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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

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Key capabilities in

Child Careand protection

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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

nor m

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

br o

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

r war

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

Pr o

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.

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Key capabilities in

Child Careand protection

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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

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Key capabilities in

Child Careand protection