An exploration of power within the context of strategic collaborative working towards outcomes for children and young people
Duignan, Caroline
Duignan, Caroline
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Publication Date
2024-03-26
Type
Thesis
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Abstract
Approaches which support strategic collaboration across a range of service provision contexts for children, young people and families have grown exponentially in recent decades. Yet the significance of the impact of power on such processes is under-explored in the literature. This thesis explores power within the context of Children and Young People’s Services Committees (CYPSCs) in Ireland. Underpinned by aspects of interpretivist and social constructionist epistemologies, the study was influenced by approaches to the study of power which acknowledge the ubiquitous nature of power in all social and organisational relations. The study examines how members and leaders of CYPSCs construct the meaning of participation in these structures through the lenses of power and influence. A sequential, mixed methods approach guided quantitative and qualitative data collection, and the views of CYPSC membership and leadership were at the heart of the study. Key research findings of this study show that power plays a significant role in the operation of these strategic collaborative structures, but that the impact of this is not often considered. Further, the study highlights differing perspectives on power and influence in strategic collaboration, which are dependent on the professional and organisational contexts of membership and leadership. The significance of the capacity of power even when it is not used in an obvious way is emphasised and aspects of the productive nature of power associated with the collaborative structures under investigation highlighted. The study stresses how the concept of governmentality can be used to further an understanding of collaborative processes, alongside the significance of structural and organisational contexts in supporting participation. Further, the significance of aspects of personal power is emphasised. The study calls for attention to be paid to power structures, relations and processes by practitioners and policymakers associated with CYPSCs and other collaborative structures which have, as their focus, wellbeing and outcomes for children and young people. It offers a preliminary framework to support participation for all in strategic collaborative contexts, which has theoretical and practical application. Recommendations are offered related to the review of policy and practice guidance for CYPSCs which acknowledges the role of power in these structures, alongside consideration of the leadership model and the incorporation of aspects of reflective practice in these strategic collaborative contexts.
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NUI Galway