PurposeA total of 478,000 children in England are reported to live with a parent who uses substances. The presence of a stable non-substance using caregiver within the family has been found to be one protective factor for children (Velleman and Templeton, 2016), yet there is a lack of research examining how to intervene with non-substance using parents/caregivers. This study aims to co-produce an intervention for non-substance using parents/caregivers and their children.Design/methodology/approachThis study had three phases: interviews with practitioners, exploring their perceptions of whom non-substance using parents/caregivers seek support from, the type of support needs they had and what influenced their decision-making; interviews with parents/caregivers to examine their support needs and experiences of help seeking; and co-production workshops with parents/caregivers and practitioners to discuss the findings and design of an intervention.FindingsParents/caregivers reported experiencing challenges in talking to their child(ren) about the other parent/caregiver's substance use. They highlighted the importance of a structured intervention to support them to initiate conversations with children about how parental substance use impacted the child and wider family in a way that parents/caregivers felt was age-appropriate and sensitive and supported them in their caregiving role to children.Research limitations/implicationsA limitation of this study relates to the participation of parents/caregivers who were not in receipt of support services. Recruitment was predominantly via specialist carer support organisations, and although this often presented an opportunity to talk with parents/caregivers who were open to the idea of discussing parental substance use, the authors are mindful of the differing view that parents who were not in receipt of support may have expressed about the potential of an intervention.Practical implicationsThis study highlights the often-overlooked impact of parental substance use on parents/caregivers who do not use substances and often manage dual roles as caregiver to a child and their partner/ex-partner or family member who uses substances. In particular, it seeks to emphasise the impact on parents/caregivers parenting and acknowledge the challenge of managing their own emotions whilst maintaining stability for the child.Social implicationsThis research suggests characteristics of an intervention that could be used to support family relationships when talking to children about the impact of parental substance use. It attempts to create space for families to convey that it is ok for children to talk about how this impacts upon their lives.Originality/valueThere is a lack of research examining how to intervene with non-substance using parents or other caregivers to support them in their parent/caregiver role. This study suggests ways for parents/caregivers to provide emotional support to their child(ren) impacted by parental substance use.
PurposeOnline child sexual abuse, which encompasses making and possessing explicit images of children (CSAM), online grooming (OG) with or without the intention to commit contact sexual offences and inciting children's engagement in online sexual activities, is at a record high (Taddei, 2020). Such offences affect everyone involved, including the offenders' families (adults and children) who typically face societal demonisation, judgement and ridicule (e.g. Rogers and Ferguson, 2011). The trauma experienced by these families has been evidenced (e.g. Armitage et al., 2023; Salter et al., 2022). This study aims to examine the impact experiences of children affected by child sexual abuse through offender association, particularly in the context of online grooming, within a field where empirical evidence remains limited.Design/methodology/approachThis study used an anonymous online survey to examine the impact of online grooming on children residing with individuals suspected or convicted of online grooming offences, including stepchildren, grandchildren, step-grandchildren and siblings. The study was advertised on an online support forum for family and friends of people apprehended for online child sexual abuse offences. The survey, which included both validated outcome measures and open-ended questions was completed by 16 respondents. These included 14 proxy informants reporting their perception of children experiences (e.g. non-offending parents, guardians, grandparents, siblings), and two now adult children.FindingsA thematic analysis of the qualitative data revealed four master themes: child development and familial disruption; silent endurance; societal opinion-pluralistic ignorance and abnormal identity formation. The findings indicate that current policies and practices should be revised to address the well-being of these secondary victims.Originality/valueThis study provides novel insights into children's experiences of online grooming and their exposure to a family member's apprehension, an area with limited prior research. Currently, these children are not recognised as secondary victims but rather as collateral damage - an unavoidable consequence of legal proceedings. As a result, policy fails to acknowledge their distress or provide formal support, leaving them vulnerable despite the profound emotional and psychological impact. By addressing these overlooked experiences, this study fills a critical gap in existing literature.
