Journal of Practice Teaching and Learning, 12(2), 2013, pp.87-101.
Publisher:
Whiting and Birch
This article reports on a project to introduce a strengths-based and solution-focused model of practice within a small voluntary family support organisation that works with families affected by drug and alcohol abuse. It outlines a rationale for the project and discusses how the authors drew on learning in relation to change, leadership and project management.
(Publisher abstract)
This article reports on a project to introduce a strengths-based and solution-focused model of practice within a small voluntary family support organisation that works with families affected by drug and alcohol abuse. It outlines a rationale for the project and discusses how the authors drew on learning in relation to change, leadership and project management.
(Publisher abstract)
Subject terms:
family support, social work approaches, voluntary organisations, leadership, substance misuse, families, strengths-based approach;
Children and Youth Services Review, 32(5), May 2010, pp.732-739.
Publisher:
Elsevier
...to counties that have more experience with FGDM suggest that leadership becomes more important in maintaining progress in FGDM implementation compared with leadership needed to begin FGDM. Results suggest that to facilitate the adoption of FGDM, funders should look to place new programmes close to established programmes, provide start-up funding and utilise networks established through system collaboration
This paper investigates system factors influencing the adoption of Family Group Decision Making (FGDM) in Pennsylvania, and the perceived barriers and facilitators of adoption according to individuals involved in FGDM. Analysis of qualitative data shows that maltreatment and poverty rates along with the size of the population of children are non-significant predictors of a county using FGDM, but having a FGDM pilot grant is a significant predictor, along with having had a system of care initiative. Population density and number of caseworkers also are significant, if weaker, predictors. Individuals working in counties new to FGDM perceive that adoption required additional resources such as staff, money and training. The survey results from counties that recently adopted FGDM compared to counties that have more experience with FGDM suggest that leadership becomes more important in maintaining progress in FGDM implementation compared with leadership needed to begin FGDM. Results suggest that to facilitate the adoption of FGDM, funders should look to place new programmes close to established programmes, provide start-up funding and utilise networks established through system collaboration activities. The author concludes that continued research into the nature of innovation in child welfare practice using theories and analyses often associated with sociology and economics may better inform the child welfare systems change efforts.
Subject terms:
leadership, resource allocation, adoption, children, decision making, families, family group conferences;
Great Britain. Department for Children, Schools and Families
Publication year:
2009
Pagination:
26p.
Place of publication:
London
In the run-up to the Commissioning Support Programme SHM was asked by the DCSF to carry out "audience insight" research with practitioners of children's commissioning. This report gives the context, criteria, sample, approach and objective. The parts then discuss starting points, different leadership and structural arrangements, common calls for support and implications for the commissioning
In the run-up to the Commissioning Support Programme SHM was asked by the DCSF to carry out "audience insight" research with practitioners of children's commissioning. This report gives the context, criteria, sample, approach and objective. The parts then discuss starting points, different leadership and structural arrangements, common calls for support and implications for the commissioning support programme.
Subject terms:
leadership, local authorities, young people, childrens social care, commissioning, families;
...leaders will create the right climate, culture, motivation and drive to make evidence-informed practice a daily reality. A lot gets written about leadership but here the concern is more specific: what it takes to lead a successful drive towards more evidence-informed work with children and families.
Research in Practice has been working with agencies and teams to promote the use of research evidence in decision-making about services for children and families. The agencies that have made the most significant progress in raising the profile and awareness of research evidence generally have strong leaders who succeed in pushing forward this agenda, often in the face of huge barriers. Good leaders will create the right climate, culture, motivation and drive to make evidence-informed practice a daily reality. A lot gets written about leadership but here the concern is more specific: what it takes to lead a successful drive towards more evidence-informed work with children and families.
Subject terms:
leadership, motivation, children, decision making, families, evidence-based practice, good practice;
...leaders will create the right climate, culture, motivation and drive to make evidence-informed practice a daily reality. A lot gets written about leadership but here the concern is more specific: what it takes to lead a successful drive towards more evidence-informed work with children and families.
