Knowledge, skills and behaviours

The principles of equality, diversity and inclusion are core to role of a social worker. Social workers champion the rights of those who they work with and support those that are often marginalised. The social work profession, with its values and principles of anti-discriminatory and anti-oppressive practice, is uniquely placed to lead the way in achieving equality across the whole of society. 

Social work students must demonstrate an understanding of how diversity shapes human experience and the different factors that might influence the lived experience of individuals. They should recognise the importance of applying anti-discriminatory and anti-oppressive principles in social work practice.  

The knowledge statements should inform curriculum development to ensure that students have the necessary learning opportunities to develop their understanding of anti-discriminatory practice. Course providers should work with placement providers to ensure that practice learning gives students the opportunity to develop the associated skills across a range of social work settings. 

By the end of their pre-qualifying training, social work graduates will: 

• understand the principles of anti-discriminatory practice and recognise the importance of applying these principles in social work practice
• regularly reflect upon their own practice, seeking to promote social justice and confront issues of inequality and inclusion 

To be able to do this , social work students need to know and understand: 

• 2.1 How to positively explore the cultural identities and beliefs of the people, families and communities that social workers work with.
• 2.2 How identity and intersectionality can impact on the lives of people, families and communities.  
• 2.3 The social context in which people live and how multiple and intersecting oppressions and disadvantages impact people, families and communities.
• 2.4 The impact of poverty and economic disadvantage, including the cumulative impact of intergenerational poverty on people, families and communities.
• 2.5 The role of social work in promoting social justice and pursuing positive change in partnership with people who are at risk of harm.
• 2.6 The importance of inclusive practice, including anti-oppressive, anti-racist and anti-discriminatory practice from both historical and contemporary perspectives.  
• 2.7 How to recognise the impact of individual, organisational and structural discrimination and oppression.  
• 2.8 That social work is an international and global profession, and how social work practice can vary based on national or regional contexts, including within the UK. 
  

To be able to do this, social work students need to develop skills which allow them to: 

• 3.1 Practice in an anti-discriminatory, anti-racist and anti-oppressive manner; applying principles of equality, diversity and inclusivity.  
• 3.2 Reflect on own biases and prejudices to ensure that practice is anti-discriminatory, anti-racist and anti-oppressive.
• 3.3 Demonstrate appropriate use of power and professional authority whilst upholding people’s human and equality rights, advocating where appropriate.

Effective multi-disciplinary working is an essential component of social work practice. Social work students must learn how to work effectively as a part of a multi-disciplinary and multi-agency team. They should recognise and articulate the positive impacts that this type of working can have on people with lived experience. Social work students should be supported to understand the unique role of a social worker to enable them to advocate for their professional identity in a range of contexts.

 
The knowledge statements outlined in this section provide detail on the learning required to support students to understand the importance of multi-disciplinary learning. We expect that students will learn through a combination of taught input and via experience of working with professionals in the placement environment.

 
Placement opportunities should provide practical opportunities for students to apply their learning in practice and seek feedback from professionals about how their attitudes and behaviours may influence others. 

By the end of their pre-qualifying training, social work graduates will:

• understand the importance of multi-disciplinary working and be able to apply their knowledge to a range of social work contexts
• work collaboratively with professionals from other disciplines whilst maintaining and promoting their social work identity 

To be able to do this, social work students need to know and understand:

• 2.9 The importance of multi-disciplinary and multi-agency working, recognising the value and purpose of partnership working with other professionals to achieve better outcomes for people, families and communities.
• 2.10 How to maintain and advocate for their professional identity as a social worker in multi-disciplinary and multi-agency contexts.
• 2.11 The principles, origin and evidence-based value of co-production and how to use and promote it within social work practise.
• 2.12 The contrasting contexts of social work practice and how contemporary social care, health, education, and specialist providers deliver services.
• 2.13 Data protection, privacy and confidentiality including information rights, appropriate access of data, use of communicative technology and knowing when and how to share information, with consideration of the potential impacts of disclosure.

To be able to do this, social work students need to develop skills which allow them to:

• 3.4 Work effectively with others, identifying the opportunities and challenges associated with working with others from differing settings, services, teams and professions.
• 3.5 Work in collaboration with others, acknowledging the knowledge and skills that they bring to decision-making, and recognising the boundaries of social work practice.
• 3.6 Prepare effectively for meetings and participate in a co-productive, respectful and inclusive manner.
• 3.7 Apply social work knowledge and skills to constructively manage disagreements and conflict with others.
• 3.8 Actively seek and share information with others as appropriate, taking into consideration relevant governance and legislation.
• 3.9 Appropriately use relevant information and communication technologies, platforms, or software to work in line with confidentiality and privacy principles.

