Pub Date : 2021-06-22DOI: 10.1108/JCS-12-2020-0081
O. Preston, R. Godar, M. Lefevre, Janet Boddy, C. Firmin
Purpose This paper aims to explore the possibilities in using such national, statutory data sets for evaluating change and the challenges of understanding service patterns and outcomes in complex cases when only a limited view can be gained using existing data. The discussion also explores how methodologies can adapt to an evaluation in these circumstances. Design/methodology/approach This paper examines the use of data routinely collected by local authorities (LAs) as part of the evaluation of innovation. Issues entailed are discussed and illustrated through two case studies of evaluations conducted by the research team within the context of children’s social care in England. Findings The quantitative analysis of LA data can play an important role in evaluating innovation but researchers will need to address challenges related to: selection of a suitable methodology; identifying appropriate comparator data; accessing data and assessing its quality; and sustaining and increasing the value of analytic work beyond the end of the research. Examples are provided of how the two case studies experienced and addressed these challenges. Research limitations/implications • Quasi-experimental methods can be beneficial tools for understanding the impact of innovation in children’s services, but researchers should also consider the complexity of children’s social care and the use of mixed and appropriate methods. • Those funding innovative practice should consider the additional burden on those working with data and the related data infrastructure if wishing to document and analyse innovation in a robust way. • Data, which may be assumed to be uniform may in fact not be when considered at a multi-area or national level, and further study of the data recording practice of social care professionals is required. Originality/value The paper discusses some common issues experienced in quasi-experimental approaches to the quantitative evaluation of children’s services, which have, until recently, been rarely used in the sector. There are important considerations, which are of relevance to researchers, service leads in children’s social care, data and performance leads and funders of innovation.
{"title":"Considerations in the use of local and national data for evaluating innovation in children’s social care","authors":"O. Preston, R. Godar, M. Lefevre, Janet Boddy, C. Firmin","doi":"10.1108/JCS-12-2020-0081","DOIUrl":"https://doi.org/10.1108/JCS-12-2020-0081","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the possibilities in using such national, statutory data sets for evaluating change and the challenges of understanding service patterns and outcomes in complex cases when only a limited view can be gained using existing data. The discussion also explores how methodologies can adapt to an evaluation in these circumstances.\u0000\u0000\u0000Design/methodology/approach\u0000This paper examines the use of data routinely collected by local authorities (LAs) as part of the evaluation of innovation. Issues entailed are discussed and illustrated through two case studies of evaluations conducted by the research team within the context of children’s social care in England.\u0000\u0000\u0000Findings\u0000The quantitative analysis of LA data can play an important role in evaluating innovation but researchers will need to address challenges related to: selection of a suitable methodology; identifying appropriate comparator data; accessing data and assessing its quality; and sustaining and increasing the value of analytic work beyond the end of the research. Examples are provided of how the two case studies experienced and addressed these challenges.\u0000\u0000\u0000Research limitations/implications\u0000• Quasi-experimental methods can be beneficial tools for understanding the impact of innovation in children’s services, but researchers should also consider the complexity of children’s social care and the use of mixed and appropriate methods. • Those funding innovative practice should consider the additional burden on those working with data and the related data infrastructure if wishing to document and analyse innovation in a robust way. • Data, which may be assumed to be uniform may in fact not be when considered at a multi-area or national level, and further study of the data recording practice of social care professionals is required.\u0000\u0000\u0000Originality/value\u0000The paper discusses some common issues experienced in quasi-experimental approaches to the quantitative evaluation of children’s services, which have, until recently, been rarely used in the sector. There are important considerations, which are of relevance to researchers, service leads in children’s social care, data and performance leads and funders of innovation.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.1108/JCS-12-2020-0080
M. Hampson, Carlie Goldsmith, M. Lefevre
Purpose Substantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper reviews the literature with the aim of considering how best to address this gap. Design/methodology/approach This paper draws on a review of innovation in children’s social care, conducted as part of an Economic and Social Research Council-funded project exploring innovation in services for young people exposed to extra-familial risk and harm. Findings This study proposes a new conception of “trustworthy innovation” for the sector that holds innovation in children’s social care to the standards and principles of the code of ethics for social work. This study offers an ethical framework, informed by the interdisciplinary school of organisational ethics, to operationalise this extended definition; the analytic framework guides policymakers and the practice sector to question at every stage of the innovation process whether a particular model is ethically appropriate, as well as practically feasible within a specific context. Implications for local decision-making and national policy are set out, alongside questions raised for future research. Originality/value This paper is the first to offer an ethical framework for innovation in children's social care. The conception of “trustworthy innovation” offers a guide to policymakers and the practice sector, which they can use to ethically test every stage of the innovation process and make decisions about whether a particular model is ethically appropriate, as well as practically feasible within a specific context.
