Gatekeeping in child welfare: a comparative study of intake decisionmaking by social workers in Canada and Sweden

This article details findings from social workers in Sweden and Canada, illuminating similarities and differences in gatekeeping in child welfare and child protection. Analysis revealed different patterns of inclusion and exclusion. Swedish child welfare includes a greater readiness to intervene with more resources and measures. Gatekeeping is assessment driven and focused on family preservation. In Canada, only the most needy children are eligible for a limited range of services. Gatekeeping is structure driven and narrowly focused on protection. Analyses of evidence-based research to improve outcomes for children and families must include comparisons of how different structural orientations influence management of referrals at intake. The authors discuss the implications of these findings.     

The New Sisters of the Road: Homeless Women and Their Children

ABSTRACT

This article examines the growing social problem of homeless women and their children. It provides a historical perspective, reasons for the increased incidence of family homelessness, the negative effects of homelessness on women and children, and programmatic responses. It also makes recommendations for effective program services and policy reforms. It urges family social workers to adopt a policy advocacy orientation. The article concludes that there is a need for further research to separate causes from effects when studying homeless women and children, and that researchers need to attend to the significance of gender for the social problem of family homelessness.     

The Development of Special Education in Brazil

This paper examines the development of special education in Brazil within a wider context of educational systems, societal changes, and the international scenario. Attention is focused mainly on the provision for pupils categorised as educable mentally deficient, as more than three-quarters of the special education clientele enrolled in the regular school system are classified as having educable mental deficiency. From the beginning of the institutionalisation of special educational services in Brazil, the public sector has placed more emphasis on special class type provision, therefore, the majority of these pupils are found in special classes within regular schools. However, although this type of provision might be regarded as mainstreamed provision, it is argued that if children are to be fully integrated into the 'normal' school life, reforms in the education system and more fundamental social changes are needed.     

Suitability for practice guidelines for students: A survey of Canadian social work programmes

This paper reports on the development of a 'suitability for practice' policy in a large Canadian school of social work. Pertinent gatekeeping issues are reviewed and the results of a survey on suitability polices in Canadian social work schools are presented. The paper concludes with a discussion of the University of Calgary's Faculty of Social Work Suitability Policy. This policy integrates current research on gatekeeping, the results of the Canadian schools survey and input from primary stakeholders: the students, faculty members, the professional association and the community.     

Issues and Challenges in Gatekeeping: A Framework for Implementation

Social work educators' role in gatekeeping within BSW and MSW academic programs continues to be a concern and challenge for the profession. Social work programs are the entry point in which students develop the required competencies to practice within the field. The social work literature on gatekeeping is extensive and expansive. The literature reviews and addresses the importance and need for gatekeeping as well as challenges in implementing gatekeeping within social work programs. This paper reviews the literature on gatekeeping in social work programs, discusses the legal issues pertinent to gatekeeping, and identifies the challenges faced by social work programs in implementing gatekeeping procedures. The paper suggests an integrated conceptual framework using the Council on Social Work Education's Educational Policy and Accreditation Standards (EPAS) for competencies in gatekeeping in social work programs.     

Negotiating with Gatekeepers in Research with Disadvantaged Children: A Case Study of Children of Mothers with Intellectual Disability

Child‐oriented researchers have long recognised children's right to be heard in research about their lives and, as experts about childhood, their perspectives should inform social policy and research. While it is encouraging that more children are consulted about matters of importance to them, some children's voices remain silenced. When researchers have to liaise with adults, such as parents and social workers, to recruit children, these adults make decisions about who participates. An account of recruiting children of mothers with intellectual disability, a potentially disadvantaged group, is presented. The reasons for gatekeeping and the implications of this are explored.     

