Journal of Children s Services

Jeremy Segrott

2013 Journal of Children s Services

doi: 10.1108/JCS-03-2013-0007

Purpose – This paper aims to report findings from an evaluation of the Strengthening Families Programme 10‐14 (UK) (SFP 10‐14 UK), focusing on the strategies used to recruit families into a universal prevention intervention, the approach taken to group composition, and the experiences of participating families. Design/methodology/approach – Methods comprised interviews with programme coordinating team members, a focus group with programme facilitators, focus groups with parents and young people, observation of programme sessions and coordinator visits to families, and analysis of programme questionnaires. Findings – Paying attention to group composition and the needs of families with challenges holds promise in terms of reach and acceptability, delivery fidelity, enabling intended psycho‐social programme processes and promoting positive changes in parenting and family communication. Originality/value – First, the paper examines the development of strategies for recruiting participants, which has been identified as a key implementation challenge. Second, it explores approaches for managing group composition and dynamics in family‐based programmes. While much has been written about the development of group norms and peer learning processes in interventions for young people, less has been written about how group dynamics work in programmes involving both parents and young people and the implications for implementation fidelity.

Jennifer Driscoll

2013 Journal of Children s Services

doi: 10.1108/JCS-09-2012-0006

Purpose – There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14‐16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training. Design/methodology/approach – Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three‐year longitudinal study following 20 looked after children in England from years 11‐13 (ages 15‐18). Findings – Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people's lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post‐16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered. Practical implications – The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post‐16 are discussed. Originality/value – The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.

Lisa Holmes; Samantha McDermid

2013 Journal of Children s Services

doi: 10.1108/JCS-03-2013-0005

Purpose – In England in recent years, concerns have been raised about the proportion of time social workers and other frontline children's social care practitioners spend carrying out desk‐based, administrative activities. This article aims to report time use activity data from front line workers on the amount of time spent on different activities to support children in need (as defined by the 1989 Children Act). Design/methodology/approach – The data were collected from a range of sources including focus groups, event records (diaries completed by practitioners) and online surveys. Findings – The proportion of time spent on direct and indirect activities varies according to the types of process. Those associated with ongoing support have the highest proportion of direct activity, whereas those associated with decision making, especially if a one‐off activity, have the highest proportion of administrative activities. The greater the needs of the child, the more direct and indirect support was given, but there was some variation across social work teams. But the activities of social workers are interconnected, making it difficult to provide conclusive evidence, but the concern about the imbalance between direct work and administrative tasks seems justified. Research implications/limitations – The findings highlight the complexity of exploring how social workers spend their time and how the proportion of time spent on direct and indirect activities is determined by the needs and circumstances of children and their families. Practical implications – Wider contextual practice issues are also explored including the recent increases in referrals to children's social care and the use of electronic recording systems. Originality/value – The breakdown of the activities using the approach outlined in the article increases transparency in understanding how social workers spend their time.

Tom Jefford

2013 Journal of Children s Services

doi: 10.1108/JCS-02-2013-0002

Purpose – The article aims to examine the process and challenges of setting up and implementing evidence‐based programmes in regular service systems. Design/methodology/approach – The article offers a first‐hand account of a service manager seeking to implement Multisystemic Therapy and Triple P. Findings – The process of setting up and implementing evidence‐based programmes involved significant challenges, including securing funding, managing stakeholders, finding suitable staff, arranging training, and managing supply and demand. Various relational, cultural and systemic issues need to be addressed if the professional system is to embrace evidence‐based programmes. Originality/value – Few evidence‐based programmes in the UK have been implemented extensively in regular service systems. This is a first‐hand account of a rare attempt to do so.

Katherine Weare

2013 Journal of Children s Services

doi: 10.1108/JCS-12-2012-0014

Purpose – This paper aims to explore the growing field of the teaching of mindfulness to young people, looking at its social and policy context, its applications, and other areas of work that it might support and within which it might fit. It focuses particularly on the state of the current evidence for such teaching and the conclusions that can be drawn from it. Design/methodology/approach – The paper is a literature review, drawing mainly on the 20 or so significant and good quality studies (i.e. those with significant numbers of participants, published in peer‐reviewed journals) that make up the evidence base for mindfulness and the young, along with some comments on the policy context into which mindfulness can and might fit. Findings – Work on mindfulness with young people is popular with both staff and students, has a developing presence and can be effective in promoting a very wide range of outcomes. When well taught and when practised regularly, it has been shown to be capable of improving mental health and well‐being, mood, self‐esteem, self‐regulation, positive behaviour and academic learning. There are many possible promising locations for mindfulness within mainstream education and the health services, including work to improve on mental health and well‐being for staff and students, social and emotional learning, special education and mainstream subject based work. Originality/value – Mindfulness is a new and growth area. Work with adults is well developed with a convincing evidence base, but work with the young, although developing rapidly, is much younger and this review is one of only a handful attempting to bring it to wider professional awareness.