Knowledge and Understanding - Postgraduate

Because of their previous academic study students have demonstrated that they have knowledge and understanding in a particular area. This may or may not be related to the knowledge and understanding they will require to be effective qualified social workers. During the course of their studies and practice leaning opportunities, students will require to gain knowledge and understanding in the following key areas:

• The legal framework which underpins practice
• Relevant guidance and policy
• Knowledge of theory and models of practice - including risk assessment
• Child care and protection in context
• Intra and inter agency practice

The legal frameworks and guidance which underpin practice should form a key area of teaching and assessment. In addition students will need to have a good understanding of the policies and guidance which also define their responsibilities in relation to child care and protection. Students should be assessed on their knowledge of these prior to undertaking their first practice learning opportunity. This should ensure that all students undertaking practice learning will have a basic knowledge and understanding of their legal responsibilities and basis for intervention.

Some of the key documents students should know about, and know how to access will include the Children (Scotland) Act 1995, United Nations Convention on the Rights of the Child 1989, Getting Our Priorities Right, 2003. Students should have access to examples of local authority Child Protection Committee Child Protection Procedures and Children's Services Plans. At the point of qualifying, students should be able to demonstrate that they have accessed, read and understood core legislation, guidance and inquiry reports and can make links to their own practice. Students can evidence their critical understanding of the above in their reflective learning logs.

During their practice learning opportunities students need to be able to demonstrate that they can apply the legal framework to practice situations accurately and appropriately. Regardless of the practice learning opportunity setting, students will be required to apply their knowledge of the responsibility of all social workers towards children in need. For example, a worker in an adult mental health team would consider their responsibilities towards the child of a service user. Students should be able to actively demonstrate how they have used relevant guidance in their practice learning settings.

Having previously studied to degree level, students will have already demonstrated that they have a "critical understanding of theories, concepts and principles." (Level 10 SCQF, 2003). However, dependant on their previous area of study these will not necessarily be applicable to social work. David Howe (1987) identified 3 reasons for being concerned with theory:-

1. Families prefer social workers - and other professionals - who are clear about what they are doing, why and how they are going to get there
2. Different theories hold different assumptions about the nature of people and society and so inescapably lead to different types of practice.
3. Theories do not just appear - they are products of the society we live in - our ideas, beliefs and knowledge.

Students require to have input on theories of individual and social development. Within the context of human growth and behaviour students should have knowledge of core theories relevant to child care and protection. These include but are not restricted to attachment theory, separation and loss, resilience and adversity. Students should also have an understanding of how sociological perspectives have relevance for child care and protection. For example students need to explore the impact of poverty on children and their parents/carers.

Regardless of where they undertake their practice learning opportunities, students need to demonstrate a competent and critical understanding of principle theories in relation to child care and protection and clearly evidence how these underpin their practice. This means that they should approach their practice from the perspective which always takes cognisance of the needs of the child.

Students should build on their knowledge of child development to identify key factors which increase vulnerability and risk and reduce resilience in children and young people. We recommend that students receive specialist up to date teaching on the impact of substance misuse, domestic violence and mental health on parenting capacity and child development. In terms of assessing learning, one possibility would be to involve specialist practitioners in the assessment process.

Students need to demonstrate an understanding of the nature of long term intervention in child care and protection. We recommend students should be familiar with Looked After Children materials and guidance. Students need to have knowledge of the different forms of substitute care and be able to make links to the teaching on child development, separation and loss.