key capabilities in child care and protection · 2016. 2. 22. · key capabilities throughout this...
TRANSCRIPT
w w w . s c o t l a n d . g o v . u k
9 780755 952359
ISBN 0-7559-5235-9
© Crown copyright 2006
This document is also available on the Scottish Executive website:www.scotland.gov.uk
Astron B48491 12/06
Further copies are available from Blackwell’s Bookshop53 South BridgeEdinburghEH1 1YS
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Key capabilities in
Child Careand protection
Key capabilities in
Child Careand protection
ii
© Crown copyright 2006
ISBN: 0-7559-5235-9
Scottish ExecutiveSt Andrew’s HouseEdinburghEH1 3DG
Produced for the Scottish Executive by Astron B48491 12/06
Published by the Scottish Executive, December, 2006
Further copies are available fromBlackwell’s Bookshop53 South BridgeEdinburghEH1 1YS
The text pages of this document are printed on recycled paper and are 100% recyclable
Ministerial Foreword
Social workers have a key role in protecting ourmost vulnerable children. It is vital that thehonours degree in social work properly equipsthem with the knowledge, skills andunderstanding they need to deal with child careand child protection issues. Whilst individualsocial workers and employers have responsibilities for continuingprofessional development beyond the initial qualification, it is crucialthat the degree should provide a solid foundation on which deeperknowledge and skills can be built.
The Key Capabilities in Child Care and Protection provide animportant step forward. These are learning outcomes andcompetencies in relation to child care and protection in social workdegree programmes and have been developed by the ScottishInstitute for Excellence in Social Work Education in consultationwith key stakeholders. They enhance and are aligned to the moregeneric Standards in Social Work Education (SiSWE) as laid out inthe Framework for Social Work Education in Scotland1.
It is now vital for those concerned with social work education inScotland, including universities and employers, to work inpartnership to embed the Key Capabilities in the degreeprogrammes. Only through doing this can a consistent approachbe achieved which will produce better outcomes for service users.
The Scottish Executive is committed to its vision for children whichsays that they need to be safe, nurtured, healthy, achieving, active,respected, responsible and included. We are also committed toachieving a competent and confident social work workforceequipped to make this vision a reality. The provision of high qualitysocial work education is a fundamental cornerstone in this processand I am convinced the Key Capabilities will provide an excellentframework for new social workers to make their own contribution.With your help, we can ensure that they are given the bestpreparation to provide the level of care and protection our mostvulnerable children deserve.
1
Key capabilities in
Child Careand protection
1 http://www.scotland.gov.uk/Publications/2003/01/16202/17015
Executive Summary
The Key Capabilities (KCs) in Child Care and Protection aredesigned to allow students within social work degree programmesto map their specific learning in this area whilst achieving the moregeneric Standards in Social Work Education (SiSWE). The KCsfurther allow social work students to evidence their learning in childcare and protection by their progress being assessed at the midand end points of the programme. Key Capabilities are essentiallythe key areas of learning that students should be capable ofachieving in relation to child care and protection both during and bythe end of their social work degree programme.
The Key Capabilities document has four headings which togetherform the KCs in Child Care and Protection:
1. Effective Communication; 2. Knowledge and Understanding; 3. Professional Confidence and Competence; 4. Values and Ethical Practice.
Within the document, a set of examples, drawn from experienceduniversity staff and practitioners from the field of child care andprotection, recommend how students might evidence their learningat different Scottish Credit and Qualifications Framework (SCQF)levels across a programme under each of these headings.
The KCs are not a new set of standards but rather a mechanism forstudents and social work programmes to evidence the level ofknowledge and understanding that qualified social workers willhave achieved at graduation. The KCs are designed to allow allprogrammes to track their own unique ways of teaching andsupporting student learning in the field of child care and protectionand be in a position to evidence this through quality assuranceprocesses.
Within this document KCs have been separately aligned toundergraduate and post-graduate social work courses, the firstbeing in relation to undergraduate courses.
2
Key Capabilities
Throughout this document the term ‘child protection’ is used in itsbroadest sense. Different practitioners may have different definitionsof what the term child protection represents. Therefore, this shouldbe taken to mean child protection in the context of child care andmeeting children’s needs, rather than solely the investigativeinterviewing process.
The purpose of Key Capabilities is to ensure that all social workersat the point of qualifying are aware of their roles and responsibilitiesin respect of children and young people. They are also to ensurethat qualifying social workers are able to demonstrate theirknowledge, skills and understanding in relation to child care andprotection. Meeting all the Key Capabilities does not qualifyemerging social workers to undertake child protection investigations.This is rightly the domain of post qualifying, continuing professionaldevelopment, the responsibility being shared by employers andqualified workers. Rather, should they need to engage with a childin the course of their practice, meeting the Key Capabilities shouldensure that they are prepared with the skills to do so.
The Key Capabilities are designed for all students. This is based onthe assumption that although all qualified practitioners may not beinvolved in child protection investigative interviews and will not bebased within children and families teams, they will all have a genericresponsibility towards children and are accountable for theirindividual actions. All students emerging from universities shouldhave core knowledge, understanding and skills in relation to childcare and protection that they can draw on whether they work inadult mental health, criminal justice or other settings. As the title ofthe Child Protection Audit notes – “It’s Everyone’s Job to Make SureI’m Alright” (2002).
Ensuring that students emerge with appropriate skills, knowledgeand understanding in relation to child care and protection does notmean that employers’ responsibilities for their continuingprofessional development are reduced. The Scottish SocialServices Council (SSSC) Codes of Practice state that employersmust provide “induction, training and development opportunities tohelp social service workers do their jobs effectively and prepare fornew and changing roles and responsibilities” (2003, 3.1). In order todevelop confident and competent social workers, employers havea responsibility to build on the skills, knowledge and understandingdeveloped prior to qualifying, by providing appropriate supervisionand ongoing training opportunities. For example, communicating
3
Key capabilities in
Child Careand protection
44
with children is a complex area that will require further developmentfor some practitioners post-graduation.
Qualified social workers have a responsibility to identify continuingprofessional development needs, eg newly qualified social workersare required to complete 24 days (144 hours) of Post RegistrationTraining and Learning (PRTL) within 12 months of registration. Atleast 5 days (30 hours) must focus on working effectively withcolleagues and other professionals to identify, assess and managerisk to vulnerable people (SSSC, 2003). In evidencing that theyhave met the Key Capabilities, students will be starting to takesome of the responsibility for their own learning needs, a processwhich will continue after qualification.
The KCs encourage critical thinking amongst students. Reder andDuncan state that a key aim of training is to “arm practitioners withknowledge, skills and the capacity to think” (2004). It is theseprinciples that underpin all the Key Capabilities but have particularrelevance to Professional Competence and Confidence.
The Key Capabilities will define learning outcomes and competenciesin relation to child care and protection. The KCs have been mappedwith SiSWE and SCQ Frameworks. Account has also been taken ofthe SSSC Codes of Practice (2003), SE Framework for Standardsand Children’s Charter (2004), DFES Common Core of Knowledgeand Skills for the Children’s Workforce (England 2005) and the DoHRequirements for Social Work Training (2002).
Recommendations on approaches to assessment of KeyCapabilities and how they can be embedded in practice learninghave been made within this document.
Running through all Key Capabilities is an expectation that studentswill be asked to demonstrate anti oppressive/anti discriminatorypractice both in academic and practice learning settings. It isexpected that a student’s practice will embody the SSSC Codes ofPractice which states that they should “promote equalopportunities” and “respect diversity and different cultures andvalues” (2003, 1.5,1.6). This is set out in the Standards and Auditfor Practice Learning Opportunities: A Quality Process (2006).Similarly, it is expected that Higher Education Institutions (HEIs) andLocal Authority/Voluntary agencies offering practice learningopportunities will be working within current legislative frameworksto promote equal opportunities for students.
5
Key capabilities in
Child Careand protection
In addition, there is also an expectation that students will accessup-to-date research and literature at all stages of their academiccareer as this should always underpin practice. The use of relevantresearch and the links students make between theory and practiceis an area students would, within the SiSWE, be assessed on bytutors and practice teachers.
The skills of an emerging social work practitioner will change overthe course of their training, therefore the way skills are taught andassessed will be incremental and correlate with the relevant stageof learning in accordance with SCQF levels.
Throughout the text core documents and theories have beenidentified for students to draw from. These documents will changeover time to reflect new research, new literature, and unfortunatelynew Inquiry Reports. As such, the Bibliography which is appendedis not set in stone, and it is the responsibility of universities andstudents to ensure that they remain responsive to change.
Assessment
The assessment of Key Capabilities is based on the premise that allstudents need to demonstrate core knowledge, understanding andskills in child care and protection to enable them to progress in theirstudies/practice.
Every student qualifying as a social worker will be assessed inrelation to child care and protection at key stages of their learning.At a minimum, students should undergo summativeassessment prior to their first practice learning opportunityand prior to completing the course.
Dependent on when they have their practice learning opportunity,students may first be assessed at level 8 or 9 (SCQF), however allstudents should be assessed at level 10 (SCQF) prior tocompletion. If students do not meet the required level ofcompetence, then they should not progress to the next stage, untilsuch time as they have met that level. For some students this willmean that they cannot undertake their practice learningopportunities at the same time as their peers.
Assessment of Key Capabilities does not preclude assessment ofother areas; rather it should be one component of assessing theoverall skills of the student.
The responsibility for assessment is a shared one between thestudent, the tutor, the practice teacher and others including serviceusers and carers.
The student needs to demonstrate that s/he has met the KeyCapabilities. They can demonstrate this in formal assessmentssuch as exams and assignments. They can also evidence KeyCapabilities through less formal methods of assessment forexample, their use of learning logs, their contribution to tutorials,group work, etc.
HEIs can assess students progress and readiness to practice inrelation to Key Capabilities using a range of formative andsummative assessment methods.
Practice Learning Opportunities
A requirement of the Key Capabilities is that whatever practicelearning opportunity a student is engaged in, they must beable to evidence their knowledge and application of childcare and protection, as it is relevant to their setting. Forexample, students working in an adult setting might be workingwith adults who are grandparents, who have regular contact withchildren, who have caring responsibilities or who have committedsexual offences. Adults have been children and their currentdifficulties could be connected to experiences from their childhood.Students need to demonstrate that they can make relevant linksbetween child care and protection and their current practicelearning opportunity.
A further requirement is that during one of their assessedpractice learning opportunities, students should undertakean assessment of a child or of parenting capacity. The studentmay not necessarily be primary case holder, rather they might beco-working within or across organisations.
Throughout the document there are examples of how a student’slearning in child care and protection could be measured. Thesesuggestions are not comprehensive and each HEI and practiceteacher may have different methods of assessing a student’slearning.
6
7
Key capabilities in
Child Careand protection
Key Capabilities aligned with SCQF and SiSWE
8
KEY CAPABILITIES ALIGNED WITH SCQF AND SiSWE
Effective Communication
Effective communication is intrinsic to all social work practice. In orderto be a capable practitioner, students will be required to be effectiveusing a range of methods, in a variety of settings and with differentindividuals and groups.
The following provides an example of opportunities for students to learnand be assessed on their communication skills in the area of child careand protection.
The following grids should be read in conjunction with the full SCQF andSiSWE documents as components of these have at times beenabbreviated.
9
Key capabilities in
Child Careand protection
Leve
l7
Aim
:D
evel
op
ing
bas
icco
mm
unic
atio
nsk
ills
and
awar
enes
so
fp
arti
cula
ras
pec
tso
fco
mm
unic
atio
nw
ith
child
ren.
Ski
llsat
this
leve
lmay
wel
lbe
taug
htw
ithin
age
neric
cont
ext.
How
ever
ther
esh
ould
beso
me
expl
orat
ion
ofag
egr
oups
and
ackn
owle
dgem
ent
that
diffe
rent
skills
are
requ
ired
toco
mm
unic
ate
with
child
ren.
As
Ann
eG
raffa
mW
alke
rno
tes
“The
bott
omlin
ein
com
mun
icat
ing
accu
rate
lyw
ithch
ildre
nis
that
adul
tsm
ust
real
ise
that
they
and
child
ren
dono
tsp
eak
the
sam
ela
ngua
ge”
(For
ensi
cLi
ngui
st,t
aken
from
conf
eren
cem
ater
ial,
Dun
dee
Uni
vers
ity,2
005)
.
At
this
stag
est
uden
tsne
edto
rece
ive
inpu
tan
dde
mon
stra
teso
me
skills
in:
•A
ctiv
eLi
sten
ing
•Th
eab
ility
tore
cord
and
sum
mar
ise
info
rmat
ion
clea
rly.
•Th
eim
port
ance
ofdi
ffere
ntfo
rms
ofco
mm
unic
atio
n(v
erba
l/non
verb
al)t
oth
eir
prac
tice.
Stu
dent
sne
edto
unde
rsta
ndth
eim
port
ance
ofen
gagi
ngw
ithpe
ople
,and
form
ing
and
mai
ntai
ning
wor
king
rela
tions
hips
base
don
hone
sty
and
part
ners
hip.
The
abilit
yto
conv
eyin
form
atio
nef
fect
ivel
yis
note
din
the
SS
SC
Cod
esof
Pra
ctic
e(2
003,
2.2)
whi
chst
ates
that
soci
alw
orke
rssh
ould
com
mun
icat
ein
an“a
ppro
pria
te,
open
,acc
urat
ean
dst
raig
htfo
rwar
dw
ay”.
Kno
wle
dge
-A
broa
dkn
owle
dge
ofth
esu
bjec
t.
Pra
ctic
e-
Use
som
eof
the
basi
can
dro
utin
epr
ofes
sion
alsk
ills,e
tc.
Cog
nitiv
e-
Pre
sent
and
eval
uate
argu
men
ts,i
nfor
mat
ion
and
idea
s.
Kno
wle
dge
-K
now
ledg
eth
atis
embe
dded
inth
em
ain
theo
ries,
conc
epts
and
prin
cipl
es.
Com
mun
icat
ion
-us
ea
rang
eof
form
sof
com
mun
icat
ion
effe
ctiv
ely
inbo
thfa
milia
ran
dne
wco
ntex
ts.
Aut
onom
y-
Take
acco
unt
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
sin
carr
ying
out
and
eval
uatin
gta
sks.
Pre
parin
gfo
rso
cial
wor
kco
ntac
tan
din
volv
emen
t:-
Und
erst
andi
ngth
eim
port
ance
ofin
ter-
pers
onal
fact
ors
inde
liver
ing
effe
ctiv
eso
cial
wor
kse
rvic
es.
Wor
king
with
indi
vidu
als,
fam
ilies
etc
soth
atth
eyca
nm
ake
info
rmed
deci
sion
s:-
List
enac
tivel
yto
othe
rs;r
espo
ndap
prop
riate
lyto
thei
rlif
eex
perie
nces
.
Pre
parin
gfo
rso
cial
wor
kco
ntac
t:-
Mak
eef
fect
ive
cont
act
with
indi
vidu
als
and
orga
nisa
tions
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
10
Leve
l8
Aim
:O
pp
ort
unit
ies
tost
art
pra
ctis
ing
skill
san
dd
emo
nstr
atin
gkn
ow
led
ge.
Stu
dent
sne
edto
begi
ven
oppo
rtun
ities
toap
ply
thei
rco
mm
unic
atio
nsk
ills-
with
ingr
oup
sett
ings
and
prac
tice
lear
ning
oppo
rtun
ities
.
The
Chi
ldre
n’s
Cha
rter
and
the
Fram
ewor
kfo
rS
tand
ards
(Sco
ttis
hE
xecu
tive,
both
2004
)hig
hlig
htth
eim
port
ance
oflis
teni
ngto
child
ren.
Sta
ndar
d3
ofth
eFr
amew
ork
for
Sta
ndar
dsst
ates
that
“Pro
fess
iona
lsen
sure
that
child
ren
are
liste
ned
toan
dre
spec
ted”
.
Inpr
epar
atio
nfo
rpr
actic
ele
arni
ngop
port
uniti
es:
Stu
dent
sne
edto
dem
onst
rate
know
ledg
ean
dsk
illsin
com
mun
icat
ing
whe
reE
nglis
his
not
the
first
lang
uage
orw
here
the
prim
ary
form
ofco
mm
unic
atio
nis
non-
verb
al.
For
exam
ple,
stud
ents
shou
ldbe
awar
eof
thei
rle
gal
resp
onsi
bilit
ies
toac
cess
inte
rpre
ter
serv
ices
and
know
how
todo
this
and
thei
rre
spon
sibi
lity
tous
ere
leva
ntsp
ecia
list
serv
ices
toen
able
them
tolis
ten
and
com
mun
icat
ew
ithch
ildre
nw
hous
eal
tern
ativ
efo
rms
ofco
mm
unic
atio
n(fo
rex
ampl
esi
gnin
g).
Stu
dent
sne
edto
beab
leto
show
that
they
can
build
onth
eir
unde
rsta
ndin
gof
how
child
ren
com
mun
icat
e.Fo
rex
ampl
e,w
hen
ach
ilddi
spla
yspr
oxim
ityse
ekin
gbe
havi
our
such
aspu
lling
onon
e’s
slee
ve,t
hey
are
tryi
ngto
attr
act
atte
ntio
nan
dha
veth
eir
need
sm
et.S
tude
nts
need
tode
mon
stra
teth
atth
eyar
eob
serv
ing
child
ren’
sbe
havi
our
and
star
ting
toco
nsid
erw
hat
this
non-
verb
alco
mm
unic
atio
nm
ight
tell
them
abou
tchi
ldre
n’s
expe
rienc
es.
Stu
dent
sw
illha
veth
eop
portu
nity
topr
actis
eco
nvey
ing
com
plex
info
rmat
ion
ina
grou
pse
tting
.For
exam
ple,
alon
gsid
est
uden
tsfro
mot
herd
isci
plin
esw
ithin
the
HEI
(e.g
.he
alth
/edu
catio
n)th
eyco
uld
role
play
aca
seco
nfer
ence
.Th
isin
clud
esw
ritte
nan
dve
rbal
pres
enta
tion
ofin
form
atio
n.
Pra
ctic
e-
Use
ara
nge
ofro
utin
esk
ills,t
echn
ique
s,pr
actic
es,a
few
ofw
hich
are
adva
nced
orco
mpl
ex.
Aut
onom
y-
Dea
lwith
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Pra
ctic
e-
Ada
ptro
utin
epr
actic
esw
ithin
acce
pted
stan
dard
s.
Kno
wle
dge
-un
ders
tand
ing
ofa
limite
dra
nge
ofco
reth
eorie
s,pr
inci
ples
and
conc
epts
.
Cog
nitiv
e-
unde
rtak
ecr
itica
lan
alys
is,e
valu
atio
nan
d/or
synt
hesi
sof
idea
s.
Com
mun
icat
ion
-C
onve
yco
mpl
exin
form
atio
nto
ara
nge
ofau
dien
ces
and
for
ara
nge
ofpu
rpos
es.
Pre
parin
gfo
rso
cial
wor
kin
volv
emen
t:-
Mak
eef
fect
ive
cont
act
with
indi
vidu
als
and
orga
nisa
tions
.
Wor
king
with
indi
vidu
als
etc
soth
eyca
nm
ake
info
rmed
deci
sion
s:-
Exp
lain
and
nego
tiate
the
purp
ose
ofco
ntac
tsan
dth
ebo
unda
ries
ofth
eir
invo
lvem
ent.
Wor
king
with
grou
psto
prom
ote
choi
ce:
-Id
entif
yan
dus
eop
port
uniti
esfo
rpu
rpos
eful
and
supp
ortiv
eco
mm
unic
atio
n.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Kno
wle
dge
ofeq
ualo
ppor
tuni
ties
and
anti-
disc
rimin
ator
yle
gisl
atio
nan
dpr
actic
e.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Use
both
verb
alan
dno
n-ve
rbal
cues
togu
ide
inte
rpre
tatio
nsof
beha
viou
ran
das
sess
risk.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Com
mun
icat
ecl
early
,acc
urat
ely
and
prec
isel
yw
ithin
divi
dual
san
dgr
oups
ina
rang
eof
form
alan
din
form
alsi
tuat
ions
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
11
Key capabilities in
Child Careand protection
Leve
l9
Aim
:A
bili
tyto
dem
ons
trat
ean
dus
ea
sele
ctio
no
fsk
ills
inco
ntex
tsw
hich
incl
ude
ad
egre
eo
fun
pre
dic
tab
ility
.
Stu
dent
ssh
ould
beab
leto
com
mun
icat
edi
rect
lyw
ithch
ildre
n,yo
ung
peop
lean
dpa
rent
s/ca
rers
usin
gsk
illsto
elic
itan
dim
part
rele
vant
info
rmat
ion.
For
exam
ple,
resp
ondi
ngto
enqu
iries
,tak
ing
and
actin
gon
refe
rral
s,ta
lkin
gto
child
ren
infa
milie
sth
eyar
ew
orki
ngw
ith.T
his
incl
udes
accu
rate
reco
rdin
gof
info
rmat
ion
(kno
win
gw
hat
toin
clud
ean
dw
hat
tole
ave
out.)
This
invo
lves
use
ofap
prop
riate
ITsy
stem
s.A
nyre
cord
ing
shou
lddi
ffere
ntia
tebe
twee
nfa
ctan
dop
inio
n.
Stu
dent
ssh
ould
have
anun
ders
tand
ing
ofth
epo
tent
ial
risks
ach
ildm
ight
beex
pose
dto
and
how
ach
ildm
ayat
tem
ptto
conv
eyhi
sor
her
expe
rienc
esus
ing
verb
alor
non
verb
alin
dica
tors
.Pra
ctic
ete
ache
rsan
dtu
tors
will
bere
quire
dto
mak
ecl
ear
links
betw
een
the
mat
eria
lon
child
deve
lopm
ent
and
com
mun
icat
ing
with
child
ren.
Stu
dent
sne
edto
beab
leto
resp
ond
appr
opria
tely
toth
ech
ildan
dth
ein
form
atio
n.Th
isin
clud
eskn
owle
dge
ofch
ildpr
otec
tion
proc
edur
esan
dth
eir
role
san
dre
spon
sibi
litie
s,an
dth
ero
les
and
resp
onsi
bilit
ies
ofot
her
prof
essi
onal
s.
Stu
dent
ssh
ould
beab
leto
dem
onst
rate
that
they
are
clea
rab
out
the
purp
ose
ofco
ntac
tw
ithch
ildre
nan
dth
eir
resp
onsi
bilit
ies.
For
exam
ple,
they
shou
ldbe
able
toar
ticul
ate
why
they
wou
ldse
ea
child
with
out
his/
her
pare
nts
bein
gpr
esen
tan
dw
hat
actio
nsth
eyco
uld
and
wou
ldta
ke(u
nder
guid
ance
)ifa
cces
sw
asde
nied
.
Com
mun
icat
ion
-us
ea
rang
eof
rout
ine
skills
and
som
ead
vanc
edan
dsp
ecia
lised
skills
.
Com
mun
icat
ion
-us
ea
rang
eof
ITap
plic
atio
nsto
supp
ort
and
enha
nce
wor
k.
Pra
ctic
e-
Pra
ctis
ero
utin
em
etho
dsof
enqu
iry.
Kno
wle
dge
-kn
owle
dge
that
isde
taile
din
som
ear
eas.
Pra
ctic
e-
Pra
ctis
ein
ara
nge
ofpr
ofes
sion
alle
velc
onte
xts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity.
Cog
nitiv
e-
Dra
won
ara
nge
ofso
urce
sin
mak
ing
judg
emen
ts.
Aut
onom
y-
Wor
kun
der
guid
ance
with
qual
ified
prac
titio
ners
.
Ass
essi
ngne
eds
and
optio
nsin
orde
rto
reco
mm
end
aco
urse
ofac
tion:
-A
naly
seth
ein
form
atio
nth
eyha
vega
ther
edet
c.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
situ
atio
ns:
-U
nder
stan
dth
efa
ctor
sin
fluen
cing
the
sele
ctio
nan
dte
stin
gof
info
rmat
ion.
Wor
kw
ithin
divi
dual
set
cto
achi
eve
chan
ge,
prom
ote
dign
ity,r
ealis
epo
tent
ial,
impr
ove
life
oppo
rtun
ities
:-
Com
mun
icat
eef
fect
ivel
yac
ross
pote
ntia
lba
rrie
rsre
sulti
ngfro
mdi
ffere
nces
inag
e,la
ngua
ge,a
bilit
yet
c.
Ass
essi
ngan
dm
anag
ing
risks
:-
Und
erst
and
soci
alw
orke
rs’r
oles
asst
atut
ory
agen
ts.
-U
nder
take
prac
tice
inw
ays
whi
chtr
ies
topr
otec
tsa
fety
.
Ass
essi
ngan
dm
anag
ing
risk:
-U
nder
stan
dth
eco
ncep
tsof
right
s,re
spon
sibi
lity
etc
and
the
pow
ers
asso
ciat
edw
ithth
epr
actic
eof
soci
alw
orke
rsas
mor
alan
dst
atut
ory
agen
ts.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
12
Leve
l9–
cont
inue
d
Aim
:A
bili
tyto
dem
ons
trat
ean
dus
ea
sele
ctio
no
fsk
ills
inco
ntex
tsw
hich
incl
ude
ad
egre
eo
fun
pre
dic
tab
ility
.
