This is the book that youth workers who want to put into practice their desire to "meet youth where they're at" have been waiting for. Narrative Approaches to Youth Work provides hope-filled and fresh conversational practices anchored in a critical intersectional analysis of power and a relational ethic of care. These practices help youth workers answer the all-too-common question, what do I do when I do youth work? The concepts and skills presented in this book position youth workers to do youth work in ways that honor youth agency and resistance to oppression, invite a multiplicity of possibilities, and situate youth and youth workers alike within broader social contexts that influence their lives and their relationship together. Drawing on the author's 30-plus years of working alongside young people and training youth workers in contexts ranging from recreation centers to homeless shelters, this book provides a rich and deliberate mix of theoretical grounding, practical application, real-life vignettes, and questions for in-depth self-reflection. Throughout Narrative Approaches to Youth Work, readers hear from a wise and thoughtful squad of youth workers talking about how they strive to do socially just, accountable, critical youth work.

Innovative Skills to Support Well-Being and Resiliency in Youth emphasizes the step-by-step procedures readers will need to implement evidence-based, innovative techniques and skills that emphasize well-being and resilience in youth. The strategies are specifically chosen to capture and hold the interest of youth who are often reticent to counseling. Furthermore, the skills-based approach of the book aims to demystify what one actually does in session with youth by moving away from the vagueness of talk therapy when youth have nothing to say, and toward sessions that engage youth in action, stimulating communication and change. Innovative Skills to Support Well-Being and Resiliency in Youth also advocates for practice interventions that empower youth to be in charge of their personal well-being and the healing process. By doing so, youth can take an active role in their own healthy functioning, as opposed to passively receiving treatment.

First published in 1979, this book concerns itself primarily with the mothers of mentally handicapped children. It discusses the problems of assistance that they may have experienced from their families, the community, or the available services. Whilst arguing for far more support for mothers when they are the main carer, this book also suggests reasons why some families are more easily able to cope with the problems of caring for severely handicapped children. This study is based on research that was conducted for and funded by the Department of Health and Social Security between 1973 and 1976.

Why has the language of the child and of child protection become so hegemonic? What is lost and gained by such language? Who is being protected, and from what, in a risk society? Given that the focus is overwhelmingly on those families who are multiply deprived, do services reinforce or ameliorate such deprivations? And is it ethical to remove children from their parents in a society riven by inequalities? This timely book challenges a child protection culture that has become mired in muscular authoritarianism towards multiply deprived families. It calls for family-minded humane practice where children are understood as relational beings, parents are recognized as people with needs and hopes and families as carrying extraordinary capacities for care and protection. The authors, who have over three decades of experience as social workers, managers, educators and researchers in England, also identify the key ingredients of just organizational cultures where learning is celebrated. This important book will be required reading for students on qualifying and post-qualifying courses in child protection, social workers, managers, academics and policy makers.

In this groundbreaking look at the history and politics of the US child welfare system, When the Welfare People Come exposes the system in its totality, from child protective investigation to foster care and mandated services, arguing that it constitutes a mechanism of control exerted over poor and working class parents and children. Applying the Marxist framework of social reproduction theory to the child welfare system, the author reveals the system's role in the regulation of family life under capitalism.

There is increasing Government recognition of the importance of early family experiences on long-term individual and family level outcomes and a better understanding of how inter-parental conflict influences children's development is key to helping practitioners and policy makers promote improved outcomes for children. This accessible book reviews recent research showing how children who experience high levels of inter-parental conflict are at serious risk not only in terms of their own well-being, but also in relation to the perpetuation of these behaviours later in life. It examines the differences between 'destructive' and 'constructive' conflict and how they affect children, explores why some children are more adversely affected than others, and features the latest evidence on how conflict impacts on child physiology. Of particular note is the book's focus on the growing literature on conflict interventions that have shown an expansion of evidence within the last decade. A primer for practitioners working with families, policy makers, students and academics, it will show how to improve the tomorrows for children who experience challenging family experiences today.

