Physical restraint in residential child care : the experiences of young people and residential workers

There have long been concerns about the use of physical restraint in residential care. This paper presents the findings of a qualitative study which explores the experiences of children, young people and residential workers about physical restraint. The research identifies the dilemmas and ambiguities for both staff and young people, and participants discuss the situations where they feel physical restraint is appropriate as well as their concerns about unjustified or painful restraints. They describe the negative emotions involved in restraint but also those situations where, through positive relationships and trust, restraint can help young people through unsafe situations

Exploring the meaning of protection from abuse: problem construction in Scottish adult support and protection practice and policy

This PhD project by publication begins to explore how Scottish adult support and protection (ASP) policy and practice carves out its role and remit. It examines the ways that concepts like “abuse”, “vulnerability” and “protection” have been constructed, both by individual practitioners and at a policy level. The submission comprises five papers published in peer-reviewed journals and this contextualising document, which knits together the work and draws out overall conclusions and implications. The papers themselves report on a literature review, a further analysis of case study research into ASP practice and a critical policy comparison. The case study research was conducted immediately prior to legislative changes in Scotland with respect to ASP, and the policy comparison was conducted subsequently to these changes. Overall, the findings highlight the ways that a social constructionist approach can usefully deepen our understandings of ASP. That is, they show how understanding concepts like “protection”, “vulnerability” and “abuse” to be actively constructed in unique and complex contexts can promote criticality in policy-making, practice and research

Social Pedagogy: Developing and Maintaining Multi-Disciplinary Relationships in Residential Child Care

The task of building and maintaining effective multi-disciplinary relationships is a constant challenge for the residential child care sector in Scotland. The absence of effective multi-disciplinary collaboration has been cited regularly as a contributing factor to instances of poor and problematic practice. Social pedagogy has much to offer in terms of enabling the residential child care sector to address some of these issues and assist with the task of establishing effective multi-disciplinary relationships. This article will explore how this can be achieved in practice, drawing on research based on multi-disciplinary social pedagogy training delivered in Scotland. The evidence demonstrates that social pedagogy can begin to break down the very real barriers that often prevent residential child care practitioners from developing and maintaining multi-disciplinary relationships. It can assist with the task of developing a shared language and understanding; the creation of a clear focus on the developmental needs of children and young people; and a more nuanced approach to dealing with issues of risk. The messages from this article will hold relevance for the professions of residential child care, health and education and be applicable to practitioners throughout Europe and beyond

Working with challenging behaviour

This section offers some ways of thinking about behaviour, our immediate objective in managing that behaviour, and our primary task in working with young people; these ways of thinking can bring greater clarity and effectiveness. This section also addresses self and relationship as inextricable components of working with challenging behaviour. Physical restraint is briefly discussed as the extreme end of working with challenging behaviour, and finally, some practical advice and further reading are offered

More than just a bracelet: the use of material symbolism to communicate love

There is growing recognition of the place of love in residential care for children (Smith, 2009). This paper is a critical analysis of a range of existing research on residential child care as well as studies of material culture and of care relationships more broadly. It argues that, despite increasing regulation and surveillance, adults and children find ways to show and feel love in the context of residential care. Whilst love may be regarded as something to be avoided or indeed prohibited in an adult/child care setting these deep bonds find expression in the everyday life of the children's home. By looking at love in this embodied way, the 'realness' of material things to assert connection and recognition of love (Layne, 2000) is examined. As Gorenstein (1996, p.8) suggests 'objects...[are] the perfect vehicles for conveying themes that are not commonly accepted in a community'. The paper emphasises the recognition of these symbolic and metaphorical forms of communication in practice