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TRANSCRIPT
1Making it work together
. B28182 01/03
The framework for
education in
The framework for
Social Workeducation in Scotland
2
Foreword
In April 2002, I launched an Action Plan for the Social ServicesWorkforce. This plan focused on developing the workforce we willneed for the future to deliver high-quality services. The people ofScotland expect and deserve high-quality services that respond totheir individual needs, are reliable, and are based on bestpractice. This means having a well-trained, well-supported andhighly-valued workforce. Social workers are an important part ofthis workforce. They need to be properly trained and equipped tocarry out the increasingly challenging and complicated tasks weexpect of them, both now and in the future.
Social workers provide advice, support, care and protection tochildren and families, vulnerable adults and older people. Theyalso contribute to community safety through the supervision andrehabilitation of offenders. It is crucial that their education andpreparation is provided at a level that is suited to their heavyresponsibilities. To achieve this, I announced that from 2004 therewill be a new honours degree level qualification for social workers.
This new degree is part of my vision for the future.
The Standards in Social Work Education (SiSWE) set out whatstudent social workers will need to achieve to gain the honoursdegree and to become professionally qualified. The SiSWE bringtogether key elements of two previous standards documents forsocial work: the Quality Assurance Agency for Higher Education’sBenchmark Statement and the National Occupational Standardsfor Social Work. These are combined in an easy-to-read way tostrengthen the links between academic and professionalstandards. In this way, the SiSWE follow similar developments inScotland in initial teacher education, nursing, midwifery and healthvisiting.
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The framework for
Social Workeducation in Scotland
In this document, I am also setting out requirements for thosewho provide qualifying training and education for social workers. I am convinced that these standards and requirements will ensurewe have competent, confident social workers who can respond tothe challenge of delivering high-quality public services.
I want to thank everyone who has been involved in helping us todevelop the SiSWE and the requirements. Their contribution hasmade sure we continue to keep the needs and interests of thekey stakeholders, including people who use services and carers,at the heart of our thinking.
I know that the standards and requirements create considerablechallenges. But there is much that needs to be done to makesure we have the competent, confident social workers we needin the 21st century. I am confident that everyone will rise to thechallenge and that the introduction of the new honours degreelevel qualification in 2004 will help us develop the future socialservices we want for the people of Scotland.
Cathy Jamieson, MSPMinister for Education and Young People
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Who the Framework is for
This document will be useful for the following people:
• those involved in designing, approving, accrediting or validating socialwork programmes;
• those who teach social work programmes;
• those who assess and examine students;
• those who provide opportunities for practice learning within social workprogrammes;
• students studying for the social work qualification;
• those who are responsible for the quality of social work programmes;
• social services employers;
• those who are responsible for continuing professional development;
• members of other professions who work closely with social services; and
• the general public, particularly people who use social services and carers.
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The framework for
Social Workeducation in Scotland
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Contents
Page
The Framework for Social Work Education in Scotland 9
Scottish Requirements for Social Work Training 13
Introduction to the Standards in Social Work Education 17
Standards in Social Work Education 25
Annex 1 Project Group 46
Annex 2 Standards in Social Work Education Working Group 47
Annex 3 Practice Learning Working Group 48
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The framework for
Social Workeducation in Scotland
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9
The framework for
Social Workeducation in Scotland
The Framework for Social Work Educationin Scotland
The framework has been prepared as part of the newarrangements for enhancing the quality and standards of socialwork education in Scotland linked to the introduction of the newhonours degree in social work or equivalent postgraduate awards.The aim is to provide an approach that serves the needs of all thestakeholders in social work education in Scotland. The keystakeholders include higher education institutions (HEIs),employers, the Quality Assurance Agency for Higher Education,the Scottish Social Services Council and the Scottish Executive.
This framework is made up of:
• the Scottish Requirements for Social Work Training;• an Introduction to the Standards in Social Work Education; and• the Standards in Social Work Education.
The Scottish Requirements for Social Work Training are aimed atproviders of social work programmes. They specify whatproviders must do and/or comply with in order to provideprogrammes of training. These requirements are organised in two sections:
• the entry requirements (A-G). These have been carefully draftedto encourage wide access to the course but also to ensureessential learning outcomes are achieved.
• the teaching, learning and assessment requirements (H-R).These incorporate the practice learning proposals for the newdegree at L-O.
The Introduction to the Standards in Social Work Educationdefines the guiding principles underpinning social work, the visionfor social work and the transferable skills which social workstudents will acquire. It sets out the learning requirements thateach programme of social work education in Scotland must meet.
The Standards in Social Work Education set out what studentsneed to learn to do, what they need to be able to understand andthe competences they must have when they complete theirtraining.
The framework was developed by three working groups whosemembership was drawn from a wide range of key interests andstakeholders including representatives of people who use servicesand carers. Membership of these groups is included in theAnnexes.
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This document can be found at the following websites:
www.scotland.gov.ukwww.qaa.ac.ukwww.sssc.uk.com
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The framework for
Social Workeducation in Scotland
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The framework for
Social Workeducation in Scotland
Scottish Requirementsfor Social Work Training
Programme providers must make sure that they meet the ScottishRequirements for Social Work Training that are set out in thisdocument. The requirements are organised into two sections –entry requirements, and teaching, learning and assessmentrequirements.
Entry requirements
All providers must do the following:
A Make sure that the candidate meets the university’sadmission requirements for the degree.
B Make sure that the candidate is registered on the part of theScottish Social Services Council’s (SSSC) register for students.(The SSSC’s registration requirements will normally be completedby the beginning of the course and will include criminal recordschecks. A student will not be able to start practice learning in aservice delivery setting unless they are registered.)
C Make sure that the candidate has the language and literacyskills they need to:
• understand and use the written materials that are used toteach the degree; and
• communicate clearly and accurately in spoken and writtenEnglish.
(These skills would normally be equivalent to Standard Grade 2 inEnglish.)
D Make sure that the candidate has one of the following:
• the basic numeracy skills they need to understand thecourse materials and meet the Standards in Social WorkEducation (SiSWE), for example:
– managing resources; – financial statistics; and– budgetary procedures.
(These skills would normally be equivalent to Standard Grade 2 inMathematics.)
• the ability and opportunity to learn and to demonstratethese skills while studying for the degree.
E Make sure that the candidate has the potential andwillingness to learn the basic information technology andcommunication skills they need to get the European
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Computer Driving Licence, or its equivalent, by the end oftheir first year of study.
F Use selection procedures that:
• take account of the candidate’s strengths and weaknesses;and
• exclude individuals who would not meet the SSSC’sregistration conditions.
G Make sure that selection policies and procedures includeeffective and appropriate ways of involving key stakeholdersin social services. (‘Stakeholders’ include people who useservices, carers and employers.)
Teaching, learning and assessment requirements
All providers must do the following:
H Design the content, structure and delivery of the training toallow social work students to show that they can meet theSiSWE and are suitable to be registered with the SSSC.
I Make sure that students’ achievement against the SiSWE isregularly and accurately assessed, and confirm that all socialwork students have been assessed and have met all the learningoutcomes before they are awarded the degree in social work.
J Make sure that policies and procedures for assessmentinclude effective and appropriate ways of meeting therequirements of key stakeholders in social services.
K Make sure that students understand that they must beregistered with the SSSC to start and stay on theprogramme, and that if the SSSC removes them from theregister as a result of their misconduct, they will not be ableto achieve the professional qualification in social work.
L Make sure that all students have the practice learning theyneed to meet the SiSWE.
M Make sure that all social work students spend at least 200days in practice learning, of which at least 160 must bespent in supervised direct practice in service delivery settings.This practice learning must be assessed. Up to 60 days ofthe supervised direct practice element can be subject tocredit from prior experiential learning.
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The framework for
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N Make sure that this assessed practice learning is structuredover the course of the new degree to allow students to gainexperience of:
• carrying out statutory social work tasks, involving legalinterventions;
• working in at least two contrasting service delivery settings(for students entering through work-based routes, at leastone of these should be outwith their employing agencyother than in exceptional circumstances);
• providing services to at least two user groups; and• providing services in a way that takes account of and
values diversity.
O Make sure that all students undergo assessed preparation fordirect practice to make sure they are safe to carry outpractice learning in a service delivery setting. This preparationmust include the opportunity to develop a greaterunderstanding of the experience of service users and the roleof social workers.
P Make sure that the students spend enough time in structuredacademic learning, under the direction of an educator, tomeet the required level of competence. This is expected to beat least 200 days or 1,200 hours.
Q Make sure that the programme is continually updated as aresult of developments in legislation, government policy andbest practice so students have the skills, knowledge andunderstanding they need.
R Make sure that the students’ continuing learning requirementsare recorded in an individual learning plan that they can takewith them into their career in social work.
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The framework for
Social Workeducation in Scotland
Introduction to the Standards inSocial Work Education
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Introduction
From 2004 onwards, student social workers must achieve anhonours degree in social work, or an equivalent postgraduateaward, to become professionally qualified.
This document sets out the learning requirements that eachprogramme of social work education in Scotland must meet.These learning requirements form the Standards in Social WorkEducation (SiSWE).
The purpose
The SiSWE will be used for a variety of purposes. In particular:
• higher education institutions will use them to design, monitorand review social work education programmes;
• staff who are responsible for examining and assessing the workof students will use them as the criteria for awarding the degree;
• the Scottish Social Services Council (SSSC) will use them todecide whether or not to approve social work educationprogrammes; and
• social workers and employers will use them as a basis forplanning further professional development.
