RSS 1.0Applied social sciences
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Child and family social worker knowledge and skills: rapid evidence reviewThis report is based on a rapid evidence review of the knowledge and skills required by child and family social workers to improve outcomes for children and their families. Contains public sector information licensed under the Open Government Licence v3.0.
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What knowledge and skills do early career social workers need to practice effectively with children and families?There is an extensive literature base about the knowledge and skills required by social workers to work effectively with children and their families. However, making sense of how best to translate this into direct practice can be challenging, particularly when newly qualified. The paper is based on a wider rapid evidence assessment (REA) of the post-qualifying knowledge and skills required by early career social workers (ECSWs) to practice effectively with children and their families. The REA involved searching for relevant English language literature (2012–2023) in ASSIA, Social Care Online, SocINDEX and PsycInfo and specialist journals. However, it was soon apparent that the literature was not segmented by career stage and wider searches relating to knowledge and skills needed to be undertaken. In total, 51 papers were included for review. Studies identified were largely qualitative, exploring the knowledge and skills required through observations of direct practice and self-report studies from the perspectives of social workers and children and families themselves. Where knowledge and skills were identified, relationship building and good authority skills were associated with some improved outcomes for family members. The review presents findings through practice-near descriptions of what works to build early career expertise with children and their families.
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Surveillance or support? policing harmful sexual behaviour among young people in schoolsThis paper examines the policing of harmful sexual behaviour (HSB) among young people in schools, drawing on qualitative research conducted with police and schools in southeast England. Utilising a Foucauldian surveillance perspective, we explore the challenges police experience in balancing punitive measures with relationship-building efforts. We highlight contradictions between policing objectives and strategies, with police engagement often emphasising surveillance, intelligence gathering and detection, including among officers endorsing relationship-based practice with young people. The overarching concern with behaviour management and discipline of young people in schools, combined with inadequate training and resourcing, perpetuates authoritarian policing practices, with implications for police–youth relations. We identify how tensions between deterrence and trust play out through a wider crisis of legitimacy regarding the capacity for legal frameworks and criminal justice to adequately capture and respond to HSB. We suggest these limitations undermine young people's rights, erode trust between young people and police, and ultimately compromise safety through hindering the effectiveness of HSB prevention and response efforts.
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Independent scrutiny and local safeguarding children partnership arrangementsThis report provides a descriptive account of the Independent Scrutiny arrangements within Local Safeguarding Children Partnerships (LSCPs) across England. It provides examples of who is scrutinising LSCP activity, giving some descriptions of what is being scrutinised and how.
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Learning from the experts: understanding the mental health and emotional wellbeing needs of those of experience sexual abuse in adolescenceWhilst a significant body of literature exists on the impacts of child sexual abuse, the literature review undertaken at the outset of this study found that there is little that specifically considers the impacts of experiencing such abuse during adolescence, or the experiences and needs of those who do so. ‘Learning from the Experts’ sought to address this gap, recognising that those affected by sexual abuse in this distinct phase of development may have different needs and responses from younger children or adults experiencing similar abuse and, as such, require adapted responses. The research foregrounded the perspectives of young people, viewing them as experts on their own experiences and demonstrating young people’s skills and interest in contributing to improved responses to sexual abuse. Through a trauma-informed, participatory and collaborative approach, the research sought to provide safe and meaningful opportunities to learn from young people. This was achieved through a combination of participatory group workshops and individual interviews, followed by opportunities to feedback on emerging findings and co-create research outputs. A total of 32 young people took part in these different elements of the study, with their participation supported by ten specialist voluntary sector services across England, Wales and Northern Ireland. The research also involved interviews and focus groups with parents and professionals, the latter of whom also took part in stakeholder workshops on emerging findings. The design and conduct of the study was undertaken by staff from the Safer Young Lives Research Centre (SYLRC) at the University of Bedfordshire and the Association for Young People’s Health (AYPH), in conjunction with four young expert youth advisors from the SYLRC’s Young Researchers’ Advisory panel. The study was funded and commissioned by the NSPCC and ESRC.
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Complex issues in supporting the participation rights of children and young people with lived experience of child sexual abuse and exploitation: practitioner briefingOur research highlighted a number of issues that require careful thought and consideration when supporting the participation of young survivors in decision-making processes or activities that seek to address the sexual abuse and exploitation of other young people. Four areas that were particularly notable were: • the potential for triggering • feelings of anger and frustration • public identity disclosure • compensating young survivors for their time and contributions We have produced this briefing to share what we found out about these complex issues – and to highlight that young people and professionals can have different views about them.
