Enabling and embedding creative participation in child and family social work

Abstract

We all have a need to be seen and heard. For children who have experienced disruption, harm, danger or trauma, this need is crucial and it is the job of child and family social work professionals to ensure this happens. The ability to make connections and ‘move' with children (Ferguson, 2016; Winter et al., 2017) requires trusting relationships with reliable practitioners, particularly when they have the power to make decisions on a child’s behalf (Cossar et al., 2016). However, research identifies that: > children can be unsure what is written in the plans designed to keep them safe > participation is infrequently embedded into everyday social work practice > the concept of wishes and feelings is often misunderstood. (Dillon et al., 2016; Dillon, 2021)

Serious Case Reviews (now known as Child Safeguarding Practice Reviews) have consistently emphasised the missed opportunities of talking and listening to children in social work (for example, Laming, 2003; Rogers, 2013). Despite this, there remains an absence of practice guidance on ways to do this. The need to develop effective communication skills to improve the quality of everyday interactions with children is an important component of professional education and practice (Lefevre, 2018; Ruch et al., 2019). Just as all children are unique, each relationship and interaction between a child and practitioner will be distinctive and influenced by the child’s individual experiences. This practice tool considers the degree to which children can actively take part in decision-making processes that affect their safety and security. It focuses on: > keeping the child ‘visible’ (Ferguson, 2017) > encouraging deeper collaborative and relational encounters with children > providing examples of good practice, using a fictional and unfolding case study to explore how social workers can creatively facilitate children’s participation.