This highly topical report provides much-needed evidence to inform the reconfiguration of services for children and young people. Focusing on the Connexions Strategy and service in England, it explores the effectiveness of interagency working in this area. contrasting Connexions Partnerships and around 300 hours of interviews with key stakeholders, young people's Personal Advisers and young people themselves. It examines the interagency strategies developed by the Partnerships and, most importantly, what impact they have had on the interventions made with young people facing acute and complex needs. development; examines interagency work in depth; provides detailed case studies to examine the interface of interagency work with young people's daily lives; analyses key issues in interagency work such as referral, assessment of need, roles, responsibilities and protocols, brokerage of services, advocacy, information sharing and management; draws out the implications of the findings for policy and practice. others involved in partnership working, those involved in the development and implementation of Children and Young People's Strategic Partnerships and Children's Trusts, as well as youth researchers and policy makers.

This comprehensive international study provides a cross-national analysis of different understandings of errors and mistakes, as well as lessons to avoid and how to handle them in child protection practice, using research and knowledge from 11 countries in Europe and North America. Divided into country-specific chapters, each examines the pathways that lead to mistakes happening, the scale of their impact, how responsibilities and responses are decided and how practice and policy subsequently change. Considering the complexities of evolving practice contexts, this authoritative, future-oriented study is an invaluable text for practitioners, researchers and policy makers wishing to understand why child protection fails - and offers a springboard for fresh thinking about strategies to reduce future risk.

Relationship Based Leadership has been written primarily for child-care leaders looking for a better way to manage their agencies-one that emphasizes cooperation rather that control; motivation from within rather that from without; and accountability to a team, more than to a boss. Such changes not only require fundamental shifts in how managers and workers think, but even greater changes in their relationships to one another. It carefully explains the basic changes needed to bring about relationship-based leadership, including principles of motivation, managing social situations, principles of team leadership, strategic planning, keys to being more effective in relationships, staff development strategies, and working through personality conflicts at all levels of an organization. The text illustrates these concepts with case studies (derived from on-site interviews with early childhood program directors) and anecdotal experiences in actual childcare settings. The book's applied focus utilizes learning exercises that allow the reader to apply the principles and skills presented in each chapter.

This important text analyzes the relationship between child development research and the design and implementation of social policy concerning children and families. The editors have compiled contributions from leading experts in the fields of developmental psychology, psychiatry, public health, business, political science, and education. By so doing, they present a multidisciplinary account of the controversies and challenges that have emerged in the field of child development and social policy, and an analysis of recent changes in our national ethos toward children and families.

How to respond to the needs of working parents has become a pressing social policy issue in contemporary Western Europe. This book highlights the politicising of parenthood in the Scandinavian welfare states - focusing on the relationship between parents and the state, and the ongoing renegotiations between the public and the private. Drawing on new empirical research, leading Scandinavian academics provide an up-to-date record and critical synthesis of Nordic work-family reforms since the 1990s. A broad range of policies targeting working parents is examined including: the expansion of childcare services as a social right; parental leave; cash benefits for childcare; and working hours regulations. The book also explores policy discourses, scrutinises outcomes, and highlights the similarities and differences between Nordic countries through analyses of comparative statistical data and national case studies. Set in the context of economic restructuring and the growing influence of neo-liberal ideology, each chapter addresses concerns about the impact of policies on the gender relations of parenthood. "Politicising parenthood in Scandinavia" is a timely contribution to ongoing policy debates on welfare state models, parenthood and gender equality. It will be of particular interest to students and teachers of welfare studies, family policy and gender studies.

This book is written to cover all core units of the HNC with additional thematic chapters covering the key content of the most popular optional units. It provides detailed coverage of Scottish legislation and frameworks, so students can be sure that everything is 100 per cent applicable. It cites sources of wider reading, as well as where to find the most up-to-date information, so that students can use the book as a springboard for further research. It supports students in completing the graded unit,as well as developing the general research and study skills that are key to success in the course.

The very notions of childhood and youth are intimately connected to contemporary norms, practices and spaces of care, caring and care-giving. The provision of care is widely figured as both the primary responsibility of parents, carers and practitioners who work with children and young people, and the primary factor in shaping children and young people's development, education, socialisation, wellbeing and contentment. However, children and young people themselves are rarely figured as key actors in the provision of care. An overwhelming presumption that children and young people are to be cared for has effectively marginalised their agency and responsibilities as carers, or in relation to practices and spaces of care. Bringing together a significant array of multidisciplinary work on children, young people and families, this collection draws together new research on the diverse lives and experiences of children and young people as carers, as cared for, and in relation to spaces and institutions of care. It is the first collection specifically devoted to the subject of care in relation to childhood and youth. As such, the book will be a key resource for academics, practitioners and students seeking leading-edge empirical and conceptual material on this topic.

