SUMMARY OF LEARNING FOCI

Key Role / Learning Focus
1.a/1* / Preparing for social work contact and involvement.
1.b/2 / Working with individuals, families, carers, groups and communities so they can make informed decisions.
1.c/3 / Assessing needs and options in order to recommend a course of action.
2.a/4 / Identifying and responding to crisis.
2.b/5 / Working with individuals, families, carers, groups and communities to achieve change, promote dignity, realise potential and improve life opportunities.
2.c/6 / Producing, implementing and evaluating plans with individuals, families, carers, groups, communities and colleagues.
2.d/7 / Developing networks to meet assessed needs and planned outcomes.
2.e/8 / Working with groups to promote choice and independent living.
2.f/9 / Tackling behaviour, which presents a risk to individuals, families, carers, groups, communities and the wider public.
3.a/10 / Assessing and managing risks to individuals, families, carers, groups and communities.
3.b/11 / Assessing and managing risks to self and colleagues.
4.a/12 / Evaluating and using up-to-date knowledge of, and research into social work practice.
4.b/13 / Working within agreed standards of social work practice.
4.c/14 / Understanding and managing complex ethical issues, dilemmas and conflicts.
4.d/15 / Promoting best social work practice, adapting positively to change
5.a/16 / Managing one’s own work in an accountable way.
5.b/17 / Taking responsibility for one’s own continuing professional development.
5.c/18 / Contributing to the management of resources and services.
5.d/19 / Managing, presenting and sharing records and reports.
5.e/20 / Preparing for, and taking part in, decision making forums.
5.f/21 / Working effectively with professionals within integrated, multi-disciplinary and other service settings.
6.a/22 / Representing in partnership with, and on behalf of, individuals, families, carers, groups and communities to help them achieve and maintain greater independence.
THEORY/KNOWLEDGE
TRANSFER OF KNOWLEDGE SKILLS AND VALUES
ETHICAL PRACTICE
REFLECTION

Adapted from original by Linda Grierson

Numbers and letters are used by Dundee and Stirling University

The Open University uses numbers 1-22 to refer to the individual learning foci

SUMMARY OF ‘KEY CAPABILITIES’ REQUIREMENTS

EFFECTIVECOMMUNICATION

/
  • Knowledge of how children communicate
  • Skills in communication with children
  • Learning from child abuse enquiries
  • Facilitate parents and children to share views
  • Take part in decision making forums
  • Demonstrate effective written communication
  • Make formal presentations
  • Demonstrate ability to present assessment
  • Understand responsibility to share communication with professionals/families and apply knowledge of:
  • Policy and guidance (e.g. GOPR, GIRFEC, UN convention, ‘Everyone’s Job’, ‘Hidden Harm’, ‘Children’s charter’ etc)

KNOWLEDGE AND UNDERSTANDING /
  • Relevant legislation and it’s application to practice
  • Read and applied guidance from enquiry reports
  • Applied theory
  • Applied knowledge of child development/parenting capacity
  • Assess and minimise risk
  • Use risk assessment policies/procedures
  • Take account of needs of children
  • Demonstrate child centred practice and focus on long term needs of child
  • Collaborate and work with other professionals

PROFESSIONALLY CONFIDENT AND COMPETENT /
  • Regard self as ‘agent of change’
  • Be clear about professional role/responsibility/limits
  • Be Confident in using professional power
  • Present assessment of child to appropriate forum
  • Exercise initiative and work autonomously
  • Translate knowledge of risk assessment into practice in child care and protection
  • Make complex decisions about the level of risk

VALUES AND ETHICAL PRACTICE /
  • Assess/intervene in complex situations and prioritise the needs of the child
  • Be aware of own values and respond professionally
  • Use supervision to address any conflict of personal/professional values
  • Appropriately challenge if own professional assessment of child’s needs are in conflict with agency providing PLO
  • Seek appropriate supervision to ensure professional assessment and intervention are not compromised
  • Be clear about agency responsibility to ensure your safety
  • Practice ethically by using evidence based methods and be responsive to new ideas from research
  • Be aware of outcomes from intervention (including unintended outcomes)

Adapted from original by Linda Grierson

NB. These notes are taken from the SSSC publication ‘Key Capabilities in Child Care and Protection’ and refer to the level 10 framework, although some universities assess first placement students at level 9. Please refer to the document for full details.