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This article details two important reasons why supporting young children with disabilities who have experienced abuse and neglect and their families is the responsibility and obligation of the Division for Early Childhood of the Council for Exceptional Children (DEC): (1) Although prevalent in their work, this population is overlooked; and (2) Somebody needs to do something. DEC has the unique responsibility, obligation, and opportunity to take the lead regarding encouraging research, policy, and practice related to supporting young children with disabilities who have experienced abuse and neglect. In September 2015, DEC formed a development team to begin working on a position statement focused on young children with disabilities who have experienced abuse, neglect, and trauma. The development team is comprised of individuals in the DEC community who expressed an interest in supporting young children with disabilities who have experienced abuse and neglect and their families (see Table 1, development team members). The position statement will be highlighted and distributed at the DEC 2016 conference in Louisville, Kentucky. While the DEC community currently does not have the solutions to child abuse, neglect, and trauma, this position statement takes a step forward in the problem solving process.

Child neglect is a problem that presents many challenges to learning and teaching in schools. Children are unable to learn if their basic needs are not met. Neglect is the second most common reason for a child to be on a child protection plan in Wales. Given the universal nature of their provision within the community, and the prevalence of neglect, schools are well-placed to notice and intervene early and provide support to children that promotes their health and wellbeing. In fact, staff in schools have the opportunity to observe children's behaviours, and their interactions with other pupils and family members up to five days a week over an extended period of time. However, little is known about the specific ways in which staff in schools respond to neglect and what factors help them to provide effective school-based support to families. This paper presents findings from thirty interviews with staff in six mainstream primary and secondary schools in Wales. Findings identify three factors that support neglect-practice within the school-setting (1) a whole-school proactive approach to child neglect; (2) a positive learning and development environment for staff members; and (3) relationships between staff and the child(ren)'s family.

Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this 'new' vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies.

Background/purpose: This paper investigated the relationship between childhood trauma and psychological resilience in preschool teachers. The study also determined whether psychological resilience depended on age. Materials/methods: The study adopted a correlational survey model. The sample consisted of 268 preschool teachers. Data were collected using a demographic characteristics questionnaire named the Childhood Trauma Questionnaire (CTQ-33), and the Adult Resilience Measure (ARM-R). Results: The study's results showed that higher CTQ-33 emotional abuse, emotional neglect, sexual abuse, and total CTQ-33 subscale scores have correspondingly lower ARM-R total and subscale scores. The results also showed that higher physical abuse, physical neglect, and overprotection-overcontrol subscale scores have correspondingly lower ARM-R relational resources, personal resources, and familial resources subscale and total ARM-R scores. There was no correlation found between the CTQ-33 physical abuse, physical neglect, and overprotection-overcontrol subscale scores and the ARM-R cultural and contextual resources subscale scores. The results showed that age did not affect the participants' ARM-R subscale or total scores. Conclusion: The study's results revealed a negative correlation between childhood trauma and psychological resilience. Age did not affect psychological resilience levels.

Prior to the COVID-19 pandemic, 44% of elementary-aged students reported experiencing adverse childhood experiences, while 13% reported experiencing three or more (Blodgett & Lanigan, 2018). During the COVID-19 pandemic, parents faced many hardships such as economic and health disparities. This resulted in an influx of reported and presumably unreported adverse childhood experiences. The most reported experience included child neglect and psychological maltreatment (Sonu et al., 2021). While not seen as popular in the media and literature, the impact of psychological maltreatment is more severe than any other form of abuse (Hines, 2020). This paper will discuss the current conceptual findings, legal definitions, theoretical underpinnings, policy and practice implications as it relates to child neglect and psychological maltreatment of elementary-aged children.

Though experiencing maltreatment (abuse or neglect) appears to be common in students with the special education label of emotional and behavioral disorders (EBD), little research has been devoted to this topic by EBD educators. This paper uses archived file drawer data from 1992 that focuses on 149 students newly classified with EBD for whom a wide range of enrollment variables was collected, and who were subsequently followed up on an average of 8 years later to assess their educational outcomes. At enrollment, experiences of maltreatment were determined to have occurred in 57.7% of these participants. The group who experienced maltreatment was predicted at enrollment only by the family stress of having at least one natural parent with a history of psychiatric illness, although the concordance was not strong (52.3%). When the children who experienced maltreatment were next divided into two longitudinal groups according to educational outcomes (52.3% successful), the enrollment variables of the presence of anxiety and/or depressive disorder and younger age predicted the successful outcome group with good concordance (76.0%). Professional and programmatic implications for educators of students identified with EBD who have also experienced maltreatment are discussed, along with practical recommendations for serving this population.