Whe
rest
uden
tsar
eno
tin
apr
actic
ele
arni
ngop
port
unity
whe
reth
eyha
vedi
rect
invo
lvem
ent
with
child
ren
orpa
rent
s,th
ere
may
need
tobe
links
with
othe
rag
enci
es/
team
sin
orde
rth
atth
est
uden
tca
nco
-wor
k/be
allo
cate
da
case
invo
lvin
gch
ildre
nor
thei
rpa
rent
s.Th
ere
are
imag
inat
ive
way
sw
hich
prac
tice
teac
hers
curr
ently
faci
litat
ele
arni
ngw
ithin
and
betw
een
team
san
dth
ese
met
hods
can
bebu
iltup
on.
Dur
ing
prac
tice
lear
ning
oppo
rtun
ities
,stu
dent
sne
edto
have
the
oppo
rtun
ityto
pres
ent
info
rmat
ion
abou
tch
ildca
rean
dch
ildpr
otec
tion
both
form
ally
and
info
rmal
ly.Th
ism
ight
incl
ude
mak
ing
apr
esen
tatio
nto
ate
amm
eetin
g,a
Chi
ldre
n’s
Hea
ring,
ora
Cas
eC
onfe
renc
e.
Cog
nitiv
e-
iden
tify
and
anal
yse
rout
ine
prof
essi
onal
prob
lem
san
dis
sues
.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
take
acco
unt
ofow
nan
dot
hers
’ro
les
and
resp
onsi
bilit
ies.
Com
mun
icat
ion
-m
ake
form
alan
din
form
alpr
esen
tatio
nsto
ara
nge
ofau
dien
ces.
Ass
essi
ngne
edan
dop
tions
:-
Und
erst
and
the
mod
els
and
met
hods
ofas
sess
men
tin
diffe
rent
prac
tice
cont
exts
.
Dev
elop
ing
netw
orks
tom
eet
asse
ssed
need
and
plan
ned
outc
omes
:-
Dev
elop
effe
ctiv
ehe
lpin
gre
latio
nshi
psan
dpa
rtne
rshi
ps.
Man
age,
pres
ent
and
shar
ere
cord
san
dre
port
s:-
Pre
sent
conc
lusi
ons
verb
ally
and
onpa
per
ina
stru
ctur
edfo
rmth
atis
appr
opria
teto
the
audi
ence
for
whi
chth
ese
have
been
prep
ared
.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Mak
eef
fect
ive
prep
arat
ion
for
mee
tings
and
lead
them
ina
prod
uctiv
ew
ay.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
13
Key capabilities in
Child Careand protection
Leve
l10
Stu
den
tsw
illb
eex
pec
ted
tob
eco
mp
eten
tin
com
mun
icat
ing
ata
pro
fess
iona
llev
elw
ith
pee
rsan
dse
nio
rco
lleag
ues.
Thi
sw
illin
clud
eth
eab
ility
tod
eliv
erfo
rmal
pre
sent
atio
ns.
By
this
stag
e,st
uden
tssh
ould
beco
mpe
tent
inco
mm
unic
atin
gw
ithch
ildre
n,yo
ung
peop
lean
dth
eir
pare
nts/
care
rsan
din
terp
retin
gw
hat
child
ren
say
(and
do).
This
incl
udes
appl
ying
thei
rkn
owle
dge
abou
tho
wch
ildre
nco
mm
unic
ate
toth
eir
prac
tice.
Whe
rest
uden
tsdo
not
unde
rtak
epr
actic
ele
arni
ngop
port
uniti
esin
child
care
sett
ings
,the
yne
edto
begi
ven
spec
ific
oppo
rtun
ities
tode
mon
stra
teth
eir
skills
inco
mm
unic
atin
gw
ithch
ildre
n.In
the
repo
rtof
the
Inqu
iryin
toth
ede
ath
ofV
icto
riaC
limbi
e,Lo
rdLa
min
ghi
ghlig
hted
the
fact
that
noso
cial
wor
ker
had
ever
got
beyo
ndas
king
Vic
toria
“hel
lo,h
owar
eyo
u?”
(200
3,65
).
Form
alm
eetin
gsca
nun
ders
tand
ably
rais
ean
xiet
yfo
rch
ildre
nan
dth
eir
care
rs.S
tude
nts
need
tobe
able
toex
plai
nth
epu
rpos
eof
such
mee
tings
ina
man
ner
whi
chis
aim
edat
decr
easi
ngan
xiet
y.
Chi
ldre
nan
dfa
milie
sm
ayne
edsi
gnifi
cant
supp
ort
with
info
rmal
and
info
rmal
sett
ings
topr
esen
tth
eir
view
s,ve
rbal
lyor
inw
ritte
nfo
rms.
Stu
dent
ssh
ould
beab
leto
faci
litat
ech
ildre
nan
dpa
rent
sto
com
mun
icat
eth
eir
view
s.
Stu
dent
sw
illbe
requ
ired
tode
mon
stra
teef
fect
ive
writ
ten
com
mun
icat
ion:
this
wou
ldin
clud
epr
oduc
tion
ofw
ritte
nca
sere
cord
ing/
repo
rts/
asse
ssm
ents
/lett
ers
toan
appr
opria
test
anda
rdan
dfo
rmat
.The
impo
rtan
ceof
clea
run
ambi
guou
sw
ritte
nco
mm
unic
atio
nw
asal
sohi
ghlig
hted
inth
eLa
min
gIn
quiry
(200
3)w
hich
stat
edth
at“s
taff
mus
tbe
held
acco
unta
ble
for
the
qual
ityof
the
info
rmat
ion
they
prov
ide”
(1.4
3).
Kno
wle
dge
-a
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Pra
ctic
e-
use
ara
nge
ofpr
inci
ple
skills
,pra
ctic
esan
d/or
mat
eria
lsas
soci
ated
with
asu
bjec
tor
disc
iplin
e.
Com
mun
icat
ion
-co
mm
unic
ate
with
prof
essi
onal
leve
lpee
rs,s
enio
rco
lleag
ues
and
spec
ialis
ts.
Ass
essi
ngne
eds
and
optio
ns:
-Li
sten
activ
ely
tope
ople
who
use
serv
ices
and
thei
rca
rers
resp
ectin
gth
eir
expe
rienc
ean
dta
king
full
acco
unt
ofth
eir
view
s.
Pre
parin
gfo
ran
dta
kepa
rtin
deci
sion
mak
ing
foru
ms:
-P
rese
ntev
iden
ceto
deci
sion
mak
ing
foru
ms
and
help
indi
vidu
als,
fam
ilies
etc
toun
ders
tand
the
proc
edur
esin
volv
edan
dth
epo
ssib
lean
dac
tual
outc
omes
.-
Wor
kw
ithin
divi
dual
s,fa
milie
s,ca
rers
,gr
oups
and
com
mun
ities
tose
lect
the
best
form
sof
repr
esen
tatio
nan
din
volv
emen
tin
deci
sion
mak
ing.
-H
elp
indi
vidu
als,
fam
ilies
etc
tobe
invo
lved
appr
opria
tely
inde
cisi
onm
akin
gfo
rum
s.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds
and
repo
rts:
-M
aint
ain
accu
rate
,com
plet
e,ac
cess
ible
and
upto
date
reco
rds
and
repo
rts.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
pare
repo
rts
and
docu
men
tsfo
rde
cisi
onm
akin
gfo
rum
s.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
14
Leve
l10
–co
ntin
ued
Stu
den
tsw
illb
eex
pec
ted
tob
eco
mp
eten
tin
com
mun
icat
ing
ata
pro
fess
iona
llev
elw
ith
pee
rsan
dse
nio
rco
lleag
ues.
Thi
sw
illin
clud
eth
eab
ility
tod
eliv
erfo
rmal
pre
sent
atio
ns.
Stu
dent
sw
illbe
requ
ired
tode
mon
stra
teth
atth
eyha
vea
clea
run
ders
tand
ing
ofth
eir
resp
onsi
bilit
yto
effe
ctiv
ely
and
accu
rate
lysh
are
info
rmat
ion
with
othe
rpr
ofes
sion
als,
and
child
ren
and
thei
rfa
milie
sin
acco
rdan
cew
ithre
leva
ntgu
idan
ce.F
orex
ampl
eP
rote
ctin
gC
hild
ren
-a
Sha
red
Res
pons
ibilit
y(1
998)
orG
ettin
gO
urP
riorit
ies
Rig
ht(2
003)
.
Itis
reco
mm
ende
dth
atst
uden
tsbe
requ
ired
tom
ake
form
alpr
esen
tatio
nsin
ava
riety
ofse
ttin
gsto
ara
nge
ofau
dien
ces.
Dur
ing
prac
tice
lear
ning
oppo
rtun
ities
stud
ents
shou
ldde
mon
stra
teth
eir
abilit
yto
pres
ent
thei
ras
sess
men
t,fo
rin
stan
ce,i
na
revi
ew,c
hild
ren’
she
arin
g,co
regr
oup,
orin
ter-
agen
cym
eetin
g.
Stu
dent
ssh
ould
beab
leto
artic
ulat
ecl
early
and
expl
icitl
yth
eir
skills
and
know
ledg
ein
rela
tion
toco
mm
unic
atio
nin
ach
ildca
rean
dch
ildpr
otec
tion
cont
ext
totu
tors
,pee
rs,
prac
tice
teac
hers
and
futu
reem
ploy
ers.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
show
sa
clea
raw
aren
ess
ofow
nan
dot
hers
role
san
dre
spon
sibi
litie
s.
Com
mun
icat
ion
-m
ake
form
alpr
esen
tatio
nsab
out
spec
ialis
edto
pics
toin
form
edau
dien
ces.
Cog
nitiv
e-
Crit
ical
lyre
view
and
cons
olid
ate
know
ledg
e,sk
illsan
dpr
actic
esan
dth
inki
ng.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds:
-S
hare
reco
rds
with
indi
vidu
als,
fam
ilies,
care
rset
cw
ithin
lega
land
ethi
cal
guid
elin
esan
dre
quire
men
ts.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
sent
evid
ence
tode
cisi
onm
akin
gfo
rum
s.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-C
ritic
ally
refle
cton
thei
rpr
actic
ean
dpe
rform
ance
and
mod
ifyth
ese
asa
resu
lt.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
ofan
dre
sear
chin
toso
cial
wor
kpr
actic
e:-
Usi
ngsu
perv
isio
n,co
nsul
tanc
yan
dpr
ofes
sion
alsu
ppor
tta
keac
tion
toid
entif
yan
dm
eet
thei
rco
ntin
uing
prof
essi
onal
deve
lopm
ent
need
s.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
15
Knowledge and Understanding
During the course of their studies and practice learning opportunities,students will require to gain knowledge and demonstrateunderstanding in a number of key areas:
• The legal framework which underpins practice (both their own andother professionals)
• Relevant guidance• Knowledge of theory and models of practice - including risk
assessment• Child care and protection in context• Intra and inter agency practice
Key capabilities in
Child Careand protection
16
Leve
l7
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adkn
ow
led
ge
of
the
key
area
sin
child
care
and
pro
tect
ion
whi
chw
illun
der
pin
pra
ctic
e.
Stu
dent
ssh
ould
bein
trod
uced
toth
ele
galf
ram
ewor
ksw
hich
unde
rpin
prac
tice.
This
will
not
bere
stric
ted
toch
ildca
rean
dpr
otec
tion
asst
uden
tsw
illne
eda
basi
cgr
ound
ing
inth
ele
galc
onte
xtin
whi
chal
lsoc
ialw
orke
rsop
erat
e.H
owev
er,t
hey
need
tobe
mad
eaw
are
that
ther
ear
eso
me
area
ssp
ecifi
cto
child
care
and
prot
ectio
n.Fo
rex
ampl
eth
eysh
ould
bein
trod
uced
toth
eC
hild
ren
(Sco
tland
)Act
1995
and
Uni
ted
Nat
ions
Con
vent
ion
onth
eR
ight
sof
the
Chi
ld(1
989)
.
Stu
dent
sne
edto
beaw
are
that
inad
ditio
nto
lega
lfra
mew
orks
,gui
danc
eex
ists
atdi
ffere
ntle
vels
.For
exam
ple
loca
lchi
ldpr
otec
tion
proc
edur
es,n
atio
nal
guid
ance
e.g.
Pro
tect
ing
Chi
ldre
n-
aS
hare
dR
espo
nsib
ility
(199
8).S
tude
nts
coul
dbe
aske
dto
expl
ore
how
loca
lchi
ldpr
otec
tion
proc
edur
esm
ight
beap
plie
dto
aca
sesc
enar
io.
Stu
dent
ssh
ould
bein
trod
uced
toco
reth
eorie
sw
hich
are
rele
vant
toso
cial
wor
kpr
actic
ege
nera
lly.T
hese
will
incl
ude
theo
ries
whi
char
epa
rtic
ular
lyre
leva
ntto
child
care
and
prot
ectio
n.Fo
rex
ampl
est
uden
tsco
uld
been
cour
aged
toex
amin
eho
wso
ciol
ogic
alth
eory
links
toch
ildca
rean
dpr
otec
tion
and
cons
ider
the
impa
ctof
pove
rty
onch
ildre
n.
Kno
wle
dge
-A
broa
dkn
owle
dge
ofth
esu
bjec
t.
Kno
wle
dge
-A
broa
dkn
owle
dge
ofth
esu
bjec
t.
Pra
ctic
e-
Use
som
eof
the
basi
can
dro
utin
epr
ofes
sion
alsk
ills,
tech
niqu
es,p
ract
ices
and/
orm
ater
ials
asso
ciat
edw
itha
subj
ect.
Kno
wle
dge
-K
now
ledg
eth
atis
embe
dded
inth
em
ain
theo
ries,
conc
epts
and
prin
cipl
es.
Cog
nitiv
e-
Use
ara
nge
ofap
proa
ches
toad
dres
sde
fined
and/
orro
utin
epr
oble
ms
and
issu
es.
Pre
parin
gfo
rso
cial
wor
kco
ntac
tan
din
volv
emen
t:-
Lega
lbas
esfo
rin
terv
entio
n.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-Th
esi
gnifi
canc
eof
legi
slat
ive
and
lega
lfra
mew
orks
,ser
vice
stan
dard
s,pr
actic
egu
idel
ines
and
code
sof
prac
tice.
Wor
king
with
indi
vidu
als
etc
toac
hiev
ech
ange
,pro
mot
edi
gnity
,rea
lise
pote
ntia
land
impr
ove
life
oppo
rtun
ities
:-
Psy
chol
ogic
alan
dph
ysio
logi
calt
heor
ies
ofin
divi
dual
and
soci
alde
velo
pmen
t.
Wor
king
with
grou
psto
prom
ote
choi
ce:
-Th
ere
leva
nce
ofso
ciol
ogic
alan
dcr
imin
olog
ical
pers
pect
ives
toun
ders
tand
ing
soci
etal
and
stru
ctur
alin
fluen
ces
onhu
man
beha
viou
r.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
17
Key capabilities in
Child Careand protection
Leve
l7–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adkn
ow
led
ge
of
the
key
area
sin
child
care
and
pro
tect
ion
whi
chw
illun
der
pin
pra
ctic
e.
Stu
dent
ssh
ould
bein
trod
uced
toch
ildca
rean
dpr
otec
tion
inco
ntex
t.Th
isw
illin
clud
ean
hist
oric
alov
ervi
ewof
key
even
tsan
dth
eir
impa
cton
the
deve
lopm
ent
ofso
cial
wor
kpr
actic
e.Th
isw
ould
incl
ude
the
impa
ct/d
evel
opm
ent
ofsp
ecifi
car
eas
ofpr
actic
ean
dex
plor
ing
the
chan
ging
cultu
rew
ithin
whi
chso
cial
wor
kers
oper
ate.
This
coul
din
clud
eho
wth
eM
aria
Col
wel
lInq
uiry
(197
4)le
dto
the
deve
lopm
ent
ofch
ildpr
otec
tion
regi
ster
s,th
edi
scou
rse
surro
undi
ngth
ede
ath
ofJa
mie
Bul
ger(
1993
),th
eim
pact
ofth
eO
rkne
yIn
quiry
oncu
rren
tpr
actic
ean
dle
gisl
atio
nan
dth
e21
stC
entu
ryR
evie
w:C
hang
ing
Live
s(2
006)
.Stu
dent
ssh
ould
beas
ked
tore
flect
onho
wlo
cal
prac
tice
may
beaf
fect
edby
part
icul
aris
sues
.
The
SS
SC
Cod
esof
Pra
ctic
est
ates
that
Soc
ialW
orke
rssh
ould
“rec
ogni
sean
dre
spec
tth
ero
les
and
expe
rtis
eof
wor
kers
from
othe
rag
enci
es”
(200
3,6.
7).
Stu
dent
sne
edto
beaw
are
ofso
cial
wor
k’s
plac
eal
ongs
ide
othe
rpr
ofes
sion
als.
We
reco
mm
end
that
this
incl
udes
som
eta
ught
inpu
tin
todi
ffere
ntpr
ofes
sion
als’
role
san
dre
spon
sibi
litie
s.A
lthou
ghth
isw
illbe
taug
htw
ithin
age
nera
lcon
text
ther
ew
illbe
spec
ific
core
text
sin
rela
tion
toch
ildca
rean
dpr
otec
tion
whi
chw
ere
com
men
dst
uden
tsre
ad.T
his
shou
ldin
clud
eTh
eC
hild
Pro
tect
ion
Aud
itan
dR
evie
w,“
It’s
Eve
ryon
e’s
Job
toM
ake
Sur
eI’m
Alri
ght”
(200
2).
Kno
wle
dge
-an
awar
enes
sof
the
evol
ving
/cha
ngin
gna
ture
ofkn
owle
dge
and
unde
rsta
ndin
g.
Com
mun
icat
ion
-co
nvey
com
plex
idea
sin
aw
ells
truc
ture
dan
dco
here
ntfo
rm.
Aut
onom
y-
Take
acco
unt
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
sin
carr
ying
out
and
eval
uatin
gta
sks.
Eva
luat
ing
and
usin
gup
-to-
date
know
ledg
ean
dre
sear
chin
toso
cial
wor
kpr
actic
e:-
Fact
ors
influ
enci
ngch
ange
sin
prac
tice
with
inst
atut
ory,
volu
ntar
yan
dpr
ivat
ese
ctor
serv
ices
.
Dev
elop
ing
netw
orks
tom
eet
asse
ssed
need
san
dpl
anne
dou
tcom
es:
-Th
esi
gnifi
canc
eof
inte
r-re
latio
nshi
psw
ithot
her
soci
alse
rvic
es,e
spec
ially
educ
atio
n,ho
usin
g,he
alth
etc.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
18
Leve
l8
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adkn
ow
led
ge
of
child
care
and
pro
tect
ion
wit
hd
etai
led
kno
wle
dg
ein
som
ear
eas.
The
ysh
oul
dha
veso
me
und
erst
and
ing
of
the
core
theo
ries
.
Stu
dent
ssh
ould
have
know
ledg
ean
dun
ders
tand
ing
ofco
rele
gisl
atio
nre
latin
gto
child
care
and
prot
ectio
n.Fo
rex
ampl
e,th
ele
gald
efin
ition
ofa
child
,par
enta
lrig
hts
and
resp
onsi
bilit
ies,
dutie
sof
the
loca
laut
horit
y,C
hild
ren’
sH
earin
gS
yste
m.
Stu
dent
sw
ould
beta
ught
mor
esp
ecifi
cally
abou
tas
pect
sof
legi
slat
ion
rela
ting
topa
rtic
ular
serv
ice
user
grou
ps.F
orex
ampl
eth
eym
ight
expl
ore
how
Ant
i-Soc
ialB
ehav
iour
Ord
ers
(200
4)im
pact
onch
ildre
nan
dyo
ung
peop
lean
dth
eir
fam
ilies,
and
the
role
ofth
eso
cial
wor
ker.
Stu
dent
ssh
ould
build
onth
eir
know
ledg
ean
dun
ders
tand
ing
ofre
leva
ntgu
idan
ce.R
egar
dles
sof
whe
reth
est
uden
tth
inks
they
may
prac
tice
orun
dert
ake
thei
rpr
actic
ele
arni
ng,t
hey
shou
ldha
veth
eop
port
unity
with
inth
eH
EIs
ettin
gto
appl
yre
leva
ntgu
idan
ceto
child
care
and
prot
ectio
nca
sesc
enar
ios.
For
exam
ple,
appl
ying
“Get
ting
Our
Prio
ritie
sR
ight
”(2
003)
toca
sesc
enar
ios
whe
reth
eyta
keon
the
pers
pect
ive
ofa
crim
inal
just
ice
wor
ker,
men
talh
ealth
,chi
ldre
nan
dfa
milie
s,et
c.
Kno
wle
dge
-a
broa
dkn
owle
dge
ofth
esc
ope,
defin
ing
feat
ures
and
mai
nar
eas
ofa
subj
ect
Kno
wle
dge
-Li
mite
dkn
owle
dge
and
unde
rsta
ndin
gof
som
em
ajor
curr
ent
issu
esan
dsp
ecia
lism
s.
Pra
ctic
e-
Car
ryou
tro
utin
elin
esof
enqu
iry,d
evel
opm
ent
orin
vest
igat
ion
into
prof
essi
onal
leve
lpro
blem
san
dis
sues
.
Aut
onom
y-T
ake
cont
inui
ngac
coun
tof
own
and
othe
rs’r
oles
,re
spon
sibi
litie
san
dco
ntrib
utio
nsin
carr
ying
out
and
eval
uatin
gta
sks.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:
-S
tude
nts
need
toun
ders
tand
soci
alw
orke
rs’r
oles
asst
atut
ory
agen
tsw
ithdu
ties
and
resp
onsi
bilit
ies
topr
otec
tth
epu
blic
and
upho
ldth
ela
w.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Stu
dent
sne
edto
unde
rsta
ndth
eco
mpl
exre
latio
nshi
psbe
twee
nju
stic
e,ca
rean
dco
ntro
lin
soci
alw
elfa
rean
dco
mm
unity
just
ice
and
the
prac
tical
and
ethi
cal
effe
cts
ofth
ese.
Ass
essi
ngan
dm
anag
ing
risks
:-
Und
erst
andi
ngth
ere
latio
nshi
psbe
twee
nag
ency
polic
ies,
lega
land
regu
lato
ryre
quire
men
tsan
dpr
ofes
sion
albo
unda
ries
insh
apin
gth
ena
ture
ofse
rvic
espr
ovid
edin
inte
r-di
scip
linar
yco
ntex
ts.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
19
Key capabilities in
Child Careand protection
Leve
l8–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adkn
ow
led
ge
of
child
care
and
pro
tect
ion
wit
hd
etai
led
kno
wle
dg
ein
som
ear
eas.
The
ysh
oul
dha
veso
me
und
erst
and
ing
of
the
core
theo
ries
.
Dav
idH
owe
(198
7)id
entif
ied
3re
ason
sfo
rbe
ing
conc
erne
dw
ithth
eory
:-1.
Fam
ilies
pref
erso
cial
wor
kers
-an
dot
her
prof
essi
onal
s-
who
are
clea
rab
out
wha
tth
eyar
edo
ing,
why
and
how
they
are
goin
gto
get
ther
e.2.
Diff
eren
tth
eorie
sho
lddi
ffere
ntas
sum
ptio
nsab
out
the
natu
reof
peop
lean
dso
ciet
yan
dso
ines
capa
bly
lead
todi
ffere
ntty
pes
ofpr
actic
e.3.
Theo
ries
dono
tju
stap
pear
-th
eyar
epr
oduc
tsof
the
soci
ety
we
live
in-
our
idea
s,be
liefs
and
know
ledg
e.S
tude
nts
shou
ldha
vekn
owle
dge
ofco
reth
eorie
sre
leva
ntto
child
care
and
prot
ectio
n.W
ithin
the
cont
ext
ofhu
man
grow
than
dbe
havi
our,
stud
ents
shou
ldga
insp
ecifi
ckn
owle
dge
and
dem
onst
rate
unde
rsta
ndin
gof
norm
ativ
ech
ildde
velo
pmen
t,at
tach
men
tth
eory
,the
impa
ctof
sepa
ratio
nan
dlo
ss.
Stu
dent
sne
edto
have
som
eun
ders
tand
ing
offa
ctor
sw
hich
will
affe
ctop
timum
deve
lopm
ent
and
incr
ease
vuln
erab
ility
and
risk
-su
chas
disa
bilit
y,di
min
ishe
dpa
rent
ing
capa
city
(bec
ause
ofsu
bsta
nce
mis
use,
men
tal
heal
than
ddo
mes
ticvi
olen
ce).
Stu
dent
sne
edto
deve
lop
anaw
aren
ess
ofth
era
nge
ofsu
bstit
ute
care
and
whe
nit
may
bene
cess
ary
toco
nsid
erth
ese
optio
nsto
prot
ect
child
ren.
Gen
eric
-U
sea
rang
eof
appr
oach
esto
form
ulat
eev
iden
ceba
sed
solu
tions
/res
pons
es.
Kno
wle
dge
-U
nder
stan
ding
ofa
limite
dra
nge
ofco
reth
eorie
s,pr
inci
ples
and
conc
epts
.
Kno
wle
dge
-an
outli
nekn
owle
dge
and
unde
rsta
ndin
gof
rese
arch
.
Aut
onom
y-
Man
age
reso
urce
sw
ithin
defin
edar
eas
ofw
ork.
