To see the other types of publications on this topic, follow the link: Looked after children.
Dissertations / Theses on the topic 'Looked after children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Looked after children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Woollam, Kimberley Louise. "Appreciative inquiry and looked after children." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/appreciative-inquiry-and-looked-after-children(16206804-4d42-419e-a5db-1e39192d2ec1).html.
Full textAbstract:
Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.
2
Banbury, Sarah Jane. "Aspiration formation in looked after children." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10482.
Full textAbstract:
The portfolio has three parts: Part one: A systematic literature review of evidence based and theoretically derived models of civic engagement development in adolescence. Part two: A qualitative research study using Interpretative Phenomenological Analysis (IPA) to explore looked after children’s ideas for the future and the factors that contribute to the formation of these aspirations. Part three: Appendices consisting of documents relating to the systematic literature review and the qualitative research study. A reflective statement and an epistemological statement are also included.
3
Perry, Mary. "Planning for looked after children under the Children Act 1989." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/31351.
Full textAbstract:
This thesis examines practice in planning for looked after children after the implementation of the Children Act 1989. It is a case study of policy and practice in looking after children, and outcomes in terms of looked after careers, in one local authority between 1991 and 1997. A systemic approach is taken in which social work practice is seen as an interactive process, and decisions about children are 'situated actions'. This means that social work practice has to be considered within the context of the law (the Children Act and associated Guidance and Regulations), policy interpretations of the law made locally, and the circumstances of the children and families themselves. Looked after career patterns and outcomes, and patterns of social work practice in planning for children, are described and examined and related to the policy aims of the Act. The thesis concludes that the Act has led to some changes but local policy interpretations of the Act were influential and some aspects of the Act were not encouraged in written policy. 'Drift' as experienced by children in public care in the seventies and eighties was no longer evident and social work processes introduced by the Regulations played a role in planning for children. But the thesis concludes that the paradigm shift that was required by focusing practice on 'social needs' as opposed to 'problems' had not been sufficiently recognised in the implementation of the Act. Social workers and their managers were still relying on pre-Children Act ways of thinking and conceptualising client' situations and some new processes had been grafted onto old ways of thinking.
4
Mcardle, Patrick. "Supporting the executive function development of children in foster care using conjoint consultation." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/supporting-the-executive-function-development-of-children-in-foster-care-using-conjoint-consultation(fc2e40a5-202d-4978-9ac9-127a11a9600c).html.
Full textAbstract:
The educational achievement and well-being of looked after children are a priority nationally and locally. The majority of looked after children enter the care system due to abuse and neglect and foster care is the most common placement type (DfE, 2012). Early experience of abuse and neglect is associated with changes to development in the frontal brain regions resulting in executive function difficulty. Executive functions are a collection of interrelated but distinct functions with responsibility for purposeful, goal-directed, problem-solving behaviour (Gioia, Isquith, Guy, & Kenworthy, 2000). Evidence of neural plasticity in the prefrontal cortex suggests executive function development can be supported. The two main methods of support are computer based training, such as in working memory training which yields immediate gains but may not be sustained or generalised (Melby-Lervåg & Hulme, 2013) and ecological executive function interventions, which are promising but are mainly used with pre-school samples (Bryck & Fisher, 2012).Parental involvement in children’s education is promoted nationally (DCSF, 2008) and valued by carers (Cooper & Johnson, 2007). Consultations between carers and professionals can indirectly support fostered children (Osborne & Alfano, 2011) but few studies have evaluated the use of consultation to support executive function development in fostered children (Lansdown, Burnell, & Allen, 2007). A multiple case-study design, with embedded units of analysis, was adopted to qualitatively explore the implementation processes and outcomes of a school-based intervention that adapted conjoint behavioural consultation (CBC) (Sheridan & Kratochwill, 2007) to support executive function development of children in foster care. Both cases consisted of a school-aged fostered child, living in the north west of England, with prior experience of abuse and/or neglect. The participants across cases were two educators and three carers and data gathering consisted of semi-structured interviews and participant-observation. Data analysis utilised thematic analysis (Braun & Clarke, 2006) and a cross-case analysis (Yin, 2009) identified common themes alongside themes pertinent to each case. The findings indicate that an adapted CBC retains the relational objectives which are received positively by participants but outcome objectives are more variable. The limitations of the study and the implications for educational psychologists, stakeholders, and future research are highlighted.
5
Woodhouse, Chloe. "Exploring the physical education and school sport experiences of looked-after children and young people." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/33496.
Full textAbstract:
This qualitative study explores the Physical Education and School Sport (PESS) experiences of young people who are or who have been looked-after , i.e. who have been under the care of their local authority at some point. In recent years, there has been unprecedented awareness within policy and research of the disadvantageous trajectories that children and young people in care often face; particularly in relation to their education, health and wellbeing (Sempik et al., 2008). Despite the perceived capacity of sport/physical activity to contribute to young people s positive development (e.g. Holt, 2008; Bailey et al., 2009), few studies have considered the role of sport and physical activity in the lives of looked-after children and young people (LACYP). Indeed, to date, there remains a dearth of research on LACYP s experiences of sport and physical activity in educational contexts. This study, therefore, seeks to contribute to an increased understanding of this under- researched area. In keeping with more recent attempts to place person and circumstance at the heart rather than the periphery of sociological research (Holland et al., 2008) and in the interests of promoting the voices of marginalised and vulnerable young people (e.g. Heath et al., 2009; O Sullivan and MacPhail, 2010), this thesis provides new insights into the ways in which LACYP experience PESS, and how their broader life circumstances impact and shape those experiences. In so doing, the study adopts a conceptual framework in the form of a social ecological model that possesses five levels of influence at the individual, interpersonal, institutional, community and public policy level (see McLeroy et al., 1988). Considering both adult and youth voices (generated through semi-structured surveys and interviews with young people, PE teachers and local authority professionals), the empirical data presented makes an original contribution to knowledge by foregrounding the multiple social ecological influences that are at play within LACYP s experiences of PESS. For example, the study highlights how the social ecological context for each LACYP presents notable difficulties in relation to personal and physical environment, pre-care experience, health and wellbeing, and educational engagement. What the resultant findings depict is that LACYP s lives are highly complex and multi-dimensional and should not be viewed in isolation from wider life circumstance. To this end, the study seeks to challenge the wayin which PESS is currently offered to LACYP (and others with complex needs) and therefore has implications for research, policy and practice. This includes issues with regards to the different perspectives of adults and young people; the appropriate training for PE teachers; and the methodological challenges of doing research with LACYP.
6
Lewis, Sarah Elizabeth. "Assessment of mental health for looked after children." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10528.
Full textAbstract:
The portfolio has three parts: Part One: A systematic literature review, in which the literature relating to the assessment and identification of mental health problems in looked after children is reviewed. Part Two: A mixed methods empirical research study which qualitatively explores foster carer’s perceptions of screening measures used with looked after children and the ability of these to capture need. Clinicians’ views regarding the same issue are also explored both quantitatively and qualitatively. Part Three: Appendices including all relevant documents related to the systematic literature review and empirical papers and a reflective statement from the researcher on the process of completing the portfolio.
7
May, Christine. "The construction of friendship for looked after children." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849440/.
Full textAbstract:
Looked After Children (LAC) are associated with poor outcomes, but they also demonstrate resilience and strength, particularly when placed in stable, supportive environments. Friendship is known to support resilience in children and adolescents and may be particularly useful to LAC, but there is limited research into LAC’s experiences of friendship. Objective: This study aimed to explore what LAC value in their friendships in order to understand what support may help them gain the maximum benefits from these relationships. Design: Seven 11 to 16 year olds, living in foster care took part in semi-structured interviews using sociograms to discuss their past, present and ideal friendships, particularly focusing on what they valued and how the friendships changed over time. Findings: Results were analysed using inductive thematic analysis resulting in six themes; “They’re like me”, which had two subthemes; “We like to do the same things” and “We are the same”, “They keep my secrets”, which had two subthemes; “I trust them” and “People finding out I’m in care”, “They spend time with me”, “They help me with my feelings”, “They understand me” and “They’re on my side”. Conclusions: This sample of LAC showed similar values and friendship expectations to other adolescents, and had formed and maintained positive relationships, albeit with some challenges relating to their care status, such as fears of disclosure, placement and school disruption. They provide an example of what can be achieved by LAC in a stable environment, but should not necessarily be considered typical of LAC in general. Practice recommendations include open discussion with LAC about their friendships, disclosure of LAC status and support with friendships with children with other difficulties, who may offer increased understanding. Future research with a wider range of LAC and looking at the costs of friendships is also recommended.
8
Dobel-Ober, David. "Placement ending for looked after children : processes and outcomes." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4136.
