Child Care in Practice最新文献

{"title":"The Views of Local Authorities in England on How to Prevent Children Being in Care","authors":"C. Corliss, Samia Addis, Asmaa S. El-Banna, Nina Maxwell, J. Scourfield, N. Warner, Annie Williams","doi":"10.1080/13575279.2021.1975648","DOIUrl":"https://doi.org/10.1080/13575279.2021.1975648","url":null,"abstract":"ABSTRACT Purpose The rates of children looked after by local authorities in England have been rising for more than two decades. This study was conducted to determine what approaches local authorities have adopted that they perceive to be the most effective in preventing the need for children to come into care. It also considers how they evaluate these approaches and how they assess cost-effectiveness. Methods An online survey was distributed to leaders of children’s social services departments in England in 2018 (n = 152). Findings Sixty (39.5%) local authorities completed the survey. Respondents were asked to select up to three types of services or approaches they deemed most effective in preventing the need for children to come into care. The most popular was a whole-system approach selected by 81.7%, with Signs of Safety most commonly cited. This was followed by edge-of-care services (61.7%), early help (56.7%), family group conferences (43.3%), parenting programmes (18.3%), short break services (15.0%) and “other” services (20.0%). Local authorities who had experienced increases in the numbers of children in care were more likely to discuss approaches introduced relatively recently. Whole-system approaches and parenting programmes were the approaches most likely to have had independent evaluations. Whilst most local authorities reported the use of economic analysis methods as part of their evaluation, there was insufficient detail for a full assessment of cost-effectiveness. Originality This paper provides a description of contemporary attitudes amongst leaders of children’s services to approaches that aim to keep children out of care. It also describes approaches taken by local authorities to evaluation and assessing cost-effectiveness.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43082324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Covid-19 Lockdown in Italy: Perspectives and Observations from Special Education Teachers of Changes in Teaching and the Student Experience","authors":"M. Capurso, Tara Devi Roy Boco","doi":"10.1080/13575279.2021.1975649","DOIUrl":"https://doi.org/10.1080/13575279.2021.1975649","url":null,"abstract":"ABSTRACT In March 2020, the first wave of the Covid-19 pandemic hit Italy and had dramatic and unforeseen consequences for millions of schoolchildren. Students with special educational needs or disabilities (SEND) were faced with drastic changes to their local environment caused by the lockdown. This impacted their ability to function in ways in which they were acquired and posed new challenges for their teachers. This qualitative exploratory study aimed to capture and understand special education teachers’ perspectives of their own work and their perceived changes in SEND. We conducted in-depth, semi-structured interviews with 21 special education teachers at the end of the 2020 school year in Italy. The interview guide was based on the structure of a microsystem, as described by Bronfenbrenner’s model, and targeted questions about perceived changes in their roles, relationships, and activities due to the lockdown. The interviews were examined by deductive thematic analysis. The lockdown situation caused marked changes in the teacher’s work and their students’ lives and significant losses in the developmental and educational processes compared to a pre-pandemic ordinary school setting. In some cases, teachers employed effective coping strategies that helped build resilience in SEND. Critical aspects of privacy and the lack of centralized online learning tools are discussed with relation to the vast and unregulated use of ICT. We conclude that three key aspects essential for good support are: providing specific teaching tools and caring human contact, having a supportive home environment, and having adequate ICT devices and a good internet connection. Our findings will inform teachers, caregivers, public administrators, stakeholders, and social services on support mechanisms for schooling during the lockdown.","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities","authors":"Jennifer I. Baumgartner, Carrie L. Ota, Cynthia F. DiCarlo, Rebecca L. Bauer, R. Carson","doi":"10.1080/13575279.2021.1962247","DOIUrl":"https://doi.org/10.1080/13575279.2021.1962247","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial","authors":"B. Barrett","doi":"10.1080/13575279.2021.1954357","DOIUrl":"https://doi.org/10.1080/13575279.2021.1954357","url":null,"abstract":"The seven articles within this issue of Child Care in Practice challenge us in a number of ways to re-define how we understand disability and the fact that disability occurs within a family and societal setting. A good starting point for this discussion is offered within the article by Thomas-Skaf & Jenney (2020). There can be a tendency for words such as “Disability” to be used in a general, catch-all sense, without realising either the complexity, variation or negative presuppositions which over time can come to be associated with it. This article challenges us to confront this through developing an