The list of competences, knowledge, skills and attitudes stated in the ICD is very full and comprehensive. It is evident from these that achieving the competences needs to be an ongoing process of learning, reflection and action. Training also needs to be appropriate to the role, responsibilities and nature of the work of the professional. As a consequence a variety of opportunities and ways of acquiring the relevant competences are needed. There is no one size fits all solution.
There are a variety of ways that training can fulfilled here are some examples:
- e-Learning is appropriate at levels 1 and 2 and can be used at level 3 as preparation for reflective team based learning.
- Attending a training session within or outside of your organisation or practice
- Multi-disciplinary sessions e.g. as part of regular multi-professional and/or staff meetings
- Reading appropriate local guidelines
- Case reviews and Significant Events
- Drawing upon lessons from research, case studies, complaints and Child Practice Reviews
- Construction of guidelines, policies and protocols
- Audit of practice e.g. compliance with policies and protocols
- Through the use of learning toolkits delivered within organisations and practices e.g. the RCGP toolkit.
For appraisal it is not enough to just attend learning events. It is important to show reflection and the effective transfer of learning to your work. It is also desirable to demonstrate change in practice to improve outcomes.
At level 3 and above training, education and learning opportunities should be multi-disciplinary, inter-agency and from external as well as internal sources. There should be evidence of personal reflection, scenario and/or case based discussion, lessons from research and audit and learning from Child Practice Reviews (these have replaced Serious Case Reviews in Wales). There should also be evidence of communicating with children. The training should be appropriate to the speciality and roles of the participants.
Health Boards, Trusts and Practices should consider encompassing safeguarding/child protection learning within their regular meetings. These could include; multi-professional and/or multi-agency staff meetings; vulnerable child and family meetings; clinical updating and audit; reviews of critical and significant events; and peer review or discussions.i