Relationships are at the heart of social work practice. For social workers they are the means through which they work collaboratively with people receiving social work services and interventions. Successful relationships allow social workers to establish an understanding between professionals and people with lived experience of what needs to be done, and by whom, to ensure the safety and wellbeing of people.

  
Social work students need to understand the importance of effective relationships and communication skills from the earliest point in their social work journey. The knowledge statements below outline how course providers should consider their curriculum design to teach students the importance of working in partnership with others. We anticipate that this will form a key part of assessing readiness for direct practice before first placement. 

Placement learning opportunities should be structured to enable professionals to observe and assess the development of students’ communication skills and their ability to work effectively with others. This should cover a range of circumstances, including those which may be more challenging. There must be mechanisms in place to intervene should students’ skills not meet the necessary level of competence in practice-based scenarios. 
 
By the end of their pre-qualifying training, social work graduates will:

• understand the importance of working in partnership with people to promote their well-being and achieve positive outcomes
• be able to demonstrate effective interpersonal skills for a range of audiences using different communication methods 

To be able to do this, social work students need to know and understand:

• 2.14 The role of a social worker and a social worker's responsibility to empower, advocate, value, assist, safeguard and protect people.
• 2.15 How to work in partnership with people while recognising them as experts in their own lives, and how to build professional relationships founded on respect, honesty and integrity.
• 2.16 The need to value each person as an individual, recognising their strengths and abilities, and the support available within their networks and support systems.

To be able to do this, social work students need to develop skills which allow them to:

• 3.10 Demonstrate effective, professional and appropriate interpersonal skills, in verbal and written communication for a range of audiences.
• 3.11 Communicate the role of a social worker and the purpose of social work clearly, accurately and sensitively.
• 3.12 Communicate with and actively listen to others being respectful, inclusive, engaging, accessible, motivating and effective.
• 3.13 Demonstrate emotional intelligence, empathy and compassion as appropriate to all situations.
• 3.14 Support people to express their expectations, strengths and limitations and to understand and fully realise their rights, entitlements and responsibilities.
• 3.15 Demonstrate effective, ethical and appropriate use of digital tools, technologies, spaces and platforms.

In order to practise safely, it is essential for social work students to know and comply with legal frameworks relevant to their work and to protect people’s rights. This includes understanding the role of ‘social worker’ as a protected title, understanding the requirement to uphold the professional standards as a regulated professional, and the role of Social Work England. 

Taught course content should equip students with an appropriate level of legal literacy of relevant legislation and statutory guidance which underpins social work practice. The importance of supervision should be introduced to students as a way of engaging in critical reflection and analysis of their own practice. 

When on placement, students should be given the opportunity to apply their learning to practice. The education and training standards outline our expectations in relation to supervision requirements for students. Arrangements should be routinely discussed and reviewed between course and placement providers to ensure they remain appropriate for individual students.  

By the end of their pre-qualifying training, social work graduates will:

• have a thorough understanding of legislation and policy relevant to social work practice and recognise the significance of ‘social worker’ as protected title
• demonstrate an ability to critically reflect upon their practice, using supervision to inform their professional development
• recognise when to escalate concerns or challenge decisions to promote the safety and wellbeing of people 

To be able to do this, social work students need to know and understand:

• 2.17 How to maintain their professional identity as a registered social worker, recognising the accountability and responsibility of the role, both in private and public life.
• 2.18 Legal literacy of relevant legislation and policy areas including human rights, equality rights, and statutory guidance that underpins social work practise.
• 2.19 How to recognise organisational wrongdoing and cultures of unsafe practice, knowing when to whistle blow, raise concerns and seek support.
• 2.20 The role and value of differing models of supervision in enabling a social worker's professional development, accountability and responsibility to reflect upon, scrutinize and challenge their practice.
• 2.21 The political and social context of social work in England, including the relationships between agencies and the impact of government policy.
• 2.22 The role of Social Work England as the regulator for social work, the status of 'social worker' as a protected title, the responsibility to meet the professional standards, and engage in continuing professional development as a registered social worker.

To be able to do this, social work students need to develop skills which allow them to:

• 3.16 Maintain, develop and promote their professional identity as a social worker, applying social work principles, codes of practice, ethics, and the values of social work in practice.
• 3.17 Maintain and reflect upon personal and professional boundaries in all situations.
• 3.18 Demonstrate reflective practice and an ability to think critically about their work.
• 3.19 Engage in supervision to support practice.
• 3.20 Manage time and prioritise workload using available resources; seeking support when required.
• 3.21 Challenge decisions, actions or behaviours which are not in the best interests of people receiving services.
• 3.22 Promote the safety and wellbeing of people, including families, communities and other professionals.

