Residential child care workers: Relationship based practice in a culture of fear

Abstract

In a contemporary context dominated by reports of the historical institutional abuse of children and young people in residential children's homes, and where the voice of workers is largely absent, this study explores the views and experiences of 26 workers in the Republic of Ireland regarding relationship‐based practice. Using an exploratory, qualitative approach and informed by ‘appreciative inquiry’; semi‐structured interviews were undertaken with 26 residential care workers. The findings highlight that relationship‐based practice has not been fully understood and/or embraced in practice because of a culture of fear that has permeated the Irish residential childcare system. Using theoretical concepts associated with the sociology of fear, the paper explores their effects on practice and argues that these are amplified given the current low status of residential care workers, the impact of media reports and the influence of current discourses around professional practice in which ‘objective’ and ‘emotionally detached’ practice is viewed as synonymous with efficiency and effectiveness. The paper ends by considering implications for professional practice in residential childcare settings.

Honneth and positive identity formation in residential care

“…Second, it is apparent that changes to professional practice are required but that these cannot be considered in isolation from the wider organizational and structural levels that create the conditions in which individuals are permitted to relate to each other. Most obviously in residential child care, relationships are constrained and bounded by a wider risk averse context, and the sector continues to be seen as a last resort (Brown et al, ; Smith et al, ). It is apparent therefore that whole system change is required (at the level of the individual, care context, and wider social structures) and that consideration needs to be given to the issue of power and relational dynamics in daily residential child care practice.…”

“…Finally, when considering Honneth's concept of ‘legal relations’, change is also required at a social structural level so that residential child care is constructed as a positive choice and so that the service is delivered in a way that is child rights compliant. As argued by Brown et al (, p. 664), “Rather than consign residential child care to the ‘backwaters’, a more productive policy response involves investing in models of residential child care practice that do have a positive impact. A reconfigured policy response, combined with a focus on assessing service provision in collaboration with children and young people could lead to change.…”

“…Indicative of Honneth's () conceptual framework, the interdependence and reciprocal nature of relations between children, young people, and residential child care staff must first be recognized. This, as argued by Brown et al (), requires investment in the service and in the training and professional development needs of staff.…”

“…While acknowledging the challenges, it is argued that residential child care can be a positive option and that staff can help children and young people acquire a positive and enduring sense of identity premised on self‐confidence, self‐esteem, and self‐respect (Brown, Winter, & Carr, ; Sindi & Strompl, ). Adopting a broad view that combines psychological and sociological approaches and that construes the developing sense of identity as situated, contextual, and relational (Winter & Cohen, ; McMurray, Connolly, Preston‐Shoot, & Wyley, ; Munford & Sanders, ; Crocetti, ), it is important to consider the residential child care sector as an environment where attention should be paid to the dynamics, processes, and practices that enable and facilitate positive identity formation (Ferguson, ; Stokholm, ; Thomas & Holland, ; Thrana, ; Whittaker, Valle, & Holmes, ; Whittaker et al, ).…”

Child safety in policy: Who is being kept safe and from what?

“…It is also now well established that caring, respectful, appropriate relationships, especially with trusted staff, play a key role in fostering the safety and wellbeing of children and young people and reducing the likelihood of them experiencing harm (Graham, Powell, & Truscott, 2016; Moore, McArthur, Heerde, Roche, & O'Leary, 2016; Moore, McArthur, Roche, Death, & Tilbury, 2016; Robinson, 2016; Thomas, Graham, Powell, & Fitzgerald, 2016). Nevertheless, institutional efforts tend to be more directed towards preventing inappropriate relationships from forming (Brown, Winter, & Carr, 2018; Coady, 2014; Munro, 2011). The negative impact of discourses of risk and child abuse prevention on professional‐child relationships can be seen in practice contexts, for example, the growing anxiety around physical contact between adults and students in educational settings (Andersson, Öhman, & Garrison, 2018; McWilliam & Jones, 2005; Piper et al, 2013).…”