The guiding principles
Social work has always had a strong ethical basis that emphasisesthe importance of building a positive, professional relationship withpeople who use services as well as with professional colleagues.Social workers must be able to balance the tension between therights and responsibilities of the people who use services and thelegitimate requirements of the wider public (for example, wherethere are issues to do with child protection, criminal justice ormental health). They must also be able to understand theimplications of, and to work effectively and sensitively with, peoplewhose cultures, beliefs or life experiences are different from theirown. In all of these situations, they must recognise and put asideany personal prejudices they may have, and work within guidingethical principles and accepted codes of professional conduct.
These principles say that social workers must:
• maintain and promote the dignity, safety, choice, privacy andpotential of people who use services and balance these withconsideration of the needs of others for protection;
• treat everyone equally, and value their distinctiveness anddiversity; and
• maintain public trust and confidence in social services.
These guiding principles are also at the heart of the national carestandards, which set out in detail what people who use servicescan expect. Graduates from the new social work educationprogrammes will gain the knowledge and skills they need todeliver services to these requirements. The principles are alsoembedded in the Code of Practice for Social Service Workerspublished by the SSSC. This Code sets out the standards ofprofessional conduct and practice that social workers must meet.All social workers must understand and agree to follow the Codeas a condition of their continuing registration with the SSSC.Student social workers must register with the Council and sign upto the Code. The SiSWE use the Code as the ethical basis forpractice and the value base underpinning study for the newqualification.
Social workers work in complex social situations to protectindividuals and groups and promote their well-being. Socialworkers need to be able to act effectively in these demandingcircumstances and, to achieve this, students must learn to reflectcritically on, and take responsibility for, their actions. Since thenature, scope and purpose of social work services themselves areoften fiercely debated, graduates should also be able tounderstand these debates fully and to analyse, adapt to, manageand promote change. The new social work educationprogrammes must be designed to prepare newly qualified socialworkers to do this.
Students on these programmes must understand that social workis a moral activity in the sense that social workers make andfollow up difficult decisions about human situations that directlybenefit or harm an individual or group. They should be able tounderstand moral reasoning and to make decisions in difficultethical situations, especially where there are conflicting moralobligations.
Practice is seen as an essential element of the new qualification.Development of the students’ skills and abilities in practice isbased on the fact that practice is a setting for learning, a way oflearning and an essential part of the learning that students mustcomplete.
The vision
People who use services expect to be able to use them quicklyand easily. Society demands increasingly seamless services,delivered more efficiently. To achieve these requirements, the wayin which social services are delivered is changing and will continue
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The framework for
Social Workeducation in Scotland
to change. More and more, social workers will be working closelywith a range of other professional groups in health, social care,criminal justice and education services. Social workers must knowwhen they need to work together to deliver better services. Towork effectively, as part of a multi-skilled and multi-disciplinaryteam, all of the different professionals involved need tounderstand and value the distinctive contributions each can bringto the task of delivering the services that people want. They mustalso be aware of, and tackle, barriers to working in an integratedway.
In delivering seamless services, social workers need to be able touse modern information and communications technology to bringreal benefits for people using services and achieve greaterorganisational effectiveness. The demands on them mean thatthey need high level skills in personal organisation, managing theirworkload and dealing with conflict and stress.
Social work services are designed for people and they dependessentially on people. How to work with people using services,carers, professional colleagues and volunteers, and work closelyin partnership with them is central to the SiSWE.
The new social work education programmes prepare socialworkers to work in this challenging and changing environment.They are designed to improve service standards by producingsocial workers who are:
• competent to work across a wide range of settings; • confident in what they know and can do;• clear about their professional identity and that of other
professionals;• flexible and adaptable;• committed to continuous improvement;• responsive to change in a positive way; and• able to contribute to the development of the profession.
The nature and scope of the learning requirements
The professional framework
The SiSWE set out the knowledge, understanding and skills thatsocial workers need, and act as a basis for their continuingprofessional development. They are demanding because they aim
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The framework for
Social Workeducation in Scotland
to make sure that social workers are committed to providing anexcellent service and can work in a changing world where theymust accept responsibility for their actions and take account ofmany social, economic, cultural and political issues.
The SiSWE guide the design of suitable social work educationprogrammes for students and set the criteria they will beassessed against. They define the core elements of theseprogrammes in terms of the skills, abilities, knowledge,understanding and ethical standards that newly qualified socialworkers must demonstrate.
Institutions that provide social work education programmes maystructure their courses to take account of their particularacademic strengths or professional expertise as long as theprogramme fully covers the necessary learning outcomes of theSiSWE. This means that students can choose a programmewhich best meets their interests and, at the same time, know thatit will prepare them for registration as social workers so they canwork in any setting once they have graduated.
The educational framework
The SiSWE are outcome statements which set out what studentsocial workers must know, understand and be able to do to getthe new professional social work qualification. They incorporatekey elements of the Quality Assurance Agency for HigherEducation’s Benchmark Statement that takes account of both theacademic and practice elements of social work educationprogrammes. In doing so, in Scotland, they replace thisBenchmark Statement. They also reflect the fact that practiceexperience is central to the new qualification and covers a widerange of learning experiences.
Some graduates or some people with other qualifications (forexample Higher National Certificates) will ‘fast track’ into the newsocial work programme if they can show their previous learningallows them to do so. Others with a first degree may choose tostudy for a postgraduate qualification. Programme providers mustshow their institutions that whatever qualification they are offering,the programme meets the requirements of the SiSWE, the SSSCand the Scottish Credit and Qualifications Framework.
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Aspects of professional development
Social work education programmes need to promote the followingthree main aspects of professional development:
Placing these elements in a triangle emphasises that they arelinked essentially to each other and one cannot exist without theother two. These three linked elements make up social workers’professionalism.
The SiSWE learning requirements will develop all three elementsof professional development. They incorporate practicecompetences and other nationally recognised requirements insocial work education as well as the requirements of academicstudy. In doing so, they replace the six core competencies of thepresent Diploma in Social Work. (The Diploma in Social Work willnot be offered once the new qualification is available.)
Transferable skills
All social work education programmes help students to develophigh-level planning, analytical, teamwork and communication skillsthat they can use in other settings. In adopting this academic levelas the requirement for registration, it is recognised that socialwork graduates need these skills to work effectively in changingand complex situations and alongside other well-educatedprofessionals. This is reflected in the SiSWE emphasis on self-critical reflection and the importance of logical thinking and skillsin handling evidence and information. The third column of theSiSWE identifies these transferable skills in a generic manner, andit is assumed that, using them, all graduates from the social workeducation programmes will be equipped to contribute positively tochange and development in service delivery.
Knowledgeand understanding
Skills andabilities
Ethical andpersonal
commitment
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The framework for
Social Workeducation in Scotland
Registering social workers
The SSSC was set up under the Regulation of Care Act(Scotland) 2001. One of its functions is to set up a register of keysocial services workers. In order to be eligible to apply to the partof the register for social workers, people must have a qualificationin social work that is approved by the SSSC. The courses leadingto the honours degree based on SiSWE, and the equivalentpostgraduate qualifications in social work, will be approvedqualifications for this purpose.
The SSSC will publish the register on its website, and the publicand employers will be able to check whether a social worker isregistered on the social work part of the register.
The structure of SiSWE
The format of the SISWE parallels used for the Standards in InitialTeacher Education and comparable documents for nursing,midwifery and health visiting. This allows for the identification ofcommon elements in the training of these different professionsand in future, opportunities to develop integrated traininginitiatives.
The SiSWE are made up of the following parts:
university and practice learning Learningoutcomes
Learningrequirements
Underpinningknowledge
High level transferableskillsKey role
Learningfocus Assessed
outcomes
To achieve the honours degree, Honours graduates in social work On successfully completing theLearning focus social work students need to will acquire the transferable skills to honours degree, newly qualified
understand the following do the following social workers must demonstratecompetence to do the following
Preparing for social work Social processes such as racism, poverty, Make effective contact with individuals and Review agency notes and other literaturecontact and involvement unemployment, poor health, disability, lack organisations to achieve a range of aims, that is relevant to the case or situation.
of education, unemployment, unsuitable over the phone, in writing or by e-mail.housing, victimisation and other sources of Contact and work with relevantdisadvantage that are associated with the Gather information from a wide range of professionals and others to get additionalrisks of crime, marginalisation, isolation sources and in a variety of ways, for a information that can influence initial and exclusion. range of purposes. These methods should contact and involvement.
include electronic searches using theThe effect these processes have on the Internet, reviews of relevant written Engage and relate effectively with peopledemand for social work services. materials and face-to-face, written and who use services, with their families and
telephone contact with individuals and groups. other carers and with other professionals,Legal bases for intervention and the maintaining awareness of their own stylesignificance of relationships with statutory Take account of different views when and approach and its effect on others.social services, especially education, gathering information and assess thehousing, health, criminal justice, income reliability and relevance of the information Evaluate all information to identify the maintenance and with other services they have gathered. best form of initial involvement.provided by partner voluntary organisationsand support groups. Develop and record an initial action plan.
The importance of inter-personal factors indelivering effective social work services
1: Prepare for, and work with, individuals, families, carers, groups and communities to assess their needs and cir-cumstances
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There are six key roles taken from the National OccupationalStandards. Each is broken down into a number of learningfocuses, and the underpinning knowledge and the high leveltransferable skills are identified. All of this learning supports theassessed outcomes located in the right-hand column. SiSWEmust be read as a complete document that emphasises thebalance between professional knowledge, professional skills andethical practice. The learning requirements are connected in sucha way that the student must be competent in all of them tocomplete the honours degree successfully and be able to showthis in a thorough assessment of the learning outcomes.
