The trials, in which 30 children’s homes employed European practitioners trained in social pedagogy, was undertaken and funded by the government from 2009 to 2011.
Researchers from Bristol and York universities found that the method, which aims to focus on the child’s development by drawing on a number of disciplines, such as psychology, philosophy and sociology, had failed to make a positive impact on outcomes.
Overall, during the follow-up period, the evaluation found there had been little change in general behaviour problems, aggression and violence, risk behaviours (including going missing and substance misuse) and self-harm. Patterns of school attendance and exclusion also showed little signs of change although most of those attending school were reported to be making progress.
Register Now to Continue Reading
Thank you for visiting Children & Young People Now and making use of our archive of more than 60,000 expert features, topics hubs, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's Included
-
Free access to 4 subscriber-only articles per month
-
Email newsletter providing advice and guidance across the sector
Already have an account? Sign in here
