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Das Praxishandbuch gibt Fachkräften in der Arbeit mit Kindern und Familien Hilfestellungen und Grundlagen an die Hand und regt zur Diskussion, Reflexion und Weiterentwicklung für diese anspruchsvolle Arbeit an. Dies umfasst z. B. Ausführungen zu Schutzkonzepten in Einrichtungen der Jugendhilfe, außerdem zu den Themen Prävention sowie Sucht in Verbindung mit Kinderschutz. Die aktualisierte 5. Auflage stellt die Anforderungen an einen inklusiven Kinderschutz aufgrund der Reform des SGB VIII durch das Kinder- und Jugendstärkungsgesetz (KJSG) da und gibt Impulse für die praktische Kinderschutzarbeit im Rahmen der Inklusion.

A pioneering study of children's social care in the late-nineteenth and early-twentieth centuries, A Home From Home? presents new information and develops conceptual thinking about the history of children's care by investigating the centrality of key ideas about home, family, and nurture that shaped welfare provision. Departing from narratives of reform and discipline which have dominated scholarship, and drawing on material culture and social history approaches, as well as the extensive archives of the Waifs and Strays Society, Claudia Soares provides a new type of study of social care by offering a'bottom-up'study of children's welfare, and studying the significance of specific types of care practices that held particular cultural and ideological meaning. At its core, the book uses unique first-hand accounts, individual case records, and personal correspondence of children in care in Britain to locate the voices and subjectivities of institutionalised children and their families within the voluntary welfare system between 1870 and 1920. In doing so, it uncovers the real lives, experiences, and attitudes of the children and their families, and offers a timely new approach to understanding the history of children's social care.

Voor leraren en onderwijsprofessionals is effectief communiceren met ouders geen eenvoudige taak. Toch is de relatie met ouders van cruciaal belang voor het schoolsucces van leerlingen. Je kunt simpelweg niet om ouders heen als het gaat om het ondersteunen van kinderen en jongeren in hun leerproces. Wil je jouw vaardigheden en plezier in het voeren van oudergesprekken verbeteren? In gesprek met ouders zit boordevol praktische tips en voorbeelden uit de dagelijkse onderwijspraktijk om een vruchtbare samenwerking met ouders op te bouwen en te onderhouden. Dit boek zal je helpen om professioneel te blijven en een sterke verbinding aan te gaan, zelfs in uitdagende situaties.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. During adolescence, young people are exposed to a range of risks beyond their family homes including sexual and criminal exploitation, peer-on-peer abuse and gang-related violence. However, it has only been over the past two decades that the critical safeguarding implications of these harms have started to be recognised. Social care organisations are increasingly experimenting with new approaches but continue to experience challenges in supporting affected young people and their families. This book analyses the results of the first rapid evidence assessment of social care organisations'responses to risks and harms outside the home across 10 countries. The authors highlight key areas for service development, give insights into how these risks and harms can be understood, and consider wider implications for policy and practice.

Unconditional Care in Context reclaims problems of ecological adversity --poverty, racism, housing instability, community disadvantage, food insecurity, and social disconnection -- as central to understanding and working with system-involved children and families. Child-serving systems typically define the struggles of these children and their families through a disorder lens of psychiatric diagnosis and family dysfunction. The interconnected burdens of financial stress, exclusion, disrupted parenting, and social isolation that regularly confront these families are often neglected or minimized. Without attention to these issues, intervention is limited to reactive strategies that require children and families to fail before they can receive support. Unconditional Care in Context reviews key sources of adversity and the efforts to undertake'macro level'intervention: system reform, program innovation and policy initiatives that address key sources of ecological adversity. These strategies, at the level of school campuses, neighborhoods, and child-serving systems themselves, often provide universal services that make prevention possible. When these supports are provided to families in a timely way children may not need treatment and parents are spared intrusive system interventions. Unconditional Care in Context also offers a roadmap for addressing issues of context and ecological adversity when individual work with children and families is necessary or is pursued by parents. This book is a call for the field of human service to reconnect with the concrete realities of families'real circumstances and enlarge its focus to include practices that are truly ecologically-informed.

