Secure in the knowledge: perspectives on practice in secure accommodation





Chapter 1

Historical and policy context of secure accommodation

Chapter 2

Values and ethics in secure accommodation

Chapter 3

Theoretical perspectives

Chapter 4

Practice Papers

4.01 Introduction :  Mark Smith
4.02 Referral, screening and decision-making :  Bob Forrest
4.03: Admission :  Mark Smith
4.04: Assessment, care planning, programmes and monitoring :  Phil Garland
4.05: Working in secure accommodation :  Mark Smith & Margaret Sloan
4.06: Daily rhythms, rituals and routines :  Mark Smith
4.07: Prosocial modelling :  Chris Johnson
4.08: Activities :  Laura Steckley
4.09: Educational issues in secure accommodation :  Graham McPheat
4.10: Health issues in secure accommodation :  Graham McPheat
4.11: Mental health :  Ian Milligan
4.12: Working with boys and girls :  Mark Smith & Laura Steckley
4.13: Sexuality :  Mark Smith
4.14: Self-harm :  Shannon A. Moore
4.15: Drugs :  Brian Wood
4.16: Offending :  Susan Batchelor & Fergus McNeill
4.17: Sexual offending and sexual vulnerability :  Mark Smith
4.18: Risk assessment :  Mark Smith, Fergus McNeill & Susan Batchelor
4.19: Safe care :  Mark Smith
4.20: Children’s rights :  Richard Mitchell
4.21: Partnership with families :  Maura Daly
4.22: Life story work :  Maura Daly
4.23: Managing behaviour :  Laura Steckley
4.24: Learning disabilities :  Irene Stevens
4.25: Secure accommodation in the continuum of care :  Graham Bell & Mark Smith
4.26: Exits and mobility :  Chris Johnson
4.27: Throughcare and aftercare :  Alison Caulfield-Dow




Reference:  Smith, M., Forrest, B., Garland, P. Hunter, L. (Eds) (2005). Secure in the knowledge: perspectives on practice in secure accommodation. Glasgow: University of Strathclyde.




In 2002 The Scottish Executive announced an expansion and re-configuration of secure accommodation services for young people – from 96 to a proposed 125 beds.

The expansion of the secure estate was taking place at a point when agencies across Scotland had to prepare to meet the requirements of the Scottish Social Services Council’s (SSSC’s) qualifications framework which demands that all workers in residential child care hold a recognised qualification by 2008/9. Agencies charged to develop new secure services were faced with the need to qualify their existing workforces and significant numbers of additional staff.

The Scottish Executive approached The Scottish Institute for Residential Child Care (SIRCC) with a request to develop a corpus of practice literature around themes relevant to working in secure accommodation to support these agencies.


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Note that grey literature publications should be referenced in the normal (Author, date) convention. Grey literature is any information that is not produced by commercial publishers. It includes research reports, working papers, conference proceedings, theses, preprints, white papers, and reports produced by government departments, academics, business and industry, although here at we collate academic research (social research that has a particular theoretical framework) separately from research that is survey-based (designed to identifying so-called 'social facts').


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