Childhood Neglect and Improving Outcomes for Children - 16 September

WithScotland | 28 July 2014

Booking is now open for the next in our series of virtual seminars, taking place on Tuesday 16 September from 2pm - 3pm with Professor Brigid Daniel.

This online seminar will draw on two studies:

The first – Action on Neglect – included three meetings each with an established group of nine parents and four young people aged 15-18. The larger study - What Makes Services Accessible to Children and Families? – was the third in a series of annual reviews into neglect.

Full details and booking information

‘Care Act has missed opportunity to tackle self-neglect’

CommunityCare | 25 July 2014

The Care Act 2014 (England) may have missed a “golden opportunity” to address the issue of self-neglect, the Joint Social Work Education Conference heard yesterday.

Maria Brent, a research fellow at Royal Holloway University, said the Act aimed to put adult safeguarding on a stronger statutory footing but questioned whether it had really examined the issues around self-neglect. While the Act places places councils under a duty to make enquiries where it appears a person with care needs is at risk of abuse or neglect and unable to protect themselves as a result of their needs, neither the legislation nor draft statutory guidance on its implementation mentions self-neglect.

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Ethos of ‘blame’ in serious case reviews acts as a barrier to learning, report finds

CommunityCare | 25 July 2014

Government report calls for a re-think on how serious case reviews are conducted, and more training to embed learning and practice.

Inaccessible language, an ethos of ‘blame’ and a lack of local attention are all hampering social work learning from serious case reviews, a government report has found. The report, commissioned by the Department for Education and carried out by Kingston University, examined the roadblocks that social workers face when trying to learn from serious case reviews (SCRs).

It recommended that SCR models should “reset the process to promote learning rather than blame” and have more focus on reflection and analysis, rather than primarily description and judgments based on hindsight.

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