Editorial

Welcome to this edition of Child Care in Practice. In our respective roles as Social Care Research Lead in Northern Ireland, and Social Work Practitioner-Researcher within a Social Work Governance, Workforce Development and Training Team it is a privilege to have such well-established links with the Editorial Board of Child Care in Practice over many years. It has also been a privilege and a joy to be invited to edit this edition, as it is impossible to understate the value of dissemination and sharing of good practice aimed at influencing reflective practice and contributing to an advancement of knowledge.

This edition of Child Care in Practice celebrates papers presented at the 10th Annual Social Work & Social Care Research Conference (Northern Ireland) 2023. This conference was hosted at the iconic surroundings of Belfast Castle. The focus of the conference was, aptly, “Research and Evidence for Navigating a Changing Environment: Reflections on the last decade.”

By way of setting the scene it is important to provide some context in terms of geography and the social work and social care profession in Northern Ireland. With a population of 1.8 million people, it is a small country within the United Kingdom but is governed by its own devolved administration (Taylor, 1999). Since the 1970’s, health and social care has been integrated in Northern Ireland which promotes partnership and collaborative working across a range of stakeholders. The Department of Health (DoH) is one of the nine government departments that administer the responsibilities devolved to the Northern Ireland Assembly (NIA). Currently, the specific elements of the health and care system for Northern Ireland consist of the Strategic Planning and Performance Group (SPPG) within the DoH, a multi-professional Public Health Agency (PHA), five local commissioning groups (LCGs) to cover the same geographical area as five health and social care trusts (HSC trusts) and seventeen integrated care partnerships (across the five local commissioning group (LCG) areas to ensure coverage of all GP practices).

Social work and social care are regulated professions with social worker being a protected title and Northern Ireland Social Care Council acts as the professional regulatory body. In describing the registered social care workforce in 2023, 37,637 are employed within statutory, private and not-for-profit organisations in addition there are 6,538 social workers and 537 students. A particular strength in Northern Ireland is the close partnership and collaborative working relationship between a range of key stakeholders who share a growing commitment to learning and development, research evidence and the engagement of service users and carers. Its close proximity to the Republic of Ireland, the United Kingdom and the rest of Europe is also advantageous.

When we consider reflections on the changing environment within the past ten years, there have been several significant events that have shaped our global landscape. The Covid19 pandemic springs to mind as causing unprecedented challenges to public health as well as social and economic disruption. Social Work practice has been deeply affected by the pandemic, and we are mindful of the yet largely unknown long-term impact of this on the workforce that experienced “dual exposure” (Holmes et al., 2020, p. 2) to the crisis on personal and professional levels.

Research activity was not immune from the impact of the pandemic, with an embargo enforced on research for educational purposes (other than for doctoral studies) being undertaken in statutory health and social care settings across the United Kingdom (NHS HRA, 2020) for a period of time during the height of the crisis.

Another pertinent development in the social work profession during the last decade, is the rising paradigm shift that emphasises evidence-based practice (Mathiesen & Hohman, 2013) to ensure accountability, high-quality service delivery and efficacy of interventions (Pope et al., 2011). A key tenet of nurturing a culture of research and evidence-based practice in social work is to equip practitioners with training and education to enable them to access, participate in, and share research activity (Taylor et al., 2015). As we navigate the post-pandemic landscape, social work practice faces further hurdles in providing high-quality care within a context of budgetary and financial cuts and constraints. Arguably, this creates greater emphasis on the need for evidence-based interventions that prove to be effective. Yet, numerous barriers exist for social workers in utilising research knowledge and engaging in evidence-based practice (Brownson et al., 2018; Bellamy et al., 2006; Cohen, 2007; Unrau & Grinnell, 2005). These include lacking confidence in being able to access and use research (time constraints amidst competing demands, and the fact that social work has “no unitary knowledge base” to draw from (McCafferty, 2022, p. 440). Conversely, the use of evidence-based practice instils public confidence and credibility in the social work profession (HSCB, 2020), and studies suggest that organisations that encourage research in practice perform better (Moser, 2017; Wang & Noe, 2010). This creates a dilemma, and prompts us to question how to merge the gap between the spheres of research and practice.

Creating networks is an essential part of the bridge building process and over the last decade we have been working strenuously to build a bridge to achieve this. This is supported by the vision and activity outlined Social Work and Social Care Research Strategy 2020–2025 (HSCB, 2020). A successful outcome has been the annual hosting of this Social Work and Social Care Research Conference, which is now recognised as an invaluable event that brings researchers, practitioners, service users and carers, and policy makers together across and between sectors. This has resulted in the establishment of many relationships and partnerships that are natural, organic and constructive.

Since 2013 we have seen this event group grow from an embryonic little acorn to a much healthier and thriving oak attracting local and national speakers and a diverse range of delegates. A key premise of the event is that we provide an equal platform to facilitate researchers, academics, practitioner, managers, policy makers and service users and carers share their research and evidence.