Parental Gatekeeping and Child Custody Evaluation: Part III: Protective Gatekeeping and the Overnights “Conundrum”

ABSTRACT

The concept of parental gatekeeping and the forensic evaluation model for child custody disputes is described and applied to the context of considering overnight care by fathers for infants and toddlers. The forensic model is briefly described: facilitative, restrictive, and protective gatekeeping. The gatekeeping continuum is described, ranging from extreme restrictive to very facilitative and inclusive. Gatekeeping is isomorphic with a common best interest statutory factor on support for the other parent–child relationships. The limited research on overnights and child outcomes is briefly reviewed and discussed in the context of attachment theory. The concept of social capital is introduced as an explanatory concept for research that shows the benefit of joint parental involvement and shared parenting, including overnight care by fathers. Attachment and social capital are presented as complementary, explanatory concepts for understanding the gatekeeping and overnights issues. The conservative school of thought on overnight care by fathers is discussed in terms of a justification analysis as part of the gatekeeping model. Mothers opposing overnights need to show with behavioral specificity how overnights would be harmful to the child and then how the father can still be afforded substantial involvement in the present and future.     

PROMOTING RESILIENCE AND PROTECTIVE FACTORS IN THE CHILDREN'S FUND

As part of the broader prevention and social inclusion agenda, concepts of risk, resilience, and protective factors inform a range of U.K. Government initiatives targeted towards children and young people in England, including Sure Start, the Children's Fund, On Track, and Connexions. This paper is based on findings from a large qualitative dataset of interviews conducted with children and their parents or caregiver who accessed Children's Fund services as part of National Evaluation of the Children's Fund research.¹ Drawing on the notion of young people's trajectories, the paper discusses how Children's Fund services support children's and young people's pathways towards greater social inclusion. While many services help to build resilience and protective factors for individual children, the paper considers the extent to which services also promote resilience within the domains of the family, school, and wider community and, hence, attempt to tackle the complex, multi-dimensional aspects of social exclusion affecting children, young people, and their families.     

Children of Lesbian and Gay Parents

ABSTRACT

The purpose of this paper is to review the research literature concerning the development of children with gay and lesbian parents. It begins by discussing some of the social, theoretical, and legal implications of studying this population, and critiques a number of the assumptions guiding this research. The review then proceeds to include studies on children of divorced lesbian and gay parents, as well as studies conducted on children of gay and lesbian families that are planned. The body of literature generally concludes that children with lesbian and gay parents are developing psychologically, intellectually, behaviorally, and emotionally in positive directions, and that the sexual orientation of parents is not an effective or important predictor of successful child development. The paper also includes a discussion of the limitations of these studies, provides suggestions for future research, and discusses the challenge these families pose for the meaning and definition of family.     

Gatekeeping in Graduate Social Work Education: Should Personality Traits be Considered?

To begin to systematically determine what qualities may be most useful for social work students and developing practitioners from a gatekeeping standpoint, this study explored the relationship between personality traits among first-year MSW students and performance in the field and classroom. Results indicated that there is a relationship between some personality traits and performance in the field and classroom. Findings from this study support previous research in allied disciplines indicating that personality traits are relevant to professional training and occupational success. They also lend support to recent literature in social work, which has recognized personal characteristics or attributes as critical to success in practice. Implications regarding gatekeeping, the US Council on Social Work Education's implicit and explicit curricula, and signature pedagogy are discussed.     

A study of disabled children and child protection in Scotland — A hidden group?

This paper is based on analysis of data collected for a study, commissioned by the Scottish Government, which examined child protection work with disabled children. At a conceptual level, the paper draws on Goffman's frame analysis and on different models of disability. Focus groups were conducted with five Child Protection Committees (40 individuals) and semi-structured interviews with a further 21 practitioners from social work, education, health services, third sector organisations and the police. The findings show that, for various reasons, abuse of disabled children may go undetected. Where it is suspected, effective action does not always follow, for example, where practitioners over-empathise with parents. When child protection work is undertaken, disabled children may remain relatively invisible in terms of participation and professional focus. It is suggested that the ways in which practitioners and managers “frame” disabled children has implications for how abuse is responded to and how well these children are protected. Participants also “framed” disability in different ways, and it is suggested that a social relational model seems particularly applicable. In conclusion, in many respects disabled children experiencing abuse may remain absent from or to some extent hidden within child protection services in Scotland. While some creative work is taking place, considerable changes are required to make child protection services accessible to all disabled children, sensitive to their needs and respectful of their rights.     

