The Experience of Receiving and Delivering Consultation in a Residential Childcare Setting for Looked-after and Accommodated Children: A Sequential Exploratory Design

Abstract

Looked-after and accommodated children are at higher risk of poor mental health and behavioural difficulties and experience high levels of emotional and psychological distress. Consultation plays a pivotal role in providing indirect support to vulnerable children and young people. The aim of this study was to explore the experience of consultation in three residential childcare settings. A mixed-methods sequential exploratory design was used. In the initial phase, a questionnaire survey exploring consultees' experience of the consultation process was conducted in three residential care establishments (N = 30). In the second phase, focus groups were conducted with both staff groups and consultants (N = 15). Results from the first phase identified themes around the interpersonal skills of the consultant, the helpfulness and the limitations of consultation. Using a thematic analysis approach in this second phase, three consultee themes emerged: the value of consultation, a new way of working, and the consultation relationship. The three consultant themes identified were: understanding roles, challenges, and building the consultation relationship. Results are discussed with reference to the current literature. These findings may impact on service development and clinical practice to improve the quality of care for looked-after and accommodated children.