Head, Heart, Handssocial pedagogy stories

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ContentsForeword by Kevin Williams, Chief Executive, The Fostering Network 3

Introduction 4

Direct work with a foster family 5Asocialpedagogueexplainshowherworkwithafamilyresultedinstrengthenedrelationshipsandplacementstability

Reflecting on communication 7Afostercarershareshowusingreflectivemethodsmadeadifferencetoherfosterchildandfacilitatedabettertransitionintoadoption

Using reflection in supervision 9AfostercarerdescribeshowusingreflectivepracticehelpedayoungpersonreachhispotentialinthebuilduptoA-levels

The art of losing control 10Afostercarerreflectsonbeingempoweredtolethisfosterdaughtermakeherownchoicesanddevelopalastingrelationshipthathasstayedstrongbeyondtheplacement’send

Head, Heart and Hand reflection 1�Asocialpedagogicallytrainedsupervisingsocialworkerdescribeshowcreativemethodswereusedinfostercarersupervisiontoreflectonacomplexsituationaroundretentionandplacementmatchingandplanning

Outdoor activities with foster families and looked after children 15Asocialpedagoguedescribeshowactivitydaysorganisedbythefosteringservicehelpedtodevelopstrongerrelationshipsintheteamaroundthechild.Thesegavethechancetoputsocialpedagogyintopractice,learnnewskillsandovercomefears

Placement beginnings and endings 17Asocialpedagogicallytrainedsupervisingsocialworkersetsouthowanewapproachtoplanningplacementendingsandbeginningcreatedpositiveexperiencesforasetofthreesiblingsastheymovedintodifferenthomesbutmaintainedtheirconnections

Providing a positive experience �0Asocialpedagoguedescribeshowsheusedstrategiestohelpachildhaveapositiveexperienceofovercomingandchallengeandbuildingconfidenceandresilience

Key tools and concepts in social pedagogy �1

Further reading ��

References ��

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Foreword Weknowthatfostercarersdoanamazingjobandthatawell-supportedandtrainedfostercareworkforceisessentialifwearetohelpchildrenrecoverfromearlytraumaandhelpthemgrowintohealthy,happyadults.Socialpedagogyisanapproachthatwenowknowaddstothatsupportandtraining.

TheFosteringNetworkiscommittedtoinnovativepracticeandpromotingpositivechangewithinfosteringthatwillprovidechildrenandyoungpeopleinfostercarewiththeopportunitytoreachtheirfullpotential.WeembarkedontheHead,Heart,Handsdemonstrationprogrammein2012.Theaimofthisprogrammewastotesttheapplicationofsocialpedagogyinfosteringservices,withaviewtoimprovingoutcomesforyoungpeopleinfostercarethroughthesupportandempowermentofthosewhocareforthem.Theprogrammehasbeenhighlysuccessfulandwehaveseenclearbenefitstoyoungpeople,fostercarersandfosteringserviceswithinourdemonstrationsites.Feedbackandexperiencefromacrossthesitesshowedthatchildrenandyoungpeople,fostercarers,socialworkersandmembersoftheteamaroundthechild,andthewiderserviceitself,allbenefittedfromexploringsocialpedagogy.

TheFosteringNetworkiscommittedtotheongoingdevelopmentofsocialpedagogyinfostercareaftertheformalendoftheHead,Heart,Handsprogrammebothinthesevendemonstrationsitesandmorewidelyacrossthesector.Weintendtoembedelementsoftheapproach,itscoretheoriesandlearningfromtheprogrammeintoitssupportforitsmembers.Wewillalsolooktosupportandinfluencenationalinitiativesaroundsocialpedagogy.

IamdelightedtopresentSocialPedagogyStories,whichillustratessomeofthewaysinwhichfosterfamilieshavebenefittedfromintroducingsocialpedagogyintotheirpractice.

Kevin Williams Chief Executive The Fostering Network

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Introduction Head,Heart,HandsisaninnovativeprogrammeledbyTheFosteringNetworkanddeliveredinpartnershipwiththeSocialPedagogyConsortium(JacarandaRecruitmentLimited,ThemPraSocialPedagogyCICandProfessorPatPetrie),workingwithsevenfosteringservicesacrossEnglandandScotlandtoexploretheimpactofsocialpedagogyonoutcomesforchildrenandyoungpeopleinfostercare.

SocialpedagogyisaprofessionaldisciplineusedasthefoundationforsocialcareinmuchofcontinentalEuropeandScandinavia.Itcombinestheory,practiceandprofessionaltrainingaimedatstrengtheningthedevelopmentofchildrenandyoungpeoplewithstrongemphasisonthere-lationshipstheyneedaroundthem.Itputsfostercarersattheheartofthechildcareteam,andrecognisesthepivotalroletheyplayinhelpingfosteredchildrentobuildrelationshipsthatleadtostability,betteroutcomesintheirfuturelivesandlong-termimprovementstotheirwellbeing.Infostercare,socialpedagogyparticularlysupportsthecoreconceptsofdelegatedauthority,arisksensibleapproachandpermanency.Inpractice,itischaracterisedbyabalanceofhead(learning,applyingknowledge,reflecting),heart(emotions,values)andhands(sharedactivityinsports,artsandcreativity).

ThroughouttheHead,Heart,Handsprogramme,storiesweresubmittedbytheparticipatingfosteringserviceshighlightingthewaystheywereusingsocialpedagogyintheirworktobringaboutpositivechangetothelivesofchildrenandyoungpeopleandtheirfostercarersandservicestaff.Thisbookletisaselectionofjustafewofthesestories.Wehopethatreadingthemwillleaveyoueagertolearnmore.

All names have been changed to protect identities

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Direct work with a foster familySocial pedagogue Bianca describes the methods she used in her work with a foster family, resulting in strengthened relationships and placement stability.

IwasinvitedbythesupervisingsocialworkertogetinvolvedindirectworkwithcarersJanandSeanwhohadattendedthesocialpedagogytraining.Theywantedtohavesocialpedagogicsupporttoembedtheirlearningintheirpractice.JanandSeanwerefindingitdifficulttomanageandcopewiththeirfosterchildren’srivalryandfrequentarguingoverthelastfewmonths.Wediscussedandagreedonwaystoaddresstheissueofthedifficultinteractionsbetweenthesiblings(Rita,eightyears,andKobi,sevenyears).Thecareplanforthechildrenwasadoption,soitwasestablishedasashorttermplacementwhilethechildren’ssocialworkerwasactivelylookingforadoptiveparents.

Themeetingsstartedbylookingatthestrategiesthecarerswerealreadyusingthathelpedthechildrentoexpressormanagetheiremotions(meditationCDsatnight,one-to-oneconversationswitheachchild).Theyalsothoroughlyexploredthestrengthsandneedsofeachmemberofthefamily,andthoseofthefamilyasawhole.WeusedinreflectiontheDiamond Model(Eichsteller&Holthoff,2012).

ThisreflectionhelpedJantodevelopself-awarenessandadeeperunderstandingofhowthechildrenwerecommunicatingtheirneedsthroughtheirbehaviour.OneexamplewasanexperiencewhenthechildrenwerearguingandJanreactedbyinvitingthemtosaywhattheyneedfromeachother.Shewasimpressedwithhowthechildrenengagedandexpressedthemselves:

WhatdoesRitaneedfromKobi?Kindness,love,toplaywithme,respect,tolisten,happiness,himnottocopyme.

