Child Visibility in Cases of Chronic Neglect: Implications for Social Work Practice

Horwath, Jan; Tarr, Sukey

doi:10.1093/bjsw/bcu073

Cited by 15 publications

(15 citation statements)

References 19 publications

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“…This was further highlighted in a qualitative study carried out by Horwath and Tarr (2015), which indicated that social workers struggled to be child-centred during the planning process when working with children living with chronic neglect, and only superficially engaged with them.…”

Section: Voice Of the Childmentioning

confidence: 99%

A study of serious case reviews between 2016 and 2018: what are the key barriers for social workers in identifying and responding to child neglect?

Solem

Diaz

Hill

2020

JCS

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Purpose Child neglect is the most common form of maltreatment but is also one of the most complex. Neglect has a long-term negative impact on children and young people’s development and wellbeing. This study examined 20 recent serious case reviews that had taken place in England where neglect was a feature. The purpose of this study is sought to explore the barriers, which exist for social workers in England in identifying and responding to neglect in a timely, appropriate and effective manner. Design/methodology/approach Thematic analysis identified four main themes that were likely to impact upon effective interventions. Findings Challenges in terms of the definition of neglect and how to identify it; the use of neglect toolkits; the impact of organisational cultures on practice and the voice of the child. Originality/value In spite of its prevalence there is a dearth of literature relating specifically to the issue of neglect. There is a need for further research to be undertaken because of the acknowledged, seriousness and potential longstanding negative impact on children even into adulthood (Horwath, 2013). It is hoped that this study provides a useful insight into some of the barriers that exist for social workers in working effectively with children and families for whom neglect is an issue.

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Section: Voice Of the Childmentioning

confidence: 99%

A study of serious case reviews between 2016 and 2018: what are the key barriers for social workers in identifying and responding to child neglect?

Solem

Diaz

Hill

2020

JCS

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“…Despite the recommendation that practitioners need to focus less on observable indicators and more on the experience of neglect for the child (Horwath and Tarr 2015), the data shows that school staff continue to place considerable weight upon what they can 'see'. Many participants express considerable frustration at being unable to communicate their concerns clearly, and speak of substantial difficulty in conveying concerns of child neglect which they felt were rooted in professional intuition rather than evidence (Thompson 2016).…”

Section: Identifying Neglect In Schoolsmentioning

confidence: 88%

“…anger or tiredness, which is often attributed by staff to concerns of hunger or nutritional neglect, and withdrawal and aloneness in the classroom, attributed to potential concerns that a child is living with emotional neglect. Horwath and Tarr (2015) suggest that careful consideration is necessary in giving attention to how professionals appear to construct the child experiencing neglect, whether deliberately or not. Their study, funded by a Welsh Local Safeguarding Children Board, highlights the importance of understanding the views and experiences of the child in cases of neglect, identifying that the cause of the problem is seldom a single event.…”

Section: Identifying Neglect In Schoolsmentioning

confidence: 99%

Identifying and Responding to Child Neglect within Schools: Differing Perspectives and the Implications for Inter-Agency Practice

Sharley

2019

Child Ind Res

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Child neglect is the most common reason for a child to be placed on the child protection register in Wales. Due to their central position within the community, schools provide opportunities for staff to observe children's interactions with peers and family members, five days a week, over an extended period of time and development. Although literature acknowledges schools as pivotal sites for the identification of child maltreatment, little is known about the manner in which school staff recognise and respond to child neglect in their roles. This paper brings new understanding about the way in which child neglect is identified by school staff in Wales. The mixed method research design comprises two phases: quantitative social work case file analysis, qualitative semi-structured interviews and non-participant observation. This paper presents two key findings from the thirty interviews with staff in mainstream schools undertaken within the second phase of the study. Findings emphasise the presence of differing professional perspectives between school staff and social services: firstly the identification of child neglect within the boundaries of the school, and secondly the interprofessional challenges which exist for school staff when responding to child neglect. Findings have important implications for future policy and practice in the delivery of school-based service provision, and broader messages for the development of effective inter-professional relationships between staff in all universal services and statutory services when supporting and protecting children who are suspected of living with neglect.

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“…This clearly takes time and results in delays to children receiving the care that they need. Thus, these behaviour of professionals contribute to the ongoing chronicity of child neglect that can be damaging to a child's development and health (Horwath and Tarr, ). The difficulty appears to be in the term ‘evidence’.…”

Section: Discussionmentioning

confidence: 99%

Identifying and Responding to Child Neglect: Exploring the Professional Experiences of Primary School Teachers and Family Support Workers

et al. 2019

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This study aimed to explore primary school teachers' and family support workers' experiences of working with families and children with suspected or confirmed child neglect. Two in‐depth, semi‐structured focus groups with four primary school teachers and six family support workers explored the experiences of the two separate professions. Two hypothetical vignettes describing emotional and physical neglect were used to aid discussion. A qualitative, inductive thematic analysis was used to analyse the focus group data. Despite professionals wanting to act when neglect is first identified (early intervention), this was often not common practice. Professionals highlighted that child neglect, in particular emotional neglect, was often not deemed ‘serious enough’ to report, and would not be reported until a bigger ‘jigsaw puzzle’ of evidence had been collated. Professionals struggled with policies and funding that impact on their ability to respond in every case of child neglect as well as multiagency working difficulties, including perceived confidence in their roles and how other professionals view their work and professional opinions. Child neglect, especially emotional neglect, must be rated as equally serious as other forms of child maltreatment necessitating intervention, and professionals must be given support and funding to achieve this. Key Practitioner Messages The consequences of prolonged child neglect should be better understood and recognised. Resources and support provided early may prevent long‐term serious harm. Training on sensitively discussing with parents how to provide appropriate care for their children and how to challenge appropriately other professionals may help enhance professionals' confidence in speaking up and taking action. Innovative use of universal provisions such as breakfast or after‐school clubs may be welcomed more by parents.

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Child Visibility in Cases of Chronic Neglect: Implications for Social Work Practice

Cited by 15 publications

References 19 publications

A study of serious case reviews between 2016 and 2018: what are the key barriers for social workers in identifying and responding to child neglect?

A study of serious case reviews between 2016 and 2018: what are the key barriers for social workers in identifying and responding to child neglect?

Identifying and Responding to Child Neglect within Schools: Differing Perspectives and the Implications for Inter-Agency Practice

Identifying and Responding to Child Neglect: Exploring the Professional Experiences of Primary School Teachers and Family Support Workers

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