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Reflection on Child Observation and Its Effectiveness

Table of contents, introduction, tavistock model, relevant theories, child observation presentation, relevance of observation in social work, attachment theory.

• Secure attachment: The child trusts that its needs will always be met as it consistently receives protection, care and comfort from its primary care giver.
• Avoidant attachment: The child minimises attachment behaviour and tends to pull away or ignore its primary care giver.
• Ambivalent attachment: Child maximises attachment behaviour by staying close to the care giver.
• Disorganised attachment: Child cannot organise their behaviour to achieve proximity or anxiety due to inconsistent care being received from mother or care giver.

Social Learning Theory

Piaget’s theory.

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• Social Darwinism
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SWEATs (Social Work-related Experiences, Assignments and Tasks)

Understanding human development through child observation.

Introduction

Whereas parents and carers are primarily responsible for the care of their children, the Children Act 2004 (Ss.10 and 11) has provisions for local authorities, working in conjunction with other organizations and agencies, regarding the need to safeguard and promote the welfare of all children in their areas. More so Working Together (2013) reaffirms safeguarding as everyone’s responsibility and calls for services to be effective through each professional as well as organization playing their full part and adopting a child-centered approach. It is therefore imperative that operatives within such bodies understand how children develop for an appreciation of what constitutes their safety and wellbeing as well as how to promote and preserve such. For social workers doing family support and child protection work a good knowledge of child development will not only help them in assessment, their interventions will equally be evidence-informed. Remarkably, the Children Act 1989 defines ‘ development ’ as physical, intellectual, emotional, social or behavioral development, while ‘ health ’ is defined as physical/mental. Section 17 of the Act is emphatic on the child’s right to achieve and maintain a reasonable standard of health/development, while its 47 th section requires local authorities to undertake enquiries should they believe that a child has suffered or is likely to suffer significant harm. The Framework for the Assessment of Children and Families (DoH, 2000) as well as the Munro review (2011) cannot stress enough the importance of observation in work with children and families. It is interesting too that cognizance of a child’s development is taken if a family court wants to make a care/supervision order based on a comparison with that which could reasonably be expected of his/her age group. This comparison not only requires knowledge of the range of development expected of any child, it also calls for balancing the norms of development with the needs of each child (Daniel et al., 2010). Without a doubt therefore, knowledge and application of child development is crucial to safeguarding children and promoting positive outcomes for children and families (Brandon et al, 2011). This paper represents a synthesis of four child observation exercises carried out over a period of two weeks in 2014 at a nursery that makes extra provisions for children aged 0 – 10 years. Concurring with the view that child-centered approaches emphasize orientation of social work education towards the needs of children and their growth, this piece recognizes the importance of promoting child development knowledge (Roer-Strier, 2005). Also, it interprets the four sessions with the help of relevant theories, while an evaluation of the observer role (McMahon and Farnfield, 1994), drawing upon principles from psychodynamic thinking, concludes the paper.

Model This task constituted a clinical experience modelled on the Tavistock training in child observation (Miller et al, 1989). Considering that Tavistock accommodates a narrative method, it enabled the observer to record in everyday language – ‘ naturalistic observation’ / narrative / free description . The observer did not take notes in the presence of people involved in the exercise but made a detailed record after each observation, describing in as much detail as possible what he witnessed. He recorded the observations in common language, which he shared with the child’s parents. The observer also attended weekly seminars made up of other observers in various settings; in turn, group members presented their observations. The Tavistock model is experiential, holistic and involves being open. According to Trowell and Miles (1991), the observer is required to stay with uncertainty and utilize his/her reactions and responses as part of a process of developing an understanding of what they are seeing. In compliance with the Data Protection Act 1998, the observed child is herein anonymized as Paula . Aged 52 months, Paula , female, attends the four to five-year-old nursery class. Though the Tavistock model was adopted in this study, observing in a family setting was ruled out because of its intrusiveness based on observer’s assessment of events leading to the out-of-home decision. Also, the initial crisis encountered while sourcing a setting was resolved after empathizing with larger nurseries who gave ‘new’ policy reasons for declining the observer’s request – according to McMahon and Farnfield (2004), nurseries fear inadvertently granting access to pedophiles. The decision to therefore observe in the only nursery setting that was receptive, resonates with Natasha Quitak’s (2004) concept of public environment child observation.

