Determining the skills for child protection practice: emerging from the quagmire!

Abstract This paper, the second in a series of two, presents and analyses the results of an extended literature review undertaken for a Master's dissertation, the purpose of which was to establish the evidence base for the learning and teaching of skills for child protection practice. The review, discussed in the previous paper, was carried out in two stages. An initial search yielded a very small number of studies of direct relevance but they provided the trigger and the key words for a second search. Many potentially useful areas had to be omitted from the second stage because of limited resources, but the two stages in the search generated large amounts of material, much of which was indirectly relevant to child protection practice. The review did not achieve the original aim of determining skills that are identified through research and other evidence as being essential for child protection practice, but it was possible to draw some conclusions. For example, evidence was found of the importance of a range of communication skills, whether these be child focused, carer focused or inter‐professional. Skills in managing conflict and challenge were found to be crucial, with the importance of role clarification being acknowledged. There was some evidence of the use of decision‐making skills and problem‐solving skills, but little research that explored procedural skills. This paper reports on gaps in the literature identified by the review, and indicates where further research would be beneficial. Copyright © 2009 John Wiley & Sons, Ltd.