Exploring Psychological Frameworks to Guide Educational Psychologists' Practice in Relation to Child Sexual Exploitation

Autor/inn/en	Allen, Brooke; Bond, Caroline
Titel	Exploring Psychological Frameworks to Guide Educational Psychologists' Practice in Relation to Child Sexual Exploitation
Quelle	In: Educational Psychology in Practice, 37 (2021) 1, S.19-33 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Brooke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2020.1848805
Schlagwörter	Child Abuse; Sexual Abuse; Educational Psychology; Psychologists; Victims of Crime; At Risk Persons; Foreign Countries; Disabilities; Child Welfare; Child Safety; Role; Intervention; United Kingdom (England) + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sexueller Missbrauch; Erziehungspsychologie; Pädagogische Psychologie; Psychologist; Psychologe; Psychologin; Victim; Victims; Crime; Opfer; Verbrechen; Risikogruppe; Ausland; Handicap; Behinderung; Kindeswohl; Rollen
Abstract	Child Sexual Exploitation (CSE) remains a significant concern in the English context with a broad professional research base expanding at pace in response to serious case reviews and government inquiries into historical sexual abuse. Whilst educational psychologists (EPs) have an established role in child protection and safeguarding, the work they do in relation to CSE is underexplored. Through in-depth qualitative interviews with three educational psychology professionals, this study aims to stimulate reflection and contribute to the knowledge base which guides EPs' practice when responding to sexual exploitation. Professional responses which adopt a "vulnerability management" approach are problematised and an exploration of the role of the EP within a contextual safeguarding framework is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01