Definitions
The term ‘people who use services’ means any individual,group, community or organisation who receive social workservices. This term will include some people who do not want orask for these services, for example people who are on probationor parole.
The term ‘carer’ means people who provide informal, unpaid careto a member of their family or to another person, and who work inpartnership with social workers to deliver a service. As part oftheir learning, students must gain the understanding and skillsthey need to separate the conflicting interests that some peoplewho use services and some carers have, in order to offerappropriate support.
The term ‘social worker’ is defined in the Regulation of Care(Scotland) Act 2001 as ‘a person who has an entitlingprofessional qualification in social work’.
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The framework for
Social Workeducation in Scotland
Standards in Social Work Education
26
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27
The framework for
Social Workeducation in Scotland
To a
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uniti
es t
o:
care
rs, g
roup
s an
dco
ncep
ts s
uch
as s
ocia
l nee
d, in
form
edre
silie
nce,
rig
hts,
cul
tura
l, ra
cial
and
eth
nic
•in
form
the
m o
f th
eir
own
right
s,co
mm
unit
ies
so t
hey
can
choi
ce,
prej
udic
e, in
ter-
pers
onal
,id
entit
y, la
ngua
ge d
iffer
ence
s, le
gal
entit
lem
ents
and
res
pons
ibili
ties;
mak
e in
form
ed d
ecis
ions
inst
itutio
nal a
nd s
truc
tura
l dis
crim
inat
ion,
oblig
atio
ns a
nd s
tatu
tory
res
pons
ibili
ties
to•
clar
ify a
nd e
xpla
in t
he s
ocia
l wor
kem
pow
erm
ent
and
anti-
disc
rimin
ator
ypr
otec
t vu
lner
able
indi
vidu
als.
orga
nisa
tion’
s du
ties,
ser
vice
spr
actic
es).
and
resp
onsi
bilit
ies;
Exp
lain
and
neg
otia
te t
he p
urpo
se o
f•
iden
tify,
gat
her,
anal
yse
and
Diff
eren
t ex
plan
atio
ns f
or t
heco
ntac
ts a
nd t
he b
ound
arie
s of
the
irun
ders
tand
rel
evan
t in
form
atio
n;ch
arac
teris
tics
and
circ
umst
ance
s of
invo
lvem
ent.
•id
entif
y an
d an
alys
e th
epe
ople
who
use
ser
vice
s an
d th
e se
rvic
esris
ks in
volv
ed in
the
situ
atio
n.th
ey n
eed.
List
en a
ctiv
ely
to o
ther
s, r
espo
ndap
prop
riate
ly t
o th
eir
life
expe
rienc
es a
ndW
ork
in p
artn
ersh
ip w
ith in
divi
dual
s,un
ders
tand
acc
urat
ely
thei
r vi
ewpo
int.
fam
ilies
, ca
rers
, gr
oups
and
com
mun
ities
, so
the
y ca
n:
•id
entif
y, c
larif
y an
d ex
pres
s th
eir
expe
ctat
ions
, st
reng
ths
and
limita
tions
;•
asse
ss a
nd m
ake
info
rmed
dec
isio
nsab
out
thei
r ci
rcum
stan
ces,
res
ourc
esan
d pr
efer
red
optio
ns.
28
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Ass
essi
ng n
eed
s an
dT
he r
ange
of
need
exp
ress
ed b
y, a
ndA
sses
s hu
man
situ
atio
ns,
taki
ng a
ccou
nt o
fLi
sten
act
ivel
y to
peo
ple
who
use
op
tio
ns in
ord
er t
oat
trib
uted
to,
peo
ple
who
use
ser
vice
s an
da
num
ber
of f
acto
rs in
clud
ing
the
view
s of
serv
ices
and
the
ir ca
rers
, re
spec
ting
thei
r re
com
men
d a
co
urse
of
thei
r ca
rers
and
the
soc
ial p
roce
sses
by
thos
e in
volv
ed,
theo
retic
al c
once
pts,
expe
rienc
e an
d ta
king
ful
l acc
ount
of
thei
r ac
tio
nw
hich
suc
h ne
eds
beco
me
defin
ed a
ndre
sear
ch e
vide
nce,
legi
slat
ion
and
view
s.ac
ted
upon
.or
gani
satio
nal p
olic
ies
and
proc
edur
es.
Ass
ess
and
revi
ew t
he p
refe
rred
opt
ions
Mod
els
and
met
hods
of
asse
ssm
ent
inA
naly
se t
he in
form
atio
n th
ey h
ave
of in
divi
dual
s, f
amili
es,
care
rs,
grou
ps
diffe
rent
pra
ctic
e co
ntex
ts.
gath
ered
, w
eigh
ing
com
petin
g ev
iden
cean
d co
mm
uniti
es.
and
chan
ging
the
ir vi
ewpo
int
in li
ght
of n
ewE
xpla
natio
ns o
f th
e lin
ks b
etw
een
info
rmat
ion,
the
n re
late
thi
s in
form
atio
n to
aA
sses
s an
d ev
alua
te n
eeds
, st
reng
ths,
proc
esse
s co
ntrib
utin
g to
soc
ial d
iffer
ence
part
icul
ar t
ask,
situ
atio
n or
pro
blem
.ris
ks a
nd o
ptio
ns,
taki
ng a
ccou
nt o
f le
gal
(for
exa
mpl
e, s
ocia
l cla
ss,
gend
er,
raci
alan
d ot
her
dutie
s an
d se
rvic
e st
anda
rds
and
ethn
ic d
iffer
ence
s) a
nd t
he p
robl
ems
ofre
quire
men
ts.
ineq
ualit
y an
d di
ffere
ntia
l nee
d th
at p
eopl
ew
ho u
se s
ervi
ces
face
.Id
entif
y, e
valu
ate
and
reco
mm
end
appr
opria
te c
ours
es o
f ac
tion
for
indi
vidu
als,
fam
ilies
, ca
rers
, gr
oups
and
com
mun
ities
.
Wor
k w
ith o
ther
s to
hel
p pe
ople
who
use
serv
ices
to
achi
eve
and
mai
ntai
n gr
eate
rin
depe
nden
ce.
1:P
rep
are
for,
and
wo
rk w
ith,
ind
ivid
uals
, fam
ilies
, car
ers,
gro
ups
and
co
mm
unit
ies
to a
sses
s th
eir
need
s an
dci
rcum
stan
ces
29
The framework for
Social Workeducation in Scotland
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Iden
tify
ing
and
Fac
tors
influ
enci
ng t
he s
elec
tion
and
Thi
nk lo
gica
lly,
even
und
er p
ress
ure.
Crit
ical
ly a
sses
s th
e ur
genc
y of
req
uest
sre
spo
ndin
g t
o c
risi
ste
stin
g of
rel
evan
t in
form
atio
n, e
spec
ially
ifan
d re
quire
men
ts f
or a
ctio
n.si
tuat
ions
it is
col
lect
ed w
ithin
tig
ht t
imes
cale
s.P
lan
a se
quen
ce o
f ac
tions
to
achi
eve
spec
ific
aim
s.Id
entif
y th
e ne
ed f
or s
tatu
tory
and
The
nat
ure
of p
rofe
ssio
nal j
udge
men
t an
dpr
oced
ural
inte
rven
tion.
proc
esse
s of
ris
k as
sess
men
t.M
anag
e th
e pr
oces
ses
of c
hang
e.P
lan,
impl
emen
t an
d re
cord
act
ion
take
nT
he n
atur
e of
cris
is a
nd h
ow it
is d
iffer
ent
Mee
t de
adlin
es a
nd t
ask
defin
ition
s.to
mee
t im
med
iate
nee
ds a
ndfr
om r
elat
ed id
eas
such
as
emer
genc
y.re
quire
men
ts.
Rev
iew
act
ions
tak
en in
the
ligh
t of
act
ual
outc
omes
.R
evie
w t
he o
utco
mes
with
indi
vidu
als,
fam
ilies
, ca
rers
, gr
oups
, co
mm
uniti
es,
orga
nisa
tions
, pr
ofes
sion
als
and
othe
rs,
as r
elev
ant.
2: P
lan,
car
ry o
ut, r
evie
w a
nd e
valu
ate
soci
al w
ork
pra
ctic
e w
ith
ind
ivid
uals
, fam
ilies
, car
ers,
gro
ups,
co
mm
unit
ies
and
oth
er p
rofe
ssio
nals
30
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Wo
rkin
g w
ith
Psy
chol
ogic
al a
nd p
hysi
olog
ical
the
orie
s of
Com
mun
icat
e ef
fect
ivel
y ac
ross
pot
entia
lD
evel
op r
elat
ions
hips
with
indi
vidu
als,
in
div
idua
ls, f
amili
es,
indi
vidu
al a
nd s
ocia
l dev
elop
men
t, id
entit
yba
rrie
rs r
esul
ting
from
diff
eren
ces,
for
fam
ilies
, ca
rers
, gr
oups
and
com
mun
ities
care
rs, g
roup
s an
dan
d fu
nctio
ning
fro
m in
fanc
y to
old
age
and
exam
ple
in c
ultu
re,
lang
uage
, ab
ility
and
that
sho
w r
espe
ct f
or d
iver
sity
, eq
ualit
y,
com
mun
itie
s to
ach
ieve
deat
h.ag
e.di
gnity
and
priv
acy.