{"title":"Towards a framework for ethical innovation in children’s social care","authors":"M. Hampson, Carlie Goldsmith, M. Lefevre","doi":"10.1108/JCS-12-2020-0080","DOIUrl":"https://doi.org/10.1108/JCS-12-2020-0080","url":null,"abstract":"\u0000Purpose\u0000Substantial government investment has accelerated innovation activity in children’s social care in England over the past decade. Ethical concerns emerge when innovation seems to be propelled by a drive for efficiency and over-reliance on process output indicators, as well as, or even instead of, improving the lives of children, families and societies. No ethical framework exists at present to act as a check on such drivers. This paper reviews the literature with the aim of considering how best to address this gap.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws on a review of innovation in children’s social care, conducted as part of an Economic and Social Research Council-funded project exploring innovation in services for young people exposed to extra-familial risk and harm.\u0000\u0000\u0000Findings\u0000This study proposes a new conception of “trustworthy innovation” for the sector that holds innovation in children’s social care to the standards and principles of the code of ethics for social work. This study offers an ethical framework, informed by the interdisciplinary school of organisational ethics, to operationalise this extended definition; the analytic framework guides policymakers and the practice sector to question at every stage of the innovation process whether a particular model is ethically appropriate, as well as practically feasible within a specific context. Implications for local decision-making and national policy are set out, alongside questions raised for future research.\u0000\u0000\u0000Originality/value\u0000This paper is the first to offer an ethical framework for innovation in children's social care. The conception of “trustworthy innovation” offers a guide to policymakers and the practice sector, which they can use to ethically test every stage of the innovation process and make decisions about whether a particular model is ethically appropriate, as well as practically feasible within a specific context.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48393245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.1108/JCS-10-2020-0064
A. Good, Joy Mackeith
Purpose – The purpose of this article is to explain why Sweet et al.’s assertions are not well founded and raise unsubstantiated doubt over the use of the Family star Plus and the Outcomes Star suite of tools as outcomesmeasures. Design/methodology/approach – Evidence is presented of flaws in the analysis, reporting and conclusions of an article published in this journal (Sweet et al., 2020). Findings – Sweet et al. failed to mention a body of Outcomes Star validation work, including over 20 online reports and a manuscript they had seen of a now published article supporting the reliability and validity of the Family Star Plus (Good and MacKeith, 2020). There are significant issues with their methodology, presentation of results and conclusions including: reliance on statistical significance with a small sample size; use of statistics not intended for ordinal data and; and inappropriate conclusions from convergence withmeasures conceptually different to the Family Star Plus. Originality/value – Evidence is presented that the Family Star Plus is a useful and valid outcome measure and that Sweet et al.’s conclusions can be attributed to issues with their methodology and interpretation.
