SocialWorker.com

Write On! Practical Suggestions for Preparing Social Work Records

By: Katherine Dunlap

Fall 1997, Vol. 4, No. 4

by Katherine Dunlap, Ph.D., MSW

Social workers are people-oriented. They enjoy meeting new clients, helping folks master problems, and watching clients and colleagues grow toward their full potential. Often, social workers do not like recording this process in case notes. “Let me work with people,” my students frequently exclaim. “I want to make a difference, not write a novel!”

But the truth is that social workers often write documents that change people' lives. Court reports, grant proposals, and even case records can make dramatic differences in the circumstances of those we serve. To be good social workers, we must master not only the art of helping clients, but also the skill of writing about them and the services we provide. This article presents six simple strategies to help you improve your writing-and maybe even your attitude toward it.

First, make a time and place.

In our direct practice classes, we talk passionately about how to arrange chairs for an interview and how to ensure confidentiality, but we rarely mention the physical setting that helps us produce our reports. At a minimum, a writer needs a desk, adequate lighting, and paper and pens or a computer. Most need a quiet atmosphere to concentrate.

A little time and a quiet haven may be treasured commodities in a busy agency. Interns are likely to share telephones, desks, and cubicles with a supervisor or other student workers, and the noise levels in these areas can be quite high. Under these conditions, it is easy to relegate writing to second, third, or even fourth place. To avoid getting behind on reports, you must take charge of your time and place for writing.

• Structure your space to accommodate your writing.

• Clear your desk; give yourself room to work.

• Schedule a definite time for preparing daily reports, and stick to your schedule!

• Finish documents before you leave the office.

• Trade phone time with a colleague to reduce interruptions.

• Ask others to support your effort by keeping noise levels down.

Now that you have your basic tools and the proper setting, it' time to write! Here are a few more pointers to help you achieve success.

Second, assemble your tools.

Just as students need the DSM-IV (American Psychiatric Association, 1994) to complete a diagnosis, they need the proper resources to compile a professional document. To improve your writing, you will need four types of references: a dictionary, a thesaurus, a style manual, and a book that reviews the various types of social work notes. Each of these serves a different function.

The dictionary enables you to check spelling, exact meaning, and common usage of a word. If you are dictating notes, you must spell proper names and unusual words so the typist can prepare an accurate document. If you use word processing to write your own notes, learn to use the “spell-check” feature. But don’t depend on this feature to correct all your errors; spelling checkers don’t know whether you meant “their” or “there,” for example.

The thesaurus helps you select the best word to describe a situation. For example, many words can express happiness: delighted, ecstatic, thrilled, glad, cheerful, merry. A thesaurus helps you paint a word picture that conveys your message with precision. Bartlett' Roget' Thesaurus (1996) is a standard reference book. Most word-processing programs now include an easy-to-use thesaurus.

A style manual is essential for research reports and papers while you are in school, and it will also be helpful after graduation. “This is my last paper,” I often hear students say. “Wrong!” I muse. You may think that you will never write another paper after graduation, but you will probably find that you want to share your experiences with stakeholders, colleagues, and consumers. You may be asked to prepare an annual report, contribute to a grant proposal, or summarize the findings of a pilot program. You may see the need for consumer-friendly brochures, program descriptions, and agency manuals; you may want to present your experiences at an annual conference or share your thoughts in a journal. A style manual can help you with each of these writing projects.

Several style manuals are available. The most commonly used by social work journals is the Publication Manual of the American Psychological Association, often called the APA Manual (1994). Others include the Chicago Manual of Style (1993) and Turabian' classic text (1996). Before you buy a style manual, check to see if your school or employer has a preference.

The style manual shows the proper form for reference lists and bibliographies, and these are the sections you will use most often in school. But a style manual is much more than a guide for lists. It also provides information about typing, word usage, punctuation, and organization. For example, which is correct: “fifteen,” “15,” or “fifteen (15)”? How do you decide whether to use “farther” or “further”? Should you write “The Williams’ ” or “The Williamses”? Your style manual speaks to each of these and more.

In addition to these reference books, you will also need a book that describes different types of social work records. What is the difference between a process recording and a progress note? A psychosocial assessment and a social history? A SOAP note and a problem-oriented medical entry? A records manual specifies the form and content for each of these types of documentation. Recording by Wilson (1980) is a classic text that you are likely to see in your field instructor' bookcase. A more current choice might be Social Work Records, which provides a history of record-keeping, presents standard forms and formats, and discusses current issues in the field (Kagle, 1996).

These books are not expensive, and you can often find used editions in college bookstores. Try to purchase one each semester-be sure to get the latest edition-and soon, your armamentarium will be fully stocked!

Third, avoid gender-specific language.

Cardinal social work values include respect for the dignity and worth of the individual and the uniqueness of each person (Hepworth, Rooney, & Larsen, 1997; Compton & Galaway, 1994). In writing, we can operationalize these values by using non-gender-specific language (Dumond, 1990). In other words, we avoid phrases like “mankind” and “man-made.” We eschew gender-specific words like “businessman,” “policeman,” and “congressman.” Equally offensive are feminized words like “actress” and “waitress.” Both your thesaurus and your style manual will suggest alternatives. For example, more accurate phrases such as “humankind” and “manufactured” can replace “mankind” and “man-made.” For “businessman,” “policeman,” and “congressman,” substitute “executive,” “police officer,” and “member of Congress.” Actor, server, and even waiter are accepted terms for both men and women in these roles. Finally, it is not necessary to state that a nurse is male or that a mechanic is female.

In professional writing, we don’t refer to all clients collectively as either male or female. The easiest way to avoid using a global “he or she” is to make all pronouns plural. This leads to the next pointer.

Fourth, ensure noun/pronoun agreement.

In recent years, many conscientious writers have worked hard to avoid gender-specific language only to fall into another, equally awkward trap involving noun-pronoun agreement. For example:

When a social worker writes a court report, they should proofread it carefully.

The subject of this sentence, “social worker,” is singular; but the pronoun, “they,” is plural. This sentence can be fixed by bringing the pronoun into agreement with the noun; however, this leads us back to using either a gender-specific pronoun or the awkward and tiresome “he or she.” A better solution is to make the noun plural. The sentence becomes:

When social workers write court reports, they should proofread them carefully.

Another solution is to rewrite the sentence and eliminate the pronoun entirely:

A social worker who writes a court report should proofread it carefully.

Fifth, practice proofreading.

Proofreading is an essential skill that can be learned. There are two methods of proofreading: by computer and the old-fashioned way-reading. Both techniques are valuable, and together, they help you create letter-perfect documents.

To proofread a computer-generated report, first use the spell-check feature. This device will catch commonly misspelled words. Second, use the grammar program to help you determine correct usage. Third, use word search to examine your particular challenges. For example, if you tend to have difficulty with noun/pronoun agreement, search for “their” and “they.” Does each use follow a plural noun? Once you find your errors, you can easily rewrite your sentences.

While computer programs are helpful, they are not sufficient by themselves. They cannot discriminate among synonyms; and they do not catch correctly spelled substitutions such as “is” for “it,” or “to” for “of.” Even the best grammar program cannot help you achieve logical organization or comprehensive coverage. To master these details, writers must also learn to proofread their documents personally.

Start by looking at each word in each sentence. Concentrate first on the words themselves. Are they spelled correctly? Does each word precisely capture the essence of your message? Have you avoided gender-specific language and problems with agreement?

Second, look at content. Did you begin at the beginning? Did you state all essential facts? Did you cover the “Five Ws”: who, what, when, where, and why? Did you include all essential elements for the type of report you are writing? Did you date and sign your note?

Third, have you organized your work so that it can be used easily by others? Each paragraph should have a beginning, middle, and end; and each report should contain the same elements. Categorical headings such as “client description,” “goals,” and “outcomes” help organize material, even if these are not included in the final version.

Sixth, write nothing more, nothing less.

Because social workers often write for other busy professionals, such as judges or physicians, our notes should concisely state pertinent facts without commenting on irrelevant issues. As E. B. White exhorts, “Omit needless words. Vigorous writing is concise” (1979, p. 23).

This dictum is also true in social work. Home health social workers need not address income or expenses unless financial concerns interfere with the patient' recovery. Home health progress notes should be limited to the specific conditions for which social work services have been ordered. Similarly, school social workers should not speculate on family issues they have not been asked to address, and eligibility specialists do not usually explore intrapsychic issues.

Unnecessary verbiage also creates a barrier to communication. When we stray from the presenting problem, insert personal opinions, use pompous language, or ramble about superfluous details, the reader quickly loses interest, and the client loses out.

Here' one for practice.

The following note was written by a social worker at a service agency. Does this note contain all the facts needed for a decision about services? Does it include any extraneous material? Try your hand at identifying and correcting the variety of typographical errors, inconsistencies, and examples of poor writing in the following paragraph:

Mrs. Smith is an 64-year-old female living in Public Housing with her daughter, granddaughter, adult son. Ms. Smith come to Emergency Services to request assistence to purchasing food for her family. She reports that she has been the primary wage earner for this household, but was recently laid of from her job as a waitress. Mrs. Smith states that she has no savings as she has use everything too send her son to school to become a male nurse. Mrs. Smith cried when she tole me that her granddaughter had to accept free lunch. When the previous social worker interviewed her, they said she was not elegible for our services. Needs help.

Access campus resources.

At least 16 corrections are needed in the sample paragraph above. If you had difficulty identifying them, you may want to access the resources on your campus. Colleges and universities offer specific classes designed to develop technical writing skills. In addition, many schools offer workshops dealing with organization, writing anxiety, and time management. Peer tutoring and writing groups offer exciting, enjoyable opportunities to reinforce newly acquired skills.

Take advantage of campus services now. When you join the ranks of professional social workers, you will be richly rewarded for the time you invest today in writing.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.

American Psychological Association. (1994). Publication manual of the American Psychological Association. Washington, DC: Author.

