How can we help novice child protection social workers to see situations like experienced practitioners? A randomised controlled trial evaluation of the ShadowBox™ method using pre-recorded video feedback

Conference paper

Whittaker, A., Moser, K., Harvey, D. and Brand, M. (2021). How can we help novice child protection social workers to see situations like experienced practitioners? A randomised controlled trial evaluation of the ShadowBox™ method using pre-recorded video feedback. Naturalistic Decision Making and Resilience Engineering Symposium 2021. Toulouse, France 20 - 24 Jun 2021 Naturalistic Decision Making.
AuthorsWhittaker, A., Moser, K., Harvey, D. and Brand, M.
TypeConference paper
Abstract

Background
Protecting children for abuse and neglect is a complex area of decision-making but frequent staff turnover has meant that many frontline child protection social workers are often relatively inexperienced. The ShadoxBoxTM method is an educational intervention that enables novice practitioners to gain decision-making skills quickly.

Aim:
This study was an RCT evaluation of an educational intervention for novice social workers that used the ShadoxBoxTM method adapted to include pre-recorded video feedback from an expert panel to test whether novice decision making would become more similar to experienced practitioners.

Methods:
The study was an RCT in which participants completed complex scenarios in a computer lab in control and intervention groups. The training method involved participants receiving feedback from highly experienced practitioners at each decision point within the scenarios. The intervention group received pre-recorded video feedback from a panel of highly experienced practitioners while the control group received no feedback.

Participants and Setting
Participants (n=83) were trainee social workers from a London university randomly allocated to control and intervention groups. Data was collected on computer stations using Qualtrics.

Results

Undertaking the scenarios improved both groups but greater improvement was seen in participants who had received video feedback from a panel of experienced practitioners. The results were promising, with participant accuracy increasing by 44% (from 31% to 75%) in the intervention group compared to an increase of 31% (from 32% to 63%) in the control group.
Considerable improvements were noted in both intervention and control groups, which suggest that scenario-based interventions can be a promising educational method as learning is rooted in real life scenarios and participants have the opportunity to reflect upon their decisions.

The qualitative findings are that novice participants make predictable errors, including:
• Making shallow assumptions
• Focusing exclusively on the parents rather than the child.
• Jumping to early conclusions with insufficient information.
Conclusions
• ShadoxBoxTM training appears to be a promising intervention for improving decision making.
• Novices benefitted from having concentrated exposure to complex scenarios focused on assessing risk and making professional judgements.
• When this was augmented by direct feedback from a panel of highly experienced practitioners, these benefits were increased considerably.
• The complexity of the scenarios also exposed the novices to real life pressures rather than the simplified versions used in decision research.

