Cumulative jeopardy? A response to Brown and Ward

In recent years, the political context of children's social care in England has shifted from doubts about the efficacy of out-of-home care to the view that more children should be separated from their birth parents, earlier and more speedily. Brown and Ward's (2014) article ‘Cumulative jeopardy’ reflects this transition, making the case that there is a ‘gross mismatch between timeframes for early childhood development and professional responses to evidence of abuse and neglect in the early years’ (p. 6). This analysis of the research on which their argument is based, ‘Infants suffering, or likely to suffer, significant harm’, raises questions about whether the evidence presented adequately supports the conclusions drawn. Four aspects of the study are addressed: methodological, empirical, conceptual and ethical. It is argued that it is premature to reach a judgement about the balance of evidence for more widespread and early separation of infants from birth parents on the basis of the study.     

Infants at risk: Marker variables related to the early lives of children

This archival research, based on extensive case files, describes extremely disruptive family events and child characteristics in a sample of 29 infants whose parents' rights have been terminated. The term "marker variable" is used to underscore the potential importance of those events in understanding developmental trajectories of children because many of the events are markers for family situations that disrupt the caregiving environment. Thus, these events become significant intervening variables in development research and psychopathology. Following a review of theory, an analysis of events as revealed in the case studies, and a closer look at four representative cases, implications for practice and policy are discussed.     

No sign of harm: issues for disabled children communicating about abuse

While all children may be the victims of abuse, disabled children are particularly vulnerable. This paper explores the views of professionals working with children using alternative/augmented communication systems on the issues relating to communication about abuse. Interviews were carried out with 20 staff from eight establishments for disabled children across Scotland. It describes the range of alternative/augmented communication systems used and the barriers to communication about abuse. Staff generally accepted the importance of providing the appropriate vocabulary in augmented communication systems, but systems that provide such vocabulary were not widely used. Staff considered that a major difficulty concerned the level of understanding disabled children might have about concepts of abuse. They were unsure how the appropriate vocabulary could be introduced in a natural way and how links could be made between the signs and their meanings. Staff saw themselves as those most able to protect the children, but it was felt that discovery of abuse was more likely to come from them noticing physical signs, behaviour or mood changes than from the child communicating explicitly about abuse. The need for appropriate training and increased coordination between social work, health and education is highlighted. Copyright © 2001 John Wiley & Sons, Ltd.     

Protective factors among families with children at risk of maltreatment: Follow up to early school years

The purpose of this study is to explore both risk and protective factors of child maltreatment among at risk elementary school children. This study used data from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN), following a cohort of 405 children from age 4 to age 8. Multivariate logistic regression revealed that children attending preschool irregularly (OR = 2.98; 95% CI: 1.08-8.26), families with a high level of life events (OR = 2.68; 95% CI: 1.12-6.41), and mothers with a history of childhood maltreatment (OR = 2.26; 95% CI: 1.07-4.76) were more likely to have a child maltreatment report. In contrast, mothers who were married (OR = 0.19; 95% CI: 0.06-0.64), mothers who attained 12 or more years of education (OR = 0.09; 95% CI: 0.02-0.34), and family with high level of social support (OR = 0.29; 95% CI: 0.11-0.80) were less likely to have a child maltreatment report. For mothers who had not graduated from high school, adequate social support reduced the risk of child maltreatment by a factor of two. The provision of adequate social support should be incorporated into child maltreatment prevention programs, particularly those targeting at risk families.     

Reaching children at risk: a model for training child welfare specialists

An innovative model for the training of social welfare students in the special skills essential in child welfare work is predicated upon a classification system of children at risk and a continuum of services.     

Hospital social workers' assessment processes for children at risk: positions in and contributions to inter-professional teams

This article explores hospital social workers' assessment processes for children at risk within the context of inter-professional teams working in child hospital care in Sweden. Based on qualitative interviews, the study discusses how assessment processes for children at risk can be understood from a professionalism perspective. Three institutionalized norms—juridical, therapeutic, and medical, building on different knowledge systems—are analyzed in relation to the three positions taken by hospital social workers as team members—active, reflective, or passive—leading to different kinds of actions in the assessment processes. The outlined norms and the positions taken involve consequences for the children and their families, but also pose questions for the future professionalization efforts of hospital social work.     