目的-本文的目的是解释为什么Sweet等人的断言没有充分的依据，并对使用Family star Plus和Outcomes star工具套件作为结果度量提出了未经证实的怀疑。设计/方法/方法-本期刊上发表的一篇文章的分析、报告和结论中存在缺陷的证据(Sweet et al.， 2020)。Sweet等人没有提到一系列结果之星验证工作，包括20多份在线报告和他们看到的一篇现已发表的文章的手稿，该文章支持Family Star Plus的可靠性和有效性(Good and MacKeith, 2020)。他们的方法、结果和结论的呈现存在重大问题，包括:依赖于小样本量的统计显著性;使用非序数数据的统计数据;以及从与Family Star Plus概念不同的措施中得出的不恰当结论。原创性/价值——有证据表明，家庭之星Plus是一种有用且有效的结果测量方法，Sweet等人的结论可以归因于他们的方法和解释问题。
{"title":"Unsubstantiated conclusions about the Family Star Plus as an outcome measure: a rebuttal to Sweet, Winter, Neeson and Connolly (2020)","authors":"A. Good, Joy Mackeith","doi":"10.1108/JCS-10-2020-0064","DOIUrl":"https://doi.org/10.1108/JCS-10-2020-0064","url":null,"abstract":"Purpose – The purpose of this article is to explain why Sweet et al.’s assertions are not well founded and raise unsubstantiated doubt over the use of the Family star Plus and the Outcomes Star suite of tools as outcomesmeasures. Design/methodology/approach – Evidence is presented of flaws in the analysis, reporting and conclusions of an article published in this journal (Sweet et al., 2020). Findings – Sweet et al. failed to mention a body of Outcomes Star validation work, including over 20 online reports and a manuscript they had seen of a now published article supporting the reliability and validity of the Family Star Plus (Good and MacKeith, 2020). There are significant issues with their methodology, presentation of results and conclusions including: reliance on statistical significance with a small sample size; use of statistics not intended for ordinal data and; and inappropriate conclusions from convergence withmeasures conceptually different to the Family Star Plus. Originality/value – Evidence is presented that the Family Star Plus is a useful and valid outcome measure and that Sweet et al.’s conclusions can be attributed to issues with their methodology and interpretation.","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45320421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1108/JCS-08-2020-0051
I. Kuznetsova, Layla Garapshina, L. M. Mukharyamova
Purpose This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education. Design/methodology/approach It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory. Findings Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools. Research limitations/implications There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level. Practical implications The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs. Social implications This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience. Originality/value The paper is nov
{"title":"Between withdrawal and resistance: parents’ strategies in navigating preschool education in Russia for children with developmental disabilities and autism","authors":"I. Kuznetsova, Layla Garapshina, L. M. Mukharyamova","doi":"10.1108/JCS-08-2020-0051","DOIUrl":"https://doi.org/10.1108/JCS-08-2020-0051","url":null,"abstract":"\u0000Purpose\u0000This paper aims to fill the gap in social sciences research on parents’ strategies in navigating preschool education in Russia. It focusses on the barriers that children with developmental disabilities and autism face in preschool education in Russia and highlights the emerging facilitators of inclusive education.\u0000\u0000\u0000Design/methodology/approach\u0000It uses a modified labelling approach analysing strategies of withdrawal and resistance. The research included semi-structured interviews with parents of children with Down syndrome, Rett syndrome and autism spectrum disorders (ASD) in 2013–2014 and 2018–2019 and semi-structured interviews with professionals in Tatarstan, Russia. The data analysis was based on constructivist methods and grounded theory.\u0000\u0000\u0000Findings\u0000Although Russian law guarantees equal access to education for every child and requires the development of inclusive education, children with developmental disabilities, including autism, are often stigmatised at the preschool stage, both in special needs and mainstream institutions. Parents use various strategies to navigate access to preschool education and try more than one strategy from secrecy and withdrawal to resistance. Parents challenged the mainstream educational structures in Kazan and established groups for children with autism in some mainstream kindergartens and classes in mainstream schools.\u0000\u0000\u0000Research limitations/implications\u0000There should be informational support for parents with different options for special needs education, providing integrative and inclusive education. It is necessary to increase the number of trained specialists in special needs and mainstream kindergartens in Russia for children with developmental disabilities and ASD. More study is required to overcome stigmatisation and increase tolerance towards persons with developmental disabilities in Russia both on a national and local level.