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Strategic planning for support services for children with a parent or close relative in prison

Leeson, Caroline and Morgan, Julia (2014) Strategic planning for support services for children with a parent or close relative in prison. Social policy & administration, 48 (7). pp. 848-863.

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Abstract

It has long been recognized that children with a parent or close relative in prison are more likely to experience educational difficulties, emotional distress, family breakdown and a substantial reduction in family income (Boswell 2002; Smith et al. 2007; Morgan et al. 2013b; Morgan and Gill 2013). Consequently, children with a parent in prison are more likely to require support from
statutory services, especially education and social care. However, statutory support for this group of children is sparse, and children of prisoners tend not to be identified as a priority group. The demand on local authorities to spend their limited budgets wisely means tough decisions have to be made.
These decisions are not taken in a vacuum: they are taken in a context of local need, consumer representation, central and local politics; underpinned by the values and attitudes of individual members as well as by the ethos or culture of the local authority itself. In this article we apply Axford’s typology (2009) of the different cultures which underpin local authority service provision
to data from a research study carried out in 2011 in one local authority which explored support provision in schools for children of prisoners. We examine the contradictions and gaps within the local authority’s attempts to synergize the different modules of service delivery into a coherent pattern of provision, and we explore how changes in strategic culture might lead to improvements being made
in terms of service delivery to this group of ‘vulnerable’ children.

Item Type: Article
Status: Published
DOI: https://doi.org/10.1111/spol.12050
Subjects: H Social Sciences > HN Social history and conditions. Social problems. Social reform
School/Department: School of Education
URI: http://ray.yorksj.ac.uk/id/eprint/2243

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