Research in Practice has been working with agencies and teams to promote the use of research evidence in decision-making about services for children and families. The agencies that have made the most significant progress in raising the profile and awareness of research evidence generally have strong leaders who succeed in pushing forward this agenda, often in the face of huge barriers. Good leaders will create the right climate, culture, motivation and drive to make evidence-informed practice a daily reality. A lot gets written about leadership but here the concern is more specific: what it takes to lead a successful drive towards more evidence-informed work with children and families.
Extended abstract:
Author
HODSON Rhiannon, COOKE Elizabeth.
Title
Leading evidence informed practice: an action pack.
Publisher
Research in Practice, 2005
Summary
Research in Practice has been working with agencies and teams to promote the use of research evidence in decision-making about services for children and families. The agencies that have made the most significant progress in raising the profile and awareness of research evidence generally have strong leaders who succeed in pushing forward this agenda, often in the face of huge barriers. Good leaders will create the right climate, culture, motivation and drive to make evidence-informed practice a daily reality. A lot gets written about leadership but here the concern is more specific: what it takes to lead a successful drive towards more evidence-informed work with children and families.
Contents
This pack is designed for social care staff who want to create services where research evidence more actively informs working practices and decision making. The contents are aimed at staff who have a formal leadership responsibility for improving the quality of practice. They might include staff with a practice development role that includes encouraging reflection, learning and developing professional knowledge at a team or individual level (e.g., senior practitioners); managers who are engaged in an improvement initiative involving the use or generation of evidence at a service or team level; and staff with a policy or strategic role that includes promoting the dissemination, use or generation of evidence within their agency (e.g. research in practice Link Officers, those chairing research steering groups, strategy development staff). The pack is divided into 11 sections: The importance of leadership in evidence-informed practice; Getting started; Developing a vision; Setting direction and strategy; Motivating followers and building allies; Encouraging learning and improvement; Setting an example; Sustaining change and momentum; Reflecting on leadership; So, what do you think of it?; and Tools (pro formas, exercises, checklists etc.). It is supported by a CD and materials on the Research in Practice website.
An open access website providing learning resources and tools to support practice supervisors in child and family social work who are responsible for supervising the practice of others. The learning resources are organised into six themes: the journey to being a supervisor; understanding the lived experience of children and families; emotions, relationships and resilience; talking about practice in supervision; developing a culture of excellent social work practice; and maximising impact as a practice supervisor which provides an opportunity to review learning needs and plan continued development as a practice supervisor. Each section includes a briefing for senior managers which highlights key messages for organisations to consider, focusing on how practice supervisors can be supported to work more effectively. Many of the resources are adapted from teaching materials used on the Practice Supervisor Development Programme (PSDP), a continuing professional development programme for practice supervisors in England. The website has been funded by the Department for Education.
(Edited publisher abstract)
An open access website providing learning resources and tools to support practice supervisors in child and family social work who are responsible for supervising the practice of others. The learning resources are organised into six themes: the journey to being a supervisor; understanding the lived experience of children and families; emotions, relationships and resilience; talking about practice in supervision; developing a culture of excellent social work practice; and maximising impact as a practice supervisor which provides an opportunity to review learning needs and plan continued development as a practice supervisor. Each section includes a briefing for senior managers which highlights key messages for organisations to consider, focusing on how practice supervisors can be supported to work more effectively. Many of the resources are adapted from teaching materials used on the Practice Supervisor Development Programme (PSDP), a continuing professional development programme for practice supervisors in England. The website has been funded by the Department for Education.
(Edited publisher abstract)
Subject terms:
childrens social care, social work, social workers, staff supervision, managers, families, continuing professional development, leadership;
This article examines the leadership roles and practices of community school coordinators (CSCs) in three full-service community schools (FSCSs). FSCSs are designed to improve the educational experiences and outcomes of historically underserved students through expanded learning opportunities, integrated service provision, family engagement, and community development. Drawing on the concepts...
