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This paper applies key insights from constitutive penology to advance the practice framework literature in correctional rehabilitation. First, I provide some brief commentary on the origins and subsequent development of constitutive thought in studies of governance, crime and justice. Second, I outline the central ontological convictions and epistemological commitments of constitutive penology. Third, I explain where and how the ontic and epistemic 'lessons' of constitutive penology contribute to the conversation about practice framework theory and therapeutic practice in correctional rehabilitation. These comments especially emphasize the importance of (a) rethinking the responsibility of theory in therapeutic practice; (b) reframing the method of study in the practice of therapy and (c) repurposing the practice guidelines for undertaking therapeutic work. [ABSTRACT FROM AUTHOR]

Emotionally-based school non-attendance (EBSNA) is believed to impact one to two percent of children and young people (CYP): it is understood to present as severe emotional upset at the prospect of attending school. The aim of this study was to further understand parental experiences of EBSNA to enhance professional understanding and support. Adopting a "solution-oriented", exploratory qualitative design, this phenomenological research gathered retrospective experiences of successful EBSNA support, aiming to uncover "what works" when supporting children and families experiencing this difficulty. Participants completed semi-structured interviews (n = 5), and transcripts were analysed using reflexive thematic analysis. Themes generated provided insights into different forms of support accessed by parents, identifying potential areas for improvement arising from their experiences of challenge and successes, as well as lessons learnt from the COVID-19 pandemic. The themes (Supporting Parents; Promoting CYP's Sense of Belonging; Including and Informing Parents; Raising Awareness of EBSNA; Accessing External Professionals; Lessons Learnt from Covid-19) are presented as a framework for professional practice (SPIRAL), which has practical implications for schools and local authorities in providing support to families experiencing EBSNA. Recommendations for practice and future research are discussed, informing developments across multiple systems, and highlighting the potential of the EP role. [ABSTRACT FROM AUTHOR]

Being homeless is broadly understood to be traumagenic. Thus, support services for individuals experiencing homelessness (such as youth refuge) are encouraged to use trauma-informed models of care. However, there is a dearth of research that (1) focuses on youth refuge specifically, despite refuges being the most common response for youth homelessness worldwide, and (2) explains trauma-informed care models in detail so that they may be evaluated in practice. This paper outlines a trauma-aware framework used for nearly a decade within a youth refuge located in Melbourne, Australia: a psychologically informed environment (PIE). The paper provides: (1) an overview of trauma-informed care before describing what a PIE entails; (2) the how of a PIE, including core principles, their theoretical underpinnings, and how these principles are practically applied; and (3) the why of a PIE, focusing on implications for practice. A PIE is underpinned by key theoretical approaches such as attachment theory, the core emotional needs model, psychodynamic theory and formulation, social cognitive theory, and the transtheoretical model of change. A PIE encompasses five core principles of (1) relationships, rules, responsiveness, and roles; (2) physical and social spaces; (3) learning and enquiry; (4) staff support and training; and (5) psychological awareness. Overall, PIEs have been found to increase consumer engagement and decrease evictions, instill confidence and improve empathy within the staff, and decrease the risk for organizations, as seen by low incident rates. It is hoped that by providing this detailed outline of a PIE, more research can be undertaken into youth refuge care models, and more psychologically informed frameworks that address the multi-directional relationship between trauma and homelessness can be employed.

Practice frameworks are a well-established mechanism for practice reform and a growing body of literature attests to this promise. Surprisingly then, little is known about how they are intended to, or indeed, work on the ground. This practice note introduces Oranga Tamariki's new practice framework and explains how this sets out and explains our new practice approach--driving a needed paradigm shift away from risk saturation toward ecological understandings of oranga (wellbeing), promoting te ao Māori principles and supported by the social work discipline, to benefit all tamariki, children, whānau and families we work with. We are proudly (re)positioning and promoting social work in, and for, Aotearoa New Zealand's child welfare statutory offer. This is just and right for families, whānau and their tamariki. This practice note highlights how the practice framework promotes the ANZASW codes of ethics and SWRB practice competencies while enabling and driving sound and ethical professional practice. Consequently, social work practice is then delivered, experienced, led and quality assured based on the discipline of social work and not on risk-aversive reactions to practice tragedies or the volumes of technocratic policies and procedures that too quickly become outdated. [ABSTRACT FROM AUTHOR]

