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Return to Social Work: Learning Materials. SLIDE PACK. Contents. Module 1: Returning to Social Work – Slide 3. Module 2: Understanding the PCF – Slide 30. Module 3: Reflective Self – Slide 48. Module 4: Law – 72. Module 5: Equality & Diversity – Slide 100.

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Return to social work learning materials

Return to Social Work:Learning Materials

SLIDE PACK


Contents
Contents

  • Module 1: Returning to Social Work – Slide 3.

  • Module 2: Understanding the PCF – Slide 30.

  • Module 3: Reflective Self – Slide 48.

  • Module 4: Law – 72.

  • Module 5: Equality & Diversity – Slide 100.

  • Module 6: Social Policy – Slide 117.

  • Module 7: Communication & Partnerships – Slide 139.

  • Module 8: Safeguarding & Corporate Parenting – Slide 158.

  • Module 9: Children in Need – Slide 190.

  • Module 10: Working in Organisations – Slide 215.


Module 1 returning to social work

Module 1:Returning to Social Work

Return to Social Work:

Learning Materials



Return to social work learning materials

What has changed in social work over the last five years?



Return to social work learning materials

Who does what in the new regulatory landscape?

The regulator (HCPC) sets the standards of public protection, approves initial/qualifying training and AMHP training against these standards.

The College of Social Work owns and upholds professional standards, providing professional services to help meet the standards, and champions social work.

Trade unions and professional associations provide employment and conduct hearing representation and advice.


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A new regulator for Social work:

The Health and Care Professions Council (HCPC)

  • Independent regulator of 15 professions

  • Concerned with public protection

  • Sets standards for education and training, conduct, competence and CPD

  • Upholds standards through fitness to practice process

  • Statutory registration


Hcpc requirements for people returning to practice
HCPC requirements for people returning to practice

Requirements for returning to the Register depend on how long you have been out of practice:

  • 0-2 years - no requirements

  • 2-5 years - 30 days of updating skills and knowledge

  • 5 years + - 60 days of updating skills and knowledge

    You can choose what you do during these days, but private study must not make up more than half the updating period

    The updating period has to take place within 12 months of the date on which you apply to go back on the Register.



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Professional Capabilities Framework (PCF) practice up to date

  • is the sole framework for social work education and professional development

  • - is owned by TCSW

  • - was developed by and for the social work profession



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Reforms to continuing professional development (CPD) practice up to date

  • Promotes organisational and personal responsibility for CPD

  • Supports maintaining core HCPC re-registration standards

  • Encourages skill development to the higher level set by the PCF

  • Consistent with HCPC requirements for re-registration


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The HCPC Standards for CPD practice up to date

Registrants must:

  • Maintain a continuous, up-to-date and accurate record of their CPD activities

  • Demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice

  • Seek to ensure that their CPD has contributed to the quality of their practice and service delivery

  • Seek to ensure that their CPD benefits the service user

  • Present a written profile containing evidence of their CPD on request.


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  • Implementation of workload and case allocation systems practice up to date

  • Ensuring that social workers can work safely

  • Regular and appropriate social work supervision

  • Support involvement with The College of Social Work

  • Ensuring social workers can maintain their professional registration

  • Opportunities for CPD

  • Social work accountability framework


The frameworks for practice
The frameworks for practice practice up to date

Regulation and

Registration

Social workers in England must be registered with HCPC in order to practise.

You must ensure that you are registered and

meet the HCPC standards for CPD.

Social worker is a protected title, and it is an

offence to misuse it.

Standards

  • Social workers in England must meet the HCPC standards of conduct, performance and ethics and the standards of proficiency relevant to their scope of practice

  • The PCF has been developed and agreed by the profession and provides

    standards to work to at all career stages which will help you plan and manage your career development

  • Employers have a set of standards, including one on supervision, designed to provide you with proper support


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Employer/organisation’s needs

You

Relevant capabilities

Individual learning objectives


Getting back into work
Getting back into work your professional context


Shadowing what it might involve
Shadowing – what it might involve your professional context

  • Accompanying an experienced social worker, including visiting service users

  • Meeting with practitioners and managers — this could be formally structured as seminars, opportunity to review procedures etc

  • Meeting service users, possibly talking about their experience of social work interventions (e.g. planned visits to day care centres, residential units, voluntary agencies, arranged with due regard to ethical considerations, especially the rights and wishes of the service users themselves)


Developing a cv
Developing a CV your professional context

  • Your CV is your shop window in which you advertise yourself and what you have to offer

  • Employers only look at an application for a job for about 30 seconds before deciding whether to look deeper, so it pays to get it right and capture their attention

  • Sending out a generic CV to lots of employers is unlikely to get you a job


What needs to be included
What needs to be included? your professional context

  • Personal details: name, address, telephone number

  • Educational background: secondary education, further education

  • Employment history: where you have worked, for how long and an overview of what the work entailed

  • Other achievements

  • References


What you could also include
What you could also include your professional context

  • Personal statement: a paragraph describing the type of person you are and how your personality and experience make you an ideal candidate

  • Hobbies/interests

  • In-house training


Things to consider
Things to consider your professional context

  • Choose a clear layout

  • Show what makes you unique

  • Tailor your CV to your audience

  • Keep it error-free

  • Keep your CV up to date


Clear layout
Clear layout your professional context

  • Easy to read

  • Sections are separated

  • Chronological

  • Same format


What makes you unique
What makes you unique? your professional context

  • Consider your unique selling points (USP)

  • What are your skills?

  • What benefits do you bring?

  • Back this up with examples to demonstrate what you have done and how you have done it


Tailoring your cv
Tailoring your CV your professional context

  • Consider the different types of social work roles in relation to children or young people in the jobs you are applying for

  • Consider the qualities and skills required in the person specification

  • Adapt each section so it reflects the skills required in the personal statement/job description

  • Meeting the person specification is key


Perfecting your cv
Perfecting your CV your professional context

  • Check spelling and grammar

  • Avoid waffling

  • Don’t miss out important information

  • Highlight duties not achievements

  • No longer than two sides of A4 if possible


Perfecting your cv cont
Perfecting your CV your professional context(cont.)