Protecting an unborn baby from abuse and neglect presents particular challenges for professionals due to the uncertainties about appraising future harm and functioning of family relationships. This systematic narrative review synthesises studies of professional decision making by health and social care professionals regarding child protection of an unborn baby. Five bibliographic databases (ASSIA, CINAHL Plus, Ovid MEDLINE, PsycINFO, Social Care Online) were searched using an explicit and robust search; papers identified as relevant were appraised for quality and combined using a narrative synthesis based on the main themes in the papers. Ten papers met the inclusion criteria, including qualitative studies, surveys and randomised trials of the effectiveness of decision support tools. The papers identified the following case risk factors relating to risks to an unborn baby: alcohol abuse; ante-natal care; previous children in care; domestic violence; drug abuse; lack of education; employment issues; unrealistic expectations of the baby; housing issues; learning disability; feelings about pregnancy; low socio-economic status; mental illness; mother's childhood experiences; lack of parenting capacity; physical disability. There were several papers on developing risk assessment tools. A few papers focused on risk assessment and decision processes including engagement with pregnant women. There was some discussion of psychosocial supports for risks in pregnancy. There is useful published material on the range of risk factors, and more limited material on the development of assessment tools and on decision processes. The psychosocial supports that might be provided to the pregnant woman as decision options is an area for future research.

The purpose of this study is to analyze how immigrant children in Japan are included in the phenomenon of "gakko kino no fukushika" (Kuraishi 2014: 56)--henceforth "welfare-oriented schools"--by using the analytical framework of education-welfare. Fieldwork took place in an elementary school Japanese language class, along with interviews with immigrant mothers, a Japanese language teacher and a Filipino language supporter. The paper focused on three aspects of Filipino immigrants' lives: child neglect, dietary habits, and truancy. As regards education-welfare, this study has illustrated both the possibilities and limitations of teachers taking the "care" roles for immigrant children. Although previous literature has drawn a distinctive line between education and welfare specialists, in this study, the boundary was ambiguous as the Japanese language teacher considered herself a "social worker." On the other hand, one of the limitations was that the teachers' dominant ideology of a "good" way of living excluded the logic of the immigrants.

Childhood exposure to adversity and its consequences is a significant public health challenge. Schools are beginning to understand the impact of adverse childhood experiences (ACEs) and some schools are considering screening for ACEs. However, dissemination of the ACEs screener and subsequent interventions may lead to challenges and iatrogenic outcomes for students if caution is not taken. This paper examines key considerations, including ethical and legal guidelines, surrounding screening for ACEs within the school system. Through conceptual analysis, the National Association of School Psychologists Principles for Professional Ethics are examined in conjunction with educational law regarding ACEs screening. Additionally, key considerations and limitations such as whether the screener captures trauma rather than adversity, the use of parents as informants, racial inequities, and potential stigma of conducting ACEs screening in schools are addressed through the integration of ACEs scholarship. Recommendations and alternative solutions for school districts seeking to address ACEs within their student population are provided in support of trauma-sensitive schools.

Signs of Safety is a strengths-based approach to work with children and families where there are concerns about abuse or neglect. Signs of Safety is widely used in the UK and internationally, and there is a growing range of empirical research exploring its use within statutory children's social work. However, there is little research exploring how, and to what effect, Signs of Safety is being used by other childcare professionals. This paper reports on an independent evaluation of the use of Signs of Safety by an early help agency in the South West of England. At time of evaluation, the agency was commissioned by the local authority to support children and families with multiple and complex needs who did not meet the threshold for statutory children's social care involvement. The study was multiple methods with two strands. To better understand the work that the agency did, data were collected from case files, to develop a profile of families engaging with the agency. Interviews were undertaken with five practitioners about their experiences of using Signs of Safety. Saliency analysis was used to explore the qualitative data. Overall practitioners felt that Signs of Safety was accessible, supported clear communication with children and families and aided critical reflection. However, existing tensions--relating to statutory threshold decisions and multi-agency relationships--were reflected and magnified via the Signs of Safety tools. The implications of these findings are discussed, providing original insights about an issue highly relevant to national and international audiences.

