Potential value of the current mental health monitoring of children in state care in England

Background: Routine screening to identify mental health problems in English looked-after children has been conducted since 2009 using the Strengths and Difficulties Questionnaire (SDQ). Aims: To investigate the degree to which data collection achieves screening aims (identifying scale of problem, having an impact on mental health) and the potential analytic value of the data set. Method: Department for Education data (2009–2017) were used to examine: aggregate, population-level trends in SDQ scores in 4/5- to 16/17-year-olds; representativeness of the SDQ sample; attrition in this sample. Results: Mean SDQ scores (around 50% ‘abnormal’ or ‘borderline’) were stable over 9 years. Levels of missing data were high (25–30%), as was attrition (28% retained for 4 years). Cross-sectional SDQ samples were not representative and longitudinal samples were biased. Conclusions: Mental health screening appears justified and the data set has research potential, but the English screening programme falls short because of missing data and inadequate referral routes for those with difficulties

Biblio-sitography of the UK context rights through alliances: innovating and networking both within homes and schools

This background context paper provides an overview and highlights from the UK in relation to homophobic bullying in schools. The paper was prepared for Workstream 1 of the Rainbow Has European Funded Project involving 6 European countries and which looked at the Rights Through Alliances: Innovating and Networking Both Within Homes And Schools between 2012-15. This paper describes the UK context and other participating countries prepared a similar background paper to inform a comparative approach and to benchmark activity across Europe. The full project report and other outputs from the programme can be viewed on the project website http://rainbowhas.eu

Social workers views on the use of the Strengths and Difficulties Questionnaire (SDQ) with looked after children

This thesis investigates the views of English social workers and child and adolescent mental health service (CAMHS) clinicians about how social workers use the Strengths and Difficulties Questionnaire (SDQ) with looked after children. Focus groups and semi structured interviews (conducted 2011 - 2013) examined social workers’ (n = 58, from nine local authorities) understandings of the mental health needs of looked after children and their use of the SDQ in assessing this, as well as how CAMHS clinicians (n = 24, from 11 Health Trusts) viewed the role of social workers in appropriately assessing mental health problems. Normalisation Process Theory was used to appraise how the SDQ had been routinely operationalised in everyday social work practice. A case study of one local authority explored the working practices of looked after children’s social workers and specialist CAMHS clinicians working in a co-located (high integration) service which had achieved consistently high annual SDQ returns over a number of years. The study found most social workers were not aware of the SDQ scores of the children or young people they were allocated and did not know how to interpret it in terms of looked after children’s mental health. Routinely collected SDQ data on looked after children who had been in care for a year or longer was not utilised by most of the social workers or the local authorities which collected it. Specialist CAMHS used the SDQ alongside social workers in only two local authorities. Level of integration (based on degree of co-location of social workers and CAMHS) did not appear to be associated with social workers’ SDQ use. Detailed examination of one local authority showed that although it contained a highly integrated service and was the best in the country at getting completed SDQ forms returned from foster carers, having a robust process for data collection was not enough to ensure the SDQ was integrated within social work practice in the organisation. Given challenges to local authority budgets and services, any recommendations to improve current practice must be mindful of resource implications. Better utilisation could therefore be made of existing local authority processes and resources to embed the SDQ into routine practice. A multi-agency approach remains critical to establish the routinised usage of the SDQ. This has the potential to benefit all agencies and most importantly, looked after children

Rights through alliances: findings from a European project tackling homophobic and transphobic bullying in schools through the engagement of families and young people

This paper draws on findings from a European project, ‘Rights through Alliances: Innovating and Networking Both Within Homes And Schools’ (RAINBOW-HAS), conducted in 2013–15. It built collaboration between six EU countries to analyse and improve the rights of children and youth regarding sexual orientation and gender identity in educational settings. The main focus of discussion derives from a secondary discourse analysis following thematic analyses of the qualitative interviews undertaken with a range of different families, schools and community associations across these European countries, which provide a snapshot of contemporary practice. We discuss the relative silence of social work in challenging homophobic and transphobic bullying, given their potential in promoting family and young people’s engagement

What do we know about Transgender parenting? Findings from a systematic review

Transgender issues are under-explored and marginalised within mainstream social work and social care professional practice. The experience of gender transition has a profound impact on the individuals who have diverse gender identities and their family members. We present findings from a systematic review of studies concerning the experiences of transgender parenting conducted January – September 2017. We took a lifecourse approach, examining the research studies that investigated the experience of people identifying as transgender who were already parents at the time of their transition, or who wished to be parents following transition. The review evaluated existing findings from empirical research on transgender parenting and grandparenting to establish how trans people negotiate their relationships with children following transition, and sought to consider the implications for professional practice with trans people in relation to how best to support them with their family caring roles. We used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method. Empirical studies published from 1 January 1990 to 31 April 2017 in the English language, and which had transgender parenting as a significant focus, were included in the review. Twenty-six studies met the criteria. Key themes reported are: how trans people negotiate their relationships with children following disclosure and transition; the impact of parental transitioning on children; relationships with wider families; trans people’s desires to be parents; and the role of professional practice to support trans families. We discuss how the material from the review can inform social work education and practice, including to help identify future research, education and practice priorities in this area