Purpose The development and implementation of a Provider Collaborative (PC) represent an ambitious and complex piece of work to be delivered across a limited geographical area for vulnerable children and young people (CYP). The current study aimed to explore the views of social workers about such partnership working and, as one of the aims of the PC is to ensure the appropriate duration of inpatient stay, it has specifically explored factors that contribute to delays in transition process from inpatient care to community. It has also explored areas that would improve the transition process of CYP who are struggling with mental health difficulties. Design/methodology/approach Qualitative data were collected through semi-structured interviews from five community social workers (CSWs) and from three inpatient social workers (ISWs) via an MS Teams call interview. In addition, two CSWs completed an anonymous paper survey, which also provided qualitative data. All MS Teams interviews were transcribed verbatim, and the combined data were then thematically analysed. Findings Three overarching themes were identified: collaborative working, the importance of understanding and the pressure on social care. The results showed that while positive experiences were confirmed in terms of working collaboratively, important issues that impact on the transition process have been also highlighted. This study demonstrated the importance of communication between the inpatient and community social worker teams to optimise the discharge of CYP from an inpatient setting either into the community or back home and also highlighted the lack of training within social care sector and lack of resources that places the burden on this sector. Research limitations/implications This study has limitations due to its small sample size, particularly in inpatient social care. More research is needed from the multidisciplinary team, including social care, to better understand the factors behind discharge delays. Improving strategies for collaboration, such as clearer communication protocols, early involvement of social care professionals and training on roles and responsibilities, can help prevent delays. Increasing resources and introducing liaison roles between healthcare and social care teams could further optimise the process. The need to address the pressure on social care sector, including better staffing and support, to ensure timely transitions was emphasised. Overall, improving collaboration, communication and resources might reduce delays in transition process for CYP. Originality/value This is the first study, to author’s knowledge, exploring partnership working within the Children and Adolescent Mental Health Services provider collaborative by focusing on discharge delays from the social workers’ perspective.
PurposeThe discovery of an individual's child sexual offending by the non-offending partner (NOP) is a watershed moment marking the beginning of a harrowing journey. This journey has been found to encompass the immediate shock, ruptured families and friendships, practical and financial struggles, and, eventually, the NOP's attempt to rebuild their lives. The purpose of this paper was to explore the impact of the discovery on NOPs following a police home visit with an arrest/search warrant (known as "the knock") and its aftermath. It further aimed to understand NOPs' experience of support.Design/methodology/approachIn this qualitative study, the author conducted semi-structured interviews with three NOPs who were at least two years post "knock" (and not in an active investigation) and three professionals working closely with NOPs. Thematic analysis determined key themes.FindingsNOPs experience significant ongoing harm following this discovery, and support is mainly inadequate. The four key themes that emerged were discovery trauma, stigma and shame, loss and isolation, and support for indirect victims.Practical implicationsRecommendations include professional and public awareness in recognition of NOPs as indirect victims; national implementation of indirect victim support officers; increased provision of peer-support; trauma-informed approaches to minimise harm.Originality/valuePrevious research has typically overlooked the direct impacts on NOPs, particularly their support needs. This research illustrates the devastation suffered by NOPs (and their families) and highlights the need for an improved provision of support services.
