10 results on '"Gilligan, Robbie"'
Search Results
2. Supporting care‐experienced adults' educational journeys: "Linked lives" over the life course.
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Brady, Eavan and Gilligan, Robbie
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FOSTER home care , *INTERGENERATIONAL relations , *INTERPERSONAL relations , *INTERVIEWING , *RESEARCH , *QUALITATIVE research , *FAMILY relations , *SOCIAL support , *EDUCATIONAL attainment , *THEMATIC analysis , *RESIDENTIAL care , *DATA analysis software , *ADULTS - Abstract
Research highlights the role of key actors and relationships in supporting the educational attainment and progress of children in care and care leavers. We know less about how relationships influence the educational journeys of people with care experience over time and how to support the educational progress and engagement of adults with care experience. The principle of "linked lives" is central to the life course perspective referring to the interdependence of human lives throughout the life course. This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time. Educational life history interviews were conducted with 18 care‐experienced adults (aged 24–36) in Ireland. Findings suggest that the principle of linked lives is a valuable conceptual tool for providing new insights on this issue. Four key themes were identified: (a) opportunities for educational support are present across the life course; (b) "family" is a central source of educational support; (c) there is intergenerational capacity for educational support; and (d) relationships beyond the "family" are supportive of education. Implications for practice, policy, and research are explored. [ABSTRACT FROM AUTHOR]
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- 2020
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3. Care-experienced Young People Accessing Higher Education in Ireland.
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Brady, Eavan, Gilligan, Robbie, and Fhlannchadha, Siobhan Nic
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YOUNG adults ,HIGHER education ,RESIDENTIAL care - Abstract
While there has been considerable policy attention given to educational disadvantage in the Irish context in recent years, evidence on the educational experiences, attainment, and progression of young people with experience of living in alternative care settings (e.g. foster care, residential care) remains limited. International literature suggests that young people with such 'care-experience' typically have lower attainment and progress to higher education at lower rates than their majority population peers. This brief paper focuses on one of these issues, the question of how care-experienced young people in Ireland fare in accessing opportunities in higher education. It presents some very preliminary evidence from an initial analysis of a small dataset related to care-experienced applicants to the Higher Education Access Route (HEAR) programme, a higher education access scheme that offers places on a reduced-points basis to school leavers under the age of 23 from socio-economically disadvantaged backgrounds. The findings highlight a number of features of the experience of this group in accessing higher education. In our conclusion, we argue that there is an urgent need to collect, and draw on, data related to the educational attainment and progress of both children in care and those who have left care in Ireland, in order to effectively inform policy and practice, and to demonstrate a commitment to understanding and addressing this issue. [ABSTRACT FROM AUTHOR]
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- 2019
4. The role of carers in supporting the progress of care leavers in the world of work.
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Gilligan, Robbie and Arnau‐Sabatés, Laura
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CAREGIVERS , *INTERVIEWING , *MENTORING , *SOCIAL capital , *SOCIAL support , *THEMATIC analysis , *RESIDENTIAL care , *MEDICAL coding - Abstract
The aim of this component of a preliminary cross-national study (Ireland and Catalonia) of care leavers' experience in the world of work is to explore how carers may influence the entry of young people in care into the world of work and how they may also influence the young people's progress in that world. A total of 22 care leavers, aged 23-33 years, were recruited on the basis of their having substantial employment experience since leaving care. Evidence from the interviews reveals the importance of the role of carers in the work-related progression of the young care leavers, especially in relation to gaining work experience while they were still in care. The qualitative analysis shows that carers were influential in promoting (and sometimes hindering) progress in work and education. Carers were often reported to play an important role in opening up opportunities, giving support (modelling skill development, giving practical help, etc.), being role models and cultivating the young person's agency. On the basis of these findings, we propose an initial conceptualization of carer roles in positive work support. [ABSTRACT FROM AUTHOR]
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- 2017
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5. Therapeutic Residential Care for Children and Youth: A Consensus Statement of the International Work Group on Therapeutic Residential Care*.
