If We Know What Works, Why Aren't We Doing It?
High rates of child removal from parents with learning disabilities persist despite substantial evidence that parents with learning disabilities can provide their children with satisfactory care given appropriate support. Child welfare interventions disproportionality based on disability status pres...
| Publicado en: | British Journal of Social Work Vol. 54; no. 6; pp. 2808 - 2826 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Oxford University Press / USA
Sep2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180016724&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180016724 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00453102 BHO jtl: British Journal of Social Work issn: 00453102 maglogo: N pubinfo: dt: Sep2024 vid: 54 iid: 6 pid: 622 pub: Oxford University Press / USA artinfo: ui: 180016724 10.1093/bjsw/bcae080 180016724 ppf: 2808 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: If We Know What Works, Why Aren't We Doing It? aug: au: Spencer, Margaret Tarleton, Beth Collings, Susan McIntyre, Gillian Turney, Danielle affil: Department of Social Work, Sydney School of Education and Social Work, University of Sydney , Camperdown, New South Wales, 2006, Australia sug: subj: Child Welfare Legislation and Jurisprudence Child Welfare Legislation and Jurisprudence Learning Disorders In Infancy and Childhood Children with Disabilities Psychosocial Factors Parents of Children with Disabilities Psychosocial Factors Personal Satisfaction Support, Social Child United Kingdom Australia Professional Practice, Evidence-Based Health Policy Parenting Health Care Delivery Ethical Issues Outcomes (Health Care) Quality Improvement Organizational Culture Child: 6-12 years ab: High rates of child removal from parents with learning disabilities persist despite substantial evidence that parents with learning disabilities can provide their children with satisfactory care given appropriate support. Child welfare interventions disproportionality based on disability status presents a compelling social issue deserving urgent attention. Co-operative inquiry was used to analyse attitudinal and structural barriers that perpetuate inequitable treatment of parents with learning disabilities and their children, drawing on policy and practice examples from Australia and the UK. Bacchi's 'What is the problem represented to be?' approach to social policy issues was used to answer the question: if we know what works to support parents with learning disabilities, why aren't we doing it? This commentary contends that the pervasive representation of parents with learning disabilities as inherently deficient in the requisite skills ('parenting capacity') needed for safe caregiving has been difficult to shift due to systematic ableism. Neoliberal policies stigmatise a need for support ('dependence') as an individual failing and recast assessments of long-term support needs as an unsustainable burden on support services/systems. We conclude that for outcomes to change for parents with learning disabilities and their children a social model of child protection that addresses attitudinal and structural barriers and is based on principles of interdependence, relationality, and ethics of care is required. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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