DSCP Neglect Toolkit Review
05. Restorative practice with children and families
i) Introduction
You may wish to work through the following scenarios to identity how you would work with families in a restorative way. You may want to look at the scenarios before you read the other information in this section, and again after you have read it, to see if your perspective changes.
Department for Education Neglect Scenarios
ii) The case for restorative practice
Research is clear that neglect can have a negative impact on the brain development of children and young people. The Dorset Multi-Agency Neglect Strategy 2025 – 2027 describes the following:
‘Neglect during childhood can have significant, long-lasting and pervasive consequences, affecting all aspects of a child’s development.
These effects can impact on:
• Cognitive development.
• Development of speech and language.
• Physical growth.
• Emotional wellbeing.
• Behavioural and social development.
These factors in turn can affect a child’s ability to make and sustain relationships, achieve in education and play an active role in their social network, family and community as they develop towards adulthood.’
For an helpful article on this, please see How childhood trauma affects child brain development (NSPCC). The article sets out some of these impacts:
‘Negative experiences such as abuse and neglect can affect the brain’s architecture
by increasing stress-related disorders including:
- mental health problems
- drug abuse
- diabetes and cardiovascular disease’
However, it is clear that these impacts are not irreversible:
‘Like improving or rebuilding the architecture of a house – refurbishing rooms, strengthening foundations – the brain can also be improved and rebuilt following childhood trauma through an active process of maintenance and care from supportive, trusted adults.’
Restorative practice is at the forefront of this work to enable positive relationships which promote change. It can be defined as follows:
Restorative approaches (sometimes referred to as restorative practice) are a mindset, providing the foundation to build, maintain and repair relationships. The restorative ‘way of being’ creates a culture of high challenge and high support and aims to work with people rather than doing things to or for them.
Relationships are at the heart of restorative approaches, built on mutual respect with individuals taking responsibility for their actions.
When addressing neglect through restorative practice, practitioners should recognise and seek to repair previous negative experiences or judgment that parents may have faced, as these can create barriers to engagement and the success of interventions.
For useful background information on restorative practice see:
Relational and Restorative practice – Portsmouth Safeguarding Children Partnership
ii) Restorative work with families
If restorative work with children who have experienced neglect can be helpful, so too can restorative approaches help families who are at risk of neglecting their children, preventing the children from experiencing harm. A useful summary of tools for working with children and families who experience neglect is at Direct work tool: addressing concerns of neglect – Childrens (NSPCC)
Many of the assessment tools set out in section 4 of this toolkit can also be used to evaluate the progress of restorative work. This is especially true of the Neglect Assessment Tool and the Mind of My Own tool. As part of the restorative approach, these tools should be used with children and families, and not done ‘to’ or ‘for’ them.
Cycle of Change
The DiClemente Cycle of Change, also known as the Stages of Change model,
was developed by Prochaska and DiClemente in 1983. It outlines the different
stages individuals go through when changing behavior, particularly in the
context of unhealthy habits like smoking. The stages include:
- Precontemplation: Not yet considering change.
- Contemplation: Aware of the need for change but not ready to take action.
- Preparation: Planning for change.
- Action: Actively making changes.
- Maintenance: Sustaining the change over time.
This model emphasises that change is often cyclical, meaning individuals may move back and forth between stages rather than progressing linearly. It is useful for understanding how to support clients in their behavioural change processes.
Note that change is an intentional process (parents have to want to change) and a cyclical one; an individual may go through the stages of progress then relapse several times over.
Motivational Interviewing
A key asset in helping families to change so that their children are no longer at risk of
neglect is Motivational Interviewing. This is an approach that gives ownership to the families, whilst at the same time eliciting their commitment to change. The following resources all give more information about the Motivational Interviewing approach:
Motivational Interviewing: The Four Key Stages | BMJ Careers
Understanding Motivational Interviewing (MINT)
Safeguarding Families Together & Motivational Interviewing (Dorset Council employees only)
Motivational Interviewing Toolkit (Dorset Council employees only)
Parents who have learning disabilities
Restorative work with parents who have learning disabilities should be tailored to their individual needs. Practitioners should work in accordance with
A Multi-agency Protocol for Working with Parents with Learning Disabilities Living in Dorset
Further practice guidance on working with parents who have learning disabilities can be found in the following 7-minute briefing:
For more information about restorative practice, see the following:
One minute guide: Restorative practice | Leeds.gov.uk
Behaviour Matters | A Restorative Approach to Parenting
Child neglect case studies | Rehabilitation and Recovery (CPD Online)
