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
Journal article
Chavaudra, Nicole, Moore, Nicki, Marriott, John and Jakhara, Mohammed 2014. 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. The International Journal of Social Pedagogy.
| Authors | Chavaudra, Nicole, Moore, Nicki, Marriott, John and Jakhara, Mohammed |
|---|---|
| Abstract | Derbyshire County Council Children and Younger Adult’s Directorate has been undergoing a social pedagogy learning journey. Local research has 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. Research suggests that there is a growing appetite for a programme of workforce development in social pedagogical approaches. A growing body of research suggests that whilst training in this area is valued and has impact, it should not result in a new professional identity, that of social pedagogue. Rather the principles and concepts should be embedded in the existing roles of a range of practitioners and stakeholders working with children and young people. As a result of these insights a new accredited programme is being developed in Derbyshire in partnership with the University of Derby which will be offered to 100 practitioners drawn from across the range of the children’s and young people’s workforce. This new approach will be the focus of new research which monitors the impact of the training on the behaviours of practitioners and the outcomes for children. This article offers insights into process and thinking which surrounds the new strategy. |
Derbyshire County Council Children and Younger Adult’s Directorate has been undergoing a social pedagogy learning journey. Local research has 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. Research suggests that there is a growing appetite for a programme of workforce development in social pedagogical approaches. A growing body of research suggests that whilst training in this area is valued and has impact, it should not result in a new professional identity, that of social pedagogue. Rather the principles and concepts should be embedded in the existing roles of a range of practitioners and stakeholders working with children and young people. As a result of these insights a new accredited programme is being developed in Derbyshire in partnership with the University of Derby which will be offered to 100 practitioners drawn from across the range of the children’s and young people’s workforce. This new approach will be the focus of new research which monitors the impact of the training on the behaviours of practitioners and the outcomes for children. This article offers insights into process and thinking which surrounds the new strategy. | |
| Keywords | Social pedagogy; Workforce development; Residential child care |
| Year | 2014 |
| Journal | The International Journal of Social Pedagogy |
| Publisher | ThemPra Social Pedagogy and the Centre for Understanding Social |
| Web address (URL) | http://hdl.handle.net/10545/337829 |
| hdl:10545/337829 | |
| Publication dates | Dec 2014 |
| Publication process dates | |
| Deposited | 05 Jan 2015, 12:36 |
| Series | Volume 3 |
| Issue 1 | |
| Contributors | University of Derby |
| File | |
| File | File Access Level Open |
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