• Summary
  • Contents
  • Subject index

“The first text to systematically address the learning needs of post-qualifying child care social workers. Soundly organized and engagingly written with useful summaries and reflective exercises for students, it is a very fine text that will be widely used.”

– Nick Pike, University of Gloucestershire

This textbook provides an overview of the Post Qualifying Child Care Award in social work. Written in response to recent policy and training guidelines, it provides the underpinning knowledge for candidates following the Post Qualifying curriculum. It helps child care social workers acquire and develop the breadth of knowledge and understanding that characterise best practice.

Key Features

  • Includes chapters on reflective collaborative and critical practice; child development; child observation; case management and managing risk; working in partnership with children and families; inter-professional working and practice education
  • Offers links to the relevant post qualifying standards for social work
  • Presents contributions from a team of practice assessors and program candidates
  • Provides a practice-based approach — clearly links theory, research and practice
  • Gives an inter-professional perspective
  • Incorporates case studies, activities and points for reflection that encourage the reader to develop ways of challenging and improving their own practice

The book equips social workers with the relevant training, knowledge and skills to improve the quality of services and their delivery. With an emphasis upon continuing professional development, this text is suitable for social workers studying for the Child Care Award, those already in practice and other social care professionals working with children.

Observational Practices in Working with Children and Families
Observational practices in working with children and families
GillianRuch
Chapter Learning Aims
  • To develop understanding of the role of child observation and its contribution to reflective practice
  • To encourage familiarity with the requirements of the Tavistock Model of child observation
  • To help practitioners’ to recognise the challenges of and obstacles to learning and professional development and the distinctive learning and professional development opportunities generated by child observation
Introduction

This chapter builds on the previous one and explores an approach to reflective practice that requires practitioners to engage with the process of observation and the thoughts and feelings it provokes. Observation skills are fundamental to sound practice and in promoting their development several of the core requirements of post-qualification training (GSCC, 2005) are met, including ...

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