chan
ge,
pro
mo
te d
igni
ty,
real
ise
po
tent
ial a
ndT
he n
atur
e, c
hara
cter
istic
s an
d ef
fect
s of
Use
the
ir kn
owle
dge
of a
ran
ge o
fM
aint
ain
purp
osef
ul r
elat
ions
hips
for
as
imp
rove
life
deve
lopm
enta
l del
ay,
disr
uptio
n an
din
terv
entio
ns a
nd e
valu
atio
n pr
oces
ses
tolo
ng a
s is
nec
essa
ryo
pp
ort
unit
ies
trau
ma
and
the
sign
ifica
nce
of r
esili
ence
.bu
ild a
nd m
aint
ain
purp
osef
ul r
elat
ions
hips
with
peo
ple
and
orga
nisa
tions
inW
ork
in a
str
uctu
red
way
with
indi
vidu
als,
T
heor
etic
al id
eas
and
evid
ence
fro
mco
mm
unity
-bas
ed a
nd p
rofe
ssio
nal
fam
ilies
, ca
rers
, gr
oups
, co
mm
uniti
es a
nd
inte
rnat
iona
l res
earc
h on
des
igni
ng a
ndco
ntex
ts,
incl
udin
g gr
oup-
care
.ot
hers
to
deal
with
pro
blem
s, r
esol
vepu
tting
into
pra
ctic
e ef
fect
ive
soci
al w
ork
conf
licts
and
avo
id c
rises
.se
rvic
e fo
r a
wid
e ra
nge
of p
eopl
e.Im
plem
ent
plan
s th
roug
h a
varie
ty o
fpr
oces
ses
incl
udin
g co
ntra
ctin
g an
dA
pply
and
just
ify s
ocia
l wor
k m
etho
ds t
oR
esea
rch-
base
d co
ncep
ts a
nd c
ritic
alw
orki
ng in
par
tner
ship
with
oth
ers.
achi
eve
chan
ge,
mai
ntai
n st
abili
ty,
expl
anat
ions
fro
m s
ocia
l wor
k th
eory
and
prom
ote
inde
pend
ence
and
impr
ove
life
othe
r di
scip
lines
tha
t co
ntrib
ute
to t
heB
ring
wor
k to
an
effe
ctiv
e co
nclu
sion
,op
port
uniti
es.
know
ledg
e ba
se o
f so
cial
wor
k, in
clud
ing
taki
ng a
ccou
nt o
f th
e im
plic
atio
ns f
orth
eir
relia
bilit
y an
d ho
w t
hey
are
appl
ied.
ever
yone
invo
lved
.R
egul
arly
mon
itor,
reco
rd,
revi
ew a
nd
eval
uate
cha
nges
in c
ircum
stan
ces
and
adap
t pl
ans
to t
ake
acco
unt
of t
hese
chan
ges.
Red
uce
cont
act
and
with
draw
appr
opria
tely
fro
m r
elat
ions
hips
.
2: P
lan,
car
ry o
ut, r
evie
w a
nd e
valu
ate
soci
al w
ork
pra
ctic
e w
ith
ind
ivid
uals
, fam
ilies
, car
ers,
gro
ups,
co
mm
unit
ies
and
oth
er p
rofe
ssio
nals
31
The framework for
Social Workeducation in Scotland
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Pro
duc
ing
,A
ppro
ache
s an
d m
etho
ds o
f in
terv
entio
n in
Mak
e de
cisi
ons,
set
goa
ls a
nd d
evel
opN
egot
iate
with
oth
ers
the
serv
ices
and
imp
lem
enti
ng a
nda
rang
e of
com
mun
ity-b
ased
set
tings
spec
ific
plan
s to
ach
ieve
the
se,
taki
ngre
sour
ces
that
will
be
incl
uded
in p
lans
.ev
alua
ting
pla
ns w
ith
incl
udin
g gr
oup
care
.ac
coun
t of
rel
evan
t fa
ctor
s in
clud
ing
code
sin
div
idua
ls, f
amili
es,
of p
ract
ice,
eth
ical
gui
delin
es,
prof
essi
onal
Iden
tify
and
reco
rd r
espo
nsib
ilitie
s an
dca
rers
, gro
ups,
F
acto
rs g
uidi
ng t
he c
hoic
e an
d ev
alua
tion
guid
ance
and
legi
slat
ive
requ
irem
ents
.ac
tions
to
be t
aken
, de
velo
ping
and
com
mun
itie
s an
dof
inte
rven
tions
in d
iffer
ent
circ
umst
ance
s.re
cord
ing
plan
s ba
sed
on t
hese
.co
lleag
ues
Con
sult
activ
ely
with
oth
er p
eopl
e,T
he n
atur
e an
d ch
arac
teris
tics
of e
ffect
ive
incl
udin
g pe
ople
who
use
ser
vice
s an
dC
arry
out
the
ir ow
n re
spon
sibi
litie
s an
ddi
rect
and
indi
rect
pra
ctic
e sk
ills,
with
ath
eir
care
rs,
who
hav
e re
leva
nt e
xper
ienc
e,
mon
itor,
co-o
rdin
ate
and
supp
ort
the
rang
e of
peo
ple
who
use
ser
vice
s an
d in
ain
form
atio
n or
exp
ertis
e.ac
tions
of
othe
rs in
volv
ed in
put
ting
plan
sva
riety
of
setti
ngs
incl
udin
g gr
oup
care
.in
to p
ract
ice.
App
ly e
thic
al p
rinci
ples
and
pra
ctic
escr
itica
lly w
hen
plan
ning
pro
blem
-sol
ving
Reg
ular
ly r
evie
w t
he e
ffect
iven
ess
ofac
tiviti
es.
plan
s w
ith t
he p
eopl
e in
volv
ed.
Ren
egot
iate
and
rev
ise
plan
s to
mee
tch
angi
ng n
eeds
and
circ
umst
ance
s.
32
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Dev
elo
pin
g n
etw
ork
s to
The
cur
rent
ran
ge a
nd a
ppro
pria
tene
ss o
fD
evel
op e
ffect
ive
help
ing
rela
tions
hips
and
With
indi
vidu
als,
fam
ilies
, ca
rers
, gr
oups
,m
eet
asse
ssed
nee
ds
stat
utor
y, v
olun
tary
and
priv
ate
agen
cies
part
ners
hips
with
oth
er in
divi
dual
s, g
roup
sco
mm
uniti
es a
nd o
ther
s, id
entif
y, e
xplo
rean
d p
lann
ed o
utco
mes
prov
idin
g co
mm
unity
-bas
ed,
dayc
are,
and
orga
nisa
tions
tha
t br
ing
abou
t ch
ange
and
eval
uate
sup
port
net
wor
ks t
hat
can
resi
dent
ial a
nd o
ther
ser
vice
s an
d th
ean
d ac
hiev
e pl
anne
d ou
tcom
es.
be a
cces
sed
and
deve
lope
d.or
gani
satio
nal s
yste
ms
with
in t
hese
.C
onsu
lt ac
tivel
y w
ith o
ther
s, in
clud
ing
Wor
k in
par
tner
ship
with
indi
vidu
als,
The
sig
nific
ance
of
inte
rrel
atio
nshi
ps w
ithpe
ople
who
use
ser
vice
s an
d th
eir
care
rs,
fam
ilies
, ca
rers
, gr
oups
, co
mm
uniti
es a
ndot
her
soci
al s
ervi
ces,
esp
ecia
lly e
duca
tion,
who
hav
e re
leva
nt e
xper
ienc
e, in
form
atio
not
hers
to
deve
lop
and
mai
ntai
n su
ppor
tho
usin
g, h
ealth
, cr
imin
al ju
stic
e, in
com
eor
exp
ertis
e.ne
twor
ks.
mai
nten
ance
and
oth
er s
ervi
ces
prov
ided
by
par
tner
s.N
egot
iate
goa
ls a
nd p
lans
with
oth
ers,
Con
trib
ute
to t
he d
evel
opm
ent,
anal
ysin
g an
d de
alin
g cr
eativ
ely
with
mai
nten
ance
and
eva
luat
ion
of in
tegr
ated
hum
an,
orga
nisa
tiona
l and
str
uctu
ral
supp
ort
netw
orks
and
ser
vice
s.ba
rrie
rs t
o ch
ange
.In
par
tner
ship
with
oth
ers,
man
age
Cha
lleng
e ot
hers
whe
n ne
cess
ary,
in w
ays
com
plex
asp
ects
of
depe
nden
cy a
nd,
that
are
mos
t lik
ely
to p
rodu
ce p
ositi
vew
here
app
ropr
iate
, pr
ovid
e di
rect
car
eou
tcom
es.
and
pers
onal
sup
port
in e
very
day
livin
gsi
tuat
ions
.
2: P
lan,
car
ry o
ut, r
evie
w a
nd e
valu
ate
soci
al w
ork
pra
ctic
e w
ith
ind
ivid
uals
, fam
ilies
, car
ers,
gro
ups,
co
mm
unit
ies
and
oth
er p
rofe
ssio
nals
33
The framework for
Social Workeducation in Scotland
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Wo
rkin
g w
ith
gro
ups
toT
he r
elev
ance
of
soci
olog
ical
and
Invo
lve
user
s of
soc
ial w
ork
serv
ices
and
,Id
entif
y op
port
uniti
es t
o su
ppor
t ex
istin
gp
rom
ote
cho
ice
and
crim
inol
ogic
al p
ersp
ectiv
es t
ow
here
app
ropr
iate
the
ir ca
rers
, in
way
s th
atgr
oups
and
to
help
new
gro
ups
toin
dep
end
ent
livin
gun
ders
tand
ing
soci
etal
and
str
uctu
ral
incr
ease
the
ir re
sour
ces,
cap
acity
and
deve
lop.
influ
ence
s on
hum
an b
ehav
iour
at
pow
er t
o in
fluen
ce f
acto
rs a
ffect
ing
thei
rin
divi
dual
, gr
oup
and
com
mun
ity le
vels
.liv
es a
nd p
rom
ote
soci
al in
clus
ion.
