Head, heart, hands: social pedagogy in UK foster car

Helen Trivedi (1256019)

Robert Tapsfield (7216478)

Samantha McDermid (1255440)

English

Loughborough University Institutional Repository

Head, Heart, Hands: social pedagogy in UK foster care  Robert Tapsfield, Chief Executive, the Fostering Network  Sam McDermid, Senior Research Associate, Centre for Child and Family Research  Helen Trivedi, Research Associate, Centre for Child and Family Research  Programme aims This programme will demonstrate the impact that introducing a social pedagogic approach can make to foster carers and the lives of the children they foster  By doing so we will improve the outcomes for children in care and contribute to them being able to fulfil their potential The long term aim is then to embed this approach across the UK and enable far more children in care to fulfil their potential Programme aims To develop professional, confident foster carers who can improve the lives of children in care To provide a platform for transforming the role of foster carers To implement cultural and systemic change to support this approach To develop social pedagogic foster care Programme aims The programme partners   Social pedagogy is well established across Europe…    …but looks different in every country…   …our job is to find out what it might look like in the UK.  A systemic approach to developing a social pedagogic approach to foster care Fostering Service Other Services: health, education, housing, leisure etc Third sector Wider world Foster carers Family, friends, school etc SSW CSW Children and young people Children in foster care are the programme focus 4. Review Consolidate & disseminate final learning and recommendations 3. Develop Social pedagogic approach across six demonstration sites • Social pedagogues and Consortium supporting change at practice and strategic level • Learning and development • Evaluation • Learning capture and dissemination   2. Start up • Recruit 6 sites • Recruit 2 SPs per site • Develop L&D courses • Appoint evaluators • Detailed planning We are now in the develop phase of a four year programme 1. Scope • Research • Consult • Secure funding • Plan 2011 1/6/12 Late 2012 Late 2015 31/5/16 Programme and project management • Planning, monitoring, reporting • Budget management • Risks, issues and dependencies management Stakeholder management and communications Head, Heart and Hands Programme Achievements and challenges  Achievements Passion, hard work and dedication across the programme. Learning and development courses completed and positively received.  Wider programme of activities to support learning and cultivate systemic change.  Foster carers and social workers turning theory into practice: • Stronger relationships • Confident advocates • Theoretical underpinning • Meaningful peer support  Systemic changes starting to emerge: • Recruitment and training • Reflective practice • Attitude to risk   • Shared language  • Addressing silos  • Making new links Achievements and challenges  Challenges  Embedding social pedagogic practice Sites are feeling the strain! But programme has great energy. Resource demands of the programme (both financial and time) have been higher than sites originally anticipated. Nurturing systemic change. Facing a general culture of risk aversion and a continuing ‘tick-box’ approach with high levels of both real and perceived red tape.   Co-creation, reflection and dialogue perceived as challenging and time consuming.  The nature of the personalised journey Sustainability and roll out in sites Measuring impact and demonstrating cost benefit Evaluating social pedagogy  Social pedagogy is an ‘approach’ not a method  A way of thinking or a value base   Not a manualised programme with key features  Difficult to define  ‘We’re doing it already’   Differentiating it from good quality fostering ‘as usual’  Constructed through the context   ‘meaning making’   Individual’s relationship with the context is of primary importance 12 Overview of the evaluation • Complimentary and overlapping modules • Baseline and two follow up data collection points  Module 1:   Impact on children and young people  Face to face interviews children and young people   Analysis of management information systems data and additional case file information  Module 2:  Impact on foster carers and on practice    On-line survey and telephone interviews with foster carers  Chaired group discussions with practitioners  Face-to-face interviews with social pedagogues  Module 3:  Implementation process, outcomes and changes in the system  Interviews with programme managers  On-line survey with practitioners  Case studies (includes face-to-face and telephone interviews)  13 Foster carers’ reflections on  social pedagogy as an approach  An approach or a method?  Two discourses   The learning journey will these conceptualisations change over time?   ‘Doing it already’  Both positive and negative   Validating tacit knowledge  Confidence   Re-affirming of the role of foster carers   Does this validation have any impact in the longer term?  14 Foster carers’ reflections on  social pedagogy within a context   Assimilating social pedagogy into existing practices and language  What is the impact of a new way of thinking about certain practices?   Social pedagogy as a way to change the wider system  System understood by foster carers as being bureaucratic and risk averse  How ‘ready’ is the wider system for social pedagogy   The importance of the role and support of supervising social workers  The importance of a (perceived) commitment from the system 15 Interviews with children and young people  Child led informal interviews  Adaptable   From support circles to the ‘lifemap’  ‘Lifemap’ rich data created and interpreted by the participating young person Support circle           ME Not so close Not close Quite Close   Very close    Lifemap Example 1: James, 6yrs, boy Example 2: Sophie, 9yrs, girl 19 Example 3: Katie, 16yrs, young lady Summary findings  Role of the foster carer  Children and young people’s lifemaps  Re-affirming the foster carer role  Complexity   Children and young people’s ‘lifeworld’  Complexity of social pedagogy assimilation for foster carers  Professional network  Role of professionals for children and young people  Relationship between foster carers and the system Next steps  Follow up with foster carers and children and young people  How the understanding of social pedagogy is developed and its impact of practice  Views from social care personnel  Exploring their conceptualisation of social pedagogy and the Head, Heart, Hands programme  Role of the social worker and other social care personnel and the interplay with foster family and key decision making 

Head, heart, hands: social pedagogy in UK foster care

https://repository.lboro.ac.uk/articles/Head_heart_hands_social_pedagogy_in_UK_foster_care/9579719/files/17216720.pdf

Head, heart, hands: social pedagogy in UK foster care

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