We aim to produce practitioners who are 'thinking performers' with the course developing skills in:
- Critical reading and analysis
- Assessing and managing risk
- Working effectively with a range of service users and their carers
- Delivering interventions
- Enabling the learning of others
Module 1: A Consolidation Module (6 days)
This module includes attention to: diversity, reflection and reflexivity; child development; communication and engagement; interagency working and safeguarding; and information sharing. Ideas from relationship based practice and attachment theory are prominent in the module.
Module 2: Law and Professional Practice (5 days)
This module is in two parts - the first 3 days are led by a practising barrister and aims to ensure candidates have an up-to-date grasp of current child care law. The final 2 days look at presenting complex information in formal arenas (for example at case conferences and court). There is a strong skills element to this section of the programme.
Module 3: Assessment and Risk (6 days)
This module aims to develop practitioner skills in assessing complex situations. Assessing attachments as well as assessing specific issues (for example, alcohol misuse, parental disability and domestic violence), in the context of risk are canvassed alongside strengths based practice.
Consideration is also given to models of assessment and development of an evidence informed approach. 'Objectivity' and power in assessment work are also addressed.
Module 4: Child Centred Practice / Child Observation (6 days)
The primary aim of this module is to encourage practitioners to adopt a more child centred (as opposed to child focused) approach to their work. Mind-mindedness is emphasised alongside thinking about practice from a narrative perspective and promoting reiliences. Various specific themes are canvassed including contact and direct work. This module includes inputs from service users.
As an alternative, we are pleased to offer practitioners the opportunity to undertake the Child Observation Module. This is based on the successful module run as part of our earlier PQ in Child Care Award and is heavily influenced by the Esther Bick / Tavistock model of observation. Support is provided by a number of child psychotherapists and practitioners trained in this approach.
Module 5: Change, Transitions and Empowerment (6 days)
There are 2 themes within this module. The first is a consideration of effecting change at the 'micro' level within families; and the second is a consideration of how change can be promoted more tangentially, through, for example, the use of consultation. The importance of transitions and relationships are emphasised alongside motivational interviewing and systemic ideas about change.
Module 6: Enabling Others (5 days)
This module is based on our highly successful 5 day practice assessor course, but with a particular emphasis on working in children's services during days 4 and 5.
Further details about each of these modules can be obtained from the Programme Director.