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      Working Inclusively with Outcomes that Matter

      , *

      International Journal of Social Pedagogy

      UCL Press

      social pedagogy, Camphill, social care, outcomes measurement

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          This article will provide an illustration of the way in which St. Andrew’s Project, Camphill Aberdeen works with an outcomes measurement framework termed ‘Outcomes that Matter’. Therapeutic support is negotiated with children, their families and supporting agencies following a comprehensive ecological assessment. The intended outcomes for any short or medium term intervention are then agreed with those involved. Achievement profiles are drawn up with each young person on a weekly basis, forming the basis of an outcome-based intervention plan. An example will be provided of recent work with a young person, in which the ‘Outcomes that Matter’ recording format was used collaboratively when working with a particular practice issue.

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

           Thom Garfat,  Leon C. Fulcher (corresponding) (2013)
          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.

            Author and article information

            International Journal of Social Pedagogy
            UCL Press (UK )
            1 January 2013
            : 2
            : 1
            : 47-50
            St Andrew’s Project, Camphill School Aberdeen, UK
            Author notes
            Correspondence to: C. Walter, St. Andrew’s Project, Camphill School Aberdeen, Murtle Estate, Bieldside, Aberdeen, AB15 9EP, United Kingdom. Email:

            * Chris Walter has worked in Camphill for more than thirty years both in educational and care settings. Since 2005 he has been significantly involved in the development and administration of Camphill’s BA in Social Pedagogy run in partnership with University of Aberdeen. He works as a practice teacher on the course and is particularly interested in finding new ways for academic learning to inform and develop practice. He also recently completed the MSc in Advanced Residential Childcare examining the impact of organisational culture on understandings of impairment and disability. Over the last four years he has been involved in developing the work of St Andrew’s Project.

            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, 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: 1, Tables: 0, Equations: 0, References: 3, Pages: 5


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            International Journal of Social Pedagogy
            Volume 2, Issue 1

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