Introduction
The care and welfare of children in the UK., particularly those from Black Minority Ethnic (BME) backgrounds, are of significant concern to social work professionals and policymakers (Hussain et al., 2022). Providing consistent and high-quality support for BME children in care is crucial for their well-being, stability, and long-term outcomes in Education, health, and social integration. However, the impact of frequent social worker changes on these children still needs to be explored in the existing literature. This literature review aims to address the gaps and limitations in the current knowledge by examining professional perspectives on the impact of frequent social worker changes on BME children in care within the UK context. By understanding these perspectives, it becomes possible to identify the challenges faced by social workers and other professionals in providing consistent support for BME children in care and propose strategies to mitigate the negative consequences of these changes.
This study’s conceptual and theoretical framework aligns with the social work dimension. Social work is a profession centred around enhancing individuals’ and communities’ well-being and social functioning. It encompasses social justice, cultural competence, diversity, and anti-oppressive/anti-discriminatory practice. These principles are crucial for understanding the experiences and perspectives of social work professionals involved in providing support for BME children in care. This literature-recentered view will draw upon various scholarly articles, research studies, government reports, and relevant policy documents to provide a comprehensive overview of the existing literature. By critically evaluating the strengths and weaknesses of the reviewed literature, biases and limitations can be identified, allowing for a balanced view of the research in this field.
Importance of the Dissertation Focus
The importance of examining the impact of frequent social worker changes on Black and Minority Ethnic (BME) children in care lies in ensuring equitable outcomes and promoting positive experiences for this vulnerable group. BME children often face unique challenges within the care system, including higher rates of placement instability and a greater likelihood of being placed in out-of-area placements (De Leo et al., 2023). It is crucial to explore the perspectives of professionals in the field to gain insights into the factors contributing to frequent social worker changes and their consequences on BME children’s well-being. Kent (2020) has indicated that BME children in care are more likely to experience placement disruptions than their white counterparts. These disruptions can harm their emotional well-being, educational attainment, and overall development.
A lack of cultural competence among social workers can further exacerbate the challenges BME children face, as it may impede effective communication and understanding between the child and their social worker (Kent, 2020). Therefore, exploring the perspectives of professionals working in the field can provide valuable insights into the underlying reasons for frequent social worker changes and help identify potential solutions to address this issue. Furthermore, understanding the consequences of frequent social worker changes on BME children’s well-being is essential for developing effective interventions and policies. Continuity of care has been consistently identified as crucial in promoting positive outcomes for children in care.
Conceptual and Theoretical Framework
This dissertation incorporates the ecological systems theory as a framework, which offers an understanding of how individuals interact with their surroundings. As per this theory, when social workers make changes, it can disrupt the stability and consistency of relationships for children from Black and Minority Ethnic (BME) backgrounds who are in care, potentially affecting their outcomes. The theoretical foundation of this review also includes the concept of competence, highlighting the significance of sensitive approaches to support BME children in care.
A description of How Literature Research was Conducted
To conduct a comprehensive literature review for my research on frequent changes in social workers on black and ethnic minority children in care in the UK, I employed a systematic approach to source relevant materials. Initially, I conducted keyword searches on various academic databases, including but not limited to PubMed, JSTOR, Scopus, and Google Scholar. The critical terms utilised in the search included “social workers,” “child welfare,” “black and ethnic minority children,” “care system,” and “UK.” Additionally, I reviewed the reference lists of relevant articles and sought out grey literature, reports, and government publications to complement academic sources. This rigorous search strategy enabled me to access diverse perspectives and evidence to inform my literature review and provide a well-rounded understanding of the subject matter.
Literature Review
Impact of Social Worker Changes on BME Children
According to an article by Samuel (2021), there is a discrepancy in the success rates of BME children’s social workers participating in the ASYE program. The report reveals that 2018 BME social workers accounted for 53% of failed cases despite comprising 26% of registered participants. In contrast, white social workers made up 60% of registrants. Represented 47% of failed cases. These statistics shed light on a concerning disparity. Raise questions about the experiences of BME practitioners within the program.
