity of grief for individuals and different circumstances.

Employer Continued Professional Learning

6.14 For Residential Childcare Officers, common training includes Child Protection and Safeguarding, Food Hygiene, and Fire Safety training. Outwith these trainings, different organisations have different approaches to CPL depending on what knowledge is required of their workforce.

6.15 The Residential and Secure Care providers engaged in this study all saw the importance of a trauma informed workforce, however, were all at different stages of delivering training and are taking different approaches to implementation.

6.16 Some organisations are taking a whole-workplace approach, delivering training to executives, hospitality staff, trustees, and accountants as well as frontline practitioners and support staff.

6.17 For example, we heard from one private service provider who have a ‘Trauma informed Coordinator’ on staff and deliver ‘Trauma Awareness’ sessions to social care practitioners, support departments, executives and to the Board of Trustees. They are planning to offer 3 modules developed in-house that include trauma. These modules are: Attachment and relationships; Brain, body and relationships; and Endings, loss and grief. Whilst their efforts to embed trauma informed practice and create a more relationship-based culture of connection are in development stage, their ambition is to have modules spanning Level 1: Trauma Informed all the way through to Level 4: Trauma Specialist of the Knowledge and Skills Framework available for the relevant staff and service.

6.18 Another provider has embedded a trauma informed approach into their strategy. They deliver training one team at a time, meaning that whole houses gain the training as a collective and can support each other to maintain a trauma informed approach. The training for Residential Childcare Officers is four days long, achieving Level 3: Trauma Enhanced, and support staff join for the first day or two to gain at least Level 1: Trauma Informed training. Historically, trauma training was delivered by the pedagogy team and only a few staff would attend at the time, however, this was found to be ineffective in creating a trauma informed workplace.

6.19 A third service provider uses the Knowledge and Skills Framework eLearning training up to Level 3 Trauma Enhanced which is mandatory for everyone. Additionally, Beacon House Developmental Trauma for Professionals is an online training available for residential managers and staff, and Dyadic Developmental Practice (DDP) is an in-person training delivered by DDP practitioners.

6.20 Finally, a fourth private service provider have developed their own training framework which is broken down into levels for different staff groups to achieve. This includes PACE training – a model of care to support children through the complex process of recovery from trauma that can be utilised across fostering agencies, residential settings and schools (PACE, 2022) – and some education on trauma. One Children’s Service Manager from the organisation has developed materials for two training days built around Level 1 and 2 of the Knowledge and Skills Framework and enhanced by materials from Beacon House. Their aim was to ensure that the training was very context-specific in order for it to be of most value for people working in Residential Childcare.

“Ultimately, I want to have everybody instinctively working in a trauma informed way” — Children’s Service Manager

6.21 Council-run services have a varied approach as to what additional training is available. As Argyll and Bute Council were part of the Knowledge and Skills Framework’s trial areas, the service we spoke to within this jurisdiction were aware of trauma training and had completed it at the time of the trial. However, it was reported to have lost momentum as there had not been any refresher courses or updates to this since the initial roll out.

6.22 Some organisations also reported barriers to integrating trauma informed practice into their workforces. One organisation observed a key tension across their workforce; that Residential Childcare and Secure Care workers support people who have experienced trauma on such a regular basis that they can become quite jaded when it comes to learning about trauma informed approaches, despite often expressing a desire to learn these very approaches. It was also mentioned that while they as an organisation are working towards a trauma informed workforce, they also work in close partnership with other organisations that do not necessarily have the same goal. This means that creating a wholly trauma informed workplace is a challenge when partners may not have the training or skills to deliver elements of a service in a trauma informed way. Others mentioned that poor staff retention can make it difficult to justify the continuous training, however, if trauma informed practice were a requirement in the procurement process, it would go a long way towards ensuring funding was in place to embed approaches to trauma properly.

Frontline Workers’ Experiences

6.23 Residential Childcare officers and managers noted a few main barriers towards embedding trauma informed practice in their area of work.

6.24 First and foremost is the complex landscape of qualification pathways. This complex landscape makes it difficult to embed standardised practices across the workforce.

6.25 Secondly, those working in Residential and Secure Care are working closely with people who have experienced trauma and therefore they often believe that they are already working in a trauma informed way. Frontline workers told us that they felt that impactful training would need to be more context-specific, removed of jargon and more extensive than the individual online training they were used to receiving.

6.26 Finally, Residential Childcare and Secure Care frontline workers can qualify on the job and therefore are always learning from placements and other people working around them. This environment makes it difficult to roll out standardised approaches like trauma informed practice.

“You can be a cab driver one day and then enter a role in residential care the next day.” —Residential Childcare Service Provider

6.27 One academic institution added that more of their students in training for roles in Residential or Secure Care organisations would be more likely to learn about trauma and trauma informed practice if it were recognised as a formal training that could be included in their CV.