The impact of substance-use disorders on families is well documented in the literature, with families experiencing physical, emotional and psychological stress. Also documented is the perceived stigma experienced by those living alongside family members with substance-use disorders. This paper focuses on the help-seeking behaviour of those affected by substance use within their families, exploring the ways in which informal, semi-formal and formal supports are drawn on. The prohibitive factors and barriers influencing decision making by families in need is also discussed. Through a qualitative research approach this study collates the perspectives of a cohort of family members in Ireland, with a view to informing and enhancing the design and delivery of support services. While participants positively endorsed most forms of formal support, services were sought and accessed in an ad-hoc fashion, with a range of psychological, geographical and emotional barriers presenting. The availability of services and the stigma associated with having family members affected by substance-use disorders are also highlighted. The paper provides opportunities and recommendations for potential ways of overcoming such barriers in order to access Family Support at an earlier stage.

This paper takes the opportunity of the current child welfare system change in Ireland to promote the value of learning from history to better understand the interface between family support and child protection. The paper draws from the histories of child protection and family support to illuminate the commonalities and differences that have come to define the two practices. Using findings from two historical studies – one on family support and the other on child protection – the paper demonstrates the unique features and the many integrated elements of family support and child protection in Ireland. It is argued that students and practitioners need to be provided with a stronger sense of the historical developments that have shaped the present. This will enable comprehension of the complex context within which current relations between ‘protection’ and ‘support’ are negotiated and help to avoid operating in a vacuum of a present only viewpoint. The paper concludes with reference to the need for students and practitioners to navigate the complex relationship between family support and child protection at practice, policy and organizational level through a well‐informed knowledge of the historical as well as the present context.

In this article, our intention is to provide an in-depth framework to inform the management of the inevitable complexity of day-to-day practice and supervision in child protection and welfare. It is based on what is now well evidenced about child protection and welfare literature in relation to risk, relationships, family support, supervision, and professional development. Using Ireland as a case example for illustration and application, we introduce an emerging framework based on a dualism of ‘protective support and supportive protection’ developed in previous work. We avail of Bronfenbrenner’s bio-ecological framework and network theories to progress this ongoing ‘work in progress’ to inform social work and social care practice and supervision in a global context as and where appropriate. We emphasize the importance of context specific approaches, the relevance of range of actors, practitioner and supervisor expertise through experience, and proactive partnership based engagement with children, families, and relevant communities in all aspects of service delivery, including evaluation. We reflect on the challenges and possible obstacles to how such a framework can inform practice and supervision. We argue that practitioners can best activate and apply the framework using a practice research approach.

There is an increased interest in the promotion of volunteering within nonprofit organizations. In this paper organizational supports for recruiting and managing volunteering among older adults are explored. The paper describes an intervention comprising an intergenerational reading program delivered by volunteers in eight schools in the Republic of Ireland. The research draws on qualitative data from a mixed-methods research project (2009–2011) that evaluated outcome and process aspects of the reading program. The qualitative data was collected from a group of older volunteers aged 55 years and older. This present study frames the empirical findings within a volunteering framework that involved deductively analyzing the data using attributes associated with “volunteerability” and “recruitability.” Through this analytical framework a number of features were identified as contributing to greater knowledge of marketing strategies to recruit and retain volunteers within nonprofit organizations. The paper concludes with a set of core practice messages for organizations that rely on volunteers in the delivery of their service.

This paper considers how Family Support is conceptualised in the European context with respect to its primary beneficiaries. The central question considers the focus of concern in a child welfare system and what it means when Family Support is focused on children, on parents, or involves the family unit as a whole. Informed by a body of relevant literature reviewed as part of a wider project, Family Support is seen as more often conceptualised as being targeted toward parents as the primary service user, and to a lesser extent described as being tailored toward children or whole families. This approach to Family Support provision is somewhat at odds with a systemic understanding of families, which is foundational to much social care and child welfare work, and which takes account of the multi-layered relationships between individuals within families, and between individuals, families and their social world. Applying an ecological systems perspective, this paper critically discusses the consequences for the involved stakeholders and the implementation of services at different system levels when support and interventions are targeted at the child, the parents or at the family as a whole.