David Berridge
Biographic Data
| ID | 6107302 |
|---|---|
| NAME | David Berridge |
| GIVEN NAMES | David |
| FAMILY NAME | Berridge |
| SIGNATURE | BERRIDGE D |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0003-3743-8746 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 146 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
School experiences of Children in Need: Learning and support
Children in Need (CIN) have received little attention in education circles. These are children who are usually living at home but where there are concerns over their health or development due to abuse or neglect, or they are disabled. Like Children in Care (CIC, who mostly live away), educational attainments for CIN are lower than for the general pupil population, with higher levels of special educational needs. This article draws on additional a…
The education of children in care and children in need: Who falls behind and when
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
The education of children in care: Agency and resilience
Therapeutic Residential Care for Children and Youth: A Consensus Statement of the International Work Group on Therapeutic Residential Care
The International Work Group for Therapeutic Residential Care convened an International Summit on ‘Pathways to Evidence-Based Practice’ at Loughborough University (GBR), Centre for Child and Fami...
Driving outcomes: Learning to drive, resilience and young people living in residential care
There are continuing concerns about the experiences offered to older adolescents being looked after (‘in care’) in the UK and, especially, to care leavers. Questions are asked about the limitations of S tate care compared with normal family life. This paper reports on an initiative to provide driving lessons to a group of six young men living in residential homes in one city. It links with resilience theory – how individuals can have relatively g…
Policy transfer, social pedagogy and children's residential care in England
Much concern has been expressed about the quality of care and poor outcomes for looked‐after children (‘children in care’) in E ngland, especially regarding residential homes. This paper builds on a recent evaluation of the piloting of the continental E uropean model of social pedagogy ( SP ) in E nglish residential care. It does three things: it considers the theoretical social policy literature on policy transfer and its implications; discusses…
Understanding and Working with Parents of Children in Long-term Foster Care by Gillian Schofield and Emma Ward
Educating young people in care: What have we learned
Reflections on Child Welfare Research and the Policy Process: Virtual School Heads and the Education of Looked After Children
The Conversation Series 16: Gustav Metzger by Hans Ulrich Obrist
Theory and explanation in child welfare: Education and looked‐after children
Empirical child welfare research in England takes insufficient account of wider social theory. Intellectual, professional and political reasons for this are discussed. The implications are considered in relation to one important social problem: the low educational achievement of children looked after by local authorities (‘in care’). It is concluded that the absence of a broader sociological perspective has led to insufficient and simplistic expl…
Foster Children: Where They Go and How They Get on
Fostering Now: Messages from Research : A Summary
In this article, David Berridge summarises the main conclusions of the latest research overview in the Government's Messages from Research series. The overview, Fostering Now, written by Ian Sinclair, includes findings from 16 studies
Peer Violence in Children's Residential Care
Much concern has been expressed about the scandal of physical and sexual abuse by care workers of children living in residential homes, but this is the first detailed study of the major problem of violence between children. Based on extensive interviews with young people as well as staff, and using a sociological approach, Peer Violence in Children's Residential Care offers new and important insights about the nature of peer violence from childre…
More than the sum of its parts? inter‐professional working in the education of looked after children
This article highlights work underway in three English local authorities to promote effective inter‐agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter‐agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated wi…
Who Takes Care of Education 18 months on? A follow‐up study of looked after children's perceptions of support for educational progress
This paper represents a follow‐up publication to the findings of a previous paper by documenting the views of a follow‐up sample of 56 young people, aged 12–19 years, looked after in three English local authorities. Young people were interviewed on two separate occasions, 18 months apart, to assess their perceptions of educational progress and identify factors that might support or hinder their education. The interviews took place as part of an o…
Services for troubled adolescents: Exploring user variation
This paper outlines some of the main findings from an exploratory study of a sample of 257 adolescents living in children's homes, foster homes and residential special schools ‘for pupils with emotional and behavioural difficulties’ (‘EBD’). It focuses on the characteristics of service users, particularly contrasting the looked after and EBD groups. Though there are some similarities, there are also important differences between the populations i…
Solving Problems in Foster Care: Key Issues for Young People, Foster Carers and Social Services
Philippa Padbury with Nick Frost The Children's Society, London, 2002, 116 pp. £12.95. ISBN 1 899783 44 X
Who Takes Care of Education? Looked after children's perceptions of support for educational progress
This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co‐ordinated by the Na…
Child Welfare in England: Problems, Promises and Prospects