  • Correct personal details

  • Keep it specific

  • Attend to it regularly

  • No need to redesign each time you want to use it


Applying for jobs
Applying for jobs your professional context

  • Look carefully at the qualities and skills required in the person specification for the job you are interested in

  • Adapt each section of your generic CV so it reflects the skills required in the person specification/job description

  • Adapt your personal statement to highlight the experience you bring that matches the job description

  • Leave out information that is not relevant and keep what you say sharp and to the point

  • Spell check and grammar check what you have written

  • Ask someone else to check it before you send it


Module 2 understanding the pcf

Module 2: your professional contextUnderstanding the PCF

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Learning Materials


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- is the sole framework for social work education and professional development

- is owned by TCSW

- is mapped to the HCPC standards of proficiency for social workers


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Professional Capabilities Framework professional development


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A framework for all social workers professional development

  • A professional development framework not an occupational framework

  • Not linked to job titles or grades

  • Progression between levels characterised by ability to manage increasing complexity, risk and autonomous decision making

  • A generic framework that applies to all social workers in all work settings


Understanding the pcf
Understanding the PCF professional development

PCF articulates and exemplifies complexity and interdependency of skills, knowledge and values needed for effective social work practice

The nine domains should be seen as interdependent, not separate: they interact in professional practice, so there are overlaps between the capabilities

Many issues arising from practice will be relevant to more than one capability

Understanding of what a social worker does can only be gained by taking into account all nine capabilities


Domains within the pcf
Domains within the PCF professional development

Nine omains

Interactive and reflect the range of capabilities professional social workers need

Each domain has a main statement and an elaboration with further detailed capabilities at each level explaining how social workers should expect to evidence that area in practice

Practitioners need to demonstrate integration of all aspects of learning, and provide sufficient evidence across all nine domains to demonstrate capability


Levels
Levels professional development

  • Nine levels – qualifying through to strategic level

  • Qualifying level mapped to HCPC SoPs

  • Levelof individual social worker determined by their abilities to work with issues of complexity, ambiguity, risk, confidence, autonomous decision making, professional authority and leadership

  • Progression routes across levels



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PCF mapped to SoPs (cont.) Proficiency (SoPs)


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Example of levels drawn from PCF Domain 7 Proficiency (SoPs)

Intervention and Skills: Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse


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4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing

Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.


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Bogg and Challis, 2013 rights and promote social justice and economic wellbeing


Using pcf and critical incidents for planning cpd
Using PCF and critical incidents for planning CPD rights and promote social justice and economic wellbeing

  • Identify an important issue, item or event

  • What do you need to learn from this?

  • What capability will it help you to develop?

  • What action will you take to learn it?

  • What evidence will you produce that learning has taken place and impacted on your practice?

  • How long do you think you will have to spend on undertaking this learning?


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What a CPD plan might look like rights and promote social justice and economic wellbeing

– social work level

  • Social worker two years after graduation has successfully completed ASYE (i.e. at social worker level in PCF)

  • Through supervision recognises need to enhance more specialist skills in dealing with safeguarding and abuse

  • Checks capabilities in PCF domains of knowledge, diversity, skills and interventions

  • CPD action plan:

    • Read serious case reviews

    • Bring to team meeting/action learning set

    • Research re child trafficking and law

    • Reflection and recording of how this will be used in future work


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What a CPD plan might look like – rights and promote social justice and economic wellbeing

Experienced social worker

  • Social worker aspires to become first line manager

  • Through supervision recognises need to understand and develop management skills and perspectives

  • Checks capabilities across PCF domains at experienced social worker and social work manager level to identify capabilities to focus on for development

  • CPD action plan:

    • Attend in-house frontline managers’ course

    • Develop and reflect on critical incident reports for discussion at supervision to identify management aspects

    • Reflection on how management skills are used in supervision to aid professional development


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What a CPD plan might look like – Advanced Practitioner rights and promote social justice and economic wellbeing

  • Mental Health social worker and AMHP working in NHS trust at experienced social worker level

  • Learning objective to develop systemic approach and skills to be able to intervene more effectively, and be able to apply for an advanced practitioner post if this becomes available

  • Check capabilities across PCF domains at experienced social worker level to identify capabilities to focus on for development

  • CPD action plan:

    • Undertake qualifying course as a systemic therapist, applying for part funding from employer CPD funds

    • Arrange for supervision from systemically trained therapist, and agreed with line manager to take on two cases from the team for longer-term work

    • Agreed to provide training sessions for main team on systems working, and support others to develop their understanding and skills


Module 3 reflective self

Module 3: rights and promote social justice and economic wellbeing Reflective Self

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Learning Materials


Pcf domain 6
PCF Domain 6 rights and promote social justice and economic wellbeing

CRITICAL REFLECTION AND ANALYSIS:

Apply critical reflection and analysis to inform and provide a rationale for professional decision making


The kolb learning cycle
The Kolb Learning Cycle rights and promote social justice and economic wellbeing


Boud model of reflection
Boud Model of Reflection rights and promote social justice and economic wellbeing


Gibbs reflective cycle
Gibbs rights and promote social justice and economic wellbeing ’ Reflective Cycle


Advantages of learning to reflect
Advantages of learning to reflect rights and promote social justice and economic wellbeing

  • Developing strategies for good emotional self-management – supervision, support, using a diary, taking leave, prioritising etc

  • Recognising signs of burnout such as frustration, exhaustion, irritation and cynicism about the job

  • Relishing challenge such as taking opportunities for continual growth

  • Feeling you have a sense of control

  • Learning to deal with conflict.


Supervision

Supervision rights and promote social justice and economic wellbeing


Aspects of supervision
Aspects of supervision rights and promote social justice and economic wellbeing

  • Line management: accountability for practice and quality of service, including managing team resources, delegation and workload management, performance appraisal, duty of care, support and other people-management processes.

  • Professional supervision (sometimes described as case supervision) to enable and support quality practice including reviewing and reflecting on practice issues such as roles and relationships, evaluating the outcomes of the work and maximising opportunities for wider learning.

  • Continuing professional development of workers to ensure they have the relevant skills, knowledge, understanding and attributes to do the job and progress their careers, including giving constructive feedback and observation of practice.


Supervision and practice quality
Supervision and practice quality rights and promote social justice and economic wellbeing

  • Role clarity: for both supervisor and supervisee.

  • Role security: for supervisee, which comes from a combination of knowledge, skills, experience and support, and appropriate workload.

  • Emotional competence and empathy: which contributes to secure and collaborative working relationship.

  • Accurate observation and assessment: as the basis for future development.

  • Partnership and power: facilitation and direction appropriately balanced and managed by the supervisor.

  • Coaching: the supervisor has a key role in the development of the supervisee’s practice skills through a combination of modelling, practice observation, feedback, reflection and problem solving.

  • Planning: developing timely and appropriate plans and monitoring continuous professional development.


