Early intervention practitioner

Key information

  1. Reference: OCC0868
  2. Date updated: 10/06/2021
  3. Level: 4
  4. Route: Care services
  5. Regulated occupation: No

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Details of the occupational standard

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Higher Technical Qualification

Higher Technical Qualifications (HTQs) are designed to be delivered within a course of education. Some Knowledge, Skills and Behaviours may be more safely and reliably delivered in workplace settings, so may not be fully covered by the HTQ. Some qualifications will deliver additional content or added depth and breadth through, for example, use of specialist learning environments, work placements or innovative teaching methods. Check with the qualification provider if you require further information on coverage.

Occupation summary

This occupation is found in statutory and voluntary organisations who can provide person-centred, early intervention approaches and services to support individuals across all age ranges, from pre-birth to end of life. Early Intervention Practitioners offer practical help and emotional support to individuals experiencing a range of problems to help them overcome concerns or barriers impacting their daily lives, such as alcohol, drug or gambling misuse, behavioural issues, mobility issues and learning difficulties. They provide impartial information, advice, support and guidance to individuals and others impacted by the individual’s circumstances, such as their family and friends.  

The broad purpose of the occupation is to provide intervention services early in identified cases to help prevent a more complex, statutory-driven solution needed later. Early intervention work is a voluntary, consent-based service where individuals are encouraged to engage with the services and support offered but can choose not to engage if they wish. However, many individuals do choose to engage with the services offered as they recognise how the support can benefit their lives and those impacted by their circumstances.

An Early Intervention Practitioner is responsible for identifying and sourcing the right intervention at the right time in an individual’s life in order to achieve mutually agreed outcomes. They work in a number of different environments within the community depending on the types of individuals they are supporting and may visit an individual in their home environment, or meet in a neutral location of the individual’s choosing.

Early intervention work involves identifying risks, focusing on the voice of the individual and building relationships and trust with the individual and their wider network, in order to provide timely, flexible and effective support. They adopt a collaborative, evidence-based approach aimed at building on the capacity and resilience of individuals by supporting them to take responsibility and ownership for themselves, which may also involve input from the individual’s, family, friends and other professionals. Support provided could involve a single agency input or require coordinating a multi-agency response. They are responsible for ensuring effective collaboration and appropriate information sharing between partner agencies to ensure the individual gets the right help at the right time, focusing on the emerging needs of individuals and managing the support required to help prevent escalation to social care or other statutory partner thresholds.

Early Intervention Practitioner roles offer a wide range of support to individuals across all age ranges. For example, a Lead Reablement Worker may focus on supporting and empowering adults to enhance their quality of life, maximise potential and continue to develop independence skills within their own homes. They might do this by, for example, creating and implementing a support plan for older person to rebuild their confidence and regain lost skills after being injured in a fall, to ensure they can remain independent in their own home rather than needing residential care. In a different setting, a Violence Prevention Worker may deliver behavioural change interventions with adults in a way that shows an understanding of domestic violence and its effect on the victim, prioritising the safety of the victim and their children. In another setting, a Pastoral and School Inclusion Officer would be responsible for finding solutions to keep young people in school wherever possible, or if that's not possible, to ensure they get an education somewhere else. They might do this by supporting pupils with identified behavioural issues to achieve their potential through targeted support and interventions, whilst working closely with parents and relevant professionals.

In their daily work, an employee in this occupation interacts with:

  • The individual, their family and wider network. 
  • Colleagues within their own team, their line manager, and other professionals within a variety of service provisions. Provision may include working with representatives from education, health, care, therapeutic services, housing, financial assistance, youth justice, probation, social care and the police.

An employee in this occupation will be responsible for:

  • Identifying the early intervention need within cases through analysis and assessment 
  • Working with their manager and colleagues to distribute cases amongst the team appropriately.
  • Working with partner agencies, including participating in multi-agency meetings where they may also be responsible for chairing the meeting.
  • Reflecting on, and reviewing outcomes and progress, in a timely and appropriate manner
  • Solving issues effectively to maintain relationships both with individuals/families and other professionals whilst considering organisational and legal requirements.
  • Ensuring all documentation is maintained and auditable for legal or agency requirements as well as quality inspections, e.g. the Care Quality Commission, OFSTED.