PurposeThis study investigates the experiences of LGBTQ+ students in Thai schools who have faced or are vulnerable to child sexual abuse (CSA). It aims to understand how school environments, institutional responses and broader societal attitudes shape the risks and impacts of CSA on LGBTQ+ youth. The research addresses a significant gap in the literature by focusing on CSA through an LGBTQ+ lens in a Southeast Asian context, highlighting systemic neglect and the need for inclusive safeguarding measures.Design/methodology/approachA qualitative research design was employed using in-depth interviews and focus groups with ten LGBTQ+ student participants, as well as teachers, school counselors and policymakers. Data were analyzed thematically to uncover patterns of victimization, institutional responses and barriers to protection. The study used a purposive sampling strategy and applied trauma-informed ethical practices throughout. Themes were triangulated across stakeholder groups to ensure reliability and depth of interpretation.FindingsThe findings revealed that LGBTQ+ students in Thai schools face elevated risks of CSA, particularly from peers and authority figures. Participants described widespread institutional inaction, harmful victim-blaming and lack of LGBTQ+-inclusive support systems. Prevention programs rarely addressed the specific risks LGBTQ+ students encounter, and school staff often lacked the training or authority to respond effectively. Many survivors reported mental health challenges, social withdrawal and academic disruption. These findings point to systemic failures that leave LGBTQ+ students unprotected and unsupported in educational settings.Research limitations/implicationsThis study focused on a relatively small sample size in urban and semi-urban Thai schools, which may limit generalizability to other contexts, including rural or international school settings. In addition, as the research relied on retrospective self-reporting, there may be memory bias in participant accounts. Despite these limitations, the study offers important insights into a highly under-researched population and sets the stage for larger-scale and longitudinal studies on CSA risks among LGBTQ+ youth in Southeast Asia.Practical implicationsThe study underscores the need for immediate reform in CSA prevention programs to include LGBTQ+-specific content and risk factors. Training for educators and counselors should address LGBTQ+ issues explicitly, equipping staff to respond with cultural competence and trauma-informed care. Schools must develop clear policies for responding to CSA involving authority figures and create safe reporting channels for LGBTQ+ students. The integration of peer-led support groups and inclusive counseling services will further help mitigate harm and improve reporting outcomes.Social implicationsThis research highlights the urgent need to challenge heteronormative norms and institutional silence that perpetuate CSA risks for LGBTQ+ students in Thailand. Raising public awareness, reducing stigma and engaging families in acceptance-based education are critical to dismantling systemic barriers. The study calls for a national conversation about inclusive child protection that affirms LGBTQ+ identities and ensures that school environments are safe for all. Ignoring these issues not only undermines students' rights but also perpetuates cycles of trauma, silence and exclusion. Originality/valueTo the best of the author's knowledge, this study is the first of its kind to center the lived experiences of LGBTQ+ students facing CSA in the Thai school system. It contributes new empirical knowledge from a non-Western context and exposes a significant policy and practice gap in existing child protection frameworks. By giving voice to marginalized youth, the study advances the discourse on inclusive safeguarding, expands the understanding of CSA beyond heteronormative narratives, and offers actionable pathways for policy reform in Thailand and other similar contexts.
Purpose This paper aims to evaluate the practice and procedure of measuring parental self-efficacy (PSE) in response to practice-based interventions. A clear correlation has been established between high PSE and positive outcomes for parents and their preschool-aged children, with practice-based interventions reporting to successfully increase levels of PSE across multiple contexts. However, despite the large number of readily available PSE measures, new measures of PSE are regularly developed and used by programme evaluators, whether adapted from previously validated scales or entirely bespoke. Design/methodology/approach A systematic literature search was conducted exploring three key databases (PsycINFO, Applied Social Sciences Index and Abstracts and Web of Science). An evaluation framework was developed to extract and synthesise relevant data, with twenty studies meeting criteria for inclusion. Findings The paper found that, amongst relevant studies, the process of developing or adapting measures of PSE is typically unclear. Many studies did not report the validity and reliability of the measures used and did not take account of the context in which the measure was used, potentially bringing into question the reliability of findings and the potential impact of practice-based interventions. Practical implications This paper offers guidance for future research, indicating the importance of consulting with service users and providers when developing or adapting measures of PSE, outlining a clear process of ensuring measure reliability and validity. Originality/value This study provides justification for creating or adapting PSE scales for measuring the outcomes of practice-based interventions, whilst highlighting guidance on appropriate practice and procedure.