Oral presentations have the advantage of informing and influencing those delegates in attendance but can also have wider reach. Conference organisers often prefer speakers demonstrating such leadership than those who have publication records. Nevertheless, writing for academic journals takes this a step further. Journal publications are also a laudable and strong signal of thoughtful leadership. They are a powerful means of increasing credibility of studies, increasing the credibility of the author and putting knowledge in a permanent searchable location. Publication also demonstrates a commitment on behalf of the author for quality and standards and peer review signalling that the author is contributing and advancing the knowledge base in their field.

Writing for publication has been a requirement, and very much the domain of academics, for generations; it has been less so for practitioners or service users or carers. In Northern Ireland, the Research and Evidence Methods MSc course, delivered as a partnership approach between Ulster University and employers provides a unique opportunity to address this issue. Social Work practitioners and service users on the course embark on a learning journey that nurtures research mindedness by equipping them with the knowledge and skills to carry out research within their chosen field of practice or interest. Critically, the final year of this three-year course focuses on disseminating and influencing others in social work research, whereby students are encouraged to avail of opportunities to disseminate findings from their research project, submit a manuscript to an academic journal, and enable others to access and participate in research activity. This course reinforces the importance of collaboration between academic and practice contexts and encourages practitioners, service users and carers to embrace the challenges of understanding and applying research to practice, within the context of complex practice issues and decision making (Darragh & Taylor, 2008).

Both editors of this journal edition have strong associations with this course, one is a co-tutor the other as a social work practitioner-researcher and an alumnus of the Research and Evidence Methods MSc. Offering a personal reflection, the latter encourages other practitioners to embark a similar journey of curiosity.

Both the research methods course and the Annual Social Conference have provided spaces for professional growth beyond expectation. Being supported to engage in research and dissemination has been a truly empowering experience and has led to professional and academic opportunities that are enriching and exciting. The conference promotes a culture whereby practitioners, service users, and academics are encouraged to share knowledge and ideas, and ultimately engage in evidence-based practice. The articles included in this edition of Childcare in Practice demonstrate “research mindedness” in the social work profession (HSCB, 2020, p. 14), and are testament to the value of research and evidence in navigating a changing environment.

With our emphasis at the conference of offering an equal platform to all to present, facilitating opportunities to publish was a natural step forward. Child Care in Practice as an international and multi-disciplinary journal produced by the CCIP Group has always had an active profile at the local conference in Northern Ireland over the last decade and has always encouraged and actively supported practitioner publications. The genesis of the Journal, as an initiative launched and produced locally by a group of child-care professionals from the statutory and voluntary organisations in April 1994 in Northern Ireland, is also an interesting factor. A founding aim back then was to focus on child care issues in Northern Ireland and to a lesser extent the remainder of the UK and the Republic of Ireland. When the editor and executive committee were approached to discuss the viability of producing a special edition associated with the 2023 10th Anniversary Social Work and Social Care Research Conference the invitation was positively received. Such an initiative was considered to actively support one the objectives of The Journal; “To seek to achieve an equity of input from all disciplines working with children’ […] reflects that the key to many successful outcomes in the child care field lies in the close co-operation between different disciplines.”

Whilst the conference, because of organisational practicalities and geography primarily reflects a local perspective it is our hope that the sharing of initiatives will stimulate global dialogue and possible engagements and partnerships reflecting the more international aspect of the journal.

On receipt of the opportunity to publish in the journal, potential authors who presented at the conference with studies relevant to child care responded positively. We are delighted with the commitment by those who submitted.

Publication guidelines for this special edition were revised and re-designed to better represent reflective learning and application whilst still adhering to the journal standards. The diverse nature of the submissions means that we have not imposed a thematic approach and each article should be considered for its own contribution to a practice area.

The result is a rich range of articles that demonstrate the commitment of academics, practitioners and service users in Northern Ireland, in instilling ‘research-mindedness’ into social work and social care. The articles, as summarised below, highlight the way in which research and evidence has supported the navigation of our changing environment in the last decade.

In the first article written by Shelia Simons, Senior Manager within Safeguarding Children and Chair of the Domestic & Sexual Violence and Abuse Partnership, the author poses the thought-provoking title “How To Save A Life … ” linking it to the power of knowledge and research. It was presented as a keynote address at the conference.

The article explores the global issue of domestic abuse, which affects people, predominantly, albeit not exclusively, women and girls, right across our society from all walks of life; from all cultural, social and ethnic backgrounds and across all age groups. Despite increasing prevalence and increasing awareness raising on the harms inflicted on victims, the author in this paper contends that the complex dynamics of domestic abuse are not fully understood by many professionals charged with safeguarding children and adults in need of protection. She also calls for greater appreciation of the impact on children who may be victims in their own right and where appropriate therapeutic support independent of their parent may be necessary.