Social work students must understand the role of evidence in decision making. They should recognise the value of evidence-informed practice as a way of supporting decisions which are fair, proportionate and ethical. This includes using evidence from a variety of sources including social work theory, research, the views of other professionals and the wishes and feelings of people they work with. 

The course curriculum will ensure that students understand the range of techniques for using evidence to inform practice. It will introduce them to a range of interventions and models which are applicable across the breadth of social work.

Placement settings should provide students with the opportunity to apply their learning in practice. While students should have a level of knowledge about a range of social work theories, we expect them to learn about models, methods and approaches which may be relevant to specific areas of social work. Through the support provided by professionals involved in placements, students should be able to reflect upon and analyse their practice both individually and alongside colleagues.
 
By the end of their pre-qualifying training, social work graduates will:

• understand the role that evidence plays in their decision making as a social worker
• demonstrate an ability to critically reflect upon, and develop, their practice showing appropriate self-awareness and adaptability

To be able to do this, social work students need to know and understand:

• 2.23 How social workers use evidence to critically inform their practice, and the strengths and limitations of different forms of evidence.
• 2.24 How social workers use theory to critically inform their practice and the interventions and models they use.
• 2.25 The use of self in social work, and how social workers may work creatively to apply different skills and interventions.

To be able to do this, social work students need to develop skills which allow them to:

• 3.23 Critically use social work theories, models, methods, approaches, and research methodologies in practice.
• 3.24 Critically reflect upon and analyse their practice, seeking support where necessary.
• 3.25 Synthesise and analyse complex knowledge, evidence and information from multiple sources and apply this in practice.
• 3.26 Demonstrate an evidence-informed approach when making decisions.
• 3.27 Write accurate, clear, objective, and up-to-date records and reports which document assessments, decisions and actions.  

Social work students should understand the importance of balancing people’s views and wishes with the need to act in a person’s best interests to promote, or ensure, their safety. Ultimately, when joining the register, social workers [GF1.1]have a responsibility to stay alert to and investigate suspected harm, neglect or abuse and, where risk has been identified, agree plans to address it urgently.

In order to do this, course providers must ensure that their curriculum equips students with knowledge relating to human development, the range of factors which can influence individual health outcomes and potential signs of harm. Students should have formed a basic understanding of these concepts prior to direct working with the public in a practice-based setting.

 
While on placement, students should be supported to work alongside professionals to begin to exercise their professional judgement in specific scenarios. Relationships with professionals in practice-based settings should support students to develop professional curiosity and make suggestions to inform plans which respond to need and likely and/or actual harm.

 
As students progress through their 200 days of practice-based learning, assessments should consider how their understanding has developed and monitor professional confidence and competence to work under a level of supervision which is appropriate to their stage of learning. 

By the end of their pre-qualifying training, social work graduates will:

• understand how to undertake an assessment of need which considers factors such as expected human development, physical and mental health and potential and actual signs of harm
• use their professional judgement to respond effectively to risk and harm, working with other professionals to implement plans and interventions
• demonstrate an ability to adapt plans where necessary

To be able to do this, social work students need to know and understand:

• 2.26 Assessment of need, eligibility, risk and protective factors when working with people, families and communities.
• 2.27 The social determinants of physical and mental health, including the impact of child and adult mental health issues, physical disability and learning disability.
• 2.28 Signs of harm, exploitation, neglect, abuse, domestic abuse and coercive and controlling behaviour, recognising their impact on people, families and communities.
• 2.29 Signs of substance use and dependency, recognising their impact on people, families and communities.
• 2.30 Neurodiversity and how this can impact people, families and communities.
• 2.31 Human development across the life span, inclusive of child and adolescent development, and adult life stages.
• 2.32 The impact of trauma and loss on human development across a person’s life and factors contributing towards vulnerability.
  To be able to do this, social work students need to develop skills which allow them to:
• 3.28 Exercise professional judgment and demonstrate professional curiosity.
• 3.29 Recognise and identify need, or signs of likely and/or actual harm, neglect and abuse.
• 3.30 Demonstrate an ability to balance empathy and autonomy, by having courageous and difficult conversations.
• 3.31 Respond and participate in plans to address need, or likely and/or actual harm, neglect and abuse.
• 3.32 Recognise and respond to behaviour that may indicate a lack of co-operation, and take action, when necessary, particularly where this is linked to safeguarding concerns, to overcome this.
• 3.33 Undertake assessments of need and/or risk relating to others safety, and their own safety.
• 3.34 Demonstrate an ability to promote positive and planned change with people and their systems.
• 3.35 Undertake appropriate interventions safely and with adequate supervision, seeking support when required.