YP views of CP in Scotland

Young People’s Views of the Child Protection System in Scotland

Contributors

  • Richard C. Woolfson (MA, Ph.D., MAppSci, PGCE), Principal Psychologist

    • Correspondence to: Renfrewshire Educational Psychology Service, Abbey House, 8 Seedhill Road, Paisley PA1 1NQ, UK. E-mail: richard.woolfson@renfrewshire.gov.uk

  • Emma Heffernan

  • Marianne Paul

  • Morven Brown

Abstract

The rising number of child protection investigations and children on Child Protection Registers in the UK brings attention to the need for a competent Child Protection System (CPS). This Scottish study engaged eleven children and young people who had experienced a CPS investigation within the past eighteen months, looking into their perceptions and experiences of the system. Through semi-structured interviews, respondents expressed a willingness to discuss their views about the CPS and possible improvements towards effectiveness. Areas of dissatisfaction and anxiety were confirmed, alongside tangible suggestions for refinement in the service delivery.

Keywords

  • Child protection system

  • Investigation

  • Young people

  • Consultation

Introduction

Defining ‘Child Abuse’

The CPS operates to prevent harmful situations affecting children (aged 16 and under) due to maltreatment, which may include physical, emotional, or sexual abuse, or neglect. The World Health Organization (WHO, 2006) defines child abuse as:

"All forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment, or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development, or dignity, in the context of a relationship of responsibility, trust, or power."

The lack of consensus on a child’s best interest during abuse investigations necessitates an investigator's open-mindedness (Cleaver et al., 1998). The CPS encompasses various agencies responsible for investigating reports of child abuse.

Current State of the CPS in the UK

Statistics indicate a persistent increase in child protection investigations and children registered under the CPS (DCSF, 2008). UK governmental policies dictate that consulting children and young people regarding matters affecting them is obligatory (Claveirole, 2004; Street, 2004; Gilliland et al., 2005), with legislative mandates (United Nations Convention on the Rights of the Child, 1989). However, there is concern regarding timely and genuine consultation rather than tokenism, as young people reportedly feel their involvement is often not substantive (Stafford et al., 2003).

Consultation Dynamics in Child Protection

The first Laming Report (HMSO, 2003) recommended the establishment of consultation groups for children within child protection frameworks. Child care professionals are urged to involve young people directly in the consultation process. A follow-up report noted improvements in child consultation efforts but highlighted ongoing concerns about children's opportunities to express their views (Safeguarding Children Reports, 2005 & 2008).

Context in Scotland

The 1995 Children in Scotland Act emphasizes child consultation within service delivery. The 2002 Audit, "It’s Everyone’s Job to Make Sure I’m Alright," identified significant gaps in consulting children’s best interests, prompting the Scottish government to initiate the Child Protection Reform Programme (CPRP), implementing the Children’s Charter (Scottish Government, 2004b).

Previous Research

Studies have shown that child and adolescent perspectives on CPS processes remain limited, often leading to dissatisfaction and a lack of participation (Cavet and Sloper, 2004). Young minds often feel mistrusted or dismissed, which can deter them from formal reporting (Carroll-Lind et al., 2006). A meta-analysis by Cavet and Sloper further underscored restricted engagements and evaluations of young people's involvement in decision-making.

Methods

Participants

The current study engaged eleven children and young people (ages 12-17) from Renfrewshire, Scotland, who were subjects of CPS investigations over the last eighteen months. Recruitment was carefully handled via local child protection coordinators and social workers, ensuring participants were emotionally suitable for the evaluation. Recruitment criteria imposed high applicant standards to mitigate psychological risks.

Ethical Considerations

Ethical issues were paramount due to the nature of the participants:

  • Welfare: Interviews might cause emotional distress despite focusing on CPS experiences. Support provisions were available post-interview, although no follow-up support was required.

  • Family Contact: Potential for adverse family impact from recruitment was considered to prevent reopening resolved emotional issues.

  • Recruitment Procedures: Care was taken in screening candidates to ensure emotional robustness against research implications, balancing participant rights with wellbeing.

  • Consent Protocol: Active parental consent was necessitated for minors participating in the study.

Interview Process

Interviews were semi-structured, involving an experienced educational psychologist, lasting around thirty minutes, taking place in a comfortable setting. Questions were focused on participants' experiences, expectations, and suggestions for CPS improvements. Each session was recorded, transcribed, and analyzed independently by the research team to identify key themes.

Results

Summary of Interview Questions and Responses

Responses from participants revealed several themes:

  1. Expectations of CPS:

    • None had clear expectations; for many, initial surprise marked the beginning of the investigation.

    • Immediate anxieties included family separation and dealing with unknown professionals. Some viewed CPS as a potential solution to family issues.

  2. Initial Experiences:

    • Mixed reactions; while some found initial meetings helpful, confusion and feelings of being unheard were more common.

    • Many felt uninformed about the process, diminishing their engagement.

  3. Understanding of CPS Outcomes:

    • Varying levels of clarity regarding process outcomes; several participants expressed a lack of understanding of what was next.

  4. Process Helpfulness:

    • Dissatisfaction often stemmed from lack of information. However, some outcomes were perceived positively despite process discontent.

  5. Impact Evaluation:

    • Nine reported positive changes in home life; some correlated CPS actions directly to improvements.

  6. Suggestions for Improvement:

    • Strong advocacy for increased youth involvement in decision-making and clearer communication. Many were uninformed about their registration status and needed more information about their rights.

Discussion

Overall Sentiment

Participants expressed clear, articulate views on their experiences within the CPS. Their responses indicate significant dissatisfaction regarding investigation processes similar to findings in prior studies (Sanders and Mace, 2006). The emotional and familial impacts of CPS investigations were potent.

Important Insights

Children’s fears frequently revolved around the potential of becoming separated from their families—a concern rooted in insecure attachments typical among abuse victims (Howe et al., 1999). Emotional vulnerabilities highlighted the need for better initial communication about investigation dynamics.

Recommendations for Improvement

Improved clarity and communication are essential. Policymakers should emphasize child-friendly information dissemination techniques, ensuring young people understand their situation and processes, potentially through informative materials such as brochures. Engagement practices must be reexamined to include the voices of children meaningfully.

Conclusion

This Scottish study underscores the importance of engaging young people in discussions about their experiences with the CPS. Their outlined anxieties and constructive suggestions for improvements denote a genuine need for children’s voices to shape better child protection policies and practices. Invitations for input and consequential changes are timely to address feelings of disconnect and increase satisfaction amongst young individuals within the system.