This important new book critically examines the complex policy and practice issues surrounding child protection, including the impact of theoretical orientations, contemporary debates, policy initiatives and research findings, and maintains an emphasis on the ethics and values underpinning child welfare interventions. The book introduces policies that are central to understanding the position and needs of children and young people, and how policy and practice have been influenced by developments including the children's rights agenda. It also explores the most significant issues in child welfare. These include: the experience of maltreatment by children, the systems of child protection to safeguard them, the methods and challenges of risk assessment, and the wide range of policy and therapeutic interventions to respond to children's needs. The book also examines family support to promote children's wellbeing before considering provision for children and young people who are looked after in out-of-home care. There is also a final section that focuses on best practice in communicating and working with children and young people, drawing on participatory, rights-oriented and resilience-based approaches, and supporting foster and adoptive carers and biological parents. Contributing in a substantive and clear manner to a growing international conversation about the present function and future directions for child welfare in contemporary societies, this textbook will be of interest to undergraduate and postgraduate social work students and those from allied disciplines, and professionals who are engaged in child welfare services.

Following a decade of radical change in policy and funding in children's early intervention services and with the role of the third sector under increased scrutiny, this timely book assesses the shifting interplay between state provision and voluntary organisations delivering intervention for children, young people and their families. Using 100 voices from the frontline, it provides vivid accounts of the lived experiences of charitable groups and offers crucial insights into the impact of recent social policy decisions on their work. Telling the story of how the landscape of children's early intervention services has changed over the last decade, the author highlights important lessons for future policy while demonstrating the immeasurable value of voluntary organisations working in this challenging terrain.

Das Praxishandbuch gibt Fachkräften in der Arbeit mit Kindern und Familien Hilfestellungen und Grundlagen an die Hand und regt zur Diskussion, Reflexion und Weiterentwicklung für diese anspruchsvolle Arbeit an. Neu in der 4., aktualisierten Auflage sind die Ausführungen zu Schutzkonzepten in Einrichtungen der Jugendhilfe, außerdem zu den Themen Prävention sowie Sucht in Verbindung mit Kinderschutz.

Supporting Young Children Experiencing Loss and Grief provides early years practitioners and Key Stage 1 teachers with practical advice to support children experiencing feelings related to change and loss. Using key case studies and interviews with children and adults, this important text uncovers best-practice techniques to help children talk about their feelings. Covering more than bereavement, it considers the loss children feel when they move home, undergo a change in routine, experience their parents'or carers'separation, move settings or lose contact with a close friend, nursery practitioner or teacher. Providing answers to the key question of how to support children who have feelings of loss and grief, Supporting Young Children Experiencing Loss and Grief is a must-read text for all those working with young children in caring environments who are looking to provide children with the tools they need to talk about their emotions.

The international contributors to Supporting Difficult Transitions discuss examples of transitions that are problematic for children, young people and their carers. Focusing on vulnerable children and young people, the transitions include: starting school, changing schools, starting work, entering a new culture or a culture that has been changed to focusing on vulnerable children and young people. The book will be useful to practitioners involved in supporting children and their carers as they make these moves; students and course tutors in the caring professions; researchers; and policy makers and those who implement policy for children and young people. The different case examples are given coherence by drawing on cultural-historical approaches to how people move between practices. Particular attention is paid to how practitioners can build shared understandings of what matters for children and young people and for the institutions they are entering. These understandings become a resource to strengthen collaborations between practitioners or between practitioners and the children and their carers, as they support entry into new practices.

This accessible and user-friendly resource will help a wide range of adults support children and young people with anxiety. Clear information on the nature of anxiety is combined with helpful ideas, practical strategies and resources to help adults feel confident in understanding and managing the emotional well-being of children and young people.Supporting Children and Young People with Anxiety cuts through the literature and provides practical support based on sound psychological theory and evidence-based practice. Intervention programmes and suggested strategies have been tried and tested in schools and colleges, with young people and families, and can be adapted for use with groups, individual children or parents. Presuming no prior experience on the part of the reader, the authors acknowledge the challenges involved in recognising anxiety and delivering tailored treatment, and emphasise the role of prevention and early intervention. All resources are provided as photocopiable and downloadable resources which can be easily customised for use with children and parents. This essential text will prove an invaluable resource for worried parents, students, teachers and carers, enabling them to soothe, support and empower the young people in their care.