Bartlett' Roget' Thesaurus. (1st ed.). (1996). Boston: Little, Brown, and Company.

Compton, B. R., & Galaway, B. (1994). Social work processes (5th ed.). Pacific Grove, CA: Brooks/Cole.

Dumond, V. (1990). The elements of nonsexist usage: A guide to inclusive spoken and written English. New York: Prentice Hall.

Hepworth, D. H., Rooney, R. H., & Larsen, J. A. (1997). Direct social work practice: Theory and skills (5th ed.). Pacific Grove, CA: Brooks/Cole.

Kagle, J. D. (1996). Social work records. Prospect Heights, IL: Waveland Press.

Turabian, K. L. (1996). A manual for writers of term papers, theses, and dissertations (Rev. by J. Grossman & A. Bennett). (6th ed.). Chicago: University of Chicago Press.

University of Chicago Press. (1993). The Chicago manual of style (14th ed.). Chicago: Author.

White, E. B. (1979). Elements of style (3rd ed.). New York: MacMillan.

Wilson, S. J. (1980). Recording: Guidelines for social workers. New York: MacMillan.

Katherine M. Dunlap, Ph.D., MSW, is Director of the Charlotte MSW Program of the University of North Carolina at Chapel Hill. She wishes to thank Dr. Samuel D. Watson, Jr., University Writing Programs, UNC Charlotte, and Dr. Rachel Dedmon, School of Social Work, University of North Carolina at Chapel Hill, for reviewing earlier versions of the manuscript.

Copyright © 1997 White Hat Communications. All rights reserved. From THE NEW SOCIAL WORKER , Fall 1997, Vol. 4, No. 4. For reprints of this or other articles from THE NEW SOCIAL WORKER (or for permission to reprint), contact Linda Grobman, publisher/editor, at P.O. Box 5390, Harrisburg, PA 17110-0390, or at [email protected] .

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Report Writing for Social Workers

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This is a useful and largely accessible text that I hope will be helpful to our students. It is helpful to have a book specifically addressing this essential skill as it is a common complaint of empoyers that students learn to write essays but not reports.

This book follows the valuable tenets of the learning matters series: A clear, accessible overview of report writing. Thought-provoking case examples illustrate the complexities and challenges of report writing in social work, offering qualifying students valuable insights within which to contextualise development of their report writing skills.

This is a good read for all social workers. The text is very practical and provides the reader with the confidence to follow suggestions made in the book. A must read for all social workers, particularly if in practice, or teaching students social workers in practice.

A useful resource for social work students, many of whom find writing reports a major challenge

Used a supplementary reading to a course we run based on report writing. Good case studies with clear information.

This book deals competently and clearly the essentials of report writing at a basic level for beginning undergraduate students. At the present time many students struggle with writing skills (!), and the book is useful to recommend further along the education continuum also in particular cases.

I have delivered a annual course in report writing to various government agencies for almost ten years, and so I looked forward to reading this work. It did not disappoint. The structure and content of this book make it eminently 'useable' and useful.

Although it is still early in the course, I have already used this book extensively with my honours students, including exercises in probation report writing, and theory to practice reflection reports. It has been very well received by my students, a number of whom have already purchased this book for themselves. I highly recommend this work and I look forward to using it for the rest of the honours course.

When I is the title of this book I was excited as I thought it would be very relevant to my role as a practice educator supporting social workers in training on PLO1 & 2 at both undergraduate and Masters levels. However the book for me falls short, both in what it includes and the level of detail. For example in defining "report" -- what to include -- I would have hoped for sections on writing case files, the importance of chronologies etc. In the section on notetaking there are only three points made and I find social workers in training need far more than this. For example it could have included different styles of notetaking such as using spider diagrams; the use of abbreviations; using a timeline with service users which shares the power of recording as it is done together. I would have hoped for a section on how focusing on a form in report writing can be a barrier to communication.

The section on "what to leave out "on page 69 really disappoints. It gives the example of a sentence "Mr M had a difficult childhood". It does not highlight that "difficult" can mean different things to different people and the importance of not using such value judgement words in reports and records but rather replacing them with descriptors. In this section it would have been helpful to include examples of unnecessary details that often we see written in reports. As a result I have just ordered an inspection copy of the Karen Healy book on writing skills for social workers and I'm hoping for more from this.

Currently one of the skills social workers need to develop hi lighted by the reform board agenda. It is useful top use individually and in group sessions.

Clear and concise. Useful pointers for the basics of report writing often overlooked by practitioners.

Perhaps could have had section on requirements of court rules governing reporting.

Preview this book

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Critical Thinking and Professional Judgement for Social Work

Learning Goals

  • Define case notes in context of child welfare
  • Explain purpose of case notes
  • Identify characteristics of well written case notes

Intro to Case Notes for new social workers

Case notes are records of information and form a foundation for other core documents.  They are records of interactions with the children, families, and persons relevant to a given case or incident.  Good case notes employ strategic, insightful inquiry and an understanding of larger case processes.  When well written, case notes provide accurate, objective descriptions grounded in fact and evidence.  They leverage a social worker's assessments and opinions thoughtfully, but never include an undue amount of either.  In light of those criteria, it is apparent that writing case notes well is not an easy task.  What information needs to be recorded? How can case notes effectively remain objective while emphasizing important details by use of assessment?  

Learning Outcomes

By the end of this module you should be able to: 

  • Recognize final, good quality case notes
  • Identify concise writing in the context of writing / editing case notes

What are case notes?

Case notes are the chronological record of interactions, observations and actions involving a specific person and / or family. [1]

Case notes provide a record of all the things that have happened during a family’s involvement with Child Welfare, including phone calls, face-to-face contacts, contacts with service providers, team meetings, court hearings, and visits.  This record is important for social work continuity, for legal discovery purposes and for historical record.

Information recorded about a person or family should be impartial, accurate and complete with care taken to ensure that:

  • Only details relevant to investigation, assessment, or the provision of a support or service are recorded
  • Case notes do not include derogatory or emotive language
  • Subjective opinions are qualified with relevant background information, theory or research
  • Relevant information is not omitted [2]

[1]  Adapted from Australian Association of Social Workers Ethical Guideline for Case Notes. Downloaded from:  http://www.aasw.asn.au/document/item/2356 (Links to an external site.)  on 9/5/13

[2]  Adapted from Australian Association of Social Workers Ethical Guideline for Case Notes. Downloaded from:  http://www.aasw.asn.au/document/item/2356 (Links to an external site.)  on 9/5/13

See what case notes look like

Below are some examples of actual case notes.  Hover over a section or paragraph will expose a box around that section.  Click on the boxed section to zoom in for more details.  

As you explore the case notes example document, consider the following:

  • Are the individual paragraphs, or sentences, written differently?
  • What purposes do you think these case notes serve? How might that have influenced the way in which the author wrote them?
  • How would you describe the style of writing used in this example?

Watch case notes being written following an interview

Compare interview notes to final case notes.

After watching the previous interview, take a look below at how notes taken during the interview with Crystal are edited to become the formal case notes entered into official records.  Hover over a section and it becomes highlighted.  Click on any highlighted section to see the social workers thoughts about why she wrote interview notes or the final case notes in the given manner.  What differences do you see between the sections?

Reflect on defining characteristics of case notes

In the previous exercise you were asked to reflect upon the process of writing case notes.  Here is your opportunity to PRACTICE writing your own case notes using the video video below (same as you saw earlier, without quiz questions).  Watch a section of the interview and then write the corresponding case notes as though you were the social worker.  

Use the above template to record your notes.  Only a few paragraphs are needed at most.

* The videos used in this resource were created by The Academy for Professional Excellence at San Diego State University, and have been remixed by CalSWEC with permission.  Source video available at <https://www.oercommons.org/courses/physical-abuse-investigative-interview-crystal-dawn-smith>

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how to write a good social work court report

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Social Work Evidence Template (SWET)

how to write a good social work court report

Social Work Evidence Template (SWET) Updates

ADCS and Cafcass developed the Social Work Evidence Template (SWET) in 2014 to support social workers to submit clear, analytical material to the family courts. The SWET was refreshed in 2016 and again in 2020/21 in line with the recommendation made by the President of the Family Division’s Public Law Working Group (PLWG).

The PLWG recommended the SWET should bring greater focus to work carried out during pre-proceedings as well as clarity around the legal test for removal i.e. why now? This latest process has been informed by a public consultation, which received 170 responses, and overseen by a working group consisting of approximately 30 children’s services and LA legal representatives, plus judges and Cafcass staff.

The updated SWET, and an abridged statement for use in short notice hearings, are now available for use. In line with the feedback received, the new SWETs are available in Microsoft Word format and Research in Practice has also supported this work by bringing together a group of practitioners, lawyers, and judges to co-develop additional guidance.

Use of the SWET is down to local determination and it may be helpful to consider timelines for introduction and usage, perhaps on a phased basis. There is no expectation of immediate adoption or that duplicate work is created as a result of this updating of these resources.

In response to enquiries about adaptation a very minor update was made to both the suite of templates and accompanying guidance on 15 April confirming that LAs can add their logos to the templates and indeed are encouraged to. No other changes have been made at this time.

The original Social Work Evidence Template (SWET) was introduced in summer 2014 and subsequently updated in 2016 and 2021 with the aim of providing clear and analytical material to the courts. Its use has grown steadily and ADCS continues to encourage all local authorities to use the templates and to ensure their staff can access the associated training materials.

The SWET was designed to support a consistent, analytical approach to presenting social work evidence to the family courts whilst complementing other standardised forms required by the Public Law Outline.

Social Work Initial Evidence Template (revised April 2021)

Full Social Work Evidence Template (revised April 2021)

Social Work Evidence Template - Final Statement (revised April 2021)

SWET guidance (revised November 2023 to update links to the Cafcass website).

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CWDS Curriculum

Writing for child welfare – court reports, case notes, and more.

