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• W2150512278 abstract "‘I have found it impossible to talk to anyone about my problems. I couldn't face the embarrassment, and anyway I lack the courage. Any courage I had was knocked out of me when I was young’ (p. 195). ‘Dahl poignantly captures just how difficult young people (and adults) find it to talk about the abuse they experience’ ‘significant numbers of children do not disclose experiences of sexual abuse until adulthood and adult survey results suggest that significant proportions of adults have never disclosed such abuse’ (p. XXX). ‘being directly asked about experiences of abuse; having access to someone who will listen, believe and respond appropriately; having knowledge and language about what constitutes abuse and how to access help; having a sense of control over the process of disclosure both in terms of their anonymity (not being identified until they are ready for this) and confidentiality (the right to control who knows); and effective responses by adults both in informal and formal contexts’ (p. 707). ‘A helpful description of optimal conditions for facilitating disclosure’ Keeping these principles in mind could help in learning to listen attentively to young people when they are trying to tell us things that may be just too difficult to tell. An interesting take on learning to listen comes from Sylvia Tingskull and colleagues (2015) who captured data on trauma experience from 12-year-old children, their mothers and fathers in the South East Sweden Birth Cohort study. They found that children, on the whole, tended to report higher levels of traumatic life experience than did their parents answering on their behalf. This discrepancy was particularly marked in relation to inter-personal traumas. The implications of this are important for practitioners: in seeking to ascertain whether or not a child has experienced a traumatic event, it is not sufficient to listen solely to the parents; we need to find ways to listen to and hear the voice of the child. ‘Not sufficient to listen solely to the parents; we need to find ways to listen to and hear the voice of the child’ Listening to children is what Franziska Meinck and colleagues (2015) have done in an interview study with 600 young people from highly deprived urban neighbourhoods in Cape Town, South Africa. Fifteen per cent of their sample reported that they had been severely physically and/or emotionally abused. The authors found strong associations between physical and emotional abuse and family conflict or violence, inconsistent discipline, unequal food distribution (a measure of discrimination within the home), number of caregiver changes and living with a step-parent. Going to bed hungry (a marker of poverty) was significantly associated with abuse. These risk profiles are similar to those reported in many high-income settings. One finding that was perhaps unique to the South African context was that having a caregiver unwell with acquired immunodeficiency syndrome (AIDS), or being orphaned as a result of AIDS increased the risks of physical and emotional abuse. This association, however, did not persist on multivariate analysis, suggesting it may be factors other than the AIDS per se which increase the risks. A final issue examined in Meinck and colleagues’ study was the association between abuse and community factors such as crime, bullying, stigma and sexual abuse. Community violence provides a context within which individual violence or abuse may thrive. In contrast, positive parenting, employment and good parental health were all protective. ‘Notions of respect, appropriateness and transparency take on a different hue where family members or significant others are the subject of public, and at times professional, vilification. At the heart of these dilemmas are professional judgments about the legitimate role of families in supporting professional learning and system change.’ (p. XXX) ‘So what happens when those protective factors aren't present, when things go wrong and children are harmed?’ All four nations of the UK undertake case reviews when a child dies or is seriously harmed as a result of maltreatment, and, while the process of achieving this may vary, all four require that consideration is given to involving families. As professionals we may at times question the ‘right’ of abusive parents to be involved in research or learning, or wonder indeed whether they have anything worthwhile to teach us. And yet, what Morris and colleagues have shown is that such families can and do bring important insights, and it is in our interests, as professionals, to listen and to learn. It is well worth reading the paper and reflecting on the insights provided by the families involved. As the authors point out, engaging effectively with families (as with children and young people) requires experience, skill and a degree of humanity. ‘Morris and colleagues have shown [that] such families can and do bring important insights’ ‘if perpetrator programmes are successful in changing men's ways of engaging with their children, and men can safely be involved in their children's lives, then they are integral to an overall social work response to the safeguarding and protecting of children who live with domestic violence’ (p. 191). Many of the issues raised in this paper will be explored in more depth in the next issue of Child Abuse Review: our special issue on children's safeguarding and domestic abuse. ‘Many of the issues raised in this paper will be explored in more depth in the next issue of Child Abuse Review’ We have included a number of training updates and book reviews in this issue which I am sure will prove useful for all those seeking to deepen their knowledge and skills in safeguarding children. Carol Wells, Tracy Collins and Sara Rogers (2015) review the UK Department for Education online training resources on childhood neglect (available free at https://www.gov.uk/government/collections/childhood-neglect-training-resources). They point out that these materials provide a comprehensive evidence-based resource for practitioners and trainers alike. Philip Gilligan (2015) is more guarded in his review of the Roshni online learning programme on abuse, culture and child protection (http://www.roshni.org.uk). Simon Bass (2015) reviews Winton and Mara's exploration of theories and treatment for sexual offenders in their book, When Teachers, Clergy, and Caretakers Sexually Abuse Children and Adolescents. There is a review of Farrukh Aktar's Mastering Social Work Values and Ethics by John Hyslop (2015). Hyslop points out that this is a practical guide to applying ethics in social work practice, and as such seems helpful for both students and practitioners. Finally, Lesley Hunt (2015) reviews Adrienne Katz's book on cyberbullying and e-safety. This book is based on an online project that gathered information directly from children and young people about their experiences of cyberbullying. With over 9000 responses from young people, it would seem that this project has perhaps identified an innovative and accessible way of listening to young people about matters that concern them. ‘This project has perhaps identified an innovative and accessible way of listening to young people about matters that concern them’" @default.
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• W2150512278 date "2015-05-01" @default.
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• W2150512278 title "Learning To Listen: To Young People, Parents, Perpetrators" @default.
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