Addressing the challenges of leading children's services in England: leadership in a changing environmentMartin E. Purcell; Margaret Christian; Nick Frost
2012 Journal of Children s Services
doi: 10.1108/17466661211238655
Purpose – Following the passage of the Children Act, 2004, the leadership of children's services in England has been unified through the appointment of Directors of Children's Services. The role is demanding as it requires leading a range of services in each local authority, which are often subject to a high degree of public and political scrutiny. The change of government in May 2010 shifted the nature of these challenges by reforming the guidance to local authorities and by placing restrictions on local authority expenditure. This paper aims to explore the skills required by leaders in this complex and changing environment. Design/methodology/approach – The paper draws on the findings of a scoping study conducted for the National College for Leadership of Schools and Children's Services and describes and analyses the skills and capabilities required by leaders of children's services in England. Findings – The paper offers a view of what might constitute “effective” leadership, and the skills needed to meet the requirements of improving the lives of children and young people. Originality/value – The paper offers an analysis of the way in which interventions to enhance leadership in this area might contribute to better outcomes for children and young people in the future in an era of significant change following the formation of the UK Coalition government in May 2010.
From ABA to SPR: 30 years developing evidence based services for the treatment and prevention of conduct disorder in WalesJudy Hutchings
2012 Journal of Children s Services
doi: 10.1108/17466661211238664
Purpose – This paper describes the author's work during 35 years as a clinical psychologist in the NHS in Wales working mainly with conduct disordered children and their families. It describe how from initially working within an applied behaviour analysis (ABA) framework with individual families she subsequently established and researched the group based Incredible Years (IY) parent programme in Wales and led a Wales‐wide dissemination of the IY programmes. Design/methodology/approach – The paper provides a case study example of the use of the Society for Prevention Research (SPR) criteria for translational research, that is research that can be applied successfully in the real world. Findings – Many of the challenges were overcome through the inclusion of strategies to maximise effectiveness with differing populations, and by gaining the support of government and local services. Originality/value – The paper discusses the challenges of taking an evidence‐based programme to scale.
Cultural adaptation of an evidence‐based parenting programme with elders from South East Asia in the US: co‐producing Families and Schools Together – FASTLynn McDonald; Gail Coover; Jen Sandler; Toua Thao; Huda Shalhoub
2012 Journal of Children s Services
doi: 10.1108/17466661211238673
Purpose – Without some flexibility, replications of manualised evidence‐based programmes (EBP) may not achieve predictable outcomes due to differences in cultural priorities. In this case study, Families and Schools Together (FAST) was co‐produced with elders from a community of Hmong political refugees in the US Mid‐West. The paper aims to describe and evaluate the process of culturally adapting and implementing this universal parenting programme. Design/methodology/approach – Observations of FAST groups to monitor programme integrity and notes on adaptation discussions were undertaken. Quantitative evaluations of parents in the first cohort (2 FAST groups) used a wait‐list control, randomised strategy, using three standardised instruments completed by the parents three different times. Data from five matched pairs of parent graduates (10) randomly assigned to “FAST now” or “FAST later” were analysed using one‐tailed, paired t‐ tests. Findings – Hmong parents and elders reported satisfaction on the cultural fit of FAST across the four groups, which graduated on average seven families each. Of 38 low‐income families who attended FAST once, 78 percent attended six or more sessions, in other words 22 percent dropped out. Parents reported statistically significant improvements in child anxiety (CBCL internalizing), child social skills (SSRS) and family adaptability (FACES II), with no changes in CBCL externalizing or family cohesion. Originality/value – The paper provides a detailed study and evaluation of how an EBP can be successfully implemented with a highly socially marginalized group of immigrants in a Western society.
The education of children in care: a research reviewPenelope Welbourne; Caroline Leeson
2012 Journal of Children s Services
doi: 10.1108/17466661211238682
Purpose – This paper seeks to explore three key aspects of the education of children in care: the composition of that population of children and the extent to which they differ from the general population of children due to difficulties most of them have experienced prior to as well as after entering care; issues relating to the identification of causal relationships and the extent of “underachievement” by children in care; and any evidence that care may provide more positive opportunities than is often supposed. Design/methodology/approach – The paper's approach is an extensive literature review of existing published research into social policy and practice of caring for looked after children. Findings – The significant factors that contribute to better achievement for children in care are: placement stability and support at school but for some children therapeutic help and specialist assessments are necessary to improve outcomes. Different analyses produce different results and the scrutiny of children's trajectories indicates better outcomes than one‐off comparisons with children not in care. Originality/value – Extensive research has established that children in care achieve less educationally than their peers not in care, but does not explain why. This paper helps to fill this gap.
Are the people who take part in randomised controlled trials real? A response to Stewart‐Brown et al.Donald Forrester
2012 Journal of Children s Services
doi: 10.1108/17466661211238691
Purpose – This paper's aim is to explore the uses and limitations of randomised controlled trials (RCTs) for evaluating complex interventions, with a particular focus on sample recruitment and retention issues. Design/methodology/approach – This is an invited critique of a previous paper. Findings – RCTs have many limitations. It is particularly important to consider issues relating to the sample they recruit and retain. Nonetheless, they remain a uniquely powerful way to exclude other potential explanations for outcomes and therefore provide robust evidence for the effectiveness of specific interventions. Originality/value – It is hoped that vigorous debate may contribute to a deepened understanding of the nature, limitations and potential contribution of RCTs to understanding the impact of different ways of helping people.
Using the proper tool for the task: RCTs are the gold standard for estimating programme effects – a response to Stewart‐Brown et al.Gary W. Ritter
2012 Journal of Children s Services
doi: 10.1108/17466661211238709
Purpose – The article's purpose is to critique a paper (Stewart‐Brown et al., 2011) in a previous issue of the Journal of Children's Services , which challenges the utility of randomised controlled trials (RCTs) to evaluate the effectiveness of preventive interventions for children. Design/methodology/approach – The article is a critical reflection on the primary issue discussed by Stewart‐Brown et al. namely that RCTs do not work well in the evaluation of complex social interventions. Findings – The author finds fault with several of the claims made in the earlier essay and concludes that RCTs remain the most credible research methodology for estimating programme impacts. It is certainly true that RCTs do not tell us everything about programmes and implementation. However, if researchers are attempting to assess whether social interventions have the intended measured impact on their participants, then RCTs do indeed represent the “gold standard” research design. Originality/value – The article is a re‐assertion of the value of RCTs in research on preventive interventions in children's services.
More thoughts on the RCT question: a rejoinder to Forrester and RitterSarah Stewart‐Brown
2012 Journal of Children s Services
doi: 10.1108/17466661211238718
Purpose – The paper's purpose is to participate in a debate about the role of randomised controlled trials in evaluation of preventive interventions for children. Design/methodology/approach – The paper is a response to critiques on Stewart‐Brown et al. published in the Journal of Children's Services , Vol. 6 No. 4, pp. 228–35. Findings – Randomised controlled trials are likely to be at their best in the evaluation of interventions that do not require the active engagement and personal development of participants. The latter may depend on a series of interventions and events that potentiate each other over time. Randomised controlled trials are likely to be least valuable in evaluating universal level interventions that aim to change population norms. Because of the challenges involved in conducting RCTs in this setting they cannot be relied upon to give accurate estimates of programme effect and therefore do not deserve the privileged position that has been accorded them in the hierarchy of evidence. Originality/value – This paper develops the argument that the privileged position of RCTs in the evidence hierarchy of preventive services for children is undeserved.