WhatdoesKobineedsfromRita?Love,listen,kindness,Iwanttoplaywithher.

ThisexperienceencouragedJantofindcreativewaystoimprovecommunicationwiththechildren:

‘After some training with the social pedagogue I felt that I would try something out with the children. I got each of them to write ‘what does Jan do that I like, appreciate and make me grateful for’ in a circle in the middle of a page then round the outside write anything they could think of. I did exactly the same thing for each of them. When we had finished we shared our information and were able to really understand what each of us meant to the other. I have now put my ‘what does Kobi/Rita do that I like, appreciate and make me grateful for’ sheets on their bedroom walls as a reminder of all the things I appreciate’. Foster carer Jan.

JanandIthoughtaboutusingaCommon Third(Lihme,1988)activitywiththewholefamilyforcreatingasafespacetoexpressandraiseawarenessaboutwhateachmemberofthefamilyneedsinrelationtotheothers.Inthiscasetheideawastohelpcommunicationwithinthefamilybyencouragingexpressionthroughasharedcreativeactivity.

Usingdifferentwaysofexpression(writingordrawing)everyoneengagedandsharedtheirthoughtsandfeelings.

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Thereflectionacknowledgedtheimpactonthechildrenofthelackofasystemicapproachbythelocalauthority(informationwaspassedtothechildrenwithoutinvolvingthecarers)andtheanxietiesandstressthiscausedinthechildren,inturnaffectingthefamily’sdaytodaylife.

Duringtheprocessofthesocialpedagogicinterventionthelocalauthoritydecidedtolookforalongtermplacementforthechildren,askingJanandSeaniftheywouldliketobeconsidered.

Thishadabigimpactonthefamily’sexpectationsaroundtheplacement,andreflectionusingtheFour Fs (Greenaway,1992)socialpedagogymodelfacilitatedbothawiderunderstandingofthesituationandtheexplorationoffeelingsaroundthepossibilityofbecominglong-termcarers.

Immediate outcomes and longer term impact

JanandSeandecidedtoputthemselvesforwardforbeingconsideredasalongtermplacementforthechildren.Theplandevelopedduringreflectiononhowtheyenvisagedthefutureoftheplacement.

‘The carers have recently put themselves forward as a long term placement for the children and the social pedagogue will be looking at doing some work with the family on their expectations. She will also be working with the carers’ birth child looking at how the placement dynamics impact on her and her feelings around this.

There is no doubt in my mind that her work with this family has really helped them to work in a more reflective way and thus give better care to the children placed with them’.Supervising social worker

Thesystemicaspectofsocialpedagogicinterventionispartofthereflectionprocess,encouragingthecarerstoseehowthewholesystemandcontextaroundthechildrenhasanimpactontheirlives.Socialpedagoguescanbringasystemicperspectivetotheteambyworkingcollaborativelywiththesupervisingsocialworker,maintainingopenchannelsofcommunicationatalltimes.

Theapproachwaschangedfromanindividualisticapproach(focusedonthebehaviourbyanalysingaction-reactionresponsestocertainstimuli),toamoresystemicandholisticviewofthechild.Thisapproachemphasisesunderstandingthewholesystemandtheunderlyingaspectsofbehaviours.Itputschallengesintoawidercontextandopensopportunitiesfordevelopingnewpractice.

Reflective practiceisakeystoneinsocialpedagogypractice;itgivescarersopportunitiestoreflectontheirexperienceofimplementingtheirlearningintheirfosteringpractice.

Theholisticapproachfacilitatestheunderstandingofchildren’sbehaviourswithadifferentperspective,wheremorecomplexandcontextualisedaspectsofthechild’slifeareconsidered.

TheCommon Third(Lihme,1988)activitywasusedforrelationshipbuildingandimprovingcommunication.Asaresultthishashadanimpactonthestabilityoftheplacementandprovidedamoredynamicwayofworkingintheteamaroundthechild.Besidesimprovedrelationshipsinthefosteringhousehold,thechildrenarebecomingempoweredtoexpressthemselvesandhowtheyfeelmoreopenly.

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Reflecting on communication Foster carer Justine explains how the reflective methods she learned in her social pedagogy training made a difference to her foster child.

Ihavebeenfosteringforsevenyears.Ihavefosteredtwelvechildrenandattendedlotsoftrainingcoursesandwaskeentolearnaboutsocialpedagogy,butatfirstIstruggledtounderstandit.IlikestrategiesandatfirstIfeltthatthesocialpedagoguesseemedalittlevaguewhenaskedforclearexamples,butIamsogladIwasincludedintheprogramme.

Socialpedagogyisnotaquickfixforproblems,itismoreofajourneywhichhelpspeopleunderstandmoreaboutthemselves,tobemoreobservantandreflective,andbeinventivewhentryingtoproblem-solve.IhavebeenluckyenoughtoworkwithfiveorsixsocialpedagoguesandeachonehasmademefeelgoodaboutmyselfandgivenmetheimpressionthattheyarereallyinterestedinwhatIhavetosay.Imagineifasfostercarerswecandothesameforourchildreneveryday.

Whenyoulookatexamplesinwhichthefosteringsystemhasfailedchildren,forexampleintheBabyPcase,therearenearlyalwaysdefensivecommentsfrompeoplesuchas“Itoldthembuttheydidn’tlisten”.Butinsocialpedagogy,weareencouragedtoconsiderourcommunicationwithpeopleandnottojustthink“Itoldthem”buttothink“Imighthavetoldthembutdidtheyunderstandmymessage.WasIclearenough?Weretheyreallylistening?”andifnot,toreflectonhowIcoulddeliverthemessageinabetterwayandmakesureIamlistenedto.Idon’teverwantachildtosufferbecause“Itoldthembuttheydidn’tlisten”.Inowmakesuremymessageisclearandfullyunderstoodandwillaskforjustificationifmyopinionsaren’tlistenedto.

TherearethreemainareaswhereIfeelsocialpedagogyhashelpedmeinmyroleasafostercarer :

HowIdealwithprofessionals.IthasgivenmemoreconfidencetoadvocateforthechildrenandtoensurethatIamfullyunderstood.

HowIdealwithchildren.TobemoreawareofthingsImighthavedoneinstinctivelyandtoreflectonwhetheritactuallyworksorwhethertotrysomethingelse.

LastlyIuseitwitholderchildrenbyexplainingsomeofthetoolstothemandencouragingthemtousethem.

IcouldgiveyoucountlessexamplesofeachareabutIwilljustgiveyouoneexampleofhowithashelpedimprovetheoutcomesforafosterchild.

Ihaverecentlymovedtwochildrenontoadoption.Theywerewithmefor13monthsandwhentheyarrived,thetoddlerhadbeensoseverelyabusedIwastoldshecouldeasilyhavebeenkilledbyherabuser.Shehadwithdrawnsomuchthatshewasalmostcomatose.

