The nature and shape of Australian families has changed significantly in recent decades (Smit 2005; Berlyn et al., 2008). Even with these changes, there have been many contested understandings about what constitutes fatherhood (Fletcher et al., 2008; BBC, 2000). There has been an emerging trend internationally to understand fatherhood (Scourfield, 2006; Milner, 1993; O’Hagan, 1997; Featherstone, 2003; 2006; Daniel et al., 2005). Despite this interest, there is still more need for research to be undertaken in Australia about the attitudes of professionals towards fathers, male input into family life and, in particular, the experiences of fathers who are described as being absent from family based services. This will result in a greater understanding and application of ‘father inclusive practice’ (Berlyn et al., 2008; King, 2009).

The current study explores the development of the Bulgarian child maltreatment discourses that emerged in the public domain after the fall of Communism in 1989. An argument is made that by examining the way in which child abuse stories are structured and operate in the media and public domain is essential for proper understanding of how social policy and child protection are structured. The author carries out a discourse analysis of the Bulgarian child maltreatment discourses, looks at their historical and cultural roots and draws comparison with the corresponding discourses and child protection policy in the UK. The study suggests a particular model of inquiry that can be replicated in other cultural or practice contexts.

This project makes the coded and categorised Climbie corpus available for search. The corpus includes all transcriptions from the 68 days of oral evidence. Suggestions for how to use the data as a learning and research resource are also included.

This case study discusses the planning, progress and implementation of the validation of the MA Child Protection Pathway at the School of Human and Health Sciences, University of Huddersfield, for post-qualifying social workers and post-graduate health professionals. The proposal took full advantage of developments in work-based learning, learning agreements and the use of mentors. Development issues are discussed, together with reflection on how the course has progressed.