Key capabilities in child care and protection

Effective Communication

Effective communication underpins all social work intervention. Because of their previous studies, students should already be able to demonstrate that they can communicate effectively with peers and make formal presentations; however they will require specific teaching on the differences in communicating with children and adults. While some skills are transferable, some areas of communication will be new to students. For example, it is unlikely that a science/engineering graduate will have studied how children communicate and some students will require significant input. All students will need to show knowledge of and demonstrate good listening and communication skills (including verbal and non-verbal communication). As the SSSC Codes of Practice notes social workers should communicate in an "appropriate, open, accurate and straightforward way" (2003, 2.2).

Knowledge and Understanding - a critical understanding of the principal theories, concepts and principles.

Assessing needs and options:

• Listen actively to people who use services and their carers, respecting their experience and taking full account of their views.

Prior to their first practice learning opportunity, students will be required to demonstrate that they understand the purpose of communicating with children, young people, their parents and carers. They will also need to demonstrate that they have the required skills in order to do this effectively on their practice learning opportunity. One way that this may be assessed is by recording videos of students in role play which are assessed by tutors and service user representatives. During their practice learning opportunity, students will be assessed on their ability to engage and relate effectively and form and maintain working relationships based on honesty and partnership.

Practice - use a range of the principal skills, practices associated with a subject/discipline.

Preparing for social work contact and involvement:

• Engage and relate effectively with people who use services, with their families and other carers and with other professionals, maintaining awareness of their own style and approach and its effect on others.

Students need to demonstrate that they have a clear understanding that children may convey their experiences using verbal and non-verbal indicators. Through their behaviour or their presentation a child may be communicating their needs and conveying their experiences. Therefore in order to assess accurately students need to have a good knowledge of child development and an awareness of the importance of observing children. Students need to demonstrate that they can use both verbal and non-verbal cues to guide interpretation of behaviour and help assess risk. One way to describe this is "listening with your eyes". Tutors and practice teachers should make explicit links between the material on child development and the skills required to communicate with children.

Knowledge and understanding - detailed knowledge and understanding in one or more specialisms.

Preparing for social work involvement:

• Evaluate all information to identify the best form of initial involvement.

Evaluating and using up to date knowledge and research into social work practice:

• Implement knowledge based social work approaches and methods to develop and improve their own practice.

Students will be required to demonstrate that they can use a range of communication skills to both elicit and analyse relevant information.

Cognitive - Offer professional level insights interpretations and solutions to problems and issues.

Working with individuals etc so they can make informed decisions:

• Work with individuals etc to identify, gather and analyse relevant information.

Students need to show that they can transfer their written skills to child care and protection work, and need to demonstrate that they can accurately record relevant information in a manner which is easily understood. For example, HEIs might adopt a baseline that if written material is not of a standard which would be acceptable to a Children's Hearing or a Sheriff Court then it is not acceptable to the university.

Practice - Use a range of principal, practices and/or materials associated with a subject or discipline.
Communication - use a wide range of routine skills.

Managing, presenting and sharing records and reports:

• Maintain accurate, complete, accessible and up to date records and reports.

Preparing for and taking part in decision making forums:

• Prepare reports and documents for decision making forums such as courts, hearings, case conferences.

The need for clear unambiguous communication, and their responsibility to communicate effectively (including the appropriate sharing of information with children, young people, parents, carers, peers and other professionals) should be explicit in the teaching and assessment. We recommend that practice teachers and tutors make clear links to the limitations in communication mentioned by Inquiry Reports. We recommend that relevant reports and Guidance (For example, Protecting Children - A Shared Responsibility, 1998) should be required reading for students. Students could demonstrate that they have critically appraised the messages from inquiry reports in their learning log.

Practice - use a few skills and/or materials which are specialised.
Communication - Communicate with professional level peers, senior colleagues and specialists.
Autonomy - Practise in ways which show a clear awareness of own and others role and responsibilities.

Work within agreed standards of social work practice:

• Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice.