Full textAbstract:
The mobility of young people within the care system has been a cause for concern for many years. It has often been associated with a number of negative features in the lives of young people during their time in public care but also well into their adulthood. These include low educational achievements, drug and alcohol misuse,teenage pregnancy and social exclusion. However, little seems to be known about the causal relations between such features and care placement endings. A large body of research has been published on the matter of placement endings but it has often concentrated on isolated aspects of the service provided or on characteristics specific to young people. The project aimed at getting a better understanding of the way successive placement endings occur throughout the care career of individual children. A lifelong approach was chosen in order to reflect the premise that young people looked after are engaged in a dynamic process of adaptation to life in substitute care but also to life after trauma. A sample of 43 case files of young people who had been looked after in two local authorities was analysed with a mixed approach including both qualitative and quantitative methods. Three ideal types of care careers were identified and used as a base on which to create a causal model of placement ending. This model encompasses variables related to children’s early parenting experience, to their experience of trauma and to the placement context. The model reflects the dynamic nature of the relation between these three sets of variable.
9
Turpie, J. "The participation of looked after children in permanency planning." Thesis, University of Edinburgh, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.663120.
Full textAbstract:
Children’s rights have achieved considerable legal status in Scotland, propelled by both the United Nations Convention on the Rights of the Child and the Children (Scotland) Act 1995. Now in key areas of law, children have the right to be consulted and have their views considered when major decisions are being taken that affect their lives. At the same time, adults have the responsibility to protect children and to prioritise children’s best interest in making such decisions. Although legislation and policy are increasingly emphasising children’s participation rights, it is less clear to what extent these rights are realised for children in practice. This is a particularly salient issue for looked after children, as their lives are governed by a number of adults in various settings. Furthermore, looked after children are generally subjected to more formal decision making processes than their peers. This study looks at one such process: decisions on permanency planning, which involve children growing up in the foster care system, away from their birth families. It asks how and to what extent these children’s views are given ‘due regard’ in such decision making processes. This study argues that, despite child care legislation and policy advancing children’s participation rights, translating these procedural rights in permanency planning practice is limited. Drawing on a review of current legislation and policy, in-depth interviews with looked after children, social workers and other professionals, and a review of a sample of looked after children’s files from one Scottish local authority, this study explores the inherent complexities of incorporating children’s participation rights into permanency planning practice. In doing so, it argues that a series of interacting factors, for example the uncertainties and inconsistencies associated with permanency planning and protecting children from potentially harmful and/or uncertain information and processes act as unintended barriers to looked after children’s participation in, arguably the most significant decision affecting their childhoods.
10
Horsburgh, Jacqueline Janet. "A study of seven looked after primary school children." Thesis, Open University, 2018. http://oro.open.ac.uk/53947/.
Full textAbstract:
This study explores the experiences of seven looked after children in two Scottish primary schools. The rationale behind this study is that if looked after children could be supported effectively during their time in primary school then they may be more likely to remain engaged with secondary school and increase their chances of educational success. Literature on looked after children has tended to highlight the barriers they experience in education. This thesis examines ways in which these barriers may be overcome. The main research question asked is: ‘What practices and approaches might be used to support looked after children to engage in learning?’ Subsidiary questions explore how looked after children are regarded by teachers, including the impact that the term ‘looked after’ may have on expectations, and what looked after children are able to tell us about the support they find most helpful. This dissertation draws on socio-cultural theories of learning in order to identify perceptions underpinning support provided to looked after children. The wider theoretical framework incorporates resilience, inclusion, collaborative learning and children’s voice. This qualitative research utilises case study methods. It explores data gathered from looked after children (N=12), their carers (N=6) including, relatives, foster carers and staff in a children’s home and school staff (N=10) comprising teachers, support staff and members of school management teams. Through the use of individual case studies an insight is offered into the support needs of a small group of looked after children. The main findings reveal that practitioners provide support in diverse ways. However, a common theme permeating the findings is the importance of establishing relationships prior to considering appropriate materials or programmes. In addition, the views of children captured in this study emphasise the importance of supporting the development of agency in those who are looked after. The conclusions presented include recommendations for a change in focus of staff development activities for those supporting looked after children.
11
Holmes, Eleri. "Ensuring better outcomes for children looked after in foster care." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528337.
Full text
12
Kelly, C. "Using attribution theory to understand resilience for looked after children." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444894/.
Full textAbstract:
Children and young people in Public Care are one of the most at risk groups for educational failure and poor life outcomes (NCH, 2005). There is now a wealth of literature detailing predictive risk factors across a range of populations and outlining factors which contribute to resilient, adaptive outcomes in the face of risk factors (e.g. Rutter, 1990 Fonagy et al., 1994). In addition, an understanding of the processes and mechanisms involved is necessary in order to identify which, if any, of the many attributes and/or circumstances that correlate with resilience may be critical targets for effective prevention and intervention. Attributions, the causes given to events, are considered to be powerful determinants of our future actions (see Fosterling, 2001). Drawing on attribution theory and conceptualisations of optimism and self-efficacy, this research uses the Leeds Attributional Coding System (LACS) to compare high and low resilience looked after youngsters' perceptions of positive and negative events in educational, social and home contexts. Resilience was associated with how positive events were construed. High resilience (HR) youngsters made more positive attributions and tended to perceive the causes of positive outcomes optimistically, i.e. causes were relatively unchanging and wide reaching. Low resilience (LR) youngsters saw these causes as unstable and specific. HR adolescents tended to make self-efficacious controllable attributions for internal causes. LR young people were more negative about peer and carer/parent relationships, and views of school, suggesting that perceptions of more everyday contexts are more influential in resilience than major life events, such as changing school or placement, and that relationships are a key factor in positive adaptation. Furthermore, looked after adolescents tend to see themselves more frequently than non-looked after adolescents as the target of others actions. However, HR looked after youngsters are more likely to view others' actions positively.
13
Boorn, Clare. "Teachers' Perceptions of Looked After Children: Behaviour, Attainment and Resilience." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490397.
Full textAbstract:
In the context of Every Child Matters (DfES, 2004) and improving outcomes for children and young people, the education of looked after children (LAC) has never been a higher priority for central and local government as well as for those professionals working in Education and Social Services. Research to date acknowledges the poor outcome of educational attainment and has more recently challenged the profile 'of looked after children illuminating the need for a broader proactive definition of educational resilience as a constructive way to promote well being. Teachers are recognised as being well placed to offer a view as to what forms of intervention impact on a child's emotional wellbeing, behaviour and learning capacity. Furthermore, a teacher's belief to bring about change is a powerful influence and correlates highly with performance and academic success. This study contributes to an understanding of educational and problem behaviours associated with children in care. It focuses primarily on teachers' perceptions of problem behavioural differences between looked after children (LAC) and non-looked after children (non-LAC) in social situations. The study addresses what teachers feel able to do in terms of resilience intervention, their role in fostering resilience and how teachers perceive relationships between LAC and others within the school environment. Rooted within a systemic perspective and taking a mUltiple-method approach, the research included a context-setting questionnaire study with 97 primary class teachers in Key Stage 2. At the time of data collection teachers reported on a LAC and a non-LAC matched according to age, class, gender and educational attainment in literacy (reading) and numeracy. A sample of schools was selected from three Local Authorities within the Midlands. 194 completed questionnaires were returned and 16 schools were followed up in a qualitative study, involving 20 in-depth interviews with class teachers who taught a LAC. A randomly selected Comparison Group of similar aged children was also included in the study. Analysis of quantitative data identified a relationship between rising problem behaviour scores and low educational attainment for all children - both LAC and non- LAC. In comparison to the non- LAC group however the looked after sample were perceived by teachers as having raised problem behaviour scores in a range of social situations. In addition, teachers seemed less likely to employ resilience interventions where there were higher levels of behavioural difficulties. Teachers undervalued their own influence in fostering resilience. They also perceived LAC to be more resilient than non-LAC. Qualitative data reported that teachers identified LAC's relationships with ad, ults and peers including their challenging behaviours as barriers that sometimes prohibited educational progress. This study concludes that LAC, many with early care giving histories of abuse, neglect, trauma and loss are at increased risk of impaired psycho-social development, and elevated rates of problem social behavipurs, increasing the risk that they will have depressed educational attainment and problematic behavioural experiences within the school context. For future educational practice, strategies are proposed for better training to ensure that all adults in schools are well equipped in knowledge and skills, as well as having access to meaningful resources in order to provide an optimal learning environment for looked after children. Also, it is important to identify good practice within school systems, inclUding specific protective factors that constitute positive teacher-child relationships in high-risk circumstances, and the processes where intervention programmes have made an impact. �·
14
Winter, Karen Michelle. "The participation of young children in the 'looked-after' children decision-making process." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019873/.