Limitations It is apposite to acknowledge some limitations of the study as follows: it was made up of less number of sessions than the standard hour-long weekly observations (spanning two years) favored by the model; there was a limited period within which the experience could have a remarkable psychoanalytical impact on observer; and there was absence of a family setting with its dynamics. Despite the limitations, however, the Tavistock approach allows for modifications such as, reduced number of observations to fit specific timescales (Fawcett, 2009) as well as allowing one to observe beyond infants and (their) understanding, for example, 4-5-year-olds and the challenges they navigate while gradually moving away from a strong family attachment to the wider world of school and the environment. Also, the observer was aware of Paula and the nursery such that he could spot changes, re-assess initial impressions, tune into the emotional content of the sessions and benefit from being a participant- observer against the backdrop of the dilemmas each session presented. Process Detailed narratives were produced after each observation, while an experience from the first exercise touched an underlying emotional vulnerability of which the observer had not been aware. Paula repeatedly wanted to answer questions asked by the nursery teacher, but she was missed throughout. At this stage the observer became involved and engaged in what the child was feeling and experiencing. Though there was nothing unusual about this experience – after all, he was able to recognize how he felt – he broke two hallmarks of psychodynamic research namely, ‘ uncertainty ‘ and ‘not knowing’ , by not retaining enough detachment to reflect on what he was observing; the observer was quick to link the child’s experience to a lesson from serious case reviews depicting practitioners as not listening enough to the child or paying inadequate attention to their needs, e.g. what we know of Victoria Climbie’s experience (Davis and Lebloch, 2013). The observer did not keep a psychological distance (Mattinson, 1975) because he missed balancing awareness of his inner experience of Paula with the fact that she was one of many children in the classroom, all with equal demands and needs. Though observer retained a physical distance, he allowed himself to become emotionally involved, thereby falling short of Keats’ ‘Negative Capability ‘ test (Quitak, 2004), that is, observer’s incapability of being in uncertainties, mysteries, doubts, without needing to ‘ reason ’. For Maroni (2007), children must learn to share both the teacher and being able to wait their turn. Though Paula showed no frustration – a sign of secure attachment with her primary care giver (Maroni, 2007) – observer wanted to establish that she was not displaying premature self- sufficiency , that is, false independence (Trevithick, 2012). Also, observer justified his feeling with the possibility that one could daily see but fail to observe, or understand, much of what is really unravelling before one’s eyes (Conan- Doyle, 1892). In addition, the observer wondered why the university’s consent letter precluded the child from signing. According to Ruch (2007), aside from gaining consent from the nursery and the parents, the child’s consent must also be obtained. This is supported by Fawcett (2009), who considers children’s consent as a significant step in setting up an observation and alludes to Article 12 of the UN Convention on the Rights of the Child 1989, which explains the child’s right to be consulted. Buttler (2012) also argues that competence to consent may be based on the Gillick Principle , which does not rely on age but on an understanding of the issues at stake (Alderson and Marrow, 2004). The observer also clarified to the parents that there was no ulterior motive for settling for their child ( Paula ), while at the same time ensuring that she (child) was not that familiar with the observer. For Welch (2008), the term ‘children’s rights ‘ connotes ‘ difference ‘ compared to rights as they apply to the rest of the population; the observer was therefore able to convince Paula’s mother to get her daughter’s permission for him to continue with the observations. However, the observer noticed that while Paula’s mother was explaining the task to her, Paula was in a hurry to go to her class (though she nodded her understanding and consent). The observer absorbed this experience and while reflecting at the end of the day’s observation, he was able to link it to Winnicott’s (1958) stage of independence , which states that infants can leave the security of their parents in search of new experiences (Trevithick, 2012). The nursery setting was stimulating, and the activities the children were made to partake of created opportunities for the development of cognitive skills. For example, the memory recall exercises every week involved a lot of processes, including language and intelligence. This resonates with Vygotsky’s suggestion that group learning engenders cognitive development (Bee and Boyd, 2004), while Crawford and Walker (2003), equally believe that an understanding of the application of cognitive skills is crucial to developing a knowledge of the child.