Managing, presenting and sharing records and reports:

• Share records with individuals/families etc within legal and ethical guidelines and requirements.

Students need to be able to demonstrate that they can communicate effectively to a range of audiences using appropriate methods. Students might role play how they would explain their assessment, that for his/her needs to be met, a child needs alternative long-term care, to:

• A 6 year old child
• A parent who has been defined as having learning difficulties
• A Child Protection Case Conference

Practice - Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism.
Communication - communicate with professional level peers, senior colleagues and specialists.

Working with individuals etc so they can make informed decisions:

• Work with individuals, families etc to:
• inform them of their right and responsibilities
• clarify and explain the social work organisation's duties, services and responsibilities.

At the point of qualifying students need to show that they can communicate effectively in group situations (for example Case Conference) within their own agency and across other relevant disciplines.

Communication - make formal presentations about specialised topics to informed audiences.

Preparing for and taking part in decision making forums:

• Present evidence to decision making forums and help individuals, families etc to understand the procedures involved and the possible and actual outcomes.

Students will be required to demonstrate that they have appropriate knowledge and skills in communicating with children and their parents/carers where English is not the first language or where the primary form of communication is non-verbal. Students need to demonstrate knowledge of their responsibilities and competence in transferring this responsibility to their practice.

Autonomy - Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice.

Preparing for and taking part in decision making forums:

• Help individuals/families to be involved appropriately in decision making forums.

Working with individuals etc to achieve change, promote dignity, realise potential and improve life opportunities:

• Develop relationships with individuals, families etc that show respect for diversity, equality etc.

Work within agreed standards of social work practice:

• Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice.

For students who are not in a practice learning opportunity where they have direct contact with children, we recommend that they have the opportunity to be allocated or co-work a case involving a child or a parent. Some HEIs have child observation, and while this is a good foundation, at the point of qualifying students should have done more than observe a child. They should have had the opportunity to undertake an assessment of a child's circumstances and "offer professional level insights, interpretations and solutions" (Level 10, SCQF, 2003).

Generic - Offer professional level insights interpretations and solutions to problems and issues.

Assessing needs and options:

• Identify, evaluate and recommend appropriate courses of action for individuals, families, carers etc.

Knowledge and Understanding

Because of their previous academic study students have demonstrated that they have knowledge and understanding in a particular area. This may or may not be related to the knowledge and understanding they will require to be effective qualified social workers. During the course of their studies and practice leaning opportunities, students will require to gain knowledge and understanding in the following key areas:

• The legal framework which underpins practice
• Relevant guidance and policy
• Knowledge of theory and models of practice - including risk assessment
• Child care and protection in context
• Intra and inter agency practice

The legal frameworks and guidance which underpin practice should form a key area of teaching and assessment. In addition students will need to have a good understanding of the policies and guidance which also define their responsibilities in relation to child care and protection. Students should be assessed on their knowledge of these prior to undertaking their first practice learning opportunity. This should ensure that all students undertaking practice learning will have a basic knowledge and understanding of their legal responsibilities and basis for intervention.

Knowledge - knowledge that covers and integrates most of the principal areas, features, boundaries etc of the subject.
Knowledge - detailed knowledge and understanding in one or more specialisms.

Identifying and responding to crisis :

• Identify the need for statutory and procedural intervention.

Evaluating and using up to date knowledge and research into social work practice:

• Review and regularly update their own knowledge of relevant legislation, policy guidelines etc.

Some of the key documents students should know about, and know how to access will include the Children (Scotland) Act 1995, United Nations Convention on the Rights of the Child 1989, Getting Our Priorities Right, 2003. Students should have access to examples of local authority Child Protection Committee Child Protection Procedures and Children's Services Plans. At the point of qualifying, students should be able to demonstrate that they have accessed, read and understood core legislation, guidance and inquiry reports and can make links to their own practice. Students can evidence their critical understanding of the above in their reflective learning logs.

