By Colette McAuley, Wendy Rose, Gillian Pugh
Read Online or Download Child Well-Being: Understanding Children's Lives PDF
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Extra resources for Child Well-Being: Understanding Children's Lives
It has been argued that it is these ideas that have led to current conceptualisations of well-being, which are inclusive of all children, start from the child as the focus of analysis, adopt an ecological model of development (Bronfenbrenner 1979), recognise the many dimensions of children’s lives, and see children as acting and interacting with multiple inﬂuences in their environment (Ben-Arieh 2008). Alongside this, for some time now, proponents of the ‘sociology of childhood’ (James and Prout 1990; James, Jencks and Prout 1998) view children as social actors, contributing to and inﬂuencing relationships and the environment around them.
Consistent high standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland. 7. A Lead Professional to co-ordinate and monitor multi-agency activity where necessary. 8. Maximising the skilled workforce within universal services to address needs and risks at the earliest possible time. 9. A competent and conﬁdent workforce across all services for children, young people and their families. 10. The capacity to share demographic, assessment and planning information electronically and within and across agency boundaries through the national eCare programme where appropriate.
She also shared how her foster carers had persuaded a local shopkeeper to give her work experience. Two young men described how their carers had helped them to decorate and furnish their ﬁrst ﬂat or their future marital home. There was a strong sense that these foster carers had made a huge and continuing commitment to them.