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Whittaker, James K., Holmes, Lisa, del Valle, Jorge F., Ainsworth, Frank, Andreassen, Tore, Anglin, James, Bellonci, Christopher, Berridge, David, Bravo, Amaia, Canali, Cinzia, Courtney, Mark, Currey, Laurah, Daly, Daniel, Gilligan, Robbie, Grietens, Hans, Harder, Annemiek, Holden, Martha, James, Sigrid, Kendrick, Andrew, and Knorth, Erik
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RESIDENTIAL care ,INSTITUTIONAL care ,GROUP homes for children ,INSTITUTIONAL care of children ,FOSTER home care - Abstract
The article focuses on the consensus statement on therapeutic residential care developed jointly by an international consortium of experts on residential care. It highlights the efforts of British Prime Minister David Cameron in reviewing the role and purpose of residential placements within the wider child welfare system. Information about the working definition of therapeutic residential care is also offered.
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- 2016
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6. Responding to misrecognition – A study with unaccompanied asylum-seeking minors.
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Korkiamäki, Riikka and Gilligan, Robbie
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ATTITUDE (Psychology) , *EXPERIENCE , *GROUP identity , *PREJUDICES , *RECOGNITION (Psychology) , *PSYCHOLOGY of refugees , *SOCIAL services , *RESIDENTIAL care - Abstract
• (Mis)recognition experiences affect levels of trust and engagement between young people and those working with them. • Efforts by young asylum-seekers to negotiate experiences of misrecognition require to be better understood and appreciated. • Misrecognition is an important driver of young people's behavior. • Responding to misrecognition in a transgressive manner may be a meaningful way of developing agency and positive identities. Theories of recognition have received increasing attention in studies of children, young people and social care. However, the concept of misrecognition, as the opposite of recognition, is less featured. This article studies the experiences of misrecognition using evidence from the lived experience of underaged unaccompanied asylum-seeking boys in Finland. Drawing from conceptualizations of (mis)recognition and qualitative data created with 18 unaccompanied asylum-seeking boys living in residential care, we firstly look at how the boys articulate their experience of being seen as 'refugees'. Secondly, we study how they respond to the refugee label. The findings show that the refugee stigma is mainly experienced as misrecognition, which influences the ways the young asylum-seekers strive to construct agentic identities. Four ways of responding to this misrecognition are identified: adopting a diminished identity (resigning), standing up against misrecognition (resisting), acting to prove the prejudice they encounter wrong (conforming), and claiming ordinariness (performing). We argue that the misrecognition experiences of unaccompanied asylum seeking minors offer a valuable lens for deepening our understanding of young people's responses to adverse conditions. Their varying responses to misrecognition provide important insights into how social work and the care system can be more attentive to the experiences of marginalized children and young people. [ABSTRACT FROM AUTHOR]
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- 2020
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7. Exploring diversity in the educational pathways of care-experienced adults: Findings from a life course study of education and care.
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Brady, Eavan and Gilligan, Robbie
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ACADEMIC achievement evaluation , *EXPERIENCE , *FOSTER home care , *INTERVIEWING , *STUDENTS , *VOCATIONAL guidance , *QUALITATIVE research , *GOVERNMENT policy , *SOCIAL support , *RESIDENTIAL care , *EDUCATIONAL mobility , *EDUCATIONAL outcomes , *SOCIAL role change , *ADULTS - Abstract
