Session that considers a recent research project looking at the issue of single-versus- mixed- gender placements in residential placement. It discusses the issues highlighted by young people, providing a useful insight into the factors that are important to young people, and factors that may need to be considered when selecting residential placements. Contributed by: Kibble.
2. Aims
• Feedback recent research project
• Explain purpose and need for the research
• Consider practical implications for running a mixed-
gender residential placement
• Consider future research implications
4. Research Context
• Recent changes to residential and secure placements
• In research about looked after placements, limited
discussion about gender (Abela, 2005; Barth, 2002; Little
& Kelly, 1995)
• Guidance and policy does not discuss gender (Every
Child Matters, 2003; GIRFEC, 2012)
What should we consider about gender?
5. Research Context
• How do we manage needs/preferences of boys and girls in a mixed-
gender placement
• Recommendations that we need to consult young people as the
service user (Audit Scotland, 2010)
• Concerns about good quality of consultation and whether it reflects
clinical rather than service user views (Gilburt, Rose and Slade,
2008)
Research needed to ask the young people their preferences
6. Research Design
• Thematic analysis: a methodology for identifying, analysing and
reporting patterns, or themes. Has a deliberate and rigorous
approach to analysis, which provides a ‘rich and detailed’ account
of the data, and allows interpretation of the research topic (Braun
and Clark, 2006).
• One researcher interviewed seven young people from the residential
school
– Four boys and three girls
– Aged 14-16
– Average stay of ten months, with a range from one-19 months
• Interviews were recorded and transcribed for analysis
• Reflexivity
7. What is your experience of living in
a mixed-gender environment?
8. Global theme: Gender should be consider, but is not a
priority
• It’s normal
• It has benefits
• It can be difficult, but it can be managed
• Mixed would be the preference
• Other issues, such as having things in common and the
same maturity levels were consider more relevant to the
group mix
9. Organising theme one: Mixed-gender living is normal
and beneficial
• Highlighted positive aspects of living with the opposite gender
• Highlighted negative aspects of living with people of the same gender
• Sense that a mixed-gender environment was “normal”; more closely related
to home environment and environment they will return to
“Cause you can make friends and just cause you’re stayin’ with boys doesny
[does not] mean its all bad. A [I] mean the boys in here kinda [kind of] look after
me so its like, its nice.” (girl, age 15)
“No it’s just normal to me to be honest way [with] you, we treat each other like
brother and sisters, its no [not] nothin’ special or [pause] its fine.” (girl, age 15)
10. Organising theme two: Living with other people is
difficult, regardless of gender
• Comments were often focused on specific individuals within their unit and
what they did that made them difficult to live with, rather than any specific
issues related to their gender
• Things included people being annoying, noisy, disruptive or awkward
“A hate folk shoutin, like see like, folk shoutin at other folk, that just goes right
though ma heed [my head] and it gets me angry.” (boy, age 15)
“A hink [think] they should have just a unit wae [with] like fifteen year old, fifteen
sixteen cause most a [of] them are mature…And you get on better with them,
you can talk to them more, like adults” (boy, age 15)
11. Organising theme three: Gender has its place
• Some things related to gender were important to the young people
• Wanted opportunities to express themselves through their gender
(appearance), have time to mix with people of the same gender and do
gender specific activities
• Felt that some of the organisation’s responses to some gender related
issues were unnecessary, ill-considered or impacted on their lives
unnecessarily
12. Organising theme four: Other issues are more relevant
Two key issues
1) fairness and consistency of the rules and consequences in place
2) relationships they had with staff members and peers.
“…she came in, tried tae [to] turn ma[my] telly aff [off] n aw [all] that, n am [I’m]
like, here that’s never been the rules, n [and] she’s like that’s always been the
rules that’s what happens in every other unit. It doesny [doesn’t] happen here.”
(boy, age 15)
“…why don’t we like just get a dinner hall or something if we go for our breaks
and lunches n shit, spend time wae [with] people that we like tae [to] at
school…Even if we got supervised, its like gawny [going to] just like give a [us]
bit a lenience and let us on facebook.” (girl, age 14)
13. Recommendations from the research
• Careful management of difficulties presented by
individual young people
• Promote healthy peer relationships
• Promote options for girls and boys that allow expression
of self
• Foster positive staff relationships
• Consult young people about rules and regulations
• Carefully considered rules and regulations
• Consistent use of rules and regulations
14. Future Considerations
• Further research on outcomes of single and mixed-
gender placements
• Further understanding of the ‘needs’ of girls and boys
within looked accommodation
• Further understanding of biological and social impact on
development
16. Thank you for listening
For more information please contact
jen.copley@kibble.org
17. References
Abela, A., Dimech, R., Farrugia, R. & Role’, J. (2005). Children’s perceptions of their experience in foster or residential care. Department
for Social Welfare Standards. Retrieved from https://secure3.gov.mt/socialpolicy/download.aspx?id=286
Audit Scotland (2010, September).Getting it right for children in residential care. (Prepared for the Auditor General for Scotland and the
Accounts Commission).Retrieved from http://www.audit-scotland.gov.uk/docs/local/2010/nr_100902_children_residential.pdf
Barth, R. P. (2002). Institutions vs. foster homes: The empirical base for a century of action. Chapel Hill, NC: UNC, School of Social
Work, Jordan Institute for Families. Retrieved from http://www.dbhds.virginia.gov/documents/CFS/cfs1-9RefDocs-RPBarth-vs-
FosterHome.pdf
Copley, J and Johnson, D. (2013). Young peoples’ experiences of living in a mixed-gender residential placement. Journal of Adolescent
and Youth. DOI:10.1080/02673843.2013.856801
Every Child Matters (2003). Presented to Parliament by the Chief Secretary to the Treasury by Command of Her Majesty September
2003. London: The Stationary Office (TSO). Retrieved from
http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/CM5860.pdf
Gilburt, H., Rose, D., & Slade, M. (2008). The importance of relationships in mental health care: A qualitative study of service users'
experiences of psychiatric hospital admission in the UK. BMC Health Services Research. 8, 92. Retrieved from
http://www.biomedcentral.com/1472-6963/8/92
Little. M. & Kelly. S. (1995). A Life without Problems? The Achievements of a Therapeutic Community. Arena: Alderchot Scottish
Government (2012). A guide to Getting it right for every child. Retrieved from http://www.scotland.gov.uk/Resource/0042/00423979.pdf
