‘We need to give it more attention’. Educators’, students’, and social work apprentices’ experiences of teaching and learning child-centred recordkeeping

Abstract

Maintaining records about children and families who are the subject of social work intervention is a routinized aspect of everyday practice and has been recognized as vital in protecting children from harm and promoting their wellbeing. There is evidence that the fast-paced nature of statutory social work, as well as bureau cratic demands and difficulties with writing, can inhibit workers’ capacity to keep child-centered records, with inadequate record keeping having serious implications for protecting children from harm in the present and meeting their potential memory and identity needs in the future. This paper presents evidence from social work educators, as well as undergraduate, postgraduate, and apprentice social work students about their experiences of teaching and learning skills for child-centered case recording while at university and on placement. We highlight the interaction of university and practice learning, identifying key barriers to the complex task of maintaining child-centered records and outlining evidence from learners that there is a case for the prioritization of teaching skills for writing for practice within the university environment. We conclude by making recommendations as to how skills for child-centered recordkeeping could be more effectively taught, assessed, and embedded in pre-qualifying social work education