More than ever before, children are apparently being recognised as social actors and citizens. Yet public policy often involves increased control and surveillance of children. This book explores the contradiction. It shows how different ways of thinking about children produce different childhoods, different public provisions for children (including schools) and different ways of working with children. It argues that how we understand children and make public provision for them involves political and ethical choices. Through case studies and the analysis of policy and practice drawn from a number of countries, the authors describe an approach to public provision for children which they term 'children's services'. They then propose an alternative approach named 'children's spaces', and go on to consider an alternative theory, practice and profession of work with children: pedagogy and the pedagogue. This ground breaking book will be essential reading for tutors and students on higher education or in-service courses in early childhood, education, play, social work and social policy, as well as practitioners and policy makers in these areas.
The UN Global Study on Children Deprived of Liberty detailed many children's poor experiences in detention, highlighting the urgent need for reform. Applying a child-centred model of detention that fulfils the rights of the child under the five themes of provision, protection, participation, preparation and partnership, this original book illustrates how reform can happen. Drawing on Ireland's experience of transforming law, policy and practice, and combining theory with real-life experiences, this compelling book demonstrates how children's rights can be implemented in detention. This important case study of reform presents a powerful argument for a progressive, rights-based approach to child detention. Worthy of international application, the book shares practical insights into how theory can be translated into practice.
How does residential care in England compare with that of other European countries? What is social pedagogy, and how does it help those working with children in care? How can child care policy and practice be improved throughout the United Kingdom? This book is written against the background of the gross social disadvantage suffered by most looked-after children in England. It compares European policy and approaches – from Belgium, Denmark, France, Germany and the Netherlands – to the public care system in England. Drawing on research from all six countries, the authors analyze how different policies and practice can affect young people in residential homes. A particular focus is on the unique approach offered by social pedagogy, a concept that is commonly used in continental Europe. The book compares young people's own experiences and appraisals of living in a residential home, and the extent to which residential care compounds social exclusion. Based upon theoretical and empirical evidence, it offers solutions for current dilemmas concerning looked-after children in the United Kingdom, in terms of lessons learned from policy and practice elsewhere, including training and staffing issues. Working with Children in Care is key reading for students, academics and professionals in health, education and social care who work with children in residential care.
This invaluable Guide surveys the key critical works and debates in the vibrant field of children's literature since its inception. Leading expert Pat Pinsent combines a chronological overview of developments in the genre with analysis of key theorists and theories, and subject-specific methodologies.
Using Trauma-Focused Therapy Stories is a groundbreaking treatment resource for trauma-informed therapists who work with abused and neglected children ages nine years and older as well as their caregivers. The therapy stories are perfect accompaniments to evidence-based treatment approaches and provide the foundation for psychoeducation and intervention with the older elementary-aged child or early pre-teen. Therapists will also benefit from the inclusion of thorough guides for children and caregivers, which illustrate trauma and developmental concepts in easy-to-understand terms. The psychoeducational material in the guides, written at a third- to fourth-grade reading level, may be used within any trauma-informed therapy model in the therapy office or sent-home for follow-up. Each therapy story illustrates trauma concepts, guides trauma narrative and cognitive restructuring work, and illuminates caregiver blind spots; the caregiver stories target issues that often become barriers to family trauma recovery. No therapist who works with young trauma survivors will want to be without this book, and school-based professionals, social workers, psychologists and others committed to working with traumatized children will find the book chock-full of game-changing ideas for their practice.
Every elementary teacher deals with students who struggle as readers on a daily basis. In One Child at a Time, experienced literacy specialist and consultant Pat Johnson provides a framework she has used with hundreds of students in scores of classrooms to help teachers understand and assist individual children. The four-step process outlined in the book enables teachers to focus carefully on specific behaviors and needs, analyze them with theoretical and practical lenses, design targeted instruction, and then assess and refine the teaching in conferences with the child. Pat shows how to use t.
A practical resource for facilitators of parent groups. It aims to enhance emotional wellbeing in all family members and to build a sense of community.
Practical ways to involve parents in school programs -- from ideas for bulletin boards, through suggested letters and procedures for parent interviews, open houses, newsletters, and surveys. Reproducible information sheets clarify key questions about everything from spelling to skills to report cards.
Using examples from both adults and children, the authors explain and describe the complex integrated network of strategies that takes place in the minds of proficient readers, strategies that struggling readers have to learn in order to construct their own reading processes. The examples and scenarios of teacher/ student interactions in this book provide a sense of how it looks and what is sounds like to teach strategic actions to struggling readers.--[book cover].
More than sixty poems, some with Spanish translations, include such titles as "The Young Sor Juana", "Graduation Morning", "Border Town 1938", "Legal Alien", "Abuelita Magic", and "In the Blood".
Communion, a third collection of poetry by Pat Mora, builds upon her previous writings and her new experiences to provide a healing voice, additional depth and maturity, and an international perspective in considering the art of poetry itself, male/female relationships, separation from children, homeland and tradition. The concerns of our domestic culture in the United States are seen here from within the framework of the Third World in Asia and Latin America. The poetic works of Pat Mora once more explore the themes of womanhood, political and sexual borders, the Southwest and interior landscapes, all in a rich, lyrical style.
Whether its been a few months or several years since parents have been to Confession, theyll find this refreshing resource helpful as they prepare children for First Reconciliation. Its filled with practical advice and detailed explanations of what happens before, during and after the sacrament. With an Imprimatur, and a collection of family prayers, its the perfect take-home resource for every parent in your sacramental program.
The contributors to this topical volume explore the role of family support in promoting the welfare of children and their families. The book integrates concepts and experiences from an international perspective, different levels of analysis (society, community and family) and different loci of intervention.
The Child-to-Child health education approach, now in use in more than 80 countries, views children as active promoters and not just receivers of health. This is an exploration of how far such child-centred philosophies can work in cultures where people do not necessarily share Western assumptions about the role of the child in society. They analyze the theories and concepts underlying Child-to-Child and the reasons for its rapid spread. Theory is then compared with practice, drawing on case studies from both industrialised and Third World countries. Lessons are drawn from its successes and failures; implications made clear for policy makers, planners, implementers and evaluators; and recommendations made for future action and research.
Observation helps social workers and students to reflect upon situations before intervening. The Tavistock Model of Observation, which is informed by psychoanalytic ideas (especially those of Klein and Bion) is the starting point of this general book on the role of observation in social work. Karen Tanner and Pat Le Riche have brought together a range of contributions from practitioners and social work academics in order to discuss the application of ideas about observation to social work education and practice. While the Tavistock Model remains influential, the writers draw on material from a number of other disciplines, such as behavioural ethnography, psychology and critical social policy, on observation and social work. The central theme of the book is that of power relations. The authors focus on power in relation to the process of observation, and how observation can be used to counteract oppressive and dehumanising practices. Clearly and perceptively written, the book develops the debate on the purposes of observation and provides an overview of current practice. It will be of use to students and professionals alike.
Although all parents want their kids to be confident, many times the well-meaning things we do to help them can destroy their sense of self-assurance. With quotes from children and parents, this well-researched book discusses nine myths about our relationships with our children that prevent them from fulfilling their potential. Myths include I should be my child's best friend and I must be fair.
Here are all the essentials for parents preparing their children for First Communion. Full of practical advice and gentle encouragement, this engaging and thoughtful resource provides answers to childrens questions and a beautiful collection of family prayers. With an imprimatur from the Diocese of St. Louis, its the perfect for take-home resource every parent in your program.
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