Dialogic literary gatherings and out‐of‐home child care: Creation of new meanings through classic literature

Research on out‐of‐home child care has revealed that foster care programmes focused on educational attainment and reading have the potential to improve the academic outcomes of children in care. However, no studies have examined which elements of these programmes positively benefit children's emotional well‐being. This article presents evidence of the positive effects of implementing a successful educational action, dialogic literary gatherings, in a children's residential care institution. A qualitative study using a communicative‐oriented methodology was conducted and involved five participant observations and eight daily life stories with children in out‐of‐home care in Catalonia (Spain). The children's reflections demonstrated that reading classic books, such as Dickens' Oliver Twist, deeply influenced their feelings and self‐conceptions and created new and exciting meaning in their lives.     

“I wish someone would explain why I am in care”: The impact of children and young people's lack of understanding of why they are in out‐of‐home care on their well‐being and felt security

Having a good understanding of one's origins and history is known to be significant in identity development. Drawing on a large‐scale online survey of looked after children's subjective well‐being, this paper demonstrates that a significant number of children and young people (age 4–18 years) did not fully understand the reasons for their entry to care. The paper explores the effect of this lack of knowledge on children's well‐being and on their feelings of being settled in their current placement. The study reiterates the need for professionals to be honest and open with children in out‐of‐home care and the need to specifically address, perhaps repeatedly, why a child is not living with their birth family.     

Stability and change – a 7‐ to 8‐year follow‐up study of mental health problems in Norwegian children in long‐term out‐of‐home care

The aim of the study was to explore stability and change in mental health problems in Norwegian children aged 6–12 years old (n = 70) in long‐term out‐of‐home care. The children's mental health problems were assessed shortly after the placement and 7–8 years later by the caregivers and the teachers on the Revised Rutter Scales. Information on pre‐placement and placement factors were collected from the child welfare workers. At a group level the children's mental health problems had improved significantly over time according to the teachers' reports. According to the caregivers' reports, however, the children's problems were high and stable across time. Analyses aimed at detecting individual changes revealed a great variability in development according to both informants, indicating that treating the placed children as a homogenous group could be misleading. Several pre‐placement and placement variables were associated with the change in the children's mental health problems from the time of placement to the follow‐up time according to both informants' reports. However, all the predictors were accounted for by the strong effect of the children's problem scores when entering care.     

Non‐Resident Fathers' Engagement with their Children: The Salience of Leisure

This paper reports on selected aspects of a recent study of non‐resident fathers' leisure with their children. The settings and context for non‐resident fathers' contact with their children are described and the methodology comprising interviews with eighteen non‐resident fathers is briefly explained. The fathers who participated were a diverse group. Leisure is a vital aspect of most non‐resident fathers' engagement with their children. Nevertheless, for non‐resident fathers to be fully‐integrated in their children's lives they need to participate in a range of everyday activities that allow them to function as parents rather than as regular visitors. Policy and legislation must better recognise the qualitative aspects of parent's engagement with their children.     

Partnerships with children in child welfare: The importance of trust and pedagogical support

Within the context of Norwegian Child Welfare Services, children's best interests are often promoted through inter‐professional collaboration. Although children have the right and desire to participate, research reveals that professionals do not listen to them. On the basis of qualitative interviews with 10 children about their experiences collaborating with professionals, we have identified ways in which professionals can facilitate children's participation. The findings show that trusting relationships, emotional support, and pedagogical approaches increase children's participation in their interactions with professionals. The results show the importance of including a relational understanding of participation as a theoretical concept in child welfare and an awareness that power and dominance are in play.     

Inter‐agency joint protocols for safeguarding children in social care and adult mental‐health agencies: a cross‐sectional survey of practitioner experiences

Parental mental illness, substance misuse and domestic violence are common risk factors for the maltreatment and neglect of children. Safeguarding children is everyone's responsibility, including professionals working primarily with adults. In the UK, Local Safeguarding Children Boards (LSCBs) were established to ensure that all agencies work together to safeguard children. Many LSCBs developed multi‐agency joint protocols to enhance collaboration, but there is limited evidence of their effectiveness. This paper reports findings from a cross‐sectional survey of practitioner self‐reported experiences of joint protocols, which was conducted in one inner London borough, to evaluate their impact on professional practice. A self‐complete questionnaire administered to all professionals in adult mental‐health and children's social care services in the borough yielded a response from 119 practitioners. The survey found that the protocols had been widely disseminated and provided clear guidance to practitioners. Practitioners perceived that they had increased awareness of the risk factors for safeguarding children and some had used the protocols to help them gain access to services for their clients. Practitioners also perceived that they had improved inter‐agency working between children's social care and adult mental‐health services. However, respondents indicated that positive interpersonal contact with practitioners from other agencies was equally important in promoting joint working and inter‐agency collaboration.     