KeywordsDecision making; expertise; education
Year2021
PublisherNaturalistic Decision Making
Web address (URL)https://naturalisticdecisionmaking.org/next-conference/
Accepted author manuscript
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Publication dates
Print20 Jun 2021
Publication process dates
Deposited26 Aug 2021
Accepted26 May 2021
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Goetzmann, L, Moser, KS, Vetsch, E, Klaghofer, R, Naef, R, Russi, EW, Buddeberg, C and Boehler, A (2006). What do patients think after lung-transplantation about their self, body, and social network? A quantitative analysis of categorical interview data. GMS Psycho-Social-Medicine. 3, pp. 1-9.
Development and validity of a new domain-specific scale for the measurement of work-related collective efficacy
Moser, KS, Schaffner, D and Heinle, M (2005). Development and validity of a new domain-specific scale for the measurement of work-related collective efficacy. Zeitschrift fur Arbeits- und Organisationspsychologie. 49 (2), pp. 85-91. https://doi.org/https://www.doi.org/10.1026/0932-4089.49.2.85
Entwicklung und Validierung einer neuen Skala zur Erfassung kollektiver arbeitsbezogener Wirksamkeitserwartungen
Moser, KS, Schaffner, D and Heinle, M (2005). Entwicklung und Validierung einer neuen Skala zur Erfassung kollektiver arbeitsbezogener Wirksamkeitserwartungen. Zeitschrift für Arbeits- und Organisationspsychologie. 49 (2), pp. 85-91.
Rollenverhalten in der Kommunikation und Grounding-Prozesse
Moser, KS (2005). Rollenverhalten in der Kommunikation und Grounding-Prozesse. in: Porschen, S and Bolte, A (ed.) Zugänge zu kooperativer Arbeit. Analysen zum Kooperationshandeln in Arbeitssituationen Munich, Germany ISF München. pp. 85-92
Die Bedeutung der Wissenskooperation für ein nachhaltiges Wissensmanagement
Moser, K. and Schaffner, D. (2004). Die Bedeutung der Wissenskooperation für ein nachhaltiges Wissensmanagement . in: Wyssusek, B. (ed.) Wissensmanagment komplex: Perspektiven und soziale Praxis Berlin Eric Schmidt. pp. 227-242
Metaphernanalyse als Wissensmanagement-Methode
Moser, K. (2004). Metaphernanalyse als Wissensmanagement-Methode. in: Reinmann-Rothmeier, G. and Mandl, H. (ed.) Psychologie des Wissensmanagements: Perspektiven, Theorien, Methoden Hogrefe. pp. 329-340
Erste Resultate zur Untersuchung der interdisziplinären ethischen Entscheidungsfindung in der Intensivmedizin in Schweizer und Rumänischen Spitälern
Moser, K. (2004). Erste Resultate zur Untersuchung der interdisziplinären ethischen Entscheidungsfindung in der Intensivmedizin in Schweizer und Rumänischen Spitälern . in: Baumann-Hölzle, R. (ed.) Leben um jeden Preis? Entscheidungsfindung in der Intensivmedizin Peter Lang. pp. 205-220
The role of metaphors in acquiring and transmitting knowledge
Moser, KS (2004). The role of metaphors in acquiring and transmitting knowledge. in: Fischer, M, Boreham, N and Nyhan, B (ed.) European perspectives on learning at work. The acquisition of work process knowledge Luxembourg Cedefop Reference Series 56. pp. 148-163
Mentale Modelle und ihre Bedeutung: kognitionspsychologische Grundlagen des (Miss)Verstehens
Moser, K. (2003). Mentale Modelle und ihre Bedeutung: kognitionspsychologische Grundlagen des (Miss)Verstehens. in: Ganz-Blättler, U. and Michel, P. (ed.) Sinnbildlich schief: Missgriffe bei Symbolgenese und Symbolgebrauch Bern Peter Lang. pp. 181-205
Voraussetzungen des Wissensmanagements aus psychologischer Sicht
Moser, K. and Schaffner, D. (2003). Voraussetzungen des Wissensmanagements aus psychologischer Sicht . in: Reimer, U., Abdecker, A., Staab, S. and Stumme, G. (ed.) Professionelles Wissensmanagement - Erfahrungen und Visionen Bonn pp. 519-522
Sulzer Innotec AG: Nachhaltige betriebliche Verankerung von Wissensmanagement
Clases, C., Moser, K. and Wehner, T. (2002). Sulzer Innotec AG: Nachhaltige betriebliche Verankerung von Wissensmanagement. in: Lüthy, W., Voit, E. and Wehner, T. (ed.) Wissensmanagement-Praxis: Einführung, Handlungsfelder und Fallbeispiele Zurich Hochschulverlag. pp. 207-227
Wissenskooperation: Die Grundlage der Wissensmanagement-Praxis
Moser, K. (2002). Wissenskooperation: Die Grundlage der Wissensmanagement-Praxis . in: Lüthy, W., Voit, E. and Wehner, T. (ed.) Wissensmanagement - Praxis. Einführung, Handlungsfelder und Fallbeispiele Zurich Hochschulverlag. pp. 97-113
Metaphernforschung in der Kognitiven Psychologie und in der Sozialpsychologie - eine Review
Moser, KS (2001). Metaphernforschung in der Kognitiven Psychologie und in der Sozialpsychologie - eine Review. Journal für Psychologie. 9 (4), pp. 17-34.
Taking Actors' Perspectives Seriously: Whose Knowledge and What is Managed? Knowledge Management in a Transdisciplinary Perspective
Moser, K., Clases, C. and Wehner, T. (2000). Taking Actors' Perspectives Seriously: Whose Knowledge and What is Managed? Knowledge Management in a Transdisciplinary Perspective. in: Häberli, R., Scholz, R.W., Bill, A. and Welti, M. (ed.) Transdisciplinarity: Joint Problem-Solving among Science, Technology and Society Zurich Haffmans Sachbuch Verlag. pp. 534-538
Metaphern des Selbst. Wie Sprache, Umwelt und Selbstkognition zusammenhängen
Moser, K. (2000). Metaphern des Selbst. Wie Sprache, Umwelt und Selbstkognition zusammenhängen. Lengerich, Germany Pabst Science Publishers.
Metaphor analysis in psychology - method, theory, and fields of application
Moser, KS (2000). Metaphor analysis in psychology - method, theory, and fields of application. Forum: Qualitative Social Research (on-line journal). 1 (2).
Knowledge Acquisition through Metaphors: Anticipation of Self Change at Transitions from Learning to Work
Moser, K. (1999). Knowledge Acquisition through Metaphors: Anticipation of Self Change at Transitions from Learning to Work. in: Hansen, H., Sigrist, B., Goorhuis, H. and Landolt, H. (ed.) Arbeit und Bildung - das Ende einer Differenz? Travail et formation - la fin d'une distinction? Learning and Work - the End of a Distinction? Zurich Bildung Sauerländer. pp. 141-152
Identitätsdefinitionen beim Übergang vom Hochschulstudium ins Berufsleben: Wohnformen und private Räume
Moser, K. (1996). Identitätsdefinitionen beim Übergang vom Hochschulstudium ins Berufsleben: Wohnformen und private Räume . in: Ettrich, K.U. and Fries, M. (ed.) Lebenslange Entwicklung in sich wandelnden Zeiten Landau Empirische Pädagogik. pp. 340-347