Discussing Aspects of a Video Case Study of Either Lucys Story or Sams Story - Research Paper Example

Topic: An essay, critically discussing aspects of a Video Case Study of either Lucy’s Story or Sam’s Story, in relation to the theory, practice and procedures of Safeguarding and promoting wellbeing explored in the module. Introduction: Lucy, a six years old girl was fine at the time of school reception but she had undergone many behavioral changes the very next year. With reference to the “Teachers TV video clip from Protected Children-Four true stories” and literary text discussed in seminar groups, I have created a critical analysis of Lucy’s case study in relation to the issues and concepts related to safeguarding children by using a multi agency approach. “The support and protection of children cannot be achieved by a single agency… Every Service has to play its part. All staff must have placed upon them the clear expectation that their primary responsibility is to the child and his or her family” (Laming, 1999). Multi agency approach encompasses child’s social care services, health, police and voluntary groups, NGOs as well as parent, guardian or school’s mutual interaction. For effective implementation such approach requires tools and procedures like early intervention, common assessment framework, information sharing etc. As such agencies all share the common goal of wellbeing of the child therefore they should cooperate well with each other. Beckett (2007, p.110) has mentioned the list of risks indicators formulated by Greenland which lead to increased likelihood of harm in children. According to him, if parents themselves have been neglected or abused in their childhood, the mother was aged twenty or less at birth of her first born, she is a single parent, divorced, living a socially isolated life, having poor housing conditions, or using excessive alcohol or drugs then the child is likely to get affected. Similarly history of the child being neglected before age five or having prolonged separation from mother are indicative of potential safety risks to child. Most of these risk indicators are prevalent in Lucy’s case. Her mother was single, living a socially deprived life in poor vicinity. Being a drug addict she posed the real threat to her children. Beckett (2007) states: “It is certainly important for child protection workers to be aware of the difficulties faced by parents in poor communities. Poverty is a source of stress – and stress, we know, can push people who otherwise would have coped quite adequately into abusive or neglectful parenting” (Beckett, 2007, p. 169). Although such issues should not be a direct excuse for a child’s maltreatment, they prove to be a real stressor for families who are making it difficult to make both ends meet e.g. being a lone parent; Lucy’s mother had to raise three children. Her poor financial condition could have made her use drugs to diminish stress. Lucy did not have proper bedding in her home, even electricity was disconnected. Her sorry plight is suggestive of her deteriorating school behaviour. For child wellbeing, responsibilities also lie on the state as poverty is affecting 3.5 million children only in United Kingdom (The Good Childhood Inquiry, 2009). But the solution to the problem would not be to register them all to child protection programmes. Effective strategies like empowering needy parents can help raise the family’s self esteem which in turn would aid the at-risk child. Social workers can support such children by adopting the legal framework offered by ECM “Every Child Matters: Change for children programme”. Referring to the concept of vertical and horizontal stressors (Becket, 2007, p.116) in Lucy’s case, stressors have been speculated within the family. Lucy’s mother didn’t showed any emotional attachment towards her children, therefore Lucy became extra caring and responsible for her siblings. Also overtly aggressive attitude of Lucy, like lashing out other boys was due to the reason that she was witnessing violence within her home. “Problem use of illegal drugs and alcohol has a number of social consequences that can impact family life”(Beckett, 1995, p.157). In Lucy’s case, being a drug addict, mother showed complete negligence for her children. They had direct access to inappropriate videos on the cable network. Howe (2005, p.90) stated "Not feeling loved by your parent is deeply painful. Your attachment figure is the person to whom you instinctively turn at times of need, but all you find is indifference, or in extreme cases, loathing....". When Lucy didn’t return home one day from school, her mother clearly told the school administration that she could no longer cope with her daughter’s behaviour. In reality matter was totally opposite as it was the mother not Lucy who was widening this emotional gap. Iwaniec (1996) has described the issue of parent-child relationship in which he mentioned lack of touch, eye contact, verbal contact and ignoring the child’s presence to be major reasons of a child prone to emotional abuse. Mothers who are responsive to their child’s needs establish a sense