Practice Publications

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Now showing 1 - 5 of 18
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    Understanding and Developing Children’s Participation: A Short Guide
    (Barnardos, 2004) Brady, Bernadine
    Participation is a term used to refer to the involvement of children and young people in decisions that affect them. The case for children’s participation has been growing in recent years due to a greater emphasis on the rights of children as human beings, citizens and consumers. Fostering children’s participation is considered central to good practice in working with children. While children’s right to participate is enshrined in law, (through the UN Convention on the Rights of the Child, ratified by Ireland in 1992) children’s right to participate is often ignored and overlooked in our society. Planning and action are required to translate the theory into practice. This booklet is designed to explain children’s participation and show how children’s services can introduce and develop participatory approaches with children in their work.
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    ‘Working Together Online’ Barnardos Digital Best Practice Framework 2022
    (Barnardos, 2022) Barnardos
    Blended working is a flexible approach that combines face-to-face and online service delivery. Blended working provides children and families with a greater choice and access to services as it reduces barriers to engagement such as travel, childcare, and time, all of which often impact attendance and participation. Within the context of working with children and families in Barnardos, one example of blended working would be meeting a parent or child at planned intervals (initial assessment stage, review stage, closure) and carrying out virtual sessions in between. Another example of a work plan might include virtual sessions every second week e.g. one week face-to-face, one week virtual and so on. For more intensive pieces of work, staff members could decide to meet a family once a week in person and complete a second check-in virtually later the same week. Similarly, for group work pieces, registration and consent might be obtained in person and the programme content delivered online. There are many options available that can be adapted to meet the needs of the child, family and service. The Digital Best Practice Framework sets out to support the successful implementation of online services to achieve the following outcomes: • Children and families will have increased choice and additional service delivery options to use with a blended approach to service provision. • Children and families will experience services online that are equivalent in quality to face-to-face services. • Children and families will achieve mutually agreed outcomes when accessing online services. • Children and families will experience staff who are confident in delivering services online. • Children and families will experience staff who have the knowledge and skills needed to deliver high quality services online. • Clear processes/procedures will be in place to ensure best practice and safety when delivering services online.
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    Promoting Positive Behaviour Guidelines
    (Barnardos, 2011) Barnardos
    These guidelines were developed by Barnardos to guide staff and managers with the application of our promoting positive behaviour policy (2011). This policy outlines Barnardos’ commitment to an approach of social-emotional coaching as this has been demonstrated to promote emotional understanding, problem-solving and help children develop the skills which are needed for effective self-regulation. The foundation of this approach is the use of the teaching pyramid which is a mix of promotion strategies, induction strategies and some external control strategies where needed. This document contains information about the promoting positive behaviour approach, more specifically social-emotional skill development, and considerable detail on the application of the teaching pyramid in practice. These guidelines can be used both with individuals and in group contexts. The final section focuses on how they apply across different age groups i.e. Best Start (0-5 years), Best Chance (6-12 years), Best Choice (13-18 years) and Adults.
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    Barnardos' Active Case Management
    (Barnardos, 2008) Barnardos
    Active Case Management (ACM) provides a framework to ensure we manage our work with children and families effectively. It is a key mechanism for planning and reviewing our work. It ensures we plan services in relation to children’s needs in order to achieve our planned outcomes. ACM helps us to keep our work focused, bringing it through a process of beginning, middle and end, and so reduces the likelihood of drift and dependency. It plays a key role in ensuring that children and families receive a quality service during their time with Barnardos.
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    Translating Evidence to Practice: Introduction
    (Barnardos, 2013) Barnardos
    For the past seven years, Barnardos has been on a journey of developing needs-led, outcome-focused practice, based on evidence of what works for children and families to achieve positive outcomes. During this process, a considerable amount of evidence and research data has been gathered and analysed. Literature reviews have been used to inform the design of specific systems (for example, for active case management) and programmes (for example, for Partnership with Parents). In order to share the learning from this, the Best Practice Team are producing a series of Translating Evidence to Practice papers, providing accessible summaries on a range of subjects.