Auditing the implementation of Looking After Children

An audit showed that all authorities in the first implementation cohort had introduced the LAC materials. Standards of completion varied and were greater for children admitted post-implementation than for those already looked after.     

Safety culture: Philosopher's stone or man of straw?

This introductory paper to the special issue on Safety Culture considers some of the key issues relating to the nature, measurement and utility of this concept. It argues that there are many important questions still unanswered: what is safety culture and what is its theoretical basis (the question of definition), is it synonymous with safety climate, what are the essential characteristics of a 'good' safety culture and how might they be best measured, what are the reliability, validity and utility of existing measures of safety culture, and how does the concept contribute-if at all-to good safety systems and performance? Can an organization's safety culture be related to additional parameters (such as accident and incident performance) which are judged both within and outside the organization by the full range of stake-holders? Finally, the authors consider future issues and the future direction of work in this area.     

Comparing transition expectations of young people with moderate learning disabilities with other vulnerable youth and with their non-disabled counterparts

This article uses data obtained from a study that examined transition experiences of young people with moderate learning disabilities. A comparison is made between those experiences and the experiences of both other vulnerable young people and non-disabled youth. It was found that non-disabled youth experience extended transitions with events that signify adult status taking place well into young people's 20s. On the other hand, vulnerable youth transitions are often (out of necessity) rushed, with young people having to take on responsibility beyond their years. The results of the study demonstrate that for young people with moderate learning disabilities the experiences of transition more closely mirror those of other vulnerable youth than they do the non-disabled population.     

Strength Broadsides from Disability on the Arts

This book is a deeply personal treatise connecting experienceto the very tangible social constructs around Dis-Ability. We are writing as what Masefield calls TAP s – temporarilyable people – with experience of working in communitydevelopment and community arts: his own life exemplifies this.Masefield was a respected and successful theatre director andcommunity arts manager when, at forty-four, he developed a debilitatingand devastating myalgic encephalomyelitis (ME), which renderedhim speechless and almost immobile. Indeed, one of the mostpowerful parts of the book is where he describes his own transitionfrom able to disabled like ‘trying to run a car on a torchbattery’. A very useful ‘way in’ to all ofthis     

Figuring out whether they can be trusted: older widows' intentions relative to hired non-professional home-care helpers

The purpose of this phenomenological study was to describe the experience of older women relative to trusting hired non-professional home-care helpers. Open-ended interviews were done about the home-care experience with 25 women over three years, and 14 women (age 80-93) shared data about hiring and trusting helpers. The women perceived risks to personal safety that adversely influenced willingness to seek new helpers. After hiring a helper, the women were still trying to discern whether the helper could be trusted. Primary-care providers should enable older women to recognize and reduce the risk of having helpers and to monitor helpers' behavior, as well as assessing the psychosocial status of women who have such helpers.     

Contact with Family Members and its Impact on Adolescents and Their Foster Placements

This paper discusses findings from a recently completed studyof adolescent foster care, which included a detailed assessmentof the fostering skills and supports of carers and of the contactthat adolescents had with parents, siblings and other familymembers during a long-term foster placement. Sixty-eight fostercarers, young people and their social workers were interviewedat two points in time, 3 months after the start of a new fosterplacement and again at 12 months or at the point of disruptionif this occurred earlier. Detailed questions about contact whichwere asked of foster carers, young people and their social workersenabled the researchers to make summary ratings about the quantityand the quality of contact and its effect on the young peopleand on their placements. This paper describes the contact theyoung people had with their families, its impact on them andon the foster families and how it changed over time. The findingsrevealed that contact for the majority of adolescents was problematicand had a significant impact on placement outcomes. Ways ofmanaging contact are highlighted, and the corresponding implicationsfor policy and practice discussed.