of security. Bowlby’s theory of emotional attachment states that earliest bonds formed between the child and caregiver, have a major influence throughout the child’s life (Bowlby, 1990). In Lucy’s case after developing a firm attraction with her class teacher, she would come near her and lean across her lap by believing that at last she was safe somewhere. This is indicative that in order to feel safe she wanted to be close to someone. Parents of emotionally abused children fail to provide them safe, secure and a nurturing environment. Such active or passive rejection erodes the child’s self esteem (Doyle, 2006). Lucy’s mother neglected her presence while she was always willing to be treated as a loving child. In light of Bronfenbrenner’s ecological model (1979), i.e. “behaviour is influenced by the surroundings in which we live”, intervention employed at any level of environment might enhance child development. Microsystem encompasses the child’s immediate environment like family members or school. This stage indicates that behaviour is reciprocal. In Lucy’s case, her teachers tried to be friendly with her so that in return she anticipates in the same way because her aggression was badly affecting the school environment. Teachers are incumbent to play a major role in prevention and identification of neglect or abuse that children face. They should be vigilant enough to observe initial signs of delinquent behavior. Social isolation, delay in intellectual development and regressive attitude must be promptly reported. As young children are in a habit of confiding their secrets to someone close, a bonding relation with the teacher is also demanding. Concerned faculty members need to listen to whatever the child has to say, reassure their confidence in the child that their secret would not be revealed and promptly report to the designated child protection staff after completing a written record (Maria Kidd, 2006). Mesosystem deals with the phenomenon how child’s microsystem works as a team for the child’s welfare. Professional collaborations such as peer meetings and mentoring sessions may help at risk child. Exosystem is more related to other areas and people that might not interact with children directly but have an impact on their growth e.g. parents’ workplace, neighbourhood etc. In Lucy’s story, the exosystem increased family stressors. At such level if the child is listened to by the school administration, her stress could be relieved. Childcare organizations and legislative programs could be consulted by the school staff to treat sorry plight of the child. The macro system is an abstract set of values and customs of a particular culture. Impact of macrosystem on a child is greatest as it revises all the previously established behavioural norms. For improving the well being of the child by considering the impact of agencies and examining wider environmental context in which children survive, ecological model in use by the Framework for the assessment of Children in Need and Their Families (DoH et. el, 2000) could be implemented (Collins and Foley, 2008, p.188). Early intervention work means aiming a child with particular needs and taking appropriate action before the situation worsens. Children at risk are identified on a much broader range of factors like child’s mental health issues, poverty in home or school exclusion etc (Collins and Folley, 2008). In Lucy’s case study, one of the teachers did express her concerns that the legal action must have begun prior the year of Lucy’s mother arrest but social services ignored the seriousness of the context. Common Assessment Framework is the shared assessment tool to be utilized by all services dedicated to children operating in England. It is a three step model involving preparation, discussion and delivery stage while carrying out an initial assessment of the child’s needs. Lucy’s school teacher could have used CAF to record findings relevant to the child’s situation for early intervention in the case. Supporting children like Lucy requires a comprehension of the substance and seriousness of concerns on part of the instructor. He/she must be in contact with the social care or police for further knowledge about the proceeding case and to ensure that safety of the child is not in jeopardy. Staff should also be conscious of the phenomenon that while delivering safe working practices, if they breach any legal restriction or professional guidelines then a disciplinary action might be taken against them. For ensuring safer recruitment, school administration has the duty of pre-appointment checks on staff, implementing the national Vetting and Barring Scheme created by the ISA (Independent Safeguarding Authority) after the Bichard Inquiry into the Soham murders. They should also make compulsory Criminal Records Bureau (CRB) checks. For reporting concerns about a child, administrative staff should be well aware of the local procedures. Either school’s designated deputy or senior staff member may be employed to manage legal framework. School faculty might be consulted by the members of social service to intervene in matter