Helping Children Directly

Summary The mothers most able to respond to the child's communicationsare those whose personal needs do not obtrude and who have onlya minimum of preconceived ideas. Thus they are able to considerthe child as an individual and are interested in his expressionof individuality. They want to listen and to understand andenjoy the flow of communication between him and them. (Heinickeand Westheimer¹)     

Reaching Inner-City Children

One of the obstacles faced by community social service agencies is difficulty in attracting adolescents to the services offered them. Adoldscents typically do not walk in or keep appointments at outpatient clinics and can be difficult to engage even for outreach programs. One solution to this dilemma is to go where the children are: the public schools. One of the biggest problems in the Boston public school system is that many students and their families have pressing social, emotional, and physical needs that are not being met outside the school and that adversely affect their education. The schools are educational institutions, not human service agencies, and they are ill prepared to deal with many of the problems and needs of their students' lives. In 1984, an independent board composed of representatives from the Boston Public Schools, state, city, and private social service agencies, parents and students, secured funding and formed the Boston Student Human Services Collaborative. The mission of the Collaborative was to supplement and expand support services to the schools. The hope was that such services would free up both children and teachers to invest in each other, thereby increasing learning. This paper describes the group work component of a Collaborative program at an inner-city school. After a brief look at the inner-city context, the group work program model is presented as a case study, including specific types of groups that have worked well and details of recruitment, composition, goals, activities, and leadership roles. Following this is a discussion of race, color, and ethnicity, and then a list of guiding principles for working with middle school adolescents in groups.     

Children and Literature

Correspondence to Kate Wilson, Senior Lecturer, Department of Social Policy and Social Work, University of York, Heslington, York YO1 5DD Summary The paper draws on a range of fictional and autobiographicalaccounts of childhood to illustrate different aspects of children'sperceptions and responses and to show how they can enhance theadult's ability to understand what a child is experiencing.Three themes, concerning children's perceptions and suggestibility,their sense of helplessness and difficulty in communicatingwith adults, and their responses to loss and change are illustratedthrough the work of nineteenth- and twentieth-century creativewriters. It is argued that literary accounts can work at a consciousand unconscious level in heightening our understanding, andmay also give us a perspective on how childhood experiencesinfluence the adult personality.     

Adopted Children in Care

Correspondence to David Howe, School of Economic and Social Studies, University of East Anglia, Norwich NR4 7TJ. Summary Four local authority social services departments were surveyedto determine the number of adopted children who were currentlyin their care. The biographical characteristics of these childrenand the reasons for them entering care are reported. The adoptivedimension is discussed as a possibly relevant factor in theassessment and treatment of these children and their families.It is concluded that appropriate practice in this field requiresspecialist skills and understanding.     

Children in Secure Accommodation

Correspondence to Professor Robert Harris, Pro-Vice-Chancellor, Department of Social Policy and Professional Studies, The University of Hull, Hull HU6 7RX. Summary This paper describes the characteristics of a sample of children(N = 399) being held in secure accommodation in eleven localauthorities prior to the implementation of the Children Act1989. It is argued that secure accommodation cannot be divorcedfrom other aspects of child care policy and practice; that anyconfidence that problems of excessive or variable usage canbe removed by more restrictive legislation is largely misplaced;that when social workers resort to secure accommodation it isoften through a combination of ‘worry’ about anunpredictable child and uncertainty as to what else to do; andthat since not all children in secure accommodation wish toleave it (and the more secure accommodation constitutes goodquality child care the more children are likely to want to stay)a ‘rights’ framework, though necessary, is not asufficient moral or conceptual basis for developing secure accommodationpolicy and practice.     

Children in Same-Sex Marriages

In Russia, sociologists do not have reliable statistical data as to the number of same-sex unions and the number of children being brought up in these families, and non-Russian studies on the topic are flawed and misleading. Russians are said to be antagonistic to the idea of children being raised in same-sex households.     