Full textAbstract:
The focus of this research study is the participation rights of younger 'looked-after' children in the statutory decision-making process that governs their care. Through detailed case studies, using innovative participatory methods and involving interviews with children (aged 4-7 years), their parents and social workers, the study explores the participatory potential, experiences and opportunities of this group of children. The study is the first of its kind to offer detailed insight into young 'looked-after' children's perspectives, experiences, feelings, concerns and views of their home lives, admission to care, and their current care circumstances. The study highlights the detailed insights, deeply held feelings and views of these young children which remain largely unacknowledged within social work theory, policy and practice. By drawing on the work of Foucault and Bourdieu the thesis also makes an original contribution in tenns of explaining and understanding the dynamics and processes at the macro and micro level that militate against the implementation of young children's participation rights within the formal looked-after-child decision making process. The study concludes with a discussion of the implications for policy and practice in social work. It argues that principles of anti-oppressive social work practice should be more centrally incorporated into work with young looked-after children and that these practices should foreground the importance of relationships with young 'looked-after' children.
15
Parker, Elisabeth. "An actor-network theory reading of change for looked after children." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-actornetwork-theory-reading-of-change-for-looked-after-children(5f46ad09-64c2-44db-b2ab-6ed5af180900).html.
Full textAbstract:
The education of looked-after children (LAC) in the care of the Local Authority (LA) is supported by government initiatives to reduce the attainment gap that exists between LAC and their peers. Long-term outcomes for LAC pupils are poor (Sebba et al. 2015). The Virtual School (VS) has a statutory role in the education of LAC (DfE, 2014a) and aims to encourage stringent monitoring and intervention for LAC pupils, for example via a personalised education plan (PEP) outlining attainment, strategies intended to accelerate progress, and resources needed for doing so. The PEP process involves termly meetings between pupil, Social Worker and school's designated teacher. The current study uses Actor-Network Theory (ANT) (Latour, 1999) as a lens through which to conceptualise change for LAC pupils during the PEP process. Data was collected from three PEP meetings and accompanying documentation in one LA setting, using ethnomethodology, in order to explore the human and non-human actors in the PEP network which are active in creating change for LAC. The analysis made visible the strong role of the PEP document in providing structure for the meeting, along with the instrumental role of the designated teacher and their knowledge of the pupil embodied in non-human entities such as resources, timetabling and grades. The Social Worker influence on the network was less visible. ANT is explored as a material semiotic tool for analysis through a conceptual review of current literature within educational research, with a focus on the construction of research questions. The review demonstrates that ANT can attempt to answer questions about 'how' things came to be and 'who' and 'what' they are composed of. The current research also incorporates an appraisal of evidence-based practice, and a consideration of the implications and dissemination of the findings of the study at LA level and beyond.
16
Kittles, Michelle. "Educational Resilience: Factors faclitating the educational achievment of looked after children." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525922.
Full text
17
Robson, Lucy. "Psychotherapy with looked after children : some common themes and technical interventions." Thesis, Birkbeck (University of London), 2014. http://bbktheses.da.ulcc.ac.uk/70/.
Full textAbstract:
Looked After Children (LAC) were previously thought to be too damaged to use psychotherapy, however practice has moved on and LAC are increasingly making up a larger proportion of psychotherapist’s case loads. The literature in this field consists predominantly of individual case studies focusing on the internal worlds of LAC. Although the experiences of psychotherapists working with this cohort have started to be thought about, this research uses Grounded Theory to explore the collective experiences and technical considerations of seven psychotherapists who were interviewed about their work with LAC. This approach enables a systematic exploration of this type of work and provides a more comprehensive understanding of current practice. The research reveals that it is possible to find specificity in the psychotherapeutic work being done with LAC and it both confirms previous ideas in this field as well as producing new insights. The categories produced by Grounded Theory enabled a theory to be developed about the work psychotherapists do externally with the network of adults surrounding the child and internally with the individual child in therapy. The external work is divided into problems in the network, the value of work with networks and the impact of this work on the individual relationship with the child. Internal work with the child is divided into a) making and pacing interpretations, b) whether to work with the transference and maternal transference, c) countertransference responses to deprivation and stretching boundaries, d) challenges to analytic neutrality and e) positivity. Overall the material has important implications for practice as psychotherapists feel they are often more flexible, warm and active with LAC. This research helps us to re-think what psychotherapy is for this cohort and encourages psychotherapists to feel that it is their psychoanalytic understanding, rather than strict analytic traditional approaches which can help reach these children.
18
Underdown, Kelly Marie. "Supporting the attachment needs of looked after children in education settings." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/395469/.
Full textAbstract:
For decades, researchers have identified looked after children (LAC) as a particularly vulnerable group with regards to both their academic attainment and social, emotional and mental health outcomes (McAuley & Davis, 2009). This is often attributed to the impact of adverse early life experiences on their attachment relationships with primary caregivers. Given encouraging findings regarding the impact of teacher-student relationships on children’s learning and behavioural outcomes (see McGrath & Van Bergen, 2015), in chapter one the current researcher conducted a systematic approach to a literature review examining implications for education professionals in supporting the attachment needs of LAC. Eleven texts were identified which provided implications for staff in supporting students’ learning and behaviour. Furthermore, the texts suggested a possible lack of understanding of attachment theory among education staff; hence, providing a potential training role for Educational Psychologists (EPs). Given the lack of empirical studies identified there is a call for more robust research in this field. Secondly, the empirical study (chapter two) explored one of the recommendations for supporting LAC in schools; namely, the practice of implementing staff as ‘key adults’ (who are intended to provide an additional attachment figure). As there is a lack of research in this field, the researcher explored the experiences of secondary school staff acting as key adults for LAC in one local authority in south-east England. Semi-structured interviews were conducted with seven participants. Thematic analysis of the interviews revealed a rich picture of experiences captured within five interrelated themes: professional responsibilities; approach to the role; personal perspective; knowledge/understanding of LAC; and the wider school context. The findings provided implications for education professionals (e.g. EPs) in supporting both the policy and practice of key adults working with LAC. Additionally, suggestions were made for researchers to further explore whether this relationship fulfils an attachment function (as intended theoretically).
19
Cann, Nicola. "The positive educational experiences of 'looked-after' children and young people." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1886/.
Full textAbstract:
Research has consistently reported the academic underachievement of children in care (Department for Education and Skills, 2005), with authors reporting associations between academic performance and later outcomes. People with experience of care are over-represented amongst adults in prison (Social Exclusion Unit, 2003), mental health service users (Jackson & Simon, 2006), and drug users (Jackson & Simon, 2006). Much research has focused on negative outcomes. However, more recently a strengths-based approach has been utilised to draw upon the experiences of young people in care (Martin & Jackson, 2002; Dearden, 2004). In relation to educational progress, key studies have highlighted the importance of relationships, support, encouragement, the provision of resources, and achievements. The qualitative research elicited the views of six young people in foster care and three young people in residential care, regarding their positive educational experiences. Interviews were semi-structured and took a solution-focused approach (de Shazer, 1985). Findings are largely consistent with the existing literature, with the following main themes identified: 1. achievements; 2. support; 3. relationships; 4. approach to learning; 5. identity; 6. self-efficacy; and 7. the impact of care. The research findings raise challenging issues regarding current service delivery, suggesting that, in addition to the provision of ongoing relationships and various types of support, young people in care will benefit from opportunities to face challenges and involvement in decision-making. These opportunities were related to the development of positive self-perceptions, which in turn is associated with increased resilience. The implications of these findings are discussed in relation to the profession of educational psychology, and in terms of wider service delivery and research implications.
20
Hockaday, Harriet. "Psychological correlates of mental health outcomes in looked after preschool children." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33139.
Full textAbstract:
Background: Children who enter foster care usually do so because of maltreatment by their birth families. Early adversity such as this is associated with many negative outcomes, including disturbances of attachment and mental health in childhood and throughout the lifespan. Young children (under 5) are particularly at risk due to maltreatment rates being highest in this age range, and because of the vital brain development that occurs during this time. Improving the quality of existing relationships for young children is the most cost effective way to improve mental health outcomes. It is important that research investigates which relational and psychological variables that exist within the foster carer-child relationship may be protective against developing negative mental health outcomes, so as to inform carer training and future interventions for this vulnerable group. Aims: The aims of this research project were twofold. The first aim was to systematically review the existing literature on links between foster carer psychological variables (such as commitment to their foster child), and/or child psychological variables (such as their attachment style), and the mental health outcomes of children in foster care. The second aim was to investigate whether foster carer acceptance, commitment, awareness of influence and reflective functioning (RF) predict the mental health outcomes of Scottish preschool aged children who are looked after in foster care. Method: A systematic review of the existing literature was undertaken to address the first aim. The search strategy resulted in 12 quantitative studies that investigated links between child or carer psychological variables and child mental health outcomes. An empirical study of 179 pre-school aged children in foster care in Scotland was carried out to address the second aim. Participants were taking part in a wider RCT of a novel intervention to improve outcomes and permanency decisions for children in foster care. Foster carer acceptance, commitment, and awareness of influence was assessed using the This Is My Baby Interview, and scores of RF were coded from the transcripts of this interview using a computer-based algorithm. Child mental health information was gathered using the Infant Toddler Social Emotional Assessment. Data was gathered at 2 time points; baseline assessments occurred around 4 weeks after entry to care, and follow-up assessments were carried out a year later. Results: The systematic review found good evidence that foster child attachment security is linked to more positive mental health outcomes. It also found some evidence suggesting that foster carer psychological variables such as commitment and quality of caregiving also relate to child mental health outcomes, but this research is in its infancy and it is therefore difficult to draw firm conclusions around this. The results of the empirical study showed that carer commitment and awareness of influence predict child competence at baseline, and RF predicts internalising and externalising problems at follow up. No predictive relationships were found between carer variables and child mental health over time. Conclusion: The results from both studies suggest that carer psychological variables such as commitment to their foster child may relate to child mental health development. These results have implications in terms of foster carer training, and for intervention development for this vulnerable population. This research is however in its infancy, and the results suggest a complex picture with regard to carer psychological variables and child mental health. Large-scale high quality longitudinal research is needed to provide a clear understanding of these relationships.
