Suchergebnisse

Cover -- Brief contents -- Contents -- List of figures -- Preface to the fourth edition -- Acknowledgements -- CHAPTER 1 Laying foundations -- Defining child abuse: socially constructed concepts -- Defining child abuse: uses and abuses of power -- Problems in recognising children are being abused -- Foundations of good practice -- Theory in practice -- Recording -- Inter-agency working -- Impossible dreams -- Finally -- Further resources -- CHAPTER 2 Listening to the voices of the children -- Working with diversity -- The world of abused children -- Marie's account -- Lloyd's account -- Sarah's account -- Roy's account -- Josie and Jake's story -- Comment on the accounts -- Further resources -- CHAPTER 3 Understanding and assessing abused children -- Working with diversity -- Cries for help -- Ways of listening to children -- Grief and mourning -- Post-traumatic stress -- Attachments, entrapment and the Stockholm syndrome -- The victim as a child -- Further resources -- CHAPTER 4 Working with individual children -- Working with diversity -- Requirements of the therapist -- Planning individual work -- Starting the session -- BASIC Ph -- The helping process -- Harnessing modern technology -- Ending individual work -- Further resources -- CHAPTER 5 Working with children in the family context -- Working with diversity -- Benefits and problems -- Assessing families -- Ways of working with families -- Facilitating communications -- Harnessing modern technologies -- Further resources -- CHAPTER 6 Working with children in groups -- Working with diversity -- Benefits and problems -- Variations on the theme of group work -- Group development -- Groups for younger children -- Groups for older children and teenagers -- Harnessing modern technologies -- Further resources -- CHAPTER 7 Perspectives of children insubstitute care -- Working with diversity.

SUMMARY. This paper has been written for those professional workers who may have to deal with situations involving child sexual abuse, while having only limited knowledge and training.There are two sections. The first examines some of the key issues needed to increase understanding, and includes a preliminary discussion on the emotional impact of sexual abuse on Professional workers. Following a clarification of definitions, family aspects and incidence, this section focuses first on the child victims and then on the perpetrator. Finally, there is an examination of the consequences of child sexual abuse.The second section gives guidance on how a professional worker might respond if confronted with a case—from recognising the signs to facilitating disclosure. Suggestions are made about supporting the child during the investigation and heaving the child afterwards.

Since the risk of abuse is highest in the early years, it's vital that those working with young children understand how to support children who have encountered abuse. This is a straightforward, practical guide to creating safe environments for these children, including exercises, case studies, and tips on working individually and in teams

This will be a key new text for modules on Children and Families on the qualifying Social Work degree, and on PQ courses in this area, and should also be used on Assessment & Intervention modules. It will also have wider appeal across Health and Social Care and on the new EYPS programmes -- the market is wide ranging

AbstractThe research was undertaken in the context of the ongoing debate about child care social work training and children's participation. Its aim was to explore the views of qualified child care social workers about their skills in eliciting the wishes and feelings of younger children and the relevance of social work training for this task. Questionnaires, focusing on their skills and training, were completed by 70UKchild care practitioners from theChildren andFamiliesCourtAdvisory andSupportService, voluntary agencies and local authorities. On average, practitioners felt able to ascertain the feelings and wishes of children as young as 4 years old. Nevertheless, at qualifying level, only 30% had training in communicating with young children, 16% in ascertaining children's feelings and wishes, and 66% in child development. Many had subsequently relied on in‐service training and their own initiatives to acquire further skills and understanding. In conclusion, most participants were experienced practitioners working in supportive organizations and had developed considerable communication skills. However, concerns remain because they identified deficits in child care social work qualifying and post‐qualifying training. Consequently, more effective training at all levels is required if social workers are to engage younger children successfully and facilitate their participation.