A Conceptual Framework for Social Work Practice with Black Children and Adolescents in the United Kingdom

Abstract

Summary: In this article, the first steps towards the development of a conceptual framework for social work practice with black children and adolescents in the UK are proposed. Social work in the UK and USA has turned to the social sciences, particularly psychology, for accounts of child development which can be applied in practice. In support of the development of a conceptual framework, this article argues that traditional Euro-American developmental psychology assumes cultural universality, which has often resulted in the use of Euro-American developmental norms as the standard of measurement for black child development. There is a need for a conceptual framework that incorporates cross-cultural and black perspectives for social work practice with black children and adolescents in the UK. Specifically, the concepts of individualism-collectivism and racial identity development are discussed. Findings: An understanding of cross-cultural and black perspectives will enable social workers to come up with more accurate and comprehensive explanations of black child development. Applications: This article aims to contribute to the development of antiracist and culturally-sensitive social work practice with black children and adolescents. If social workers are to work effectively with black children, much more must be written, researched and published on black child development.

Experiences and Challenges Related to Residential Care and the Expression of Cultural Identity of Adolescent Boys at a Child and Youth Care Centre (Cycc) in Johannesburg

“…Nsamenang discovered that as a result of overreliance on Western approaches or practices, there is evidence of neglect of indigenous culture and heritage in favour of Western practices (Nsamenang, 1995). In Africa, this is further worsened by a lack of intervention instruments which are contextually relevant, while the over-use of Western intervention techniques poses a challenge (Nsamenang, 1995;Robinson, 2001). The study investigates the grounds for this argument.…”

“…However, this is not always the case because of resource constraints (Schmid, 2006). This claim is supported by studies which have been carried out both locally and internationally; most of the studies have shown that residential care facilities are struggling to provide the needed services to children owing to unkind staff members and to a lack of resources (Robinson, 2000;Robinson, 2001). As a result some children report good experiences, while others report only negative experiences.…”

“…There is also a provision which covers the fact that the care and intervention children receive in child and youth care centres should respect and promote their cultural, religious and linguistic heritage, and that they should also have the right to learn about their heritage (Children's Act, 2005). Basically, this means that the children admitted in CYCCs should not be stripped of who they are; instead, the centres should take the initiative to ensure that these children continue to practise their own cultures (Robinson, 2001). …”

“…However, this has not been the case with many centres, as many non-government organisations (NGOs), which includes CYCCs, struggle with funding; as result they are not able to hire enough staff members to cater for the various language, religious, heritage and cultural needs of the children admitted to the centre (Dutschke, 2006;Loffell, 2003;Robinson, 2001). Dutschke (2006) argues that the provisions in the legislation, such as the Children's Act (2005), are important for children's homes and for the welfare of children; however, lack of funds for implementation may lead to deficiencies in many organisations (Dutschke, 2006).…”

“…The reason is that some of these children enter the alternative care system at a very young age, and given the lack of culturally diverse staff members in CYCCs, cultural preservation and maintenance become challenging (Robinson, 2000;Schmid, 2006). Robinson (2001) observed that lack of understanding of cross-cultural and black perspectives limits social workers in addressing the needs of children in residential care settings. Similarly, a study carried out by Dube and Ross (2012) reveals that cultural identity is an important factor for adolescents in residential care, especially in boys, and that logistics must be put in place to support culture-related programmes.…”