Ass
essi
ngne
eds
and
optio
nsin
orde
rto
reco
mm
end
aco
urse
ofac
tion:
-A
sses
shu
man
situ
atio
ns,t
akin
gac
coun
tof
anu
mbe
rof
fact
ors
incl
udin
gth
evi
ews
ofth
ose
invo
lved
,the
oret
ical
conc
epts
,re
sear
chev
iden
ce,l
egis
latio
nan
dor
gani
satio
nalp
olic
ies
and
proc
edur
es.
Wor
kw
ithin
divi
dual
set
cto
achi
eve
chan
ge,
prom
ote
dign
ity,r
ealis
epo
tent
iala
ndim
prov
elif
eop
port
uniti
es:
-U
nder
stan
dth
ena
ture
,cha
ract
eris
tics
and
effe
cts
ofde
velo
pmen
tald
elay
,di
srup
tion
and
trau
ma
and
the
sign
ifica
nce
ofre
silie
nce.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Ass
ess
the
rela
tive
stre
ngth
,app
licab
ility
and
impl
icat
ions
ofco
ntra
stin
gth
eorie
s,ex
plan
atio
ns,r
esea
rch,
polic
ies,
proc
edur
esan
dm
etho
dsof
inte
rven
tion.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
20
Leve
l8–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adkn
ow
led
ge
of
child
care
and
pro
tect
ion
wit
hd
etai
led
kno
wle
dg
ein
som
ear
eas.
The
ysh
oul
dha
veso
me
und
erst
and
ing
of
the
core
theo
ries
.
The
But
ler
Slo
ss(1
988)
“Rep
ort
ofth
een
quiry
into
child
abus
ein
Cle
vela
ndin
1987
”st
ated
:“…
Chi
ldho
odca
nbe
seen
diffe
rent
lyby
the
doct
or,t
hete
ache
r,th
eps
ycho
logi
stor
the
soci
alw
orke
r.B
ecau
seof
allt
his
isal
ltoo
easy
tovi
ewth
ech
ildas
anob
ject
ofso
cial
inte
rven
tion
rath
erth
anas
ape
rson
inth
eir
own
right
…”
Stu
dent
ssh
ould
expl
ore
diffe
rent
cultu
ralc
once
pts
ofch
ildho
odov
ertim
ean
dpl
ace,
incl
udin
gre
flect
ing
onth
eir
own
expe
rienc
esan
dho
wth
ism
ight
impa
cton
prac
tice.
Hor
wat
han
dS
hard
low
(200
3)st
ate
“…th
ere
isco
ntin
uing
need
topr
omot
ean
den
cour
age
aw
ide
and
incl
usiv
edi
alog
ue,a
cros
sth
epr
ofes
sion
asa
who
le.”
Stu
dent
ssh
ould
star
tto
dem
onst
rate
acl
ear
unde
rsta
ndin
gof
thei
row
nan
dot
hers
role
s,bo
thw
ithin
soci
alw
ork
and
acro
ssot
her
agen
cies
.For
exam
ple
they
mig
ht‘ro
lepl
ay’a
case
conf
eren
cew
here
they
take
onth
ero
leof
anot
her
prof
essi
onal
.
Cog
nitiv
e-
Und
erta
kecr
itica
lan
alys
is,e
valu
atio
nan
d/or
synt
hesi
sof
idea
s,co
ncep
ts,i
nfor
mat
ion
and
issu
es.
Com
mun
icat
ion
-co
nvey
com
plex
info
rmat
ion
toa
rang
eof
audi
ence
san
dfo
ra
rang
eof
purp
oses
.
Aut
onom
y-
Take
cont
inui
ngac
coun
tof
own
and
othe
rs’r
espo
nsib
ilitie
san
dco
ntrib
utio
nsin
carr
ying
out
and
eval
uatin
gta
sks.
Pro
duci
ngan
dim
plem
entin
gpl
ans:
-U
nder
stan
dth
efa
ctor
sgu
idin
gth
ech
oice
and
eval
uatio
nof
inte
rven
tions
indi
ffere
ntci
rcum
stan
ces.
Pro
duci
ngan
dim
plem
entin
gpl
ans:
-U
nder
stan
dfa
ctor
sgu
idin
gth
ech
oice
and
eval
uatio
nof
inte
rven
tions
indi
ffere
ntci
rcum
stan
ces.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
21
Key capabilities in
Child Careand protection
Leve
l9
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adan
din
teg
rate
dkn
ow
led
ge
and
und
erst
and
ing
.The
ysh
oul
dd
emo
nstr
ate
thei
rab
ility
toun
der
take
crit
ical
anal
ysis
.
Stu
dent
sne
edto
beab
leto
dem
onst
rate
that
they
can
appl
yth
ele
galf
ram
ewor
kto
prac
tice
situ
atio
nsac
cura
tely
and
appr
opria
tely.
Reg
ardl
ess
ofth
eir
prac
tice
lear
ning
sett
ing,
stud
ents
will
beex
pect
edto
appl
yth
eir
know
ledg
eof
the
resp
onsi
bilit
yof
the
loca
laut
horit
yto
child
ren
inne
ed.F
orex
ampl
e,a
wor
ker
inan
adul
tm
enta
lhe
alth
team
wou
ldco
nsid
erth
eir
resp
onsi
bilit
ies
tow
ards
the
child
ofa
serv
ice
user
.
Stu
dent
ssh
ould
beab
leto
activ
ely
dem
onst
rate
how
they
have
used
rele
vant
guid
ance
inth
eir
prac
tice
lear
ning
oppo
rtun
ity.
Stu
dent
ssh
ould
have
the
oppo
rtun
ityto
lear
nan
dus
em
odel
sof
asse
ssm
ent
with
inth
eH
EIs
ettin
g.W
ithin
the
gene
ralc
onte
xtof
asse
ssm
ent
we
reco
mm
end
that
ther
eis
teac
hing
onris
kas
sess
men
tin
child
care
and
prot
ectio
n.Th
eE
ilean
Sia
rin
spec
tion
repo
rtqu
otin
gfro
mth
eD
epar
tmen
tof
Hea
lth(2
001)
stat
es“.
..any
deci
sion
mak
ing
requ
ires
ahi
ghle
velo
fpro
fess
iona
ljud
gmen
tan
dqu
alita
tive
asse
ssm
ent”
(200
5,37
).C
onse
quen
tlyst
uden
tssh
ould
dem
onst
rate
thei
rap
plic
atio
nof
thes
em
odel
sin
prac
tice
lear
ning
sett
ings
.Key
docu
men
tsst
uden
tsou
ght
tore
adw
ould
incl
ude
DoH
Fram
ewor
kfo
rA
sses
smen
t(2
000)
and
the
Sco
ttis
hE
xecu
tive
Con
sulta
tive
Doc
umen
t,“G
ettin
git
Rig
htfo
rE
very
Chi
ld”
(200
5)w
hich
incl
udes
aco
mpr
ehen
sive
asse
ssm
ent
fram
ewor
k.
Kno
wle
dge
-A
broa
dan
din
tegr
ated
know
ledg
ean
dun
ders
tand
ing
ofth
esc
ope,
mai
nar
eas
and
boun
darie
sof
asu
bjec
t/di
scip
line.
Cog
nitiv
e-
Dra
won
ara
nge
ofso
urce
sw
hen
mak
ing
judg
men
ts.
Kno
wle
dge
-K
now
ledg
eth
atis
deta
iled
inso
me
area
san
d/or
know
ledg
eof
one
orm
ore
spec
ialis
ms
that
are
info
rmed
byfo
refro
ntde
velo
pmen
ts.
Pra
ctic
e-
Use
afe
wsk
ills,
tech
niqu
es,p
ract
ices
and/
orm
ater
ials
that
are
spec
ialis
edor
adva
nced
.
Wor
king
with
inag
reed
stan
dard
s:-
Und
erst
and
the
natu
reof
lega
laut
horit
y,th
eap
plic
atio
nof
legi
slat
ion
inpr
actic
e.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-M
ake
deci
sion
s,se
tgo
als
and
deve
lop
spec
ific
plan
sta
king
acco
unt
ofre
leva
ntfa
ctor
sin
clud
ing
prof
essi
onal
guid
ance
.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Und
erst
and
mod
els
and
met
hods
ofas
sess
men
t,th
eus
eof
rele
vant
rese
arch
,se
lect
ing
and
test
ing
ofre
leva
ntin
form
atio
n,th
ena
ture
ofpr
ofes
sion
alju
dgm
ent
and
the
proc
esse
sof
risk
asse
ssm
ent
and
man
agem
ent.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
22
Leve
l9–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adan
din
teg
rate
dkn
ow
led
ge
and
und
erst
and
ing
.The
ysh
oul
dd
emo
nstr
ate
thei
rab
ility
toun
der
take
crit
ical
anal
ysis
.
Stu
dent
ssh
ould
build
onth
eir
know
ledg
eof
child
deve
lopm
ent
toid
entif
yke
yfa
ctor
sw
hich
incr
ease
vuln
erab
ility
and
risk
and
redu
cere
silie
nce
inch
ildre
nan
dyo
ung
peop
le.W
ere
com
men
dth
atst
uden
tssh
ould
rece
ive
spec
ialis
tup
toda
tete
achi
ngon
the
impa
ctof
subs
tanc
em
isus
e,do
mes
ticvi
olen
cean
dm
enta
lhea
lthon
pare
ntin
gca
paci
tyan
dch
ildde
velo
pmen
t.S
peci
alis
tpr
actit
ione
rsm
ight
part
icip
ate
inth
eas
sess
men
tof
stud
ents
asw
ella
sth
ede
liver
yof
mat
eria
l.Th
e21
stC
entu
ryR
evie
w(2
006)
reco
mm
ende
dth
ede
velo
pmen
tof
“Pra
ctiti
oner
Lect
urer
s”an
dth
ism
aybe
help
fuli
nen
surin
gth
atta
ught
mat
eria
lcon
tinue
sto
refle
ctpr
actic
eis
sues
.
Stu
dent
sne
edto
dem
onst
rate
anun
ders
tand
ing
ofth
ena
ture
oflo
ngte
rmin
terv
entio
nin
child
care
and
prot
ectio
n.Fo
rex
ampl
e,th
eysh
ould
befa
milia
rw
ithLo
oked
Afte
rC
hild
ren
(LA
C)m
ater
ials
and
guid
ance
.S
tude
nts
need
toha
vekn
owle
dge
ofth
edi
ffere
ntfo
rms
ofsu
bstit
ute
care
and
mak
elin
ksto
the
teac
hing
onch
ildde
velo
pmen
t,se
para
tion
and
loss
.Stu
dent
sne
edto
dem
onst
rate
that
they
have
linke
dth
eir
know
ledg
eab
out
the
pote
ntia
lfor
abus
ein
resi
dent
iala
ndfo
ster
care
(per
petr
ated
byad
ults
orot
her
child
ren/
youn
gpe
ople
)to
thei
rro
lean
dre
spon
sibi
litie
s.
Cog
nitiv
e-
Und
erta
kecr
itica
lan
alys
is,e
valu
atio
nan
d/or
synt
hesi
sof
idea
s,co
ncep
ts,i
nfor
mat
ion
and
issu
es.
Kno
wle
dge
-A
broa
dan
din
tegr
ated
know
ledg
ean
dun
ders
tand
ing
ofth
esc
ope,
mai
nar
eas
and
boun
darie
sof
asu
bjec
t/di
scip
line.
Ass
essi
ngan
dm
anag
ing
risks
:-
Und
erst
and
the
natu
reof
risks
and
harm
asso
ciat
edw
ithin
terv
entio
nin
the
lives
ofvu
lner
able
,dan
gero
usor
soci
ally
excl
uded
indi
vidu
als
and
grou
ps.
Ass
essi
ngan
dm
anag
ing
risks
:-
Ana
lyse
the
natu
reof
risks
and
pote
ntia
lfo
rhar
mas
soci
ated
with
the
circ
umst
ance
san
dna
ture
ofpl
anne
din
terv
entio
ns.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
23
Key capabilities in
Child Careand protection
Leve
l9–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ea
bro
adan
din
teg
rate
dkn
ow
led
ge
and
und
erst
and
ing
.The
ysh
oul
dd
emo
nstr
ate
thei
rab
ility
toun
der
take
crit
ical
anal
ysis
.
Stu
dent
ssh
ould
deve
lop
thei
run
ders
tand
ing
ofch
ildca
rean
dpr
otec
tion
ina
chan
ging
cont
ext
dem
onst
ratin
gho
wth
eyha
veap
plie
dth
isto
thei
rpr
actic
e.S
tude
nts
also
need
tode
mon
stra
tea
criti
calu
nder
stan
ding
ofho
wcu
rren
tso
cial
deve
lopm
ents
can
influ
ence
polic
yan
dpr
actic
ein
rela
tion
toch
ildca
rean
dpr
otec
tion.
For
exam
ple,
stud
ents
coul
dre
sear
chth
eim
pact
ofth
eIn
quiry
into
the
deat
hof
Cal
ebN
ess
(O’B
rien,
2004
)on
the
child
prot
ectio
nre
gist
ratio
nof
infa
nts.
Red
er,D
unca
nan
dG
ray
high
light
edth
aton
efe
atur
ew
hich
stoo
dou
tof
the
35in
quiri
esth
eyre
view
edw
as“f
law
edin
ter-
agen
cyco
mm
unic
atio
n”(1
993,
60).
Inth
eir
prac
tice
lear
ning
oppo
rtun
ities
and
whi
leat
univ
ersi
tyst
uden
tsw
illbe
expe
cted
tode
mon
stra
teth
atth
eyca
ntr
ansl
ate
effe
ctiv
ein
ter-
agen
cyco
mm
unic
atio
nin
topr
actic
e.
Pra
ctic
e-
Pra
ctis
ein
ara
nge
ofpr
ofes
sion
alle
velc
onte
xts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity.
Com
mun
icat
ion
-m
ake
form
alan
din
form
alpr
esen
tatio
nson
stan
dard
/m
ains
trea
mto
pics
inth
esu
bjec
t/di
scip
line
toa
rang
eof
audi
ence
s.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
take
acco
unt
ofow
nan
dot
hers
’ro
les
and
resp
onsi
bilit
ies.
Ass
essi
ngan
dm
anag
ing
risks
:-
The
com
plex
rela
tions
hips
betw
een
publ
ic,s
ocia
land
polit
ical
philo
soph
ies,
polic
ies
and
prio
ritie
san
dth
eor
gani
satio
nan
dpr
actic
eof
soci
alw
ork.
Pre
pare
for
and
take
part
inde
cisi
onm
akin
gfo
rum
s:-
Und
erst
and
issu
esan
dtr
ends
inm
oder
npu
blic
and
soci
alpo
licy
and
thei
rre
latio
nshi
pto
cont
empo
rary
prac
tice
and
serv
ice
deliv
ery.
Wor
kef
fect
ivel
yw
ithpr
ofes
sion
als:
-A
naly
sean
dw
ork
with
the
fact
ors
that
inhi
bit
inte
grat
edw
orki
ngac
ross
disc
iplin
e,pr
ofes
sion
alan
dag
ency
boun
darie
s.
Wor
kef
fect
ivel
yw
ithpr
ofes
sion
als:
-U
nder
stan
dan
dta
keac
coun
tof
the
view
sof
othe
rsw
hoar
ein
volv
edin
colla
bora
tive
wor
k.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-Th
eef
fect
ive
man
agem
ent
ofpo
tent
ial
conf
licts
crea
ted
byco
des
and
valu
eshe
ldby
diffe
rent
prof
essi
onal
grou
ps.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
24
Leve
l10
Aim
:D
emo
nstr
ate
det
aile
dkn
ow
led
ge
and
crit
ical
lyap
ply
this
top
ract
ice.
Stu
dent
ssh
ould
now
beab
leto
dem
onst
rate
ath
orou
ghkn
owle
dge
and
unde
rsta
ndin
gof
legi
slat
ion
rele
vant
toch
ildca
rean
dpr
otec
tion
and
how
the
legi
slat
ion
appl
ies
toth
eir
prac
tice.
For
inst
ance
,Chi
ldre
n(S
cotla
nd)A
ct19
95,F
oste
ring
ofC
hild
ren
(Sco
tland
)Reg
ulat
ions
1996
.
By
this
stag
ein
thei
rac
adem
icca
reer
stud
ents
shou
ldbe
able
tosh
owth
atth
eyha
veac
cess
ed,r
ead
and
unde
rsto
odco
regu
idan
cean
dsi
gnifi
cant
inqu
iryre
port
s,an
dm
ade
links
toth
eir
prac
tice.
One
way
stud
ents
can
evid
ence
this
isin
thei
rre
flect
ive
lear
ning
logs
.
Stu
dent
sne
edto
dem
onst
rate
aco
mpe
tent
and
criti
cal
unde
rsta
ndin
gof
prin
cipa
lthe
orie
sin
rela
tion
toch
ildca
rean
dpr
otec
tion
and
clea
rlyev
iden
ceho
wth
ese
unde
rpin
thei
rpr
actic
e.Th
ism
eans
that
they
shou
ldap
proa
chth
eir
prac
tice
from
ape
rspe
ctiv
ew
hich
alw
ays
take
sco
gnis
ance
ofth
ene
eds
ofch
ildre
n.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms.
Kno
wle
dge
-kn
owle
dge
and
unde
rsta
ndin
gof
the
way
sin
whi
chth
esu
bjec
t/di
scip
line
isde
velo
ped.
Kno
wle
dge
-a
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge:
-R
evie
wan
dre
gula
rlyup
date
thei
row
nkn
owle
dge
ofre
leva
ntle
gisl
atio
n,po
licy
guid
elin
es,s
ervi
cest
anda
rds
and
proc
edur
alfra
mew
orks
.
Wor
kw
ithin
agre
edst
anda
rds
ofso
cial
wor
kpr
actic
e:-
Wor
kat
allt
imes
with
inth
epr
ofes
sion
alco
des
ofpr
actic
e,et
hica
lprin
cipl
esan
dse
rvic
est
anda
rds
that
unde
rpin
high
qual
ityso
cial
wor
kpr
actic
e.
Eva
luat
ean
dus
ing
upto
date
know
ledg
e:-
Loca
te,u
nder
stan
dan
dcr
itica
llyev
alua
tere
sear
chfin
ding
san
dlit
erat
ure
that
isre
leva
ntto
soci
alw
ork
prac
tice.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
25
Key capabilities in
Child Careand protection
Leve
l10
–co
ntin
ued
Aim
:D
emo
nstr
ate
det
aile
dkn
ow
led
ge
and
crit
ical
lyap
ply
this
top
ract
ice.
The
SS
SC
Cod
esof
Pra
ctic
e(2
003)
stat
eth
atso
cial
wor
kers
mus
tfo
llow
“ris
kas
sess
men
tpo
licie
san
dpr
oced
ures
toas
sess
…ta
kene
cess
ary
step
sto
min
imis
eth
eris
ks…
ensu
rere
leva
ntco
lleag
ues
are
info
rmed
”(4
.2,
4.3,
4.4)
.
We
reco
mm
end
that
alls
tude
nts
shou
ldbe
able
tocl
early
dem
onst
rate
com
pete
nce
inas
sess
men
tan
din
terv
entio
nin
child
care
and
prot
ectio
n.Th
issh
ould
incl
ude
anab
ility
toid
entif
ych
ildre
nin
need
orat
risk
and
take
appr
opria
teac
tion.
Und
erpi
nnin
gth
eir
asse
ssm
ent
shou
ldbe
aso
und
know
ledg
eba
sein
rela
tion
toch
ildde
velo
pmen
tan
dpa
rent
ing
capa
city
.
Pra
ctic
e-
use
afe
wsk
ills,p
ract
ices
and/
orm
ater
ials
whi
char
esp
ecia
lised
,adv
ance
d,or
atth
efo
refro
ntof
asu
bjec
t/di
scip
line.
Pra
ctic
e-
Pra
ctis
ein
ara
nge
ofpr
ofes
sion
alle
velc
onte
xts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity
and/
orsp
ecia
lism
.
Man
agin
gan
dpr
esen
ting
and
shar
ing
reco
rds:
-P
rovi
decl
ear
evid
ence
for
judg
men
tsan
dde
cisi
ons.
Ass
essi
ngan
dm
anag
ing
risk:
-W
ork
with
inth
eris
kas
sess
men
tan
dm
anag
emen
tpr
oced
ures
ofth
eir
own
and
othe
rre
leva
ntor
gani
satio
nsan
dpr
ofes
sion
s.-
Iden
tify,
asse
ssan
dre
cord
the
natu
reof
risk,
itsse
rious
ness
and
the
harm
itm
ayca
use.
-M
anag
eris
k,re
gula
rlym
onito
ring
and
reas
sess
ing
prio
ritie
s.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Pla
n,m
anag
ean
dre
cord
inte
rven
tion
desi
gned
toch
ange
the
iden
tifie
dris
kbe
havi
our.
-Ta
kepr
ompt
actio
nto
deal
with
beha
viou
ror
situ
atio
nsth
atpr
esen
ta
risk.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
26
Leve
l10
–co
ntin
ued
Aim
:D
emo
nstr
ate
det
aile
dkn
ow
led
ge
and
crit
ical
lyap
ply
this
top
ract
ice.
One
ofth
eco
mm
ents
from
the
Chi
ldP
rote
ctio
nA
udit
“It’s
Eve
ryon
e’s
Job
toM
ake
Sur
eI’m
Alri
ght”
(Sco
ttis
hE
xecu
tive,
2002
)was
that
ther
ew
aslim
ited
eval
uatio
nof
outc
omes
for
child
ren.
Stu
dent
sne
edto
dem
onst
rate
that
thei
rvi
ewof
child
care
and
prot
ectio
npl
aces
the
child
atth
ece
ntre
and
focu
ses
onhi
sor
her
long
term
need
san
dth
atth
eir
inte
rven
tion
ispr
edic
ated
onev
iden
ceba
sed
prac
tice.
Stu
dent
sw
illne
edto
dem
onst
rate
durin
gth
eir
prac
tice
lear
ning
oppo
rtun
ityth
atth
eyca
nco
llabo
rate
and
unde
rtak
ejo
int
wor
kw
ithot
her
prof
essi
onal
sirr
espe
ctiv
eof
thei
rpr
actic
ese
ttin
g.Th
isco
uld
incl
ude
shar
ing
thei
rkn
owle
dge
abou
tch
ildca
rean
dpr
otec
tion
ordr
awin
gup
onca
sekn
owle
dge
and
expe
rtis
eof
othe
rpr
ofes
sion
als.
Cog
nitiv
e-
Offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
topr
oble
ms
and
issu
es.
Aut
onom
y-
wor
kw
ithot
hers
tobr
ing
abou
tch
ange
,dev
elop
men
tan
d/or
new
thin
king
.
Aut
onom
y-
deal
with
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-M
onito
ran
dev
alua
teth
eap
prop
riate
ness
and
effe
ctiv
enes
sof
thei
rpr
ogra
mm
esof
wor
kin
mee
ting
the
need
sof
indi
vidu
als,
fam
ilies
etc.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-R
egul
arly
revi
ewth
eef
fect
iven
ess
ofpl
ans
with
the
peop
lein
volv
ed.
Wor
king
with
indi
vidu
als
etc
toac
hiev
ech
ange
:-
Und
erst
and
rese
arch
base
dco
ncep
tsan
dcr
itica
lexp
lana
tions
from
soci
alw
ork
theo
ryan
dot
her
disc
iplin
esth
atco
ntrib
ute
toth
ekn
owle
dge
base
ofso
cial
wor
kin
clud
ing
thei
rre
liabi
lity
and
how
they
are
appl
ied.
Pre
parin
gfo
rso
cial
wor
kco
ntac
tan
din
volv
emen
t:-
Con
tact
and
wor
kw
ithre
leva
ntpr
ofes
sion
als
and
othe
rsto
get
addi
tiona
lin
form
atio
nth
atca
nin
fluen
cein
itial
cont
act
and
invo
lvem
ent.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-N
egot
iate
with
othe
rsth
ese
rvic
esan
dre
sour
ces
that
will
bein
clud
edin
plan
s.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-C
arry
out
thei
row
nre
spon
sibi
litie
san
dm
onito
r,co
ordi
nate
and
supp
ort
the
actio
nsof
othe
rs.
Wor
king
effe
ctiv
ely
with
prof
essi
onal
s:-
Wor
kef
fect
ivel
yw
ithot
hers
inde
liver
ing
inte
grat
edan
dm
ulti
disc
iplin
ary
serv
ices
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
27
Key capabilities in
Child Careand protection
Professionally Competent and Confident
In order to work effectively with children, young people, parents, carers,peers and other professionals, practitioners need to be competent andconfident. This includes being clear about their professional role andresponsibilities (and the limits of these). It also includes having a clearunderstanding about the professional responsibilities of others, andknowledge of when they need to draw on the services of others toimprove outcomes for children, young people, parents and carers.
28
Leve
l7
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ean
awar
enes
so
fth
eco
ncep
to
fp
rofe
ssio
nal
com
pet
ence
and
conf
iden
cean
dex
erci
seso
me
init
iati
vean
din
dep
end
ence
.
HE
Isne
edto
deliv
erte
achi
ngw
hich
expl
ores
the
notio
nof
apr
ofes
sion
al,a
ndth
ero
leof
aso
cial
wor
ker.