21
King, Julia Rebecca Louise. "The impact of relational trauma on children and foster carers of children who are looked after away from home." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25736.
Full textAbstract:
Background: Maltreated children, including those who are looked after away from home, are amongst the most vulnerable members of society. Due to the relational trauma that most looked after children have experienced they are at increased risk of attachment and mental health difficulties, which can impede their ability to form close relationships with new carers. Indeed, many such children behave in ways that fail to elicit caregiving or even as if they do not need caregivers, and providing sensitive, therapeutic care to these vulnerable children can be a considerable challenge. Aims: The aims of this thesis were threefold: to review the impact of maltreatment experiences on children’s executive functioning, to investigate the prevalence of attachment and trauma-related difficulties in children in foster care, and their impact on the parenting task of foster carers. Methods: Aims are addressed in two journal articles. To address the first aim, a systematic review of research regarding the association between maltreatment and executive function in children and adolescents is presented in journal article one. Subsequent aims are addressed in journal article two, a cross-sectional study with foster carers of children in care aged 3-12 years who completed self-report measures investigating the emotional, behavioural, attachment and trauma related difficulties of their foster child, the perceived quality of the relationship, and levels of parenting stress and sense of competence. Results: The systematic review revealed that the majority of studies demonstrated a significant impairment in one or more areas of executive ability in maltreated children, with particular support for impairments in inhibitory control, executive working memory and decision making. However, there was only limited support for impairments in cognitive flexibility, planning/problem solving, and fluency. Furthermore, there was considerable variability between studies in the specific deficits reported. Results from the empirical study highlight the prevalence of attachment and trauma-related difficulties in children in foster care. Hierarchical regression analyses revealed that levels of foster carer-rated inhibited attachment behaviour was a significant predictor of quality of the foster carer-child relationship and parenting stress. The level of emotional and behavioural difficulties also emerged as a significant predictor of quality of the foster carer-child relationship, and parenting sense of competence. Conclusions: This thesis highlights the pervasive impact of relational trauma on children. Results of the systematic review indicate its impact on children’s executive ability. The empirical study reveals the high prevalence of attachment and trauma-related difficulties in children in foster care, and provides insight into factors related to quality of the foster carer-child relationship, and the stress and sense of competence of foster carers. Implications for interventions and service provision regarding maltreated children who become looked after away from home, and their carers, are discussed.
22
Elliott, Martin. "Looked-after children in Wales : an analysis of the backgrounds of children entering public care." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/110473/.
Full textAbstract:
This study seeks to address a number of important questions with regard to children in public care, commonly referred to in the UK as ‘looked-after’ children. Firstly, the study aims to identify whether there are child or placement characteristics that explain the observable variations in rates of children ‘looked-after’ between local authority areas. Secondly, it seeks to investigate the impact of poverty and social inequality on the likelihood of children becoming ‘looked-after’. Using a social inequalities lens the study seeks to identify whether there is a ‘social gradient’ in the rates at which children enter public care. Finally, the research aims to identify factors that predict a child who has experienced a period of being ‘looked-after’ re-entering care. Using six years of administrative data on children ‘looked after’ in Wales the study was undertaken using quantitative analyses of secondary data relating to approximately 15,000 ‘looked-after’ children. The research was undertaken using descriptive statistics, linear regression and binary logistic regression. The study identifies a relationship between neighbourhood level deprivation and the likelihood of children becoming ‘looked-after’. There is clear evidence of a ‘social gradient’ in the numbers of children entering care, with a corresponding increase in rates of children ‘looked-after’ for each step increase in neighbourhood level deprivation. Whilst both age and predominant category of need of children entering care are statistically correlated to a local authority’s overall rate of children ‘looked-after’, there are a number of differences not related to overall rates, which suggest differences in local social work practice. Logistic regression analysis results show that the length of a child’s initial period in care (stays of < 90 days) and their age group (11-15 years) were associated with an increased likelihood of returning to care. The implications for child welfare policy and practice are considered.
23
Ferris, Eleanor G. "Working relationally with looked after children : the role of residential therapeutic carers." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12271/.
Full textAbstract:
Section A is a literature review evaluating the role of Therapetuic Care Workers (TCWs) and Therapeutic Foster Carers (TFCs) working relationally with a sub-group of Looked After Children (LAC) who are highlighted as having intense emotional and behavioural needs. These LAC are thought to benefit from living in specialist, therapeutic placements where carers work relationally. However, to date, there is no known review evaluating relational residential interventions or the role of TCWs and TFCs. Therefore, literature exploring the theoretical underpinnings of the work, and the emotional impact and protective factors involved in the carer role is considered. Implications for future research and clinical practice are suggested. Section B describes a qualitative study which explores how TCWs experience their role and their perceptions of the potential benefits for LAC. A qualitative design using Interpretative Phenomenological Analysis (IPA; Smith, Flowers & Larkin, 2009) was applied. Methods. Nine TCWs currently working in one of two therapeutic communities were interviewed. Results. Five master themes were identified: ‘Therapeutic group living’; ‘Importance of carer-child relationships’; ‘Working with the unconscious’; ‘Personal meaning of professional role’, and ‘Children’s progress’. Participants considered that forums for reflection were crucial to their ability to think clearly and analytically about the children, and utilised psychodynamic concepts to gain insight into the children’s inner worlds. TCWs’ increased self-awareness was central to this process. Participants also reported experiencing their role as emotionally challenging. One focus of reflection was on the small steps of progress the children were perceived to achieve. Conclusions. Overall, the findings suggested a synergy between relevant theory, descriptive accounts of therapeutic childcare, and TCWs’ perceptions of their role. New information regarding the personal investment of TCWs and internalisation of the framework of practice was identified. Further research is needed to extend the evidence-base. The clinical implications of the findings are discussed.
24
Redfern, Jade. "Caring for traumatised looked-after children : the costs and gains of caring." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12374/.
Full textAbstract:
Research has evidenced variously the impact on those caring for traumatised people, such as wives of distressed police officers, partners of war veterans and trauma counsellors. However, there is a lack of research exploring the impact on foster parents (FPs) caring for traumatised looked-after children (LAC). This study aimed to explore FPs’ experiences of caring for traumatised LAC, including their understanding of the impact the trauma has on the young person and on themselves and their biological family. Eleven FPs were interviewed to elicit their personal experiences of caring for traumatised LAC and its impact on them, the young people and the FPs’ families. Transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Six master-themes emerged from the data: emotional impact on foster parents, cognitive impact on foster parents, impact from the wider fostering system, impact on foster parents’ family and friends, foster parent coping and perceived understanding of the impact of trauma on LAC. These themes were linked to previous research and existing theoretical constructs, such as secondary trauma (ST), vicarious trauma (VT) and compassion satisfaction. Whilst all related experiences within each of the themes, participants differed between which themes dominated. FPs experience a variety of complex negative impacts from caring for traumatised LAC, that warrants further investigation and development of screening tools to measure potential ST/VT symptoms. However, several FPs reported a wealth of positive experiences from their role, which may or may not counteract these symptoms.
25
Roberts, Miranda Jane. "Exploring clinicians’ perspectives on outcomes of psychological interventions for looked after children." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8762.