This paper discusses developments in child welfare services in England in recent years and, particularly, the role and contribution of research. It is shown that a more significant and coherent body of child welfare research has been developed, which has linked formally to the policy process. Research programmes in England have highlighted specific problems in three areas: first, moving away from a narrow focus on child protection to an approach …
Family Group Conferences in Child Welfare
Foster and Residential Care Reassessed: A Research Perspective
Professionals in Britain and many other countries have long been concerned about whether children in need, who have to live away from their parents, are best placed in foster or residential settings. The issue has become particularly significant in recent years in view of the adverse publicity surrounding residential childcare. This paper summarises recent British research findings on the role and impact of foster and residential care for childre…
Foster home breakdown
Children's Homes
Theory and explanation in child welfare: Education and looked‐after children
Empirical child welfare research in England takes insufficient account of wider social theory. Intellectual, professional and political reasons for this are discussed. The implications are considered in relation to one important social problem: the low educational achievement of children looked after by local authorities (‘in care’). It is concluded that the absence of a broader sociological perspective has led to insufficient and simplistic expl…
Who Takes Care of Education? Looked after children's perceptions of support for educational progress
This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co‐ordinated by the Na…
Foster Children: Where They Go and How They Get on
Educating young people in care: What have we learned
The education of children in care: Agency and resilience
Family Group Conferences in Child Welfare
Who Takes Care of Education 18 months on? A follow‐up study of looked after children's perceptions of support for educational progress
This paper represents a follow‐up publication to the findings of a previous paper by documenting the views of a follow‐up sample of 56 young people, aged 12–19 years, looked after in three English local authorities. Young people were interviewed on two separate occasions, 18 months apart, to assess their perceptions of educational progress and identify factors that might support or hinder their education. The interviews took place as part of an o…
The education of children in care and children in need: Who falls behind and when
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
Driving outcomes: Learning to drive, resilience and young people living in residential care
There are continuing concerns about the experiences offered to older adolescents being looked after (‘in care’) in the UK and, especially, to care leavers. Questions are asked about the limitations of S tate care compared with normal family life. This paper reports on an initiative to provide driving lessons to a group of six young men living in residential homes in one city. It links with resilience theory – how individuals can have relatively g…
School experiences of Children in Need: Learning and support
Children in Need (CIN) have received little attention in education circles. These are children who are usually living at home but where there are concerns over their health or development due to abuse or neglect, or they are disabled. Like Children in Care (CIC, who mostly live away), educational attainments for CIN are lower than for the general pupil population, with higher levels of special educational needs. This article draws on additional a…
Services for troubled adolescents: Exploring user variation
This paper outlines some of the main findings from an exploratory study of a sample of 257 adolescents living in children's homes, foster homes and residential special schools ‘for pupils with emotional and behavioural difficulties’ (‘EBD’). It focuses on the characteristics of service users, particularly contrasting the looked after and EBD groups. Though there are some similarities, there are also important differences between the populations i…
Reflections on Child Welfare Research and the Policy Process: Virtual School Heads and the Education of Looked After Children
Fostering Now: Messages from Research : A Summary
In this article, David Berridge summarises the main conclusions of the latest research overview in the Government's Messages from Research series. The overview, Fostering Now, written by Ian Sinclair, includes findings from 16 studies
Children's Homes
Foster home breakdown
Foster and Residential Care Reassessed: A Research Perspective
Professionals in Britain and many other countries have long been concerned about whether children in need, who have to live away from their parents, are best placed in foster or residential settings. The issue has become particularly significant in recent years in view of the adverse publicity surrounding residential childcare. This paper summarises recent British research findings on the role and impact of foster and residential care for childre…
Family Group Conferences in Child Welfare
Child Welfare in England: Problems, Promises and Prospects
This paper discusses developments in child welfare services in England in recent years and, particularly, the role and contribution of research. It is shown that a more significant and coherent body of child welfare research has been developed, which has linked formally to the policy process. Research programmes in England have highlighted specific problems in three areas: first, moving away from a narrow focus on child protection to an approach …
Services for troubled adolescents: Exploring user variation
This paper outlines some of the main findings from an exploratory study of a sample of 257 adolescents living in children's homes, foster homes and residential special schools ‘for pupils with emotional and behavioural difficulties’ (‘EBD’). It focuses on the characteristics of service users, particularly contrasting the looked after and EBD groups. Though there are some similarities, there are also important differences between the populations i…