\u0000\u0000\u0000Practical implications\u0000The research findings can be useful for countries which have recently recognised ASD and do not have inclusive preschool educational practices and where labelling towards children with developmental disabilities is still common. The study recommends that resources are required to provide free or affordable preschool education for children with developmental disabilities. It is also crucial to help parents navigate preschool education and select the best options for each child’s needs.\u0000\u0000\u0000Social implications\u0000This study’s findings add value to the importance of addressing the stigma towards people with disabilities within professional groups and broader society, which form barriers for preschool education and in some cases result in withdrawal from preschool education. To overcome the stigmatisation of children with developmental disabilities in preschool education, it is necessary to establish modern targeted pedagogical approaches and training for professionals and informational campaigns for the broader audience.\u0000\u0000\u0000Originality/value\u0000The paper is nov","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42675966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.1108/JCS-06-2019-0032
Lokender Prashad, M. Dutta, B. Dash
Purpose This study on spatial analysis of child labour in India is a macro level analysis on child labour using the census data, 2011 of Government of India. The population census which is conducted once in 10 years only provides district level data on work-force distribution. The study has spatial analysis of child labour in the age group of 5–14 years in India. To assess the magnitude of the children in the labour force, district level data of Census 2011 has been used in the study. The study has made an attempt to identify the districts where there is high level of children in the labour force. This paper aims to estimate the magnitude and trends of children’s workforce participation using the census data as it is the only data base, which is available at the district level since 1961 onwards. The study has made an attempt to identify the clustering of child labour across districts in India and how child labour is clustered by different background characteristics. Design/methodology/approach The study has used ArcGIS software package, GeoDa software and local indicator of spatial association test. Findings The findings of study reveal that the proportion of rural, total fertility rate (TFR) and poverty headcount ratio is positively associated, whereas female literacy and the pupil-teacher ratio are negatively associated with child labour. It suggests that in the hot-spot areas and areas where there is a high prevalence of child labour, there is need to increase the teacher's number at the school level to improve the teacher-pupil ratio and also suggested to promote the female education, promote family planning practices to reduce TFR in those areas for reducing the incidences of child labour. Research limitations/implications The study also recommends that the incidences of child labour can be controlled by a comprehensive holistic action plan with the active participation of social workers. Practical implications The promulgation of effective legislation, active involvement of judiciary and police, political will, effective poverty alleviation and income generation programmes, sensitisation of parents, corporates and media can play effective role in mitigating the incidences of child labour in India. To achieve the sustainable development goals (SDGs) adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Social implications The study aims to achieve the SDGs adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025. Originality/value The study is purely original and there are no such studies in Indian context by using the latest software.
{"title":"Spatial analysis of child labour in India","authors":"Lokender Prashad, M. Dutta, B. Dash","doi":"10.1108/JCS-06-2019-0032","DOIUrl":"https://doi.org/10.1108/JCS-06-2019-0032","url":null,"abstract":"\u0000Purpose\u0000This study on spatial analysis of child labour in India is a macro level analysis on child labour using the census data, 2011 of Government of India. The population census which is conducted once in 10 years only provides district level data on work-force distribution. The study has spatial analysis of child labour in the age group of 5–14 years in India. To assess the magnitude of the children in the labour force, district level data of Census 2011 has been used in the study. The study has made an attempt to identify the districts where there is high level of children in the labour force. This paper aims to estimate the magnitude and trends of children’s workforce participation using the census data as it is the only data base, which is available at the district level since 1961 onwards. The study has made an attempt to identify the clustering of child labour across districts in India and how child labour is clustered by different background characteristics.