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Food for Thought: Food based training, assessment and intervention tools for carers of looked after young people

深思熟虑：为受照顾的年轻人的照顾者提供基于食物的培训、评估和干预工具

基本信息

批准号：
ES/J020745/1
负责人：
Ruth Emond
金额：
$ 11.97万
依托单位：
University of Stirling
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2012
资助国家：
英国
起止时间：
2012 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FJ020745%2F1
关键词：
Food Thought based training assessment

项目摘要

Food and the social practices that surround it are central to our sense of self and our relations to others (Lupton, 1996). Food is deeply symbolic of caring and nurturing and ultimately of sustaining life (Morse, 1994). Research has highlighted the ways in which food is used by children and adults in their interactions (Jackson, 2009). Residential and foster care involves myriad tasks in which food can often play a significant role (Punch et al., 2009b). However, central to it are the feelings, relationships, issues of power and control that exist between and within the staff/carers and children and which are often played out and negotiated through a range of food practices. For example, simply a carer's knowledge of what a child takes in their tea may communicate a sense of belonging and connection. Thus, a focus on food can provide insight into how children and adults relate to one another, bringing with them their own histories, memories, feelings and strategies for coping. Food can therefore be understood both as a physical object, and a social phenomenon which carries and alters meaning through the different uses to which it can be put within everyday interaction (Charon, 2007). This project builds on the ESRC Food and Care study (FaCS). A key FaCS output was a handbook given to all residential children's homes in Scotland which aimed at raising awareness of food and how it is used in such settings. Since then, a number of presentations and workshops to practice audiences have been held alongside a pilot impact study. From this it was clear that by looking at food one could gain significant insight into the everyday world of the unit as well as to the individual lives of the children. However, staff were keen that further work be undertaken to turn the findings into a more applicable tool for enhancing their assessment of the child as well as considering ways to positively intervene. In addition, feedback was received from foster and adoptive carers who had heard or read about the work and who thought it had relevance to their role. A central concern of this project is to improve the micro relationship between individual looked after children and their carers using food to develop better understandings of behaviours, responses and shaping intervention and approaches to supporting each child (e.g. helping carers and organisations to think critically about why children might reject their food).The project team (involving a voluntary organisation, a private fostering company and a local authority) will work together on a four stage process:1. Devising a) A training package developed in workshops with carers/staff (adapted from the FaCS handbook) which will equip staff/carers with knowledge of the symbolic use of food and how this might be applied in the 'treatment' /'recovery' of children from past trauma/loss.b) An 'assessment' tool which focuses thinking on an individual household or child and their use of food.2. Deliveringa) Piloting the delivery of training and the use of the interactive assessment tool.b) Facilitating 'in house' peer support groups which would discuss the findings from the assessment tool and whose members would, together, think of ways that food could be used or food practices changed to improve the level/type of care being delivered.3. Evaluatinga) Monitoring the use of the training package, assessment tool and the ongoing peer support groups. b) Attending and reflecting on 'new worker' training as delivered by members of the peer support group.4. Rolling outa) National Launch event of materials.b) IRISS offering the training package, assessment tool and peer support model on their database. c) Supporting CELCIS to embed the training, assessment tool and peer model into more generic training for residential and foster carers in Scotland and to devise (along with University of Stirling) a CPD short course for the wider UK.d) Sending output briefing to FaCS database.

食物和围绕它的社会实践是我们自我意识和我们与他人关系的核心（卢普顿，1996）。食物是关怀和养育的深刻象征，最终是维持生命的象征（莫尔斯，1994年）。研究强调了儿童和成人在互动中使用食物的方式（杰克逊，2009年）。住宿和寄养涉及无数的任务，其中食物往往可以发挥重要作用（Punch等人，2009年b）。然而，它的核心是存在于工作人员/照顾者和儿童之间和内部的感情、关系、权力和控制问题，这些问题往往通过一系列食物做法来发挥和谈判。例如，仅仅是一个照顾者的知识，一个孩子在他们的茶可以传达一种归属感和连接。因此，对食物的关注可以让我们深入了解儿童和成人之间的关系，以及他们自己的历史、记忆、感受和应对策略。因此，食物既可以被理解为一种物理对象，也可以被理解为一种社会现象，它通过日常互动中的不同用途来承载和改变意义（Charon，2007）。该项目基于ESRC食品和护理研究（FaCS）。FaCS的一项重要成果是向苏格兰所有儿童寄宿家庭分发了一本手册，旨在提高对食物以及如何在这种环境中使用食物的认识。自那时以来，在开展试点影响研究的同时，还为实践对象举办了一些介绍会和讲习班。由此可见，通过观察食物，人们可以对单位的日常世界以及儿童的个人生活有重要的了解。然而，工作人员渴望进一步开展工作，将调查结果转化为更适用的工具，以加强对儿童的评估，并考虑采取积极干预措施。此外，还收到了寄养和收养照顾者的反馈，他们听说或读到了这项工作，并认为这项工作与他们的角色有关。该项目的一个核心关注点是改善受照料儿童与其照料者之间的微观关系，利用食物更好地理解行为、反应和制定支持每个儿童的干预措施和方法（例如帮助照顾者和组织批判性地思考为什么儿童可能拒绝他们的食物）。（涉及一个志愿组织，一个私人寄养公司和一个地方当局）将共同努力，在四个阶段的过程：1。设计a）在与照顾者/工作人员的讲习班中开发的培训包（改编自FaCS手册），这将使工作人员/照顾者了解食物的象征性使用，以及如何将其应用于儿童从过去的创伤/损失中的“治疗”/“恢复”。B）促进“内部”同侪支助小组，这些小组将讨论评估工具的结果，其成员将一起思考如何使用食物或改变食物做法，以提高所提供的护理水平/类型。a）监测培训教材、评估工具和持续同侪支助小组的使用情况。B）参加并反思同伴支持小组成员提供的“新工人”培训。B）IRISS在其数据库中提供培训包、评估工具和同行支助模式。（c）支持CELCIS将培训、评估工具和同行模式纳入苏格兰寄宿和寄养照料者的更通用培训，并（与斯特林大学沿着）为更广泛的联合王国设计一个持续专业发展短期课程。