After the reforms: An analysis of the factors associated with the use of legal services in child welfare proceedings in Ireland

Against the backdrop of austerity measures and public sector reforms in Ireland, this paper examined legal costs incurred in child welfare proceedings by the State Child and Family Agency - Tusla, using a need-based allocation model. The direct financial costs of engaging with legal services, necessitated by the adversarial nature of child welfare proceedings, were scrutinized to determine if resources were allocated based on need. Adopting a cross-sectional research design, secondary data (obtained from the organization’s financial billing system. n =1032) were employed in an econometric analysis examining the factors influencing variations in Tusla’s legal expenditure. The dependent variable was total amount billed by legal firm per observation and the independent variables included type of legal activity involved (a proxy for need), geographical location and type of legal personnel (supply factor). Type of legal personnel, volume and type of legal activity have significant positive effects on legal spend. Administrative area does not significantly affect spending on legal services. We found that engagement with legal services, demanded by the adversarial nature of child welfare proceedings, has considerable cost implications; however, does seem to be allocated on the basis of need. The findings can be employed to increase the organization’s awareness of costs

Pathways for practitioners' participation in creating the practice-research encounter

Several major evaluation reports agree that while we know much about interventions that are effective, little use is made of them to help achieve important outcomes for children, families, and adults. Practice-Research uses locally based research and/or evaluation in an attempt to fill this gap. Not understood as a specific research method, Practice-Research is intended as an evolving meeting point between practice and research, and a matter of negotiation between its stakeholders. Central importance is given to practitioners' participation. The article will present and discuss three European experiences that realise Practice-Research in different ways. The aim of the article is to define and analyze differences and commonalities among the three experiences, in order to outline strategies for developing a fruitful encounter between practice and research. Particular emphasis is placed on interaction and discussion, providing opportunities for people to change and gain meaning through interacting, offering opportunities for practitioners to discuss and reflect on the practices and research results.Diversi rapporti di valutazione evidenziano l’avanzamento delle conoscenze per quel che riguarda gli elementi che garantiscono l’efficacia degli interventi, ma scarso uso si sta facendo di essi per supportare il raggiungimento di risultati importanti per i bambini, le famiglie e gli adulti. La Practice-Research si basa su pratiche si ricerca e/o di valutazione svolte a livello locale nel tentativo di colmare questa lacuna. Essa non è intesa come uno specifico metodo di ricerca, ma come punto di incontro in costante evoluzione tra la pratica e la ricerca, e come una questione che riguarda la negoziazione tra i suoi partecipanti. Grande importanza è data alla partecipazione degli operatori. L’articolo presenta e discute tre esperienze europee che in diversi modi hanno realizzato l’incontro tra ricerca e pratica. Lo scopo dell’articolo è di definire e analizzare le differenze e gli elementi in comune tra le tre esperienze, al fine di delineare le strategie per un proficuo incontro tra pratica e ricerca. Particolare enfasi è posta SUL DIALOGO tra i partecipanti, come opportunità di cambiare e acquisire nuovi significati attraverso il confronto, anche offrendo l'opportunità di discutere e riflettere sulle pratiche e sui risultati della ricerca

Introducing tools of reflective learning into peer supervision groups in a social work agency

This article describes an action research project carried out by the authors in conjunction with a group of Irish hospital based social workers. The aim of the research was to investigate the introduction of reflective learning tools into peer supervision groups. Twenty-one social workers engaged with the research process. Data was collected from nine focus groups over a twelve month period. Findings chart the development of practitioners’ understandings of reflection. Engagement with the tools of reflective learning in peer supervision groups led to increased awareness and mindfulness (as described by Langer [1989]) in practice. Some of the challenges of peer supervision group processes are also explicated leading to the identification of further research questions

Pathways for practitioners\u27 participation in creating the practice-research encounter

