The UK has a deservedly strong reputation for work on understanding social inequalities in health. But there is some way to go in ensuring that research and other types of knowledge are used to reduce inequalities in child health. This revised and updated edition of an important report looks at macro public policy interventions, community interventions, and individual level interventions in a variety of settings, and for a range of populations: infancy, early years, childhood and adolescence, and those with particular needs including looked after children. It considers 'what works' in practice. There are new case studies, updated research, and reference to cost effectiveness - particularly relevant for doing the right thing in a climate of austerity. Drawing on evidence from the UK and beyond, the book presents these in an accessible form not just for those who make decisions now, but also for the students of today who are the decision makers of tomorrow.

Solution-based casework is an approach to assessment, case planning, and case management that combines what we know from clinical social work with what we value about sound social work practice. It is grounded in family-centered social work and draws from clinical approaches within social work and mental health. By integrating problem- and solution-focused approaches that form the clinical and social work traditions, treatment partnerships are more easily formed between family, caseworker, and service provider.

Solution-Based Casework is a skill-based, practice-oriented text that provides the specific guidance that students and new practitioners need in order to make sense quickly of the complex tasks of assessment and case planning in child welfare. The book flows out of a long practice experience, and was developed in consultation with workers and supervisors who were attempting to remedy problems viewed as contributing to recurrent abuse and neglect. It seeks to end adversarial relationships in casework and advocates case plans based on specific outcome skills rather than on those written with vague outcome goals measuring attendance in counseling. It serves as a common conceptual framework for integrating disparate segments of a response network, thereby allowing all providers in a therapeutic system to work toward common goals.

The text is divided into three sections. In Section I the conceptual history and theoretical foundations of solution-based casework are presented so that the reader can place this approach to casework within the ongoing professional conversation about what constitutes sound practice. Section II addresses issues of assessment and case planning. Section III focuses on case management issues and how treatment team members experience a solution-based casework approach.

This book addresses the factors that explain the child welfare service careers of children, and the goals of permanency planning to be met for children entering foster care after initial abuse. It focuses on common child placements along the child welfare path.

Featuring contributions from leading international scholars of social policy, this dynamic Research Handbook provides a comprehensive overview of conceptual and methodological developments in leave policy research, as well as state-of-the-art findings on leave policy determinants and outcomes globally. The topic of inequality is placed at the centre of the Research Handbook, to strengthen the global debate and encourage broader thinking about the interconnections between leave policy design and social inequalities. Chapters illustrate the continued relevance of this correlation in the context of gendered care and employment practices, precarious, underinsured, and nonstandard employment, informal economies, migration, family changes, and growing financial strains for parents. Using parental leave policy as an empirical lens to further our understanding of the intersectional nature of social inequalities, the editors ultimately consider whether there is a case to reconfigure leave policy as a social right. This incisive Research Handbook will be essential reading for a multi-disciplinary audience of students and scholars of social policy, family studies, gender studies, sociology, social work, and public policy. Its evaluation of cutting-edge developments in leave policy will also benefit national and international policy makers, as well as HR leaders interested in parenting leave best practice.

Fujimura takes us across history and into Russian society, its orphanages and shelters, and along the streets of the nation to see how abandoned children are stigmatized and shunned. Readers come to understand how and why these children, left orphans by death or by choice, form their own culture to find power and to survive. This pioneering work on child abandonment looks at Russian society from a new angle: from the perspectives of abandoned youngsters and their caretakers. Based on direct observation of and interviews with abandoned children, this work shows why any effort to rescue these children calls for a deep understanding of Russian culture, and why any effort to address abandonment in Russia calls for a joint effort between psychologists, social workers, and the children themselves. Researcher Fujimura takes us across history, into Russian society, its orphanages and shelters, and along the streets of the nation to see how abandoned children are stigmatized and shunned. We also come to understand how and why these children, left orphans by death or by choice, form their own culture to find power and to survive. This pioneering work on child abandonment looks at Russian society from a new angle: from the perspectives of abandoned youngsters and their caretakers. Based on direct observation of and interviews with abandoned children, this work shows why any effort to rescue these children calls for a deep understanding of Russian culture, and why any effort to affect abandonment in Russia calls for a joint effort between psychologists, social workers, and the children themselves.

The well-being of children is a vital and highly topical issue. This important new book is the third in a series and updates the findings from a wide range of data to evaluate the outcomes of the Labour government's policies for children. Edited by a highly regarded expert in the field, it uses a framework to compare policy areas, making it an excellent source book for researchers, policy makers and students.

