Children’s Social Care Services’ Response to Children who Display Sexually Harmful Behaviour

Responding to referrals regarding children who display sexually harmful behaviour (SHB) is a complex area of practice for qualified social work practitioners working in generic social work intervention, for example in Local Authority safeguarding teams. The government guideline Working Together to Safeguard Children (2006) was the first document to officially recognise this particular group of children in policy and suggest guidelines for intervention. It confirmed that children who display SHB were classified, and so should be responded to, as children in need and therefore required at least a Section 17 Child in Need Assessment (Children Act, 1989). This thesis examines the extent to which these guidelines were followed within a Local Authority by accessing 30 cases from their Integrated Children’s System (ICS) – examining the recordings made by the social workers to explain their decision making and action taken. Taking a critical realist grounded theory approach for social work research as recommended by Oliver (2012), ethnographic content analysis was used to analyse qualitative data from these recordings. Following this, semi-structured narrative interviews were used to explore the experiences of generic social work practitioners in this area of practice (children who display SHB), as well as the experiences of parents and other carers. These are presented in the form of thick description (Geertz 1973) in order to interpret the meaning of the actions and behaviour of the participants (Ponterotto 2006). This was completed from the perspective of a social work practitioner-researcher embedded in social work practice during the research process. There is value in practitioner participation in research as this, in effect, values the opinions and theories of social workers and ensures that the research conducted in local and specific (Oliver 2012). These two areas of research reveal the individual journeys of children displaying SHB showing how they can be invisible to CSCS concluding that, initially, this was because when they were referred to CSCS they did not receive a consistent response, and it was difficult to find information regarding these children within ICS. The thesis went on to conclude that specifics about the children’s behaviour were not recorded accurately, e.g. ‘inappropriate sexualised behaviour’ was a common term used. Finally, in relation to intervention, there was evidence of delays, and referrals to specialist services not being followed up – because sexually harmful behaviour was not always identified as such, opportunities for early intervention were missed. Following these findings are recommended guidelines for how CSCS can work with children who display sexually harmful behaviour to ensure they become more visible and go on to receive the appropriate intervention. Generative mechanisms (i.e. the what) were identified for further research, in order to develop a theory using grounded theory. These include: societal norms; gender; age; class; professional judgement; focus of child protection; and bureaucracy

Facilitated Practice-based Research (copyright, University of Sunderland): A model of empowerment to reduce research anxiety in social work practitioner researchers and reframe cultural capital

This paper presents initial findings from an ongoing Action Research Project, and aims to understand the problem of why, despite attempts to address this through, for example, Social Work Practice Research, practitioners still experience research anxiety. One way to understand this is through Bourdieu's field theory: social work students, practitioners and educators have essential research skills and knowledge, but do not possess the symbolic capital to reframe these in the field of social work research and are habituated into research anxiety. The Participatory Action Research approach taken questioned: how can we bridge the gap between social work research and practice? An empowerment model was developed and tested, collaborating with a local charity, as a potential solution: Facilitated Practice-based Research. This is a research programme conducted in practice, about practice, using practice terminology. Findings from two focus groups participating in this approach suggest practitioners do habituate research anxiety; they can conduct research but name it differently, and their research confidence needs development, through recognising it and beginning to name their work as research. It is concluded that if research anxiety in practitioners is not addressed by reframing their capital, opportunities could be missed for embedding research into social work practice

‘Too Far Gone’: Dyslexia, Homelessness and Pathways into Drug Use and Drug Dependency

The aim of this paper is to investigate the relationship between dyslexia, homelessness, drug use and drug dependency. We analyzed data from the “Multiple Exclusion Homelessness Across the United Kingdom Survey,” a national survey that collected data from 443 respondents who have experienced some form of homelessness in the U.K. Our particular interest lied in the different experiences of drug use and drug dependency, comparing homeless people with dyslexia and homeless people without dyslexia. The study reveals that people with dyslexia are overrepresented within the survey’s homeless population. Furthermore, the findings indicate that there is an increase in dependency problems as well as significant mental health problems for respondents with dyslexia compared to the non-dyslexic homeless control group. The results show that dyslexic respondents were more likely to use methadone, more susceptible to self-harm, and reported an increase in suicide attempts compared with the non-dyslexic control group

PhD: Children’s Social Care Services Response to Children who display Sexually Harmful Behaviour.

Responding to referrals regarding children who display sexually harmful behaviour (SHB) is a complex area of practice for qualified social work practitioners working in generic social work intervention, for example in Local Authority safeguarding teams. The government guideline Working Together to Safeguard Children (2006) was the first document to officially recognise this particular group of children in policy and suggest guidelines for intervention. It confirmed that children who display SHB were classified, and so should be responded to, as children in need and therefore required at least a Section 17 Child in Need Assessment (Children Act, 1989). This thesis examines the extent to which these guidelines were followed within a Local Authority by accessing 30 cases from their Integrated Children’s System (ICS) – examining the recordings made by the social workers to explain their decision making and action taken. Taking a critical realist grounded theory approach for social work research as recommended by Oliver (2012), ethnographic content analysis was used to analyse qualitative data from these recordings. Following this, semi-structured narrative interviews were used to explore the experiences of generic social work practitioners in this area of practice (children who display SHB), as well as the experiences of parents and other carers. These are presented in the form of thick description (Geertz 1973) in order to interpret the meaning of the actions and behaviour of the participants (Ponterotto 2006). This was completed from the perspective of a social work practitioner-researcher embedded in social work practice during the research process. There is value in practitioner participation in research as this, in effect, values the opinions and theories of social workers and ensures that the research conducted in local and specific (Oliver 2012). These two areas of research reveal the individual journeys of children displaying SHB showing how they can be invisible to CSCS concluding that, initially, this was because when they were referred to CSCS they did not receive a consistent response, and it was difficult to find information regarding these children within ICS. The thesis went on to conclude that specifics about the children’s behaviour were not recorded accurately, e.g. ‘inappropriate sexualised behaviour’ was a common term used. Finally, in relation to intervention, there was evidence of delays, and referrals to specialist services not being followed up – because sexually harmful behaviour was not always identified as such, opportunities for early intervention were missed. Following these findings are recommended guidelines for how CSCS can work with children who display sexually harmful behaviour to ensure they become more visible and go on to receive the appropriate intervention. Generative mechanisms (i.e. the what) were identified for further research, in order to develop a theory using grounded theory. These include: societal norms; gender; age; class; professional judgement; focus of child protection; and bureaucrac

