• The participation of young people in child sexual exploitation services: a scoping review of the literature

      Brodie, Isabelle; D'Arcy, Kate; Harris, Julie Philippa; Roker, Debi; Shuker, Lucie; Pearce, Jenny J.; University of Bedfordshire (University of Bedfordshire, 2016-01-10)
      This is a scoping review of the literature which focuses on the participation of young people in child sexual exploitation services.  The review is part of the Alexi Project, which involves an evaluation of the CSEFA Hub and Spoke services in England. The review aims to develop understanding of the concept of participation and the nature of effective participatory practice in the context of child sexual exploitation services. It has taken place between September 2015 and April 2016. The review focuses on the following questions: • How is ‘participation’ of young people in CSE services conceptualised in the research, policy and professional literature? • How explicit is the policy requirement for children and young people’s participation in the processes associated with assessment, planning and review and what evidence exists regarding the implementation and/or effectiveness of these processes? • What evidence exists regarding the nature of the experience of participation, and its impact, from the perspectives of young people, parents and carers, and professionals? • What evidence exists regarding the conditions that need to be in place to make participative working possible and effective for different groups of CSE affected young people? • What evidence exists regarding the replicability of participative models?
    • Participatory peer research methodology: an effective method for obtaining young people’s perspectives on transitions from care to adulthood?

      Lushey, Clare J.; Munro, Emily (SAGE, 2014-11-21)
      Peer research has the potential to empower young people to participate in research by minimising power imbalances between researchers and participants; this may reduce bias and promote improved understanding to inform policy and practice. However, these benefits are not automatic; the relative inexperience of peer researchers adds layers of complexity to the research process. Moreover, the validity of findings from research adopting less traditional methods may be questioned and policy makers may be cautious about accepting this evidence, thus limiting its contribution and impact. This paper explores the advancement of participatory peer researcher methodology in research with children in and leaving care and ethical, practical and data quality issues that arose in two studies exploring young people’s transitions from care to adulthood. It concludes that the peer research methodology can yield rich data but that adequate resources and effective research management are crucial. The authors also caution against a reductionist approach that privileges peer research methodology above other methods of inquiry in the study of transitions from care to adulthood.
    • Partners in practice: developing integrated learning opportunities on the Frontline child and family social work qualifying programme

      Domakin, Alison; Curry, Liz (Blackwell Publishing Ltd, 2017-08-23)
      The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in-depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart.
    • Pathways into and out of organised crime

      Pitts, John; Hope, T.; Hurley, M.; McGibbon, I. (Greater Manchester Police, 2015-12-01)
    • Pathways of disadvantage: walking as a mode of transport among low-income mothers

      Bostock, Lisa (Wiley, 2000-09-09)
      Research shows that lack of car ownership is associated with poorer health. It is often assumed that the reason for this observed relationship is that access to a car ‹ or not ‹ reflects access to household assets. Consequently, lack of car ownership is used as a standard marker of low socio-economic status. However, little attention has been paid to the experience of carlessness in the context of disadvantaged lives. This paper argues that 'no access to a car' is not only an indicator of low socio-economic status but of walking as a mode of transport. These arguments are illustrated by data from a study of 30 low-income mothers with young children. Although walking is promoted as both an excellent and inexpensive form of exercise, these data suggest that reliance on walking can have negative effects on the welfare of families. The paper draws on qualitative data to describe the ways in which carlessness restricts access to health and social care resources such as food shops, health-care services and social networks. It also explores the impact of walking on the well being of mothers and their day-to-day relationships with children. This is compounded by walking through areas that are neglected and depressed. The paper concludes that strategies to reduce social exclusion must recognise the contradictory health effects of walking and aim to regenerate the physical fabric of social housing estates as well as improve public transport options.
    • Pedagogical love in Finland and Australia: a study of refugee children and their teachers

      Kaukko, Mervi; Wilkinson, Jane; Kohli, Ravi K.S. (Taylor and Francis, 2021-01-05)
      After claiming asylum, refugee children work to re-build their worlds across three dimensions: safety, belonging, and success. This article examines the pedagogical practices that support this work arguing that a key, but under-examined practice draws on what we have termed pedagogical love. Building on a qualitative Finnish-Australian study, we suggest that as refugee students enter schools in their host countries, pedagogical love can be created through teacher-student interactions in a range of ways despite limited shared language. Later, pedagogical practices that foster a nurturing classroom environment and help students to build a sense of belonging become increasingly important. As students settle in their schools and societies, teachers showing a belief both in the child and their contribution to their new society are crucial. We understand that these actions may be described as teachers’ professional duty of care. Yet our findings show that teachers went beyond this duty by opening their minds and hearts to the students’ lived conditions, engaging with their histories, and constantly shaping their pedagogy accordingly. These practices, we argue, are forms of pedagogical love.
    • Peer group mapping: practitioners briefing: Learning Project 2 summary of findings