Full textAbstract:
Background and Aims: Looked After Children (LAC) have complex mental health needs, as a result of the trauma and inadequate care which they have typically experienced during their early years, and the instability that continues to permeate their lives in many cases. Outcomes of psychological interventions with this group may be particularly difficult to assess, yet little consideration has been given to this issue in the research literature to date. The current study aims to explore the perspectives of clinicians working in specialist Child and Adolescent Mental Health Services (CAMHS) for LAC, on the nature, process and outcomes of the psychological interventions they undertake with clients, and the implications of their observations for measuring outcomes. Method: Fourteen individual interviews with clinicians were undertaken, each exploring clinicians’ experiences and observations of a particular case with which they had undertaken an intervention. Preliminary themes from these interviews, regarding the nature, process and outcomes of clinicians’ interventions, were fed back to clinicians during two focus groups; clinicians were asked to reflect on the implications of these themes for measuring outcomes of psychological interventions with LAC. Results and Conclusions: Thematic analysis of interview and focus group data was conducted. The data was organised into five super ordinate themes, relating to the impact of the external context of the child’s life, the nature of presenting problems, the nature of interventions undertaken by clinicians, changes and outcomes observed by the clinician and implications for measuring outcomes. Relationship factors, particularly those in the relationship between the carer and child, were identified as the focus of CAMHS interventions and the changes that clinicians most commonly observed. Measuring these changes in the carer-child relationship, which existing outcome measures do not capture, is crucial. The need to contextualise treatment outcomes within the child’s overall life was also highlighted.
26
Hooley, Katherine Clare. "Identifying perspectives on life story work with looked-after and adopted children." Thesis, Staffordshire University, 2015. http://eprints.staffs.ac.uk/2244/.
Full textAbstract:
Life story work is a widely used intervention in adoption and fostering. Despite being recommended for use with all children in the care system, the outcomes are underresearched. This review systematically evaluates the scope of the current research into life story work in the looked-after population, investigating the processes used in practice and the benefits and limitations of these approaches. The findings of this review suggest that life story books are a predominant tool within the process of life story work alongside direct work with social care professionals, foster carers and adoptive parents. Although qualitative studies have found many benefits to these varied approaches to life story work, there are limitations to these studies. The findings do not directly correspond with the findings of quantitative studies that have evaluated life story work and have indicated little benefit. Life story work varies in how it is conducted and further research is needed to examine the key components of effective life story work.
27
Holmes, Lisa. "Exploring needs, costs and outcomes of services provided to vulnerable children and their families." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/25708.
Full textAbstract:
This overarching chapter for a PhD by publication brings together a programme of research that commenced in 2000 and includes a series of eight publications (from 2006-2014) that have been selected to demonstrate the development of a theoretical framework and research methods to explore the relationship between the needs, costs and outcomes of child welfare services provided to vulnerable children and their families. The findings provide an insight into how children s social care services can be provided as effectively and efficiently as possible. Along with an understanding of how and when support and services are, or can be, provided to vulnerable children and their families, in response to their specific needs and circumstances and consequently transform children s lives by improving outcomes.
28
Bunt, Sarah. "The adoption of disabled children." Thesis, University of Plymouth, 2013. http://hdl.handle.net/10026.1/2854.
Full textAbstract:
The research has set out to examine the motives that contribute towards the decision to adopt a disabled child. Increased knowledge about placing disabled children for adoption is particularly important as they are regarded as the category hardest to place (Adoption Register 2009). Despite the wide gaps in knowledge, the negativity associated with the social construction of disability has been seen as a cause of disabled children’s disadvantage (Cousins 2009). Synthesising a Critical Realist framework with Grounded Theory methods; to examine both the efforts of local authorities to place a disabled child for adoption, as well as the narratives of those adopters who take on disabled child. The findings reveal that social workers often take a tentative approach to placing a disabled child, which impacts upon adoption outcomes, both in the way they represent disabled children and in the way they recruit and assess adopters. The Rationalistic Habitus is a concept used to reflect the way social workers reason their way through particular issues before arriving at a practice judgement. The study, also examines the narratives of adopters and their journey through the process of adopting a child with a significant impairment. Instances where adopters embark on adopting a disabled child are significant because they are making a decision in opposition to a prevailing discourse where disabled children are conceptualised as a burden to their families (Jordan and Sales 2007). An examination of these adopter’s motives requires one to think more deeply about how motives are processed. By focusing on the Habitus and reflexivity this research has attempted to bring new insights into how people process the prospect of becoming a parent to a disabled child. However, while the decision to adopt a disabled child might appear unconventional it is not so abnormal that we cannot make sense of their motives. The lifelong nature of the adoption role demonstrates that commitment is at the heart of these adoptions. The notion of a Commitment Habitus is reflected when adopters express an innate drive to nurture. In effect, this research contends that the motive to adopt a disabled child is wrapped in an orientation to invest in social relationships.
29
McKay, Ralston William. "At school with looked after children : a study of the views of children in public care." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
Full textAbstract:
This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
30
Baron, Hannah Leigh. "Experiences of ending psychological therapy : perspectives of young people who are looked after." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9118.
Full textAbstract:
Background: According to the existing evidence base, the experience of ending therapy, from the perspectives of adolescents who are looked after, is substantially under researched. Moreover, the ending of therapy is highlighted as an important phase of the therapy process and previous research into ending therapy indicates this as a valuable area of research. The available literature indicates that those with a history of loss may find the ending phase particularly challenging. It was hoped that the research findings may assist Clinical Psychologists and other therapists to make sense of how young people experience ending therapy, and may also highlight ways in which therapists can support looked after young people through this transition. Aims: The study aims to provide an in-depth understanding of the way in which young people who are looked after make sense of ending psychological therapy. Methodology: Semi-structured interviews were conducted with six looked after adolescents who had recently ended psychological therapy. The transcripts of the interviews were then analysed using Interpretative Phenomenological Analysis (IPA). Results: Four master themes emerged from analysis: inextricable link between therapy and therapy relationship, ambivalence, means of coping and moving on from therapy. Implications and Conclusion: This study highlights the need for careful and on going consideration of the ending phase of therapy with this population. It also gives further support to the significance of the therapeutic relationship and consideration of this at the end of therapy. Areas for future research are highlighted, notably the value of conducting further research with looked after young people, to explore factors such as culture and gender on the experience of ending therapy.
31
Alix, Sarah. "An inquiry into the perceptions and experiences of primary trainee teachers of looked after children, and the implications for training and continuing professional development." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11028.
Full textAbstract:
This thesis examines the perspectives and experiences of primary Initial Teacher Education (ITE) trainee teachers, of working with Looked After Children (LAC), and the implications for training and Continuing Professional Development (CPD). The thesis is within the interpretivist paradigm, using a Grounded Theory Methodological approach. The research was carried out in one post-1992 English university, with trainee teachers on a three year undergraduate BA (Honours) Education teacher training route, and a one-year Post Graduate Certificate in Education (PGCE) route. Feedback was sought from wider organisations and professionals working directly with LAC. LAC continue to underperform academically in comparison to their peers, and for decades have been let down by systems and support, with many entering the criminal justice system at an early age. This study examines trainee teachers’ perspectives to conclude how specific training can support teachers and in turn impact on LAC. The thesis draws out four main themes from the trainees: the negative impact of previous experience on trainee values and beliefs towards LAC as they enter ITE; the positive and negative perceptions and experiences of trainees in relation to collaborative working; the negative perceptions and experiences of trainees in relation to the behaviour and learning needs of LAC; and trainees’ and mentors’ lack of knowledge in relation to LAC. The study concludes that trainees and mentors have a lack of knowledge and skills on how to support LAC in five key areas; policy and legislation, challenging negative perceptions, emotional well-being and supportive strategies, administrative knowledge, and collaborative working. A training model to support ITE and CPD is developed, gaining feedback from key organisations and professionals working with LAC.
32
Munro, Emily R. "Balancing looked after children's protective, provisional and participatory rights in research, policy and practice." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17976.
Full textAbstract:
In England around 68,000 children are currently looked after by the state. Sixty two per cent of this population are admitted to care or accommodation in response to abuse and neglect. As the United Nations Convention on the Rights of the Child acknowledges, the state has a unique responsibility for these children and is expected to ensure their safety, wellbeing and development. Underpinned by a rights-based framework the publications in the thesis make an original contribution to social work research, policy and practice, in respect of looked after children nationally and internationally. Three cohering theoretical strands - the new sociology of childhood, attachment theory and focal theory, and different methodological lenses, (from participatory research with young people to cross-national analysis of administrative data), are employed to advance understanding of the balance of protective, provisional and participatory rights ( 3 Ps ) for these children and young people. The work focuses upon their life pathways at two key stages in the lifespan: early infancy and adolescence into adulthood. Consistent with the theoretical underpinnings of the research, the methodological approach employed in two of the four core studies sought to promote children s active participation in the research process, and to give them a voice . The participatory peer methodology adopted moved beyond involving care experienced young people in interviewing their peers, to training and engaging them in several major aspects of the research cycle, including analysis of the data and the design and write up of the findings, to produce accessible peer research reports for young people. At the national level the work undertaken demonstrates how a needs-based discourse, and orientation towards considering looked after children as objects of concern, can mean that young children s protective rights may be prioritised in policy and practice, at the expense of their provisional and participatory rights. Children s participation rights are also constrained due to assumptions about the (in)capacities of younger children to express their wishes and feelings. In this context parents rights tend to be prioritised at the expense of the rights of the child. Whereas parents rights may take precedence when children are young, in adolescence the rights of parents are more peripheral. Cross-national comparisons reveal variations in how young people s provisional, participatory and protective rights are balanced as young people negotiate the transition from care to adulthood in western societies, as well as different drivers for reform. Empirical research on recent policy developments in England also illuminates the tensions and dilemmas professionals can face as they attempt to protect and provide for young people, whilst recognising their evolving capabilities and their right to autonomy and active participation in decision making processes. Finally, the studies highlight that young people with the most complex care histories may be denied the right to decide for themselves if they want to remain in foster or residential care into early adulthood.
