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This paper reports on the findings from a qualitative study into the experiences of parents who were involved in the English child protection system in 2013. Seventeen in-depth interviews were conducted involving 19 parents and/or partners, and a framework approach was used to analyse the data. There were positive experiences of individual social workers and some positive experiences of the child protection system. However, the overwhelming theme of the parents' experiences was that the system was uncaring, inflexible and for some harmful to both themselves and their children. Despite being included in the child protection process, parents felt they were not afforded the same rights as a participant, as a decision-maker or as a partner in seeking to improve the situation. The threat of consequences silenced parents who felt unable to speak out or challenge the things they disagreed with or coerced others into signing agreements they did not agree to. Such experiences related to a sense that they were being treated as 'less than human'. These findings are considered within the context of recent reforms within the English child protection system. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study that used focus groups to gather data from the perspective of child protection workers on their experiences in providing services to clients with limited English proficiency (LEP). The goals of the study were to understand processes of relationship building and service provision that could contribute to improved practice. Focus groups are ideal in obtaining data on how a group deals with particular situations and for understanding their decision‐making processes. Measures to ensure rigour and trustworthiness were taken throughout the study. Findings provide rich and multilayered insights into the complexity of providing services for families with LEP showing that agencies use bilingual workers as well as interpreters for services. Participants noted, however, that services continued to be inconsistent with unclear guidelines and training about how and when to access interpreters. Lack of training for bilingual workers was also identified. Confidentiality issues, barriers to engaging with clients, problems with the quality of interpretation and role confusion together with benefits including interpreters being cultural and language ‘conduits’ and links to culturally specific services; enhanced communication decreasing the possibility of inaccurate assessments and lessening power differentials; and help with workload were noted. [ABSTRACT FROM AUTHOR]

Little empirical research has been conducted in Australia on what constitutes as effective practice with interpreters in child protection matters. This study aimed to address this gap. Qualitative interviews were conducted with 29 non–English‐speaking background (NESB) client families and 17 child protection caseworkers (as part of a larger study). Four examples of good practice (e.g. accurate translation) and 14 examples of ineffective practice emerged. The examples of poor practice were consequently grouped as issues with: (i) interpreters (e.g. inaccurate translation); (ii) caseworkers (e.g. insufficient time); (iii) NESB families (e.g. refusing to use an interpreter); and (iv) resources (e.g. insufficient face‐to‐face interpreters). As expected, the results largely replicate the (scant) national and international literature, indicating that features of good practice, and barriers to them, are similar across multicultural countries. This paper does however argue that training for interpreters dealing in such sensitive matters and training for caseworkers on working effectively with interpreters seem to be at the heart of good practice. This study is significant because it draws on the richness of data that qualitative methods offer to identify the full range of relevant variables and provide empirical support for principles of good practice. [ABSTRACT FROM AUTHOR]

The legislative framework of social work practice has consistently highlighted the need to work in partnership with parents, with far‐reaching implications for families. However, the importance of engaging fathers in social work practice is an issue that has received limited attention within academic debate and research. A research study undertaken across six family centres, investigated paternal involvement in family centre social work in Northern Ireland. The study involved 46 semi‐structured interviews with social workers, fathers and mothers. This paper presents the views of 22 social workers on the barriers to paternal involvement in family centre interventions. A range of factors were identified which served to inhibit or promote engagement of fathers. There were substantially more deterrents than promoters, a clear indicator of the problematic nature of paternal involvement. The findings highlight that both attitudes and practices of social workers influence the engagement of fathers. Recommendations drawn from the findings are presented for the development of father – inclusive social work practices and research. [ABSTRACT FROM AUTHOR]

From the mid-1990s, there have been a number of campaigns aimed at raising awareness of dyslexia and social inclusion. In conjunction with these campaigns, educational and employment policies have been implemented that advocate inclusive and workplace adjustments for people with dyslexia. This study aims to explore the intersectional relationship between dyslexia and socio-economic status. The findings analyse adult perceptions of education and employment, which have been shaped by 23 years of social policies promoting anti-discriminatory practice. The study applies a quantitative approach, which collected data from a national survey conducted from 2015 to 2017. The sample consists of 442 adult participants who reported having dyslexia. The social model of disability has been applied in this study to interpret the data findings from a disability studies perspective. The article suggests that socio-economic status significantly affects issues of diagnosis, educational, and employment experiences. The findings illustrate an intersectional relationship between socio-economic status and disability inequalities, which have an effect on the experiences of people with dyslexia in adulthood. [ABSTRACT FROM AUTHOR]

Whilst the contribution of good supervision to high‐quality social work practice is widely recognized, research exploring practitioners' experiences of supervision is surprisingly limited. Set within the context of the supervision framework for employers of social workers in England, this small‐scale survey, using an extended questionnaire, examined the experiences of supervision of a group of child care social workers. The aim was to find out what aspects of supervision worked well and where there was room for improvement. The findings suggest that whilst the majority of employers had appropriate supervision policies in place, day‐to‐day practice varied enormously, frequently falling well short of national standards, with the quality of supervision often depending more on the characteristics of the supervisor and the agency context than the needs of the worker. Supervision sessions typically focused predominantly on case management, with much less attention paid to the worker and opportunities for them to reflect on their practice. Only a quarter of the social workers in this survey could be considered to be satisfied with their current supervision, with a much higher proportion clearly dissatisfied. [ABSTRACT FROM AUTHOR]