Collaborating to Focus on Children in Australian Social Work Education

Social work educators across the world are engaged in developing a curriculum that prepares students to be effective practitioners in a range of settings that involve working with children. This paper reflects on collaborative strategies and research that have influenced the child wellbeing content of social work courses in Australia. It presents a critical analysis of the tensions and challenges that can occur in (this) collaborative work. It then discusses an outcome of this advocacy to influence the child wellbeing content of social work education, an undergraduate module aimed at increasing students' knowledge and skills in communicating with children. This paper argues that Indigenous children (such as Aboriginal and Torres Strait Islander children) are over-represented in child protection systems and out-of-home care services, and that this needs to be acknowledged and given increased attention in the education of social work students internationally.     

Subjectivation,agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context

Abstract

This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the current model of schooling for asylum-seeking and refugee children is implicated in the making of particular sorts of ‘subjects’, as well as the creation of educational and social exclusions and inequalities. Schools, refugee organisations as well as the work of educators and social workers can be important sites of ‘counter-politics’. Borrowing from the theoretical tools offered by Dis/Ability Critical Race Studies (Dis/Crit) framework and engaging with Judith Butler’s understanding of processes of subjectivation, the paper explores how asylum-seeking and refugee students can be rendered subjects outside the educational endeavour, or indeed outside studenthood. Data from an ongoing constructivist grounded theory doctoral research project, interviews with asylum-seeking children and with professionals working in different refugee services in Rome, are offered to substantiate the argument presented in this paper.     

Independence and effectiveness: Messages from the role of Independent Reviewing Officers in England

This paper draws on research into the role of Independent Reviewing Officers (IROs) in England, exploring the dimensions and challenges of their ‘independence’. IROs are specialist social workers whose function is to review the cases of children in public care and ensure that they have appropriate plans and that these plans are being implemented in a timely manner. IROs are ‘independent’ in the sense that they are not the social worker to whom a child's case is allocated, and do not have line management responsibility for the case, however they are employed by the same local authority. There are detailed regulations and government guidelines on their role, and high expectations, but what does independence mean in this context? The paper draws on a mixed methods study conducted by the authors in 2012–14, which included a survey of 122 files of children in care from four local authorities; interviews with 54 social workers, 54 IROs, 15 parents, and 15 young people; six focus groups; and nationally-distributed questionnaires for IROs (65), social work managers (46) and children's guardians (39). The study found five dimensions of independence: professional, operational, perceived, institutional and effective. The IROs and social workers generally took more nuanced and pragmatic approaches to their inter-professional working than prescribed in the policy guidance or the pronouncements of politicians and judges, seeing this as more likely to be effective. IROs are not, and cannot be, the solution to all the problems that exist in services for children in care, and the other professionals involved should not be seen as necessarily any less capable or committed to the best interests of the children. Rather, the IRO is part of an interactive system of checks and balances which, together, may increase the likelihood that professional judgement will be exercised effectively on the child's behalf.     

Access to Mental Health Services: The Struggle of Poverty Affected Urban Children of Color

It is estimated that, in the United States, one in ten children and adolescents suffer from illness severe enough to cause some level of psychosocial dysfunction. Urban children, and in particular low-income children of color, are at greater risk of developing mental health problems, and are less likely to receive effective child mental health services. Prompt and effective access to mental health services by urban children of color is a critical direct practice and social policy concern. This article provides an overview of significant barriers to mental health care experienced by poverty affected urban children of color and their families. It also addresses a broad range of practice and policy issues that need to be raised in order to ensure competent delivery of mental health services for children living in urban environments. The role of social work in assisting poor urban children of color to access and benefit from mental health services is stressed. Manny John González, D.S.W., is an Assistant Professor of Social Work at Fordham University Graduate School of Social Service.     

