Key capabilities in child care and protection

Level 7
Aim:
Students should demonstrate a broad knowledge of the key areas in child care and protection which will underpin practice.

Students should be introduced to the legal frameworks which underpin practice. This will not be restricted to child care and protection as students will need a basic grounding in the legal context in which all social workers operate. However, they need to be made aware that there are some areas specific to child care and protection. For example they should be introduced to the Children (Scotland) Act 1995 and United Nations Convention on the Rights of the Child (1989).

Knowledge - A broad knowledge of the subject.

Preparing for social work contact and involvement:

• Legal bases for intervention.

Students need to be aware that in addition to legal frameworks, guidance exists at different levels. For example local child protection procedures, national guidance e.g. Protecting Children - a Shared Responsibility (1998). Students could be asked to explore how local child protection procedures might be applied to a case scenario.

Knowledge - A broad knowledge of the subject.
Practice - Use some of the basic and routine professional skills, techniques, practices and/or materials associated with a subject.

Working within agreed standards of social work practice:

• The significance of legislative and legal frameworks, service standards, practice guidelines and codes of practice.

Students should be introduced to core theories which are relevant to social work practice generally. These will include theories which are particularly relevant to child care and protection. For example students could be encouraged to examine how sociological theory links to child care and protection and consider the impact of poverty on children.

Knowledge - Knowledge that is embedded in the main theories, concepts and principles.
Cognitive - Use a range of approaches to address defined and/ or routine problems and issues.

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

• Psychological and physiological theories of individual and social development.

Working with groups to promote choice:

• The relevance of sociological and criminological perspectives to understanding societal and structural influences on human behaviour.

Students should be introduced to child care and protection in context. This will include an historical overview of key events and their impact on the development of social work practice. This would include the impact/development of specific areas of practice and exploring the changing culture within which social workers operate. This could include how the Maria Colwell Inquiry (1974) led to the development of child protection registers, the discourse surrounding the death of Jamie Bulger (1993), the impact of the Orkney Inquiry on current practice and legislation and the 21st Century Review: Changing Lives (2006). Students should be asked to reflect on how local practice may be affected by particular issues.

Knowledge - an awareness of the evolving/changing nature of knowledge and understanding.
Communication - convey complex ideas in a well structured and coherent form.

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

• Factors influencing changes in practice within statutory, voluntary and private sector services.

The SSSC Codes of Practice states that Social Workers should "recognise and respect the roles and expertise of workers from other agencies" (2003, 6.7).
Students need to be aware of social work's place alongside other professionals. We recommend that this includes some taught input into different professionals' roles and responsibilities. Although this will be taught within a general context there will be specific core texts in relation to child care and protection which we recommend students read. This should include The Child Protection Audit and Review, "It's Everyone's Job to Make Sure I'm Alright" (2002).

Autonomy - Take account of own and others' roles and responsibilities in carrying out and evaluating tasks.

Developing networks to meet assessed needs and planned outcomes:

• The significance of inter-relationships with other social services, especially education, housing, health etc.

Level 8
Aim:
Students should demonstrate a broad knowledge of child care and protection with detailed knowledge in some areas. They should have some understanding of the core theories.

Students should have knowledge and understanding of core legislation relating to child care and protection. For example, the legal definition of a child, parental rights and responsibilities, duties of the local authority, Children's Hearing System.

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

Tackling behaviour which presents a risk :

• Students need to understand social workers' roles as statutory agents with duties and responsibilities to protect the public and uphold the law.

Students would be taught more specifically about aspects of legislation relating to particular service user groups. For example they might explore how Anti-Social Behaviour Orders (2004) impact on children and young people and their families, and the role of the social worker.

Knowledge - Limited knowledge and understanding of some major current issues and specialisms.

Tackling behaviour which presents a risk:

• Students need to understand the complex relationships between justice, care and control in social welfare and community justice and the practical and ethical effects of these.

Students should build on their knowledge and understanding of relevant guidance. Regardless of where the student thinks they may practice or undertake their practice learning, they should have the opportunity within the HEI setting to apply relevant guidance to child care and protection case scenarios. For example, applying "Getting Our Priorities Right" (2003) to case scenarios where they take on the perspective of a criminal justice worker, mental health, children and families, etc.

Practice - Carry out routine lines of enquiry, development or investigation into professional level problems and issues.
Autonomy -Take continuing account of own and others' roles, responsibilities and contributions in carrying out and evaluating tasks.

Assessing and managing risks:

• Understanding the relationships between agency policies, legal and regulatory requirements and professional boundaries in shaping the nature of services provided in inter-disciplinary contexts.

