Suchergebnisse

Residential Child Care draws on the latest research to offer guidance for developing best practice, policy and improved outcomes for children and young people. Contributors examine important aspects of residential care work, and address the concerns about the poor outcomes for young people leaving care and the role of residential child care as a positive choice within the range of care services. Key issues addressed include promoting well-being and development for young people; tackling potential discrimination in residential policy and practice; responding to areas of discord in residential c

AbstractResidential care has had a poor reputation. There are concerns about the abuse of children in care, and evidence of poor outcomes and poor practice. In this context, residential care is often compared in a negative way to family placements. On the other hand, residential care can also provide a positive experience for some children and young people. Residential care has increasingly been contrasted with family placements, and yet children and young people describe their positive experiences in residential care as like being in a family, and refer to care staff using kin terms, such as 'dad' or 'sister'.With the growing diversity of families in Western society, there have been significant developments in sociological theories of families, and these highlight the importance of family practices and displaying family. New kinship studies in anthropology have raised questions about the nature of the family. Research on children's conceptualization of family has begun to identify features of 'family‐like' relationships.These theories will be discussed in relation to the ambivalence about residential care, current thinking about residential child care and, importantly, the way in which some children and young people use the family metaphor to express their experience. The paper will explore the ways in which this can develop and benefit practice in residential care.

SUMMARY. There has been controversy for several years about the role of child care reviews‐are they for decision‐making or only for monitoring progress of children in care. At the heart of this debate have been the questions of involvement of children, their parents, and professionals from other agencies. This article takes forward these arguments based on research in two Scottish social work departments. As well as reporting and discussing the key issues and identifying when different people participate in reviews, it takes in the specific implications of the external monitoring and decision‐making role of the Children's Hearing.

This paper explores dilemmas and tensions between two models of school based inter‐agency meetings to prevent disciplinary exclusion from school. The first model is characterised by innovative practice developed through long established professional relationships and addresses both individual and strategic issues in supporting young people who are at risk of disciplinary exclusion from school. The second model strongly emphasises the right to participation of young people and their families in school based inter‐agency meetings. Research participants in three Scottish councils (parents, pupils, teachers and other professionals1) had identified school based inter‐agency meetings as key to the process of inter‐agency working to prevent school exclusion.

Based on research funded by the Joseph Rowntree Foundation, looks at change in services for children and young people in difficulty and the implications for inter‐disciplinary working. The research is based on 80 interviews conducted with key individuals at local and national level. Describes and analyses the changes in health, social work, education and the Children's Hearing system. Argues that the purchaser/provider split; local government reorganization and the Children (Scotland) Act will all affect collaboration in planning and service delivery for children and young people in difficulty. Identifies the potential problems and opportunities resulting from these changes and highlights the emerging issues relevant to provision of services.

ABSTRACTThis paper draws on work carried out by Sen, Kendrick, Milligan and Hawthorn commissioned as pert of the Historic Abuse Systemic Review by the Scottish Executive in 2007. It considers the evidence‐based regarding abuse in residential child care from 1945 with a specific focus on Scotland. It reviews the context set for residential child care post‐1945 by the Clyde and Curtis reports, outlines how the residential child care sector developed following this, provides an overview of evidence and awareness of abuse in residential child care establishments after the 1948 Children's Act, giving particular consideration to the public inquiries and reviews of residential child care which there have been in Scotland, explores research evidence regarding the safety of convictions of residential child care workers found guilty of child abuse, and provides an overview of the main policy and practice developments which there have subsequently been in Scotland. The paper concludes by considering the progress that has been made in developing safeguards in Scotland and identifying areas where further research and development are required.