A synthesis of contextual safeguarding and commonly used child safeguarding theoretical models and approaches
| DOI | https://doi.org/10.1108/JCS-02-2022-0008 |
| Published date | 07 April 2022 |
| Date | 07 April 2022 |
| Pages | 175-191 |
| Subject Matter | Health & social care,Vulnerable groups,Children's services,Sociology,Sociology of the family,Children/youth,Parents,Education,Early childhood education,Home culture,Social/physical development |
| Author | Nhlanganiso Nyathi |
A synthesis of contextual safeguarding
and commonly used child safeguarding
theoretical models and approaches
Nhlanganiso Nyathi
Abstract
Purpose –This paper aims to argue that contextual safeguarding complements existing theoretical
models and approaches. Its successfulintegration with dominant thinking and practice in safeguarding
potentiallyoffers new insights to improve system-wide practice.
Design/methodology/approach –A theory synthesis design was used to purposively identify,
summarise and compare selected safeguarding theoretical models and approaches to establish both
convergenceand divergence.
Findings –The argumentsprovided in this paper suggest that synthesisingtheory offers a confluence of
perspectives that promise to develop a more eclectic and holistic approach to safeguarding practice.
The paper demonstrateshow contextual safeguardingcan be integrated with existing theoreticalmodels
and approaches.
Research limitations/implications –This is a conceptualpaper and therefore is not based on empirical
data.
Practical implications –This paper’s conceptual insights include that integrating contextual
safeguarding with existing theoretical models and approaches can broaden the knowledge base to
whole system-widesafeguarding practice in the UK. The paper also confirms that the methodologyused
is feasible, although more work is required to test its efficacy on a larger scale. The conceptual paper
argues for synthesis of contextual safeguarding and commonly used child safeguarding theoretical
models and approaches to deal with both intra and extra familial forms of risk of harm to children
effectively.
Social implications –The neglect and abuseof children is a topical issue; hence, this paper has social
implications regarding understanding of how the issue child abuse and neglect in the UK and globally
shouldbe dealtwith.
Originality/value –There is a dearth of studiesthat have gone beyond binary comparisons of contextual
safeguarding and other theoretical models and approaches, which leavesa significant knowledge gap
that has promptedthe purpose of this paper.
Keywords Contextual safeguarding, Ecological systems, Extrafamilial, Family safeguarding model,
Intrafamilial, Social model, Systems theory, Theory synthesis, Think child, Think parent,
Think family model
Paper type Conceptual paper
Introduction
Historically, social work’s theoretical base draws on other disciplines including
psychology, philosophy, sociology, psychoanalysis and other fields (Howe, 2009;
Thompson, 2020). However, not having a strong theoretical base of its own has often led
to questions about social work’s professional identity (Parker and Doel, 2013;Webb,
2017). Social workers use theoretical knowledge to gain a deeper understanding of the
service users’ situations, to inform assessment, subsequent analysis and planning for
interventions.
Nhlanganiso Nyathi is
based at the Faculty of
Health, Education,
Medicine and Social Care,
Anglia Ruskin University,
Cambridge, UK.
Received 9 February 2022
Revised 3 March 2022
Accepted 3 March 2022
DOI 10.1108/JCS-02-2022-0008 VOL. 17 NO. 3 2022, pp. 175-191, ©Emerald Publishing Limited, ISSN 1746-6660 jJOURNAL OF CHILDREN’S SERVICES jPAGE 175
Musson (2017, p. 4) argues that the application of social work theory to practice is a
professional requirement.Similarly, theory alongside evidence from research is seen as one
of the main pillars for the knowledge base of social work in the UK (Pawson et al, 2003;
Trevithick, 2008). Thompson (2020) cautions against the fallacy of theory-less
practice, arguing that social workers should rather view theory as part of the profession’s
knowledge base, and not solely apply the narrow scientific definition to social work theory.
For example, the international definition of social work is explicit about the profession being
“underpinned by theories of social work” (IFSW, 2014), while the professional capabilities
framework specifies that social work students should “apply knowledge of social sciences,
law and social work practice theory” (BASW, 2015). Similarly, Social Work England (2019)
professional standards commit social workers to apply knowledge and skills (including
theory) of both their own and other professions.
However, social workers often find theory application overwhelming because the multiple
and overlapping perspectives often present challenges regarding, which theories or
models are appropriate for a particular purpose (Pound and Campbell, 2015;Thompson,
2020;Turner, 1991). Social work academics and practitioners tend to use terms such as
theories, models, methods, perspectives and approaches interchangeably, further adding
to the confusion. Furthermore, because of the interdisciplinary nature of social work,
drawing on theories of other disciplinescan arguably lead to a fragmented knowledge base
(Moller, 2013). Thus, this fragmentation of knowledge can present challenges to the critical
application of theoreticalframeworks to different situations.
Any critical discussion of theories can raise questions regarding what is and what is not
theory. There is a considerable amount of published literature defining what theory is and
distinguishing it from other terms that are often used interchangeably (Langer and Lietz,
2014; Musson, 2017; Stepney and Ford, 2012;Teater, 2019). Stepney and Ford (2012)
define theory as “a framework of understanding or cluster of ideas which attempt to explain
reality” (p.xi). Likewise, Langer and Lietz (2014) describe theory as “an organized set of
ideas that seek to explain a particular phenomenon offering greater direction for practice”
(p. 9). Teater (2019) asserts the value of a theory is that it describes, explains and predicts
what might happen in different situations.
Furthermore, Teater (2019) arguesthat because of the ability to predict what might happen,
theories help us understand what action needs to be taken. Most of those terms that are
used as a substitute for theory such as methods, models or approaches denote the action
and practice perspectives that represent viewpoints that are informed by theory but do not
have predictive ability (Langer and Lietz, 2014; Musson, 2017). Developed from theory,
models such as solution-focused practice and motivational interviewing can foster the
creation of manuals and frameworks that guide practice (Langer and Lietz, 2014). Sibeon
(1990) describes social work methods as representing sets of ideas prescribing
appropriate actions in particular situations. Methods include the more formal written
accounts about how to do the job and are therefore support and promote practical ways of
undertaking tasks such as using the Frameworkfor the Assessment of Children in Need and
their Families (Department of Health, 2000), which is commonly used to guide and frame
child safeguarding assessments.
In child safeguarding practice, complementary theories, models, methods, practice
perspectives and approachesare routinely combined. Safeguarding being the work thatwe
do to protect specific children who are suffering, or are likely to suffer, significant harm and
to promote their well-being (HM Government, 2018). As contextual safeguarding continues
to gain currency in academic commentary, policy and practice, the need to explore
how this approach can be merged with other commonly used theoretical models and
approaches is even greater. The arguments advanced in this conceptual paper seek to
shed light on how the contextual safeguarding approach can be integrated with other
theoretical models and approachesto further inform child safeguarding practice.
PAGE 176 jJOURNAL OF CHILDREN’S SERVICES jVOL. 17 NO. 3 2022
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