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Originally published in 1971, this title describes a series of
studies dealing with the upbringing of children in residential
institutions. Most work has been carried out in institutions for
children with learning disabilities, although units caring for able
but deprived children and children with physical disabilities have
also been examined. The investigations have been concerned with the
detailed nature of different institutional environments – that
is, the routine patterns of daily life in hospital wards, hostels
and cottages of children’s homes – rather than with the effects
of specific child-rearing practices upon the intellectual,
emotional and social development of the children. The more precise
delineation of ‘the environment’ is an essential step towards
the evaluation of residential services and the interpretation of
their effects upon those who use them, yet this is an area which
had received little systematic attention from social scientists at
the time. This book is a re-issue originally published in 1971. The
language used is a reflection of its era and no offence is meant by
the Publishers to any reader by this re-publication.
First published in 1975, this book compiles a number of studies
concerning institutional care and children, which address the
question of why institutions that serve apparently similar
functions differ so much. The book uses comparative methods such as
measurement of different 'dimensions' of institutional care and
analysis of interrelationships among specific structural and
functional features which characterise particular institutions. As
a result, the book draws broad conclusions about the importance of
factors that have dynamic influence on the manner in which
institutions function and the reasons why they differ. The editors
reject the 'steampress' model which postulates that institutions
are more or less alike. They discuss ideological and organisational
variation, differences in staffing and the manner in which children
respond to them, and consider these issues as factors that
influence the way in which an institution functions 'as a whole'.
Subsequent chapters describe comparative studies carried out in
institutions for the mentally handicapped, approved schools,
residential nurseries, probation hostels, other 'correctional'
institutions and units for autistic children. The book enables the
reader to appreciate achievements and shortcomings of contemporary
research and thinking in this field.
First published in 1975, this book compiles a number of studies
concerning institutional care and children, which address the
question of why institutions that serve apparently similar
functions differ so much. The book uses comparative methods such as
measurement of different 'dimensions' of institutional care and
analysis of interrelationships among specific structural and
functional features which characterise particular institutions. As
a result, the book draws broad conclusions about the importance of
factors that have dynamic influence on the manner in which
institutions function and the reasons why they differ. The editors
reject the 'steampress' model which postulates that institutions
are more or less alike. They discuss ideological and organisational
variation, differences in staffing and the manner in which children
respond to them, and consider these issues as factors that
influence the way in which an institution functions 'as a whole'.
Subsequent chapters describe comparative studies carried out in
institutions for the mentally handicapped, approved schools,
residential nurseries, probation hostels, other 'correctional'
institutions and units for autistic children. The book enables the
reader to appreciate achievements and shortcomings of contemporary
research and thinking in this field.
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