Ake
ydo
cum
ent
whi
chH
EIs
coul
dus
eas
aba
sis
for
grou
pdi
scus
sion
isth
e‘2
1st
Cen
tury
Rev
iew
ofS
ocia
lWor
k’,
Cha
ngin
gLi
ves
(200
6).
Stu
dent
sw
illha
vere
gist
ered
with
the
SS
SC
and
need
tost
art
tode
mon
stra
teth
atth
eyha
veso
me
unde
rsta
ndin
gof
the
impl
icat
ions
ofth
isw
ithpa
rtic
ular
refe
renc
eto
child
care
and
prot
ectio
n.Fo
rex
ampl
e,th
eysh
ould
unde
rsta
ndth
ene
edfo
rE
nhan
ced
Dis
clos
ure
and
whe
reth
ere
quire
men
tfits
with
ina
rang
eof
polic
ies
topr
otec
tchi
ldre
n.
Stu
dent
sne
edto
beaw
are
that
pers
onal
resp
onsi
bilit
yis
intr
insi
cto
prof
essi
onal
com
pete
nce
and
conf
iden
cean
dth
eyha
vea
key
resp
onsi
bilit
yfo
rth
eir
own
cont
inui
ngpr
ofes
sion
alde
velo
pmen
t.C
onse
quen
tlyth
eysh
ould
been
cour
aged
toid
entif
yga
psin
know
ledg
ean
dta
kere
spon
sibi
lity
for
deve
lopi
ngth
iskn
owle
dge
base
and
keep
ing
abre
ast
ofde
velo
pmen
ts-
byac
cess
ing
rese
arch
and
liter
atur
e.In
line
with
the
Fram
ewor
kfo
rS
ocia
lWor
kE
duca
tion
inS
cotla
nd(2
003)
we
wou
ldre
com
men
dth
atst
uden
tsst
art
prof
essi
onal
deve
lopm
ent
plan
sin
thei
rfir
stye
arth
atth
eyco
ntin
ueto
build
onth
roug
hth
eir
acad
emic
care
er.
Stu
dent
sm
ayid
entif
ya
lack
ofco
nfid
ence
inw
ork
with
child
ren,
for
exam
ple,
and
shou
ldex
plor
eho
wth
eym
ight
addr
ess
this
.
Kno
wle
dge
-a
broa
dkn
owle
dge
ofth
esu
bjec
t/di
scip
line
inge
nera
l.
Ther
eis
noco
rres
pond
ing
desc
ripto
rw
ithin
the
SC
QF
fram
ewor
kfo
rth
isho
wev
erit
isa
requ
irem
ent.
Aut
onom
y-
exer
cise
som
ein
itiat
ive
and
inde
pend
ence
inca
rryi
ngou
tde
fined
activ
ities
ata
prof
essi
onal
leve
l.
Aut
onom
y-
take
acco
unt
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
sin
carr
ying
out
and
eval
uatin
gta
sks.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-Th
epo
sitio
nof
cont
empo
rary
soci
alw
ork
with
inhi
stor
ical
and
com
para
tive
pers
pect
ives
.
Wor
king
with
indi
vidu
als
etc
soth
eyca
nm
ake
info
rmed
choi
ces:
-Th
ena
ture
ofso
cial
wor
kse
rvic
esin
adi
vers
eso
ciet
y.
Wor
kw
ithin
agre
edst
anda
rds
ofso
cial
wor
kpr
actic
e:-
Wor
kat
allt
imes
with
inth
epr
ofes
sion
alco
des
ofpr
actic
e.
Taki
ngre
spon
sibi
lity
for
one’
sow
npr
ofes
sion
alde
velo
pmen
t:-
Und
erst
and
the
impo
rtan
ceof
criti
cal
refle
ctio
nan
dse
lfm
onito
ring
inde
finin
gne
wpe
rson
alle
arni
ngpl
ans.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
29
Key capabilities in
Child Careand protection
Leve
l7–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ean
awar
enes
so
fco
ncep
to
fp
rofe
ssio
nal
com
pet
ence
and
conf
iden
cean
dex
erci
seso
me
init
iati
vean
din
dep
end
ence
.
Stu
dent
sne
edto
show
anaw
aren
ess
ofth
em
eani
ngof
prof
essi
onal
boun
darie
san
dst
art
tobe
able
tom
ake
links
betw
een
this
and
the
appr
opria
teus
eof
auth
ority
.With
inH
EIs
,stu
dent
sne
edto
have
anop
port
unity
tous
eca
sesc
enar
ios
toex
plor
eso
me
ofth
ese
issu
es.F
orex
ampl
e,w
hen
cons
ider
ing
boun
darie
s,st
uden
tsm
ight
beas
ked
toco
nsid
erho
wth
eyw
ould
resp
ond
ifa
child
sat
onth
eir
knee
durin
gan
initi
alho
me
visi
t.S
tude
nts
need
tost
art
toco
nsid
erth
eir
use
ofau
thor
ity,e
mpl
oyin
gca
sesc
enar
ios
tost
art
topr
actis
eth
is.W
ere
com
men
dth
atat
leas
ton
eof
thes
esc
enar
ios
shou
ldin
volv
ea
child
inne
edof
prot
ectio
n.
Stu
dent
sne
edto
bein
trod
uced
toth
eco
ncep
tof
wor
king
inan
orga
nisa
tion
and
coul
dst
art
topr
actis
eth
esk
illsth
isre
quire
sby
unde
rtak
ing
exer
cise
sin
agr
oup.
They
need
tobe
cons
ider
ing
grou
pdy
nam
ics
and
thei
rre
spon
sibi
lity
with
inth
is.F
orex
ampl
e,in
anor
gani
satio
nw
hose
serv
ice
user
sar
ead
ults
,the
yw
ould
need
tosa
tisfy
them
selv
esth
atth
eor
gani
satio
nha
dap
prop
riate
reco
gniti
onof
the
issu
esof
child
care
and
prot
ectio
n.
Pra
ctic
e-
use
som
eof
the
basi
can
dro
utin
epr
ofes
sion
alsk
ills,
tech
niqu
es,p
ract
ices
…as
soci
ated
with
asu
bjec
t/di
scip
line.
Aut
onom
y-
take
acco
unt
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
sin
carr
ying
out
and
eval
uatin
gta
sks.
Aut
onom
y-
wor
kw
ithot
hers
insu
ppor
tof
curr
ent
prof
essi
onal
prac
tice
unde
rgu
idan
ce.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-Id
entif
yan
dke
epun
der
revi
ewpe
rson
alan
dpr
ofes
sion
albo
unda
ries.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Em
ploy
unde
rsta
ndin
gof
hum
anbe
havi
our
and
inte
ntio
nat
soci
etal
,or
gani
satio
nal,
com
mun
ity,i
nter
-per
sona
lan
din
tra-
pers
onal
leve
l.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
30
Leve
l8
Aim
:S
tud
ents
sho
uld
dem
ons
trat
eth
eab
ility
toex
erci
seau
tono
my
and
dea
lwit
hp
rofe
ssio
nali
ssue
sun
der
gui
dan
ce.
Stu
dent
sne
edto
begi
ven
oppo
rtun
ities
tode
velo
pco
nfid
ence
inth
eir
skills
and
take
the
initi
ativ
ein
defin
edar
eas
ofw
ork.
This
coul
din
volv
eca
sesc
enar
ios
whe
rest
uden
tsar
egi
ven
part
icul
arre
spon
sibi
litie
sw
ithin
the
larg
ergr
oup.
Inth
isin
stan
cew
here
stud
ents
are
lear
ning
with
othe
rpr
ofes
sion
als,
for
exam
ple
inhe
alth
ored
ucat
ion,
they
coul
dbe
gin
toex
plor
epo
wer
dyna
mic
san
dpr
ofes
sion
alin
tegr
ity.A
poss
ible
role
play
wou
ldbe
ach
ildpr
otec
tion
case
conf
eren
ce,a
ndlin
ksco
uld
bem
ade
toso
me
ofth
efin
ding
sof
the
O’B
rien
repo
rtin
toth
ede
ath
ofC
aleb
Nes
s(2
003)
.
Stu
dent
sne
edto
have
inpu
tin
toth
eva
lue
and
purp
ose
ofsu
perv
isio
n.In
part
icul
arth
eyne
edto
becl
ear
abou
tth
ero
leof
supe
rvis
ion
onth
ede
cisi
onm
akin
gpr
oces
s.In
rela
tion
toch
ildca
rean
dpr
otec
tion,
stud
ents
shou
ldbe
equi
pped
toex
pect
aqu
ality
ofsu
perv
isio
nth
atw
illen
able
them
todi
scus
sco
mpl
exan
d‘g
rey
area
s’of
conc
ern
abou
ta
child
’sw
ellb
eing
.Stu
dent
ssh
ould
expe
ctth
aton
eof
the
purp
oses
ofsu
perv
isio
nis
toha
veth
eir
asse
ssm
ents
chal
leng
ed.
Stu
dent
sne
edto
have
anun
ders
tand
ing
ofth
elim
itsof
the
soci
alw
ork
role
and
the
resp
onsi
bilit
ies
ofot
her
prof
essi
onal
s.Fo
rex
ampl
e,ad
ult
serv
ice
user
sm
ayha
vem
isin
form
edvi
ews
abou
tth
epo
wer
soci
alw
orke
rsha
veto
rem
ove
thei
rch
ildre
n.Th
isca
nin
hibi
tho
nest
yab
out
the
natu
reof
apr
oble
m.W
orke
rsin
alls
ettin
gsne
edto
beaw
are
ofth
era
nge
and
limits
ofso
cial
wor
kpo
wer
sso
that
they
can
beac
cura
tein
thei
rdi
scus
sion
sw
ithch
ildre
n,yo
ung
peop
le,p
aren
ts,c
arer
san
dot
her
prof
essi
onal
s.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inso
me
activ
ities
ata
prof
essi
onal
leve
l.
Aut
onom
y-
take
cont
inui
ngac
coun
tof
own
and
othe
rs’r
oles
and
resp
onsi
bilit
ies
and
cont
ribut
ions
inca
rryi
ngou
tan
dev
alua
ting
task
s.
Aut
onom
y-
deal
with
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice
unde
rgu
idan
ce.
Kno
wle
dge
-a
broa
dkn
owle
dge
ofth
esc
ope,
defin
ing
feat
ures
,and
mai
nar
eas
ofa
subj
ect/
disc
iplin
e.
Wor
king
with
grou
ps:
-U
nder
stan
dso
cial
scie
nce
theo
ries
expl
aini
nggr
oup
and
orga
nisa
tiona
lbe
havi
our,
adap
tatio
nan
dch
ange
.
Wor
king
effe
ctiv
ely
with
prof
essi
onal
s:-
Und
erst
and
fact
ors
and
proc
esse
sfa
cilit
atin
gef
fect
ive
serv
ice
inte
grat
ion,
inte
rage
ncy
colla
bora
tion
and
part
ners
hip.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
Wor
king
with
inag
reed
stan
dard
s:-
Ana
lyse
and
take
acco
unt
ofth
eim
pact
ofin
equa
lity,
disc
rimin
atio
nan
dso
cial
excl
usio
nin
wor
kw
ithpe
ople
ina
wid
era
nge
ofco
ntex
tsan
dpr
oble
msi
tuat
ions
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
31
Key capabilities in
Child Careand protection
Leve
l8–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
eth
eab
ility
toex
erci
seau
tono
my
and
dea
lwit
hp
rofe
ssio
nali
ssue
sun
der
gui
dan
ce.
Stu
dent
sne
edto
beco
me
incr
easi
ngly
resp
onsi
ble
for
man
agin
gth
eir
own
lear
ning
.For
exam
ple,
stud
ents
mig
htbe
aske
dto
inve
stig
ate
wha
tch
ildpr
otec
tion
proc
edur
esap
ply
toa
rang
eof
orga
nisa
tions
,or
whe
ther
diffe
rent
auth
oriti
esha
vesu
perv
isio
npo
licie
s.E
very
stud
ent
goin
gon
prac
tice
lear
ning
oppo
rtun
ities
shou
ldha
vere
adth
atag
ency
’sch
ildpr
otec
tion
proc
edur
esan
dbe
able
tode
mon
stra
teth
atth
eyar
ecl
ear
asto
thei
rre
spon
sibi
lity
(and
itslim
its).
Stu
dent
ssh
ould
have
the
oppo
rtun
ityto
build
onth
ein
itial
inpu
ton
the
use
ofau
thor
ity,w
ithcl
ear
links
mad
ebe
twee
nth
isan
dth
ete
achi
ngon
risk
and
vuln
erab
ility
and
inte
rven
tion
inch
ildca
rean
dpr
otec
tion.
Stu
dent
ssh
ould
beab
leto
star
tto
dem
onst
rate
that
they
unde
rsta
ndth
eco
ncep
tof
acco
unta
bilit
yan
dha
vest
arte
dto
thin
kab
out
how
this
wou
ldap
ply
toth
eir
prac
tice
inre
latio
nto
child
care
and
prot
ectio
n.C
ase
scen
ario
san
dro
lepl
ays
mig
htbe
used
toen
cour
age
stud
ents
tocl
arify
with
tuto
rsw
hat
they
shou
lddo
inpa
rtic
ular
inst
ance
s-
for
exam
ple
ifth
eyar
ein
volv
edin
aho
me
visi
tan
da
child
isun
atte
nded
.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inso
me
activ
ities
atpr
ofes
sion
alle
vel.
Aut
onom
y-
take
the
lead
onpl
anni
ngin
fam
iliar
orde
fined
cont
exts
.
Kno
wle
dge
-de
taile
dkn
owle
dge
inso
me
area
s.
Aut
onom
y-
wor
kin
supp
ort
ofcu
rren
tpr
ofes
sion
alpr
actic
eun
der
guid
ance
.
Taki
ngre
spon
sibi
lity
for
one’
sow
npr
ofes
sion
alde
velo
pmen
t:-
Take
resp
onsi
bilit
yfo
rth
eir
own
furt
her
and
cont
inui
ngac
quis
ition
ofkn
owle
dge
and
skills
.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Pla
nfo
ran
dm
anag
esi
tuat
ions
inw
hich
ther
eis
asi
gnifi
cant
elem
ent
ofris
k.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
situ
atio
ns:
-Th
ink
logi
cally
even
unde
rpr
essu
re.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
32
Leve
l8–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
eth
eab
ility
toex
erci
seau
tono
my
and
dea
lwit
hp
rofe
ssio
nali
ssue
sun
der
gui
dan
ce.
Dur
ing
prac
tice
lear
ning
oppo
rtun
ities
,stu
dent
sw
illbe
requ
ired
tom
ake
info
rmal
and
form
alpr
esen
tatio
nsof
thei
ras
sess
men
ts,a
ndth
eyw
illbe
requ
ired
tobe
give
nop
port
uniti
esw
ithin
HE
Isto
deve
lop
thei
rco
nfid
ence
inth
isar
ea.S
tude
nts
shou
ldbe
able
topr
esen
tin
form
atio
nac
cura
tely
and
conf
iden
tlyin
the
HE
Iset
ting
befo
rego
ing
ona
prac
tice
lear
ning
oppo
rtun
ity.
Com
mun
icat
ion
-co
nvey
com
plex
info
rmat
ion
toa
rang
eof
audi
ence
san
dfo
ra
rang
eof
purp
oses
.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Com
mun
icat
ecl
early
,acc
urat
ely
and
prec
isel
ybo
thve
rbal
lyan
din
writ
ing
with
indi
vidu
als
and
grou
psin
ara
nge
offo
rmal
and
info
rmal
situ
atio
ns.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds
and
repo
rts:
-W
rite
accu
rate
lyan
dcl
early
inst
yles
that
are
adap
ted
toth
eau
dien
ce,p
urpo
sean
dco
ntex
tof
the
com
mun
icat
ion.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
33
Key capabilities in
Child Careand protection
Leve
l9
Aim
:S
tud
ents
sho
uld
be
able
tod
emo
nstr
ate
bro
adan
din
teg
rate
dle
vels
of
pro
fess
iona
lco
nfid
ence
and
com
pet
ence
.
By
this
stag
est
uden
tssh
ould
beab
leto
dem
onst
rate
both
with
ina
prac
tice
and
acad
emic
sett
ing
that
they
are
taki
ngre
spon
sibi
lity
for
thei
row
npr
ofes
sion
alde
velo
pmen
tan
dpr
actic
e.Th
ism
eans
that
they
are
prep
ared
for
supe
rvis
ion
and
tuto
rials
and
take
som
ere
spon
sibi
lity
for
cont
ribut
ing
toth
eag
enda
.Spe
cific
ally
inre
latio
nto
child
care
and
prot
ectio
nth
eyne
edto
dem
onst
rate
that
they
see
the
rele
vanc
e/ce
ntra
lity
ofth
isto
thei
rpr
ofes
sion
alpr
actic
e.
Stu
dent
ssh
ould
bede
mon
stra
ting
that
they
can
cons
truc
tivel
ych
alle
nge
peer
san
dot
her
prof
essi
onal
s.W
ere
com
men
dth
atH
EIs
and
prac
tice
teac
hers
mak
eex
plic
itlin
ksto
child
care
and
prot
ectio
n.A
good
exam
ple
wou
ldbe
of‘N
urse
1’w
hodi
dno
tag
ree
that
Cal
ebN
ess
shou
ldbe
disc
harg
edto
his
pare
nts
care
and
told
the
O’B
rien
Inqu
iryth
atsh
e“d
idno
tap
prec
iate
that
she
shou
ldas
kfo
rhe
rdi
ssen
tto
bere
cord
ed”
(at
the
case
conf
eren
ce),
(O’B
rien,
2003
,3.6
.8).
Stu
dent
ssh
ould
beab
leto
expl
ain
the
proc
esse
sbe
hind
thei
ras
sess
men
tan
din
terv
entio
nan
dde
mon
stra
teth
atth
eyca
ncr
itica
llyev
alua
teth
eim
pact
ofth
eir
inte
rven
tion
and
othe
r’sin
terv
entio
ns.F
orex
ampl
e,if
ade
cisi
onis
mad
eth
atan
adul
tre
quire
sto
bede
tain
edun
der
the
Men
talH
ealth
(Car
ean
dTr
eatm
ent)
Sco
tland
Act
2003
,th
eyw
ould
need
tode
mon
stra
teth
atth
ene
eds
ofan
ych
ildre
nha
dbe
enfu
llyco
nsid
ered
.
Aut
onom
y-
wor
kun
der
guid
ance
with
qual
ified
prac
titio
ners
.
Aut
onom
y-
deal
with
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tices
,see
king
guid
ance
whe
reap
prop
riate
.
Cog
nitiv
e-
unde
rtak
ecr
itica
lan
alys
is,e
valu
atio
nan
d/or
synt
hesi
sof
idea
s,co
ncep
ts,i
nfor
mat
ion
and
issu
es.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inso
me
activ
ities
ata
prof
essi
onal
leve
l.
Kno
wle
dge
-a
broa
dan
din
tegr
ated
know
ledg
ean
dun
ders
tand
ing
ofth
esc
ope,
mai
nar
eas
and
boun
darie
sof
asu
bjec
t/di
scip
line.
Taki
ngre
spon
sibi
lity
for
one’
sow
npr
ofes
sion
alde
velo
pmen
t:-
Ref
lect
onan
dch
ange
thei
rpr
ofes
sion
albe
havi
ouri
nth
elig
htof
grow
ing
expe
rienc
e.
Wor
king
with
inag
reed
stan
dard
s:-
Wor
kin
anop
enw
ayan
dbe
able
toju
stify
thei
row
nac
tions
with
inac
cept
edet
hica
land
prof
essi
onal
stan
dard
s.
Dev
elop
ing
netw
orks
tom
eet
asse
ssed
need
s:-
Cha
lleng
eot
hers
whe
nne
cess
ary
inw
ays
that
are
mos
tlik
ely
topr
oduc
epo
sitiv
eou
tcom
es.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-U
nder
stan
dfa
ctor
sgu
idin
gth
ech
oice
and
eval
uatio
nof
inte
rven
tions
indi
ffere
ntci
rcum
stan
ces.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
situ
atio
ns:
-R
evie
wou
tcom
esta
ken
inth
elig
htof
actu
alou
tcom
es.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Mon
itor
situ
atio
ns,r
evie
wpr
oces
ses
and
eval
uate
outc
omes
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
34
Leve
l10
Aim
:S
tud
ents
need
tod
emo
nstr
ate
they
are
conf
iden
tan
dco
mp
eten
tp
ract
itio
ners
and
can
exer
cise
init
iati
vean
dau
tono
my
Aco
mm
ent
inth
eC
hild
Pro
tect
ion
Aud
it,‘It
’sE
very
one’
sjo
bto
mak
esu
reI’m
Alri
ght’
(200
2)w
asth
at“s
ome
soci
alw
orke
rsha
dbe
com
ein
ured
”to
the
circ
umst
ance
sof
part
icul
arch
ildre
n.S
imila
rly,t
heLa
min
gR
epor
tco
mm
ente
dth
at,“
the
prin
cipa
lfai
lure
topr
otec
the
r(V
icto
ria)w
asth
ere
sult
ofw
ides
prea
dor
gani
satio
nal
mal
aise
”(2
003,
1.21
).O
neof
the
strik
ing
com
men
tsof
are
pres
enta
tive
ofa
serv
ice
user
’sgr
oup
was
that
youn
gpe
ople
felt
soci
alw
orke
rsm
ade
adi
ffere
nce
whe
nth
eyw
ere
com
mitt
edto
the
job.
By
this
stag
est
uden
tsne
edto
dem
onst
rate
that
they
belie
veth
atth
eyca
nm
ake
adi
ffere
nce
toch
ildre
n,yo
ung
peop
le,t
heir
pare
nts
and
care
rsan
dse
eth
emse
lves
as“a
gent
sof
chan
ge”.
Stu
dent
ssh
ould
beab
leto
dem
onst
rate
topr
actic
ete
ache
rsan
dH
EIs
that
they
are
clea
rab
out
thei
rpr
ofes
sion
alro
lean
dre
spon
sibi
litie
san
dar
eal
socl
ear
asto
the
limits
ofth
eir
know
ledg
ean
dre
spon
sibi
litie
san
dw
hen
they
need
tosh
are
info
rmat
ion
with
othe
rpr
ofes
sion
als
topr
otec
ta
child
.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inpr
ofes
sion
al/
equi
vale
ntac
tiviti
es.
Aut
onom
y-
wor
kw
ithot
hers
tobr
ing
abou
tch
ange
,dev
elop
men
tan
d/or
new
thin
king
.
Cog
nitiv
e-
offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
.
Cog
nitiv
e-
dem
onst
rate
som
eor
igin
ality
and
crea
tivity
inde
alin
gw
ithpr
ofes
sion
alle
veli
ssue
s.
Aut
onom
y-
prac
tise
inw
ays
whi
chsh
owa
clea
raw
aren
ess
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
s.
Aut
onom
y-
deal
with
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Wor
king
with
inag
reed
stan
dard
s:-
Exe
rcis
ean
dju
stify
thei
rpr
ofes
sion
alju
dgm
ent.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
:-
Iden
tify
the
need
for
stat
utor
yan
dpr
oced
ural
inte
rven
tion.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-W
ork
with
colle
ague
sin
rela
ted
prof
essi
ons
tode
velo
pan
dfu
rthe
rin
tegr
ate
serv
ices
.
Con
trib
utin
gto
the
man
agem
ent
ofre
sour
ces
and
serv
ices
:-
Con
trib
ute
topr
oced
ures
for
man
agin
gan
dsh
arin
gin
form
atio
n.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
35
Key capabilities in
Child Careand protection
Leve
l10
–co
ntin
ued
Aim
:S
tud
ents
need
tod
emo
nstr
ate
they
are
conf
iden
tan
dco
mp
eten
tp
ract
itio
ners
and
can
exer
cise
init
iati
vean
dau
tono
my.
Stu
dent
ssh
ould
beco
nfid
ent
inex
erci
sing
thei
rpr
ofes
sion
alpo
wer
san
dre
spon
sibi
litie
sw
ithre
fere
nce
toch
ildca
rean
dpr
otec
tion.
Dur
ing
thei
rpr
actic
ele
arni
ngop
port
unity
alls
tude
nts
shou
ldha
veha
dth
ech
ance
topr
esen
tth
eir
asse
ssm
ent
ofa
child
/yo
ung
pers
onor
pare
ntto
anap
prop
riate
foru
m.(
This
may
befo
rmal
orin
form
al,s
ome
exam
ples
wou
ldbe
aC
hild
ren’
sH
earin
g,C
ase
conf
eren
ce,L
AC
revi
ew,t
eam
mee
ting,
core
grou
p).
Stu
dent
sne
edto
dem
onst
rate
that
they
can
exer
cise
initi
ativ
ean
dw
ork
auto
nom
ousl
y.H
owev
erth
eyal
sone
edto
dem
onst
rate
that
they
will
seek
appr
opria
tesu
ppor
tan
dgu
idan
ceth
roug
hsu
perv
isio
n.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m.
Com
mun
icat
ion
-m
ake
form
alpr
esen
tatio
nsab
out
spec
ialis
edto
pics
toin
form
edau
dien
ces.
Com
mun
icat
ion
-co
mm
unic
ate
with
prof
essi
onal
leve
lpee
rs,s
enio
rco
lleag
ues
and
spec
ialis
ts.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inpr
ofes
sion
al/
equi
vale
ntac
tiviti
es.