Level: Advanced Practice – Lineworker

Intended Audience: Line workers and supervisors who would like increased understanding of professional writing strategies and how they apply to child welfare practice including documentation, court reporting writing and other professional writing communication.

Description of Course: This course will review child welfare documentation pertinent business writing and child welfare documentation strategies and allow for practice to increase skill development upon completion.

Intended Objectives:

  • Will be able to describe purpose of specific documents in Child Welfare
  • Will be able to identify and list ways to structure professional writing and increase clear and concise written communication
  • Eliminate feelings, unsupported facts, jargon, and slang from professional documentation
  • Identify several technology tools to assist in professional writing
  • Will be able to utilize content

Topics Include:

  • Types of CWS Documentation
  • Confidentiality
  • Cultural Considerations
  • Good Court Report Writing
  • Paragraph Structure, Grammar, Spell Check, Redundancy, Use of Cut and Paste Functions

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Report Writing for Social Workers

Report Writing for Social Workers

  • Description

This is a useful and largely accessible text that I hope will be helpful to our students. It is helpful to have a book specifically addressing this essential skill as it is a common complaint of empoyers that students learn to write essays but not reports.

This book follows the valuable tenets of the learning matters series: A clear, accessible overview of report writing. Thought-provoking case examples illustrate the complexities and challenges of report writing in social work, offering qualifying students valuable insights within which to contextualise development of their report writing skills.

This is a good read for all social workers. The text is very practical and provides the reader with the confidence to follow suggestions made in the book. A must read for all social workers, particularly if in practice, or teaching students social workers in practice.

A useful resource for social work students, many of whom find writing reports a major challenge

Used a supplementary reading to a course we run based on report writing. Good case studies with clear information.

This book deals competently and clearly the essentials of report writing at a basic level for beginning undergraduate students. At the present time many students struggle with writing skills (!), and the book is useful to recommend further along the education continuum also in particular cases.

I have delivered a annual course in report writing to various government agencies for almost ten years, and so I looked forward to reading this work. It did not disappoint. The structure and content of this book make it eminently 'useable' and useful.

Although it is still early in the course, I have already used this book extensively with my honours students, including exercises in probation report writing, and theory to practice reflection reports. It has been very well received by my students, a number of whom have already purchased this book for themselves. I highly recommend this work and I look forward to using it for the rest of the honours course.

When I is the title of this book I was excited as I thought it would be very relevant to my role as a practice educator supporting social workers in training on PLO1 & 2 at both undergraduate and Masters levels. However the book for me falls short, both in what it includes and the level of detail. For example in defining "report" -- what to include -- I would have hoped for sections on writing case files, the importance of chronologies etc. In the section on notetaking there are only three points made and I find social workers in training need far more than this. For example it could have included different styles of notetaking such as using spider diagrams; the use of abbreviations; using a timeline with service users which shares the power of recording as it is done together. I would have hoped for a section on how focusing on a form in report writing can be a barrier to communication.

The section on "what to leave out "on page 69 really disappoints. It gives the example of a sentence "Mr M had a difficult childhood". It does not highlight that "difficult" can mean different things to different people and the importance of not using such value judgement words in reports and records but rather replacing them with descriptors. In this section it would have been helpful to include examples of unnecessary details that often we see written in reports. As a result I have just ordered an inspection copy of the Karen Healy book on writing skills for social workers and I'm hoping for more from this.

Currently one of the skills social workers need to develop hi lighted by the reform board agenda. It is useful top use individually and in group sessions.

Clear and concise. Useful pointers for the basics of report writing often overlooked by practitioners.

Perhaps could have had section on requirements of court rules governing reporting.

Preview this book

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Writing court reports - Childrens

Writing court reports

Author: David Wilkins

Updated Date: 21 May 2020

Publication Date: 12 October 2017

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Introduction

Practical advice on completing each section of the social work evidence template, plus tips on improving your writing to express your points more clearly and be more precise, reducing some of the potential for cross-examination.

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Date * 25-02-2024 (dd-mm-yyyy)

Learning or development activity, resource or URL https://www.ccinform.co.uk/practice-guidance/writing-court-reports/

Use the boxes below to record what you have learned from this activity. The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD. Everything you write will be stored in your My CPD log on CC Inform. You can return to each piece of CPD and edit or add to it at any time - for example, if you reflect on it with a peer. You can export all the information as a Word file and copy it into Social Work England's form for the pieces you choose to submit during renewal, and print it off for other uses - for example, in supervision or peer reflection.

1. Describe what you have learnt from doing this CPD activity. (Social Work England recommend that you write 250-500 words, and they say that you may want to refer to the CPD standard 4.1-4.8 - see below.)

2. Reflect on and describe the positive impact the CPD has had (or will have) on your practice and the people you work with.

This could be people with lived experience of social work, colleagues, or students. If you are not currently working, or not in direct practice, you could think about how your CPD activity might benefit people you come into contact with or the profession as a whole. (Social Work England recommend you write about 250 to 500 words).

3. Describe what you have learnt from discussing this CPD activity with a peer

This is an optional question. By answering it for at least one of your pieces of CPD, you will meet Social Work England's requirements to record one piece of CPD with a peer reflection during the registration year. You are expected to write at least 250 words.

Social Work England say: "Peer reflection means that you have discussed the content of your CPD activity with a peer, your manager or another professional.

This discussion can be informal or formal, and can take place in one to one or group settings. The role of the peer is not to approve your learning but to support and help you to think about how you can improve your practice. When discussing your CPD with a peer, you should talk about what you have learnt from doing the CPD and the positive impact the CPD activity has had (or will have) on your role, practice and the people you work with".

Read more guidance from the regulator about peer reflection here

4. Which parts of the CPD standard have you met by doing this activity? By going through the recording process, you will automatically meet standards 4.6 and 4.7. You can use the box below to note the other standards you have met with this piece.

  • 4.1 Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.
  • 4.2 Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
  • 4.3 Keep my practice up to date and record how I use research, theories and frameworks to inform my practice and my professional judgement.
  • 4.4 Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.
  • 4.5 Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice.
  • 4.6 Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice.
  • 4.7 Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development.
  • 4.8 Reflect on my own values and challenge the impact they have on my practice.

For more information, see  Social Work England’s guidance on CPD .

Add item to CPD Log (SCW)

URL https://www.ccinform.co.uk/practice-guidance/writing-court-reports/

1. What have you learned from this activity?

2. How has it contributed to your practice?

3. How much time have you spent on this activity?

4. Next steps (any additional learning you need in this area)?

For more details, visit Social Care Wales

() Writing court reports. Practice Guidance. Community Care Inform [online] https://www.ccinform.co.uk/practice-guidance/writing-court-reports/ [accessed: 25 February 2024]

If you are directly quoting the author's own words from this document you must acknowledge that they are not your own words by putting them within quotes marks, reference the source in the text and then provide the full reference at the end of the document. For example:

In the text: Brackenbridge argues that "[t]he interpersonal dynamics of sexual abuse in sport are similar to those in other settings but exacerbated by some key situational differences" (Brackenbridge, 2008).

Full reference to insert at the bottom of the document: Brackenbridge, C. (2008) Child Protection in Sport. Guide. Community Care Inform Children [online]. Available at: https://www.ccinform.co.uk/articles/2008/02/22/1973/Child+protection+in+sport.html [accessed: INSERT DATE HERE (eg 25 November 2015)]

how to write a good social work court report

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How to write a good report

Social workers are expected to communicate effectively and lucidly with other professionals, but many fail to do so. anita pati looks at the extent of the problem and martin cutts offers tips on writing reports.

