Dominant ideologies and opinions are influential and are embedded in polices and documents. The Home Office document, supporting families 1998, links poor parenting with unsociable behaviour and involvement in crime (topic 2, p.28 and 64), thus blaming the parents/carers of families for society’s problems. The media plays a huge part in publicizing these problems; one area in particular is their problematising of certain groups and individuals (Cohen, 1973, Topic 1. P.25). Service providers need to be aware of the impact on the services which children receive (topic 1, p.26). Goodson (reader, chapter 4), suggests that society’s are ambivalent with regards to children; children are either a victim or a threat. This has lead to the ‘demonizing’ of children of certain groups and backgrounds.
Change in ideas about children and childhood cause uncertainty and threaten social disorder. Practices must alter their position to recognise the exclusion and inequality caused by problematising of children. It is imperative not to blame
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children for their circumstances, they are not passive victims and the impact of this prejudice can be detrimental to their development. Failure to recognise problematising can lead to a cycle of deprivation (Fonagy et al, topic 3, p. 28), where workers presume those that have suffered a bad childhood are incapable of being good parents, which is untrue as research shows it does not prevent bonding (topic 3, p.29). problematising, stereotypes and stigmatises which can result in practitioners having lower expectations, thus failing to meet the true needs of individuals. Even though each discourse has its own set of professional bodies they sometimes find the competing discourses confusing and also stressful, thus sometimes leading to employees failing. This in turn is highlighted by the media and leaves the government under immense pressure to tighten their policy and procedures leaving it even harder for professionals working with children and families, highlighted more recently in child protection with the cases of Victoria Climbe and also Baby ‘P’, (topic 15, p.15) the ‘norm’ of what is acceptable has changed in British Society (Stainton Rogers, reader, p.33).
Social construction is based on concepts and ideas, these vary depending on personal beliefs, and this in turn can have various implications for those working with children and families one of which is assessing, monitoring and evaluating personal values and experiences. Woodhead (1997) identifies that traditional services were based on assumptions and values, implying that everyone should aspire to achieve universal goals (topic 3, p.9). These ‘goals’ are not universal and vary over time, between cultures and indeed social class. Workers and services need to recognise that what they may expect a child to be or have will vary, thus realising that their own personal upbringing is not a basis for making assessments. Baldwin et al 1990, also highlights that it is not the social class that undermines a child’s development but it is the accompanying circumstances such as prejudice and discrimination (topic 3, p.12). Recognition, acceptance and respect for diversity within our communities are essential. Society still refuses to accept diversity and difference, with expected ‘norms’ being highlighted in laws and
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media (topic 1, pg.23). These socially constructed ideas can lead to exclusion and oppression and are difficult to change without the help of societal and political changes in action, attitudes and policies. Therefore workers and services need to be open and sensitive to the variety of circumstances in which children live, appreciating the complex issues that surround them rather than being presumptuous.
Many adults including professionals, view children as dependant, needy and incompetent, portraying that attitude of ‘we know best’. Whilst children are dependant on adults to provide basic need. Ehrenreich 1978, points out that dependency can be nurturing and respectful instead of controlling (topic 1, p. 19). Service providers need to recognise that children are ‘people’ with capabilities to voice their own concerns and opinions when encouraged to do so, this is supported by Roche (reader, chapter 8) whereby children should be seen in light of what they are able to do instead of focusing on their abilities and dependencies. Services if using the capabilities approach would be more encouraging, enabling and empowering which could help children by making them fell motivated and valued rather than demoralised and unworthy.
Equality, indiscrimination and anti-racism could cause implications for practitioners working with children and families. Practitioners should be aware that practices, advocated by policy makers are general guidelines to produce conformity and are a form of institutional racism (topic 1, p.26). To enable equality, practitioners must be aware of the implications of discrimination and racism on children which can include lower expectations and desire to achieve. Workers need to encourage and raise the child’s self esteem to enable their aspirations to rise in line with others of the same community. Parents may be reluctant to participate in services because of previous discriminations, which to some are seen as the ‘norm’. Owusu-Bempah emphasises the importance of including the wider family because of the negative effects of discrimination which may be passed on through generations (reader, chapter 5).
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Listening to children and their opinions is crucial so that their concerns can be identified. Article 12 of the UNCRC identifies that children have a right to express their views and for them to be taken seriously (UNCRC, 1990, Wallchart). Thomas (reader, chapter 11) highlights the need to take time to listen to children, with professionals offering a trusting, honest relationship with them so they are enabled to communicate effectively. With effective communication the ‘real’ problems children are facing can possibly be alleviated through helping them to learn to become resilient. Practitioners need to promote resilience to enable a child to realise the positive experience around them, helping them to gain control and challenge the adversities that they may be facing, whilst recognising the commitment of the support systems they can access (Kosaba, 1979, topic 3, p.22).
In conclusion from the discussion given, it is apparent that social construction can cause implications when working with children and families. As highlighted, social construction is based on ideas which dependant on a person’s beliefs, attitudes and values can vary. Even in today’s society, childhood is not seen as a universal stage of human life. Variations over time, place and culture are dramatic. Historians such as Aries had a profound impact on western society and their beliefs on childhood and also how a child should be perceived and treated; this in turn has shaped policies and practices for those working with children and families.
Total word count: 1644
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References.
Goodson, B. (2001) ‘The Demonization of Children: from the symbolic to the institutional’ in Foley, P., Roche, J., and Tucker, S. (eds) Children in Society: Contemporary Theory, Policy and Practice, Basingstoke, Palgrave/Milton Keynes, The Open University.
Open University (2003) K204 Working with Children and Families, Block 1, Topic 1, ‘Getting Started’, Milton Keynes, The Open University.
Open University (2003) K204 Working with Children and Families, Block 1, Topic 2 ‘Changing Childhood, Changing Families’, Milton Keynes, The Open University.
Open University (2003) K204 Working with Children and Families, Block 1, Topic 3 ‘Promoting Children’s Quality of Life’, Milton Keynes, The Open University.
Open University (2008) ) K204 Working with Children and Families, Block 3, Topic 15 ‘Safeguarding Children’, Milton Keynes, The Open University.
Open University (2003) K204 Working with Children and Families, United Nations Convention on the Rights of the Child, Wall chart, Milton Keynes, The Open University.
Owusu-Bempah, K. (2001) ‘Racism: an important Factor in practice with Ethnic Minority Children and Families’ in Foley, P., Roche, J., and Tucker, S. (eds) Children in Society: Contemporary Theory, Policy and Practice, Basingstoke, Palgrave/Milton Keynes, The Open University.
Roche, J. (2001) ‘Quality of Life for Children’ in Foley, P., Roche, J., and Tucker, S. (eds) Children in Society: Contemporary Theory, Policy and Practice, Basingstoke, Palgrave/Milton Keynes, The Open University.
Thomas, N. (2001) ‘Listening to Children’ in Foley, P., Roche, J., and Tucker, S. (eds) Children in Society: Contemporary Theory, Policy and Practice, Basingstoke, Palgrave/Milton Keynes, The Open University.
