A small‐scale qualitative scoping study into the experiences of looked after children and care leavers who are parents in Wales

This paper presents the findings of a scoping study into looked after children and care leavers who are parents in Wales. Eight parents engaged in a qualitative interview. Thirty‐one pregnancies were discussed during the interviews: 16 live births, two ongoing pregnancies, one stillbirth, one termination and 11 miscarriages. At the point of interview, two parents continued to care for their children, but six had experienced the permanent removal of their child/ren as a result of social services intervention. Twelve of the 16 children discussed in the interviews were ‘looked after’ or adopted. Despite its small‐scale nature, the study highlights important considerations before, during and after participants became parents. Broadly categorized, these relate to the influence of parents' childhood experiences on their capacity to be parents, the availability and adequacy of support during parenting and the ensuing impact of parenting ‘success’ or ‘failure’. For parents who had experienced the loss of a child, some were resigned to having no further children, some continued to hope for a family in the future, while others had experienced cycles of repeated pregnancies and compulsory removals. The findings are considered in the context of related literature and suggest that increased attention is required in this under‐researched but highly emotive area.     

Predictors of outcome for unrelated adoptive placements made during middle childhood

This paper reports on a follow‐up to adolescence of two longitudinal prospective studies of children placed from public care with non‐related adoptive families in the UK. Factors associated with outcome are presented for 99 children (one index child per adoptive family) who were between 5 and 11 years of age at placement. Information concerning the children's backgrounds and care histories was obtained shortly after placement (T1), from social workers. Adopters were interviewed at T1 and again at the end of the first year (T2). A further follow‐up was conducted an average of six years after placement (T3). Outcomes at T3 were classified as either disrupted, which was true for 23%, continuing and ‘positive’ (49%) or continuing but ‘difficult’ (28%). Bivariate analyses revealed a number of attributes, related to both the child and the adoptive parents, which were associated with differential outcomes. Logistic regression produced five predictors of placement disruption: age at placement, behavioural problems, preferential rejection, time in care and the child's degree of attachment to the new mother. Differences were found between ‘positive’ and ‘difficult’ outcomes in continuing placements as well as between continuing and disrupted placements. The analysis suggests that adoption should certainly be considered as an option for children over 5 years of age while recognizing the need for both preparation and post‐placement support. Evidence of differential outcome in continuing placements provides support for efforts to reduce the number of placements and returns home that a child at risk experiences.     

The impact of ‘being assessed’ by a disabled children's team: a personal reflective account

The body of ‘service user’ literature confirms the value of parental perceptions of child and family social work and the insight parents and others can offer. This paper lends my voice to the literature regarding parental perceptions, inspired by the work of Pamela Davies, who provided a personal account of the impact of a child protection investigation. This paper draws upon my experiences of being a father of two ‘disabled children’ and undergoing an assessment of need. This paper seeks to draw attention to issues of choice, power imbalances and the role of expertise. My personal experience of undergoing an assessment was that it was an emotionally fraught process, for the duration of the assessment, our family stress increased and we had a sense of having to ‘battle’ for the support we needed. As such, my personal experience fits well with the wider body of literature, which highlights the increased stress of caring for children with additional needs, the challenges of ‘fitting’ disabled children into the frameworks used to assess all children and the difficulty for parents and professionals in distinguishing between ‘normal’ parenting responsibilities and the additional responsibilities of caring for a disabled child.     

A court file analysis of child protection cases: What do children say?

Children's participation in legal proceedings affecting them personally has been gaining importance. So far, a primary research concern has been how children experience their participation in court proceedings. However, little is known about the child's voice itself: Are children able to clearly express their wishes, and if so, what do they say in child protection cases? In this study, we extracted information about children's statements from court file data of 220 child protection cases in Germany. We found 182 children were asked about their wishes. The majority of the statements found came either from reports of the guardians ad litem or from judicial records of the child hearings. Using content analysis, three main aspects of the statements were extracted: wishes concerning main place of residence, wishes about whom to have or not contact with, and children granting decision‐making authority to someone else. Children's main focus was on their parents, but others (e.g., relatives and foster care providers) were also mentioned. Intercoder agreement was substantial. Making sure that child hearings are as informative as possible is in the child's best interest. Therefore, the categories developed herein might help professionals to ask questions more precisely relevant to the child.     