Social workers are expected to communicate effectively and lucidly with other professionals, but many fail to do so.  Anita Pati looks at the extent of the problem and Martin Cutts offers tips on writing reports Being able to support service users is not the only important aspect of social work; all that work can be undermined by poor recording or reports that don’t convey the issues to other professionals. 1 Plan If writing a report fills you with dread, here’s one practical method to use to control those fears. Take a big sheet of paper, turn it landscape, and plan. Jot down the report’s purpose, for example: “This report will assess why Mrs X’s care plan was changed on 21 June 2010, with reference to the headings X, Y, Z”. Jot down the points you’ll make under those headings and some notes for the introduction, which will briefly state the report’s purpose and why it’s needed. Planning will save you time by helping you see what you know and don’t know, and what you really think. 2 Write first draft Leave the plan overnight. Then find a quiet room away from distractions and write the first draft at speed. This gives you something to edit. 3 Write a summary This stage is also when you can assemble the main news and put it in a summary that will go at the start. If busy people read nothing else, they’ll get the big picture. 4 Edit The more times you can edit the report with a fresh eye, the better it will get. Don’t be too easily satisfied. In your editing: ● Use “I” or “we” to show what you or your team have found. ● Prune sentences to 15-20 words on average, linking them with sentence connectors such as but, so, yet and however. ● Punctuate properly. ● Use everyday vocabulary, avoiding or explaining any social care jargon – including unexplained acronyms – that people in other professions may not know. 5 Check After you’ve checked for errors, seek a second opinion from a candid colleague or outsider. Ask whether the report will make sense to your intended audience. Martin Cutts is author of the Oxford Guide to Plain English (third edition 2009) and research director of the Plain Language Commission .   More information about writing-skills courses The problem with reports Serious case reviews repeatedly highlight the importance of information-sharing between agencies. It should be remembered how the 2003 inquiry into Victoria Climbié’s death found that “illegible” medical records led to delays in action, writes Anita Pati . From court reports, police assessments and case diaries to handwritten notes from home visits, professionals are expected to communicate accurately with colleagues in other disciplines in an accurate manner. Joanna Nicolas, child protection consultant and trainer, says that, although life experience is important, poor English skills, as a first or second language, can affect the quality of reports. “You need people who have life experience but you also need people who are educated academically to a level where they can write a report and not have to rely totally on the spellchecker,” she says. Social workers, she says, need to be able to write reports that can be taken seriously in court: “This is something that can be missing because I’ve come across a lot of social workers whose spelling can be atrocious. You think that that report is going into court and it will be condemned by other professionals and reinforce the stereotypical view that many people have of social workers.” It is not just presentation where social workers fail, she says. Analysis of content is also lacking. “It goes back to their social work training. There needs to be more time spent on learning the art of critical analysis and, once they become social workers, giving them the time to write good quality reports.” More critical judgement is needed, agrees Alison Paddle, a social worker for 40 years, a guardian since 1991 and former chair of Nagalro, the professional association for children’s guardians. “The biggest problem for all social workers is the lack of analysis,” she says. “It’s easy to describe something but they won’t tell you what the significance is.” Many court reports can be too formulaic, “repeating facts to a set pattern or following a template too slavishly, so that the individuality of the child or situation is not brought out”. Paddle says some social workers fail to maximise their professional opinions and observations, which could provide telling evidence for a court. But even a high-quality report will count for little unless it goes to the right people. Some professionals are too cautious to share information, says Adam Abdelnoor, childhood psychologist, headteacher and chief executive of children’s charity Inaura: “Often, social services information is not passed on to the school. They can sometimes be too precious with information and won’t give you details that would give you a more in-depth understanding. I sometimes talk to headteachers who don’t even know which of their children are in care.” Many are convinced that training is the key to producing good reports. Dr Lucy Rai has just completed research at the Open University called Getting it right (write), which explores writing demands placed on social workers, focusing on how academic training prepares professionals for writing at work. She says degree courses are where social workers’ writing skills can fail to develop. “Lots of universities might think we’ll have one module where we teach them to write a report,” she says. “We have to think about how universities and practitioners work together to understand the complexity of the writing social workers are doing and to do it well.” The same report, she says, can go out to a service user, a magistrate, a line manager and inspectorates such as the Audit Commission or Ofsted. “Professionals need at least a greater awareness of the purpose of the report, whom it is being written for and how you write differently depending on the purpose and the audience.” GAFFES TO AVOID Common areas where some social workers slip up in reports. Irrelevant, inappropriate information “Michael is a large baby. Clearly his size is inherited genetically from his father, who is a proportionately large person.” From an Ofsted inspection of a Cafcass team, which criticised practitioner’s files on children and families for containing “irrelevant, inappropriate” information. “D has explained that she thinks she will shortly start her menstrual cycle. D is prepared for her first period. She would appear to have no outstanding needs in this respect.” From an Ofsted inspection of a Cafcass team, which found “the relevance of some statements was not clear” in a report on an 11-year-old girl. Meaningless phrases “She has a bubbly personality.” “You wouldn’t believe the number of times that people say this,” says Alison Paddle, former chair of Nagalro. “It doesn’t mean anything and it’s a cliché.” Illogical conclusions “There was domestic violence but, because the parents had recently separated and the father was not on the scene, the kids were no longer at risk.” Consultant Joanna Nicolas was concerned to see this in a report recently because of the flawed conclusion reached by the practitioner. “We know from research that that’s when the children are most at risk,” Nicolas says. What clangers have you seen in social work reports? Join the debate on CareSpace. This article is published in the 29 July 2010 edition of Community Care under the headline, “How to write a good report”

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Report Writing for Social Workers

Report Writing for Social Workers

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This is a useful and largely accessible text that I hope will be helpful to our students. It is helpful to have a book specifically addressing this essential skill as it is a common complaint of empoyers that students learn to write essays but not reports.

This book follows the valuable tenets of the learning matters series: A clear, accessible overview of report writing. Thought-provoking case examples illustrate the complexities and challenges of report writing in social work, offering qualifying students valuable insights within which to contextualise development of their report writing skills.

This is a good read for all social workers. The text is very practical and provides the reader with the confidence to follow suggestions made in the book. A must read for all social workers, particularly if in practice, or teaching students social workers in practice.

A useful resource for social work students, many of whom find writing reports a major challenge

Used a supplementary reading to a course we run based on report writing. Good case studies with clear information.

This book deals competently and clearly the essentials of report writing at a basic level for beginning undergraduate students. At the present time many students struggle with writing skills (!), and the book is useful to recommend further along the education continuum also in particular cases.

I have delivered a annual course in report writing to various government agencies for almost ten years, and so I looked forward to reading this work. It did not disappoint. The structure and content of this book make it eminently 'useable' and useful.

Although it is still early in the course, I have already used this book extensively with my honours students, including exercises in probation report writing, and theory to practice reflection reports. It has been very well received by my students, a number of whom have already purchased this book for themselves. I highly recommend this work and I look forward to using it for the rest of the honours course.

When I is the title of this book I was excited as I thought it would be very relevant to my role as a practice educator supporting social workers in training on PLO1 & 2 at both undergraduate and Masters levels. However the book for me falls short, both in what it includes and the level of detail. For example in defining "report" -- what to include -- I would have hoped for sections on writing case files, the importance of chronologies etc. In the section on notetaking there are only three points made and I find social workers in training need far more than this. For example it could have included different styles of notetaking such as using spider diagrams; the use of abbreviations; using a timeline with service users which shares the power of recording as it is done together. I would have hoped for a section on how focusing on a form in report writing can be a barrier to communication.

The section on "what to leave out "on page 69 really disappoints. It gives the example of a sentence "Mr M had a difficult childhood". It does not highlight that "difficult" can mean different things to different people and the importance of not using such value judgement words in reports and records but rather replacing them with descriptors. In this section it would have been helpful to include examples of unnecessary details that often we see written in reports. As a result I have just ordered an inspection copy of the Karen Healy book on writing skills for social workers and I'm hoping for more from this.

Currently one of the skills social workers need to develop hi lighted by the reform board agenda. It is useful top use individually and in group sessions.

Clear and concise. Useful pointers for the basics of report writing often overlooked by practitioners.

Perhaps could have had section on requirements of court rules governing reporting.

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For instructors, related products.

Critical Thinking and Professional Judgement for Social Work

How to Write a Court Report: Essential Tips for Social Work Professionals

How to write a court report in social work.

Writing court report social work crucial skill significant impact individuals families legal system. Social worker, effectively communicate findings assessments interventions essential helping court`s decisions ultimately, well-being serve.

Key Components of a Court Report

When writing a court report in social work, it`s important to include the following key components:

Case Studies

Let`s take a look at a couple of case studies to demonstrate the importance of writing effective court reports in social work.

Case Study 1: Child Welfare

In a child welfare case, a social worker`s court report may be instrumental in determining whether a child should be removed from their home due to abuse or neglect. The report should accurately reflect the social worker`s assessment of the child`s safety and well-being, as well as the parents` capacity to provide a safe and nurturing environment.

Case Study 2: Adult Protective Services

In cases involving vulnerable adults, such as those with disabilities or the elderly, social workers may be tasked with assessing the individual`s living situation and determining whether protective measures are necessary. A well-written court report can help the court understand the risks and challenges faced by the individual and inform decisions about their care and protection.

According to a study by the National Association of Social Workers, 85% of social workers believe that their court reports have a significant impact on judicial decisions in cases involving child welfare and protection.

Personal Reflection

As a social worker, I have found that writing court reports can be both challenging and rewarding. It`s a responsibility that requires careful attention to detail, empathy for those involved, and a commitment to advocating for the best interests of the individuals and families I serve.

Overall, writing a court report in social work is a critical aspect of the profession and plays a vital role in the legal process. By effectively communicating our assessments and recommendations, we can help ensure that the court has the information needed to make informed and compassionate decisions.

Top 10 Legal Questions About Writing a Court Report in Social Work

Legal contract: court report social work.

Welcome to the legal contract for writing a court report in the field of social work. This contract outlines the terms and conditions for preparing court reports in compliance with legal standards and professional ethics.

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social work fictional court report

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SOCIAL WORK BSC HONOURS DEGREE  YEAR THREE

COURT REPORT REGARDING A FICTIONAL CHILD AGED 9, RESIDING WITH HIS FATHER. MOTHER HAS APPLIED FOR A CONTACT ORDER.  THE COURT REPORT MUST BE AS SIMILAR AS POSSIBLE TO ‘REAL LIFE’ COURT DOCUMENTS

     

             SOCIAL WORK REPORT - NEWCOUNTY TRUST

                                   

                           

                RE: BEN BOYD (APPLICATION FOR CONTACT)

                           CASE NUMBER: FP2067-01

                    DATE OF HEARING 6 th  DECEMBER 2007        

              NEWCOUNTY FAMILY PROCEEDINGS COURT

This report has been prepared for the court and is strictly confidential.  It must not be shown to any person other than the named parties or a legal advisor to such parties.  Legal Advisors may use the report in conjunction for an application for legal aid.

Author of Report and relevant Qualifications/Experience

I, Sheileen Lavery, Student Social Worker of Newcounty Social Services declare that this report is truthful and I make it knowing it may be placed before the court (Family Proceedings Rules 1991).

This report is based on my experience as a Student Social Worker since September 2005.  I am currently in the final year of a BSC (Hons) Degree in Social Work (University of Ulster), and to date have undertaken an eighty day placement with a Child and Family Team in Craigavon and Banbridge Trust.                

A pplicant:                              Mrs Jennifer Boyd                 (mother)        

                                         3 Old Lane

                                         Newcounty

                                                                

Respondent:                    Mr Nathan Boyd                   (father)

                                        17 The Avenue

                                        Newcounty

Subject:                          Ben Boyd                   (son D.O.B. 14-03-98 )

                                       17 The Avenue            

                                       Newcounty

PURPOSE OF REPORT AND REASON FOR APPLICATION

CHILDREN ORDER (NI) 1995

  • The court has requested a Welfare Report for which statutory authority lies in Article 4 .  This report is in relation to an application by Mrs Jennifer Boyd for an Article 8  Contact Order with regards to her son Ben.
  • To date the parties have been unable to reach agreement: the report is presented to assist the court with the decision making.