Use
gro
up p
rogr
amm
es,
proc
esse
s an
ddy
nam
ics
to im
prov
e th
e sk
ills
of g
roup
Soc
ial s
cien
ce t
heor
ies
expl
aini
ng g
roup
Iden
tify
and
use
oppo
rtun
ities
for
mem
bers
and
to
prom
ote
wel
l-bei
ng,
and
orga
nisa
tiona
l beh
avio
ur,
adap
tatio
npu
rpos
eful
and
sup
port
ive
com
mun
icat
ion
choi
ce,
pote
ntia
l, di
gnity
and
and
chan
ge.
with
peo
ple
who
use
ser
vice
s w
ithin
the
irin
depe
nden
ce.
ever
yday
livi
ng s
ituat
ions
.H
elp
grou
ps t
o ac
hiev
e pl
anne
d ou
tcom
esfo
r th
eir
mem
bers
and
to
eval
uate
the
valu
e an
d ap
prop
riate
ness
of
thei
r w
ork.
Eng
age
in,
and
dise
ngag
e fr
om,
grou
psap
prop
riate
ly a
nd in
a p
lann
ed w
ay.
34
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Tack
ling
beh
avio
urT
he c
ompl
ex r
elat
ions
hips
bet
wee
n ju
stic
e,H
elp
peop
le t
o ga
in,
rega
in o
r m
aint
ain
Take
pro
mpt
act
ion
to d
eal w
ithw
hich
pre
sent
s a
risk
to
care
and
con
trol
in s
ocia
l wel
fare
and
cont
rol o
f th
eir
own
affa
irs,
inso
far
as t
his
isbe
havi
our
or s
ituat
ions
tha
t pr
esen
t a
risk
ind
ivid
uals
, fam
ilies
,co
mm
unity
just
ice
and
the
prac
tical
and
com
patib
le w
ith t
heir
own
or o
ther
s’sa
fety
, to
peo
ple
who
use
ser
vice
s, t
heir
care
rs,
care
rs, g
roup
s,et
hica
l effe
cts
of t
hese
.w
ell-b
eing
and
rig
hts.
colle
ague
s or
the
wid
er p
ublic
.co
mm
unit
ies
and
the
wid
er p
ublic
Soc
ial w
orke
rs’r
oles
as
stat
utor
y ag
ents
Use
bot
h ve
rbal
and
non
-ver
bal c
ues
toW
ork
with
indi
vidu
als,
fam
ilies
, ca
rers
,w
ith d
utie
s an
d re
spon
sibi
litie
s to
pro
tect
guid
e in
terp
reta
tion
of b
ehav
iour
and
to
grou
ps,
com
mun
ities
and
oth
ers
to:
the
publ
ic a
nd u
phol
d th
e la
w.
asse
ss r
isk.
•id
entif
y an
d ev
alua
te s
ituat
ions
and
circ
umst
ance
s th
at m
ay in
crea
seM
odel
s an
d m
etho
ds o
f as
sess
men
t, th
eP
lan
for
and
man
age
situ
atio
ns in
whi
chris
ks;
and
use
of r
elev
ant
rese
arch
, se
lect
ion
and
ther
e is
a s
igni
fican
t el
emen
t of
ris
k.•
redu
ce o
r co
ntai
n th
e th
e le
vel o
f th
ose
test
ing
of r
elev
ant
info
rmat
ion,
the
nat
ure
risks
.of
pro
fess
iona
l jud
gem
ent
and
the
proc
esse
s of
ris
k as
sess
men
t an
dP
lan,
man
age
and
reco
rd in
terv
entio
nm
anag
emen
t.de
sign
ed t
o ch
ange
the
iden
tifie
d ris
kbe
havi
our
posi
tivel
y.
2: P
lan,
car
ry o
ut, r
evie
w a
nd e
valu
ate
soci
al w
ork
pra
ctic
e w
ith
ind
ivid
uals
, fam
ilies
, car
ers,
gro
ups,
co
mm
unit
ies
and
oth
er p
rofe
ssio
nals
The framework for
Social Workeducation in Scotland
35
3: A
sses
s an
d m
anag
e ri
sk t
o in
div
idua
ls, f
amili
es, c
arer
s, g
roup
s, c
om
mun
itie
s, s
elf
and
co
lleag
ues
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Ass
essi
ng a
nd m
anag
ing
The
con
cept
s of
rig
hts,
res
pons
ibili
ty,
Ana
lyse
the
nat
ure
of r
isks
and
pot
entia
l for
Iden
tify,
ass
ess
and
reco
rd t
he n
atur
e of
risk
s to
ind
ivid
uals
,fr
eedo
m,
auth
ority
and
pow
er a
ssoc
iate
dha
rm a
ssoc
iate
d w
ith t
he c
ircum
stan
ces
risk,
its
serio
usne
ss a
nd t
he h
arm
tha
t it
fam
ilies
, car
ers,
gro
ups
with
the
pra
ctic
e of
soc
ial w
orke
rs a
san
d na
ture
of
plan
ned
inte
rven
tions
.m
ay c
ause
.an
d c
om
mun
itie
sm
oral
and
sta
tuto
ry a
gent
s.U
nder
take
pra
ctic
e in
a w
ay t
hat
trie
s to
Bal
ance
the
rig
hts
and
resp
onsi
bilit
ies
ofS
ocia
l wor
kers
’rol
es a
s st
atut
ory
agen
tspr
otec
t th
e sa
fety
of
ever
yone
invo
lved
indi
vidu
als,
fam
ilies
, ca
rers
, gr
oups
and
with
dut
ies
and
resp
onsi
bilit
ies
to p
rote
ctw
hils
t pr
omot
ing
the
wel
l-bei
ng o
f pe
ople
com
mun
ities
with
the
ass
ocia
ted
risks
to
the
publ
ic a
nd u
phol
d th
e la
w.
who
use
ser
vice
s.th
em o
r th
e w
ider
pub
lic.
Up-
to-d
ate
legi
slat
ion
defin
ing
the
right
sM
anag
e ris
k to
indi
vidu
als,
fam
ilies
, of
peo
ple,
esp
ecia
lly m
easu
res
desi
gned
ca
rers
, gr
oups
and
com
mun
ities
and
the
to
tac
kle
all f
orm
s of
dis
crim
inat
ion.
wid
er p
ublic
ove
r tim
e, r
egul
arly
mon
itorin
g an
d re
-ass
essi
ng p
riorit
ies
The
nat
ure
of r
isks
and
har
m a
ssoc
iate
dan
d ac
tions
with
the
m.
with
inte
rven
tion
in t
he li
ves
ofvu
lner
able
, da
nger
ous
or s
ocia
llyex
clud
ed in
divi
dual
s an
d gr
oups
.
Ass
essi
ng a
nd m
anag
ing
The
com
plex
rel
atio
nshi
ps b
etw
een
Pra
ctis
e in
way
s th
at m
axim
ise
safe
ty a
ndA
sses
s, a
naly
se a
nd r
ecor
d po
tent
ial r
isk
risk
s to
sel
f an
dju
stic
e, c
are
and
cont
rol i
n so
cial
wel
fare
effe
ctiv
enes
s, e
spec
ially
in s
ituat
ions
of
to t
hem
selv
es a
nd c
olle
ague
s.co
lleag
ues
and
com
mun
ity ju
stic
e an
d th
e pr
actic
alun
cert
aint
y or
if t
here
is in
com
plet
ean
d et
hica
l effe
cts
of t
hese
.in
form
atio
n.W
ork
with
in t
he r
isk
asse
ssm
ent
and
man
agem
ent
proc
edur
es o
f th
eir
own
The
nat
ure
of r
isks
and
har
m a
ssoc
iate
dR
evie
w in
tent
ions
and
act
ions
in t
he li
ght
ofan
d ot
her
rele
vant
org
anis
atio
ns a
ndw
ith in
terv
entio
n in
the
live
s of
vul
nera
ble
expe
cted
and
uni
nten
ded
cons
eque
nces
.pr
ofes
sion
s.or
soc
ially
exc
lude
d in
divi
dual
s an
dgr
oups
.P
lan,
mon
itor,
revi
ew a
nd r
ecor
dou
tcom
es a
nd a
ctio
ns t
aken
to
min
imis
eris
k, s
tres
s an
d ha
rm.
36
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Eva
luat
ing
and
usi
ngT
he c
hara
cter
istic
s an
d ev
iden
ce o
f th
eA
sses
s th
e re
lativ
e st
reng
th,
appl
icab
ility
R
evie
w a
nd r
egul
arly
upd
ate
thei
r ow
nup
-to
-dat
e kn
ow
led
ge
of,
ef
fect
iven
ess
of s
ocia
l wor
k pr
actic
e in
aan
d im
plic
atio
ns o
f co
ntra
stin
g th
eorie
s,kn
owle
dge
of r
elev
ant
legi
slat
ion,
pol
icy
and
res
earc
h in
to,
rang
e of
com
mun
ity-b
ased
and
expl
anat
ions
, re
sear
ch,
polic
ies,
pro
cedu
res
guid
elin
es,
serv
ice
stan
dard
s an
dso
cial
wo
rk p
ract
ice
orga
nisa
tiona
l set
tings
incl
udin
g gr
oup
care
.an
d m
etho
ds o
f in
terv
entio
n.pr
oced
ural
fra
mew
orks
.