The low educational attainment of young people in care and leaving care has been well-established in a continually-growing body of international research. Existing research has identified some of the pathways taken by care leavers into further and higher education in the years after leaving care (i.e. ages 18–24), particularly among 'high achieving' care leavers. We know less however, about the longer-term pathways taken through education from the perspective of 'older' adults with care experience (i.e. those aged 25 and over). Guided by the life course principle of expected 'diversity in life course trajectories' this paper identifies the pathways taken through education among 18 care-experienced adults (aged 24–36) in Ireland and some of the experiences and events that influenced these pathways. We outline four types of educational pathway taken by participants: 1) The Typical Pathway; 2) The Typical Pathway 'Plus'; 3) The Short-term Disrupted Pathway; and 4) The Long-term Disrupted Pathway. Study findings illustrate the diversity of educational pathways that may be taken by adults with care experience and the importance of considering the impact of multiple roles and transitions on these pathways. The value of taking a longer-term view when exploring educational pathways is also highlighted in this paper. Implications for practice, policy, and future research are discussed. • Qualitative study of educational pathways of care-experienced adults • Guided by life course principle of expected 'diversity in life course trajectories' • Diverse educational pathways identified including 'typical and 'disrupted' pathways • Multiple roles and transitions impact the educational pathways taken by participants [ABSTRACT FROM AUTHOR]
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- 2019
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8. Improving Academic Accomplishments of Youth in Residential Education and Care in Israel: Implementing a Policy Change
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Grupper, Emmanuel, Zagury, Yossef, Ben-Arieh, Asher, Series Editor, Aber, J.Lawrence, Editorial Board Member, Bradshaw, Johnathan, Editorial Board Member, Casas, Ferran, Editorial Board Member, Chung, Ick-Joong, Editorial Board Member, Dubowitz, Howard, Editorial Board Member, Frønes, Ivar, Editorial Board Member, Furstenberg, Frank, Editorial Board Member, Gilligan, Robbie, Editorial Board Member, George, Robert M., Editorial Board Member, Gough, Ian, Editorial Board Member, Jensen, An-Magritt, Editorial Board Member, Kamerman, Sheila B., Editorial Board Member, Korbin, Jill.E, Editorial Board Member, Kutsar, Dagmar, Editorial Board Member, Land, Kenneth C., Editorial Board Member, Lee, Bong Joo, Editorial Board Member, Mason, Jan, Editorial Board Member, Moore, Kristin A., Editorial Board Member, Nauck, Bernhard, Editorial Board Member, Nayar, Usha S., Editorial Board Member, Phipps, Shelley, Editorial Board Member, Sanders, Jackie, Editorial Board Member, Sgritta, Giovanni, Editorial Board Member, Weisner, Thomas S., Editorial Board Member, Wintersberger, Helmut, Editorial Board Member, McNamara, Patricia, editor, Montserrat, Carme, editor, and Wise, Sarah, editor
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- 2019
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9. Extended care: Global dialogue on policy, practice and research.
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van Breda, Adrian D., Munro, Emily R., Gilligan, Robbie, Anghel, Roxana, Harder, Annemiek, Incarnato, Mariana, Mann-Feder, Varda, Refaeli, Tehila, Stohler, Renate, and Storø, Jan
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LONG-term health care , *MEDICAL care , *HEALTH policy , *MEDICAL practice , *MEDICAL research , *WORLD health , *GOVERNMENT regulation , *SOCIOECONOMIC factors - Abstract
• The concept and aspects of extended care are widely adopted internationally. • Extended care is conceptualised in diverse ways by different countries. • Extended care is implemented in diverse ways by different countries. • Extended care is not clearly differentiated from aftercare. • There is a very limited research on the value of extended care across countries. Young people who are taken up into the care system (including foster, formal kinship and residential or group care) traditionally have to leave care at age 18, the generally accepted age of adulthood. Research globally has shown that most youth are not ready to transition to independent living at 18 and require additional support into early adulthood. One specific type of support that has gained increasing interest is extended care arrangements, including permitting young people to remain in their care placements beyond the age of 18. While widely discussed, there is a limited body of literature on the conceptualisation, implementation and evaluation of extended care, and almost no cross-national dialogue on extended care. This article aims to gather together a range of experiences