The article presents the discussion on addressing the need for empirical data regarding the legal system's responses to child abuse and neglect. Topics include implementation and effectiveness of law enforcement strategies for identifying, investigating, and clearing cases of child maltreatment and child trafficking; and treatment to poor legal outcomes such as involvement in juvenile delinquency or adult criminality.

This paper explores the causes and effects of a unique begging style involving children as guides in Dodoma Municipality, Tanzania. The rationale for Dodoma Municipality to be the study location is that the begging phenomenon using children as guides is rampant. The study sample involved 40 respondents, of whom 6 were young carers of visually impaired adult beggars, 6 visually impaired adult beggars, 6 young carers of visually impaired adult beggars' family members and 22 influential community members. Purposeful sampling technique was used to obtain these respondents. Data collection methods entailed interviews and observations. Artifacts were also used to portray issues under investigation more vividly. The data were analyzed using content analysis in which themes and sub-themes were determined by organization, reduction and interpretation of the information collected. The study discovered that lack of education, sympathy attraction, lack of proper orientation, laziness and poverty were the major causes for the existence of begging involving children as guides. The study revealed that minor causes include parents' negligence and alcoholism, Single Parenthood as well as drought and hunger. The begging style using children as guides resulted into notable limited basic education access among these vulnerable children hence a liability and not asset. The study recommends that young carers of visually impaired adult beggars should be enrolled to basic education and revitalize education for self-reliance.

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society.

Mandatory reporting of child abuse and neglect is a complex yet essential responsibility tasked to many professional groups working with children, including the early childhood education and care (ECEC) workforce. This paper provides a narrative review synthesising the empirical literature on factors influencing ECEC educators' reporting of child abuse and neglect, including knowledge and training, attitudes, thresholds for reporting, work experience and context, inter-organisational co-operation and self-efficacy. These factors can act as barriers and facilitators to effective reporting practice and are likely to interact in dynamic yet modifiable ways. Findings from the review may be useful for informing future education and training initiatives for the ECEC workforce. Further research is warranted in this area.

The Program of Intervention for Prevention of Institutionalization (P.I.P.P.I.) is a programme that integrates research, training, and intervention in working with families living in vulnerable situations. It is funded by the Italian Ministry of Welfare and, since 2011, has cumulatively involved roughly 8000 professionals from Social and Health Services and Schools, as well as 4000 children and their families in more than 200 territories across Italy. P.I.P.P.I. focuses on supporting children and families through multi-professional, holistic, and resilience-based interventions, in order to reduce child neglect. Bronfenbrenner's ecology of human development and its definition of neglect are the rationale for the programme, and discussing the theories on community and community capacity linked with resilience theory, this paper reflects on enabling community as an approach to alleviating social disadvantage and promoting child, family, and community wellbeing and resilience. The cases of two territories in Southern Italy will be presented and reviewed in order to illustrate how the service-school-family relationship was promoted within a resilience community approach. Using information from meetings, focus-groups with professionals, and document reviews, programme implementation will be presented and discussed to explore how the governance of social services and school-based service providers make decisions and organize activities to facilitate participation by children, parents, teachers, and social professionals, enabling more community development. Implications for practice, policy and research are highlighted.

Introduction: Negative parental behaviour is among the significant risk factors that can have a negative impact on an individual's development. In certain contexts, when appropriate protective factors are available, individuals deal with adversity better and it does not come to a decrease in their social performance nor their achievement in various spheres of life. Purpose: The purpose of the presented paper is to provide a literature review on the role of resilience in dealing with harsh circumstances when negative parental behaviour occurs in a family. Methods: In the study, the traditional desk research method was used to gather data. Conclusions: Exposure to negative parental behaviour -- including abuse and neglect, as well as domestic violence, can have detrimental consequences for children's health and welfare. Under such circumstances, protective factors available to children play a significant role. Exposure to negative parental behaviour, including abuse and neglect, as well as domestic violence, can have detrimental consequences for children's health and welfare. Under such circumstances, protective factors available to children play a significant role. If a family fails to protect a child or even represents a risk factor in the child's life, the importance of other social institutions, such as schools, church, peer groups, etc., increases, as both internal and external protective factors are important. They can provide children at risk with support, help them develop own coping strategies and foster their resilience in order to overcome significant adversity in their families without serious harm. An individual's resilience is a decisive factor in the process of dealing with threatening situations.

