The six papers included in this collection mark the publication of the 10^th Volume of Child Care in Practice.  They also give testimony to the eclectic approach adopted by a young journal which seeks to reflect the views and experiences of child care professionals working in a multiplicity of disciplines in a global context. The success of this approach can be measured in the growing number of articles submitted for publication. Consequently the standard and quality of papers published continues to improve. Moreover, the scope of issues presented in this edition suggests that the journal is of interest to an increasing community of child care professionals who strive to effect change in policy and practice. For that reason, the papers typically adopt a ‘child problem-dominated approach’ (Jenks, 2003: 396). This is hardly surprising given recent increases in the number of child care courses available at universities across the globe. Allied with calls by governments in the UK, Europe, Australasia and the USA for the development of early intervention programmes aimed at improving children’s educational and social outcomes, many of the issues addressed in recent editions highlight problems with the application of policy in practice.

            The first paper in this issue reflects just such an approach. Lisa Bunting, a policy researcher with the NCPCC, draws on an extensive literature review and statistical evidence to explore the advantages and disadvantages of parenting programmes. Although the benefits of these programmes are well documented, Bunting attributes the zeal with which the advantages are reported to the fact that most of these programmes have been the subject of internal rather than external evaluations. In contrast, to the widely published advantages, the high attrition rates associated with these programmes are rarely highlighted. The paper provides an evaluation of an Australian approach termed the Triple P-Positive Parenting Programme. Interestingly, this multi-level approach can provide information and advice to the local community through a range of mediums including mail shots and leaflets, while also meeting the needs of individual parents. The paper concludes that this approach might serve to inform the development of future parenting programmes in Northern Ireland.

The next paper also addresses the need for support services for carers, in this instance for those working in residential child care. The stress experienced by those working with vulnerable, traumatised young people is brilliantly captured by Gibson, Leonard and Wilson. Working as a team they form the MOSAIC Consortium, a group who offer training, support and advice to residential workers. Drawing from their own experience, the authors report findings from a meeting between a residential team and a member of the consortium. Frost et al. (1999: 1) report a crisis of confidence in residential childcare with the public viewing children in these settings as ‘victims being sexually or physically abused.’ These views and the anger directed by children in care at carers, tends to disempower the staff. The team highlights advocate educating staff in systems theory, systems thinking and understanding the politics of care to affect a positive change in their attitudes. The case study included in this paper illustrates this theory in practice.

Building on the theme of empowerment, Veeran draws attention to the fact that despite the ratification of United Nations Convention on the Rights of the Child (1989), many street children in South Africa experience deprivation with regard to their basic human needs. While it might be comforting to assume that most children are loved and wanted, lack of parental guidance and support causes street children to be excluded from all levels of society. Their exclusion is compounded by the failure of those working with these children to encourage them to voice their needs and concerns. Vernoon argues that effective intervention programmes will involve children in all aspects of decision making.

The uncomfortable consequences of giving voice to children’s views are noted in a paper on physical punishment by New Zealand lecturers, Dobbs and Duncan. Few rival physical punishment in generating passionate debate. In contrast, there was no debate from the 10 children aged between 5 and 7 years old interviewed. Whereas adults consider a smack to be a light, inconsequential form of punishment, children describe it as ‘a hard bang’ and ‘a hard whack’. They also claim that it ‘hurts’ and makes them ‘sad’. Interestingly, children thought it limited alternatives to conflict resolution a point that might be worthy of consideration by parents who raise their hand in response to problem behaviours.

The next paper addresses an area, which may be less familiar to child care professionals in the UK.  In essence, explanations for day care hopping – leaving without paying - in Alabama are sought by Drentea and her colleagues, who highlight the plight of low income mothers who find it difficult, if not impossible, to pay child care costs. The researchers were commissioned by the YWCA in Central Alabama to develop a screening device that would identify certain telling characteristics of mothers who day hop. Focus groups were conducted with staff at the YWCA to explore their views on the reasons for day hopping. Although staff thought that some families were beyond help, they identified certain common features among those who would benefit from help. It was thought that a stipend should be made available for parents with economic difficulties, transportation problems and psychosocial problems.

In the concluding article, Barry, reflects on the establishment and current position of the Emergency Duty Team (EDT), established by the Eastern Health & Social services Board in Northern Ireland in 2000.  To enhance the quality of this service she recommends training in conflict resolution for social workers involved with EDTs. Barry also highlights a number of problems encountered by the successful implementation of the team. This out of hours service has proven so successful that it currently receives some 700 referrals each month. To ensure the team is sustainable, the team has revisited several existing policies such as Open all Hours, with a view to refining and developing their service.

To conclude this volume includes a collection of papers, which offer professionals an insight into a range of disciplines. In exploring issues from the child’s perspectives several highly poignant areas were addressed. Similarly, the experiences of residential workers should provoke interest in the plight of a group who are rarely the focus of research interest. Moreover, the research findings and experiences reported here may serve to inform policy and decision making. 

Child Care In Practice
Volume 10 Number 4

Foreword,
Dr Colette Gray

Parenting Programmes – The Best Available Evidence
Dr Lisa Bunting

Changing Residential Child Care: A Systems Approach to Consultation Training And Development
Johnnie Gibson
Marcella Leonard
Mena Wilson

Working With Street Children: A Child Centred Approach
Dr Vasintha Veeran

Children’s Perspectives On Physical Discipline: A New Zealand Example.
Terry Hobbs
Judith Duncan

Day Care Hoping: Stabilizing Day Care Options For Low Income Mothers Through Subsidies
Dr Patricia Drentea
Suzanne Durham
Mercie Mwaria
Emily Norman
Juan Xi

Fit For The Future? Future Development of the Emergency Duty Team
Jane Barry

Book Review
Face to Face with Children
The Life and Works of Clare Winnicott
Edited by Joel Kanter 2004 Karnac
Pauline Mahon

Book Review
Child sexual abuse and the Internet: Tackling the new frontier
Edited by Martin C Calder
Theo Raykoske

All correspondence should be addressed to: 

Child Care in Practice 
School of Social Work, 7 Lennoxvale, 
Belfast BT9 5BY. 
Tel/Fax: (00 44) 028 90 974739 
Email: editor@childcareinpractie.org

Copyright