6 Participative and Transformative Evaluation: children, families and practitioners as co-researchers through ‘reflective thinking’ processes
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Sara Serbati
Abstract
This chapter examines a multidisciplinary approach called Participative and Transformative Evaluation (PTE), which highlights the role of (co)research in intervention. PTE aims to foster reflective thinking among professionals and families, aligning with J. Dewey’s (1910/1933) concept of starting from a state of uncertainty and using investigation to uncover facts that confirm or challenge beliefs.
PTE encourages professionals to collaborate with families, focusing on children’s rights and needs, to uncover and address strengths, difficulties and appropriate responses. This involves working within children’s and families’ everyday environments, social networks and communities, prioritising their voices and perspectives. Facts are documented through research tools and methods, and the meanings of interventions are co-constructed through participatory approaches.
The chapter outlines the core aspects of PTE, emphasising dimensions such as daily life, relationships and dialogue. It illustrates how action and research are integrated, with practitioners and families acting as co-researchers to address the child’s needs. Examples of documentation from the Italian Programme of Intervention for the Prevention of Institutionalisation (P.I.P.P.I.) are also discussed, showcasing how PTE is applied in practice.
Abstract
This chapter examines a multidisciplinary approach called Participative and Transformative Evaluation (PTE), which highlights the role of (co)research in intervention. PTE aims to foster reflective thinking among professionals and families, aligning with J. Dewey’s (1910/1933) concept of starting from a state of uncertainty and using investigation to uncover facts that confirm or challenge beliefs.
PTE encourages professionals to collaborate with families, focusing on children’s rights and needs, to uncover and address strengths, difficulties and appropriate responses. This involves working within children’s and families’ everyday environments, social networks and communities, prioritising their voices and perspectives. Facts are documented through research tools and methods, and the meanings of interventions are co-constructed through participatory approaches.
The chapter outlines the core aspects of PTE, emphasising dimensions such as daily life, relationships and dialogue. It illustrates how action and research are integrated, with practitioners and families acting as co-researchers to address the child’s needs. Examples of documentation from the Italian Programme of Intervention for the Prevention of Institutionalisation (P.I.P.P.I.) are also discussed, showcasing how PTE is applied in practice.
Chapters in this book
- Front Matter i
- Contents ix
- List of figures and tables xi
- Notes on contributors xii
- Introduction 1
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Sense and Sensibility as epistemology for social work
- Reflections on the possibilities and challenges offered by a social model of protecting children 19
- The virtuous cycle of using supportive measures to reduce red tape and meet families’ needs 35
- The potential of practice research to advance a framework for protective support and supportive protection (PS-SP) with children, young people and families 51
- Rethinking the concept of institutionalisation in child protection 69
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Sense and Sensibility as practice
- Towards a collaborative and innovative practice improvement paradigm in child protection? 93
- Participative and Transformative Evaluation: children, families and practitioners as co-researchers through ‘reflective thinking’ processes 114
- Community mapping as a participative tool to enhance informal social support: possible pathways for practitioners 134
- The training of trainers as a way to share sense and sensibility in the P.I.P.P.I. programme 156
- Care leavers in the Italian child protection system: from action research to advocacy of more inclusive policies and relationships 174
- A mind for learning and innovation 191
- Communication as the backbone of intervention with group programmes in the child protection system: exploring challenges and tools 214
- Epilogue 231
- Index 234
Chapters in this book
- Front Matter i
- Contents ix
- List of figures and tables xi
- Notes on contributors xii
- Introduction 1
-
Sense and Sensibility as epistemology for social work
- Reflections on the possibilities and challenges offered by a social model of protecting children 19
- The virtuous cycle of using supportive measures to reduce red tape and meet families’ needs 35
- The potential of practice research to advance a framework for protective support and supportive protection (PS-SP) with children, young people and families 51
- Rethinking the concept of institutionalisation in child protection 69
-
Sense and Sensibility as practice
- Towards a collaborative and innovative practice improvement paradigm in child protection? 93
- Participative and Transformative Evaluation: children, families and practitioners as co-researchers through ‘reflective thinking’ processes 114
- Community mapping as a participative tool to enhance informal social support: possible pathways for practitioners 134
- The training of trainers as a way to share sense and sensibility in the P.I.P.P.I. programme 156
- Care leavers in the Italian child protection system: from action research to advocacy of more inclusive policies and relationships 174
- A mind for learning and innovation 191
- Communication as the backbone of intervention with group programmes in the child protection system: exploring challenges and tools 214
- Epilogue 231
- Index 234
