scholarly journals Reconciling care and justice in contesting social harm through performance and arts practice with looked after children and care leavers

2020 ◽  
Vol 34 (5) ◽  
pp. 337-353
Author(s):  
Tonimarie Benaton ◽  
Tamsin Bowers‐Brown ◽  
Thomas Dodsley ◽  
Alix Manning‐Jones ◽  
Jade Murden ◽  
...  
Keyword(s):  
Social Harm ◽  
Looked After Children ◽  
Care Leavers ◽  
Care And Justice

scholarly journals More Than Meets the Eye: How Black and Minority Ethnic Care-Leavers Construct and Make Sense of Their Identity

Adolescents ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 36-53
Author(s):  
Isabelle Lensvelt ◽  
Alexander Hassett ◽  
Alicia Colbridge
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Structured Interviews ◽  
Self Identity ◽  
Looked After Children ◽  
Care Leavers ◽  
Care Leaver ◽  
Development Discourses ◽  
Minority Ethnic

Looked-after children are exposed to significant developmental trauma which may impact their identity development. Discourses of vulnerability and maladaptation often surround this group, while care-leavers often self-identify as survivors. The role of culture in identity formation is also well documented, and cultural socialisation is linked to psychological adjustment and wellbeing. Despite this, little research has explored identity development in black and minority ethnic (BAME) care-leavers. Interpretative Phenomenological Analysis is used to analyse eight semi-structured interviews with BAME care-leavers about their experience of identity development. Three superordinate themes were developed: My journey—how I became me; Identity as a process—the processes that support identity development; and who am I—how I see myself now. Participants’ identity development was adaptive in the context of surviving significant disruption and trauma. Findings are discussed with reference to previous research and limitations are considered. Clinical implications include the need to address additional barriers to positive self-identity faced by BAME care leavers, the importance of acknowledging care-leaver identity as adaptive and embodying a trauma-informed approach to working with this group. Further research into how care-leavers experience their cultural identity is needed.

scholarly journals Care Leavers and Children’s Services: Exploring the Utility of Communities of Practice in Theorising Transition

2019 ◽  
Vol 50 (6) ◽  
pp. 1758-1774
Author(s):  
Lynda Turner ◽  
Barry Percy-Smith
Keyword(s):  
Communities Of Practice ◽  
Professional Practice ◽  
Sense Of Belonging ◽  
Practice Theory ◽  
Well Being ◽  
Current Policy ◽  
Supportive Relationships ◽  
Looked After Children ◽  
Care Leavers ◽  
Service Policy

Abstract This article considers the application of Communities of Practice theory to understand transition into, through and out of care, arguing that a sense of belonging and identity emerges from participation in supportive communities. We consider the influence of community on looked after children and care leavers’ sense of identity, engagement and well-being in transition. We also focus on the ways in which service policy and provision shapes professional practice. In doing so, we move beyond the argument for supportive relationships to examine some of the practices which mediate the interpersonal and reflect on the need to understand the meanings of disengagement. We discuss some of the ways practices within and across different communities affect young people’s trajectories and professionals’ responses, such as developing resilience, preparation for leaving care and achieving independence. Whilst current policy and provision focuses on preparation for independence, the article claims that resilience emerges through community and considers the importance of developing supportive social ecologies for cared for children to sustain them in their transition from care. It also calls for an examination of assumptions of accountability and measurement in policy and the importance of hearing the voices of professionals and developing dynamic and responsive practices.

scholarly journals Investing in the relationship: practitioners’ relationships with looked-after children and care leavers in Social Work Practices

2013 ◽  
Vol 21 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Julie Ridley ◽  
Cath Larkins ◽  
Nicola Farrelly ◽  
Shereen Hussein ◽  
Helen Austerberry ◽  
...  
Keyword(s):  
Social Work ◽  
Work Practices ◽  
Looked After Children ◽  
Care Leavers ◽  
The Relationship

The education of looked after children: the social implications of further education

2017 ◽  
Vol 41 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Rupert Herd ◽  
Tim Legge
Keyword(s):  
Local Authority ◽  
Further Education ◽  
College Life ◽  
Looked After Children ◽  
School Based ◽  
Large Numbers ◽  
The Social ◽  
Wide Range ◽  
Care Leavers ◽  
The Uk

Considerable attention is now paid to the education of looked after children in the UK, but the criteria used to judge success tend to focus on GCSE passes and university entry. The further education (FE) sector has been largely overlooked in these discussions even though it provides a wide range of non-school based courses for large numbers of disadvantaged 16–19-year-olds. Evidence from a typical college in England with 6200 students shows that a third of all older adolescents living in the area, most of them with modest academic achievements, have some connection with the college, and that around 700 of them require special mentoring. In addition, over 50 students, 70% of them female, are looked after – the same number of older teenagers as would be in the care of a medium-sized local authority. The article seeks to alert practitioners and carers to the contribution that FE can make to the welfare of older looked after children as participation in college life and the specialist help received can help mitigate some of the widely reported problems facing care leavers.

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