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/ February 2023
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DOI: https://doi.org/10.34069/AI/2023.62.02.27
How to Cite:
Bartosh, O., Katsora, O., Novosad, K., Palagusynets, R., & Shumytska, H. (2023). Training of child welfare social workers:
American, British, and Ukrainian approaches. Amazonia Investiga, 12(62), 273-281. https://doi.org/10.34069/AI/2023.62.02.27
Training of child welfare social workers: American, British, and
Ukrainian approaches
Підготовка соціальних працівників до роботи з дітьми: підходи Великої Британії,
США та України
Received: February 5, 2023 Accepted: March 20, 2023
Written by:
Olena Bartosh1
https://orcid.org/0000-0001-6733-5516
Oleksandr Katsora2
https://orcid.org/0000-0001-9544-9297
Kristina Novosad3
https://orcid.org/0000-0003-3335-6532
Rostyslav Palagusynets4
https://orcid.org/0000-0003-1399-7164
Halyna Shumytska5
https://orcid.org/0000-0001-7806-2963
Abstract
The article considers the training of child social
workers in the UK, the USA, and Ukraine. The
study aim relates the structure, content, and
forms of training. Theoretical, and comparative
methods allowed to generalize the available data
on the issue current state of professional training
of social workers. The results of the study allow
concluding that the common features of
American, British, and Ukrainian system of
social workers training for the work with children
are: (i) the use of a variety of teaching forms,
methods, and technologies; (ii) the curriculum
orientation on the unity of theoretical and
practical components; courses addressing direct
work with children and families, social policy,
social services for children and families with
much attention to the aspects of adoption, foster
care, juvenile justice, child abuse, child neglect,
etc. The research outcomes testify that the
principal difference between models of social
workers training is the accent of curriculum in
the UK and the USA on the issues of preventive
1
Candidate of Pedagogical Sciences, Professor, Department of Sociology and Social Work, State University “Uzhhorod National
University”, Ukraine.
2
Candidate of Sociological Sciences, Associate Professor, Department of Sociology and Social Work, State University “Uzhhorod
National University”, Ukraine.
3
Candidate of Sociological Sciences, Associate Professor, Department of Sociology and Social Work, State University “Uzhhorod
National University”, Ukraine.
4
Doctor of Sciences in Public Administration, Department of Sociology and Social Work, State University “Uzhhorod National
University”, Ukraine.
5
Doctor of Philological Sciences, Professor, Department of Sociology and Social Work, State University “Uzhhorod National
University”, Ukraine.
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care, social and legal protection of children, and
in Ukraine − on the deviation’s correction, on the
therapeutic assistance.
Keywords: children at risk, courses, curriculum,
social work with children, training of social
workers.
Introduction
Social, economic and political crisis of modern
society has common features in different
(socially, culturally, historically, and politically)
countries, namely: the strengthening of social
exclusion among the children and youth, the
proliferation of deviant displays (theft, drug
addiction, begging, prostitution, etc.). Family is
becoming less capable to both care for children
and fulfil parental responsibilities, often creating
conditions dangerous to the child’s life and
development. As a result, many of children
experience physical, mental, and social
problems. They find themselves at risk due to
potential danger of the further deepening of
social deformation of an individual. Social-legal
protection and support of at-risk children
(neglected, difficult to up-bring, with mental
dissabilities, etc.) is to become the priority
direction of modern social state policy. Thus, it
actualizes the issue of professional training of
social workers for the work with children. The
object of the current study is the professional
training of social workers for the work with
children in the UK, the USA, and Ukraine. The
study aim relates the courses content and
knowledge, skills and attitude they develop.
Theoretical Framework
There has been a number of researches conducted
in the area of social work, child welfare, and
general issues of social workers training in the
UK (Bartosh et al., 2007; Bartosh et al., 2021;
Boyko, 2017; Connolly & Morris, 2011; Davey
& Bigmore, 2009; Davies, 2012; Pichkar, 2002;
Rogowski, 2013), in the USA (Apgar, 2017;
Cournoyer, 2013; Ensher et al., 2009; Hepworth
et al, 2013; Lane et al., 2002; Maluccio et al.,
2002; Morales et al., 2009; Nichols, 2011;
Sobchak, 2004; Webb, 2011), and in Ukraine
(Kozubovska & Shandor, 2016; Lukashevych &
Semygina, 2009; Panok & Levchenko, 2014;
Petrochko, 2011; Renʹ, 2011; Tyuptya &
Ivanova, 2008; Zvyeryeva & Laktionova, 2004),
which we base our further scientific findings on.
