Abstract
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.
Highlights
Much has been written about the negative professional conceptualisations and stereotypes of parents with learning difficulties and even the ‘system abuse’ they face when they come into contact with child protection processes (Aunos and Feldman 2002; McConnell and Llewellyn 2002, McConnell et al 2006; Sigurjónsdóttir and Rice 2018)
Having used Social practice theory (SPT) to frame our approach to data gathering and subsequent analysis, the findings presented below are linked to the key elements of meanings, competences, and materials
The study, which took place in 3 Local Authorities in England in which we found such practice was strongly linked to a professional culture promoting an inclusive and empowering approach towards parents with learning difficulties’ (LDs)
Summary
Much has been written about the negative professional conceptualisations and stereotypes of parents with learning difficulties and even the ‘system abuse’ they face when they come into contact with child protection processes (Aunos and Feldman 2002; McConnell and Llewellyn 2002, McConnell et al 2006; Sigurjónsdóttir and Rice 2018). The focus on neglect was identified as it is known to be a complex and challenging area of practice for many professionals working across different areas of child welfare, safeguarding and protection. The paper identifies some key features of effective community-based interventions and approaches, highlighting how particular conceptualisations of ‘neglect’ and of parental involvement in (and culpability for) neglect can positively affect professional - and more child protection - practice with parents with learning difficulties. While the study reported here - focusing on ‘successful’ practice when working with parents with learning difficulties - was relatively small scale, it provided an opportunity to look in depth at cases involving parents with learning difficulties who had been supported to care successfully for their child/ren
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