Purpose This study aims to examine housing and child protection policies in Greece, focusing on the transition from institutional care to alternative models such as foster care, adoption and semi-independent living. Despite the enactment of Law 4538/2018, child protection in the country remains entrenched in institutional structures that are considered outdated and ineffective. Design/methodology/approach This research combines legislative analysis, literature review and qualitative field research through semistructured interviews with child protection professionals. Thematic data analysis enables a deeper understanding of the challenges and deficiencies within Greece’s child care system. Findings This study reveals that despite legislative reforms, institutional care remains predominant due to inadequate state support for alternative care models. Foster care and adoption processes remain mired in bureaucracy, while semi-independent living arrangements remain underdeveloped. Chronic resource shortages, understaffed social services and the absence of transitional support mechanisms for care leavers hinder the implementation of sustainable alternatives. Furthermore, deinstitutionalization policies are often used for political messaging rather than being meaningfully implemented. Research limitations/implications This study primarily examines the Greek case using qualitative data, which may limit the generalizability of its findings. Future research could expand the analysis through cross-country comparisons or strengthen the conclusions with quantitative data – provided such data are collected and made publicly available by relevant European and national authorities. Practical implications The findings highlight the need to revise child protection policies, with an emphasis on improving alternative care policies, strengthening social services and developing support mechanisms for children transitioning out of institutions. Social implications Maintaining the institutional model has serious social consequences, as it exacerbates the social exclusion of children and undermines their psychosocial development. Transitioning to a more human-centered child care system can enhance social inclusion and reduce the inequalities faced by children without family support. Originality/value To the best of the authors’ knowledge, this study provides the first comprehensive and critical assessment of Greece’s child protection system through the lens of housing policy, highlighting systemic dysfunctions and structural weaknesses in alternative care provisions. Simultaneously, it contributes to the global discourse on transitioning from institutional care to more contemporary, socially integrated housing solutions for minors.
PurposeServices for children and young people who displayed harmful sexual behaviour (HSB) and their families have remained insufficient and siloed in Australia despite growing recognition of this problem. While some research explores service providers' perspectives on the barriers and gaps preventing young people and families from accessing and engaging with support services, there is poor understanding of service users' perspectives. This study aims to report challenges associated with accessing services for HSB from the perspective of service users.Design/methodology/approachQualitative interviews with young people aged 14-17 years and their caregivers were conducted and thematically analysed to identify service access barriers.FindingsFour service access barriers were identified: (1) apprehension about seeking help (2) lack of information about services and timely support; (3) service capacity and capability and (4) care continuity.Originality/value HSB is an under-researched area, with sparse information about service provision, access and engagement in services from a service users' perspective. This article contributes to knowledge by demonstrating that it is critical to address service access barriers by: increasing information about services for HSB, enhancing service capacity particularly specialist services in rural and remote areas, improving workforce capacity in responding and enhancing collaborative multi-agency working. Making these adjustments should improve service users' experiences and positively impact on service engagement.
PurposeThe purpose of this study is to evaluate the outcomes of a service-learning initiative designed to address the academic, behavioral and social challenges of children with special educational needs (SENs) in Kosovo's public education system. As part of their graduate training, school psychology and counseling students from the University of Prishtina, Kosovo's major public university, provided individualized one-on-one tutoring over an eight-week period.Design/methodology/approachThis qualitative, multiple-case pilot study involved ten children aged 6-12 years, all enrolled in a public school and identified as having neurodevelopmental disorders or significant learning and communication difficulties. Data were drawn from detailed weekly reports submitted by the graduate student tutors and analyzed using deductive thematic analysis to explore outcomes across developmental domains.FindingsThe one-on-one tutoring intervention led to improvements in language skills, mathematical understanding, behavioral regulation, communication and peer interaction among children, who also demonstrated increased engagement, confidence and independence. Teachers observed greater classroom participation and more inclusive peer dynamics, while parents reported improved communication, motivation and participation of their children in daily home routines.Originality/valueThis study highlights the potential of service-learning as a supportive approach for delivering personalized educational support to children with SEN, particularly in resource-constrained settings. This study illustrates how structured, individualized tutoring, implemented through a university-based service-model, would help complement and strengthen inclusive education.