Professional training of social workers for the
work with at risk children in the UK, the USA,
and Ukraine has become the object of scientific
interest of Kozubovska et al., (2016), Shpenyk
(2016), Tsybulʹko (2014), and Vinnikova (2003).
In our research we also rely on the data gathered
personally while implementing international
joint projects on mastering of social workers’
training in Ukraine (International Renaissance
Foundation: Publication of e–journal “Social
Work in Ukraine and Abroad”; Tempus-Tacis
project JEP-10243-96: Establishing the Social
Work Department at Uzhhorod University;
Tempus EU project NP-21007-2000: National
Network of Educational Institutions in Social
Work; Tempus EU project 144562-TEMPUS-
2008-UK-JCPR: Advancing the Three Cycle
System in Social Work Education in Six
Countries; Projects of Cooperating Netherlands
Foundations for Central and Eastern Europe:
Adaptation and Integration of Children and
Youth with Limited Abilities into Society.
Methodology
The following research methods have been
applied:
– Theoretical ‒ the secondary analysis of
philosophical, psychological, and
pedagogical sources on the issue under
consideration has given the possibility to
systematize and generalize the available
data;
– Comparative ‒ has allowed finding a new
angle in the issue of social workers training,
to identify the peculiarities of professional
training of social workers in higher
educational institutions of the UK, the USA
and Ukraine. We have narrowed our interest
to the content of social workers training for
the work with at risk children;
– Empirical ‒ observations, questionnaires,
and interviews with scholars and practical
social workers within previously
Bartosh, O., Katsora, O., Novosad, K., Palagusynets, R., Shumytska, H. / Volume 12 - Issue 62: 273-281 / February, 2023
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implemented international projects have
given an opportunity to analyze
comprehensively the experience of
professional training of social workers for
the work with children.
Results and Discussion
Social work is a profession requiring: in-depth
professional knowledge, practical abilities and
skills; demonstration of professional and
personal qualities and high level of psychological
readiness. It is also viewed as a practice-based,
whereas social work students are expected to
apply the theories and concepts while addressing
problems at individual, group and community
levels.
It is for this reason Dhengle (2016) puts forward
the view that social work education consists
primarily of two main components, theory-based
knowledge and social skills development through
field work. We also support the argument of
Mallick (2007) that the fieldwork practicum
constitutes as an essential and unique component
of its curriculum and has its central meaning and
importance.
Social work practice includes a wide range of
activities such as individual counselling,
generating awareness about social issues,
mobilizing resources to meet the community
needs, and participation in social movements.
While speaking of countries under consideration
the wide-ranging social work activities can be
classified by three levels:
(1) Micro-level social work practice is
individualistic in orientation and therapeutic
in nature. At this level, a social worker deals
with individuals or groups, comprising of
individuals, facing similar problems. At the
same time, individualistic practice
highlights causative economic, political, and
social factors that give rise to problems at the
micro-level.
(2) Meso-level social work practice is either
therapeutic or critical in nature or both, is
focused on community. A social worker
applies community organization, as method
of social work practice, to address the
concerns raised by people in the community.
A social worker also develops knowledge on
the rights of people and deliberates on the
macro-interventions to exercise these rights.
(3) Macro-level social work practice is critical
in nature and involves the application of
social action and social work research as
methods of social work practice. A social
worker is engaged in a process of organizing
people to alter the oppressive structures in
the society, brings about a social change by
empowering people.
Social work with children, aimed at keeping
children safe, promoting relationships with
parents and careers, and supporting the
developmental needs of children at all ages, is
carried out in the UK, the USA, and Ukraine at
the following levels:
– Individual work (e.g., with children who
have either suffered from/ are at risk of
violence; with parents or people inclined to
violence directed against children);
– Group work (e.g., with families providing
counselling and/or assistance on issues of
upbringing and educating of children,
establishing relationships in the family,
etc.);
– Community work (e.g., provision of high-
quality foster care, provision of adequate
social services for the population,
organization of community groups for self-
assistance, etc.).