Written by Penny Tassoni so students can be sure that content is reliable, relevant and of the highest quality. Content relating to each level is clearly signposted so students can easily find the information they need. Visually appealing, full-colour Student Book engages students interest and is suitable for students of diverse learning needs. New magazine-style 'Activity Centre' pages provide fun and practical tasks for learners to demonstrate their knowledge.

All over the world children are faced with social, physical and emotional turmoil that stems from varying degrees of violence. Abuse, neglect, abandonment and bereavement often affects these children and their education. This book highlights the plight of children and explores multi-sectoral approaches in providing sustainable psychosocial support. Quality education for vulnerable children is a top priority and an important discussion is to be had on how to support these types of students and children. This book is ideal for researchers, students, teachers, school administrators, public and private agencies, and anyone else interested in support and education for neglected, abused, and vulnerable children.

Get your kids moving and giggling with the delightful suggestions in A Year of Mini-Moves for the In-Sync Child created by Carol Kranowitz and Joye Newman. Here are fifty-two weekly schedules that will incorporate quick movement activities into your day. These whimsical digital pages can also be printed and posted to brighten your walls at the clinic, at home and at school. Pediatricians, teachers and other early childhood specialists now recognize that early motor development is one of the most important factors in the physical, emotional, academic and overall success of the child. Each of these mini-moves addresses one or more sensory, perceptual and visual motor skills that are the foundation of all future physical, cognitive, and emotional development. Use these whimsical mini-moves at the beginning of your day or therapy session, at transition times or as inspiration for a more elaborate movement experience. Adapt each move to suit the abilities of the children.

In this fifth edition of the best-selling core introductory textbook, Pete Alcock and Lee Gregory provide a comprehensive and engaging introduction to social policy. Continuing with the unbeaten narrative style and accessible approach of the previous editions, the authors explore the major topics of social policy in a clear and digestible way. By breaking down the complexities behind policy developments and their outcomes, the book demonstrates the relationship between core areas of policy and the society we live in. This new edition has been thoroughly revised and updated to cover the impact of Brexit and contains reflections on the implications of the Covid-19 pandemic for social policy. Each chapter contains comprehension activities to aid understanding, as well as helpful summary points and suggestions for further reading.

Discusses the use of orphan trains to place orphaned or abandoned children in homes in nineteenth-century Missouri.

Resources designed to support learners of the new next generation BTEC First in Children's Play, Learning and Development specification*. * Covers the underpinning knowledge and understanding for all core, mandatory and optional units for the Award and Certificate and all core and mandatory units for the Extended Certificate. * The attractive, accessible layout is packed with learning features, which draw out key points and bring topics to life. * Provides support and practice for learners as they work towards the Award, Certificate and Extended Certificate. * Units include plenty of activities and assessment guidance to help learners achieve their potential. *Case Studies reflect the work-related nature of the qualification, so that learners are more able to put theory into practice in real-world settings. *Assessment activities help learners to achieve their potential in internally-assessed units and support external assessment. * From 2012, Pearson's BTEC First qualifications have been under re-development, so schools and colleges could be teaching the existing 2010 specification or the new next generation 2012-2013 specification.There are different Student Books to support each specification. If learners are unsure, they should check with their teacher or tutor.

The internet has greatly enhanced access to, dissemination, and sale of child pornography, which is a profitable industry estimated to generate billions of dollars worldwide. While efforts to address the issue of sexual exploitation of children may be slow, the capabilities of offenders to organize, communicate over the internet, and harness technology are unequivocally fast. Protection of children against cyber exploitation has become imperative, and measures should be taken that are specific and targeted to provide specialized victim identification capabilities; adequate protection for children using the internet; genuine participation of children; a full and responsible private sector; and finally, coordinated, effective, and structured international cooperation to protect all children. Combating the Exploitation of Children in Cyberspace provides innovative research for understanding all elements of combating cyber exploitation of children including the roles of law enforcement, international organizations, and the judicial system and educating children and their families to the dangers of the independent internet usage through cyberspace awareness programs. The content within this publication examines child grooming, cyberbullying, and cybercrime. It is designed for law enforcement, lawmakers, teachers, government officials, policymakers, IT specialists, cybercriminal researchers, psychologists, victim advocates, professionals, academicians, researchers, and students.

Contains all the mandatory units and a number of optional units to provide the information learners need to succeed. The magazine-style page design is packed with glossy new photos and illustrations to help learners recap what they have covered for each unit. Clear signposting throuhgout the Student Book will allow learners to find further sources of information so you can be sure you have all the information you need to succeed.

