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Teaching and learning communication with children and young people: developing the qualifying social work curriculum in a changing policy context
Author(s) -
Luckock Barry,
Lefevre Michelle,
Tanner Karen
Publication year - 2007
Publication title -
child and family social work
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.912
H-Index - 57
eISSN - 1365-2206
pISSN - 1356-7500
DOI - 10.1111/j.1365-2206.2006.00465.x
Subject(s) - curriculum , context (archaeology) , work (physics) , social work , foundation (evidence) , pedagogy , process (computing) , psychology , medical education , professional development , public relations , sociology , political science , medicine , engineering , computer science , mechanical engineering , paleontology , law , biology , operating system
Twenty 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.