The Social Work Voices Feedback Toolkit

THE SOCIAL WORK VOICES FEEDBACK TOOLKIT A feedback toolkit designed and created by people with Lived Experience of Social Work.

With grateful thanks to the members of Social Work Voices who gave their time and effort so generously to this project.

Steven Clarke-Emmerson Ad Gridley Sarah Barker Carol Johnson John Selah Chris Meggs

Contents How to use this toolkit Contents A note about language

1

How to use this toolkit

1

Why is feedback important

3

What is feedback?

3

Why is it important and why do we require feedback?

3

Being in the right mindset to receive feedback

4

Reflective practice

4

Key points about feedback

4

Feedback Stakeholders

5

10 Top tips

6

Useful Approaches: Different sources of/approaches to feedback

7

Informal feedback collection

7

Direct observation

8

Feedback from others in the support network

8

Person-centred approach

8

Specific conditions

9

Chronic conditions

9

Learning disability

10

Mental Health

11

Addiction 11 Carer 12

PCF and KSS

13

Professional Capabilities framework

13

Knowledge and Skills Statements

15

A note about language Service participant is a term that you will see used throughout this toolkit.

Service participant is a term coined by Social Work Voices at the University of Suffolk. This phrase is designed to serve as a reminder that people engaging in Social Care services have an active choice as to whether to participate in those services or not, even if the service is not voluntary, and may have very valid reasons why they choose not to engage. It encourages co-production and treating people as equal participants in any process in which they are involved.

How to use this toolkit This toolkit is not meant to be prescriptive — it is not a one-size-fits-all approach. However, it is designed to give you ideas and suggestions. It will help ensure that you are in the right mindset to hear the feedback from your service participants and carers in the best possible way.

This toolkit will also give you things to consider around different people you may be working with and how they might prefer to give feedback. It is not a comprehensive guide but represents the views of Social Work Voices members. Please remember that people may experience multiple conditions and their needs may span several categories listed below. The proportion of people with multi-morbidities among those aged 65–74 is 46%.

Service participants should be involved in co-producing how they give feedback from the outset of your work.

The Social Work Voices Feedback Toolkit

Page 1

Always consider that people may have multiple conditions.

Chronic fatigue

Mental health condition

Carer

You would need to consider all three of these conditions and read all three relevant sections below.

Page 2 The Social Work Voices Feedback Toolkit

What is feedback?

In its simplest terms, feedback from

It should be a tool that teaches,

service participants consists of

enhances and moves people

personal reactions to, or opinions

forward in their thinking and

about, your effort as social workers

practice. Feedback that isn’t

from those who are most affected

accomplishing this is ineffective.

by it.

Why is feedback important

Why is it important and why do we require feedback?

At its most basic, feedback is at the core

give vital insight into the values of local

of delivering a person-centred service. Pay

communities that can in itself help to shape

attention to what service participants, their

current and future delivery.

support network and wider community

“Obtaining feedback from the people who

need and want, as well as their goals and aspirations, what is working and what isn’t at this point. It can help identify barriers and can enhance quality of life. It is a crucial element in increasing the effectiveness of

are supported by social work services is essential to support critical reflection and to aid practitioners in improving their practice. Seeking feedback both formally and informally is the basis of the relationship

valued outcomes. Continuous feedback

building and effective partnership working

forms the basis to seeking excellence in

that becomes the toolkit of intuitive working.”

holistic social work practice.

Feedback is not simply criticism,

It is acknowledged that any student Social

constructive or otherwise. It is a reflection

Worker, Newly Qualified Social Worker

of the perceptions of the person providing

(NQSW) or indeed experienced Social

the feedback. If the Social Worker views

Worker, may not agree with the feedback

certain engagement and outcomes as

received. It is important to listen to the views

positive yet the service participant views

of others and understand their experiences

it differently, you may have little chance of

of the practice delivered.

success, or of achieving what you set out

Finding out what works and what is beneficial to service participants and then responding and acting on what is being conveyed to make positive changes to your practice, will help you improve the support and enablement you provide. This will not only improve outcomes for that particular service participant, but also those that are yet to come.

to do. It is also important to recognise that service participants will not differentiate between process and actions/outcomes.