Managing learning through professional supervision
Managing learning through professional supervision rights and promote social justice and economic wellbeing

  • Core and pivotal activity in delivering services

  • Bridge between managers and practitioners

  • To develop self-awareness in terms of approach and evidence base

  • Understanding of role in assessing and identifying need

  • Know how to respond to concerns raised by service users and carers, other practitioners and the community

  • Recognise their limitations and when to call on the expertise of others


National reference to the importance of supervision
National reference to the importance of supervision rights and promote social justice and economic wellbeing

  • 2003: Victoria Climbié Inquiry Report stated that supervision is a‘cornerstone of all good social work practice’ and recommended that all staff working directly with childrenmust be regularly supervised

  • 2013… Working Together to Safeguard Children

  • 2011: Munro Review


Why is supervision important
Why is supervision important? rights and promote social justice and economic wellbeing

  • Effective supervision ensures that staff feel valued, prepared, supported and committed and also reduces rates of staff turnover

  • Quality of supervision can be a critical factor in staff retention

  • Lack of supervision can result in work overload, stress, sickness, absence, as well as depletion of personal and professional competence and confidence

  • These factors, in turn, impact on the very qualities that users repeatedly stress as important: courtesy, willingness to listen, warmth, accessibility, clarity and knowledge


Management of supervision sessions
Management of supervision sessions rights and promote social justice and economic wellbeing

  • Supervision agreement – with your supervisor setting out roles, responsibilities and expectations

  • Agenda – for each session to ensure you manage the time effectively and cover all relevant aspects

  • Record – agreed actions and other outcomes to help you with learning and practice development


Making the most of supervision
Making the most of supervision rights and promote social justice and economic wellbeing

  • Prepare

  • Be ready to share your thoughts and ideas

  • Be open about what has gone well and what you have found difficult

  • Be ready to plan and undertake development activities as agreed with your supervisor

  • Check and read the notes of your meetings and make sure you follow through and complete actions

  • Reflect on each session and use it as a springboard for the next


Working with others
Working with others rights and promote social justice and economic wellbeing


Multi agency working
Multi-agency working rights and promote social justice and economic wellbeing

  • Improve systems of sharing information

  • Improve working relationships

  • Establish a common assessment framework


Difficulties in multi agency working
Difficulties in multi-agency working rights and promote social justice and economic wellbeing

  • The structural separation between organisations

  • Differences in status and power

  • Professional identity and territory

  • Differences in accountability between professionals

  • Difficulty in evaluating the professional opinions of others


Evidence based practice
Evidence-based practice rights and promote social justice and economic wellbeing


Assessing information from multiple sources effectively
Assessing information from multiple sources effectively rights and promote social justice and economic wellbeing

  • Judge the quality, importance and relevance of each piece of information

  • Judge the integrity of the sources – is this from a reliable and trustworthy source

  • Try to see the meaning of the situation for the person involved

  • Bear in mind the legal component and the social work role

  • Bear in mind the research and knowledge base.


Planning interventions and analysing information
Planning interventions and analysing information rights and promote social justice and economic wellbeing

Analyse information by looking at how the child’s needs for safety and well-being are addressed:

  • Which of the child’s needs are currently being met and how?

  • What are the consequences for the child if each particular need continues to be met to the same standard as now:

    (a) in the short term

    (b) in the long term?


From analysis to intervention
From analysis to intervention rights and promote social justice and economic wellbeing

  • What are the options for interventions which might (a) help support strengths and/or (b) help meet the unmet needs?

  • Which met/unmet need is each intervention targeted towards?

  • What resources are available?

  • Which of those available is the family most likely to co-operate with?

  • Which intervention is likely to produce the most immediate benefit and which might take time?


Multi agency assessment is
Multi-agency assessment is… rights and promote social justice and economic wellbeing

  • Multi-agency assessment is an ongoing process

  • It requires particular skills

  • It requires an understanding of child development

  • Assessment in child care operates best within an evidence-based, partnership working, multi-agency model


Multi agency working1
Multi-agency rights and promote social justice and economic wellbeing working

To improve multi-agency working, Beattie (1994) suggests the need to address:

  • Disparities in organisational arrangements including such issues as autonomy, accountability, pay, management and planning

  • Competing professional rationales

  • Psychodynamics of interpersonal relations – the personal interaction of individuals


How to thrive in social work
How to thrive in social work rights and promote social justice and economic wellbeing

  • Developing strategies for good emotional self-management – supervision, support, using a diary, taking leave, prioritising

  • Recognising signs of burnout such as frustration, exhaustion, irritation and cynicism about the job

  • Relishing challenge such as taking opportunities for continual growth

  • Feeling you have a sense of control

  • Learning to deal with conflict


Module 4 law

Module 4: rights and promote social justice and economic wellbeing Law

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Learning Materials


Sources of law
Sources of Law rights and promote social justice and economic wellbeing

  • Statutes

  • Regulations/Statutory Instruments

  • Case law

  • Guidance

  • Directions


Human rights act 1998
Human Rights Act 1998 rights and promote social justice and economic wellbeing

Article 2: Right to life

Article 3: Prohibition of torture, inhuman treatment

Article 4: Prohibition of slavery or forced labour

Article 5: Right to liberty and security of person

Article 6: Right to a fair trial

Article 7: Prohibition of retrospective legislation

Article 8: Right to respect for private and family life, home and correspondence

Article 9: Freedom of thought, conscience and religion

Article 10: Freedom of expression

Article 11: Freedom of assembly and association

Article 12: Freedom from discrimination in the delivery of these rights


United nations convention on the rights of the child
United Nations Convention on the Rights of the Child rights and promote social justice and economic wellbeing

  • Definition of the child (Article 1) – under the age of 18

  • Non-discrimination (Article 2) – no child will be treated unfairly on any basis

  • Best interest of the child (Article 3) – primary concern in decisions affecting them

  • Right to life, survival and development (Article 6) – governments should ensure children survive and develop

  • Respect for the views of the child (Article 12) – a right to express opinion and have it taken into account

    The ‘3 Ps’ - Protection, Provision and Participation rights


Child and family law
Child and family law rights and promote social justice and economic wellbeing


Powers and duties
Powers and duties rights and promote social justice and economic wellbeing

Duty:

local authorities are required to provide a particular service or response

Powers:

local authorities can act but there is not a legal obligation to do so


Local authority responsibilities
Local authority responsibilities rights and promote social justice and economic wellbeing

  • Compulsory intervention in family life is to be minimised and practitioners should provide services through negotiation and partnership

  • Services must be provided to keep families together

  • Resources should target families in need to prevent children being separated from their parents


Local authority duties
Local authority duties rights and promote social justice and economic wellbeing

  • Through the provision of services, to prevent children suffering ill-treatment or neglect

  • To reduce the need to bring care or supervision proceedings, or criminal proceedings, against children

  • Identify extent of ‘children in need’ in their area

  • Publish information of services available

  • Maintain a register of disabled children

  • Where appropriate provide family centres offering a range of services


Local authority powers
Local authority powers rights and promote social justice and economic wellbeing

  • Day care for the under fives

  • Care or supervised activities out of school hours

  • Accommodation for children under 16, with parental agreement, if this promotes the child’s welfare

  • Accommodation for 16–21 year olds without parental consent


Children act 1989

Children Act 1989 rights and promote social justice and economic wellbeing


Children act 19891
Children Act 1989 rights and promote social justice and economic wellbeing

Welfare Principle – section 1(1)

Welfare Checklist (s1(3))

  • The child’s ascertainable wishes and feelings in the light of his age and understanding

  • His physical, emotional and educational needs

  • The likely effect of any change in circumstances

  • His age, sex, background and any other characteristics that may be relevant

  • Any harm suffered, or at risk of suffering

  • The capability of each parent and any other relevant person


Children act 19892
Children Act 1989 rights and promote social justice and economic wellbeing

