Enhancing Care Planning Training for Children's Services Social Workers in a Health & Social Care Trust in Northern Ireland-A Mixed Methods Study

Care planning for Looked After Children (LAC) is accepted as being critical in ensuring good outcomes for LAC, however, the available evidence base highlights that despite the introduction of key legislation across the UK, that care planning for LAC remains inconsistent. There is limited Northern Ireland (NI) specific research available that relates to care planning for LAC; with the care planning experience of LAC being referenced in the recent review of Children's services in NI, (Jones, R. (2023). "The report of the independent review of Northern Ireland's children's social care services." https://www.cscsreviewni.net/files/cscsreviewni/2023-06/The%20NI%20Review%20of%20Children%27s%20Social%20Care%20Services.pdf.) which highlighted the variance in policies and procedures across the five Health and Social Care Trusts in Northern Ireland (NI), resulting in continued disparity in service delivery for children and families. The current, restricted evidence base for social work decision making in care planning, highlights practitioner's overreliance on practice wisdom rather than evidenced-based research, theory and/or service user knowledge. This mixed methods study focussed on increasing knowledge around decision making in care planning. A training package was developed and delivered to practitioners across children's services in one Trust area. A pre and post survey was completed with 74 practitioners in addition to 20 post training semi-structured interviews. The significant response rates and sample size offer validity and strength to the findings which correlate with previous studies completed across the UK that also conclude that research, theory and service user knowledge is not prominent in social worker's understanding of what informs their decision making in care planning for LAC. This information is valuable for practitioners and managers attached to social work in children's services. Recommendations include further embedding of a culture of learning and reflection to support the development of practitioner knowledge, skills and confidence; and to assist in the development of governance processes to audit the impact of practitioner training.