What do we know about linking and matching in permanency work? Learning from practitioner perspectives and experiences

Placing a child away from their family of origin – first identifying possible links and then matching them with the specific individual or couple who will, other things being equal, become their new parent(s) - is... [ view full abstract ]

Placing a child away from their family of origin – first identifying possible links and then matching them with the specific individual or couple who will, other things being equal, become their new parent(s) - is potentially one of the most far-reaching decisions that a social worker can make. Yet there is little research evidence about how linking and matching processes (in adoption or other forms of family placement) actually ‘work’ - and where there is information, it tends to come from situations where things have gone wrong. This paper discusses a piece of work aimed at developing our understanding of linking and matching practices within permanency work. A series of reflective learning sets were set up, to allow practitioners to share experiences and perceptions of linking and matching processes and to identify elements of good practice. The paper outlines the approach taken and presents some findings from this work. While the focus was on adoption work, it is suggested that the findings may have wider application and could contribute to practice in other forms of family placement.

Objectives
The paper discusses a project funded by the Department for Education in England, and delivered by British Association for Adoption and Fostering (now CoramBAAF) in partnership with the University of Bristol. The main project had a number of elements, including provision of a series of learning sets for practitioners involved in linking and matching work. The learning sets had the following objectives:
• To explore the perspectives, experiences and ideas of social workers engaged in linking and matching children for adoption
• To identify the specific contribution that social workers can make in facilitating the experiences of prospective adopters and children in linking and matching
• To explore linking and matching within the context of a learning experience for all the parties
• To explore the role that relating and relationships play in learning
• To identify the processes of learning and relating in the learning set and what facilitates or hinders them

Method
Participants were recruited in six regions across England, and all were involved in permanence work. Participation was voluntary, with local authorities and other relevant organisations nominating practitioners to attend. Each group had approx. 8 participants and was supported by an experienced facilitator. A primary aim was to encourage dialogue and learning across the group, whilst at the same time enhancing the project team’s understanding of linking and matching practices. Thirteen groups met across two years: six groups ran in 2013/14 and a further seven, drawing in different practitioners, met in 2014/15. Each learning set met for six sessions across a three month period.

Findings:
Participants identified a range of practice, emotional and organisational issues that threaded through their experiences of linking and matching. In addition, the learning sets provided insights into the:
• learning that practitioners identified as most significant
• factors they identified as most important, when considering linking and matching
• factors that contribute to a ‘successful’ match
• most common difficulties or challenges encountered
Overall, the learning sets provided a wealth of practice-based knowledge to inform a broader understanding of the dynamics of linking and matching a child with a new family. Some practice implications arising from the findings will be suggested.

Conclusions:
The reflective learning sets used the expertise in the group to build a picture of linking and matching whilst also providing participants with safe space to share experiences of this emotive area of work. Emotional, practice and organisational issues were highlighted through these discussions, and it is suggested that the knowledge gained may have application to other forms of family placement.