The book covers the period from 1812, when the Tron Riot in Edinburgh dramatically drew attention to the 'lamentable extent of juvenile depravity', up to 1872, when the Education Act (Scotland) inaugurated a system of universal schooling. During the 1840s and 1850s in particular there was a move away from a punitive approach to young offenders to one based on reformation and prevention. Scotland played a key role in developing reformatory institutions - notably the Glasgow House of Refuge, the largest of its type in the UK - and industrial schools which provided meals and education for children in danger of falling into crime. These schools were pioneered in Aberdeen by Sheriff William Watson and in Edinburgh by the Reverend Thomas Guthrie and exerted considerable influence throughout the United Kingdom. The experience of the Scottish schools was crucial in the development of legislation for a national, UK-wide system between 1854 and 1866.

This title provides a comprehensive guide to promoting inclusive practice in childcare and educational settings, and to taking account of children's cultural, ethnic, religious and linguistic backgrounds. For those who work in childcare and educational settings, there is an ethical and legal responsibility to promote inclusive practice and to take into account children's cultural, ethnic, religious and linguistic backgrounds. Now in its third edition, "Anti-Discriminatory Practice" has been restructured to ensure that the information is as accessible as possible for those training and working in childcare and education. As well as including recent research and current best practice, Rosalind Millam has fully updated the content to take account of the impact of recent legislation and resulting legal requirements. Practical suggestions on how to achieve and develop inclusive practice are provided, along with activities to encourage practitioners to examine and reflect upon their own attitudes towards anti-discriminatory practice. Topics covered include: race, religion and culture; major religions beliefs; the role of play and development; and identity and self-esteem.

This is the definitive guide to counselling adolescents. Now in its fourth edition, this bestseller has introduced thousands of trainees and practitioners to the theory, principals, skills and techniques of proactively counselling this client group. New to the fourth edition: - A new chapter on the contemporary context of adolescence, exploring the challenges, opportunities and influences facing young people today. - A new chapter on the use of technology when counselling young people - Useful links to relevant online resources at the end of each chapter - Updates to all chapters reflecting more recent understanding, research and literature - Additional case studies to help trainees apply theory and strategies to practice A multi-disciplinary book which recognises that a diversity of needs requires a diversity of approaches and skills, it uses case studies and examples to demonstrate this in a variety of settings. It is essential reading for trainees and practitioners in counselling, social work, the allied health professions and education.

The disproportional loss of individuals to HIV/AIDS in their most productive years raises concerns over the welfare of surviving members of affected families and communities. One consequence of the rapid increase in adult mortality is the rise in the proportion of children who are orphaned. Sub-Saharan Africa, accounts for about 90 percent of these. Mainly due to the staggering toll of HIV/AIDS, research effort has focused on treatment and prevention. Children have received attention primarily in relation to 'mother to child transmission' and paediatric AIDS. These issues are important and compelling but fail to capture the whole story - the unprecedented surge in the number of children made vulnerable by HIV/AIDS. In this book we reflect on the plight of children classified as vulnerable, review interventions implemented to improve their welfare and grapple with the concept of vulnerability as it relates to human rights and the African child.

Table of Contents

Contents: Preface; Introduction. Section One Overview of the Issue: AIDS related vulnerabilities among children in Sub-Saharan Africa: an overview, Lyndsey McMahan, Chiedza Mufunde and Margaret Lombe. Section Two The Living Arrangement of Orphaned and Vulnerable Children in Sub-Saharan Africa: Fostered children in Botswana, Tapologo Maundeni, Naomi Seboni and Ogar Rapinyana; Experiences of children in residential care: the case of Kenya, Protus Lumiti, Alex J. Ochumbo and Nicholas Syano; The living arrangements of vulnerable children in Zambia, Margaret Lombe and Theresa Lungu. Section Three Responding to Orphaned and Vulnerable Children: An Overview of Public and Private Initiatives: Responses to orphaned and vulnerable children (OVC) in Botswana, Naomi Seboni, Tapoplogo Maundeni, Ogar Rapinyana and Mosidi Tseleng Cynthia Mokotedi; Responding to orphaned and vulnerable children in Kenya, Alex Ochumbo, Protus Lumiti, and Nicholas Syano; Responding to orphaned and vulnerable children in Zambia, Theresa Lungu, Chrisann Newransky and Aakanksha Sinha. Section Four Children Speak Out: Children speak out: is anyone listening?, Margaret Lombe and Alex Ochumbo. Section Five Making Children Matter: Vulnerability among children and the Convention on the Rights of the Child, Margaret Lombe and Harriet Mabikke; Conclusion: closing thoughts, Margaret Lombe, Harriet Mabikke and Alex Ochumbo. Index.