The paper draws on statistical evidence from local police records in Northern Ireland coupled with local, national and international research and legislative and policy responses providing a helpful, if somewhat daunting context. A context whereby, in Northern Ireland, which is a relatively small geographical area, since 2020 eighteen woman aged 20–82 years have been murdered through stabbing or strangulation which remains the main cause of death in domestic homicides.

As a societal and health issue and one that is increasing in prevalence, the author contends that domestic abuse should not be considered only as women’s issues but that men also need to take a stance against it.

A number of recommendations are presented. Overall, it makes a useful contribution to the knowledge base on this global issue.

Our second article relates to work undertaken during 2022–2023 in Northern Ireland in a major review of Children Social Services. One of the key priorities in this review was the opportunity provided to parents and children to have their views heard. Children in Northern Ireland (CiNI) was commissioned to support this aspect of the review. In this paper by Helen Dunn, we are first of all informed about how the views were captured and secondly what parents and carers said.

In total 178 parents and carers were supported to contribute to the Independent Review of Children’s Social Care Services. The groups included prisoners’ families, ethnic minority families, parents whose children were in the care system, parents of children with disabilities, parents known to Social Services, adoptive families and mothers impacted by domestic abuse and those with mental health issues. This ensured a diverse range of input into the review. The areas explored are articulated throughout the paper including gaps in services, how people would like their views to be heard and suggestions for the future.

The importance of service users’ views was also articulated in the third paper by Alison Montgomery and Dearbhaile Slane, which involved the active participation of peer researchers. Two research teams in the Centre for Effective Services -- a not for profit organisation located in Ireland and Northern Ireland -- worked with two cohorts of young people who acted as peer researchers to support evaluations of an education service for children and young people in foster care and their foster carers, and a service supporting separated children and young people living in Northern Ireland. By involving peer researchers in the design and delivery of the evaluations, the CES teams sought to promote an inclusive approach.

Given the particular circumstances and diversity of the young people involved, the presenters provide an honest outline of the thinking, preparation and supports implemented throughout the evaluation process to maximise peer researchers’ capacity to become involved and contribute to the evaluation. They also highlight some of the challenges encountered and how these were overcome. This paper should have learning for others engaged in similar work.

In a relatively unique and often under researched and neglected area Rose Doolan Maher, Susan Flynn, and Julie Byrne explored The Exposure of Children and Young People with Disabilities to Child Protection Risks Online.

The paper is helpful both in its subject area but also in providing a detailed and thorough systematic narrative review, outlining the methodology, the quality appraisal process and the synthesis and application of findings. The topic focused on, the rapid changes in internet use with a consistent influx of new digital media options available to children, alongside the exponential growth in internet use by children since the COVID-19 pandemic, ensures this research study is unique, current, applicable and progressive in its own right. This research is vital in advancing informed evidence-based practice within social care and social work practice.

In the fifth paper in this edition Elaine Pollock and Jason Caldwell discussed their attempts to support a consistent approach to Care Planning for all Looked After children (LAC) in one trust area, where the objective was to achieve better outcomes and timely decision making.

Whilst there were a number of objectives behind the training, one particular objective was a belief that by fully participating in the training, practitioners’ knowledge and understanding of theory, research and service user knowledge and feedback would be enhanced and would aid their decision making in the future. A variety of methods were adopted to measure knowledge, skills and competence. The evaluators conclude that overall, this innovative approach to training has enhanced the knowledge and skills of those practitioners who participated. Findings however also concurred with previous research findings that practitioners overly rely on policy and procedures and their experience rather than using up-to-date knowledge drawn from research evidence. This revealed useful information on areas where practitioners need further support.

Finally, in another paper presented by The Centre for Effective Services, Melanie Stone highlights the theme of effective relationships. The paper draws on evidence extrapolated from 36 organisations who were financially supported by the National Lottery Fund to provide family support services across Northern Ireland over a seven-year period. These organisations worked with different groups, in different ways, but were aligned in their goal to support families to build strong and nurturing relationships. The Fund engaged CES to support projects with implementation and to capture the learning throughout the programme.

Through the Reaching Out, Supporting Families Programme, the study outcomes revealed that families experiencing adversity can benefit from a range of services in both the statutory and voluntary and community sectors. A number of success stories for parents emerged in the form of services helping parents to increase confidence, enhance wellbeing and reduce isolation.

A key learning articulated throughout the paper is that of effective partnership working and the implementation of early intervention family support services. Whilst relationship-based practice takes time and investment, trusted relationships are key to effective service outcomes.

Facilitating the sharing of learning by practitioners and researchers who have captured valuable experiences and important perspectives of health, social and educational services and interventions is a growing priority of the annual research conference hosted in Northern Ireland since 2013. These issues were addressed in the conference presentations and reported in this edition of the journal drawing on different perspectives and approaches.

In this edition of Child Care in Practice we have provided a range of papers presented at a Research Conference in 2023. Our aim has been to provide a platform for researchers and practitioners to share their learning with others locally. We hope that through sharing our work in this journal edition there is also learning for others and that it will stimulate dialogue and facilitate the establishment of global engagements and partnerships.