Jan Horwath

ABSTRACT Professionals encountering possible cases of child neglect face a complex task when judging whether a particular concern warrants a referral to social work services. A study of referral practice in cases of child neglect, completed in the Republic of Ireland, highlighted that it is not just the nature of the concern that influences referral practice but a range of other factors that are not related to the needs of the specific child. Assessment frameworks and tools, designed to assist practitioners make decisions about potential cases of neglect, usually focus on technical–rational activity associated with assessing children’s needs, parenting capacity and family and environmental factors. The findings from the study described in this paper indicate that assessment practice is as much a practice–moral activity as a technical–rational one. In other words, it is both a head and a heart activity. In this article, the factors influencing practitioners’ approaches to the identification and referral of cases of child neglect are explored. A range of factors appear to influence practice. These include the practitioner’s own perception of what comprises neglect and the extent to which they use ‘gut reaction’ or an evidence base to reach this conclusion. Their interpretation of role and the views of their colleagues and team manager also influence practice. In addition, their perception of social work services and the benefits of referral affect decisions to refer. Finally, their own personal feelings such as fear, guilt, over-empathy and anxiety about the response of the community have an effect on practice. The paper concludes by drawing together the findings of the study to produce a ‘practitioner domain’ alerting practitioners and managers to the head and heart activities which influence referral practice.

This article uses a model describing different levels of collaboration to chart the development of area child protection committees (ACPCs) and their successors, local safeguarding children boards (LSCBs). It argues that concerns about these partnerships lacking ‘teeth’ have resulted in a broadening of remit and increased regulation and statutory guidance. Using criteria from the literature for effective multidisciplinary strategic partnerships, consideration is given to specific issues that members of LSCBs encounter that limit their powers and influence. The final section of the article questions whether national regulation and guidance is sufficient to give LSCBs ‘teeth’ and ensure effective local collaborative activity. The author concludes that the strength and influence of the LSCB is as dependent on the quality of leadership provided by the members of the LSCB as it is on regulation and guidance.

ABSTRACT Research studies and serious case reviews following child deaths often criticise social work practitioners for failing to maintain a focus on the child. This paper draws on findings from a qualitative study of child protection planning in cases of chronic child neglect to increase understanding as to why this is the case. Four key themes that appear to affect social work practice are explored. These are: generalised assessments prior to conference; a narrow interpretation of the identity of a child; superficial engagement by professionals with the wishes and feelings of the child throughout the planning process; a lack of awareness of the different needs of siblings in large families; and parenting interventions considered in a vacuum. The authors argue that part of the reason social workers have found childcentred practice in these cases difficult is a consequence of the way in which the neglected child appears to be constructed. They conclude by considering how the latest English government guidance Working Together at one level exacerbates the issue whilst also providing opportunities for innovative practice designed to focus on the daily lived experience of the child.

The changes of the last ten years within social work organisations and social work education have inevitably influenced practice learning. As well as responding as practitioners, practice teachers have had to adapt their teaching to accommodate the changing nature and structure of social work courses. This paper uses the metaphor of a house and its environment, to explore how we can assure quality practice teaching within organisations subject to continual change. The metaphor promotes the notion that there are as many different forms of practice teaching as there are of houses. Solid practice teaching dwellings can be built even when the ground seems insecure. This metaphor also allows us to consider alternative ways in which practice learning might be constructed in the future

ABSTRACT The 1989 Children Act emphasizes the importance of giving due consideration to the child's religious persuasion. Yet, government assessment guidance provides practitioners with very little assistance in terms of establishing ways in which religious beliefs and practices influence family life. This is concerning at a time when considerable attention is being paid in the media to the negative influences of religious beliefs on parenting and Britain is becoming increasingly diverse. Drawing on a literature review of seventy-seven papers on religion and parenting, consideration is given to some of the challenges encountered by social workers when assessing the influence of religious beliefs on parenting. These challenges include: a lack of clarity with regard to what is meant by ‘religion’; small-scale research studies with limited scope; a focus on perceptions of the influence of religious beliefs; disregard for both social workers' own views about religion and the ways in which these views are likely to influence practice. Moreover, poor preparation on social work training programmes and minimal support from supervisors mean that practitioners do not feel confident exploring religious beliefs and practices with families. All these factors lead to a significant influence in many families' lives being ignored.

... the short-and long-term child protection plan, informed by a comprehensive assessment It ... of plan The key worker Guidance on their role in terms of: • co-ordination of the ... group • working with the family • managing inter-agency difficulties The child protection review Guidance for ...

ABSTRACT We believe trans-national social work education should be based on collaborative learning. Trans-national educational projects are frequently dependent on communication using interpreters. Effective interpretation is crucial if an exchange of knowledge, values and skills is to occur within a learning situation. In a recent article, we explored some of the issues and dilemmas faced by social work educators when working through interpreters in the context of trans-national social work education. We concluded with a code of practice for interpretation. This code of practice was predicated upon the assumption that the quality of interpretation was good. However, how should social work educators respond when the quality of interpretation is weak? This article considers ways in which poor interpretation impedes an exchange of ideas between educators and learners. We analyse the issues for both educator and learner, using Kolb's model of learning. The second part of the paper explores ways in which these issues can be addressed, in order to first enable collaborative learning to take place and second to promote a climate of learning that empowers learners and models anti-oppressive practice.

... For example, the local hairdresser prepares a newsletter and holds events in the salon, and a community association runs day ... I was able to make links between the work of Fahlberg (1994) and the developmental needs of the ... Working Together to Promote Experiential Learning ...

ABSTRACT Sharing of ideas about good practice and values in social work education and practice across Europe is a fast developing process. As the emergent post-communist states of Eastern and Central Europe, have developed new economic systems, participatory politics and new social infrastructures, they have sought the advice of Western states on the development of social work practice and education. This paper considers key issues involved in the transfer of ideas from West to East for both partners. The focus is on the development of social work education, and draws on experiences of collaboration with colleagues in Ukraine. Consideration is given to collaboration and detailed exploration of aspects of teaching and learning across cultures as a contribution to the development of social quality. For example, how to develop teaching technologies that are culturally sensitive and delivered by the appropriate teachers; how to examine the competence of social workers across cultural divides and how to evaluate the effectiveness of programmes of learning. This paper is relevant not only to the transfer of teaching across different national boundaries, but there are also messages for social work educators within nation states, who provide social work education to culturally diverse populations.

... For example, conflicting government initiatives, performance targets and funding streams will affect individual agency priorities in relation to determining partnership remit (Lupton, North & Khan, 2001; Wigfall & Moss, 2001). ... Baltimore: The Annie Casey Foundation. ...

This paper explores participation, by young people who have experienced violence, in policy and practice developments. Consideration is given to the promoters and inhibitors to high level participation identified by young people who contributed to a qualitative study completed in four European countries. These young people had, between them, experience of various types of violence within the home and community.

... However, it is of concern that when religious beliefs and practices are explored, notably in relation to Islam, their negative influence on child rearing appears to receive the most media attention (Osler and Hussain, 2005), and be linked to Islamaphobia, 9/11, the subsequent 'war ...