Knowledge - Knowledge and understanding of the ways in which the subject/discipline is developed.
Autonomy - practise in ways which show a clear awareness of own and others roles and responsibilities.

Evaluating and using up to date knowledge and research:

• Locate, understand and critically evaluate findings and literature that is relevant to social work practice.

During their practice learning opportunities students need to be able to demonstrate that they can apply the legal framework to practice situations accurately and appropriately. Regardless of the practice learning opportunity setting, students will be required to apply their knowledge of the responsibility of all social workers towards children in need. For example, a worker in an adult mental health team would consider their responsibilities towards the child of a service user. Students should be able to actively demonstrate how they have used relevant guidance in their practice learning settings.

Practice - use a few skills, practices and/or materials which are specialised.

Assessing needs and options:

• Assess and evaluate needs, strengths, risks and options, taking account of legal and other duties and service standards requirements.

Work within agreed standards of social work practice:

• Exercise and justify their professional judgment.

Having previously studied to degree level, students will have already demonstrated that they have a "critical understanding of theories, concepts and principles." (Level 10 SCQF, 2003). However, dependant on their previous area of study these will not necessarily be applicable to social work. David Howe (1987) identified 3 reasons for being concerned with theory:-
1. Families prefer social workers - and other professionals - who are clear about what they are doing, why and how they are going to get there
2. Different theories hold different assumptions about the nature of people and society and so inescapably lead to different types of practice.
3. Theories do not just appear - they are products of the society we live in - our ideas, beliefs and knowledge.

Knowledge - Critical understanding of the principal theories, concepts and principles.

Evaluating and using up to date knowledge and research:

• Locate, understand and critically evaluate research findings and literature that is relevant to social work practice.

Students require to have input on theories of individual and social development. Within the context of human growth and behaviour students should have knowledge of core theories relevant to child care and protection. These include but are not restricted to attachment theory, separation and loss, resilience and adversity. Students should also have an understanding of how sociological perspectives have relevance for child care and protection. For example students need to explore the impact of poverty on children and their parents/carers.

Knowledge - Critical understanding of the principal theories, concepts and principles.

Evaluating and using up to date knowledge and research:

• Implement knowledge based social work approaches and methods to develop and improve their own practice.

Regardless of where they undertake their practice learning opportunities, students need to demonstrate a competent and critical understanding of principle theories in relation to child care and protection and clearly evidence how these underpin their practice. This means that they should approach their practice from the perspective which always takes cognisance of the needs of the child.

Knowledge - Critical understanding of the principal theories, concepts and principles.

Working within agreed standards of social work practice:

• Exercise and justify their professional judgment.

Students should build on their knowledge of child development to identify key factors which increase vulnerability and risk and reduce resilience in children and young people. We recommend that students receive specialist up to date teaching on the impact of substance misuse, domestic violence and mental health on parenting capacity and child development. In terms of assessing learning, one possibility would be to involve specialist practitioners in the assessment process.

Cognitive - Critically identify, define, conceptualise and analyse complex problems and issues.
Cognitive - offer professional level insights, interpretations and solutions to problems and issues.

Evaluating and using up to date knowledge and research:

• Implement knowledge based social work approaches and methods to develop and improve their own practice.

Work effectively with professionals:

• Work effectively with others in delivering integrated and multi-disciplinary services.

Students need to demonstrate an understanding of the nature of long term intervention in child care and protection. We recommend students should be familiar with Looked After Children materials and guidance. Students need to have knowledge of the different forms of substitute care and be able to make links to the teaching on child development, separation and loss.

Autonomy - Work with others to bring about change, development and /or new thinking.
Practice - Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism.

Managing one's own work in an accountable way:

• Monitor and evaluate the appropriateness and effectiveness of their programme of work in meeting the needs of individuals etc.

Producing, implementing and evaluating plans:

• Regularly review the effectiveness of plans with the people involved.