Resource-monotonic solutions to the problem of fair division when preferences are single-peaked

We consider the problem of fairly allocating an infinitely divisible commodity among a group of agents with single-peaked preferences. We search for solutions satisfying resource-monotonicity, the requirement that all agents be affected in the same direction when the amount to divide changes. Although there are resource-monotonic selections from the Pareto solution, there are none satisfying the distributional requirements of no-envy or individual rationality from equal division. We then consider the weakening of resource-monotonicity obtained by allowing only changes in the amount to divide that do not reverse the direction of the inequality between the amount to divide and the sum of the preferred amounts. We show that there is essentially a unique selection from the solution that associates with each economy its set of envy-free and efficient allocations satisfying this property of one-sided resource-monotonicity: it is the uniform rule, a solution that has played a central role in previous analyses of the problem.     

School readiness of low-income children at risk for school failure

The goal of this research project was to gain information about the readiness skills of kindergarten children in 11 inner city schools with the highest poverty rates in the Salt Lake City School District. Kindergarten teachers and principals in these schools were interviewed regarding their perceptions of the readiness skills needed for these children to be successful in their schools. A summary of the readiness skills of the kindergarten children was derived from a state mandated Pre-Kindergarten Assessment. Most principals stressed children's social and emotional development as a priority in school readiness. The majority of teachers emphasized literacy as a prerequisite for school success. Yet, the Pre-Kindergarten Assessment revealed that one fourth of the children could not identify the front of a book and two thirds of the children did not know where to start or which direction to go when reading. Half of the parents of these children reported that they rarely read to their children and that they had only visited a library once or not at all. The gap between the readiness skills educators think these children need and the skills children enter school with presents a serious problem for educators and policy makers. Multiple intervention strategies are recommended including providing education and home activities to enhance children's readiness skills, coordinating access to early childhood programs, and educating parents on available community resources.     

Relationship Risks in Context: A Cumulative Risk Approach to Understanding Relationship Satisfaction

Risks associated with less satisfying intimate relationships often co‐occur within individuals, raising questions about approaches that consider only their independent impact. Utilizing the cumulative risk model, which acknowledges the natural covariation of risk factors, this study examined individuals in intimate relationships using the Florida Family Formation Survey (n = 2,876) and a replication sample (n = 1,048). Analyses confirmed that not only was relationship satisfaction lower among those with more risks, but the cumulative risk score was predictive above and beyond the individual risk factors. Furthermore, experiencing multiple risks exacerbated the negative associations between individual risks and relationship satisfaction, suggesting that the operation of a risk factor in a relationship is moderated by the presence or absence of other risks.     

The socio-economic circumstances of children at risk of disability in Britain

Our aims were to describe the socio-economic circumstances faced by families supporting a child at risk of disability and to investigate the extent to which disability is associated with hardship once family income is held constant. We analysed data on 7070 family units containing 12,916 children aged under 17. Families supporting a child at risk of disability were significantly more disadvantaged across a wide range of indicators of socio-economic position. The hardship experienced by these families was only partly accounted for by between group differences in income, debt and savings. Children who are already at risk of disability as a result of a range of physical and cognitive impairments are more likely than other children to live under conditions that have been repeatedly shown to impede development, increase the risk of poor health and (additional) disability and increase the risk of social exclusion.     

Responding to Self‐harm: A documentary Analysis of Agency Policy and Procedure

This paper reports on the findings of a documentary analysis of policies and procedures relating to self‐harm from a range of organisations working with young people in the UK. It identifies the extent to which policies and/or procedures relating to self‐harm are available for service providers and offers a wider understanding of the concepts of self‐harm and approaches to helping as incorporated into service guidance and delivery. It highlights the prevalence of self‐harming behaviours in a climate of stigma and the need to define appropriate and supportive agency responses from a trained staff that is both sensitive and individualised.     

Training youth services staff to identify,assess, and intervene when working with youth at high risk for suicide

Youth in the child welfare system are often at increased risk for suicide due to the numerous physical and psychological challenges they face. This study was a longitudinal assessment of the impact of suicide intervention training on staff's abilities to identify, assess, and intervene when working with these youth in a child welfare setting. Participants received an adapted version of the “Youth and Depression” suicide intervention curriculum (Massachusetts Society for the Prevention of Cruelty to Children, 2010) designed to improve participants' attitudes toward suicide intervention, knowledge about suicide intervention, self-efficacy for engaging in intervention behaviors, and increased use of assessment and intervention behaviors over time. ANOVA tests yielded large effect sizes for increasing knowledge and self-efficacy. There were no statistical changes in attitudes and reluctance, but these were very positive even before training. Results for changes in the use of assessment and intervention skills were more modest but demonstrated some improvements from pre-training to post-training. Further refinement of the curriculum may yield larger and consistent improvements in intervention behaviors.