Children and young people with a hidden disability: an examination of the social work role

2000 ◽  
Vol 30 (5) ◽  
pp. 619-634 ◽  
Author(s):  
J Cavet
Keyword(s):  
Social Work ◽  
Young People ◽  
Work Role ◽  
Children And Young People ◽  
The Social

Treasuring the Social in Social Pedagogy

2015 ◽  
Vol 40 (4) ◽  
pp. 348-350 ◽  
Author(s):  
Robyn Kemp
Keyword(s):  
Social Work ◽  
Young People ◽  
Social Worker ◽  
Social Care ◽  
Children And Young People ◽  
Social Pedagogy ◽  
The Social ◽  
Vulnerable People ◽  
Management Positions ◽  
Outcomes For Children

Robyn is a UK-qualified social worker who has a deeply held passion for, and some 30 years of experience working with disenfranchised and/or vulnerable people and children and young people in care. She has a strong interest in social pedagogy and residential childcare both operationally and strategically. Since 1995, she has been in a variety of management positions and has developed and delivered training, conferences, workshops and consultancy on children's social work and social care for the statutory, voluntary and independent sectors. Her work has aimed at improving both the experiences and outcomes for children and young people in or on the edge of care and raising the profile of those affected by, and working within, the social work and social care sectors.

The Diverse Practice of Social Pedagogues: Case Examples From Denmark, Scotland, and Germany

2011 ◽  
Vol 36 (4) ◽  
pp. 219-223 ◽  
Author(s):  
Christina Surel ◽  
Sarah Douglas ◽  
Andy Finley ◽  
Alexandra Priver
Keyword(s):  
Social Work ◽  
Young People ◽  
Cultural Context ◽  
European Countries ◽  
Children And Young People ◽  
Case Examples ◽  
Social Pedagogy ◽  
The Social ◽  
The World ◽  
Social Pedagogues

Guest Editors' NoteAs a holistic way of working with children and young people to develop their learning and wellbeing, their inter-and independence, social pedagogy is widely practised across many European countries. While the ways in which it is practiced will differ — depending on the cultural context and setting — there are also common threads that connect the social pedagogic traditions found in several countries. Hämäläinen (2003) suggests that ‘social pedagogy has a certain perspective of its own [which] cannot be reduced to a set of simple pedagogical methods, but should be understood as an educational orientation in which the world, people, society, social problems and social work are observed through “social pedagogical” glasses, as it were’ (p. 76).

scholarly journals Role of Narrative and Social Networks in Thwarting Violence and Sexual Abuse in Young People’s Lives

2019 ◽  
Vol 50 (7) ◽  
pp. 2172-2190
Author(s):  
Margareta Hydén ◽  
David Gadd ◽  
Thomas Grund
Keyword(s):  
Social Networks ◽  
Sexual Abuse ◽  
Social Work ◽  
Young People ◽  
Narrative Analysis ◽  
Interpersonal Violence ◽  
Sexually Abused ◽  
Her Family ◽  
The Social ◽  
Work Intervention

Abstract Combining narrative analysis with social network analysis, this article analyses the case of a young Swedish female who had been physically and sexually abused. We show how she became trapped in an abusive relationship at the age of fourteen years following social work intervention in her family home, and how she ultimately escaped from this abuse aged nineteen years. The analysis illustrates the significance of responses to interpersonal violence from the social networks that surround young people; responses that can both entrap them in abusive relationships by blaming them for their problems and enable them to escape abuse by recognising their strengths and facilitating their choices. The article argues that the case for social work approaches that envision young people’s social networks after protective interventions have been implemented. The article explains that such an approach has the potential to reconcile the competing challenges of being responsive to young people’s needs while anticipating the heightened risk of being exposed to sexual abuse young people face when estranged from their families or after their trust in professionals has been eroded.

scholarly journals Novice Programming Environments

2018 ◽  
pp. 1-41 ◽  
Author(s):  
Judith Good
Keyword(s):  
Young People ◽  
State Of The Art ◽  
The State ◽  
Programming Environments ◽  
Children And Young People ◽  
Teaching And Research ◽  
The Social ◽  
Novice Programming ◽  
Further Development ◽  
Looking Glass

In 2011, the author published an article that looked at the state of the art in novice programming environments. At the time, there had been an increase in the number of programming environments that were freely available for use by novice programmers, particularly children and young people. What was interesting was that they offered a relatively sophisticated set of development and support features within motivating and engaging environments, where programming could be seen as a means to a creative end, rather than an end in itself. Furthermore, these environments incorporated support for the social and collaborative aspects of learning. The article considered five environments—Scratch, Alice, Looking Glass, Greenfoot, and Flip—examining their characteristics and investigating the opportunities they might offer to educators and learners alike. It also considered the broader implications of such environments for both teaching and research. In this chapter, the author revisits the same five environments, looking at how they have changed in the intervening years. She considers their evolution in relation to changes in the field more broadly (e.g., an increased focus on “programming for all”) and reflects on the implications for teaching, as well as research and further development.

scholarly journals MAINTAINING CHILDREN'S MENTAL HEALTH IN THE RISKS OF THE 21st CENTURY

2020 ◽  
Vol 14 (2) ◽  
pp. 84-86
Author(s):  
Sergii Boltivets
Keyword(s):  
Mental Health ◽  
Young People ◽  
Social World ◽  
Young Person ◽  
Children And Youth ◽  
Future Generations ◽  
Children And Young People ◽  
Living Things ◽  
The Social ◽  
Mental Abilities

Among the threats and dangers of the future, our duty to the younger and future generations is to develop the instincts, feelings and self-preservation of children and young people, who by their very birth suffer from inventions, conflicts and crises inherited by all previous older generations. The dominants of future self-preservation are in the mental development of children and youth, the main of which we consider mental abilities, development of feelings and especially - a sense of empathy for all living things, as well as - the imagination of every child and young person. her own life and the lives of others. Our common methodology should be to understand that the social world is not simplified, but complicated, and we have a duty to prepare our children and young people to solve these complications.

Social Work with Children and Young People

2013 ◽  
Vol 66 (3) ◽  
pp. 311-313 ◽  
Author(s):  
Clare Tilbury
Keyword(s):  
Social Work ◽  
Young People ◽  
Children And Young People
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