The neurobiological tools for thoughtful choice are damaged as a result of adult thoughtlessness. Yet, we point the finger of blame and watch the child like a trapped circus animal fail to perform to our expectations. (Batmanghelidjh, 2006, p. 156)
Batmanghelidjh, in the quote above, summarises vividly and poignantly how, as the child grows up, the focus for professionals becomes their presenting negative behaviour rather than the cause of that behaviour. In the earlier chapters of this book I have considered interventions specifically designed to address emerging concerns regarding neglectful parenting of babies and preschoolers. In this chapter I concentrate on addressing the negative impact of neglect on school-age children and young people. For convenience I will continue to use the umbrella term ‘children’ to refer to this group. It is evident from statistics that many children of primary school age become or continue to be subject to neglect. Moreover, neglect remains the most common category of maltreatment for older children between 10 and 15 years of age, despite the effort of providers to address issues within early years interventions (Rees, 2011).