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Intro -- Series Editors' Foreword -- Reference -- Preface -- References -- Overview -- References -- Contents -- List of Figures -- 1: Surveying the Terrain-Realising the Potential of Researching with Young Families -- 1.1 Changing Constructions of 'Family' -- 1.2 Parents as Gatekeepers-The Impact of Young Families on the Health, Development, and Life Course of Children -- Parents as Key Players in a Child's Development and Learning -- Economic Rationalism, and the Trajectory of Early Life Experiences -- 1.3 Young Families as Complex and Dynamic Systems -- Family and Children Shaped by Social and Cultural Contexts -- The Family Home: A Significant Micro-environment -- Parents and Young Families as Sites for Intervention -- Young Families and the Home Environment-Critical Spaces for Research -- Conclusion-Why Research 'with' Young Families in Ethical and Respectful Research? -- References -- 2: 'An Audit on Self'-Positioning Ourselves for Researching with Young Families -- 2.1 Perspectives and Positionality-So What? -- Re-thinking Our Positionality and What's in Our Suitcase -- 2.2 Tuning into the Positionality of Others -- Perspectives and Positionality of Young Parents and the Family -- 2.3 The Consideration of Perspectives -- Working Within a Strengths-Based Perspective -- Adopting a 'Strengths-Based Perspective' with Young Families -- Strengths-Based Perspectives-Implications to Inquiry -- The Situatedness of Families in Context-A Social Ecological Perspective -- 2.4 Conclusion-Creating More Humanising Research by Reframing and Repositioning -- References -- 3: Interpretivism-Valuing the Unfolding Lives and Stories of Young Families -- 3.1 Interpretivism as a Method of Inquiry -- Distinguishing Qualities of an Interpretivist Paradigm -- 3.2 A Rationale for Adopting an Interpretivist Approach for Researching with Young Families.

Universities play an integral role in training teachers in the areas of understanding and preparedness to deal with child abuse and neglect while at the same time advocating for the 'rights of the child'. Unfortunately pre-service teachers are at risk of being ill-prepared to meet their mandated and teaching responsibilities if their course content is not approached strategically. While numerous studies have investigated teachers' understandings of child abuse and the barriers in detecting and reporting this abuse, this research investigates pre-service teachers' understandings of child abuse and their preparedness to deal with the signs, symptoms and disclosures of child abuse. This paper reports on findings concerning pre-service teachers 'views of their professional role in child protection and their recommendations for content to be included in their undergraduate degrees in teacher education.

Nineteen ninety-seven will be remembered as the year when a large majority of the people in Scotland voted in a two question referendum to establish a Scottish parliament (74.3%) with tax-varying powers (63.5%) (Jones 1997). Elections will take place in 1999, with the first Scottish parliament being fully operational by the year 2000.