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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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          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

                Journal
                ijsp
                ijsp
                International Journal of Social Pedagogy
                IJSP
                UCL Press (UK )
                2051-5804
                1 January 2014
                : 3
                : 1
                : 54-61
                Affiliations
                University of Derby, UK
                iCeGS, University of Derby, UK
                Staffordshire University, UK
                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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