Eileen Munro, author of the seminal Munro Review, returns in this fully revised and updated third edition. With new chapters on 'Child Protection Agencies as Complex Adaptive Systems' and 'How organisations can support more effective practice', this new edition shifts its focus from individual workers to look at the critical role that organisations play in child protection, and how individuals are affected by the complex enterprise of people, processes, cultures and agencies. It remains an essential guide to strengthening analytic and intuitive skills to improve children's safety.

Does your afterschool program have the WOW factor?
Create a high quality school-age program that is exciting, inviting, and reflects the interests, abilities, and needs of the children. Whether your program operates before or after school, on non-school days, during the summer, or overnight, you can create a dynamic environment where everyone will enjoy spending time.
This book is filled with hundreds of ideas--from setting up a quiet reading nook to tackling clutter--reflecting the authors' years of experience and hundreds of visits to a variety of school-age programs. It takes you through all of the considerations that affect your program and then lays out a process to help you improve the three dimensions of a school-age environment.
Temporal: Establish schedules, routines, rules, and learning opportunities to meet children's needs
Interpersonal: Facilitate the relationships and social interactions of children, staff, families, and the greater community
Physical: Create sensory-rich indoor and outdoor spaces

Linda J. Armstrong and Christine A. Schmidt are experienced educational consultants who serve children and youth programs throughout the United States.

In 1554, a group of idealistic laywomen founded a home for homeless and orphaned adolescent girls in one of the worst neighborhoods in Florence. Of the 526 girls who lived in the home during its fourteen-year tenure, only 202 left there alive. Struck by the unusually high mortality rate, Nicholas Terpstra sets out to determine what killed the lost girls of the House of Compassion shelter (Casa della Pieta).

Reaching deep into the archives' letters, ledgers, and records from both inside and outside the home, he slowly pieces together the tragic story. The Casa welcomed girls in bad health and with little future, hoping to save them from an almost certain life of poverty and drudgery. Yet this "safe" house was cruelly dangerous. Victims of Renaissance Florence's sexual politics, these young women were at the disposal of the city's elite men, who treated them as property meant for their personal pleasure.

With scholarly precision and journalistic style, Terpstra uncovers and chronicles a series of disturbing leads that point to possible reasons so many girls died: hints of routine abortions, basic medical care for sexually transmitted diseases, and appalling conditions in the textile factories where the girls worked.

Church authorities eventually took the Casa della Pieta away from the women who had founded it and moved it to a better part of Florence. Its sordid past was hidden, until now, in an official history that bore little resemblance to the orphanage's true origins. Terpstra's meticulous investigation not only uncovers the sad fate of the lost girls of the Casa della Pieta but also explores broader themes, including gender relations, public health, church politics, and the challenges girls and adolescent women faced in Renaissance Florence.

During the first years in school children need to learn reading, writing and arithmetic, but it seems equally important to develop social and communicative skills and good values. While there are plenty of teaching programs on the "Three Rs" it is not easy to find curricula for social behavior and character development. This workbook provides a clear teaching sequence on eight long-term objectives, such as being reliable, authentic, empathetic, self-controlled and a good team player. In 130 cartons daily problem situations are pictured and possible solutions are presented. While making good value choices children learn at the same time to become competent communicators. Typical as well as special needs students are encouraged to pro-social behaviors which are a solid foundation for school, social and future professional success.