Childhood maltreatment is any behavioral conduct by parents or guardian or any known or unknown person which causes physical, emotional, sexual pain to the child and hurts him/her immensely. Suicide ideation can be defined as the intention or desire to kill oneself. Suicide ideation is largely prevalent among youngsters. The aim of the present research paper is to find out gender difference in childhood maltreatment and suicide ideation among male and female students studying in Government colleges of Jammu city, India. Convenience sampling technique is used to collect the data. Mean and t-test are used for the analysis of data. After the analysis of data significant gender difference is found in childhood maltreatment and suicide ideation among college students. Results revealed that female students are more prone to physical neglect, emotional neglect, emotional abuse, sexual abuse whereas male students indicated only higher degree of physical abuse. At the same time females have shown higher suicide ideation than males. Thus present results are to be taken into serious consideration because young students are the future of our nation and it becomes the responsibility of educationists and psychologists to lay stress to cure not only their physical health but mental health too. So this study lays emphasis on the fact that colleges should organize workshops for students where they can be motivated, encouraged to live their life to the fullest and there must be counselling cells in the colleges to prevent and reduce suicide ideation among college students because mentally healthy students can concentrate more on studies and develop healthy habits which would eventually leads to development of society.

This paper explores how the colonial hegemony of racism in Australia could be disrupted in schools by introducing mandatory reporting of racism by teachers in Australia, and addresses the benefits and risks of mandatory reporting of racism. Using Aboriginal and Torres Strait Islanders as a case study, the ongoing prevalence of racism in schools is established. I then draw on the literature associated with teachers' mandatory reporting of child abuse and neglect to construct racism as a form of emotional abuse of children. The complexity of racism as evidenced from the literature limits the mandatory reporting to interactional racism by teachers as an antiracist practice. The justification for mandatory reporting covers the emotional stress caused by racism to students and can also be extended to support Aboriginal and Torres Strait Islander staff in schools. The evidence of learning success where antiracism strategies have been introduced in schools, the opportunity to normalise bystander antiracism by teachers, and the alignment of this reporting initiative with the professional standards of teachers together support a case for mandatory reporting of racism in schools. The arguments against mandatory reporting of racism draw on the generative practices of teachers integrating antiracist discourses in schools.

Citizens of modern societies must trust a broad range of systems and professionals. When distrust arises, professionals are expected to be accountable. This paper draws on conversational material from a preschool team meeting. When a preschool work team prepares to meet a parent who has complained about their recurring neglect to change her child's nappies 'in time', they are found: (1) to carefully review the encounter with the client, (2) in a team-building fashion, to select suitable accounts to offer 'front stage' and (3) to internally justify their selection of accounts. Our results indicate that work team members who engaged in backstage rehearsal author the organisation for building trust and, simultaneously 'rehearse away' what should remain the organisations' secrets. Communicating the intent to satisfy was deemed more important than was using evidence from their professional knowledge base.

Purpose: The purpose of this paper is to identify motives that lead students and teachers of sports science to participate voluntarily in the organization of sport events at a community level. Design/methodology/approach: A questionnaire composed of five dimensions, expression of values, concern for the community, interpersonal contacts, vocational guidance and personal growth/development, was given to a sample of students and teachers. Then a confirmatory factorial analysis was applied to the five dimensions and descriptive statistics was used to identify the ranking in terms of the reasons why teachers and students decide to engage in extracurricular activities. The Mann-Whitney U-Test was used to identify significant differences between the two groups. Findings: Teachers and students consider that the main reasons for their involvement are related to expression of values, concern for the community and vocational guidance. Significant differences were found indicating that for students, gaining experience for future jobs is one of their priorities but for the teachers they consider that helping others and contributing to the good of society are the main reasons. Research limitations/implications: The implications for organizers of community sport events are that different rationale for contributing need to be taken into account. Originality/value: This study contributes to the pedagogical strategies that can be used to improve the training of the sports science students. It is important to note that the involvement of students and teachers in extracurricular activities can benefit from their integration into the labor market.

