Social Pedagogy - Irn Bru and Haggis

SOCIAL PEDAGOGY -Irn Bru and Haggis-

Todays Programme

• The programme “Head, Heart, Hands- introducing social pedagogy into foster care”.

• Social Pedagogy a developing field in Scotland• Aberlour Fostering and Social Pedagogy• What is Social Pedagogy? • Core models of Social Pedagogy • Open questions

The Fostering Network HHH Programme aims

“This programme will demonstrate the impact that introducing a social pedagogic approach can make to foster carers and the lives of the children they foster”

The long term aim is to encourage/embed this approach across the UK and enable far more children in care to fulfil their potential

Demonstration sites

• City of Edinburgh Council• Orkney Islands Council and

Aberlour Fostering • Staffordshire County

Council• Capstone Foster Care• Hackney Borough Council• Surrey County Council

Challenges

•While Social Pedagogy is well established in mainland Europe, there is low awareness and understanding in the UK•The mixed success of the England residential care pilots will influence people’s views on this programme and Social Pedagogy in general•Critics have argued that Social Pedagogy is what good quality foster care should be anyway, so what’s different?•The Social Pedagogy approach challenges the prevailing risk-averse culture and procedure- based practice within social care•While government and the social care sector are open to new ways of working to improve outcomes for children, there is little money to invest

Social Pedagogy- a developing field

Developments in UK• Aware of our own history and

situation• Learning from and with European

neighbours • Developments in last 12 years:

• Academic research (20 years +)• Pilot projects in RCC• Recruitment of social

pedagogues• Training courses and

organisational development

Developments in Scotland • Demand for transformational

change (21st Century Review of Social Work, Changing Lives, GIRFEC)

• BA run by The University of Aberdeen in conjunction with Camphill Schools

• Scottish Practice Forum • Children in Scotland (supported

by the Scottish Government)

Social Pedagogy and outcomes

“Children’s Trust partnerships should consider adopting a consistent and holistic approach to underpin the commissioning and provision of support for children and young people across the age range, and their families. One option might be to adopt a system-wide social pedagogical approach to every aspect of intervention and service provision in children’s services including in the professional development of the children’s services workforce. Social Pedagogy is not an evidence-based programme but a conceptual modelwhich can be used as a way of thinking and working across complex systems which in turn could help to further integrate local services - from schools, to healthcare, to specialist care provision - with a common outcomes focus”.

ADCS (Association of Directors of Children’s Services) POSITION STATEMENTWHAT IS CARE FOR: ALTERNATIVE MODELS OF CARE FOR ADOLESCENTS

(April 2013)

Practice Model Aberlour Fostering

“Social Pedagogy Social pedagogy is an approach to caring for children which combines education and care to help children achieve their potential. This is particularly appropriate within the context of foster care and the Head Heart Hands demonstration programme has been introduced within the Fostering Team to enhance foster carers ability to integrate theory and knowledge from research into their practical daily care of their fostered child. The approach enhances the role of the foster carer and supports their emotional well being and their relationship with the child. It supports the foster carer to create learning opportunities for children within their care and to enable children to fulfil their potential”.

Developing Modern Social Pedagogy

Badry & Knapp, 2003

Social Pedagogy

© The Fostering Network, Jacaranda Development, ThemPra Social Pedagogy C.I.C and Pat Petrie (the Owners) 2013

Where care and education meet …Nurturance…Socialisation…Upbringing…Supporting development…Education-in-its-broadest-sense

© The Fostering Network, Jacaranda Recruitment Limited, ThemPra Social Pedagogy C.I.C and Pat Petrie (the Owners) 2013

Roots of Social Pedagogy

John Amos Comenius (1592—1670): – The pedagogue as a gardener as opposed to a sculptor

“The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged

together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit

spring from the bud on a tree.”

© The Fostering Network, Jacaranda Development, ThemPra Social Pedagogy C.I.C and Pat Petrie (the Owners) 2013

Social PedagogyA Long Philosophical Tradition

FOUNDATIONS

PATHWAYS

AIMS


What is Social Pedagogy?


Foundations:Foundations:Humanistic value base, e.g. respect, trust, empathyHumanistic value base, e.g. respect, trust, empathyFundamental concept of children as equal human beings with rich Fundamental concept of children as equal human beings with rich

and extraordinary potential, as competent, resourceful and active and extraordinary potential, as competent, resourceful and active agents in their own livesagents in their own lives

Inter-disciplinary theory combining concepts and models from Inter-disciplinary theory combining concepts and models from sociology, psychology, education, philosophy, medical sciences and sociology, psychology, education, philosophy, medical sciences and social worksocial work

Origin: Origin: Pedagogy – Greek Pedagogy – Greek paispais (child), and (child), and agein agein (to lead, bring up)(to lead, bring up)



Aims:Aims:– Holistic education – education of head Holistic education – education of head (cognitive knowledge)(cognitive knowledge), heart , heart

(emotional and spiritual learning)(emotional and spiritual learning), and hands , and hands (practical and physical skills)(practical and physical skills)

– Holistic well-being – strengthening health-sustaining factorsHolistic well-being – strengthening health-sustaining factors– To enable children to grow up as self-responsible persons who take To enable children to grow up as self-responsible persons who take

responsibility for their societyresponsibility for their society– To promote human welfare and prevent or ease social problemsTo promote human welfare and prevent or ease social problems



Pathways:Pathways: – Through providing opportunities for learningThrough providing opportunities for learning– Building strong and positive, authentic relationships which are not based Building strong and positive, authentic relationships which are not based

on hierarchyon hierarchy– Enabling children to empower themselvesEnabling children to empower themselves– Creating positive experiences in the everyday, focussing on the here and Creating positive experiences in the everyday, focussing on the here and

now, and being constantly reflectivenow, and being constantly reflective– Being aware of the cultural impact on what is possible in practice – Being aware of the cultural impact on what is possible in practice –

understanding social images of children, policy-contexts, regulations, understanding social images of children, policy-contexts, regulations, qualificationsqualifications


The 3P’s

PP

PROFESSIONAL

PERSONAL

PRIVATE

The Common Third

http://www.thempra.org.uk/concepts_c3.htm

Thempra

Copyright notice © The Fostering Network, Jacaranda Development Limited, Pat Petrie (the Owners) and ThemPra Social Pedagogy C.I.C 2013 All rights reserved. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

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More details can be provided by your Social Pedagogy Consortium site lead, Robyn Kemp

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Social Pedagogy - Irn Bru and Haggis