Terry Mccarthy
The Common-Sense Guide to Improving the Safeguarding of Children
Three Steps to Make a Real Difference
Terry Mccarthy
The Common-Sense Guide to Improving the Safeguarding of Children
Three Steps to Make a Real Difference
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This book presents a simple and direct three-step approach for developing effective safeguarding practice, providing structured guidance for frontline managers and practitioners.
Andere Kunden interessierten sich auch für
- James C. WeartCommon Sense - a Real Party Movement16,99 €
- Harriet WardSafeguarding Children Across Services44,99 €
- Ben ShapiroHow to Destroy America in Three Easy Steps31,99 €
- Clifford RibnerFreedom's Last Stand: A Common-Sense Guide to Understanding the Tyranny of Collectivist Ideology20,99 €
- Roger ShumanCommon Sense to the Nth Degree17,99 €
- Suzan CollinsSafeguarding Adults31,99 €
- Blase BonpaneCommon Sense for the Twenty-First Century21,99 €
-
-
-
This book presents a simple and direct three-step approach for developing effective safeguarding practice, providing structured guidance for frontline managers and practitioners.
Produktdetails
- Produktdetails
- Verlag: Jessica Kingsley Publishers
- Seitenzahl: 192
- Erscheinungstermin: 21. Februar 2015
- Englisch
- Abmessung: 226mm x 150mm x 15mm
- Gewicht: 272g
- ISBN-13: 9781849056212
- ISBN-10: 1849056218
- Artikelnr.: 41656900
- Verlag: Jessica Kingsley Publishers
- Seitenzahl: 192
- Erscheinungstermin: 21. Februar 2015
- Englisch
- Abmessung: 226mm x 150mm x 15mm
- Gewicht: 272g
- ISBN-13: 9781849056212
- ISBN-10: 1849056218
- Artikelnr.: 41656900
Terry McCarthy is a qualified social worker with over 30 years' experience in children's services. He has held senior management posts and has worked as an independent consultant for social work departments. He now runs Impact for Children Ltd, which provides consultancy and training for local authorities on developing effective safeguarding practice, www.impactforchildren.com.
Introduction. Terminology. 1. Background and Current Environment. 1.1. The
level of need and risk. 1.2. Lessons which have been identified. 1.3.
Attempts to address these lessons. 1.4. The context of safeguarding. 1.5.
The current environment. 1.6. Conclusion: Developing direct effective
safeguarding. 2. Step One: Establish a Culture which Enables and Leads.
2.1. Ensuring that the best interests of children are met. 2.2. Developing
learning and positive change. 2.3. Developing healthy and effective
relationships. 2.4. Styles of authority. 2.5. Responsibility and
accountability. 2.6. Clarity of purpose and performance management. 2.7.
Summary of Step One. 3. Step Two: Develop a Stable, Skilled and Confident
Workforce. 3.1. Emotional challenges, dilemmas and conflicts. 3.2.
Supporting and developing practitioners. 3.3. Practitioner capabilities.
3.4. Manager capability. 3.5. Ensuring safety of practitioners. 3.6.
Developing relationships with partner agencies. 3.7. Summary of Step Two.
4. Step Three: Enable Families to Change. 4.1. Continuous evaluation of
risks and solutions. 4.2. Effective approaches with families. 4.3. Working
with children. 4.4. Summary of Step Three. Appendix A: Checklist for social
workers appraisal based on the PCF capabilities. Appendix B. Additional
skill areas for managers. Appendix C. managing incidents of unacceptable
behaviour. Appendix D. Contents of letters to families to clarify the
nature and expectations of involvement. References.
level of need and risk. 1.2. Lessons which have been identified. 1.3.
Attempts to address these lessons. 1.4. The context of safeguarding. 1.5.
The current environment. 1.6. Conclusion: Developing direct effective
safeguarding. 2. Step One: Establish a Culture which Enables and Leads.