No delay principle (section 1(2)):

It is recognised that time delays in making decisions can have a detrimental effect on the wellbeing and welfare of children and young people

No order principle (section 1(5)):

Any order made under the Act needs to consider whether it is better for the child to make the order than make no order at all


Parental responsibility pr
Parental responsibility (PR) rights and promote social justice and economic wellbeing

  • Mother (automatic unless child is adopted or mother is a surrogate)

  • Father (if married, jointly registers birth, or has a PR agreement/court order)

  • Adoptive parents (at which point the birth parents lose PR)

  • Local authority (where child is subject to a care order)

  • Person with a residence order

  • Guardian/special guardian (appointed by the courts)


Private law orders section 8
Private law orders: Section 8 rights and promote social justice and economic wellbeing

Residence order

Contact order

Prohibited steps order

Specific issue order


Section 16 family assistance orders
Section 16: Family assistance orders rights and promote social justice and economic wellbeing

  • Can only be made if those involved agree and can be made by the court in any family proceedings

  • Requires a social worker to advise, assist and befriend the family for a period of up to 12 months


Public law orders plos
Public law orders (PLOs) rights and promote social justice and economic wellbeing

  • Section 20: Accommodation

  • Section 23: Fostering

  • Section 25: Secure accommodation order

  • Section 31: Full care order

  • Section 34: Contact order

  • Section 35: Supervision order

  • Section 38: Interim care order

  • Section 43: Child assessment order

  • Section 44: Emergency protection order

  • Section 46: Police protection


Section 47 child protection
Section 47: Child protection rights and promote social justice and economic wellbeing

There is reasonable cause to suspect that a child is suffering or likely to suffer significant harm in the form of physical, sexual, emotional abuse or neglect.

Following an emergency protection order (EPO) or PPOP (police powers of protection).

A child breaches curfew criteria in which case the response must be initiated within 48 hours of receipt of the information (added by s.1 (4) Crime and Disorder Act 1998).


Section 17 child in need
Section 17: Child in Need rights and promote social justice and economic wellbeing

A child in need is defined under section 17:

  • A child who is unlikely to achieve or maintain, or have the opportunity to do so, a reasonable standard of health or development without the provision of local authority services; or

  • A child whose health or development is likely to be significantly impaired, or further impaired, without the provision of local authority services; or

  • A child who is disabled.


Special guardianship
Special guardianship rights and promote social justice and economic wellbeing

  • Any guardian of the child (but not his parents);

  • A local authority foster carer with who the child has resided for one year prior to the order being made

  • Anyone who holds a residence order

  • Anyone the child has lived with for three of the last five years

  • Anyone who has the consent of all those with PR

  • Anyone, including the child, who has court leave to apply


Adoption

Adoption rights and promote social justice and economic wellbeing


Adoption and children act 2002
Adoption and Children Act 2002 rights and promote social justice and economic wellbeing

  • Ensuring the child’s welfare is paramount, in line with the Children Act 1989

  • Placing a duty on local authorities to maintain an adoption service and provide adoption support services

  • Enabling adoption orders to be made in favour of single people, married and unmarried couples and removing the previous policies of some adoption agencies to ban certain groups from adopting children

  • Introducing guidelines for a more consistent assessment process across the country

  • Introducing an independent review mechanism for potential adopters who believe they have been turned down unfairly


Adoption and children act 20021
Adoption and Children Act 2002 rights and promote social justice and economic wellbeing

  • Introducing a new system for accessing information held in adoption agency records, including the disclosure and protection of information about adopted children and young people and their birth relatives

  • Establishing an Adoption and Children Act register to facilitate links between children and potential adopters

  • Introduced the special guardianship order by amending the Children Act 1989

  • Replaced previous arrangements for freeing children for adoption with a new placement order

  • Regulates inter-country adoption, the advertising of children for adoption and any payments made in connection with an adoption

  • Giving unmarried fathers who jointly register the birth of their child PR, and introducing arrangements for step-fathers to acquire PR


Principles of adoption
Principles of adoption rights and promote social justice and economic wellbeing

Paramountcy principle s1(2)

Diversity principle s1(5)

Welfare principle s1(4)


Process of adoption
Process of adoption rights and promote social justice and economic wellbeing


Local safeguarding children board lscb

Local Safeguarding Children Board (LSCB) rights and promote social justice and economic wellbeing


Local safeguarding children boards lscbs
Local Safeguarding rights and promote social justice and economic wellbeing Children Boards (LSCBs)

How the agencies in each locality come together and agree how they will work together to safeguard and promote the welfare of children and young people in their area

Common policies, procedures and training requirements are all agreed by the LSCB


Children and families bill 2013

Children and Families rights and promote social justice and economic wellbeing Bill 2013


Children and families bill 20131
Children and Families Bill 2013 rights and promote social justice and economic wellbeing

  • Adoption and Virtual School Head

  • Family justice system reforms

  • Special educational needs (SEN)

  • Improvement to quality and availability of childcare

  • Office of the Children’s Commissioner

  • Shared parental leave


Module 5 equality and diversity

Module 5: rights and promote social justice and economic wellbeing Equality and Diversity

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Learning Materials


Defining the terms
Defining the terms rights and promote social justice and economic wellbeing

  • Equality focuses on creating a fairer society, where all individuals can take part in and access the same opportunities

  • Diversity literally means difference, and is concerned with the range and variety of individuals and groups


What s the difference
What rights and promote social justice and economic wellbeing ’s the difference?


Equality act 2010

Equality Act 2010 rights and promote social justice and economic wellbeing


Equality act 2010 protected characteristics
Equality Act 2010: rights and promote social justice and economic wellbeing Protected characteristics

Age

Disability

Gender reassignment

Marriage and civil partnership

Pregnancy and maternity

Race

Religion or belief

Sex

Sexual orientation


Discrimination under the equality act 2010
Discrimination under the Equality Act 2010 rights and promote social justice and economic wellbeing

  • Direct

  • Indirect

  • Harassment

  • Victimisation

  • Failing to make reasonable adjustments


Power

Power rights and promote social justice and economic wellbeing


Types of power hassenfeld 1987
Types of power rights and promote social justice and economic wellbeing (Hassenfeld, 1987)

Power of expertise

Referent power

Legitimate power

Power of resources


Anti oppressive and anti discriminatory practice

Anti-oppressive and rights and promote social justice and economic wellbeing anti-discriminatory practice


Defining oppression
Defining oppression rights and promote social justice and economic wellbeing

Oppression is defined by Barker (2003) as:

‘…the social act of placing severe restrictions on an individual, group, or institution.’

‘The oppressed individual or group is devalued, exploited, and deprived of privileges by the individual or group who has more power’ (pp306-307).


