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David Shemmings, Professor

Emeritus Professor of Child Protection Research at University of Kent

Professor David Shemmings is the Emeritus Professor of Child Protection Research at the University of Kent. Professor Shemmings is the author of more than 60 articles, books and chapters on relationally-based social work theory, research and practice. In 2010, he co-authored a government-funded, C4EO Knowledge Review on ‘Working with Highly Resistant Families’.

Late in 2017, David jointly edited, with Professor Michael Little, two Special Editions of the Journal of Children’s Services on the Future of Child Protection Social Work. He wrote an article in the second edition entitled ‘Future-proofing Child Protection Social Work’. In 2019, with Yvonne, he had two book chapters published – ‘Contemporary attachment theory: how can it inform social workers?’ in the Routledge Handbook of Social Work. (ed. Payne, M). London: Routledge) and ‘Emotional and Behavioural Development: The Importance of Attachment’ in The Child’s World, (eds. Howarth, J. & Platt, D.) London: Jessica Kingsley Publishers. (This is a rewrite of one of their best-selling titles). In May 2019 the fifth edition of ‘Child Abuse: An Evidence Base for Confident Practice’ was published by the Open University/MacGraw-Hill which he wrote with Dr David Wilkins – one of David’s former PhD students and Claire Pascoe – one of the Centre’s MA in Advanced Child Protection graduates.

Currently, Professor Shemmings leads the Advanced Child Protection stream within the West London Alliance Post-qualifying Initiative (involving eight London boroughs) and directs the Attachment and Relationship-based Practice training in 40 child protection organisations across the UK and Europe.

He is also visiting Professor of Child Protection Research at Royal Holloway College, University of London.

David Shemmings's contributions

BERA Public Engagement and Impact Award

The BERA Public Engagement and Impact Award recognises and celebrates the impact of research and practice in the education community and how both have demonstrably engaged the public.