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Extra-familial harm and working with adolescents knowledge and practice hub

Author: Community Care Inform

Updated Date: 1 July 2022

Publication Date: 29 April 2020

teenage boy and social worker

Photo: ilike/Adobestock

Learning points

Different models and approaches that can help practitioners build relationships and safeguard this age group from risks outside as well as inside the home.
Ways of responding to specific forms of harm, such as child sexual exploitation and county lines drug running.
An understanding of typical development in adolescence, and how childhood neglect and other early experiences may affect development and therefore how you might best approach work with the child.
Suggestions for engaging young people who don’t want to work with you and useful direct work tools.

Note: It is well known that risks to young people may frequently overlap multiple categories, both in and outside the home. The guides and tools below discuss adolescents holistically and many cover multiple issue, reflecting the reality of young people’s lives. We have divided them up by their main theme and a couple appear twice to help you find information and tips for different practice contexts. If you can’t find what you’re looking for, please let us know.

Resources in this hub can help you meet point 1 (relationships), point 2 (communication), point 5 (abuse and neglect of children) and point 6 (child and family assessment) of the Knowledge and skills statement for child and family practitioners.

Models and approaches

Trauma-informed practice with young people affected by extra-familial harm

A needs-led approach to responding to adolescent risk

Contextual safeguarding: key considerations for applying the approach

Online safeguarding: a holistic, relationship-based approach to protecting young people in the virtual and physical worlds (the “10 Cs” approach)

Multimedia learning

Contextual safeguarding podcast and transcript

‘Complex safeguarding’: an approach to protecting young people from exploitation

A contextual safeguarding approach to peer-on-peer exploitation: case study activity

Supported learning

Interactive case scenario: a contextual approach to peer exploitation
Supported learning content is only available to organisations with a workforce licence. Find out more about supported learning here.

Meetings and direct work

Initial meetings with young people: an intersectional and systemic approach

Multimedia learning

Webinar: the role of adult social care in ensuring smooth transitions from children’s to adults’ services

Multimedia learning

Learn as a group: direct work with older children and young people

Direct work tools

Why do drug dealers live with their mums?

Exploring values

Feelings, thoughts and behaviour

County lines and criminal exploitation

Responding to criminal exploitation and county lines

Multimedia learning

Podcast: a parent and practitioner’s experience of criminal exploitation and county lines or read the transcript

Complex safeguarding: case study of a boy who got drawn into drug dealing

Street drugs: categories and effects

Radicalisation

Radicalisation and social work

Child and adolescent development

Child development: 11 to 14 years

Child development: 14 to 16 years

Neglect: impact on the adolescent

Case law: puberty blockers and Gillick competence

Multimedia learning

Podcast: working with transgender people

Difficulties at home

Multimedia learning

Webinar: child and adolescent to parent violence and abuse

Multimedia learning

Podcast: child and adolescent to parent violence

Multimedia learning

Podcast: Adoption disruption

Adoption disruption

Looked-after young people

Working with looked-after teenagers

Young people’s perspectives on teenage life in care

Multimedia learning

Videos: talking to a young person about ‘contact’

Multimedia learning

Podcast: looked-after children and self-harm

Looked-after children and self-harm: podcast transcript

Deprivation of liberty of children and young people under the inherent jurisdiction

Accommodating homeless young people following the Southwark judgment

Making a success of Staying Put arrangements

Deprivation of liberty involving children and young people

The leaving care legal framework in England and Wales

Unregulated accommodation and under 16s: quick guide to the 2021 amended regulations

Quick guide to the Supported Accommodation (England) Regulations 2023

Child sexual abuse and exploitation

Young people’s perspectives on professional support for CSE

Multimedia learning

Video: CSE – a service user’s experience of child sexual exploitation in care

Harmful sexual behaviour between siblings

Male victims of CSA and CSE

Safeguarding black girls from CSA

Find more resources in our child sexual abuse and child sexual exploitation knowledge and practice hubs

Add item to CPD Log (SWE)

