Peer Violence in Children’s Residential Care
Barter, Christine and Renold, Emma and Berridge, David et al. (2004).
Basingstoke, UK: Palgrave Macmillan; 249 pages. $75.00 (hard). ISBN 1403935599.
In the book there is no statement about the intended audience but it can be presumed that it specifically includes not only practitioners but also researchers and administrators. It is potentially of general use for all those concerned with any aspect of residential and boarding education and care. The four authors are experienced researchers linked variously with Cardiff University, Luton University and the National Society for the Prevention of Cruelty to Children (NSPCC). While all have had long associations with research, none has been a practitioner.
The book describes the main results of a research program funded by the Economic and Social Research Council (ESRC) under the Violence Research Programme. There are eight chapters and a conclusion. The inventory of summary points at the end of each chapter is of great value. There are also a detailed bibliography and three appendices of which Appendix A, “Researching Violence” and Appendix B, “Analysing the Data,” are relevant in assessing the research.
Chapter One sets out the background to the program with a detailed discussion on violence, including abuse and bullying, and how these can be considered together if the focus is upon the overall impact. Residential child care is equated solely with children’s homes. This is perplexing in that there is also in this chapter a good survey of violence in other sectors including custodial care and boarding schools. The point is made that transfer of practice from non-residential settings such as schools can be dangerous but surely there is a very good case for transfer among different types of residential environment. Work was undertaken in 13 residential homes chosen to reflect the national balance between local authority, private and voluntary homes. Interviews were conducted with 71 children and young people and to these were added interviews with staff and observations by the researchers. Given these numbers, results must be taken as indicative rather than definitive of the state of violence in children’s homes. Most of the research involved semi-structured interviews but, in attempting to elicit the views of the young people, use was made of four vignettes. Of these vignettes, one was essentially discarded as it proved relatively incomprehensible to the young people. In summary, the research provides a privileged view inside a number of children’s homes and a unique focus upon peer violence.
Chapter Two makes a distinction between high- and low-level violence and includes a good section on bullying. Following the discussion, the homes could be placed into one of three categories, according to the level of violence. This violence continuum provides the model for the research. In assessing the homes, the main input was from interviews with the young people. The researchers also rated the homes but exactly how this was achieved is not mentioned.
Appendix A sets out in detail the intentions of the research with regard to the young people and the potential emotional distress that might be occasioned during interviews. This is illustrated clearly in Chapter Three which provides a compelling look at the perspective of young people. Among a wide variety of interesting points, the distinction between micro- and macro-cultural codes is made. Also, highly relevant in all forms of residence for children is the section on the pecking order including insights into “positioning” and “acting out.” Useful distinctions are made in the field of physical violence between what are taken to be the masculine and the feminine approaches, while the subdivision of retaliation into spontaneous and planned provides material for thought.
Many readers and practitioners will find the comments by staff in Chapter Four enlightening. The key factors in violence are set out as: (i) peer group; (ii) gender; (iii) race; (iv) age; and (v) background. For many staff the peer group is taken to be normal and inevitable, with boys using violence and girls’ sexuality to achieve domination. Clear, sustainable, conflicting views on topics such as whether or not a single age group is preferable are set out. Chapter Five considers the four vignettes, each in three stages. These sharpen many of the points already raised.
For practitioners and those with a broad interest in residential and boarding education and care, the last three chapters are the most riveting. Chapter Six, on institutional and organizational factors, considers policies and procedures together with control issues, including physical restraint. There is a useful section on referrals, control, lack of admissions procedure and unplanned emergencies. It also discusses the function of children’s homes, for example whether they are organized for long- or short-term placements and their staffing levels.
In evaluating working practices in Chapter Seven, the experiences of both the young people and staff are used. The potential for staff intervention is described in detail. The question of the provocative victim is discussed together with play-fighting and the potential problems its escalation creates for control. The most worrying result concerns sexual violence and a general lack of clarity in the homes visited. It appears that relatively few of the cases resulted in child protection procedures.
For practitioners, Chapter Eight, “Responding to Violence—Method of Intervention,” is key. It describes sanctions which staff see as presenting few real options. For example, with use of red cards there is a risk of inconsistency. Further, physical restraint, considered vital by many staff, requires appropriate training and too few practitioners are qualified. The section also takes into account informal and formal meetings and their possible efficacy. It ends with a discussion of the importance of proactive practices, including examples of supervision, restrictions, the key worker system, external professional help and group work.
In conclusion, the book provides a detailed picture of the violent side of life in children’s homes. There is much subtlety in the discussion and the last three chapters in particular are replete with ideas. This volume provides many practice-based insights rather than analytical results. It is not the definitive work on peer violence in children’s homes but is, for most practitioners, infinitely more valuable in that it offers a balanced discussion of so many relevant topics.
Reviewer Information
Ewan Anderson holds doctorates in Geography, Politics and Residential Education from the universities of Durham, York and Newcastle respectively. He is currently developing a national program for staff working in all forms of residential accommodation with children and young people. He conducts research and development in schools and residential establishments for children and young people, particularly in the field of personal and social development. He was a member of four UK committees for the production of standards in different areas of residential child care. His interests include all aspects of residential and boarding care and education. His latest book is Residential and Boarding Education and Care for Young People: A Model for Good Practice (London: Routledge, 2005).