|
Showing 1 - 6 of
6 matches in All Departments
This book presents unique semi-autobiographical narratives by
leading social work educators and practitioners in India who have
done innovative work in the field of child-centred social work
(CSW). The practitioners narrate their career journeys and
contributions to research, policy, and practice in this field,
discuss innovations, achievements, and impact of the work done, and
share reflections on the challenges faced, lessons learnt, and the
way forward. The volume provides valuable insights into the
indigenisation of CSW education and practice and offers suggestions
towards developing effective CSW. The authors draw attention
towards the need for expansion of preventive service systems for
children in the family, community, and school settings, as well as
support to and replication of the innovative sociolegal service
projects, in coordination with reforms in the justice system to
ensure child rights, and human resource planning for child-centred
social workers. They also propose promoting CSW education in
institutions of social work education to strengthen linkages
between theory, research, policy, and practice, and creating a
national association for child-centred social workers to build
synergy between social work practitioners and educators. The book
will be useful to policy makers, educators, students, and
practitioners of social work, child development, and child rights.
It will also be useful for CSW training institutions and
counsellors in schools and government and voluntary organisations.
This book presents unique semi-autobiographical narratives by
leading social work educators and practitioners in India who have
done innovative work in the field of child-centred social work
(CSW). The practitioners narrate their career journeys and
contributions to research, policy, and practice in this field,
discuss innovations, achievements, and impact of the work done, and
share reflections on the challenges faced, lessons learnt, and the
way forward. The volume provides valuable insights into the
indigenisation of CSW education and practice and offers suggestions
towards developing effective CSW. The authors draw attention
towards the need for expansion of preventive service systems for
children in the family, community, and school settings, as well as
support to and replication of the innovative sociolegal service
projects, in coordination with reforms in the justice system to
ensure child rights, and human resource planning for child-centred
social workers. They also propose promoting CSW education in
institutions of social work education to strengthen linkages
between theory, research, policy, and practice, and creating a
national association for child-centred social workers to build
synergy between social work practitioners and educators. The book
will be useful to policy makers, educators, students, and
practitioners of social work, child development, and child rights.
It will also be useful for CSW training institutions and
counsellors in schools and government and voluntary organisations.
This book takes a historical approach to analyse ideologies, policy
approaches and development systems that have constructed the
paradigm of international social development. It aims to review the
social construction of "development" by tracing the historical
dynamics of the modern ideologies and political economy of
industrialization, colonization, the Cold War, and globalisation;
to examine the process of reconstruction of development as "social
development" based on alternate ideologies and alternate policy
approaches and review the roles played by the development systems;
and to trace the history of social policy approaches from welfare
to rights-based, universal, comprehensive and preventative social
policies for social development, and identify the roles played by
non-government organizations and the social work profession.
Children are one of the most important phase of human development
and the most important target group for social work intervention.
Most of the schools of human development and social work round the
world have an elective course on children and some offer a
concentration in this area. There are plenty of textbooks on
intervention with children published by Western authors, focusing
on useful theories and skills but mainly at the remedial level.
They neither use the preventative approach nor the child rights
perspective, which has been found useful in the developing nations.
The books on child rights are generally published by the United
Nations Children's Fund (UNICEF) and other international
organisations working in the field of children such as Save the
Children. These books focus on the useful child rights perspective
but they neither integrate theories nor use the preventative
approach. The proposed book A Rights-based Preventative Approach
for Children's Psychosocial Well-Being: will be the first to apply
the child rights perspective and the preventative approach to
intervention for children's psychosocial well-being. It is an
integration of theories with practice and teaching relevant in
different parts of the world. The book is divided into the
following three parts: Part 1: Introduction to a Rights-based
Preventative Approach for Children's Psychosocial Well-Being.- Part
2: Primary Prevention for Children's Psychosocial Well-Being.- Part
3: Secondary and Tertiary Prevention for Children's Psychosocial
Well-Being
Children are one of the most important phase of human development
and the most important target group for social work intervention.
Most of the schools of human development and social work round the
world have an elective course on children and some offer a
concentration in this area. There are plenty of textbooks on
intervention with children published by Western authors, focusing
on useful theories and skills but mainly at the remedial level.
They neither use the preventative approach nor the child rights
perspective, which has been found useful in the developing nations.
The books on child rights are generally published by the United
Nations Children's Fund (UNICEF) and other international
organisations working in the field of children such as Save the
Children. These books focus on the useful child rights perspective
but they neither integrate theories nor use the preventative
approach. The proposed book A Rights-based Preventative Approach
for Children's Psychosocial Well-Being: will be the first to apply
the child rights perspective and the preventative approach to
intervention for children's psychosocial well-being. It is an
integration of theories with practice and teaching relevant in
different parts of the world. The book is divided into the
following three parts: Part 1: Introduction to a Rights-based
Preventative Approach for Children's Psychosocial Well-Being.- Part
2: Primary Prevention for Children's Psychosocial Well-Being.- Part
3: Secondary and Tertiary Prevention for Children's Psychosocial
Well-Being
This Element first reviews the limitations of the concepts of
problems in childhood. It proposes a universal, comprehensive, and
longitudinal conceptual framework of problems in childhood, their
differential context, and their cyclical effects. Based on the
linkages identified in the children's problems, they are divided
into three levels, primary, secondary, and tertiary. The Element
then reviews the concepts and the limitations of the prevalent
service delivery approaches of child welfare, protection, and
justice, because of which these services have not helped to break
the cycle of problems in childhood. The Element identifies the
rights-based comprehensive, preventive, and systemic approach for
child welfare, at primary, secondary and tertiary prevention
levels, in order to break this cycle of problems. Finally, the
Element goes into details of the tertiary prevention level
integrated service delivery for children facing socio-legal
problems.
|
|