Multi‐agency information practices in children's services: the metaphorical ‘jigsaw’ and professionals quest for a ‘full’ picture

As there are a number of high‐profile public inquiries into child death tragedies, ‘information sharing’ has now become a moral and political imperative across England and Wales for improving the welfare and protection of children. This paper discusses multi‐agency information practices, at the stage of referral, which were observed and documented in the day‐to‐day practice of child protection work. Drawing on transcribed, professional narrative accounts, a ‘jigsaw’ metaphor is used to describe the process of piecing information together to ascertain a ‘full’ picture of children and families lives. However, these accounts highlight that there is something of a mismatch between the jigsaw, as articulated in the conceptual abstract accounts, and jigsaw practices operating on the ground. It is argued that abstracting professional information practices from situated contexts creates impoverished understandings of these practices. Thus, reported findings in this paper highlight the inherent complexities of jigsaw practices in the ‘everyday’ of child protection work, which challenges objectivist assumptions about a stability of meaning, and further highlight that the ‘endpoint’ of reaching a ‘full’ picture of a child's life is not fixed, nor does it have the same meaning for all professionals, but rather it is a complex process involving sense‐making, translation in context and organizational relevance.     

Child Well‐Being Scales (CWBS) in the assessment of families and children in home‐care intervention: an empirical study

This paper reports research carried out in Italy designed to investigate the usability of Child Well‐Being Scale (CWBS) for the outcome evaluation of home‐care interventions for vulnerable families and children in need. Using a pre‐ and post‐test design, the study traces the changes in 18 vulnerable families and 23 children in need included in a programme of home‐care intervention over a period of 11 months. All the families and children were assessed twice: at intake and at the end of the intervention (after 6 months). Furthermore, 10 families and 11 children had a longer intervention and were assessed three times. Moreover, two focus groups involving 13 home‐care workers and 11 face‐to‐face interviews were used to collect practitioners' points of views on CWBS. The results generally support the idea that families' and children's situation improved over time, as shown by an improvement in almost all of the considered dimensions after 6 months and after 11 months. Specifically, the families improved more on household adequacy in the long term while children on the child performance dimension improved in the short term. Practitioners reported that CWBS was an aid to multi‐professional decision‐making, as the systematic evaluation of the subscales was a practical base upon which to activate shared decision‐making during the casework.     

Mother–Child Reminiscing About Peer Experiences and Children's Peer‐related Self‐views and Social Competence

This study examined mother–child reminiscing about children's experiences with peers and its relation to children's peer‐related self‐views and social competence. Sixty‐three mothers and their preschool‐aged children discussed at home two specific past events involving the child and his or her peers, one event being positive and one negative. The children's self‐views in peer relationships were assessed at school during individual interviews, and their social competence was rated by mothers. Both maternal and child participation in the reminiscing, in terms of reminiscing style and content, were uniquely associated with children's peer‐related self‐views and social competence. The results suggest the important role of family narrative practices in children's social development.     

Care, control and change in child care proceedings: dilemmas for social workers, managers and lawyers

This paper draws on findings from an interview‐based study of the ways that local authority social workers, social services managers and lawyers work together in child care cases in England. The study shows how stressful social workers can find care proceedings, and how much they look to the lawyers for support. It also shows how the lawyers’ involvement can bring new stresses and dilemmas. The managers are especially likely to resent ‘over‐involvement’ (as they see it) from lawyers, but lawyers are quick to defend their role and responsibilities. The paper shows how the complex, multifaceted dimensions of care, control and change interweave with professional differences in care proceedings: care for children, parents and social workers; struggles for control against the court, the other parties and sometimes the other professionals on one's own side; and responsiveness to change set against wariness about ‘lawyers’ deals’ and undue risk to children. The paper concludes that the valuing of difference, rather than its avoidance or suppression, is at the heart of effective inter‐professional work. It calls for greater recognition of this in current initiatives to promote interdisciplinary working in children's services in England.     