Useful for newcomers to the children's library staff as well as longtime children's librarians, the second edition of this popular handbook provides easy-to-follow instructions to make innovations in children's library materials work for you. Addressing everything from the basics of reference to the complex and highly specialized duties of program development, this handbook is perfect for both librarians and support staff who are assigned to the children's department of a library. This second addition of Crash Course in Children's Services covers many of the new issues facing children's library staff, including eBooks, using apps in programming, other online reading options, book trailers, nonfiction and the Common Core curriculum. It also describes expanded programming options such as makerspaces, gaming, dog reading programs, and play at storytime. Ideal for new children's librarians as well as experienced library staff who have not worked with children recently and long-time children's librarians looking to add new skills to their tool kits, the book familiarizes readers with all the new developments of the past few years, from online reading options to the wealth of new programming aimed at youth. You'll learn about subjects such as pop-up and passive programming, offering online homework help, and outreach and services to special needs children, and then quickly implement new practices into use at your library. Covers new technologies and Common Core standards in addition to traditional areas of children's services Allows any library staff to comfortably assist children searching for reference and homework help, offer effective readers' advisory assistance, and perform basic promotion of books to children Supplies information that is useful for newcomers to the children's library staff and those who substitute at the children's desk as well as longtime children's librarians or experienced staff taking on new responsibilities

Clinicians who understand mental health care administration in addition to their clinical fields are likely to be valuable to the organizations in which they work. This handbook is an accessible source of information for professionals coming from either clinical or management backgrounds. Sections offer coverage in: mental health administrative principles, mental health care management, business, finance and funding of care, information technology, human resources and legal issues.

Professional practice is at the heart of youth work training but integrating the theory learned in class with the reality of placements can sometimes require extra support. This comprehensive textbook is designed to help students working with young people become competent and ethical practitioners, able to reflect on their learning and interventions in young people s lives.

Divided into three parts, this core text:

• provides an understanding of and commitment to the "principles" of youth work
• explores how "contexts" shape youth work
• demonstrates the core "practice" skills that are required to make a meaningful impact on the lives of young people.

Engaging and practice-driven, this is an essential text for all students learning about working with young people, whether on youth work or allied courses. It includes case-studies, tasks, further reading and reflective questions to help readers make connections between their own knowledge and practice."

HEALTH, SAFETY, AND NUTRITION FOR THE YOUNG CHILD, 9th Edition, covers contemporary health, safety, and nutrition needs of infant through school-age children--and guides teachers in implementing effective classroom practices--in one comprehensive, full-color volume. Concepts are backed by the latest research findings and linked to NAEYC standards. The book emphasizes the importance of respecting and partnering with families to help children establish healthy lifestyles and achieve their learning potential. Early childhood educators, professionals, and families will find the latest research and information on many topics of significant concern, including food safety, emergency and disaster preparedness, childhood obesity, children's mental health, bullying, resilience, chronic and acute health conditions, environmental quality, and children with special medical needs. Also provided are easy-to-access checklists, guidelines, and activities that no early childhood student or professional should be without.

This book represents a significant contribution to the highly contested debate surrounding how allegations of child sexual abuse should be evaluated. Despite decades of substantial research in this sensitive area, professional consensus remains elusive. A particular source of contention is the sensitivity vs. specificity debate; whether evaluators should give priority to reducing the number of true allegations that are labelled false or to reducing the number of false allegations that are labelled true. This edited collection aims to address directly and offer new insights into this debate. It responds directly to Kuehnle and Connell's edited volume, The Evaluation of Child Sexual Abuse Allegations: A Comprehensive Guide to Assessment and Testimony (2009), which included chapters which advocated strong specificity positions at the expense of sensitivity. The chapters in this collection feature both challenges to, and replies by, the authors in Kuehnle and Connell's book, making this an essential resource that moves the debate forward. This book was originally published as a special issue of the Journal of Child Sexual Abuse.

