Introduction
This essay presents a case summary of Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to concerns about frequent absences, poor hygiene, and potential neglect. As a student social worker tasked with conducting an initial home visit, this piece will outline the approach to the assessment, focusing on communication strategies employed during the interaction with Daniel’s father, George Malik. Furthermore, it will reflect on the communication skills utilised, drawing on a reflective model to analyse verbal and non-verbal interactions, areas of strength, and challenges encountered. Theories such as Egan’s Skilled Helper model and concepts like SOLER will be applied to underpin the approach, while factors such as power and identity (via the Social GGRRAAACCEEESSS framework) will be explored. The essay will link these elements to the Knowledge and Skills Statements (KSS), the Professional Capabilities Framework (PCF), and core social work values, ensuring relevance to the case study and practical application in placement.
Case Summary and Role in Initial Assessment
Daniel Malik, a Year 4 student, has been referred by the school safeguarding lead due to recurring absences, poor personal hygiene, and concerning statements about inadequate food provision at home. Additional worries include Daniel’s anxious and withdrawn demeanour, alongside reports of his father, George Malik (32), a single parent, potentially misusing substances and showing inconsistency in collecting Daniel from school. George is unemployed and reportedly struggles with untreated mental health issues. The family has a history of involvement with social services, including a prior child protection plan for domestic incidents and disengagement from early help support two years ago for housing instability. My role as a student social worker involves conducting the initial home visit to assess the situation, introduce myself, explain the social work role, and address safeguarding and confidentiality. The aim is to build rapport with George, explore the concerns in a sensitive manner, and gather foundational information about their lived experiences.
Underpinning this assessment is relevant legislation, notably the Children Act 1989, which prioritises the welfare of the child as paramount (HM Government, 1989). I informed George of this legal framework, explaining that my role is to ensure Daniel’s safety and wellbeing while supporting the family where possible. Additionally, adherence to the Data Protection Act 2018 ensures confidentiality, unless safeguarding concerns necessitate disclosure (HM Government, 2018). This transparency was vital to establish trust while setting clear boundaries regarding information sharing.
Reflective Analysis Using Gibbs’ Reflective Cycle
To critically analyse my communication skills during the home visit, I have employed Gibbs’ Reflective Cycle (1988), which provides a structured framework for evaluating experiences through description, feelings, evaluation, analysis, conclusion, and action plan. During the visit, I introduced myself clearly, using a calm and approachable tone to reduce any potential anxiety for George. Verbally, I focused on open-ended questions such as, “Can you tell me a bit about how things have been at home recently?” to invite dialogue without appearing confrontational. Non-verbally, I adopted the SOLER model (Egan, 2014), maintaining an open posture, leaning slightly forward to show engagement, and ensuring eye contact to convey attentiveness.
I felt initially nervous, aware of the power imbalance inherent in my role as a social worker entering a private family space. However, I remained mindful of this dynamic, striving to minimise it by sitting at the same level as George and avoiding overly formal language. Positively, active listening was a strength; I paraphrased George’s responses to demonstrate understanding, such as reflecting back, “It sounds like things have been really challenging for you lately.” Empathy was central, as I acknowledged his struggles without judgment, aligning with core social work values of respect and dignity (BASW, 2014). Nevertheless, I struggled with silences, feeling the urge to fill them rather than allowing George space to process his thoughts—a limitation I later recognised as impatience on my part.
Theoretical Underpinnings and Application
My approach was informed by Egan’s Skilled Helper model (2014), particularly the stages of building a relationship and exploring the client’s perspective. This framework guided me to prioritise rapport before delving into sensitive issues like substance misuse or Daniel’s absences. Additionally, motivational interviewing techniques, such as expressing empathy and developing discrepancy, were considered to encourage George to reflect on potential changes without feeling coerced (Miller and Rollnick, 2013). However, I found it challenging to fully implement this due to time constraints and my novice status, highlighting a gap in my current skill set.
The Social GGRRAAACCEEESSS framework (Burnham, 2012) was crucial in understanding how identity and cultural factors shaped the interaction. For instance, I considered George’s gender as a single male parent, which might influence societal expectations or stigma around seeking help, and my own identity as a student social worker potentially affecting perceived authority. Awareness of these dynamics prompted me to adopt a non-judgmental stance, though I later reflected that I could have explored cultural or religious influences on family life more explicitly, an area for future improvement.
Linking to Professional Standards and Values
This experience aligns with the Professional Capabilities Framework (PCF), particularly domains of professionalism, values and ethics, and intervention and skills (BASW, 2018). Demonstrating empathy and active listening reflects PCF’s emphasis on relationship-based practice, while explaining confidentiality and safeguarding adheres to ethical practice. Similarly, the Knowledge and Skills Statements (KSS) for child and family social work, such as understanding child development and risk assessment (Department for Education, 2018), guided my focus on Daniel’s wellbeing during the visit. Core social work values, including social justice and respect for individuality, were central as I sought to empower George despite systemic challenges like unemployment and mental health stigma (BASW, 2014).
Challenges and Learning for Placement
Reflecting on limitations, managing emotional responses—both mine and George’s—was challenging. At times, I felt overwhelmed by the complexity of the case, particularly when George appeared defensive about substance use allegations. This taught me the importance of self-awareness and emotional resilience, key components of professional development under the PCF (BASW, 2018). Furthermore, I struggled with balancing empathy and authority, a tension often noted in social work literature (Banks, 2020). Moving forward into placement, I will focus on enhancing my confidence in using silences productively and deepening my cultural competence to address identity factors more comprehensively. Engaging in supervision and peer feedback will be critical to this growth, ensuring I continue to align with KSS expectations for reflective practice (Department for Education, 2018).
Conclusion
In conclusion, the initial home visit with George Malik provided a valuable opportunity to apply communication skills within a real-world social work context, guided by frameworks like Egan’s Skilled Helper model and Gibbs’ Reflective Cycle. While strengths such as active listening and empathy were evident, challenges around managing silences and navigating power dynamics highlighted areas for growth. Linking these experiences to the PCF, KSS, and core social work values underscores their relevance to professional practice. Ultimately, this reflection has equipped me with actionable insights for placement, particularly in fostering culturally sensitive interactions and balancing empathy with professional boundaries. The case of Daniel Malik serves as a reminder of the complexity of social work, where effective communication remains foundational to safeguarding and support.
References
- Banks, S. (2020) Ethics and Values in Social Work. 5th ed. London: Palgrave Macmillan.
- British Association of Social Workers (BASW) (2014) The Code of Ethics for Social Work. Birmingham: BASW.
- British Association of Social Workers (BASW) (2018) Professional Capabilities Framework for Social Work in England. Birmingham: BASW.
- Burnham, J. (2012) Developments in Social GGRRAAACCEEESSS: Visible-invisible and voiced-unvoiced. In: Krause, I.-B. (ed.) Culture and Reflexivity in Systemic Psychotherapy: Mutual Perspectives. London: Karnac Books, pp. 139-160.
- Department for Education (2018) Knowledge and Skills Statements for Child and Family Social Work. London: DfE.
- Egan, G. (2014) The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. 10th ed. Belmont, CA: Brooks/Cole.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.
- HM Government (1989) Children Act 1989. London: HMSO.
- HM Government (2018) Data Protection Act 2018. London: HMSO.
- Miller, W.R. and Rollnick, S. (2013) Motivational Interviewing: Helping People Change. 3rd ed. New York: Guilford Press.
