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Social Pedagogy by zcjM502

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									            Social Pedagogy
Maureen Caton
What we’ll cover


• Looked after children in Essex
• What Social Pedagogy is
• Why we have chosen this approach
• How we are implementing Social Pedagogy across
  Essex
• The response so far…



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Looked After Children in Essex

•   There are about 1300 Looked After Children in Essex
•   308 children are in out of county placements
•   72% of children are placed in Foster Care
•   180 children are placed in out of county foster placements
•   108 children are placed in out of county residential
•   Less than 6% are placed at home with family
•   The remainder are looked after in Essex children’s homes




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Residential Care in Essex

• 12 children’s homes
• 1 secure home for 16 children
• 3 homes for children with disabilities – 2 short stay
  and 1 long term
• 8 mainstream – 6 long term, 2 short stay
• Annually approximately 400 children and young
  people reside in the homes (this includes respite
  children not Looked After)


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What is social pedagogy?

‘a perspective, including social action which aims to
   promote human welfare through child-rearing and
   education practices; and to prevent or ease social
   problems by providing people with the means to
   manage their own lives, and make changes in their
   circumstances’
   (Cannan et al, 1992 – italics added)




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‘pedagogical action aspires to
  changing society by influencing the
  personal in society, that is, people,
  morals and culture’

    (Juha Hamalainen, 2003)


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‘Our image of the child is rich in potential,
  strong, powerful, competent and most of
  all connected to adults and children’

Loris Malaguzzi (1994) Italian pedagogue



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What is Social Pedagogy?


‘Pedagogic theory is specially about
  relationships, child rearing relationships’

    (Dutch academic, interviewed as part of TCRU’s
    Social Pedagogy Study, Petrie et al.2003)


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Essex Practitioner’s Network Definition

“Social pedagogy is an holistic approach to
  development, using reflection and
  personal relationships to explore, inspire
  and empower”.

Essex Residential Practitioner’s Network
  May 2009



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Our belief about residential care
• It is a positive choice for some young people
• The staff need to believe in themselves to believe in the potential
  of the children and young people they care for
• It is an immensely difficult job, which is not recognised as such
  by many even within the social care profession
• It provides fantastic opportunities to engage in life changing
  relationships with children and young people
• Relationships are not measured in outcomes; the quality of the
  process and the learning throughout the journey is fundamental
  to the success and the positive impact for everyone
• It is over regulated and has lost the ability to respond to needs,
  or respond spontaneously to group dynamics

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Essex Implementation Structure


•    Commissioning Group
•    Strategy Group
•    Action research
•    Practitioner network

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Education and Learning

• Awareness raising
• Team building with SP trainers
• 6 days of direct learning (written assignment = 30
  Level H CAT points)
• Follow up work in each home
• Social Pedagogy Agents
• Exchange visits with Danish pedagogues
• Train the trainers

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Learning waves
• In total we have approximately 400 staff across the
  homes
• In Wave 1 32 staff undertook development – 16 from
  1 home (with 21 staff) and 16 from across 3 homes
• In Wave 2 80 staff undertook development from all
  but the CWD respite homes
• In Wave 3 we plan to support 48 from the two short
  term CWD homes. This may be with foster carers and
  fostering staff
• Future Waves will be led by in-house trainers to be a
  self sustaining approach

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What do we hope to achieve?


•    More positive shared time for children with staff
•    Improved relationships
•    More empowered children and staff
•    A more reflective culture
•    A better experience of living in a children’s home
•    Change in society’s attitudes towards children in care


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Evidence of Change – identified by
children
Children have told us that they feel:
• They are being listened to more by staff
• They are involved in decisions about their homes and
  lives more
• Residential workers are more flexible about the
  decisions they make when responding to requests
• They are trying new things eg. gardening, swimming
  in the sea, playing as a band at public gigs


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Evidence of Change – identified by staff

• “Social Pedagogy {training} provides a reminder that our work is
  with young people, not for or in spite of.”
• “every activity undertaken is a learning experience…a greater
  need is identified to make these learning experiences positive
  ones, to empower and enrich”
• “It will create an environment that would also be adaptable to
  different groups, staff and young people”
• “a more inspiring and inventive approach”
• “overwhelmed around how the children have welcomed some of
  the activities that we as adults have been doing”


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Evidence of Change
• “Social pedagogy confirms to me what I think and what I do
  already…It also gives me ‘food for thought’… and a value to
  what I do”
• “Social pedagogy helps us to think ‘outside of the box’ and look
  at childhood through the eyes of a child”
• “making time for shared activities and learning experiences is
  essential, not something to fill time after all of the paperwork has
  been completed”
• “Social Pedagogy will enable myself and staff to get a better
  balance between risk and benefits”
• “Social Pedagogy means both a change of attitude and
  approach”
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Views of our partners and colleagues
• Staff with responsibility for the Building Schools for the Future
  recognised the need for ‘space to support relationships’ as well
  as IT equipment and environmentally ethical designs”.
• “Its just common sense, it is so obviously the right approach”
  Lead Member SCF”.
• “Sounds like good stuff” Training Lead Youth Work”
• “We need to incorporate this into everything” Training Lead
  Education Welfare service”.
• “We applaud the intention behind the Social Pedagogy
  programme……. This surely must enhance the quality of the
  children and young persons experience” Family Therapist and
  Mental Health consultant”



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     ‘If a child is to be treated differently than
     he is today a radical change, and one
     upon which everything else will depend,
     must first be made; and that change
     must be made in the adult.’

     Maria Montessori


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