IwillneverforgetthefirsttimeIchangedhernappy;shelaytotallystillandsilentbutwithhugetearsrunningdownthesidesofherface.Whilewithme,shegraduallycameoutofhershellandbecameaconfidentandbubblylittlegirl,buttherewerestilltriggerswhichcouldsendherbacktothedarkplaceshewasinwhenshefirstarrived.Shewasextremelyscaredofcertainmen,particularlythosewithdarkhair,withbeardsorwearinghats.Shewouldruntomeformetopickherupandwouldhideherface,shaking,untiltheyhadmovedaway.

Duringthe13monthsshewaswithme,Igottoknowherandrespondedtoherandcouldseeataglancewhensheneededmysupport.HernewmumanddadhadtolearnthisinthetwoweektransitionperiodandIwassoscaredtheywouldn’tunderstandherornoticewhenshewaswithdrawing.Thefirsttimetheymether,itwentreallywelluntiltheywereleavingandthe

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dadtookahatoutofhispocket.Assoonasshesawitsheranintotheotherroom.Itoldhimthathecouldn’tputthehatonandexplainedwhy;hecompliedbutwhenheleftsaid“Idon’twanttoscareherbutwillhavetoputitonifitsnowsasmyheadgetsverycold”.

Ireflectedonthatintheeveningandknewthathehadn’tunderstoodjusthowmajoraproblemthiswasforher,sowhentheycamebackthenextmorning,IsatthemdownandexplainedthatIfelttheyhadn’tfullyunderstoodthemessageIwastryingtogivethem.Isaidthat,inmyopinion,whenshesawamaninahat,shewasactuallypicturingherabuser.Herdadcriedatthethoughtthathecouldremindherofthat,butthenstartedaskingmehowtheymightbeabletohelpherovercomeherfear.Wecameupwithafewpossiblesuggestions.

Thenextday,itwassnowingandthedadcameinshiveringwithnohatonandIknewthenthathehadfullyunderstoodherfear.AtthatmomentIstoppedworryingabouthermovingonfromme,asIknewthattheywouldbewatchingoutfortriggersandwouldbethereforher.Iknowtheyarecaringpeopleandwouldprobablyhavenoticedherreactionthemselveseventually,butsocialpedagogyhelpedmeensuretheyreallyunderstoodmymessageandsavedmyfosterchildfromhavingtogobacktothatdarkplacewhilehermumanddadgottoknowherbetter.

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Using reflection in supervisionPatrick, a foster carer, describes how he used reflective practice to help his foster son reach his potential.

MypartnerandIwerewonderinghowtomotivateour15-year-oldfostersontotakehisstudiesseriouslyandfulfilhispotentialinthisvitalyear11.Heispredictedtopass10subjectsatCorabovebutwethinkwithabitmoreworkhecouldachieveallBsandsomeAsorevenA*s.Wehavefivemonthstogo!

AlthoughheisquitemotivatedandwantstomovetoasixthformwithanentrycriteriaofsevenBs,heseemstodojustenoughtogetbyratherthanpushinghimselftoachievemore.Hehasalsostarteddatingagirlforthefirsttimeandseemsmoreinterestedthaneveringoingout–perfecttiming!

Weusedsupervisiontoreflectonthisandlookedatourownupbringing,examiningourfamilyscriptsaroundeducationandachievement.Wehaddifferentmotivationstoachievefromourfamilyscripts.Mymotherparticularlywantedmetogotouniversityasshehadbeendeniedthechancebyherownfather–hehadsaiditwouldbe‘wastedonagirl’.Mypartner’sfatherwantedhimtogotouniversityasithadmadeabigdifferencetohislife–movingfromanimpoverishedtoacomfortablelifestyle.

Thisledustoreflectonwhywewantedourfostersontodowell.Webothfeltthatitwaspartofourresponsibilityasfostercarers.Wewanthimtodoaswellaspossibleforhisownfuture.Itisalsoaboutbreakingacycleandshowingthatchildreninthecaresystemcanachieve.Oursupervisorwassurprisedthatwewouldfeelwehadfailedandthatshemightcriticiseusifourchildrendidn’tfulfiltheirpotential.Shepointedoutthatitisalsothechildren’sresponsibilitytoworkfortheirexams.Itisnotallonourshoulders.

Thisdiscussionhelpedustorelaxabitandmakesureweareencouragingratherthanpressurisingourfosterson.Wealsothoughtofwaysofmakinghimtakeresponsibilitysuchasdevisingarevisiontimetableaheadofhismocks,ratherthanusnagginghimeveryday.Wewerealsoworriedthathewouldn’tgetaroundtofillingintheapplicationformforthenewsixthformbutdecidedtolayoffnaggingunlesshewasabouttomissthedeadline.Miraculously,itwascompletedthisweekend,threeweeksaheadofschedule–hecantakeresponsibilitywhenhewantsto!

Wehaveagreedsomeboundariesaroundsocialisingintherunuptoexams.Wehavesaidhecangotoonepartyperweekendbuthastobehomeby10.30pmasheneedshissleep.Hecanalsoonlygooutontheweekendsoncehehasdonehishomeworkorrevisionforthatday,ratherthanlettinghimputitofftoSundayevenings.It’satusslebetweenhissenseofresponsibilityandambitionandoursbuthopefullywearestrikingtherightbalance.

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The art of losing controlThis story illustrates the empowering of a foster carer, George, to let go of control so that his foster daughter is liberated to make her own choices.

‘When you teach a child something you take away forever his chance of discovering it for himself ’. Jean Piaget

Wehadadifficulttimewithourfosterdaughterawhileagoandmanyofherdecisionshadbeenhurtfulnotonlytoherselfbuttoothersinthenetworkofpeoplearoundher.Shewasincreasinglyintroubleatschoolanditwouldallcomeoutathomeinonewayoranother.TocounterthisIwouldbeheavilyinvolvedwithtryingtostophergettingintotroubleandtellingherthewaythatthingsshouldbe.ThiscreatedrisingtensionbutIcouldnotseeawayofgettinghertodoasshewastold.SheandIweregettingmoreandmorefrustratedaswecouldnotgetwhatwewantedbutneitherofuswouldbackdown.

ConsideringtheseactionsIhaveadoptedacritical reflectionapproachrecently(encouragedbysocialpedagogy)tolookatmyownreactionstothesesituationsandhowIhavebeendealingwiththem.Ifoundthroughthesereflectionsthatmanyofmyactionswerepre-emptiveandcontrollingandthatmanytimes(oftenthroughthebestintentions)Igaveverydefiniteguidelinestoourfosterdaughterthatwereunnecessaryandmoreaboutmyownfeelingsofsafetythanhers.

Asaresultmyreflectionsgentlypointedmetothefactthatmaybeshewasbeingovercontrolledandwaskickingbackagainstthat.ThequoteabovebyJeanPiagethasbeenaguideformerecentlyandbecomemoreofapedagogicmantra.Ourdaughterhadtoexplore,makemistakesandlearnthisworldinherownway.Attimesitmayhavebeenappropriatetotakecontrolbutactuallyitissomuchmoreimportantthatsherealisedthatsheneededtoaskforhelpratherthanitbeingimposed.Intakingmyfootoffthegasandlettinghermakeherownchoicesthetroubledidnotstopbutshewasallowedtofullyownherownchoicesandtheconsequencesthattheybrought.