According to a report from Skills for Care, as mentioned by Samuel (2021), there are obstacles that BME social workers encounter in the ASYE program. The report emphasises the importance of considering the real-life experiences of BME workers throughout the program and the need for measures to combat systemic racism. Some BME have expressed appreciation for their knowledge being recognised. They have also needed help with caseload assignments and assumptions based on ethnicity. Additionally, concerns have been raised about a hesitancy to report instances of racism which highlights a challenge in promoting racist practices within the workforce.
Contributing Factors to Social Worker Change
High caseloads have been identified as a significant factor in social worker turnover (Fitzhenry et al., 2022). Social workers burdened with excessive caseloads often need help to allocate sufficient time and attention to each case, resulting in decreased quality of care and compromised outcomes. According to research conducted by Bunce et al. (2021), the demanding nature of managing numerous cases can lead to emotional exhaustion and reduced job satisfaction among social workers, affecting their ability to provide consistent care to BME children in the care system.
The emotional toll of working with vulnerable populations can lead to burnout, which has been linked to increased turnover rates among social workers (Bunce et al.,2021). Burnout can manifest as emotional detachment and reduced effectiveness in their roles, ultimately driving social workers to seek alternative employment or take breaks from the profession. This phenomenon is particularly concerning for BME children in care, as it can disrupt the establishment of trust and meaningful relationships with their caregivers.
According to a study (Zastrow & Hessenauer, 2020), the constant turnover of workers impacts the consistent support and care provided to BME children in the foster care system making their already challenging circumstances even more difficult. This research has demonstrated that BME children are overrepresented in the foster care system, and the disruptions caused by worker changes can hinder their ability to establish trust and form lasting connections with their caregivers. As highlighted by Zastrow and Hessenauer (2020), this lack of stability can hinder the psychological growth of these children.
The limitations heavily influence the high turnover rate of workers in the resource care system (Papa et al., 2020). When resources are scarce, limited social workers often face support, training, and supervision, increasing their workload and stress levels. More resources also challenge workers when implementing interventions and supporting BME children in the care system.
Placement Stability and Outcomes
According to research conducted by CheruvallilS et al. (2022), frequent social worker changes have been found to contribute significantly to placement instability among BME children in foster care. This instability often results in school disruptions, as these children are forced to change schools repeatedly within short periods. CheruvallilS’s study (2022) emphasises that such disruptions can adversely affect their academic progress, hindering educational attainment and creating challenges in their overall development.
According to Twum et al. (2020), ensuring that social workers maintain stable and consistent relationships is vital for the well-being of children from Black, Minority, and Ethnic (BME) backgrounds in foster care. These children often develop bonds with their workers, which is crucial in providing them with emotional support and stability. According to Twum et al. (2020), frequent worker changes disrupt these connections, leaving BME children feeling disconnected and without adequate support. This lack of assistance can result in increased anxiety, insecurity, and emotional turbulence, ultimately impacting their overall well-being negatively.
Forming a stable and positive identity is essential for the healthy development of all children, particularly those in care. However, the research conducted by Bunce et al. (2020) highlights that BME children face significant challenges in developing a solid sense of self and cultural identity when repeatedly uprooted from their communities and placed in unfamiliar environments. Moreover, the lack of continuity in social worker support exacerbates this issue, as social workers play a vital role in helping these children explore and affirm their cultural and ethnic identities.
According to the Department for Education (2018), severe case reviews have backed up these studies’ findings. These reviews have shown that when social workers change frequently, it can lead to support and higher risks for BME children in care. The reviews stress the importance of having stable relationships with workers to ensure BME children’s well-being and positive outcomes.
