Task 1 - Developmental Review
I will be using Borton’s Model of Reflection (1970) to reflect on my strengths and areas for personal development over the next 12 months, in line with Social Care Wales learning outcomes. During my professional development as a social worker in Wales, I will be working towards strengthening my practice across three key learning outcomes: applying analysis in assessment to inform interventions, working collaboratively with individuals and professionals, and applying professional judgement in complex situations. Through my day-to-day role, I have had increasing opportunities to complete assessments, contribute to multidisciplinary discussions, and participate in decision-making processes, particularly in relation to older adults with complex care needs.
What?
In relation to Learning Outcome 1, I have undertaken a range of social care assessments, including more specialist assessments relating to care and support needs. While I have demonstrated the ability to gather relevant information, I have recognised a tendency to focus more on the tasks that are required, rather than focusing on the outcome of the task for the individual. 

For Learning Outcome 2, although I have been involved in multidisciplinary working over the last 12 months, I am yet to experience cases involving the Decision Support Tool (DST). I would like to develop my knowledge regarding DSTs, the scoring system and the underpinning rationale.  I would also like to enhance my skills around communication and negotiations with health professionals. 

Regarding Learning Outcome 3, I have participated in best interest decisions, particularly for individuals lacking capacity. I have contributed to discussions around risk, however I have sometimes lacked confidence in advocating for positive risk-taking approaches and fully articulating my professional judgement in complex situations.

So What?

Reflecting on these experiences has highlighted important areas for my professional growth. In relation to Learning Outcome 1, I can identify my strengths are good communication and listening skills, however I recognise that my written assessments are taking a task-focused approach, which can limit the effectiveness of assessments as identified Wardle (2024). Social Care Wales (SCW) (2026) emphasises that by taking a strengths-based and outcomes-focused approach in line with the Social Services and Well-being (Wales) Act (2014), ensures meaningful interventions. By focusing too heavily on tasks, there is a risk of overlooking what truly matters to individuals, including their personal outcomes, independence, and well-being (Gollins et al., 2016). This has reinforced the importance of analytical thinking within assessments, moving beyond information gathering to critically analysing how needs, risks, and strengths inform meaningful interventions, shifting the focus to "what matters" to the individual (SCW, 2024).
For Learning Outcome 2, my reflection has highlighted the importance of having a strong understanding of the Decision Support Tool (DST), particularly as it plays a crucial role in determining eligibility for Continuing Healthcare. Without a solid understanding of the scoring system and the evidence base behind it, I may not be fully equipped to advocate effectively for individuals. Senedd.Wales (2022) emphasise that integrated, multi-disciplinary approaches are critical to reducing delayed transfers of care. This is especially important when considering the social model of care and ensuring that individuals’ rights, preferences, and lived experiences are not overshadowed by purely medical perspectives (Philips, C et al. 2024). Challenging health colleagues appropriately requires both confidence and a sound knowledge base, as research suggests individuals in hospital were often left distressed and unheard, where patients social context were devalued over their medical (Heenan, 2023). Smith et al. (2022) study found where social workers were able to advocate for patient rights and challenge health from a social work perspective, patients discharges from hospital were smother and with better outcomes. 

In relation to Learning Outcome 3, although I have a strength in critical thinking, my experiences have demonstrated the complexity of applying professional judgement in best interest decisions. I have become increasingly aware that risk-averse practice can restrict individuals’ autonomy and quality of life (Aldridge, 2024). Research and theory around positive risk-taking emphasise that a “safe” option is not always the most appropriate if it limits a person’s independence or happiness (HSC, 2017). This is particularly relevant when working with older adults, where maintaining dignity and choice is essential (SCW, 2017). My hesitation in fully advocating for less restrictive options suggests a need to build confidence and deepen my understanding of relevant legislation, such as the Mental Capacity Act (2005), and associated best practice guidance.

Now What?

Moving forward, I will take proactive steps to develop my practice in each of these areas. For Learning Outcome 1, I aim to build confidence in completing specialist assessments by consciously shifting my focus towards outcomes rather than tasks. I will achieve this by reviewing examples of high-quality assessments, seeking feedback from colleagues and supervisors, and using supervision as a space to reflect on my analytical reasoning. Additionally, I will revisit guidance and training materials related to outcome-focused practice to ensure my assessments align with Welsh policy and legislation.

For Learning Outcome 2, I plan to increase my knowledge of the Decision Support Tool by engaging in targeted learning, including training sessions, self-directed research, and shadowing experienced colleagues during DST meetings. I will focus on understanding how the scoring system works, the significance of each domain, and how evidence is used to support decisions. This will enable me to contribute more confidently to multidisciplinary discussions and ensure that I can effectively advocate for individuals from a social work perspective, particularly in upholding their rights and ensuring holistic assessments.

For Learning Outcome 3, I will work on building my confidence in professional judgement and decision-making, particularly in relation to positive risk-taking and best interest decisions. I will explore relevant theories and research to strengthen my understanding of risk, autonomy, and least restrictive practice. I will also use supervision and reflective discussions with colleagues to explore complex cases and consider different approaches. By doing so, I aim to develop a more balanced and confident approach, ensuring that my practice supports individuals to live meaningful lives while appropriately managing risk.

Overall, this reflection has enabled me to identify clear areas for development and has reinforced my commitment to continuous learning and improvement. By addressing these areas, I aim to enhance my effectiveness as a social worker and provide high-quality, person-centred support in line with professional standards in Wales.