Introduction
This essay reflects on the critical aspects of safeguarding and professional judgement in social work, using a case study involving Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to concerns about frequent absences, poor hygiene, nutritional neglect, and parental substance misuse. As a student social worker tasked with conducting an initial home visit, this reflection explores the identified risks, the approach to exploring these concerns, the balance between empathy and professional curiosity, and the challenges and limitations in decision-making. Furthermore, it considers the relevant legislative frameworks, such as the Children Act 1989 and Working Together 2023, and identifies lessons learned for future placement. This analysis is grounded in a broad understanding of safeguarding principles and aims to demonstrate an emerging critical approach to social work practice with a focus on child protection.
Identifying Risks in Daniel’s Case
In Daniel’s case, several significant risks were immediately apparent. Frequent school absences and poor hygiene suggest potential neglect, which is a form of child maltreatment under the Children Act 1989, defined as the persistent failure to meet a child’s basic physical and psychological needs (HM Government, 2018). Reports of “not getting food at home sometimes” indicate possible nutritional neglect, which could impact Daniel’s physical health and emotional well-being. Additionally, the suggestion of paternal substance misuse and untreated mental health issues raises concerns about George Malik’s capacity to provide consistent care, potentially exposing Daniel to harm. The child’s withdrawn and anxious demeanour further signals emotional distress, which may be compounded by past domestic incidents noted in the family’s history with services. These factors collectively highlight a high risk of harm, necessitating a safeguarding response to ensure Daniel’s safety and well-being.
Exploring Risks During the Role-Play
During the simulated home visit, I approached the exploration of risks with sensitivity, mindful of the need to avoid alienating George Malik while prioritising Daniel’s safety. I introduced myself clearly, explaining my role as a student social worker and the purpose of the visit. Using open-ended questions, such as “Can you tell me how things have been at home recently?” I encouraged George to share his perspective on the concerns raised by the school. This approach aligns with guidance from Working Together 2023, which emphasises collaborative working with families while maintaining a focus on the child’s needs (HM Government, 2023). I also addressed confidentiality explicitly, clarifying that while I aim to maintain privacy, safeguarding concerns might require sharing information with other professionals if Daniel’s safety is at risk. However, I found it challenging to probe deeper into sensitive issues like substance misuse without clear evidence, reflecting a limitation in my current skills and confidence.
Balancing Empathy with Professional Curiosity
Balancing empathy with professional curiosity proved to be a complex task. On one hand, I aimed to build rapport with George by acknowledging the challenges of single parenthood and expressing a genuine desire to support the family. For instance, I validated his struggles by stating, “I understand that parenting can be tough, especially without much support.” On the other hand, I maintained professional curiosity by gently probing into Daniel’s absences and hygiene concerns, asking, “Can you help me understand why Daniel has missed school recently?” This approach is supported by Munro (2011), who argues that effective child protection requires maintaining a curious, analytical mindset while avoiding judgemental attitudes. Nevertheless, I occasionally felt hesitant to push further, worried about damaging the fragile trust established during the visit. This reflects a need to develop greater assertiveness in future practice.
Confidence and Discomfort in Challenging Concerns
Challenging concerns directly was an area of personal discomfort. While I felt confident discussing observable issues like school absences, I struggled to address the more sensitive topics of substance misuse and mental health due to the lack of concrete evidence and fear of confrontation. This hesitation aligns with findings from Featherstone et al. (2014), who note that student social workers often find it difficult to navigate authoritative roles in family interventions. My approach was cautious, arguably too tentative, as I prioritised maintaining a non-threatening atmosphere over directly addressing all concerns. This experience has highlighted the importance of developing confidence in challenging conversations, a skill I intend to strengthen through supervision and training during placement.
Limitations in Decision-Making
As a student social worker, my decision-making capacity was limited by my inexperience and reliance on supervision. During the role-play, I refrained from making independent judgements about the level of risk, recognising that such decisions require collaboration with senior practitioners and multi-agency partners as outlined in Working Together 2023 (HM Government, 2023). Additionally, my lack of knowledge about local resources and referral pathways hindered my ability to offer immediate support to George. This limitation underscores the importance of familiarising myself with service networks and protocols before entering placement, ensuring I can respond more effectively to family needs.
Relevant Legislation and Frameworks
The legislative framework underpinning this case includes the Children Act 1989, which establishes the paramountcy of the child’s welfare in all decisions, and the Children Act 2004, which mandates inter-agency cooperation in safeguarding (HM Government, 1989; 2004). Working Together 2023 provides statutory guidance on conducting assessments and protecting children from harm, emphasising a child-centered approach (HM Government, 2023). Additionally, while the Care Act 2014 primarily applies to adults, its focus on well-being and support could be relevant to George’s unmet mental health needs if linked to safeguarding risks for Daniel (HM Government, 2014). These frameworks informed my approach during the role-play by reinforcing the need to prioritise Daniel’s safety while considering the family’s broader context. However, my limited familiarity with applying legislation in practice highlighted a gap in my knowledge that I must address.
Lessons Learned and Future Development
This reflective exercise has been invaluable in identifying strengths and areas for growth. I learned the importance of clear communication and the sensitive handling of confidentiality in building trust with service users. However, I also recognised my discomfort in challenging sensitive issues and the limitations of my decision-making capacity as a student. Moving forward, I aim to strengthen my professional curiosity and confidence by engaging in role-play simulations, seeking feedback from supervisors, and deepening my understanding of legislative frameworks through academic study. Additionally, I plan to build knowledge of local resources and multi-agency protocols during placement to enhance my problem-solving skills. These steps will better prepare me to navigate the complexities of safeguarding and uphold the ethical standards of social work practice as outlined by the British Association of Social Workers (BASW, 2014).
Conclusion
In conclusion, reflecting on safeguarding and professional judgement through the lens of Daniel Malik’s case has illuminated the intricate balance between empathy, curiosity, and authority in social work. The identified risks—neglect, potential parental substance misuse, and emotional distress—underscore the urgency of a child-centered approach guided by legislation such as the Children Act 1989 and Working Together 2023. While I demonstrated a sound understanding of basic safeguarding principles, challenges in confidence and decision-making revealed areas for development. By addressing these through targeted learning and practical experience, I aim to enhance my competence in safeguarding children effectively. This reflection not only highlights the importance of continuous professional growth but also reinforces the critical role of social workers in protecting vulnerable individuals within complex family dynamics.
References
- British Association of Social Workers (BASW) (2014) The Code of Ethics for Social Work. BASW.
- Featherstone, B., White, S. and Morris, K. (2014) Re-imagining Child Protection: Towards Humane Social Work with Families. Policy Press.
- HM Government (1989) Children Act 1989. HMSO.
- HM Government (2004) Children Act 2004. HMSO.
- HM Government (2014) Care Act 2014. HMSO.
- HM Government (2018) Working Together to Safeguard Children: A Guide to Inter-Agency Working to Safeguard and Promote the Welfare of Children. Department for Education.
- HM Government (2023) Working Together to Safeguard Children 2023. Department for Education.
- Munro, E. (2011) The Munro Review of Child Protection: Final Report. Department for Education.
