Drawing on non-participant ethnographic observation, this paper explores some of the challenges for residential child care staff of operationalising an ‘ordinary living’ policy in a residential special school for children with complex learning difficulties and challenging behaviour. In particular, it explores the complex and multi-faceted uses made of teenage residents’ bedrooms and describes a critical role for child care practitioners in making sense of competing priorities and constructing a workable practice framework.
Department of Sport, Health Sciences and Social Work
Year of publication: 2020Date of RADAR deposit: 2022-03-04
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