By Malcolm Hill
Effective methods of operating with childrens and their households examines the newest proof in regards to the so much winning sorts of intervention whilst operating with teenagers and their households. The publication covers a variety of methods and companies, with specific emphasis on these tools trying to aid young ones with pointed out difficulties. sure ways specialise in person teenagers, others on their households, while a few goal to steer kid's lives in class, neighbourhood and group degrees. After discussing the rules, designs and debates linked to principles of effectiveness and facts, the booklet evaluates present perform in baby and relatives paintings, including:
early years provision
family members mediation
baby and adolescent psychiatry
therapy for kids who've been sexually abused
paintings with foster childrens and their families.
every one bankruptcy outlines the character of and precept at the back of every one kind of intervention into account, then reports the proof for his or her luck. The participants, who come from a number backgrounds together with psychology, social paintings, psychiatry, schooling and family members mediation, finish via drawing out universal topics and implications approximately what works for practitioners operating with youngsters and their families.
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Additional resources for Effective ways of working with children and their families
Example text
Are aims achieved? 2. Is the development or functioning of the child improved? 3. What are the views of participants? 4. What is the status or living situation of the child subsequently? g. to help a depressed adolescent become happier or to reduce bullying levels in a school). Here success occurs if the aims have been fulfilled. Two questions immediately arise from this who decides what the goals are and how? Are the relevant goals those of service managers, professionals, external agencies (like the courts), children, parents or some combination of these?
A wide range of types of research evidence were used to develop profiles of effective schools. The aim was to identify a cluster of positive factors, rather than a single factor, which accounted for the apparent success of particular schools. Among the key elements were: strong leadership; a safe and orderly environment; high expectations by pupils and staff; value consensus; frequent monitoring of student progress; positive encouragement to learning; and good parent/community Page 11 involvement (Scheerens 1989; Silver 1994; Reynolds et al.
All these professions are ostensibly concerned with promoting or safeguarding children's interests, by furthering their development, learning, health or social welfare. When such help is given, it is well regarded by the majority of young people (Catan, Dennison and Coleman 1996; Farnfield 1998). Nevertheless, and to varying degrees, professional activities have a 'social control', as well as a 'social care' role, in relation to either children or their parents. The aim of encouraging individual choice and freedom is circumscribed by pressures to ensure that children abide by legal requirements and other social norms, including school rules.