Ethnography has a long history in the humanities and social sciences and has provided the base line in the field of police studies for over sixty years. We have recently witnessed a resurgence in ethnographic practice amongst police scholars and this Handbook is a response to that revival. Students and academics are returning to the ethnography arena and the study of police in situ to explain the evocative worlds of the police. The list of ethnographic sites is vast and have all fed the rejuvenation of ethnographic endeavour. Together they suggest innovation, theoretical depth, broad geographical boundaries, multi-site experiments and multi-disciplinarity; all of which are central to the exploration of police and policing in the 21st century. This Handbook encapsulates the revival of police ethnography by exploring its multidisciplinary field and cataloguing the ongoing ethnographic work. It offers an original and international contribution to the field of police studies and research methods, providing a comprehensive and overarching guide to police ethnography. We see the previous classics in every page and note still the influence of the early ethnographers. At the same time, we see the innovative breadth and diversity of these narratives. The aim of this Handbook is to highlight the mosaic that is police ethnography at a point in time and note with pleasure its contribution to the field once more. Ethnography may be messy, difficult and at times uncooperative, but its results offer a unique insight into the perspectives of people and organisations that can hide in plain sight. An accessible and compelling read, this Handbook will provide a sound and essential reference source for academics, researchers, students and practitioners engaged in police and criminal justice studies.

Lead by both children's rights perspectives and methodological arguments there is an increasing emphasis on children and young people's participation in health and social care research by researchers, policy makers and funding bodies - with many now considering the active involvement of children and young people a requirement. However, although increasingly important, there is little exploration of how to address and overcome the many challenges arising from their participation. Divided into five parts, this practical book begins by considering what research with young people is and why we should do it, before leading the reader into how to undertake it. The book then provides practical examples of action and finishes with reflections about the whole process. Bringing together a variety of experienced researchers, from a wide range of backgrounds in health and social care and including young people, the chapters provide insight for practical action, as well as critical and theoretical reflection. Involving Children and Young People in Health and Social Care Research includes issues on: Understanding the reasons and processes for involving children and young people in research Making sure that involvement is meaningful and not merely tokenistic Developing research methods that are commensurate with different ages and abilities Ensuring adequate training and preparation, for children, young people and adults to make involvement meaningful Power and relationships between young people researchers and adult researchers Sustaining young people's interest and motivation Addressing ethical issues that arise throughout the research journey Committed to partnership and participation throughout the entire process of the active involvement of children and young people in health and social care research, this text provides invaluable insights and is a resource for all those conducting research in and with children and young people.

Led by both children s rights perspectives and methodological arguments, there is an increasing emphasis on children and young people s participation in health and social care research by researchers, policy makers and funding bodies with many now considering the active involvement of children and young people a requirement. There is little exploration of how to address and overcome the many challenges arising from their participation, however.

Divided into five parts, this practical book begins by considering what research with young people is and why we should do it, before leading the reader into how to undertake it. The book then provides practical examples of action and finishes with reflections about the whole process. Bringing together a variety of experienced researchers, from a wide range of backgrounds in health and social care and including young people, the chapters provide insight for practical action, as well as critical and theoretical reflection. Involving Children and Young People in Health and Social Care Research includes issues on:

• Understanding the reasons and processes for involving children and young people in research
• Making sure that involvement is meaningful and not merely tokenistic
• Developing research methods that are commensurate with different ages and abilities
• Ensuring adequate training and preparation, for children, young people and adults to make involvement meaningful
• Power and relationships between young people researchers and adult researchers
• Sustaining young people s interest and motivation
• Addressing ethical issues that arise throughout the research journey

Committed to partnership and participation throughout the entire process of the active involvement of children and young people in health and social care research, this text provides invaluable insights and is a resource for all those conducting research in and with children and young people.

"Writing for a Change" shows teachers how to engage students in "real world" problem-solving activities that can help them to acquire voice, authority, and passion for both reading and writing practice. Written in collaboration with the Center for Social Action in England, the book describes the innovative Social Action process for encouraging students to collaborate on problems of their own choosing--to analyze options, develop action plans, discover solutions, and finally to reflect on their work. Featuring stories by teachers who have successfully used the method, the book shows that first graders as well as high-school students can enjoy this exciting and educational process. Practical guidance for applying the process to any curricular area is provided along with an extensive list of classroom activities.