A social worker is trained to grasp both the
problem symptoms and causes, to find ways to
overcome them. Further research in this area
(Shaparenko, & Sopivnyk, 2014; Tymenko,
2003; Yakovlev, & Kabachenko, 2011) shows
that there are fundamental and common
principles educational institutions rely upon in
the training of social workers:
1. Knowledge of national standards of social
work. One of the central issues in the quality
assurance of standards of social services is
the nature of relationship between social
workers and their clients, which should be
based on partnership, mutual respect and
trust.
2. Diversity of social groups, communities, and
lifestyles requires in-depth knowledge of
social work theory and models with all
social groups and age categories as well as
knowledge of law to provide legislatively
the social services.
3. Learning process is the fundamental basis
for the further professionalism, which is
considered by scholars as a set of personality
characteristics of an individual, necessary
for the successful performing of professional
tasks. Social worker’s professionalism, the
idea of social worker’s activity as an
orientation towards a person as the highest
value is central.
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4. The principle of professional and personal
development is the basis for the training of
social workers. A social worker is to acquire
a significant amount of knowledge, skills
and abilities in combination with relevant
personal qualities and ability to find non-
standard solutions to the client's problems.
5. The success of professional activity of a
social worker-to-be depends on the strict
implementation of ethical norms and
principles.
The training programs for social workers in the
UK, the USA, and Ukraine offer courses on
social work practice with various categories of
clients at all levels (micro, meso, and macro
practice). They also provide courses that ensure
knowledge on the social context of social work
practice, the dynamics of its changes, values and
ethics of social work, and the formation of
awareness of the need for further professional
development. The social worker training in the
countries under consideration is characterized by
its multilevel approach, high-quality curriculum,
focus on field practice, and supervision provided.
The comparative analysis indicates that
significant attention is paid to extracurricular
activities, individual self-study, and research and
development of students. All of these focus on
instilling knowledge for practical application
rather than knowledge for its own sake. The
peculiarities of individual training include: 1) no
strict time periods allocated for studying the
course, allowing students to learn at a pace that
suits their abilities; 2) a strict requirement to
complete the material thoroughly, with the
transition to new topics possible only after
mastering the previous ones; 3) development of a
personal study program by the student under
guidance; 4) lectures used only as a form of
directing the learning process, not the primary
source of information; 5) the need for self-study,
critical thinking, and a creative approach to the
educational process; and 6) an increased role of
essay writing, among other activities.
The most popular practice in training social
workers is the case method, which involves
studying specific situations. This method allows
for collective creative discussion based on a
concrete, truthful situation that contains original
practical experience, helping to develop specific
practical skills. Students analyze and discuss
situations with real clients of social agencies,
learning approaches to solving problems from
different perspectives based on their knowledge,
experience, and observations.
The branch standard of higher education for
training social workers in Ukraine was approved
by the Ministry of Education and Science in
2019. Accordingly, the list of courses in the
normative curriculum is clearly defined and is
designed to prepare general social workers, that
is, specialists in the common practice of social
work. Selective courses are provided depending
on the possibilities of specific educational
establishments. Thus, bachelors are taught
general courses (such as Social Welfare, Social
Work Methods, Social Policy, and System of
Social Services) as well as specialized courses
that focus on working with children and families,
domestic violence, teamwork, and community
development (such as Social Work with Children
and Families, Social Work with Individuals
Inclined to Deviant Behavior, Social Work with
People with Special Needs, etc.). The issue of
social work with children is addressed within
each of the courses.
The available evidence, based on surveys
conducted by Best Accredited Colleges (2021),
The Council of Social Work Education (2023),
and U.S. News on Education (2022), suggests
that in the USA, to obtain a Bachelor of Social
Work degree, students need to complete a
training program in a college or school of social
work accredited by the Council of Social Work
Education. In the UK, social work education is
provided in colleges or universities accredited by
the Care Council for Wales, Northern Ireland
Social Care Council, Scottish Social Services
Council, or Health and Care Professions Council
in England (The Complete University Guide,
2023). After receiving their Bachelor of Social
Work degree, graduates in these countries can
begin their careers as general social workers.