\u0000\u0000\u0000Design/methodology/approach\u0000The study has used ArcGIS software package, GeoDa software and local indicator of spatial association test.\u0000\u0000\u0000Findings\u0000The findings of study reveal that the proportion of rural, total fertility rate (TFR) and poverty headcount ratio is positively associated, whereas female literacy and the pupil-teacher ratio are negatively associated with child labour. It suggests that in the hot-spot areas and areas where there is a high prevalence of child labour, there is need to increase the teacher's number at the school level to improve the teacher-pupil ratio and also suggested to promote the female education, promote family planning practices to reduce TFR in those areas for reducing the incidences of child labour.\u0000\u0000\u0000Research limitations/implications\u0000The study also recommends that the incidences of child labour can be controlled by a comprehensive holistic action plan with the active participation of social workers.\u0000\u0000\u0000Practical implications\u0000The promulgation of effective legislation, active involvement of judiciary and police, political will, effective poverty alleviation and income generation programmes, sensitisation of parents, corporates and media can play effective role in mitigating the incidences of child labour in India. To achieve the sustainable development goals (SDGs) adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025.\u0000\u0000\u0000Social implications\u0000The study aims to achieve the SDGs adopted by world leaders in 2015 to eradicate child labour in all its forms by 2025.\u0000\u0000\u0000Originality/value\u0000The study is purely original and there are no such studies in Indian context by using the latest software.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.1108/JCS-10-2020-0069
Johanna Kiili, Maritta Itäpuisto, Johanna Moilanen, Anu-Riina Svenlin, Kaisa Malinen
Purpose Children are gradually attaining recognition as service users and their involvement in service development has been advanced in recent years. This study draws on empirical research in social and health-care services designed for children and families. The purpose of this paper is to analyse how professionals understand children’s involvement as experts by experience. The focus is on professionals’ views and intergenerational relations. Design/methodology/approach The research data comprise 25 individual and 10 group interviews with managers and professionals working in social and health-care services in one Finnish province. The data were analysed using qualitative thematic analysis. Findings The professionals recognised the value of children’s service user involvement. However, they concentrated more on the challenges than the possibilities it presents. Health-care professionals emphasised parental needs and children’s vulnerability. In turn, the professionals from social services and child welfare non-governmental organisations perceived children as partners, although with reservations, as they discussed ethical issues widely and foregrounded the responsibilities of adults in protecting children. In general, the professionals in both domains saw themselves as having ethical responsibility to support children’s service user involvement while at the same time setting limits to it. Originality/value This study confirmed the importance of taking intergenerational relations into account when developing children’s service user involvement. The results indicate that professionals also need to reflect on the ethical challenges with children themselves as, largely owing to the generational position of children as minors, they rarely perceive them as partners in ethical reflection.
{"title":"Professionals’ views on children’s service user involvement","authors":"Johanna Kiili, Maritta Itäpuisto, Johanna Moilanen, Anu-Riina Svenlin, Kaisa Malinen","doi":"10.1108/JCS-10-2020-0069","DOIUrl":"https://doi.org/10.1108/JCS-10-2020-0069","url":null,"abstract":"\u0000Purpose\u0000Children are gradually attaining recognition as service users and their involvement in service development has been advanced in recent years. This study draws on empirical research in social and health-care services designed for children and families. The purpose of this paper is to analyse how professionals understand children’s involvement as experts by experience. The focus is on professionals’ views and intergenerational relations.\u0000\u0000\u0000Design/methodology/approach\u0000The research data comprise 25 individual and 10 group interviews with managers and professionals working in social and health-care services in one Finnish province. The data were analysed using qualitative thematic analysis.