Children and Young People ‘Looked After’?

Louise Roberts, Alyson Rees, Dawn Mannay

Description

Despite a proliferation of legislative action in response to differential outcomes, the relative educational, employment and lifecourse disadvantages of individuals who have experienced the care system remains a pressing issue of widespread international concern. In Wales, a significant body of work has been produced on and with care-experienced children and young people. This edited collection attempts to highlight these valuable insights in a single volume, with contributions from well-established and early career scholars working in different traditions – including education, psychology, policy studies, sociology and social work – to provide a unique opportunity for reflection across disciplinary boundaries and shed new light on common problems and opportunities stimulated by research in the field of social care. The volume introduces a range of contexts and sites – including the home, the school, alternative educational institutions, contact centres, and the natural environment – and reflexively explores changes and continuities within the political and geographical landscape that constitutes Wales. Each chapter introduces insights, reflections and recommendations about the care system and its impacts, which will be useful for readers across geographical contexts who are concerned with improving the lives of children, young people and wider family networks.

List of figures and tables
List of contributors
Acknowledgements
1. Introduction - Dawn Mannay, Alyson Rees and Louise Roberts
I. Education and policy intervention
2. Charting the rise of children and young people looked
after in Wales - Martin Elliott
3. Educational interventions for children and young people
in care: A review of outcomes, implementation and
acceptability - Gwyther Rees, Rachel Brown, Phil Smith and Rhiannon Evans
4. Exploring the educational attainment and achievement
of children who are ‘looked after’ in formal kinship care - Rebecca C. Pratchett and Paul Rees
5. Promoting the education of children in care: Reflections
of children and carers who have experienced ‘success’ - Paul Rees and Amy Munro
6. Transitions from care to higher education: A case study
of a young person’s journey - Gemma Allnatt
II. The culture of care and the everyday lives of children
and young people
7. The daily lived experiences of foster care: The centrality
of food and touch in family life - Alyson Rees
8. The natural environment and its benefits for children
and young people looked after - Holly Gordon
9. Factors that promote positive supervised birth family
contact for children in care - Joanne Pye and Paul Rees
10. Yet another change: The experience of movement for
children and young people looked after - Rebecca Girling
11. ‘A family of my own’: When young people in and
leaving state care become parents in Wales - Louise Roberts
III. Participatory, qualitative and collaborative approaches
12. Positionality and reflexivity: Conducting qualitative interviews with parents who adopt children from foster care - Claire Palmer
13. Sandboxes, stickers and superheroes: Employing creative techniques to explore the aspirations and experiences of children and young people who are looked after - Dawn Mannay and Eleanor Staples
14. A view from a Pupil Referral Unit: Using participatory methods with young people in an education setting - Phil Smith
15. Enabling care-experienced young people’s participation in research: CASCADE Voices - Eleanor Staples, Louise Roberts, Jennifer Lyttleton-Smith, Sophie Hallett and CASCADE Voices
16. Lights, camera, action: Translating research findings into policy and practice impacts with music, film and artwork - Dawn Mannay, Louisa Roberts, Eleanor Staples and Ministry of Life
IV. Conclusion
17 Conclusion - Dawn Mannay, Alyson Rees and Louise Roberts
Index

Sujets

• Children's Studies
• Social Science
• Sociologie, société et politique

Informations

• Publié par: University of Wales Press
• Date de parution: 15 février 2019
• Nombre de lectures: 0
• EAN13: 9781786833563
• Langue: English
• Poids de l'ouvrage: 27 Mo

Extrait

CHILDREN AND YOUNG PEOPLE ‘LOOKED AFTER’?

CHILDREN AND YOUNG PEOPLE ‘LOOKED AFTER’?

Educatîon, Interventîon and the Everyday Culture o Care în Wales

Eîé by Daw Maay, Ayŝô Rééŝ a Lôuîŝé Rôbérŝ

UNIVERSITY OF WALES PRESS 2019

© Té Côrîbuôrŝ, 2019

A rîŝ réŝérvé. Nô par ô îŝ bôôk may bé réprôuçé î ay maérîa ôrm (îçuî pôôçôpyî ôr ŝôrî î î ay méîum by ééçrôîç méaŝ a wéér ôr ô raŝîéy ôr îçîéay ô ŝômé ôér uŝé ô îŝ pubîçaîô) wîôu é wrîé pérmîŝŝîô ô é çôpyrî ôwér éxçép î aççôraçé wî é prôvîŝîôŝ ô é Côpyrî, Déŝîŝ a Paéŝ Aç 1988. Appîçaîôŝ ôr é çôpyrî ôwér’ŝ wrîé pérmîŝŝîô ô réprôuçé ay par ô îŝ pubîçaîô ŝôu bé aréŝŝé ô é Uîvérŝîy ô Waéŝ Préŝŝ, Uîvérŝîy Réîŝry, Kî Ewar Vïï Avéué, Carîf CF10 3NS.

www.uwp.co.uk

Brîîŝ Lîbrary CaaôuîîPubîçaîô Daa. A çaaôué réçôr ôr îŝ bôôk îŝ avaîabé rôm é Brîîŝ Lîbrary.