Solving Problems in Foster Care: Key Issues for Young People, Foster Carers and Social Services
Philippa Padbury with Nick Frost The Children's Society, London, 2002, 116 pp. £12.95. ISBN 1 899783 44 X
Who Takes Care of Education? Looked after children's perceptions of support for educational progress
This paper documents the views of a sample of 80 children and young people, aged 10–18 years, living in foster and residential care placements in England, regarding their educational experience whilst being looked after. The children were interviewed as part of an ongoing evaluation of the Taking Care of Education project, a development programme designed to facilitate improvements in the education of looked after children, co‐ordinated by the Na…
Peer Violence in Children's Residential Care
Much concern has been expressed about the scandal of physical and sexual abuse by care workers of children living in residential homes, but this is the first detailed study of the major problem of violence between children. Based on extensive interviews with young people as well as staff, and using a sociological approach, Peer Violence in Children's Residential Care offers new and important insights about the nature of peer violence from childre…
More than the sum of its parts? inter‐professional working in the education of looked after children
This article highlights work underway in three English local authorities to promote effective inter‐agency collaboration around the education of looked after children. Insight drawn from these local authorities is used to review previous literature concerning inter‐agency collaboration in a variety of contexts. The relevance of previous research to issues concerning the education of looked after children is discussed and key factors associated wi…
Who Takes Care of Education 18 months on? A follow‐up study of looked after children's perceptions of support for educational progress
This paper represents a follow‐up publication to the findings of a previous paper by documenting the views of a follow‐up sample of 56 young people, aged 12–19 years, looked after in three English local authorities. Young people were interviewed on two separate occasions, 18 months apart, to assess their perceptions of educational progress and identify factors that might support or hinder their education. The interviews took place as part of an o…
Fostering Now: Messages from Research : A Summary
In this article, David Berridge summarises the main conclusions of the latest research overview in the Government's Messages from Research series. The overview, Fostering Now, written by Ian Sinclair, includes findings from 16 studies
Theory and explanation in child welfare: Education and looked‐after children
Empirical child welfare research in England takes insufficient account of wider social theory. Intellectual, professional and political reasons for this are discussed. The implications are considered in relation to one important social problem: the low educational achievement of children looked after by local authorities (‘in care’). It is concluded that the absence of a broader sociological perspective has led to insufficient and simplistic expl…
Foster Children: Where They Go and How They Get on
The Conversation Series 16: Gustav Metzger by Hans Ulrich Obrist
Educating young people in care: What have we learned
Reflections on Child Welfare Research and the Policy Process: Virtual School Heads and the Education of Looked After Children
Policy transfer, social pedagogy and children's residential care in England
Much concern has been expressed about the quality of care and poor outcomes for looked‐after children (‘children in care’) in E ngland, especially regarding residential homes. This paper builds on a recent evaluation of the piloting of the continental E uropean model of social pedagogy ( SP ) in E nglish residential care. It does three things: it considers the theoretical social policy literature on policy transfer and its implications; discusses…
Understanding and Working with Parents of Children in Long-term Foster Care by Gillian Schofield and Emma Ward
Driving outcomes: Learning to drive, resilience and young people living in residential care
There are continuing concerns about the experiences offered to older adolescents being looked after (‘in care’) in the UK and, especially, to care leavers. Questions are asked about the limitations of S tate care compared with normal family life. This paper reports on an initiative to provide driving lessons to a group of six young men living in residential homes in one city. It links with resilience theory – how individuals can have relatively g…
Therapeutic Residential Care for Children and Youth: A Consensus Statement of the International Work Group on Therapeutic Residential Care
The International Work Group for Therapeutic Residential Care convened an International Summit on ‘Pathways to Evidence-Based Practice’ at Loughborough University (GBR), Centre for Child and Fami...
The education of children in care: Agency and resilience
The education of children in care and children in need: Who falls behind and when
We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA ( n = 6,236), the CIN in 2012 or 2013 but not CLA ( n = 20,384), and a sample individually matched with the CLA ( n = 11,084). At age 7, attainment of the CLA and CIN was appro…
School experiences of Children in Need: Learning and support
Children in Need (CIN) have received little attention in education circles. These are children who are usually living at home but where there are concerns over their health or development due to abuse or neglect, or they are disabled. Like Children in Care (CIC, who mostly live away), educational attainments for CIN are lower than for the general pupil population, with higher levels of special educational needs. This article draws on additional a…
Psychology (18 works) · Child Welfare and Adoption (16 works) · Sociology (15 works) · Medicine (13 works) · Political science (13 works) · Nursing (9 works) · Developmental psychology (8 works) · Computer Science (7 works) · Residential care (7 works) · Public relations (6 works)