Anti oppressive approaches
Anti-oppressive approaches rights and promote social justice and economic wellbeing

  • Implementation of social justice

  • Challenges the structure of structure

  • Challenges the use of power

  • Improving life chances

  • Intrinsic value of a diverse society


Anti discriminatory practice
Anti-discriminatory practice rights and promote social justice and economic wellbeing

  • Core of social work values

  • Seeks to reduce, undermine or eliminate discrimination

  • Reducing the barriers that prevent access to services


Thompson s pcs model
Thompson rights and promote social justice and economic wellbeing ’s PCS Model

Source: Thompson, 2005.


Working with diversity

Working with diversity rights and promote social justice and economic wellbeing


Diversity dimensions
Diversity dimensions rights and promote social justice and economic wellbeing

  • Dimensions determined by birth

  • Dimensions which evolve through life

  • Dimensions which are influenced by experience


Working with diversity1
Working with diversity rights and promote social justice and economic wellbeing

SCIE/NICE recommendations:

  • Core assessments should contain an accurate and comprehensive picture of the child or young person’s needs relating to their cultural, religious and ethnic identity, and pay particular attention to race, sexual orientation, language, faith and diet

  • The review of the care plan reflects the developing nature of the child or young person’s cultural, religious and ethnic identity and sexual orientation and how these might change as a child or young person grows and matures


Working with diversity things to consider
Working with diversity: rights and promote social justice and economic wellbeing things to consider

  • Language and communication

  • How religious needs impact on day-to-day existence and functioning

  • The core values individuals hold

  • Impact of culture or traditional beliefs

  • Previous experience of state intervention

  • Impact and experience of racism

  • Family structures, roles and responsibilities

  • Help-seeking behaviour

  • Lifestyle

  • Cultural parenting practices


Module 6 social policy

Module 6: rights and promote social justice and economic wellbeing Social Policy

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Learning Materials


Social work practice context
Social work practice context rights and promote social justice and economic wellbeing

Legal frameworks

Statutory guidance

Social policy

Evidence base


Socio economic context
Socio-economic context rights and promote social justice and economic wellbeing

  • Public spending

  • National deficit

  • Ageing population

  • Unemployment

  • Housing

  • Welfare reform


Key themes policy development
Key themes: Policy development rights and promote social justice and economic wellbeing

  • Rights of children

  • Protection and prevention

  • Responsibilities of the professional

  • Relationship with children, families, and multi-agency

  • Participation and the child’s voice

  • Provision of support

  • Alternatives to care

  • Permanency for the child


The court system

The court system rights and promote social justice and economic wellbeing


Social policy and the courts
Social policy and the courts rights and promote social justice and economic wellbeing

  • Stability and permanence for the child

  • Reduction of delays

  • Cost efficiency

  • Minimising conflict

  • Coherent structure and planning process


Adoption reform
Adoption reform rights and promote social justice and economic wellbeing

  • Reducing delays

  • Cost efficiency

  • Voice of the child

  • Permanence

    ‘…delay in decision making and action has an unacceptable price in terms of the reduction in children’s life chances and the financial costs to local authorities, the emotional and financial burden later placed on adoptive families and future costs to society.’

    (Selwyn et al, 2006)


Family justice review 2011
Family Justice Review 2011 rights and promote social justice and economic wellbeing

  • Welfare principle

  • Family focus – best option if possible

  • Safety and protection

  • Child’s needs come first in court

  • Child’s voice

  • Judicial independence


Revised public law outline plo
Revised public law outline (PLO) rights and promote social justice and economic wellbeing

  • Pre-proceedings

  • Letter before proceedings

  • PLO file documents

    • The social work chronology

    • The social work statement

    • The social work genogram

    • Any current assessment

    • The threshold statement

    • The care plan

    • The allocation proposal form


Child centred policy

Child-centred policy rights and promote social justice and economic wellbeing


Voice of the child
Voice of the child rights and promote social justice and economic wellbeing

Munro (2011) – in cases where social work has not protected the child, the child’s voice has been lost.

  • Central to social work practice

  • Central focus of policy direction

  • Highlighted as missing in SCRs

  • Reflected in assessments and planning

  • Focus on communication skills


Outcomes for looked after children
Outcomes for looked after children rights and promote social justice and economic wellbeing

Source: Department for Education (2012) Statistical First Release, SFR 32/2012


Duty to care leavers
Duty to care leavers rights and promote social justice and economic wellbeing

  • Retain contact with care leavers until they are at least 21 years old

  • Duty to advise, assist and befriend

  • Pathway and support plan

  • Supporting transition to independence


Messages from care leavers
Messages from care leavers rights and promote social justice and economic wellbeing

‘I no longer need to be in control. I’ve learned to relax’

‘My bad experiences meant I can help others’

‘I received a bursary from the Kennedy Foundation to attend university next year, one of only ten bursaries awarded nationally’


Learning the lessons serious case reviews scrs

Learning the lessons: rights and promote social justice and economic wellbeing serious case reviews (SCRs)


Learning from scrs
Learning from SCRs rights and promote social justice and economic wellbeing

  • Lack of effective communication and planning

  • Inaccurate or inadequate recording

  • The child has not been seen and is not central

  • The child’s voice has been lost

  • Failure to exercise legal duties

  • Supervision as a safeguard

  • Critical analysis


The child is not seen
The child is rights and promote social justice and economic wellbeing ‘not seen’

  • Recurring theme

  • Resistant parents

  • Disguised compliance

  • Active avoidance

    ‘…‘seeing’ is ‘[to] see the situation from the child's perspective and experiences to see and speak to the children, to listen to what is said, to observe how they were and to take serious account of their views in supporting their needs.’

    (Ofsted, 2008 p18)


Social policy and diversity

Social policy and diversity rights and promote social justice and economic wellbeing


Working with diversity2
Working with diversity rights and promote social justice and economic wellbeing

  • Multicultural communities

  • Delivery of welfare

  • Access to services

  • Vulnerability and health inequalities

  • Considering culture

  • Communication


Considering specific groups
Considering specific groups rights and promote social justice and economic wellbeing

Asylum seeking and refugee children

Young offenders

Children’s mental health


Module 7 communication and partnership working with service users

Module 7: rights and promote social justice and economic wellbeing Communication and Partnership Working with Service Users

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Communication
Communication rights and promote social justice and economic wellbeing

Two way process involving:

  • Speaking

  • Listening

  • Non-verbal cues

  • Tone of voice

  • Language


Communication1
Communication rights and promote social justice and economic wellbeing

55% 38% 7%

Non Verbal Tone Words

* Rush (1989)

Congruence between each element required


Types of interviews
Types of interviews rights and promote social justice and economic wellbeing

Seeking information

Providing information

Persuasive interviews

Therapeutic interviews


Feedback
Feedback rights and promote social justice and economic wellbeing

  • Clarity

  • Emphasise positives

  • Be specific

  • Be descriptive

  • Focus on the behaviour rather than the person

  • Acknowledge all behaviour can be changed

  • Use positive language

  • Own the feedback


Negotiation
Negotiation rights and promote social justice and economic wellbeing

  • Clarity about the issues/disagreements

  • Clarity about boundaries (who is responsible for what)

  • Prepared to listen with an open mind

  • Able to act with tact and forethought

  • Prepared to compromise

  • Able to assert own needs wishes and feelings

  • Aware of differences in values and culture

  • Clarity about outcomes and agreements reached

  • Able to carry out commitments made


Emotional intelligence
Emotional intelligence rights and promote social justice and economic wellbeing

  • Understanding of self, including emotional triggers and default responses

  • Being comfortable with working with strong emotions

  • Awareness of own values

  • Awareness of how others view you


What do children and young people v alue
What do children and young rights and promote social justice and economic wellbeing people value?