Development of Meaningful Connections
One crucial strategy to address the challenges posed by frequent changes in social workers for BME children in care involves improving recruitment and retention practices within the social work profession (Käkelä, 2020). By attracting and retaining diverse and committed social workers, the likelihood of frequent changes in caseworkers can be significantly reduced, allowing for longer-term relationships to develop. Käkelä, (2020) research shows that a diverse workforce is better equipped to understand and cater to the unique needs of BME children. Implementing policies to support career progression and creating a positive work environment can enhance job satisfaction and commitment among social workers, ultimately benefiting the children they support.
The study by Higgs (2020) is another essential step in fostering enduring connections between BME children in care, and their social workers is providing cultural competence training. This training equips social workers with the knowledge and skills to understand and respect BME children’s cultural backgrounds and experiences. According to research by Brottman et al. (2020), cultural competence training,g positively influences social workers’ ability to communicate effectively, recognise cultural biases, and deliver culturally sensitive care. By promoting cultural sensitivity and awareness, social workers can establish stronger connections with BME children, acknowledging their unique needs and providing appropriate support.
It is important to have supervision and support for social workers when building long-lasting relationships with children from Black and Minority Ethnic (BME) backgrounds who are in care, as highlighted by BASW (2020). Through supervision, social workers can reflect, receive guidance, and obtain feedback, ensuring that they are adequately prepared to meet the needs of the children they serve. Furthermore, providing support to workers enhances their well-being and contributes to their job satisfaction, resulting in better retention rates and improved outcomes for BME children.
Impact on Emotional, Educational, and Social Development
As highlighted in a study by Dillon and Pritchard (2020), the emotional development of children from BME backgrounds in care can be negatively impacted by worker changes. These children often face attachment issues due to the lack of stable caregivers. Without an attachment, they may struggle to build trust with social workers, which can lead to feelings of abandonment and emotional distress. These challenges can have long-term effects on their well-being, making navigating the already complex circumstances they face as children in care more difficult. In addition to emotional challenges, the frequent changes of social workers also disrupt the educational trajectories of BME children in care. As Lingappa et al. (2022) noted, these disruptions can significantly hinder their academic progress and limit future opportunities. Consistency in caregiving is crucial for the academic success of these vulnerable children. When they experience, frequent changes in social workers may lead to gaps in educational support, delays in accessing specialised services, and difficulties in adjusting to new schools or learning environments. Consequently, this instability may perpetuate the cycle of disadvantage, exacerbating existing educational disparities between BME children in care and their peers.
Frequent worker changes impact the social development of children from BME backgrounds who are in care. According to Cross et al. (2022), when caregivers constantly change, it becomes difficult for these children to form meaningful connections. The continuous turnover of workers disrupts the process of establishing trust and rapport between the child and their caregiver. This instability often leads to feelings of insecurity. It makes it challenging for them to open up about their experiences and needs. Consequently, BME children in care may face difficulties developing skills crucial for building healthy relationships and integrating into society.
Perspectives of Specialists from Other Fields
Based on a study by Iruka et al. (2022), maintaining ongoing support is essential in ensuring stability and promoting the overall well-being of foster children, especially those from Black and ethnic minority backgrounds. Changes in workers can disrupt the child’s sense of familiarity and trust, making it more challenging for them to develop secure connections. This disruption often results in distress and behavioural difficulties for these children. Educators have expressed concerns about the negative impact on foster children, particularly those from minority backgrounds, due to disruptions in their therapeutic relationships. Webb et al. (2023) highlight the importance of these relationships for the child’s psychological growth. When social workers leave abruptly, it can sever these connections leading to setbacks in the child’s progress and overall mental well-being. Ensuring continuity in the process is vital as it helps build trust, address trauma, and support Black and ethnic minority children in foster care.
Psychologists stress the importance of enhanced coordination among professionals involved in the lives of Black and ethnic minority children in foster care. Mancinelli et al. (2021) argue that these children often interact with various professionals, including teachers, therapists, and caregivers, to receive the necessary support and assistance. However, frequent changes in social workers can hinder effective communication and collaboration among these individuals, leading to fragmented care and inconsistent interventions.