Thesereflectionshavechallengedmeaboutmylegacyasafostercarer.Controlcanleadtomycreationofunrealisticandunhealthyideals.Itiseasytoprojectfeelingsandstandardsthatareentirelyaboutme.Projectionsofwhatitistosucceedinlife,what‘good’peoplelooklikeandlastbutnotleast,creatinganenvironmentthatthechildcanfeelunsafeinbecausetheyhavenoideahowtomeetthesestandards.OftencontroljustgetsmethelifethatIwantandcanoftenbeamillionmilesfromwhatisbestforthechildortheirenvironment.HowdoImakesurethatIdonotprojectthesefeelingsconstantly?Withoutadoubtitiscontinuedcriticalreflection,arealisationthatthesefeelingswereoftenprojectedontomewhenIwasgrowingupandawilltobreakthecycleofmanhandlingachild’supbringing.AlthoughitwillalwaysbeaproblemasIwanttoprojectandprotectmyownworldviewandsecurity,Ithinkalloftheseinsightsareagoodstarttolettinggoofmyowninsecuritiesandallowingachild,apersonintheirownright,tochoosewhethertogoleftorright.

Sincethisstorywaswrittenourfosterdaughterhashadtoleaveusforotherreasons.Throughsomecarefulworkshewasabletobeplacedinthevicinitysothatshecouldcontinuetoattendthesameschoolandbearoundthesamenetworkofpeoplethatsheknows.OnaSundayourchurchmeetsintheschoolandourfosterdaughterwouldnormallyhavecomewithusbutwedidnotexpecttoseeherthereonceshemoved.AcoupleofmonthsaftershehadleftIwas

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standingchattingtoafriendwhensomearmscameupandhuggedmefrombehind.Iturnedandthereshewas!Wechattedforawhileandcaughtup.Shewasrelaxedandfriendly.Shethenpulledaschoolreportcardoutofherpockettoshowmeshewasstillgettingintosometroublebutshewasgenerallydoingok.Wehadatalkaboutthecardandaboutstillgettingintotroubleandwebothgroanedandlaughed.Sheleftwithanotherhug.Ithoughtabouthow,ifIhadcontrolledhertotheextentthatIwouldhavewithoutreflection,Iwouldsimplyhavemadeanenemy.Nowhowever,eventhoughshedoesnotlivewithme,Iamapositivepartofayounglady’slifewhoisjusttryingtofindherway.

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Head , heart and hand reflection Supervising social worker Anya, who has a qualification in social pedagogy, used a creative approach in her carer supervision, providing a structure to reflect on a complex situation with the foster carer.

IstartedtoworkwithMarcobecausehewasstrugglingwithhisfutureplansregardingworkandhiscommitmenttofostering.Priortomyinvolvementhehadhadtwoconsecutiveplacements,whichhadbeenbroughttoaplannedend,ashefelthecouldnotmeettheirlong-termneeds.Subsequently,hequestionedhisownabilitytocontinuefostering.Beingasinglecarer,healsowonderediffosteringwastherightcareer,giventhatunpredictablechangesoftenresultedinalossoffinancialsecurity.

Sincehislastfosterchildhadmovedon,Marcohadprovidedrespitecareforseveralyoungpeopleuntilanothersuitableplacementcouldbefound.Ontwooccasions,differentyoungpeoplehadbeenlinkedtohimbutplacementsdidnotstartbecauseofchangesinthechildren’scircumstances.

Marcoseemedtobeexperiencingmixedfeelingsoffailure,loss,uncertaintyandconfusion.Hewantedtobeafulltimecarer,butalsofeltthatheneededthesecurityofaregularjobtohaveasecureincome.Heseemedtorn,notcertainwhathisprioritieswere.Itwasnecessarytoclarifyhissituationinordertosupporthimandmoveforwardwithaplanthathefeltcomfortablewith.

Wehadfivemeetingsovertheperiodofamonth.TherewasaneedforMarcotoreflectonpastfosteringexperiences,includingsuccessesanddisappointments.Wefirstcreateda‘mindmap’together,reflectingonhiscurrentsituation,includinghiswork,peopleinhislife,youngpeoplepreviouslyplacedwithhimwhomhecontinuedtobefriend.Buildinga‘map’ofhiscurrentlifeandworkcircumstancesrevealedthattherewereunresolvedissuesfrompastplacements,aswellasthefeelingthatpeoplemightthinkheisnotacapablecarer.TherewasalsoconfusionforMarcowhenitcametounderstandingthedifferentfosteringprovisionsandexpectationstowardseachofthem.Hefeltinthepasthewasnotsupportedenough.

Isetupameetingwithournewteamleadertomakeintroductions.WeusedthatmeetingasanopportunityforMarcototalkthroughpasteventsandtoexplainhisfeelings.Hewasreassuredthatnobodywithinthedepartmentdoubtedhisabilities,whichhefoundverycomforting.Webothemphasisedthatthiswasanewstart.Wealsoidentifiedtogetherthetopicsthatweshouldworkon:hisexpectationsversustheexpectationsoftheservice;theneedto“unhook”fromoldplacements,clarificationofpossiblefutureplacements,andfindingthebalancebetweenfosterplacementsandhisfinancesandworkcommitments.

InfollowingmeetingsIusedimagesofahead,heartandhandtoreflectwithMarco.Intotheheadwewroteallthingsgoingoninhishead:thoughts,andthingshethinksheneedstodo.Intotheheartwewroteallthingshewantedfromhisheart:wishesandfeelings,whetherrealisticornot.Intothehandwewroteallpracticalconsiderations,suchaswhathecouldrealisticallyandpragmaticallydoinhiseverydaylife-whatispossibleandwhatcanphysicallybedone.

WiththisreflectiononMarco’s“head,heartandhands”,wemanagedtoseparatehisfeelingsfromfactsandtoclarifymanythings.

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HEADThisiswhereMarcofelt“stuck”.Hefeltthatfactsdon’taddup,hereflectedagainoninconsistenciesexperienced,forexampleinregardstopaymentsituations.Thisallowedustodiscussthefactsandrequirementsfordifferentkindsoffostering,forexamplethattheserviceexpectsspecialistcarerstobetheretwenty-fourhoursadayforthechildwhilemainstreamcarerscanhaveajobalongsidefostering.

HEARTWediscussedpastexperiencesandfeelings,includingMarco’sthoughtsaroundhowpeopleseehimandifheisseenashavingtheskillstobeaspecialistcarer.Iclarifiedhisquestionsaroundhowthecouncilplaceschildrenandtogetherwelookedatpossibleplacements.Marcodiscoveredhisstrugglebetweenhisheartandhisheadandaskedmetosupporthimwiththis.

Hespokeaboutsometimesfeelingexcluded,forexampleatcarergroups,becausehefeltlesssuccessfulatbeingacarer.Hestatedthathealsorealisedheisstillsufferingfromtraumaaroundtheendofapreviousplacement,andthathestillfeltthatthisneedstobe“sortedout”.Hewasabletosaythatheisnotsureabouttheintensityofaspecialistplacementandfeelsthatmaybewithtwoyoungermainstreamchildren,possiblysiblings,hewouldhaveabetterlinkintothelocalcommunityandthatthiscouldworkwithhimworkingparttime.Hestatedthatherealisedheisaheart-ledperson.