  • Time

  • Relationships, trust and honesty

  • Active listening

  • Choice, information and preparation

  • Support and encouragement

  • Activities

  • Fun

  • Child’s agenda

  • Risk taking


Practical c onsiderations language barriers
Practical rights and promote social justice and economic wellbeing considerations: language barriers

  • Check the interpreter and service user speak same language/dialect

  • Allow time for pre-interview discussion with the interpreter

  • Encourage the interpreter to interrupt when necessary

  • Use straightforward language

  • Actively listen to the interpreter and the service user

  • Allow enough time for the interview

  • At the end of the interview check understanding

  • Have a post-event session with the interpreter


What is resistance
What is resistance? rights and promote social justice and economic wellbeing

  • Verbal and non-verbal behaviors

  • Expected and normal

  • Function of interpersonal communication

  • Continued resistance predictive of reduced change

  • Resistance is highly responsive to worker style

  • Getting resistance? Change strategies


Resistant behaviours

Disguised compliance rights and promote social justice and economic wellbeing

Arguing

Denying

Blaming

Interrupting

Taking over

Not responding

Resistant behaviours


Recording and record keeping
Recording and record keeping rights and promote social justice and economic wellbeing

  • Evidencing child’s needs are met

  • Provides a clear history

  • Supports continuity of service

  • Provides evidence of work

  • Provides monitoring and performance information

  • Provides an audit trail for inspection


Report writing
Report writing rights and promote social justice and economic wellbeing

  • Who is the report for?

  • What is its purpose?

  • Who will read the report?

  • What is already known about the family and individuals?

  • Who else is involved with the family?


Report writing1
Report writing rights and promote social justice and economic wellbeing


Report writing good practice
Report writing good practice rights and promote social justice and economic wellbeing

  • Use of appropriate language

  • Structure and flow – headings and titles

  • Evidence-based and concise

  • Differentiating fact and opinion

  • Professional status and qualification

  • Signing and dating

  • Succinct and to the point


Report writing good practice cont
Report writing good rights and promote social justice and economic wellbeing practice (cont.)

  • Clear analysis

  • Balanced strengths and risks

  • Links with relevant theories (e.g. attachment), recent research findings and best practice models

  • Consider the views, wishes and feelings of the child and the views, wishes and feelings of other family members

  • Put forward a clear proposal and recommendations


Defensible assessments
Defensible assessments rights and promote social justice and economic wellbeing

  • Use facts to back up opinions

  • Provide reasons for the judgements

  • Use clear logical explanations to back up what you think

  • Avoid assumptions, generalisations and promote anti-discriminatory practice


Analysis of information
Analysis of information rights and promote social justice and economic wellbeing

  • Gather information from all available sources

  • Prioritise information according to its relevance

  • Piece it together

  • Identify inconsistency

  • Compare the sources of information

  • Separate fact from fiction

  • Build up evidence

  • Provide your option


Module 8 safeguarding and corporate parenting

Module 8: rights and promote social justice and economic wellbeing Safeguarding and Corporate Parenting

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Learning Materials


Principles of safeguarding
Principles of safeguarding rights and promote social justice and economic wellbeing

  • Protect children from maltreatment

  • Prevent the impairment of children’s health and development

  • Ensure children grow up in circumstances consistent with the provision of safe and effective care

  • Take action to enable all children to have the best outcomes


Working together to safeguard children 2013
Working Together to Safeguard Children rights and promote social justice and economic wellbeing (2013)

Safeguarding is everyone’s responsibility

Child-centred approach


Statutory assessment under the children act 1989
Statutory assessment under the Children Act 1989 rights and promote social justice and economic wellbeing

  • The child requires immediate protection and urgent action is needed

  • The child is in need, and should be assessed under section 17 (child in need)

  • Enquiries should be made and the child assessed under section 47 (child protection enquiries)

  • Any services required by the child and their family


Aims of the munro review
Aims of the rights and promote social justice and economic wellbeing Munro Review

‘…to create the conditions that enable professions to make the best judgements about the help given to children, young people and families (and move) from a system that has become over-bureaucratised and focused on compliance.’

(Executive Summary p6)

‘For some children, a brief assessment is all that is required prior to offering services and for others the assessment needs to be in more depth... A decision about the depth and breadth of an assessment should be made at a local level.’

(Munro Review p41)


Working together to safeguard children 2013 approach to assessment
Working Together to Safeguard Children rights and promote social justice and economic wellbeing (2013): Approach to assessment

  • Maximum timescale for the assessment to conclude should be no longer than 45 working days from the point of referral

  • There will no longer be a requirement to conduct separate initial and core assessments

  • Local authorities and their partners should develop and publish local protocols for assessment


Significant harm
Significant harm rights and promote social justice and economic wellbeing

  • Harm is defined in the Children Act 1989 section 31(9) as:

    • Ill treatment (including sexual and physical abuse)

    • Impairment of health (physical or mental) or development (physical, intellectual, emotional, social or behavioural)

    • As compared to a similar child

  • This includes the impairment of a child’s health or development as a result of witnessing the ill-treatment of another person


  • Types of abuse
    Types of abuse rights and promote social justice and economic wellbeing

    Physical abuse

    Emotional abuse

    Sexual abuse

    Neglect


    Deciding to call a strategy meeting
    Deciding to call a rights and promote social justice and economic wellbeing strategy meeting

    • Seriousness of the concern(s)

    • Repetition or duration of concern(s)

    • Vulnerability of child

    • Source of concern(s)

    • Accumulation of sufficient information

    • Context in which the child is living (e.g. a child in the household already subject of a current child protection plan)

    • Predisposing factors in the family that may suggest a higher level of risk of harm


    Section 47 enquiries
    Section 47 enquiries rights and promote social justice and economic wellbeing

    Where there is ‘reasonable cause to suspect that a child is suffering or likely to suffer significant harm in the form of physical, sexual, emotional abuse or neglect’.


