March 27 2015 Head, Heart, Hands England Conference Friends House, London Achieving systemic change in Foster Care: the Potential of Social Pedagogy #HeadHeartHands Social Pedagogy – Overview Pat Petrie Centre for Understanding Social Pedagogy UCL Institute of Education Social Pedagogy as a system Training and Education Theory Policy and Practice Care & Social Services Youth Services Pedagogues Work in Education Health Social pedagogy Where care and education meet … Nurturance… Upbringing… Supporting development… Education-in-its-broadest-sense Social pedagogy in practice • • • • • • • • Head – heart – hands The whole person Reflection Sharing the same living space and everyday activities with others: Doing things WITH not TO people Human rights, social agency and potential Understanding the difference between professional, personal, and private matters Team work and valuing the collective Being a good role model Recent UK developments • • • • • Research – late 1990s> Training courses Degrees Pilot schemes Head Heart Hands: Social pedagogy in foster care • Etc . . . To sum up • Policy, practice and theory that address social issues by ‘educational’ means • A foundation concept across services • An ethical and theoretical approach to practice, training and policy Head, Heart, Hands – Overview Melissa Green Director of Operations The Fostering Network Programme aims • Demonstrate the impact that introducing a social pedagogic approach can make to foster carers and the lives of the children they foster • Improve the outcomes for children in care and contribute to them being able to fulfil their potential …but looks different in every country… Social pedagogy is well established across Europe… …our job is to find out what it might look like in the UK. Head, Heart, Hands across the UK Orkney & Aberlour Joint site Edinburgh Staffordshire Hackney Surrey Capstone South West The programme is being funded over four years by: • • • • • • • Comic Relief Esmée Fairbairn Foundation The Henry Smith Charity The John Ellerman Foundation KPMG Foundation Man Charitable Trust The Monument Trust The Head, Heart, Hands learning and development Taster Day Orientation Days 8 Day Core Couse Ongoing momentum activities supported by site social pedagogues and the social pedagogy consortium All Learning and Development designed by the social pedagogy consortium Learning and Development Word cloud By the end of the programme we will: • Understand what social pedagogy means in a UK context • Have demonstrated what needs to be in place in order to introduce social pedagogy into foster care in the UK • Be able to show the difference working in a social pedagogic way makes to the outcomes for children in care When you teach a child something, you take away forever his chance of discovering it for himself – Jean Piaget Teaching a child how to live in the world and reflecting on our role Social Pedagogy in Action Nicola Hill Nicola Hill • Long-term foster carer for Hackney since 2010 • Look after siblings, a boy, 12 and a girl, 15 • Author of two books, Pink Guide to Adoption and Proud Parents, published by BAAF • Member of Tower Hamlets’ fostering panel • Member of DfE expert panel on improving permanence for looked after children • Member of APPG on looked after children Haltung – what we believe in • • • • • • • • • Respect Co-operation Doing your best Thinking about others Our impact on the world Building relationships Building resilience Reflecting and learning Positive experiences and opportunities Key thinkers • Jean-Jacques Rousseau – facilitate opportunities for learning • Paulo Freire – working with each other, developing consciousness • Cannan et al – to prevent or ease social problems by providing people with the means to manage their own lives or make changes in their circumstances Putting it into practice • Sunday lunch – cooking chicken casserole, A has hissy fit about packed lunches – wants smoked salmon bagels • Show her that we have enough food but agree to take her shopping • What can I teach? • Co-operation, impact on the world, building relationships, building resilience, reflecting and learning Techniques • Diamond Model – positive experience, relationship building, wellbeing, empowerment, holistic learning • Common Third – doing an activity together that the child helps to plan and builds our relationship • Reflection – what else might be going on – avoiding revision??? Control issues. Shopping expedition • • • • • • • • • • Planning menus for the week Looking up recipes Writing shopping list Taking bags and walking, chatting