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Group work as a mechanism for the collective participation of children and young people with lived experience of child sexual abuse and exploitation: practitioner briefingWe have produced this briefing to share what our panel of experts felt were some of the potential positive outcomes for young survivors who engage in collective, group-based participation. While there was agreement that participatory group work could support a number of positive outcomes, it was also highlighted that this very much depended on the focus, aims, content and activities included in these sessions. Often there is potential for both positive and negative outcomes to co-exist. Facilitators are key to moderating the potential outcomes for young survivors engaged in participatory group work. Facilitators being equipped with the right skills, experience and knowledge is central to supporting positive outcomes.
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Thinking about ‘readiness’ and risk assessment processes when supporting the participation rights of children and young people with lived experience of child sexual abuse and exploitation: practitioner briefingWe asked participants to comment on some of the logistical and practical considerations surrounding the participation of young survivors, particularly in group-based activities. One area we were interested in was the concept of ‘readiness’ – when and who decides when a young survivor may be ‘ready’ to be engaged in particular types of initiatives and activities, such as joining an advisory group or contributing to resource or project development. We also wanted to understand more about risk assessment processes, who was involved in these processes and how they were undertaken. We have produced this briefing to convey what participants shared in response to this topic.
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Disclosing child sexual abuse: children and young people's experiences: insights for the proposed mandatory reporting duty in England and WalesA central recommendation from the Independent Inquiry for Child Sexual Abuse (IICSA, 2022)1 was the introduction of a mandatory reporting duty in England and Wales for disclosures of child sexual abuse. To help understand the potential implications of this proposal, we commissioned researchers from the University of Bedfordshire to review the evidence on: * the barriers to disclosure children and young people face * the motivators and facilitators that help them to disclose sexual abuse * their experiences following disclosure. The evidence review focuses on 43 papers and reports from international research with children and young people about their experiences or views on disclosing sexual abuse. The review identifies a number of key insights to inform thinking on the proposed mandatory reporting duty. It also highlights gaps in the current research, including a lack of consideration of the reporting systems in place in the countries in which children disclosed abuse, and limited research into children’s perspectives and experiences of those systems. The report recommends further direct research with children and young people to inform the design of any proposed system.
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Practitioner briefing: factors that influence outcomes when supporting the participation rights of children and young people with lived experience of child sexual abuse and exploitation.The findings from this study illustrated that there are many factors to consider that may influence and determine the outcomes associated with the participation of young survivors of child sexual abuse and exploitation. Five key messages were identified: * Good quality ethical standards are critical * Young people must be supported to develop the knowledge and skills they need to engage and influence * Everyone is an individual * Facilitators and other professionals involved in participatory projects and activities have a central role to play in ensuring standards are maintained and risks are mitigated * Structural barriers at various levels may limit the influence of young survivors’ participation
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Seeing things from both sides: a comic to help young people and professionals understand each other’s views about young survivors’ participation in efforts to address child sexual abuse and exploitationThis comic is intended for both young people and professionals. The perspectives of both groups are explored through a series of four specific themes that were identified in our research as particularly complex areas associated with young people’s participation in this context. As readers move through these themes, we hope to spark discussion between and amongst young people and professionals to help them understand each other’s perspectives, needs and concerns when creating safe spaces for young survivors to be heard. We hope to highlight that a consideration of different views can help to support meaningful participation opportunities and outcomes.
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Our Voices University Network: a briefing on our PhD student forumThe Our Voices University Network (OVUN) formed one half of ‘Our Voices III’, a project coordinated by the Safer Young Lives Research Centre at the University of Bedfordshire. The OVUN was established to facilitate links between academics around the world in order to develop and share knowledge about the prevention of and response to child sexual abuse and exploitation. It was recognised that those undertaking doctorate studies related to the area of child sexual abuse and exploitation hold a wealth of knowledge on this topic. One strand of the OVUN therefore focussed on creating a space where doctoral students could come together to share knowledge and understanding. This briefing shares learning from the PhD student forum sessions that were held over the course of the project. Here, we reflect on what forum members have shared about: • the tensions and challenges of doing doctoral research on child sexual abuse and exploitation (or related topics/other forms of harm) • what they have valued about the forum • what support needs they have which are not being met It is hoped that the learning captured in this briefing will be of use to other PhD researchers and supervisors who are undertaking or supporting work in this field.
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Implementation and impact of the Practice Principles for responding to child exploitation and extra-familial harmThe eight Practice Principles set out an approach for responding to child exploitation and extra-familial harm, aiming to support and align multi-agency responses. Developed by the Tackling Child Exploitation (TCE) Support Programme1 the Principles are evidence-informed2, offering a way to navigate a complex landscape, focusing on behaviours and cultures at all levels. Interrelated and interdependent, they are designed to complement and support existing guidance and local working arrangements.