Good Touch, Bad Touch is a must-read for all parents who want their children to learn to advocate for their own safety and personal boundaries.When it comes to bad touches, Bobby advises children, "Whether it is a stranger, or someone you know well, the rules to be safe are always the same: Say no! Run away! And find a grown-up friend to tell!" This book is designed for parents to read with their children, and for teachers to share with their classes. Empower your children to keep themselves safe! Bonus content includes: Bobby and Mandee's Touch Test- a quiz along with page numbers for each answer 911 Tips for Parents- a guide for teaching kids when and how to dial 911 My List of Safe Grown-ups to Call- a blank form that parents and children can fill out together

First published in 1975, this book looks at the place of children with handicaps in society, at that time. It argues that in the thirty years previous, a great deal of progress was made in the field of rehabilitation but that the separation between handicapped people and the community was still a challenge. A strong range of contributors discuss approaches to the problem focusing on education, employment, and daily life. Topics covered include the social aspects of integration, through the problems of the multiple-handicapped child, to a survey of disabled students at universities and polytechnics in Great Britain.

Aimed at providing a foundation for increasing the quantity and quality of physical and mental health care for children, this book describes the latest research and theories about family, school, and community prevention and health-promotion programs to improve the health status of children during the next decade. This impressive group of researchers examine such pertinent questions as: + Why do problem behaviors occur together (like substance abuse, delinquency, and school failure)? And, to what extent can common strategies prevent each of these difficulties? + Are we effectively using what we know to prevent drug use among children? + What strategies are the most promising for preventing unwanted pregnancy and AIDS? + Does violent/aggressive behavior result from unmet developmental needs? + What programs have been most effective in preventing depression and suicide in young people? + Are there reliable prevention strategies that can reproduce the risk of unintentional injury among children? This thought-provoking book identifies innovative and empirically based preventive and health-promotion strategies that schools and communities may implement to enhance childrenAEs social, emotional, and physical wellness and thus will be interest to professionals and practitioners in the fields of developmental psychology, clinical psychology, family studies, social work, counseling, human services, nursing, and public health.

In the context of the increasing global movement of people and a growing evidence base for differing outcomes in child welfare, Routledge Handbook of Global Child Welfare provides a compelling account of child welfare, grounded in the latest theory, policy and practice. Drawing on eminent international expertise, the book offers a coherent and comprehensive overview of the policies, systems and practices that can deliver the best outcomes for children. It considers the challenges faced by children globally, and the difference families, services and professionals can make. This ambitious and far-reaching handbook is essential reading for everyone working to make the world a better and safer place for children.

Highlighting and examining the vital role of nurses in protecting children from maltreatment, this book explores the input of nurses from different disciplines to the work of protecting children and young people. It draws on relevant theoretical, research and policy literature but focuses in particular on the evidence base for the value of their work.While orientated towards UK practice, the book includes some comparative material to add a wider European perspective. The text includes discussion of specialist public health nursing roles such as health visiting and school nursing, as well as the contribution of those who have more general nursing roles but whose work brings them into contact with children, young people and their families.This volume will inform all qualified nurses working in acute care and primary care settings who have contact with children, young people and their families. It will also be of use to those undertaking post-qualifying and post-graduate courses and is particularly relevant for Specialist Community Public Health Nurses (SCPHNs) many of whom, once qualified, have significant child protection roles in practice.

This book provides the latest information about the development of intersensory perception -- a topic which has recently begun to receive a great deal of attention from researchers studying the general problem of perceptual development. This interest was inspired after the realization that unimodal perception of sensory information is only the first stage of perceptual processing. Under normal conditions, an organism is faced with multiple, multisensory sources of information and its task is to either select a single relevant source of information or select several sources of information and integrate them. In general, perception and action on the basis of multiple sources of information is more efficient and effective. Before greater efficiency and effectiveness can be achieved, however, the organism must be able to integrate the multiple sources of information. By doing so, the organism can then achieve a coherent and unified percept of the world. The various chapters in this book examine the developmental origins of intersensory perceptual capacities by presenting the latest research on the development of intersensory perceptual skills in a variety of different species. By adopting a comparative approach to this problem, this volume as a whole helps uncover similarities as well as differences in the mechanisms underlying the development of intersensory integration. In addition, it shows that there is no longer any doubt that intersensory interactions occur right from the beginning of the developmental process, that the nature of these intersensory interactions changes as development progresses, and that early experience contributes in important ways to these changes.

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.

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.

Important reforms are taking place in children's services in the UK, with a move towards greater integration. In England, Scotland and Sweden, early childhood education and care, childcare for older children, and schools are now the responsibility of education departments. This book is the first to examine, cross-nationally, this major shift in policy. work best, which welfare states are most effective and the future role of schools; examines why and how the three countries have integrated departmental responsibility for these major children's services and explores the very different consequences; through cross-national comparison, it offers new perspectives on the integration of children's services and the different ways in which it can be taken forward; addresses changing understandings of the child and childhood in each country; provides an invaluable understanding of current and possible future changes, including choices to be made about policy, provision and the workforce. implemented, this book is essential reading for practitioners, managers, politicians, trainers and researchers in children's services, including schools, early years, school-age childcare, leisure and recreation, child welfare and health.

