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First published in 1999, the overall aim of the book is to provide
a comprehensive critical guide to the theory and practice of
residential care. This is achieved by analysing the history and
development of residential child care, examining the current
legislative framework and analysing research. The volume has been
written against the background of a crisis of confidence in
residential child care. The system is often seen as facing
perpetual problems of abuse, lack of control and crime. This book
seeks to both understand and respond to this challenging situation.
Understanding Residential Child Care commences by providing
historical and theoretical perspectives. Having provided this
analysis the authors move on to examine the empowerment of young
people, the framework provided by the Children Act, the role of the
manager, the importance of supporting and supervising staff, abuse
in care and the experience of leaving care. The book concludes with
a chapter suggesting a way forward for residential child care. The
core concept explored and applied throughout the book is that of
empowerment. It is suggested that this concept can act as an
organising framework for re-casting residential child care in a
positive manner, so that a quality environment can be provided
which can effectively protect and promote the best interests of the
child.
First published in 1999, the overall aim of the book is to provide
a comprehensive critical guide to the theory and practice of
residential care. This is achieved by analysing the history and
development of residential child care, examining the current
legislative framework and analysing research. The volume has been
written against the background of a crisis of confidence in
residential child care. The system is often seen as facing
perpetual problems of abuse, lack of control and crime. This book
seeks to both understand and respond to this challenging situation.
Understanding Residential Child Care commences by providing
historical and theoretical perspectives. Having provided this
analysis the authors move on to examine the empowerment of young
people, the framework provided by the Children Act, the role of the
manager, the importance of supporting and supervising staff, abuse
in care and the experience of leaving care. The book concludes with
a chapter suggesting a way forward for residential child care. The
core concept explored and applied throughout the book is that of
empowerment. It is suggested that this concept can act as an
organising framework for re-casting residential child care in a
positive manner, so that a quality environment can be provided
which can effectively protect and promote the best interests of the
child.
This book brings lesbian and gay issues to the centre of the debate
on anti-oppressive practice. It is an accessible and practical
guide to the subject for all involved in student learning, aiming
to provide practice teachers and educators with tools to help
students develop their understanding of the effects of heterosexism
as well as providing strategies for positive practice. Part 1
considers: c the social background, raising important issues about
the ways in which lesbians and gay men are marginalised in society
and the subsequent reflection in social work education and
practice; c the legal framework within which social workers and
probation officers operate, drawing attention to some of the
tensions and dilemmas facing practitioners attempting to develop
anti-discriminatory and anti-oppressive practice; c a framework
within which to develop non-homophobic and non-heterosexist
practice within the Diploma in Social Work, raising important
issues which need to be addressed both within the academic
institutions and the practice learning environment; c how to
facilitate students' learning in relation to anti-discriminatory
and anti-oppressive practice with lesbian and gay service users; c
the assessment of students' competence within the academic and
practice curriculum; c a model of good practice in working with
lesbians and gay men, offering practical suggestions which can be
incorporated into existing policies and procedures. Part 2 provides
practical teaching and training materials including how to organise
the training session, exercises and notes for trainers. these can
be adapted to reflect individual or group needs, within the
practice learning or academic environment.
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