The Influence of Adoption on Sibling Relationships: Experiences and Support Needs of Newly Formed Adoptive Families

For better or worse, the significance of the sibling relationship throughout the life course is widely acknowledged. This paper explores the ways in which sibling relationships, in their various forms, are affected by adoption. The case-file records of 374 children recently placed for adoption in Wales were reviewed. Questionnaires were completed by ninety-six adoptive parents, with whom a sample of these children were placed, and a sub-sample of forty adoptive parents were interviewed. Most children placed for adoption together with a sibling carried a shared history of maltreatment. Many had complex, often conflictual relationships. Nevertheless, birth siblings in the adoptive home also provided support and comfort for children. New sibling relationships, created by placing children into families with existing children, carried their own set of advantages and complications. Some children placed apart from birth siblings had plans for contact that had not yet materialised. Whilst adoptive parents were often determined to help strengthen sibling bonds created and affected by adoption, this commitment was not always championed through social work intervention. The implications for social work practice in adoption are considered and a family systems framework is proposed as a way of helping to understand sibling dynamics in adoptive families

The Self stepping into the shoes of the Other: Understanding and developing self-perceptions of empathy among prospective physical education teachers through a special school placement

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers’ self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other; Frustrated ‘for’ not ‘with’ pupils with disabilities; Empathy for planning inclusive lessons and ‘reading’ pupil body language; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations

Ready for Qualified Practice? A Comparative Study of Capability for Critical Reflection and Analysis of MA Social Work and MA Step Up to Social Work Students at the End of Second Placement

Social Work education is faced with substantial changes. New programmes like Step Up to Social Work have emerged and were evaluated in relation to intake, programme development and subjective student experiences. The lack of evidence on outcomes of such programmes was addressed in this study. In a comparative study of a MA in Social Work and a MA in Step Up to Social Work, the authors analysed students' capability to critically reflect on and analyse social work practice scenarios at the end of their final placement at one university. The PCF domain ‘Critical Reflection and Analysis’ was operationalised and the study design employed qualitative and quantitative data analysis. Demographic data, academic marks achieved during social work education and written reflections on case vignettes from the two programmes were analysed statistically. The findings suggest that, while there are some differences in outcomes between the programmes, they are not statistically significant. However, reflections on children and family vignettes were significantly better (U = 185, p=0.008). Thematic analysis revealed considerable variation in the levels of curiosity and critical thinking and that respondents who framed their answers with reference to policy guidance, theory and research often extended their critical thinking

Evaluation of the impact of the DFE investment in initiatives designed to improve teacher workforce skills in relation to SEN and disabilities: 1st interim report

"This is the 1st Interim Report of a longitudinal study to evaluate the impact of investment by the Department for Education (DfE) to improve teacher workforce skills in relation to special educational needs and disabilities (SEND). The evaluation started in December 2008 and this report covers work carried out over the period January 2009 – July 2010. The evaluation continues until March 2011." - Page 1

Walking the talk? Teachers’ and early years’ practitioners’ perceptions and confidence in delivering the UK Physical Activity Guidelines within the curriculum for young children

This study explored early years’ practitioners’ and teachers’ attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). Physical activity guidelines for children and young people. Retrieved July 15, 2015, from www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-peopole.aspx] within the curriculum for young children [Department for Education (DfE). (2013 Department for Education (DfE). (2013). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown. [Google Scholar] ). The national curriculum in England. Key stages 1 and 2 framework document. London: Department for Education, Crown; Department for Education (DfE). (2014 Department for Education (DfE). (2014). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown. [Google Scholar] ). Statutory framework for the early years’ foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education, Crown]. Using an online questionnaire, data were analysed using thematic framework and statistically. Fifty-nine respondents came from early years’ settings, including nurseries, pre-schools and primary schools. The findings suggest that there is a lack of confidence in knowing what to do to support and sustain physical activity. Further research is needed to identify if this is a national trend; this is the next steps of our research, as is the development of resources to help support confidence and the delivery of physical activity for young children

Evaluation of a training programme for foster carers in an independent fostering agency

The aim of this study was to evaluate a parenting programme designed for foster carers from an independent fostering agency. The programme (Park’s Parenting Approach) adapted existing parenting programmes to be more specific to the needs of looked-after children. Sixty-one carers consented to take part in the evaluation of the training, and 55 (90%) completed the programme. The training was delivered over 9 weeks, once a week for 2 h, and pre- and post-course evaluations were carried out at the first and last sessions of the course. The evaluation included carers’ ratings of their fosterchild’s most challenging problems, parenting style, carer efficacy and a survey of carer satisfaction with training. Results showed a decrease in foster children’s problem behaviours and an increase in carer confidence. Carers expressed a high level of satisfaction with the programme, and 100% felt that they would be able to retain the information and skills they had acquired on the course. The implications of providing training within an independent foster care context are discussed

A UK and Ireland survey of Educational Psychologists’ intervention practices for students with Autism Spectrum Disorder

Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP practitioners in the UK and Ireland about their use of 31 EBIs for ASD. This survey also explored the factors that influence EP practitioners’ decision-making when planning interventions for students with ASD. Of the 31 EBIs, EP practitioners were most often involved with implementing visual supports, social stories, reinforcement, modelling, antecedent-based interventions, prompting, and social skills training. The most salient factors that influenced EP practitioners’ decision-making when planning interventions for students with ASD included the student’s individual needs and factors related to the school context. Implications for EP practice are discussed in addition to the limitations of this study

Early years foundation stage profile: local authority moderation requirements booklet 2010—11

"This guidance explains the requirements and sets out the procedures for local authority moderation of the early years foundation stage profile (EYFS) and identifies key elements of effective practice... QCDA is remitted by the Department for Education (DfE) to ensure that 2011 EYFS profile outcomes are robust and reliable as a result of improved moderation practice. All English local authorities must have regard to any guidance given by the QCDA in exercising its function under the EYFS (Learning and Development Requirements) Order 2007, Section 4.2." - Page 3

Evaluation of the generations together programme: learning so far. Research report DFE-RR082

"This report presents the findings from the evaluation of the Generations Together Demonstrator programme. This study was undertaken by York Consulting LLP on behalf of the then Department for Children, Schools and Families (DCSF); this is now the Department for Education (DfE)... The overarching aims of the evaluation were to: undertake a robust assessment of the effectiveness of intergenerational practice in improving individual’s attitudes and behaviours towards other generations; provide a greater understanding of the key challenges and critical success factors for the effective implementation and delivery of intergenerational practice, particularly in terms of partnership working; undertake a cost effectiveness assessment of each of the projects." - Page i