\u0000\u0000\u0000Findings\u0000The professionals recognised the value of children’s service user involvement. However, they concentrated more on the challenges than the possibilities it presents. Health-care professionals emphasised parental needs and children’s vulnerability. In turn, the professionals from social services and child welfare non-governmental organisations perceived children as partners, although with reservations, as they discussed ethical issues widely and foregrounded the responsibilities of adults in protecting children. In general, the professionals in both domains saw themselves as having ethical responsibility to support children’s service user involvement while at the same time setting limits to it.\u0000\u0000\u0000Originality/value\u0000This study confirmed the importance of taking intergenerational relations into account when developing children’s service user involvement. The results indicate that professionals also need to reflect on the ethical challenges with children themselves as, largely owing to the generational position of children as minors, they rarely perceive them as partners in ethical reflection.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42807602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-14DOI: 10.1108/JCS-11-2020-0074
N. Midgley, Eva A. Sprecher, Antonella Cirasola, S. Redfern, Benita Pursch, Caroline Smith, Sue Douglas, Peter Martin
Purpose There is little evidence regarding how to best support the emotional wellbeing of children in foster care. This research paper presents the evaluation of an adaptation of the Reflective Fostering Programme, a group-based program to support foster carers. This study aimed to explore whether a version of the Programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness. Design 38 foster carers attended the Programme and took part in this study. Data was collected regarding carerand child-focused outcomes at pre-intervention, post-intervention and 4month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers. Findings Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the Programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers. Originality
{"title":"The reflective fostering programme: evaluating the intervention co-delivered by social work professionals and foster carers","authors":"N. Midgley, Eva A. Sprecher, Antonella Cirasola, S. Redfern, Benita Pursch, Caroline Smith, Sue Douglas, Peter Martin","doi":"10.1108/JCS-11-2020-0074","DOIUrl":"https://doi.org/10.1108/JCS-11-2020-0074","url":null,"abstract":"Purpose There is little evidence regarding how to best support the emotional wellbeing of children in foster care. This research paper presents the evaluation of an adaptation of the Reflective Fostering Programme, a group-based program to support foster carers. This study aimed to explore whether a version of the Programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness. Design 38 foster carers attended the Programme and took part in this study. Data was collected regarding carerand child-focused outcomes at pre-intervention, post-intervention and 4month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers. Findings Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the Programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers. Originality","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42597553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-14DOI: 10.1108/JCS-10-2020-0067
Barsa Priyadarsinee Sahoo
Purpose The purpose of this paper is to understand the patterns and incidence of child labour in India and to examine the magnitude of child labour across different social groups. It analyses the impact of the socio-economic background of the children on their participation in the labour market. Design/methodology/approach The paper primarily relies on the data collected from secondary sources. The census of India data and the National Sample Survey Organisation (NSSO) 66th round data (2009–2010) on employment and unemployment in India for the study. The dependent variable on child labour has been computed by the author for the analysis in the paper. Findings The findings of the paper suggest that poverty is not the only determinant of child labour, but gender and caste of a person is also a significant factor for child labour. The study found that children from lower-caste backgrounds in India seem to participate more in the labour market. In terms of gender, the study found that boys are more likely to engage in economic activities or paid jobs while girls are more likely to engage in household activities. Originality/value Data used in this paper has been extracted by the author from unit level data provided by NSSO. The variables used for the analysis in the presented paper has been constructed by the author and the figures provided are the result of the author’s estimation on data.