This book makes a distinctive contribution to reflections on what child-centred practice means in the complex area of child welfare. With a theoretical framework informed by insights from a number of disciplinary perspectives, the author pays particular attention to psychosocial, emotional, sensory and spatial influences. The book applies its ideas to case studies, in order to reflect on the contemporary landscape of children's services within the UK. The book sets out the way policy and law establish a complex terrain for contemporary child welfare practice. At a time when the government demands clear answers to perceived child protection failings, Pinkney carefully reflects upon the complexity involved in protecting children. This timely re-examination of child welfare will appeal to social work and children's services professionals; policy makers; as well as students and scholars of social work, childhood studies and social policy.

Quel devenir pour les enfants placés à l'Aide sociale à l'enfance (ASE) anciennement DDASS? Cet ouvrage leur donne la parole à l'âge adulte. Agés de 18 à 85 ans, ils racontent leurs placements et leurs vies. En écho, les professionnels de l'enfance du département de la Seine-Maritime - éducateurs, familles d'accueil, psychologues, inspecteurs ou chefs de service, évoquent l'évolution de leurs missions et leurs réflexions au fil de leurs parcours.

Providing creative ideas and activities to support busy social workers in assessing the needs of vulnerable children and their families or caregivers, this book is based upon tried-and-tested methods from an experienced social worker and offers handy practical hints throughout. Ideal as a quick reference guide for everyday practice.

Précisément documenté, cet ouvrage offre un reflet historique fidèle et minutieux de l'évolution du statut de l'enfant, des familles et des institutions d'assistance de l'Antiquité jusqu'au 21e siècle. Il révèle les interactions des faits juridiques, socio-culturels, médicaux et économiques impliqués dans l'évolution des familles et des institutions d'assistance des enfants sans parents. Depuis l'enfant des républiques antiques, exposé, vendu, abandonné, choisi, légitime ou illégitime, jusqu'à l'enfant roi d'aujourd'hui, il montre en parallèle la transformation du sort des femmes, des mères et de leur place dans la société.

Promoting the Achievement of Looked After Children (PALAC) is a knowledge exchange programme that aims to support the development of practice in schools and to expand the evidence base to ultimately improve outcomes for children in care. Feedback on the first year of PALAC exceeded expectations, with practitioners using their projects to evaluate and adapt their practice. Now PALAC's leading researchers present a summary of the evidence, supported by numerous case studies, and reflect on its implications. This book will become a teaching resource for all professionals concerned with the education of children in care, such as designated teachers and Virtual School colleagues.

Die Berichte in den Medien über Fälle von Kindesmisshandlung häufen sich. Kinder müssen geschützt werden! Doch was bedeutet es, Kinder zu schützen? Die Autorin hat mit diesem Buch einen Handwerkskoffer für die Kinderschutzarbeit aus der Praxis und für die Praxis zusammengestellt. Sie gibt Fachkräften in der Arbeit mit Kindern und Familien Hilfestellungen und Grundlagen an die Hand und regt zur Diskussion, Reflexion und Weiterentwicklung für diese anspruchsvolle Arbeit an.

Need is a popular but controversial concept in social policy.'Needs-led'has become a mantra in children's services in recent years, yet theorists still argue about the meaning and value of the concept of'need'. There are lots of needs assessment at the individual child and population levels, but case files vary enormously in quality and reports of need analyses frequently gather dust on shelves. How, then, should we define and measure children's needs, and how should this influence the design of services? This edited collection answers these questions in order to help policy makers, managers, practitioners and researchers with identifying and serving children in need. It offers a critical appraisal of the state of play regarding the theory of need, the needs that children have, methods for assessing children's needs at the individual and group levels, and approaches to designing services to meet identified needs.