Being homeless is broadly understood to be traumagenic. Thus, support services for individuals experiencing homelessness (such as youth refuge) are encouraged to use trauma-informed models of care. However, there is a dearth of research that (1) focuses on youth refuge specifically, despite refuges being the most common response for youth homelessness worldwide, and (2) explains trauma-informed care models in detail so that they may be evaluated in practice. This paper outlines a trauma-aware framework used for nearly a decade within a youth refuge located in Melbourne, Australia: a psychologically informed environment (PIE). The paper provides: (1) an overview of trauma-informed care before describing what a PIE entails; (2) the how of a PIE, including core principles, their theoretical underpinnings, and how these principles are practically applied; and (3) the why of a PIE, focusing on implications for practice. A PIE is underpinned by key theoretical approaches such as attachment theory, the core emotional needs model, psychodynamic theory and formulation, social cognitive theory, and the transtheoretical model of change. A PIE encompasses five core principles of (1) relationships, rules, responsiveness, and roles; (2) physical and social spaces; (3) learning and enquiry; (4) staff support and training; and (5) psychological awareness. Overall, PIEs have been found to increase consumer engagement and decrease evictions, instill confidence and improve empathy within the staff, and decrease the risk for organizations, as seen by low incident rates. It is hoped that by providing this detailed outline of a PIE, more research can be undertaken into youth refuge care models, and more psychologically informed frameworks that address the multi-directional relationship between trauma and homelessness can be employed. [ABSTRACT FROM AUTHOR]

Practice frameworks are a unique type of theory that bridge the gap between abstract explanatory theories, knowledge categories, normative assumptions, and treatment theories. The values component of practice frameworks is particularly critical as it frames the problem space (niches) within which practitioners engage in practice tasks, for example, moral repair, risk reduction, or community integration. It also picks out the specific kinds of entities and their relationships that researchers are most interested in. In effect, values and their related principles play a major role in abstractly mapping out domains of practice while the knowledge related assumptions (e.g., core categories and causal powers) flesh out core entities and processes indicated by these values. In this paper we provide an overview of practice frameworks and examine the role of their normative assumptions in mapping out correctional research and practice tasks. [ABSTRACT FROM AUTHOR]

Child Sexual Exploitation (CSE) remains a significant concern in the English context with a broad professional research base expanding at pace in response to serious case reviews and government inquiries into historical sexual abuse. Whilst educational psychologists (EPs) have an established role in child protection and safeguarding, the work they do in relation to CSE is underexplored. Through in-depth qualitative interviews with three educational psychology professionals, this study aims to stimulate reflection and contribute to the knowledge base which guides EPs' practice when responding to sexual exploitation. Professional responses which adopt a "vulnerability management" approach are problematised and an exploration of the role of the EP within a contextual safeguarding framework is suggested. [ABSTRACT FROM AUTHOR]

This article examines the concept and adoption of practice frameworks and how these are becoming a key feature of many English local authorities in social work practice with children and families. A practice framework or model either drives practice or groups together various approaches. The article draws on data drawn from an evaluation of Signs of Safety, supplemented by a later survey, and a roundtable discussion with practitioners, researchers and social work educationalists held in 2018 on the nature and function of practice frameworks. It draws together data from these sources to provide an overview what is in place in local authorities, as well as what is being defined as a practice framework. These are discussed in relation to implementation and consistency. [ABSTRACT FROM AUTHOR]

Participatory research is sometimes difficult and risky, but there is a paucity of opportunities – and some reluctance – to reflect on its challenging aspects. In this article, we present subjective accounts of our everyday experiences of conducting participatory research as women researchers. We focus on four themes from our combined research experiences to explore some of the frustrations we encounter in participatory research. We argue that it is crucial to identify, reflect upon and address such aspects in academic outputs to broaden debates and scholarly discussions. We offer these reflections, and related strategies, as a contribution to critical debates on participatory research practice.