Aut
onom
y-
wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Wor
kw
ithin
agre
edst
anda
rds:
-U
seap
prop
riate
asse
rtiv
enes
sin
just
ifyin
gpr
ofes
sion
alde
cisi
ons
and
upho
ldin
gso
cial
wor
kpr
actic
eva
lues
.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
sent
evid
ence
tode
cisi
onm
akin
gfo
rum
s.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
Und
erst
andi
ngan
dm
anag
ing
com
plex
prof
essi
onal
issu
es:
-A
ctap
prop
riate
lyev
enin
unce
rtai
nan
dam
bigu
ous
circ
umst
ance
san
dcr
itica
llyre
flect
onan
dle
arn
from
the
outc
omes
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
36
Leve
l10
–co
ntin
ued
Aim
:S
tud
ents
need
tod
emo
nstr
ate
they
are
conf
iden
tan
dco
mp
eten
tp
ract
itio
ners
and
can
exer
cise
init
iati
vean
dau
tono
my.
Stu
dent
sne
edto
beco
mpe
tent
and
conf
iden
tat
tran
slat
ing
thei
rkn
owle
dge
ofris
kas
sess
men
tin
topr
actic
ein
child
care
and
prot
ectio
n.Th
isis
refle
cted
inth
e21
stC
entu
ryR
evie
wIn
terim
Rep
ort
(200
5)w
hich
stat
esth
atso
cial
wor
kers
“nee
dto
beab
leto
mak
eco
mpl
exde
cisi
ons
abou
tth
ele
velo
fris
k.Th
isre
quire
sa
high
leve
lofs
kill
and
pers
onal
auto
nom
yan
dac
coun
tabi
lity”
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms,
som
eof
whi
chis
info
rmed
byor
ath
efo
refro
ntof
asu
bjec
t/di
scip
line.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
y.
Cog
nitiv
e-
criti
cally
iden
tify,
defin
e,co
ncep
tual
ise
and
anal
yse
com
plex
/pro
fess
iona
llev
elpr
oble
ms
and
issu
es.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Wor
kw
ithin
divi
dual
s,fa
milie
set
cto
:•
Iden
tify
and
eval
uate
situ
atio
nsan
dci
rcum
stan
ces
that
may
incr
ease
risks
.•
Red
uce
orco
ntai
nth
ele
velo
ftho
seris
ks.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
37
Key capabilities in
Child Careand protection
Values and Ethical Practice
Although adopting social work values and practising in a manner whichis ethical should underpin all practice with all service users, peers andother professionals, there are specific areas which are particularlyrelevant to child care and protection. All students will have beenchildren, and will have experienced being parented, some students maywell be parents themselves. Students own experiences (of childhoodand being parented or parenting) will have contributed to who they areand their values. In some instances this will be helpful to them aspractitioners, in other instances it may not. In all instances studentsneed to reflect on their own values and take responsibility to makechange where these are in conflict with core social work values.
38
Leve
l7
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ean
awar
enes
so
fso
cial
wo
rkva
lues
and
ethi
cal
pra
ctic
e.
Stu
dent
sw
illbe
expe
cted
tode
mon
stra
tea
read
ines
sto
refle
cton
thei
row
nva
lues
and
expe
rienc
esan
dco
nsid
erth
eim
pact
thes
em
ayha
veon
thei
ras
sess
men
tan
din
terv
entio
nge
nera
lly.S
peci
ficto
child
care
and
prot
ectio
nth
eyw
illbe
expe
cted
tost
art
toco
nsid
erth
ere
leva
nce
ofth
eir
own
atta
chm
ent
expe
rienc
es/e
xper
ienc
eof
pare
ntin
gto
thei
rfu
ture
prac
tice.
For
exam
ple,
stud
ents
shou
ldbe
aske
dto
refle
cton
thei
row
nex
perie
nce
and
view
sof
disc
iplin
ean
dho
wth
ese
may
influ
ence
thei
rpr
actic
ein
the
cont
ext
ofcu
rren
tle
galf
ram
ewor
ks.
As
afo
unda
tion
for
ethi
calp
ract
ice
stud
ents
requ
ireta
ught
inpu
ton
soci
alw
ork
valu
es.T
he21
stC
entu
ryR
evie
wR
epor
t‘C
hang
ing
Live
s’st
ates
that
“Soc
ialw
ork
isba
sed
onre
spec
tfo
rth
ein
here
ntw
orth
and
dign
ityof
all
peop
lean
dth
erig
hts
that
flow
from
this
…”
(200
6).
Stu
dent
ssh
ould
beex
pect
edto
read
this
and
othe
rke
ydo
cum
ents
and
toco
nsid
erho
wth
eyap
ply
toch
ildre
n,yo
ung
peop
le,p
aren
tsan
dca
rers
.
Stu
dent
ssh
ould
bein
trod
uced
toth
eco
ncep
tof
anti-
disc
rimin
ator
y/an
ti-op
pres
sive
prac
tice
and
this
shou
ldin
clud
ech
ildca
rean
dpr
otec
tion
case
scen
ario
s.
Kno
wle
dge
-A
nun
ders
tand
ing
ofth
edi
ffere
nce
betw
een
expl
anat
ions
base
don
evid
ence
and/
orre
sear
chan
dot
her
form
sof
expl
anat
ion
and
the
impo
rtan
ceof
this
diffe
renc
e.
Kno
wle
dge
-kn
owle
dge
that
isem
bedd
edin
the
mai
nth
eorie
s,co
ncep
tsan
dpr
inci
ples
.
Pra
ctic
e-
Use
som
eof
the
basi
can
dro
utin
epr
ofes
sion
alsk
ills,
tech
niqu
es,p
ract
ices
and/
orm
ater
ials
asso
ciat
edw
ithth
esu
bjec
t/di
scip
line.
Kno
wle
dge
-kn
owle
dge
that
isem
bedd
edin
the
mai
nth
eorie
s,co
ncep
tsan
dpr
inci
ples
.
Rep
rese
ntin
gin
part
ners
hip
with
othe
rsto
help
them
achi
eve
and
mai
ntai
ngr
eate
rin
depe
nden
ce:
-O
verc
ome
pers
onal
prej
udic
esto
resp
ond
appr
opria
tely
toa
rang
eof
com
plex
pers
onal
and
inte
rper
sona
lsitu
atio
ns.
Wor
king
with
inag
reed
stan
dard
s:-
Und
erst
and
the
natu
re,h
isto
rical
deve
lopm
ent
and
appl
icat
ion
ofso
cial
wor
kva
lues
and
code
sof
prac
tice.
Wor
king
with
inag
reed
stan
dard
s:-
Ana
lyse
and
take
acco
unt
ofth
eim
pact
ofin
equa
lity,
disc
rimin
atio
nan
dso
cial
excl
usio
n.
Ass
essi
ngan
dm
anag
ing
risks
:-
Up
toda
tele
gisl
atio
nde
finin
gth
erig
hts
ofpe
ople
,esp
ecia
llym
easu
res
desi
gned
tota
ckle
allf
orm
sof
disc
rimin
atio
n.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
39
Key capabilities in
Child Careand protection
Leve
l7–
cont
inue
d
Aim
:S
tud
ents
sho
uld
dem
ons
trat
ean
awar
enes
so
fso
cial
wo
rkva
lues
and
ethi
cal
pra
ctic
e.
Mos
tH
EIs
have
deve
lope
dlin
ksw
ithse
rvic
eus
ers
and
care
rsan
dth
eysh
ould
have
som
ein
put
toth
est
uden
t’sea
rlyle
arni
ngop
port
uniti
es.W
ere
com
men
dth
aton
eof
the
area
sex
plor
edhi
ghlig
hts
how
serv
ice
user
sha
veex
perie
nced
soci
alw
ork
inte
rven
tion.
As
itm
aybe
diffi
cult
for
child
ren
and
pare
nts
curr
ently
invo
lved
inth
ech
ildpr
otec
tion
syst
emto
spea
kab
out
thei
rex
perie
nces
,HE
Ism
ayne
edto
empl
oyot
her
reso
urce
s(v
ideo
,DV
D,a
udio
tape
)to
ensu
reth
atth
isgr
oup
isre
pres
ente
d.
Kno
wle
dge
-K
now
ledg
eth
atis
embe
dded
inth
em
ain
theo
ries,
conc
epts
and
prin
cipl
es.
Cog
nitiv
e-
Use
ara
nge
ofap
proa
ches
toad
dres
sde
fined
and/
orro
utin
epr
oble
ms
and
issu
esw
ithin
fam
iliar
cont
exts
.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Und
erst
and
fact
ors
that
inhi
bit
effe
ctiv
epa
rtic
ipat
ion
inde
cisi
onm
akin
gin
diffe
rent
sett
ings
.
Wor
king
with
grou
psto
prom
ote
choi
ce:
-In
volv
eus
ers
ofso
cial
wor
kse
rvic
eset
c.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
40
Leve
l8
Aim
:S
tud
ents
need
tod
emo
nstr
ate
ab
road
awar
enes
so
fva
lues
and
ethi
csan
dd
ealw
ith
ethi
cali
ssue
sin
acco
rdan
cew
ith
pro
fess
iona
l/et
hica
lco
des
(SS
SC
Co
des
of
Pra
ctic
e,20
03).
All
stud
ents
shou
ldbe
enco
urag
edto
refle
cton
the
impo
rtan
ceof
ethi
calp
ract
ice
inch
ildca
rean
dpr
otec
tion.
Usi
ngca
seex
ampl
esfro
mdi
ffere
ntpr
actic
ese
ttin
gsth
eyw
illne
edto
dem
onst
rate
that
whi
leba
lanc
ing
the
need
sof
child
ren
and
thei
rpa
rent
s,th
eyca
nen
sure
the
child
’sne
eds
rem
ain
para
mou
nt.
Stu
dent
sw
illbe
expe
cted
tosh
owth
atth
eyca
nde
mon
stra
teso
cial
wor
kva
lues
inth
eir
lear
ning
rela
tions
hips
with
thei
rpe
ers
and
teac
hing
staf
fas
wel
las
serv
ice
user
san
dca
rers
.Stu
dent
sw
hoca
nnot
trea
tth
eir
fello
wst
uden
tsw
ithdi
gnity
and
resp
ect
shou
ldno
tha
veac
cess
tose
rvic
eus
ers
and
care
rsan
dm
ayno
tbe
able
topr
ogre
ssw
ithth
eir
stud
ies.
Ingr
oup
and
indi
vidu
altu
toria
lsst
uden
tsw
illbe
expe
cted
tore
flect
inm
ore
dept
hon
thei
rex
perie
nces
and
the
“use
ofse
lf”in
thei
rpr
actic
e.S
tude
nts
mig
htal
soco
nsid
erth
isin
refle
ctiv
elo
gs.S
tude
nts
shou
ldex
pect
tobe
chal
leng
edif
they
expr
ess
view
sw
hich
are
inco
nflic
tw
ithso
cial
wor
kva
lues
.The
focu
sof
this
isth
atas
prac
titio
ners
they
will
need
tobe
able
topr
ovid
ea
prof
essi
onal
serv
ice
toa
rang
eof
serv
ice
user
sw
hose
circ
umst
ance
s,be
havi
our
orvi
ews
may
chal
leng
eth
eir
valu
eba
se.T
his
mig
htin
clud
ead
ults
,chi
ldre
nan
dyo
ung
peop
lew
hoex
hibi
tse
xual
lyha
rmfu
lbeh
avio
ur,a
sylu
mse
eker
san
dth
eir
child
ren,
subs
tanc
em
isus
ing
pare
nts.
Aut
onom
y-
deal
with
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esor
prac
tices
unde
rgu
idan
ce.
Aut
onom
y-
wor
kin
supp
ort
ofcu
rren
tpr
ofes
sion
alpr
actic
eun
der
guid
ance
.
Kno
wle
dge
-a
broa
dkn
owle
dge
ofth
esc
ope,
defin
ing
feat
ures
,and
mai
nar
eas
ofa
subj
ect/
disc
iplin
e.
Cog
nitiv
e-
Und
erta
kecr
itica
lan
alys
is,e
valu
atio
nan
d/or
synt
hesi
sof
idea
s,co
ncep
ts,i
nfor
mat
ion
and
issu
esw
hich
are
with
inth
eco
mm
onun
ders
tand
ings
ofth
esu
bjec
t/di
scip
line.
Aut
onom
y-
Wor
kin
supp
ort
ofcu
rren
tpr
ofes
sion
alpr
actic
eun
der
guid
ance
.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
situ
atio
ns:
-U
nder
stan
ding
fact
ors
influ
enci
ngth
ese
lect
ion
and
test
ing
ofre
leva
ntin
form
atio
n.
Man
age
one’
sow
nw
ork
inan
acco
unta
ble
way
:-
Han
dle
inte
r-pe
rson
alan
din
tra-
pers
onal
conf
lict
cons
truc
tivel
y.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-R
efle
ctcr
itica
llyon
thei
row
nco
nduc
tan
dpr
actic
e,id
entif
ying
the
need
for
chan
ge.
Take
resp
onsi
bilit
yfo
ron
e’s
own
prof
essi
onal
deve
lopm
ent:
-M
ake
apo
sitiv
eco
ntrib
utio
nto
the
cont
inui
nged
ucat
ion
ofco
lleag
ues.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-C
halle
nge
unac
cept
able
prac
tices
ina
resp
onsi
ble
man
ner.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
41
Key capabilities in
Child Careand protection
Leve
l8–
cont
inue
d
Aim
:S
tud
ents
need
tod
emo
nstr
ate
ab
road
awar
enes
so
fva
lues
and
ethi
csan
dd
ealw
ith
ethi
cali
ssue
sin
acco
rdan
cew
ith
pro
fess
iona
l/et
hica
lco
des
(SS
SC
Co
des
of
Pra
ctic
e,20
03).
Prio
rto
the
asse
ssed
prac
tice
lear
ning
oppo
rtun
ityst
uden
tsw
illbe
requ
ired
tode
mon
stra
teth
atth
eyar
ecl
ear
abou
tth
ena
ture
ofpr
ofes
sion
albo
unda
ries
and
this
coul
dbe
expl
ored
usin
gro
lepl
ay.F
orex
ampl
e,w
hat
wou
ldth
eydo
ifan
adul
tth
eyw
ere
wor
king
with
disc
lose
dto
them
they
had
been
sexu
ally
abus
edby
afa
mily
mem
ber
and
they
wer
ew
orrie
dab
out
thei
r6
year
old
niec
eha
ving
cont
act
with
this
pers
on,b
utas
ked
them
“not
tosa
yan
ythi
ng”?
Aut
onom
y-
Dea
lwith
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esor
prac
tices
unde
rgu
idan
ce.
Pra
ctic
e-
Car
ryou
tro
utin
elin
esof
enqu
iry,d
evel
opm
ent
orin
vest
igat
ion
into
prof
essi
onal
leve
lpro
blem
san
dis
sues
.
Wor
kef
fect
ivel
yw
ithpr
ofes
sion
als:
-Fu
nctio
nef
fect
ivel
yw
ithin
afra
mew
ork
ofco
mpl
exac
coun
tabi
lity.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cald
ilem
mas
:-
Ana
lyse
and
hand
leet
hica
ldile
mm
asan
dco
nflic
tsto
prod
uce
clea
rac
coun
tabl
eou
tcom
es.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
42
Leve
l9
Aim
:S
tud
ents
have
acr
itic
alun
der
stan
din
go
fa
rang
eo
fsk
ills
enab
ling
them
tod
emo
nstr
ate
ethi
calp
ract
ice.
Dur
ing
thei
rpr
actic
ele
arni
ngop
port
unity
and
whi
lst
atH
EI,
stud
ents
mus
tde
mon
stra
teth
atth
eyca
npr
actis
eet
hica
lly.T
his
mea
nsth
atth
eyha
vebe
enob
serv
edtr
eatin
gse
rvic
eus
ers
and
care
rsw
ithre
spec
t,pr
omot
ing
dign
ity.
Stu
dent
sne
edto
dem
onst
rate
that
they
are
awar
eof
the
impa
ctof
disc
rimin
atio
non
serv
ice
user
san
dha
veta
ken
resp
onsi
bilit
yto
chal
leng
eth
isin
anap
prop
riate
way
.With
refe
renc
eto
child
care
and
prot
ectio
n,st
uden
tsne
edto
dem
onst
rate
that
they
are
awar
eof
how
child
ren
can
bepa
rtic
ular
lydi
scrim
inat
edag
ains
tan
dho
wth
isca
nad
dto
thei
rvu
lner
abilit
y.Fo
rex
ampl
e,K
enne
dyst
ates
“larg
enu
mbe
rsof
disa
bled
child
ren
use
anal
tern
ativ
efo
rmof
com
mun
icat
ion
and
ara
nge
ofm
etho
dsto
com
mun
icat
e”(in
Wils
onan
dJa
mes
2004
,152
)and
inhe
rre
sear
chfo
und
prac
titio
ners
did
not
have
the
skills
toco
mm
unic
ate.
Stu
dent
sne
edto
show
they
are
awar
eof
thei
rre
spon
sibi
lity
toac
cess
addi
tiona
lsup
port
serv
ices
.
Pra
ctic
e-
Use
ase
lect
ion
ofth
epr
inci
ple
skills
,tec
hniq
ues,
prac
tices
and/
orm
ater
ials
asso
ciat
edw
itha
subj
ect/
disc
iplin
e.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
take
acco
unt
ofow
nan
dot
hers
’ro
les
and
resp
onsi
bilit
ies.
Kno
wle
dge
-A
criti
calu
nder
stan
ding
ofa
sele
ctio
nof
the
prin
cipl
eth
eorie
s,pr
inci
ples
,con
cept
san
dte
rmin
olog
y.
Pra
ctic
e-
Use
afe
wsk
ills,
tech
niqu
es,p
ract
ices
and/
orm
ater
ials
that
are
spec
ialis
edor
adva
nced
.
Aut
onom
y-
Dea
lwith
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esor
prac
tices
,see
king
guid
ance
whe
reap
prop
riate
.
Wor
kw
ithin
agre
edst
anda
rds:
-W
ork
inan
open
way
and
beab
leto
just
ifyth
eir
own
actio
nsw
ithin
acce
pted
ethi
cala
ndpr
ofes
sion
alst
anda
rds.
Wor
king
with
indi
vidu
als
etc
soth
atth
eyca
nm
ake
info
rmed
deci
sion
s:-
Con
side
rsp
ecifi
cfa
ctor
sth
atar
ere
leva
ntto
soci
alw
ork
prac
tice,
such
asris
k,re
silie
nce,
right
s,cu
ltura
l,ra
cial
and
ethn
icid
entit
yet
can
dre
spon
sibi
litie
sto
prot
ect
vuln
erab
lein
divi
dual
s.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Cha
lleng
ein
divi
dual
,ins
titut
iona
land
stru
ctur
aldi
scrim
inat
ion
inco
nstr
uctiv
ew
ays.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
43
Key capabilities in
Child Careand protection
Leve
l9–
cont
inue
d
Aim
:S
tud
ents
have
acr
itic
alun
der
stan
din
go
fa
rang
eo
fsk
ills
enab
ling
them
tod
emo
nstr
ate
ethi
calp
ract
ice.
Bui
ldin
gon
prev
ious
inpu
ton
bala
ncin
gth
ene
eds
ofch
ildre
nan
dth
eir
pare
nts,
stud
ents
shou
ldde
mon
stra
te,
eith
erin
prac
tice
orus
ing
case
stud
ies,
that
they
can
cont
inue
tow
ork
inan
envi
ronm
ent
whe
reth
evi
ews
ofth
ese
rvic
eus
erm
aybe
inco
nflic
tw
ithth
eir
asse
ssm
ent
and
subs
eque
ntac
tions
.For
exam
ple,
ast
uden
tw
orki
ngin
adr
ugan
dal
coho
ltea
mm
aydi
sagr
eew
ithth
epa
rent
’sow
nas
sess
men
tof
the
impa
ctof
thei
rsu
bsta
nce
mis
use
onpa
rent
ing
capa
city
.
Stu
dent
sne
edto
dem
onst
rate
whi
leon
prac
tice
lear
ning
oppo
rtun
ities
that
they
have
achi
eved
aba
lanc
ebe
twee
ntr
eatin
gse
rvic
eus
ers
with
resp
ect
and
dign
ityan
dno
tbe
ing
over
fam
iliar.
The
SS
SC
Cod
esof
Pra
ctic
ere
flect
sth
isno
ting
that
soci
alw
orke
rsm
ust
not
“for
min
appr
opria
tepe
rson
alre
latio
nshi
psw
ithse
rvic
eus
ers”
(200
3,5.
4).S
tude
nts
need
tobe
clea
rab
out
the
pers
onal
/pro
fess
iona
lbou
ndar
ies.
An
exam
ple
wou
ldbe
that
itw
ould
bein
appr
opria
tefo
rth
emto
offe
rto
prov
ide
subs
titut
eca
refo
ra
vuln
erab
lech
ildin
resp
onse
toa
lack
ofre
sour
ces.
Kno
wle
dge
-kn
owle
dge
that
isde
taile
din
som
ear
eas
and/
orkn
owle
dge
ofon
eor
mor
esp
ecia
lism
sth
atar
ein
form
edby
fore
front
deve
lopm
ents
.
Aut
onom
y-
Exe
rcis
eau
tono
my
and
initi
ativ
ein
som
eac
tiviti
esat
apr
ofes
sion
alle
vel.
Aut
onom
y-
Dea
lwith
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esor
prac
tices
,see
king
guid
ance
whe
reap
prop
riate
.
Kno
wle
dge
-A
broa
dan
din
tegr
ated
know
ledg
ean
dun
ders
tand
ing
ofth
esc
ope,
mai
nar
eas
and
boun
darie
sof
asu
bjec
t/di
scip
line.
Cog
nitiv
e-
Iden
tify
and
anal
yse
rout
ine
prof
essi
onal
prob
lem
san
dis
sues
.
Aut
onom
y-
Dea
lwith
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esor
prac
tices
,see
king
guid
ance
whe
reap
prop
riate
.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
The
com
plex
rela
tions
hips
betw
een
just
ice,
care
and
cont
rola
ndso
cial
wel
fare
and
com
mun
ityju
stic
ean
dth
epr
actic
alan
det
hica
leffe
cts
ofth
ese.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-Id
entif
yan
dke
epun
der
revi
ewpe
rson
alan
dpr
ofes
sion
albo
unda
ries.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-R
efle
ctcr
itica
llyon
own
cond
uct
and
prac
tice,
iden
tifyi
ngth
ene
edfo
rch
ange
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
44
Leve
l10
Stu
den
tsd
emo
nstr
ate
ethi
calp
ract
ice
bas
edo
nS
SS
CC
od
eso
fP
ract
ice
(200
3).
By
this
stag
e,st
uden
tssh
ould
beab
leto
asse
ssan
din
terv
ene
appr
opria
tely
inco
mpl
exsi
tuat
ions
whe
reth
eyid
entif
yth
ata
child
may
bein
need
orat
risk.
This
mea
nsth
atth
eyca
npr
iorit
ise
the
need
sof
ach
ildirr
espe
ctiv
eof
who
thei
rpr
imar
ycl
ient
is.
Stu
dent
sne
edto
dem
onst
rate
that
they
are
awar
eof
thei
row
npe
rson
alva
lues
inre
latio
nto
child
care
and
prot
ectio
nan
dif
nece
ssar
yca
nse
para
teth
ese
from
thei
rpr
actic
eto
ensu
reth
eyre
spon
dpr
ofes
sion
ally.
Stu
dent
sne
edto
dem
onst
rate
that
whe
reth
ere
isa
conf
lict
betw
een
thei
rpe
rson
alan
dpr
ofes
sion
alva
lues
,th
eyca
nus
esu
perv
isio
nef
fect
ivel
yto
addr
ess
this
.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms,
som
eof
whi
chis
info
rmed
byor
atth
efo
refro
ntof
asu
bjec
t/di
scip
line.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m.
Cog
nitiv
e-
offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
topr
oble
ms
and
issu
es.
Kno
wle
dge
-A
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Aut
onom
y-
Dea
lwith
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Aut
onom
y-
wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Iden
tify,
unde
rsta
ndan
dcr
itica
llyev
alua
teet
hica
liss
ues,
dile
mm
asan
dco
nflic
tsaf
fect
ing
thei
rpr
actic
e.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Take
prom
ptac
tion
tode
alw
ithbe
havi
our
orsi
tuat
ions
that
pres
ent
aris
k.
Tack
ling
beha
viou
rw
hich
pres
ents
aris
k:-
Pla
n,m
anag
ean
dre
cord
inte
rven
tion
desi
gned
toch
ange
the
iden
tifie
dris
kbe
havi
our
posi
tivel
y.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Dev
ise
effe
ctiv
est
rate
gies
tode
alw
ithet
hica
liss
ues,
dile
mm
asan
dco
nflic
ts.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
45
Key capabilities in
Child Careand protection
Leve
l10
–co
ntin
ued
Stu
den
tsd
emo
nstr
ate
ethi
calp
ract
ice
bas
edo
nS
SS
CC
od
eso
fP
ract
ice
(200
3).
