Professional Observation: Professional Development

This essay will provide a documentation of my professional development while conducting observations, highlighting the experience strength and weaknesses . As segment of my Social Work training I was instructed to conduct six, one hour observation of 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). Developing the knowledge and skills of practitioners who work with difficult and complex cases which are prevalent in social work. Therefore, conduction these observations was a compulsory aspect of my professional

Providing me with a limited account of observations to process this essay and reflect upon. Briggs (1992) indicates that students should attempt to conduct as many observations as possible; nevertheless I was still able to benefit vital skills in readiness for practice. This opportunity develops students’ observations skills, which enable them to link child development theory to practice and develop their reflective skills, encourage learning through practice (Tanner and Le Riche, 1999; Briggs, 1992; Wilson, 1992) (PCF 1 & 6). Even though the required observation had not been completed I was still able to develop relevant skills and knowledge required in readiness for placement. The ability to link theory to the observation, and develop skills that link to the PCF (BSWA, 2012) (see appendix

The seminars and reading provided a general idea of the experience. Reflecting on action Schon, (1983) I encountered more difficulties than expected such as: conducting observations while under pressure; focusing on the infant in a busy environment; irregular nursery attendance and changing my timetable to conduct observations; and not interacting when staff members need help (Schon, 1983; cited in Briggs, 1999; PCF 6). Additionally, after presenting my first observation it was apparent that there were more challenges then I initially anticipated. The focus of the observation was based on the environment, with minimal attention based on the infant. The nursery was a challenging environment to conduct an observation due to the variety of people using the space. Parents, other infants and staff member occupied the room but gradually I developed my focus on Annabel (see appendix b). This was an issues I highlighted during seminars were we usually discussed ethical dilemmas and a variety of issues my colleges faced during their observation providing a variety of solutions (PCF 1&2; O’Loughlin and O’Loughlin, 2015; Hillson & Murray-Webster, 2007; Ryden,