      Atkinson, Ruth; Fritz, Danielle; Firmin, Carlene Emma; Contextual Safeguarding Network; University of Bedfordshire (Contextual Safeguarding Network, 2017-07-31)
      The purpose of Learning Project 2 was to understand how practitioners develop and use peer-group maps and/or generate knowledge on a young person’s peer associations in order to assess their vulnerability and/or as a means of developing a plan to keep them safe. In this briefing we highlight benefits of peer group mapping ,pulling out examples of good practice and enablers for effective implementation, as well as outlining ethical considerations and practical barriers that practitioners are facing. The Learning Project was informed by practitioners operating in a range of sectors as well as insights and experience gathered from Ms Understood audits in 14 sites.
    • Peer support for young people who have experienced sexual violence - tensions, challenges and strategies: briefing paper four

      Cody, Claire; Bovarnick, Silvie; Peace, Delphine; University of Bedfordshire (University of Bedfordshire, 2020-04-30)
      This briefing is based on exploratory research into ‘peer support’ for young people who have experienced sexual violence . For the purposes of this briefing, ‘peer support’ is defined as a formalised supportive relationship between individuals who have lived experience of sexual violence in common. This briefing paper explores the perspectives of those designing peer support initiatives together with those in peer supporter roles for young people affected by sexual violence . This paper focusses on one area of the findings – the risks, tensions and challenges associated with peer support interventions. It explores four different themes: The target group involved in peer support interventions; Organisational systems, processes and culture; Recruitment of peer supporters and; Challenges experienced by peer supporters when in the job. For each theme tensions, challenges and potential strategies are outlined.
    • Peer support for young people who have experienced sexual violence - the value: research findings: briefing paper three

      Cody, Claire; Bovarnick, Silvie; Peace, Delphine; University of Bedfordshire (University of Bedfordshire, 2020-04-30)
      This briefing is based on exploratory research into ‘peer support’ for young people who have experienced sexual violence. For the purposes of this briefing, ‘peer support’ is defined as a formalised supportive relationship between individuals who have lived experience of sexual violence in common3 . This briefing paper explores the perspectives of those designing peer support initiatives together with those in peer supporter roles for young people affected by sexual violence. This paper focusses on one area of the findings related to the perceived value for those: receiving peer based support; giving support and; organisations supporting such initiatives. The paper also reflects on the implications of this for practice and future research.
    • Peer support for young people who have experienced sexual violence? the rationale and key themes from the literature: briefing paper two

      Cody, Claire; Peace, Delphine; University of Bedfordshire (University of Bedfordshire, 2020-04-30)
      This briefing is based on a review of the literature that was carried out in preparation for a scoping study that aimed to learn lessons from those engaged in peer support interventions for young people who had experienced sexual violence. This briefing paper: Provides a rationale outlining why there may be value in peer support interventions for young people who have experienced sexual violence. Considers the spectrum of activities that have elements of peer based work. Outlines key themes from the limited existing research on peer support for those impacted by sexual violence. Outlines relevant themes arising in the broader literature on peer support.
    • Peer support interventions for safeguarding: a scoping review

      Brodie, Isabelle; Latimer, Katie; Firmin, Carlene Emma; Contextual Safeguarding Network; University of Bedfordshire (Contextual Safeguarding Network, 2020-09-22)
      This literature review presents five forms of peer (support) intervention, along with their key features, potential benefits and considerations for practice. This document summarises the research background to the review, and its methodology, before turning to the findings and conclusions. This review was conducted alongside a study with voluntary sector organisation Safer London, to consider the opportunities to develop safeguarding interventions based on peer support.
    • Peer-on-peer abuse and exploitation: the role of youth offending services in building a local response

      Firmin, Carlene Emma; Curtis, George; MsUnderstood Partnership; University of Bedfordshire (Contextual Safeguarding Network, 2016-07-19)
      Youth offending services throughout England and Wales are at the forefront of working with and supporting young people who have been abused by, and/or who abuse, their peers. This briefing paper highlights the role of youth offending services in building responses to peer-on-peer abuse, and is the third in the series published by the MsUnderstood Partnership1 (MSU) to assist the development of local practice. Following briefings on the nature of peer-on-peer abuse and ways to audit local practices, this document draws upon work underway in the eleven MSU sites, in addition to wider research, to explore: a) approaches being taken by youth offending services around the country to map and intervene with peer networks affected by peer-on-peer abuse b) ways in which the new assessment tool ‘AssetPlus’ can assist in the identification of young people affected by peer-on-peer abuse c) how intervention plans can adopt a contextual approach to safeguarding young people from peer-on-peer abuse
    • 'People like me don”t get support’: autistic adults’ experiences of support and treatment for mental health difficulties, self-injury and suicidality

