Child Welfare: Connecting Research, Policy, and Practice

40. The Policy, Practice, and Research Connection: Are We There Yet?

40 The Policy, Practice, and Research Connection: Are We There Yet? Kathleen Kufeldt Brad McKenzie This final chapter examines the current policy, practice, and research connection . As indicated, we begin with a summary of the theoretical underpinnings of child welfare research and practice, followed by discussion of methodological challenges inherent in social work research.After exploring the state of the art with respect to connecting research, policy, and practice, we conclude, as in the 2003 edition, by using Galaway and Hudson’s (1995) eightpoint research agenda as a barometer of progress. Theory-Building The noted pioneer in the professionalization of child welfare practice, Norman Polansky, once declared that there is nothing as practical as a good theory. Time has proven him correct as we observe the evolution of new and better ways of serving children and families. It is encouraging to note the increasingly solid theoretical basis for child welfare research, and indeed for innovative and effective practice. A primary underpinning for all our endeavours continues to be that of attachment theory. This theory has been further enriched by Bowlby’s efforts to embed it within ethology. In doing so, he has drawn on the work of ethologists such as Lorenz, who explored activity within the animal kingdom—colourfully illustrated by his encounter with the greylag goose (Lorenz, 1952, 1966). The connection between attachment and ecological theories has enhanced our understanding of attachment as a necessary survival mechanism (Bowlby, 1988, 569 1990).Without secure attachment, the young child, like the young gosling, will not fare well. In infancy, lack of secure attachment may be manifested by “failure to thrive”; in older children, by a variety of behavioural indicators. In designing the Looking After Children Assessment and Action Records, Parker and his colleagues have used attachment and developmental theory well in their identification and operationalization of the necessary steps to healthy adulthood (Parker, Ward, Jackson, Aldgate, & Wedge, 1991). Bronfenbrenner (1979) and Garbarino (1992), in turn, have influenced social work activity in positive ways through their explanation and application of ecological theory. Ecological theory draws attention to the different levels within human systems, from individual through to intermediate and macro societal systems.As noted in Chapter 37, application of this theory is very much in evidence in the design of the Integrated Children’s System (ICS) in the U.K. In a radical departure from locating problems within an individual, ICS draws attention not only to children’s developmental progress, but also to family variables and to strengths and stressors within the larger environment (meso- and macro-systems). Biddle’s conceptualization of role theory (1966, 1979) has contributed to a clearer understanding of the complexity of foster care. It assists in bringing clarity to the somewhat different roles of foster family and family of origin parenting . The theory sheds light on the difference, yet interconnectedness, of the roles and obligations of the members of the foster care role-set: child, foster carers,family,and social workers.This in turn contributes to role consensus,with congruency of perceptions and expectations. Such consensus and congruency is necessary if all members of the role-set are to work in harmony for the wellbeing of the child. Role theory, together with attachment theory, has influenced the expanded application of inclusive foster care (see Chapter 10). The various examples of best practice within this text draw on knowledge of child development theory and resilience. Writers such as Leibenberg, Masten, and Ungar (Leibenberg & Ungar, 2009; Masten, 2001; Masten, Best, & Garmezy, 1990; Ungar, 2004) are becoming well known as proponents of the value of resilience theory. In turn, resilience theory is emerging as a valuable component of best practice design (see Chapter 35, as well as Flynn, Dudding, & Barber, 2006; Klein, Kufeldt, & Rideout, 2006). McAuley, Pecora, and Rose (2006) echo similar theoretical underpinnings, and make apt use of Erikson’s stage theory (1968, 1985) in addressing effective interventions for young people leaving care. KUFELDT AND MCKENZIE 570 Methodological Challenges As the preceding paragraphs indicate, the underlying theoretical bases for child welfare practice are relatively well developed. In order to ensure that they are entrenched in research in ways that enhance both policy and practice, there are challenges to overcome. This section addresses some of the methodological challenges. In brief, they consist of: • the need to make explicit the theoretical background of any research or demonstration project; • barriers associated with sampling; • balancing quantitative and qualitative methods; • use and misuse of...