BACKGROUND INFORMATION

  • Mr and Mrs Boyd were married in August 1997.  They have one son, Ben aged 9.  Both parties are in agreement that the marriage was stormy although they differ in their versions of how and why.  Both parties have accused the other of perpetrating domestic violence.
  • The parties separated in April 2002; the applicant (mother) moved from the family home and the respondent was granted residence of Ben.  The respondent (father) was granted a non molestation order in July 2002.  The relationship between the applicant and the child has been of an erratic nature since the marital breakdown.

                  Chronology of significant events

  • 1997 - Respondent and applicant married

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1998 March – Birth of  Ben Boyd

1998 - Applicant diagnosed with Post Natal Depression

1999 Dec – Respondent treated for superficial head cuts in A & E

2000 July - Respondent treated for head cuts in A & E

2002 April - The marriage breaks down, applicant leaves the family home

2002 May - Respondent granted residence order

2002 July - Respondent granted non-molestation order

2004 Sept - Contact re-established between the applicant and child

2004 August - 2006 March - Applicant attends alcohol support group

2006 December - Contact stopped by the respondent

This is a preview of the whole essay

2006 December - School raise concerns about Ben’s behaviour

2006 January - Ben diagnosed with ADHD

PREVIOUS CONTACT ARRANGEMENTS

  • Following the marital separation in 2002, contact was erratic. However from September 2004 contact between the applicant and Ben was re-established; contact mostly took place in the Ben’s home.  This too has been inconsistent at times.
  • Contact ceased in December 2004 due to the respondent’s concerns regarding the applicant’s anger towards Ben and her alcohol consumption.  

CURRENT CIRCUMSTANCES

  • A Residence Order has been in effect in favour of the respondent since May 2002.  
  • There has been no significant contact between the applicant and Ben since December 2006 although the applicant expresses a desire to re-establish the relationship.
  • The applicant has expressed the desire for overnight contact and to take Ben to Spain on holiday.  The respondent and the child have voiced concerns about this.

APPLICANT’S VIEW ABOUT CONTACT

  • The applicant proposes contact with Ben to include overnight stays at her home.  She has organised and decorated a bedroom for him and has included age appropriate games.
  • The applicant stated an awareness that routine is important in managing Ben’s ADHD although she states she would also like to inject ‘fun’ into his routines.  She was however, unable to elaborate further on ADHD and the implications of this for Ben.
  • The applicant acknowledged that she had an unpredictable past; she states she suffered from Post Natal Depression and initially had difficulty bonding with Ben.  She states when the marriage broke down in April 2002 she felt particularly low and it was therefore in Ben’s best interest to be cared for by his father.
  • The applicant informed me that while she has struggled with alcohol for a number of years she is now committed to making a change.  She has attended a support group for 2 years and claims she has not been drinking heavily for 3 years, although she states she has had some setbacks at times.  The applicant believes her relationships in the past have impacted on her ability to function and that now she is on her own she can cope better.
  • The applicant states she has never been drunk while looking after Ben and that the non molestation order granted to the respondent in 2002 has no bearing on contact at present.  

RESPONDANT’S VIEWS ABOUT CONTACT

  • The respondent states his objection to contact is the negative impact on Ben.  The respondent reports that Ben became distressed in 2002 after his wife appeared drunk at their home; he reports Ben was upset and clingy to him in the subsequent days.
  • The respondent states that during the most recent contact in 2006 Ben was upset in relation to an incident at the applicant’s home concerning an ‘X Box’. Following this incident he reports Ben became aggressive and bit another child at school; the respondent sees this as the child venting his anxieties about contact.
  • The respondent has also voiced concerns about the applicant’s struggle with alcohol stating that she has a pattern of binge drinking.  He reports that he discovered the applicant ‘drunk’ on a previous occasion when contact was supposed to take place.
  • The respondent is of the opinion that the applicant is not capable of responding to Ben’s needs especially in regards to the ADHD, his vulnerability, his need for routine, and the aggression he demonstrates when upset.
  • The respondent states that he controls Ben’s ADHD without medication by sticking to familiar routines.  He fears the applicant could impact negatively on this particular aspect of Ben’s welfare.
  • The respondent states that he is in a stable relationship but has no plans to co habit as Ben is his priority.  However he states that his girlfriend spends considerable time with Ben and that particular relationship is positive for Ben.

ARTICLE 3(3) sets out the Welfare Checklist as follows:

The ascertainable wishes and feelings of the child concerned

  • Using an age appropriate approach, I engaged with Ben to ascertain his wishes and feelings.  In my professional capacity I deem Ben to be Gillick competent.  
  • I cannot rule out that Ben does not want contact with the applicant but he does have concerns about being alone with her.  He stated he would like to go to Spain with the applicant but only if the respondent goes also.
  • When referring to contact Ben verbalised anxiety about the applicant’s anger.  He referred to an incident whereby he claims the applicant threw his ‘X Box’ game controls and broke them.  Ben has also referred to the applicant calling the respondent names such as ‘bastard’.

The physical, emotional and educational needs of Ben

  • Ben was diagnosed with ADHD in January 2006.  The respondent reports that that Ben can be become aggressive if he feels vulnerable or in unfamiliar situations. Ben has difficulty relating to people and making friends.  
  • The ADHD is being managed without medication at this stage in conjunction with the school and the respondent.  Ben is reported to appreciate familiar routines and clear boundaries.  He attends mainstream school and is described as doing well.
  • Previous contact arrangements have had an averse affect on Ben’s well being.  There have been confirmed incidents at school whereby Ben has acted out his anxiety regarding contact aggressively towards another pupil.
  • Ben has conveyed that during contact his emotional needs have previously not been met appropriately or consistently.

The likely effect on Ben of any change in circumstances

  • Ben is settled in school and home and enjoys the relationship with the respondent and his girlfriend.  The routine set by the respondent and the support from the school have ensured stability regarding Ben’s ADHD and has helped to avoid medicating.
  • Any change of circumstances could have significant impact on Ben’s well being.  The implications of ADHD are significant when reaching a decision about changes in Ben’s circumstances.

Any harm which he has suffered or is at risk of suffering.

  • The parties have referred to an incident where the applicant is alleged to have thrown game controls when angry.  This example has heightened the problems regarding the relationship between the applicant, child and the respondent.  It served to end that present contact arrangement.
  • The Trust also has concerns that Ben could be suffering emotionally if he continues to receive misleading information about the court processes.  Ben has informed me that the applicant has told him his father will not want him and that he will be in trouble with the judge if he does not agree to contact.  Ultimately such misinformation could affect Ben’s self esteem and any likelihood of contact being a positive experience for him.
  • The most recent contact Ben has had with the applicant in November and December 2006 is reported by the respondent as having an adverse effect on Ben’s behaviour.  Ben has also verbalised his upset at the last contact.
  • However Bowlby’s studies (1973) suggest that relationships effect children’s physical, intellectual and psychological development.  Ben is currently in jeopardy of altogether losing the positive benefits that a maternal attachment could bring.

The child’s age, sex, background and any characteristics of which the court considers relevant

  • Ben is 9 years old and male.  He has a diagnosis of ADHD, which is being managed at present without medication.  Ben has lived with his father for all of his life and contact with his mother has been erratic to date.
  • Because Ben has ADHD he has typically an elevated degree of emotional reactivity that all parties, family, professionals and the court must take into consideration ( Journal of Affective Disorders , 1998, 51:81-91).

How capable of meeting his needs are each of the parents and any other person in relation to whom the court considers the question to be relevant

  • I am satisfied that the respondent is fully capable of meeting all of Ben’s needs at present.
  • The Trust recognises that the applicant is making an effort to re-establish the relationship with Ben; she has decorated a bedroom for Ben and is attempting to include him in her home and her life.  She has endeavoured to address her issues surrounding alcohol.
  • However there remain concerns about how capable she is regarding Ben’s needs.  She has to date been unable to provide stable and engaging contact with Ben.  
  • The applicant at present does not appreciate the difficulties or implications for the child regarding his diagnosis of ADHD, his specific needs or indeed how these needs can be aversely affected.  She also lacks insight into the emotional needs of Ben.
  • The Trust therefore is not satisfied that the applicant is capable of meeting the needs of Ben at this stage.

No Order Principle

  • Article 3 of the Children Order (NI) 1995 states the court is not to make an order, unless to do so would result in positive benefit to Ben.

Range of   Powers available to the court

  • Grant a Contact Order to the applicant

Refuse the application for a Contact Order

Grant a supervised Contact Order for an interim trial period

  • Ben is in a caring, constructive, stable environment and in keeping with the paramountcy principle it is imperative that his present arrangements are not destabilised or endangered so as to occasion him further distress.  
  • While there is an obligation to consider the rights of the applicant and respondent under Article 8 of the Human Rights Act 1998, case law verifies that contact is the right of the child and not of the parents.  
  •  R Re Shared Residence Application 2002 NIFam 22 24 October 2002  Ref GILC3787 :  Justice Gillen declares the court must consider the interests of the applicants only in so far as they affect the child’s welfare stating that ‘...the approach I find to be consistent with a proper appraisal of the right to family life to which each parent is entitled under article 8 of the ECHR, the parties must realise that contact is the right of the child and not the right of the parent .’
  • Yousef v The Netherlands [2003] 1 FLR 210 at 221 para. 73 , holds an instructive statement from the ECtHR:

" The Court reiterates that in judicial decisions where the rights under article 8 (of the Convention) of parents and those of a child are at stake the child's rights must be the paramount consideration. If any balancing of interest is necessary the interest of the child must prevail. "

  • However there are implications for Ben should there be no contact with the applicant, bearing in mind the significance that positive parental attachments bring to a child’s development.
  • While the Trust seeks to achieve contact between the applicant and Ben there is a need to balance this in terms of the benefits of contact for the long term welfare of Ben.
  • This report recognises that the applicant is attempting to make positive changes in her life, yet concerns remain about the applicant’s ability to meet the needs of Ben.
  • There is also consideration to be given to the acrimonious relationship between the applicant and the respondent with a history of violence and the effects that this has had on Ben.