Interpretations As there is no complete theory of development (Wilson, et.al., 2008), this study considers a range of knowledge-bases, particularly, theories, which it uses to develop interpretations albeit in an eclectic manner (Biehal and Sainsbury, 1991). Despite the criticisms against attachment theory (Clarke and Clarke, 1992; Dunk-West, 2013), it continues to be popular with day care settings, residential establishments and fostering, while at the same remaining invaluable for the Assessment Framework used regarding children (DoH, 2000). Considering Paula ’s observed high self-esteem and good social skills, her attachment could be described as secure – watching her relate separately with her father and mother revealed that she experiences psychologically attuned parenting (Howe, 2009). This equally resonates with Erikson’s life cycle to development, which shows that Paula has attained Trust (0 – 18 months) and is now enjoying Autonomy , which results in a sense of control, adequacy and self-confidence (Erikson,1978). Relating this to attachment, Paula has a secure base (Bowlby, 1988). From the way Paula applied herself to her art and craft tasks as well as her enthusiasm to answer questions, her pre-operational stage of development (Piaget, 1970) could be said to be typica l. When she used her dinosaur toy symbolically to ‘climb’ on the Play teacher’s head, she was performing a highly assimilative activity, where the teacher served as her internal motivation, while the rest of the teacher’s body was disregarded. She then climbed on the teacher’s back thereby using her symbolically in play to represent something she had in mind. Assimilation is one of three basic cognitive structures Piaget calls ‘ schemas ‘, which enables the child to absorb experiences. For answering questions correctly, the children were praised by the lead teacher and her assistant; Paula ‘s enthusiasm to answer questions therefore is a prosocial behaviour – aside from being socially acceptable, experiences of success and achievement are good for the child’s emotional reserves (Wilson et al., 2008). And Paula ‘s cooperative participation in arts and crafts falls within the domain of interdependence (Winnicott, 1958). This can also be linked to Bandura’s concept of modelling (Bandura, 1969). In support of this was the observer’s note of how each time a child asked to use the toilet, almost the rest of the class including Paula , wanted to do the same. Paula ‘s socio-dramatic play also showed in her ‘photographic’ and interactive (cuddling) sessions with her dolls, which were her ‘imaginary friends’ (Wilson et al., 2008). At times when Paula was engrossed in her own ‘agenda’, the observer could relate such to Piaget’s centration , which accounts for her tendency to fix her attention on the thing she is doing without considering its implications – this also links to Paiget’s  egocentrism (Wilson et al., 2008). The observer noted too that Paula enjoyed playing a lot in her class, and according to Fisher (1992), there are benefits in play such as, developing cognitive skills; motor skills (Johnson et al. 1987); imagination (Singer, 1995); and socialization (Yeatman and Reifel, 1992). Also, Freud (1919/1924) contributes to the debate by suggesting that play enables us to attain and retain emotional equilibrium. When Paula made her father (who came to collect her) wear her stockings and shoes for her,  the observer carefully searched to see if she was deliberately undermining her zone of proximal development – tasks too hard for the child to execute alone, but which she can manage with adult help (Vygotsky, 1978) as her father would want everyone to believe, or that she had not learned the cognitive skill in the first place. The latter skill case, if ‘new’, is what Wood et al (1976) refer to as scaffolding. At the end of another observation, Paula was about to leave the class in a hurry, but her father asked her to thank the teachers with hugs. Relating this to Kohlberg’s (1969) stages of moral development level one, Paula ‘s compliance could be explained based on her father’s presence and his physical superiority to her (Bee and Boyd, 2004). Another observation relates to the fact that Paula was mostly in the company of children of her gender, which confirms a finding that same sex preference increased in children aged three to six (Martin et al,1999). In terms of communication, Paula’s speech was not perfectly intelligible, and it would require careful listening to hear each word. The observer noted too that she has good vision while her gross and fine motor skills are typical of her age. For example, she picks up objects from the floor uninhibited and can also run up and down the stairs independently (Wilson et al., 2008). Research findings also support connections between motor skills development, brain growth and learning (Warren, 2006).