Hence if the process was arduous in reaching certain goals this will be reflected within perceptions regardless of what the feedback is specifically attempting to capture. Equally, if the process or act of collecting feedback is deemed by the service participant to be difficult to comprehend,

Being receptive to feedback and listening

lengthy, inaccessible or requested at a time

deeply to service participants about what

when the service participant is emotionally

you are delivering does not fit with their

and/or physically suffering, this may be

cultural and personal values can also

reflected negatively in response.

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Being in the right mindset to receive feedback “Feedback is crucial to social work practice.

Though you may not agree with the feedback

It’s important to be open to receiving

you get, it is important to listen to the views

feedback, whether positive, neutral or

of others and understand their experiences

critical. Feedback is also important for

of your practice.

improving self-awareness.

Finding out what works and what is beneficial

Feedback will help you to grow and improve

feedback to make positive changes to your

to those people and then acting on the

in a way that informs your practice and

practice, will help you improve the support

helps you identify areas for future learning.”

you provide.”

Feedback from people who need care and

Plan

support is intrinsically linked to critically reflective practice, which forms a repetitive cycle.

Reflective practice is said to be a process to learn from and through experiences leads to acquisition of new understandings and

Review

Do

perceptions for practice.

To enable a reflective approach to be taken it is useful to consider the stages of reflective practice, as follows: Schön’s work on reflection is well known in social work. Schön highlighted two key ‘stages’ of reflection:

Direct feedback enables us to assess the quality of working relationships between service participants, carers and practitioners and it can be used to improve

Reflection in action: Reflecting as an event is occurring

people’s experiences of processes and

Reflection on action: Reflecting after an event has occurred

service participants and families often say,

Later, Killian and Todnem (1991) added a third stage of reflection:

they provide support and the relationship

Reflection for action: Reflecting in preparation for an event Effectively, this creates a cycle of reflection:

and empowerment.

Plan: Reflection for action — plan the best way to obtain feedback

supervision, appraisal and continuing

Do: Gather the feedback — reflection in action

to measure and improve individual, team and

Review:

standards (e.g., the Professional Capabilities

Review the feedback — reflection on action

Framework).

relationships as well as outcomes – as it is not just what social workers do but how context that is so important for recovery Service participant and carer feedback can inform critical reflection, individual professional development. Individual and group feedback can be collated and analysed organisational performance against practice

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Key points about feedback

Reflective practice

Feedback Stakeholders Stakeholders in the feedback process There are three key stakeholders in the feedback process: A person who needs care and support (carer and/or service participant)

The best quality and deepest levels of feedback are achieved when all three stakeholders are involved in all three stages of the feedback process.

Student social workers, Newly Qualified Social Workers or qualified Social Workers The Practice Educator or Onsite Supervisor

Key points about feedback

Direct to student or social worker: Some service participants and their carers

relationship doesn’t always feel like that.

may like to give direct feedback to the

Both sides need to feel able to be honest

student and/or social worker. This feedback

about expectations and what is realistic.

should not feel like just feedback but should

Some service participants and carers may

be a genuine part of a good relationship.

find that feedback via a phone call is difficult

However, being able to give open and

for them to reflect and make accurate

honest feedback goes to the heart of

assessment. Having face-to-face feedback

whether the relationship is trusting and

allows for some discussion and more open

secure for both parties. Even where terms

engagement.

like ‘equal’ and ‘partnership’ are used, the Direct to a ‘Practice Educator or Onsite Supervisor’: There may be times when it could be helpful, or even essential, to talk with someone in a direct supervisory role but this would need to be confidential.

Questionnaires - online and paper: Many service participants and carers may

They may prefer this to be anonymous if

be happy to fill in online feedback forms or

it is to be of any genuine value. It is also

completed a preconstructed form manually,

important to make respondents aware of the

providing they are well designed, and the

outcomes of this type of exercise.

purpose is made clear.

