‘Consultation groups’ in residential care settings: a ‘realistic evaluation’ of the contextual influences and mechanisms that obstruct or support positive outcomes for looked-after children

Wood, Christopher James (2014). ‘Consultation groups’ in residential care settings: a ‘realistic evaluation’ of the contextual influences and mechanisms that obstruct or support positive outcomes for looked-after children. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Looked-after Children (LAC) are considerably more likely than non-LAC to achieve poor outcomes across the life course. Although a substantial amount of attention has been given to this population in recent years, these findings remain consistent. Given that LAC are often accommodated in a variety of settings, it follows that the EP individually, and the educational psychology service (EPS) more widely, must adapt practice to work effectively in each context.
The current research paper illustrates this point by investigating one distinct method of supporting this population: psychological consultation and practitioner empowerment within a residential care context. In the host LA, psychologists, on a fortnightly basis, visit residential care settings, and, using a model known as ‘POP’, facilitate consultation sessions with the aim of co-constructing strategies with care home staff for supporting LAC residing in the home. The model is also designed to empower staff adopting a ‘corporate parent’ role.
Anecdotal findings suggest that both the process, and the model itself, are valuable; however no robust evidence is available which supports this assertion. Using ‘Realistic Evaluation’ as a methodological orientation, an exploration of the POP consultative process was undertaken in which questions of ‘what works, for whom, and why?’ permeate throughout.

Type of Work:	Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type:	Doctorates > Ap.Ed.&ChildPsy.D.
Licence:
College/Faculty:	Colleges (2008 onwards) > College of Social Sciences
School or Department:	School of Education
Funders:	None/not applicable
Subjects:	B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HV Social pathology. Social and public welfare L Education > L Education (General)
URI:	http://etheses.bham.ac.uk/id/eprint/5501

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