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Language matters deeply when working with families in relation to Child Protection and Neglect. Language can help build trust, but it can also reinforce shame and create barriers to change. This document is a short, practical guide to support practitioners with useful language that is respectful, empathetic and constructive. Please visit Fife Multi-agency Neglect Toolkit for a full range of support resources for practitioners when working with children, families and Neglect. Alongside this support guide, practitioners may find Fife Multi-agency Working with Non-engaging Families and Includem - Getting Our Language right guidance helpful to enhance work with families.
If you are concerned about a case of neglect or feel that insufficient progress is being made, speak with your line manager as soon as possible. The following actions should be considered when working with cases of neglect or where there is risk of significant harm:
If you are dissatisfied with the multi-agency decision-making regarding a case you have involvement with, raise this with your line manager. If the issue remains unresolved, consider using the Fife Multi-agency Escalation and Dispute Resolution Protocol.
Account must always be taken of diversity and equality issues. For example, staff will need to consider carefully the types of communication methods they use, adapting them as necessary to cultural preferences, literacy and language skills, communication skills and abilities, so as to overcome the range of communication barriers which a diverse population of children, young people and adults might face (National Guidance 2021, updated 2023.)
Constructive dialogue is specific, names behaviours, collaborative (using “we” and “together” instead of “you”,) strengths-based and clear in describing the exact concern and what the child needs. As practitioners we are trying to understand causes of barriers preventing change and work together with parents and carers to improve circumstances. Below are some examples of constructive dialogue for practitioners to consider:
If you can use a simpler word, use it. Practitioners shouldn’t use words that are over technical or have medical associations, when this is unnecessary; young people and families are only likely to hear some of these terms through care experience. Please see below a list of unhelpful terms (including comments from young people) and alternatives developed by Includem - Getting Our Language right
Unhelpful Terms | Alternative |
|---|---|
Abscond | Run away |
Placement | Use the name of the place or someone who they live with. |
Moving Placements | Moving to a new house or starting a new chapter |
Siblings | Brothers, sisters or family. Siblings may be a good gender-neutral word. |
Dysregulated This term suggests the emotional response was wrong. | Describing context, behaviours and emotions e.g. Distressed response to [context] |
Violent/acting out/Kicking Off/Challenging Behaviour/Escalated | Name what we observe, give context and consider why. This refocuses our attention on the experience of the person and what may have caused them to react in this way; this will not be apparent much of the time, and we can acknowledge this. By exploring this with the person, we can move away from understanding behaviour only as anger, but as a manifestation of different emotions. ‘Angry’ behaviour may signal a need. |
Verbally Aggressive | They react to [some situations’ by shouting and using swear works. |
Vulnerable | Unsafe at points |
Drug running/Involved in a gang | The child/young person is being criminally exploited to distribute drugs |
Non engaging/Engagement/Hard to Reach | We have not been able to engage yet/ Services have not yet found the best way to build relationships with them/ Support was offered that did not meet the needs of the parents, carer, young person at that time. |
Addict / Addiction / Drug User | Substance misuse / Unhelpful coping strategies / Problems related to using substance/ person who misuses substances |
Offending/Young Offender | Young People in Conflict with the Law |
Chaotic | There are risks to… There are a lack of protective factors |
Children’s Unit | [Name of place] House |
Issue “issue sounds like there is something wrong with you, and there’s not!” | Challenges / barriers, things you are not happy about, difficult situation, something you want to change, goals they want to set, things not working |
Not beyond help Even framed positively, this term is alienating and is not empowering | We don’t give up, we find the best way to build trust and support sustainable change |
Poverty (or how we describe it) families not able to make ends meet / Breadline These terms can create shame and create barriers to seeking assistance or sharing views. Some terms imply that the responsibility for difficulty lies with families | Unmet needs, having what all children need to thrive/ for healthy development, hardship, quality of life, access to basic resources/necessities, financial stress, budgeting challenges, unsustainable, families with low income. |
Autism Spectrum Disorder (ASD) | Autism Spectrum Conditions (ASC), Autistic person/Child Some research has noted a preference for positive ‘identity first’ language in relation to autism, so autism is not ‘something you carry around in a bag’ rather it is a positive part of who you are. |
Case allocation “A case is a bag, I am not a bag! Don’t say this case has been handed over when you mean person.” | Children, young people and families, I support [X], I am lead worker for [X] |
Contacts | Visits, phone calls, messages |
Contact logs | Daily diary, notes, reflections |
Deployment | Planning, planners, diaries |
Exit Reports | Moving on Review/Evaluation |
Focused Work All our time should be focused in that it should be used in a supportive way and this term is not appealing to anyone. | A better life, guided learning, prompting, learning outcomes |
Frontline Workers “Frontline” is a combative term. “Staff” is a terms which frames role within hierarchy. | Family support team |
Intensive This word is associated with difficulty. | Ready and responsive/ as often as families need |
Intervention | Support/Elements for a better life |
On programme | Supported by [X service] |
Outcomes This word is often used to frame our support, however if used inappropriately when talking with people it may reduce people experiences to tick boxes. | Positive, sustained changes |
Unplanned, Missed, cancelled | Unannounced Visit, responsive visit, flexible response |
Success We do not want to set children, young people and families up to feel like they may fall as success and failure often go hand in hand | Making changes, things are easier, opportunities, achievements |
Acronyms are not appropriate when speaking to children, families or carers and between professionals, acronyms could lead to miscommunication. Always use plain language and correct definitions to ensure understanding. Below is a list of common Child Protection Acronyms practitioners you may encounter and their meaning.
ACRONYM | Meaning |
|---|---|
CCE | Child Criminal Exploitation |
CP | Child Protection |
CPO | Child Protection Order (Children’s Legislation) |
CPO | Community Payback Order (Criminal Justice Legislation) |
CSE | Child Sexual Exploitation |
CSO | Compulsory Supervision Order |
CTO | Compulsory Treatment Order (Mental Health Legislation) |
JII | JII: Joint Investigative Interview |
ICSO | Interim Compulsory Supervision Order |
IRD | Initial Referral Discussion |
LAAFH | Looked After Away From Home |
LAC | Looked After Child |
LAAC | Looked After and Accommodated Child |
SCIM | Scottish Child Interview Model |
TAC | Team Around the Child |
CWP | Child Wellbeing Pathway |
VPD | Vulnerable Person Database |
VRI | Visual Recorded Interview |
YPOC | Young Person Of Concern |
GIRFEC | Getting It Right For Every Child |
SHANNARI(H) | Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible, Included, (Hope) |
CADS | Community Alcohol and Drug Service |
CAMHS | Child and Adolescent Mental Health Services |
CPN | Community Psychiatric Nurses |
IFSS | Intensive Family Support Service |
ACES | Adverse Childhood Experiences |