To effectively tackle the difficulties caused by worker turnover, Mancinelli et al. (2021) highlight the importance of offering comprehensive training and ongoing support to these professionals. By ensuring that social workers receive training and continuous assistance, they will be better prepared to handle the challenges they encounter, mainly when working with Black and ethnic minority children under care. This approach can significantly enhance job satisfaction and retention rates, ultimately minimising turnover and preventing any impact on the well-being of the children involved.
Legislation and Policy Framework
Legislation is crucial in emphasising the significance of providing a stable and supportive environment for children in care. The Children Act 1989, a key legislation in the United Kingdom, aims to safeguard and promote children’s welfare. It places a duty on local authorities to ensure that the needs of children in care are met and that they receive appropriate care, support, and guidance (Children Act, 1989). This legislation recognises the importance of stability and support in the lives of children, as they often experience significant disruption and trauma before entering the care system. By providing a stable and supportive environment, the Children Act 1989 aims to enhance children’s overall well-being and development in care.
(Wroe,2021) claims that effective inter-agency collaboration and partnership working are crucial in addressing the unique needs of Black and Minority Ethnic (BME) children. The Working Together Agreement 2018 is a collaborative effort between various agencies involved in safeguarding and promoting the welfare of children. It highlights the importance of working together to improve outcomes for all children, including those from BME backgrounds. This agreement stresses the need for agencies to share information, coordinate their efforts, and collaborate in decision-making processes to ensure that the needs of BME children are effectively met (Working Together Agreement, 2018). The agreement seeks to enhance the coordination and effectiveness of services provided to BME children in care by promoting inter-agency collaboration.
The British Association of Social Workers (BASW) provides guidance on cultural competence to support social workers in their practice with BME children. BASW’s (2020) guidance on cultural competence outlines strategies and considerations for social workers to enhance their understanding and practice with BME children. It emphasises the significance of cultural, religious, and ethnic backgrounds in shaping a child’s identity and experiences. The guidance encourages social workers to develop cultural awareness and sensitivity, actively engage with diverse communities, and respect and value different cultural practices and beliefs. By promoting cultural competence, social workers can better understand and respond to the specific needs and experiences of BME children in care, ultimately improving outcomes for this population.
Addressing Gaps in the Literature
Further research is needed to address gaps in the literature regarding the impact of frequent changes of social workers on black and ethnic minority (BME) children in care in the U.K. Current studies have limitations that can be overcome through comprehensive approaches. One major drawback is that the perspectives being considered are limited. Present studies primarily concentrate on the viewpoints of workers and professionals involved in the care system. In order to truly comprehend the experiences and requirements of BME children in care, it is essential to consider the perspectives of the children themselves, their families, and their caregivers. By incorporating these viewpoints, we can gain insights to facilitate more effective interventions and support strategies.
Additionally, the intersectionality of race, ethnicity, and other social identities in the experiences of BME children in care requires attention. Exploring how factors like gender, age, and socioeconomic status intersect with race and ethnicity will provide a nuanced understanding of the unique challenges faced by these children. Acknowledging and addressing these intersectional factors will enable tailored interventions and support strategies that effectively meet the needs of BME children in care. In conclusion, addressing gaps in the literature necessitates considering multiple perspectives, examining long-term outcomes, and exploring intersectionality. By conducting further research in these areas, we can enhance our understanding of this complex issue and develop evidence-based practices that better support BME children in care.
Furthermore, most research has primarily concentrated on the consequences of turnover in social workers. However, it is crucial to examine the long-term impacts on the educational and social growth of children from Black and Minority Ethnic (BME) backgrounds who are in foster care. By gaining insights into these lasting effects, we can develop interventions that foster positive outcomes across their lifespan.
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