2.1. Ensuring that the best interests of children are met. 2.2. Developing
learning and positive change. 2.3. Developing healthy and effective
relationships. 2.4. Styles of authority. 2.5. Responsibility and
accountability. 2.6. Clarity of purpose and performance management. 2.7.
Summary of Step One. 3. Step Two: Develop a Stable, Skilled and Confident
Workforce. 3.1. Emotional challenges, dilemmas and conflicts. 3.2.
Supporting and developing practitioners. 3.3. Practitioner capabilities.
3.4. Manager capability. 3.5. Ensuring safety of practitioners. 3.6.
Developing relationships with partner agencies. 3.7. Summary of Step Two.
4. Step Three: Enable Families to Change. 4.1. Continuous evaluation of
risks and solutions. 4.2. Effective approaches with families. 4.3. Working
with children. 4.4. Summary of Step Three. Appendix A: Checklist for social
workers appraisal based on the PCF capabilities. Appendix B. Additional
skill areas for managers. Appendix C. managing incidents of unacceptable
behaviour. Appendix D. Contents of letters to families to clarify the
nature and expectations of involvement. References.
Introduction. Terminology. 1. Background and Current Environment. 1.1. The
level of need and risk. 1.2. Lessons which have been identified. 1.3.
Attempts to address these lessons. 1.4. The context of safeguarding. 1.5.
The current environment. 1.6. Conclusion: Developing direct effective
safeguarding. 2. Step One: Establish a Culture which Enables and Leads.
2.1. Ensuring that the best interests of children are met. 2.2. Developing
learning and positive change. 2.3. Developing healthy and effective
relationships. 2.4. Styles of authority. 2.5. Responsibility and
accountability. 2.6. Clarity of purpose and performance management. 2.7.
Summary of Step One. 3. Step Two: Develop a Stable, Skilled and Confident
Workforce. 3.1. Emotional challenges, dilemmas and conflicts. 3.2.
Supporting and developing practitioners. 3.3. Practitioner capabilities.
3.4. Manager capability. 3.5. Ensuring safety of practitioners. 3.6.
Developing relationships with partner agencies. 3.7. Summary of Step Two.
4. Step Three: Enable Families to Change. 4.1. Continuous evaluation of
risks and solutions. 4.2. Effective approaches with families. 4.3. Working
with children. 4.4. Summary of Step Three. Appendix A: Checklist for social
workers appraisal based on the PCF capabilities. Appendix B. Additional
skill areas for managers. Appendix C. managing incidents of unacceptable
behaviour. Appendix D. Contents of letters to families to clarify the
nature and expectations of involvement. References.
level of need and risk. 1.2. Lessons which have been identified. 1.3.
Attempts to address these lessons. 1.4. The context of safeguarding. 1.5.
The current environment. 1.6. Conclusion: Developing direct effective
safeguarding. 2. Step One: Establish a Culture which Enables and Leads.
2.1. Ensuring that the best interests of children are met. 2.2. Developing
learning and positive change. 2.3. Developing healthy and effective
relationships. 2.4. Styles of authority. 2.5. Responsibility and
accountability. 2.6. Clarity of purpose and performance management. 2.7.
Summary of Step One. 3. Step Two: Develop a Stable, Skilled and Confident
Workforce. 3.1. Emotional challenges, dilemmas and conflicts. 3.2.
Supporting and developing practitioners. 3.3. Practitioner capabilities.
3.4. Manager capability. 3.5. Ensuring safety of practitioners. 3.6.
Developing relationships with partner agencies. 3.7. Summary of Step Two.
4. Step Three: Enable Families to Change. 4.1. Continuous evaluation of
risks and solutions. 4.2. Effective approaches with families. 4.3. Working
with children. 4.4. Summary of Step Three. Appendix A: Checklist for social
workers appraisal based on the PCF capabilities. Appendix B. Additional
skill areas for managers. Appendix C. managing incidents of unacceptable
behaviour. Appendix D. Contents of letters to families to clarify the
nature and expectations of involvement. References.