33
Kerr, Mark Elliot. "The relationship between evidence and policy in children's social care : the case of looked after children." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/60635/.
Full textAbstract:
This thesis investigates the relationship between the needs of looked after children, evidence and policy. It questions the assumption that this area of policy is evidence-based in the context of tackling the population's primary needs and improving their life outcomes. Background Services for looked after children and care leavers in England and Wales are at a critical juncture in policy and practice. In an area of Government policy where Ministers have adopted a top down command and control style of governing, local authorities as 'corporate parents' are in a difficult position. The combination of significant budget cuts for Children's Services and the highest number of children in care in 30 years threatens their ability to effectively deliver on statutory duties. The reality is local authorities are rationing some forms of therapeutic children's care. These decisions are not evidence informed but a demonstration of a myopic approach to meet budget reduction targets. Local authorities increasingly need knowledge about what works, when and for which children. Methods The aims of the research required mixed methods to be used. Quantitative methods are used to initially to map the needs of looked after children and care leavers as population including secondary analysis of official statistics. They are further used in a primary research study, an integral part of this thesis, to provide primary data on the care experiences and life outcomes for a sample of care leavers. Against the evidence, the thesis considers relevant policy to evaluate its impact over the last 25 years. The critical analysis of the relationship between evidence and policy required a qualitative approach using theories of policy-making heuristically applying Kingdon's (1984) multiple streams approach. To understand the way evidence is used to frame the needs of populations, the role of social constructivism must be considered. Findings Both the primary and secondary data indicate extremely high needs in the care population and among care leavers in adulthood, in particular emotional and mental health needs both in and after care. Factors that are policy goals for improvement including education and employment outcomes have made some improvement in a small number of domains, but overall outcomes for this population are not improving in some areas and getting worse in others. Although evidence is considered in policy-making for this population, it is used selectively and heavily influenced by policy actor's values and beliefs. This is having a detrimental effect on improving outcomes and causing a large proportion of the care population to move to independence with treatable mental illness, shunting costs to adult services. There is no evidence to indicate the increase in the use of fostering is able to meet the needs of a large percentage of the care population or improve their outcomes. The findings from the empirical study, although with limitations, indicates that this may be increasing the number of placement breakdowns due to high need young people being inappropriately placed in foster care instead of residential care. Conclusions Addressing needs and improving outcomes for looked after children requires a life-course approach. This is not conducive with the organisation and operations of the Department for Education. The primary need for looked after children is mental health and the most appropriate Government department to lead on their care is the Department of Health. Currently local authorities are expected to fund and meet the needs of looked after children but are not adequately resourced. Due to financial constraints, perverse incentives exists for minimal investment to meet statutory duties leading to the cost shunting of treatable mental health needs to the Department of Health, and unaddressed negative behaviours to the Ministry of Justice.
34
Adrian-Vallance, John. "A model of school inclusion based on the experiences of looked-after children." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2642.
Full textAbstract:
Outcomes for looked-after children are generally poor in comparison to their peers. This includes educational outcomes. One route to improving outcomes for this population is improving their inclusion in schools. They experience more school changes and exclusions than their peers. Viewing people as experts in their own lives, this thesis used the views and experiences of looked-after children and care leavers to develop a model of the interrelating factors that support the inclusion in schools of looked-after children. A meta-ethnography was used to develop the initial model based on previous literature on the school experiences of looked-after children. An empirical study then provided support for and developed the model. It did this via focus groups with looked-after children and care leavers, as part of which a questionnaire based on the model was developed. The questionnaire was distributed to care leavers. Regression analyses were used on the respondents’ data to determine which of the factors from the model predicted feelings of inclusion and one-another. The five main factors identified from the meta-ethnography were: ‘agency’, ‘supportive relationships’, ‘consistency’, ‘others who support and value education’ and ‘looked-after status understood’. The empirical study found support for most aspects of the model. The importance of being treated as an individual with agency instead of a label, and therefore not being seen as ontologically different to other children, was found to be most important in predicting feelings of inclusion. In turn, this factor was predicted by having had supportive relationships and fewer school changes. Implications for supporting looked-after children are discussed. In particular, the need for a philosophical shift is described. This shift must redirect professionals’ objectifying gaze from looked-after children to the label ‘looked-after’.
35
Goodall, Danielle. "An interpretative phenomenological study exploring designated teachers' experiences of supporting looked after children." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6660/.
Full textAbstract:
The purpose of this research was to explore Designated Teachers’ experiences of supporting Looked After Children. The aim of this was to increase knowledge, awareness and understanding surrounding their unique perspectives in order to gain an insight into how the role can be supported and strengthened to improve outcomes for Looked After Children. Semi-structured interviews were conducted with six Designated Teachers working in both primary and secondary schools. The participants were selected purposefully, according to specific sampling criteria, to ensure they were able to reflect upon a range of current experiences. Interpretative Phenomenological Analysis was adopted as the methodological approach and five superordinate themes emerged from the interpretative analysis. The Designated Teachers emphasised the importance of ‘personal commitment and the need for resilience’ in order to persevere with their endeavour to support Looked After Children despite numerous barriers. They placed an emphasis on ‘recognising the child at the centre’ and ‘the importance of a holistic approach’, suggesting that supporting the educational achievement of Looked After Children is not something that they can do in isolation. The Designated Teachers appeared to be ‘working on the margins’ and feelings of isolation, apparent invisibility and a lack of control were apparent. They also experienced a significant ‘variability in role and support needs’, meaning that influential support from external professionals needed to reflect their individual needs and competence levels. The research findings are discussed in relation to existing literature and psychological theory to aid with understanding. The main conclusions are presented and lead to a number of recommendations for school staff, Local Authority professionals and future research. Underpinning these recommendations is an emphasis on the importance of listening to the views of Designated Teachers.
36
Sewell, Stephanie A. M. "Black young people's perspectives on friendships with looked after children : a thematic analysis." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/848941/.
Full textAbstract:
Background: A growing concern within the looked after community is that there is an over-representation of Black, Asian and minority ethnic young people in the care system; the largest group being children from Black and mixed heritage backgrounds. Aim: The purpose of this research is to contribute to our understanding of the processes involved in peer support development for Looked After Children (LAC) from minority communities Method: The study gathered information through face-to-face multi-method, interviews informed by a topic guide. The sample comprised of eight young people, both male and female, with their ages ranged from 11- 16 (mean age = 12.88). Results: The three main themes emerged from the data were: learning about each other, levels of closeness, and a sense of belonging. It also found young people from back and dual heritage background hold fairly realist views of LAC by believing they feel sad, experience stigma, struggle with building trusting relationships but should be treated no differently to others. Discussion: This research has also highlighted the potential process used to inform their inclusive nature towards LAC and how this may be related to prosocial qualities and past experiences that are unique to black and dual heritage young people. Conclusion: This research has extended our knowledge on what the views and perceptions black and dual heritage young people have of LAC and can serve as a preliminary base for future studies.
37
Cooper, Emily. "Exploring the personal constructs of looked after children and their foster carers : a qualitative study." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8734.
Full textAbstract:
Previous research has indicated the unique contribution that the interaction between looked after children and their foster carers might have on young people’s behaviour, emotional well-being and subsequent placement stability. Furthermore, there may be differences in the way in which young people and their foster carers view a typical family. Despite this, there is a noticeable absence of studies which have specifically explored the foster carer-child relationship, particularly in terms of how their individual perspectives might be negotiated within their interpersonal relationship. The current study therefore aimed to address this gap. Three foster carer-child dyads were recruited from a local Child and Adolescent Mental Health Service, with young people aged between 8 and 16 years. A Personal Construct Psychology (PCP) approach was adopted. Participants each completed an individual interview, facilitated by Perceiver Element Grids (PEGs; Procter, 2002) in which interpersonal construing was explored. Looked after children and their foster carers were then interviewed together to share and discuss their completed PEGs. Interview transcripts were analysed using Thematic Analysis and PCP concepts were used to analyse the interactional processes between young people and their carers. The study highlighted a shared sense of fragmentation across participants’ accounts, with both looked after children and their carers reporting a sense of inauthenticity in the way they negotiated their interpersonal relationships. Differences in the way in which ‘family’ was perceived was also highlighted, with young people expressing a sense of ambivalence regarding their desire to be integrated into their foster family, whilst also retaining a connection to their birth family. These themes were supported in their interactions and co-constructional processes. The findings are discussed in relation to the relevant literature and clinical implications. Methodological limitations and directions for future research are also presented.