HANDSWereflectedonthepracticaladjustmentsMarcohasmadeinhislifeforfostering(forexample,housemoveandchangeofjobs)anddiscussedpracticalrequirements,suchastheneedtopaytherenttohishouse,hissalaryandfinancialsituation.Werealisedthatwhatisfeasibleforhimfromafinancialperspectivewouldbetoreducehisjobtobeaparttimejobandhaveamainstreamplacement(ideallyasiblingpair)asafosterplacement.Wespokeaboutpracticalconsiderationssuchastimeframesforplacementplanning,orforhimtogivenoticetogoparttimeatwork.

Heacceptedandrequestedmysupportasasupervisingsocialworker,especiallyhelpinghimtonotonlybeheart-led.Iwasabletoclarifyalotofexistingsituationswithhimbysettingupmeetingswithrelevantpeopleandwasabletogainclarityforhim,forexamplearoundhisrolewithapreviousfosterchild.

Marcofeltthathewasabletoletthingsgoandalsofeltbetterinformedabouthispossibilities.Togetherweagreedonhowtoproceed,whichmadehimfeelinvolvedinprocesses,ratherthanothersmakingdecisions.

Sixmonthsafterthosediscussionsandreflectionstookplace,Marcohasgoneparttimeatworkandhastwoyoungbrothersplacedwithhim.Hefeelsconfidentinhisworkandhasgainedbackjoyinhisworkasafostercarer,withtheopportunitytostayinhisjobandnotlosehiscontactsthere.Henowengageswiththeserviceagainandmakesgooduseofthesupportofferedtohim,suchasmyhomevisits,andisopentoreflection.Hefeltthatthehead,heartandhandreflectionmadehisstrengthsandweaknessesvisibletohimself,helpedhimtoclarifymisunderstandingsandalsohelpedhimtoletgoofpastexperiences.Thelong-termimpactforhimisthatheisbackintofosteringandhighlymotivated,whereashehadpreviouslyfeltmisunderstoodandconsideredgivingupfostering.

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Additionally,otherteammembersfoundthereflectiontoolusefulandimplementedthemodelintotheircarersupervisions.Ithashelpedtheteamtothinkmorecreativelyaroundreflectionandcarersupervision.

ThecreativeapproachwassomethingcompletelynewforMarco,andhelpedhimtoreflectinadifferentway.Thevisualreflectionsupportedhisstyleoflearningandreflection,andhelpedhimtosorthisthoughtsandfeelings.ThisopenandintensivereflectionwasonlypossibleasIhadbuiltupagoodworkingrelationshipwithhim.Wefocussedonhisstrengthsratherthanhisweaknessesinordertomakefutureplans.Placementplanningwasdonetogether-IinvolvedMarcoinallstagesoftheplanningofhisfutureplacement,sohefeltincludedandtookonresponsibility.Feelingsoffailurefrompastplacementsweredealtwithinarestorativeway,whichhelpedtohealoldwoundsbutalsomadecleartohimthathehadtoletgoandthatitwasfinetodoso.

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Outdoor activities with foster families and looked after children Anita, a social pedagogue, reports on activity days for foster families that utilise social pedagogic principles to enable relationship building, learning of skills, overcoming of fears and reflection.

Theactivitydaysattheoutdoorlearningcentresareopentoallfostercarers,theirbirthchildren,thechildrenandyoungpeopletheylookafterandsocialworkstaff.Themainaimistoofferastructuredinitiativewheretheparticipantscanenjoyqualitytimetogether.Asafeandfunspaceisprovidedfornurturing,buildingandimprovingrelationships,learningnewskills,experiencingchallenges,conqueringfears,developingteam-workandnetworkingwithothersthroughsharedoutdooractivities.

Theparticipantshavebeendiverse,rangingfromtoddlerstosiblinggroupsandyoungpeople,tofostercarerswithyearsofexperience,singlecarersandrespitecarers(attendingwiththechildforwhomtheyproviderespitecare).Sincetheactivitiesstarted,afewsupervisingsocialworkersandfamilysupportworkersfromthefosteringteamhaveparticipatedalongsidethefostercarersorthechildrenandyoungpeopletheyareworkingwith.

Therehavebeenthreecoursessofar,eachlastingthreedays.Eachdayconsistsofa3-4houroutdooractivity–rangingfromteamtasks,highropes,wallclimbing,woodlandskills(denbuildingandcampfirelighting)andbellboating-followedbyasharedmeal,freeplayandspaceforconversationandreflectionabouttheday’sexperiences.Thisincludesanappraisalexercise,whereeachparticipant’sskills,competencyandbraverythroughouttheoutdooractivityareacknowledged.

Itiswidelyrecognisedthatbothchildrenandadultsbenefitgreatlyfrombeingincontactwithnature–theopenspace,naturallightandtranquillityoftenassociatedwithoutdoorspaceslikewoods,lakesandfieldsallowrelaxation,playandexplorationtotakeplace.

Itwasoneofthemainaimsfortheoutdoordaystocreateopportunitieswherebothadultsandchildrencouldlearnnewthingsandachieveasharedgoaltogetherbyworkingasateam(Common Third,Lihme,1988);aswellasnetworkingwithothercarersandyoungpeople.

Childrenandcarersexploredthedifferentactivitiessafely,guidedbytheoutdoorfacilitators,whoencouraged,helpedandpatientlytookeachparticipantattheirownpace.Bysharingthesameoutdooractivityandbyacceptingandembracingeachperson’slifeexperiencesandknowledge,theparticipantshadtheopportunitytoexperienceeachother’slifeworld orientations(Thiersch,2005)whilesharingacommonlifespace.

ThesedaysillustratebothSenninger’sLearning Zone(2000)modelandVygotsky’sZone of Proximal Development(1978)theorybypresentingsafespacesforchildrenandcarerstoovercomecertainfearsandgivingthemthetimeandspacetoexperimentbygoingalittleoutoftheircomfortzone,sometimeswiththehelpandsupportofothersorbyslowlychallengingtheirownlimits.Forexample,a12yearoldgirltookthecouragetowalkupaverysteeppolebackwards;whileanolderteenagerneededtotakesomeextratimeuntilshefeltcomfortableenoughtojointhegroupontheclimbingwall.

Theactivitiesalsoofferedtheopportunityforthediscoveryanddevelopmentforbothchildrenandfostercarersofskills,competenciesandtalentsthattheyweren’tawareoforthattheyhadn’thadtheopportunitytodemonstratebefore(forexample,beinggoodatclimbingor

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enjoyingbeinginagroupofsimilarpeople);whichcanbeconnectedwithLuft&Ingham’sJohari Window (1955)tool.

Thesharedmealsandfreeplaysupportedchildrenandyoungpeopletodeveloptheirsocialskillsandcapacitytomakefriends,playingfairlyandagreeingcollectivelyonrulesandlimitsfortheirgameswithouttheinputfromadults.Forthefostercarers,thetimeafterthemealsprovidednotonlyaspacetosharefosteringexperiencesandtips,butalsotoreflecttogetheronfeelings,thoughtsandsituations,usingKolb’sExperiential Learning theory(1984).