This article presents the findings of exploratory research on the mental health and community services experiences of informal/family carers of people from LGBTQ communities living with mental illness, or experiencing a mental health crisis. The aim of the research is to explore the experiences of carers in relation to provisions for carers and people from LGBTIQ communities in the mental health legislation, policy and practice standards in the state of Victoria in Australia. Data were collected from online surveys and in-depth interviews and analysed according to the alignment of the stated intent of these documents and the actual experiences of carers. • Service provision and worker responses were variable. • Carers were not confident that services would be helpful. • The services carers wanted were not available or accessible. • Many services were provided in restrictive environments and considered harmful. • Carers need adequate information to provide care. [ABSTRACT FROM AUTHOR]

Much of the practice leadership literature is focused on people and their roles — the who and what of leading, thus neglecting the organisational environment and wider socio-economic and political influences. Taking an ethnographic and sociological approach, we argue for a reimagining of practice leadership as a series of verbs to explore the why and the how of great leadership. Moreover, humane social work practice driven by leaders is best supported by leadership frameworks that support, guide and reinforce the ethical and professional value base of social work. Housed within the West Midlands Social Work Teaching Partnership, and drawing on the sociological imagination, we offer a rationale for a shared organisational and professional leadership vision, congruent with social work values, presented as a leadership framework. This paper offers a leadership framework that brings together, in a logical design, the roles, ethos and responsibilities for every level of the organisation, to strengthen social work practice that is operating within a harsh neo-liberalist backdrop. It offers a methodology to enact the Chief Social Workers' knowledge and skills statements while connecting these to the professional principles of social justice and human rights. Challenges and opportunities in developing and trialling our approach to practice leadership are discussed. [ABSTRACT FROM AUTHOR]

The attributes ‘warm eyes’, ‘breathe warm air’, ‘heart warmth’ and aroha (love) guide our work in child protection. These quotes are from a young person from the Change Factory 2020, a MFAMILY student in 2020 and Jan Erik Henricksen Key Note at the 4th International Indigenous Voices in Social Work Conference, Alta, Norway 2017 respectively, to describe the way young people and families want workers to be. We reflect on the child rights and family inclusion provisions of the United Nations Convention on the Rights of the Child (UNCRoC), and the Aotearoa New Zealand (ANZ) legislation Children, Young Persons and their Families Act (1989), in contributing to the best interests of the child. We examine current events in our locations, Aotearoa New Zealand, Norway and Western Australia, as demonstrating that these joint principles are far from universally used in child protection practice. The sole use of Article 3 of the UNCRoC, in particular, often results in excluding families as legitimate stakeholders. In seeking to achieve the best interests of the child, we apply a practice framework to example vignettes. Here, we have added micro-practices to address the identified gaps in relationship building, engagement and enabling practices in working towards the practice of best interests.

Rising demand for early help services is currently taking place against a backdrop of closing or reduced services and shrinking public authority budgets across England. Complicating matters is the wide variety of service orientations and differences in assessments offered to vulnerable families. This can be confusing for them. Moreover, this is an inefficient approach to providing help. This article presents a methodology of early help practice with families, designed to ease any service orientation problems, while promoting a more uniformed approach to early help practice in Birmingham, England. This article is concerned with the wide variety of tools and approaches in early help practice and is critical to how risk and need exploration operates because practitioner anxiety about working with risk potentially fuels an escalation of referrals through to statutory services. To help build practitioner confidence about working with need and risk, a practice framework based on signs of safety has been developed for Birmingham’s early help services, replacing over 80 pre-existing assessment tools. Strengths-based practice debates provide the theoretical backdrop for this discussion. [ABSTRACT FROM PUBLISHER]