International media regularly features horrific stories about Chinese orphanages, especially when debating international adoption and human rights. Much of the popular information is dated and ill-informed about the experiences of most orphans in China today, Chinese government policy, and improvements evident in parts of China. Informal kinship care is the most common support for the orphaned children. The state supports orphans and abandoned children whose parents and relatives cannot be found or contacted. The book explores concrete examples about the changing experiences and future directions of Chinese child welfare policy. It is about the support to disadvantaged children, including abandoned children in the care of the state, most of whom have disabilities; HIV affected children; and orphans in kinship care. It identifies how many orphans are in China, how they are supported, the extent to which their rights are met, and what efforts are made to improve their rights and welfare provision. When our research about Chinese orphans started in 2001, these children were almost entirely voiceless. Since then, the Chinese government has committed to improving child welfare. We argue that a mixed welfare system, in which state provision supplements family and community care, is an effective direction to improve support for orphaned children. Government needs to take responsibility to guarantee orphans' rights as children, and support family networks to provide care so that children can grow up in their own communities. The book contributes to academic and policy understanding of the steps that have been taken and are still required to achieve the goal of a child welfare system in China that meets the rights of orphans to live and thrive with other children in a family.

This book combines perspectives from psychology, spiritual education and digital teaching pedagogies in a transnational framework to discuss the Education in Human Values Program (EHV) for child development, with a focus on silent sitting, mindfulness, meditation and story-telling as tools in the classroom. Through positive guidance in the early stages of child development using EHV tools, teachers will be better equipped to handle disciplinary issues in primary and secondary schools. These practices are also useful for the higher education community, as teachers and educators from tertiary institutions may adopt these practices in their teaching and become reflective practitioners. Topics such as teacher morale and school climate and its impact on children are discussed in relation to building resilience, reflective capacities, and inner strength (shared values) using an intrinsic and transformational approach. The discussions also include perspectives from the neurosciences. With contributions from teachers and educators from the US, South Africa, Malaysia, Australia, Hong Kong and Mauritius, this edited volume addresses the challenges, strengths and weaknesses associated with daily teaching practices in primary and secondary schools and higher education institutions. The content is relevant to policymakers and researchers in child development studies, with a particular focus on the impact of silent sitting, mindful practices, and meditation on children's self-regulation and resilience. The authors collectively espouse that silent sitting techniques can help a child to grow and discover their hidden potential, thus enhancing their social, emotional, spiritual and physical capacities.

Life on the Malecon is a narrative ethnography of the lives of street children and youth living in Santo Domingo, Dominican Republic, and the non-governmental organizations that provide social services for them. Writing from the perspective of an anthropologist working as a street educator with a child welfare organization, Jon M. Wolseth follows the intersecting lives of children, the institutions they come into contact with, and the relationships they have with each other, their families, and organization workers. Often socioeconomic conditions push these children to move from their homes to the streets, but sometimes they themselves may choose the allure of the perceived freedoms and opportunities that street life has to offer. What they find, instead, is violence, disease, and exploitation-the daily reality through which they learn to maneuver and survive. Wolseth describes the stresses, rewards, and failures of the organizations and educators who devote their resources to working with this population. The portrait of Santo Domingo's street children and youth population that emerges is of a diverse community with variations that may be partly related to skin color, gender, and class. The conditions for these youth are changing as the economy of the Dominican Republic changes. Although the children at the core of this book live and sleep on avenues and plazas and in abandoned city buildings, they are not necessarily glue- and solvent-sniffing beggars or petty thieves on the margins of society. Instead, they hold a key position in the service sector of an economy centered on tourism. Life on the Malecon offers a window into the complex relationships children and youth construct in the course of mapping out their social environment. Using a child-centered approach, Wolseth focuses on the social lives of the children by relating the stories that they themselves tell as well as the activities he observes.

What was lost when Kids Company imploded last summer? More than reputations. The charitys founding vision, that there is a gap called love in how the state responds to abused and abandoned children, also vanished. In this book, the founder of Kids Company lays out the thinking behind a model of care that broke the cycle of neglect for thousands of vulnerable children. She reveals the true scale of Britain's failure in children's services, making public two decades of candid exchanges with prime ministers and senior politicians to explain why the sector has not improved since Victorian times. She also reveals the deceits used by local authorities to stop the magnitude of the problem becoming known. This is a book of hope, however. Calling on a plethora of moving case histories, it presents the science that gives cause for optimism; proof that even the most troubled young lives can be turned around. Looking forward rather than back, the book shows how a new model of support could be cheaper and far more effective than existing provision. Kids Company has gone. And yet something like it must be the future.It is imperative that the breakthroughs in understanding that came from its work are now shared with the widest audience. This book is an unusual collaboration between two outstanding individuals. One author is Camila Batmanghelidjh, who spent thirty years working with troubled families. The other is an award-winning journalist, Tim Rayment, who was sent to investigate Camila but decided instead that the real public interest lay in hearing her vital, life-changing message.

