ContextAdoption can provide a lifetime of benefits for children. Some adoptions however, experience severe challenges resulting in disruption with children leaving home prematurely. MethodThis qualitative study in Northern Ireland used interviews with parents from thirteen families whose adoptions had disrupted, to explore their perspective on the experience. FindingsKey findings focused on issues relating to firstly, the adopted child; secondly, adoption services; and finally, the parents and other family members. The impact of early adverse experiences on the children (developmental trauma) played out through behaviours, often violent, that their parents found extremely challenging. These increased as the children aged and had serious effects on family life. The adoptive parents thought they could have been better prepared through the adoption process to face challenging behaviours and more appropriately supported to prevent disruption. When their adopted child was admitted to state care, the parents typically felt initial relief but also guilt and loss. After the child had left home, they generally wished for more involvement with him or her despite the difficulties experienced. DiscussionThis study confirmed previous findings about the extent of trauma experienced by some adoptive children, and the challenges that this may present to the adoptive parents. It highlighted how the manifestation of the trauma experienced by the child may lead to adoptive parents themselves experiencing primary or secondary trauma or compassion fatigue (defined in the Discussion section below) or a combination of all three. The preparation of adoptive parents should include greater awareness of possible challenges, and how to cope with these. The development of traumainformed approaches to practice and service delivery is required to support families with adopted children more effectively. Co-production models for service development may assist in addressing the types of issues identified in post-adoption support services.

The purpose of this article is to enhance understanding of the increasing importance of service user and carer involvement in social work research. The paper outlines actions taken to develop knowledge and skills at post qualifying level. In 2016 three postgraduate modules on research methods and evidence-into-practice for service users and carers were created and taught jointly with existing parallel post-qualifying modules for experienced social workers. Over a three-year period 2016-2019 modular assessments; pre and post testing of knowledge and self-efficacy; regular participant feedback sheets; and end-of-course reflections were undertaken. Qualitative feedback indicated that the classroom experience was regarded positively. Valuable literature reviews and projects were produced which have the potential to contribute to transferring knowledge into practice. Though small in scale and using nonvalidated tools, increased mean scores were recorded on both Test of Knowledge (3.97; p<.001) and Self Efficacy (478.8 (p<.001) showing promise. Formal measures, exam results and informal feedback demonstrate the success of the initiative as a means of enhancing wider understanding of user participation in the research process. Demonstrating how well equipped service users and carers are to be more effective on research advisory panels and grant committees will take more time. Providing teaching on research methods for service users jointly with experienced social workers shows potential for developing coproduction of social care research and translating evidence into practice.