38
Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.
Full textAbstract:
The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.
39
Barnes, Kathryn Vivienne. "Caring for rights : social work and advocacy with looked after children and young people." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3616/.
Full textAbstract:
This thesis concerns young people in the Midlands area of the United Kingdom and the services they receive from children’s rights workers and social workers. Previous research has highlighted difficulties in the implementation of local advocacy for young people in the ‘care system’ but has not explored in detail the impact of relationships between these young people and their professional workers and of differing approaches to the work. This is a qualitative study, based primarily on semi-structured interviews with twenty young people, their rights workers and their social workers. The young people ranged in age from twelve to twenty and most had been in residential or foster care. The study aimed to explore the participants’ views and experiences of social work and advocacy with young people, the professionals’ approaches to the work and their attitudes to, and relationships with, young people. Relational theory, particularly from ethics of care feminist scholarship, has been used to examine the concepts of care and rights in the principles and practice of the professional workers. The study found that young people wanted professional workers who cared about them as individuals and who focused on the process of the work, but they were also concerned about the consequences of rights work. The study suggests that rights workers had a strong care ethic in their individual work with young people, whilst social workers were concerned about managing young people’s care rather than engaging with them individually. The rights workers faced a number of dilemmas in upholding rights principles in practice. The study concludes that polarised principles of rights and care in practice could be unhelpful to work with young people. Consideration of elements of a care ethic alongside rights in both social work and children’s rights work could lead to a more unified discourse that would benefit practice with young people. This would entail a more sophisticated understanding of advocacy and bring care back into social workers’ individual work with young people.
40
Houlihan, Kate. "Caring for looked after children from the perspectives of foster carers and social workers." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70867/.
Full textAbstract:
This thesis explores the provision of care for looked after children from the perspectives of foster carers and social workers. It comprises of a literature review, a research paper, a critical appraisal of the research, and an ethics section. The literature review aimed to explore the psychological needs of foster carers and how these needs may be met. A meta-ethnographic method was used to analyse and synthesise 21 qualitative research papers that addressed this topic. Five key themes were identified: the emotional experience of being a foster carer; being a ‘parent’ without parental rights; attachment and loss; value and frustration: two sides of professional support; and being truly understood: the value of peer support. The findings are discussed in relation to psychological theory and other research in this field. A number of clinical implications are discussed, along with recommendations for further research. The research paper aimed to explore social workers’ experiences of psychological consultation around their work with looked after children. Eight social workers participated in semi-structured interviews, in which they were asked to reflect upon their experiences of psychological consultation. All interviews were transcribed and then analysed using interpretative phenomenological analysis. Four themes were identified: An alternative perspective: Seeking expertise; A dual-purpose: consultation for families and the self; Consultation as a lifeline: The final chance; and Validation and acknowledgement: The psychological experience of consultation. The findings are discussed within the context of psychological theory and national policy around the care of looked after children. A number of clinical implications are highlighted and the role of clinical psychologists in the support of social workers is discussed. Recommendations for further research in this area are outlined. The critical appraisal provides a reflective discussion of the research project. Issues relating to research design and researcher reflexivity are discussed.
41
MacNeill, Claire Marie Hope. "Dramatising social care : applied theatre as a tool of empowerment for looked after children." Thesis, University of Winchester, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560591.
Full textAbstract:
This research examines the contextual layers and concentric frames that define the worlds of looked after children within contemporary British care systems in the search for an empowering, creative practice. This investigation has used practice as research to examine the current cultures, power relations and corporate contexts that intermesh to construct the care system. The core group of this enquiry is looked after children but, as an expanding 12 year action research model, the investigation examines the concurrent trends between children in care, children living in poverty and incarcerated young people. The use of macro and micro practice examples enables the thesis to examine the life cycles, trappings and pitfalls for contemporary poor law children as well as demonstrating how creative practice can impact on interventionist approaches to research and development, before young people end up in care. The potential for applied theatre as a tool for empowerment is interrogated through an exploration of what empowerment means in terms of radical freedom as well as the necessity of changes to existing structures and dominant assumptions. This research examines the different shapes, forms and possibilities for this practice from processes of inner discovery to narrative therapies, to collective encounters, to performances to relevant audiences. This research constructs a clear proposal for the efficacy of applied theatre/arts within these arenas and offers a colourful and innovative contribution to this field of knowledge through a range of rich and varied practice experiences and ethnographical sources.
42
Jelfs, Louise. "An appreciative inquiry into personal education planning for secondary school-aged looked after children." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686821.
Full textAbstract:
All looked after children must have a Personal Education Plan (PEP) as part of their Care Plan (DfE, 2014c). PEPs were introduced to ensure that the education of looked after children is prioritised and that looked after children receive educational support. The literature on PEPs is limited and there appears to be only one published study on PEPs (Hayden, 2005). Additional studies have considered PEPs alongside other initiatives to support the education of looked after children. The available literature has noted challenges with PEPs such as variation in their quality (OFSTED, 2012, APPG, 2012) and negativity towards them (Hayden, 2005, Harker et al., 2004, APPG, 2012, Fletcher-Campbell et al., 2003). The current study involved an appreciative inquiry (AI) into personal education planning for secondary school-aged looked after children in one local authority. The AI was grounded in social constructionism. The study aimed to discover professionals' experiences of effective personal education planning and explore their perceptions of core factors for effective personal education planning and their dreams and design for its development. Appreciative interviews and a focus group were carried out with professionals with experience of personal education planning. Interview and focus group data was analysed using thematic analysis (Braun and Clarke, 2006). All participants provided examples of effective personal education planning. Supportive factors for effective personal education planning highlighted by participants included personal education planning being understood, valued and prioritised, people constructing looked after children as learners, school staff knowing looked after children and professionals working together. For participants, effective personal education planning appeared to involve an active plan-do-review process. However, there appeared to be a lack of clarity amongst participants about what a PEP is and what personal education planning involves. Implications of the findings for future research, practice and the profession of Educational Psychology are discussed.
43
Murphy, M. "The impact of a literacy/mentoring intervention on the outcomes of looked after children." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1575478/.
Full textAbstract:
Background: Looked after children (LAC) are among the most disadvantaged groups of children with social, health, educational and economic outcomes that have long been a concern. Previous research has emphasised the importance of literacy skills, resilience, relationships and a sense of belongingness for improving outcomes for LAC, however, there is a lack of research to guide which interventions are most effective in promoting these domains. Aim: To investigate the impact of a literacy/mentoring programme of 12 weeks duration on the literacy attainment, resiliency and sense of school belonging of LAC. Sample: Fifteen LAC in year 4, 5 and 6 and 13 school-based mentors. Methods: The study utilises a convergent, parallel mixed methods design. Participants completed measures of literacy, resiliency and sense of school belonging at baseline and post-intervention. Paired t-tests and The Wilcoxon Signed Rank Test were used to compare pre and post means. Semi-structured interviews were conducted with participants post-intervention to explore perceptions of the intervention including the factors that promoted the successful implementation of the intervention. Interviews were analysed using thematic analysis, guided by the work of Braun & Clarke (2006). Quantitative findings: The results indicated that the intervention had a significant effect on reading comprehension, sense of school belonging and some aspects of resiliency, but not on other aspects of resiliency or on reading fluency or reading accuracy. Qualitative findings: Two overarching themes were identified including ‘making a difference’ and ‘making the intervention work’. ‘Making a difference’ consists of two main themes ‘academic outcomes’ and ‘relationships’ and five subthemes. ‘Making the intervention work’ consists of four main themes ‘resource money matters’, ‘individualising the intervention’, ‘engaging the mentor’ and ‘making it better’. Conclusion: Literacy/mentoring interventions have the potential to make a significant difference to LAC and warrant further robust research on a larger scale and wider implementation in schools.
44
Coles, Thomas. "Why are 'Looked After Children' fixed term excluded from school? : using Interpretive Phenomenological Analysis to understand the process." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/10731.