Belowaresomeofthebenefitsoftheseactivitiesasexpressedbysomeofthefostercarerswhotookpart:

‘My favourite moment was building the outdoor shelter – not because our shelter was in any way weatherproof (it wasn’t!) but because we had to work as equals in the task, agree our design and implement it all in a short space of time. Both children felt a real sense of achievement in learning to start a fire without matches or other accelerants.’ Foster carer

‘This represented a great opportunity for real coming together in a fantastic space to spend real quality time working together without even realising the added benefits the activity was bringing to your relationship. This is a classic example of social pedagogy at its best: taking time to encourage, empathise and go at each other’s pace, achieving together and bringing that Common Third (Lihme, 1988) element completely into play.’ Foster carer

‘The outing was booked as much for me as for my foster child Becky as I enjoy such activities, but she doesn’t - or at least thinks she doesn’t - until she is encouraged to challenge herself. We had a lot of trepidation at the beginning with Becky determined that she wasn’t going to give it a try because of her fear of heights. Thus it was with some relief when we spoke to another foster carer, who also admitted he was scared of heights but determined to have a go. This gave her the motivation and encouragement to have a go and by the second challenge, she not only completed it successfully but was probably the only person who ended up choosing to walk backwards up a very slippery log because she knew from gymnastics she could do it that way! A great day out and one we hope to build on as helping Becky overcome her fears takes many small steps. She took a giant leap forward in building her confidence today.’ Foster carer

‘It’s unusual to get something where we can all work together as a team. It really helped strengthen the bond between us as well as helping to try new and exciting things in a safe place. It was a great way to help us to continue to make those connections.’ Foster carer

‘Daniel loved being able to help me and working together as a team. The event has strengthened our relationship and given Daniel a lifelong memory’. Foster carer

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Placement beginnings and endingsFernanda, a social pedagogically trained supervising social worker, describes the methods used in ensuring a placement move resulted in a positive ending for a child.

Twochildrenfromasiblinggroupofthreeweretobemovedfromashort-termplacementintoalong-termandpermanentplacement.ThesiblinggroupconsistsofPaul,13yearsold(alreadyinapermanentfosterplacement),Richard,11yearsoldandCaroline,7yearsold.RichardandCarolinewereplacedtogetherinshort-termfostering.Thefamilyfinderhadbeentryingtoidentifyaplacementforoverayearforbothsiblings.Richard’sbehaviourstartedtoescalateovertheyear,withhisanxietyheighteningaboutnotknowingwhatwashappening.Becauseofhisbehaviourthespecialistteamswereapproached,andcarerswereidentifiedforbothchildren.

CarolinewastomoveinwithPaul.Thecarerhadcomeforwardtotakeallthreechildren,howevertakingintoaccountRichard’sbehaviouritwasfeltthatthiswasnotappropriateasshewasasinglecarer.ItwasalsofeltthatRichardwouldbenefitfromaplacementonhisownwherehecouldbetheyoungestchildinthefamily,andwheretherewasabigsenseofcommunity.Consideringbothoftheavailableplacements,itwasdecidedthatCarolinewouldmoveinwithPaul,andRichardwouldlivewithothercarers.

Atameetingkeyaspectswereconsidered,discussedanddebated:Richard’sroutine,theschool’sroutine,thesupportinplaceforRichardatschool,whatheusedtocomforthim(asensorybox),thestrategiesusedbyschooltode-escalatehisbehaviour.AHOTS(HospitalandOutreachTeachingService)workerwouldstartworkingwithRichard,preparinghimforwhatwasgoingtohappen.ShewouldstartbyaddressingRichard’sworriesaboutthefutureandthepresent.Severalagreementsweremadebetweenvariousprofessionalsandthefostercarers.

Itwasagreedthatthereshouldbeacommonscriptsothatallthreechildrenweregettingthesamemessage.Thesocialworkerwastaskedwithwritingaclearscriptofwhatwashappeningandwhydecisionsweremadeinthisway.Thiswayallcarersandprofessionalsinvolvedwiththechildrenwouldberepeatingthesamemessage,allowingthechildrentotakeitinandacceptitwithoutfeelingconfused.

Bothnewcarersweretoprovidea“talkingphotoalbum”foreachchild,whichwastocontainpicturesoftheirnewhome,theirbedrooms,theirnewschools,theirnewfamilies,parksnearbyandwouldhaverecordingsoftheircarers’voices.Ifpossible,acarer’sscarforasmelltheycouldassociatetothecarerwouldalsobeplacedinthealbum.Itwasconsideredvitalthatapictureofallthreesiblingswasplacedattheendofthealbum,reiteratingthattheywouldstillbeseeingeachother.Richard’scarershadalsopreparedtheirownportfolio,wheretheysaidafewthingsaboutthemselves.SinceRicharddidnotknowthematallitwasfeltthereshouldbemorethanjustaphotoalbum.Thecarersalsoprovidedaloosephotographofthemselvessothechildrencouldtakethistoschoolshouldtheyfeeltheywantedtosharethenewswiththeirfriends.

ItwasfeltthatthesocialworkershouldinformbothRichardandCarolineofwhatwashappening.Thedecisionwasmadethatthechildrenwouldbetoldseparately-itwasfeltthatduetoRichard’sbehaviourandtheassessmentthathadbeencarriedout,heneededtofeelhewasapriority.Followingtherecommendationsfromtheassessment,itwasagreedthatthesocialworkerwouldspeaktoRichardfirst,explaineverythingaswasinthescript,givehimtheportfolioaswellasthephotoalbumandallowhimtoaskquestions.ShewouldthenspeaktoCarolineafterhavingspokentoRichard.Thiswentwell.

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Itwasessentialforthechildrentohaveagoodendingtotheirplacementandtoschool.Theschoolwasaskedtodoasend-offforbothchildrenandthelastdayofschoolwasselected.BothRichardandCarolinegotabookfromschoolthattheirteacherswroteinandalltheirfriendsleftamessage,aswellascontactdetails.Theybothhadafarewellparty.Meetingswitholdandnewschoolsweresetupsothatallinformationaroundthechildrencouldbeshared.Richardtookhisfarewellbooktothenewschoolwhichmadehimfeelvaluedandimportant.

Toenabletheplacementtoendonapositivenote,carerswereaskedtotakethechildrenoutforthedayandmarktheendingwiththem.Allofthefamilymembersthathadbeenpartoftheirlivesalsocameoverandsaidtheirfarewells.

Datesforintroductionsandinitialcontactwereestablished.Thepreviousfostercarersvisitedbothchildrenattheirnewhomesoncetheyhadbeenthereforoveraweek.Thiswasveryimportant,enablingthemtoexperienceaclosuretotheirpreviousplacement.

Itwasagreedthatcontactbetweensiblingswouldhappenmorethanonceamonth-notovernight,becauseallsiblingswouldneedtosettleandadapttotheirnewrealities.Carerswereonboardwiththisandthechildrenhavevisitedeachother.PaulandCarolinehavebeentoRichard’shome,whichhaslessenedPaul’sanxietiesaroundRichardnotbeingwithhimandCaroline.Contactisagreedbetweencarersandwilltakeplaceeverytwoweeks.Theywillgooutforteaormeetateachother’shomes.PaulandRichardgoiceskatingtogether.

Richardcontinuestocontacthispreviouscarersonceaweek;hemissesthemandenjoysachat.Healsospeakstotheirgrandchildren,withwhomhespentalotoftime.Heisalsoallowedtocontacthissiblingswhenhewantstoandhecontactssomefriendsfromhisoldschool.Heisverymuchlookingforwardtohavingthemoverforaweekend.