Applying the ICF‐CY to identify children's everyday life situations: A step towards participation‐focused code sets

Adolfsson M. Applying the ICF‐CY to identify children's everyday life situations: a step towards participation‐focused code sets With the long‐term goal to create an interdisciplinary screening tool with code sets focusing on children's participation in everyday life situations (ELS), the purpose of the present study was to identify ELS for children 0–17 years. The views of professionals and parents in Sweden, South Africa and the USA were integrated based on ICF‐CY ¹ 1 The WHO International Classification of Functioning, Disability and Health, version for Children and Youth.
linkages. The chapters Self‐care and Major life areas seemed most obvious to include in ELS. At the 2nd ICF‐CY level, 11 categories emerged as ELS, with Hygiene and Recreation as the most obvious. Two sets of ELS were identified for infants/preschoolers and school‐aged children/adolescents. Professionals and parents agreed on ELS for the older age group. Findings suggest that ELS differ in context specificity depending on maturity and growing autonomy. The study has implications for the future screening tool that is intended to support children with disabilities in describing what matters most to them in intervention planning. Key Practitioner Message: ?Children and parents need opportunities to express their opinions during intervention processes, but a structured family–professional collaboration model is lacking; ?Using ICF‐CY‐based models, including holistic views of participation in everyday life situations, increases professionals' focus on family perspectives; ?Models to connect interventions to participation in everyday life situations enhance children's motivation and support interdisciplinary assessment.     

Protecting children from nutritional and medical neglect in sub‐Saharan Africa: A five‐country study

This study critically considers the applicability of conceptions of child neglect that have been theorised by British and American scholars and promulgated in African countries through the domestication of the Convention on the Rights of the Child. The child protection legislation of five sub‐Saharan nations was compared in order to examine the presumptions embedded in their provisions concerning child neglect. These were then appraised in relation to the socio‐economic conditions pertaining in each country. Food insecurity, over‐reliance on staples and high infection rates among children in conjunction with hard to access health care and poor quality services contest the validity and relevance of dominant Anglo‐centric definitions of child neglect and methods for detecting it. The study concluded that greater congruence between national child protection legislation and the socio‐economic challenges faced by families in sub‐Saharan countries would better protect children against neglect. Key Practitioner Message: ● Child neglect is an ethnocentric concept that requires interrogation to test its relevance before applying it to developing country contexts. ● In sub‐Saharan countries, conditions of absolute poverty and grossly inadequate public services profoundly affect the ability of parents or guardians to meet their children's basic needs. ● Laws that frame child protection systems need to recognise the inter‐relationship between public services, poverty and parental care in the neglect of children.     

“Everyday” Scottish and Finnish child protection work in an age of austerity: A practitioner perspective

This article examines the accounts given by child protection practitioners of how the current economic climate has impacted on their practice. We build our discussion on empirical findings emerging from a small but rigorous qualitative research project conducted by one of the authors. This original study examined Scottish and Finnish social workers' perceptions of their abilities to engage effectively with children and families in what many have described as an “age of austerity.” It set out to explore challenges encountered in daily practice through a cross‐national comparative thematic analysis. The paper illuminates practitioners' shared reality of frontline practice in Scottish and Finnish contexts. Despite differing socio‐political environments, participating practitioners found austerity measures to impact negatively on both their professional resources and on the communities they work with. Significantly, practitioners regarded themselves as the key resource, taking individual responsibility to ensure families received a quality service. For many, austerity had resulted in greater empathy for families and awareness of the wider economic and structural impact on their lives. The increased centrality of social justice was pivotal to everyday practice.     

