Worker skill and client outcome in child protection

Abstract

The research in child protection and in work with other involuntary clients suggests that the use of certain skills by child protection workers is likely to be related to positive client outcomes. In particular, effective practice involves: helping clients and client families to understand the role of the child protection worker; working through a problem-solving process which focuses on the client's rather than the worker's definitions of problems; reinforcing the client's pro-social expression and actions; making appropriate use of confrontation; and using these skills within a collaborative client/worker relationship. This study attempts to identify the extent to which child protection workers make use of these skills and how these skills relate to client outcomes. Data were sought through 50 interviews with child protection workers and 282 interviews with family members. The child protection workers provided information about 247 client families. It was clear that when workers used the skills, their clients had better outcomes-the workers 'It was clear that when workers used the skills, their clients had better outcomes' believed their clients showed better progress, the clients were more satisfied with the outcomes and the cases were more likely to have been closed 16 months later.

Parental Participation in Statutory Child Protection Intervention in Scotland

“…Here, compassion, empathy, helpfulness, supportiveness, honesty, the ability to listen and so forth, are considered essential professional attributes (Kadushin and Kadushin, 1997;Trotter, 2002). These coupled with skills in bringing clarity to the professional role, the nature of intervention, the parameters of confidentiality and being honest about professional authority are considered pivotal to the development of positive worker-client relationships and the potential for good outcomes (Trotter, 2002).…”

“…These coupled with skills in bringing clarity to the professional role, the nature of intervention, the parameters of confidentiality and being honest about professional authority are considered pivotal to the development of positive worker-client relationships and the potential for good outcomes (Trotter, 2002). These are the same or similar qualities to those highlighted within sets of professional guidance as necessary for participation (Scottish Government, 2014).…”

Collaborative practice in statutory in child protection practice: Parental agreements and procedural justice

“…There is a large body of evidence that indicates that the active involvement of parents in child protection decision-making and intervention is important for meaningful change and positive outcomes (Gladstone et al, 2012(Gladstone et al, , 2014; Saint-Jacques, Drapeau, Lessard, & Beaudoin, 2006;Trotter, 2002). This is partnered with another body of literature that recognises that an over-focus on investigation, risk and coercive intervention in child protection work has resulted in negative experiences (Dale, 2004;Dumbrill, 2006;Harris, 2011D.Scott, 2009) and outcomes for families (Forrester, Westlake & Glynn, 2012;Munro, 2011;Platt, 2008;Turney, 2012).…”

“…The work of Trotter (2002Trotter ( , 2006Trotter ( , 2008 has been influential in identifying these skills. Trotter (2002) suggests that as well as having the relationship skills of empathy and respect, practitioners need both collaborative problem-solving skills and a 'pro-social' framework for confronting or reinforcing parent behaviours and attitudes (p.39).…”

“…Trotter (2002) suggests that as well as having the relationship skills of empathy and respect, practitioners need both collaborative problem-solving skills and a 'pro-social' framework for confronting or reinforcing parent behaviours and attitudes (p.39). A collaborative problem solving approach requires workers to: accept and work with the definition of problems held by parents; view the parent and family situation holistically by considering the stressors and context that brought the family to the attention of the authority; and formulate goals and tasks jointly with parents rather than imposing them (Gladstone et al, 2014;Trotter, 2002). The benefits of a collaborative approach is recognised within the literature (Gladstone et al, 2014).…”