• 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.
    • Profiling CSE: building a contextual picture of a local problem

      Firmin, Carlene Emma; Hancock, David (Routledge, 2017-12-19)
    • Profiling peer-on-peer abuse

      Firmin, Carlene Emma; Hancock, David; Broca, Sandeep; Umaria, Manish; Sloane, Gareth; Golding, Sepia; Levesque, Solenne; Dadabhoy, Farah; Abbott, Matthew; Contextual Safeguarding Network; et al. (Contextual Safeguarding Network, 2016-07-16)
      Since 2013 the MsUnderstood Partnership (MSU), led by the University of Bedfordshire, has been working with local areas across England to develop responses to peer-on-peer abuse which are: a) Contextual: Engage with the families, peer groups, schools and public, neighbourhood spaces associated to peer-on-peer abuse b) Holistic: Recognise the intersecting dynamics of peer-on-peer sexual exploitation, serious youth violence, harmful sexual behaviour and teenage relationship abuse which are often subject to siloed definitions and responses Informed by a contextual audit, MSU delivered support plans with 11 participating local safeguarding children’s boards, comprising six sites. Each site received a different package of support designed to build on the strengths identified during their audit process. One site was a cluster of six London boroughs – Barnet, Camden, Enfield, Haringey, Hackney, and Islington – referred to as the North London (NL) Cluster. In the NL Cluster one area of activity focused upon building profiling capacity through the delivery of a support package to analysts. This briefing has been co-produced by the University of Bedfordshire with analysts who participated in the support programme. It aims to share lessons learnt from the process with other
    • Promoting learning on reintegration of children into family-based care: implications for monitoring approaches and tools. Experiences from the RISE learning network

      Cardoso, Isabel De Bruin; Bhattacharjee, Lopa; Cody, Claire; Wakia, Joanna; Menson, Jade Tachie; Tabbia, Maricruz; RISE Learning Network; University of Bedfordshire; Retrak (Taylor & Francis (Routledge), 2019-10-02)
      Between 2015 and 2018, the RISE Learning Network facilitated learning on approaches, practices, methods, and tools that promote recovery and reintegration of children affected by sexual exploitation. Spanning three regions (Sub-Saharan Africa, South Central Asia, and Latin America and the Caribbean), the RISE Learning Network implemented two learning projects. The first project focused on monitoring (M&E Learning Project) and aimed to generate understanding of approaches and tools that could effectively monitor children and families? reintegration outcomes. The specific purpose of RISE is to promote learning on reintegration of children affected by sexual exploitation; however, the remit of this Learning Project was to generate evidence on the reintegration of children who have been separated from their families for a range of reasons. This is to ensure that learning from different, but often related, areas of work can be included and compared to strengthen understanding of what successful reintegration of children could look like. The mid- and end-term reviews of the M&E Learning Project have captured lessons learned on how practitioners can approach monitoring of reintegration to mainstream it into their programme cycle. Key lessons learned include the importance of focusing on monitoring outcomes through participatory tools and the benefit of flexible, peer-to-peer learning approaches between practitioners using a variety of monitoring tools. This learning contributes to the nascent evidence base on what effective and efficient capturing of reintegration outcomes on children can look like, in addition to strengthening understanding of what successful reintegration for children and families means. The learnings can inform programming; monitoring, evaluation and learning frameworks; and other interventions around reintegration to ensure the holistic wellbeing of children and families.
    • Promoting shifts in personal narratives and providing structures of support: transitions of incarcerated children in England and Wales

      Bateman, Tim; Hazel, Neal (Springer, 2018-08-31)
      Recidivism rates for children leaving custody in England and Wales have remained stubbornly high, despite intense policy interest and some promising short-term initiatives. In this chapter, it is argued that the major challenge to improved outcomes has been the widespread failure of service providers to adopt lessons from research. This failure, we maintain, has been due to the lack of a conceptual understanding of how resettlement intervention effects positive change in children, leading to confusion as to service aims and what good practice looks like. Based on the existing knowledge base, from a six-year study titled, Beyond Youth Custody, it was concluded that effective resettlement should be reconceptualized as personal and practical support, that facilitates a shift in the child’s personal narrative from pro-criminal to pro-social. Five characteristics for practice necessary to promote this shift are identified, which are compared to the Taxonomy for Transition Programming 2.0.
    • Protection: migrant children and institutional protection

      Kohli, Ravi K.S. (Edward Elgar Publishing, 2018-08-31)
      This chapter considers the ways that social workers respond to the needs, talents and stories of unaccompanied asylum seeking children. When such children need institutional protection and care, the chapter outlines how such care can be provided. It does so through looking at social work practice as a form of practical humanitarian assistance, as emotionally attuned responses to deep complexities, and over time, as an expression of a strong and dependable solidarity with children.