Professional Confidence and Competence

The inspection into the care and protection of children in Eilean Siar, states "High quality confident staff are necessary to protect children and help their families" ( SWIA 2005, 78).
Early in their training, students should be exploring the notion that personal responsibility and accountability is intrinsic to professional competence and confidence. Students need to demonstrate that they are able to take responsibility for their own continuing professional development. The expectation is that students will actively identify gaps in their knowledge base or areas where they lack confidence and with the support of academic staff and practice teachers, take steps to address these. For example students may identify a lack of confidence in how to respond appropriately to a child protection referral. In this instance students would be expected to identify relevant procedures and guidance and apply them to a case scenario.

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

Managing one's own work in an accountable way:

• Carry out duties accountably, using professional judgment and knowledge based social work practice.

Managing one's own work in an accountable way:

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

Students must 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 or include information from other sources in their assessment. In addition, they need to recognise that the act of sharing information does not in itself constitute action to protect. Here the lessons from Eilean Siar need to be learned "Gathering together large amounts of information is not an assessment. Sharing it does not constitute a child protection plan" ( SWIA 2005, 77).

Autonomy - Practise in ways which show a clear awareness of own and others' roles and responsibilities.

Producing, implementing and evaluating plans:

• Carry out their own responsibilities and monitor, co-ordinate and support the actions of others involved in putting plans in to practice.

Promoting best social work practice:

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

Working within agreed standards:

• Exercise and justify their professional judgment.

Students have a responsibility to register with the professional body and need to demonstrate that they have an understanding of the implications of this in relation to child care and protection.

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

Working within agreed standards of social work practice:

• Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice.

Students should be expected to reflect critically on their own practice and conduct and on the practice and conduct of others, maintaining a focus on the needs of service users. Irrespective of whether the student's primary responsibility is to an adult service user or his/her child, the student needs to demonstrate that they can objectively consider the needs of both and identify and intervene where these needs may conflict.

Autonomy - recognise the limits of codes and seek guidance where appropriate.

Working within agreed standards of social work practice:

• Critically reflect on their practice and performance and modify these as a result.

Students need to demonstrate that they are clear about the importance of professional boundaries and their professional role. They need to be able to identify and analyse instances when their own needs may influence their responses and take action to address this. For example, students may be visiting households where the emotional or physical needs of children are not met. While it may be tempting to try and bridge the gap or personally compensate, this might mean that students cross professional boundaries and they need to be able to reflect critically on their own motives and the needs of children.
From consultation with a service user representative, it was clear that children and young people valued dedicated workers who actually cared about what happened to them. In being clear about their boundaries we do not want students to lose this personal commitment to individuals. Whilst at university and on practice learning opportunities, students should be encouraged to explore personal/professional boundaries using case scenarios. Some of these scenarios should draw on child care and protection.

Autonomy - Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice.
Autonomy - exercise autonomy and initiative in professional/equivalent activities.
Cognitive - Demonstrate some originality and creativity in dealing with professional level issues.
Practice - practise in a range of professional level contexts which includes a degree of unpredictability and/or specialism.

Understanding and managing complex ethical issues:

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

Working within agreed standards of social work practice:

• Critically reflect on their practice and performance and modify these as a result.

Social workers have a range of powers and responsibilities underpinned by legal frameworks and relevant guidance. Students need to develop the confidence to use their authority appropriately. Within child care and protection they need to be able to balance their duties to protect children with their responsibilities not to intervene unnecessarily. Here students would be expected to demonstrate (through supervision, tutorials, role play and written work) that they can evidence the basis for any decision using research, appropriate assessment tools and analysis.

Knowledge - detailed knowledge and understanding in one or more specialisms.

Managing, presenting and sharing records and reports:

• Provide clear evidence for judgments and decisions.

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 and that they are clear as to the value and purpose of supervision. In particular they need to be clear about the role of supervision on the decision making process. 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 - 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.

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 Social Work 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".

Knowledge - detailed knowledge and understanding in one or more specialisms.

Assessing and managing risks:

• Identify, assess and record the nature of risk, its seriousness and the harm that is may cause.

