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    Creating an Evidence Base to Support the Development of a Holistic Approach to Working with Children and Young People in Derbyshire: A Local Authority Case Study on the Integration of Social Pedagogy in Children and Young People’s Services

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        Abstract

        Improving outcomes, particularly those relating to educational attainment for children in care, remains a ubiquitous challenge for local government. Some European countries use social pedagogy as a conceptual framework to improve the outcomes for children. As part of its aspiration to embed a holistic mind-set for staff and carers working with children, Derbyshire County Council has practiced social pedagogy within its children’s residential homes since 2010, resulting in positive changes for staff and young people. In 2013 the University of Derby was commissioned to scope the content of the Council’s workforce development approach, to explore the idea that social pedagogy is a promising approach, not just in children’s homes but also in wider services. The scoping project included surveys and interviews with a range of children’s services workers, including those from social work, child and family support, residential and fostering services. The research identified that, where social pedagogy underpins the activities offered to vulnerable children and those in residential care settings, the outcomes for these groups are improved. There is a growing appetite for a programme of workforce development in social pedagogy, however any such programme should be inclusive and offered at different levels. Furthermore, the principles and concepts should be embedded in the existing roles of a range of practitioners working with children and young people. Ongoing research with Derbyshire’s children’s services workforce will contribute to a growing body of evidence, which supports the development and application of social pedagogy to improve the experiences of children and young people in the county.

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        Most cited references 6

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        Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

         Juha Hämäläinen (corresponding) (2012)
        The concept of social pedagogy consists of two parts. The principal term is ‘pedagogy’ and the qualifying one is ‘social’. The word ‘social’ is used in different ways and contexts. Therefore, there are also many kinds of semantic interpretations of the concept of social pedagogy. This paper discusses discrepancies of the concept of social pedagogy, paying attention especially to different uses of the qualifying attribute ‘social’. Attention is paid to varieties of theoretical self-conceptions of social pedagogy within the history of the concept.
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          The Emerging Social Pedagogical Paradigm in UK Child and Youth Care: Deus Ex Machina or Walking the Beaten Path?

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            Social pedagogy and the teacher: England and Norway compared

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              Author and article information

              Affiliations
              University of Derby, UK
              iCeGS, University of Derby, UK
              Staffordshire University, UK
              Author notes
              Correspondence to: N. Chavaudra, Children’s Transformation Programme, Children and Younger Adults (CAYA), Derbyshire County Council, County Hall, Matlock, DE4 3AG, United Kingdom. Email: Nicole.Chavaudra@ 123456derbyshire.gov.uk

              *Nicole Chavaudra is a doctoral researcher in social pedagogy at the University of Derby and leads on major change and innovation programmes for Derbyshire County Council’s Children and Younger Adults Services. Nicole has led change programmes as part of the national NHS live initiative, Creative Councils and has been a member of numerous local strategic partnerships and governing bodies.

              Nicki Moore holds the post of Lecturer in Career Development at International Centre for Guidance Studies (iCeGS) at the University of Derby. She has extensive experience of research, consultancy and teaching in the field of career development.

              John Marriott is a bibliographical researcher at iCeGS, which he joined in 2004. His specialist expertise is in information management, and he contributes to iCeGS work by carrying out literature reviews and systematic literature reviews on a wide range of topics.

              Mohammed Jakhara is the Head of the School for Social Work, Allied and Public Health at Staffordshire University. Until December 2013 he was the Head of Subject for Integrated Professional Studies at the University of Derby. Mohammed’s current research focus is a level eight supervised study on adoption and in particular the perceptions and experiences of adopters throughout their journey to adopt a child.

              Journal
              ijsp
              ijsp
              International Journal of Social Pedagogy
              IJSP
              UCL Press (UK )
              2051-5804
              1 January 2014
              : 3
              : 1
              : 54-61
              10.14324/111.444.ijsp.2014.v3.1.006
              Copyright © 2014 The Author(s)

              This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

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              Figures: 0, Tables: 1, Equations: 0, References: 23, Pages: 9

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