The present paper focuses on teachers' experiences of child abuse/neglect cases, teachers' awareness of reporting or discounting, and their ways of responding to a hypothetical disclosure of abuse/neglect. A total of 1877 teachers in Greek public schools participated from a national teacher in-service training across the country; of them, 306 (16.3%) reported that they had experiences with children exposed to forms of abuse in their professional career. The higher level of perceived awareness of reporting responsibility was significantly associated with a lower level of discounting and with more appropriate ways of teachers responding to a child's disclosure. The findings are discussed within the Greek context, highly characterized by its lack of institutional arrangements and adequate child protection services that could facilitate schools to document, examine and share helpful practices for child abuse and neglect.

Globally, the oral health needs of children who have, or are suspected of having, experienced abuse or neglect has become a focus of concern. It is thus valuable and timely to map the contemporary nature of the research landscape in this expanding field. This review reports the findings of a scoping review of the international empirical literature. The aim was to explore the relationship between child maltreatment and oral health and how this complex issue is addressed in contemporary dental, health, and social work practice. The review identified 68 papers, analysis of which identified three themes: (1) There is a relationship between poor oral health and child maltreatment that is well evidenced but conceptually underdeveloped. (2) There are discrepancies between the knowledge of members of the dental team about child maltreatment and their confidence and aptitude to identify and report child protection concerns. (3) There are areas of local-level policy and practice development that seek to improve working relationships between dentists and health and social work practitioners; however, there is widespread evidence that the oral health needs of this group of vulnerable children are not consistently met. To orientate critical discussion and planning for future research and practice, we present the Patterns, Advances, Gaps, Evidence for practice and Research recommendations (PAGER) framework. The review's findings are likely to be of interest to researchers, practitioners, and policy makers working across dentistry, health and social work. [ABSTRACT FROM AUTHOR]

Child neglect is a problem that presents many challenges to learning and teaching in schools. Children are unable to learn if their basic needs are not met. Neglect is the second most common reason for a child to be on a child protection plan in Wales. Given the universal nature of their provision within the community, and the prevalence of neglect, schools are well-placed to notice and intervene early and provide support to children that promotes their health and wellbeing. In fact, staff in schools have the opportunity to observe children's behaviours, and their interactions with other pupils and family members up to five days a week over an extended period of time. However, little is known about the specific ways in which staff in schools respond to neglect and what factors help them to provide effective school-based support to families. This paper presents findings from thirty interviews with staff in six mainstream primary and secondary schools in Wales. Findings identify three factors that support neglect-practice within the school-setting (i) a whole-school proactive approach to child neglect; (ii) a positive learning and development environment for staff members; and (iii) relationships between staff and the child(ren)'s family. [ABSTRACT FROM AUTHOR]

In Lebanon, a country facing multilayered crises and an increase in reported cases of child maltreatment, the availability of a unified and comprehensive child safeguarding protocol in healthcare facilities remains limited. Healthcare providers are frontline in recognizing and detecting child abuse and neglect (CAN) cases in hospital settings. Therefore, the adoption of a child protection system in healthcare settings is much needed. We attempted to establish a program for child safeguarding identification, intervention and monitoring mechanisms in Lebanese teaching hospitals. Despite high levels of need, the establishment of this program faced major challenges in the context of multiple national emergencies. The latter included fragmentation of the child protection system and the collapse of the health sector. This paper aims to share these challenges and extract lessons learned for future implementation of a unified child safeguarding protocol in Lebanese hospitals. Key Practitioner message: In countries where child protection services are already fragmented, multilayered crises further weaken the system while CAN risks increase. We recommend:An implementation model based on a thorough needs' assessment and feasibility study.A close collaboration with stakeholders to prevent pitfalls.Setting a clear, simple and comprehensive referral system between the social and healthcare systems where frontliner staff in both sectors are trained.Adopt a paediatric disaster preparedness framework.Harmonizing national policies and procedures with NGOs and community [ABSTRACT FROM AUTHOR]

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This paper grants some considerations on a critical phenomenon for child health: child neglect. It is an omission-type form of childhood maltreatment, which is widespread but very hard to intercept. For the assessment of child neglect, the Italian Society of Pediatric Psychology (S.I.P.Ped.) has developed and validated a specific assessment technique (the C.N.A. technique). It is supposed to be for parents of children between 3 and 9 years old. It is based on a paradigm that identifies the dysregulation of parental competence as the cause of neglect. It can occur in hypo- or hyperactivation of three fundamental factors (recognition, stimulation, and care). The child neglect assessment technique (C.N.A.) differs from the retrospective tools available in the literature since it allows for interception of the "signs" of possible child neglect when negligence occurs. [ABSTRACT FROM AUTHOR]