Children and young people may not be in a position to articulate their own needs. They require social workers who are skilled and confident at accurately communicating in a range of formal and informal settings. Social workers who are unable to do this verbally and in writing will do children a disservice. The Executive Recommendations and summary from the Inquiry into the death of Caleb Ness criticised the report prepared for the case conference. It stated that "the report was inaccurate in vital respects. It suggested that the couple were stable whereas in fact Shirley had made Alec move out a few weeks previously. The gaps in information relating to the two older children in care, Alec's brain injury, the nature and extent of the criminal records of both parents were not identified. The child protection case conference was not told that Caleb was suffering from neo natal abstinence syndrome" (O'Brien, 2003, 7).
A student's ability to communicate effectively can be assessed in the HEI through role playing case conferences, Children's Hearings and in practice learning opportunities by presenting their own assessments to similar forums. For example, a student undertaking their practice learning opportunity within adult services might be asked to present their assessment of parenting capacity to a multi-agency group.

Communication - make formal presentations about specialised topics.
Communication - communicate with professional level peers etc.
Cognitive - make judgments where information is limited or comes from a range of sources.

Preparing for and taking part in decision making forums:

• Present evidence to decision making forums and help individuals, families etc to understand the procedures involved and the possible and actual outcomes.

Working within agreed standards of social work practice:

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

Values and Ethical Practice

Students must demonstrate ethical practice based on SSSC Codes of Practice, 2003.
The 21st Century Review Report 'Changing Lives' states that "Social work is based on respect for the inherent worth and dignity of all people and the rights that flow from this…" (2006). Students will be expected to read this and other key documents and to consider how they apply to children and young people.

Knowledge - knowledge that covers and integrates most of the principal areas of the subject.

Working within agreed standards of social work practice:

• Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice.

Students need to demonstrate that they are aware of their own personal values in relation to child care and protection. In accordance with Standards in Social work education, students should demonstrate that they can overcome personal prejudices to respond appropriately to identified need. For example, a student might be asked to reflect on their feelings about supervising contact between a registered sex offender and his/her child.
Students should expect to be challenged if they express views which are in conflict with social work values. The focus of this is that as practitioners they will need to be able to provide a professional service to a range of service users whose circumstances, behaviour or views may challenge their value base. This might include adults, children and young people who exhibit sexually harmful behaviour, asylum seekers and their children, substance misusing parents.

Knowledge - a critical understanding of the principal theories/concepts and principles.

Understanding and managing complex ethical issues:

• Identify, understand and critically evaluate ethical issues, dilemmas and conflicts affecting their practice.

Students are expected to demonstrate a readiness to reflect on their own values and experiences and consider the impact these may have on their assessment and intervention generally. Specific to child care and protection, they will be expected to start to consider the relevance of their own attachment experiences/experience of parenting to their future practice. For example, students should be asked to reflect on their own experience and views of discipline and how these may influence their practice in the context of current legal frameworks.

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

Understanding and managing complex ethical issues:

• Devise effective strategies to deal with ethical issues, dilemmas and conflicts.

Working within agreed standards of social work practice:

• Critically reflect on their practice and performance and modify these as a result.

Students need to demonstrate that where there is a conflict between their personal and professional values, they can use supervision effectively to address this.

Autonomy - work effectively under guidance in a peer relationship with qualified practitioners.
Autonomy - work with others to bring about change, development and/or new thinking.

Managing one's own work in an accountable way:

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

Promoting best social work practice:

• Use supervision together with other organisational and professional systems to influence courses of action where practice falls below the standards required.

Most HEIs have developed links with service users and carers and they should have some input into the student's early learning opportunities. We recommend that one of the areas explored is how service users have experienced social work intervention.
As it may be difficult for children and parents currently involved in the child protection system to speak about their experiences, HEIs may need to employ other resources (video, DVD, audio tape) to ensure that this group is represented. Morris and Smith developed and evaluated a video of mothers talking about their experiences of investigations. They found that one of the factors which prevented women participating was the anxiety that they would be judged by the viewer ( NCH, 1995).

