LSCBs is considerable. Many struggle when presented with systemic fi ndings. These range from problems to which the remedies are straightforward, to what we are calling ‘puzzles’ in the way the system is operating. These are more challenging because they raise conundrums to which there are no easy answers. They are much tougher to respond to than traditional SMART recommendations – specifi c, measurable, achievable, relevant and time-bound – that the board can readily sign off and hand on to the SCR sub-committee – a process generally not experienced as too taxing. The systems approach transfers responsibility for grappling with the really challenging and sometimes entrenched issues to the LSCB rather than fi nding ways to legitimise their being tactically ignored because they are not easily ‘actioned’. In the course of presenting fi ndings of Learning Together case reviews to LSCBs, many reviewers are persuaded of the importance of focusing only on individuals, however ineff ective in terms of securing improvement. This government has yet to have its own
‘Baby P’. Research under way by Dr Jo Warner at the University of Kent is shedding light on how the mobilisation of public anger and emotion in response to child abuse deaths that become high profi le serves the purposes of both politicians and mass media. This provides a sober reminder of obstacles to a rational
and constructive response in these situations that focuses on understanding, explaining and learning. When the patient safety agenda was launched more than 10 years ago in the NHS, Sir Liam Donaldson, then chief medical offi cer, was a strong public face and staunch advocate. Will The College of Social Work be the equivalent for eff orts to learn together in child protection? After the Munro review, the revision of
Working Together to Safeguard Children includes reconsiderations of the statutory requirements for organisational learning, including learning from tragedies through SCRs. Clarifying the function and purpose of SCRs has important implications for how professionals can expect to be treated ‘when things go wrong’, and so pertains to all those whose professional practice brings them into contact with children, young people and their families. Importantly, it also ties in with questions about the kind of organisational and professional cultures that people concerned with child welfare, at all levels, want to be part of, to create and perpetuate. The forthcoming consultation period is a rare and important opportunity for social workers as individuals – and as a profession – to express their views. SWM