Preparing young people with complex needs and their families for transition to adult services

© RCN Publishing Company Limited 2018Improving survival rates for children and young people with complex health needs requires a robust system for transition to adult services. Effective planning is essential to ensure a smooth transition process that is in the best interests of the young person and their family. This article discusses the needs and requirements for planned and purposeful transition processes to support young people with complex healthcare needs and their families. It considers the preparation of adult services, the team, the young person and their parents in line with an integrated approach and the nurse’s role. Recommendations for practice include the necessity for an integrated approach to ensure optimum outcomes and ascertaining the potential value of a nurse-led service in delivering the transition process. A carefully tailored planning strategy should be developed to prepare and support young people with complex health needs through transition

Parenting ‘gifted and talented’ children in urban areas: Parents' voices

This is the author's accepted manuscript. The final published article is available from the link below. Copyright © 2014 by SAGE Publications.International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances

Neuroscience and family policy:what becomes of the parent?

This article discusses the findings of a study tracing the incorporation of claims about infant brain development into English family policy as part of the longer term development of a ‘parent training’, early intervention agenda. The main focus is on the ways in which the deployment of neuroscientific discourse in family policy creates the basis for a new governmental oversight of parents. We argue that advocacy of ‘early intervention’, in particular that which deploys the authority of ‘the neuroscience’, places parents at the centre of the policy stage but simultaneously demotes and marginalises them. So we ask, what becomes of the parent when politically and culturally, the child is spoken of as infinitely and permanently neurologically vulnerable to parental influence? In particular, the policy focus on parental emotions and their impact on infant brain development indicates that this represents a biologisation of ‘therapeutic’ governance

Staff perceptions of the success of an alternative curriculum: Skill Force

This paper describes staff perceptions of the implementation of an alternative curriculum, skill force, for disaffected pupils in the UK. The perceptions of skill force and school staff were compared based on data from questionnaires completed by 62 skill force and 84 school staff, and interviews with representative samples of each. While the data indicated that the programme had been successful in re-engaging the students with education, the improvement was more marked in relation to the skill force programme than the wider school context.<br/

Maternity and early years: making a good start to family life

Government report launching their strategic vision for the further transformation of maternity services and early years services. This document has been developed jointly by the Department of Health, The Department for Children, Schools and Families and the Prime Minister’s Strategy Unit, drawing on the views of mothers and fathers, children’s centre staff, local health practitioners and children

Every Child Matters outcomes: What Do They Mean for Disabled Children and Young People?

To date, little attention has been paid to the appropriateness of the Every Child Matters (ECM) outcomes framework to disabled children. This article reports findings from a research project which sought the views of disabled children and their parents about their desired outcomes. Twenty-nine children and 90 parents were interviewed. The findings indicate that ECM outcomes are appropriate to disabled children but can have different meanings. In addition, the need to recognise the importance of maintaining outcomes, as well as progress, is highlighted

Engaging fathers: : acknowledging the barriers

Engaging fathers has the potential to benefit the entire family through 1. promoting fathers’ wellbeing directly, 2. building on fathers’ vital capacity to support mothers’ psychological wellbeing, 3. maternal health behaviours, and 4. promoting children’s mental health and development. Benefits to a child’s development include positive impacts on cognitive development, educational attainment, social competence, positive self-esteem and reduced incidence of emotional and behavioural problems. However, the barriers to father-inclusive practice are real and numerous and include personal, organisational, strategic and societal factors. This article reviews the need to work more closely and fruitfully with fathers, and acknowledges some of the barriers

Working on Disability in Country Programmes

[Excerpt] The World Bank estimates that 20% of the world’s poorest people are disabled. This means that disabled people comprise one of the largest single groups of excluded and chronically poor people in the developing world. Challenging exclusion is central to reducing poverty and meeting the MDGs. So promoting the inclusion, rights and dignity of disabled people is central to poverty reduction and to achieving human rights

Responses to the sexual abuse and sexual exploitation of children in residential care in Victoria

Introduction In May 2014 the Commission for Children and Young People (the Commission) commissioned the Centre for Excellence in Child and Family Welfare to prepare a short analysis of past and current responses to the sexual exploitation of children in residential care in Victoria. Following discussions with the Commission it was agreed that the report would focus on four key themes relating to the sexual abuse and sexual exploitation of children in residential care in Victoria: A narrative that described the changing nature of the Victorian legislation relating to vulnerable children. A description of the development of policy and operational responses to vulnerable children in residential care. A summation of contemporary themes and issues relating to the sexual abuse and sexual exploitation of children in residential care, including responses from other jurisdictions. A description of current approaches to therapeutic residential care models. The report will assist the Commission’s inquiry into the adequacy of the provision of services to children and young people who have been subjected to sexual exploitation or sexual abuse whilst residing in residential care

Supporting the Participation of Disabled Children and Young People in Decision-making

Increasing children's and young people's participation in decisions, about their own care and about service development, is a policy priority. Although in general participation is increasing, disabled children are less likely to be involved than non-disabled children and it is unclear to what extent children with complex needs or communication impairments are being included in participation activities. This article presents research exploring factors to support good practice in participation and discusses policy and practice implications