Learning from Safeguarding Adult Reviews about Transitional Safeguarding: Building an evidence base

Purpose: The purpose of this paper is to set out the evidence base to date for Transitional Safeguarding in order to support authors of Safeguarding Adult Reviews (SARs) where Transitional Safeguarding is a key theme in the review. Design/methodology/approach: The paper draws on key evidence from several published sources about Transitional Safeguarding in England. This evidence is presented in the paper as a framework for analysis to support SAR authors. It follows the same four domain framework used in other adult safeguarding reviews: direct work with individuals; team around the person; organisational support for team members; and governance. This framework was then applied to two SARs written by two of the article’s authors. Findings: The framework for analysis for Transitional Safeguarding SARs was applied as part of the methodology of two separate SARs regarding three young people. Key reflections from applying the framework to both SARs are identified and discussed. These included: providing an effective framework for analysis which all participants could utilise; and a contribution for developing knowledge. Whilst many issues arising for safeguarding young people are similar to those for other adults, there are some unique features. The ways in which the gaps between children and adults systems play out through inter-agency and multi-professional working, as well as how ‘lifestyle choices’ of young people are understood and interpreted are key issues. Practical Implications: This paper presents an evidence base regarding Transitional Safeguarding for SAR authors who are tasked with completing a SAR where Transitional Safeguarding is a key theme. Originality and value: The paper draws together key literature and evidence about Transitional Safeguarding practice with young people. It argues that this framework for analysis provides SAR authors with a useful tool to support their analysis in this complex area of practice

Research Ethics with Gender and Sexually Diverse Persons

Identifying and developing inclusive policy and practice responses to health and social inequities in gender and sexually diverse persons require inclusive research ethics and methods in order to develop sound data. This article articulates 12 ethical principles for researchers undertaking gender and sexually diverse social, health, and related research. We have called these the ‘Montréal Ethical Principles for Inclusive Research.’ While writing from an international social work perspective, our aim is to promote ethical research that benefits people being researched by all disciplines. This paper targets four groups of interest: 1. Cisgender and heterosexual researchers; 2. Researchers who research ‘general’ populations; 3. and sexually diverse researchers; 4. Human ethics committees. This article was stimulated by the 2018 Global Social Work Statement of Ethical Principles, which positions human dignity at its core. It is critically important to understand and account for the intersectionality of gender and sexuality with discourses of race, ethnicity, colonialism, dis/ability, age, etc. Taking this intersectionality into consideration, this article draws on scholarship that underpins ethical principles developed for other minoritized communities, to ensure that research addresses the autonomy of these participants at every stage. Research that positions inclusive research ethics at its foundation can provide a solid basis for policy and practice responses to health and social inequities in gender and sexually diverse persons

Transitional safeguarding: Presenting the case for developing Making Safeguarding Personal for Young People in England

Purpose: The purpose of this paper is to set out the similarities and differences between the legal frameworks for safeguarding children and adults. It presents the case for developing a Transitional Safeguarding approach to create an integrated paradigm for safeguarding young people that better meets their developmental needs and better reflects the nature of harms young people face.  Design/methodology/approach: This paper draws on the key principles of the Children Act 1989 and the Care Act 2014 and discusses their similarities and differences. It then introduces two approaches to safeguarding: Making Safeguarding Personal (MSP); and transitional safeguarding; that can inform safeguarding work with young people. Other legal frameworks that influence safeguarding practices, such as the Mental Capacity Act 2005 and the Human Rights Act 1998, are also discussed.  Findings: Safeguarding practice still operates within a child/adult binary; neither safeguarding system adequately meets the needs of young people. Transitional Safeguarding advocates an approach to working with young people that is relational, developmental and contextual. MSP focuses on the wishes of the person at risk from abuse or neglect and their desired outcomes. This is also central to a Transitional Safeguarding approach, which is participative, evidence informed and promotes equalities, diversity and inclusion.  Practical implications: Building a case for developing MSP for young people means that local partnerships could create the type of service that best meets local needs, whilst ensuring their services are participative and responsive to the specific safeguarding needs of individual young people.  Originality/value: This paper promotes applying the principles of MSP to safeguarding practice with young people. It argues that the differences between the children and adult legislative frameworks are not so great that they would inhibit this approach to safeguarding young people