Recommendations

  • With regards to overnight contact it is the view of the Trust that it would not be in the best interests of Ben that he be returned to a situation which has caused him distress.  Ben’s concerns about contact must be given consideration.  
  • As Ben has reacted negatively in the past to contact and has specific concerns about the applicant’s anger, it might therefore be beneficial to facilitate supervised contact in the Family Contact Centre in Newcounty.  
  • Ben may ultimately benefit in the long term from re-establishing the relationship with the applicant but bearing in mind the previous distress this has caused him, supervised contact could offer a level of protection against any negative effects.
  • In the best interests of Ben the court might wish to stipulate the applicant avail of some of the parenting services available within the Trust in order to encourage a more positive approach to parenting, something Ben has expressed concerns about.   ParentWise offer a ten week course to parents of children with ADHD.
  • Finally the Trust proposes interim contact should take the form of one and a half hours on a Saturday morning in the Family Contact Centre in Newcounty to be reassessed in court in 8 weeks.

Summary of Recommendations

  • Interim Supervised Contact Order (1.5 hours in Family Contact Centre)
  • The applicant to avail of support in regards to ADHD and positive parenting (ParentWise)
  • Court to reconsider contact in 8 weeks by means of follow up reports from ParentWise, the Contact Centre and the relevant Reporting Officer to the Court.

___________________

SHEILEEN LAVERY

Student Social Worker

REFERENCES & BIBIOGRAPHY

O’Halloran, K.  (2001) Family Proceedings in Northern Ireland 2 nd  edition of a Guide for Lay Magistrates , Belfast, Court Service (NI)

Geller B, Williams M, Zimerman B, Frazier J, Beringer L, Warner KL. Prepubertal and early adolescent bipolarity differentiate from ADHD by manic symptoms, grandiose delusions, ultra-rapid or ultradian cycling.   Journal of Affective Disorders ,  1998, 51:81-91.

C Re no contact order 2002 NIFam 14 17 may 2002 ref GILB3190

Yousef v The Netherlands [2003] 1 FLR 210 at 221 para. 73

LEGISLATION

DOH 1998   Human Rights Act,  HMSO, London

DOH 1995 Children Order (NI ), HMSO, London

WEB RESOURCES

CAFCASS (Children and Family Court Advisory and Support Service ) (n.d.) ‘The Children and Family Reporter: Helping Families to Reach Sensible Arrangements for Their Children’ ;

  accessed 21/11/2007

social work fictional court report

Document Details

  • Word Count 2853
  • Page Count 17
  • Level University Degree
  • Subject Law

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Justice social work - reports and court-based services: practice guidance

This revised version of the Justice Social Work (JSW) practice guidance provides social workers and para-professionals working within JSW settings with guidance to carry out their duties in relation to court reports (JSWR) and court based JSW services.

This document is part of a collection

  • Justice social work guidance

6. Specific Areas for Consideration

6.1 women in the justice system.

Since the Angiolini report, Commission on Women Offenders Final Report was published in 2012 services for women within the justice system have been developed to address their needs in a more holistic way. Many areas now have specialist Women’s Justice Teams often involving a multi-disciplinary approach co-locating with colleagues from mental health, addictions services and the third sector. It is recognised that women within the justice system often have a background of trauma involving loss, abuse, poor mental and physical health and addiction issues. It is those factors that can underlie their involvement in the justice system with violent or acquisitive offences being common. There is also recent research The lifetime prevalence of hospitalised head injury in Scottish prisons: A population study | PLOS ONE noting a high number of women with acquired brain injury within custodial settings often as a result of experiencing head injury in domestic abuse situations.

Report writers therefore need to keep these factors at the forefront of their thinking when meeting with women to complete a JSWR . Questions should be tailored to gather as much information as possible about the woman’s background, whilst being aware of the potential sensitivity of the situation. This will enable an assessment to be made regarding the circumstances surrounding the index offence and whether there is scope for supports to be made available that could mitigate against further offending.

The complex nature of the trauma experienced by women involved in the justice system often results in them displaying trauma symptoms. It is not uncommon for people who have experienced a number of traumatic events to struggle with emotional dysregulation and re-experiencing of trauma in the form of flashbacks and nightmares. Whilst this can mean that they can present as overwhelmed and struggling with coping strategies for day-to-day living leading the social worker compiling the court report to feel disempowered in terms of how to address the issues being presented. However, it is suggested that specialised reports (i.e. a psychiatric or psychological report) should only be sought if it is if it is clear that the woman is experiencing acute mental health issues or psychological distress which has a direct bearing on the court case.

Further Information which may be useful for consideration can be found at:

  • Equally Safe- Scotland’s strategy for preventing and eradicating violence against women and girls
  • Safer. Scot – signposts to support for individuals/ practitioners on areas of violence against women- including domestic abuse and commercial sexual exploitation.

6.2 Children and Young People in the Justice System

Tackling the cause and impact of offending behaviour through addressing the wider needs of the child or young person and keeping them out of formal criminal justice systems, wherever possible, is a key objective of the Scottish Government’s Youth Justice Vision and Priorities (2021)

The Promise reiterates the need for care and protection instead of punishment for children in conflict with the law, with many entering the criminal justice system having a range of unmet needs that can lock them into a cycle of reoffending. However, from the age of 12 years, children can be involved in the adult criminal justice system, irrespective of whether they are involved in the Children’s Hearing System.

The Children and Young People’s Centre for Justice has a number of articles and practice related papers that can assist when considering issues particularly relating to young people within the justice system: Children and Young People's Centre for Justice (cycj.org.uk) .

In addition, the Scottish Sentencing Council issued a sentencing guideline for children and young people under the age of 25 in 2022, available at:

sentencing-young-people-guideline-for-publication.pdf (scottishsentencingcouncil.org.uk)

Every child aged under 18 years referred to a Children’s Hearing on offence grounds or court should undergo a comprehensive assessment, guided by GIRFEC principles. Assessments and subsequent reports to the court or Children’s Hearing should be completed by practitioners who have undergone the relevant risk assessment training as they will require to take a holistic, developmental, trauma and systems informed approach to establish whether there are other relevant factors for consideration that could impact on the child’s capacity to engage with interventions - for example mental health difficulties, learning or communication needs. Depending on the service structure, these practitioners may be located in Children’s Services, adult JSW or specialist teams such as youth justice or throughcare/aftercare The views of the child or young person should always be sought, and a home visit should always be undertaken to fully assess any developmental and cognitive needs, systems around them to support intervention plans and if there is the need for independent advocacy. The social worker will need to be mindful that the child may, in addition to having committed an offence, experience other forms of vulnerability or victimisation as well and the National Guidance for Child Protection in Scotland may need to be followed.

Assessments in respect of offending behaviour should include a structured risk assessment completed using recognised tools and other specialist structured risk assessments as appropriate. Risk assessments accredited for use for adults or young people over 18 will not be appropriate for use with children. There is a move towards a more structured professional judgement ( SPJ ) approach, such as the use of the Short-Term Assessment of Risk and Treatability: Adolescent Version ( START : AV ). Details of different risk assessment tools can be found in the Risk Management Authority’s ( RMA ) Risk Assessment Tools Evaluation Directory (RATED).

Risk assessment forms a central function for practitioners when supporting children and young people who may pose a risk of harm to others, or themselves and is not only relevant when producing reports for the court and Children’s Hearing System, but also in scenario planning for children and young people as their circumstances and environment change. All children and young people involved in Children’s Hearings or court should have a Single Plan which incorporates any current single agency plans and should directly address strengths, needs, vulnerabilities and risks, including criminogenic needs. The Lead Professional will be responsible for ensuring an agreed multi-agency Single Plan is produced and that agencies have specific roles in respect of this plan.

In respect of Children’s Hearings, the practitioner’s role will also include preparing and supporting the child, attending Children’s Hearings and implementing decisions, including any compulsory measures of supervision. In terms of court, this role will include supporting children and young people to understand processes and expectations, implementing disposals and supporting the child/young person at court.

Should a child aged 16 and 17 who is not subject to a Compulsory Supervision Order ( CSO ) be remanded or sentenced to a period of custody, they may be held in a Young Offender Institution rather than secure care. Decisions about where a child is placed should take full account of their needs and circumstances, with secure care being the most appropriate therapeutic and trauma informed environment should community-based alternatives be exhausted ( The Promise , 2021). Information regarding the process of sharing reports and other relevant information, alongside review timescales when a child/young person is remanded or receives a custodial sentence is located here.

6.3 Mental Health in the Justice System

Many people involved in the justice system experience mental health issues. For example, the Mental Welfare Commission found in 2022 that 76% of prisoners had a history of mental ill health which was identified at reception screening. 60% had been receiving support for mental illness before arriving in prison. PrisonReport-April2022.pdf (mwcscot.org.uk) .

This can be wide ranging and cover anything from acute emotional distress to diagnosed mental illness, learning disabilities to neuro-divergent conditions and often undiagnosed personality disorder. Given the broad range of potential issues presented, this can lead to heightened concerns from the court in terms of how best to support people whilst also addressing the behaviours which have led to the court appearance.

The role of the JSWR is crucial in highlighting concerns and offering suggestions on how best to address these. The main source of information to assist in sentencing for the court is the JSWR which has three main purposes in cases involving mental health or welfare issues:

  • to address the extent to which mental health issues may be a treated as a mitigating factor in the sentencing process (based on the level of insight that the person had when they committed the offence, and therefore their level of culpability);
  • to assess the likelihood and impact of further offending, and the risk of harm being caused to others or to themselves; and
  • to suggest a plan involving relevant health professionals that could address the person’s mental health needs.

The JSWR should review potential disposals, consider the role of social work intervention and outline the available resources for the implementation of any disposals.