Stu
dent
sne
edto
beaw
are
that
thei
rpr
ofes
sion
alas
sess
men
tof
ach
ild’s
need
sm
aybe
inco
nflic
tw
ithth
atof
the
agen
cypr
ovid
ing
thei
rpr
actic
ele
arni
ngop
port
unity
.Th
eyne
edto
dem
onst
rate
anab
ility
toch
alle
nge
appr
opria
tely
toen
sure
that
they
disc
harg
eth
eir
prof
essi
onal
resp
onsi
bilit
y.Fo
rex
ampl
e,w
here
stud
ents
belie
veth
eag
ency
’sov
eral
lass
essm
ent
isba
sed
onre
sour
cera
ther
than
need
,the
yha
vea
prof
essi
onal
resp
onsi
bilit
yto
conf
ront
this
usin
gap
prop
riate
chan
nels
.
Whi
ledi
scha
rgin
gth
eir
auth
ority
,stu
dent
sm
ayen
coun
ter
aggr
essi
onor
abus
efro
mse
rvic
eus
ers.
For
exam
ple,
pare
nts
may
bean
gry
whe
reth
est
uden
tha
sac
ted
ona
conc
ern
for
avu
lner
able
child
.Stu
dent
sne
edto
dem
onst
rate
that
they
can
seek
appr
opria
tesu
perv
isio
nto
ensu
reth
atth
eir
prof
essi
onal
asse
ssm
ent
and
inte
rven
tion
isno
tco
mpr
omis
ed.
Stu
dent
sne
edto
becl
ear
that
itis
not
acce
ptab
leto
carr
you
tth
eir
dutie
sin
anun
safe
envi
ronm
ent
and
they
need
tobe
clea
rof
the
agen
cy’s
resp
onsi
bilit
yto
put
inpl
ace
reas
onab
lesa
fegu
ards
topr
otec
tth
em.N
otw
ithst
andi
ngth
is,t
hene
eds
ofan
ych
ildre
nsh
ould
bepa
ram
ount
.For
exam
ple,
ifa
stud
ent
deci
des
itis
not
safe
tovi
sit
ach
ildat
hom
ebe
caus
es/
hehe
ars
avi
olen
tar
gum
ent
ass/
heap
proa
ches
,the
stud
ent
shou
ldse
ekim
med
iate
guid
ance
abou
tth
ene
eds
ofch
ildre
nin
the
hous
e.Th
ism
ight
invo
lve
are
ferr
alto
othe
rpr
ofes
sion
als
(e.g
.pol
ice)
.
Cog
nitiv
e-
Offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
topr
oble
ms
and
issu
es.
Com
mun
icat
ion
-com
mun
icat
ew
ithpr
ofes
sion
alle
velp
eers
,sen
ior
colle
ague
san
dsp
ecia
lists
.
Aut
onom
y-
Exe
rcis
eau
tono
my
and
initi
ativ
ein
prof
essi
onal
/equ
ival
ent
activ
ities
.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m.
Cog
nitiv
e-
Crit
ical
lyre
view
and
cons
olid
ate
know
ledg
e,sk
illsan
dpr
actic
esan
dth
inki
ngin
asu
bjec
t/di
scip
line.
Cog
nitiv
e-
Mak
eju
dgem
ents
whe
rein
form
atio
nis
limite
dor
com
esfro
ma
rang
eof
sour
ces.
Aut
onom
y-
wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Wor
king
effe
ctiv
ely
with
prof
essi
onal
s:-
Dea
lcon
stru
ctiv
ely
with
disa
gree
men
tsan
dco
nflic
tw
ithin
wor
kre
latio
nshi
ps.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-U
sesu
perv
isio
nto
geth
erw
ithot
her
orga
nisa
tiona
land
prof
essi
onal
syst
ems
toin
fluen
ceco
urse
sof
actio
nw
here
prac
tice
falls
belo
wth
est
anda
rds
requ
ired.
Ass
essi
ngan
dm
anag
ing
risks
:-
Ass
ess,
anal
yse
and
reco
rdpo
tent
ialr
isk
toth
emse
lves
and
colle
ague
s.
Ass
essi
ngan
dm
anag
ing
risks
:-
Pra
ctis
ein
way
sth
atm
axim
ise
safe
tyan
def
fect
iven
ess
espe
cial
lyin
situ
atio
nsof
unce
rtai
nty
orif
ther
eis
inco
mpl
ete
info
rmat
ion.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Act
appr
opria
tely
even
inun
cert
ain
and
ambi
guou
sci
rcum
stan
ces
and
criti
cally
refle
cton
and
lear
nfro
mth
eou
tcom
es.
Ass
essi
ngan
dm
anag
ing
risks
:-
Man
age
risk
toin
divi
dual
s,et
c,re
gula
rlym
onito
ring
and
re-a
sses
sing
prio
ritie
s.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
46
Leve
l10
–co
ntin
ued
Stu
den
tsd
emo
nstr
ate
ethi
calp
ract
ice
bas
edo
nS
SS
CC
od
eso
fP
ract
ice
(200
3).
Mac
Don
ald
and
Win
kley
stat
e:“E
very
child
has
the
right
toex
pect
that
prof
essi
onal
sin
terv
enin
gin
thei
rliv
esw
illdo
soon
the
basi
sof
the
best
avai
labl
ekn
owle
dge”
(200
0,1)
.Stu
dent
sne
edto
becl
ear
that
inor
der
topr
actic
ein
anet
hica
lman
ner
thei
rm
etho
dssh
ould
beba
sed
onth
ebe
stev
iden
ceof
wha
tw
orks
for
child
ren
and
that
they
are
resp
onsi
veto
new
idea
sfro
mre
sear
ch.
Stu
dent
ssh
ould
beaw
are
ofth
eou
tcom
esof
thei
rin
terv
entio
nin
clud
ing
unin
tend
edou
tcom
es.F
orex
ampl
e,w
hile
itm
aysu
ppor
tpa
rent
sw
ithle
arni
ngdi
fficu
lties
topr
ovid
eex
tens
ive
hom
eca
refro
ma
rang
eof
prof
essi
onal
s,th
ism
ayha
veth
eun
inte
nded
outc
ome
ofin
crea
sing
thei
rch
ild’s
vuln
erab
ility
and
atta
chm
ent
diffi
culti
es.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms,
som
eof
whi
chis
info
rmed
byor
atth
efo
refro
ntof
asu
bjec
t/di
scip
line.
Pra
ctic
e-
Use
ara
nge
ofth
epr
inci
pals
kills
,pra
ctic
esan
d/or
mat
eria
lsas
soci
ated
with
asu
bjec
t/di
scip
line.
Aut
onom
y-
wor
kw
ithot
hers
tobr
ing
abou
tch
ange
,dev
elop
men
tan
d/or
new
thin
king
.
Kno
wle
dge
-A
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m.
Aut
onom
y-
Dea
lwith
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-C
arry
out
dutie
sac
coun
tabl
y,us
ing
prof
essi
onal
judg
emen
tan
dkn
owle
dge
base
dso
cial
wor
kpr
actic
e.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Use
prof
essi
onal
and
orga
nisa
tiona
lsu
perv
isio
nan
dsu
ppor
tto
rese
arch
,cr
itica
llyan
alys
ean
dre
view
the
evid
ence
base
for
effe
ctiv
epr
actic
e.
Ass
essi
ngan
dm
anag
ing
risks
:-
Rev
iew
inte
ntio
nsan
dac
tions
inth
elig
htof
expe
cted
and
unin
tend
edco
nseq
uenc
es.
Ass
essi
ngan
dm
anag
ing
risks
:-
Pla
n,m
onito
r,re
view
and
reco
rdou
tcom
esan
dac
tions
take
nto
min
imis
eris
k,st
ress
and
harm
.
SC
QF
Sta
ndar
ds
inS
oci
alW
ork
Ed
ucat
ion
47
Key capabilities in
Child Careand protection
POST-GRADUATE ROUTE
SCQF levels
A number of post-graduate routes to professional social workqualification are available in Scotland. These vary in terms of the SCQFlevels at which they are taught and assessed. Within Key Capabilities thepost-graduate route has been aligned to level 10 in terms of academicwork and practice competence.
The post-graduate routes are shorter and therefore as students arestudying and practising over a 2-year, rather than a 4-year, period theincremental nature of the Key Capabilities will need to be adjusted.
Key Capabilities have not been separated into years one and two.Rather, the different areas in relation to child care and protection whichstudents need to cover in the course of their academic study andpractice learning have been identified.
Key Capabilities
1) Effective Communication2) Knowledge and Understanding3) Professional Confidence and Competence4) Values and Ethical Practice
48
Eff
ecti
veC
om
mun
icat
ion
Effe
ctiv
eco
mm
unic
atio
nun
derp
ins
alls
ocia
lwor
kin
terv
entio
n.B
ecau
seof
thei
rpr
evio
usst
udie
s,st
uden
tssh
ould
alre
ady
beab
leto
dem
onst
rate
that
they
can
com
mun
icat
eef
fect
ivel
yw
ithpe
ers
and
mak
efo
rmal
pres
enta
tions
;how
ever
they
will
requ
iresp
ecifi
cte
achi
ngon
the
diffe
renc
esin
com
mun
icat
ing
with
child
ren
and
adul
ts.W
hile
som
esk
illsar
etr
ansf
erab
le,s
ome
area
sof
com
mun
icat
ion
will
bene
wto
stud
ents
.For
exam
ple,
itis
unlik
ely
that
asc
ienc
e/en
gine
erin
ggr
adua
tew
illha
vest
udie
dho
wch
ildre
nco
mm
unic
ate
and
som
est
uden
tsw
illre
quire
sign
ifica
ntin
put.
All
stud
ents
will
need
tosh
owkn
owle
dge
ofan
dde
mon
stra
tego
odlis
teni
ngan
dco
mm
unic
atio
nsk
ills(in
clud
ing
verb
alan
dno
n-ve
rbal
com
mun
icat
ion)
.As
the
SS
SC
Cod
esof
Pra
ctic
eno
tes
soci
alw
orke
rssh
ould
com
mun
icat
ein
an“a
ppro
pria
te,
open
,acc
urat
ean
dst
raig
htfo
rwar
dw
ay”
(200
3,2.
2).
Prio
rto
thei
rfir
stpr
actic
ele
arni
ngop
port
unity
,stu
dent
sw
illbe
requ
ired
tode
mon
stra
teth
atth
eyun
ders
tand
the
purp
ose
ofco
mm
unic
atin
gw
ithch
ildre
n,yo
ung
peop
le,
thei
rpa
rent
san
dca
rers
.The
yw
illal
sone
edto
dem
onst
rate
that
they
have
the
requ
ired
skills
inor
der
todo
this
effe
ctiv
ely
onth
eir
prac
tice
lear
ning
oppo
rtun
ity.
One
way
that
this
may
beas
sess
edis
byre
cord
ing
vide
osof
stud
ents
inro
lepl
ayw
hich
are
asse
ssed
bytu
tors
and
serv
ice
user
repr
esen
tativ
es.D
urin
gth
eir
prac
tice
lear
ning
oppo
rtun
ity,s
tude
nts
will
beas
sess
edon
thei
rab
ility
toen
gage
and
rela
teef
fect
ivel
yan
dfo
rman
dm
aint
ain
wor
king
rela
tions
hips
base
don
hone
sty
and
part
ners
hip.
Kno
wle
dge
and
Und
erst
andi
ng-
acr
itica
lund
erst
andi
ngof
the
prin
cipa
lth
eorie
s,co
ncep
tsan
dpr
inci
ples
.
Pra
ctic
e-
use
ara
nge
ofth
epr
inci
pals
kills
,pra
ctic
esas
soci
ated
with
asu
bjec
t/di
scip
line.
Ass
essi
ngne
eds
and
optio
ns:
-Li
sten
activ
ely
tope
ople
who
use
serv
ices
and
thei
rca
rers
,res
pect
ing
thei
rex
perie
nce
and
taki
ngfu
llac
coun
tof
thei
rvi
ews.
Pre
parin
gfo
rso
cial
wor
kco
ntac
tan
din
volv
emen
t:-
Eng
age
and
rela
teef
fect
ivel
yw
ithpe
ople
who
use
serv
ices
,with
thei
rfa
milie
san
dot
her
care
rsan
dw
ithot
her
prof
essi
onal
s,m
aint
aini
ngaw
aren
ess
ofth
eir
own
styl
ean
dap
proa
chan
dits
effe
cton
othe
rs.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
49
Key capabilities in
Child Careand protection
Eff
ecti
veC
om
mun
icat
ion
Stu
dent
sne
edto
dem
onst
rate
that
they
have
acl
ear
unde
rsta
ndin
gth
atch
ildre
nm
ayco
nvey
thei
rex
perie
nces
usin
gve
rbal
and
non-
verb
alin
dica
tors
.Thr
ough
thei
rbe
havi
our
orth
eir
pres
enta
tion
ach
ildm
aybe
com
mun
icat
ing
thei
rne
eds
and
conv
eyin
gth
eir
expe
rienc
es.T
here
fore
inor
der
toas
sess
accu
rate
lyst
uden
tsne
edto
have
ago
odkn
owle
dge
ofch
ildde
velo
pmen
tan
dan
awar
enes
sof
the
impo
rtan
ceof
obse
rvin
gch
ildre
n.S
tude
nts
need
tode
mon
stra
teth
atth
eyca
nus
ebo
thve
rbal
and
non-
verb
alcu
esto
guid
ein
terp
reta
tion
ofbe
havi
our
and
help
asse
ssris
k.O
new
ayto
desc
ribe
this
is“li
sten
ing
with
your
eyes
”.Tu
tors
and
prac
tice
teac
hers
shou
ldm
ake
expl
icit
links
betw
een
the
mat
eria
lon
child
deve
lopm
ent
and
the
skills
requ
ired
toco
mm
unic
ate
with
child
ren.
Stu
dent
sw
illbe
requ
ired
tode
mon
stra
teth
atth
eyca
nus
ea
rang
eof
com
mun
icat
ion
skills
tobo
thel
icit
and
anal
yse
rele
vant
info
rmat
ion.
Stu
dent
sne
edto
show
that
they
can
tran
sfer
thei
rw
ritte
nsk
illsto
child
care
and
prot
ectio
nw
ork,
and
need
tode
mon
stra
teth
atth
eyca
nac
cura
tely
reco
rdre
leva
ntin
form
atio
nin
am
anne
rw
hich
isea
sily
unde
rsto
od.F
orex
ampl
e,H
EIs
mig
htad
opt
aba
selin
eth
atif
writ
ten
mat
eria
lis
not
ofa
stan
dard
whi
chw
ould
beac
cept
able
toa
Chi
ldre
n’s
Hea
ring
ora
She
riffC
ourt
then
itis
not
acce
ptab
leto
the
univ
ersi
ty.
Kno
wle
dge
and
unde
rsta
ndin
g-
deta
iled
know
ledg
ean
dun
ders
tand
ing
inon
eor
mor
esp
ecia
lism
s.
Cog
nitiv
e-
Offe
rpr
ofes
sion
alle
vel
insi
ghts
inte
rpre
tatio
nsan
dso
lutio
nsto
prob
lem
san
dis
sues
.
Pra
ctic
e-
Use
ara
nge
ofpr
inci
pal,
prac
tices
and/
orm
ater
ials
asso
ciat
edw
itha
subj
ect
ordi
scip
line.
Com
mun
icat
ion
-us
ea
wid
era
nge
ofro
utin
esk
ills.
Pre
parin
gfo
rso
cial
wor
kin
volv
emen
t:-
Eva
luat
eal
linf
orm
atio
nto
iden
tify
the
best
form
ofin
itial
invo
lvem
ent.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
into
soci
alw
ork
prac
tice:
-Im
plem
ent
know
ledg
eba
sed
soci
alw
ork
appr
oach
esan
dm
etho
dsto
deve
lop
and
impr
ove
thei
row
npr
actic
e.
Wor
king
with
indi
vidu
als
etc
soth
eyca
nm
ake
info
rmed
deci
sion
s:-
Wor
kw
ithin
divi
dual
set
cto
iden
tify,
gath
eran
dan
alys
ere
leva
ntin
form
atio
n.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds
and
repo
rts:
-M
aint
ain
accu
rate
,com
plet
e,ac
cess
ible
and
upto
date
reco
rds
and
repo
rts.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
pare
repo
rts
and
docu
men
tsfo
rde
cisi
onm
akin
gfo
rum
ssu
chas
cour
ts,
hear
ings
,cas
eco
nfer
ence
s.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
50
Eff
ecti
veC
om
mun
icat
ion
The
need
for
clea
run
ambi
guou
sco
mm
unic
atio
n,an
dth
eir
resp
onsi
bilit
yto
com
mun
icat
eef
fect
ivel
y(in
clud
ing
the
appr
opria
tesh
arin
gof
info
rmat
ion
with
child
ren,
youn
gpe
ople
,par
ents
,car
ers,
peer
san
dot
her
prof
essi
onal
s)sh
ould
beex
plic
itin
the
teac
hing
and
asse
ssm
ent.
We
reco
mm
end
that
prac
tice
teac
hers
and
tuto
rsm
ake
clea
rlin
ksto
the
limita
tions
inco
mm
unic
atio
nm
entio
ned
byIn
quiry
Rep
orts
.We
reco
mm
end
that
rele
vant
repo
rts
and
Gui
danc
e(F
orex
ampl
e,P
rote
ctin
gC
hild
ren
-A
Sha
red
Res
pons
ibilit
y,19
98)s
houl
dbe
requ
ired
read
ing
for
stud
ents
.Stu
dent
sco
uld
dem
onst
rate
that
they
have
criti
cally
appr
aise
dth
em
essa
ges
from
inqu
iryre
port
sin
thei
rle
arni
nglo
g.
Stu
dent
sne
edto
beab
leto
dem
onst
rate
that
they
can
com
mun
icat
eef
fect
ivel
yto
ara
nge
ofau
dien
ces
usin
gap
prop
riate
met
hods
.Stu
dent
sm
ight
role
play
how
they
wou
ldex
plai
nth
eir
asse
ssm
ent,
that
for
his/
her
need
sto
bem
et,a
child
need
sal
tern
ativ
elo
ng-t
erm
care
,to:
•A
6ye
arol
dch
ild•
Apa
rent
who
has
been
defin
edas
havi
ngle
arni
ngdi
fficu
lties
•A
Chi
ldP
rote
ctio
nC
ase
Con
fere
nce
At
the
poin
tof
qual
ifyin
gst
uden
tsne
edto
show
that
they
can
com
mun
icat
eef
fect
ivel
yin
grou
psi
tuat
ions
(for
exam
ple
Cas
eC
onfe
renc
e)w
ithin
thei
row
nag
ency
and
acro
ssot
her
rele
vant
disc
iplin
es.
Pra
ctic
e-
use
afe
wsk
illsan
d/or
mat
eria
lsw
hich
are
spec
ialis
ed.
Com
mun
icat
ion
-C
omm
unic
ate
with
prof
essi
onal
leve
lpee
rs,s
enio
rco
lleag
ues
and
spec
ialis
ts.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
show
acl
ear
awar
enes
sof
own
and
othe
rsro
lean
dre
spon
sibi
litie
s.
Pra
ctic
e-
Pra
ctis
ein
ara
nge
ofpr
ofes
sion
alle
velc
onte
xts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity
and/
orsp
ecia
lism
.
Com
mun
icat
ion
-co
mm
unic
ate
with
prof
essi
onal
leve
lpee
rs,s
enio
rco
lleag
ues
and
spec
ialis
ts.
Com
mun
icat
ion
-m
ake
form
alpr
esen
tatio
nsab
out
spec
ialis
edto
pics
toin
form
edau
dien
ces.
Wor
kw
ithin
agre
edst
anda
rds
ofso
cial
wor
kpr
actic
e:-
Wor
kat
allt
imes
with
inth
epr
ofes
sion
alco
des
ofpr
actic
e,et
hica
lprin
cipl
esan
dse
rvic
est
anda
rds
that
unde
rpin
high
qual
ityso
cial
wor
kpr
actic
e.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds
and
repo
rts:
-S
hare
reco
rds
with
indi
vidu
als/
fam
ilies
etc
with
inle
gala
ndet
hica
lgui
delin
esan
dre
quire
men
ts.
Wor
king
with
indi
vidu
als
etc
soth
eyca
nm
ake
info
rmed
deci
sion
s:-
Wor
kw
ithin
divi
dual
s,fa
milie
set
cto
:•
info
rmth
emof
thei
rrig
htan
dre
spon
sibi
litie
s•
clar
ifyan
dex
plai
nth
eso
cial
wor
kor
gani
satio
n’s
dutie
s,se
rvic
esan
dre
spon
sibi
litie
s.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
sent
evid
ence
tode
cisi
onm
akin
gfo
rum
san
dhe
lpin
divi
dual
s,fa
milie
set
cto
unde
rsta
ndth
epr
oced
ures
invo
lved
and
the
poss
ible
and
actu
alou
tcom
es.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
51
Key capabilities in
Child Careand protection
Eff
ecti
veC
om
mun
icat
ion
Stu
dent
sw
illbe
requ
ired
tode
mon
stra
teth
atth
eyha
veap
prop
riate
know
ledg
ean
dsk
illsin
com
mun
icat
ing
with
child
ren
and
thei
rpa
rent
s/ca
rers
whe
reE
nglis
his
not
the
first
lang
uage
orw
here
the
prim
ary
form
ofco
mm
unic
atio
nis
non-
verb
al.S
tude
nts
need
tode
mon
stra
tekn
owle
dge
ofth
eir
resp
onsi
bilit
ies
and
com
pete
nce
intr
ansf
errin
gth
isre
spon
sibi
lity
toth
eir
prac
tice.
For
stud
ents
who
are
not
ina
prac
tice
lear
ning
oppo
rtun
ityw
here
they
have
dire
ctco
ntac
tw
ithch
ildre
n,w
ere
com
men
dth
atth
eyha
veth
eop
port
unity
tobe
allo
cate
dor
co-w
ork
aca
sein
volv
ing
ach
ildor
apa
rent
.Som
eH
EIs
have
child
obse
rvat
ion,
and
whi
leth
isis
ago
odfo
unda
tion,
atth
epo
int
ofqu
alify
ing
stud
ents
shou
ldha
vedo
nem
ore
than
obse
rve
ach
ild.T
hey
shou
ldha
veha
dth
eop
port
unity
toun
dert
ake
anas
sess
men
tof
ach
ild’s
circ
umst
ance
san
d”o
ffer
prof
essi
onal
leve
lins
ight
s,in
terp
reta
tions
and
solu
tions
”(L
evel
10,S
CQ
F,20
03).
Aut
onom
y-
Dea
lwith
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Gen
eric
-O
ffer
prof
essi
onal
leve
lin
sigh
tsin
terp
reta
tions
and
solu
tions
topr
oble
ms
and
issu
es.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Hel
pin
divi
dual
s/fa
milie
sto
bein
volv
edap
prop
riate
lyin
deci
sion
mak
ing
foru
ms.
Wor
king
with
indi
vidu
als
etc
toac
hiev
ech
ange
,pro
mot
edi
gnity
,rea
lise
pote
ntia
land
impr
ove
life
oppo
rtun
ities
:-
Dev
elop
rela
tions
hips
with
indi
vidu
als,
fam
ilies
etc
that
show
resp
ect
for
dive
rsity
,eq
ualit
yet
c.
Wor
kw
ithin
agre
edst
anda
rds
ofso
cial
wor
kpr
actic
e:-
Wor
kat
allt
imes
with
inth
epr
ofes
sion
alco
des
ofpr
actic
e,et
hica
lprin
cipl
esan
dse
rvic
est
anda
rds
that
unde
rpin
high
qual
ityso
cial
wor
kpr
actic
e.
Ass
essi
ngne
eds
and
optio
ns:
-Id
entif
y,ev
alua
tean
dre
com
men
dap
prop
riate
cour
ses
ofac
tion
for
indi
vidu
als,
fam
ilies,
care
rset
c.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
52
Kno
wle
dg
ean
dU
nder
stan
din
gB
ecau
seof
thei
rpr
evio
usac
adem
icst
udy
stud
ents
have
dem
onst
rate
dth
atth
eyha
vekn
owle
dge
and
unde
rsta
ndin
gin
apa
rtic
ular
area
.Thi
sm
ayor
may
not
bere
late
dto
the
know
ledg
ean
dun
ders
tand
ing
they
will
requ
ireto
beef
fect
ive
qual
ified
soci
alw
orke
rs.D
urin
gth
eco
urse
ofth
eir
stud
ies
and
prac
tice
lean
ing
oppo
rtun
ities
,st
uden
tsw
illre
quire
toga
inkn
owle
dge
and
unde
rsta
ndin
gin
the
follo
win
gke
yar
eas:
•Th
ele
galf
ram
ewor
kw
hich
unde
rpin
spr
actic
e•
Rel
evan
tgu
idan
cean
dpo
licy
•K
now
ledg
eof
theo
ryan
dm
odel
sof
prac
tice
-in
clud
ing
risk
asse
ssm
ent
•C
hild
care
and
prot
ectio
nin
cont
ext
•In
tra
and
inte
rag
ency
prac
tice
The
lega
lfra
mew
orks
and
guid
ance
whi
chun
derp
inpr
actic
esh
ould
form
ake
yar
eaof
teac
hing
and
asse
ssm
ent.