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10 Top tips Service participants and carers should

and carers should be asked for their

be treated as ‘equal partners’ in the

permission prior to the event and be given

observation process: working respectfully

information on what to expect during the

with people is central to good social work

session. For example, knowing in advance

practice. Where a formal observation is

that an observer will be joining the service

being undertaken, service participants

participant and student SW/NQSW.

Explaining why feedback is being asked for, and what will happen next is important.

2.

There may be a lack of understanding about what kind of information would be useful — it may be helpful to clarify this.

3.

Be brave — asking for feedback in difficult circumstances: the service participants may well welcome the opportunity of being asked whether the support or intervention they received was helpful and how it might have been improved. Always seek to obtain “honest” feedback.

4.

Look for opportunities to seek feedback at key transitions points (such as when reviewing, transferring or closing cases). Continually seek feedback throughout the process, including non-verbal feedback.

5.

Be very conscious that service participants will frequently feel a power imbalance between social workers and those they work with, and it is important to be aware of this and consider whether enabling people to respond anonymously may provide better responses.

6.

Give choices and take comments as a positive means of self-improvement: the starting point should be asking people directly for their feedback – and allowing them space to respond personally and directly if they wish to do so.

7.

Allow for feedback to be provided in a range of ways, use a person-centred and coproduced approach, e.g., webchat and texting in preference to email, face-to-face or written surveys.

8.

Timing is critical. Be conscious of the fact that what might feel like the right time for you might not be the right time for the person from whom you are seeking feedback. Be very sensitive to the health conditions and health-related events.

9.

Focusing on the process, rather than the decision which it may not be possible to change.

10. Reflecting together with the service participant on the feedback delivered is important.

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Key points about feedback

1.

Useful Approaches: Different sources of/approaches to feedback It is vital that consent is sought for the collection of feedback, its purpose and how it will be shared should be clarified with the service participant at the outset of the engagement and at regular intervals throughout the interaction.

Questionnaire, online survey or feedback forms:

Key points about feedback

They should consist of a mix of open and closed questions starting with an open question to elicit engagement.

They can be written, face-to-face, phone or online.

Open-ended questions encourage more detailed feedback and help you better understand the context of the service participants feedback.

It should be explained at the onset of social work engagement that the service participant will be asked to complete (at various stages) this survey.

This should not be prescriptive, should display sensitivity and communicate appropriately, e.g., be available in different languages.

Be conscious that survey multiple choice type questions give answers based on the survey designer assumptions.

When using emoji’s (smiley face for happy through to disapproving face for not satisfied) service participants will be less inclined to choose the extreme emoji at each end of the spectrum Give thought to visual displays of satisfaction — is this accessible for those with impaired vision, etc?

When thinking about timing, it can be useful to ask the service participants or carers themselves about when they would prefer to be asked for feedback Questionnaires can be completed with the service participant and/or carer present or left with them to complete later or a mix of the two.

Service participants may be naturally adverse to leaving negative feedback with the student SW/NQSW present and the ability to complete in isolation and in confidence may be preferred.

It should not ideally consist of more than ten questions

Informal feedback collection Informal feedback should be viewed as equally valuable as the more formal, structured process above.

The student SW/NQSW will record feedback and share with the participant.

It is vital that transparency is maintained.

Informal feedback will consist of verbal responses, but equally non-verbal cues, e.g., facial expressions, signing, physical signs of affirmation, tone of voice, body language, subtle signs of progression through choice of clothing, willingness to engage, motivation etc. Deep-listening skills should be utilised.

The Social Work Voices Feedback Toolkit

Although informal feedback will occur constantly and consistently, it can be valuable to target the collection of feedback at specific points in the service participant’s “journey”, e.g., immediately after a significant intervention or event, and then returning later to ask more formally about their experiences.

Be sensitive to the non-verbal as well as verbal messages you receive about whether now is the right time to talk.

