Search results for ‘Subject term:"vulnerable children"’ Sort:
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Assessing parental capacity to change when children are on the edge of care: an overview of current research evidence: research report
- Authors:
- WARD Harriet, BROWN Rebecca, HYDE-DRYDEN Georgia
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2014
- Pagination:
- 193
- Place of publication:
- London
This report provides an overview of current research evidence, bringing together some of the key research messages concerning factors which promote or inhibit parental capacity to change in families where there are significant child protection concerns. It is intended to serve as a reference resource for social workers in their work to support families where children’s safety and developmental functioning are at risk. Its purpose is also to assist social workers and children’s guardians in delivering more focused and robust assessments of parenting capability and parental capacity to change, and assist judges and other legal professionals in evaluating the quality of assessment work in court proceedings. The report brings together research findings from a wide range of disciplines, which are not otherwise readily available in one location for social workers, family justice professionals and other practitioners with safeguarding responsibilities. The research evidence covered in this report confirms that change is both important and necessary when children are suffering abuse and neglect. However it also makes it clear that change is difficult for everyone, but even harder for those parents who are struggling with an interlocking web of problems. It also takes time. Change is a complex process, and although it can be supported and promoted through effective interagency interventions, it cannot be imposed and will not happen unless parents are proactively engaged. (Edited publisher abstract)
Safeguarding babies and very young children from abuse and neglect
- Authors:
- WARD Harriet, BROWN Rebecca, WESTLAKE David
- Publisher:
- Jessica Kingsley
- Publication year:
- 2012
- Pagination:
- 240p.
- Place of publication:
- London
Based on a research study following babies identified as likely to suffer significant harm before their first birthdays until they were three years old, this book explores key issues surrounding the safeguarding process. These include; how decisions to remove children from their families are made, and whether interventions from social workers and other professionals work are effective and the impact they have on children's life pathways. It also examines the role various participants, including parents, have in decision-making. The findings of the study reveal a close link between decisions, maltreatment and children's developmental problems, and provide key implications and recommendations for policy and practice. The book is aimed at anyone involved in safeguarding children, including practitioners, policymakers, academics and researchers. Topics covered include: initial assessments, core assessments and Section 47 Enquiries; the children; the parents and their circumstances; referrals and assessments; pathways to permanence, temporary measures to safeguard children; how far were the children safeguarded; professional perspectives; and parents' perspectives. The book concludes with a summary of the key findings, their implications for policy and practice, and a discussion of methodological limitations concerning recruitment and retention of the study sample.
Infants suffering, or likely to suffer, significant harm: a prospective longitudinal study: research brief
- Authors:
- WARD Harriet, et al
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2010
- Pagination:
- 8p.
- Place of publication:
- London
The aim of this study was to explore the decision-making process influencing the life pathways and developmental progress of a sample of very young children identified as suffering, or likely to suffer, significant harm. The study took place in 10 local authorities, and focused on a sample of 57 children who were the subject of a core assessment, section 47 enquiry, or became looked after before their first birthdays. It followed 43 of the children until they were 3 years old. Information was gathered from case files and interviews held with birth parents, carers, social workers and team leaders, children's guardians, managers, judges, magistrates and local authority solicitors, and from focus groups held with health visitors. This research brief describes key findings of the study, including factors that shaped decisions, and the implications of the findings for policy and practice.
Promoting the health of looked after children
- Authors:
- POLNAY Leon, WARD Harriet
- Journal article citation:
- British Medical Journal, 11.3.00, 2000, pp.661-662.
- Publisher:
- British Medical Association
Looks briefly at the Government proposed new guidance on the health care of looked after children, which are currently out for consultation.
Young children suffering, or likely to suffer significant harm: experience on entering education: research brief
- Authors:
- WARD Harriet, BROWN Rebecca, MASKELL-GRAHAM Debi
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2012
- Pagination:
- 10p.
- Place of publication:
- London
This research brief provides an overview of the 2nd report from a prospective, longitudinal study tracing the decision-making processes that have influenced the life pathways of a cohort of young children who were identified as suffering, or likely to suffer, significant harm before their 1st birthdays. The report explores their progress between the ages of 3 and 5 years, with particular emphasis on their experiences on entering education. The focus on education is due to the view that, from about the time the children were 3, social workers would be able to withdraw their support on the grounds that their welfare would be monitored by staff in nurseries and schools. The study took place in 10 local authorities and focused on a subset of 37 of the original sample of 57 infants. The study used a mixed methods design, including data collected from social work case files, questionnaires completed by both parents and teachers, and in-depth interviews conducted with birth parents. The research brief provides an overview of the findings with regard to: the children’s position at birth and at age 3; the children’s position at age 5; children’s social care involvement; evidence of emotional and behavioural difficulties at age 5; and the role of the school in responding to abuse and neglect. Implications for policy and practice are discussed, including the importance of early, decisive and effective intervention and the role of schools in the safeguarding agenda.
Young children suffering, or likely to suffer, significant harm: experiences on entering education: research report
- Authors:
- WARD Harriet, BROWN Rebecca, MASKELL-GRAHAM Debi
- Publisher:
- Great Britain. Department for Education
- Publication year:
- 2012
- Pagination:
- 112p.
- Place of publication:
- London
This is the 2nd report from a prospective, longitudinal study tracing the decision-making processes that have influenced the life pathways of a cohort of young children who were identified as suffering, or likely to suffer, significant harm before their 1st birthdays. This report explores their progress between the ages of 3 and 5 years, with particular emphasis on their experiences on entering education.The focus on education is due to the view that, from about the time the children were 3, social workers would be able to withdraw their support on the grounds that their welfare would be monitored by staff in nurseries and schools. The study took place in 10 local authorities and focused on a subset of 37 of the original sample of 57 infants. The study used a mixed methods design, including data collected from social work case files, questionnaires completed by both parents and teachers, and in-depth interviews conducted with birth parents. The report discusses the findings under the following themes: the children’s experiences and progress from the ages of 3-5 years; readiness for school and evidence of emotional and behavioural difficulties or delayed development at age 5; and the children’s progress and experience as they enter school. Implications for policy and practice are discussed, including the importance of early, decisive and effective intervention and the role of schools in the safeguarding agenda.