 

Typical job titles include:

Assistant senior care worker Assistant social worker Childrens centre worker Community worker Early help practitioner Early intervention advisor Early intervention alcohol case worker Early intervention and prevention worker Family support worker Lead reablement worker Pastoral and school inclusion officer Violence prevention worker

Occupation duties

Duty KSBs
Duty 1 Undertake assessments of risks and strengths with the individual and or family to ensure that the correct people or organisations are working with the individual or family
K1 K2 K4 K5 K7 K9 K10 K14 K18 K28 K29 K31
S1 S3 S4 S5 S7 S9 S10 S13 S17 S18 S21 S22 S25 S28 S31
B1 B2 B3
Duty 2 Assess and analyse difficult or complex situations using evidenced-based practice to develop an action plan with consent given by individual or family.
K4 K5 K7 K9 K10 K14 K17 K19 K28 K29 K31
S5 S7 S9 S10 S17 S19 S21 S22 S28 S31
B1 B2 B4
Duty 3 Manage cases, providing direct intervention in line with policies and procedures.
K1 K5 K7 K10 K13 K14 K15 K28 K29 K31
S7 S10 S15 S17 S22 S24 S25 S28 S31
B1 B3
Duty 4 Analyse and respond to identified personal and individual and or family risk from an organisational perspective.
K4 K5 K9 K10 K14 K19 K28 K29 K31
S5 S7 S9 S10 S17 S21 S22 S28 S31
B1 B2 B3 B4
Duty 5 Manage working relationships with partner agencies using effective communication to achieve the desired outcomes for individuals and families.
K2 K5 K7 K10 K11 K19 K21 K26 K30 K31
S2 S5 S17 S21 S22 S26 S30 S31
B1 B2
Duty 6 Manage referrals, transitions and closures, and provide information, advice and guidance (IAG) to individuals and families.
K2 K5 K7 K10 K11 K21 K30 K31
S2 S4 S5 S17 S21 S22 S26 S30 S31
B1
Duty 7 Develop and support relationships to increase engagement between individuals, their families and professionals, using coaching and mentoring approaches.
K7 K10 K11 K14 K19 K26 K30 K31
S7 S9 S10 S11 S17 S19 S21 S22 S26 S29 S30 S31
B1 B2 B4
Duty 8 Develop own continual professional development to support the delivery of good outcomes.
K1 K7 K8 K12 K17 K22 K23 K26
S8 S12 S17 S23 S30
B1 B2 B5
Duty 9 Engage in regular professional supervision, to support and enhance the quality of own practice and maintain well-being.
K6 K7 K8 K12 K16 K17 K22 K23 K26
S5 S6 S8 S12 S14 S16 S17 S23 S30 S31
B1 B5
Duty 10 Record and maintain accurate records for each case, ensuring they are compliant with organisational policies, guidance, use of digital technologies and best practice.
K1 K15 K24 K25 K27
S15 S17 S24 S25 S27
Duty 11 Consider environmental and contextual factors in the approach to supporting early interventions and the achievement of good outcomes for individuals and families.
K3 K11 K20 K29
S3 S8 S12 S17 S20
B2 B3 B6
×

Required knowledge

    Required skill

      Required behaviour

        KSBs

        Knowledge

        K1: Legislation, statutory guidance, national, local and organisational policies and procedures in relation to individuals and families relevant to own role. Back to Duty

        K2: Principles and benefits of local and national multi-agency and multi-disciplinary working. Back to Duty

        K3: Stages of, and factors that affect development, transitions and changes individuals may go through, and the impact they can have on an individual and their family. Back to Duty

        K4: Legislation and organisational procedures for safeguarding, the protection of vulnerable people and combating extremism within the requirements of own role. Back to Duty

        K5: When and how to escalate and de-escalate individual cases beyond own responsibility. Back to Duty

        K6: Importance of health, wellbeing and resilience and ways to manage and maintain it for self and others. Back to Duty

        K7: The duty of candour, the responsibilities, boundaries and ethical nature of own role, with individuals, the family network and other professionals. Back to Duty

        K8: Theories and evidence based strategies related to early intervention work, trauma informed practice, social justice, person and whole family centred approaches. Back to Duty

        K9: Methods used to assess and analyse the requirements of individuals, families, including observation, questioning and problem solving. Back to Duty

        K10: Principles of using professional judgement and how it relates to the complexities of a situation and to make informed decisions. Back to Duty

        K11: Different communication methods and strategies, including the use of digital technologies, to account for the needs of individuals and families when building professional relationships. Back to Duty

        K12: Theories of change and the impact it has on own self and others. Back to Duty

        K13: The importance of safe lone working and mitigating risks to protect personal safety. Back to Duty

        K14: Principles of mentoring and coaching to help support others. Back to Duty

        K15: Caseload management processes and when to seek support or direction. Back to Duty

        K16: Purpose of supervision to enhance practice and wellbeing. Back to Duty

        K17: The aims, values and culture of own organisation and how own role contributes to this. Back to Duty

        K18: How to undertake risk assessments in line with relevant policies and procedures. Back to Duty

        K19: Conflict resolution techniques and methods used to manage differences of opinion and difficult situations with individuals, the wider family network and other professionals. Back to Duty

        K20: Family structures, environmental, social and cultural contexts and the impact on different situations. Back to Duty

        K21: Importance of working collaboratively seeking and hearing the voice of the individual to empower and influence intervention work including action planning. Back to Duty

        K22: Organisation specific policies and commitment relating to rights, equality, diversity and inclusion. Back to Duty

