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Social Pedagogy: Developing and Maintaining Multi-Disciplinary Relationships in Residential Child Care

International Journal of Social Pedagogy

ScienceOpen

This work has been published open access under Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com.

language and roles, social pedagogy, residential child care, multi-­disciplinary relationships

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      Abstract

      The task of building and maintaining effective multi-disciplinary relationships is a constant challenge for the residential child care sector in Scotland. The absence of effective multi-disciplinary collaboration has been cited regularly as a contributing factor to instances of poor and problematic practice. Social pedagogy has much to offer in terms of enabling the residential child care sector to address some of these issues and assist with the task of establishing effective multi-disciplinary relationships. This article will explore how this can be achieved in practice, drawing on research based on multi-disciplinary social pedagogy training delivered in Scotland. The evidence demonstrates that social pedagogy can begin to break down the very real barriers that often prevent residential child care practitioners from developing and maintaining multi-disciplinary relationships. It can assist with the task of developing a shared language and understanding; the creation of a clear focus on the developmental needs of children and young people; and a more nuanced approach to dealing with issues of risk. The messages from this article will hold relevance for the professions of residential child care, health and education and be applicable to practitioners throughout Europe and beyond.

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            Author and article information

            Journal
            10.14324/111.444.ijsp.2017.v6.1.005

            http://creativecommons.org/licenses/by/4.0/

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