Kevin and Peter: responses to two ‘preventable deaths’

European welfare states have substantial provision to ensure that children are brought up in conditions that meet the articles of the United Nations’ Convention of the Rights of the Child. In our analysis of two preventable deaths in Germany and England, we focus primarily on Article 18, which directs states to ensure that there is adequate provision to support parents in their responsibilities, and Article 19, which ensures children’s safety and protection. We outline the legal framework, which existed at the time of two child deaths: Kevin from Bremen and Peter in London, both young children who were subject to formal state supervision and oversight. The events – including the press response, their aftermath and the subsequent changes to social work practice through legislation and guidance will be examined. Our subsequent analysis will evaluate the extent to which events altered the balance between Articles 18 and 19 in the two countries, and the extent to which a Children’s Rights approach in this area offers new insights. The analysis will suggest that a rights-based approach offers some benefits for a comparative framework and understanding child and family social work, but also that it is not without some difficulties.     

Learning about ourselves through considering others: an examination of German students' cross-national learning

The paper examines the research and findings in relation to cross-national learning, which provide the background to an evaluation of a collaborative module run by German and English academics. A discussion of language and the need to engage the German audience in their own language is outlined, highlighting some of the difficulties inherent in translation and ensuring concepts are accurately conveyed, before examining the earlier literature in relation to cross-national learning. Drawing from this we outline how the module was developed and designed, with the core material being case studies which were used as vehicles to explore differences and similarities in social work systems—not merely in terms of practice, but also in relation to legislation and organisation. Of particular interest were reflections and comments from German social work students about the potential benefits of cross-national learning for their own practice in Germany. We conclude that the use of case studies enables greater student engagement and that the findings of earlier studies in relation to their use is confirmed, along with clear evidence that such approaches enable deeper reflections about students' own social work practice and systems.