Collaborative skills development: theory and practice

Matthew Gibson; Mark Chesterman

doi:10.1016/j.childyouth.2022.106632

Collaborative skills development: theory and practice

Matthew Gibson^*, Mark Chesterman

^*Corresponding author for this work

Social Work and Social Care

Research output: Contribution to journal › Article › peer-review

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Abstract

There are signs that the potential of developing skills to address child or family based concerns is not being realised. In this paper, we critically analyse work with children and families to (1) identify skills development as an under-theorised component of practice, (2) define skills development as a specific aim and form of practice, (3) outline a new social-systemic model of skills development, and (4) propose a new approach for practice that we call collaborative skills development (CSD). The paper details an action research project we set up that embedded this approach as the foundation for a new service that sought to help children in, or on the edge of, state care within an established UK based organisation. We then present an evaluation of this project to analyse how this model of working helped and how and what we can learn about the theory of CSD. These findings support the theory and practice of CSD as a new way of thinking about and working with children and families.

Original language	English
Article number	106632
Number of pages	9
Journal	Children and Youth Services Review
Volume	142
Early online date	12 Aug 2022
DOIs	https://doi.org/10.1016/j.childyouth.2022.106632
Publication status	Published - Nov 2022

Bibliographical note

Funding Information:
We would like to thank all of the children and families who were part of this project and those that took part in the research and we would like to express our gratitude to all the staff of the project who took this on as their own. We would like to thank the organisation and senior managers and leaders who had the vision to try something different and put their faith in us. This research was funded by the organisation that took part and their details remain anonymous in this paper to ensure confidentiality of the participants. We would also like to thank Professor Harry Ferguson and Professor Jon Glasby for their comments on previous versions of this paper as well as the anonymous reviewers who have helped improve the quality of this paper.

Publisher Copyright:
© 2022 Elsevier Ltd

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GibsonM2022CollaborativeAccepted author manuscript, 919 KBLicence: Creative Commons: Attribution-NonCommercial-NoDerivs (CC BY-NC-ND)

https://www.sciencedirect.com/science/article/pii/S0190740922002687Licence: None: All rights reserved

Cite this

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Collaborative skills development: theory and practice

Abstract

Bibliographical note

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