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Challenges and benefits of cat fostering: a focus group study with volunteer cat fosterers in Aotearoa New ZealandCat fostering programs play a critical role in managing and supporting the health and wellbeing of stray abandoned or relinquished cats. Most cat fostering programs can only operate with the help of volunteer cat fosterers. Yet, there is comparatively little research on the experiences of cat fosterers. This study aimed to explore the motivations of volunteer cat fosterers, the challenges they experienced in their fostering practice, and what they perceived as the main benefits of cat fostering. We conducted focus group interviews with cat fosterers in Aotearoa New Zealand to answer our research questions. In total, 13 cat fosterers with a range of fostering experience participated in the focus groups. Data were analysed using qualitative content analysis. The primary motivations to become cat fosterers included a general love for animals, wanting an alternative to cat ownership, and the desire to help and make a difference, which was underpinned by altruistic values. Cat fostering is an emotionally challenging role that requires significant time commitment and involves substantial responsibility, which makes it a form of high-stakes volunteerism. Despite the challenges, however, cat fosterers experienced social and emotional benefits along with the satisfaction of making a meaningful impact on their fosters’ lives. These benefits fulfil basic psychological needs of autonomy, relatedness, and competence. The findings have important implications for shelter organizations and for the recruitment, retention, and training of volunteer fosterers.
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‘Nothing geeky about photography’: engaging and supporting girls and young women accessing a specialist child sexual exploitation service through photography and digital storytellingThere is a gap in the literature surrounding creative, arts-based approaches for engaging and supporting young people accessing specialist child sexual exploitation (CSE) services in the UK. This paper is based on an ethnographic study of a group photography and digital storytelling project to illustrate why and how these tools can engage girls and young women affected by CSE who, as a group, are routinely described in the literature as ‘hard to engage’. The article draws on interviews and field notes to consider why photography in particular may be engaging and appealing for this group. Furthermore, it illuminates how photography and digital storytelling may potentially be utilised to help counter trauma dynamics associated with child sexual abuse and exploitation through foregrounding choice and control. Consideration to whether such opportunities and outcomes may be achievable with the use of other arts-based tools, or within traditional one-to-one support settings, is also explored. Further research is required to unfurl the potential of arts-based tools and strategies for engaging and supporting young people who have experienced child sexual abuse and exploitation.
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An accidental sociologist: a reflection on working-class education and becoming an adult learnerHigher education should be a social good for everyone and, despite the intentions of university policy on inclusion and diversity with schemes on widening participation, the truth is that for working-class students, university is still a place where they encounter prejudices and feelings of exclusion. This article uses the method of autoethnography and personal experience to show and to argue that class inequality and the education system are still connected. It argues that policies relating to inclusion or exclusion are not adequate and instead the working-class lens, the experiences of working-class learners and teachers should be valued pedagogy rather than devalued ‘baggage’ that should be left behind.
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Experiences of and attitudes towards the use of traditional, complementary, and alternative medicines and therapies during and after pregnancy: a qualitative evidence synthesisReview question What are the experiences and attitudes of women towards the use of traditional, complementary, and alternative medicines and therapies during and after pregnancy? What are the attitudes of maternity care professionals and other stakeholders towards women’s use of traditional, complementary, and alternative medicines and therapies during and after pregnancy?
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Supporting health and social care students stay and stay well: a conceptual framework for implementing integrated care into higher educationIntegrated care demands a workforce that is confident, capable and compassionate. This is dependent on a willingness to work inter-professionally and understand the roles, standards and values of other professional groups. However, there are few examples of integrated care initiatives within higher education that aim to build the knowledge and skills required to support effective integrated, people-centred care. While satisfying, working in the helping professions is emotionally challenging and for students’ these challenges are often underestimated. Some students struggle through their studies with many failing to complete and others drop out in the early years of their careers. Understanding what supports students to thrive in their professional roles is essential to retention of a highly skilled integrated workforce. To address this challenge, this paper outlines a conceptual framework designed to promote a pedagogical environment focused on creating the conditions for integrated working. The framework is based on the “student lifecycle”, from starting to see the benefits of a career in the helping professions, developing a sense of belonging through to thriving and succeeding as future practitioners. It outlines how students are supported to develop emotional resilience, inter-professional empathy and reflexivity to help them stay and stay well in their careers.
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Creating stable futures: improving outcomes for trafficked childrenThis report outlines a 12-month participatory research study into understanding how to ensure protection, support and positive outcomes for children and young people who have arrived in the UK and have experienced modern slavery or human trafficking. The report centres around the voices and expertise of unaccompanied young asylum seekers and refugees in the UK with experiences of child trafficking. It focuses on the outcomes of protection, participation, integration and empowerment and has the United Nations Convention on the Rights of the Child at its heart. The research was undertaken by the University of Bedfordshire, University of Sheffield Hallam and ECPAT UK. It was commissioned by the Modern Slavery Policy and Evidence Centre and funded by the Arts and Humanities Research Council.