‘Modern’ parenting and the uses of childcare advice in post-war England

In the post-war English media, ‘modern’ parenting referred to psychologically inspired styles of parenting drawn from professionals. Drawing on archived social-science interviews with over 600 families, this article considers what ‘modern’ parenting meant in the vernacular. It explores the emergence of a group of working-class parents who felt ‘modern’ because they had adopted whichever style of parenting they felt ‘right’ for their child, whatever its source. These parents personalized ‘modern’ ideas found in the mass media, using them to justify choices which they had already made. They came to identify as flexible, adaptive, parents, rather than as people who unquestioningly implemented someone else’s ideas. Using reflexive models of selfhood, they produced a syncretic amalgamation of ideas about parenting, which were drawn, simultaneously, from childcare professionals, members of their communities and their own intuitions. This allowed them to fashion unique styles of parenting, tailored to their children. Rethinking what was ‘modern’ and ‘traditional’ let them reconceive parenting as a personal matter, not as something which professionals or kin should dictate. The post-war fixation on the self was therefore consonant with the ‘reworking’ of class, rather than with its declining salience in English society.     

Just deserts? ‘Privatisation’ and the history of deservingness in Australia's retirement incomes system

Over the last few decades, changes in Australia's retirement incomes policy, including the introduction of compulsory superannuation, have seen governments encourage individuals to provide for their own old age from private means. This process has been described as ‘privatisation’ of retirement incomes. However, beyond the ‘privatisation’ thesis, there has been little critical examination of what these changes have meant for the nature and relative importance of the different principles underpinning Australia's retirement incomes system. This paper aims to provide such an examination. Drawing on the principles of deservingness and need, the paper provides an historical analysis of the development of Australia's retirement incomes system, tracing how these two principles underpinned the first age pension and subsequently contributed to the emergence of compulsory superannuation. This approach provides a deeper understanding of how contemporary policy changes have altered the structure of Australia's retirement incomes system, arguing that there are important historical continuities as well as changes. It argues that the phrase ‘state‐supported private saving’, rather than ‘privatisation’, captures the nature of this contemporary reform process.     

The symptom‐carrying child as a preserver of the family unit

The aim of this study was to investigate the operational validity of the theoretical concept of the ‘symptom‐carrying child’. Its purpose was to examine whether, and to what extent, the symptom‐carrying child plays a central role in maintaining the internal balance and unity of the family, and whether he holds a focal position in ‘triangulation’. The research hypothesis was based on theories of family therapy, in particular on the concepts of the ‘identified patient’, and ‘triangulation’. Our major question was whether symptomatic children would be more likely than non‐symptomatic children to exhibit greater responsibility and involvement in their parents’ marriage, and as such act as preservers of the family unit. Subjects in each of the groups participating in this study were identified in treatment centres for children and adolescents using the Achenbach Self‐report Questionnaire. Subjects included males and females aged 10–17, who had either internalized or externalized symptoms and no history of organic or psychotic disorders. The research groups also included each child’s parents and the sibling closest in chronological age, who served as an additional control group. A total of 118 children from nuclear, two‐parent families participated in the study. It was found that symptom‐carrying children exhibited greater involvement and responsibility in their parents’ marriage than non‐symptom‐carrying children. Likewise symptomatic children reported that they had greater influence on their parents than children without symptoms.     

An overview of the Scottish multidisciplinary child protection review

Following the murder of a young child by her stepfather a ministerial review of child protection across Scotland was established. It was carried out by a multidisciplinary team of representatives from education, health‐nursing, health‐medical, police, social work and the Reporter to the Children's Hearing. The review comprised a number of subprojects and included a direct audit of the practice of all the key agencies. The views of the general public, parents, children and professionals were obtained via a set of consultation subprojects. The audit of practice was built around a set of individual, in‐depth case studies. The cases were drawn from the spectrum of child care and protection cases by sampling from cases known to health visitors, education departments, the police and social work departments. The audit considered compliance with guidance, but the key focus was on outcomes for children. The findings indicated that although there were many examples of good practice with children, a significant number of children were left unprotected or their needs were not met. The issues were not unique to Scotland and are discussed under four key areas. The paper sets out the extent of chronic need amongst the child population that the audit revealed, looks at the messages from consultation about issues of accessing help for children or by children directly, and describes some shortcomings of the current system. Finally the paper analyses the ways that the different agencies interact and sets out a model for how the system can provide a protective network for children who are in need of protection and support.     