ïSBN éïSBN

978-1-78683-355-6 978-1-78683-356-3

Té rî ô é Côrîbuôrŝ ô bé îéîfié aŝ auôrŝ ô îŝ wôrk aŝ béé aŝŝéré î aççôraçé wî ŝéçîôŝ 77, 78 a 79 ô é Côpyrî, Déŝîŝ a Paéŝ Aç 1988.

Typéŝé by Crîŝ Bé, çbéŝî Prîé by CPï Aôy Rôwé, Mékŝam

Côéŝ

1

I. 2 3 4 5 6

Lîŝ ô fiuréŝ a abéŝ

Lîŝ ô çôrîbuôrŝ

Açkôwééméŝ

Introduction Dawn Mannay, Alyson Rees and Louîse Roberts

Education and policy intervention Charting the rise of children and young people looked after in Wales Martîn Ellîott

Educational interventions for children and young people in care: A review of outcomes, implementation and acceptability Gwyther Rees, Rachel Brown, Phîl Smîth and Rhîannon Evans

Exploring the educational attainment and achievement of children who are ‘looked after’ in formal kinship care Rebecca C. Pratchett and Paul Rees

Promoting the education of children in care: Reflections of children and carers who have experienced ‘success’ Paul Rees and Amy Munro

Transitions from care to higher education: A case study of a young person’s journey Gemma Allnatt

II. The culture o care and the everyday lives o children  and young people 7 The daily lived experiences of foster care: The centrality  of food and touch in family life  Alyson Rees

vîî îx xv

1

13

15

29

43

56

69

3

85

vi| Cîré a Yôu Péôpé ‘Lôôké Aér’?

8 The natural environment and its benefits for children  and young people looked after  Holly Gordon 9 Factors that promote positive supervised birth family  contact for children in care  Joanne Pye and Paul Rees 10 Yet another change: The experience of movement for  children and young people looked after  Rebecca Gîrlîng 11 ‘A family of my own’: When young people in and  leaving state care become parents in Wales  Louîse Roberts

III. Participatory, qualitative and collaborative approaches

12 Positionality and reflexivity: Conducting qualitative  interviews with parents who adopt children from foster care  Claîre Palmer 13 Sandboxes, stickers and superheroes: Employing creative  techniques to explore the aspirations and experiences  of children and young people who are looked after  Dawn Mannay and Eleanor Staples 14 A view from a Pupil Referral Unit: Using participatory  methods with young people in an education setting  Phîl Smîth 15 Enabling care-experienced young people’s participation  in research: CASCADE Voices  Eleanor Staples, Louîse Roberts, Jennîer Lyttleton-Smîth,  Sophîe Hallett and CASCADE Voîces 16 Lights, camera, action: Translating research findings into  policy and practice impacts with music, film and artwork  Dawn Mannay, Louîsa Roberts, Eleanor Staples and  Mînîstry o Lîe

IV. Conclusion 17 Conclusion  Dawn Mannay, Alyson Rees and Louîse Roberts  ïéx

99

113

127

140

153

155

169

183

196

210

225 227

241

Lîŝ ô îuréŝ a abéŝ

Figures 2.1 Té raéŝ ô çîré ‘ôôké aér’ pér 10,000 çî pôpuaîô î Ea a Waéŝ 2.2 Sçaérpô ô méa çîré ‘ôôké aér’ raéŝ (2010–14) aaîŝ méa çîré î éé raéŝ (2010–14) 2.3 Méa raéŝ pér 10,000 çîré ‘ôôké aér’ (2008–14) réaîvé ô é prôpôrîô ô LSOA î 10 pér çé môŝ éprîvé (WïMD, 2014) 10.1 Môvémé mapŝ ô wô îérvîéwééŝ’ arraîvéŝ 12.1 Préaôpîô éxpérîéçéŝ î Waéŝ, 1 Juy 2014 ô 31 Juy 2015 – Waéŝ Aôpîô Suy 13.1 Emôîô Sîçkér Açîvîy 13.2 Jô’ŝ ŝabôx – ‘ép évéryôé’ 13.3 Traçéy’ŝ ŝabôx – ‘a méaŝ ba’ 15.1 Parîçîpaîô î îféré ŝaéŝ ô é réŝéarç prôçéŝŝ 16.1 Aŝpîraîôŝ – Arîŝ – DrôéBôy Laury 16.2 Spôî – Arîŝ – Naa Bô