The Portal Podcast: Financial consequences of domestic abuse

In this episode, Sarah and Lesley speak with Paula McCormack and Darren McGee from the Wallsend Children’s Community and Emma Aggar from University of Sunderland about the work of the Children’s Community and findings from a recent project which uncovered financial consequences of domestic abuse. In this conversation, Paula, Darren and Emma spoke to us about some research they did to explore the Wallsend Children’s Community’s Emergency Response Grants. Within this work, domestic abuse emerged as a key theme in the data and this is the focus of the podcast episode

Introduction to season 2 of The Portal Podcast

In this episode, Sarah and Lesley introduce the new series of The Portal Podcast. In this series we have focused on domestic abuse and in each episode we speak to a different researcher about their work on domestic abuse and what social workers can learn from their research to inform their practice

INTERIM REPORT: for distribution and discussion How can the Newcastle Diocese Safeguarding Team better support Incumbents, Parish Safeguarding Officers and Churchwardens in the effective implementation of Church of England safeguarding policy in practice?

The purpose of the report is to share initial findings from a mixed methods research study aimed at understanding the experiences of Incumbents, Parish Safeguarding Officers and Churchwardens in implementing safeguarding policy in practice, within the Diocese of Newcastle. A mixed methods self-completion electronic survey was distributed across the Diocese of Newcastle, containing a range of open and closed questions so that both quantitative (statistical) and qualitative (narratives) data could be generated. The survey was completed by Incumbents (n=18), Parish Safeguarding Officers (n=39) and Churchwardens (n=43)

”Time to Talk” Findings from an exploratory study to understand what partner professionals expect from social workers to enhance understanding of thresholds for safeguarding referrals.

This oral paper presentation shares findings from an exploratory qualitative survey co-created and co-conducted by a group of practitioners, academics and educators engaging in a Facilitated Practice-based Research (FPR) programme (Deacon 2023) within the North-east Social Work Alliance (NESWA). The focus for the study emerged from practitioners’ own experiences and observations of recent practice issues leading to the research question: How do partner professionals perceive and experience safeguarding of children and adults. Whilst research studies have been conducted by different professions regarding safeguarding, this study is conduct from the perspective of social workers asking partner professions what their expectations of social workers are, in the safeguarding process. Qualitative online surveys were distributed across the NESWA networks and responses were received from 63 partner professionals including those from health, education, the police, housing and other charitable organisations. Findings suggest partner professionals would appreciate more opportunities to talk with social workers to: i, explain their safeguarding concerns and why they believe thresholds have been met; ii, to engage in dialogue with social workers to discuss if there is disagreement regarding thresholds; and iii, to have social workers explain why thresholds have not been met and what they should do in future. This oral paper is framed within the context of the increased use of technology in practice but how, despite its benefits, this should not replace conversations between social workers and partners professionals as a way to help in understanding of each other. It is recommended that more conversations should take place between social workers and partner professionals, as this could help reduce unnecessary referrals and generate potentially better understanding between safeguarding partners. NB. NESWA is a charitable body that oversees the social work teaching partnership in the North-east of England

An empowering pedagogical approach to alleviating research anxiety and sustaining research capacity in social work practitioners

Facilitated Practice-based Research: An innovative approach to alleviating research anxiety and sustaining research capacity in social work practitioners Introduction: This oral paper presents findings from an ongoing long-term Participatory Action Research Project which questions: how can we bridge the gap between social work research and practice? Aims and Objectives: Utilising Bourdieu's field theory, it is posited that social work students, practitioners and educators have essential research skills and knowledge, but do not possess the symbolic capital to reframe these in the field of social work research and thus are habituated into research anxiety. FPR is an innovative model, which was developed and tested with three local organisations as a potential solution. It includes a short, intensive research-mindedness teaching programme structured around a bespoke group practice research project, where research terminology is temporarily moved aside while practice skills are re-framed. Methods: FPR has so far been fully tested with three organisations: in person with a Local Charity (n=4); online with a national charity (n=3); and online with children’s services practitioners at a Local Authority (n=5). Three focus groups (n=10) were then completed with practitioners who participated in these FPR programmes. Findings: Findings suggest practitioners habituate research anxiety at the start of the programme; that the innovative approach of the programme helps them see the links between research and their practice, and their research confidence develops and is potentially sustained through beginning to name their work as research. Conclusion: It is concluded that, based on the evidence, FPR is an innovative approach in addressing research anxiety in practitioners. However, it is not a quick fix but requires sustainable commitment from both practitioners and organisations. Implications for Practice: It is argued that FPR’s innovative approach, positioning itself as a tool to reframe research anxiety in practitioners, both encourages and potentially sustains research-mindedness in social work practice. KW: Facilitated Practice-based Research; Innovative; Research Anxiety, Bourdie