A lattice of participation: reflecting on examples of children's and young people's collective engagement in influencing social welfare policies and practices

The article introduces four case studies from Wales, France and Finland and explores the situated, intergenerational and dynamic nature of collective participation in child welfare settings. Collective participation is conceived of as a process of engagement in which children and young people have some influence over the initiation or direction of a project; and as seeking a product, or outcome. The case studies represent a range of forms of collective engagement and highlight some key resources which supported children's participation (communicative spaces, time, money, knowledge, social position, attitudes, social networks, institutional commitment, equipment, food and transport). Challenges encountered in achieving effective participation in different nations within Europe are also identified, related to generation barriers and the distribution of resources. These elements are used to construct a lattice of participation: a model for conceptualising children and young people's collective engagement in participatory projects. The model provides a tool for visualising how, at different stages of a project, actors (children, young facilitators, adults and institutions) exercise influence by directing the use of different resources, such as finance and time. It invites reflection on why influence is limited in some stages of a participatory project, and how it is supported in other stages.     

Providing alternatives to infant institutionalisation in Bulgaria: How gatekeeping can benefit from a social development orientation

There is extensive research demonstrating the negative effects of institutionalisation on infants. Gatekeeping has been widely promoted as a key strategy to combat unnecessary institutionalisation. Its aim is to provide a range of services and a system of decision making based on assessments of children and families to ensure effective targeting of services. This paper provides details of research into the gatekeeping system in Bulgaria for children under three and examples from recent Bulgarian and international practice. It suggests that gatekeeping could benefit from a social development orientation including activities to combat poverty and promote social inclusion through supporting community and family strengths. The paper proposes changes to the orientation of gatekeeping for effective national strategies to combat institutionalisation.     

Special issue: Training and Education for Residential Child Care

This paper begins by locating the (controversial) removal of the ‘minimum age at qualification’ regulation in 2003 within the context of wider changes occurring within social work education and the social work profession. This is followed by a report of a small scale exploratory study designed to gather data regarding the experiences of younger students within one undergraduate qualifying programme. The data are then discussed in relation to literature from within social work and allied disciplines in order to consider themes such as ‘identity’, ‘othering’ and ‘recognition’. It is suggested from data gathered during this project that although the gates to social work education have now been opened more widely to school leaving students, they have in effect become social work's new ‘non-traditional’ students and in some cases, inclusion is experienced as partial rather than complete. A discussion of the implications for further research as well as teaching, learning and group process issues on professional programmes concludes this paper.

The initial phase of the research for this paper was funded by an HEA SWAP ‘small projects’ grant.     

Space and the intersection of work and family in homeworking households

The introduction of paid work into the home challenges our conceptualisations of work and family as spatially distinct. Research specifically examining spatial experiences within homeworking households is scarce, and often does not explore family members' own accounts. This paper examines spatial arrangements in homeworking households, potential problems and conflicts, gendered patterns, and the link between space and the psychological work-family boundary. Interviews with homeworkers and their families reveal a range of consequences for the whole family. Conflicts can arise over entitlement to, and use of, space. A complex relationship between physical and psychological boundaries is revealed. L'introduction du travail rémunéré à domicile remet en question notre conception du travail et de la famille du point de vue distinction spatiale. Les recherches portant spécifiquement sur les expériences spatiales au sein des foyers o[ugrave]le travail à domicile est pratiqué sont rares et n'abordent pas en profondeur les faits tels qu'ils sont relatés par les membres de la famille. Cette étude examine les dispositions spatiales dans les foyers o[ugrave] est pratiquéle travail à domicile, les problèmes et conflits potentiels, les schémas comportementaux suivant le sexe ainsi que le lien entre l'espace et la frontière psychologique travail/famille. Les entretiens avec des travailleurs à domicile et leurs familles font apparítre un ensemble de conséquences pour tous les membres de la famille. Des conflits résultant du droit d'occupation et de l'utilisation de l'espace peuvent surgir. Une relation complexe entre les frontières physique et psychologique apparít.     

Home‐based Telework,Gender, and the Synchronization of Work and Family: Perspectives of Teleworkers and their Co‐residents

This article explores the relationship between work–family roles and boundaries, and gender, among home‐based teleworkers and their families. Previous literature suggests two alternative models of the implications of home‐based work for gendered experiences of work and family: the new opportunities for flexibility model and the exploitation model. Drawing on the findings of a qualitative study of home‐based workers and their co‐residents, we argue that these models are not mutually exclusive. We explore the gendered processes whereby teleworking can simultaneously enhance work–life balance while perpetuating traditional work and family roles.     

Turning away from the public sector in children's out-of-home care: An English experiment

This paper reports on the evaluation of an English experiment which, for the first time, moved statutory social work support for children and young people in out-of-home care from the public to the private or independent sector. Five social work practices (SWPs), independent or semi-independent of local government, were established and evaluated using a matched control design with integrated process evaluation. Social work teams in the public sector, selected to correspond to key characteristics of the SWP sites, provided control sites.     

Mapping the Terrain of Selection for Social Work: A Critical Analysis of Policy,Theory and Research

This paper explores the implications of the changing UK policy and regulatory contexts for the often competing or contradictory interests and agendas operating within the arena of admission decisions in social work education, highlighted by the introduction of the new social work degrees in 2003–04 and the associated care councils. Other contextual factors that impact on admissions to higher education more generally will also be touched upon, including the widening participation agendas; increased requirements for transparency of decision making in the selection process; questioning of the predictive quality of A‐level scores; and, concern regarding recruitment and retention issues. A critical review of relevant research into social work admissions processes and outcomes is reported on. The validity of current selection tools is examined utilising research findings from within social work and allied disciplines. The authors argue that the increased spotlight upon admissions and the ‘front‐loading’ of gate‐keeping into social work education is both unrealistic and irresponsible as it omits the crucial ongoing role of assessment throughout the process of qualifying education.