The power dynamics may result in participants feeling unable and/or finding it difficult to say ‘No’.

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Direct observation When an observation of practice is planned,

The assessor and student SW/NQSW will plan

wherever possible the service participant

how this is best managed paying particular

should be asked if they are willing to be part

attention to their knowledge of, and

of the process and if they understand the

relationship with, the service participant.

process. They should be told the purpose of the feedback and the name and role of the assessor.

Practice notes and records Supervision records should note whether or not the student SW/NQSW records feedback from service participants which should act

feedback re: the assessor’s observations

as an incentive to regularly incorporate this

and evaluation and be able to have a voice

into their practice, noting how their skills in

in those findings.

undertaking this develop over time.

Some service participants may be passive

These notes should also be used to inform

and unwilling to be involved in the whole

later considered reflection.

process; others will be willing to contribute and play an active part.

Giving choices — including the option of not being involved at all, is a key part of the process.

Feedback from others in the support network Receiving feedback from others involved in a situation or case can be very informative.

Informal family carers are the cohort most likely to want to provide their contribution to service participant progress.

It is important that a balanced approach is taken by the student SW/NQSW to mitigate against contradictory responses, but feedback from informal carers and their local community can add significant value to student SW/NQSW behaviours.

Other statutory and voluntary sector professionals can be very willing and perhaps best placed to provide their perceptions on a situation or set of behaviours and engagement; they may have experienced similar situations of positive/negative feedback and be well placed to advise.

Person-centred approach A person-centred approach is vital for

Feedback tools should be appropriate to the

people, particularly where there are

personalised needs of the service participant

co‑morbidities present.

and their support network (if any).

An agile and personalised approach

The length of surveys/questionnaires should

should be taken with service participants

be personalised to the capabilities of the

experiencing lifelong and perhaps

service participant and ideally not exceed

life‑limiting conditions.

ten questions regardless of capabilities.

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Key points about feedback

The service participant should be given

Specific conditions

Chronic conditions Those experiencing visual impairment may

British Sign Language (BSL) is used by deaf

engage more willingly giving verbal feedback

people in the UK. If a more spontaneous

(however unstructured). However, advances

response is required then anyone skilled in

in ICT applications e.g., text to speech,

BSL, or perhaps for a younger person, Sign

should not be ignored. Conversely those with

Supported English (SSE) could be employed.

a hearing impairment may respond best to

For any service participant experiencing both

written questionnaires and visual forms of

visual and hearing impairments then Tactile

engagement.

signing can be advantageous.

If the questionnaire is too long it can elicit

Those living with long term conditions

poor and perhaps unintentionally dishonest

frequently experience resultant mental

responses from someone experiencing acute

health (MH) issues — people with three or

pain whose attention span may be reduced.

more conditions are seven times more likely

This will be equally true for those with any

to have depression. It is therefore ill‑advised

condition that compromises concentration

to disassociate lifelong conditions from

e.g., those with respiratory disease, those

compromised MH and this needs to be

with Chronic Fatigue Syndrome (CFS),

reflected not only in the way feedback is

depression and poor mental health.

collected but also in timing and the need

Student SW and NQSW’s should be aware that between 65% and 93% of the meaning of a message is conveyed through tone of voice and non-verbal behaviours. This

to recognise that today’s feedback may not accurately reflect next week’s feedback will be particularly sensitive to fluctuations in mood.

will undoubtedly impact on the validity of

Therefore, it is recommended that feedback

feedback responses and thus emotional

is repeated not only to reduce variance in

awareness is an asset when engaging with

response resultant on acute physical/sensory

people with life-long conditions.

events e.g., acute episodes of pain, diabetic

Those service participants living with Cerebral Palsy or limited verbal

low glucose etc. but also the resultant depression and any associated anxiety.

communication may use Augmentative and

Spontaneous communication of information

Alternative Communication (AAC). This may

is, however, important in understanding

enable rich conversations around feedback

the service participants quality of life and

but it is important that student SW’s and

associated barriers but caution should be

NQSWs continue to use emotional awareness

exercised in not placing ultimate emphasis

to pick up on the non-verbalised messages.

on isolated and uncorroborated feedback.