This book analyzes different figurations of childhood in contemporary culture and politics with a particular focus on interdisciplinary methodologies of critical childhood studies. It argues that while the figure of the child has been traditionally located at the peripheries of academic disciplines, perhaps most notably in history, sociology and literature, the proposed critical discussions of the ideological, symbolic and affective roles that children play in contemporary societies suggest that they are often the locus of larger societal crises, collective psychic tensions, and unspoken prohibitions and taboos. As such, this book brings into focus the prejudices against childhood embedded in our standard approaches to organizing knowledge, and asks: is there a natural disciplinary home for the study of childhood? Or is this field fundamentally interdisciplinary, peripheral or problematic to notions of disciplinary identity? In this respect, does childhood force innovation in thinking about disciplinarity? For instance, how does the analysis of childhood affect how we think about methodology? What role do understandings of childhood play in delimiting how we conceive of our society, our future, and ourselves? How does thinking about childhood affect how we think about culture, history, and politics?This book brings together researchers working broadly in critical child studies, but from various disciplines in the humanities and social sciences (including philosophy, literary studies, sociology, cultural studies and history), in order to stage a conversation between these diverse perspectives on the disciplinary or (interdisciplinary) character of ‘the child'as an object of research. Such conversation builds on the assumption that childhood, far from being marginal, is a topic that is hidden in plain sight. That is to say, while the child is always a presence in culture, history, literature and philosophy—and is often even a highly charged figure within those fields—its operation and effects are rarely theoretically scrutinized, but rather are more likely drawn upon, surreptitiously, for another purpose.

There is continuing emphasis on delivering services for children through'joined up'thinking and integrated working. This fully updated new edition is an important practical resource for all professionals charged with planning, implementing and evaluating multi-professional teamwork and practice in children's services. The book investigates the reality for professionals behind the rhetoric of'joined up'thinking and explores the perspectives of professionals about the impact of multi-agency teamwork on their professional knowledge and their ways of working. In addition it identifies dilemmas and challenges and presents exemplars of good practice. It skillfully combines theoretical perspectives, research evidence from the'real world'of children's services and reflections on policy and practice in inter-agency services in England. Retaining its popular approach and reflecting the numerous changes to policy, practice and research the book: Exemplifies what multi-professional work looks like in practice Examines real dilemmas faced by professionals trying to make it work, and shows how these dilemmas can be resolved Considers lessons to be learnt, implications for practice and recommendations for making multi-professional practice effectiveAs well as supportive guidance, useful theoretical frameworks and helpful evidence-based insights into practice, this new edition has been expanded to include a whole new section covering emerging themes in working together such as'sexploitation'and children's'front door'approaches to integrated working.Written by a multi-disciplinary writing team and without the use of unnecessary jargon, this book is a key resource for students on courses studying early childhood and families, as well as social workers, teachers, family support workers, health workers, and managers of a range of children and youth services.

By regarding children as actors and conducting empirical research on children's agency, Childhood Studies have gained significant influence on a wide range of different academic disciplines. This has made agency one of the key concepts of Childhood Studies, with articles on the subject featured in handbooks and encyclopaedias.Reconceptualising Agency and Childhoodis the first collection devoted to the central concept of agency in Childhood Studies. With contributions from experts in the field, the chapters cover theoretical, practical, historical, transnational and institutional dimensions of agency, rekindling discussion and introducing fundamental and contemporary sociological perspectives to the field of research. Particular attention is paid to connecting agency in the social sciences with Childhood Studies, considering both the theoretical foundations and the practice of research into agency. Empirical case studies are also explored, which focus upon child protection, schools and childcare at a variety of institutions worldwide.This book is an essential reference for students and scholars of Childhood Studies, and is also relevant to Sociology, Social Work, Education, Early Childhood Education and Care (ECEC) and Geography.Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book sets out the current state of knowledge about what works in reducing impairments to children's health and development. Little and Maughan's book applies a high standard of proof and reproduces only the work of the leading intervention scientists from around the world. After discussing the real world challenges to more effective children's services, the book goes on to cover policy and practice proven to change the lives of all children, and extends also to effective programmes targeted at children with specific disorders. Examples include changes in household income, early years support, moving families to less disadvantaged communities, improving parenting and using schools to better mental health. The benefits of evidence-based programmes are specified, as are the costs to society of not intervening. The evidence is used to make recommendations about getting effective policy and practice into routine use, and includes illustrations of successful applications of these ideas.