    Cultural sensitivity
    Cultural sensitivity rights and promote social justice and economic wellbeing

    • Parenting may be shared more widely within kinship networks

    • Households may include non-relatives and may be more fluid

    • It may be unacceptable to express feelings openly

    • There may be less tradition of using public services

    • Adolescents may be more likely to have family obligations and less ‘freedom’


    Increased vulnerability to suffering harm
    Increased vulnerability to suffering harm rights and promote social justice and economic wellbeing

    Children may be more vulnerable to being harmed if they are:

    • Babies

    • Disabled children

    • Children who are picked on as being different


    Child protection conference
    Child protection conference rights and promote social justice and economic wellbeing

    • Analyse, in an inter-agency setting, all the relevant information and plan how best to safeguard and promote the welfare of the child

    • Appoint a lead statutory body

    • Identify members of the core group

    • Establish timescales for the meetings

    • Agree an outline child protection plan


    The child protection plan and core group
    The child protection plan and core group rights and promote social justice and economic wellbeing

    • Ensure the child is safe from harm and prevent them suffering more harm

    • Promote the child’s health and development

    • Support the family to safeguard and promote the child’s welfare, provided it is in the child’s best interests


    The child protection review conference
    The child protection review conference rights and promote social justice and economic wellbeing

    • Review whether the child is continuing to suffer or is likely significant harm

    • Review developmental progress against child protection plan outcomes

    • Consider whether the child protection plan should continue or be changed


    Learning from serious case reviews scrs
    Learning from serious case reviews (SCRs) rights and promote social justice and economic wellbeing

    • Vulnerability of young children to physical assault

    • Need better responses to older children

    • Obtain and take account of children's views

    • Vulnerability of disabled children to abuse


    Munro child centred practice
    Munro: child-centred practice rights and promote social justice and economic wellbeing

    • The child was not seen frequently enough by the professionals involved or was not asked about their views and feelings

    • Agencies did not listen to adults who tried to speak on behalf of the child

    • Parents and carers prevented professionals from seeing and listening to the child

    • Practitioners focused too much on the needs of the parents, especially vulnerable parents, and overlooked the implications for the child

    • Agencies did not interpret their findings well enough to protect the child


    Munro key principles
    Munro: key principles rights and promote social justice and economic wellbeing

    • Child-centred system

    • Family is usually the best place to bring up children

    • Helping children and families involves working with them

    • Early help is better for children

    • Children’s needs are varied and system needs to offer equal variety

    • Good practice is informed by theory and research

    • Measure of success is whether children and receiving effective help


    Corporate parenting

    Corporate parenting rights and promote social justice and economic wellbeing


    Location of looked after children
    Location of looked after children rights and promote social justice and economic wellbeing


    Looked after children legal framework
    Looked after children: rights and promote social justice and economic wellbeing legal framework

    • Children Act 1989

    • Children Act 2004

    • Children Leaving Care Act 2002


    Looked after children entry routes
    Looked after children: rights and promote social justice and economic wellbeing entry routes

    • Short breaks

    • Accommodation

    • Care and related orders

    • Offending


    Corporate parenting1
    Corporate parenting rights and promote social justice and economic wellbeing

    ‘…the collective responsibilities of local authorities to provide quality care and achieve good outcomes for looked after children and young people leaving care. Local authorities are required to do all that a good parent would do.’

    (Cocker and Allain, 2008)


    Corporate parenting priority areas
    Corporate parenting: rights and promote social justice and economic wellbeing priority areas

    • Joined up children’s services

    • To enable looked after children to achieve stability (two years in same placement)

    • To keep looked after children in their social networks and neighbourhoods


    Educational achievements of looked after children
    Educational achievements of looked after children rights and promote social justice and economic wellbeing


    Factors affecting outcomes
    Factors affecting outcomes rights and promote social justice and economic wellbeing

    • Instability

    • Time out of school

    • Help with education

    • Support and encouragement

    • Emotional, mental and physical health


    What do children need
    What do children need? rights and promote social justice and economic wellbeing

    • Vigilance

    • Understanding and action

    • Stability

    • Respect

    • Information and engagement

    • Explanation

    • Support

    • Advocacy


    Module 9 children in need

    Module 9: rights and promote social justice and economic wellbeing Children in Need

    Return to Social Work:

    Learning Materials


    A child is in need if
    A child is in need if: rights and promote social justice and economic wellbeing

    • Unlikely to achieve or maintain, or have the opportunity to do so, a reasonable standard of health or development

    • Their health or development is likely to be significantly impaired, or further impaired

    • They are disabled


    Causes of need
    Causes of need rights and promote social justice and economic wellbeing

    • The child has an intrinsic need

    • The child is in need because of parental illness, mental or physical, addiction, depression or stress

    • The child is in need because of family stress

    • The child is in need because of offending behaviour

    • The child is in need because of social deprivation


    Early help
    Early help rights and promote social justice and economic wellbeing

    • Identify children and families who would benefit from early help

    • Undertake an assessment of the need for early help

    • Provide targeted early help services to address the assessed needs of a child and their family


    Common assessment framework caf
    Common Assessment Framework (CAF) rights and promote social justice and economic wellbeing


    Child development

    Child development rights and promote social justice and economic wellbeing


    Child development1
    Child development rights and promote social justice and economic wellbeing

    Early years

    School years

    Adolescence


    Early years
    Early years rights and promote social justice and economic wellbeing

    • Early attachment to caregivers

    • Gross and fine motor skills development

    • Communication and early language

    • Increasingly complex emotional expression

    • Ability to differentiate self from others


    School years
    School years rights and promote social justice and economic wellbeing

    • Focus on friendships with peers

    • Development of more complex physical capabilities and co-ordination

    • Greater mood stability and the beginning of capacity for empathy and worry

    • Establishment of values

    • Able to regulate behaviour appropriately

    • Able to communicate ideas and express wishes

    • Literacy and numeracy skills become established


    Adolescence
    Adolescence rights and promote social justice and economic wellbeing

    • Forming a cohesive sense of self-identity

    • Increasing ability to reason about hypothetical events

    • Forming close friendships within and across gender

    • Academic achievement (learning skills required for further education and work)

    • Frequently questioning the belief system of their own upbringing

    • Period of experimentation


    Attachment theory

    Attachment theory rights and promote social justice and economic wellbeing


    Attachment theory1
    Attachment theory rights and promote social justice and economic wellbeing

    • Phase 1 (0-3 months) – indiscriminate responsiveness

    • Phase 2 (3-6 months) – focusing on familiar people

    • Phase 3 (6 months - 3 years) – active proximity seeking

    • Phase 4 (3 years - end of childhood) – partnership behaviour


    Attachment styles
    Attachment styles rights and promote social justice and economic wellbeing

    Secure

    Insecure avoidant

    Insecure ambivalent

    Disorganised


    Stages of cognitive development
    Stages of cognitive development rights and promote social justice and economic wellbeing

    • Sensory-motor (0 -18 months)

    • Pre-operational (18 months - 7 years)

    • Concrete operations ( 7-12 years)

    • Formal operations (12 years onwards)


    Promoting resilience

    Promoting resilience rights and promote social justice and economic wellbeing


    Identifying stressors
    Identifying stressors rights and promote social justice and economic wellbeing