Title *
Extra-familial harm and working with adolescents knowledge and practice hub

Date *
28-04-2024 (dd-mm-yyyy)

Learning or development activity, resource or URL
https://www.ccinform.co.uk/knowledge-hubs/working-with-adolescents-knowledge-and-practice-hub/

Learning

Use the boxes below to record what you have learned from this activity. The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD. Everything you write will be stored in your My CPD log on CC Inform. You can return to each piece of CPD and edit or add to it at any time - for example, if you reflect on it with a peer. You can export all the information as a Word file and copy it into Social Work England's form for the pieces you choose to submit during renewal, and print it off for other uses - for example, in supervision or peer reflection.

1. Describe what you have learnt from doing this CPD activity. (Social Work England recommend that you write 250-500 words, and they say that you may want to refer to the CPD standard 4.1-4.8 - see below.)

Word count: 0

2. Reflect on and describe the positive impact the CPD has had (or will have) on your practice and the people you work with.

This could be people with lived experience of social work, colleagues, or students. If you are not currently working, or not in direct practice, you could think about how your CPD activity might benefit people you come into contact with or the profession as a whole. (Social Work England recommend you write about 250 to 500 words).

Word count: 0

3. Describe what you have learnt from discussing this CPD activity with a peer

This is an optional question. By answering it for at least one of your pieces of CPD, you will meet Social Work England's requirements to record one piece of CPD with a peer reflection during the registration year. You are expected to write at least 250 words.

Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional.

This discussion can be informal or formal, and can take place in one to one or group settings. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. When discussing your CPD with a peer, you should talk about what you have learnt from doing the CPD and the positive impact the CPD activity has had (or will have) on your role, practice and the people you work with".

Read more guidance from the regulator about peer reflection here

Word count: 0

4. Which parts of the CPD standard have you met by doing this activity? By going through the recording process, you will automatically meet standards 4.6 and 4.7. You can use the box below to note the other standards you have met with this piece.

4.1 Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.
4.2 Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
4.3 Keep my practice up to date and record how I use research, theories and frameworks to inform my practice and my professional judgement.
4.4 Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.
4.5 Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice.
4.6 Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice.
4.7 Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development.
4.8 Reflect on my own values and challenge the impact they have on my practice.

For more information, see Social Work England’s guidance on CPD.

Add item to CPD Log (SCW)

Title * Extra-familial harm and working with adolescents knowledge and practice hub

Date * 28-04-2024 (dd-mm-yyyy)

URL https://www.ccinform.co.uk/knowledge-hubs/working-with-adolescents-knowledge-and-practice-hub/

Learning Use the boxes below to record what you have learned from this activity. Everything you write will be stored in your Inform account and you can export all the information as a Word file or print it off. When you have to renew your social work registration with Social Care Wales, you can include this as evidence of continuing professional development.

1. What have you learned from this activity?

2. How has it contributed to your practice?

3. How much time have you spent on this activity?

4. Next steps (any additional learning you need in this area)?

For more details, visit Social Care Wales

Citation

Full Harvard reference for this document:

() Extra-familial harm and working with adolescents knowledge and practice hub. Knowledge Hubs.
Community Care Inform
[online]
https://www.ccinform.co.uk/knowledge-hubs/working-with-adolescents-knowledge-and-practice-hub/
[accessed: 28 April 2024]

If you are directly quoting the author's own words from this document you must acknowledge that they are not your own words by putting them within quotes marks, reference the source in the text and then provide the full reference at the end of the document. For example:

In the text: Brackenbridge argues that "[t]he interpersonal dynamics of sexual abuse in sport are similar to those in other settings but exacerbated by some key situational differences" (Brackenbridge, 2008).

Full reference to insert at the bottom of the document: Brackenbridge, C. (2008) Child Protection in Sport. Guide. Community Care Inform Children [online]. Available at: https://www.ccinform.co.uk/articles/2008/02/22/1973/Child+protection+in+sport.html [accessed: INSERT DATE HERE (eg 25 November 2015)]