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.
Students should have knowledge of core theories relevant to child care and protection. Within the context of human growth and behaviour, students should gain specific knowledge and demonstrate understanding of normative child development, attachment theory, the impact of separation and loss.

Generic - Use a range of approaches to formulate evidence based solutions/responses.
Knowledge - Understanding of a limited range of core theories, principles and concepts.

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

• Assess human situations, taking account of a number of factors including the views of those involved, theoretical concepts, research evidence, legislation and organisational policies and procedures.

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

• Understand the nature, characteristics and effects of developmental delay, disruption and trauma and the significance of resilience.

Students need to have some understanding of factors which will affect optimum development and increase vulnerability and risk - such as disability, diminished parenting capacity (because of substance misuse, mental health and domestic violence).
Students need to develop an awareness of the range of substitute care and when it may be necessary to consider these options to protect children.

Knowledge - an outline knowledge and understanding of research.
Autonomy - Manage resources within defined areas of work.

Evaluating and using up to date knowledge and research:

• Assess the relative strength, applicability and implications of contrasting theories, explanations, research, policies, procedures and methods of intervention.

The Butler Sloss (1988) "Report of the enquiry into child abuse in Cleveland in 1987" stated:
"…Childhood can be seen differently by the doctor, the teacher, the psychologist or the social worker. Because of all this is all too easy to view the child as an object of social intervention rather than as a person in their own right…"
Students should explore different cultural concepts of childhood over time and place, including reflecting on their own experiences and how this might impact on practice.

Cognitive - Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues.
Communication - convey complex information to a range of audiences and for a range of purposes.

Producing and implementing plans:

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

Horwath and Shardlow (2003) state "…there is continuing need to promote and encourage a wide and inclusive dialogue, across the profession as a whole." Students should start to demonstrate a clear understanding of their own and others roles, both within social work and across other agencies. For example they might 'role play' a case conference where they take on the role of another professional.

Autonomy - Take continuing account of own and others' responsibilities and contributions in carrying out and evaluating tasks.

Producing and implementing plans:

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

Level 9
Aim:
Students should demonstrate a broad and integrated knowledge and understanding. They should demonstrate their ability to undertake critical analysis.

Students need to be able to demonstrate that they can apply the legal framework to practice situations accurately and appropriately. Regardless of their practice learning setting, students will be expected to apply their knowledge of the responsibility of the local authority to children in need. For example, a worker in an adult mental health team would consider their responsibilities towards the child of a service user.

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

Working within agreed standards:

• Understand the nature of legal authority, the application of legislation in practice.

Students should be able to actively demonstrate how they have used relevant guidance in their practice learning opportunity.

Cognitive - Draw on a range of sources when making judgments.

Producing, implementing and evaluating plans:

• Make decisions, set goals and develop specific plans taking account of relevant factors including professional guidance.

Students should have the opportunity to learn and use models of assessment within the HEI setting. Within the general context of assessment we recommend that there is teaching on risk assessment in child care and protection. The Eilean Siar inspection report quoting from the Department of Health (2001) states "...any decision making requires a high level of professional judgment and qualitative assessment" (2005, 37). Consequently students should demonstrate their application of these models in practice learning settings. Key documents students ought to read would include DoH Framework for Assessment (2000) and the Scottish Executive Consultative Document, "Getting it Right for Every Child" (2005) which includes a comprehensive assessment framework.

Knowledge - Knowledge that is detailed in some areas and/or knowledge of one or more specialisms that are informed by forefront developments.
Practice - Use a few skills, techniques , practices and/or materials that are specialised or advanced.

Tackling behaviour which presents a risk:

• Understand models and methods of assessment, the use of relevant research, selecting and testing of relevant information, the nature of professional judgment and the processes of risk assessment and management.

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 should receive specialist up to date teaching on the impact of substance misuse, domestic violence and mental health on parenting capacity and child development. Specialist practitioners might participate in the assessment of students as well as the delivery of material. The 21st Century Review (2006) recommended the development of "Practitioner Lecturers" and this may be helpful in ensuring that taught material continues to reflect practice issues.

Cognitive - Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues.

Assessing and managing risks:

• Understand the nature of risks and harm associated with intervention in the lives of vulnerable, dangerous or socially excluded individuals and groups.

Students need to demonstrate an understanding of the nature of long term intervention in child care and protection. For example, they should be familiar with Looked After Children ( LAC) materials and guidance. Students need to have knowledge of the different forms of substitute care and make links to the teaching on child development, separation and loss. Students need to demonstrate that they have linked their knowledge about the potential for abuse in residential and foster care (perpetrated by adults or other children/ young people) to their role and responsibilities.

