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Key Capabilities in Child Care and Protection. PEPE Conference Edinburgh Wednesday 23 rd January 2008 Helen Whincup and Margaret Bruce University of Dundee. Scottish Context. New 4 year Honours Degree in Social Work (generic) 2 year Post-Graduate (generic)
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Key Capabilities in Child Care and Protection PEPE Conference Edinburgh Wednesday 23rd January 2008Helen Whincup and Margaret Bruce University of Dundee
Scottish Context • New 4 year Honours Degree in Social Work (generic) • 2 year Post-Graduate (generic) • Registration with Scottish Social Services Council • Specialist teams
Scottish Institute for Excellence in Social Work Education (IRRIS) • A collaboration of all 9 Scottish Universities teaching social work • Established in 2003 to “ bring about transformational change in the education and training of Scottish social workers”
Child Protection Development and Training Project • Evaluative audit of teaching and learning in relation to Child Care and Protection • Develop Key Capabilities in Child Care and Protection • Establish how these would be embedded.
Relevant Frameworks • Scottish Credit and Qualifications Framework (SCQF) • Standards in Social Work Education • Scottish Social Services Council: Codes of Practice • Children’s Charter and Framework for Standards
Terminology • Different practitioners have different definitions of child protection • Key Capabilities refer to ‘child protection’ in the context of child care and meeting children’s needs, rather than the investigative interviewing process.
The Key Capabilities • Effective Communication • Knowledge and Understanding • Professional Confidence and Competence • Values and Ethical Practice
Purpose of Key Capabilities To ensure that all social workers at the point of qualifying: • are aware of their roles and responsibilities in respect of children and young people. • are able to demonstrate their knowledge, skills and understanding in relation to child care and protection.
Context • Qualifying social work programmes are generic, Key Capabilities sit within this context. • Contribution Key Capabilities can make to generic teaching and learning
Practice Learning Underpinning Key Capabilities: Whatever practice learning opportunity a student is engaged in they must be able to evidence their knowledge and application of child care and protection, as it is relevant to their setting.
Practice Learning In addition: “during one of their assessed practice learning opportunities, students should undertake an assessment of a child or of parenting capacity. The student may not necessarily be primary case holder rather they might be co-working within or across organisations.”
Practice Learning Opportunities: • Ethical and Meaningful • Outcomes for service user, student and organisation • Creative links within and between teams
Outcome Every qualified social worker should emerge having undertaken an assessment of a child or parenting capacity.
Status “Key Capabilities developed by the project must now be embedded in the teaching and learning of social work degree programmes to ensure that a consistent approach is adopted.” Peter Peacock MSP 13th June 2006
Key Capabilities website www.iriss.ac.uk/keycapabilities Includes: • Examples of embedding • Frequently asked questions • Links to key documents • Information from the SSSC • Information from workshops