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Learning disability A service participant with learning disabilities

It would be best to make some questions

and communication issues may prefer the

answerable with a simple yes or no or

use of Makaton in giving feedback; any

happy or unhappy emoji’s. If you need more

written form including web-based tools

detailed information ask “what did the social

should ideally have a Makaton option. Where

worker do well?” for example.

this is not practical, communication via a family carer is important but not to the detriment of the Student SW/NQSW utilising Emotional Awareness skills.

Please remember that ‘learning disability’ is a sweeping term and that the cognitive ability of service participants will vary greatly. Some people’s memory and function will be better some days than others. You will feedback.

When designing feedback for people with a learning disability, keep it simple.

if they would rather not fill in a feedback form.

Would they like a carer or family member to give feedback on their behalf?

Would they prefer to give written or verbal feedback?

Verbal feedback can be given in a variety of ways. Giving feedback face-to-face can be intimidating for some, give the option of recording verbal feedback.

You will need to consider an individual’s preferred language.

If the service participant is non-verbal

Sometimes attempts to make questionnaires

they may need to use Makaton, pictures or

accessible with bold print and pictures mean

assisted technology to give feedback

that something that was formerly a single

English may be a second language, please be

page becomes 3 or 4 pages long. This alone can make a form of any sort feel like an overwhelming task for the person you are asking. You may have to reduce your number of questions to compact the form.

prepared to have your feedback interpreted into whichever language your service participant is most comfortable with.

Actively encourage feedback. Invite all comments and explain that this is how you

Use plain language and keep sentences short.

learn what works well and what doesn’t.

Feedback example: You can answer these questions yourself or ask someone else to answer for you.

1.

Were you happy with your social worker?

2.

Did your social worker understand what you needed?

3.

Are you happy about what happened?

4.

Is there anything you would like say?

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Specific conditions

need to bear this in mind when asking for

Always give the service participant choice, i.e.

Mental Health Do you trust your current social worker?

Is anything about your social worker bothering you?

What, if anything, is your social worker’s strength?

Do you feel you could learn anything from your social worker?

understanding. This could empower the service participant and lead to in-depth feedback. Even if a short answer is provided, this could represent a lot of information.

Obviously, avoid anything that might instigate an attack or a withdrawing into the shell of the service participant. When

Have you ever questioned your social

asking a Mental Health service participant

worker’s motives?

these questions, it’s important to remain

Have you felt heard and understood by your social worker?

The questions posed above are different from the typical questions a service participant

Specific conditions

There is also an implied level of mutual

professional.

Some people may prefer to offer feedback verbally face-to face… particularly if it is positive.

might be asked.

After a while in the system, it can become easy for the service participant to have preprepared answers ready.

Trust is often overlooked or just hinted at.

The answers to these questions, it is hoped will be revealing in a good way.

Addiction When collecting feedback from service participants who experience addiction bear in mind that the following may impact on this feedback: 1.

Shame

2.

Low or non-existent self esteem

3.

A negative view of the world

4.

Some remaining motivation

5.

A feeling of isolation, no one else is like me.

They may not engage with the process if total anonymity is not guaranteed, unless of course they elect to include friends and family in the process. The social worker must provide privacy.

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Carer Questions a Carer wishes they had been

service participant. Ignoring the Carer does

asked by the person seeking feedback.

not help the service participant. Carers

Was a Social Worker assigned specifically to you?

From the outset establishing a relationship with the social worker is extremely important.

It was, therefore, critical to have consistency.

Having the same social worker to be an advocate meant that a rapport could be built

should not have to insist that they are listened to, this should happen naturally as part of the process.

Would you like to give feedback on the social worker without the service participant present or would you find it easier to do it together?

A mixture of both would be preferable.

to go through the same process each time of

Perhaps a separate chat with the Carer after

introductions etc. which essentially wastes

speaking to us both because the carer can

time.

perhaps clarify things a bit more.

