Key capabilities in child care and protection

Level 7
Aim:
Developing basic communication skills and awareness of particular aspects of communication with children.

Skills at this level may well be taught within a generic context. However there should be some exploration of age groups and acknowledgement that different skills are required to communicate with children. As Anne Graffam Walker notes "The bottom line in communicating accurately with children is that adults must realise that they and children do not speak the same language" (Forensic Linguist, taken from conference material, Dundee University, 2005).

Knowledge - A broad knowledge of the subject.

Preparing for social work contact and involvement:

• Understanding the importance of inter-personal factors in delivering effective social work services.

At this stage students need to receive input and demonstrate some skills in:

• Active Listening
• The ability to record and summarise information clearly.
• The importance of different forms of communication (verbal/non verbal) to their practice.

Practice - Use some of the basic and routine professional skills, etc.
Cognitive - Present and evaluate arguments, information and ideas.

Working with individuals, families etc so that they can make informed decisions:

• Listen actively to others; respond appropriately to their life experiences.

Students need to understand the importance of engaging with people, and forming and maintaining working relationships based on honesty and partnership. The ability to convey information effectively is noted in the SSSC Codes of Practice (2003, 2.2) which states that social workers should communicate in an "appropriate, open, accurate and straightforward way".

Knowledge - Knowledge that is embedded in the main theories, concepts and principles.
Communication - use a range of forms of communication effectively in both familiar and new contexts.
Autonomy - Take account of own and others' roles and responsibilities in carrying out and evaluating tasks.

Preparing for social work contact:

• Make effective contact with individuals and organisations.

Level 8
Aim:
Opportunities to start practising skills and demonstrating knowledge.

Students need to be given opportunities to apply their communication skills - within group settings and practice learning opportunities.

Practice - Use a range of routine skills, techniques, practices, a few of which are advanced or complex.

Preparing for social work involvement:

• Make effective contact with individuals and organisations.

The Children's Charter and the Framework for Standards (Scottish Executive, both 2004) highlight the importance of listening to children. Standard 3 of the Framework for Standards states that "Professionals ensure that children are listened to and respected".

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

Working with individuals etc so they can make informed decisions:

• Explain and negotiate the purpose of contacts and the boundaries of their involvement.

In preparation for practice learning opportunities:
Students need to demonstrate knowledge and skills in communicating where English is not the first language or where the primary form of communication is non- verbal. For example, students should be aware of their legal responsibilities to access interpreter services and know how to do this and their responsibility to use relevant specialist services to enable them to listen and communicate with children who use alternative forms of communication (for example signing).

Practice - Adapt routine practices within accepted standards.

Working with groups to promote choice:

• Identify and use opportunities for purposeful and supportive communication.

Understanding and managing complex ethical issues:

• Knowledge of equal opportunities and anti-discriminatory legislation and practice.

Students need to be able to show that they can build on their understanding of how children communicate. For example, when a child displays proximity seeking behaviour such as pulling on one's sleeve, they are trying to attract attention and have their needs met. Students need to demonstrate that they are observing children's behaviour and starting to consider what this non-verbal communication might tell them about children's experiences.

Knowledge - understanding of a limited range of core theories, principles and concepts.
Cognitive - undertake critical analysis, evaluation and/or synthesis of ideas.

Tackling behaviour which presents a risk:

• Use both verbal and non-verbal cues to guide interpretations of behaviour and assess risk.

Students will have the opportunity to practise conveying complex information in a group setting. For example, alongside students from other disciplines within the HEI (e.g. health/education) they could role play a case conference. This includes written and verbal presentation of information.

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 with individuals and groups in a range of formal and informal situations.

Level 9
Aim:
Ability to demonstrate and use a selection of skills in contexts which include a degree of unpredictability.

Students should be able to communicate directly with children, young people and parents/carers using skills to elicit and impart relevant information. For example, responding to enquiries, taking and acting on referrals, talking to children in families they are working with. This includes accurate recording of information (knowing what to include and what to leave out.) This involves use of appropriate IT systems. Any recording should differentiate between fact and opinion.

Communication - use a range of routine skills and some advanced and specialised skills.
Communication - use a range of IT applications to support and enhance work.
Practice - Practise routine methods of enquiry.

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

• Analyse the information they have gathered etc.

Identifying and responding to crisis situations:

• Understand the factors influencing the selection and testing of information.

