Impact of Scottish vocational qualifications on residential child care : have they fulfilled the promise?

This article will present findings from a doctoral study exploring the impact of 'SVQ Care: Promoting Independence (level III)' within children's homes. The study focuses on the extent to which SVQs enhance practice and their function within a 'learning society'. A total of 30 staff were selected from seven children's homes in two different local authority social work departments in Scotland. Each member of staff was interviewed on four separate occasions over a period of 9 months. Interviews were structured using a combination of repertory grids and questions. Particular focus was given to the assessment process, the extent to which SVQs enhance practice and the learning experiences of staff. The findings suggest that there are considerable deficiencies both in terms of the SVQ format and the way in which children's homes are structured for the assessment of competence. Rather than address the history of failure within residential care, it appears that SVQs have enabled the status quo to be maintained whilst creating an 'illusion' of change within a learning society

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

Adverse childhood experiences and substance misuse in young people in India: results from the multisite cVEDA cohort

Background: Adverse childhood experiences (ACEs) increases vulnerability to externalising disorders such as substance misuse. The study aims to determine the prevalence of ACEs and its association with substance misuse. Methods: Data from the Consortium on Vulnerability to Externalising Disorders and Addictions (cVEDA) in India was used (n = 9010). ACEs were evaluated using the World Health Organisation (WHO) Adverse Childhood Experiences International Questionnaire whilst substance misuse was assessed using the WHO Alcohol, Smoking and Substance Involvement Screening Test. A random-effects, two-stage individual patient data meta-analysis explained the associations between ACEs and substance misuse with adjustments for confounders such as sex and family structure. Results: 1 in 2 participants reported child maltreatment ACEs and family level ACEs. Except for sexual abuse, males report more of every individual childhood adversity and are more likely to report misusing substances compared with females (87.3% vs. 12.7%). In adolescents, family level ACEs (adj OR 4.2, 95% CI 1.5–11.7) and collective level ACEs (adj OR 6.6, 95% CI 1.4–31.1) show associations with substance misuse whilst in young adults, child level ACEs such as maltreatment show similar strong associations (adj OR 2.0, 95% CI 1.1–3.5). Conclusion: ACEs such as abuse and domestic violence are strongly associated with substance misuse, most commonly tobacco, in adolescent and young adult males in India. The results suggest enhancing current ACE resilience programmes and ‘trauma-informed’ approaches to tackling longer-term impact of ACEs in India. Funding: Newton Bhabha Grant jointly funded by the Medical Research Council, UK (MR/N000390/1) and the Indian Council of Medical Research (ICMR/MRC-UK/3/M/2015-NCD-I)

Evidencing anti-racism in student assignments: where has all the racism gone?

Ensuring practitioners are equipped to recognize and deal with racism would appear to be a primary concern for social work. Yet the way practitioners develop and/or consolidate their understanding of racism and anti-racist practice is unclear. This study aimed to explore how students demonstrate anti-racist thinking in assignments at one key phase of the learning process. The findings suggest considerable variance in terms of students' ability to demonstrate antiracist thinking in written assignments. While there are likely to be diverse opinions as to how the new honours degree in social work is taught and assessed, some valuable opportunities may be missed without a greater consideration of anti-racist practice. This article suggests there is a need to link a framework of inequality to teaching approaches that encourage critical thinking if students are to engage with anti-racism in a meaningful way