Additional Information
Book Details
Abstract
Witchcraft accusations against children are occurring ever more frequently in the UK yet continue to be underestimated by social work professionals. This concise book provides a personal narrative of witchcraft being used as a tool for the infliction of child abuse. The narrative is interspersed with reflective questions, practice dilemmas and relevant links to contemporary policy and practice in social work. Written in an accessible style, it gives an honest insider’s perspective of the unusual form of cruelty and abuse suffered by children in minority communities in the UK. For those embarking on or already in a career in social work, this book is an invaluable read.
Prospera Tedam is the lead for Social Work Practice Quality at Anglia Ruskin University where she has worked since 2016. Her research interests include human rights with a particular focus on children, cultural competency, legal frameworks. She is also the Chair of the voluntary organisation Afruca (Africans Unite Against Child Abuse). Prospera is also a member of the Independent Families Returns Panel for the UK Border Agency.
Awura Adjoa is the pseudonym chosen by this author in order to maintain her annonymity. Originally from West Africa and now a University graduate, Awura sees it as her duty to share her experiences of childhood which was disrupted as a result of being labelled a witch. She has a renewed commitment to making a difference in the lives of children who may be similarly affected or at risk of this form of abuse in the UK and abroad.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the authors | vii | ||
| Foreword | viii | ||
| Acknowledgements | x | ||
| Introduction | 1 | ||
| Why a book on witchcraft labelling? | 1 | ||
| Media reporting of witchcraft labelling | 4 | ||
| Organisation of the book | 5 | ||
| Part 1 (Chapters 1–7) Narrative and analyses | 5 | ||
| Part 2 (Chapters 8–10) Implications for practice | 6 | ||
| Terminology and key concepts | 7 | ||
| Categories of abuse | 7 | ||
| Sexual abuse | 7 | ||
| Physical abuse | 7 | ||
| Emotional abuse | 7 | ||
| Introduction | 8 | ||
| Methodology | 12 | ||
| Prospera Tedam’s account | 13 | ||
| Awura Adjoa’s account | 13 | ||
| What is witchcraft? | 14 | ||
| Who can be labelled? | 15 | ||
| Beliefs affecting behaviour | 15 | ||
| Part 1 Narrative and analyses | 17 | ||
| 1 In the beginning | 19 | ||
| Chapter summary | 24 | ||
| Further reading | 24 | ||
| 2 A foreign land | 25 | ||
| Chapter summary | 30 | ||
| Further reading | 30 | ||
| 3 Misunderstandings: the beginning of the worst | 31 | ||
| Chapter summary | 37 | ||
| Further reading | 37 | ||
| 4 Labelled and tainted | 38 | ||
| Chapter summary | 42 | ||
| Further reading | 43 | ||
| 5 Confess you must | 44 | ||
| The exorcism experience | 46 | ||
| Further reading | 56 | ||
| Chapter summary | 56 | ||
| 6 You don’t belong here, go home | 57 | ||
| The vomiting event | 58 | ||
| Chapter summary | 64 | ||
| Further reading | 65 | ||
| 7 In the end | 66 | ||
| Chapter summary | 74 | ||
| Further reading | 74 | ||
| Part 2 Implications for practice | 75 | ||
| 8 Theoretical reflections | 77 | ||
| Policy, practice guidance and law | 78 | ||
| Working Together to Safeguard Children (2015) | 79 | ||
| Safeguarding Children from Abuse Linked to a Belief in Spirit Possession (2007) | 79 | ||
| The Children Act 1989\rSection 17 – Children in Need | 80 | ||
| Section 17 – Children in Need | 80 | ||
| Section 41, Schedule 8 – Privately fostered children | 80 | ||
| Section 44 – Emergency Protection Order (EPO) | 80 | ||
| Section 47 – Child Protection Enquiry | 80 | ||
| The Children Act 2004 | 80 | ||
| Education Act 1996 | 81 | ||
| Human Rights Act 1998 and United Nations Convention on the Rights of the Child | 81 | ||
| Relevant theories | 81 | ||
| Family systems theory | 82 | ||
| Attachment theory | 82 | ||
| Stigma and labelling theory | 83 | ||
| Human development theory | 84 | ||
| Maslow’s hierarchy of needs | 84 | ||
| Gender considerations | 86 | ||
| Social work professional requirements | 87 | ||
| Professional Capabilities Framework (PCF) | 87 | ||
| HCPC standards of proficiency | 90 | ||
| Knowledge and skills statement | 92 | ||
| Social work values and code of ethics | 93 | ||
| Further reading | 95 | ||
| Chapter summary | 95 | ||
| 9 Frameworks for recognition and response | 96 | ||
| Framework for teaching and learning about witchcraft labelling | 96 | ||
| Framework for assessing labelled children and their families | 98 | ||
| Framework for engaging with labelled children and families | 100 | ||
| What should social workers do when a child, their family or friends believe they possess witchcraft? | 101 | ||
| 10 Lessons learnt and conclusion | 103 | ||
| Parents, parenting, family and friends | 103 | ||
| The role of faith organisations and church leaders | 104 | ||
| School teachers/education authorities | 105 | ||
| Travel and transition | 107 | ||
| Defining witchcraft labelling | 109 | ||
| Going forward | 110 | ||
| Appendix 1: Witchcraft Labelling Assessment Framework (WLAF) | 111 | ||
| Appendix 2: List of relevant voluntary and independent organisations | 113 | ||
| 113 | |||
| Appendix 3: Checklist for faith groups, churches and members | 114 | ||
| References | 115 | ||
| Index | 123 |