It is recognised that availability of resources can be an issue but that should not prevent social work staff based in courts or preparing court reports from highlighting a need and identifying what could be done to address this.

If, in the course of meeting to gather information for a court report, it appears to the report writer that a specialised report addressing particular issues identified would be beneficial then this should be highlighted. For example, if it is clear that the person is experiencing acute mental health issues or psychological distress which has a direct bearing on the court case then this should be brought to the court’s attention and a deferment sought for psychiatric or psychological reports to be obtained. It would be helpful to the court if the report writer identified which would be most beneficial or if both are required.

However, this should be weighed up in terms of the value that this would bring to the sentencing process. The report writer needs to consider the potential impact for the person of having their case further deferred often for several weeks until the required report can be obtained and having to recount distressing life events again with no discernible impact on the eventual court outcome.

In some areas, courts have access to forensic community mental health teams or specialist health staff which enables assessment and support to be accessed more readily. Justice social work staff should have access to a mental health officer ( MHO ) within their local authority if not within their specific service. These social workers have specialist knowledge of mental illness, the law in relation to mental health and criminal proceedings and local resources that could be utilised to ensure the person is best supported. It may be that a discussion with the duty MHO regarding the specific issues or concerns about the person would assist the justice worker when considering information to share with the court regarding possible disposal of the case.

In order to address both the needs of the court and the person appearing, justice social work staff have a pivotal role in providing advice and assistance. Court based staff can ensure that they meet with the person and offer any immediate support or practical assistance. Report writers can identify any supports that could be put into place as part of community supervision. It is recognised that the mental health treatment requirement of a Community Payback Order is not commonly used and mental health disposals such as Guardianship or Compulsion Orders are relatively rare in day to day court proceedings. However, social workers compiling JSWR s should consider whether a mental health disposal may be appropriate to consider and take advice accordingly.

When someone is acquitted of an offence on the grounds of lack of criminal responsibility - or is found unfit for trial and an examination of facts decides that the person committed the offence - the court may make a supervision and treatment order. Such an order can only be imposed after a partial acquittal (i.e. a finding that a person is unfit to stand trial or not guilty by reason of mental disorder). A supervision and treatment order requires a person to accept supervision from a social worker and submit to medical treatment. There are no sanctions for non-compliance. This order cannot be made if it would be appropriate to impose a compulsion order. As such, this is clearly to be seen as a lesser intervention than a compulsion order.

It is crucial that when cases involving a mental health issue arise, justice social work staff link in with health colleagues to seek advice. This will help to ensure the best outcome for the court and the person who is appearing, to ensure they are better supported to access appropriate treatment and reduce risks of further offending and promote victim safety.

6.4 Hate Crime

Hate crime is ‘a crime motivated by malice or ill will towards a social group’, with five current protected characteristics in Scotland:

  • Sexual orientation
  • Transgender identity(which at present includes protection for those with variations in sex characteristics).

Any offence type can feature an aggravation in relation to one or more of the above protected characteristics, for example ‘Assault to Injury (aggravated: sexual orientation)’. Section 50A of the Criminal Law (Consolidation) (Scotland) Act 1995 provides for the offence of ‘racially aggravated harassment’. Sections 18, 19 and 23(1)(a) of the Public Order Act 1980 and section 96 of the Crime and Disorder Act 1998 also cover racially aggravated harassment and behaviour.

Report authors should note any specific pattern of these types of offences, and potential risk factors when considering Likelihood. These may include:

A distorted idea about the victim and perceived differences

This might involve placing responsibility on the victim for the offence(s) and making counter-accusations or a distorted sense of having been ‘provoked’ into the behaviour. An absence of victim empathy – failing to accept or acknowledge the realities of victims’ experiences or the consequences of their own actions and minimising their actions. A tendency to dehumanise victims in order to justify the offending.

Conflict with/a poor sense of their own identity

The person may resent the perceived stronger identity of other cultures (this may also be in relation to the erosion of traditional notions of ‘masculinity’ and linked with homophobic or transphobic hate crime). This is potentially linked to feelings of shame relating to their own self-esteem and position in the world.

A perception of ‘territorial invasion’/a sense of entitlement and alienation

Being unable to accept the realities of multi-culturalism, feeling that the presence of other cultures detracts from their own. They might draw on social support in their own communities for prejudiced attitudes and stereotypical views. They relate to ideas of superior and inferior ‘ingroups’ and ‘outgroups’, and notions that resources of ways of life are under ‘threat’ due to ‘outgroups’.

Thinking styles

For example rigid thinking; not being able to differentiate between fact and myth; absorbing racial or other prejudicial myths without question. They might be easily influenced by the media and/or the internet/social media.

A predisposition to resort to violence as a means of conflict resolution

They might have previous convictions for violence. Many offences associated with this type of offending involve conflict or the use of violence; the prejudice element of the offence is often not the single motivating factor.

Additional factors to consider

  • Being a victim of discrimination themselves (may contribute to a distorted worldview);
  • Peer influences;
  • Experiences of loss or bereavement;
  • Mental health difficulties;
  • Disability hate crime – offence(s) may involve exploitation and/or differential motivations;
  • Affiliation with far right/extremist groups – consider a referral to Prevent.

Given the specific types of harm caused by hate crime, it is suggested that the following paragraph is included in the ‘Seriousness’ section of the report:

Offences motivated by prejudice can be particularly harmful to victims and communities due to the targeting of a core aspect of the person’s identity. Emotional and psychological trauma can be heightened, and vicarious trauma can be experienced by those who have the same identity characteristics as the victim, such as family members or the wider community.

6.5 Cases where serious harm has been caused

Writing court reports in relation to cases where the person has caused serious harm to others can be some of the most challenging to complete for social workers. The Risk Management Authority ( RMA ) definition of serious harm is defined as:

“ the likelihood of harmful behaviour of a violent or sexual nature, which is life threatening and/or traumatic, and from which recovery, whether physical or psychological, may reasonably be expected to be difficult or impossible"

In cases involving sexual abuse, domestic abuse or loss of life, social workers need to be able to separate the actions of the individual from the process of gathering and assessing the required information to complete a report to assist with sentencing.

This requires significant skill and consideration should be given when allocating a piece of work such as this to the level of report writing experience required to undertake these more complex court reports. Social workers need to be appropriately trained in the relevant risk assessment tools and feel confident in their abilities to present comprehensive risk assessment information. This will include a view of the ongoing risk to others balanced with a picture of the person’s life in the lead up to the commission of the offence(s) to best assist the court to reach a decision on disposal.

It is recognised that these reports can take longer to compile given the need for more detailed risk assessments and verification of information and this should be a consideration when allocating the report. These more complex reports require significant enquiry skills as social workers seek information from a variety of sources in addition to interviewing the person. Best practice would suggest that a minimum of two interviews should be undertaken where resources permit; one of which should be a home visit if the person is at liberty in accordance with local lone working procedures as appropriate

If a custodial sentence appears to be inevitable, given the severity of the offence, there needs to be consideration given to post release supervision and what that may look like. A proposed case management plan should be presented within the review of relevant sentencing options within the JSWR to include measures to protect the victim during the sentence and on the person’s release. This is particularly important in cases involving domestic abuse, stalking, rape and sexual assault, forced marriage and honour-based abuse.

In cases involving domestic abuse the local authority areas that have information sharing protocols in place with Police Scotland will be able to request information which can assist to build a picture of non-convicted behaviours. In addition, if children are involved, the social worker compiling the JSWR should check that a referral has been made to the Children’s Services Team and liaise with their social work colleagues regarding any child protection actions taken or required.

This information and any follow up actions taken by Children’s Services colleagues will be documented within social work records and therefore accessible to the social worker completing the report. In areas that have access to the Caledonian System the allocated Women’s worker and/or Children’s worker will be in a position to offer the social worker compiling the court report an invaluable perspective of the victim’s views.

In addition, some areas have criminal court based advocacy services. These hold information about victims of domestic abuse that would be extremely useful to be aware of when considering patterns of behaviour. It is suggested that in these areas contact be made with the court advocacy worker prior to meeting the person for their court report interview. This would provide an opportunity to gain a context and background to the offence from the victim’s perspective. This contact would also enable the social worker to consider information from the advocacy service of the victim’s views on the imposition of a non-harassment order which can be taken into account when presenting their professional view on sentencing options in the court report. It should be noted however that information should not be sourced to the victim or the court advocacy service.

Contact can also be made with specialist organisations supporting victims of domestic abuse if these details are known and the organisation has the person’s permission to disclose information. Having information on the impact of the offending on the victim, any history of abuse, impact on children, safety issues and concerns, patterns and nature of the abuse and information about the victim’s experience can become an integral part of the risk assessment. Again, that information should not be sourced to the victim or the support service.

Obtaining information from various sources will enable the social worker to provide information in the court report on patterns of behaviour and/or coercive control- What is domestic abuse? | Scottish Women's Aid (womensaid.scot) This information is crucial in enabling comprehensive risk assessments to be undertaken and effective case management plans for those that perpetrated the offence and safety plans for victims that can be implemented.

As noted previously, caution is required as to how information that could be sourced to the victim is presented to the court. Consideration can be given, if the case has been discussed at MARAC ( Marac in Scotland | Safelives ) or within a child protection case conference for example, to refer to information as having….” been obtained following a multi-agency meeting” or stating that.. ‘information has come from departmental records.’ It should only be noted in those broad terms rather than stating the name of the meeting the information has come from to avoid presenting a service generated risk to the victim.

If the person has been convicted of sexual offences and been made subject to notification requirements. Sometimes referred to as the 'sex offender register' this blog from the Scottish Sentencing Council may be of interest Sex offenders register explained (scottishsentencingcouncil.org.uk) to provide a more detailed explanation of how it works in practice. In these cases, there will already be involvement from the Police Scotland specialist sex offender unit within the local division. It would therefore be expected that the social worker compiling the JSWR would liaise with police colleagues to gather information prior to interviewing the person. The social worker should make it clear during the court report interview with the person that there will be ongoing liaison with the local police unit that monitors those subject to notification requirements.

