Reflection On Professional Development Using The Tavistock Model

As part of my Social Work training I was instructed to conduct 1x6 observation on a child between 0-5 using the Tavistock model. The Tavistock model originally developed by Ester Bick in (1964) was to enhance professional understanding of the attachment built between children and their families, their cognitive, emotion and physical development (Le Riche & Tanner, 2002). Enhancing the knowledge and skills of practitioner that work with difficult and complex cases which are prevalent in social work. Therefore, conduction these observations was a necessary part of my professional development in readiness for practice (Professional Capability Framework 1; British Association of Social Work, 2012). Developing my understating on theoretical knowledge

Which means having to depend on the generosity of a family to voluntarily accommodate me. McMahon and Farnfield (2015) states that there are anxieties that student have in setting up placement for observation with families; even through they provide the necessary documentation is challenging. Therefore, resorted to using a privet nursery which was an easer alternatively relying on the generosity of families even though observation is more beneficial for student when done in a family home, as they can see he interaction between the child and parent (Briggs, 1992). Therefore choosing a private nursery was my only option. I was allocated a day and informed that I had to conduct my observations on infant as the toddlers found the experience too traumatising. I attended the nursery to show my DBS and get a copy of the consent form signed (See Appendix

It has also brought to my attention some qualities that I posses will be necessary in placement, reflecting on action developing and learning new skills, managing my professional development seeking guidance and support which are vital attributes in readiness for practice