Meegan Joan Crawford

Measuring Client Satisfaction with Child Welfare Services

This article examines the role of client satisfaction indicators in child welfare agency performance measurement. It examines both research and performance measurement efforts to understand client perspectives on child protection and out-of-home care services. It highlights the value of obtaining data from clients about their experience of the service delivered by the agency and its impact on their lives. Conceptual, methodological and ethical issues in implementing routine, standardized data collection on client satisfaction are discussed. Measuring client satisfaction within a suite of performance indicators is an example of how practitioners and managers can use one of the tools of managerialism in the interests of clients and good practice.

Child protection workers' perspectives on the school to work transition for young people in care

Abstract Young people in the care of the state are reported as having generally poor education and employment outcomes due to such factors as high rates of school exclusions and non-attendance, frequent placement moves with consequent school disruptions, deprived precare backgrounds, lack of coordination between education and child protection personnel, lack of attention to educational needs by professionals, and low expectations held by carers and caseworkers. The present article examines child protection worker perspectives on young peoples transition from school to work. Caseworkers believe that, for young people in care, factors such as unstable placements, psychological and behavioural problems, inadequate vocational options, poor caseworker knowledge of available training and education, and negative perceptions of young people in care may impede them from making a successful transition from school. Research suggests that child protection caseworkers need to integrate education and work with leaving care planning, given it is vital to the future wellbeing of young people in care.

The Role of Carers and Caseworkers in the School-to-work Transition of Young People in Care

Abstract How young people in State care decide upon future careers, and the support offered for this process by carers and child protection caseworkers, has received little research attention. This qualitative study sought the views of young people in care, foster and kinship carers, and child protection caseworkers about career development for in-care youth. We found young people were thinking about career options but encountered a safety driven, acute casework approach, which sidelined education and work planning. Career development was not viewed as a caseworker responsibility, and, by default, was primarily developed by carers. The study highlights the need for a greater focus on the transition to adulthood and the inclusion of career development in policy and practice development.

Working with youth in-care: implications for vocational rehabilitation practice

Purpose. Youth in-care face a range of barriers that hinder their career development, not least of which is the high prevalence of mental health, emotional and behavioural problems among this population and lack of access to vocational rehabilitation services. The aim of this article is to provide an overview of the factors that impede the school-to-work transition of youth in-care from their perspective and that of the key stakeholders in their lives. Method. Semi-structured interviews were conducted with 65 youth in-care, 27 carers, 14 caseworkers and 21 guidance officers in Queensland, Australia. Results. There is a range of social, psychological and environmental factors that impact the career development of youth in-care, some of which are unique to this population. Factors include the effect of placement stability, negative in-care experiences, negative perceptions about them, limited access to caseworkers, lack of resources, poor educational planning and lack of vocational guidance and career exploration. Conclusions. These findings have a number of implications for practice, including the need for rehabilitation counsellors to understand and address the multiple barriers facing youth in-care, to provide vocational rehabilitation services throughout the school-to-work transition period and to coordinate support from carers, caseworkers and guidance officers.

Social Pedagogy and Working with Children and Young People: Where Care and Education Meet

At a time when ‘‘good practice’’ in working with children and young people can be confused with the completion of bureaucratic requirements, this book is a timely reminder of the need for practice-based theory. The book orients human services practitioners to ‘‘social pedagogy’’, a distinct practice approach with children, young people, and adults that is widespread across Continental Europe, but little known elsewhere. The editors hope that the book, with its multiple contributing authors, will appeal to those working with children and young people in direct practice, policy, or research roles. Chapter 1 examines social pedagogy, particularly as it relates to working with children. The authors suggest English-speaking nations are challenged by the meaning of social pedagogy, an approach that is somewhat at odds with the Anglo welfare approach. Social pedagogy sees practice in terms of strengths and wellbeing factors in the context of macro issues. It is not focussed on individuals and their deficits. The principles of social pedagogy reinforce the need for practitioners to develop a holistic, relationship-based style of practice, which incorporates reflection, theory, team work, and practical assistance. The authors argue that social pedagogy References