Purpose – The purpose of this paper is to discuss how the signs of safety and wellbeing practice framework offers a practical and logical reinforcement for the Making Safeguarding Personal programme within the practice context of the Care Act. The new practice framework orientates safeguarding practice to be person led and person centred while reinforcing an outcomes focus. Design/methodology/approach – The principal social worker co-led the design and pilot programme where the new practice framework was developed and trialled. Findings – A practice framework that houses the policy and practice updates needed to deliver the Care Act and Making Safeguarding Personal agenda is logical and necessary for the practitioners. An outcomes focus is encouraged because safeguarding practice is goal orientated and outcome focused. Practical implications – A debate about how practice frameworks can help achieve the Making Safeguarding Personal approach and deliver on the Care Act principles is offered. This is a new and important debate for adult social care; a debate well-established across children’s services. Originality/value – A debate about how practice frameworks can help achieve the Making Safeguarding Personal approach and deliver on the Care Act principles is offered. This is a new and important debate for adult social care; a debate well-established across children’s services. [ABSTRACT FROM AUTHOR]

Efforts to implement the Good Lives Model (GLM) in offending treatment programs highlight common challenges across diverse settings. Long described as an overarching framework for rehabilitation, the GLM has recently been reconstructed as a practice framework. In this paper, the authors explore how the reconstruction of the GLM as a practice framework can help address challenges to GLM implementation observed internationally. Challenges to effective implementation of the GLM in a variety of settings and across cultures are described, based upon the authors' experiences helping programs and practitioners use the GLM to their fullest potential. Drawing on the theoretical resources of practice frameworks, it offers ideas for how programs and practitioners can respond to these challenges as implementation efforts unfold. Specifically, the paper focuses on how core values and principles of the GLM (Level 1 of practice frameworks) can inform intervention guidelines (Level 3 of practice frameworks). Research has been clear that proper implementation of any treatment approach can take considerable time to conduct properly; it is the authors' hope to equip programs and practitioners with ideas for moving forward thoughtfully with the GLM. [ABSTRACT FROM AUTHOR]

To develop rehabilitative treatment programs for persons who have committed crimes, correctional psychologists build theoretical structures that weld theoretical ideas about the causes of criminal behavior, theoretical perspectives about appropriate targets for correctional intervention and normative assumptions about crime and the aims of correctional intervention. To differentiate the tri-partite theoretical structure with which correctional program designers' work, Ward and Durrant (2021) introduce the metatheoretical concept of "practice frameworks". In this paper, I describe and evaluate this concept, situating my analysis within the broader contexts of philosophical work on scientific theories and models and metatheoretical work on the structure of explanatory and intervention theories in correctional psychology. • Describes and critically evaluates the concept of practice frameworks in correctional psychology • Pinpoints challenges associated with evaluating and integrating practice frameworks in pure and applied contexts • Identifies potential strategies for responding to such challenges [ABSTRACT FROM AUTHOR]

In this special issue, invited authors with expertise in correctional and forensic psychology (and related disciplines) were offered an opportunity to reflect on the idea of practice frameworks given their own research interests, expertise and practice experiences. In this article we provide a commentary on these contributions with the view of further developing the idea of 'practice frameworks' in a way which can better help guide theoretical work, empirical research, and practice in the correctional domain. We begin by reflecting on the nature of practice frameworks and why we think that they are important. We then consider each of the three levels that comprise practice frameworks and how these elements are realized in the diverse practice frameworks considered by the contributors to this special issue. We conclude with some thoughts about some important future directions for the idea of practice frameworks. [ABSTRACT FROM AUTHOR]

Restorative justice offers a distinct approach for responding to moral harm. Its core values emphasise voluntariness, safety, inclusion, dignity, respect, responsibility, accountability, truth-telling and honesty. It focuses on addressing harm, offering people who have committed or been harmed by crime the opportunity to safely discuss the nature and consequences of the offence, ask questions and offer answers, and agree what ought to be done to make amends and avoid further harm. This article synthesises, critically discusses, and maps out the connections between values, principles, knowledge assumptions and practice guidelines to offer a practice framework for restorative justice. The framework specifies the distinctions between dialogue and deliberation in restorative justice practice, explores the role of restorative justice in enabling reparation, rehabilitation, desistance and recovery, and critically reflects on the importance of context in relation to restorative justice and practice frameworks more generally. • This article provides a practice framework for restorative justice. • It maps out the connections between values, principles, knowledge assumptions and practice guidelines. • It specifies the differences between dialogue and deliberation in restorative justice practice. • It emphasises the importance of context in developing practice frameworks. [ABSTRACT FROM AUTHOR]