From communication to co‐operation: Reconceptualizing social workers' engagement with children

Communicating and engaging with children is a foundational component of child care social work practice, but all too frequently, in the wake of serious incidents, it is the focus of criticism. Drawing on findings from a large‐scale ESRC‐funded research project conducted in the four U.K. nations, this paper explores, through a psychosocial analytic lens, how social workers anticipate, enact and reflect on their encounters with both children and their families. Close analysis of what social workers said about their practice alongside what they were observed to do in practice revealed perceptions, patterns and processes of communication that, first, minimize emotions and the complexity of the professional task and second, overly privilege verbal interaction. Drawing on Sennett's (2012) ideas this paper offers a reconceptualisation of this professional task, from a communicative to a co‐operative one. It affords and creates a space in which social workers can develop more attuned communicative practices that include rituals, gestures and the minimal use of force. The theoretical insights and evidence‐informed practice recommendations arising from this research have conceptual significance for the social work discipline and practical significance for the child care social work profession, across national and international contexts.     

The Children's Delphi: considerations for developing a programme for promoting children's self‐concept and well‐being

This study is premised on the notion that intervention programmes aimed at improving children's well‐being should be inclusive of activities which promote children's self‐concept. Using a child participation framework, this study aimed to explore children's perceptions of the nature and content of intervention programmes aimed at improving children's self‐concept within two impoverished communities of the Western Cape, South Africa. The Delphi technique was followed with a group of 10 children between the ages of 10 and 12 years who were considered to be knowledgeable experts and authorities on matters affecting their lives and well‐being of children. They suggested that intervention programmes include a focus on safety, the provision of social support, the creation of opportunities for learning and for play and the provision of basic material needs.     

Taiwanese–Canadian Mothers' Beliefs About Personal Freedom for Their Young Children

This study examined Taiwanese–Canadian mothers’ conceptions of personal freedom in everyday situations for their children and the influence of acculturation on their beliefs. Forty mothers of six‐ to eight‐year‐old children participated in a semistructured interview and sorting task. Interview responses revealed that, regardless of acculturation, child decision‐making was important and that mothers should negotiate and compromise with their child on everyday issues such as clothing, food, activities, daily routine and homework. They believed that child resistance was motivated by the children's personal interests, laziness, limit testing and their emotional state. Sources of conflict were resolved by parental authority, discussing/negotiating and conceding to the child. The sorting task also revealed that personal issues were judged as within their children's jurisdiction.     

We care about care: advice by children in care for children in care,foster parents and child welfare workers about the transition into foster care

Twenty children in foster care, ages 8 to 15 years, provided advice to children in care, foster parents and child welfare workers about ways to assist service delivery during the transition into foster care. The children discussed the importance of tending to experiences such as foster home expectations, the importance of time and information, the new foster/parent–child relationship, coping with stress, the ability to be engaged in decision‐making, the benefits of foster care and the need to build a trusting and personal relationship between children in care and their caregivers. The importance of listening to children's experiences of the transition into foster care and incorporating their advice into future research, policy and practice will be discussed.     

Collaboration and conversations with children in Child Welfare Services —Parents' viewpoint

Collaboration and conversations are important in meeting vulnerable children's needs in the context of Child Welfare Services (CWS). Building on 10 qualitative interviews with parents of children in Norwegian Child Welfare Services, this paper discusses parents' views on collaboration between children and child welfare professionals. The parents stated that a constructive collaborative relationship depends on professionals' attitudes towards the child, their ability to connect with the child and their awareness of how the child's emotions and how the parents influence the child–professional relationship. A collaborative relationship is essential for child welfare professionals to meet the child's needs and to help improve relations between the child and the parents. The parents asked for more collaboration between children and child welfare professionals. The findings call for more discussion of child welfare workers' tasks and competence.     

Making meaningful connections: using insights from social pedagogy in statutory child and family social work practice

Reports into incidents of child death and serious injury have highlighted consistently concern about the capacity of social workers to communicate skilfully with children. Drawing on data collected as part of an Economic and Social Research Council funded UK‐wide research project exploring social workers' communicative practices with children, this paper explores how approaches informed by social pedagogy can assist social workers in connecting and communicating with with children. The qualitative research included data generated from 82 observations of social workers' everyday encounters with children. Social pedagogical concepts of ‘haltung’ (attitude), ‘head, heart and hands’ and ‘the common third’ are outlined as potentially helpful approaches for facilitating the intimacies of inter‐personal connections and enhancing social workers' capacity to establish and sustain meaningful communication and relationships with children in the face of austere social, political and organisational contexts.