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There is growing recognition of the place of love in residential care for children (Smith, 2009). This paper is a critical analysis of a range of existing research on residential child care as well as studies of material culture and of care relationships more broadly. It argues that, despite increasing regulation and surveillance, adults and children find ways to show and feel love in the context of residential care. Whilst love may be regarded as something to be avoided or indeed prohibited in an adult/child care setting these deep bonds find expression in the everyday life of the children's home. By looking at love in this embodied way, the 'realness' of material things to assert connection and recognition of love (Layne, 2000) is examined. As Gorenstein (1996, p.8) suggests 'objects…[are] the perfect vehicles for conveying themes that are not commonly accepted in a community'. The paper emphasises the recognition of these symbolic and metaphorical forms of communication in practice.

AbstractResilience literature has stressed the potential of both children's educational experiences and their friendships to act as protective factors against adversity. However, less is known about how children living with adversity navigate these 'everyday' aspects of social terrain and the particular challenges that they face. This paper explores the meaning and experience of peer relationships to one group of children living in residential care in Ireland. Drawing on a larger study of school and care, it explores data gathered from 16 children, aged 8 to 18, who were living in eight different children's homes on the east coast of Ireland. The findings suggest that the children were acutely aware of their 'care' status and developed a number of strategies to manage this identity in school. It appears that more often than not, children described being left to their own devises to manage friendships and peer relationships. Thus, despite being a crucial source of both stress and support, peer relationships did not appear to be regarded as an issue that adults should be involved with. This raises questions for practice about what children should be supported with and the way in which peer relationships are potentially overlooked by social work, residential and school staff.

The dominant representation of children living in majority world orphanages highlights their vulnerability and fragility. However, little is known about their lived experiences of orphanage care and their perspectives on being regarded as 'orphans'. This article draws on data from a pilot project undertaken in one orphanage in Cambodia to highlight such perspectives. It presents the three discourses the children themselves used to make sense of their status; the orphan as becoming, as powerless and finally as 'lucky'. These findings draw attention to the complex nature of the orphan identity and the juxtaposed discourses of orphan care that the children employ.

• Summary: There has been long-standing academic interest in the study of residential child care. Such study has made a valuable contribution to the development of both services and care practice. The perspectives of young people have, however, received less attention. This gap is most significant in relation to their group care experiences. Indeed the resident group is seen as a somewhat negative force and one from which children and young people require protection. This article uses data from one ethnographic study undertaken in Scotland to explore the ways in which young people in residential care offer one another support. • Findings: The findings from this study illustrate the various functions that the group serves for residents and the ways in which young people achieve status within such groups. In particular this article focuses on young people's use of support. It was found that support was provided in a number of ways, ranging from material provision to advice. • Applications: It is argued that whilst the individualization of care is necessary in terms of care planning and intervention, the experience of group living must not be overlooked. Practitioners need to have a clear sense of how their group is functioning and seek to encourage positive group behaviours.

This case study explores the methods used in a study of how older people who live at home alone interact with, and attach meaning to, food. In this project, we designed, piloted, and distributed 5-day food diaries to 10 older people living on their own. We conducted pre- and post-diary interviews alongside the diary entries to gather additional qualitative data. The following account provides real-life examples of the highlights and practical challenges faced in this study involving diaries to elicit data on food practices. It outlines the potential of diaries to capture the social and symbolic dimensions of food consumption, which is often sidelined to nutrition. It further draws attention to the flexible nature of diaries and how they can be adapted to specific groups--in this case, older people. However, the case study also demonstrates the various ways in which participants engage with food diaries and describes how this study coped with outcomes such as diary non-completion and respondent innovation. In doing so, it appraises the advantages and shortcomings of "open" versus "structured" diary designs and discusses how even "structured" diary designs are sensitive to unexpected interpretations.

AbstractThe Independent Care Review in Scotland has encouraged a policy shift towards recognizing young people's potential to contribute to their own and others' experiences of care. This paper makes an important contribution to debates around the role of children in the social support systems of others who have experienced loss and trauma. It reports on a research project which explored young people's views on peer support in care and their experiences of it. It highlights the crucial role that 'peers' play in looked after children's social support systems at both an individual and systemic level. Friendships, in this context of a social support system based on a shared set of experiences, were regarded as transformative. Barriers to the formation of such social support systems also emerged, for example, limited understanding within the 'adult' support system of the significance and benefits of relationships among children. Young people experienced their peer social support systems as overlooked, downplayed or misunderstood by adults. As a result, decisions and actions were often taken which disrupted or, in some cases, destroyed effective social support systems. The paper argues for changes in practice to support the friendships looked after children have whilst in care.

AbstractThis article examines the accounts given by child protection practitioners of how the current economic climate has impacted on their practice. We build our discussion on empirical findings emerging from a small but rigorous qualitative research project conducted by one of the authors. This original study examined Scottish and Finnish social workers' perceptions of their abilities to engage effectively with children and families in what many have described as an "age of austerity." It set out to explore challenges encountered in daily practice through a cross‐national comparative thematic analysis. The paper illuminates practitioners' shared reality of frontline practice in Scottish and Finnish contexts. Despite differing socio‐political environments, participating practitioners found austerity measures to impact negatively on both their professional resources and on the communities they work with. Significantly, practitioners regarded themselves as the key resource, taking individual responsibility to ensure families received a quality service. For many, austerity had resulted in greater empathy for families and awareness of the wider economic and structural impact on their lives. The increased centrality of social justice was pivotal to everyday practice.

AbstractDrawing on a review of recent international literature, this article argues for the first time that an understanding of, and engagement with, the theory and practice of friendship is essential to working alongside those who have care experience. Drawing on theory from philosophy, psychology and sociology, the care system is explored as a unique and challenging context for making and keeping the reciprocal, caring friendships which research suggests are important for a 'happy, healthy life'. Our analysis shows how theories of friendship have failed to consider the friendship experiences of those in the care system. We suggest that including these experiences offers new opportunities to develop theory and practice in the field of friendship. We argue that friendship is an essential human need and, as such, should be placed centrally in assessment and intervention work, encouraging social workers to support positive and enduring friendships for the people they work with.

This article draws on a critical evaluation of a knowledge exchange (KE) project, Food for Thought, devised to promote and develop awareness of the use of food within children's residential and foster care services. From the 22 qualitative interviews conducted, reflections on the differing forms of knowledge incorporated into the design of the project and its outputs are discussed and the limitations of current thinking on knowledge exchange are explored. Finally, links are made to show how this reflective approach to practice operationalised and enlivened local and national food and care policies.