What made you feel that your social

How honest do you feel your social worker

worker wanted to build a good relationship

was with you about what could be offered in

with you?

terms of help for the service participant?

Once a consistent social worker is put in

Please do not make promises you know

place building a relationship based on trust and honesty is important, as is mutual understanding of what we wanted to gain

you cannot fulfil. It is important to manage expectations so that service participants and their Carers do not feel disappointed. Be

from the intervention. This can be achieved

realistic about what can be achieved.

by putting a useful plan of action in place

Were appointment times made to suit you?

and reading through previous notes about the situation. Anything that has hindered this good relationship is also important to ask about. Things such as a simple phone call to inform of cancelled appointments, would have made a big difference for example.

Not keeping to appointments can disrupt things, not to mention it can be inconvenient

Ideally appointments should be scheduled at a convenient time for the service participant and the Carer. Mealtimes may need to be avoided if possible as this can be a busy time and can sometimes be a bit fraught.

Were you happy with the way the social worker addressed you and the service

to the carer who may have made special

participant?

arrangements to be available.

It is important to establish how a service

Do you feel the social worker heard and

participant and their Carer wish to be

listened to your thoughts and feelings as well as to the person being cared for?

This is incredibly important. The social worker has to consider the service participant but don’t forget the Carer. The Carer is around the service participant most

addressed. This may be different for both, for example one may wish to be addressed more formally. Asking how people would like to be addressed shows respect.

Did the social worker present themselves in a manner that you felt was acceptable?

of the time and therefore is quite able to

It is important to try and see how the service

assess what can and can’t be done by the

participant and Carer might perceive you.

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Specific conditions

up and the service participant does not have

PCF and KSS

Professional Capabilities framework PCF 1. Professionalism: Service participants

engage with individuals and their narrative

will be highly dependent on your support

rather than basing practice on information

to advocate for them in making choices

provided solely from other professionals

and enabling them to take control of their

is required to ensure service participants

own lives. This may challenge your own

are central to the process. At times this

understanding of behaving professionally

will require working creatively within rigid

or the expectations of your employer/

paperwork and administrative systems

placement. As the personalisation agenda

which may not naturally allow for flexible

evolves, service participants are choosing

approaches to support. An understanding

different, unique options. At times this may

of the experience many service participants

not fit easily into the traditional administrative

and their families have encountered over

models within which you are working.

the years in accessing support is required.

You will need to balance your professional

Sharing power and promoting service

accountability to your organisation in terms

participants expertise can be difficult for

of policies and procedures whilst remaining

individuals who have not experienced

true to the principles of personalisation that

this before. Finding ways of supporting

promote service participants choice and

individuals to make choices in their lives

control wherever possible. Sometimes you will feel torn in acting professionally and you may have to challenge the system in order to act professionally. Your role as a social worker/student should be to identify and critically reflect on these experiences through supervision with your practice educator or manager.

whilst feeling supported by professionals is a key part of an individual’s journey to taking control in their lives. Similarly, your role as a (student) social worker within a personalisation context may involve challenging decisions or systems that fail to support the principles of self-directed support or disempower service participants.

PCF 3: Diversity: This is central to the

As indicated by the recent Community

personalisation context. An understanding

Care Survey of Personalisation (June 2013),

of person-centred thinking theory is required

many social workers admit feeling that

to ensure that practice is underpinned by

they lack knowledge and understanding

the recognition that support and services

of personalisation in practice. As a student

need to be tailored to the individual needs of

or qualified social worker you may have

service participants. Skills in the application

opportunities to support others in their

of person-centred practice will be useful

learning process and/or challenge practice

in recognising diversity and applying an

that is not promoting the principles of

anti-discriminatory approach. The ability to

personalisation.

