Pub Date : 2020-09-28DOI: 10.1108/JCS-07-2020-0032
Mandi MacDonald, Andrew Dellis, Shanaaz Mathews, J. Marco
Purpose This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19. Design/methodology/approach A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed. Findings E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors. Originality/value Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.
{"title":"Implementing E-mentoring with care-experienced youth under “lock-down” – a South African experience","authors":"Mandi MacDonald, Andrew Dellis, Shanaaz Mathews, J. Marco","doi":"10.1108/JCS-07-2020-0032","DOIUrl":"https://doi.org/10.1108/JCS-07-2020-0032","url":null,"abstract":"\u0000Purpose\u0000This paper aims to describe the challenges and potential benefits of moving a mentoring programme for young people in care and care leavers to an online mode of delivery in response to the South African Government’s efforts to curb the spread of the novel coronavirus disease COVID-19.\u0000\u0000\u0000Design/methodology/approach\u0000A descriptive account incorporating reflections from staff responsible for the move to e-mentoring and from South African and UK researchers undertaking an exploratory study of mentoring vulnerable youth at the time when COVID-19 restrictions were imposed.\u0000\u0000\u0000Findings\u0000E-mentoring can provide an effective means to maintaining the essential elements of a well-established mentoring programme for young people in care and care leavers under government enforced “lock-down”. E-mentoring presents particular challenges and benefits in the South African context. Youth in care and care leavers have unequal access to a digital infrastructure, but this can be overcome by investment in resourcing, equipping and training carers, mentors and mentees. The geographical reach offered by online platforms gives young people access to a more diverse pool of mentors.\u0000\u0000\u0000Originality/value\u0000Both care leaving services and the use of e-mentoring to meet the needs of vulnerable young people are emerging areas of practice and research interest. This paper brings the two areas together in the context of South Africa under COVID-19 “lock-down” through describing the response of one mentoring programme and highlighting the benefits and challenges.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JCS-07-2020-0032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41859873","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 : 2020-09-28DOI: 10.1108/JCS-06-2020-0019
N. Gray, D. Jourdan, J. McDonagh
Purpose The reopening of schools during the SARS-CoV-2 pandemic is full of challenges for families, which are heightened for children and young people (CYP) who live with chronic illnesses. This paper aims to offer a framework to support the successful return of CYP with chronic illnesses to school using appropriate intersectoral strategies. Design/methodology/approach This paper draws on research data on the impact of school closure on CYP with chronic illness and emerging findings of global research about their lives during the pandemic. It is also informed by the perspectives of practitioners in the field, who are working with these CYP and their families. Findings A framework based on three different strategies for a successful return is established. A small but significant group of CYP living with conditions such as cancer will not yet return and will need ongoing home education provision. CYP with well-controlled symptoms of chronic illness will benefit from school routines and socialization with peers. CYP with poorly controlled illness will need close supervision and individual plans. All groups will benefit from better intersectoral working across education and health and from recent rapid developments in hybrid learning models and telemedicine. Originality/value This viewpoint highlights the need for a strategic approach to the return to school of CYP with chronic illness that goes well beyond classifying them as vulnerable students. This group of CYP is already at risk of lower educational attainment, so widening inequalities must be halted. This paper provides a framework for anchoring local intersectoral approaches adapted to the different situations of CYP.
{"title":"Returning to school: children and young people living with chronic illness","authors":"N. Gray, D. Jourdan, J. McDonagh","doi":"10.1108/JCS-06-2020-0019","DOIUrl":"https://doi.org/10.1108/JCS-06-2020-0019","url":null,"abstract":"\u0000Purpose\u0000The reopening of schools during the SARS-CoV-2 pandemic is full of challenges for families, which are heightened for children and young people (CYP) who live with chronic illnesses. This paper aims to offer a framework to support the successful return of CYP with chronic illnesses to school using appropriate intersectoral strategies.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws on research data on the impact of school closure on CYP with chronic illness and emerging findings of global research about their lives during the pandemic. It is also informed by the perspectives of practitioners in the field, who are working with these CYP and their families.\u0000\u0000\u0000Findings\u0000A framework based on three different strategies for a successful return is established. A small but significant group of CYP living with conditions such as cancer will not yet return and will need ongoing home education provision. CYP with well-controlled symptoms of chronic illness will benefit from school routines and socialization with peers. CYP with poorly controlled illness will need close supervision and individual plans. All groups will benefit from better intersectoral working across education and health and from recent rapid developments in hybrid learning models and telemedicine.\u0000\u0000\u0000Originality/value\u0000This viewpoint highlights the need for a strategic approach to the return to school of CYP with chronic illness that goes well beyond classifying them as vulnerable students. This group of CYP is already at risk of lower educational attainment, so widening inequalities must be halted. This paper provides a framework for anchoring local intersectoral approaches adapted to the different situations of CYP.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JCS-06-2020-0019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44026321","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 : 2020-09-21DOI: 10.1108/JCS-07-2020-0031
L. Cook, Danny Zschomler, L. Biggart, Sara Carder
Purpose Social work teams can provide a secure base for social workers, supporting them to manage the emotional demands of child and family social work (Biggart et al., 2017). As the COVID-19 pandemic has necessitated increased remote working, social workers have needed to maximise their use of virtual networks and navigate new ways of connecting with colleagues. This study aims to examine the extent to which social work teams can function as a secure base in the context of remote working. Design/methodology/approach Between 19th March and 13th June, the authors undertook 31 in-depth, qualitative interviews with child and family social workers across 9 local authorities in England. this research captured social workers’ perspectives on remote working and team support throughout lockdown in England. Findings In this study, the authors report findings in three key areas: how social workers experienced the sudden shift to increased remote working; how social work teams provided a secure base for remote working; and the challenges for sustaining the team as a secure base when working remotely. Originality/value These findings will be of interest to social workers, managers and local authorities as they adapt to the challenges of increased remote working in child and family social work.
社会工作团队可以为社会工作者提供一个安全的基础，支持他们管理儿童和家庭社会工作的情感需求(Biggart et al.， 2017)。由于COVID-19大流行需要更多的远程工作，社会工作者需要最大限度地利用虚拟网络，并探索与同事联系的新方式。本研究旨在探讨社会工作团队在远程工作环境下作为安全基础的作用。在3月19日至6月13日期间，作者对英格兰9个地方当局的儿童和家庭社会工作者进行了31次深入的定性访谈。这项研究捕捉了英国封锁期间社会工作者对远程工作和团队支持的看法。在这项研究中，作者报告了三个关键领域的发现:社会工作者如何经历突然转向越来越多的远程工作;社会工作团队如何为远程工作提供安全的基础;以及在远程工作时维持团队作为安全基地的挑战。原创性/价值社会工作者、管理人员和地方当局将对这些发现感兴趣，因为他们正在适应儿童和家庭社会工作中日益增加的远程工作的挑战。
{"title":"The team as a secure base revisited: remote working and resilience among child and family social workers during COVID-19","authors":"L. Cook, Danny Zschomler, L. Biggart, Sara Carder","doi":"10.1108/JCS-07-2020-0031","DOIUrl":"https://doi.org/10.1108/JCS-07-2020-0031","url":null,"abstract":"\u0000Purpose\u0000Social work teams can provide a secure base for social workers, supporting them to manage the emotional demands of child and family social work (Biggart et al., 2017). As the COVID-19 pandemic has necessitated increased remote working, social workers have needed to maximise their use of virtual networks and navigate new ways of connecting with colleagues. This study aims to examine the extent to which social work teams can function as a secure base in the context of remote working.\u0000\u0000\u0000Design/methodology/approach\u0000Between 19th March and 13th June, the authors undertook 31 in-depth, qualitative interviews with child and family social workers across 9 local authorities in England. this research captured social workers’ perspectives on remote working and team support throughout lockdown in England.\u0000\u0000\u0000Findings\u0000In this study, the authors report findings in three key areas: how social workers experienced the sudden shift to increased remote working; how social work teams provided a secure base for remote working; and the challenges for sustaining the team as a secure base when working remotely.\u0000\u0000\u0000Originality/value\u0000These findings will be of interest to social workers, managers and local authorities as they adapt to the challenges of increased remote working in child and family social work.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JCS-07-2020-0031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41844907","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 : 2020-09-17DOI: 10.1108/JCS-05-2020-0014
G. Signorini, N. Davidović, G. Dieleman, T. Franić, J. Madan, A. Maras, Fiona Mc Nicholas, L. O'Hara, M. Paul, D. Purper-Ouakil, P. Santosh, U. Schulze, S. Singh, C. Street, S. Tremmery, H. Tuomainen, F. Verhulst, J. Warwick, D. Wolke, G. Girolamo
Purpose Young people transitioning from child to adult mental health services are frequently also known to social services, but the role of such services in this study and their interplay with mental healthcare system lacks evidence in the European panorama. This study aims to gather information on the characteristics and the involvement of social services supporting young people approaching transition. Design/methodology/approach A survey of 16 European Union countries was conducted. Country respondents, representing social services’ point of view, completed an ad hoc questionnaire. Information sought included details on social service availability and the characteristics of their interplay with mental health services. Findings Service availability ranges from a low of 3/100,000 social workers working with young people of transition age in Spain to a high 500/100,000 social workers in Poland, with heterogeneous involvement in youth health care. Community-based residential facilities and services for youth under custodial measures were the most commonly type of social service involved. In 80% of the surveyed countries, youth protection from abuse/neglect is overall regulated by national protocols or written agreements between mental health and social services, with the exception of Czech Republic and Greece, where poor or no protocols apply. Lack of connection between child and adult mental health services has been identified as the major obstacles to transition (93.8%), together with insufficient involvement of stakeholders throughout the process. Research limitations/implications Marked heterogeneity across countries may suggest weaknesses in youth mental health policy-making at the European level. Greater inclusion of relevant stakeholders is needed to inform the development and implementation of person-centered health-care models. Disconnection between child and adult mental health services is widely recognized in the social services arena as the major barrier faced by young service users in transition; this “outside” perspective provides further support for an urgent re-configuration of services and the need to address unaligned working practices and service cultures. Originality/value This is the first survey gathering information on social service provision at the time of mental health services transition at a European level; its findings may help to inform services to offer a better coordinated social health care for young people with mental health disorders.
{"title":"Transitioning from child to adult mental health services: what role for social services? Insights from a European survey","authors":"G. Signorini, N. Davidović, G. Dieleman, T. Franić, J. Madan, A. Maras, Fiona Mc Nicholas, L. O'Hara, M. Paul, D. Purper-Ouakil, P. Santosh, U. Schulze, S. Singh, C. Street, S. Tremmery, H. Tuomainen, F. Verhulst, J. Warwick, D. Wolke, G. Girolamo","doi":"10.1108/JCS-05-2020-0014","DOIUrl":"https://doi.org/10.1108/JCS-05-2020-0014","url":null,"abstract":"\u0000Purpose\u0000Young people transitioning from child to adult mental health services are frequently also known to social services, but the role of such services in this study and their interplay with mental healthcare system lacks evidence in the European panorama. This study aims to gather information on the characteristics and the involvement of social services supporting young people approaching transition.\u0000\u0000\u0000Design/methodology/approach\u0000A survey of 16 European Union countries was conducted. Country respondents, representing social services’ point of view, completed an ad hoc questionnaire. Information sought included details on social service availability and the characteristics of their interplay with mental health services.\u0000\u0000\u0000Findings\u0000Service availability ranges from a low of 3/100,000 social workers working with young people of transition age in Spain to a high 500/100,000 social workers in Poland, with heterogeneous involvement in youth health care. Community-based residential facilities and services for youth under custodial measures were the most commonly type of social service involved. In 80% of the surveyed countries, youth protection from abuse/neglect is overall regulated by national protocols or written agreements between mental health and social services, with the exception of Czech Republic and Greece, where poor or no protocols apply. Lack of connection between child and adult mental health services has been identified as the major obstacles to transition (93.8%), together with insufficient involvement of stakeholders throughout the process.\u0000\u0000\u0000Research limitations/implications\u0000Marked heterogeneity across countries may suggest weaknesses in youth mental health policy-making at the European level. Greater inclusion of relevant stakeholders is needed to inform the development and implementation of person-centered health-care models. Disconnection between child and adult mental health services is widely recognized in the social services arena as the major barrier faced by young service users in transition; this “outside” perspective provides further support for an urgent re-configuration of services and the need to address unaligned working practices and service cultures.\u0000\u0000\u0000Originality/value\u0000This is the first survey gathering information on social service provision at the time of mental health services transition at a European level; its findings may help to inform services to offer a better coordinated social health care for young people with mental health disorders.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JCS-05-2020-0014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268017","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 : 2020-08-10DOI: 10.1108/jcs-03-2020-0009
Daryl Sweet, K. Winter, Laura Neeson, P. Connolly
Purpose: This paper aims to assess the reliability, validity and use of the Family Star Plus, one of several Outcomes Stars increasingly used as part of outcomes-based accountability approaches in the delivery of family support services. The Family Star Plus measures progress towards effective parenting but a lack of evidence exists on its psychometric properties and suitability for use as an outcomes tool. Design/methodology/approach: Based on data from 1,255 families receiving a pilot support service, Cronbach’s alpha was used to assess the internal reliability of the 10-item scale, while principal component analysis (PCA) examined the number of constructs in the tool. Using matched data from evaluation of 80 families, correlations between the Family Star Plus and psychometrically validated tools were used to assess concurrent validity. Findings from a process evaluation explore practical issues around use of the tool. Findings: Cronbach’s alpha indicated sufficient internal reliability of the Family Star Plus; however, the PCA raised questions concerning the internal validity the Star. Correlations between the Star and validated tools were not strong enough to support concurrent validity of the Star. Process evaluation findings highlight inconsistencies in Family Star Plus data capture, which may explain these differences. Practical implications: Further work is required before the Family Star Plus can be considered for use as an outcome measure. Originality/value: To the best of authors’ knowledge, this is the first peer-reviewed analysis of the psychometric qualities of the Family Star Plus.
目的：本文旨在评估Family Star Plus的可靠性、有效性和使用情况，这是在提供家庭支持服务时越来越多地作为基于结果的问责方法的一部分使用的几种结果之星之一。Family Star Plus衡量了有效育儿的进展，但缺乏证据表明其心理测量特性和作为结果工具的适用性。设计/方法/方法：基于1255个接受试点支持服务的家庭的数据，Cronbach’s alpha用于评估10项量表的内部可靠性，而主成分分析（PCA）则检查了该工具中的结构数量。使用来自80个家庭评估的匹配数据，使用Family Star Plus和心理测量学验证工具之间的相关性来评估并发有效性。过程评估的结果探讨了使用该工具的实际问题。研究结果：Cronbachα表明Family Star Plus具有足够的内部可靠性；然而，PCA提出了关于Star内部有效性的问题。Star和已验证工具之间的相关性不足以支持Star的并发有效性。过程评估结果突出了Family Star Plus数据采集中的不一致性，这可能解释了这些差异。实际意义：在考虑将Family Star Plus用作成果衡量标准之前，还需要进一步的工作。独创性/价值：据作者所知，这是第一次对Family Star Plus的心理测量质量进行同行评审分析。
{"title":"Assessing the reliability and validity of an outcomes star","authors":"Daryl Sweet, K. Winter, Laura Neeson, P. Connolly","doi":"10.1108/jcs-03-2020-0009","DOIUrl":"https://doi.org/10.1108/jcs-03-2020-0009","url":null,"abstract":"Purpose: This paper aims to assess the reliability, validity and use of the Family Star Plus, one of several Outcomes Stars increasingly used as part of outcomes-based accountability approaches in the delivery of family support services. The Family Star Plus measures progress towards effective parenting but a lack of evidence exists on its psychometric properties and suitability for use as an outcomes tool. Design/methodology/approach: Based on data from 1,255 families receiving a pilot support service, Cronbach’s alpha was used to assess the internal reliability of the 10-item scale, while principal component analysis (PCA) examined the number of constructs in the tool. Using matched data from evaluation of 80 families, correlations between the Family Star Plus and psychometrically validated tools were used to assess concurrent validity. Findings from a process evaluation explore practical issues around use of the tool. Findings: Cronbach’s alpha indicated sufficient internal reliability of the Family Star Plus; however, the PCA raised questions concerning the internal validity the Star. Correlations between the Star and validated tools were not strong enough to support concurrent validity of the Star. Process evaluation findings highlight inconsistencies in Family Star Plus data capture, which may explain these differences. Practical implications: Further work is required before the Family Star Plus can be considered for use as an outcome measure. Originality/value: To the best of authors’ knowledge, this is the first peer-reviewed analysis of the psychometric qualities of the Family Star Plus.","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"15 1","pages":"109-122"},"PeriodicalIF":1.2,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jcs-03-2020-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751190","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 : 2020-08-06DOI: 10.1108/jcs-04-2019-0023
Arta Dodaj
Witnessing domestic violence is a common experience among children, but has only recently been recognized as a specific form of abuse. The purpose of this paper is to present a review of the researchers who have examined the experience of children witnessing domestic violence.,Research papers related to witnessing domestic violence and published in leading academic journals in the UK and abroad from January 1980 to September 2018 were identified and reviewed.,Although there were some inconsistent findings, it was found that most of the available research suggests that witnessing domestic violence is prevalent among children and recognized today as a form of abuse. Results from analyzed studies identified high rates of psychological problems among children exposed to witnessing domestic violence. Furthermore, there is evidence that a variety of child and parent characteristics are important to more fully understand what influences have on exposure children’s witnessing domestic violence. In the end, this data emphasize that to be successful, access is essential to the places where the risks for the occurrence of this form of abuse is most evident, in the family, working with the child and the parents/caregivers.,This is an original paper which draws on different research about children witnessing domestic violence.
{"title":"Children witnessing domestic violence","authors":"Arta Dodaj","doi":"10.1108/jcs-04-2019-0023","DOIUrl":"https://doi.org/10.1108/jcs-04-2019-0023","url":null,"abstract":"Witnessing domestic violence is a common experience among children, but has only recently been recognized as a specific form of abuse. The purpose of this paper is to present a review of the researchers who have examined the experience of children witnessing domestic violence.,Research papers related to witnessing domestic violence and published in leading academic journals in the UK and abroad from January 1980 to September 2018 were identified and reviewed.,Although there were some inconsistent findings, it was found that most of the available research suggests that witnessing domestic violence is prevalent among children and recognized today as a form of abuse. Results from analyzed studies identified high rates of psychological problems among children exposed to witnessing domestic violence. Furthermore, there is evidence that a variety of child and parent characteristics are important to more fully understand what influences have on exposure children’s witnessing domestic violence. In the end, this data emphasize that to be successful, access is essential to the places where the risks for the occurrence of this form of abuse is most evident, in the family, working with the child and the parents/caregivers.,This is an original paper which draws on different research about children witnessing domestic violence.","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"15 1","pages":"161-174"},"PeriodicalIF":1.2,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jcs-04-2019-0023","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46414046","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 : 2020-08-03DOI: 10.1108/jcs-08-2019-0043
D. Westlake, L. Stabler, J. Mcdonnell
Purpose This paper presents findings from a project that aimed to support social work managers to observe, evaluate and give feedback on social work practice skills. Approach An embedded team of researchers observed over 300 meetings between parents and social workers, and gave feedback based on an established research instrument that facilitated quantitative coding of individual skills such as empathy and purposefulness. Then managers took on this task in order to sustain ongoing feedback on practice skills beyond the timescale of the project. Findings A practice tool was successfully developed to take the place of the research instrument and aid managers in these observations, and it was implemented across a range of social work settings. The tool was used in a variety of ways by different managers which highlighted a range of views on what constitutes good practice. This raises questions about how far authorities can (or should) expect to achieve a consensus about the type of practice they want to deliver. Research limitations/implications The value of this project is primarily pragmatic, in that it shows the potential for using research to develop practice tools collaboratively. However, in doing so it brings into focus key questions around the nature of good practice. Practical implications The paper presents a practice tool, based on an established research instrument that was co-developed with senior managers. It is an aid for observation that practitioners and managers can use to support practice development. Originality/value Few research studies have worked so closely with practice managers to develop a tool that can be used to support practice. The project also highlights the crucial and neglected role of observation in practice development.
{"title":"Direct observation in practice: co-developing an evidence-informed practice tool to assess social work communication","authors":"D. Westlake, L. Stabler, J. Mcdonnell","doi":"10.1108/jcs-08-2019-0043","DOIUrl":"https://doi.org/10.1108/jcs-08-2019-0043","url":null,"abstract":"Purpose This paper presents findings from a project that aimed to support social work managers to observe, evaluate and give feedback on social work practice skills. Approach An embedded team of researchers observed over 300 meetings between parents and social workers, and gave feedback based on an established research instrument that facilitated quantitative coding of individual skills such as empathy and purposefulness. Then managers took on this task in order to sustain ongoing feedback on practice skills beyond the timescale of the project. Findings A practice tool was successfully developed to take the place of the research instrument and aid managers in these observations, and it was implemented across a range of social work settings. The tool was used in a variety of ways by different managers which highlighted a range of views on what constitutes good practice. This raises questions about how far authorities can (or should) expect to achieve a consensus about the type of practice they want to deliver. Research limitations/implications The value of this project is primarily pragmatic, in that it shows the potential for using research to develop practice tools collaboratively. However, in doing so it brings into focus key questions around the nature of good practice. Practical implications The paper presents a practice tool, based on an established research instrument that was co-developed with senior managers. It is an aid for observation that practitioners and managers can use to support practice development. Originality/value Few research studies have worked so closely with practice managers to develop a tool that can be used to support practice. The project also highlights the crucial and neglected role of observation in practice development.","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"15 1","pages":"123-140"},"PeriodicalIF":1.2,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jcs-08-2019-0043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575626","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 : 2020-07-22DOI: 10.1108/JCS-01-2018-0002
Anna Wilshire Jones Bornman, C. Mitchell
Master of Social Science in Educational Psychology. University of KwaZulu-Natal, Pietermaritzburg 2016.