Inad
ditio
nst
uden
tsw
illne
edto
have
ago
odun
ders
tand
ing
ofth
epo
licie
san
dgu
idan
cew
hich
also
defin
eth
eir
resp
onsi
bilit
ies
inre
latio
nto
child
care
and
prot
ectio
n.S
tude
nts
shou
ldbe
asse
ssed
onth
eir
know
ledg
eof
thes
epr
ior
toun
dert
akin
gth
eir
first
prac
tice
lear
ning
oppo
rtun
ity.T
his
shou
lden
sure
that
alls
tude
nts
unde
rtak
ing
prac
tice
lear
ning
will
have
aba
sic
know
ledg
ean
dun
ders
tand
ing
ofth
eir
lega
lres
pons
ibilit
ies
and
basi
sfo
rin
terv
entio
n.
Kno
wle
dge
-kn
owle
dge
that
cove
rsan
din
tegr
ates
mos
tof
the
prin
cipa
lar
eas,
feat
ures
,bou
ndar
ies
etc
ofth
esu
bjec
t.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms.
Iden
tifyi
ngan
dre
spon
ding
tocr
isis
:-
Iden
tify
the
need
for
stat
utor
yan
dpr
oced
ural
inte
rven
tion.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
into
soci
alw
ork
prac
tice:
-R
evie
wan
dre
gula
rlyup
date
thei
row
nkn
owle
dge
ofre
leva
ntle
gisl
atio
n,po
licy
guid
elin
eset
c.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
53
Key capabilities in
Child Careand protection
Kno
wle
dg
ean
dU
nder
stan
din
gS
ome
ofth
eke
ydo
cum
ents
stud
ents
shou
ldkn
owab
out,
and
know
how
toac
cess
will
incl
ude
the
Chi
ldre
n(S
cotla
nd)
Act
1995
,Uni
ted
Nat
ions
Con
vent
ion
onth
eR
ight
sof
the
Chi
ld19
89,G
ettin
gO
urP
riorit
ies
Rig
ht,2
003.
Stu
dent
ssh
ould
have
acce
ssto
exam
ples
oflo
cala
utho
rity
Chi
ldP
rote
ctio
nC
omm
ittee
Chi
ldP
rote
ctio
nP
roce
dure
san
dC
hild
ren’
sS
ervi
ces
Pla
ns.A
tth
epo
int
ofqu
alify
ing,
stud
ents
shou
ldbe
able
tode
mon
stra
teth
atth
eyha
veac
cess
ed,r
ead
and
unde
rsto
odco
rele
gisl
atio
n,gu
idan
cean
din
quiry
repo
rts
and
can
mak
elin
ksto
thei
row
npr
actic
e.S
tude
nts
can
evid
ence
thei
rcr
itica
lun
ders
tand
ing
ofth
eab
ove
inth
eir
refle
ctiv
ele
arni
nglo
gs.
Dur
ing
thei
rpr
actic
ele
arni
ngop
port
uniti
esst
uden
tsne
edto
beab
leto
dem
onst
rate
that
they
can
appl
yth
ele
gal
fram
ewor
kto
prac
tice
situ
atio
nsac
cura
tely
and
appr
opria
tely.
Reg
ardl
ess
ofth
epr
actic
ele
arni
ngop
port
unity
sett
ing,
stud
ents
will
bere
quire
dto
appl
yth
eir
know
ledg
eof
the
resp
onsi
bilit
yof
alls
ocia
lwor
kers
tow
ards
child
ren
inne
ed.F
orex
ampl
e,a
wor
ker
inan
adul
tm
enta
lhea
lthte
amw
ould
cons
ider
thei
rre
spon
sibi
litie
sto
war
dsth
ech
ildof
ase
rvic
eus
er.S
tude
nts
shou
ldbe
able
toac
tivel
yde
mon
stra
teho
wth
eyha
veus
edre
leva
ntgu
idan
cein
thei
rpr
actic
ele
arni
ngse
ttin
gs.
Kno
wle
dge
-K
now
ledg
ean
dun
ders
tand
ing
ofth
ew
ays
inw
hich
the
subj
ect/
disc
iplin
eis
deve
lope
d.
Aut
onom
y-
prac
tise
inw
ays
whi
chsh
owa
clea
raw
aren
ess
ofow
nan
dot
hers
role
san
dre
spon
sibi
litie
s.
Pra
ctic
e-
use
afe
wsk
ills,p
ract
ices
and/
orm
ater
ials
whi
char
esp
ecia
lised
.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Loca
te,u
nder
stan
dan
dcr
itica
llyev
alua
tefin
ding
san
dlit
erat
ure
that
isre
leva
ntto
soci
alw
ork
prac
tice.
Ass
essi
ngne
eds
and
optio
ns:
-A
sses
san
dev
alua
tene
eds,
stre
ngth
s,ris
ksan
dop
tions
,tak
ing
acco
unt
ofle
gal
and
othe
rdu
ties
and
serv
ice
stan
dard
sre
quire
men
ts.
Wor
kw
ithin
agre
edst
anda
rds
ofso
cial
wor
kpr
actic
e:-
Exe
rcis
ean
dju
stify
thei
rpr
ofes
sion
alju
dgm
ent.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
54
Kno
wle
dg
ean
dU
nder
stan
din
gH
avin
gpr
evio
usly
stud
ied
tode
gree
leve
l,st
uden
tsw
illha
veal
read
yde
mon
stra
ted
that
they
have
a“c
ritic
alun
ders
tand
ing
ofth
eorie
s,co
ncep
tsan
dpr
inci
ples
.”(L
evel
10S
CQ
F,20
03).
How
ever
,dep
enda
nton
thei
rpr
evio
usar
eaof
stud
yth
ese
will
not
nece
ssar
ilybe
appl
icab
leto
soci
alw
ork.
Dav
idH
owe
(198
7)id
entif
ied
3re
ason
sfo
rbe
ing
conc
erne
dw
ithth
eory
:-1.
Fam
ilies
pref
erso
cial
wor
kers
-an
dot
her
prof
essi
onal
s-
who
are
clea
rab
out
wha
tth
eyar
edo
ing,
why
and
how
they
are
goin
gto
get
ther
e2.
Diff
eren
tth
eorie
sho
lddi
ffere
ntas
sum
ptio
nsab
out
the
natu
reof
peop
lean
dso
ciet
yan
dso
ines
capa
bly
lead
todi
ffere
ntty
pes
ofpr
actic
e.3.
Theo
ries
dono
tju
stap
pear
-th
eyar
epr
oduc
tsof
the
soci
ety
we
live
in-
our
idea
s,be
liefs
and
know
ledg
e.
Stu
dent
sre
quire
toha
vein
put
onth
eorie
sof
indi
vidu
alan
dso
cial
deve
lopm
ent.
With
inth
eco
ntex
tof
hum
angr
owth
and
beha
viou
rst
uden
tssh
ould
have
know
ledg
eof
core
theo
ries
rele
vant
toch
ildca
rean
dpr
otec
tion.
Thes
ein
clud
ebu
tar
eno
tre
stric
ted
toat
tach
men
tth
eory
,se
para
tion
and
loss
,res
ilienc
ean
dad
vers
ity.S
tude
nts
shou
ldal
soha
vean
unde
rsta
ndin
gof
how
soci
olog
ical
pers
pect
ives
have
rele
vanc
efo
rch
ildca
rean
dpr
otec
tion.
For
exam
ple
stud
ents
need
toex
plor
eth
eim
pact
ofpo
vert
yon
child
ren
and
thei
rpa
rent
s/ca
rers
.
Reg
ardl
ess
ofw
here
they
unde
rtak
eth
eir
prac
tice
lear
ning
oppo
rtun
ities
,stu
dent
sne
edto
dem
onst
rate
aco
mpe
tent
and
criti
calu
nder
stan
ding
ofpr
inci
ple
theo
ries
inre
latio
nto
child
care
and
prot
ectio
nan
dcl
early
evid
ence
how
thes
eun
derp
inth
eir
prac
tice.
This
mea
nsth
atth
eysh
ould
appr
oach
thei
rpr
actic
efro
mth
epe
rspe
ctiv
ew
hich
alw
ays
take
sco
gnis
ance
ofth
ene
eds
ofth
ech
ild.
Kno
wle
dge
-C
ritic
alun
ders
tand
ing
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Kno
wle
dge
-C
ritic
alun
ders
tand
ing
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Kno
wle
dge
-C
ritic
alun
ders
tand
ing
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Loca
te,u
nder
stan
dan
dcr
itica
llyev
alua
tere
sear
chfin
ding
san
dlit
erat
ure
that
isre
leva
ntto
soci
alw
ork
prac
tice.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Impl
emen
tkn
owle
dge
base
dso
cial
wor
kap
proa
ches
and
met
hods
tode
velo
pan
dim
prov
eth
eir
own
prac
tice.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-E
xerc
ise
and
just
ifyth
eir
prof
essi
onal
judg
men
t.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
55
Key capabilities in
Child Careand protection
Kno
wle
dg
ean
dU
nder
stan
din
gS
tude
nts
shou
ldbu
ildon
thei
rkn
owle
dge
ofch
ildde
velo
pmen
tto
iden
tify
key
fact
ors
whi
chin
crea
sevu
lner
abilit
yan
dris
kan
dre
duce
resi
lienc
ein
child
ren
and
youn
gpe
ople
.We
reco
mm
end
that
stud
ents
rece
ive
spec
ialis
tup
toda
tete
achi
ngon
the
impa
ctof
subs
tanc
em
isus
e,do
mes
ticvi
olen
cean
dm
enta
lhea
lthon
pare
ntin
gca
paci
tyan
dch
ildde
velo
pmen
t.In
term
sof
asse
ssin
gle
arni
ng,o
nepo
ssib
ility
wou
ldbe
toin
volv
esp
ecia
list
prac
titio
ners
inth
eas
sess
men
tpr
oces
s.
Stu
dent
sne
edto
dem
onst
rate
anun
ders
tand
ing
ofth
ena
ture
oflo
ngte
rmin
terv
entio
nin
child
care
and
prot
ectio
n.W
ere
com
men
dst
uden
tssh
ould
befa
milia
rw
ithLo
oked
Afte
rC
hild
ren
mat
eria
lsan
dgu
idan
ce.
Stu
dent
sne
edto
have
know
ledg
eof
the
diffe
rent
form
sof
subs
titut
eca
rean
dbe
able
tom
ake
links
toth
ete
achi
ngon
child
deve
lopm
ent,
sepa
ratio
nan
dlo
ss.
Cog
nitiv
e-
Crit
ical
lyid
entif
y,de
fine,
conc
eptu
alis
ean
dan
alys
eco
mpl
expr
oble
ms
and
issu
es.
Cog
nitiv
e-
offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
topr
oble
ms
and
issu
es.
Aut
onom
y-
Wor
kw
ithot
hers
tobr
ing
abou
tch
ange
,dev
elop
men
tan
d/o
rne
wth
inki
ng.
Pra
ctic
e-
Pra
ctis
ein
ara
nge
ofpr
ofes
sion
alle
velc
onte
xts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity
and/
orsp
ecia
lism
.
Eva
luat
ing
and
usin
gup
toda
tekn
owle
dge
and
rese
arch
:-
Impl
emen
tkn
owle
dge
base
dso
cial
wor
kap
proa
ches
and
met
hods
tode
velo
pan
dim
prov
eth
eir
own
prac
tice.
Wor
kef
fect
ivel
yw
ithpr
ofes
sion
als:
-W
ork
effe
ctiv
ely
with
othe
rsin
deliv
erin
gin
tegr
ated
and
mul
ti-di
scip
linar
yse
rvic
es.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-M
onito
ran
dev
alua
teth
eap
prop
riate
ness
and
effe
ctiv
enes
sof
thei
rpr
ogra
mm
eof
wor
kin
mee
ting
the
need
sof
indi
vidu
als
etc.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-R
egul
arly
revi
ewth
eef
fect
iven
ess
ofpl
ans
with
the
peop
lein
volv
ed.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
56
Pro
fess
iona
lCo
nfid
ence
and
Co
mp
eten
ceTh
ein
spec
tion
into
the
care
and
prot
ectio
nof
child
ren
inEi
lean
Sia
r,st
ates
“Hig
hqu
ality
conf
iden
tsta
ffar
ene
cess
ary
topr
otec
tchi
ldre
nan
dhe
lpth
eir
fam
ilies”
(SW
IA20
05,7
8).
Ear
lyin
thei
rtr
aini
ng,s
tude
nts
shou
ldbe
expl
orin
gth
eno
tion
that
pers
onal
resp
onsi
bilit
yan
dac
coun
tabi
lity
isin
trin
sic
topr
ofes
sion
alco
mpe
tenc
ean
dco
nfid
ence
.S
tude
nts
need
tode
mon
stra
teth
atth
eyar
eab
leto
take
resp
onsi
bilit
yfo
rth
eir
own
cont
inui
ngpr
ofes
sion
alde
velo
pmen
t.Th
eex
pect
atio
nis
that
stud
ents
will
activ
ely
iden
tify
gaps
inth
eir
know
ledg
eba
seor
area
sw
here
they
lack
conf
iden
cean
dw
ithth
esu
ppor
tof
acad
emic
staf
fan
dpr
actic
ete
ache
rs,t
ake
step
sto
addr
ess
thes
e.Fo
rex
ampl
est
uden
tsm
ayid
entif
ya
lack
ofco
nfid
ence
inho
wto
resp
ond
appr
opria
tely
toa
child
prot
ectio
nre
ferr
al.I
nth
isin
stan
cest
uden
tsw
ould
beex
pect
edto
iden
tify
rele
vant
proc
edur
esan
dgu
idan
cean
dap
ply
them
toa
case
scen
ario
.
Stu
dent
sm
ust
beab
leto
dem
onst
rate
topr
actic
ete
ache
rsan
dH
EIs
that
they
are
clea
rab
out
thei
rpr
ofes
sion
alro
lean
dre
spon
sibi
litie
san
dar
eal
socl
ear
asto
the
limits
ofth
eir
know
ledg
ean
dre
spon
sibi
litie
san
dw
hen
they
need
tosh
are
info
rmat
ion
with
othe
rpr
ofes
sion
als
topr
otec
ta
child
orin
clud
ein
form
atio
nfro
mot
her
sour
ces
inth
eir
asse
ssm
ent.
Inad
ditio
n,th
eyne
edto
reco
gnis
eth
atth
eac
tof
shar
ing
info
rmat
ion
does
not
inits
elfc
onst
itute
actio
nto
prot
ect.
Her
eth
ele
sson
sfro
mE
ilean
Sia
rne
edto
bele
arne
d“G
athe
ring
toge
ther
larg
eam
ount
sof
info
rmat
ion
isno
tan
asse
ssm
ent.
Sha
ring
itdo
esno
tcon
stitu
tea
child
prot
ectio
npl
an”
(SW
IA20
05,7
7).
Aut
onom
y-
Exe
rcis
eau
tono
my
and
initi
ativ
ein
prof
essi
onal
activ
ities
.
Aut
onom
y-
wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Aut
onom
y-
Pra
ctis
ein
way
sw
hich
show
acl
ear
awar
enes
sof
own
and
othe
rs’r
oles
and
resp
onsi
bilit
ies.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-C
arry
out
dutie
sac
coun
tabl
y,us
ing
prof
essi
onal
judg
men
tan
dkn
owle
dge
base
dso
cial
wor
kpr
actic
e.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
Pro
duci
ng,i
mpl
emen
ting
and
eval
uatin
gpl
ans:
-C
arry
out
thei
row
nre
spon
sibi
litie
san
dm
onito
r,co
-ord
inat
ean
dsu
ppor
tth
eac
tions
ofot
hers
invo
lved
inpu
ttin
gpl
ans
into
prac
tice.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-W
ork
with
colle
ague
sin
rela
ted
prof
essi
ons
tode
velo
pan
dfu
rthe
rin
tegr
ate
serv
ices
.
Wor
king
with
inag
reed
stan
dard
s:-
Exe
rcis
ean
dju
stify
thei
rpr
ofes
sion
alju
dgm
ent.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
57
Key capabilities in
Child Careand protection
Pro
fess
iona
lCo
nfid
ence
and
Co
mp
eten
ceS
tude
nts
have
are
spon
sibi
lity
tore
gist
erw
ithth
epr
ofes
sion
albo
dyan
dne
edto
dem
onst
rate
that
they
have
anun
ders
tand
ing
ofth
eim
plic
atio
nsof
this
inre
latio
nto
child
care
and
prot
ectio
n.
Stu
dent
ssh
ould
beex
pect
edto
refle
ctcr
itica
llyon
thei
row
npr
actic
ean
dco
nduc
tan
don
the
prac
tice
and
cond
uct
ofot
hers
,mai
ntai
ning
afo
cus
onth
ene
eds
ofse
rvic
eus
ers.
Irres
pect
ive
ofw
heth
erth
est
uden
t’spr
imar
yre
spon
sibi
lity
isto
anad
ult
serv
ice
user
orhi
s/he
rch
ild,t
hest
uden
tne
eds
tode
mon
stra
teth
atth
eyca
nob
ject
ivel
yco
nsid
erth
ene
eds
ofbo
than
did
entif
yan
din
terv
ene
whe
reth
ese
need
sm
ayco
nflic
t.
Ther
eis
noco
rres
pond
ing
desc
ripto
rw
ithin
the
SC
QF
fram
ewor
kfo
rth
isho
wev
erit
isa
requ
irem
ent
for
prac
tice.
Aut
onom
y-
reco
gnis
eth
elim
itsof
code
san
dse
ekgu
idan
cew
here
appr
opria
te.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-W
ork
atal
ltim
esw
ithin
the
prof
essi
onal
code
sof
prac
tice,
ethi
calp
rinci
ples
and
serv
ice
stan
dard
sth
atun
derp
inhi
ghqu
ality
soci
alw
ork
prac
tice.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-C
ritic
ally
refle
cton
thei
rpr
actic
ean
dpe
rform
ance
and
mod
ifyth
ese
asa
resu
lt.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
58
Pro
fess
iona
lCo
nfid
ence
and
Co
mp
eten
ceS
tude
nts
need
tode
mon
stra
teth
atth
eyar
ecl
ear
abou
tth
eim
port
ance
ofpr
ofes
sion
albo
unda
ries
and
thei
rpr
ofes
sion
alro
le.T
hey
need
tobe
able
toid
entif
yan
dan
alys
ein
stan
ces
whe
nth
eir
own
need
sm
ayin
fluen
ceth
eir
resp
onse
san
dta
keac
tion
toad
dres
sth
is.F
orex
ampl
e,st
uden
tsm
aybe
visi
ting
hous
ehol
dsw
here
the
emot
iona
lor
phys
ical
need
sof
child
ren
are
not
met
.Whi
leit
may
bete
mpt
ing
totr
yan
dbr
idge
the
gap
orpe
rson
ally
com
pens
ate,
this
mig
htm
ean
that
stud
ents
cros
spr
ofes
sion
albo
unda
ries
and
they
need
tobe
able
tore
flect
criti
cally
onth
eir
own
mot
ives
and
the
need
sof
child
ren.
From
cons
ulta
tion
with
ase
rvic
eus
erre
pres
enta
tive,
itw
ascl
ear
that
child
ren
and
youn
gpe
ople
valu
edde
dica
ted
wor
kers
who
actu
ally
care
dab
out
wha
tha
ppen
edto
them
.In
bein
gcl
ear
abou
tth
eir
boun
darie
sw
edo
not
wan
tst
uden
tsto
lose
this
pers
onal
com
mitm
ent
toin
divi
dual
s.W
hils
tat
univ
ersi
tyan
don
prac
tice
lear
ning
oppo
rtun
ities
,stu
dent
ssh
ould
been
cour
aged
toex
plor
epe
rson
al/p
rofe
ssio
nalb
ound
arie
sus
ing
case
scen
ario
s.S
ome
ofth
ese
scen
ario
ssh
ould
draw
onch
ildca
rean
dpr
otec
tion.
Soc
ialw
orke
rsha
vea
rang
eof
pow
ers
and
resp
onsi
bilit
ies
unde
rpin
ned
byle
galf
ram
ewor
ksan
dre
leva
ntgu
idan
ce.
Stu
dent
sne
edto
deve
lop
the
conf
iden
ceto
use
thei
rau
thor
ityap
prop
riate
ly.W
ithin
child
care
and
prot
ectio
nth
eyne
edto
beab
leto
bala
nce
thei
rdu
ties
topr
otec
tch
ildre
nw
ithth
eir
resp
onsi
bilit
ies
not
toin
terv
ene
unne
cess
arily
.H
ere
stud
ents
wou
ldbe
expe
cted
tode
mon
stra
te(th
roug
hsu
perv
isio
n,tu
toria
ls,r
ole
play
and
writ
ten
wor
k)th
atth
eyca
nev
iden
ceth
eba
sis
for
any
deci
sion
usin
gre
sear
ch,a
ppro
pria
teas
sess
men
tto
ols
and
anal
ysis
.
Aut
onom
y-
Dea
lwith
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inpr
ofes
sion
al/e
quiv
alen
tac
tiviti
es.
Cog
nitiv
e-
Dem
onst
rate
som
eor
igin
ality
and
crea
tivity
inde
alin
gw
ithpr
ofes
sion
alle
veli
ssue
s.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
udes
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Act
appr
opria
tely,
even
inun
cert
ain
and
ambi
guou
sci
rcum
stan
ces
and
criti
cally
refle
cton
and
lear
nfro
mth
eou
tcom
es.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-C
ritic
ally
refle
cton
thei
rpr
actic
ean
dpe
rform
ance
and
mod
ifyth
ese
asa
resu
lt.
Man
agin
g,pr
esen
ting
and
shar
ing
reco
rds
and
repo
rts:
-P
rovi
decl
ear
evid
ence
for
judg
men
tsan
dde
cisi
ons.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
59
Key capabilities in
Child Careand protection
Pro
fess
iona
lCo
nfid
ence
and
Co
mp
eten
ceS
tude
nts
need
tode
mon
stra
teth
atth
eyca
nex
erci
sein
itiat
ive
and
wor
kau
tono
mou
sly.
How
ever
,the
yal
sone
edto
dem
onst
rate
that
they
will
seek
appr
opria
tesu
ppor
tan
dgu
idan
ceth
roug
hsu
perv
isio
nan
dth
atth
eyar
ecl
ear
asto
the
valu
ean
dpu
rpos
eof
supe
rvis
ion.
Inpa
rtic
ular
they
need
tobe
clea
rab
out
the
role
ofsu
perv
isio
non
the
deci
sion
mak
ing
proc
ess.
Stu
dent
ssh
ould
beeq
uipp
edto
expe
cta
qual
ityof
supe
rvis
ion
that
will
enab
leth
emto
disc
uss
com
plex
and
‘gre
y’ar
eas
ofco
ncer
nab
out
ach
ild’s
wel
lbei
ng.S
tude
nts
shou
ldex
pect
that
one
ofth
epu
rpos
esof
supe
rvis
ion
isto
have
thei
ras
sess
men
tsch
alle
nged
.
Stu
dent
sne
edto
beco
mpe
tent
and
conf
iden
tatt
rans
latin
gth
eir
know
ledg
eof
risk
asse
ssm
ent
into
prac
tice
inch
ildca
rean
dpr
otec
tion.
This
isre
flect
edin
the
21st
Cen
tury
Soc
ialW
ork
Rev
iew
Inte
rimR
epor
t(2
005)
whi
chst
ates
that
soci
alw
orke
rs“n
eed
tobe
able
tom
ake
com
plex
deci
sion
sab
out
the
leve
lofr
isk.
This
requ
ires
ahi
ghle
vel
ofsk
illan
dpe
rson
alau
tono
my
and
acco
unta
bilit
y”.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inpr
ofes
sion
al/e
quiv
alen
tac
tiviti
es.
Aut
onom
y-
Wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
Ass
essi
ngan
dm
anag
ing
risks
:-
Iden
tify,
asse
ssan
dre
cord
the
natu
reof
risk,
itsse
rious
ness
and
the
harm
that
ism
ayca
use.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
60
Pro
fess
iona
lCo
nfid
ence
and
Co
mp
eten
ceC
hild
ren
and
youn
gpe
ople
may
not
bein
apo
sitio
nto
artic
ulat
eth
eir
own
need
s.Th
eyre
quire
soci
alw
orke
rsw
hoar
esk
illed
and
conf
iden
tat
accu
rate
lyco
mm
unic
atin
gin
ara
nge
offo
rmal
and
info
rmal
sett
ings
.S
ocia
lwor
kers
who
are
unab
leto
doth
isve
rbal
lyan
din
writ
ing
will
doch
ildre
na
diss
ervi
ce.T
heE
xecu
tive
Rec
omm
enda
tions
and
sum
mar
yfro
mth
eIn
quiry
into
the
deat
hof
Cal
ebN
ess
criti
cise
dth
ere
port
prep
ared
for
the
case
conf
eren
ce.I
tst
ated
that
“the
repo
rtw
asin
accu
rate
invi
talr
espe
cts.
Itsu
gges
ted
that
the
coup
lew
ere
stab
lew
here
asin
fact
Shi
rley
had
mad
eA
lec
mov
eou
ta
few
wee
kspr
evio
usly.
The
gaps
inin
form
atio
nre
latin
gto
the
two
olde
rch
ildre
nin
care
,Ale
c’s
brai
nin
jury
,the
natu
rean
dex
tent
ofth
ecr
imin
alre
cord
sof
both
pare
nts
wer
eno
tid
entif
ied.