Checking out prices, getting good value Letting her make decisions Queuing Walking back with heavy loads in the rain Unpacking Next week we’ll order online! Social Pedagogy in Supervision • • • • • • Using 4-stage reviewing cycle Upset about a LAC review Facts – reliving what happened Feelings – emotional responses Findings – analysing what went on Futures – applying learning, looking at options for moving forward Reflection • • • • • • • • Looking at our own experiences of education What influenced our achievements What motivated us What impact this has on our expectations of the children What we see as our professional role What we think professionals expect of us How we can empower children to achieve Relax, trust them, guide them and try not to nag! Communication • Looking at the messages sent, how they are received • How we give feedback to the department • The level of communication we want to feel respected and valued • Learning all the time about how to improve our communication • Johari’s Window – increasing open space, what is hidden, blind spot, unknown Further information • Email [email protected] to sign up to Head, Heart, Hands newsletter published by Fostering Network • Search previous copies under ‘Freya Burley blogs’ on www.fostering.net • Join Social Pedagogy Momentum Facebook page, https://www.facebook.com/groups/social.ped agogy.momentum/ Programme aims • Professionalising Foster Care • Improving Outcomes for fostered children • Social pedagogy = non-hierarchical Our training for foster carers and staff Level 2 Level 1 Taster Day Photo: kay la la (via flickr) 6TH MAY 15, Lea Hall Social Club, Sandy Lane, Rugeley, WS15 2LB and 4TH NOV 15, 61 Elmwood Drive Blythe Bridge, Stoke-on-Trent, ST11 9NX Always 9.30 am – 3 pm Lunch will be provided Get an overview about where social pedagogy comes from and what it is about! Find out how Staffordshire has introduced social pedagogy in residential, fostering and adoption. Meet staff and foster carers who have been trained in social pedagogy and use it in their practice! Meet Pat Petrie a UK academic who has researched social pedagogy extensively. • LEVEL 1 (Orientation Days) - 9.30am-3pm • 22nd & 23rd June 15 at Seabridge • 8th & 9th Sept 15 at Blackheath • 10th & 11th Nov 15 at Rugeley Rose • 3rd & 4th Feb 16 at St Peters Church, Tamworth • Level 2 (New)9.30am-3pm • 5th & 6th Oct 15 at Seabridge • 9th & 10th March 16 at Blackheath Including foster carers in facilitation (b)e Safe – embrace modern media Opening Mary Poppins’ Bag! Developing a love of language and reading at home A Common Third approach to support Foster Carers to enable children and young people to develop a love of books and language Opening Mary Poppins’ Bag! • A workshop written and developed by and for Foster Carers, in partnership with a Pedagogue and Education Mentor from the Virtual School • Based on our own philosophy for supporting reading and language for the children in our care. • Links, where possible, to good classroom practice. • Provides ideas, recommended books and authors. • Includes fun Common Third activities attached to each book, for Carers and children/young people to try at home or outside the home Opening Mary Poppins’ Bag! For example: “Working with Education” Training for Foster Carers Foster Carers worked with the Virtual School and Training Team to review and update the “Working with Education” Training delivered to all new Carers and also existing Carers, and brought in models of Social Pedagogy (ie: The Diamond Model). From April 2015, this new Training will be jointly delivered by Foster Carers in partnership with the Training Team Lessons learnt • Foster carers are key activators to make social pedagogy sustainable • Foster carers are often an untapped resource • Enabling and releasing foster carers broadens and strengthens the training and development offer Thanks for your attention! Auf Wiedersehen! Head, Heart, and Hands: evaluation of the impact of a national demonstration programme to improve the quality of foster care Evaluating Head, Heart, Hands: Emerging evidence Head, Heart, Hands Practice Exchange Day March, 2015 Lisa Holmes and Sam McDermid Centre for Child and Family Research, Loughborough University The evaluation at its broadest The evaluation is exploring the impact that Head, Heart, Hands has on: Children and young people in foster care Foster carers Those who are supporting them How does the idea of social pedagogy become a reality in fostering in the UK? 47 Overview of the evaluation • Complimentary and overlapping modules • Baseline