Fac
tors
influ
enci
ng c
hang
es in
pra
ctic
eE
mpl
oy u
nder
stan
ding
of
hum
an b
ehav
iour
Loca
te,
unde
rsta
nd a
nd c
ritic
ally
eva
luat
ew
ithin
sta
tuto
ry,
volu
ntar
y an
d pr
ivat
e se
ctor
and
inte
ntio
n at
soc
ieta
l, or
gani
satio
nal,
rese
arch
fin
ding
s an
d lit
erat
ure
that
isse
rvic
es.
com
mun
ity,
inte
r-pe
rson
al a
ndre
leva
nt t
o so
cial
wor
k pr
actic
e.in
tra-
pers
onal
leve
ls.
Rel
evan
t so
cial
res
earc
h an
d ev
alua
tion
Use
pro
fess
iona
l and
org
anis
atio
nal
met
hodo
logi
es.
Mon
itor
situ
atio
ns,
revi
ew p
roce
sses
and
su
perv
isio
n an
d su
ppor
t to
res
earc
h,
reco
rd a
nd e
valu
ate
outc
omes
.cr
itica
lly a
naly
se,
and
revi
ew t
heT
he p
lace
the
oret
ical
per
spec
tives
and
evid
ence
bas
e fo
r ef
fect
ive
prac
tice.
evid
ence
fro
m in
tern
atio
nal r
esea
rch
has
inU
nder
take
crit
ical
enq
uiry
and
rev
iew
rel
evan
tas
sess
men
t an
d de
cisi
on-m
akin
g pr
oces
ses
liter
atur
e, d
raw
ing
evid
ence
d co
nclu
sion
sIm
plem
ent
know
ledg
ed-b
ased
soc
ial w
ork
from
the
dat
a.ap
proa
ches
and
met
hods
to
deve
lop
and
impr
ove
thei
r ow
n pr
actic
e.
4: D
emo
nstr
ate
pro
fess
iona
l co
mp
eten
ce in
so
cial
wo
rk p
ract
ice
37
The framework for
Social Workeducation in Scotland
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Wo
rkin
g w
ithi
n ag
reed
The
nat
ure,
his
toric
al d
evel
opm
ent
and
Rec
ogni
se a
nd w
ork
with
the
com
plex
ten
sion
sW
ork
at a
ll tim
es w
ithin
the
pro
fess
iona
lst
and
ard
s o
f so
cial
wo
rkap
plic
atio
n of
soc
ial w
ork
valu
es a
nd c
odes
and
links
bet
wee
n in
tra-
pers
onal
and
code
s of
pra
ctic
e, e
thic
al p
rinci
ples
and
p
ract
ice
of p
ract
ice.
inte
r-pe
rson
al p
roce
sses
and
the
wid
erse
rvic
e st
anda
rds
that
und
erpi
n hi
gh-
soci
al,
lega
l, ec
onom
ic,
polit
ical
and
cul
tura
lqu
ality
soc
ial w
ork
prac
tice.
The
pro
cess
es o
f re
flect
ion
and
eval
uatio
n,co
ntex
t of
peo
ple’
s liv
es.
incl
udin
g fa
mili
arity
with
the
ran
ge a
ndE
xerc
ise
and
just
ify t
heir
prof
essi
onal
sign
ifica
nce
of a
ppro
ache
s fo
r ev
alua
ting
Ana
lyse
and
tak
e ac
coun
t of
the
impa
ct o
fju
dgem
ent.
wel
fare
out
com
es.
ineq
ualit
y, d
iscr
imin
atio
n an
d so
cial
excl
usio
n in
wor
k w
ith p
eopl
e in
a w
ide
Use
app
ropr
iate
ass
ertiv
enes
s in
The
sig
nific
ance
of
legi
slat
ive
and
lega
lra
nge
of c
onte
xts
and
prob
lem
situ
atio
ns.
just
ifyin
g pr
ofes
sion
al d
ecis
ions
and
fram
ewor
ks,
serv
ice
stan
dard
s, p
ract
ice
upho
ldin
g so
cial
wor
k pr
actic
e va
lues
.gu
idel
ines
and
cod
es o
f pr
actic
e.
Wor
k in
an
open
way
and
be
able
to
just
ify t
heir
own
actio
ns w
ithin
acc
epte
dC
ritic
ally
ref
lect
on
thei
r pr
actic
e an
dT
he n
atur
e of
lega
l aut
horit
y, t
he a
pplic
atio
net
hica
l and
pro
fess
iona
l sta
ndar
ds.
perf
orm
ance
and
mod
ify t
hese
as
a re
sult.
of le
gisl
atio
n in
pra
ctic
e, s
tatu
tory
resp
onsi
bilit
y an
d co
nflic
ts b
etw
een
stat
ute,
po
licy
and
prac
tice.
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Und
erst
and
ing
and
Asp
ects
of
philo
soph
ical
eth
ics
that
are
Ana
lyse
the
impa
ct o
f in
just
ice,
soc
ial i
nequ
ality
Iden
tify,
und
erst
and
and
criti
cally
man
agin
g c
om
ple
x re
leva
nt t
o un
ders
tand
ing
and
atte
mpt
ing
toan
d op
pres
sion
.ev
alua
te e
thic
al is
sues
, di
lem
mas
and
et
hica
l iss
ues,
dile
mm
asre
solv
e va
lue
dile
mm
as a
nd c
onfli
cts
in b
oth
conf
licts
affe
ctin
g th
eir
prac
tice.
and
co
nflic
tsin
ter-
pers
onal
and
pro
fess
iona
l con
text
s.C
halle
nge
indi
vidu
al,
inst
itutio
nal a
nd s
truc
tura
ldi
scrim
inat
ion
in c
onst
ruct
ive
way
s.D
evis
e ef
fect
ive
stra
tegi
es t
o de
al w
ithK
now
ledg
e of
equ
al o
ppor
tuni
ties
and
anti-
ethi
cal i
ssue
s, d
ilem
mas
and
con
flict
s.di
scrim
inat
ory
legi
slat
ion
and
polic
y.A
naly
se a
nd h
andl
e et
hica
l dile
mm
as a
nd
conf
licts
to
prod
uce
clea
r, ac
coun
tabl
eA
ct a
ppro
pria
tely
, ev
en in
unc
erta
in a
ndF
acto
rs in
fluen
cing
the
effe
ctiv
enes
s of
outc
omes
.am
bigu
ous
circ
umst
ance
s an
d cr
itica
llyco
nflic
t re
solu
tion
in d
iffer
ent
setti
ngs.
refle
ct o
n, a
nd le
arn
from
, th
e ou
tcom
es.
Rev
iew
eth
ical
dec
isio
ns a
nd r
efle
ct a
ccur
atel
yon
fac
tors
tha
t in
fluen
ce d
ecis
ion-
mak
ing
Pro
mo
ting
bes
t so
cial
Link
s be
twee
n th
e co
nten
t of
diff
eren
t co
des
Ref
lect
crit
ical
ly o
n th
eir
own
cond
uct
and
Con
trib
ute
to p
olic
y an
d pr
actic
e re
view
wo
rk p
ract
ice,
ad
apti
ngde
finin
g et
hica
l pra
ctic
e an
d th
e re
gula
tion
ofpr
actic
e, id
entif
ying
the
nee
d fo
r ch
ange
and
deve
lopm
ent.
po
siti
vely
to
cha
nge
prof
essi
onal
con
duct
.A
naly
se a
nd r
espo
nd p
ositi
vely
and
fle
xibl
yU
se s
uper
visi
on,
toge
ther
with
oth
er
The
effe
ctiv
e m
anag
emen
t of
pot
entia
lto
cha
nges
in t
he d
eman
d fo
r, co
ntex
t,or
gani
satio
nal a
nd p
rofe
ssio
nal s
yste
ms,
conf
licts
cre
ated
by
code
s an
d va
lues
hel
d se
tting
and
org
anis
atio
n of
, se
rvic
es.
to in
fluen
ce c
ours
es o
f ac
tion
whe
reby
diff
eren
t pr
ofes
sion
al g
roup
s.pr
actic
e fa
lls b
elow
the
sta
ndar
dsC
halle
nge
unac
cept
able
pra
ctic
es in
are
quire
d.T
he p
ositi
on o
f co
ntem
pora
ry s
ocia
l wor
kre
spon
sibl
e m
anne
r.w
ithin
his
toric
al a
nd c
ompa
rativ
eW
ork
with
col
leag
ues
in r
elat
edpe
rspe
ctiv
es,
incl
udin
g E
urop
ean
and
prof
essi
ons
to d
evel
op a
nd f
urth
erin
tern
atio
nal c
onte
xts.
inte
grat
e se
rvic
es.
The
nat
ure
of c
hang
e, it
s si
gnifi
canc
e fo
rth
ose
invo
lved
and
the
cha
ract
eris
tics
ofef
fect
ive
chan
ge m
anag
emen
t.