Creating Links According to Johnson et al. (2000) the social worker’s most important tool is him/herself, and to use the tool skillfully and knowledgeably, he/she must consider self- knowledge . The experience of being an observer in the sessions was complex and, at times, marked by problems of managing raw experiences and projections. However, it serves as an opportunity to understand what ‘intimate social work practice’ may look like (Healy, 2012). For example, Bower (2005) argues that the ‘power of the unconscious internal world’ must be taken seriously in social work training. Brafman (1988) also sees the observer as a guide to understanding the emotional atmosphere. However, this observer has learnt to exercise restraint while being introspective. Buttressing this are Sullivan et al. (2000), who caution that self-knowledge needs time to develop and grow, which Koprowska (2006) also corroborates by positing that we are likely to exaggerate what we see when someone’s circumstances echo ours. Relatedly, Ward and McMahon (1998) advise that while it is important to empathize with the client’s inner world, we should not be consumed by it through over-identification. One should not lose sight of the uniqueness of every child, and Paula may not serve as a model of all children of her age. For example, Roer-Strier (2005) warns that social workers operating in a multicultural society and using only Western human development theory framework, may fail to help clients with completely different world views and so inadvertently enable oppression that they are supposed to fight in the first place.

Conclusion This paper is a synthesized report of a specified number of child observation sessions involving a four-year-old White girl in a UK nursery environment. It analyzed learning derived by the observer, within a legislative as well as policy context, while enabling him to theoretically interpret the child’s development and the impact of the sessions on him. Notably, key to the Tavistock approach is psychoanalytical theory, which accommodates a focus on the emotional impact on the observer as well as the observed child’s feelings by engaging mental processes some of which were not within the observer’s conscious awareness (Howe, 2009). The paper therefore showed how a facilitated group served as a helpful ‘emotional container’ for the stressful responses that the experience could trigger in the observer. Specifically, the observer was able to contain counter-transferences and projections during the observations through listening to and learning from, other group members’ experiences. However, the paper cautioned that the outcomes of the observations may not be generalizable because of the multicultural nature of UK’s society. That notwithstanding, most findings from the task would apply generally to a four-year-old female child who is meeting her developmental milestones regardless of race or culture.

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This Paper, originally submitted for formal assessment some years ago, has been highly modified.

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Effective Observation in Social Work Practice, Maureen O’Loughlin and Steve O’Loughlin (eds)

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Jon Old, Effective Observation in Social Work Practice, Maureen O’Loughlin and Steve O’Loughlin (eds), The British Journal of Social Work , Volume 47, Issue 3, April 2017, Pages 959–961, https://doi.org/10.1093/bjsw/bcw068

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The purpose of this book is not only to discuss the theories and concepts underpinning social work observation and examine how these are effectively put into practice, but it also situates the reader in the context that observations take place by giving an excellent snapshot of the experience of service users and the skills that enable effective interventions. Beginning with Ryden and O’Louhglin’s (editors) overview of relevant theories, taking into account professional responsibility, ethical considerations and information sharing, it unpacks how these inform practical approaches to observation. Ryden develops this further with insightful thoughts on preparation, aspects of participation and well-considered structured approaches to observation. Initially, one might expect that this would be the sole focus of the book but the writers have captured the wider literature extremely well and paved the way for the rest of the work to explore observation in a variety of settings. This makes for a concise yet meaningful book—a crucial skill in the context of real practice that deserves more attention in the literature.

