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In a contemporary context dominated by reports of the historical institutional abuse of children and young people in residential children's homes, and where the voice of workers is largely absent, this study explores the views and experiences of 26 workers in the Republic of Ireland regarding relationship‐based practice. Using an exploratory, qualitative approach and informed by 'appreciative inquiry'; semi‐structured interviews were undertaken with 26 residential care workers. The findings highlight that relationship‐based practice has not been fully understood and/or embraced in practice because of a culture of fear that has permeated the Irish residential childcare system. Using theoretical concepts associated with the sociology of fear, the paper explores their effects on practice and argues that these are amplified given the current low status of residential care workers, the impact of media reports and the influence of current discourses around professional practice in which 'objective' and 'emotionally detached' practice is viewed as synonymous with efficiency and effectiveness. The paper ends by considering implications for professional practice in residential childcare settings. [ABSTRACT FROM AUTHOR]

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]

This paper explored the subject of physical touch occurring between social workers and children in the Republic of Ireland. Here, it was maintained that touch practices occupy an ambiguous area for social work practitioners. The empirical component was based on interviews that were conducted with a small group of practitioners in one particular Irish county. The study provided insight into the social workers' personal experiences of, and opinions on, touch with children in the context of their practice. Despite a lack of prescriptive 'do's and don'ts' regarding physical touch and social work, the findings suggested that social workers do not consciously engage in physical touch with children. Rather, touch occurs as a result of practicality and safety concerns for a child. Recognized as beneficial in terms of communication, reassurance and conveying empathy, touch practices are also guided by a fear of misinterpretation, allegations and concern for causing harm to the child. The place of physical touch with children is regarded as being outside the remit of the social work role. Despite this, a majority of those interviewed spoke of a desire to have more discussion and guidance on the subject of physical touch with children within their work locations. [ABSTRACT FROM AUTHOR]