Full textAbstract:
Study One: Study one aimed to understand the perceptions and attributions of LAC fixed term excluded (FTE) from school on multiple occasions. This was carried out with reference to resilience, and an understanding of the possible protective and risk factors were also sought. Concepts of resilience (Prince-Embury, 2008; Gilligan, 2009) and attribution theory (Heider, 1958) provided a broad theoretical framework for the research. Methods: The study followed a mixed method design (carried out simultaneously). One aspect involved semi-structured interviews being undertaken using interpretive phenomenological analysis (IPA) (Smith & Osborn, 2007; 2008) in attempting to generate understanding of the thoughts and feelings of LAC going through the process of being FTE. The second aspect involved the resilience of the LAC being psychometrically measured using the Resilience Scales for Children and Adolescents (RSCA) as a way of validating and contextualising data deriving from the interviews. Results: Teachers acting as confidants and providing emotional containment appeared to significantly enhance resilience. Opportunities for dialogue and a focus on aspects to be developed in a supportive and positive manner was also important. The majority of the LAC had an external locus of control, appearing to serve them adaptively, allowing them to alleviate negative emotions relating to their behaviour. FTEs generally were causally attributed as stable and global, appearing to derive from entrenched thoughts, feelings and behaviours. The process of FTE appeared to compromise aspects of resilience as well as little positive effect being found in terms of learning and development. Study Two: Study two aimed to understand how teachers perceived the LAC participating in study one, and providing comparison with perceptions of the LAC of aspects such as FTEs. The study also sought to provide an understanding as to the causal attributions made by teachers related to LAC. Specifically, how these attributions affected their thoughts, feelings (Weiner, 1985) and practice relating to LAC. Methods: The study followed a mixed method design (carried out sequentially). A survey (SDQ) was used to provide the sample of teachers. Semi-structured interviews were carried out with eight teachers, using IPA as the method of analysis. The Modified Attribution Questionnaire with integrated vignettes was also undertaken by teachers to elicit more stable attributions relating to LAC. Results: Data deriving from interviews found support for Weiner’s (1985) cognitive-emotional-action model. Attributions of high controllability and locus increased teachers’ feelings of anger and frustration relating to the causes of the LAC’s behaviour. Empathy towards the LAC was affected by; collaboration with colleagues and professionals, understanding the needs of the child, ethos of the school, a child centred approach and the LAC’s behaviour deriving from their care background. Further key findings are discussed from a theoretical perspective with implications for practice proposed.
45
Lee-Brindle, Grace F. "Understanding looked after children's experience with peers : an exploration of young people's social understanding of children in care." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849240/.
Full textAbstract:
Despite studies identifying the challenges looked after children (LAC) may experience in their peer relationships, there has been no research addressing school-aged children’s understandings of LAC. The current research aimed to increase our knowledge of children’s social understanding of LAC, and to recognise how this understanding informs children’s behaviour towards LAC. Forty participants, aged between eleven and twelve years of age, took part in focus groups exploring these two questions. The resulting data was analysed using the qualitative methodology of Inductive Thematic Analysis. The results identified one overarching superordinate theme, ‘looked after children are different’, reflecting participants’ overall understanding that LAC are different to themselves and that LAC are treated differently by their peers. This superordinate theme had two main sub-themes ‘why LAC are different’ and ‘LAC should be treated the same but ...’. Participants’ understanding of why LAC are different fell into three further sub-themes; ‘there is something wrong with LAC’; ‘LAC have problematic behaviour’ and; ‘LAC have a hard, sad life’. These understandings seemed to inform how participants would treat LAC, as well as, how they thought others would treat them. The sub-theme ‘LAC should be treated the same but...’ demonstrated participants’ views that LAC should be treated the same, despite participants describing the ways in which they, and others, would treat them differently. This sub-theme was separated into three further sub-themes; ‘LAC need extra care, love and attention’; ‘walking on eggshells with LAC’ and; ‘LAC are treated badly by other children’. These results are discussed in detail, and in relation to current research around LAC children’s peer relationships.
46
Leeson, Caroline. "Involvement of looked after children in making decisions about their present and future care needs." Thesis, University of Plymouth, 2009. http://hdl.handle.net/10026.1/528.
Full text
47
Took, Sarah. "An exploration of individual and co constructed relational narratives of children who are looked after." Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617084.
Full textAbstract:
This research is concerned with exploring individual and co constructed relational narratives of children who are looked after. This research employs a pragmatic approach and uses a mixed methodology employing both qualitative and quantitative data to optimise interpretation with regard to understanding the complex phenomena of emotional meaning . Studies to date have typically examined adult narratives, child narratives and adult child narratives separately. It is proposed that a deeper understanding of affective meaning making will require an examination of the connections between these domains. This study focuses on a detailed examination of intra and inter personal emotional narratives. Inter personal, co constructed, dialogues between carers and the children they look after were assessed using the Autobiographical Emotional Events Dialogue (Koren-Karie, Oppenheim, Etzion-Carasso & Haimovich, 2003a). The co construction of fluent, believable dialogues between carers and children are proposed as one of the cornerstones of security in the years following infancy (Bretherton, 1990). The intra personal, individual child dialogues were explored using the Story Stem Assessment Profile (Hodges, Hillman & Steele, 2007) designed to provide an insight into children's inner worlds. The study adds to our knowledge base concerning the assessment of mental representations. This study shows that children's story stems narratives and the capacity to join with an adult to make sense of emotional events are not directly associated with psychosocial. development as reported by foster carers. The predominance of Unmatched Flat co constructed narratives was surprising with responses suggesting a limited capacity to see things from the child's point of view. What underpins this and if this position is open to change may serve to contribute to facilitating relational connections for children looked after. This study identifies three key themes connecting intra and inter personal narratives. It is tentatively proposed that these themes may connect to a capacity to process, and understand emotional dilemmas. These findings support the notion that mutual exchanges may contribute to affective processing and meaning making for children who have experienced traumatic early experiences and who are in care.
48
Ibrahim-Ozlu, Jeyda. "Decision-making skills, memory and 'borderline features' in looked after children : a case control study." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/systematic-review-main-research-project--service-related-project(dddf2101-b0cb-45ea-b949-e23d94323a6f).html.
Full textAbstract:
Borderline personality disorder has repeatedly been associated with a history of maltreatment in childhood; however, research on maltreatment and its link to borderline features in children is limited. The aim of this review is to synthesise the existing data on the association between maltreatment and borderline features in childhood. In total, ten studies were included in this systematic review. Results of the studies indicated that children with borderline features were more likely to have a history of maltreatment, and children who had been maltreated were more likely to present with borderline features. Other risk factors such as cognitive and executive functioning deficits, parental dysfunction and genetic vulnerability were also identified across studies. This review adds to the literature by highlighting maltreatment as a risk factor for borderline features in childhood. Longitudinal research is required to establish the link between childhood borderline features and adult borderline features. Implications for early identification, prevention and intervention services are discussed.
49
Gorham, Hannah Sofia. "Educational success amongst looked after children in one London borough : the voice of the child." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10020587/.
Full textAbstract:
Research on the education of looked after children has mainly focused on the majority of children whose educational attainment is below that of their peers. Yet, there is also a minority of looked after children who have achieved educational success, despite their pre-care experiences and their experiences of the care system. Limited research has been conducted to investigate who these children are and why their educational attainment is higher than other looked after children. Even fewer studies have provided detailed qualitative accounts of the educational experiences of children who are currently looked after in England. Most studies have sought views from those attending university or college, representing a very small proportion of the population and reflecting a very narrow definition of success. In contrast, this study adopts a wider conceptualisation of 'educational success' than previous research and aims to shed considerable light on the factors that assist the educational progress of children who are currently looked after in one London borough. Ten participants between the ages of 13 and 18 years were interviewed using semi-structured interviews. Five themes were derived from thematic analysis and are discussed in the context of previous literature: goal orientation, reasoning skills, social awareness, interpersonal relationships, and negotiating complex systems. Implications for schools, educational psychologists and the local authority are reported.
50
Walker, Marnie. "Supporting the transition from primary school to secondary school for children who are looked after." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019904/.
Full textAbstract:
The transition from primary to secondary school is a very important but potentially difficult time for all children. However, theory and statistics at local and national levels indicate that for children who are 'Looked After' this transition is likely to be particularly challenging, although there appears to be little current published literature on the subject. The present study aimed to find out the key factors that support children Looked After through this transition, as perceived by the main stakeholders: children Looked After who had recently gone through, or were about to go through the transition; their carers; their teachers; and other professionals involved in supporting them. This qualitative study took place within a semi-rural borough in Wales. Data were gathered in two parts, using semi-structured interviews. These were analysed using thematic analysis and within this, framework analysis. Analysis of the results indicates that a range of factors are perceived as supporting or hindering the transition, including within-child factors, supports within children's immediate environments, the way those supporting children work together, and wider systemic factors. Four key principles emerged from the results. Support for children in public care going through the transition from primary to secondary school should: 1. be holistic; 2. be individualised; 3. seek to minimise children's differences; and 4. have an emphasis on information sharing and planning. These principles, along with a series of recommended actions, may be used to inform tailored transition packages to support children in this vulnerable group through transition.