and two follow up data collection points Module 1: Impact on children and young people Face to face interviews children and young people Analysis of management information systems data and additional case file information Includes an analysis of costs Module 2: Impact on foster carers and on practice 48 On-line survey and interviews with foster carers Chaired group discussions with practitioners Face-to-face interviews with social pedagogues Overview of the evaluation Module 3: Impact on the system Drawing on implementation science literature Case studies (includes face-to-face and telephone interviews) Interviews with programme managers On-line survey with practitioners Outputs to date 49 One analysis of the impact of Head, Heart, Hands on Children and young people and their foster carers (May 2014) Analysis of implementation issues at Baseline and Time 2 The evaluation team Centre for Child and Family Research Evaluation Lead The Colebrooke Centre for Evidence and Implementation Implementation and Knowledge Transfer lead National Care Advisory Service Oversight of peer researchers Janet Boddy, University of Sussex Expert Consultant 50 Social pedagogy as a way of practice An approach or a method? Two discourses The learning journey will these conceptualisations change over time? ‘Doing it already’ Both positive and negative Validating tacit knowledge Confidence Re-affirming of the role of foster carers Does this validation have any impact in the longer term? 51 Reflections on social pedagogy Different levels of engagement Engaged Adopter Cautious optimist Defended Sceptic 52 Social pedagogy within a context Assimilating social pedagogy into existing practices and language Social pedagogy as a way to change the wider system How ‘ready’ is the wider system for social pedagogy The importance of the role and support of supervising social workers The importance of a (perceived) commitment from the system 53 Implementation issues Turning an idea into a reality Issues identified not unique to Head, Heart, Hands or social pedagogy Maintaining momentum Increasing the ‘spread’ of social pedagogy Resources 54 Costing work: Approach to costs Costs, cost effectiveness and sustainability as key part of any new innovation ‘Bottom up’ cost methodology: the child is the unit of measurement Link costs to needs and outcomes ‘Costs savings’ vs. ‘Costs avoided’ Too early for robust evidence on costs Indicative examples 55 Indicative examples of where costs may be avoided Building capacity in the system Recruitment and retention of foster carers Improved relationships between foster carers and their supervising social workers Supervisory visits Complaints Placement stability Improved outcomes Specialist placements or interventions 56 Example: Placement stability The costs associated with placement change, range from £250 to £1,500 per placement change Costs of changing placement increase incrementally per placement change Costs of placement change for a child with a history of placement instability: £4,500 per placement change Impact of cumulative costs over time 57 Example: Carla’s story Social care processes Estimated social care Estimated social care costs costs for the 19 months for the 19 months following prior to the introduction of the introduction of Head, Head, Heart, Hands Heart, Hands Cost (£) Cost (£) Process 3: Maintaining the Placement Process 2: Care Planning Process 6: Review Complaints 72,357 72,357 749 749 2,476 2,476 24,900 1,700 SP intervention (higher intensity) - 7,209 SP intervention (lower intensity) - 2,067 Total cost for the period 58 100,482 86,558 Next steps 59 The cost calculators for children’s services Uses routinely collected data to calculate the costs of different care pathways over time Brings cost data together with data on outcomes Data to be collected Two years prior to Head, Heart, Hands Four years of programme period Whole looked after population Comparative analysis of costs and outcomes Analysis of interviews with children and young people, and foster carers at time 2 Repeated in time 3 Contact Details Lisa Holmes Director Centre for Child and Family Research Loughborough University Sam McDermid Senior Research Associate Centre for Child and Family Research Loughborough University [email protected] [email protected] 01509 228 878 01509 228 365 60 Questions and reflection • Share your thoughts and reflections on what you’ve heard today • What questions do you have • What one action will you take home with you today? Thank you #HeadHeartHands
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