Everyday Care: What Helps Adults Help Children in Residential Childcare?

Abstract

Over the last decade, there has been an increasing trend towards the use of ‘therapeutic models’ in residential childcare settings in the U.K. and elsewhere. While some have argued that these developments have been driven, at least in part, by free market funding environments and organisational survival needs, others have suggested that many of these models, despite some of their theoretical and conceptual differences, offer a useful approach. Drawing on findings from an ethnographic research project in a residential setting in Scotland, we argue that the underlying processes of implementing and embedding a therapeutic model can create conditions that are conducive to the provision of high-quality, effective, relationship-based practice, which has real benefits for children in their everyday worlds. Moreover, we argue that the model itself is somewhat beside the point. If residential organisations can facilitate safe, ongoing opportunities for staff to (a) think deeply about themselves and others (children and staff), (b) practice ways of being and doing, and (c) be seen and valued, then this can contribute to a practice culture and context in which they feel able to create genuine, caring relationships with children. We argue that it is within these everyday, genuine, caring relationships that children can recover from difficult experiences such as neglect and abuse. In this way, the ‘therapeutic’ focus should be primarily directed at the adults to enable children to get on with being children.