Accredited programs offer specialized courses
for aspiring social workers, including:
– Child Development (psychological, mental
and physical). Knowledge of behavior and
peculiarities of development helps a social
worker to assess whether a child develops
«normally» or needs specialist’s attention. In
such cases, a social worker needs knowledge
and skills that guarantee the provision of
such help. Thus, a child welfare social
worker‒to‒be is to acquire KNOWELDGE
on: 1) “normal” physical, mental, and
emotional child development; heredity;
impact of environment; adaptation;
attachment theory; individual characteristics
and identity development (ethnic, cultural
and sexual differences with particular
attention to the problems of socialization and
practice of child’s up-brining); 2) deviations
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in the child’s development; 3) influence of
social and emotional difficulties on the
child’s development; traumatic events and
their consequences (divorce, loss, physical
or mental illness, racial discrimination);
psychosomatic disorders (e.g. anorexia
nervosa, self-harm); alcohol, drug misuse;
inability to adapt to the surrounding
circumstances; SKILLS to: 1) observe;
2) evaluate “non-normal” behavior and
physical development; 3) develop a child
care plan; 4) collaborate with parents and
other careers, professionals; ATTITUDE
that: 1) while considering the needs of a
child, age, gender, health conditions, race,
religion, language, culture, and life
experience are to be taken into account;
2) assessment of a child's development is to
be placed in the center of appropriate
attention. At practice, a student is to: observe
a child; evaluate the physical behavior of a
child and its development by the norms;
evaluate the quality of career’s care towards
a child; discuss with a specialist the
possibility for healthcare worker to visit a
child in a hospital; present the results of
assessing the health of a child in the form of
diagrams, charts, etc.; prepare a care plan for
parents having a child with special needs.
– Child Welfare Services: This course
establishes the connection between child
welfare policy, services, and social work
practice. It builds upon the course in social
welfare policy, and enables students to use
an action-based advocacy approach to
provide policy-informed services and to
participate in policy implementation and
change. The course provides the historical
view of the treatment of vulnerable children
and the subsequent development of child
welfare services, continuous with evolution
and enactment of early child welfare policies
through to the emergence of modern child
welfare policies and their impact on child
welfare systems in a multicultural society.
– Communication with Children and Young
People: Child welfare social workers‒to‒be
learn how to work with children as with their
clients, they are to develop the fundamental
ability to communicate directly with
children, youth and adults, which is the
ability to observe, to be sensitive, to be
aware of reaction and emotional interaction.
Students also develop the ability to listen to
children, maintain a conversation with them,
enter their world and understand their
perspective. Thus, a child welfare social
worker‒to‒be is to acquire KNOWELDGE
on: 1) the legal right of children to speak for
themselves and decide for themselves at any
age, the duty of local authorities to take into
account the religion, race, language of each
child; 2) the variety of communication
methods (language, game, drawing, drama,
joint activity), which determine the level of
child’s development and are the basis for the
effective work; 3) the importance of
available resources (time, place, equipment,
funding); 4) the consequences of loss,
separation, poor health on the ability of
children to communicate; 5) the role and
possibility to involve other professionals in
working with children; SKILLS to: 1) listen
and talk with children and young people
attentively, at the same time allowing
relationships to evolve at such a pace as a
child chooses; 2) use a language appropriate
to the child's age, take into account the
child's linguistic capabilities, gender and
culture; 3) use different skills to play,
recommend appropriate toys and games,
demonstrate understanding of non-
stereotyping by gender/ culture/ religion;
4) recognize the child's need for
communication in the language child
chooses; 5) tell unpleasant news and not to
cause aggression; 6) maintain a positive self-
image of a child; ATTITUDE that: 1) every
child has to tell about his/her life something
special, thus the decision on the child’s
future is to be also unique; 2) clients have the
right to know about the purpose of
communicating with them, and how it is
going to be used; 3) they are to respect the
origin of the child with whom they work. At
practice a student can: organize visits to a
group in a kindergarten, discuss with
educator’s children’s abilities and skills,
study the existing multi-race books and toys;
comment on factors that hinder the
communication with parents, children and
young people. Activities aimed at
communication involve observation,
interview with a child.
