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Resulting from collaboration between leading academics and the national charity the Fostering Network, this book captures the debates on the provision of foster care in the United Kingdom at the beginning of the twenty-first century. This collection of papers offers critical comment on current governmental policy, reports on empirical research, and offers theoretical reflections on practice. The context for the policy and the debates is provided by a narrative that traces the origins of child care from the Elizabethan Poor Law, and asks questions about the provision of care in the future. Key themes covered in the chapters: Politics and policy - the ideological foundations of recent initiatives and the implications for the care of children and young people Service delivery - public and private approaches to provision and the professionalization of foster care Service users - the needs of children and young people and the barriers to their social inclusion on leaving care Diversity, identities and perspectives - kinship care, sexualities and the foster carer's perspective
In 1954 the Supreme Court decided Brown v. Board of Education; ten years later, Congress enacted the Civil Rights Act. These monumental changes in American law dramatically expanded educational opportunities for racial and ethnic minority children across the country. They also changed the experiences of white children, who have learned in increasingly diverse classrooms. The authors of this commemorative volume include leading scholars in law, education, and public policy, as well as important historical figures. Taken together, the chapters trace the narrative arc of school desegregation in the United States, beginning in California in the 1940s, continuing through Brown v. Board, the Civil Rights Act, and three important Supreme Court decisions about school desegregation and voluntary integration in 1974, 1995, and 2007. The authors also assess the status of racial and ethnic equality in education today and consider the viability of future legal and policy reform in pursuit of the goals of Brown v. Board. This remarkable collection of voices in conversation with one another lays the groundwork for future discussions about the relationship between law and educational equality, and ultimately for the creation of new public policy. A valuable reference for scholars and students alike, this dynamic text is an important contribution to the literature by an outstanding group of authors.
In Administering the California Special Needs Trust, author Kevin Urbatsch presents a guide for anyone assigned the duty of managing a Special Needs Trust for a person with a disability. Though geared toward those who never have administered a trust, it also provides sophisticated answers for experienced trustees concerning some of the unique responsibilities a trustee of a special needs trust will encounter. Urbatsch, a California attorney who has years of experience in assisting trustees to manage special needs trusts, has written extensively for both attorneys and families on how best to establish a special needs trust. Administering the Special Needs Trust addresses specific California issues that a special needs trust trustee encounters daily. In a question-and-answer format, it addresses how to - avoid the most common mistakes made by SNT trustees; - understand the type of public benefits available for California persons with disabilities; - learn how SNT disbursements will affect these public benefits; - best pay for a person with a disability's housing, caregiver costs, transportation, and related expenses; - handle SNT investments, accountings, and taxes; - terminate the SNT. With checklists, form documents, and law summaries included, Administering the Special Needs Trust contains a wide range of information for those charged with the responsibility of managing a special needs trust for people with disabilities.
Most people accessing mental health and addiction services have experienced trauma. For those working in community services, treatment agencies and hospitals, providing "trauma-informed care" requires an understanding of the effects of trauma, and of how to create programs, spaces and policies that place priority on trauma survivors' safety, choice and control. Becoming Trauma Informed describes trauma-informed practice at the individual, organizational and systemic levels. This multi-authored collection brings together the voices of those who have integrated trauma-informed principles into various mental health and addiction treatment and social service environments, and of the diverse groups with which they work. Becoming Trauma Informed is an important resource for those who are working, or who are planning to work asaddiction andmental healthpractitioners and program and system planners."
Grown out of 40 years of experience in Michigan, Infant Mental Health Home Visiting: Supporting Competencies/ Reducing Risks is one of the most comprehensive resources for practitioners and policy makers interested in promoting good infant mental health. This manual is indispensable for infant-family professionals who are looking to incorporate infant mental health principles and promote attachment relationships in their work with babies and families.