Understanding ‘Successful Practice/s’ with Parents with Learning Difficulties when there are Concerns about Child Neglect
The Contribution of Social Practice Theory
Bibliographic Data
| ID | 12959220 |
|---|---|
| Authors | Beth Tarleton (0000-0003-1289-8818, University of Bristol, corresponding author), Danielle Turney (0000-0002-6030-6103, Queen's University Belfast) |
| Year | 2019 |
| Volume | 13 |
| Issue | 2 |
| Pages | 387-409 |
| Publication date | 2019-12-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Indicators Research (JOURNAL) |
| Journal identifiers | ISSN: 1874-8988 • E-ISSN: 1874-897X |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s12187-019-09682-y |
| OpenAlex | W2996662254 |
| Language | EN |
| Citations received | 13 |
| References cited | 42 |
Social practice theory (SPT) investigates how meanings (socially available understandings/attitudes) work together with competences and materials / resources to develop shared (social) practices. SPT was used as a theoretical and analytical framework in a study which investigated ‘successful’ professional practices when working with parents with learning difficulties where there are concerns about child neglect. The research took place in three local authorities (LAs) in England that were recommended as sites of ‘successful’ practice. With the parents’ agreement, 38 professionals who worked with the eight participating families were asked about their ideas about parents with learning difficulties and neglect, their understanding of ‘successful’ practice, their experience and knowledge of working with this group of parents, how they worked with the parent and other professionals involved with the parent, as well as the resources available to them. Detailed case studies of the support provided to eight mothers were developed. It was found that the professionals shared a range of attitudes and understandings, including awareness of the many barriers faced by this disadvantaged group of parents, and that the neglect was typically linked to lack of understanding/knowledge about the child’s needs which could in many cases be mitigated through provision of support. The meanings they shared promoted an empowering, relationship-based, multi-agency approach to parents which recognised their need for support while also focusing on the needs and welfare of the children. This positive approach accords with the call for longer-term/recurrent support to be available for parents with learning difficulties alongside the development of a social model of child protection that rethinks how best to safeguard vulnerable children
Agency (philosophy · Child abuse · Child neglect · Developmental psychology · Disadvantaged · Early childhood education · Medical education · Neglect · Pedagogy · Poison control · Public relations · Social science · Sociology · Suicide prevention · Welfare · Child Abuse and Trauma · Children's Rights and Participation · Medicine · Psychology · Social Psychology · Social Work Education and Practice · Social Work
Parenting in Context – Cognitive Difficulties and the Realities of Family Life
Meanings of parenting and dis/ability for mothers and fathers with intellectual disabilities in the context of social work in Austria
Breaks in the chain
Factors Fuelling the Persistence of Child Labour
Bridging the gap
The state of the research on parents with disabilities’ involvement in the child protection system
Using social practice theory to examine parenting
Misfitting and social practice theory
This changes everything
Critical disability studies and the affirmative non-tragedy model
Improving services for parents with intellectual disability and their families
If We Know What Works, Why Aren't We Doing It
Unfit and cast aside
The Nexus of Practices
The Emotionally Intelligent Social Worker
Effective relationship-based practice
Protecting Children
The Dynamics of Social Practice
What do we know about child neglect? A critical review of the literature and its application to social work practice
Evidence’ of Neglect as a Form of Structural Violence
Changing Perspective
Practices Changes in the Child Protection System to Address the Needs of Parents With Cognitive Disabilities
Context‐contingent decision‐making in child protection practice
A relationship‐based approach to engaging involuntary clients
Relationship‐based practice and reflective practice
Crossing no man's land
Inequalities in English child protection practice under austerity
Practice Research Collaboration in Social Work
Stereotypes, parents with intellectual disability and child protection
Child maltreatment as a social problem
Using thematic analysis in psychology
Generating Social Practices
Qualitative Data Analysis
Toward a Theory of Social Practices
| Citations per year | 2.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |