by Helen Chambers, and Prof Pat Pertrie
Play and creative activities can help foster carers build warm and caring relationships with looked after children and young people. Looking after other people’s children can sound ordinary but foster carers need to be very creative to engage with and build relationships with looked after children and young people.
by Emma Black, Michael Bettencourt and Claire Cameron
The hypothesis at the heart of this chapter is that you, the target reader of this book, have chosen to enter the teaching profession for a specific reason: you want to make a difference to the lives of the children and young people in your classroom.
As fellow professionals in the education sector, we recognise that demands such as implementing a high stakes accountability-driven curriculum can, without careful consideration, be to the detriment of supporting the emotional needs of the children and young people in your care. Drawing on the work of Cameron, Connelly and Jackson’s (2015) Educating Children and Young People in Care: Learning Placements and Caring Schools, we argue that for children to thrive and flourish, the integration of care and education in daily life is key. We believe this is particularly pertinent to those children and young people who have experienced difficult childhoods. As such, it is these children who are the focus of this chapter. In an effort to support you in establishing and maintaining the synergy between care and education, we present the field of social pedagogy for your consideration.
by Dr Nikki Luke, with Prof Judy Sebba, Dr Alun Rees and Di McNeish
This report presents an overview of eight projects in the Innovation Programme that focused specifically on groups of young people who were experiencing or at risk of experiencing child sexual exploitation (CSE) or mental health issues. The projects took differing approaches to support young people with complex needs, including testing residential facilities as an alternative to secure accommodation or mental health inpatient settings, working with family members and specialist foster carers to increase their understanding of CSE and their ability to manage risks, developing a new service model based on building supportive relationships, a bespoke outreach service, and out-of-hours support for families that included access to psychiatric and psychological services. It is underpinned by a social pedagogic approach.
by Klaus Wolf, University of Siegen
The way in which foster children grow up and develop is a subject dealt with by various disciplines with widely varying epistemological positions and research methods. In many countries, there are well-developed, well-established clinical research methods based on medical and psychiatric paradigms. This article on social pedagogical research into foster children will present a different research programme developed over the past ten years by the University of Siegen’s Foster Care Research Group. While this will by no means replace clinical research, it will add another perspective to the interdisciplinary professional discussion.
by Prof Geraldine Macdonald, Dr Sharon Millen and Dr Mark McCann from the Institute of Child Care Research and Hannah Roscoe and Dr Shirley Ewart-Boyle from the Social Institute for Excellence
Following a regional review of residential child care in 2007, the five Health and Social Care (HSC) Trusts in Northern Ireland introduced „therapeutic approaches‟ in a number of children’s homes and in the regional secure units. The aim was to improve staff skills and outcomes for young people.
This report gives the results of an evaluation of these approaches.
by Jenny Young and Eleanor Mooney
Loud and Clear was a project to support the musical development of Looked After Children and carers and to support the personal, social and emotional development of the children and their relationships with others.
by Eilen Bengtsson, Clare Chamberlain, David Crimmens and Jonathan Stanley
This project was commissioned by the Social Education Trust (SET) and managed by the National Centre for Excellence in Residential Child Care (NCERCC). It aimed to develop knowledge of the
theories behind social pedagogic approaches, build the confidence of Residential Child Care workers and discover possible ways of translating social pedagogic approaches into meaningful practices in English Residential Child Care settings.
by Dr Irene Stevens
The Scottish Institute for Residential Child Care (SIRCC) was asked to evaluate Holding the Space (HTS), an
initiative which was developed by The Kite project in Sunderland. The Kite project is part of Action for Children’s
Safe and Secure services.
by Autumn Roesch-Marsh, Sheila Cooper and Steve Kirkwood
From July to September 2014, a social pedagogy training programme was provided for 15 staff from across two Camphill communities (Tiphereth and Blair Drummond) in Scotland. A further three days of Social Pedagogy Leadership training were provided in December 2014 for a further 14 staff from both communities. The project was funded by the Scottish Government and was directly linked to recommendations made in the Keys to Life, a ten year strategy for improving the quality of life for people with learning disabilities in Scotland.
In the course of their evaluation the project team sought evidence of the development of seven core social pedagogical values: valuing relationships; valuing equality; valuing the self as a practitioner and person; valuing good communication; valuing teams and communities; valuing the everyday; valuing practical activities.
by Gabriel Eichsteller and Sylvia Holthoff
Essex County Council embraced social pedagogy following a 3-year pilot project to develop social pedagogy within its children’s residential services, a National Centre for Excellent in Residential Child Care (NCERCC) and the Social Education Trust (SET) study that concluded that participants welcomed the holistic child centred social pedagogic approach and research by the Thomas Coram Research Unit (TCRU) that care experiences of young people in Denmark and Germany are better than in the UK.
How this happened and what this has achieved is described in this report.
Read the Essex Report 2012.