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Child neglect has devastating enduring consequences for children and its identification and assessment remains challenging for practitioners. In England, assessment tools and standardised measures have been incorporated in welfare and safeguarding practice to help practitioners' critical observation and analysis and improve their assessments of risk. However, the picture regarding child neglect assessment practice trends on the ground remains unknown. This mapping exercise aimed to, firstly, provide an overview of the approaches to neglect practice and neglect assessment tools promoted by Local Safeguarding Children Partnerships (LSCPs) across England, and secondly, provide a brief examination of the types of tools advocated. An email survey was sent to the safeguarding leads or chairs of LSCPs in England (n = 121). Forty‐two valid responses were received (34.7%). Almost all participating LSCPs had a Neglect Strategy in place and recommended the use of tools and chronologies when working with neglect. Eighteen individual neglect tools were reported with only two of these having undergone psychometric testing. The findings affirm that the use of tools or instruments with low or no testing for psychometric properties continues to be widespread in children's social care and welfare practice in England. Implications and recommendations for practice, policy and future research are discussed. [ABSTRACT FROM AUTHOR]

In the UK, the ethics of engaging in sociological research directly involving children have primarily been shaped by definitions of "competence". While this has been a crucial guideline for researchers in shaping the concept of informed consent, it has also acted, perhaps inadvertently, as a way of excluding particular children from the research agenda. This article discusses the problems of informed consent that were encountered in research with children with learning impairments. It proposes that the process of seeking "assent", when used within an ethical framework, is a more comprehensive method of gaining the agreement of children in research, which transcends language, ability, cultural, social and international borders.

In the UK, the ethics of engaging in sociological research directly involving children have primarily been shaped by definitions of ‘competence’. While this has been a crucial guideline for researchers in shaping the concept of informed consent, it has also acted, perhaps inadvertently, as a way of excluding particular children from the research agenda. This article discusses the problems of informed consent that were encountered in research with children with learning impairments. It proposes that the process of seeking ‘assent’, when used within an ethical framework, is a more comprehensive method of gaining the agreement of children in research, which transcends language, ability, cultural, social and international borders. [ABSTRACT FROM AUTHOR]