(Publisher abstract)
This article examines the leadership roles and practices of community school coordinators (CSCs) in three full-service community schools (FSCSs). FSCSs are designed to improve the educational experiences and outcomes of historically underserved students through expanded learning opportunities, integrated service provision, family engagement, and community development. Drawing on the concepts of cross-boundary and relational leadership, and data from a qualitative multiple case study, the article describes how the CSCs, licensed social workers, intentionally used communication as a tool to build trusting relationships with and among principals, teachers, families, and community partners. These cross-boundary relationships, in turn, facilitated the identification, maintenance, and distribution of resources and services that advanced the case schools’ goals for student success and community development. The study thus underscores the importance of CSCs’ cross-boundary and relational leadership for creating the partnerships essential for effective FSCSs.
(Publisher abstract)
Subject terms:
leadership, collaboration, schools, community development, social workers, communication, educational assessment, interprofessional relations, teachers, families;
...early help offers. These fit into four main dimensions: setting the direction (leadership); Developing capacity - which includes the capacity of the local authority staff, partners and communities; Working with families - focusing on the needs of families as a whole and drawing on their strengths and assets; and Evaluating impact and quality.
(Edited publisher abstract)
This report looks at the enablers and barriers to developing effective early help for children and families. The research, commissioned by the Local Government Association, looked at practice in eight local areas: Barking and Dagenham, Greenwich, Kent, Lincolnshire, Oldham, Southend, West Sussex, and Wigan. The research identifies 16 key enablers of developing an effective and partnership-based early help offers. These fit into four main dimensions: setting the direction (leadership); Developing capacity - which includes the capacity of the local authority staff, partners and communities; Working with families - focusing on the needs of families as a whole and drawing on their strengths and assets; and Evaluating impact and quality.
(Edited publisher abstract)
Subject terms:
early intervention, local authorities, childrens social care, case studies, families, joint working, performance evaluation, leadership, children, quality assurance;
...and young people, and an evaluation of the effectiveness of the multi-agency leadership, including the role played by the local safeguarding children’s board. The findings highlight both key strengths and areas for improvement. The inspection found that senior leaders had a strong commitment to the multi-agency partnership, were embedding a model of trauma-informed practice in Islington, and strong
(Edited publisher abstract)
The findings of a joint inspection the multi-agency response to sexual abuse in the family in Islington, carried out by Ofsted, the Care Quality Commission (CQC), HMI Constabulary and Fire & Rescue Services (HMICFRS) and HMI Probation. The inspection included an evaluation of the multi-agency ‘front door’ which receives referrals, a ‘deep dive’ into the effectiveness of services for children and young people, and an evaluation of the effectiveness of the multi-agency leadership, including the role played by the local safeguarding children’s board. The findings highlight both key strengths and areas for improvement. The inspection found that senior leaders had a strong commitment to the multi-agency partnership, were embedding a model of trauma-informed practice in Islington, and strong leadership had supported the creation of the Lighthouse, a service to support children and young people in their recovery from sexual abuse or exploitation. However, the inspection found limited evidence of shared multi-agency needs analysis on the prevalence and profile of child sexual abuse and analysis of the children’s experiences identified inconsistency in the quality of operational practice when children are identified as being at risk of sexual abuse.
(Edited publisher abstract)
Subject terms:
child sexual abuse, families, inspection, interagency cooperation, police, social workers, child protection, safeguarding children, leadership;
This briefing explores how leadership activity and organisational cultures and structures affect the ability of practitioners to adopt and use strengths-based approaches. It provides an introduction to the theory and practical application of strengths-based approaches and explores some of the challenges and barriers to enacting consistent use of strengths-based approaches. It also highlights
(Edited publisher abstract)
This briefing explores how leadership activity and organisational cultures and structures affect the ability of practitioners to adopt and use strengths-based approaches. It provides an introduction to the theory and practical application of strengths-based approaches and explores some of the challenges and barriers to enacting consistent use of strengths-based approaches. It also highlights issues leaders need to consider in relation to how organisational culture and climate affect practice; implementing changes and the adoption of new approaches; and sustaining change through ongoing learning and development. The content is relevant to leaders of all organisations working with children and families.
(Edited publisher abstract)
Subject terms:
strengths-based approach, leadership, organisational culture, organisational structure, childrens social care, children, families, social work, family support;