PurposeCollaboration is an essential component in addressing the diverse needs of children and adolescents with neurodevelopmental disorders (NDDs). However, the development of multi-sector service systems and professional collaboration face challenges due to siloed healthcare, social care and education. This study aims to examine Finnish professionals' perspectives on optimal collaboration for adolescents with NDDs (AwNDDs).Design/methodology/approachQualitative content analysis was used to examine five focus-group interviews with 25 professionals from the healthcare, social care and education sectors, all of whom work with children or AwNDDs.FindingsThe results suggest that both the service system and professional collaboration should be improved to achieve optimal collaborative service for AwNDDs. The unique aspects of professional collaboration with AwNDDs and their families were also highlighted, although to a lesser extent.Originality/valueThis study contributes to the scholarly debate on collaboration between professionals in health, social services and education, an area that has been under-researched compared to collaboration in health and social services in the context of AwNDDs. The study concludes with an interpretative summary constructed using Rose and Norwich's (2014) model in the context of cross-sectional services and optimal collaboration for AwNDDs and their families, addressing practical issues and overarching principles for organising these services and enhancing collaboration between professionals.
PurposeThis paper reports on a study with 72 former child protection social workers.Design/methodology/approachThe study adopted an iterative mixed method design (comprising of focus groups, questionnaire and individual interviews).FindingsResults highlighted the stressful nature of the job on practitioner health; the tendency to be targeted for threats, abuse, violence, and/or intimidation; and the job not being what practitioners had expected it to be, as key themes in reasons for leaving child protection practice.Practical implicationsImplications highlight the need to improve working conditions within the English child protection system - including in the context of caseload size, the 'bureaucratic burden', and organisational cultures prioritising compliance with process, over time with children. Also, the need for greater awareness of, and support for, threats, abuse, violence and intimidation against social workers. Furthermore, a move away from completely 'agile' working models with the goal of addressing feelings of isolation, improving access to peer support, and better delineation between 'work-life' and 'home-life'.Originality/valueEngland's child protection workforce is in a state of crisis, characterised by record sickness, vacancy and agency rates. However, research exploring the factors underpinning this has focussed on current practitioners 'intention to leave' social work roles - with a dearth of enquiry exploring with former practitioners their rationale for leaving.
Purpose Transition to adulthood is a challenging process for young people in care and care leavers. These challenges arise before reaching the age of majority and continue into the years that follow. This study aims to find out the perception of experts from the professional and university fields on the challenges identified in the project “Analysis, evaluation and improvement of the processes of intervention for the emancipation of young people in difficulty and/or at risk” carried out in Spain. Design/methodology/approach A total of 27 experts participated in this mixed research, completing the ad hoc survey of eight Likert-type items and open questions. Findings The findings show that the experts had a very high degree of agreement about the challenges in the process of transition to adulthood of care leavers in Spain identified in the project. Specifically, reference is made to the problems of socio-occupational integration, the importance of family support, the positive impact of the network of formal and informal support and the improvement and increase of support systems after the age of majority. Practical implications Finally, it is highlighted as a fundamental challenge that regulations should adapt to the individual and specific circumstances of this group. Originality/value This paper presents the perceptions of experts involved in the reality of young people in residential care. The research shows the opinions of university researchers, direct care professionals and administrative technicians regarding the conclusions of the project.
Purpose Although participatory practices are naturally embedded in child protection, studies find that engaging parents can be challenging, especially with families in child protective services. This paper aims to explore parents’ experiences and perceptions of family engagement in child protection assessment. Design/methodology/approach This paper explores Estonian parents’ (n = 75) experiences and perceptions of family engagement in child protection assessment using the Yatchmenoff self-reported client engagement scale. The scale is based on four dimensions of successful parental engagement: family buy-in to the assessment, receptivity to help, mistrust and working relationship. The study included an open-ended question to examine collaboration/working relationship with the child protective worker. Findings