– Child Abuse: The basic understanding of
«injustice» phenomenon, of the role of
social work and social agencies in protecting
children together with basic skills on
recognition and identifying of general signs
and symptoms are necessary for all social
workers and social welfare agencies. a child
welfare social worker‒to‒be is to acquire
KNOWLEDGE on: 1) partnership with
parents and the wider family as the first step
in protecting a child as a requirement of
justice; 2) forms of child abuse, basic
theories and researches on child abuse, its
nature and quantitative indicators; 3) the
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right to a private life, which may also result
in the hiding of the facts of abuse; 4) the
ways of assistance provision to families (of
different ethnic/ cultural/ racial
background); 5) cooperation between the
central government and local authorities in
administration of child protection; criminal
and civil liability, rules of witnessing,
administrative system (circulation of
documentation); rules, procedure and
professional practice in solving a case;
6) methods of intervention, their pros and
cons in specific cases, results and
consequences of intervention; 7) influence
of abuse in childhood on the development of
self-determination and self-esteem;
8) doubts and hesitation regarding the
intervention in child abuse cases and the
responsibility of social workers for this;
9) policy, procedures for institutional care of
a child and consequences of their violation;
SKILLS to: 1) use knowledge on
appropriate child protection system in the
region; 2) support individuals or families,
where a conflict of interest may exist;
3) participate in the process of joint
discussion of the case; 4) submit documents
on the case to appropriate authorities, to the
court; ATTITUDE that: 1) all children
(regardless of race, culture, class) as a result
of their dependence (social, emotional and
physical) need protection from potential
injustice; 2) the form and means of
protection should be flexible, depending on
the needs of particular child; 3) separation,
as a form of child protection, can strengthen
the view that injustice (sexual or emotional)
is a consequence of child’s fault. At practice,
a student is: to discuss with a practice
teacher the possible solutions to the situation
with child protection; to attend a criminal
trial; to discuss with parents of the offended
child their attitude to the particular service;
to discuss with parents the child protection;
to take part in the conference on the child
protection.
– Planning and Process of Care (the care for
children and youth, foster care and adoption,
post-institutional care, etc.): Students are
taught how to determine the potential of the
child’s family (especially when it is planned
to move the child to another family);
possible harm to a child. Thus, a child
welfare social worker‒to‒be is to acquire
KNOWELDGE on: 1) the role of a social
worker, other professionals and agencies in
supporting children and families; 2) the
diversity of resources within and outside the
care system: centers of day-care; family
centers; foster placement; boarding schools
for children; foster families; staying at home
“for the accusations under control”; services
for children with special needs; 3) the
consequences of poverty, unstable marital
relationships, family crises, divorce on
parental possibilities in the upbringing of
children; 4) various racial and cultural types
of family life and upbringing of children;
5) legal conditions for a child taken out of
care; 6) practical and emotional needs of a
child after being taken out of care;
7) problems of return to a family; 8) pros
and cons of the system of post-institutional
care; 9) factors of motivating to fostering;
10) the legal aspects of adoption, its
procedure, and peculiarities of the work of
social services in adoption; SKILLS to:
1) consider the circumstances of an
individual family, a child in the broader
context from the point of view of needs and
rights of a child and parents; 2) find the best
options and opportunities for children and
parents; 3) foresee possible conflicts of
interest and act in the interests of a child;
4) carry out a detailed analysis and
assessment of a child in the family
environment; 5) assess pros and cons of
staying under the care; 6) learn about the
child’s preferences, health status,
educational opportunities, special needs,
especially in relation to religion and culture;
also transfer this knowledge to the new
career of a child; 7) organize meetings or
contacts between children, parents and new
careers; 8) explain to children, parents and
careers their rights and responsibilities;
9) conduct a situation re-assessment and
prepare a care plan; 10) regularly visit a
child in placement; monitor the health of a
child, educational / social / emotional
progress; 11) plan the conditions for taking
a child out of care; 12) visits a child after the
child is taken out of care; ATTITUDE that:
1) every child has the right to protection
from possible harm and injustice; 2) children
have the right to develop identity within a
culture or an ethnic group; 3) parents must
be aware of their responsibility and role in
the upbringing of children; 4) parental rights
and duties should be respected; 5) parents
should actively participate in the situation
assessment and decision-making; 5) the
placement of a child should be well-planned,
taking into account the child’s desire and
feelings; 6) a child has the right to have ties
with past relationships; 7) authorities are to
ensure and maintain child’s well-being;
8) careers should be considered as partners
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in the process of fostering; 9) a child, taken
out of care, deserves help and the authorities
are responsible for its provision. At practice,
a student can: accompany a social worker in
the process of placing a child under the
foster care; analyses the reaction of a child
and discuss it; ask foster careers about their
fostering experience; try to choose foster
careers for a child; attend meetings on the
selection of foster careers and participate in
the discussion of documents.