    Parents:

    • Money concerns/debt

    • Relationship breakdown

    • Bereavement

    • Long working hours

    • Unemployment

    • Lack of social support

    • Domestic violence

    • Poor housing

    • Ill health

    • Lack of bonding/attachment

    Children:

    • Bereavement

    • Marital breakdown

    • Parental illness

    • Carer responsibilities

    • Bullying at school

    • Homelessness

    • Poverty

    • Lack of bonding/attachment


    Promoting resilience1
    Promoting resilience rights and promote social justice and economic wellbeing

    Parents:

    • Family understanding of mental illness

    • Satisfying employment

    • Good physical health

    • Professional, personal and community support

    • Parental bonding/ attachment

    Children:

    • Secure and reliable family base

    • Relationships that promote self-esteem

    • Sense of control

    • Environments that promote self-efficacy

    • Parental bonding/ attachment

    • Other family relationships


    Resilience children who adapt well
    Resilience: rights and promote social justice and economic wellbeing Children who adapt well

    • Older age at onset of parental illness

    • More sociable, able to engage adults, easier temperament

    • Greater cognitive abilities

    • Discrete episodes of parental illness with good return of skills and abilities between episodes

    • Alternative support from adults with whom child has positive, trusting relationship

    • Experience of success outside the home (educational, social, sporting, hobbies)


    Parenting capacity risk factors

    Parenting capacity: rights and promote social justice and economic wellbeing risk factors


    Parenting capacity risk factors1
    Parenting capacity: risk factors rights and promote social justice and economic wellbeing

    • Parental mental ill health

    • Parental substance misuse

    • Domestic violence


    The family model scie 2011
    The Family Model (SCIE, 2011) rights and promote social justice and economic wellbeing

    Crossing Bridges Family Model - Parental mental illness:

    • Can impact on the development, and in some cases safety of children

    • Can impact on adjustment in adulthood and transition into parenthood

    • Children (especially those with emotional, behavioural or chronic physical difficulties) can precipitate or exacerbate mental ill health in parents/carers

    • Adverse circumstances influence child and parental mental health


    Crossing bridges family model
    Crossing Bridges Family Model rights and promote social justice and economic wellbeing


    Parental substance misuse risk factors
    Parental substance misuse: rights and promote social justice and economic wellbeing risk factors

    Children are most likely to be at risk of harm from parental substance abuse if:

    • A child’s physical safety is disregarded while drug use is taking place and parents do not store drugs and equipment safely

    • Changes in parent’s mood or behaviour have an impact on the child

    • Parental drug use disrupts normal daily routines

    • The child is in a household where illegal activity is taking place (e.g. dealing).


    Domestic abuse effects on children
    Domestic abuse: effects on children rights and promote social justice and economic wellbeing

    • Physical injury

    • Psychological distress

    • Poor general health

    • Truancy and difficulties at school

    • Hyperactivity

    • Low self-esteem

    • Assuming a parental role


    Family and environmental factors
    Family and environmental factors rights and promote social justice and economic wellbeing

    • Family history and functioning

    • Wider family

    • Housing

    • Employment

    • Income

    • Family’s social integration

    • Community resources.


    Module 10 working in organisations

    Module 10: rights and promote social justice and economic wellbeing Working in Organisations

    Return to Social Work:

    Learning Materials


    Organisations statutory duties
    Organisations: statutory duties rights and promote social justice and economic wellbeing

    Section 18 Children Act 2004:

    Director of Children’s Services responsibility to ensure local authorities meet their duty to organise and plan services, safeguard and promote the welfare of children and young people

    Section 11 Children Act 2004:

    Duty on organisations to ensure functions and services (delivered and contracted out) are discharged, having regard to the need to safeguard and promote the welfare of children


    Section 11 duties
    Section 11 duties rights and promote social justice and economic wellbeing

    • Clear lines of accountability to senior level

    • Culture of listening to children

    • Information sharing

    • Designated professional lead

    • Safer recruitment

    • Supervision and support

    • Mandatory induction includes safeguarding

    • Policies aligned to LSCB


    Types of services
    Types of services rights and promote social justice and economic wellbeing


    Early childhood services dfe 2013
    Early childhood services (DfE, 2013) rights and promote social justice and economic wellbeing

    • Early years provision

    • Social services functions of the local authority relating to young children, parents and prospective parents

    • Health services relating to young children, parents and prospective parents

    • Training and employment services to assist parents or prospective parents

    • Information and advice services for parents and prospective parents


    Local authority designated officer lado
    Local Authority Designated Officer (LADO) rights and promote social justice and economic wellbeing

    The LADO should be notified if a person who works with children:

    • Is alleged to have behaved in a way which has harmed, or may harm, a child

    • Is suspected to have committed a criminal offence against children, or related to children

    • Has behaved towards a child/children in a way that suggests they are unsuitable to work with children.

      .


    Independent reviewing officers iros
    Independent Reviewing Officers (IROs) rights and promote social justice and economic wellbeing

    • Section 118 of the Adoption and Children Act 2002

    • Local authority legal duty to appoint IRO for looked after children

    • Goal of improving outcomes for looked after children

    • Focus on ensuring children’s wishes and feelings are considered in any processes


    Multi agency working2
    Multi-agency working rights and promote social justice and economic wellbeing

    • Information sharing and communication

    • Organisational cultures, priorities and values

    • Demands on resources

    • Clarity of roles and responsibilities


    Signs of tension and conflict
    Signs of tension and conflict rights and promote social justice and economic wellbeing

    • Colleagues not speaking/ignoring each other

    • Contradicting and negativity within responses

    • Deliberately undermining or not co-operating

    • Cliques or faction meetings to discuss issues separately

    • Deliberately excluding from meetings/decision making those that have important information


    Improving partnership working
    Improving partnership working rights and promote social justice and economic wellbeing

    • Be proactive

    • Active listening

    • Professional assertiveness

    • SMART objectives

    • Facing the difficulty head on


    Seven golden rules for information sharing
    Seven golden rules for information sharing rights and promote social justice and economic wellbeing

    • Data Protection Act is not a barrier: it is a framework

    • Open and honest from the outset

    • Seek advice if in doubt

    • Share with consent where possible

    • Consider safety and wellbeing

    • Necessary, proportionate, relevant, accurate, timely and secure

    • Keep a record


    Multi professional meetings
    Multi-professional meetings rights and promote social justice and economic wellbeing

    • Strategy meeting

    • Initial child protection conference

    • Core group meetings

    • Child protection review conference

    • Discontinuing the child protection plan


    Effectiveness in meetings group roles
    Effectiveness in meetings: Group roles rights and promote social justice and economic wellbeing


    Local arrangements
    Local arrangements rights and promote social justice and economic wellbeing

    • Local threshold document

    • Local protocols for assessment

    • Information sharing protocols


    The end
    THE END rights and promote social justice and economic wellbeing