Ways Forward

Thomas, Caroline; Thomas, Nigel

doi:10.1177/030857590502900101

Cited by 2 publications

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“…Readers are invited to choose between using developmental or rights perspectives as a basis for effective engagements with children (see, e.g. Thomas & Thomas 2005). The situation in social work practice is more divided still.…”

Section: Main Findingsmentioning

confidence: 99%

Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context

Luckock

Lefevre

Tanner

2006

Child & Family Social Work

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A B S T R AC TTwenty years after survey evidence showed that UK social work students could complete their training without having learnt about or worked with children, new research suggests little has changed. There is still no guarantee that any student on qualification will have been taught about or assessed in communication skills with children and young people. This is despite the claim that the pre-registration award provides teaching and assessment in core generic skills as a foundation for the development of specialist practice roles in agencies. In fact, as this paper shows, a common understanding of what counts as effective communication with children has yet to be consolidated in social work practice and research. This has impeded the process of curriculum development. Divergent expectations about what counts as social work communication with children in a changing policy context may be exacerbating long-standing uncertainties about how genericism and specialism should be linked in professional education and training. In exploring these issues, this paper seeks to clear the way for the renewed effort that is now required if this aspect of curriculum development is to be effective.

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Section: Main Findingsmentioning

confidence: 99%

Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context

Luckock

Lefevre

Tanner

2006

Child & Family Social Work

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Fostering Together–The Why and How of Involving and Supporting Biological Children of Foster Carers

Targowska

Cavazzi

Lund³

2015

Children Australia

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This article discusses the outcomes of a research project undertaken in 2011/2013 by a team of researchers from Edith Cowan University (ECU) in collaboration with Wanslea Family Services. The project aimed to address the relative lack of voice of biological children in the fostering task, despite the increasing acknowledgement of children's rights and their capability to be involved in decision-making processes. Data was collected through the use of focus groups and interviews with a small number of biological children, foster carers and service providers in Western Australia (WA). The data indicated the necessity to reconsider the rights of biological children in the fostering task and the need for specific strategies to address these rights. The findings of the study informed the development of a set of interactive resources for supporting biological children of foster carers during all stages of the fostering process in Australia. The resources also have potential value for use in overseas jurisdictions.

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Ways Forward

Cited by 2 publications

References 0 publications

Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context

Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context

Fostering Together–The Why and How of Involving and Supporting Biological Children of Foster Carers

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