and present their perspectives regardless of who made the referral. Teachers should cooperate well as this is a sensitive matter for the well being of the child (HM Government, ECM, p.3). Practitioner must have a detailed account of the child’s name, date of birth and person having parental responsibility. While recording safeguard concerns, he/she should keep an up to date chronology of the relevant service or agency like the psychologist, health visitor or social worker etc. Health personnel are usually involved in all cases of child abuse. Role of National Health Service (NHS) cannot be underestimated while establishing a strategy for child welfare (Teachernet, 2009). In every health authority, a designated nurse and doctor should be recruited for child protection. Their role would be advisory and contributory for the development of a firm policy. They must ensure effective communication with other agencies. In Lucy’s case, the school arranged psychological settings in the Child Mental House Services where she was diagnosed having Attention Deficit Hyperactivity Disorder (ADHD). The educational psychologist in school was also referred who figured out that if Lucy’s family situation gets normalized she could be a better student. For setting an outline for the responsibilities of adults, teachers and governmental agencies in operation, United Nations Convention on the Rights of the Children mentioned in article 19: “Children have the right to be protected from all forms of harm”. Also article 3 suggests that child’s best interest must be granted while making any decision concerning them. Social services provider, NSPCC has the objective to take legal action against those who sexually or mentally abuse children on the basis of their position of trust or authority. Recent years have experienced an advanced usage of the word “threshold”, by the children care professionals and agencies particularly causing a restraint to access social care services due to limited finance or staff members at work. But in broader context it has no legal basis in Assessment for Children in Need and Their Families (2000). This issue is creating problems for schools to manage risk situations of children at an early stage (Laming, 2009). Most people directly linked to children feel hesitant to intervene in child protective frameworks already implemented by the government and the local sector. According to Lindon (2008) sometimes there exist unchecked beliefs and personal assumptions in people e.g. a child can become obstructive and violent due to domestic violence but adults might fail in equipping and providing a healthy environment to children in such circumstances. Staff may have fears in relation to stereotypes thus cannot help a child. The administration of Lucy’s school offered her enough guidance but only the designated class teacher became successful in breaching lack of contact. Child abuse does hamper the safety of the children in general so that their future becomes at risk. Poor school performance, addiction, poor self esteem, anti social behavior, difficulties making friends and depression are the short term consequences of abuse (Corby, 2006). Lucy began to show some of these signs that might be indicative of underlying risk issues. She started bullying children, even banged her head at walls and showed poor school results. The concept of significant harm has been introduced in the Children Act, 1989 as a threshold that serves as a justification for compulsory intervention in the private family life of the physically or emotionally abused child. Early intervention can be implemented to safeguard such children as Lord Laming (2009) published a report, after the death of baby Peter, suggesting that early intervention strategy could be helpful not only in identifying at risk children but also for acting decisively to prevent any further harm. Reference List: Corby, B (2006) Child Abuse: towards a knowledge base:Maidenhead, England: Open University Press. Beckett, C: (2007) Child Protection: An introduction - 2nd edition – London: Sage Publications Beckett, C: (1995) Child Protection: An introduction - 2nd edition – London: Sage Publications Bowlby, J. (1990). A Secure Base: Parent child attachment and healthy human development. Basic Books. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature & design. Cambridge. Harvard University Press. Doyle, C. (2006). Working with abused children. Basingstoke. United Kingdom. Palgrave Macmillan Howe, D. (2005) Child Abuse and Neglect Basingstoke, Hants. UK Palgrave Macmillan Iwaniec, D. (1996) The emotionally Abused and neglected child. (* attachment theories) Collins, J. and Foley, P.(2008) Promoting Children’s Well being: Policy and Practice. Kidd Maria (1996). Working together to safeguard children. Laming (2009). The Protection of. Children in England: A Progress Report. Lindon, Jennie (2008) Safeguarding children and young people 0 – 18.(3rd Edition) London: Hodder Education 2.4.2 Online resources http://www.everychildmatters.gov.uk/deliveringservices/caf/ http://www.dcsf.gov.uk/index.htm   http://www.teachernet.gov.uk Read More