Immediate outcomesRichardrespondedverypositivelytothetalkingphotoalbum-hewantedtohaveitwithhimallthetime.Carolinealsorespondedtoitwellandmemorisedalltheinformation,feedingthisbacktohernewcarer.Richardwasveryhappywithhisalbumandtookhisownalbumtohisfirstcontactwithhisnewfostercarerstoshowthemhispictures.Theprocessworkedverywellwithallofthechildren.Richardfeelssettledandhasmadefriendsaroundthecommunityandhasstartedathisnewschool,currentlywithnoadditionalsupportneeded.Hehasusedhisleavingbookfromschooltocontacthisfriendsfromhisoldschool.Thecarershaveencouragedthisandheisabletokeepintouchwiththem.Hewasdelightedwhenhisfriendsreturnedhiscalls.Thishasreinstatedhisfeelingofbelonging,ofbeingloved,andpartofthecommunity.Thishasreallyhelpedwithhisconfidence.Hefeelsathomeandsaysthatitfeelslikehehaslivedthereforyears.Hefeelsabletocallhissiblingsshouldhewanttoandhasaskedtocontacthispreviouscarersandtoseethem.Atthemomentphonecontactismaintainedonceaweek.Richardalsosentthemacardtothankthemforeverythingandhasalsoreceivedacardfromtheirgrandson.Heholdsontoanythingthathefeelsdemonstrateshowmuchheisloved,sohehascherishedthiscardandtakenittoschool.

Longer-term impactRichardhasstabilisedatschool,andiscurrentlynotrequiringanyadditionalsupport.Hisanxietiesarecontainedwithintheplacement.Asyethehasnotkickedoffinanyway.Wehopethishasimpactedinhowfostercarersseehim,buildingonthepositiveinformationandbehaviour,sotheyareabletoseehiminadifferentlightthanifhewasescalatinginhisbehaviour.WehopethesesmallbutimportantdetailswillcreatefirmfoundationsforRichardinhisplacementandthatthiswillbeaplacementuntiladulthood.

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Buildingarelationshipandfocusingonitisclearlyillustratedwiththetalkingphotoalbumandintroductionsandprocessesofmeetingthecarersbeforemovingin.Also,theimportanceoftherelationshipwithhispreviouscarersisclearlyvalued,astheystillkeepincontactandakeypointintheinitialphasesoftheplacementwasforthepreviousfostercarerstovisitRichardinhisnewhome.Therelationshipbuildingandmaintainingoldandnewrelationshipsiscrucial,asthiswillenableRichardtobehaveashehasseenrole modelled,forexamplekeepingintouchwithhisfriendsfromhisoldschoolwhilestillbuildingnewrelationshipsinhisnewschoolandneighbourhood.

Thecreativeapproachwasalsousedwithfostercarers,usingatalkingphotoalbumforthefirsttimeandforschool,creatingasend-offbookandasendingoffpartyforbothchildren.

AfterRichardhadsettled,Ididsomereflectionwiththefostercarersaboutthevalueoftheworkthatwasundertakenbyallcarers,withtravellingandmeetingthechildrenatdifferentpointsoftheintroductions.Thefostercarershadnotpreviouslyhadasimilarexperience,aschildrenhadbeenplacedfromonedaytothenextbecauseofplacementbreakdownsorrespite.

Ifeelitiscrucialforchildrentohavepositiveendings.Evenwhenthingsaredifficult,astheywereforRichardinhisplacement,hewasabletoleavetheplacementonapositivenoteandstillcontinuealinkwithhispreviousfostercarers.Thereshouldbeeventswhereendingsaremarkedinapositivelight,thishelpschildrenmoveonandallowsthemtofeeltheyareabletoacceptthechange.

Itisalsoveryimportantforpastandpresentrelationshipstobenurturedandcorrectlyrolemodelled,asmanychildrenwhoareaccommodatedhavenothadpositiveexperienceswiththesesituations.

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Providing a positive experienceThis social pedagogue, Jose, supported young people during a coasteering activity and describes the strategies used that made a difference to a child, enabling a positive experience.

AtthebeginningoftheactivityChloewasquitefrightened.Shetoldmeshehadn’tbeenswimmingintheseabeforeandisnotaconfidentswimmerinthepooleither.Shehadonlypaddledintheseabefore.Isupportedherusingthestepsyouwouldwithayoungerchildgoingintothewaterforthefirsttime.Iheldbothofherhandsandhelpedherinthewaterstepbystep.Wethentooktimetoexplorethewater,gettingusedtoit.Shehadafewtearsstreamingdownhercheekandheldontomeatalltimes.Withsmallstepswehaveachievedsteppingontotherocks,goingintothewaterandswimmingthroughthechannel.Tostartwith,everystepofthewayshewassayingshecouldn’tdoit,howeverthingschangedthroughouttheprocess.

Shebegantotrustmeandtheinstructors,followedourinstructionsanddidnotgiveup.Shetriedallaspectsoftheactivity.Iencouragedhertotrytojumpastheothersdidinanareawithconditionssimilartoaswimmingpool.Shehadanoptiontogoinslidingdownbutchosetotryjumping.Iwaitedforherintheseaandheldherwhenshegotoutofthewater.Sheheldmeverytight,criedandkeptonrepeatingthatshedidnotlikeit.Theseatasteddifferenttoswimmingpoolwater.

Afterbeingreassuredshecalmeddownandcontinuedwiththeactivity.Aftergoingthroughthetunnelinthewateritwastimetoclimbontherockinthemiddleofthesea.Istartedtonoticethedifferenceinherattitudeafterthejumpandatthismoment.Ispoketoheraboutherstrengthsineverydaylifeandhowshegetsthroughthechallengesanduncertainty.AfterthatIfeltshebecamemoreadamantasshedecidedtoclimbontotherockwithoutassistance,nolongersayingthatshecouldn’tdothingsandstartedtoenjoyherselfbysmilingandinteractingmorewiththeothertwoyoungpeopleinthegroup.Shecheckedhowtheyweredoingandwantedtohelpthemandmeifwejumpedintothewaterandshewaitedontherockstohelpusclimbbackup.ThesessioncarriedonforanotherhourwithChloetakingonchallenges,smiling,stillneedingalittlesupportandholdingontomebutalsotryingoutthingsbyherself.

Inoticedsheneededteachinghowtowalkonandclimboffrocksasshehadn’tdoneanythingsimilarbefore.Iexplainedtoherhowtoplaceherfeettogetagoodgrip,howtofalltonotgethurt(orgethurtless),andhowtoslideofftherockwithanawarenessoftheenvironmentaroundher.ShestruggledwalkinguphillwhenthegrasswasslipperysoIadvisedheronhowshecouldovercomeitusingdifferenttechniques.

BytheendofthesessionChloedidnotwanttoleave.Shewantedtogobackintothewater(whichwasahugecontrasttothebeginningoftheactivity)andalsoextendedthedistancebetweenmyselfandtheinstructor.Sherefusedourhelptogethertothebeachandwantedtodoitherself.Shetookawhile,butIfeltitwasimportanttofollowthatthroughasitwassomethingshewantedtoachievebyherself.Shedidsoandwashappy,laughingandsmilingaswellasaskingaboutfutureactivities.