Where resources permit, a joint meeting with the police to discuss respective roles and potential disposals would be beneficial. As a minimum, it would be expected that there would be contact via a telephone call between police and JSW whilst the case has been adjourned for preparation of the justice social work report.

If the sexual abuse has involved a child victim or the victim or perpetrator has contact with children there will have been measures taken by Children’s Social Work services in order to ensure their safety and that of any other children who may have ongoing contact with the person. It is therefore crucial that the social worker compiling the justice social work report is able to access information on the current situation with the child(ren) and liaise with other professionals involved. This will ensure that the risk assessment is as comprehensive as possible and if a community based supervision plan is proposed it takes into account any ongoing safeguarding issues relating to child contact. Consideration should be given to specific requirements attached to a licence or Community Payback Order to curtail any potential victim access.

Given the complexity of these reports and the subject matter, it is important that the social worker has support and guidance from experienced practitioners both during the assessment process and also to review the report content prior to submission. The opportunity to de-brief and reflect should be offered as part of one to one supervision sessions and learning shared with colleagues as appropriate.

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Professional Writing for Child Welfare Practitioners

Writing in child welfare, plain language, documentation, grant & proposal writing, writing & grammar, articles & research, videos about writing in social work, submit feedback or recommend a resource.

This guide is intended as a supplementary resource for caregivers and child welfare practitioners. It is not an authority on health or medical information and cannot replace advice from a medical professional, nor is it meant to be representative of all perspectives. Users are encouraged to think critically when reviewing publications and other materials. 

As Donna McDonald et al write in Ethical Professional Writing in Social Work and Human Services , " Social workers write a lot and their writing has a major impact on people's lives. The complexity of their writing task arises because they must deal with confidential client information while usually writing for multiple audiences ." This guide is intended to support child welfare practitioners, and includes sector-specific tips as well as generic resources for professional, technical, and report writing. This guide includes a section on plain language writing, as well as sections on documentation and case notes. 

  • Writing in Social Work | Texas A&M University This page from Texas A&M University lays out a summary of what it takes to write proficiently in the field of social work.
  • Tips for Writing in Social Work: Accurate and Respectful Language This handout will give you tips on how to use language in a way that is clear, accurate, and respectful. These are best practices that apply to any piece of social work writing, whether it is a clinical case note, a policy proposal, or a research paper for school. Please keep in mind that these tips are not meant to be used as hard-and-fast rules. Language changes over time, with conventions coming and going. Social workers need to consider the context in which they are writing; the intended audience and any other people who might potentially access the document (such as a court of law); the reason for writing and the purpose that the information serves; and any possible unintended consequences (McDonald et al., 2015).
  • How to Write Good Case Notes (Social Work) | SavetheSocialWorker This outline from Save the Social Worker discusses the ways that social workers can build their skills to write strong case notes. Please note that Child Welfare Practitioners in Ontario must file paperwork within 24 hours, so the advice regarding 3 days should be disregarded.
  • A Writing Guide for Social Work: Student Edition | University of Texas This guide assumes that a high-quality product—an essay, a report, a research paper—results from a streamlined, efficient, rigorous process. This guide can usher you through the complete work-flow, from idea to final draft, or you can read it in any order, as your needs or preferences require. Each of the following sections represents a stage in the writing process.
  • Professional, Technical Writing Introduction | Purdue OWL These OWL resources will help you conduct research and compose documents for the workplace, such as memoranda and business letters. This section also includes resources for writing report and scientific abstracts.

Canadian resource

  • Plain Writing Checklist | US National Archives Use this checklist from the American National Archives to see if your document meets plain language standards.
  • Plain Language Tips & Examples | Web Editor Hub From Web Editor Hub, this is a list of ten ways to ensure the language you are using in your materials is easy to understand.
  • Guide to Writing in Plain Language | Royal Children's Hospital Melbourne This Guide to Writing in Plain Language comes from The Royal Children’s Hospital Melbourne, and focuses on ways to write in plain language in clinical reporting while working with children and families.
  • Importance of Documentation and Best Practices in Case Notation | Sonya O. Boyne, LMHC
  • Elements of Good Documentation | DC Child and Family Services Agency
  • Documentation in Social Work | Dr. James Smalley
  • Ethics Alive! To Record or Not to Record: The Ethics of Documentation | Allan Barsky
  • Purdue Online Writing Lab (OWL) The Online Writing Lab (OWL) at Purdue University is a detailed and thorough site dedicated to helping all people with their writing, research, and citation skills. There is information on professional writing, avoiding plagiarism, English as a Second Language-specific resources, and citation style resources for all types of resources commonly used in reporting.
  • Cambridge Online Dictionary The Cambridge Online Dictionary and thesaurus provides spellings, definitions, and the option to listen to a word being pronounced out loud with US or UK pronunciation.
  • Assessing BSW Student Documentation Skills: An Exploratory Study Using a modified version of an existing documentation review worksheet, researchers conducted an exploratory study that examined the quality of documentation among senior BSW social work majors in their last semester, in which they complete a 500-hour field practicum. Results showed that one percent of students documented a client strength and 45.9 percent of students did not sign the document. Additionally, 96 percent of the documents were legible, and 81 percent of students included service provision in their documentation. Recommendations for further research and suggestions for replication are included.

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Want to see a new guide on a specific topic? Looking for resources on an issue or practice area we haven't covered? Is there a resource you'd like to recommend? Please contact Jessica Mariano, Content & Research Librarian ( [email protected] ). 

  • Last Updated: Apr 14, 2023 1:44 PM
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    Print this article Font size - 16 + Social Work Evidence Template (SWET) Updates ADCS and Cafcass developed the Social Work Evidence Template (SWET) in 2014 to support social workers to submit clear, analytical material to the family courts.

  10. Report Writing for Social Workers

    Jane Watt. Learning Matters, Dec 14, 2012 - Social Science - 128 pages. Many students and qualified workers in all areas of social work feel apprehension at the prospect of writing a formal report for a court or tribunal. Writing may be a fundamental skill, but it is one that students and practitioners cannot afford to take for granted.

  11. Writing for Child Welfare

    Writing for Child Welfare - Court Reports, Case Notes, and More. Level: Advanced Practice - Lineworker Credits: 6 Intended Audience: Line workers and supervisors who would like increased understanding of professional writing strategies and how they apply to child welfare practice including documentation, court reporting writing and other professional writing communication.

  12. PDF Sample Documents

    result of your work on a case up to that point and the culmination of your volunteer court report. When you make a written recommendation, you are asking the court to make an order. The judge will decide whether or not to order the recommendations listed. As with everything in the court report, your recommendations should be written clearly and

  13. Report Writing for Social Workers

    Report Writing for Social Workers. Many students and qualified workers in all areas of social work feel apprehension at the prospect of writing a formal report for a court or tribunal. Writing may be a fundamental skill, but it is one that students and practitioners cannot afford to take for granted. Recent reviews (Baby P, Serious Case Review ...

  14. 10 ways to write a better court report

    Here are the top ten ways to write a better court report: Write the most important thing first. When writing a long document, such as a court report, it is extremely important to prioritize your recommendations and findings and put them towards the beginning of the document.

  15. Writing court reports

    Please contact the Community Care Inform helpdesk or phone 020 3915 9444 if you require support or assistance or are unsure if you have a subscription. If you don't currently have access, click here to find out more about subscribing to Community Care Inform. A guide to writing court reports, based on the social work evidence template, with ...

  16. Social Work and the Courts

    Social Work and the Courts Specialty Practice Section. We are social workers who perform community safety or offender assessments; provide forensic evaluations, custody and guardianship recommendations, mediation or parent coordination, or expert testimony in civil or criminal matters; or work in the areas of corrections, law enforcement, or ...

  17. How to write a good report

    1 Plan If writing a report fills you with dread, here's one practical method to use to control those fears. Take a big sheet of paper, turn it landscape, and plan. Jot down the report's purpose, for example: "This report will assess why Mrs X's care plan was changed on 21 June 2010, with reference to the headings X, Y, Z".

  18. Report Writing for Social Workers

    Many students and qualified workers in all areas of social work feel apprehension at the prospect of writing a formal report for a court or tribunal. Writing may be a fundamental skill, but it is one that students and practitioners cannot afford to take for granted.

  19. How to Write a Court Report: Essential Tips for Social Work

    Personal Reflection As a social worker, I have found that writing court reports can be both challenging and rewarding. It`s a responsibility that requires careful attention to detail, empathy for those involved, and a commitment to advocating for the best interests of the individuals and families I serve.

  20. social work fictional court report

    Author of Report and relevant Qualifications/Experience I, Sheileen Lavery, Student Social Worker of Newcounty Social Services declare that this report is truthful and I make it knowing it may be placed before the court (Family Proceedings Rules 1991). This report is based on my experience as a Student Social Worker since September 2005.

  21. Justice social work

    Writing court reports in relation to cases where the person has caused serious harm to others can be some of the most challenging to complete for social workers. ... It is therefore crucial that the social worker compiling the justice social work report is able to access information on the current situation with the child(ren) and liaise with ...

  22. Recording and report writing in social work: SW Student ...

    in this session we are joined by 6 special guests who share with us their top tips for recording and reporting in social work: Farrah Khan, Mary Buckman, Ric...

  23. How to Write a Motion for Court

    This means that the ability to write a motion for court is central to a litigator's potential for professional success-especially for mid-sized or smaller firms without the vast resources of Big Law. Here we explore the essential aspects of writing court motions, including research, analysis, drafting, and filing.

  24. Professional Writing for Child Welfare Practitioners

    Social workers need to consider the context in which they are writing; the intended audience and any other people who might potentially access the document (such as a court of law); the reason for writing and the purpose that the information serves; and any possible unintended consequences (McDonald et al., 2015).