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Social workers working to protect children face the prospect of making very finely balanced judgements, often on the basis of incomplete information. Based on doctoral research into sense‐making by social workers, this paper explores aspects of the tipping point, i.e. where the categorization of a child's situation changes, potentially leading to a very different response to their needs. Those aspects include identifying the triggers for, and consequences of, the tipping point, and being aware that the tipping point being reached may have to do with changes in the internal world of the worker as well as changes in the circumstances of the family. This paper stresses the need for a more nuanced understanding of the tipping point, and emphasizes the need to take account of the processes of decision‐making, and of looking at both inter‐ and intra‐personal components of those processes. Further, it is argued that a cautious attitude requires to be taken towards technical–rational solutions and that there is a real need to place professional judgement and consideration of the tacit dimension at the heart of the child protection process. [ABSTRACT FROM AUTHOR]

There is renewed interest in the place of direct work and relationship-based practice in social work. This paper explores the day-to-day direct work that happens where children and young people are 'looked after' at home, from the perspectives of children, social workers and those supervising practice. It is based on interviews with eight children and 25 professionals about their experiences. In this paper, I highlight that despite barriers, direct work, which is characterized as meaningful by children and professionals, happens and that the relationships formed between children and social workers are an important precursor to and an outcome of direct work. The research was undertaken in Scotland, and although the legislation, policy and guidance differ from other jurisdictions, the messages about direct work are relevant for practice in other countries. [ABSTRACT FROM AUTHOR]

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Children's participation in decision making of all kinds is of increasing interest across the world as more and more countries seek to comply with Article 12 of the United Nations Convention on the Rights of the Child. The participation rights of children who are in the care of the state are of particular concern. Recent research in England suggests that Independent Reviewing Officers (IROs) can play a crucial role in ensuring that looked after and accommodated children are able to participate in care planning and review processes. This paper outlines the findings of the first Scottish study to investigate the role of Reviewing Officers in encouraging children's participation in reviews. Surveys were collected from social workers, Reviewing Officers and young people after 69 review meetings as part of an action research study. Follow-up qualitative interviews were then completed with 10 young people and a focus group held with the five participating Reviewing Officers. The findings suggest that participation in looked after reviews can best be understood as a cyclical and relational process and that taking part in action research may enhance participation practices. While the role of the Reviewing Officer was found to be important, the findings suggest that everyone involved in the care and support of the young person needs to encourage participation processes that are individualized. [ABSTRACT FROM AUTHOR]

Since the 1970s, there has been growing academic interest in children and young people living in state care and, more recently, in the lives of disabled children. However, there has been little attention on the lives of disabled children who are looked after by the state. This paper compares and critiques what is known about the numbers of disabled children who are looked after in England, Northern Ireland, Scotland and Wales. We discuss the conceptual and methodological limitations of systematically collecting data on disabled children in state care across the UK. We argue that to ensure that the rights of disabled children in state care are identified, acknowledged and upheld, ‘being counted’ is a fundamental first step. [ABSTRACT FROM AUTHOR]

In 2013, academics from a Scottish university came together with social work managers and practitioners from two local authorities (LAs) in Scotland to run a knowledge exchange (KE) project co‐sponsored by the Economic and Social Research Council and the LAs. The project's aim was an ambitious one: to contribute to culture change in the children and families' departments in the two partner agencies. The project grew out of an earlier KE venture that had explored ways of engaging better with involuntary service users in social work; it thus both anticipated and reflected wider concerns about services for children that were also demonstrated in Munro's Review of Child Protection. The KE project had three components: training for managers, practitioner research projects and critical reflection workshops. Whether, and to what degree, the KE project changed culture is not the focus of this paper, which is written jointly by academic researchers and practitioners. Instead, one element of the KE project, namely the critical reflection workshops, is discussed. Findings provide strong evidence of the pressures currently experienced by children and families' services in the UK public sector. They also indicate how important good relationships are in building meaningful KE. [ABSTRACT FROM AUTHOR]

Children rarely disclose sexual abuse. Hence, studies of children's abuse experiences are relatively rare. This paper reports on a qualitative analysis of 2986 cases of self-disclosure of sexual abuse from children, aged 5-18 years, who contacted Child Line Scotland, a free, confidential telephone counselling service. Children discussed their feelings regarding the abuse, the impact of abuse on their health and well-being, sources of support, disclosure, coping strategies, the context in which abuse occurs and the various ways in which they were groomed or their compliance in abuse was gained. Children's narratives contained detailed contextual information on their experiences of sexual abuse, perpetrators of sexual abuse and the circumstances in which sexual abuse occurs. The way in which children communicated about sexual abuse was found to differ quite considerably, and the terminology they employed was often markedly different from adult constructs. Nonetheless, children of all ages were able to describe their experiences and their feelings around the abuse in considerable detail. This study provides a rare insight into children's accounts of sexual abuse. The findings illustrate the profound impact that sexual abuse has on the lives of children and their understandings of the circumstances in which abuse occurs. [ABSTRACT FROM AUTHOR]

Social workers are routinely required to make finely balanced judgements on matters defined by subjectivity and uncertainty. Often, these judgements have to be made on the basis of information which is incomplete, inconclusive and contested. The way in which social workers make sense of such information is a crucial component of effective assessment and intervention. This ethnographic study of judgements in a social work office describes some of the practices which practitioners employed in making sense of information about children and young people's needs. The findings suggest that initial statements in dialogue may potentially act as signposts for preceding intuitive sense‐making. Observations offer insights into the way in which individuals construct professional responsibility. The study also suggests that sense‐making is not necessarily an individual activity but can be an activity which is shared between people and across teams. The findings indicate the importance of emotional intelligence and intersubjectivity in social work judgements. [ABSTRACT FROM AUTHOR]

Children from substance-misusing families face elevated risks in growing up well and safe. Early intervention is an opportunity for local authorities to offer support and keep a watching brief on children's welfare. However, the basis upon which agencies voluntarily engage with families in advance of major problems becoming evident is far from straightforward. This qualitative pilot study in Scotland followed professional decision-making over 6 months ( n = 20 professionals) with a small number of families ( n = 6) defined as in need of supportive intervention. This support was allied with an intention to monitor the family situation, which, in these data, appeared to affect the willingness of families to engage with services. As services sought to increase their voluntary oversight, sometimes by threatening escalating involvement, so families by various means appeared to resist it. Successful early intervention is reliant on voluntary family participation and thus requires close attention to means of positive and motivated parental engagement to disarm resistance. [ABSTRACT FROM AUTHOR]