Several major evaluation reports agree that while we know much about interventions that are effective, little use is made of them to help achieve important outcomes for children, families, and adults. Practice-Research uses locally based research and/or evaluation in an attempt to fill this gap. Not understood as a specific research method, Practice-Research is intended as an evolving meeting point between practice and research, and a matter of negotiation between its stakeholders. Central importance is given to practitioners\u27 participation. The article will present and discuss three European experiences that realise Practice-Research in different ways. The aim of the article is to define and analyze differences and commonalities among the three experiences, in order to outline strategies for developing a fruitful encounter between practice and research. Particular emphasis is placed on interaction and discussion, providing opportunities for people to change and gain meaning through interacting, offering opportunities for practitioners to discuss and reflect on the practices and research results.Diversi rapporti di valutazione evidenziano l’avanzamento delle conoscenze per quel che riguarda gli elementi che garantiscono l’efficacia degli interventi, ma scarso uso si sta facendo di essi per supportare il raggiungimento di risultati importanti per i bambini, le famiglie e gli adulti. La Practice-Research si basa su pratiche si ricerca e/o di valutazione svolte a livello locale nel tentativo di colmare questa lacuna. Essa non è intesa come uno specifico metodo di ricerca, ma come punto di incontro in costante evoluzione tra la pratica e la ricerca, e come una questione che riguarda la negoziazione tra i suoi partecipanti. Grande importanza è data alla partecipazione degli operatori. L’articolo presenta e discute tre esperienze europee che in diversi modi hanno realizzato l’incontro tra ricerca e pratica. Lo scopo dell’articolo è di definire e analizzare le differenze e gli elementi in comune tra le tre esperienze, al fine di delineare le strategie per un proficuo incontro tra pratica e ricerca. Particolare enfasi è posta SUL DIALOGO tra i partecipanti, come opportunità di cambiare e acquisire nuovi significati attraverso il confronto, anche offrendo l\u27opportunità di discutere e riflettere sulle pratiche e sui risultati della ricerca

After the reforms$aan analysis of the factors associated with the use of legal services in child welfare proceedings in Ireland

Against the backdrop of austerity measures and public sector reforms in Ireland, this paper examined legal costs incurred in child welfare proceedings by the State Child and Family Agency - Tusla, using a need-based allocation model. The direct financial costs of engaging with legal services, necessitated by the adversarial nature of child welfare proceedings, were scrutinized to determine if resources were allocated based on need. Adopting a cross-sectional research design, secondary data (obtained from the organization's financial billing system. n =1032) were employed in an econometric analysis examining the factors influencing variations in Tusla's legal expenditure. The dependent variable was total amount billed by legal firm per observation and the independent variables included type of legal activity involved (a proxy for need), geographical location and type of legal personnel (supply factor). Type of legal personnel, volume and type of legal activity have significant positive effects on legal spend. Administrative area does not significantly affect spending on legal services. We found that engagement with legal services, demanded by the adversarial nature of child welfare proceedings, has considerable cost implications; however, does seem to be allocated on the basis of need. The findings can be employed to increase the organization's awareness of costs

Teaching empathy on a remote social work placement: Relationship-based practice teaching

In this article, the author reflects on their experience of teaching and supervising an MSW student on placement, in a fostering agency, during COVID-19. The author emphasises the practical and pedagogical challenges they experienced when developing learning opportunities for online placement, during a global pandemic. The article points to design features of the placement, to their implementation, and discusses learning outcomes for the student and practice teacher. The author drew on related literature when preparing for and designing the placement. They were guided by the work of Bennett (2008) and their principles of effective supervision, the Kolb learning cycle (1984), and research on empathy (Morrison, 2005; Gerdes, et al 2011).The author focused on representing how role modelling the skill of empathy in the supervision space was used to support their practice teaching methodology. The student feedback on completion of the placement provides evidence that supports the author’s contention that supervision must be made a safe context for student learning. In addition, the use of ‘role modelling’ as a teaching methodology and the importance of ‘relationship building’ between the practice teacher and the student in the supervision space are critical components of the placement learning experience and subsequent learning outcomes

Enablers, markers, and aspects of quality innovative placements across distance: insights from a co-operative inquiry

Internationally, COVID-19 has forced educational reform and disrupted already strained social work field education systems. This inquiry began pre-pandemic, responding to placement scarcity, which was only exacerbated by the pandemic as agencies migrated to online service delivery and universities responded to sudden placement cancellations. Educators found themselves navigating two interlinked global trends: 1) workplace learning that was changing radically; and 2) the immediate need to identify and develop placement opportunities. This article presents themes from a co-operative inquiry that interrogated four innovative international placement scenarios from Australia, Canada, Ireland, and New Zealand, highlighting enablers, markers, and aspects of quality learning. The four exemplars evidence the pedagogical challenges and opportunities presented by placement innovation and online learning. These placements reveal how tensions regarding placement scarcity, rapid placement innovation, and the concurrent need to mitigate risk while preserving placement quality were managed. The authors propose that creativity and innovation guided by well-articulated educational principles, learning outcomes, and pedagogical practices, promote the construction of quality placements that transcend potential risks. The challenge moving forward is upholding contemporary approaches to placement teaching and learning that ensure social work students’ acquisition of professional knowledge, values and skills that are necessary for practice