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      Outcomes that Matter © for Children and Young People in Out-of-Home Care

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          Abstract

          Child, youth and family services require that outcomes are measured, although confusion persists around which outcomes really matter. Inputs, outputs and outcomes are frequently used interchangeably, while carers are rarely given voice and recognition for what they are doing in daily life-space encounters with young people in out-of-home care. An Outcomes that Matter recording format is introduced, which attends to developmental outcomes achieved by young people from week to week, positioning carers alongside these young people at the centre of corporate parenting endeavours.

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          Nurturing hidden resilience in at-risk youth in different cultures.

           Michael Ungar (2006)
          While there has been growing interest in the concept of resilience, there has been little attention paid to the cultural and contextual factors that influence children's healthy growth and development under adversity. Using findings from the International Resilience Project, a study of over 1500 youth in 11 countries on five continents, it has been possible to show that there are both generic and culturally specific aspects to resilience. Fourteen communities were invited to participate based on the variability in the risks children face in each setting. A minimum of 60 youth in each community were administered the Child and Youth Resilience Measure. Qualitative interviews were also conducted with a subsample of youth. Both homogeneity and heterogeneity in the overall sample was demonstrated, with exploratory factor analyses suggesting at least four subgroups of youth distinguished by their status as Western or non-Western, boys or girls, and the degree of social cohesion of their communities. Qualitative data explains these differences as related to seven tensions experienced by youth developmentally. This work highlights the need for greater cultural and contextual sensitivity in how resilience is understood. Implications for practice with at-risk youth include the need to understand the contextual specificity of positive development under stress.
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            The case for practice-based evidence to support evidence-based practice.

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              Rituals of encounter that guarantee cultural safety

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                Author and article information

                Journal
                ijsp
                ijsp
                International Journal of Social Pedagogy
                IJSP
                UCL Press (UK )
                2051-5804
                1 January 2013
                : 2
                : 1
                : 33-46
                Affiliations
                TransformAction, UK
                Author notes
                Correspondence to: L.C. Fulcher, Tuai Cottage, 44 Mountain Rd, RD. 5, Tuai - Wairoa 4195, New Zealand. Email: leon.fulcher@ 123456gmail.com

                *Leon Fulcher, MSW, PhD has worked for more than forty years as a social worker in residential child and youth care work and foster care in several parts of the world. He has specialised in working across cultures, team working and caring for caregivers, as well as supervision and promoting learning with adult carers.

                Thom Garfat, MA, PhD is an international consultant and trainer who, for over forty years, has worked with children, young people, care givers and those who help them. His primary focus is on ‘making it work’; finding practical day-to-day ways to enhance processes of development and healing.

                Article
                10.14324/111.444.ijsp.2013.v2.1.004
                Copyright © 2013 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

                Page count
                Figures: 0, Tables: 4, Equations: 0, References: 32, Pages: 15

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                International Journal of Social Pedagogy
                Volume 2, Issue 1

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