It is a ubiquitous pattern around the globe that indigenous peoples who have endured historic and ongoing collective trauma (e.g., colonization) are overrepresented in negative life outcomes such as poverty and imprisonment. Part of the colonizing imperative is to undermine indigenous knowledge as a valid and viable knowledge system, particularly via the hegemony of dominating Western scientific values and practices. We discuss some of these conceptual issues in relation to correctional practice and the position of indigenous Māori peoples in Aotearoa-New Zealand. We then examine the utility of the Practice Frameworks theory introduced by Ward and Durrant (2021) in relation to bicultural practice, and highlight some of the epistemic, social, and ethical factors for consideration. A preliminary exemplar is provided via examination of the potential collaborative relationship of the Good Lives Model and Te Whare Tapa Whā for intervention development. This exemplar highlights the rich array of therapeutic knowledge available when more than one knowledge system is drawn upon to provide culturally responsive intervention. • Critical issues with offender intervention development and cultural responsivity are examined. • Inequities in the treatment of indigenous knowledge systems compared to Western scientific knowledge systems are highlighted. • The potential of 'cultural collaboration' in intervention development is examined. • The Good Lives Model and Te Whare Tapa Whā, an indigenous Māori model of human functioning, are presented as an exemplar. [ABSTRACT FROM AUTHOR]

Recently, Ward and Durrant (2021) utilized the construct of "practice frameworks" to better organize the important theoretical aspects of two major correctional interventions (i.e., Good Lives Model and Restorative Justice). This organization included the configuration of three interlinked conceptual levels that bridge ontological and epistemological gaps between core functional values, causal assumptions, and practical applications. In this paper, we employ the practice framework strategy to highlight a different way to think about forensic and correctional psychology. We explain how this alternative way advances ethical principles that reconceive the nature of offending and redirect the epistemology of offender treatment. First, we elucidate the key conceptual principles of Psychological Jurisprudence (PJ). These include the values of reciprocal consciousness, inter-subjectivity, and mutual power as conceived of and developed within continental philosophy. Second, we examine the operating assumptions of PJ. These include the stipulations that: (1) the unconscious exists and it is structured much like a language; (2) subjectivity is always politicized because unconscious structured language pre-codes and prefigures conscious thought; and (3) power functions through the politics of discourse, producing circumscribed and deferred knowledge about human interrelatedness and interdependence. Third, we explain how PJ's core set of values and operating assumptions reframe the therapeutic practice of forensic and correctional psychology. This reframing radicalizes the ontology of offending and the epistemology of offender treatment. To substantiate this claim, we discuss several prevailing approaches to therapeutic practice, including the deficit-correcting (RNR), desistance-management (GLM), and normative-reconciliation (NRJ) models. Fourth, we propose alternative therapeutic practice guidelines for practitioners who work within treatment and therapy as well as recovery and reentry spaces of carceral coexistence. • Psychological jurisprudence (PJ) is an alternative way to think about forensic and correctional psychology. • PJ advances ethical principles that reconceive the nature of offending and redirect the epistemology of offender treatment. • PJ's core set of values and operating assumptions reframe the therapeutic practice of forensic and correctional psychology. • Several prevailing approaches to therapeutic practice are discussed. • Therapeutic practice guidelines for practitioners who work within treatment, therapy, recovery and reentry are proposed. [ABSTRACT FROM AUTHOR]