{"title":"A sociological study of patterns and determinants of child labour in India","authors":"Barsa Priyadarsinee Sahoo","doi":"10.1108/JCS-10-2020-0067","DOIUrl":"https://doi.org/10.1108/JCS-10-2020-0067","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to understand the patterns and incidence of child labour in India and to examine the magnitude of child labour across different social groups. It analyses the impact of the socio-economic background of the children on their participation in the labour market.\u0000\u0000\u0000Design/methodology/approach\u0000The paper primarily relies on the data collected from secondary sources. The census of India data and the National Sample Survey Organisation (NSSO) 66th round data (2009–2010) on employment and unemployment in India for the study. The dependent variable on child labour has been computed by the author for the analysis in the paper.\u0000\u0000\u0000Findings\u0000The findings of the paper suggest that poverty is not the only determinant of child labour, but gender and caste of a person is also a significant factor for child labour. The study found that children from lower-caste backgrounds in India seem to participate more in the labour market. In terms of gender, the study found that boys are more likely to engage in economic activities or paid jobs while girls are more likely to engage in household activities.\u0000\u0000\u0000Originality/value\u0000Data used in this paper has been extracted by the author from unit level data provided by NSSO. The variables used for the analysis in the presented paper has been constructed by the author and the figures provided are the result of the author’s estimation on data.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47302130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-18DOI: 10.1108/JCS-07-2020-0048
P. Archard
Purpose This paper is concerned with what intensive family intervention professionals reveal to the parents with whom they work about whether they themselves are parents or not, as a form of professional self-disclosure in child welfare work. This paper also addresses the act of lying in professional self-disclosure. Design/methodology/approach The paper draws on material from a series of narrative interviews completed with practitioners from one family intervention programme in an English local authority as part of a study looking at how children’s services professionals experience the suffering of parents. The study was based on a psychoanalytically informed methodological approach, which is represented in the analysis provided in the paper. Findings The overall team ethos regarding parental status disclosure is considered briefly first then two participants’ accounts are explored in depth. These involved, what can be considered as, questionable or unorthodox stances regarding parental status disclosure (and self-disclosure more generally). The exploration illustrates the role that practitioners’ personal lives and histories can play in influencing how the act of professional parental status disclosure is experienced and how particular positions are invested in regarding the role of self-disclosure in working relationships with parents. Originality/value Child welfare and family intervention professionals are often asked personal questions by the parents and carers they work with, including questions about whether they are a parent or not. These questions can be difficult to answer and there is a need for dedicated empirical analysis into the ways in which professionals experience, think about and respond to them and what they disclose about themselves when working with families.
{"title":"Professional parental status disclosure in intensive family intervention work","authors":"P. Archard","doi":"10.1108/JCS-07-2020-0048","DOIUrl":"https://doi.org/10.1108/JCS-07-2020-0048","url":null,"abstract":"\u0000Purpose\u0000This paper is concerned with what intensive family intervention professionals reveal to the parents with whom they work about whether they themselves are parents or not, as a form of professional self-disclosure in child welfare work. This paper also addresses the act of lying in professional self-disclosure.\u0000\u0000\u0000Design/methodology/approach\u0000The paper draws on material from a series of narrative interviews completed with practitioners from one family intervention programme in an English local authority as part of a study looking at how children’s services professionals experience the suffering of parents. The study was based on a psychoanalytically informed methodological approach, which is represented in the analysis provided in the paper.\u0000\u0000\u0000Findings\u0000The overall team ethos regarding parental status disclosure is considered briefly first then two participants’ accounts are explored in depth. These involved, what can be considered as, questionable or unorthodox stances regarding parental status disclosure (and self-disclosure more generally). The exploration illustrates the role that practitioners’ personal lives and histories can play in influencing how the act of professional parental status disclosure is experienced and how particular positions are invested in regarding the role of self-disclosure in working relationships with parents.\u0000\u0000\u0000Originality/value\u0000Child welfare and family intervention professionals are often asked personal questions by the parents and carers they work with, including questions about whether they are a parent or not. These questions can be difficult to answer and there is a need for dedicated empirical analysis into the ways in which professionals experience, think about and respond to them and what they disclose about themselves when working with families.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42955427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-17DOI: 10.1108/JCS-11-2019-0045
Katie Swart, Reem Muharib, Kristi Godfrey-Hurrell, Mark M. D’Amico, B. Algozzine, V. Correa, K. Algozzine
Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.
{"title":"Families of children with disabilities helping inform early childhood education","authors":"Katie Swart, Reem Muharib, Kristi Godfrey-Hurrell, Mark M. D’Amico, B. Algozzine, V. Correa, K. Algozzine","doi":"10.1108/JCS-11-2019-0045","DOIUrl":"https://doi.org/10.1108/JCS-11-2019-0045","url":null,"abstract":"\u0000Purpose\u0000This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)?\u0000\u0000\u0000Design/methodology/approach\u0000An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics.\u0000\u0000\u0000Findings\u0000Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards.\u0000\u0000\u0000Originality/value\u0000This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48412177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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