The
child
prot
ectio
nca
seco
nfer
ence
was
not
told
that
Cal
ebw
assu
fferin
gfro
mne
ona
tal
abst
inen
cesy
ndro
me”
(O’B
rien,
2003
,7).
Ast
uden
t’sab
ility
toco
mm
unic
ate
effe
ctiv
ely
can
beas
sess
edin
the
HE
Ithr
ough
role
play
ing
case
conf
eren
ces,
Chi
ldre
n’s
Hea
rings
and
inpr
actic
ele
arni
ngop
port
uniti
esby
pres
entin
gth
eir
own
asse
ssm
ents
tosi
mila
rfo
rum
s.Fo
rex
ampl
e,a
stud
ent
unde
rtak
ing
thei
rpr
actic
ele
arni
ngop
port
unity
with
inad
ult
serv
ices
mig
htbe
aske
dto
pres
ent
thei
ras
sess
men
tof
pare
ntin
gca
paci
tyto
am
ulti-
agen
cygr
oup.
Com
mun
icat
ion
-m
ake
form
alpr
esen
tatio
nsab
out
spec
ialis
edto
pics
.
Com
mun
icat
ion
-co
mm
unic
ate
with
prof
essi
onal
leve
lpee
rset
c.
Cog
nitiv
e-
mak
eju
dgm
ents
whe
rein
form
atio
nis
limite
dor
com
esfro
ma
rang
eof
sour
ces.
Pre
parin
gfo
ran
dta
king
part
inde
cisi
onm
akin
gfo
rum
s:-
Pre
sent
evid
ence
tode
cisi
onm
akin
gfo
rum
san
dhe
lpin
divi
dual
s,fa
milie
set
cto
unde
rsta
ndth
epr
oced
ures
invo
lved
and
the
poss
ible
and
actu
alou
tcom
es.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-U
seap
prop
riate
asse
rtiv
enes
sin
just
ifyin
gpr
ofes
sion
alde
cisi
ons
and
upho
ldin
gso
cial
wor
kpr
actic
eva
lues
.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
61
Key capabilities in
Child Careand protection
Valu
esan
dE
thic
alP
ract
ice
Stu
dent
sm
ust
dem
onst
rate
ethi
calp
ract
ice
base
don
SS
SC
Cod
esof
Pra
ctic
e,20
03.
The
21st
Cen
tury
Rev
iew
Rep
ort
‘Cha
ngin
gLi
ves’
stat
esth
at“S
ocia
lwor
kis
base
don
resp
ect
for
the
inhe
rent
wor
than
ddi
gnity
ofal
lpeo
ple
and
the
right
sth
atflo
wfro
mth
is…
”(2
006)
.Stu
dent
sw
illbe
expe
cted
tore
adth
isan
dot
her
key
docu
men
tsan
dto
cons
ider
how
they
appl
yto
child
ren
and
youn
gpe
ople
.
Stu
dent
sne
edto
dem
onst
rate
that
they
are
awar
eof
thei
row
npe
rson
alva
lues
inre
latio
nto
child
care
and
prot
ectio
n.In
acco
rdan
cew
ithS
tand
ards
inS
ocia
lwor
ked
ucat
ion,
stud
ents
shou
ldde
mon
stra
teth
atth
eyca
nov
erco
me
pers
onal
prej
udic
esto
resp
ond
appr
opria
tely
toid
entif
ied
need
.For
exam
ple,
ast
uden
tm
ight
beas
ked
tore
flect
onth
eir
feel
ings
abou
tsu
perv
isin
gco
ntac
tbe
twee
na
regi
ster
edse
xof
fend
eran
dhi
s/he
rch
ild.
Stu
dent
ssh
ould
expe
ctto
bech
alle
nged
ifth
eyex
pres
svi
ews
whi
char
ein
conf
lict
with
soci
alw
ork
valu
es.T
hefo
cus
ofth
isis
that
aspr
actit
ione
rsth
eyw
illne
edto
beab
leto
prov
ide
apr
ofes
sion
alse
rvic
eto
ara
nge
ofse
rvic
eus
ers
who
seci
rcum
stan
ces,
beha
viou
ror
view
sm
aych
alle
nge
thei
rva
lue
base
.Thi
sm
ight
incl
ude
adul
ts,
child
ren
and
youn
gpe
ople
who
exhi
bit
sexu
ally
harm
ful
beha
viou
r,as
ylum
seek
ers
and
thei
rch
ildre
n,su
bsta
nce
mis
usin
gpa
rent
s.
Kno
wle
dge
-kn
owle
dge
that
cove
rsan
din
tegr
ates
mos
tof
the
prin
cipa
lar
eas
ofth
esu
bjec
t.
Kno
wle
dge
-a
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies/
conc
epts
and
prin
cipl
es.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-W
ork
atal
ltim
esw
ithin
the
prof
essi
onal
code
sof
prac
tice,
ethi
calp
rinci
ples
and
serv
ice
stan
dard
sth
atun
derp
inhi
ghqu
ality
soci
alw
ork
prac
tice.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Iden
tify,
unde
rsta
ndan
dcr
itica
llyev
alua
teet
hica
liss
ues,
dile
mm
asan
dco
nflic
tsaf
fect
ing
thei
rpr
actic
e.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
62
Valu
esan
dE
thic
alP
ract
ice
Stu
dent
sar
eex
pect
edto
dem
onst
rate
are
adin
ess
tore
flect
onth
eir
own
valu
esan
dex
perie
nces
and
cons
ider
the
impa
ctth
ese
may
have
onth
eir
asse
ssm
ent
and
inte
rven
tion
gene
rally
.Spe
cific
toch
ildca
rean
dpr
otec
tion,
they
will
beex
pect
edto
star
tto
cons
ider
the
rele
vanc
eof
thei
row
nat
tach
men
tex
perie
nces
/exp
erie
nce
ofpa
rent
ing
toth
eir
futu
repr
actic
e.Fo
rex
ampl
e,st
uden
tssh
ould
beas
ked
tore
flect
onth
eir
own
expe
rienc
ean
dvi
ews
ofdi
scip
line
and
how
thes
em
ayin
fluen
ceth
eir
prac
tice
inth
eco
ntex
tof
curr
ent
lega
lfra
mew
orks
.
Stu
dent
sne
edto
dem
onst
rate
that
whe
reth
ere
isa
conf
lict
betw
een
thei
rpe
rson
alan
dpr
ofes
sion
alva
lues
,th
eyca
nus
esu
perv
isio
nef
fect
ivel
yto
addr
ess
this
.
Aut
onom
y-
deal
with
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
orco
des
ofpr
actic
e.
Aut
onom
y-
wor
kef
fect
ivel
yun
der
guid
ance
ina
peer
rela
tions
hip
with
qual
ified
prac
titio
ners
.
Aut
onom
y-
wor
kw
ithot
hers
tobr
ing
abou
tch
ange
,dev
elop
men
tan
d/or
new
thin
king
.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Dev
ise
effe
ctiv
est
rate
gies
tode
alw
ithet
hica
liss
ues,
dile
mm
asan
dco
nflic
ts.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-C
ritic
ally
refle
cton
thei
rpr
actic
ean
dpe
rform
ance
and
mod
ifyth
ese
asa
resu
lt.
Man
agin
gon
e’s
own
wor
kin
anac
coun
tabl
ew
ay:
-U
sepr
ofes
sion
alan
dm
anag
eria
lsu
perv
isio
nan
dsu
ppor
tto
impr
ove
thei
rpr
actic
e.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-U
sesu
perv
isio
nto
geth
erw
ithot
her
orga
nisa
tiona
land
prof
essi
onal
syst
ems
toin
fluen
ceco
urse
sof
actio
nw
here
prac
tice
falls
belo
wth
est
anda
rds
requ
ired.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
63
Key capabilities in
Child Careand protection
Valu
esan
dE
thic
alP
ract
ice
Mos
tH
EIs
have
deve
lope
dlin
ksw
ithse
rvic
eus
ers
and
care
rsan
dth
eysh
ould
have
som
ein
put
into
the
stud
ent’s
early
lear
ning
oppo
rtun
ities
.We
reco
mm
end
that
one
ofth
ear
eas
expl
ored
isho
wse
rvic
eus
ers
have
expe
rienc
edso
cial
wor
kin
terv
entio
n.
As
itm
aybe
diffi
cult
for
child
ren
and
pare
nts
curr
ently
invo
lved
inth
ech
ildpr
otec
tion
syst
emto
spea
kab
out
thei
rex
perie
nces
,HE
Ism
ayne
edto
empl
oyot
her
reso
urce
s(v
ideo
,DV
D,a
udio
tape
)to
ensu
reth
atth
isgr
oup
isre
pres
ente
d.M
orris
and
Sm
ithde
velo
ped
and
eval
uate
da
vide
oof
mot
hers
talk
ing
abou
tth
eir
expe
rienc
esof
inve
stig
atio
ns.T
hey
foun
dth
aton
eof
the
fact
ors
whi
chpr
even
ted
wom
enpa
rtic
ipat
ing
was
the
anxi
ety
that
they
wou
ldbe
judg
edby
the
view
er(N
CH
,19
95).
Inac
cord
ance
with
SS
SC
Cod
esof
Pra
ctic
e(2
003)
stud
ents
mus
tpr
omot
eeq
ualo
ppor
tuni
ties
and
resp
ect
dive
rsity
,tre
atin
gal
lpeo
ple
with
dign
ityan
dre
spec
t.S
tude
nts
will
beex
pect
edto
show
that
they
can
dem
onst
rate
soci
alw
ork
valu
esin
thei
rre
latio
nshi
psw
ithth
eir
peer
san
dte
achi
ngst
affa
sw
ella
sse
rvic
eus
ers
and
care
rs.S
tude
nts
who
cann
ottr
eat
thei
rfe
llow
stud
ents
with
dign
ityan
dre
spec
tsh
ould
not
have
acce
ssto
serv
ice
user
san
dca
rers
and
may
not
beab
leto
prog
ress
with
thei
rst
udie
s.
Kno
wle
dge
-a
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es.
Cog
nitiv
e-
criti
cally
iden
tify,
defin
e,co
ncep
tual
ise
and
anal
yse
com
plex
prof
essi
onal
leve
lpro
blem
san
dis
sues
.
Aut
onom
y-
prac
tise
inw
ays
whi
chsh
owa
clea
raw
aren
ess
ofow
nan
dot
hers
’rol
esan
dre
spon
sibi
litie
s.
Ass
essi
ngne
eds
and
optio
nsin
orde
rto
reco
mm
end
aco
urse
ofac
tion:
-Li
sten
activ
ely
tope
ople
who
use
serv
ices
and
thei
rca
rers
,res
pect
ing
thei
rex
perie
nce
and
taki
ngfu
llac
coun
tof
thei
rvi
ews.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-W
ork
atal
ltim
esw
ithin
the
prof
essi
onal
code
sof
prac
tice,
ethi
calp
rinci
ples
and
serv
ice
stan
dard
sth
atun
derp
inhi
ghqu
ality
soci
alw
ork
prac
tice.
Wor
king
effe
ctiv
ely
with
prof
essi
onal
s:-
Dea
lcon
stru
ctiv
ely
with
disa
gree
men
tsan
dco
nflic
tw
ithin
wor
kre
latio
nshi
ps.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
64
Valu
esan
dE
thic
alP
ract
ice
Stu
dent
sne
edto
dem
onst
rate
that
they
are
awar
eof
the
impa
ctof
disc
rimin
atio
non
serv
ice
user
san
dha
veta
ken
resp
onsi
bilit
yto
chal
leng
eth
isin
anap
prop
riate
way
.With
refe
renc
eto
child
care
and
prot
ectio
n,st
uden
tsne
edto
dem
onst
rate
that
they
are
awar
eof
how
child
ren
can
bedi
scrim
inat
edag
ains
tan
dho
wth
isca
nad
dto
thei
rvu
lner
abilit
y.
Ther
em
aybe
som
ech
ildre
nw
hoar
em
ore
vuln
erab
leth
anot
hers
.For
exam
ple
Ken
nedy
stat
es“la
rge
num
bers
ofdi
sabl
edch
ildre
nus
ean
alte
rnat
ive
form
ofco
mm
unic
atio
nan
da
rang
eof
met
hods
toco
mm
unic
ate”
(inW
ilson
and
Jam
es,2
004,
152)
and
prac
titio
ners
did
not
have
the
skills
toco
mm
unic
ate.
Stu
dent
sne
edto
show
they
are
awar
eof
thei
rre
spon
sibi
lity
toac
cess
addi
tiona
lsup
port
serv
ices
.
Stu
dent
sne
edto
beaw
are
that
thei
rpr
ofes
sion
alas
sess
men
tof
ach
ild’s
need
sm
aybe
inco
nflic
tw
ithth
atof
the
agen
cy.F
orex
ampl
e,th
ere
may
bein
stan
ces
whe
nth
ede
cisi
onto
prov
ide
orw
ithdr
awse
rvic
esis
base
don
reso
urce
sra
ther
than
need
.Stu
dent
sne
edto
dem
onst
rate
anab
ility
toch
alle
nge
appr
opria
tely
toen
sure
that
they
disc
harg
eth
eir
prof
essi
onal
resp
onsi
bilit
y.
Kno
wle
dge
-de
taile
dkn
owle
dge
and
unde
rsta
ndin
gin
one
orm
ore
spec
ialis
ms.
Pra
ctic
e-
use
afe
wsk
illsw
hich
are
spec
ialis
ed.
Aut
onom
y-
exer
cise
auto
nom
yan
din
itiat
ive
inpr
ofes
sion
al/e
quiv
alen
tac
tiviti
es.
Cog
nitiv
e-
offe
rpr
ofes
sion
alle
vel
insi
ghts
,int
erpr
etat
ions
and
solu
tions
topr
oble
ms
and
issu
es.
Com
mun
icat
ion
-co
mm
unic
ate
with
prof
essi
onal
leve
lpee
rs,s
enio
rset
c.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Iden
tify,
unde
rsta
ndan
dcr
itica
llyev
alua
teet
hica
liss
ues,
dile
mm
asan
dco
nflic
tsaf
fect
ing
thei
rpr
actic
e.
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Dev
ise
effe
ctiv
est
rate
gies
tode
alw
ithet
hica
liss
ues,
dile
mm
asan
dco
nflic
ts.
Pro
mot
ing
best
soci
alw
ork
prac
tice:
-U
sesu
perv
isio
n,to
geth
erw
ithot
her
orga
nisa
tiona
land
prof
essi
onal
syst
ems
toin
fluen
ceco
urse
sof
actio
nw
here
prac
tice
falls
belo
wth
est
anda
rds
requ
ired.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-U
seap
prop
riate
asse
rtiv
enes
sin
just
ifyin
gpr
ofes
sion
alde
cisi
ons
and
upho
ldin
gso
cial
wor
kpr
actic
eva
lues
.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
65
Key capabilities in
Child Careand protection
Valu
esan
dE
thic
alP
ract
ice
Whi
ledi
scha
rgin
gth
eir
auth
ority
stud
ents
may
enco
unte
rag
gres
sion
orab
use
from
serv
ice
user
s.S
tude
nts
need
tode
mon
stra
teth
atth
eyca
nse
ekap
prop
riate
supe
rvis
ion
toen
sure
that
thei
rpr
ofes
sion
alas
sess
men
tan
din
terv
entio
nis
not
com
prom
ised
.Stu
dent
sne
edto
becl
ear
that
itis
not
acce
ptab
leto
carr
you
tth
eir
dutie
sin
anun
safe
envi
ronm
ent.
Bei
ngaw
are
ofth
eir
own
safe
tydo
esno
tm
ean
that
stud
ents
abro
gate
thei
rre
spon
sibi
lity
for
the
wel
lbei
ngof
serv
ice
user
s.Fo
rex
ampl
e,if
ast
uden
tas
sess
esth
atit
isno
tsa
fefo
rhi
m/h
erto
ente
ra
hous
eto
visi
ta
child
beca
use
s/he
hear
san
argu
men
t,s/
hene
eds
tobe
awar
eof
the
impa
ctth
isco
uld
beha
ving
onth
ech
ild’s
wel
fare
and
take
appr
opria
tean
dtim
ely
actio
n.Th
isco
uld
incl
ude
refe
rral
toan
othe
rag
ency
egth
epo
lice.
Stu
dent
ssh
ould
beaw
are
ofth
eou
tcom
esof
thei
rin
terv
entio
nin
clud
ing
unin
tend
edou
tcom
es.F
orex
ampl
e,w
hile
itm
aysu
ppor
tpa
rent
sw
ithle
arni
ngdi
fficu
lties
topr
ovid
eex
tens
ive
hom
eca
re,t
his
may
have
the
unin
tend
edou
tcom
eof
incr
easi
ngth
eir
child
’svu
lner
abilit
yan
dat
tach
men
tdi
fficu
lties
.
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
cont
exts
whi
chin
clud
ea
degr
eeof
unpr
edic
tabi
lity
and/
orsp
ecia
lism
.
Cog
nitiv
e-
mak
eju
dgem
ents
whe
rein
form
atio
nis
limite
dor
com
esfro
ma
rang
eof
skills
.
Kno
wle
dge
-A
criti
calu
nder
stan
ding
ofth
epr
inci
palt
heor
ies,
conc
epts
and
prin
cipl
es
Pra
ctic
e-
prac
tise
ina
rang
eof
prof
essi
onal
leve
lcon
text
sw
hich
incl
ude
ade
gree
ofun
pred
icta
bilit
yan
d/or
spec
ialis
m
Aut
onom
y-
Dea
lwith
com
plex
ethi
cala
ndpr
ofes
sion
alis
sues
inac
cord
ance
with
curr
ent
prof
essi
onal
and/
oret
hica
lcod
esof
prac
tice
Und
erst
andi
ngan
dm
anag
ing
com
plex
ethi
cali
ssue
s:-
Act
appr
opria
tely,
even
inun
cert
ain
and
ambi
guou
sci
rcum
stan
ces
and
criti
cally
refle
cton
and
lear
nfro
mth
eou
tcom
es.
Ass
essi
ngan
dm
anag
ing
risk:
-A
sses
s,an
alys
ean
dre
cord
pote
ntia
lris
kto
them
selv
esan
dco
lleag
ues.
Wor
king
with
inag
reed
stan
dard
sof
soci
alw
ork
prac
tice:
-C
ritic
ally
refle
cton
thei
rpr
actic
ean
dpe
rform
ance
and
mod
ifyth
ese
asa
resu
lt.
Ass
essi
ngan
dm
anag
ing
risk:
-P
lan,
mon
itor,
revi
ewan
dre
cord
outc
omes
and
actio
nsta
ken
tom
inim
ise
risk,
stre
ssan
dha
rm.
Ass
essi
ngan
dm
anag
ing
risk:
-R
evie
win
tent
ions
and
actio
nsin
the
light
ofex
pect
edan
dun
inte
nded
cons
eque
nces
.
PO
ST-
GR
AD
UA
TE
RO
UT
ES
CQ
FLe
vel1
0S
tand
ard
sin
So
cial
Wo
rkE
duc
atio
n
66
Bibliography:
Antisocial Behaviour etc. (Scotland) Act 2004, Crown Copyright
Black, A and Burgham, A (2003) Child Review Report into the Life and Death ofCarla Nicole Bone, North East of Scotland Child Protection Committee
Butler-Sloss, E (1987) Report of the Inquiry into Child Abuse in Cleveland 1989,London, HMSO
Children (Scotland) Act 1995, Crown Copyright
Clyde, Lord (1992) Inquiry into the Removal of Children from Orkney in February1991, Edinburgh, HMSO
Department for Education and Skills (2005) Common Core of Skills andKnowledge for the Children’s Workforce
Department of Health (2000) Framework for the Assessment of Children in Needand their Families
Department of Health (2001) Studies informing Framework for the Assessmentof Children in Need and their Families, London, The Stationery Office
Department of Health (2004) The Ten Essential Shared Capabilities: A Frameworkfor the Whole of the Mental Health Workforce
Department of Health & Social Security (1974) Report of the Committee ofInquiry into the Care and Supervision Provided in Relation to Maria Colwell
Fostering of Children (Scotland) Regulations 1996, Crown Copyright
Horwath, J and Shardlow, S (2003) Making links across specialisms:understanding modern social work practice, Lyme Regis, Russell House
Howe, D (1987) An Introduction to Social Work Theory, Aldershot, Gower
Knapman, J and Morrison, T (2005) Making the Most of Supervision in Healthand Social Care, Brighton, Pavilion
Laming, Lord (2003), The Victoria Climbie Inquiry, Report presented toParliament by the Secretary of State for Health and the Secretary of State for theHome Office, London, The Stationery Office
MacDonald, G and Winkley, A (2000) What Works in Child Protection? -Summary, Barnardos, Essex
67
Key capabilities in
Child Careand protection
Mental Health (Care and Treatment) (Scotland) Act 2003, Crown Copyright
Morris K, and Smith K (1995) Child Protection Enquiries: Mothers Talk about theirexperiences, NCH Action for Children, Family Rights Group, London
O’Brien, S (2003) Report of the Caleb Ness Inquiry, Edinburgh, Edinburgh andthe Lothians Child Protection Committee
Reder, P; Duncan, S and Gray, M, (1993) Beyond Blame Child Abuse TragediesRevisited, Routledge, London
Reder, P and Duncan, S (2004) ‘Making the Most of the Victoria Climbie report’,Child Abuse Review, Vol 13, 95-114
Scottish Credit and Qualifications Framework (2003) An Introduction to theScottish Credit and Qualifications Framework 2nd Edition
Scottish Executive (2002) “It’s Everyone’s Job to Make Sure I’m Alright” Reportof the Child Protection Audit and Review, Edinburgh, Scottish Executive
Scottish Executive (2003) Framework for Social Work Education in Scotland:Standards in Social Work Education, Edinburgh, Scottish Executive
Scottish Executive (2003) Getting Our Priorities Right: Good Practice Guidancefor Working with Children and Families affected by Substance Misuse,Edinburgh, Scottish Executive
Scottish Executive (2004) Protecting Children and Young People: Framework forStandards, Edinburgh, Scottish Executive
Scottish Executive (2004) Protecting Children and Young People: The Charter,Edinburgh, Scottish Executive
Scottish Executive (2005) Getting it Right for Every Child - ConsultationDocument, Edinburgh, Scottish Executive
Scottish Executive (2005) 21st Century Review of Social Work - Interim Report,Edinburgh, Scottish Executive
Scottish Executive (2006) 21st Century Review – Changing Lives, Edinburgh,Scottish Executive
Scottish Office (1998) Protecting Children – A Shared Responsibility: Guidanceon Interagency Cooperation, Edinburgh, HMSO
Scottish Office (1999) Looking after Children in Scotland: Good Parenting, GoodOutcomes, Edinburgh, The Scottish Office
68
Scottish Practice Learning Project (2006) Standards and audit for practicelearning opportunities: A quality process, Dundee, Scottish Practice LearningProject
Scottish Social Services Council (2003) Codes of Practice for Social ServiceWorkers and Employers, Dundee, Scottish Social Services Council
Scottish Social Services Council (2003) Registration Rules, Dundee, ScottishSocial Services Council
Social Work Inspection Agency (2005) An Inspection into the Care andProtection of Children in Eilean Siar, Edinburgh, Scottish Executive
United Nations (1989) Convention on the Rights of the Child
Walker, AG (2005), Introduction to handout selection – revised February 2003,University of Dundee Conference: Investigative Interviewing of Children
Wilson, K and James. A, (2004) Child Protection Handbook, 2nd Edition,London, Balliere Tindall
69
Key capabilities in
Child Careand protection
Appendix 1Consultation Process
Organisations and individuals who were consulted during the development ofKCs:
• Aberlour, Linda Grierson
• Association of Directors of Social Work, Child Protection Sub Group
• Dundee Voluntary Action, Stuart Eno
• Glasgow Caledonian University, Jo Burns
• Glasgow School of Social Work, Pam Green Lister
• Open University, Sue Dumbleton
• Representatives from the Federation of Funded Practice Teaching Units
• Representatives at the Scottish Practice Learning Project Meeting for PracticeLearning Co-ordinators
• Robert Gordon University, Robert Buckley
• Robert Gordon University, Stewart Brodie
• Scottish Executive, Child Protection Reform Programme Team, Tim Warren
• Scottish Practice Learning Project, Cathy Macnaughton
• Scottish Social Services Council, Ama Okoh
• Scottish Social Services Council, Brian Smith
• Students undertaking the Supervision and Training Module at DundeeUniversity
• Students undertaking the Introduction to Child Care and Protection at DundeeUniversity
• University of Dundee, Di Part
• University of Edinburgh, Gary Clapton
• University of Paisley, Clare Devine
• University of Stirling, Jacqui Casher
• University of Stirling, Rona Woodward
• Who Cares Scotland, Deirdre Watson
70
Appendix 2
The Child Protection Training and Development Project was funded by theScottish Executive and commissioned to the Scottish Institute for Excellence inSocial Work Education. It was completed between 2004-2006 using acollaborative approach, with project staff working closely with academics andpractitioners from across Scotland. (see Appendix 1)
Project staff were drawn from the University of Dundee Child Protection Unit ledby Professor Brigid Daniel with overall project management resting with theInstitute.
Project Lead:Professor Brigid Daniel
Project Manager:Linda Walker
Project Officers:Helen WhincupMargaret Bruce
71
Key capabilities in
Child Careand protection
72
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Key capabilities in
Child Careand protection