Within social work practice various capabilities need to be demonstrated. According to the Professional Capabilities Framework (BASW, 2012), social workers must have the capacity to “use judgement and authority to individuals and families to promote independence and provide support” (PCF 7: Intervention and Skills), and within the Knowledge and Skills Statement, it is vital for social workers “to promote optimal child development and be alert to signs that may indicate otherwise”. An intervention’s success therefore relies on having the knowledge, skills and methods to do so. I will discuss these three important competences in relation to a particular intervention, and how such contributed to, and informed my practice. Child development theories
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In advance of the second week of the crèche, I asked my supervisor if I could help alleviate this distress next time, during which after a lot various attempts, I successfully engaged the boy through the use of non-verbal communication and play.
Attachment Theory is highly appropriate in informing this particular practice. Attachment Theory originates with John Bowlby (1958) who observed that children experience intense distress when separated from their mothers. Bowlby defined attachment as a “lasting psychological connectedness between human beings” (1964, p. 194). His evolutionary theory argues that children need to develop a secure attachment with their caregiver in their early years, known as the critical period. This caregiver will form a secure base (developed by Ainsworth) from which the child can explore and develop (Goldberg, 2007). Ainsworth (1979) went on to develop the attachment styles through the ‘Strange Situation’ study involving presence of mother and/or stranger within a stimulating (toys and activities) environment. From this, she developed the concepts of securely and insecurely (sub categories: avoidant and resistant) attached. A child’s attachment is determined by how and to what extent the
In advance of the second week of the crèche, I asked my supervisor if I could help alleviate this distress next time, during which after a lot various attempts, I successfully engaged the boy through the use of non-verbal communication and play.
Attachment Theory is highly appropriate in informing this particular practice. Attachment Theory originates with John Bowlby (1958) who observed that children experience intense distress when separated from their mothers. Bowlby defined attachment as a “lasting psychological connectedness between human beings” (1964, p. 194). His evolutionary theory argues that children need to develop a secure attachment with their caregiver in their early years, known as the critical period. This caregiver will form a secure base (developed by Ainsworth) from which the child can explore and develop (Goldberg, 2007). Ainsworth (1979) went on to develop the attachment styles through the ‘Strange Situation’ study involving presence of mother and/or stranger within a stimulating (toys and activities) environment. From this, she developed the concepts of securely and insecurely (sub categories: avoidant and resistant) attached. A child’s attachment is determined by how and to what extent the