– Social Work with Children, Youth and
Families. The course focuses on the
professional knowledge and skills required
to work effectively with vulnerable children
and families and aims to convey to students
an understanding of the realities and
complexities of practice in the child
protection field. It includes the following
aspects:
(i) Principles of Social Work with Children and
Families. After completing the session
students are able to explain: the potential and
limits of social work with children and
families; historical context of child’s
welfare; anti-oppressive social work with
children and families; partnership with
family members and other agencies;
focusing on people’s abilities and resources,
client impoverishment, listening to children.
Thus, in practice, a student can: consider a
specific case of a family with children and
comment on potential and limits of social
practice interference; consider a specific
case and comment on how a school, social
services, and a social worker might oppress
a client; consider a specific case and
determine the possibilities for cooperation
and partnership with family members in
solving the problem, as well as the
consequences of possible non-cooperation
of family members; list agencies
(health/education/social services,
community resources, voluntary
organizations, other) children in need may
be in contact with; provide ideas on what can
ensure a social worker to listen properly to a
child.
(ii) The Process of Social Work with Children
and Families. After completing the session
students are able to explain the meaning of
process in the context of social work
practice; outline the process of social work
with children and families (ASSESSMENT
(make an assessment of needs and
difficulties) → PLANNING (agree a plan of
work in relation to your assessment) →
IMPLEMENTATION (carry out your plan
of work) → EVALUATION (evaluate your
work)); explain the impact of values on this
process. At practice, a student can: define
the term «process», «the process of social
work»; work out the process, procedure of
working with a family who have addressed
the social agency.
(iii) Direct Work with Children in the Family.
After completing the session students are
able to: outline different ways of direct work
with children; give examples of wide range
of needs of children, which social workers
come into contact with; indicate
opportunities and constraints placed upon
social workers in responding to children’s
needs; assess personal skills in
communicating with children; explain the
meaning and use, the strengths and
limitations of child observation in social
work practice; identify reasons for involving
children in decision-making. Thus, in
practice, a student can: name professionals
from different spheres (medicine, education,
leisure) who have direct contact with
children; comment on what is essential
(physical, emotional and social needs) for
the child’s development; identify specific
knowledge and skills for appropriate
communication with children; prepare a plan
of work with a child who is harassed at
home, who uses only a foreign language of
communication (establishing an initial
contact with a child; using simple words,
gestures, correct tone of voice, toys,
involving parents in communication at the
initial stage, etc.).
(iv) The social and political context of social
work with children and families. After
completing the session students are able to
apply knowledge of social sciences, law and
social work practice theory.
Assessment of students’ knowledge is checked
through observation of a student in practice
placement, feedback on the student's practice;
analysis of student’s records during case
management; assessment of student’s written
works or projects with the analysis of knowledge
and skills applied.
Conclusions
The curriculum on training of social workers in
the UK, the USA, and Ukraine includes courses
on: social work practice with various categories
of clients at all levels (micro-, meso-, and macro
practice) as well as courses that contain
knowledge the social context of social work
practice, (the dynamics of) its changes; values
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and ethics of social work; formation of awareness
of the need for further professional development
and improvement. Students are taught: to
perform direct work with children and families;
to cooperate with various social services; to carry
out assessment, planning, and monitoring. The
principal difference between models of social
workers training is the accent of curriculum in
the UK and the USA on the issues of preventive
care, social and legal protection of children, and
in Ukraine − on the deviation’s correction, on the
therapeutic assistance. Field practice ‒ is an
obligatory component of curriculum to obtain the
qualification, which is aimed to develop the
students’ skills and abilities, and attitude. The
practical experience, is gained in specialized
institutions and/or volunteer practice with
children. Much attention is paid to
extracurricular work, individual, self-study and
research and development of students.
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