Children in Female-Headed Families

Census data on black and white children in female-headed and two-parent families in California are examined. Contextual analysis, extended through a recently developed application of regression analysis, is used to separate the group, or ecological, from the individual level effects of race. It is concluded that, for the most part, individual level effects account for female-headed families among whites but that the interaction between child's race and the racial composition of the county is responsible for the increasing difference between blacks and whites in the proportion of children in female-headed families as the proportion of black children increases.     

Implementing the Children Act: The Regulation of Day-care Services for Young Children

Correspondence to Julie Bull, Research Officer, Thomas Coram Research Unit, University of London, Institute of Education, 27/28 Woburn Square, London WC1H 0AA Summary This article presents the findings of the first stage of a studyundertaken by the Thomas Coram Research Unit at the Universityof London for the Department of Health. The study aims to monitorand evaluate the implementation of Parts III and X of the ChildrenAct, which relate to the provision of dhy-care and pre-schooleducation for children under eight. The article reports thefindings of the first stage of the study on the aspects of implementationinvolved in the regulation of children's services, which isone of the most significant of the changes heralded by the Actfor under-eights' services. Based on the findings of a studyin eighteen English authorities and eight Welsh counties, thearticle outlines the different approaches taken to regulationin terms of organizational structures, degree of consultationwith providers, and overall approach to implementing the newsystem. The response of providers as reported by local authoritystaff is also discussed. The findings of the study are set inthe context of the current policy debate about the role of regulationand the status of the recommendations in the Guidance accompanyingthe Act. As well as outlining the degree of vanation found amongauthorities and indicating some of the ‘pressure points’in implementation, the article raises issues of critical concernabout the role of regulation in the context of the private marketof day-care provision.     

Parental Contact with Children Fostered and in Residential Care after the Children Act 1989

Correspondence to Andy Bilson, Department of Social Work and Social Policy, University of Northumbria, Newcastle NE7 7XA. E-mail Andy_Bilson{at}Unn.AC.UK Summary Research carried out since the implementation of the ChildrenAct 1989 based on a sample of 848 children looked after by localauthorities indicates that previous estimates of the numberswho have no contact with parents may have underestimated theextent of the problem, and that despite the emphasis placedon contact by the Children Act there is still much work to bedone to improve practice. The research not only confirms earlierfindings about the instability of placements in care but alsoshows differences in face to face contact which depend on thelength of time in care or accommodation and the reason for entry,as well as differences between children placed in residentialand foster care. Finally it was found that where children havespent long periods in care they tend to have little contactwith fieldworkers, and it is suggested that there is a needto redefine the social work agenda for this vulnerable groupof children.     

Cognitive-Behavioural Social Work with Children

Correspondence to: Dr Tammie Ronen, The Bob Shapell School of Social Work, Tel-Aviv University, Ramat-Aviv, Tel-Aviv 69978, Israel Summary The paper aims to explore the complex and important links betweeninterventions with children, cognitive therapy, and social work.Although children comprise about half of the referrals to socialwork services, they do not generally receive direct treatmentin these settings. Social workers are involved with childrenin the roles of mediator or counsellor and as the supervisorwho is concerned with the placement of the child in appropriatesettings. When the need for direct therapeutic interventionarises, children are usually referred to educational or clinicalpsychologists. Social work as a profession has been foundedupon a psychodynamic approach; however, social workers havealways been concerned with effective treatments, the definitionof clear goals, and the clarification of client needs. Thesefeatures link social work to cognitive-behavioural therapy.Cognitive therapy, although not frequently used with children,is presented in this paper as a means for conducting directinterventions with children which fulfil social work's basictargets and needs.     

Time-Limited Treatment Groups for Children

Children with psychosocial problems relating to school, health, and mental health difficulties have been treated in time-limited groups. The present article explicates the process of small group treatment with children using the time-limited approach. The objectives, establishment, planning, and composition of groups as well as the leadership, activities, termination, and evaluation of these groups is presented.     

Why There are Fewer Children

Is it good or bad that the number of children being born is constantly declining? A majority of those writing on the subject say "bad"; a majority of those who give birth think, judging by their course of conduct, "good." Who is right? Those who write or those who give birth? Today this is one of the most complicated problems, and our present and future depend on it in many ways.