The document summarizes key findings from a doctoral thesis that explored how child neglect is defined and categorized. It discusses three data sources used: interviews with child welfare professionals, observations of social work offices, and case conference minutes. It then outlines characteristics commonly seen in neglected children, such as living in unsuitable homes, young age, and parental issues like substance abuse. The definition of neglect used in assessments is also provided. Finally, it discusses perspectives of different professionals and how understandings of neglect can vary depending on role, training, and personal views.

1. Exploring the array of influence
on the construction of child
neglect
Christine Piper (PhD)
Doctorate research completed at
University of Huddersfield

2. Data collection:
Three data sources:
• child welfare professional interviews
• observation in first response social work
offices
• child protection case conference minutes

3. Characteristics of children allocated
the category of child neglect
• Sample of 30 child protection case conference records
• Home environment (described as unsuitable;
hazardous; )
• a history of neglect (unborn children where (mainly)
the mother had had previous children removed for
neglect or previous categorisation for neglect)
• Age of the child (young)
• History of substance misuse, domestic violence and
mental health/learning difficulties
• Parental response (minimising effect on the child; not
acknowledging risks to the child; not keeping
appointments; not accessing services)

4. Process of categorisation influenced by
the definition of child neglect
Definition in use during the study period:
“Neglect is the persistent failure to meet a child’s basic
physical and/or psychological needs, likely to result in
the serious impairment of the child’s health or
development. Neglect may occur during pregnancy as a
result of maternal substance abuse. Once a child is
born, neglect may involve a parent or carer failing to:
Provide adequate food, clothing and shelter.
Protect a child from physical and emotional harm or
danger.
Ensure adequate supervision.
Ensure access to appropriate medical care or treatment”
(HM Government, 2010, p. 39)

5. meaning and interpretation
Ambivalence exists regarding the meaning of all social
phenomena (Schultz, 1964)
Professionals’ understandings are based on their
professional roles and training, the knowledge they
have acquired though professional practice and
experience, combined with their personal value system
(Horwath, 2007).
Therefore understandings of neglect can be different,
depending on the perspective of the professionals
involved and their interpretation of the information.

6. Individual level: the child
• Signs of neglect; typical images of neglect
• Impact on growth and developmental
milestones
• Impact of experiences on behaviour
• Disclosure (by young people)
• Lack of visible signs was considered
problematic

7. Individual level: the parents
How professional characterise the parents:
• Accountable for keeping the child safe
• Assessment of parents capacity for change
• Impact of parents own needs- substance
misuse; partner violence; mental health issues
• Previous child removed for neglect or
concerns
• Seriousness of incidents

8. Interactions within the family
Parent child relationships
– Mother/child interactions
– Father/child interactions
– Issues around absent fathers; types of
interactions, frequency
Other relationships
– Extended family
– Significant other adults; unrelated adults

9. Family relationships
• Parent- parent relationships
• Adult- adult relationships
• Relationships between mothers, fathers,
father figures and unrelated male adults
• Unrelated female adults
• Family networks- especially the role of
grandparents/aunts/uncles

10. Professionals perspectives
• Professional understanding of neglect, related to
professional role and application of knowledge
within a particular context
• Neglect is frequently understood as a
consequence of parental actions or non-action
(omissions)
• Perspectives varied according to whether the
professionals are making the referral or receiving
a referral (for social worker involvement)

11. professional role influenced
understanding
“build a case” (for prosecution) by police officers
“ build a picture” (of neglect) by education and
health professionals, using the different features
encountered in their roles
Education: late arrival; poor attendance; lack of
parental interest in child’s education; change in
behaviour
Health: visual clues, history, delay in accessing
services, non-uptake of preventative services;
development and behaviour

12. Professional perspective:
“...one of the frustrations about health in the
neglect cases is if there is neglect you can see it is
much easier to deal with so if the child is smelly,
unkempt, dirty, not fed, it feels like we can move
forward a bit more easier with those families”
(health professional)
“..... the families where the neglect is perhaps more
with the stimulation, boundaries, the guidance
and the emotional warmth it is much more
difficult” (health professional)

13. Application of knowledge within particular
contexts -making or receiving referrals
Universal Services
Features considered prior to making a
referral
First Response Social Workers
Features considered when assessing
referrals
‘Built a picture’ over time
On-going concerns (i.e. children still
coming to school hungry, inappropriate
dressed)
No progress being made
Implemented interventions- within the
scope of their practice
Situation getting worse
Parents not co-operating/resistance
Previous child removed
Is there a role for us?
Is an immediate response required?
Is the child safe?
Is this serious?
A level of neglect that we would be
involved with?
Corroboration of information
Other agencies involved providing
services
Homeless young person
Police involved
Unsuitable home conditions
Previous child removed

14. The child welfare professionals working in universal
services thought social workers’ level of neglect was
different to their level
The threshold to access children’s social care
services appeared to be a problematic area of
practice and created tensions between
professional groups. The way the threshold was
spoken about indicated it was a barrier and there
was little indication that the professionals making
referrals felt they were working together with
social workers but rather they had to convince
the social workers ‘to take them seriously’. If the
barriers to additional services were not be
overcome, they talked about escalating their
concerns, within their own organisations.

15. Thank You
Any questions?