Developing professional curiosity with children and families
Build skills and knowledge to embed professionally curious practice.
Professionally curious practitioners interrogate and test out information, rather than accepting it at face value. They triangulate information from different sources to gain clarity, identify concerns and enable a fuller understanding of a child, young person or families’ situation.
This workshop will support practitioners to build skills and knowledge that will embed professional curiosity as a central component of their practice.
Participants will examine the importance of professional curiosity in work with children and families and explore different tools and approaches to support professionally curious practice.
Designed for
Family help and social care practitioners working directly with children and families.
Learning outcomes
As a result of attending this workshop participants will be able to:
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Describe professional curiosity and outline what it looks like in practice.
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Explain why professional curiosity is a central component of effective children’s social care practice.
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Apply tools that support with being professionally curious.
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Recognise factors that can affect professional curiosity.
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Understand the role of reflective supervision in professional curiosity.
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Plan how to better integrate professional curiosity into practice.
Critical reflection and analysis: Learning Pathway
This Learning Pathway explores why critical reflection and analysis are foundational to effective practice in social care and provides tools and reflective questions to build on your skills and knowledge.
Working with uncertainty and risk in children's social care: Video learning resources
In this series of seven videos, Professor Eileen Munro discusses how conditions of uncertainty and risk shape effective child protection work. The videos examine factors that can support or hinder good practice and decision making.
Analysis and critical thinking in assessment: Resource Pack (2014)
The handbook includes key research and practice messages around analysis and critical thinking in assessment. It combines research evidence with the practice experience of agencies to explore how identified barriers to good assessment might be overcome. The focus is on ‘thinking in practice’ and, above all, on supporting practitioners to be more analytical in their assessments.