Abstract
The Australian child protection sector faces critical workforce shortages, graduate readiness issues, and workforce attrition. A key issue is the lack of consistency in undergraduate training on child protection and role specific skills development. This participatory qualitative research aimed to ensure graduates are practice-ready and that child protection curriculum meets industry standards and expectations.
The first phase of the research involved a scoping review on innovations and trends in child protection curriculum. Themes highlight the importance of knowledge relating to adverse childhood experiences (ACEs), cultural diversity and trauma-informed practice particularly understanding the historical context and impact of trauma, previous laws, welfare policies, and practices on First Nations Peoples. Scholars articulate the value of using problem-based learning and ensuring the curriculum is informed by contemporary practice and research. Other innovations include the use of immersive online simulation experiences.
The second phase engaged industry partners in a codesigned process using a world café methodology. Questions explored what makes a good child protection caseworker, what is the core knowledge, skills, and attributes of child protection caseworkers and what gaps have been identified in the practice of new graduates.
Preliminary findings indicate that industry partners prioritised knowledge and attributes for child protection practice such as practical knowledge about the role of the child protection practitioner and knowledge on statutory requirements. Attributes included curiosity, reflective practice, self-awareness, resilience, and bravery. Core course content needs to prioritise communication skills (including relationship building and having difficult conversations), assessment skills, report writing and cultural knowledge on Aboriginal family structures and Aboriginal communities. Industry partners recommended the use of scenario-based learning and case studies. This paper presents detailed findings from this study and shows the benefits of engaging industry in the development and enhancement of child protection curriculum.
The first phase of the research involved a scoping review on innovations and trends in child protection curriculum. Themes highlight the importance of knowledge relating to adverse childhood experiences (ACEs), cultural diversity and trauma-informed practice particularly understanding the historical context and impact of trauma, previous laws, welfare policies, and practices on First Nations Peoples. Scholars articulate the value of using problem-based learning and ensuring the curriculum is informed by contemporary practice and research. Other innovations include the use of immersive online simulation experiences.
The second phase engaged industry partners in a codesigned process using a world café methodology. Questions explored what makes a good child protection caseworker, what is the core knowledge, skills, and attributes of child protection caseworkers and what gaps have been identified in the practice of new graduates.
Preliminary findings indicate that industry partners prioritised knowledge and attributes for child protection practice such as practical knowledge about the role of the child protection practitioner and knowledge on statutory requirements. Attributes included curiosity, reflective practice, self-awareness, resilience, and bravery. Core course content needs to prioritise communication skills (including relationship building and having difficult conversations), assessment skills, report writing and cultural knowledge on Aboriginal family structures and Aboriginal communities. Industry partners recommended the use of scenario-based learning and case studies. This paper presents detailed findings from this study and shows the benefits of engaging industry in the development and enhancement of child protection curriculum.
| Original language | English |
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| Publication status | Accepted/In press - 20 Nov 2024 |
| Event | International Conference on Social Work in Health and Mental Health - Duration: 01 Jan 2011 → … |
Conference
| Conference | International Conference on Social Work in Health and Mental Health |
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| Period | 01/01/11 → … |