This paper aims to address father absence as a key contributory factor to child neglect and abuse and a cause of disrupted and unstable families by means of an explorative literature review. The study follows a biblical and multidisciplinary approach and collaboration between scholars from the fields of social work and theology in an effort to transform broken families. The Children's Act, 38 of 2005, stipulates that children in need of care and protection refer to children who face social issues such as abuse, absent parents, and children who abuse alcohol and drugs, among other things. These children require adequate care, love, and security. A stable family or home environment can provide stability, security, and a caring environment where children can develop to become emotionally healthy and pro-social. God can transform families, especially the families of children who receive the ministry of his Word. The Scripture in Jeremiah 31 verse 29 proclaims: "The fathers have eaten a sour grape and the children's teeth are set on edge". This quote refers to the involvement of the father as the primary leading figure in the family. It illustrates that proper fathering has a much broader significance than just the biological production of children. South Africa has experienced rapid changes, including shifts in family composition. There are many broken relationships, and father absence is a salient issue. Countless numbers of children in the South African landscape are being raised without their biological fathers. Many experiences no fatherly presence at all as they lack an alternative figure. Children are often humiliated for being fatherless and many families are challenged by father absence, and this creates in children a sense of loss and confusion. Hence, the aim of this article to reciprocate to father absence as social ill from a biblical point of view and to suggest a transformative ecclesial praxis. [ABSTRACT FROM AUTHOR]

Child neglect is a significant concern for Aboriginal families and communities both in Australia and internationally. Service responses to child neglect are largely informed by child neglect theories, which explain the nature and causes of child neglect. However, child neglect is a problem that is worsening for Aboriginal children, suggesting that these theories are not appropriate. This paper argues that to meet the needs of Aboriginal families and communities where there is child neglect, policy and practice needs to acknowledge and address the impact of trauma in shaping the lived experiences of Aboriginal people. International literature discusses the impact and consequence of historical trauma within Indigenous families and communities, and separately, child maltreatment theorists have discussed the ecological nature of child neglect. However, the literature and evidence‐base linking the two, child neglect and historical trauma in Indigenous contexts, are very scant. This paper aims to fill this gap and emphasize the importance of addressing child neglect within Aboriginal families and communities in the context of historical trauma. Although this paper focuses on the post‐colonial experiences of Aboriginal people in Australia, the arguments can extend to many Indigenous cultures universally where child welfare interventions have resulted in significant and ongoing trauma. [ABSTRACT FROM AUTHOR]

Although considerable research exists on Child Neglect (CN), gender-differentiated perceptions that fuel CN are not yet known. In the patriarchal family settings, the perception often held of mothers is that of childcare and fathers as providers. Drawing on interviews with 35 parents reported for CN in post-conflict northern Uganda, this paper explores the gendered triggers of CN and interventions directed at children under CN. The paper uses radical feminism and nested ecological theories to examine gendered perceptions often held about motherhood and fatherhood in relation to childcare and explains the risk factors for CN for caretakers from northern Uganda. Narrative responses were audio-recorded and transcribed. Qualitative content analysis was used to scrutinize parents' perceptions on CN. Parents highlighted triggers for CN as; spousal separation and custody of children, polygamy, disorientation of cultural and social norms and the burden of single parenting. Case reporting and community dialogues were identified as interventions. The paper argues for mainstreaming gender into family and child protection strategies for improved childcare while targeting both fathers and mothers to enhance safety of children. This paper contributes to the debate on CN by bringing out gender perspectives on parents' intentional CN in northern Uganda. [ABSTRACT FROM AUTHOR]

Child neglect is the most contested type of child maltreatment as its definition and measurement are more subjective, however, the less researched area of concern is the basis of its construction. Therefore, the purpose of this study was to explore what lowincome families deem as child neglect to inform more acceptable interventions for both Social Workers and families to ensure better outcomes for children. This paper presents the findings of a pilot study in Assin Assempanaye, a low-income community in the Central Region of Ghana. Adopting an interpretative phenomenological analysis approach with an in-depth interview guide, 18 parents from different households' views were explored using thematic analysis. The findings of the study revealed that age and expected social behaviour were the basis for neglect. Where omission of care for a child below 10 years was deemed as parental failure, for those, 10-17 years, the incidence of neglect was linked to the child's failure to conform to the reciprocal social relationship between a parent and a child. It is suggested that Social Workers have to address adolescent neglect differently in programme interventions by also focusing on social role expectations. [ABSTRACT FROM AUTHOR]

