Bostock, Lisa, Shephard, Laura and Grant, Louise (2025) What knowledge and skills do early career social workers need to practice effectively with children and families? Child & Family Social Work . ISSN 1365-2206 (Electronic) 1356-7500 (Print) Full text available

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Abstract

There is an extensive literature base about the knowledge and skills required by social workers to work effectively with children and their families. However, making sense of how best to translate this into direct practice can be challenging, particularly when newly qualified. The paper is based on a wider rapid evidence assessment (REA) of the post-qualifying knowledge and skills required by early career social workers (ECSWs) to practice effectively with children and their families. The REA involved searching for relevant English language literature (2012–2023) in ASSIA, Social Care Online, SocINDEX and PsycInfo and specialist journals. However, it was soon apparent that the literature was not segmented by career stage and wider searches relating to knowledge and skills needed to be undertaken. In total, 51 papers were included for review. Studies identified were largely qualitative, exploring the knowledge and skills required through observations of direct practice and self-report studies from the perspectives of social workers and children and families themselves. Where knowledge and skills were identified, relationship building and good authority skills were associated with some improved outcomes for family members. The review presents findings through practice-near descriptions of what works to build early career expertise with children and their families.

Item Type:	Article
Additional Information:	Full text is also available from the publisher's website. First published: 07 May 2025.
Subjects:	Children, Young People and Developmental Pyschology > Children and Families - Social Work Social Welfare > Social Welfare Personnel Social Welfare > Social Work
Department/People:	Department of Education and Training
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/3016

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