Introduction
This reflective essay explores my experience during a recent workshop involving a case study discussion within the context of social work education. The workshop, facilitated by a lecturer and attended by my peers, focused on a scenario involving separated parents who share custody of their child. During one evening session, the father raised concerns about the child’s care while with the other parent. Through group discussions, we were tasked with examining the character in the case study, identifying relevant professionals to involve, and prioritising their order of engagement. Using a reflective lens, this essay employs the “What? So What? Now What?” model to structure my analysis (Rolfe et al., 2001). The purpose of this reflection is to critically dissect the situation, understand its significance, and consider how this experience will shape my future practice as a social worker. By delving into my thoughts, feelings, and learning outcomes, I aim to highlight the complexities of family dynamics in social work and the importance of collaborative, child-centered approaches.
What? Describing the Situation
The workshop centered on a case study of a separated couple who alternate custody of their child. During a parent evening session, the father expressed concerns that the child was not being adequately cared for while under the mother’s supervision. Specific details were not provided regarding the nature of the alleged neglect, but the scenario implied potential safeguarding issues that required careful consideration. In our group discussion, we were tasked with analyzing the father’s perspective, exploring the child’s well-being, and identifying professionals who should be involved in addressing the situation. We discussed the sequence of involvement, prioritising who should be consulted first, second, and so forth. Initial suggestions included social workers as the primary point of contact, followed by family support services, and potentially legal advisors if the situation escalated. The discussion also touched on the emotional and ethical challenges of navigating parental disputes while keeping the child’s best interests at the forefront, in line with the principles of the Children Act 1989 (UK Government, 1989).
Throughout the session, I actively participated by sharing my views on the importance of neutrality when dealing with separated parents. I also listened to my peers’ perspectives, some of whom emphasized the need for a multi-agency approach to ensure a holistic understanding of the child’s situation. The lecturer guided us to consider not only the immediate concerns but also the broader systemic factors, such as the impact of parental conflict on the child’s emotional well-being. This structured yet interactive format allowed for a rich exchange of ideas, though it also highlighted the complexity of making decisions in ambiguous scenarios where information is limited.
So What? Analyzing the Significance of the Experience
Reflecting on this workshop, I find that it matters profoundly because it mirrors real-life challenges faced by social workers in family intervention cases. One key learning point was the importance of maintaining a child-centered approach, even when parental emotions and accusations dominate the narrative. The father’s concern, while valid from his perspective, may not necessarily reflect the full reality of the child’s situation. This taught me the critical need for evidence-based assessments rather than relying solely on one party’s account. Indeed, as Payne (2014) argues, social workers must balance empathy with professional skepticism to avoid bias and ensure fair decision-making.
I also became more aware of my initial assumptions. At first, I leaned towards believing the father’s concerns warranted immediate intervention. However, through discussion, I recognised that such a reaction might overlook the mother’s perspective or structural factors, such as socioeconomic stressors, that could influence caregiving capacity. This realisation made me feel somewhat anxious, as it underscored the weight of responsibility in social work decision-making. A misstep—whether due to bias or incomplete information—could have lasting consequences for a family. Furthermore, hearing my peers’ varied interpretations of the case highlighted the diversity of thought within our group, which I found both reassuring and challenging. It was reassuring because collective input often leads to more balanced solutions, but challenging because consensus is not always achievable in time-sensitive situations.
Another significant takeaway was the importance of inter-professional collaboration. Identifying which professionals to involve first (e.g., social workers for initial assessment) and in what order (e.g., family mediators or legal advisors later) underscored the complexity of safeguarding cases. According to Frost and Robinson (2007), effective multi-agency working is crucial in child protection, yet often hindered by communication barriers. This insight deepened my appreciation for systematic coordination and clear role delineation in practice.
Now What? Planning for Future Practice
The insights gained from this workshop will significantly shape my future practice as a social worker. First, I intend to adopt a more structured approach to case analysis by consistently applying reflective models like Rolfe et al.’s (2001) framework to dissect complex situations. By asking “What?”, “So What?”, and “Now What?”, I can ensure a thorough evaluation of all perspectives before acting. This will help me avoid rushed judgments, particularly in emotionally charged cases involving separated parents.
Additionally, I plan to enhance my skills in inter-professional collaboration by actively seeking opportunities to engage with other disciplines during placements or simulations. For instance, understanding the specific roles of family mediators or child psychologists will equip me to make informed decisions about referral priorities. Resources such as the UK government’s “Working Together to Safeguard Children” guidance (HM Government, 2018) will be invaluable in this regard, as they outline clear protocols for multi-agency working in safeguarding contexts. I aim to familiarise myself with such documents to ensure compliance with best practices.
Moreover, this experience has motivated me to work on managing my emotional responses to contentious cases. The anxiety I felt during the discussion signals a need for better self-regulation, which I will address by engaging in reflective supervision and peer support networks once in practice. As Teater (2014) suggests, reflective practice and supervision are essential tools for social workers to process emotions and maintain professional boundaries. By incorporating these strategies, I hope to build resilience and confidence in handling family disputes objectively.
Finally, I will strive to remain aware of my biases and assumptions. This workshop revealed how easily personal inclinations can influence initial interpretations of a case. Moving forward, I will commit to evidence-based practice, ensuring that assessments are grounded in facts rather than subjective impressions. This approach aligns with the Social Work England Professional Standards (2019), which emphasize accountability and objectivity in decision-making.
Conclusion
In conclusion, reflecting on the workshop using the “What? So What? Now What?” model has provided valuable insights into the complexities of social work with separated families. The case study discussion highlighted the importance of a child-centered focus, the need for unbiased assessments, and the value of multi-agency collaboration. It also exposed personal learning needs, such as managing emotional responses and challenging assumptions, which I will address through structured reflection and professional development. Ultimately, this experience has reinforced my commitment to evidence-based, ethical practice as I prepare for a career in social work. The lessons learned will undoubtedly inform how I approach future cases, ensuring that I prioritise the well-being of vulnerable individuals while navigating the intricate dynamics of family conflict. By continuing to reflect and adapt, I aim to contribute effectively to safeguarding and support systems, aligning with the core values of the social work profession.
References
- Frost, N. and Robinson, M. (2007) Joining up children’s services: Safeguarding children in multi-disciplinary teams. Child Abuse Review, 16(3), pp. 184-199.
- HM Government (2018) Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children. UK Government.
- Payne, M. (2014) Modern Social Work Theory. 4th ed. Palgrave Macmillan.
- Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Palgrave Macmillan.
- Social Work England (2019) Professional Standards. Social Work England.
- Teater, B. (2014) An Introduction to Applying Social Work Theories and Methods. 2nd ed. Open University Press.
- UK Government (1989) Children Act 1989. UK Legislation.
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