Students should have an understanding of the potential risks a child might be exposed to and how a child may attempt to convey his or her experiences using verbal or non verbal indicators. Practice teachers and tutors will be required to make clear links between the material on child development and communicating with children. Students need to be able to respond appropriately to the child and the information. This includes knowledge of child protection procedures and their roles and responsibilities, and the roles and responsibilities of other professionals.

Knowledge - knowledge that is detailed in some areas.
Practice - Practise in a range of professional level contexts which include a degree of unpredictability.
Cognitive - Draw on a range of sources in making judgements.

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

• Communicate effectively across potential barriers resulting from differences in age, language, ability etc.

Assessing and managing risks:

• Understand social workers' roles as statutory agents.
• Undertake practice in ways which tries to protect safety.

Students should be able to demonstrate that they are clear about the purpose of contact with children and their responsibilities. For example, they should be able to articulate why they would see a child without his/her parents being present and what actions they could and would take (under guidance) if access was denied.

Autonomy - Work under guidance with qualified practitioners.

Assessing and managing risk:

• Understand the concepts of rights, responsibility etc and the powers associated with the practice of social workers as moral and statutory agents.

Where students are not in a practice learning opportunity where they have direct involvement with children or parents, there may need to be links with other agencies/ teams in order that the student can co-work/be allocated a case involving children or their parents. There are imaginative ways which practice teachers currently facilitate learning within and between teams and these methods can be built upon.

Cognitive - identify and analyse routine professional problems and issues.
Autonomy - Practise in ways which take account of own and others' roles and responsibilities.

Assessing need and options:

• Understand the models and methods of assessment in different practice contexts.

Developing networks to meet assessed need and planned outcomes:

• Develop effective helping relationships and partnerships.

During practice learning opportunities, students need to have the opportunity to present information about child care and child protection both formally and informally. This might include making a presentation to a team meeting, a Children's Hearing, or a Case Conference.

Communication - make formal and informal presentations to a range of audiences.

Manage, present and share records and reports:

• Present conclusions verbally and on paper in a structured form that is appropriate to the audience for which these have been prepared.

Preparing for and taking part in decision making forums:

• Make effective preparation for meetings and lead them in a productive way.

Level 10
Students will be expected to be competent in communicating at a professional level with peers and senior colleagues. This will include the ability to deliver formal presentations.

By this stage, students should be competent in communicating with children, young people and their parents/carers and interpreting what children say (and do). This includes applying their knowledge about how children communicate to their practice. Where students do not undertake practice learning opportunities in child care settings, they need to be given specific opportunities to demonstrate their skills in communicating with children. In the report of the Inquiry into the death of Victoria Climbie, Lord Laming highlighted the fact that no social worker had ever got beyond asking Victoria "hello, how are you?" (2003, 65).

Knowledge - 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.

Formal meetings can understandably raise anxiety for children and their carers. Students need to be able to explain the purpose of such meetings in a manner which is aimed at decreasing anxiety.
Children and families may need significant support within formal and informal settings to present their views, verbally or in written forms. Students should be able to facilitate children and parents to communicate their views.

Practice - use a range of principle skills, practices and/or materials associated with a subject or discipline.

Preparing for and take 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.
• Work with individuals, families, carers, groups and communities to select the best forms of representation and involvement in decision making.
• Help individuals, families etc to be involved appropriately in decision making forums.

Students will be required to demonstrate effective written communication: this would include production of written case recording/reports/assessments/letters to an appropriate standard and format. The importance of clear unambiguous written communication was also highlighted in the Laming Inquiry (2003) which stated that "staff must be held accountable for the quality of the information they provide" (1.43).

Communication - communicate with professional level peers, senior colleagues and specialists.

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.

Students will be required to demonstrate that they have a clear understanding of their responsibility to effectively and accurately share information with other professionals, and children and their families in accordance with relevant guidance. For example Protecting Children - a Shared Responsibility (1998) or Getting Our Priorities Right (2003).

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

Managing, presenting and sharing records:

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

It is recommended that students be required to make formal presentations in a variety of settings to a range of audiences. During practice learning opportunities students should demonstrate their ability to present their assessment, for instance, in a review, children's hearing, core group, or inter-agency meeting.

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.

Students should be able to articulate clearly and explicitly their skills and knowledge in relation to communication in a child care and child protection context to tutors, peers, practice teachers and future employers.

Cognitive - Critically review and consolidate knowledge, skills and practices and thinking.

Working within agreed standards of social work practice:

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

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

• Using supervision, consultancy and professional support take action to identify and meet their continuing professional development needs.