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Safeguarding Children: Exploring the Interfaces Between Policy, Pedagogy, Psychology and Practice

University of Hull, UK, c.humphrey{at}hull.ac.uk

• Summary: This article explores the predicaments involved in educating the next generation of social workers in Britain in child protection work. It draws upon research with students taking a Safeguarding Children module.

• Findings: Although the management of risk is central to the role of qualified social workers and the rationale for recruiting more students onto the new degree programmes, only a small minority of students are seriously committed to child protection work, and rather more students are planning to avoid it. Opportunities to test out student's aptitudes in the field are vital, but there is a dearth of statutory placements and some students emerge even more disheartened from their placements. Pedagogic strategies which promote an integration of therapeutic and statutory interventions can enhance student's interest, but lack credibility if these approaches are not integrated in practice.

• Applications: The relevance of these findings to universities, community-based agencies and central government is considered in the final section.

Key Words: child protection • pedagogy • policy • practice • student • psychology

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