Using programme theory to identify the key elements of the Frontline programme

ABSTRACT

Using a programme theory approach, this paper aims to identify the key elements of the Frontline fast-track training scheme for social workers in children’s services in England. Programme logic is developed and refined based on findings from the pilot stage of the Frontline model regarding what was described as working well and what proved challenging. Fidings revealed an association between the recruitment of high calibre entrants and the training model where entrants possessed good analytical skills but little previous practical knowledge. The Consultant Social Worker was identified as a critical component, linking all other elements of the programme theory and overseeing the participant unit which emerged as the central mechanism enabling discussion, consideration of theory-practice transfer and reflection.

KEYWORDS:

• Social work education
• fast track
• programme theory

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Department for Education.

Notes on contributors

Nina Maxwell

Nina Maxwell is a Chartered Psychologist and Senior Research Fellow at CASCADE, Cardiff University. Her role involves the coordination and development of evaluative work within CASCADE. Over the past 20 years she has undertaken a wide range of mixed methods research in workforce development, private family law, and adolescence. She is currently developing a toolkit to enhance professional responses to child criminal exploitation.