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

Assessing and managing risks:

• Analyse the nature of risks and potential for harm associated with the circumstances and nature of planned interventions.

Students should develop their understanding of child care and protection in a changing context demonstrating how they have applied this to their practice. Students also need to demonstrate a critical understanding of how current social developments can influence policy and practice in relation to child care and protection. For example, students could research the impact of the Inquiry in to the death of Caleb Ness (O'Brien, 2004) on the child protection registration of infants.

Practice - Practise in a range of professional level contexts which include a degree of unpredictability.

Assessing and managing risks:

• The complex relationships between public, social and political philosophies, policies and priorities and the organisation and practice of social work.

Prepare for and take part in decision making forums:

• Understand issues and trends in modern public and social policy and their relationship to contemporary practice and service delivery.

Reder, Duncan and Gray highlighted that one feature which stood out of the 35 inquiries they reviewed was "flawed inter-agency communication" (1993, 60). In their practice learning opportunities and while at university students will be expected to demonstrate that they can translate effective inter-agency communication in to practice.

Communication - make formal and informal presentations on standard/ mainstream topics in the subject/ discipline to a range of audiences.
Autonomy - Practise in ways which take account of own and others' roles and responsibilities.

Work effectively with professionals:

• Analyse and work with the factors that inhibit integrated working across discipline, professional and agency boundaries.

Work effectively with professionals:

• Understand and take account of the views of others who are involved in collaborative work.

Promoting best social work practice:

• The effective management of potential conflicts created by codes and values held by different professional groups.

Level 10
Aim:
Demonstrate detailed knowledge and critically apply this to practice.

Students should now be able to demonstrate a thorough knowledge and understanding of legislation relevant to child care and protection and how the legislation applies to their practice. For instance, Children (Scotland) Act 1995, Fostering of Children (Scotland) Regulations 1996.

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

Evaluating and using up to date knowledge:

• Review and regularly update their own knowledge of relevant legislation, policy guidelines, service standards and procedural frameworks.

By this stage in their academic career students should be able to show that they have accessed, read and understood core guidance and significant inquiry reports, and made links to their practice. One way students can evidence this is in their reflective learning logs.

Knowledge - knowledge and understanding of the ways in which the subject/discipline is developed.

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.

Students need to demonstrate a competent and critical understanding of principal 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 a perspective which always takes cognisance of the needs of children.

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

Evaluate and using up to date knowledge:

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

The SSSC Codes of Practice (2003) state that social workers must follow "risk assessment policies and procedures to assess… take necessary steps to minimise the risks… ensure relevant colleagues are informed" ( 4.2, 4.3, 4.4).
We recommend that all students should be able to clearly demonstrate competence in assessment and intervention in child care and protection. This should include an ability to identify children in need or at risk and take appropriate action. Underpinning their assessment should be a sound knowledge base in relation to child development and parenting capacity.

Practice - use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline.
Practice - Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism.

Managing and presenting and sharing records:

• Provide clear evidence for judgments and decisions.

Assessing and managing risk:

• Work within the risk assessment and management procedures of their own and other relevant organisations and professions.
• Identify, assess and record the nature of risk, its seriousness and the harm it may cause.
• Manage risk, regularly monitoring and re assessing priorities.

Tackling behaviour which presents a risk:

• Plan, manage and record intervention designed to change the identified risk behaviour.
• Take prompt action to deal with behaviour or situations that present a risk.

One of the comments from the Child Protection Audit "It's Everyone's Job to Make Sure I'm Alright" (Scottish Executive, 2002) was that there was limited evaluation of outcomes for children. Students need to demonstrate that their view of child care and protection places the child at the centre and focuses on his or her long term needs and that their intervention is predicated on evidence based practice.

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

Managing one's own work in an accountable way:

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

Producing, implementing and evaluating plans:

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

Working with individuals etc to achieve change:

• Understand research based concepts and critical explanations from social work theory and other disciplines that contribute to the knowledge base of social work including their reliability and how they are applied.

Students will need to demonstrate during their practice learning opportunity that they can collaborate and undertake joint work with other professionals irrespective of their practice setting. This could include sharing their knowledge about child care and protection or drawing upon case knowledge and expertise of other professionals.

Autonomy - work with others to bring about change, development and/or new thinking.
Autonomy - deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practice.

Preparing for social work contact and involvement:

• Contact and work with relevant professionals and others to get additional information that can influence initial contact and involvement.

Producing, implementing and evaluating plans:

• Negotiate with others the services and resources that will be included in plans.

Producing, implementing and evaluating plans:

• Carry out their own responsibilities and monitor, coordinate and support the actions of others.

Working effectively with professionals:

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