Social pedagogy is an innovative discipline that supports children's upbringing and overall development by focusing on the child as a whole person. It has been described as where education and care meet or as 'education in its broadest sense'. This book provides a comprehensive overview of the theory, principles and practice of social pedagogy and the profession of social pedagogue. With chapters from leading international contributors, it outlines the roots of social pedagogy and its development in Europe, and its role in relation to individuals, groups, communities and societies. Also covered is how it applies in practice to working with children and young people in a variety of settings, including children in care and in need of family support, and its potential future applications. This seminal book on an increasingly important topic will be essential reading for all academics, researchers and practitioners working with children.

In this exciting companion to the beloved classic Ten Things Every Child with Autism Wishes You Knew, the voice of an autistic child describes for teachers, in the classroom and in the larger community, how to understand thinking patterns common in autism, how to shape an environment conducive to their learning style and communicate with autistic children in functional, meaningful ways. It's the game plan every educator, parent, or family member needs to make the most of every "teaching moment" wherein both child and adult are teachers and learners. A Foreword Indies Award finalist and winner of an iParenting Media Award.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Millions of children throughout Africa undertake many forms of farm and domestic work. Some of this work is for wages, some is on their family's own small plots and some is forced and/or harmful. This book examines children's involvement in such work. It argues that framing all children's engagement in economic activity as 'child labour', with all the associated negative connotations, is problematic. This is particularly the case in Africa where many rural children must work to survive and where, the contributors argue, much of the work undertaken is not harmful. The conceptual and case-based chapters reframe the debate about children's work and harm in rural Africa with the aim of shifting research, public discourse and policy so that they better serve the interest of rural children and their families.

Emotional difficulties in children aged 5-11 can display themselves in a range of different behaviours, and it is important for staff in schools to be able to identify and address these problems, and to provide appropriate help. This easy-to-use tool provides an observation checklist which enables staff to identify behavioural patterns in children with social and emotional difficulties, analyse the emotional difficulties underlying these behaviours and establish what kind of help and support the children need. Behavioural responses are categorised within clearly outlined topics, including behaviour, play and relationship with peers, attachment behaviours, emotional state in the classroom and attitude to attendance. Checklists and diagrams identify different 'styles' of relating (secure, avoidant, ambivalent), to help school staff who work with children and their families to respond appropriately to the individual needs of each child. A range of handouts include activities designed to provide emotional support, to focus and regulate behaviour and enable the child to develop important social and emotional skills. Suitable for use with children aged 5-11, this tool will be an invaluable resource for teachers, teaching assistants, learning support staff, school counsellors and educational psychologists.

So far, research on the welfare state has usually neglected children and childhood. In the rare attempts to include childhood in welfare state analysis, too much emphasis was placed on children as future adults. However, only a full recognition of children as human beings and citizens here and now are compatible with new social studies of childhood as well as children's rights discourses. Thus the conceptual integration of children and childhood in the welfare state is still an open question. This book closes the gap by offering the concept of generational order as theoretical tool to both childhood and welfare state research. In analogy to gender analysis, this concept is an adequate tool in providing visibility to the adult bias of traditional welfare state theories and practices. The book includes contributors from ten predominantly European countries, exploring issues of children's social and economic welfare, such as child poverty in a theoretical, methodological, and practical perspective. Together with the companion volume below Flexible Childhood, also by the University Press of Southern Denmark this book is the final result of COST Action A19, Children's Welfare, which has been supported by the European COST Framework.

Innovative Interventions in Child and Adolescent Mental Health is a unique composite of the literature on various innovative interventions for children and adolescents, and provides a developmental and neurobiological rationale for utilizing innovative interventions with this population. Based on the latest research, this book emphasizes that children and adolescents need more than just talk therapy. These innovative interventions can be applied in a variety of practice settings including schools, juvenile justice, community-based counseling centers, and residential treatment. This book bridges the gap between theory and practice, and provides a historical, theoretical, and research-based rationale, as well as a helpful case study, for each type of intervention being discussed.