Leon C. Fulcher

Acknowledging culture in child and youth care practice

Abstract The research literature abounds with documentation of how some cultural groups are consistently over-represented in the health, justice and social welfare institutions of OECD countries, highlighting an intensifying demand on services—and budgets—since the mid-1970s. This paper explores some of the lessons learned from taking greater account of indigenous culture in the education and training of social workers in New Zealand since 1986. As seen through the lens of indigenous theory, a kaleidoscope of pro-active care opportunities is opened to practitioners seeking to improve the quality of services they offer by giving culture more acknowledgment in their practice. Five questions for cultural competence in practice are outlined and discussed.

Re-examining Social Work Roles and Tasks with Foster Care

In order to promote developmental outcomes with children and young people and to nurture their positive health and well-being in foster care, social workers and case managers are required to direct professional attention toward both the child or young person and her/his daily living environment(s)—at home, at school, and in the local neighborhoods in which they live. When viewed from an ecological perspective, foster care environments are represented conceptually as a nested cluster of settings ranging from immediate life spaces and networks of relationships in a foster home, at school, and in a neighborhood, to organizational contexts holding a statutory duty of care for children and young people assigned looked after status, along with national policies and statutes which frame foster-care environments. This article explores how social-work roles and tasks with children and young people in foster care change as Social Workers transition from case management roles within state, provincial, or local authority departments to become Supervising Social Workers, or Team Managers of Foster Carers, or Directors of foster care services.

Group Care Practice with Children Revisited

Abstract Using a comparative analysis group care for children and young people is examined as an occupational focus, as a field of study and as a domain of practice in programs that range from residential institutions to group homes and kin group foster care. Structural issues that shape the interplay between organizational dynamics and interpersonal processes are considered, as well as the ways in which group care services have evolved historically and continue to feature prominently in the health, education, justice and welfare systems of both developed and developing countries.

Student units for practice teaching in group care

ABSTRACT In this paper, an attempt is made to summarize the British position with regard to the use of student units in social work education. The strengths and limitations associated with student units are evaluated with respect to a practice curriculum for people intending to work in the group care field (institutional care, residential group living and day services). Finally, four different models of student unit are identified in such a way as to show how supervised experience could be organised to improve training for group care practice.

Developing Social Competencies in Group Care Practice

Abstract Any discussions about specialized helping environments for children or young people would be incomplete without reference to the relationships found between practices in group care centers and schools. This involves thinking of a childs total environment as a curriculum for teaching competencies and learning outcomes important to daily living. The task involves making a conscious effort to deal with a childs functioning in the present, thereby avoiding diagnostic conclusions that emphasize difficulties in one area of their life as the cause of learning problems.

Can the best interests of young people be met in residential care? An Ireland case study

ABSTRACT The search for factors essential to the achievement of congruence in residential youth care services in Ireland led to the discovery of five critical success factors, each of which affects all three organizational levels of such services. These critical factors included: needs-led, not regulation-driven, care; senior managers with workforce responsibility require domain expertise; shared vision and purpose across three organizational levels; practice-led planning and service development; and bureaucratic policies and practices that are congruent with corporate parenting obligations to provide developmental care that serves each childs best interests.

Chapter 7. Creating and Sustaining a Culture of Group Care

Abstract Group care centers are established to provide a range of living, learning, treatment, and supervisory opportunities for children and young people who, for a variety of reasons, need alternative, supplementary, or substitute care. It is important, therefore, that group care centres establish an organizational climate, ethos, or culture of caring that is consistent with these objectives. This is achieved through internal organizational design, administrative routines, maintaining the physical environment, and support for staff team functioning, including attention to Specific work methods.

Chapter 12. Conclusion-Looking Ahead

Abstract Attention is drawn to important themes thought likely to influence the continuing development of group care services for children and young people in the decade ahead. These include a poorly educated workforce, autonomous training, multi-disciplinary approaches, centres of excellence, diversified programs, new trends and issues shaping the future, and group care practice and the law.

Educational and training for group care; context, content and implications for development

ABSTRACT In this paper, an attempt is made to examine the historical and cultural context in which training for residential and day care practice must develop, noting how some things seem to be in continuous change while other things have hardly changed at all. Next, attention is given to a number of themes associated with the content of education and training for group care practice, focusing on both the coursework and supervised practice curricula. Finally, implications are considered for the continuing development of education and training for group care practitioners, be they involved with children or adolescents, handicapped adults or elderly people in all walks of life.