A new edition of the guidebook for organizing and conducting workshops for siblings of children with a variety of special needs.

This volume focuses on very young children's (aged 0-8) rights in a digital world. It gathers current research from around the globe that focuses on young children's rights as agental citizens to the provision of and participation in digital devices and content-as well as their right to protection from harm. The UN Digital Rights Framework of 2014 addresses children's needs, agency and vulnerability to harm in today's digital world and implies roles and responsibilities for a variety of social actors including the state, families, schools, commercial entities, researchers and children themselves. This volume presents a broad range of research, including chapters on parental supervision and control, the changing forms of play, early childhood education, media and cultural studies, law, design, health, special-needs education, and engineering. Implicit within this book is the acknowledgement that children of various ages, abilities, socioeconomic and geographic backgrounds should have equal access to, and positive / non-harmful experiences with, new digital technologies and content-as well as adult support and expertise that enhances these experiences. This passionate book celebrates the diversity of young children's activities in the digital world. It interrogates these through four intersecting lenses: their rights, play experiences, contextualised design, and best practice. Balancing children's eager engagement with digital content alongside adult responsibilities for education, privacy and protection, the volume provides a fitting showcase for work of global relevance. Professor Lelia Green Professor of Communications Edith Cowan University Perth, Western Australia This compelling text provides a critical resource to inform our understanding of the intersection of the digital world and children's rights. Ilene R. Berson, Ph.D. Professor of Early Childhood Education Affiliate Faculty, Learning Design & Technology Area Coordinator, Early Childhood Coordinator, Early Childhood Ph.D. Program University of South Florida College of Education A truly international collection that investigates young children's engagement with digital technologies. Identifying issues of public interest around digital practices, this highly readable book is a valuable resource for researchers, parents and policy makers. Professor Susan Danby Director, ARC Centre of Excellence for the Digital Child and, Faculty of Education School of Early Childhood and Inclusive Education QUT Kelvin Grove, Queensland

The purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth in these settings. What do youth workers do? What kinds of training, certification, and job security do they have? Unlike K?12 classroom teaching, a profession with longstanding - if contested - legitimacy and recognition, "youth work" does not call forth familiar imagery or cultural narratives. Ask someone what a youth worker does and they are just as likely to think you are talking about a young person working at her first job as they are to think you mean a young adult who works with youth. This absence of shared archetypes or mental models is matched by a shortage of policies or professional associations that clearly define youth work and assume responsibility for training and preparation. This is a problem because the functions performed by youth workers outside of school are critical for positive youth development, especially in ourcurrent context governed by widening income inequality. The US has seen a decline in social mobility and an increase in income inequality and racial segregation. This places a greater premium on the role of OST programs in supporting access and equity to learning opportunities for children, particularly for those growing up in neighborhoods of concentrated poverty. Fortunately, in the past decade there has been an emergence of research and policy arguments about the importance of naming, defining, and attending to the profession of youth work. A report released in 2013 by the DC Children and Youth Investment Corporation suggests employment opportunities for youth workers are growing faster than the national average; and as the workforce increases, so will efforts to professionalize it through specialized training and credentials. Our purpose in this volume is to build on that momentum by bringing together the best scholarship and policy ideas - coming from in and outside of higher education - about conceptions of youth work and optimal types of preparation and professional development.

Bamba and Haight provide an in-depth understanding of the everyday experiences and perspectives of maltreated children and their substitute caregivers and teachers in Japan. Their innovative research program combines strategies from developmental psychology, ethnography, and action research. Although child advocates from around the world share certain goals and challenges, there is substantial cultural variation in how child maltreatment is understood, its origins, impact on children and families, as well as societal responses deemed appropriate. The authors step outside of the Western cultural context to illustrate creative ecologically- and developmentally-based strategies for supporting the psychosocial well-being of maltreated children in state care, provide an alternative but complementary model to the prevalent large-scale survey strategies for conducting international research in child welfare, and provide a resource for educators to enhance the international content of human development, education, social work, and child welfare courses.