Reconstructing child welfare through participatory and child‐centred professional practice: a conceptual approach1

The ‘child’ in child welfare/protection is seen as a dependent waif and an object of interest, on whose behalf adults speak and act. An alternative perspective has argued for child‐centredness, and includes concepts of child liberation, rights and citizenship. Policymakers and practitioners who may accept the underlying principles may be concerned about the appropriateness and applicability of such principles in relation to practice with children and their parents in child welfare/protection cases. This paper discusses a conceptual framework for research that aims to explore participatory and child‐centred professional practice by critically evaluating and developing, for professional practice, the practical meanings of ‘participatory’ and ‘children as citizens’. We do not present research outcomes based on empirical data; instead, we present our conceptual framework as the first stage of research in progress into participatory and child‐centred professional practice.     

Child protection in China: threats and opportunities

Abstract

Since the inception of the Law on Protection of Minors in 1991, the Chinese government has increasingly emphasised child protection development by promulgating domestic legislation on children’s protection, and establishing policy and service delivery goals. This article critically appraises relevant academic literature, policy documents in relationship to the development of China’s child protection system. We found that although child protection policies exist, enforcement at local levels is characterised by sectorial fragmentation. There is a need to increase government-led initiatives in child protection, to strengthen the institution of family as a protective factor for children, to enhance professional competency and to develop innovative service delivery in partnership with civil society.     

Integrating the teaching,learning and assessment of communication with children within the qualifying social work curriculum

Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in England are not consistent in the curriculum structures, content and pedagogical approaches they are employing to teach and assess this topic. This paper discusses first how current proposals for the reform of qualifying education in England do not address the ambiguities and discretion in regulatory guidance, which have meant that the place and relevance of this topic within the curriculum remain uncertain and contested. It then draws on a model of the sequencing of students' learning and development in qualifying training, developed through the author's recent empirical research, to present an integrated and coherent approach to the teaching, learning and assessment of this topic. It is proposed that this strategy will enable students to develop the generic, ‘child‐focused’ and ‘applied child‐specialist’ capabilities they need for the ‘knowing’, ‘being’ and ‘doing’ of effective communication with children.     

Protecting children in Scotland: examining the impact of the Children (Scotland) Act 1995

This paper discusses findings from a small‐scale study of the impact on child protection practice following implementation of the Children (Scotland) Act 1995. The Act introduced three new measures to allow the state to intervene in families to protect a child where there is a risk of significant harm. These include the child protection order, the child assessment order and the exclusion order. The child protection order provides for the removal of a child to (or his or her retention in) a place of safety. In the first two years of the operation of the 1995 Act fewer applications were made for this order compared with similar provisions under the previous legislation. This reduction in applications appears to be related to unfamiliarity with new legislation; greater scrutiny resulting from the more formal application to the sheriff court; and the introduction of a new legal criterion for intervention, the presence or likelihood of ‘significant harm’. The introduction of the ‘no order’ principle into Scottish child care law is also likely to be a factor.     

城市化进程中流动人口随迁子女义务教育问题研究——以北京市城乡结合部城市化改造为例

本文以2010年以来北京市城乡结合部50个重点村城市化改造为例,对城市化改造中流动人口子女义务教育问题进行研究。频繁的城市化改造对流动人口子女义务教育产生的影响不能小觑。解决流动人口子女义务教育问题需要"解放思想,实事求是":应随城市化进程中流动人口的迁徙就近改建、扩建、新建流动人口子女学校,扩建、新建的学校都应有可移动性和非营利性特点;对城区学校空余或增扩的学位,实行积分制梯级入学办法;建立适应流动人口子女义务教育需要的财政统筹支付体系。     

Research Review: Child protection referrals and minority ethnic children and families

This paper reviews the research on the referral of minority ethnic children to child and family social work teams because of child protection concerns. Specifically, it focuses on those studies that have researched the referral stage of the child ‘in need’ and child protection systems, and explored differences in patterns of referral between the main ethnic groups that make up the UK population.     

