This learning object is to introduces Practice Learning Qualification (PLQ) candidates to key concepts and theories relating to communication within the contexts of education, health and social services. It uses the specific context of practice learning within social work education to introduce and explore the themes of verbal, non-verbal and written communication, and communication across diverse situations. In particular it highlights the values and techniques involved in giving and receiving feedback during professional practice learning.
News release which provides statistical data on children involved in referral; the child protection register; inquiries and case conferences in Scotland for the year ending 31 March 2002. Statistical tables are also included.
Document that accompanies the main guidance framework, providing a glossary and template record documents.
The Time Intervals Working Group was set up in 1997 to report on the processing of cases through the children’s hearings system. Following wide consultation, the first Blueprint, containing a Code of Practice and associated standards and targets, was published in March 1999. The objective was to identify and minimise areas of inconsistency, duplication and unnecessary delay at key points within the system, so that children at risk have their needs addressed effectively at an early stage.
Guide for social services departments to implementing the Protection of Vulnerable Adults scheme which is designed to act as a workforce ban on care workers who have harmed vulnerable adults in their care by adding another layer of protection to pre-employment processes such as Criminal Records Bureau checks.
Document which focuses on what you should do if you have concerns about children, in order to safeguard and promote their welfare, including those who are suffering, or at risk of suffering, significant harm.
This resource also outlines what will happen once you have informed someone about those concerns; what further contribution you may be asked or expected to make to the processes of assessment, planning, working with children, including how you should share information.