This practical book looks at the experiences of children in need who live in state care and the social worker's role in working with them. This is a popular guide to this complex and demanding area of practice. There are chapters on communication and children's rights, life story work, attachment and culture, ethnicity and faith. Throughout the book there are sections on supporting legislation and policy for children in residential care, foster care, adoption and leaving care. Key features include: Practical links between theory and practice Includes law and policy relevant to looked-after children Information on understanding statistics Contains lots of practical activities

This account of an evangelical initiative at Lake Tanganyika was first published in 1892. It looks at Ujiji society and commerce and includes a description and comparison of the peoples that was done for the Anthropological Institute.

First published in 1997. This book represents an analysis of Japanese preschools as organizations, as administrative frameworks. This volume tackles this set of themes by examining one such institution: Katsura Hoikuen (Day-Care Center). Based on fieldwork carried out in the summer of 1988, and for a short period in October 1994, my perspective is basically ethnographic in its approach.

First published in 1997. This book is about children, and their perspectives. These children were homeless at the time of these interviews. However, their questions, thoughts, and feelings are not unique to homeless children. The many issues of childhood remain the same regardless of where the child lives. The ideas expressed in these pages are some of the universal themes of growing up and becoming an adult. Their search for identity, the desire to care for someone and have them care for you, trust, stability in an ever-changing world. All of these themes were present in the children's interviews and photographs.

Children and child welfare sit at the heart of New Labour's plans for social inclusion but how does the government view children is it reflecting public opinion, or leading it? How does New Labour perceive child welfare? What are the motivations behind, and objectives of, current social policy for children? Are the Rights of the Child being subsumed under duties and responsibilities? This revisionist account provides critical answers to these questions within a historical framework and from a child-centred perspective. the ideological thrust behind them, but also provides an informed historical perspective on the evolution of child welfare during the last century. social policy for children; examines contemporary policies within a historical context; uses the concept of ageism as an explanatory device; and relates concepts of childhood to policy formation and implementation. students, academics, social workers, and policy makers.

Focusing on contemporary childhood disability issues, and relevant to the lived experiences of disabled children and young people and their families, this book addresses themes such as transition, identity, education, inclusion, and service provision. It also includes insightful contributions on participatory research and practice with disabled children and young people, including an emphasis on capability, voice, and communicative spaces for those with life limiting and more severe levels of impairment. The contributions to this book are grounded in a commitment to the rights of disabled children and young people, as explicitly recognised under the United Nations Conventions on the Rights of the Child (1989) and Rights of Persons with Disabilities (2006). However, the authors also draw our attention to the detrimental impact of economic austerity and conflict on the extent to which these rights are being realised, encouraging further consideration of issues relating to social justice, inter-dependence, and participation. Addressing the diversity of disabled children's lives across service domains and international contexts, this book provides an evidence base to support the realisation of the rights of disabled children and young people. This book was originally published as a special issue of Child Care in Practice.

Each year more than 25,000 youth age out of the American foster care system to face uncertain futures as young adults. Many of them have experienced the trauma of abuse, neglect, disrupted family relationships, and multiple foster care placements. The past two decades have seen increased funding and services in a society-wide attempt to mitigate the effects of such childhood adversity, but a consistent pattern of loss and broken attachments adds up. Development and education are severely compromised. A quarter of youth experience homelessness after exiting care; 25-50% will not complete high school, and only 3-6% will graduate college. Four years after leaving care, less than half are employed, and their earnings remain well below the poverty line. Rates of mental health disorders, early pregnancy and parenthood, and involvement in the criminal justice system are all heightened.
Youth Leaving Foster Care is the first comprehensive text to focus on youth emerging from care, offering a new theoretical framework to guide programs, policies, and services. The book argues that understanding infant, child, and adolescent development; attachment experiences and disruptions; and the impacts of unresolved trauma and loss on development are critical to improving long-term outcomes. It provides an overview of the foster care context, detailed discussion of the effects of maltreatment on development from infancy through young adulthood, and common mental health problems and treatment recommendations. It includes a discussion of delinquency and the juvenile justice system, as well as issues facing pregnant and parenting youth, LGBT youth, and youth with disabilities. Presenting the best practices in transitional living programs and policy and research recommendations, this crucial guide also reviews and summarizes the latest research, which are enhanced with illustrative case vignettes. Each mental health and program chapter concludes with key practice principles reflecting the relationship-based approach.
Presenting a multidimensional, integrated perspective that gives greater consideration to psychological and interpersonal needs, this vital guide offers an approach that will strengthen the capacity of youth leaving care to transition into successful adult lives.

Despite increased recognition of the high incidence of child sexual abuse, little attention has so far been paid to the women on whom children primarily depend for care adn protection - their mothers. Informed by theory and research on other situations involving loss, secrecy and moral dilemmas, as well as the rapidly accumulating knowledge of child sexual abuse, Mothers Surviving Child Sexual Abuse offers a new analysis of mother's reactions and resposes, presenting a fresh perspective on a shocking porblem for practitioners and policy-makers involved in child protection, as well as students and lecturers of social work and social studies and women's studies.