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changing shape of welfare over the years

This is true for both service participants and

dating back to the 19th century Poor Laws.

professionals. Your understanding of the

Understanding how service participants

law and policy guiding the personalisation

have influenced and shaped policy direction,

is crucial if you are to advocate effectively

along with an appreciation of the draconian

on behalf of service participants. You also

ways people have been treated in society is

need to feel confident in this knowledge

central to informing the basis upon which

to share it with service participants. In

you engage with individuals and their

particular, you should be aware of legislation

families in current practice. Engaging with

relating to direct payments and emerging

theory is central to all social work practice.

legislation relating to personal budgets.

Within a personalisation context a clear

You should also be aware of the policy

understanding of the social model is central

developments and political landscape in

to practice. Likewise, an understanding of

relation to personalisation dating back

person centred thinking and person-centred

to Putting People First (HM, 2007). In

practice will inform your practice as well as

addition, you should develop a clear

providing a practical dimension to how you

understanding of the historical influences

can work with individuals and families to

shaping personalisation. In particular, the

enable them to direct their own support.

Independent Living Movement and the

Page 14 The Social Work Voices Feedback Toolkit

PCF and KSS

PCF 5: Knowledge: Knowledge is power.

PCF and KSS

Knowledge and Skills Statements KSS 3. Person-centred practice: Social

KSS 7. Direct work with individuals and

workers should enable people to access

families: Social workers need to be able

the advice, support and services to which

to work directly with individuals and

they are entitled. They should coordinate

their families through the professional

and facilitate a wide range of practical

use of self, using interpersonal skills and

and emotional support, and discharge

emotional intelligence to create relationships

legal duties to complement people’s

based on openness, transparency and

own resources and networks, so that all

empathy. They should know how to

individuals (no matter their background,

build purposeful, effective relationships

health status or mental capacity), carers and

underpinned by reciprocity. They should

families can exercise choice and control,

be able to communicate clearly, sensitively

(supporting individuals to make their own

and effectively, applying a range of best

decisions, especially where they may

evidence-based methods of written, oral

lack capacity) and meet their needs and

and non-verbal communication and adapt

aspirations in personalised, creative and

these methods to match the person’s age,

often novel ways. They should work co-

comprehension and culture. Social workers

productively and innovatively with people,

should be capable of communicating

local communities, other professionals,

effectively with people with specific

agencies and services to promote self-

communication needs, including those

determination, community capacity,

with learning disabilities, dementia, people

personal and family reliance, cohesion,

who lack mental capacity and people

earlier intervention and active citizenship.

with sensory impairment. They should do

Social workers should also engage with

this in ways that are engaging, respectful,

and enable access to advocacy for people

motivating and effective, even when

who may require help to secure the support

dealing with conflict - whether perceived

and care they need due to physical or

or actual - anger and resistance to change.

mental ill-health, sensory or communication

Social workers should have a high level of

impairment, learning disability, mental

skill in applying evidence-based, effective

incapacity, frailty or a combination of these

social work approaches to help service

conditions and their physical, psychological

participants and families handle change,

and social consequences.

especially where individuals and families are in transition, including young people moving to adulthood, supporting them to move to different living arrangements and understanding the impact of loss and change.

The Social Work Voices Feedback Toolkit

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KSS 8. Supervision, critical reflection and analysis: Social workers must have access to regular, good quality supervision and understand its importance in providing advice and support. They should know how and when to seek advice from a range of sources including named supervisors, senior social workers and other professionals.

They should be able to make effective use of opportunities to discuss, reflect upon and test multiple hypotheses, the role of intuition and logic in decision making, the difference between opinion and fact, the role of evidence, how to address common bias in situations of uncertainty and the reasoning of any conclusions reached and recommendations made, particularly in and safeguarding situations. Social workers should have a critical understanding of the difference between theory, research, evidence and expertise and the role of professional judgement. They should use practice evidence and research to inform the complex judgements and decisions needed to support, empower and protect their service participants. They should apply imagination, creativity and curiosity to working in partnership with individuals and their carers, acknowledging the centrality of people’s own expertise about their experience and needs.

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PCF and KSS

relation to mental capacity, mental health