David Lane - Editor It is nice to get good news, especially when it is unexpected. The research recently undertaken by the National Children’s Bureau into the morale of residential childcare workers has shown a lot of positive outcomes. We have got so used to complaints about residential care, scandals, criticisms from field social work colleagues, depressing statistics about staff turnover and the numbers of untrained staff that it has become second nature to assume the worst and take a defensive posture. The research has been published in a slim volume called Better than you think. We emphasise the slimness, because it is readily readable, with summaries at the end of each section, and an attractive layout. It’s not the sort of stodge that people might associate with research. It covers all the key areas, such as management, training, supervision, qualifications, job satisfaction, and so on. And the key finding is that in many ways, things are better then you think. So we hope that trainers, students, managers and practitioners will all read this. And with luck, it could be the beginning of a trend to stop rubbishing residential childcare in this country. The Social Education Trust are to be applauded for initiating and sponsoring the research. There are avenues for taking the project further - covering Scotland, for example - and we hope that the NCB will follow up this work, repeating it and looking in closer detail at the factors which might encourage further improvements in the service. Social Education and Social Pedagogy C f C Policy It is Caring for Children policy that : it will be in the best interests of children and young people if the people working with them have a strong professional identity; the model of social education (or social pedagogy), which is widely used throughout the world, should be adopted in the United Kingdom for people working directly with children and young people; professional training for these workers should take account of the values and concepts implicit in social education (or pedagogy), including respect for the individual child, seeing the child in the context of his/her family and community, and viewing children’s developmental needs holistically. The Radisson Report on Social Education and Social Pedagogy was prepared by the Social Education Trust in February 2001.The following excerpt from the Report describes the nature of social education / pedagogy : Clearly, there is no single definition of social pedagogy or social education, and [often] the two terms are used interchangeably. Certain features appear to be found widely, though not universally, however, in the countries which use the model : (a) Many social pedagogues / educators either augment the roles of parents or replace them if necessary in the upbringing and nurturing of children and young people. (b) Social pedagogues / educators often share the life-space of the children or young people with whom they work, whether in the child’s environment in the family home or community, or in a substitute environment such as a residential school, children’s home or fosterhome. (c) Human relations are seen as essential to work with children and young people, and the work is therefore seen as social. (d) Social pedagogues / educators work generally in teams, and individual workers therefore have to be capable of functioning effectively as team members. (e) Social pedagogues / educators not only help children and young people develop as individuals, but also as social beings who will be capable of contributing positively and fulfilling responsible roles as adults in the wider community. (f) Education is seen as encompassing not only formal schooling but also the learning of social competences and moral development. (g) Social pedagogues / educators work towards the creation of a community which is worthy of children and young people as they develop towards maturity. (h) In their work, many social pedagogues / educators are outside, but linked with, both the families and the schools of the children with whom they work, though others are school-based. (i) Social pedagogues / educators work in whatever setting will best help children and young people. (j) Social pedagogues / educators may work with children and young people of any age from babyhood to adulthood, and with any type of presenting problem, including physical and learning disabilities, social, emotional and mental health problems and offending. (k) Social pedagogues / educators are expected to be imaginative and creative in finding ways of helping children to develop and overcome problems. (l) Social pedagogues / educators view a child’s situation holistically, including all aspects of their lives in assessing their situations, planning to meet their needs and working with them. (m) Social pedagogues / educators focus primarily on the normal development of children with whom they work, and see any problems which the children have within the wider context of the areas in which they function normally. (n) Social pedagogues / educators are seen in some countries as having their own professional identity, distinct from social work, teaching, psychology, nursing or other established professions. For the full Radisson Report, click here. If you are concerned about the way things are going and wish to help to shape future thinking, why not join CfC? Then you can have your say. Click here for an application form.