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Aiming higher: more than “on the job” training for residential child care workers

Aiming higher: more than “on the job” training for residential child care workers Purpose – Children who enter the care system in England and Wales are among some of the most vulnerable children in society, often presenting with high levels of need. Ensuring that the children's workforce has the skills and knowledge to meet the challenges of caring for this group of children has been at the forefront of policy agendas over the past two decades. This paper aims to report on an educational initiative to develop the capacity of residential childcare staff to work therapeutically with children. Design/methodology/approach – The paper describes the origins and nature of the Foundation Degree in Therapeutic Childcare and documents the reflections of tutors responsible for delivering the programme on their experiences. Comments from a small student sample are included to highlight the student perspective in studying for the Foundation Degree. Findings – The paper concludes that while some barriers exist in delivering the Foundation Degree to residential child care workers, programmes designed to develop knowledge and understanding of working therapeutically with children should be promoted. Originality/value – The paper highlights some of the issues and challenges associated with educating the children's workforce and reports back on one of the first Foundation Degrees in the UK focusing on residential and foster care workers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Children's Services Emerald Publishing

Aiming higher: more than “on the job” training for residential child care workers

Journal of Children's Services , Volume 9 (1): 16 – Mar 12, 2014

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Publisher
Emerald Publishing
Copyright
Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.
ISSN
1746-6660
DOI
10.1108/JCS-12-2013-0037
Publisher site
See Article on Publisher Site

Abstract

Purpose – Children who enter the care system in England and Wales are among some of the most vulnerable children in society, often presenting with high levels of need. Ensuring that the children's workforce has the skills and knowledge to meet the challenges of caring for this group of children has been at the forefront of policy agendas over the past two decades. This paper aims to report on an educational initiative to develop the capacity of residential childcare staff to work therapeutically with children. Design/methodology/approach – The paper describes the origins and nature of the Foundation Degree in Therapeutic Childcare and documents the reflections of tutors responsible for delivering the programme on their experiences. Comments from a small student sample are included to highlight the student perspective in studying for the Foundation Degree. Findings – The paper concludes that while some barriers exist in delivering the Foundation Degree to residential child care workers, programmes designed to develop knowledge and understanding of working therapeutically with children should be promoted. Originality/value – The paper highlights some of the issues and challenges associated with educating the children's workforce and reports back on one of the first Foundation Degrees in the UK focusing on residential and foster care workers.

Journal

Journal of Children's ServicesEmerald Publishing

Published: Mar 12, 2014

Keywords: Higher education; Blended learning; Training; Therapeutic childcare

References