Child protection systems within the Danish,Finnish and Norwegian welfare states—time for a child centric approach?

This article explores the relationship between the child protection systems and the Nordic welfare state in Denmark, Finland and Norway. Despite an ideological focus on prevention and provision of a fair amount of universal services and in-home child protection services for families and children, there is, nevertheless, a relatively high number of children in the child protection system, even children placed out of their home. The outcome of child protection seems to be relatively poor. One of the problems in the present child protection systems is related to questionable service provision within the system. Other problems are about the normative foundation for the system, for example, family orientation and the least intrusive principle. Such principles are closely related to the logic of universal services, and may as such ignore the diversity of needs, rights, risks and ages of children needing protection and related services. Consequently, many principles of the present child protection systems are – and will remain – challenged by a child-centric orientation, in which valuing children's needs, rights and voice in situ are central.     

How to house a child: providing homes for Jewish children in interwar Poland

After World War I Jewish community leaders in Poland addressed the increasing number of orphans due to the war and continued violence by placing children in foster care and building orphanages run by local non-governmental organisations. The care of children in private homes was seen as the most practical solution to the crisis and a real alternative to the establishment of institutions. The records of these non-governmental organisations and the writings of Jewish community leaders reveal that the discussion regarding institutions and private care reflected a desire to provide effective and efficient services but was also a sign of the institutional immaturity of the organisations that had emerged to address the needs of children. Proponents of both institutions and private care advocated greater supervision of these services and, if not institutionalisation, more organisation of those working in child welfare and of children's lives. Believing that such supervision would make the children under their care into more productive, responsible adults, the leaders of Jewish children's aid associations in Poland viewed positively the increasing involvement of non-governmental organisations and the state in the intimate lives of families.     

从农民工进城住房入手改革户籍制度

现阶段城市户籍实际代表了三项公共服务:以城市最低生活保障为主的社会救助服务,以经济适用房和廉租房实物或租金补贴为主的政府补贴性住房安排,以及迁移人口子女在城市公立学校平等就学的机会。户籍制度改革的关键,就在于如何通过有效的政策改革方案,为外来人口提供可支付的住房,以及为其子女教育建立有效的融资机制,从而使外来务工人员主要是农民工可以在城市定居下来。土地制度改革可以作为突破口,通过城中村政府和村民有效的公私合作,充分利用市场机制为外来人口提供可支付住房,辅以相关财税体制改革,同时可以有效解决外来务工人员子女的教育问题。在通过土地制度改革和相关财税体制改革有效解决了外来人口住房问题和子女教育问题后,户籍制度改革也就完成了实质性突破。     

Inter‐professional working in child protection with families with long‐term and complex needs

Within the United Kingdom there is growing awareness of the need to identify and support the small number of children who are living in families experiencing multiple problems. Research indicates that adverse experiences in childhood can result in poor outcomes in adulthood in terms of lack of employment, poorer physical and mental health and increases in social problems experienced. It is acknowledged that most of these children are known to child welfare professionals and that some are referred to social services, subsequently entering the child protection system. This paper reports research conducted with 28 experienced child welfare professionals. It explores their views about families known to the child protection system with long‐term and complex needs in relation to the characteristics of children and their families; the process of intervention with families; and the effects of organisational arrangements on practice. The research indicates that these families are characterised by the range and depth of the problems experienced by the adults, such as domestic violence, mental health difficulties and substance misuse problems, and the need for professionals to have good inter‐personal skills and access to specialist therapeutic services if families are to be supported to address their problems. Copyright © 2008 John Wiley & Sons, Ltd.