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

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...

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Bibliographic Details
Published in:	Educational psychology in practice 2021-01, Vol.37 (1), p.19-33
Main Authors:	Allen, Brooke, Bond, Caroline
Format:	Article
Language:	eng
Subjects:	At Risk Persons Child Abuse Child Safety Child sexual abuse child sexual exploitation Child Welfare Children contextual safeguarding Disabilities Educational Psychology Exploitation Foreign Countries Intervention practice frameworks Psychologists reflexive thematic analysis Role Sexual Abuse Victims of Crime
Online Access:	Get full text
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Summary:	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.
ISSN:	0266-7363 1469-5839