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As social care
qualifications make the transition into the Qualification and Credit Framework, generally referred
to as the QCF framework, it is clear that the role of knowledge in effective social care practice
is being increasingly recognised.
A great deal of work is
taking place in social care designed to “professionalise” the work force and the term the
“professionalisation agenda” is now in regular use in the field. This professionalisation of
social care is important for a range of reasons, particularly to ensure that service users are
receiving the best possible support available.
It is widely
acknowledged that a core knowledge base is a key component of a
profession. Clarifying the common knowledge base of social care is therefore a
vital aspect of the professionalisation of social care.
In 2006, Cameron and
Boddy drew on a range of research studies which considered the knowledge and education required for
effective social care practice. They noted a distinction between three forms of
knowledge:
-
“Tacit knowledge. Sometimes referred to as practice wisdom, this is the knowledge
derived from experience and from personal qualities.
-
Functional
knowledge. This is the knowledge which might
be specifically required to perform defined tasks to an agreed
standard. This is the kind of knowledge which
has historically featured most heavily in competence based
qualifications.
-
Professional
knowledge. This type of knowledge is described as combining professional
skills (including specific competences) and practical experience with a strong
theoretical underpinning.”
(Boddy and Statham 2009:13)
 Knowledge can also be seen in terms of horizontal and
vertical knowledge (Maclean and Caffrey 2009). This
is a concept drawn from information technology, where horizontal knowledge and vertical
knowledge can be defined in a range of ways. In
terms of social care, we would define vertical knowledge as knowledge which is specific to a
particular profession – for example, social care, nursing, social work
etc. As such, it is knowledge which all social care
workers will share – regardless of the service user group they work with (for example,
knowledge about values, the principles of social care practice etc.)
Horizontal knowledge on
the other hand is specialised knowledge about a particular service user
group. This knowledge will not be specific to social care workers but will
be shared by a range of different professionals working with a particular service user
group. For example, there will be specific knowledge about dementia shared
between psychologists, nurses, doctors, care staff and others working with people with
dementia.
Knowledge about
particular service user groups is vitally important for social care staff. However, this knowledge will be
shared between many different professionals. At present, there is a lack of
clarity about the knowledge which is specific to social care (what we call vertical
knowledge).
Knowledge and
Professionalisation of Social Care
We are passionate about
professionalising the role of social care workers and see clarifying the knowledge base of social
care as a key part of this. We believe that effective practice for service users can best be ensured by
social care professionals being clear about the core knowledge they need to perform their roles.
This means that social care workers need to be clear about:
The QCF framework, with
its increased focus on the links between knowledge and practice, is part of moving towards making
the answers to these questions clear.
At the present time,
qualifications, job roles, multiagency working and financial pressures can mean that many social
care workers feel that change is the only certainty in the role. However, being clear as to what
constitutes the “common knowledge base for social care” can enable workers who provide social care
across the whole diverse range of practice settings to feel confident, empowered in their role and
as knowledgeable as other professionals who work with people.
So why do social care
workers need to be clear about the general or vertical knowledge which is required across all
social care work?
Firstly, knowledge
around theory, legal requirements, best practice, social care values and communication can help
social care workers to make sense of situations which may be challenging in their
work. These
could be events occurring within the work setting or issues which present for an individual service
user. For
example, knowledge of what has worked for other people and how to find evidence to support best
practice can help social care workers to generate ideas about what is going on and what might
maximise the person’s choices and independence.
It is clear that social care workers need a good
level of knowledge to enable their practice to be the best it can be for individual service
users and in order for social care work to be more valued in
society.
Professional social
care workers should therefore be able to describe:
-
What they
did
-
Why they did it
(e.g.: because of legal issues, service policy, a theory which could apply to an
individual, knowledge about communication or health and safety
etc)
-
How they applied their
knowledge
-
What worked and what
they might do differently in future (to generate learning from practice and increase
the evidence and knowledge base for themselves, their service and the social care
profession more generally)
This is what makes the
difference between someone who is acting as a social care professional and one who acts on
instinct or “gut”. If someone is professionally qualified, there is an expectation that they
act ethically, with knowledge of why they make certain decisions, and that they are able to justify
these, to managers, other professionals, service users and their families or
carers.
“Social Care: The Common Knowledge
Base”
Written by Siobhan
Maclean and Rob Harrison, the new book, “Social Care: The Common Knowledge Base: A Pic n Mix Guide”
contains an overview of the most up to date knowledge that social care workers need
to:
·
Understand the context for social care today
·
Work
towards the new QCF qualifications in social care
·
Use
as an easy reference guide throughout their work
The
contents of this book include an overview of the key knowledge which is required in social
care, as well as information on how social care today is changing to meet the needs of a
diverse society where social care delivery is increasingly delivered around individual
service users’ needs, preferences and choices.
The
book covers:
The
Value Base
An
Introduction to Values; Understanding Oppression; Understanding Power; The Mechanisms of
Oppression; Putting it all Together: Recognising Common Experiences
Principles of Social Care
Understanding Rights; Dignity; Individuality; Cultural Sensitivity;
Empowerment; Advocacy; Participation, Comments and Complaints; Active Support; Partnership
Working; Confidentiality and Information Sharing; Ethical Practice
Communication
Communication Basics; Specific Communication Skills; Promoting Effective
Communication: Understanding the Barriers; Communicating with People who Have Specific Needs;
Understanding Behaviour as Communication; Theories to Inform Communication; Communication in
Organisations; Written Communication: Recording and Reporting
Safeguarding
Understanding Abuse; Safeguarding Adults at Risk of Abuse: The Legal Basis;
Who is at Risk of Abuse?; Forms of Abuse; Understanding Self Neglect and Self Harm;
Preventing Abuse; Detecting Abuse and Dealing with Disclosures; Investigations of
Abuse
Social
Care Processes
The
Social Care Process; Assessment; Service Led, Needs Led and Outcomes Focussed Approaches; The
Strengths Perspective and Resilience; Risk Assessment; Planning Intervention; Reviews;
Personalisation; Social Pedagogy
Health and
Safety
Health
and Safety: The Legal Framework, Risk Assessment; Specific Issues in Health and Safety;
Responding to Emergencies; Managing Violence and Aggression; Violence Against Social Care
Workers
Evidence Based Practice
The
Basics of Evidence Based Practice; Theory Informed Practice; Legislation and Policy; Learning
Lessons from Failures in Social Care Practice
Continuing Professional
Development
Adult
Learning Theory; Reflective Practice; The Importance of Feedback; Learning and Development
Opportunities; Supervision; Putting it all Together: The CPD Process
References
Boddy,
J. and Statham, J. (2009) European Perspectives on social work: Models of Education and Professional
Roles. (London) Thomas Coram Research Unit,
Institute of Education, University of London.
Maclean, S. and Caffrey, B. (2009) Developing a Practice Learning Curriculum: A Guide for Practice
Educators. (Rugeley) Kirwin Maclean Associates
Ltd.
For
more information, click
HERE.
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