Introduction
This essay explores the role of a student social worker conducting an initial home visit and assessment for Daniel Malik, an 8-year-old child referred by Greenfields Primary School due to concerns about frequent absences, poor hygiene, food insecurity, and anxiety. Additionally, there are allegations of substance misuse and mental health challenges faced by Daniel’s father, George Malik, a single parent. The purpose of this essay is to reflect on the application of anti-oppressive practice (AOP) during this initial interaction, outline key tasks and approaches during the home visit, and link these to the Professional Capabilities Framework (PCF) and Knowledge and Skills Statements (KSS) for Social Work England. The discussion will encompass the importance of building rapport, addressing confidentiality, exploring concerns sensitively, and adhering to relevant legislation. Furthermore, it will consider potential questions to ask during the visit and feedback from an observer in a role-play scenario. Supported by recent academic literature and policy frameworks, this essay aims to demonstrate a sound understanding of social work practice while critically reflecting on the complexities of this case.
Context of the Case and Initial Home Visit
The referral for Daniel Malik highlights multiple safeguarding concerns, including neglect and emotional well-being. As a student social worker, the first home visit is a critical opportunity to establish trust, gather essential information, and assess the family’s circumstances. According to Thompson (2020), the initial interaction sets the tone for engagement and can significantly impact the family’s willingness to collaborate with services. My role involves introducing myself clearly as a student social worker, explaining that I am there to support the family while ensuring Daniel’s safety and well-being. I would outline the purpose of the visit, acknowledging the school’s concerns, and assure George that the process is collaborative rather than punitive.
Building rapport is essential, particularly given the family’s history of disengagement from early help services two years ago. I would adopt a strengths-based approach, focusing on identifying George’s capabilities as a parent while exploring challenges. For instance, I might begin with neutral topics, such as Daniel’s interests, before gently addressing sensitive issues like absences or food insecurity. Additionally, I must explain confidentiality boundaries, clarifying that while I aim to maintain privacy, I am obligated to share information if there is a risk to Daniel’s safety, in line with the Children Act 1989 (UK Government, 1989).
Anti-Oppressive Practice in Social Work
Anti-oppressive practice (AOP) is a foundational principle in social work, aiming to challenge structural inequalities and promote social justice (Dalrymple and Burke, 2006). In Daniel’s case, AOP requires me to recognise the intersecting oppressions George may face, such as unemployment, mental health struggles, and potential stigma related to substance misuse. Rather than adopting a deficit-focused perspective, I must approach the family with empathy, avoiding assumptions or judgement. For example, instead of framing George’s lateness to pick up Daniel as negligence, I would explore underlying factors, such as transport issues or mental health barriers, which may contribute to this behaviour.
Moreover, AOP involves cultural sensitivity and an awareness of power dynamics. As a social worker, I hold a position of authority, which may intimidate George, especially given his previous involvement with child protection services. To mitigate this, I would adopt a non-threatening tone, use open body language, and ensure George feels heard. Thompson (2020) argues that AOP is not merely about avoiding discrimination but actively empowering service users by valuing their lived experiences. Therefore, I would encourage George to share his perspective on the family’s challenges and collaboratively identify solutions, aligning with the PCF domain of ‘Intervention and Skills’ (BASW, 2018).
Key Legislation and Informing the Service User
Legislation provides the framework for safeguarding Daniel and supporting the family. The Children Act 1989, particularly Sections 17 and 47, outlines the local authority’s duty to provide support for children in need and to investigate if a child is at risk of significant harm (UK Government, 1989). I would inform George about these duties, explaining that my role is to assess whether additional support (e.g., food vouchers or mental health referrals) is needed and to ensure Daniel’s safety. Additionally, the Working Together to Safeguard Children (2018) guidance emphasises multi-agency collaboration, meaning I must liaise with the school and other professionals to build a holistic picture of Daniel’s circumstances (HM Government, 2018).
In line with the KSS, particularly Statement 2 on ‘Safeguarding,’ I must communicate these legal obligations clearly and accessibly to George, ensuring he understands the process and his rights (Social Work England, 2019). This transparency fosters trust and reduces the likelihood of disengagement, a recurring issue in this family’s history with services.
Potential Questions and Role-Play Feedback
During the home visit, I would use open-ended questions to explore the family’s lived experiences sensitively. Examples include: “Can you tell me how things have been going for you and Daniel recently?” or “I understand Daniel has missed some school; could you help me understand what’s been happening?” These questions avoid blame and invite George to share his perspective. Regarding food insecurity, I might ask, “How are you finding managing day-to-day needs like meals?” to gauge the extent of the issue without causing embarrassment.
In a role-play scenario, feedback from an observer might focus on my tone, clarity, and ability to balance empathy with professional boundaries. For instance, an observer might note whether I effectively explained confidentiality or if I appeared overly directive. Constructive feedback could highlight the need to slow down during sensitive topics to allow George time to respond, aligning with PCF Domain 7, ‘Skills in Building Relationships’ (BASW, 2018). Such feedback provides an opportunity for reflective practice, a cornerstone of professional development in social work (Schön, 1983).
Linking to PCF and KSS
This case study relates directly to several PCF domains, including ‘Professionalism,’ where I must demonstrate ethical practice and manage personal biases, and ‘Values and Ethics,’ by prioritising Daniel’s welfare while respecting George’s dignity (BASW, 2018). Similarly, KSS Statement 1, ‘Relationships and Effective Direct Work,’ underscores the importance of engaging families with empathy and respect (Social Work England, 2019). By reflecting on power imbalances and structural barriers through an AOP lens, I aim to uphold these standards, even as a student social worker navigating complex family dynamics.
Conclusion
In conclusion, the initial home visit for Daniel Malik offers a critical opportunity to apply anti-oppressive practice, build rapport, and address safeguarding concerns within a legislative framework. By adopting a strengths-based, empathetic approach, I aim to engage George collaboratively while prioritising Daniel’s well-being, aligning with the Children Act 1989 and Working Together guidance. Reflection on potential questions and role-play feedback highlights areas for professional growth, such as pacing conversations and refining communication skills. Linking these actions to the PCF and KSS demonstrates my commitment to ethical, evidence-informed practice. Ultimately, this case underscores the complexity of social work interventions, where balancing support and safeguarding requires sensitivity, critical awareness, and a commitment to social justice. The implications of this reflection extend beyond this case, informing my broader development as a practitioner dedicated to challenging oppression and promoting positive outcomes for vulnerable families.
References
- BASW (2018) Professional Capabilities Framework. British Association of Social Workers.
- Dalrymple, J. and Burke, B. (2006) Anti-Oppressive Practice: Social Care and the Law. 2nd ed. Open University Press.
- 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.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books.
- Social Work England (2019) Knowledge and Skills Statements for Social Workers in Child and Family Social Work. Social Work England.
- Thompson, N. (2020) Anti-Discriminatory Practice: Equality, Diversity and Social Justice. 7th ed. Palgrave Macmillan.
- UK Government (1989) Children Act 1989. HMSO.