38
4: D
emo
nstr
ate
pro
fess
iona
l co
mp
eten
ce in
so
cial
wo
rk p
ract
ice
39
The framework for
Social Workeducation in Scotland
5: M
anag
e an
d be
acc
ount
able
, with
sup
ervi
sion
and
sup
port
, for
the
ir ow
n so
cial
wor
k pr
actic
e w
ithin
the
ir or
gani
satio
n
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Man
agin
g o
ne’s
ow
n T
he r
elat
ions
hip
betw
een
agen
cy p
olic
ies,
Incr
ease
the
ir le
arni
ng a
nd u
nder
stan
ding
Man
age
and
prio
ritis
e th
eir
wor
kloa
d w
ork
in a
n ac
coun
tab
le
lega
l req
uire
men
ts,
ethi
cal p
rinci
ples
and
with
an
appr
opria
te d
egre
e of
with
in o
rgan
isat
iona
l pol
icie
s an
d ch
angi
ng
way
prof
essi
onal
bou
ndar
ies
in s
hapi
ngin
depe
nden
ce.
dem
ands
.th
e na
ture
of
serv
ices
.Id
entif
y an
d ke
ep u
nder
rev
iew
per
sona
lC
arry
out
dut
ies
acco
unta
bly,
usi
ng
The
sig
nific
ance
of
mod
ern
com
mun
icat
ion
and
prof
essi
onal
bou
ndar
ies.
prof
essi
onal
judg
emen
t an
d kn
owle
dge-
an
d in
form
atio
n te
chno
logi
es in
pla
nnin
g an
dba
sed
soci
al w
ork
prac
tice.
man
agin
g w
ork
prog
ram
mes
.M
anag
e un
cert
aint
y, c
hang
e an
d st
ress
in w
ork
situ
atio
ns,
usin
g ap
prop
riate
sup
port
.M
onito
r an
d ev
alua
te t
he
The
nat
ure,
cha
ract
eris
tics
and
boun
darie
sap
prop
riate
ness
and
effe
ctiv
enes
s of
of
pro
fess
iona
l act
ivity
and
judg
emen
t.H
andl
e in
ter-
pers
onal
and
intr
a-pe
rson
alth
eir
prog
ram
mes
of
wor
k in
mee
ting
conf
lict
cons
truc
tivel
y.th
e ne
eds
of in
divi
dual
s, f
amili
es,
The
cha
ract
eris
tics
of e
ffect
ive
wor
kloa
dca
rers
, gr
oups
and
com
mun
ities
and
man
agem
ent
and
proj
ect
plan
ning
. m
eetin
g or
gani
satio
nal r
equi
rem
ents
.
Use
pro
fess
iona
l and
man
ager
ial
supe
rvis
ion
and
supp
ort
to im
prov
e th
eir
prac
tice.
Taki
ng r
esp
ons
ibili
ty f
or
The
impo
rtan
ce o
f cr
itica
l ref
lect
ion
and
self-
Ref
lect
on
and
chan
ge t
heir
prof
essi
onal
Usi
ng s
uper
visi
on,
cons
ulta
ncy
and
one
’s o
wn
cont
inui
ngm
onito
ring
in d
efin
ing
new
per
sona
l lea
rnin
gbe
havi
our
in t
he li
ght
of g
row
ing
expe
rienc
e.pr
ofes
sion
al s
uppo
rt,
take
act
ion
top
rofe
ssio
nal
plan
s.id
entif
y an
d m
eet
thei
r co
ntin
uing
d
evel
op
men
tTa
ke r
espo
nsib
ility
for
the
ir ow
n fu
rthe
rpr
ofes
sion
al d
evel
opm
ent
need
s.an
d co
ntin
uing
acq
uisi
tion
of k
now
ledg
ean
d sk
ills.
Con
trib
ute
appr
opria
tely
to
the
cont
inui
ng e
duca
tion
of o
ther
s.M
ake
a po
sitiv
e co
ntrib
utio
n to
the
con
tinui
nged
ucat
ion
of c
olle
ague
s.
40
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Co
ntri
but
ing
to
the
The
con
trib
utio
n of
diff
eren
t ap
proa
ches
to
Use
info
rmat
ion
and
com
mun
icat
ions
Con
trib
ute
to m
onito
ring
the
outc
omes
, m
anag
emen
t o
f im
prov
ing
man
agem
ent,
lead
ersh
ip a
ndte
chno
logy
met
hods
and
tec
hniq
ues
for
qual
ity a
nd c
ost
effe
ctiv
enes
s of
re
sour
ces
and
ser
vice
squ
ality
enh
ance
men
t in
pub
lic a
nda
varie
ty o
f pu
rpos
es in
clud
ing
prof
essi
onal
serv
ices
in m
eetin
g ne
ed.
inde
pend
ent
soci
al s
ervi
ces.
com
mun
icat
ion,
dat
a st
orag
e an
d re
trie
val,
info
rmat
ion
sear
chin
g an
d re
sour
ceC
ontr
ibut
e to
the
pro
cess
es in
volv
ed in
Mod
ern
com
mun
icat
ion
and
info
rmat
ion
man
agem
ent.
purc
hasi
ng a
nd c
omm
issi
onin
g se
rvic
este
chno
logy
, es
peci
ally
man
agem
ent
and
setti
ng a
nd m
aint
aini
ng s
ervi
ce
info
rmat
ion
syst
ems,
and
the
ir ap
plic
atio
n to
Cal
cula
te,
anal
yse
figur
es a
nd in
terp
ret
data
inst
anda
rds.
serv
ice
deliv
ery.
both
sta
tistic
al a
nd f
inan
cial
con
text
s.C
ontr
ibut
e to
pro
cedu
res
for
man
agin
gB
asic
sta
tistic
al,
reso
urce
man
agem
ent
and
and
shar
ing
info
rmat
ion.
budg
etar
y pr
oced
ures
and
tec
hniq
ues.
Man
agin
g, p
rese
ntin
gT
he s
tatu
tory
bas
is o
f re
port
s an
d th
eW
rite
accu
rate
ly a
nd c
lear
ly in
sty
les
that
are
Mai
ntai
n ac
cura
te,
com
plet
e,
and
sha
ring
rec
ord
s an
dre
quire
men
t to
sha
re t
hese
with
rel
evan
tad
apte
d to
the
aud
ienc
e, p
urpo
se a
ndac
cess
ible
and
up-
to-d
ate
reco
rds
and
rep
ort
spa
rtie
s.co
ntex
t of
the
com
mun
icat
ion.
repo
rts.
Lega
l req
uire
men
ts r
elat
ing
to d
ata
Pre
sent
con
clus
ions
ver
bally
and
on
pape
r, in
Pro
vide
cle
ar e
vide
nce
for
judg
emen
ts
prot
ectio
n an
d th
e rig
hts
of c
itize
ns t
o ha
vea
stru
ctur
ed f
orm
tha
t is
app
ropr
iate
to
the
and
deci
sion
s.ac
cess
to
info
rmat
ion
held
abo
ut t
hem
.au
dien
ce f
or w
hich
the
se h
ave
been
prep
ared
.Im
plem
ent
lega
l and
pol
icy
fram
ewor
ksT
he u
se o
f co
mm
unic
atio
n an
d in
form
atio
nfo
r ac
cess
to
reco
rds
and
repo
rts
and
tech
nolo
gy in
pre
parin
g re
port
s an
d sh
arin
gS
ynth
esis
e in
form
atio
n an
d lin
es o
f en
quiry
the
prot
ectio
n of
dat
a.an
d st
orin
g of
ficia
l inf
orm
atio
n.an
d su
stai
n de
taile
d re
ason
ing
at le
ngth
and
over
tim
e.S
hare
rec
ords
with
indi
vidu
als,
fam
ilies
, ca
rers
, gr
oups
and
com
mun
ities
with
inle
gal a
nd e
thic
al g
uide
lines
and
requ
irem
ents
.
5: M
anag
e an
d be
acc
ount
able
, with
sup
ervi
sion
and
sup
port
, for
the
ir ow
n so
cial
wor
k pr
actic
e w
ithin
the
ir or
gani
satio
n
41
The framework for
Social Workeducation in Scotland
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Pre
par
ing
fo
r, an
d t
akin
gT
he n
atur
e an
d ch
arac
teris
tics
of d
ecis
ion-
Com
mun
icat
e cl
early
, ac
cura
tely
and
pre
cise
lyP
repa
re r
epor
ts a
nd d
ocum
ents
for
p
art
in, d
ecis
ion-
mak
ing
mak
ing
in a
var
iety
of
setti
ngs.
(bot
h ve
rbal
ly a
nd in
writ
ing)
with
indi
vidu
als
deci
sion
-mak
ing
foru
ms
such
as
cour
ts,
foru
ms
and
grou
ps in
a r
ange
of
form
al a
nd in
form
alhe
arin
gs,
trib
unal
s, a
djud
icat
ions
and
cas
e T
he c
ompl
ex r
elat
ions
hips
bet
wee
n pu
blic
,si
tuta
tions
.co
nfer
ence
s.so
cial
and
pol
itica
l phi
loso
phie
s, p
olic
ies
and
prio
ritie
s an
d th
e or
gani
satio
n an
d pr
actic
e of
Mak
e ef
fect
ive
prep
arat
ion
for
mee
tings
and
Wor
k w
ith in
divi
dual
s, f
amili
es,
care
rs,
soci
al w
ork.
lead
the
m in
a p
rodu
ctiv
e w
ay.
grou
ps a
nd c
omm
uniti
es t
o se
lect
the
be
st f
orm
s of
rep
rese
ntat
ion
and
Issu
es a
nd t
rend
s in
mod
ern
publ
ic a
ndF
ollo
w a
nd d
evel
op li
nes
of a
rgum
ent
and
invo
lvem
ent
in d
ecis
ion-
mak
ing.
soci
al p
olic
y an
d th
eir
rela
tions
hip
toev
alua
te t
he v
iew
poin
ts o
f, an
d ev
iden
ceco
ntem
pora
ry p
ract
ice
and
serv
ice
deliv
ery.
pr
esen
ted
by,
othe
rs.
Pre
sent
evi
denc
e to
dec
isio
n-m
akin
g fo
rum
s an
d he
lp in
divi
dual
s, f
amili
es,
Fac
tors
tha
t in
hibi
t ef
fect
ive
part
icip
atio
n in
care
rs,
grou
ps a
nd c
omm
uniti
es t
o de
cisi
on-m
akin
g in
diff
eren
t se
tting
s.un
ders
tand
the
pro
cedu
res
invo
lved
an
d th
e po
ssib
le a
nd a
ctua
l out
com
es.
