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.