Tables 2.1 Té é îéŝ raéŝ pér 10,000 by ôça auôrîy î Ea a Waéŝ 2010–14 2.2 Té umbér ô Wéŝ ôça auôrîîéŝ î éaç quarîé by raéŝ pér 10,000 (Ea a Waéŝ) 4.1 Réaŝôŝ ôr ôparîçîpaîô 4.2 Lîéraçy a uméraçy ŝaarîŝé éŝ ŝçôréŝ 4.3 Cômparîŝô ô îéraçy ô çîré î ‘ôrma kîŝîp çaré’ a wîér çaré pôpuaîô

18

22

24 130

157 173 175 176 201 215 218

19

20 47 48

49

Lîŝ ô çôrîbuôrŝ

GEMMA ALLNATTa Réŝéarç Dévéôpmé OIçér wî é Waéŝ îŝ Sçôô ôr Sôçîa Caré Réŝéarç a Swaŝéa Uîvérŝîy. Sé îŝ aŝô a P.D. ŝué î é Sçôô ô Sôçîa Sçîéçéŝ a Carîf Uîvérŝîy. Hér réŝéarç îŝ éxpôrî é pérçépîô a éxpérîéçéŝ ô çaré éavérŝ î îér éu çaîô. Sé îŝ a quaîfié Sôçîa Wôrkér. Prîôr ô çômméçî ér ôçôra ŝuîéŝ Gémma wôrké î a ŝauôry çîçaré éam a ŝpé a um bér ô yéarŝ wôrkî î a réŝîéîa uî. Tîŝ îŝ wéré ér îéréŝ î é éuçaîôa açîévémé a aŝpîraîôŝ ô çîré î çaré ôrîîaé. Gémma aŝ wôrké ô a umbér ô réŝéarç ŝuîéŝ, îçuî é Lôôké Aér Cîré a Euçaîô prôjéç – Uérŝaî é éuçaîôa éxpérîéçéŝ a ôpîîôŝ, aaîmé, açîévémé a aŝpîraîôŝ ô ôôké aér çîré î Waéŝ.

RACHEL BROWNa Réŝéarç Aŝŝôçîaé wî Carîf Uîvérŝîy îŝ Sçôô ô Sôçîa Sçîéçéŝ, baŝé a é DECïPHér réŝéarç çéré. Hér réŝéarç îéréŝŝ aré î ŝubŝaçé uŝé a yôu péôpé, wî parîçuar ôçuŝ ô é éîvéry ô îérvéîôŝ î çômpéx ŝéîŝ. Hér réçéy çômpéé P.D. éxpôré é uîîŝaîô ô açôô by éw uîvérŝîy ŝu éŝ a é évéôpmé ô ôraîŝaîôa réŝpôŝéŝ ô açôô îŝŝuéŝ. Sé aŝ prévîôuŝy wôrké î bô vôuary a ŝauôry ŝubŝaçé mîŝuŝé ŝérvîçéŝ, ŝuppôrî yôu péôpé wî prôbémaîç ru a açôô îŝŝuéŝ. CASCADE VOICESîŝ a çôabôraîô béwéé Vôîçéŝ rôm Caré Cymru a CASCADE, Carîf Uîvérŝîy. Carééxpérîéçé yôu péôpé aré raîé î réŝéarç méôŝ by CASCADE réŝéarçérŝ. Té rôup mééŝ évéry wô môŝ a prôvîéŝ avîçé a çôŝuaîô ô réŝéarç prô jéçŝ rôm îîîa ŝaéŝ ô éŝî rôu ô îŝŝémîaîô ô fiîŝ. Mémbérŝ ô é rôup avé aŝô açé aŝ péér réŝéarçérŝ a avé açî îaé ôçuŝ rôupŝ wî ôér çarééxpérîéçé yôu péôpé. Sîçé îŝ îçépîô, é rôup aŝ avîŝé réŝéarçérŝ rôm uîvérŝîîéŝ î Waéŝ a Nôrér ïréa a é îr ŝéçôr, ô a raé ô éa a ŝôçîa çaré ôpîçŝ.