This is the second of two articles to map the landscape of practice theory in systemic family therapy. The first article gave a particular chronology of the development of family therapy practice theory, beginning with the frameworks that emerged in the 1960s- 1970s and then tracing the transitional decade of the 1980s. The convergences of three sets of influences • ecosystemic epistemology, the feminist challenge and postmodernist ideas • led to the changed landscape of post-1990 practice theory.This second article picks up at this point, mapping four contemporary influential approaches in Australian family therapy • the Milan-systemic, narrative and solution-focused frameworks, and the dialogical perspective. Social constructionist and narrative ideas together constitute the dominant common theory influence in the post- 1 990 practice frameworks, although intersected and used in different ways in the different frameworks. Throughout the history of the development of practice theory, context and relationship remain the enduring parameters of the systemic family therapy field. [ABSTRACT FROM AUTHOR]

This is the first of two articles to map the landscape of practice theory in systemic family therapy. In this first article, the representation of knowledge for practice is explored, and an argument is made that while frameworks remain important, the relationship to them is now more conditional and pragmatic. A particular chronology is offered of the development of family therapy practice theory frameworks, beginning with the frameworks that emerged in the 1960s to the 1970s. An analysis is given of the important transitions in the 1980s and three sets of influences in this decade - ecosystemic epistemology the feminist challenge and postmodernism - are identified. This reading emphasises hidden continuities in the transition, despite the seemingly discontinuous shifts in practice theory from the beginning of the 1980s to the beginning of the 1990s. Context and relationship are identified as the enduring parameters of systemic family therapy knowledge, though understandings of context and relationship have been recast in the contemporary (post-1990s) practice theory. The second article will explore the four contemporary influential approaches in Australian family therapy - the Milan- systemic, narrative and solution-focused frameworks, and the dialogical perspective - and point to intersections in practice ideas and integrative movements. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a practice framework for child welfare in New Zealand. A practice framework is defined as a conceptual map that brings together, in an accessible design, an agency's approach to social work practice with children and families. Designed as a tool for practitioners, the New Zealand practice framework integrates three perspectives: child-centred; family-led and culturally responsive; and strengths and evidence-based. The practice framework establishes a vision for New Zealand child welfare work that is grounded in the realities of practice, supported by research and embedded in a set of principles and values that are essential to the work. As a concept, it provides a clear understanding of what underpins the work, and how this informs our interventions with children and families. As a tool for practitioners, it provides a theoretically informed intervention logic and a set of triggers to support best practice. [ABSTRACT FROM AUTHOR]

Practice frameworks are a unique type of theory that bridges the gap between abstract explanatory theories, normative assumptions, and treatment theories. In the forensic and correctional fields, practice frameworks are not intended to replace treatment or explanatory theories, they offer something unique. They offer program designers a tool for constructing and delivering a range of interventions to individuals who have committed crimes and constitute an epistemic hub of a kind into which relevant features of explanatory and treatment theories can be "plugged" into. In this paper, we first describe practice theories in detail, outlining their three - level structure and suggest how best to evaluate them. Next, we provide two examples of practice frameworks, restorative justice and the good lives model. Finally, we discuss some of the major research and clinical implications of our analysis of this new type of theory. [ABSTRACT FROM AUTHOR]

The attributes 'warm eyes', 'breathe warm air', 'heart warmth' and aroha (love) guide our work in child protection. These quotes are from a young person from the Change Factory 2020, a MFAMILY student in 2020 and Jan Erik Henricksen Key Note at the 4th International Indigenous Voices in Social Work Conference, Alta, Norway 2017 respectively, to describe the way young people and families want workers to be. We reflect on the child rights and family inclusion provisions of the United Nations Convention on the Rights of the Child (UNCRoC), and the Aotearoa New Zealand (ANZ) legislation Children, Young Persons and their Families Act (1989), in contributing to the best interests of the child. We examine current events in our locations, Aotearoa New Zealand, Norway and Western Australia, as demonstrating that these joint principles are far from universally used in child protection practice. The sole use of Article 3 of the UNCRoC, in particular, often results in excluding families as legitimate stakeholders. In seeking to achieve the best interests of the child, we apply a practice framework to example vignettes. Here, we have added micro-practices to address the identified gaps in relationship building, engagement and enabling practices in working towards the practice of best interests. [ABSTRACT FROM AUTHOR]