The overall findings indicate that parents generally felt they were not engaged in the child protection assessment. The engagement dimensions highlight distrust, reluctance to accept help, uncertainty about the benefits of child protective services or child protective workers and difficulties in communication and collaboration. Based on respondents’ experiences about their collaboration and working relationship with the worker, three negative characteristics were identified: lack of objectivity, judgemental attitudes and arrogance. Parents were not only denied the opportunity to share their story, but the worker’s attitude and actions also created obstacles to participatory practice. Research limitations/implications Several limitations can be identified. Firstly, limitations in the sample. These findings are drawn from a rather small number of parents recruited from a convenience sample of parents having experiences with child protection assessment via social media. The reason for such recruitment practice was to approach parents from different regions all over Estonia and with various experiences. Secondly, the sample size limits further statistical data analysis. To the best of the authors’ knowledge, this is the first study to explore self-reported views on engagement from parents in CPS, including using the standardised scale developed for this purpose. Furthermore, the study enabled parents to share additional reflections on the theme to better understand their experiences and perceptions. Practical implications Currently, more focus should be directed to developing best practices in this area – what contributes to positive working relationships and collaboration, what models, programmes and approaches demonstrate a positive effect. Furthermore, better client–worker relations can be fostered by encouraging collaboration and two-way communication with parents. Here transparency regarding how child protection services (CPS) operates and what the assessment process entails is crucial. When CPS communicates and practices transparency, it is imperative that the parent understands fully the nature of what is communicated. Engagement with parents must be at a level that parents can understand and from which they can develop and change their practice of care. Enabling real voluntary collaborations in case planning through regular meetings and follow-ups is essential if parents are to internalise what they need to do. By giving parents the chance to design their own path, they will not be estranged by CPS demands. Originality/value While numerous studies explore parental and family engagement in child protection and welfare, studies using the Yatchmenoff self-reported client engagement scale have not been published. The scale has a good potential of measuring client engagement across various cultural contexts.
Purpose This study explores the experiences of care-experienced people living in supported housing provided by the Rees Foundation in England. This study aims to understand the challenges faced by those over 25 who have aged out of statutory support and explores how the Rees Foundation’s services help address these challenges. Design/methodology/approach This study uses a qualitative approach, using semi-structured interviews with five tenants and five staff members from the housing project. Thematic analysis identified key themes related to homelessness, safety, stability and the importance of relationships with outreach workers. Findings The findings reveal that care leavers often face a “cliff edge” when statutory support ends, resulting in risks such as homelessness and social isolation. The Rees Foundation’s approach, which includes ongoing emotional and practical support, plays a crucial role in fostering safety, stability and hope among tenants. Originality/value This study offers original insights into the effectiveness of sustained support for care-experienced people beyond the age of 25, an age group that has been largely overlooked in existing research. By focusing on a population often neglected in care leaver studies, it highlights the need for extended support services to prevent long-term adverse outcomes, contributing to the broader understanding of post-care transitions.
Purpose - The purpose of this paper is to report findings from a service evaluation of a training initiative in participatory practice with children and young people (CYP) for early help (EH) professionals. The training was based on the Lundy model of child participation. Design/methodology/approach - A questionnaire-based survey was undertaken of staff completing the training. Within the sample of professionals surveyed, various work contexts were represented. Findings - Reported benefits arising from the training included increased understanding of the utility of the tenets of the Lundy model, as well as changes in practice with CYP. Barriers and issues encountered in seeking to work in a participatory way were identified in relation to time for relationship-building, resources and interprofessional and interagency working. Originality/value - The evaluation findings provide insight into ways training in participatory practice with CYP is experienced by EH professionals. The role of networks of practitioner champions in influencing participatory practice is also addressed, as well as the interface between participatory and relationship-based practice.
