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Direct Work with Family Groups is full of great ideas to aid engagement, assessment and enable positive change through direct work with family groups. Working with families can be a challenging experience. This book looks at the personal skills needed to engage families, both at home and in the community. It provides guidance on how to assess and manage the needs of individual family members, whilst also being mindful of potential risk factors. With easy to use activities and resources, this book will inspire you to think about creative new ways to plan and carry out your work. Based on tried and tested techniques, this is a must-have for social workers and social work students, as well as child protection workers, therapists, counsellors and child and family centre workers. It is the perfect complement to Direct Work with Vulnerable Children, also by the same authors.
The ability to build a trusting relationship is essential when working with vulnerable children. Through the use of numerous engaging games and activities developed over 20 years of working with abused and neglected children, this book shows how these lines of communication can be opened up through effective engagement with the child's world.
Lawrence Shulman’s THE SKILLS OF HELPING INDIVIDUALS, FAMILIES, GROUPS, AND COMMUNITIES WITH CD, 6e, demonstrates how common elements, core processes, and skills exist across all stages of helping and throughout work with all populations--including individuals, families, groups, and communities. It defines, illustrates, and teaches helping skills and provides manageable models for understanding them. The text also looks at the underlying process and its associated set of core skills. Two CD-ROMS accompany the text and are designed to enhance students’ learning experience. THE INTERACTIVE SKILLS OF HELPING CD-ROM and WORKSHOP CD-ROM FOR THE SKILLS OF HELPING illustrate the text’s core skills and feature video excerpts of an interactive workshop led by Dr. Shulman. Examples depict social workers in action and directly connect theory and research to the realities of working with clients. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
This ebook reports on the unprecedented and radical step taken by Warwickshire Social Services Department when, in 1986, it closed the last of its children's homes. This book examines the background to these developments, the reasons for them and their consequences. The findings are set in the context of the crisis of confidence in residential child care that occurred in the early 1990's culminating in the Pindown Report on Staffordshire which revealed an alarming catalogue of inhuman and degrading treatment of children in residential care. This research, undertaken by NCB, reports findings that have major national and international significance. The future role of children's homes is in question and this study examines whether foster care, in particular, is more effective at meeting children's needs than residential care. Young people's own views are included and the work is presented very much in the context of the Children Act 1989.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
The transition from care into adulthood is a difficult step for any young person, but young people leaving care have a high risk of social exclusion, both in terms of material disadvantage and marginalisation. In Young People's Transitions from Care to Adulthood leading academics gather together the latest international research relating to the transition of young people leaving care, outlining and comparing the range of legal and policy frameworks, welfare regimes and innovative practice across 16 countries. The book also highlights the variations that exist between different groups leaving care. Featuring key messages for policy and practice, this book will give academics, practitioners and policymakers valuable insights into how to encourage resilience and improve outcomes for care leavers.
Archival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2020.
Archival snapshot of entire looseleaf Code of Massachusetts Regulations held by the Social Law Library of Massachusetts as of January 2020.
A diverse range of practitioners, researchers and educators present a variety of perspectives on what counts as direct work. Is it the undertaking of certain tasks with a child, or building a relationship that matters most? Is it more about what is done with a child or about how it is done? Is it a set of planned activities or spontaneous approaches? And what counts as effective communication, given the diversity of both children and practice roles and contexts?