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Children and young people's views on learning about relationships, sex, and sexuality: a narrative review of UK literature
- Authors:
- HOLLIS Vicki, et al
- Publisher:
- National Society for the Prevention of Cruelty to Children
- Publication year:
- 2022
- Pagination:
- 33
- Place of publication:
- London
The objective of our literature review was to summarise 11-25-year-olds' views on what, where and how information about relationships, sex and sexuality is communicated to children and young people, as well as their preferences for formal and informal learning. We identified 172 journal articles and reports, all of which drew on the direct views of children for inclusion in our study. Key findings include: children and young people learn about relationships, sex and sexuality intentionally and inadvertently, within, and beyond, school; in-school relationships and sex education provision does not reflect children's lived experience; children want school-based RSE to be more regular, interactive, skills-based, inclusive, and positively framed; school culture is as important as education in establishing what is and is not acceptable regarding relationships, sex, and sexuality; children and young people face barriers when looking for information online; children and young people face barriers when seeking help from others about relationships, sex and sexuality, and sexual abuse. The review highlights the need for adults to better understand children and young people’s different experiences of learning about relationships, sex and sexuality. This includes understanding how children and young people seek information, support and advice on these issues, and the barriers to them doing so. The review also indicated the importance of learning meeting the different needs, identities, and interests of children and young people. (Edited publisher abstract)
Support for care leavers
- Authors:
- FOLEY Niamh, et al
- Publisher:
- Great Britain. Parliament. House of Commons Library
- Publication year:
- 2022
- Pagination:
- 71
- Place of publication:
- London
This briefing covers the UK Government's policies to support care leavers in key areas. Care leavers are young people aged over 16 leaving local authority care. According to the Department for Education, in 2020/21 there were 44,590 care leavers in England now aged 17 to 21. The briefing primarily focuses on England but includes some information on devolved policies. It covers: strategies and funding; social services; housing; education and training; health services; social security benefits. Support for younger children moving into and out of care, or leaving care through adoption or other routes, is not considered in detail in this briefing. (Edited publisher abstract)
Classroom wellbeing toolkit: simple ways to support secondary students' mental health
- Authors:
- SORGENFREI Miriam, et al
- Publishers:
- Anna Freud National Centre for Children and Families, Early Intervention Foundation
- Publication year:
- 2022
- Pagination:
- 87
- Place of publication:
- London
This evidence-based toolkit, created in partnership with the Early Intervention Foundation (EIF), will help secondary school staff take steps to improve students' mental health and wellbeing through everyday practices. It will help build teachers' confidence to address the needs of their students, covering five strategy areas on: building supportive relationships; creating a classroom environment where all students feel they belong; promoting good mental health; responding to stress, low mood and anxiety; preventing bullying, cyberbullying and sexual harassment. The toolkit is designed for secondary school subject teachers, but will also be useful for teaching assistants, librarians and other support staff. (Edited publisher abstract)
Common elements: an innovative approach to improving children's outcomes in early childhood education
- Authors:
- CLARKE Aleisha, et al
- Publisher:
- Early Intervention Foundation
- Publication year:
- 2022
- Pagination:
- 30
- Place of publication:
- London
This report summarises the process and findings of the 'common elements' review of evidence-based early childhood education programmes that led to the development of the Early Years Library resource for early years practitioners. 'Common elements' are the discrete practices, routines, strategies and behaviours that recur in multiple evidence-based programmes, and which can be integrated into practitioners' daily interactions with children. These strategies and techniques are not intended to replace evidence-based programmes, but instead they might be used to reach a wider group of children with effective practices. Through a two-year project, in partnership with PEDAL (the Centre for Research on Play in Education, Development and Learning at the University of Cambridge) and supported by the Nuffield Foundation, we sought to take a transparent and systematic approach to identifying common elements associated with the most effective early childhood education programmes; and to develop, in consultation with practitioners, practical guidance on the practices, routines, strategies and behaviours that practitioners can use to support children's skill development. This practical guidance has been completed and published as the Early Years Library. This report sets out the common elements methodology and results, across three stages: identifying evidence-based early childhood education programmes; extracting data and identifying common elements; developing the Early Years Library. (Edited publisher abstract)
Protecting and safeguarding children in schools: a multi-agency approach
- Authors:
- BAGINSKY Mary, et al
- Publisher:
- Policy Press
- Publication year:
- 2022
- Pagination:
- 186
- Place of publication:
- Bristol
Schools play a vital role in safeguarding children and young people, yet there has been little research into how schools identify and respond to child protection concerns, and their engagement with local authority children's services. This book highlights the findings of a major ESRC-funded study on the child protection role played by schools, their decision-making processes and involvement in inter-agency working. Aimed at academics, practitioners and managers in children's social care and education, it evaluates the impact of recent policy developments, including the Academies and Free Schools programme, as well as the restructuring of local authority children's services. Chapters cover: making sense of schools' engagement in multi-agency working in the changed educational landscape; a historical perspective - the evolving role of schools in child protection and safeguarding; contemporary challenges - views from local authorities and 'the field'; how schools are responding to safeguarding and the challenges they face; meeting the threshold - referral to children's social care services; beneath the threshold - 'early help' and schools' support for children and families; schools and safeguarding - aligning expectations with reality. (Edited publisher abstract)
Establishing core competencies, opportunities, roles and expertise for oncology social work
- Authors:
- ZEBRACK Brad, et al
- Journal article citation:
- Journal of Social Work, 22(4), 2022, pp.1085-1104.
