Children in care in Germany work with a social
pedagogue. Susan Buchmuller, working in Britain, spoke to Camilla
Pemberton about what it adds to social care
International models of social pedagogy have begun to attract a
loyal following in residential child care. While experts are keen
to develop a model in the UK, pedagogues from Germany and
Scandinavia continue to be welcomed in children's homes where they
work alongside social workers and residential care staff.
Susan Buchmuller has a masters degree in social pedagogy and
extensive experience working in residential child care in her
native Germany. She is currently living in the Wirral and sharing
good practice with social care workers at children's home Kinder
House, based in Wallasey, after coming to the UK through a pedagogy
pilot scheme run by the Thomas Coram Research Unit.
Social pedagogy is a system of theory, training and practice
based on a holistic approach to other people and their social,
emotional and educational development.
Buchmuller says the integration between social work and social
pedagogy in Germany means every social pedagogue can work in social
care, and vice versa. She says this and Germany's long history of
social pedagogy constitute key differences between German and
British social work.
"In Germany social care workers, including pedagogues, are
generally better qualified because you cannot work with children
without a high level of training, including bachelors and masters
degrees."
The German care system is looked upon as transformative, says
Buchmuller, while residential care is seen as a positive option
rather than a "last resort". "Residential care is seen as good for
young people. After eight years old we normally wouldn't place them
in foster care but would consider small children's homes, with six
to eight children, as the best option. It is very important to a
pedagogue that children have as normal an experience in care as
possible.
"Care leavers in Germany have better life opportunities than
when they entered care. Pedagogues place a particular emphasis on
making sure children are well-prepared for community life. We take
children on regular outings and they can stay with their friends
after school."
Social pedagogy values an approach pedagogues call "head, heart
and hands". Buchmuller explains: "We use our heads to learn
theories which help us understand and describe young people's
behaviour and reactions. We work with our heart to empathise with
young people's needs and family background. We work with our hands
to stimulate young people to do everyday activities, such as
handcrafts, making pizza and playing sports. Our approach is a
combination of these three things."
Social pedagogues, she says, have "strong social bonds" with
children in residential care. "We are very warm and authentic with
children - we give them a hug when they need one. We find the best
outcomes for children are seen when you show you like them and when
you are honest about your emotions. If something is funny, we
laugh; if we worry about the children we tell them.
"It's important to show children that you are a whole person. We
tell them about our interests and feelings. Not all of them - of
course, I wouldn't tell a child who can't see their own parents
that I've just seen mine - but I would tell them about my hobbies
and would say 'I have a brother, like you do'."
Buchmuller says the British social workers she has met have been
"very open" to learning about social pedagogy. "Although pedagogy
in practice is less common in Britain, I see workers using
pedagogic approaches without realising. But I only hear about
social work being studied."
Yet there are aspects of the UK system which could constrain
social pedagogy, says Buchmuller. These include the poor perception
of residential care, and multiple placements and high case
turnovers which would limit a pedagogue's time to develop a strong
relationship with the child.
Out of the ghetto
In June 2007 social pedagogy, until then largely confined to
academic discussions, was backed by the government in the Care
Matters white paper, which proposed a pilot programme to
examine the effectiveness of social pedagogy in residential child
care. Also in 2007, the Social Education Trust commissioned a
three-month project, run by the National Centre for Excellence in
Residential Child Care, to look at ways of implementing social
pedagogy in English residential care. Since then, the government
has signalled greater commitment to the discipline. In the
Department for Children, Schools and Families' Looked-after
Children report in March 2009, social pedagogy was
highlighted by the government as a valuable way of working in
residential care. A qualification in social pedagogy is currently
being developed.
Head, heart and hands
Social pedagogy looks at the social aspects of education and the
educational aspects of social care. It takes account of the unique
characteristics of the child, who is seen as a "whole person" with
an active role to play in their own socialisation. The whole nature
of the pedagogue is also emphasised by them bringing their own
personality and personal skills into their work, and relationship,
with the child.
More on pedagogy in
Europe
This article is published in the 26 November 2009 edition
of Community Care magazine under the headline Bonding with
the whole person