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      Creating an Evidence Base to Support the Development of a Holistic Approach to Working with Children and Young People in Derbyshire: A Local Authority Case Study on the Integration of Social Pedagogy in Children and Young People’s Services

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          Abstract

          Improving outcomes, particularly those relating to educational attainment for children in care, remains a ubiquitous challenge for local government. Some European countries use social pedagogy as a conceptual framework to improve the outcomes for children. As part of its aspiration to embed a holistic mind-set for staff and carers working with children, Derbyshire County Council has practiced social pedagogy within its children’s residential homes since 2010, resulting in positive changes for staff and young people. In 2013 the University of Derby was commissioned to scope the content of the Council’s workforce development approach, to explore the idea that social pedagogy is a promising approach, not just in children’s homes but also in wider services. The scoping project included surveys and interviews with a range of children’s services workers, including those from social work, child and family support, residential and fostering services. The research identified that, where social pedagogy underpins the activities offered to vulnerable children and those in residential care settings, the outcomes for these groups are improved. There is a growing appetite for a programme of workforce development in social pedagogy, however any such programme should be inclusive and offered at different levels. Furthermore, the principles and concepts should be embedded in the existing roles of a range of practitioners working with children and young people. Ongoing research with Derbyshire’s children’s services workforce will contribute to a growing body of evidence, which supports the development and application of social pedagogy to improve the experiences of children and young people in the county.

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          Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities

          The concept of social pedagogy consists of two parts. The principal term is ‘pedagogy’ and the qualifying one is ‘social’. The word ‘social’ is used in different ways and contexts. Therefore, there are also many kinds of semantic interpretations of the concept of social pedagogy. This paper discusses discrepancies of the concept of social pedagogy, paying attention especially to different uses of the qualifying attribute ‘social’. Attention is paid to varieties of theoretical self-conceptions of social pedagogy within the history of the concept.
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            The Art of Being a Social Pedagogue: Developing Cultural Change in Children’s Homes in Essex

            As one of the first organisations in the UK to pioneer social pedagogy within its residential service, Essex County Council began working together with ThemPra Social Pedagogy in September 2008. This article describes some of the ways in which social pedagogy influenced the culture and practice in the local authority’s children’s homes. In contrast to other evaluations, most notably Berridge and colleague’s (2011) evaluation of the English government’s social pedagogy pilot project, this paper draws on narrative material gathered over the 3-year project in order to provide insights into attitudinal changes amongst staff teams, to highlight how practitioners developed their understanding of social pedagogy and to offer examples of how teams improved their practice and culture throughout the project. By describing social pedagogic practice as an art form we aim to outline the holistic, dynamic and process-orientated nature of social pedagogy that distinguishes it from the procedurally driven, outcome-focussed practice which has been heralded by new managerialism ( Petrie et al., 2006 ; Smith, 2009 ). An abridged version of our full project report ( Eichsteller & Holthoff, 2012 ), the article focuses on four areas relating to the art of being a social pedagogue: Haltung, relationships, reflection, and culture.
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              The Emerging Social Pedagogical Paradigm in UK Child and Youth Care: Deus Ex Machina or Walking the Beaten Path?

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                Author and article information

                Journal
                ijsp
                ijsp
                International Journal of Social Pedagogy
                IJSP
                UCL Press (UK )
                2051-5804
                1 January 2014
                : 3
                : 1
                : 54-61
                Affiliations
                [1]University of Derby, UK
                [2]iCeGS, University of Derby, UK
                [3]Staffordshire University, UK
                Author notes
                Correspondence to: N. Chavaudra, Children’s Transformation Programme, Children and Younger Adults (CAYA), Derbyshire County Council, County Hall, Matlock, DE4 3AG, United Kingdom. Email: Nicole.Chavaudra@ 123456derbyshire.gov.uk

                *Nicole Chavaudra is a doctoral researcher in social pedagogy at the University of Derby and leads on major change and innovation programmes for Derbyshire County Council’s Children and Younger Adults Services. Nicole has led change programmes as part of the national NHS live initiative, Creative Councils and has been a member of numerous local strategic partnerships and governing bodies.

                Nicki Moore holds the post of Lecturer in Career Development at International Centre for Guidance Studies (iCeGS) at the University of Derby. She has extensive experience of research, consultancy and teaching in the field of career development.

                John Marriott is a bibliographical researcher at iCeGS, which he joined in 2004. His specialist expertise is in information management, and he contributes to iCeGS work by carrying out literature reviews and systematic literature reviews on a wide range of topics.

                Mohammed Jakhara is the Head of the School for Social Work, Allied and Public Health at Staffordshire University. Until December 2013 he was the Head of Subject for Integrated Professional Studies at the University of Derby. Mohammed’s current research focus is a level eight supervised study on adoption and in particular the perceptions and experiences of adopters throughout their journey to adopt a child.

                Article
                10.14324/111.444.ijsp.2014.v3.1.006
                8f9e4a6e-c451-4bbe-ae2c-3b7748e77235
                Copyright © 2014 The Author(s)

                This work is licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC-BY-NC-SA) 3.0 https://creativecommons.org/licenses/by-nc-sa/3.0/, which permits re-use, distribution and reproduction in any medium, provided any modifications of this material in anyway is distributed under this same license, is not used for commercial purposes, and the original author and source are credited

                History
                Page count
                Figures: 0, Tables: 1, Equations: 0, References: 23, Pages: 9

                Sociology,Education,Social policy & Welfare,General social science,General behavioral science,Family & Child studies
                residential child care,social pedagogy,workforce development

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