Purpose - Plant-based meat analogues (PBMAs) hold significant promise as a sustainable solution to meet future protein demands, replicating the taste and nutritional value of meat. However, the present reliance on extrusion technology in PBMA production limits the exploration of more accessible and affordable methods. The current investigation aims to meet the market demand for a scalable and cost-effective processing approach by exploring saturated steam-assisted technology that could broaden the production volume of PBMAs, thereby supplementing protein security and planet sustainability. Design/methodology/approach - A one-factor-at-a-time (OFAT) approach is employed to evaluate the effect of ingredients and process conditions on the governing quality attributes (texture, colour and sensory). Findings - Among the ingredients, monosodium glutamate (MSG) and nutritional yeast (NY) significantly enhanced the hardness and chewiness of saturated steam-assisted plant-based meat analogues (ssPBMAs) followed by potato protein isolate (PPI), defatted soy flour (DSF) and salt. The addition of PPI and DSF led to a decrease in lightness (L* value) and an increase in the browning index (BI). Sensory evaluations revealed that higher concentrations of DSF imparted a noticeable beany fl avour (>20%), whereas PPI (30%) improved the overall sensory appeal. Increased levels of NY (10%) and MSG (5%) enhanced the umami fl avour, enhancing consumer preference. Higher thermal exposure time (TTi)
Purpose - UK care leavers are among society's most vulnerable groups and were badly impacted by the COVID-19 pandemic. The purpose of this study was to explore the impact of the crisis on thier daily functioning, relationships and mental health. The primary focus was the coproduction of key messages from care leavers: to services, to facilitate the provision of relevant, accessible post-lockdown support and to their peers, to encourage positive post-lockdown readjustment. Design/methodology/approach - A total of 134 UK care leavers, aged 18-25, responded to an online survey, then 14 care leavers, recruited via local authorities in the South of England, participated in online care leaver expert working groups (CLEWGs) to build on survey findings, draft messages and outputs and disseminate findings at local and national events. The care-experienced Young Person's Advisory Group of a UK national charity for care leavers (Become) was involved throughout. Findings - Survey results and CLEWG discussions showed major impacts on care leavers' well-being, daily lives and connectedness. Mental health was identified as the primary post-lockdown support need. CLEWGs recommended peer support to help rebuild confidence and encourage help-seeking postlockdown. Participants called for social care professionals, especially personal advisors, to be proactive and to offer personalised, flexible, genuine support. The primary message to peers was to "ask for help if you need it'', but several barriers were identified. Originality/value - The messages to services and care leavers come directly from care leavers, based on personal experience, and should provide valuable building blocks for the development of relevant and accessible post-pandemic support.
Purpose English social work policies and regulatory bodies propel critical reflection as a professional requirement and a worthwhile activity. The purpose of this paper is to report on the current international and UK evidence that informs the understanding and use of critical reflection and associated terms – reflection, reflective practice and reflective supervision – in one-to-one practitioner supervision in local authority children and families social work in England. Design/methodology/approach A review of the evidence was undertaken using documentary policy analysis and a scholastic literature review to examine the history and current knowledge available as of December 2022. Findings The historical policy and professional context of critical reflection in one-to-one supervision in England is discussed. The current evidence review identified three themes – the role of critical reflection in models of supervision, the influences of national, organisational and professional cultures and the supervisor practitioner relationship. The nuanced nature of the presence of critical reflection in supervision and a lack of clarity when theorising and describing critical reflection has implications for policy, supervisory practice and research design. Originality/value Critical reflection in one-to-one social work supervision is under researched. This review draws on the evidence from international research and local policy to offer an understanding of the complexity of theorising, practicing and researching critical reflection in one-to-one supervision in local authority children and families social work in England.
Purpose - School social work, in various forms, is well established internationally and has a growing evidence base. Yet existing research focuses on professional perspectives rather than those of students. This study aims to fill this gap by exploring secondary school student perspectives of having social workers in schools (SWIS). It was undertaken in England as part of the SWIS trial, which tested whether secondary school-based social workers could improve child safety and well-being, identify issues more quickly and reduce the need for statutory services. Design/methodology/approach - A mixed-methods approach comprised a survey (n = 1,998 students) and interviews (n = 27 students). Surveys included questions on awareness, understanding, interaction with and attitudes towards the school-based social workers. Interviews involved a Q-sort activity followed by semi-structured questions on general attitudes and experiences. The Q-sort characterised prominent perspectives and how many students subscribed to them. Findings - Students were broadly positive about having a social worker in their school in the survey and interviews. Two prominent perspectives on SWIS were identified. The first (n = 17) was defined by students feeling positively overall and strongly agreeing that they trusted the social worker. The second (n = 4) was mixed in sentiment, defined by some anxiety about working with the social worker. In interviews, students relayed that social workers were easily accessible, offered emotional support and acted as a bridge between school and home. Originality/value - To the best of the authors' knowledge, this study is the first to quantify student perspectives on having social workers at school and evidence attitudes and experiences about school-based social work as practiced during the SWIS trial.
