Being child‐centred: Factors that facilitate professional judgement and decision‐making in child protection

Bastian, Carmela; Dunk-West, Priscilla; Wendt, Sarah

doi:10.1111/cfs.12855

Cited by 8 publications

(15 citation statements)

References 22 publications

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“…The lack of educational collaboration among the SHE disciplines is alarming from the perspective of higher education's work life relevance, because SHE professionals work closely together, for example, in schools where promoting children's and adolescents' well-being and learning is a shared goal for all of them (Allen-Meares et al, 2013;Franklin, Kim & Tripodi, 2009;Hynek, Malmberg-Heimonen & Tøge, 2020;Kvarme et al, 2010;Maughan, 2003). Accordingly, interprofessional collaboration among the SHE professionals should start during degree studies to ensure the development of knowledge and understanding of interprofessional core competency domains, values and ethics, roles and responsibilities, IP communication and teams and teamwork (CAIPE, 2002;Pollard et al, 2008; WHO, 2010), as well as child-centred work culture (Bastian, Dunk-West & Wendt, 2021).…”

Section: Discussionmentioning

confidence: 99%

Interdisciplinary collaboration among the fields of social care, health care and education in higher education: An integrative review

Tuominen¹,

Salminen²,

Raukola-Lindblom³

et al. 2022

Preprint

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One key question in higher education is how it can produce relevant work life outcomes. The significance of interprofessional collaboration in the fields of social care (S), health care (H) and education (E) has been clearly identified, but there is a lack of research regarding the collaboration of these disciplines in higher education. This integrative literature review explores what education-related interdisciplinary collaboration exists among the SHE disciplines in higher education. This review is the first attempt to synthesise this knowledge. The collaboration among the SHE disciplines in higher education is implemented in arranging, evaluating and developing interprofessional education, and with work life; however, this collaboration is rare. When it exists, it does not inclusively bring together faculty members and work life. The higher education of SHE disciplines need to be planned, conducted and evaluated in interdisciplinary collaboration to better correspond to genuine interprofessional work life situations.

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Section: Discussionmentioning

confidence: 99%

Interdisciplinary collaboration among the fields of social care, health care and education in higher education: An integrative review

Tuominen¹,

Salminen²,

Raukola-Lindblom³

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Authors such as O'Reilly (2008) point to children's ‘half‐membership’ status in the therapy room when caregivers and family members are present. Other authors point to broader contextual challenges of child‐centred practice, such as competing bureaucratic expectations, high workloads and rising social inequality, particularly in child protection settings (Bastian et al, 2022; Ferguson; 2017).…”

Section: Therapy and The Construction Of Issuesmentioning

confidence: 99%

“…Despite the many contextual challenges (Bastian et al, 2022; Diaz et al, 2019), social workers need to find collaborative ways to work with children in the presence of the caregiver to explore a relational definition of the issue(s) impacting on their mental health. A relational focus could broaden the scope of the therapeutic conversation to avoid the child being held solely responsible for self‐regulating their emotions (Reid, 2022; Reid & Brough, 2022).…”

Section: Practice Implicationsmentioning

confidence: 99%

Who has naming rights? The framing of children's mental health issues in discursive therapy with their caregivers

Reid

2023

Child & Family Social Work

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Children in Western countries are being referred for therapy at increased rates. There is, however, a lack of research that explores how social workers, in the role of therapist, engage children and their caregivers to determine the ‘presenting concerns’ for therapy. This study uses a Critical Discourse analysis of therapy transcripts to investigate if and how children are afforded the right to name the issues they may face. The study examines the politics of knowledge production in the therapeutic triad between the therapist, child and caregiver. The messy realities of child‐centred practice are shown. The findings reveal the complex operations of power in therapy interactions and the influence of behavioural discourses in framing children's mental health issues, positioning children as therapeutic subjects. Findings underscore the need for social workers to find socio‐political ways to conceptualize, with children, the issues that impact on their lives, using externalizing practices and therapeutic resources.

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“…In Western‐orientated individualistic nations, the realisation of children's rights is operationalised through the implementation of a child‐centred ethos. Being child‐centred requires practitioners to ensure children are seen and heard, and their rights and needs prioritised (Bastian, 2020; Bastian et al, 2022). It could be argued that this is the antithesis of collectivist values.…”

Section: Introductionmentioning

confidence: 99%

Understanding practice with culturally and linguistically diverse children and young people who have experienced domestic and family violence: A practitioner perspective

Keipert,

Bastian

2023

Child Abuse Review

Self Cite

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There is a dearth of research focused on practice responses with culturally and linguistically diverse (CALD) children and young people experiencing domestic and family violence (DFV). This knowledge gap may result in a lack of professional guidance and clarity for practitioners who work in this complex context. This small‐scale qualitative research study explored practice responses with CALD children and young people. Semi‐structured interviews were conducted with nine practitioners who supported and responded to CALD children and young people and their families at the intersection of DFV and child protection. Data included their practice experience, professional knowledge and practice wisdom. A thematic analysis was used that highlighted the importance of practitioners prioritising the needs of children and young people and navigating the complexities of culture and gender.

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Being child‐centred: Factors that facilitate professional judgement and decision‐making in child protection

Cited by 8 publications

References 22 publications

Interdisciplinary collaboration among the fields of social care, health care and education in higher education: An integrative review

Interdisciplinary collaboration among the fields of social care, health care and education in higher education: An integrative review

Who has naming rights? The framing of children's mental health issues in discursive therapy with their caregivers

Understanding practice with culturally and linguistically diverse children and young people who have experienced domestic and family violence: A practitioner perspective

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