Children in permanent foster care in Sweden

The Swedish child welfare system has no permanency planning as we know it from, for example, the United States and Great Britain. Regardless of whether the child is placed in foster care with or without the parents’ consent, the law requires semi-annual reviews and there is no time limit set on reunion. Nevertheless, there are foster children who remain in the foster home throughout the whole of childhood, on terms similar to permanent foster care or adoption. This paper concerns a selection of findings from a research project entitled ‘Is there a difference in being a foster child?’. Foster children aged 10–11 were interviewed three times and the children’s perspective was focused on, complemented by the perspective of their foster parent(s). When interviewed about their relationship to their natural family as well as to the foster family, and about having a sense of family belonging and expectations for the future, 11 of the 22 children perceived their stay in the foster home as permanent and regarded themselves as belonging only to the foster family, although all of the children had contact with their birth parents. The study concerns the children’s views as well as those of the foster parents. The perception of permanency in the absence of a legal option of permanency is discussed.     

Child protection and family support practice in Ireland: a contribution to present debates from a historical perspective

This paper takes the opportunity of the current child welfare system change in Ireland to promote the value of learning from history to better understand the interface between family support and child protection. The paper draws from the histories of child protection and family support to illuminate the commonalities and differences that have come to define the two practices. Using findings from two historical studies – one on family support and the other on child protection – the paper demonstrates the unique features and the many integrated elements of family support and child protection in Ireland. It is argued that students and practitioners need to be provided with a stronger sense of the historical developments that have shaped the present. This will enable comprehension of the complex context within which current relations between ‘protection’ and ‘support’ are negotiated and help to avoid operating in a vacuum of a present only viewpoint. The paper concludes with reference to the need for students and practitioners to navigate the complex relationship between family support and child protection at practice, policy and organizational level through a well‐informed knowledge of the historical as well as the present context.     

A qualitative exploration of parenting representations amongst mothers with young children on the edge of care

Mothers who are at risk of losing custody of their children represent a vulnerable population whose voices are seldom heard. Exploring their perspectives of parenting, their child and the relationship with their child—their ‘parenting representations’—can improve our understanding of their struggles and inform interventions. Research in this area so far has been predominantly quantitative, meaning valuable information about subjective experiences is often lost. The present study sought to address this gap by thematically analysing interviews with eight mothers with under-3-year-olds on the edge of Local Authority care, completed at the beginning of a therapeutic intervention. Results are reported around five themes: ‘Idealistic portrayal of the child and the relationship’, ‘Struggling as a parent’, ‘Shadows of the past’, ‘The child and motherhood as comfort’ and ‘Anxiety about loss and fighting for the child’. The parenting struggles of mothers in this population are complex and multi-faceted, fuelled by unresolved relational trauma, fears of further pain, adversity and difficulties in accessing and trusting support. Successful interventions are likely to require comprehensive, long-term approaches that holistically address mothers' unmet physical and emotional needs and begin with building relational trust.     

What do we know about child neglect? A critical review of the literature and its application to social work practice

Child neglect is a difficult and complex area of practice for social workers and other childcare professionals. To work effectively, practitioners need a good grasp of relevant literature and research – a point underlined by the moves to incorporate ‘research mindedness’ and ‘research literacy’ into social work education, training and practice. This paper aims to contribute to the debate around research literacy by looking in more detail at the research and knowledge base informing work with neglected children and their families, and considering the ways in which this can be applied in practice. In the first part of the paper, we provide a critical overview of the main aspects of research knowledge, summarizing ‘what we know’ currently about child neglect. Next, we look at some of the difficulties associated with this body of knowledge and at some of its limitations. Having noted these concerns, however, we go on to suggest ways in which the research evidence can be used in mainstream social work. We draw out some of the consequences for work with children and with their parents as well as considering the implications for social workers and their agencies.