Educational achievements for children in care are significantly poorer than for the general school population. This book explores why this is and how to enable children in care to succeed in the classroom.
It evaluates the educational experience and performance of a sample of 'difficult’ adolescents living in foster families, residential children’s homes and residential special schools for pupils with behavioural, emotional and social difficulties (BESD). The book addresses factors such as the failure to prioritise education for children in care, placement instability and disrupted schooling. It investigates care environments, policy changes and young people’s background experiences – as well as the costs of services – in order to gauge the effectiveness of targeted initiatives. The authors adopt a multidisciplinary approach to suggest how best to support children in care in educational settings.
This book will be essential reading for professionals supporting children in care, including social workers, directors of children’s services, policy makers, school leaders, teachers and managers in the public, voluntary and private sectors. It is also highly relevant for social work and education lecturers, researchers and students.
Spis treści
List of Figures, Tables, Boxes and Case Studies. Acknowledgements. 1. Introduction. 2. The Local Context. 3. Young People’s Background Experiences. 4. Placements and Stability. 5. Quality of Care. 6. Outcomes. 7. Education. 8. Support Services and Support Costs. 9. Conclusion. Appendix: Methodological Details. References. Subject Index. Author Index.O autorze
David Berridge is Professor of Child and Family Welfare in the School for Policy Studies at the University of Bristol. He began his career as a residential social worker and has been a researcher for 25 years. He is the author of several books, chapters and articles. David was awarded the OBE in January 2005 for services to children.Więcej książek elektronicznych tego samego autora (ów) / Redaktor
76 991 Ebooki w tej kategorii