There is widespread agreement that care and support services must change radically if they are to meet the rights and needs of the rapidly growing number of people who require them. For the first time, Supporting people explores with service users, practitioners, carers and managers what person-centred support means to them, what barriers stand in its way and how these can be overcome. It provides a unique roadmap for the future, offering theoretical insights, practical guidance and highlighting the importance of a participatory approach. Based on the largest independent UK study of person-centred support and written by an experienced team that includes service users, practitioners and researchers, it demonstrates how change can be made now, and what strategic changes will be needed for person-centred support to have a sustainable future.

In this era of ever more complex policing issues and the changing nature of policing itself, senior police officers face a never-ending challenge to keep up not only with the latest reforms, but also with the latest research. Police Leadership: Rising to the Top looks at policing from the dual perspectives of academics and senior police practitioners, and creates a conversation between them about the issues, reforms, and research. It provides authoritative surveys of fields such as leadership, community engagement, change management, utilising policing research, and multi-agency working. Each leadership issue is allocated a chapter, with academic contributors presenting key ideas and concepts in their area of expertise, identifying leading contributions and research studies, and offering concise reviews of some of the most important literature in policing scholarship. This academic knowledge is juxtaposed with the views of senior police practitioners, who provide their own local knowledge and stories, reflecting on their achievements and challenges in leadership roles. Taken together, these discussions build bridges between the two worlds by encouraging 'shared reflections' that consider the importance of theory and practice for future leaders.

Maintaining a balance between managing and assessing risk and upholding the required high standards of practice in health and social care can be demanding, particularly in the current climate of increased preoccupation with the difficult tensions between rights, protection and risk-taking. Good Practice in Assessing Risk is a comprehensive guide to good practice for those working with risk, covering a wide variety of health, social care and criminal justice settings including child protection, mental health, work with sex offenders and work with victims of domestic violence. The contributors discuss a range of key issues relating to risk including positive risk-taking, collaborating with victims and practitioners in the design of assessment tools, resilience to risk, and defensibility. The book also explores the role of bureaucracy in hindering high quality professional practice, complex decision-making in situations of stress or potential blame, and involving service users in assessment. This book reflects the latest policy and practice within health, social care and criminal justice and will be an invaluable volume to all professionals working in these fields.

Social Care, Service Users and User Involvement provides a definitive introduction to practical, philosophical and theoretical issues at the heart of user involvement. This book provides an accessible account of the latest research findings regarding user involvement on three levels: the delivery and provision of services, practice and practitioners, and research and evaluation. It explores a wide range of service user needs and concerns, including the latest developments in personalisation and the effect of the Equality Act 2010. First-hand accounts illustrate the range of issues and service user needs which could be addressed by increased involvement within and beyond the social care system. The book also distinguishes between user views and user involvement, and addresses their processes outcomes and impact, as well as their measurement. This book will be a key source of information for care workers, service managers, policy makers, researchers, service users and social and health care professionals involved in social care and support service planning. This topical series examines areas of particular interest to those in social and community work and related fields. Each book draws together different aspects of the subject, highlighting relevant research and drawing out implications for policy and practice.

The SAGE Dictionary of Policing is the definitive reference tool for students, academics and practitioners in police studies. The Dictionary delivers a complete guide to policing in a comprehensive, easy-to-use format. Contributions by 110 of the world's leading academics and practitioners based in 14 countries map out all the key concepts and topics in the field. Each entry includes: " a concise definition " distinctive features of the concept " a critical evaluation " associated concepts, directing readers to linked entries " key readings, enabling readers to take their knowledge further. In addition, The SAGE Dictionary of Policing offers online resources, including free access to key articles and links to useful websites. This is a must-have for students, lecturers, researchers and professionals in police studies, criminology and criminal justice. It is the ideal companion to the SAGE Dictionary of Criminology: together the two books provide the most authoritative and comprehensive guide available. Alison Wakefield is Senior Lecturer in Criminology at the University of New South Wales. She was previously based at City University, London. Jenny Fleming is Professor at the Tasmanian Institute of Law Enforcement Studies, University of Tasmania.