• An assessment on the strategic and opertational impact of the Futures Scheme to Liverpool City Council

      Page, Steve; Lyall, Laurie (University of ChesterLiverpool City Council, 2007-05)
      In 2006 Sports Services launched its Futures Scheme, an initiative that allowed children and young persons to access sports facilities at no charge. The drivers for the scheme introduction were cited as being to improve health and social benefits. Components of the research are operational impact and critical analysis of strategic change. The scheme is challenging Sports Services to indicate its value to the citizens of Liverpool by the removal of charges as a barrier to accessing sporting opportunities. Analysis has indicated that operational impact manifested in stress, communication failings and budgetary pressures. Further analysis also indicates that the provision and evaluation of such schemes require a multi agency approach due to the complexity of sport provision for children for health and social benefits. A review is required of the scheme that was initially popular but interest has declined due to lack of variety. The removal of price as a barrier is not sufficiently stimulating to maintain high attendances.
    • To establish the views of residential care workers and what they perceive to be the key factors that hold back some of the young people in their care in the achievement of their educational goals? A qualitative study

      Harlow, Elizabeth; Burdett, Lyndsey A. (University of Chester, 2012-10-15)
      The aims of this dissertation was to investigate the views and experiences of residential care workers and establish what factors they believe help and hinder educational achievement of young people in their care. National and local policy on children in care is based mainly on children in care quantitative research. It is important that qualitative research is undertaken on the subject and the views of residential care workers are sought so that people who support young people with their education can be educated about what helps and hinders educational achievement of young people in care. The disparity between the achievements of looked after children and their peers remains unacceptably wide. There is evidence in some children’s homes that insufficient priority is given to education, for example some young people are not attending school regularly. (Ofsted 2008-2009) For these reasons and more it is significant that more focus should be on those who provide the day to day care for looked after children, this is why it is vital to gain an insight into the perspectives of residential care workers to establish what factors influence the educational outcomes of children in care. Six residential care workers were interviewed using semi structured interviews. Participants were asked for their views on what hinders and helps educational achievement and what they believe can support children in residential care. These data were transcribed and subjected to thematic analysis. Participants shared their experiences and identified areas where young people struggle the most, also reflecting on the positive aspects in terms of support. There was a mixture of experiences and both positive and negative attitudes. The study demonstrates that some children in residential care do not always achieve their educational goals. This is because of a number of factors that impact on their lives; these include early childhood loss or trauma. However in ascertaining the views of the care workers this has offered an insight into how young people can be supported so they are enabled to reach their full potential. The study also contributes to the knowledge of what works well in helping young people in care to reach their educational goals. It is an ongoing process of engaging the young people with positive activities and to promote educational learning. It appears that the care staff interviewed was able to reflect on their experiences and on this process. Hopefully the findings can contribute to research already undertaken on this subject and help inform other professionals on how they can contribute to supporting young people in care in their educational journey and good practice for this group.
    • Young people's perceptions of their experience of counselling in a school setting: A qualitative study

      Le'Surf, Anne; Bassett, Linda (University of Liverpool (University of Chester), 2007-10)
      This study examines young peoples’ experiences of counselling in a school setting. Five young people who received counselling in their school were interviewed individually and their responses analysed using the constant comparative method. The results highlight four particular areas that would be helpful to address if a school were considering setting up a counselling service. The findings emphasise the importance young people place on autonomy around the disclosure of the fact they are attending counselling, as well as the actual content of counselling sessions. They suggest that many young people would prefer to have counselling in their school, rather than at another venue. The young people interviewed identify certain qualities in the counsellor that facilitate an effective counselling relationship, and finally how many of their peers were unaware of the nature and existence of a counselling service in their school. The relevance of the outcomes to the effective counselling of young people are discussed.