This article reports findings from a study which sought to offer primacy to the voice of the child, using narrative approaches to encourage children and young people to share their lived experiences of neglect. Using a constructivist approach, this paper explores the relationship between the voice of the child and their narrative of neglect. Drawing on the notion of 'family narrative', the discussion examines how children's views are constructed and reconstructed through the process of telling. This research documents that whilst practitioners seek to present the authentic voice of the child, our understanding of 'voice' should be problematized to take account of the fact that it is mediated through a number of filters and lenses. By attending to the voice of the child in the context of their narrative, practitioners may move closer to understanding the lived experience of the individual by exploring feelings, motivations and the myriad of factors which may influence how and for what purpose voice is shared. Engagement with the voice of their child in the context of their narrative, facilitates the development of a social work meta‐narrative to inform effective intervention. [ABSTRACT FROM AUTHOR]

Child neglect is the most common reason for a child to be placed on the child protection register in Wales. Due to their central position within the community, schools provide opportunities for staff to observe children's interactions with peers and family members, five days a week, over an extended period of time and development. Although literature acknowledges schools as pivotal sites for the identification of child maltreatment, little is known about the manner in which school staff recognise and respond to child neglect in their roles. This paper brings new understanding about the way in which child neglect is identified by school staff in Wales. The mixed method research design comprises two phases: quantitative social work case file analysis, qualitative semi-structured interviews and non-participant observation. This paper presents two key findings from the thirty interviews with staff in mainstream schools undertaken within the second phase of the study. Findings emphasise the presence of differing professional perspectives between school staff and social services: firstly the identification of child neglect within the boundaries of the school, and secondly the interprofessional challenges which exist for school staff when responding to child neglect. Findings have important implications for future policy and practice in the delivery of school-based service provision, and broader messages for the development of effective inter-professional relationships between staff in all universal services and statutory services when supporting and protecting children who are suspected of living with neglect. [ABSTRACT FROM AUTHOR]

Independent child migrants (ICM) are children who choose to leave home and live independently of their parents or adult guardians. The literature and society in general often portray them as victims and abandoned children. This is because research on child neglect has not paid sufficient attention to the experiences of children in especially difficult circumstances. This paper has addressed that inadequacy: it has investigated the experiences and perception of parental neglect among ICM in Ghana and the relationship between these experiences and the children's subjective well-being (happiness). The study used a cross-sectional concurrent mixed method design with children aged 12 to 17 years. The sample for the quantitative study included 156 children, while the qualitative investigation involved 14 children. The analysis comprised ordinal logistic regression, and hybrid thematic techniques for the quantitative and qualitative studies respectively. The results indicated that the decision to migrate often emerged through familial dialog. For the children, the decision was connected to their in-depth appreciation and experiences of family poverty and well-being. Correspondingly, despite the hardships the children faced, and their understanding of what neglect is, most of them did not feel neglected. Nonetheless, the majority of the ICM were not happy about the conditions of their lives. Unhappiness was mostly associated with greater perceived parental neglect. The paper argues that social protection policies to safeguard ICM and children alike from 'risky' conditions must consider the broader sociocultural, economic and familial conditions that shape their lives, livelihoods, and feelings of well-being. [ABSTRACT FROM AUTHOR]

There is much evidence of the many risks posed by childhood neglect. A scoping review of the literature found 467 articles on 345 studies from 38 countries reporting a large number of problems for children and adults associated with childhood neglect. After describing the broader scoping review, this paper presents findings specific to physical health, neurobiology and development. Across different neglect sub-types, different populations and different research methods, the weight of research demonstrates substantial risk from neglect including, at the most extreme, fatal outcomes for children. Physical health problems associated with neglect cover many health areas including the cardiovascular, respiratory and central nervous systems for children and adults. Studies from neuroscience have also shown wide-ranging atypical neurobiological structures and networks following different neglect sub-types especially for children exposed to institutional neglect. Similarly, studies have reported many developmental outcomes associated with neglect especially related to cognitive development. Physical health, neurobiology and general development are interrelated in healthy childhood and in the presence or aftermath of childhood neglect. [ABSTRACT FROM AUTHOR]