on extended care and to explore the extent to which there is a cross-national consensus on the conceptualisation and operationalisation of extended care. Ten countries participated in the study, reviewing their country's extended care policy, practice and research using a common matrix. Findings reveal adoption of aspects of extended care in all countries, wide variations in how extended care is conceptualised, legislated, funded and implemented, and very little research on the effectiveness of extended care. The authors recommend resolving cross-national variations in the conceptualisation of extended care and further research on the role and contribution of extended care placements to improved outcomes for youth in diverse social, political and economic contexts. [ABSTRACT FROM AUTHOR]
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- 2020
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10. Therapeutic Residential Care for Children and Youth: A Consensus Statement of the International Work Group on Therapeutic Residential Care
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Annemiek Harder, Christopher Bellonci, Andrew Kendrick, Susan Ramsey, Cinzia Canali, David Berridge, Tore Andreassen, Ronald W. Thompson, Mette Lausten, Robbie Gilligan, Kari M. Sisson, Lisa Holmes, Anat Zeira, Sigrid James, Eduardo Martín, Jorge F. del Valle, James K. Whittaker, Erik J. Knorth, James P. Anglin, Mark E. Courtney, Daniel L. Daly, Laura Currey, June Thoburn, Richard W. Small, Martha J. Holden, Patricia McNamara, Laura Palareti, Hans Grietens, Frank Ainsworth, Samantha McDermid, Amaia Bravo, John S. Lyons, Developmental and behavioural disorders in education and care: assessment and intervention, Whittaker, James K, Holmes, Lisa, del Valle, Jorge F., Ainsworth, Frank, Andreassen, Tore, Anglin, Jame, Bellonci, Christopher, Berridge, David, Bravo, Amaia, Canali, Cinzia, Courtney, Mark, Currey, Laurah, Daly, Daniel, Gilligan, Robbie, Grietens, Han, Harder, Annemiek, Holden, Martha, James, Sigrid, Kendrick, Andrew, Knorth, Erik, Lausten, Mette, Lyons, John, Martin, Eduardo, Mcdermid, Samantha, Mcnamara, Patricia, Palareti, Laura, Ramsey, Susan, Sisson, Kari, Small, Richard, Thoburn, June, Thompson, Ronald, Zeira, Anat, DIPARTIMENTO DI SCIENZE DELL'EDUCAZIONE 'GIOVANNI MARIA BERTIN', and AREA MIN. 11 - Scienze storiche, filosofiche, pedagogiche e psicologiche
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Adolescent ,Statement (logic) ,Child Welfare ,Therapeutic Residential Care ,Group care ,Nursing ,Residential care ,Medicine ,Humans ,Therapeutic Residential Care, international perspectives, Principles, Research ,0501 psychology and cognitive sciences ,Quality of care ,Child ,Residential Treatment ,business.industry ,Research ,05 social sciences ,050301 education ,international perspectives ,Variety (cybernetics) ,Work (electrical) ,Pediatrics, Perinatology and Child Health ,business ,0503 education ,Law ,Principles ,050104 developmental & child psychology - Abstract
none 32 si 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 Family Research on 27-29 April, 2016 with generous support from the Sir Halley Stewart Trust and in partnership with The European Scientific Association on Residential and Family Care for Children and Adolescents (NLD) (EUSARF), the International Association for Outcome-Based Evaluation and Research on Family and Children’s Services (ITA) (IAOBER) and the Association of Children’s Residential Centers (USA) and with the additional support of Action for Children (GBR) and the National Implementation Service (NIS) (GBR). Membership includes: Lisa Holmes (Chair), Director, Centre for Child and Family Research, Loughborough University (GBR); James K. Whittaker (Co-Chair), Charles O. Cressey Endowed Professor Emeritus, University of Washington, School of Social Work, Seattle (USA); Jorge Fernandez del Valle, Professor of Psychology and Director, Child and Family Research Group, University of Oviedo (ESP); Frank Ainsworth, Senior Principal Research Fellow (Adjunct), James Cook University, School of Social Work and Human Services, Townsville, Queensland (AUS); Tore Andreassen, Psychologist, The Norwegian Directorate for Children, Youth and Family Affairs (NOR); James P. Anglin, Professor, Faculty of the School of Child and Youth Care, University of Victoria (CAN); Christopher Bellonci, Board-Certified Child/Adolescent and Adult Psychiatrist; Associate Professor, Psychiatry Department, Tufts University School of Medicine, Boston, MA (USA); David Berridge, Professor