- Publisher:
- Sage
Summary: While oncology social workers are the primary providers of psychosocial services, they vary in what they do and how they work across different cancer care settings. Standards of Practice suggest that there exists a core or universal set of activities and tasks that are grounded in the values and principles of social work and apply across all settings. The purpose of this study was to identify activities that delineate and distinguish Competencies, Opportunities, Roles and Expertise (CORE) for oncology social work. Research was conducted using Concept Mapping, a structured and prescribed approach to collecting, analysing, and interpreting qualitative and quantitative data while engaging stakeholders in the research process. Findings: An expert panel of oncology social work practitioners, academicians, and leaders in the field (n = 35) generated 91 practice behaviours that were subject to card sorting and ratings of importance. A visual map consisting of six clusters best represented the statistical fit of the data (stress value = 0.18) while maintaining the most meaningful categorization of individual statements. These six domains were as follows: Clinical Assessment and Intervention (38 items; mean importance = 3.31); Professional Advocacy and Political Action (5 items; mean importance = 3.03); Case Management and Care Coordination (16 items; mean importance = 3.02); Patient Education and Advocacy (8 items; mean importance = 2.82); Organizational Support and Service (12 items; mean importance = 2.74); Professional Education (12 items; mean importance = 2.45). Application: These results may inform initiatives related to social work education and training, credentialing and certification, health policy, research and advocacy on behalf of patients, families, communities, and the profession. (Edited publisher abstract)
Evidence-informed vs evidence-based practice educational interventions for improving knowledge, attitudes, understanding and behaviour towards the application of evidence into practice: a comprehensive systematic review of undergraduate students
- Authors:
- KUMAH Elizabeth A., et al
- Journal article citation:
- Campbell Systematic Reviews, 18(2), 2022, p.e1233.
- Publisher:
- Wiley
Background: To produce graduates with strong knowledge and skills in the application of evidence into healthcare practice, it is imperative that all undergraduate health and social care students are taught, in an efficient manner, the processes involved in applying evidence into practice. The two main concepts that are linked to the application of evidence into practice are "evidence-based practice" and "evidence-informed practice." Globally, evidence-based practice is regarded as the gold standard for the provision of safe and effective healthcare. Despite the extensive awareness of evidence-based practice, healthcare practitioners continue to encounter difficulties in its implementation. This has generated an ongoing international debate as to whether evidence-based practice should be replaced with evidence-informed practice, and which of the two concepts better facilitate the effective and consistent application of evidence into healthcare practice. Objectives: The primary objective of this systematic review was to evaluate and synthesize literature on the effectiveness of evidence-informed practice versus evidence-based practice educational interventions for improving knowledge, attitudes, understanding, and behavior of undergraduate health and social care students toward the application of evidence into practice. Specifically, we planned to answer the following research questions: (1) Is there a difference (i.e., difference in content, outcome) between evidence-informed practice and evidence-based practice educational interventions? (2) Does participating in evidence-informed practice educational interventions relative to evidence-based practice educational interventions facilitate the application of evidence into practice (as measured by, e.g., self-reports on effective application of evidence into practice)? (3) Do both evidence-informed practice and evidence-based practice educational interventions targeted at undergraduate health and social care students influence patient outcomes (as measured by, e.g., reduced morbidity and mortality, absence of nosocomial infections)? (4) What factors affect the impact of evidence-informed practice and evidence-based practice educational interventions (as measured by, e.g., course content, mode of delivery, multifaceted interventions, standalone intervention)? Search Methods: We utilized a number of search strategies to identify published and unpublished studies: (1) Electronic databases: we searched Academic Search Complete, Academic search premier, AMED, Australian education index, British education index, Campbell systematic reviews, Canada bibliographic database (CBCA Education), CINAHL, Cochrane Library, Database of Abstracts of Reviews on Effectiveness, Dissertation Abstracts International, Education Abstracts, Education complete, Education full text: Wilson, ERIC, Evidence-based program database, JBI database of systematic reviews, Medline, PsycInfo, Pubmed, SciELO (Scientific Electronic Library Online), and Scopus; (2) A web search using search engines such as Google and Google scholar; (3) Grey literature search: we searched OpenGrey (System