understanding of the concepts of “Ableism” (the proliferation of discourses and practices about being “normal”) and “Disableism” (which can be defined as the negative attitudes and attributes associated with disability). Quoting from the paper, “Disableism involves the erasure of a disabled person’s capabilities and humanity because of their real or perceived impairments, which results in prejudice, discrimination, and oppression” and the article goes onto describe a number of examples. It leads to the insight that Disability and Disablement occur on a number of levels – not just the physical. In the article by Flynn (2020), the author looks at barriers to effective child protection and welfare assessment with disabled children, and also focusses on understandings of “Ableism” within the child protection context. Flynn (2020) cites the global definition of social work provided by the IFSW in 2014 which promotes a vision of empowerment and liberation with respect for diversities (and not just cultural ones) and acknowledges that given the pressures upon all our services, finding time for reflective practice is not easy. However, there is a need to change the narrative from the negative to the positive, which we can do through (i) an emphasis on children’s rights (ii) learning from disability to improve practice with all children and (iii) a focus more towards solutions and safety, rather than prolonged consideration of problems and causation. A number of the articles in this issue highlight specific aspects of disability and also the fact that many of these are linked or can occur as a consequence of each other. The article by Yesilkaya et al. (2019) is a first good example, highlighting disability which can occur as a result of visual impairment. The article raises awareness that disability not only affects a specific individual, but the wider human family around them – their immediate family, as well as educators and others. As one of the authors above comments “disability is a socially constructed experience”. Given some of the pressures cited above, the link between research leading to evidence which can inform practice often seems hard to make. This article, in the form of a scoping review, is an excellent example of why this link is critical to all practitioners, as it aims to “identify, collate and appraises the available research evidence on ","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Falling Through the Cracks: UK Health Professionals’ Perspective of Diagnosis and Treatment for Children and Adolescents with Avoidant/Restrictive Food Intake Disorder","authors":"Ailish Harrison","doi":"10.1080/13575279.2021.1958751","DOIUrl":"https://doi.org/10.1080/13575279.2021.1958751","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46630889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Is the Purpose of Playwork?","authors":"S. Newstead, Pete King","doi":"10.1080/13575279.2021.1958752","DOIUrl":"https://doi.org/10.1080/13575279.2021.1958752","url":null,"abstract":"Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in t...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47549516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Child Attachment Relationship Guide: Informing Child Protection and Fostering Social Work","authors":"Lisa O’Reilly","doi":"10.1080/13575279.2021.1960798","DOIUrl":"https://doi.org/10.1080/13575279.2021.1960798","url":null,"abstract":"","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are We Talking about the Same Thing? A Survey of Preschool Workers’ Attitudes and Beliefs about Bullying","authors":"V. Kovač, D. L. Cameron","doi":"10.1080/13575279.2021.1951167","DOIUrl":"https://doi.org/10.1080/13575279.2021.1951167","url":null,"abstract":"The aim of the study was to examine the attitudes and beliefs of preschool workers with respect to the phenomenon of bullying in preschool. Participants comprised 694 employees in private and munic...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1951167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do Mothers Explain the Causes of Childhood Obesity? Community-Based Approach in Preschool Centers","authors":"A. Safaiyan, F. Zarei, H. R. Moghaddam, N. Maasoumi, H. Matlabi","doi":"10.1080/13575279.2021.1946012","DOIUrl":"https://doi.org/10.1080/13575279.2021.1946012","url":null,"abstract":"Parental behaviors and attitudes are effective in health outcomes of children. Obesity among children has been found to be related with limited nutrition knowledge and unhealthy eating and habits. ...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1946012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45242409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of Family Engagement Principles by Childcare Providers From Various Childcare Settings: A Qualitative Study","authors":"John P. Rech, Kailey Snyder, Maggie Rasmussen, D. Dev, Danae M. Dinkel","doi":"10.1080/13575279.2021.1939656","DOIUrl":"https://doi.org/10.1080/13575279.2021.1939656","url":null,"abstract":"Family engagement in childcare is important to ensure the optimal growth, development, and safety of children. Previous research has explored family engagement practices, but limited research is av...","PeriodicalId":35141,"journal":{"name":"Child Care in Practice","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13575279.2021.1939656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}