of Child and Family Welfare, School for Policy Studies, University of Bristol (GBR); Amaia Bravo, Lecturer, Department of Psychology, University of Oviedo (ESP); Cinzia Canali, Senior Researcher, Fondazione Emanuela Zancan, Padova (ITA) and President, International Association of Outcome-Based Evaluation and Research in Family and Children’s Services (IAOBER); Mark Courtney, Professor, School of Social Service Administration, University of Chicago (USA); Laurah Currey, Chief Operating Officer, Pressley Ridge, Pittsburgh, PA (USA) and President, Association for Children’s Residential Centers, (USA); Daniel. L. Daly, Executive Vice President and Director of Youth Care, Father Flanagan’s Boys’ Home, Boys Town, NE (USA); Robbie Gilligan, Professor of Social Work and Social Policy, Trinity College Dublin IRE), Hans Grietens, Professor, Centre for Special Needs Education & Youth Care, University of Groningen (NLD) and President, European Scientific Association on Residential and Family Care for Children and Adolescents (EUSARF); Annemiek T. Harder, Assistant professor, Department of Special Needs Education and Youth Care, University of Groningen (NLD); Martha J. Holden, Senior Extension Associate with the Bronfenbrenner Center for Translational Research and the Principal Investigator and Director of the Residential Child Care Project at Cornell University, Ithaca, NY (USA); Sigrid James, Professor, Department of Social Work & Social Ecology, School of Behavioral Health, Loma Linda University, CA (USA); Andrew Kendrick, Professor of Residential Child Care, School of Social Work and Social Policy at the University of Strathclyde (GBR) and Consultant at the Centre of Excellence for Looked After Children in Scotland (CELCIS) and the Centre for Youth and Criminal Justice (CYCJ) (UK); Erik J. Knorth, Professor, Department of Special Needs Education and Youth Care, University of Groningen (NLD); Mette Lausten, Senior Researcher at SFI - The Danish National Centre for Social Research, Copenhagen (DNK), John S. Lyons, Senior Policy Fellow at Chapin Hall, University of Chicago, IL (USA); Eduardo Martin, Lecturer at the Department of Developmental and Educational Psychology, University of La Laguna, Tenerife (ESP); Samantha McDermid, Research Fellow, Centre for Child and Family Research, Loughborough University (GBR); Patricia McNamara, Senior Fellow (Honorary), Department of Social Work, University of Melbourne (AUS); Laura Palareti, Assistant Professor in Social Psychology, Department of Education Studies, University of Bologna (ITA); Susan Ramsey, Parent and Former Children’s Mental Health Advocate, The Walker School, Needham, MA (USA); Kari M. Sisson, Executive Director, Association of Children’s Residential Centers (USA); Richard W. Small, Walker Executive Director Emeritus, The Walker School, Needham, MA (USA); June Thoburn, Emeritus Professor of Social Work, University of East Anglia (GBR); Ronald Thompson, Senior Director, Boys Town National Research Institute for Child and Family Studies, Boys Town, NE (USA); Anat Zeira, Professor, School of Social Work and Social Welfare, Hebrew University of Jerusalem, and Head of Research and Evaluation at the Haruv Institute (ISR). Our work group wishes to thank CFRC staffer Laura Dale at Loughborough for extraordinary efforts in producing this statement in record time and for her care and assistance with all phases of our Summit activity. Whittaker, James K; Holmes, Lisa; del Valle, Jorge F.; Ainsworth, Frank; Andreassen, Tore; Anglin, James; Bellonci, Christopher; Berridge, David; Bravo, Amaia; Canali, Cinzia; Courtney, Mark; Currey, Laurah; Daly, Daniel; Gilligan, Robbie; Grietens, Hans; Harder, Annemiek; Holden, Martha; James, Sigrid; Kendrick, Andrew; Knorth, Erik; Lausten, Mette; Lyons, John; Martin, Eduardo; Mcdermid, Samantha; Mcnamara, Patricia; Palareti, Laura; Ramsey, Susan; Sisson, Kari; Small, Richard; Thoburn, June; Thompson, Ronald; Zeira, Anat Whittaker, James K; Holmes, Lisa; del Valle, Jorge F.; Ainsworth, Frank; Andreassen, Tore; Anglin, James; Bellonci, Christopher; Berridge, David; Bravo, Amaia; Canali, Cinzia; Courtney, Mark; Currey, Laurah; Daly, Daniel; Gilligan, Robbie; Grietens, Hans; Harder, Annemiek; Holden, Martha; James, Sigrid; Kendrick, Andrew; Knorth, Erik; Lausten, Mette; Lyons, John; Martin, Eduardo; Mcdermid, Samantha; Mcnamara, Patricia; Palareti, Laura; Ramsey, Susan; Sisson, Kari; Small, Richard; Thoburn, June; Thompson, Ronald; Zeira, Anat
- Published
- 2016
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