Aims: Child maltreatment (CM) is global public health issue with devastating lifelong consequences. Global organizations have endeavored to eliminate CM; however, there is lack of consensus on what instruments are most suitable for the investigation and prevention of CM. This systematic review aimed to appraise the psychometric properties (other than content validity) of all current parent- or caregiver-reported CM instruments and recommend the most suitable for use. Method: A systematic search of the CINAHL, Embase, ERIC, PsycINFO, PubMed, and Sociological Abstracts databases was performed. The evaluation of psychometric properties was conducted according to the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidelines for systematic reviews of patient-report outcome measures. Responsiveness was beyond the scope of this systematic review, and content validity has been reported on in a companion paper (Part 1). Only instruments developed and published in English were included. Results: Twenty-five studies reported on selected psychometric properties of 15 identified instruments. The methodological quality of the studies was overall adequate. The psychometric properties of the instruments were generally indeterminate or not reported due to incomplete or missing psychometric data; high-quality evidence on the psychometric properties was limited. Conclusions: No instruments could be recommended as most suitable for use in clinic and research. Nine instruments were identified as promising based on current psychometric data but would need further psychometric evidence for them to be recommended. [ABSTRACT FROM AUTHOR]

Having contact with each other is one of the most fundamental aspects of the parental- filial relationship. When it comes to this very fundamental aspect of the relationship, an incongruence is apparent: parents have a prima facie right to have contact with their children; children do not have a corresponding right to have contact with their parents. A parent, at least in England, can disconnect entirely from the life of his/ her children. This paper argues that this may make certain forms of child neglect de facto lawful. This paper also draws a parallel between parental denial of contact and parental child abduction, and argues that there are important similarities between the two, so far overlooked by the literature on child maltreatment. This paper concludes that if parents have a right to have contact with their children, then in principle children should also have a right to have contact with their parents. [ABSTRACT FROM AUTHOR]

This paper will examine the relationship between social control of deviance, ethical principles and social work. I will address this issue by adopting a specific social work theoretical perspective, that of "critical social work". In this article a specific phase of social workers' control of deviance in social work will be examined: the phase in which they collect information through specific fact-finding modalities, in order to decide whether, and in what way, social services will intervene. I chose a specific aspect of social work with involuntary clients to develop my analysis: child protection. I will organize my analysis in two parts. In the first part I will tackle the issue of social control in social work. I will subsequently analyze two theoretical paradigms (Positivism and Constructionism) within which child neglect and abuse are conceptualized and operationalized. In the second part, I will examine a case study, the story of a drug-addicted mother who had one of her children removed, with the aim of highlighting how the paradigm that guides fact-finding activity on a given phenomenon can influence the forms in which social control is exercised, favoring or hindering anti-oppressive practices. The analysis of mother's story shows how the positivist framework applied by the social workers in the decision to remove her child, affected the form in which power and social control was exercised, favoring the transition from protective power to oppressive power. The categorization of clients, aimed at the identification of the risks children run in their family contexts, may reduce social workers' activity to pure control of family life in an "antagonistic role" to their clients. [ABSTRACT FROM AUTHOR]

The working relationship is considered a central feature of direct practice with human services clients. There are many challenges when it comes time to end a working relationship, yet limited guidance for workers on successful relationship ending. This paper aims to increase understanding of the process of the ending phase of the working relationship for parents and workers working with families where child neglect is an issue. The paper draws on data from a small-scale qualitative Australian study of perceptions of parents, family workers, and supervisors involved in eight parent-worker relationships. Using semistructured interviews, participants were asked to explore how they experienced the relationship. The findings illuminate important aspects about the ending phase of the relationship; in particular, challenging the idea that parents' returning to services for support is a sign that the service has not provided a successful intervention. The paper challenges social workers to consider recurring parent-worker relationships similar to other professional relationships where there are episodes of service but the relationship is there to be reactivated where needed. [ABSTRACT FROM AUTHOR]

The complexities of the human minds have been discussed and debated over for a long time now. This fascination towards the human psyche could also be observed in literature, especially since the early 20th century. Ian McEwan's Enduring Love could be considered as one such novel in which the novelist puts in significant efforts to expose the labyrinthine idiosyncrasies of the human mind. The intention of this paper is to study the characters of the novel in order to understand the sinuous functioning of their minds which controls their expressions and reactions to the situations in the novel. [ABSTRACT FROM AUTHOR]