for Information on Grey Literature in Europe), System for information on Grey Literature, the Society for Research on Educational Effectiveness, and Virginia Henderson Global Nursing e-Repository; (4) Hand searching of journal articles; and (5) Tracking bibliographies of previously retrieved studies. The searches were conducted in June 2019. Selection Criteria: We planned to include both quantitative (including randomized controlled trials, non-randomized controlled trials, quasi-experimental, before and after studies, prospective and retrospective cohort studies) and qualitative primary studies (including, case series, individual case reports, and descriptive cross-sectional studies, focus groups, and interviews, ethnography, phenomenology, and grounded theory), that evaluate and compare the effectiveness of any formal evidence-informed practice educational intervention to evidence-based practice educational intervention. The primary outcomes were evidence-informed practice and evidence-based practice knowledge, attitudes, understanding, and behavior. We planned to include, as participants, undergraduate pre-registration health and social care students from any geographical area. Data Collection and Analysis: Two authors independently screened the search results to assess articles for their eligibility for inclusion. The screening involved an initial screening of the title and abstracts, and subsequently, the full-text of selected articles. Discrepancies were resolved through discussion or consultation with a third author. We found no article eligible for inclusion in this review. Main Results: No studies were found which were eligible for inclusion in this review. We evaluated and excluded 46 full-text articles. This is because none of the 46 studies had evaluated and compared the effectiveness of evidence-informed practice educational interventions with evidence-based practice educational interventions. Out of the 46 articles, 45 had evaluated solely, the effectiveness of evidence-based practice educational interventions and 1 article was on evidence-informed practice educational intervention. Hence, these articles were excluded as they did not meet the inclusion criteria. Authors' Conclusions: There is an urgent need for primary studies evaluating the relative effectiveness of evidence-informed practice and evidence-based practice educational interventions targeted at improving undergraduate healthcare students' competencies regarding the application of evidence into practice. Such studies should be informed by current literature on the concepts (i.e., evidence-informed practice and evidence-based practice) to identify the differences, similarities, as well as appropriate content of the educational interventions. In this way, the actual effect of each of the concepts could be determined and their effectiveness compared. (Edited publisher abstract)
Education for integrated working: a qualitative research study exploring and contextualizing how practitioners learn in practice
- Authors:
- CLOUDER Lynn, et al
- Journal article citation:
- Journal of Interprofessional Care, 36(1), 2022, pp.24-33.
- Publisher:
- Taylor and Francis
Integrated working can be a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study. (Edited publisher abstract)
Social work education and training in England in 2020-21
- Authors:
- PENTARIS Panagiotis, et al
- Publisher:
- Social Work England
- Publication year:
- 2021
- Pagination:
- 124
- Place of publication:
- Sheffield
This report is a study into social work education and training, with three main areas of priority: specialist regulation; COVID-19 experiences and responses; and equality, diversity and inclusion. Specifically, this study explores the views, attitudes, perceptions and experiences of social work students, graduates or newly qualified social workers and in their ASYE programme, academics, and practice educators or other representatives of placement providers. All participant groups recognised the role of Social Work England in setting professional standards, holding social workers to account, and ensuring that professionals record their continuing professional development (CPD). Education and training professionals shared a view that as an arm’s length public body, we are not run by social workers, which could affect our ability to independently represent the professional interests of social work. All groups shared mixed experiences of education during the COVID-19 pandemic, highlighting both the challenges and opportunities presented by the situation. Specifically, there was an appreciation of increased flexibility that enabled more balance between professional and personal life, but a recognition of the difficulty in connecting with students on their courses and in practice placements. The researchers highlighted a strong belief, particularly in the graduate and newly qualified social worker groups, that equality, diversity and inclusion principles are embedded in the values, ethics and standards of the profession. (Edited publisher abstract)
Home or care? A comparison of educational outcomes for maltreated children
- Authors:
- CUSWORTH Linda, et al
- Journal article citation:
- British Journal of Social Work, 51(8), 2021, pp.3055-3076.
- Publisher:
- Oxford University Press
Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care. (Edited publisher abstract)