        K23: Importance of identifying and evaluating own learning and development need. Back to Duty

        K24: How to produce detailed and accurate records that meet organisational and legislative requirements. Back to Duty

        K25: Principles of confidentiality in line with legal and organisational policies and procedures. Back to Duty

        K26: How to find up to date information, advice and guidance that can be used to allow individuals, families and professional partners to make informed choices about accessing support. Back to Duty

        K27: Own organisations digital strategy and how to use digital technologies appropriate to own role. Back to Duty

        K28: How to prioritise interventions based on presenting needs. Back to Duty

        K29: Techniques to build effective professional relationships with individuals and families. Back to Duty

        K30: Techniques to build effective professional relationships with colleagues and other agencies. Back to Duty

        K31: How to work as an independent practitioner and when to seek guidance and direction. Back to Duty

        Skills

        S1: Apply legislation, statutory guidance, national, local and organisational policies and procedures to meet the needs of individuals and families. Back to Duty

        S2: Gather information and guidance from professionals in multi-agencies and multi-disciplines to inform practice and support informed decision making. Back to Duty

        S3: Identify relevant factors and how these have impacted on the needs of the individual and their family. Back to Duty

        S4: Identify and respond to safeguarding, protection, vulnerable people and extremism concerns. Back to Duty

        S5: Manage, and respond to assessed strengths, risks and accessing support when beyond own area of responsibility. Back to Duty

        S6: Identify, develop and adopt strategies for self and others to support health, wellbeing and resilience taking action when required. Back to Duty

        S7: Manage expectations and open conversations within boundaries of own role. Back to Duty

        S8: Apply relevant current theories and evidence based strategies when working with individuals and families to meet their identified needs. Back to Duty

        S9: Use observation, questioning, problem solving and analysis techniques when undertaking assessments. Back to Duty

        S10: Use professional judgement to understand the complexities of a situation and make informed decisions. Back to Duty

        S11: Communicate with individuals including the use of digital technologies accounting for the needs of individuals and families. Back to Duty

        S12: Identify and respond to the impact of change when working with the individual and their network. Back to Duty

        S13: Implement safe working practice when lone working to mitigate any potential risks Back to Duty

        S14: Apply the principles of mentoring or coaching when helping and supporting others. Back to Duty

        S15: Manage caseloads in line with organisational policies and procedures to meet the needs of individuals or families. Back to Duty

        S16: Use supervision to support and enhance the quality of your practice and wellbeing. Back to Duty

        S17: Contribute to the aims, values and culture of own organisation. Back to Duty

        S18: Undertake risk assessments in line with relevant policies and procedures. Back to Duty

        S19: Manage differences of opinion and difficult situations with individuals, the wider family network, and other professionals providing professional challenge when necessary. Back to Duty

        S20: Consider the family and wider environmental, social and cultural context when planning and implementing support or intervention. Back to Duty

        S21: Work collaboratively with individuals, their wider network and partner agencies to ensure the individual voice is heard when decision making. Back to Duty

        S22: Apply organisational policies and commitment to rights, equality, diversity and inclusion. Back to Duty

        S23: Participate in learning and development activities and evaluate the impact on own practice. Back to Duty

        S24: Produce detailed and accurate records that meet organisational and legislative requirements. Back to Duty

        S25: Ensure compliance with legal and organisational policies and procedures in maintaining the confidentiality of information. Back to Duty

        S26: Provide individuals, families and professional partners with up to date information advice and guidance to help them make informed choices about accessing support. Back to Duty

        S27: Use digital technologies where appropriate within own role and own organisations digital strategy. Back to Duty

        S28: Prioritise interventions based on presenting needs. Back to Duty

        S29: Use relationship building techniques to develop and maintain effective professional relationships with individuals and families. Back to Duty

        S30: Build and maintain effective professional relationships with colleagues and other agencies. Back to Duty

        S31: Work independently as a practitioner within the wider team context, seeking guidance and direction when needed. Back to Duty

        Behaviours

        B1: Engage with individuals and their wider network, colleagues and partner agencies to collectively promote best outcomes. Back to Duty

        B2: Have professional curiosity and be willing to explore different approaches in practice. Back to Duty

        B3: Be responsive to need and adapt to different situations. Back to Duty

        B4: Be reflective, caring and considerate of self and others and be able to draw upon and build support networks. Back to Duty

        B5: Learn from success and mistakes, to continuously review approach. Back to Duty

        B6: Value people as individuals, considering intersectionality and the perspective of others. Back to Duty

        CertHE Integrated Health, Social Care, and Well-being

        Awarding body: NCG

        Qualification type: HTQ Qualification level: 4 Qualification approved: 02/05/2024

        CertHE Health and Social Care

        Awarding body: Royal Holloway and Bedford New College

        Qualification type: HTQ Qualification level: 4 Qualification approved: 19/12/2024
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