Tackling child neglect: exploring a public health approach in Scotland

Abstract

Neglect is one of the most prevalent forms of child maltreatment in the UK. The effect of neglect is complex and long-term. Despite parenting interventions to address the risk factors that contribute to neglect, the problem is still increasing. This is at least partly linked to wider structural factors of poverty and unemployment, which continue to affect some families where neglect is an issue. Although incidence of identified cases of neglect is high, many children who experience neglect are not known to services. Framing neglect as a public health issue enables practitioners to address it at the level of population health and wellbeing, rather than at an individual level. This study aimed to explore the components of a public health approach to neglect, which is often discussed by professionals within the child protection field and in the relevant literature, but it is not clear how to translate this approach into practice. Interviews, focus groups and a three-stage online survey were used as methods to explore participants’ views regarding the prevention of child neglect and to determine how families can be better supported. Participants included professionals from the fields of child protection and public health, parents in contact with services that provide support, and young people with care experience in Scotland. The findings suggest that a public health approach should involve a combination of universal and targeted services, and a continuum of support should be made available to all parents, based on their needs. It was also suggested that the approach must make sure that such support is accessible and must recognise the importance of relationships between professionals and families, provide stable support, and promote a sense of control over their lives. In addition to this, inequalities that affect parenting need to be addressed, as a core aspect of the approach. Areas for consideration for moving forward were identified in the thesis.