Hel
p in
divi
dual
s, f
amili
es,
care
rs,
grou
psan
d co
mm
uniti
es t
o be
invo
lved
appr
opria
tely
in d
ecis
ion-
mak
ing
foru
ms.
42
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Wo
rkin
g e
ffec
tive
ly w
ith
Rel
atio
nshi
ps b
etw
een
agen
cy p
olic
ies,
lega
lF
unct
ion
effe
ctiv
ely
with
in a
fra
mew
ork
ofD
evel
op,
mai
ntai
n an
d re
view
effe
ctiv
e p
rofe
ssio
nals
wit
hin
and
regu
lato
ry r
equi
rem
ents
and
com
plex
acc
ount
abili
ty t
o pe
ople
who
use
wor
king
rel
atio
nshi
ps w
ithin
and
acr
oss
inte
gra
ted
, mul
ti-
prof
essi
onal
bou
ndar
ies
in s
hapi
ng t
he
serv
ices
, ag
enci
es,
the
publ
ic a
nd o
ther
s.ag
ency
bou
ndar
ies.
dis
cip
linar
y an
d o
ther
natu
re o
f se
rvic
es p
rovi
ded
in in
ter-
serv
ice
sett
ing
sdi
scip
linar
y co
ntex
ts.
Und
erst
and
and
take
acc
ount
of
the
view
s of
Con
trib
ute
to id
entif
ying
and
agr
eein
g ot
hers
who
are
invo
lved
in c
olla
bora
tive
wor
k.th
e go
als,
obj
ectiv
es,
wor
king
Is
sues
ass
ocia
ted
with
wor
king
acr
oss
proc
edur
es a
nd d
urat
ion
of p
rofe
ssio
nal
prof
essi
onal
bou
ndar
ies
and
with
diff
eren
tA
naly
se a
nd w
ork
with
the
fac
tors
tha
t in
hibi
tgr
oups
and
to
eval
uatin
g th
eir
disc
iplin
es.
inte
grat
ed w
orki
ng a
cros
s di
scip
line,
effe
ctiv
enes
s.pr
ofes
sion
al a
nd a
genc
y bo
unda
ries.
Fac
tors
and
pro
cess
es f
acili
tatin
g ef
fect
ive
Wor
k ef
fect
ivel
y w
ith o
ther
s in
se
rvic
e in
tegr
atio
n, in
ter-
agen
cy
deliv
erin
g in
tegr
ated
and
mul
ti-co
llabo
ratio
n an
d pa
rtne
rshi
p.di
scip
linar
y se
rvic
es.
Dea
l con
stru
ctiv
ely
with
dis
agre
emen
tsan
d co
nflic
t w
ithin
wor
k re
latio
nshi
ps.
5: M
anag
e an
d be
acc
ount
able
, with
sup
ervi
sion
and
sup
port
, for
the
ir ow
n so
cial
wor
k pr
actic
e w
ithin
the
ir or
gani
satio
n
43
The framework for
Social Workeducation in Scotland
6: S
upp
ort
ind
ivid
uals
to
rep
rese
nt a
nd m
anag
e th
eir
need
s, v
iew
s an
d c
ircu
mst
ance
s
To a
chie
ve t
he h
ono
urs
deg
ree,
Ho
nour
s g
rad
uate
s in
so
cial
wo
rkO
n su
cces
sful
ly c
om
ple
ting
the
Lear
ning
fo
cus
soci
al w
ork
stu
den
ts n
eed
to
will
acq
uire
the
tra
nsfe
rab
le s
kills
to
hono
urs
deg
ree,
new
ly q
ualif
ied
und
erst
and
the
fo
llow
ing
do
the
fo
llow
ing
soci
al w
ork
ers
mus
t d
emo
nstr
ate
com
pet
ence
to
do
the
fo
llow
ing
Rep
rese
ntin
g in
The
com
plex
rel
atio
nshi
ps b
etw
een
just
ice,
Act
effe
ctiv
ely
with
oth
ers
to p
rom
ote
soci
alA
sses
s to
wha
t ex
tent
the
y sh
ould
act
p
artn
ersh
ip w
ith,
and
on
care
and
con
trol
in s
ocia
l wel
fare
and
just
ice
by id
entif
ying
and
res
pond
ing
as r
epre
sent
ativ
e fo
r an
indi
vidu
al,
beh
alf
of,
ind
ivid
uals
,co
mm
unity
just
ice
and
the
prac
tical
and
to p
reju
dice
, in
stitu
tiona
l dis
crim
inat
ion
fam
ily,
care
r, gr
oup
or c
omm
unity
.fa
mili
es, c
arer
s, g
roup
set
hica
l im
plic
atio
ns o
f th
ese.
and
stru
ctur
al in
equa
lity.
and
co
mm
unit
ies
to h
elp
Hel
p in
divi
dual
s, f
amili
es,
care
rs,
them
ach
ieve
and
mai
ntai
nS
ocia
l wor
k ro
les
as s
tatu
tory
age
nt,
Ove
rcom
e pe
rson
al p
reju
dice
s to
res
pond
grou
ps a
nd c
omm
uniti
es t
o ge
t g
reat
er in
dep
end
ence
part
icul
arly
in u
phol
ding
the
law
in r
espe
ct o
f ap
prop
riate
ly t
o a
rang
e of
com
plex
inde
pend
ent
advi
ce,
supp
ort
and
disc
rimin
atio
n.pe
rson
al a
nd in
terp
erso
nal s
ituat
ions
.re
pres
enta
tion.
Link
s be
twee
n pr
oces
ses
cont
ribut
ing
toW
here
app
ropr
iate
, re
pres
ent
soci
al d
iffer
ence
s (f
or e
xam
ple,
soc
ial c
lass
,in
divi
dual
s, f
amili
es,
care
rs,
grou
ps a
nd
gend
er a
nd e
thni
c di
ffere
nces
) an
d th
eco
mm
uniti
es,
in p
artn
ersh
ip w
ith t
hem
.pr
oble
ms
of in
equa
lity
and
diffe
rent
ial n
eed
face
d by
peo
ple
who
use
ser
vice
s.S
uppo
rt p
eopl
e w
ho u
se s
ervi
ces
to
man
age
thei
r af
fairs
, in
clud
ing
man
agin
gfin
ance
s an
d pu
rcha
sing
car
e se
rvic
es.
4444
45
The framework for
Social Workeducation in Scotland
Annexes
Annex 1 Project Group
Annex 2 Standards in Social Work EducationWorking Group
Annex 3 Practice Learning Working Group
Annex 1Project Group
Members
Gillian Ottley Depute Chief Social Work Inspector,(Chair) Social Work Services Inspectorate
Sandy Cameron Association of Directors of Social Work
Margret Coutts Social Work Services Inspectorate
Bryan Healy Attain Scotland
Christine Humphries Scottish Consumer Council
Gordon Jeyes Association of Directors of Education inScotland
Karen Lax Social Work Services Inspectorate
Jill Lewis Social Work Services Inspectorate
Colin Mackenzie Convention of Scottish Local Authorities
Kirstie Maclean Scottish Institute for Residential Child Care
Angela O'Hagan Carers Scotland
Chris Robinson The Open University in Scotland
Ruth Stark British Association of Social Workers
Tim Warren Social Work Services Inspectorate
Carol Watson NHS Education for Scotland
Carole Wilkinson Scottish Social Services Council
Bryan Williams Joint University Council/Social WorkEducation Council (Scotland) andAssociation of Professors of Social Work(Scotland)
Pauline Miller Social Work Services Inspectorate(Secretary)
46
Annex 2Standards in Social Work Education Working Group
Members
Bryan Williams Vice Dean of the Faculty of Education and(Chair) Social Work, University of Dundee
Joint University Council/Social WorkEducation Council (Scotland) andAssociation of Professors of Social Work(Scotland)
David Bottomley Quality Assurance Agency for HigherEducation
Margret Coutts Social Work Services Inspectorate
Sheila Dunn Quality Assurance Agency for HigherEducation
Colin Mackenzie Convention of Scottish Local Authorities
Gillian Ottley Social Work Services Inspectorate
47
The framework for
Social Workeducation in Scotland
Annex 3Practice Learning Working Group
Members
Karen Lax Inspector, Social Work Services Inspectorate(Chair)
Caroline Chittleburgh Attain Scotland
Chris Clark Professors and Heads of Courses Group
Sandra Costigan Association of Directors of Social Work
Margret Coutts Social Work Services Inspectorate
Penny Forshaw British Association of Social Workers
Harry Garland Association of Directors of Social Work(represented byMaggie Maclean)
Stephen Hagan Scottish Care
Neil Henery Scottish Organisation of Practice Teachers
Jill Lewis Social Work Services Inspectorate
Meg Lindsay CareVisions
Joyce Lishman Professors and Heads of Courses Group
Maggie Maclean Association of Directors of Social Work
Joan Mitchell Scottish Social Services Council
Beth Moore Lanarkshire Community Care Forum
Gillian Ottley Social Work Services Inspectorate
Chris Robinson The Open University in Scotland
Brian Smith Attain Scotland
Janet Spence Scottish Social Services Council
48
Jenny Thompson Convention of Scottish Local Authorities
Tim Warren Social Work Services Inspectorate
Eilidh Whiteford Scottish Carers' Alliance
Pauline Miller Social Work Services Inspectorate(Secretary)
49
The framework for
Social Workeducation in Scotland
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The framework for
education in