Knowledge - a critical understanding of the principal theories, concepts and principles.
Cognitive - critically identify, define, conceptualise and analyse complex professional level problems and issues.

Assessing needs and options in order to recommend a course of action:

• Listen actively to people who use services and their carers, respecting their experience and taking full account of their views.

Working within agreed standards of social work practice:

• Work at all times within the professional codes of practice, ethical principles and service standards that underpin high quality social work practice.

In accordance with SSSC Codes of Practice (2003) students must promote equal opportunities and respect diversity, treating all people with dignity and respect. Students will be expected to show that they can demonstrate social work values in their relationships with their peers and teaching staff as well as service users and carers. Students who cannot treat their fellow students with dignity and respect should not have access to service users and carers and may not be able to progress with their studies.

Autonomy - practise in ways which show a clear awareness of own and others' roles and responsibilities.

Working effectively with professionals:

• Deal constructively with disagreements and conflict within work relationships.

Students need to demonstrate that they are aware of the impact of discrimination on service users and have taken responsibility to challenge this in an appropriate way. With reference to child care and protection, students need to demonstrate that they are aware of how children can be discriminated against and how this can add to their vulnerability.
There may be some children who are more vulnerable than others. For example Kennedy states "large numbers of disabled children use an alternative form of communication and a range of methods to communicate" (in Wilson and James, 2004, 152) and practitioners did not have the skills to communicate. Students need to show they are aware of their responsibility to access additional support services.

Knowledge - detailed knowledge and understanding in one or more specialisms.
Practice - use a few skills which are specialised.

Understanding and managing complex ethical issues:

• Identify, understand and critically evaluate ethical issues, dilemmas and conflicts affecting their practice.

Understanding and managing complex ethical issues:

• Devise effective strategies to deal with ethical issues, dilemmas and conflicts.

Students need to be aware that their professional assessment of a child's needs may be in conflict with that of the agency. For example, there may be instances when the decision to provide or withdraw services is based on resources rather than need. Students need to demonstrate an ability to challenge appropriately to ensure that they discharge their professional responsibility.

Autonomy - exercise autonomy and initiative in professional/equivalent activities.
Cognitive - offer professional level insights, interpretations and solutions to problems and issues.
Communication - communicate with professional level peers, seniors etc.

Promoting best social work practice:

• Use supervision, together with other organisational and professional systems to influence courses of action where practice falls below the standards required.

Working within agreed standards of social work practice:

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

While discharging their authority students may encounter aggression or abuse from service users. Students need to demonstrate that they can seek appropriate supervision to ensure that their professional assessment and intervention is not compromised. Students need to be clear that it is not acceptable to carry out their duties in an unsafe environment. Being aware of their own safety does not mean that students abrogate their responsibility for the well being of service users. For example, if a student assesses that it is not safe for him/her to enter a house to visit a child because s/he hears an argument, s/he needs to be aware of the impact this could be having on the child's welfare and take appropriate and timely action. This could include referral to another agency eg the police.

Practice - practise in a range of professional contexts which include a degree of unpredictability and/or specialism.
Cognitive - make judgements where information is limited or comes from a range of skills.

Understanding and managing complex ethical issues:

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

Assessing and managing risk:

• Assess, analyse and record potential risk to themselves and colleagues.

Students should be aware of the outcomes of their intervention including unintended outcomes. For example, while it may support parents with learning difficulties to provide extensive home care, this may have the unintended outcome of increasing their child's vulnerability and attachment difficulties.

Knowledge - A critical understanding of the principal theories, concepts and principles
Practice - practise in a range of professional level contexts which include a degree of unpredictability and/or specialism
Autonomy - Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice

Working within agreed standards of social work practice:

• Critically reflect on their practice and performance and modify these as a result.

Assessing and managing risk:

• Plan, monitor, review and record outcomes and actions taken to minimise risk, stress and harm.

Assessing and managing risk:

• Review intentions and actions in the light of expected and unintended consequences.