In the demanding social work practice context, this book offers the reader efficient access to succinct and clear information, so audience appeal will be wide. Whether this is to refresh knowledge or engage with it anew, this book provides solid information as well as being a good springboard for further reading. Each chapter begins by identifying the relevant domains within the Professional Capabilities Framework, the professional framework for students and social work practitioners in England. All of these domains are addressed in the book, being relevant to all stages of an individual’s social work career. The case studies provide the opportunity to develop critical thinking in regard to observation in practice. These are also a useful tool for practice educators and lecturers to work through with students individually. Similarly, a consistent feature throughout the book are the Research Summaries—easily identified blocks of text that summarise relevant research to help the reader consider a myriad of factors that need to be considered when thinking about observation.

Each chapter aims to achieve a great deal and initially this may appear to be a shortcoming: that there is too much breadth and not enough depth. Readers will be forgiven for thinking that at times chapters lose focus and meander outside of the remit of the book’s purpose. For example, Chapter 4, ‘Observation with disabled children and adults with learning disabilities’, has a brief section on ‘Tuning in’, paraphrasing Nind and Hewett’s (2001) explanation as ‘almost the need to tune in to each person’s wavelength’. Following this is a bullet-point list of how this is done in practice that initially felt as if the writers had entered textbook territory. However, this is the real strength of the book. It encourages the reader to consider what is key in practice, enabling them to question how and whether this is a skill they possess, and then observe how, when, where, if and with whom this is something they observe. The depth of reflection this offers is undeniably substantial.

This is further complimented by another great feature of the book: an activity for the reader to undertake to develop their reflective thinking followed by insightful comments by each author. This gives the reader open access to the knowledge and practice wisdom that has been developed over years of experience by the authors. Couple this with moments of poignancy reinforcing these such as Hughes and Roberts’s quote from Phoebe Caldwell (2005) that is both extremely emotive and highlights the necessity of the skills they describe.

What is really striking about this book is its ability to consider what might not seem apparent when we think of observation. This is best seen in Chapter 6, ‘Groups and observations’, in which the writing is aimed at registered social workers focusing on local authority secure children’s homes and consider the issue of CCTV. An excellent opportunity is given for the reader to think about the use of observation within this setting and consider how preceding discussions could be transposed elsewhere—a refreshing approach that educates the reader about different social work roles and trains them to think about what might not seem apparent to them. This should encourage the target audience to think about how they can take their skills and knowledge into areas they have had little experience in in the past.

There’s a real sense that this book was written by authors who are not only informed and experienced, but also passionate about observation, making this accessible through straightforward language and terminology. This is not just for the benefit of service users; observation undertaken through the approaches they describe will benefit practitioners by encouraging them to think holistically about what it means to critically observe practice. Ultimately, it is argued that this will make practitioners and students both effective and resilient. This is no mean feat in only ninety-five pages: a real Pandora’s Box.

Caldwell P. ( 2005 ) Creative Conversations , Brighton , Pavilion Publishers .

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Nind M. , Hewett D. ( 2001 ) A Practical Guide to Intensive Interaction , Kidderminster , BILD Publications .

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Home — Essay Samples — Philosophy — Child Observation — Reflective On My Child’s Observation And Presentation

Reflective on My Child's Observation and Presentation

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Published: Sep 1, 2020

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Table of contents

Introduction, description, works cited.

• Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart and Winston.
• Bick, E. (1964). Notes on infant observation in psycho-analytic training. The International Journal of Psychoanalysis, 45, 558-566.
• Erikson, E. H. (1950). Childhood and Society. New York: Norton & Company, Inc.
• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit, Oxford Polytechnic.
• Holland, J. L. (2004). Exploring careers with a typology: What we have learned and some new directions. American Psychologist, 59, 497-502.
• Howarth, C. (2010). Migrants as “Agents of Change”: Social Networks, Social Capital and Labour Market Integration. Journal of Ethnic and Migration Studies, 36, 571-589.
• O'Loughlin, M. & O'Loughlin, S. (2014). Social Work with Children and Families. London: Sage.
• Sharman, C., Powell, L., & Webb, C. (2013). Understanding the Child: Interdisciplinary Approaches. Hoboken, NJ: John Wiley & Sons.
• Trevithick, P. (2012). Social Work Skills and Knowledge: A Practice Handbook. Maidenhead: Open University Press.
• Wilson, K., Ruch, G., Lymbery, M., & Cooper, A. (2008). Social Work: An Introduction to Contemporary Practice. Harlow, UK: Pearson Education.

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Effective Observation in Social Work Practice

• Maureen O'Loughlin
• Steve O'Loughlin
• Description

Introducing the concept of observation to social work students can be a complex and challenging task. Assessing their observation skills and assignments can be even harder, especially if much of this work takes place implicitly, throughout their training and placements. This book will help students to grasp the fundamentals of social work observation, from the theories and methods to how these can be demonstrated in everyday practice. Skills are covered throughout, as well as effective observation work with different client groups and in different settings. The authors argue that an observant social worker is an effective and resilient one, and demonstrate this through case study material and research summaries.

Useful as a teaching aid but not as recommended reading

A timely text, helpfully mapped to the PCF which assists students. A lot of literature in this field is dated, so refreshing to see a current text in an easily digestible format.

This is a 95 page edited book written by academics and experienced social workers and captures core skills of observation in social work. Very important book for all practitioners in social work and for students of social work.

A timely, imaginative new social work text which is ideal for our 'new' 3rd year BA module which incorporates either a child (or adult) observation as the mode of assessment.

This text provides a sound guide that covers key practice based issues in terms of relevant observational theories plus important ethical considerations of both children and older people / adults with learning difficulties observations.

Perhaps a chapter focusing upon dementia care mapping would have further broadened the readership appeal and audience of this new text further?

Useful for students and practice educators, clear links to professional standards, accessible writing style

I have adopted this for my Enabling Practice Learning post qualifying programme. I think it is clearly written and very accessible. I have recommended to our local authority partner agency training managers so that they also can purchase and keep in their libraries.

Concise text that leads the reader to focus upon both practical and theoretical aspects of practice observation

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Rosatom to survey contaminated areas near Elektrostal plant

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Russia’s Rosatom on 22 June signed a state contract with VNIPIpromtekhnologii to conduct a radiation survey in 2021 of three legacy radiation-contaminated areas in the Moscow Region, which adjoin the site of the Mashinostroitelny Zavod (MSZ) in Elektrostal (part of the TVEL Fuel Company). The survey aims to obtain up-to-date and reliable information about the radiation situation in the three areas. The total survey area is some 582,000 square metres and the results of the work, including recommendations on the observation regime for the objects located in this territory, will be presented no later than 30 October.

MSZ currently produces nuclear fuel for Rosatom’s fleet of reactors as well as for some NPPs in Europe. However, from the late 1940s to the mid 1950s, at plant No 12 (the predecessor of MSZ), work was carried out to process imported uranium ores. The ores were initially stored along the railway tracks running south of the industrial site of the plant, resulting in contamination.

At another site, radioactive contamination is a consequence of the collapse in 1953 of a tailings dam. From 1950, the tailing dump was used to store waste from the production activities of the enterprise. The third small area with a radiation anomaly is near the village of Subbotino and was decontaminated in 2016 as part of the implementation of the programme activities of the Federal State Unitary Enterprise Radon. The content of radionuclides in the soil was reduced to levels corresponding to the radiation safety requirements for land plots for the construction of residential houses, buildings and structures for public and industrial purposes. The radioactive waste (some 10 cubic metres) was sorted, packed and prepared for shipment for processing, conditioning and temporary storage.

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