This paper focuses on the process of engaging with families where a child is at risk of harm, and considers a relationship‐based approach to work with ‘involuntary clients’ of child protection services. Contextualizing the discussion within a broader understanding of the role and importance of relationship‐based practice, a conceptual and ethical framework is outlined that can, it is suggested, support effective relationship‐based work and moral decision‐making with involuntary clients. Making use of psychoanalytic and more broadly psychodynamic insights, along with perspectives drawn from recognition theory, it is argued that relationship‐based practice offers the potential for recognition, respect and reciprocity, and that these three aspects of relationship provide a foundation for ethical engagement with involuntary clients. However, such an approach is not without tensions, so the latter part of the paper considers some of the challenges and dilemmas that accompany the process of trying to engage parents who do not want to be ‘worked with’.

His previous posts include working as a lecturer at Northumbria University, and as a social worker and front line manager in both the statutory and voluntary sectors in England. His interests are in social work education, child protection, family support, child and family assessment, and parental engagement with services. Danielle Turney is a Senior Lecturer in Social Work at the School for Policy Studies, University of Bristol. Before taking up her present post, she worked at Goldsmiths College, University of London and at The Open University. Her main research interests are in child neglect and broader issues of child welfare and protection, assessment of children and families, and relationship-based 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.