      Camm-Crosbie, Louise; Bradley, Louise; Shaw, Rebecca; Baron-Cohen, Simon; Cassidy, Sarah (Sage, 2018-11-29)
      Autistic people are at high risk of mental health problems, self-injury and suicidality. However, no studies have explored autistic peoples’ experiences of treatment and support for these difficulties. In partnership with a steering group of autistic adults, an online survey was developed to explore these individuals’ experiences of treatment and support for mental health problems, self-injury and suicidality for the first time. A total of 200 autistic adults (122 females, 77 males and 1 unreported) aged 18–67 (mean =  38.9 years, standard deviation =  11.5), without co-occurring intellectual disability, completed the online survey. Thematic analysis of open-ended questions resulted in an overarching theme that individually tailored treatment and support was both beneficial and desirable, which consisted of three underlying themes: (1) difficulties in accessing treatment and support; (2) lack of understanding and knowledge of autistic people with co-occurring mental health difficulties and (3) appropriate treatment and support, or lack of, impacted autistic people’s well-being and likelihood of seeing suicide as their future. Findings demonstrate an urgent need for autism treatment pathways in mental health services.
    • Positioning social workers without borders within green social work: ethical considerations for social work as social justice work

      Wroe, Lauren; Ng'andu, Bridget; Doyle, Matthew; King, Lynn (Taylor and Francis, 2018-04-10)
      ‘Green social work’ is a new theoretical concern for the social work profession and specifically for social work with people crossing borders. Social work, while addressing environmental factors, whether in the family, housing or poverty, that form the backdrop to service users’ lives, pays little attention to the natural environment (Dominelli, 2012). However, the theoretical bridge between environmental degradation, and mass movement of people is well-forged in the social and environmental sciences (Gemenne, 2011; Bettini et al., 2016; UNICEF, 2017; Gemenne and Blocher, 2017; Climate and Migration Coalition, 2017).
    • Postcolonial people: South Asians in Britain

      Ali, Nasreen; Kalra, V.S.; Sayyid, B. (Hurst & Company, 2006-01-01)
      The diversity and complexity of British Asian life is plain for all to see and has been celebrated in literature, poetry and film, not to mention performing arts and music. Till now, however, an accessibly written introductory volume on the South Asian presence has been absent from our bookshelves. A Postcolonial People is an innovative and intriguing blend of scholarship and reportage on the multi-faceted experience of British Asians covering everything from discrimination to bhangra, Bradford to chicken tikka, Asian Britsih cultural landscapes to arranged marriages. Eschewing both anthropological approaches and overtly theoretical analyses, the contributors map out the heterodox impact of British Asians on the United Kingdom, detailing their achievement and setbacks, points of intersection and divergence as a postcolonial people and everyday lives. 
    • Practice makes perfect: designing integrated learning experiences in social work education using Laurillard's 'Conversational Framework' for learning

      Domakin, Alison (Whiting and Birch, 2018-09-13)
      Providing an integrated curriculum in social work education is a complex task and the profession has long struggled with how best to link knowledge and practice in qualifying studies. This prompted the author to design a unit of study inspired by Laurillard's seminal 'Conversational Framework' for learning, which suggests that opportunities for questioning and dialogue with an expert provide a pivotal mechanism for integrating learning. In this model discussions need to be hard wired into experiential learning opportunities; both of which must occur simultaneously. Bespoke e-learning curriculum materials were, therefore, developed to be studied alongside an experience of social work and dialogue with practitioners. The unit was located on a Step up to Social Work (child and family) qualifying programme, delivered jointly with partner local authorities, which meant that greater access to practitioners was possible. Realist evaluation analysis of student feedback suggests that being able to synchronously draw on learning from experiencing practice and bespoke academic input, in dialogue with practitioners, can help students to develop more integrated understandings of the skills and knowledge required for social work practice.
    • Precarity, mobility and the city: introduction to the special issue

      Bakonyi, Jutta; Kappler, Stefanie; Nag, Eva-Maria; Opfermann, Lena S.; ; Durham University; University of Bedfordshire (Wiley, 2021-04-23)
      Drawing on empirically rich and theoretically grounded case studies, the articles in this issue explore ways in which global governmental processes affect mobility and, similarly, how seemingly local movements impact upon global processes.
    • Preventing child sexual exploitation: would an international age of consent to sexual activity help secure the welfare of children?

      Pearce, Jenny J. (Routledge, 2017-02-20)
      This chapter explores variation in international definitions and interpretations of children's consent to sexual activity. Addressing questions of child sexual exploitation and child sexual abuse, it argues that the protection of children from abuse would be advanced if there was international agreement of the age of consent to sexual activity and the meaning associated with 'consent' overall. 
    • Preventing organised crime

      Pitts, John; Hope, Tim; Hurley, Michael; McGibbon, Ian; Specialist Crime Solutions; University of Bedfordshire (University of Bedfordshire, 2017-11-30)
      This monograph describes research undertaken between 2015 and 2016 into factors precipitating involvement in organised crime in a conurbation in northern England. The research methodology consisted of six quantitative and qualitative elements. The researchers found that, while a small number of upper eschelon Organised Crime Group (OCG) nominals lived in comparative opulence, most were located in low income, high crime neighbourhoods, in which there was a tradition of organised criminality and violence. Their families were characterised by high levels of domestic violence. The research revealed that a multiplicity of agencies had intervened with these families, often to little effect, and the monogram concludes with recommendations concerning how policing and non-policing agencies might work together more effectively to reduce both familial and criminal violence.