教育心理学社会科学硕士。夸祖鲁-纳塔尔大学，彼得马里茨堡，2016年。
{"title":"Pathways through homelessness: the perceptions of homeless children in Pietermaritzburg, South Africa","authors":"Anna Wilshire Jones Bornman, C. Mitchell","doi":"10.1108/JCS-01-2018-0002","DOIUrl":"https://doi.org/10.1108/JCS-01-2018-0002","url":null,"abstract":"Master of Social Science in Educational Psychology. University of KwaZulu-Natal, Pietermaritzburg 2016.","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":"15 1","pages":"141-160"},"PeriodicalIF":1.2,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/JCS-01-2018-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42458243","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 : 2020-06-30DOI: 10.1108/jcs-07-2019-0035
D. Wilkins, Vivi Antonopoulou
Purpose The purpose of this study is to explore whether performance indicators in children’s services can be used to predict the outcome of Ofsted inspections. Every local authority in England is inspected by Ofsted (the Office for Standards in Education, children’s services and skills) and given a single, overall rating – outstanding, good, requirements improvement or inadequate. These ratings carry immense significance. Persistently inadequate authorities are liable to have legal responsibility for providing services outsourced to another organisation. Ofsted have been criticised in the past for focusing too much on procedure, and previous research has highlighted the importance of deprivation and spending levels. In this paper, we describe a new study using more recent Ofsted and local authority data to see what patterns there might be now between performance indicators and inspection results. Design/methodology/approach We report an analysis of 45 variables in relation to children in need, children in care and young adults with care experience. Using statistical analysis, we consider to what extent performance measured by these variables differs between authorities based on their Ofsted ratings and which of the variables can be used to predict Ofsted inspection outcomes. Findings We identified no consistent patterns of difference between local authorities in relation to Ofsted ratings. Deprivation was the best single predictor of Ofsted inspection outcomes. Originality/value This study uses relatively recent Ofsted and local authority data and builds on previous research findings which are increasingly highlighting the significance of deprivation as a factor to help explain variable performance between different authorities.
{"title":"Do performance indicators predict Ofsted ratings? An exploratory study of children’s services in England","authors":"D. Wilkins, Vivi Antonopoulou","doi":"10.1108/jcs-07-2019-0035","DOIUrl":"https://doi.org/10.1108/jcs-07-2019-0035","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore whether performance indicators in children’s services can be used to predict the outcome of Ofsted inspections. Every local authority in England is inspected by Ofsted (the Office for Standards in Education, children’s services and skills) and given a single, overall rating – outstanding, good, requirements improvement or inadequate. These ratings carry immense significance. Persistently inadequate authorities are liable to have legal responsibility for providing services outsourced to another organisation. Ofsted have been criticised in the past for focusing too much on procedure, and previous research has highlighted the importance of deprivation and spending levels. In this paper, we describe a new study using more recent Ofsted and local authority data to see what patterns there might be now between performance indicators and inspection results.\u0000\u0000\u0000Design/methodology/approach\u0000We report an analysis of 45 variables in relation to children in need, children in care and young adults with care experience. Using statistical analysis, we consider to what extent performance measured by these variables differs between authorities based on their Ofsted ratings and which of the variables can be used to predict Ofsted inspection outcomes.\u0000\u0000\u0000Findings\u0000We identified no consistent patterns of difference between local authorities in relation to Ofsted ratings. Deprivation was the best single predictor of Ofsted inspection outcomes.\u0000\u0000\u0000Originality/value\u0000This study uses relatively recent Ofsted and local authority data and builds on previous research findings which are increasingly highlighting the significance of deprivation as a factor to help explain variable performance between different authorities.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jcs-07-2019-0035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47986877","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 : 2020-06-05DOI: 10.1108/jcs-04-2019-0022
Angeliki Kallitsoglou
Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.
{"title":"Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes","authors":"Angeliki Kallitsoglou","doi":"10.1108/jcs-04-2019-0022","DOIUrl":"https://doi.org/10.1108/jcs-04-2019-0022","url":null,"abstract":"\u0000Purpose\u0000Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning.\u0000\u0000\u0000Design/methodology/approach\u0000The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning.\u0000\u0000\u0000Findings\u0000According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy.\u0000\u0000\u0000Originality/value\u0000This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.\u0000","PeriodicalId":45244,"journal":{"name":"Journal of Childrens Services","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/jcs-04-2019-0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41898100","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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