Page 1 of 9
Observation
People are not always able to explain clearly what they think or feel, want or need, hope or fear.
- They may be too caught up in what is happening to them to see things clearly.
- They may not use verbal communication readily.
- They could be trying to hide things because they fear the consequences.
Observing people in their environment, rather than just listening to what is being said, is an important way of gathering information in such circumstances. It can shed light on how people are living and the dynamics between them as well as confirm or contradict what has been said.
Page 2 of 9
Observation
We will now explore ways of using observation skills to gather information by using a scripted case study.
The first set of questions will be about observation; taking note of the visible clues. In the next section, we'll go on to consider listening skills; taking note of what people say.
To test your observation skills read the script below only once before clicking 'next' to answer our questions.
Transcript of NSPCC video excerpt from The Child's World
A smartly dressed woman (Sylvia Walker) walks up to the front door of a flat and knocks on the door.
A young, tired and casually dressed woman (Lorraine Witchurch) answers the door.
Sylvia Walker: Hello. Lorraine Witchurch?
Lorraine Witchurch: Yeah…
Sylvia: My name's Sylvia Walker. I’m a Social Worker from Oldport Social Services. I wrote to you about a week ago to let you know I'd be calling. You did get my letter?
Lorraine: Umm, I dunno.
Sylvia: Well, is it ok if I come in and talk with you?
Lorraine: Umm, yeah, well I suppose so. Come in.
Sylvia: Thanks.
Two women walk into the living room.
A young boy (Lee) is sitting on the sofa wearing a nappy, vest and socks.
He is babbling away about his book whilst his younger brother (Shane) is sitting on the floor banging a saucepan and spoon.
Lee: (babbling) What's that?
Sylvia: (to Lee) It's Barney.
Lorraine: You can sit down on there.
Sylvia: Thank you.
Sylvia sits down in armchair
Lee: (babbling) Barney!
Lorraine: Let Mummy sit down.
Lorraine sits down on sofa and places Lee on the floor
Lee moves over to play with his brother and the saucepan
Sylvia: Now, Lorraine. The reason I'm here is because someone called us because they thought you may be having some difficulties coping with the children.
Lorraine: Well who said that? I bet it was that nosy cow from next door.
Sylvia: I'm sorry, I'm afraid I can't say, but when we get information like this we do need to find out how you're coping. It's not easy looking after two little children, especially when you're on your own.
Lorraine: I'm not on me own all the time. Well, Lee's dad comes round sometimes.
Sylvia: Oh, how often does he come?
Lorraine: Well, weekends. He takes the kids of me hands for a bit. And me Mum comes round as well in the week. I – I sometimes see Shane's dad, but he don't come round as much cos he's got problems.
Lee prods Shane in the face with the wooden spoon
Lorraine: (raised voice to Lee) Leave him alone. You’re too old to play with those. Go and switch the cooker off for me and come back here and watch the telly.
Sylvia: Oh Lorraine. Don't you think it’s dangerous for Lee to be using the cooker?
Lorraine: No, he's fine. He does loads to help me. He looks after Shane in the morning and he gets his own cornflakes. I need my sleep and he's always up early.
Sylvia: Does Lee go to nursery?
Lorraine: N-no, not anymore. He used to though.
Sylvia: And why doesn't he go there anymore?
Lorraine: Th-those other mothers were all stuck up and we were always late. Well, the nursery was the other side of the dual carriageway and we have to walk all the way down one side to the crossing, and then back up the other side. And the staff there said that the clothes I put him in weren't good enough.
Sylvia: What was wrong with them?
Lorraine: Well they said they weren't warm enough for him, but I know they were fine. And they said that he kept fighting with the other kids and that he bit a girl.
Sylvia: And what did you do about that?
Lorraine: I did tell him off for biting that little girl and I sent him to bed without any tea. But you can't stop boys from fighting, can ye? I mean, they all do it.
Shane crying on floor with dirt round his mouth
Lorraine gets off sofa and picks him up
Sylvia: What about Shane? How are you finding him?
Lorraine: He has his moments. He drives me mad with his whinging. He’s always got a cold: one cold after another.
Sylvia: Have you seen the doctor?
Lorraine: Yeah, but he gives us some medicine for his ears, but he – he don't eat properly. Trying to feed him is a nightmare. Yesterday I made a cottage pie, but he wouldn't eat it until I forced it down him. And then he sicked it up all over the settee. I was fuming – little bleeder did it to spite me.
End of script
Copyright
© Copyright 2000, 2006 NSPCC and The University of Sheffield
This video excerpt is reproduced with the kind permission of NSPCC and The University of Sheffield and is taken from the DVD The Child's World. To obtain further information or a copy of this DVD please send an email to: learningresources@nspcc.org.uk
Page 3 of 9
Observation
Question 1
Question 1: Click on the answer you think is correct.
What was Lee wearing?
Page 5 of 9
Observation
Question 2
Which of the following is true about Shane?
Page 7 of 9
Observation
As you can see, both of these questions were quite straightforward, with right and wrong answers.
However, you may have struggled to notice and remember all of these things because there was a lot to take in. You may have noticed and remembered only what was most vivid or interesting or the first and last things that were said. This is one of the reasons why assessments and plans are often based on incomplete or inaccurate information (Munro, 1999).
Page 8 of 9
Observation
Some of what we observe may be straightforward and factual, e.g. what Lee was wearing. Often, though, we need some additional skills if we are to make sense of what we see. Think about the following questions:
- What did you notice about the interactions between the mother and the youngest child?
- How would you describe the condition of the family home?
In order to answer these questions, you need to analyse what you have observed, rather than just remember the factual details.
Page 9 of 9
Observation
Such analysis requires skills such as:
- an ability to sift information to work out what is important
- a sensitivity to, and awareness of, people's non-verbal communications (e.g. what body language may say about feelings)
- a good understanding of interpersonal interactions.
It is important that these are underpinned by research and other knowledge (e.g. attachment or systemic theories) as there is a danger of being biased in our conclusions (Munro, 1999).
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