Iobservedabigchangefromthebeginningoftheactivitytotheend.Shehadworkedonherphysicalskills,herconfidence,howtoapproachachallenge,resilienceandcopingwithstress,askingforhelp,cooperatingwithothersandbeingapartoftheteam.Shesaidthatshehadagoodtimeandshewashappywhensheleft.

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Key tools and concepts in social pedagogyThe Common Third(Lihme,1988)relatestoasharedactivitythatispurposefullychosenbythinkingaboutwhatmightbeanactivityofinteresttobothcarerandchildandwillprovideanopportunitytobuildtherelationship.Oftenthecommonthirdactivitywillbeanopportunitytolearntogetherandwilltypicallyinvolvecreativityandfun.Itcanhoweverbeassimpleaswashinguptogetherandpurposefullyusingthetimefordialogue.Thecommonthirdemphasisesthesocialpedagogicvalueofequality(workingtogether,notbeing‘doneto’),andtheconceptsofbeingauthenticandreflective,andbuildingpositiveexperiences.

Critical reflectioniscentraltosocialpedagogy,associalpedagogyplacesgreatimportanceonunderstandingtheclients’situationandlife-world.Thepractitionerismorelikelytogainthisunderstandingifheorshecanreflectontheirownlife,theirownpracticeandhowtheseoftendirectlyorindirectlyplayapartintheclient’slife.

TheDiamond Model (Eichsteller&Holthoff,2012)symbolisesoneofthemostfundamentalunderpinningprinciplesofsocialpedagogy–thatthereisadiamondwithinallofus.Ashumanbeingsweareallpreciousandhavearichvarietyofknowledge,skillsandabilities.Notalldiamondsarepolishedandsparkly,butallhavethepotentialtobe.Similarly,everypersonhasthepotentialtoshineout–andsocialpedagogyisaboutsupportingtheminthis.Therefore,socialpedagogyhasfourcoreaimsthatarecloselylinked:well-beingandhappiness,holisticlearning,relationshipsandempowerment.

TheExperiential Learning Theory(Kolb,1984)describeslearningthroughexperience.Thelearnermustreflectontheexperiencetoapplytheirlearningtonewsituations.

TheFour Fs(Greenaway,1992)isamodelofreflection,usedforreflectingonasituationoreventlookinginturnatfacts(whathashappened),feelings(whatarethefeelingsassociatedwiththeevents),findings(whathasbeenlearned)andfutures(whatcanbedonedifferentlynexttime).

TheJohari Window(Luft&Ingham,1955)isatoolusedtodevelopself-awareness,interpersonalrelationshipsandcommunication.

TheLearning Zonemodel(Senninger,2000)helpspeopletounderstandwhatconditionsareneededforlearning.Itdescribesthreezonesinwhichanindividualcanbein:TheComfortZone:Oursafehaven,aplacewearefamiliarwith,foractionandreflection.Here,wedon’thavetotakerisksandcanlearnlittle.TheLearningZone:InordertoexpandourComfortZoneweneedtoentertheLearningZone.Thisiswherewemakenewdiscoveriesaboutourselves,otherpeopleandtheworld.Herewefeelweareattheedgeofourabilitiesandlimits.AndfinallythePanicZone:Anareaofexperiencewherelittleornolearningcantakeplace.But,becauselearningincreasesasweapproachthePanicZone,weshouldaimtogetclosetoit,butnotenterit.

Theconceptofthe lifeworld orientation(Thiersch,2005)describestakingaholisticviewofchildrenandyoungpeopleandtheirlifeworldastheyexperienceit–towalkintheirshoes.Itisimportanttounderstandhowtheindividualinterpretswhatgoesonintheirlife,andtheirsenseofagencytoinfluencewhathappens.Equally,weneedtobeawareofhowourownlifeworldinfluencesus,andperhapsleadsustomakeassumptionsaboutotherswhichmayormaynotreflecttheirlifeworld.

Role modellingrefersbothtothehighlyvaluedrolemodellingofpracticeandwaysofworkingwhichthesocialpedagoguesbringfromtheirprofessionaltrainingandexperience,andalsoto

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therecognitionthatitisimportantthateveryoneintheteamaroundthechildconsidershowwhattheydoactsasarolemodelforthechildoryoungpersonandforothersaroundthem.

Socialpedagogyisastrengths-based approach,startingfromapositionofpositiveregard–focusingfirstonthestrengthsofanindividualandusingtheseasastartingpointtobuildfurtherconfidencesandcompetencies.

TheZone of Proximal Development theory(Vygotsky,1978)arguesthatlearningismostsuccessfulinasocialcontext,meaningthatpeoplelearnmoreanddevelopfurtherwhentheyaresupportedbysomebodywhoismoreadvancedinacertainareaandfunctionsastheirmentor.

Further readingJacarandaDevelopment,JacarandaRecruitment[online],UK,2004.Availableat:http://www.jacaranda-recruitment.co.uk[Accessed09/05/2016]

ThemPraSocialPedagogy,ThemPraSocialPedagogy[online],UK,2015-2016.Availableat:http://www.thempra.org.uk[Accessed09/05/2016]

TheFosteringNetwork,TheFosteringNetwork[online],UK,2016.Availableat:https://www.thefosteringnetwork.org.uk [Accessed18/05/2016]

References Eichsteller,G.andHolthoff,S.,2012.Theartofbeingasocialpedagogue:Developingculturalchangeonchildren’shomesinEssex.Internationaljournalofsocialpedagogy,1(1),pp.30-46.[online]Availableat:http://umaine.edu/socialwork/files/2014/10/TheArtofBeingaSocialPedagoge.pdf [Accessed09/05/2016]

Greenaway,R.,1992.Reviewingbydoing.Journalofadventureeducationandoutdoorleadership.[online]Availableat:http://reviewing.co.uk/articles/2rbd.htm[Accessed09/05/2016]

Kolb,D.,1984.Experientiallearning:Experienceasthesourceoflearninganddevelopment.EnglewoodCliffs,NJ:Prentice-Hall.

Lihme,B.,1988.Socialpædagogikkenforbørnogunge:etdebatoplægmedsærligthenblikpadøgninstitutionen.Holte:Scopol.

Luft,J.andIngham,H.,1955.TheJohariwindow,agraphicmodelofinterpersonalawareness.Proceedingsofthewesterntraininglaboratoryingroupdevelopment.LosAngeles:UCLA.

Senninger,T.,2000.Abenteuerleiten–inAbenteuernlernen:MethodensetzurPlanungundLeitungkooperativerLerngemeinschaftenfürTrainingundTeamentwicklunginSchule,JugendarbeitundBetrieb.Münster :ÖkotopiaVerlag.

Thiersch,Hans.,2005.LebensweltorientierteSozialeArbeit.AufgabenderPraxisimsozialenWandel.Aufl.Weinheim,6.München:Juventa

Vygotsky,L.S.,1978.Mindinsociety:developmentofhigherpsychologicalprocesses.Cambridge,MA:HarvardUniversityPress.

SocialPedagogyUK,SocialPedagogyUK[online].Availableat:http://www.socialpedagogyuk.com/ [Accessed09/05/2016]