By Pat Petrie, Janet Boddy, Claire Cameron, Valerie Wigfall, Antonia Simon
- How does residential care in England evaluate with that of alternative eu nations?
- what's social pedagogy, and the way does it support these operating with youngsters in care?
- How can baby care coverage and perform be superior during the uk?
This publication is written opposed to the heritage of the gross social drawback suffered by means of such a lot looked-after young children in England. It compares eu coverage and methods – from Belgium, Denmark, France, Germany and the Netherlands – to the general public care procedure in England. Drawing on learn from all six nations, the authors learn how diverse regulations and perform can have an effect on kids in residential houses. a selected concentration is at the new angle provided through social pedagogy, an idea that's conventional in continental Europe.
The booklet compares younger people's personal studies and value determinations of dwelling in a residential domestic, and the level to which residential care compounds social exclusion. established upon theoretical and empirical proof, it deals strategies for present dilemmas bearing on looked-after youngsters within the uk, when it comes to classes realized from coverage and perform in different places, together with education and staffing issues.
Working with young ones in Care is vital interpreting for college kids, teachers and pros in future health, schooling and social care who paintings with youngsters in residential care.
Read or Download Working with Children in Care: European Perspectives PDF
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Extra resources for Working with Children in Care: European Perspectives
Forthcoming). Residential care workers in Germany were almost equally divided between medium and high level qualifications. Heads of establishments Fifty-six heads of establishment took part in the study, 57 percent of whom were male and 43 percent female. A higher proportion of establishment managers were male in Germany (75 percent) than in England (48 percent) and Denmark (58 percent). Data were not collected on the age or ethnicity of heads of establishments. 3: Professional backgrounds of heads of establishment by country, numbers and percentages Pedagogy: Social work: Teaching: Other: Total: Missing: England N (%) Germany N (%) Denmark N (%) Total N (%) 1 20 2 11 25 8 3 0 6 12 6 1 2 7 12 15 24 4 24 49 (4) (80) (8) (44) (100) 0 (–) (67) (25) (0) (50) (100) 7 (–) (50) (8) (17) (58) (100) 0 (–) (31) (49) (8) (49) (100) 7 (–) Note: A multiple response table: heads could have more than one response.
Our philosophy is the same in training managers [directors] or e´ducateurs. They must understand economy, finance, regulation but also child development. The same values transcend all the professions we deal with here. They must also be able to make use of all sorts of theories. But students must [also] develop an open frame of mind. e. what she wishes to achieve with her actions and the ethics on which the actions are based. (NFSS 2003: 13) The notion of reflection is central to pedagogic training and practice.
23 A pedagogy of relationships – ‘the heart’ When you are holding a person in your hand, you are holding a bit of his life in your hand. (Principal of a Danish training college) As we shall see in Chapter 3, in the countries that we studied, children are placed in residential homes more frequently than in England. The reasons for this go beyond a concern for child protection and safeguarding children. The intention that lies behind a care placement is often to provide a positive upbringing for children who do not receive this at home – or, in the case of short-term and weekday provision (where children go home at the weekend), to supplement what the parents can provide.
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