Knowledge and Understanding - Level 8

Students should have knowledge and understanding of core legislation relating to child care and protection. For example, the legal definition of a child, parental rights and responsibilities, duties of the local authority, Children's Hearing System.

Students would be taught more specifically about aspects of legislation relating to particular service user groups. For example they might explore how Anti-Social Behaviour Orders (2004) impact on children and young people and their families, and the role of the social worker.

Students should build on their knowledge and understanding of relevant guidance. Regardless of where the student thinks they may practice or undertake their practice learning, they should have the opportunity within the HEI setting to apply relevant guidance to child care and protection case scenarios. For example, applying "Getting Our Priorities Right " (2003) to case scenarios where they take on the perspective of a criminal justice worker, mental health, children and families, etc.

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 should have knowledge of core theories relevant to child care and protection. Within the context of human growth and behaviour, students should gain specific knowledge and demonstrate understanding of normative child development, attachment theory, the impact of separation and loss.

Students need to have some understanding of factors which will affect optimum development and increase vulnerability and risk - such as disability, diminished parenting capacity (because of substance misuse, mental health and domestic violence).

Students need to develop an awareness of the range of substitute care and when it may be necessary to consider these options to protect children.

The Butler Sloss (1988) "Report of the enquiry into child abuse in Cleveland in 1987" stated:

"...Childhood can be seen differently by the doctor, the teacher, the psychologist or the social worker. Because of all this is all too easy to view the child as an object of social intervention rather than as a person in their own right..."

Students should explore different cultural concepts of childhood over time and place, including reflecting on their own experiences and how this might impact on practice.

Horwath and Shardlow (2003) state "...there is continuing need to promote and encourage a wide and inclusive dialogue, across the profession as a whole." Students should start to demonstrate a clear understanding of their own and others roles, both within social work and across other agencies. For example they might 'role play' a case conference where they take on the role of another professional.