This guide outlines the teaching and learning aims of the Social Care Institute for Excellence's interactive e-learning resources on law. These resources are freely available to all teaching staff and students of the Social Work degree and are designed to engage groups and individuals through simulations, quizzes, games and video and audio, which help bring the topics alive. Moreover, they are supported by evidence based research bringing out key issues and provide full referencing of the legislation.
This workbook sets out to show how social care governance is made up of many of social care’s core activities, familiar to practitioners. It puts social care governance into direct practice by taking a team audit approach. This helps teams reflect on and evaluate their practice, using the knowledge SCIE has gathered, to make improvements. The audit framework helps the wider organisation to learn from practice.
This report is submitted by the Scottish Executive in response to the Report from the Education, Culture and Sport Committee on the Inquiry into the Need for a Children’s Commissioner in Scotland.
This report sets out the role and remit of an independent Commissioner to champion the rights of children and young people. The Commissioner’s work is laid out in four main areas: promoting and safeguarding children’s rights; communicating with children; investigations and the promotion of good practice.
An interactive game designed to help students test their knowledge about law and social work. It will help users: acquire and consolidate knowledge of specific legal rules; develop a critical perspective on those rules; describe the location of specific legal rules. It is designed as a fun game similar in structure to the TV show 'Who wants to be a Millionaire'. NOTE: This game is based on the law and practice in England and Wales.
In April 1997 the Social Services Inspectorate undertook an inspection of the child protection services in Cambridgeshire's Social Services Department. This inspection took place at the request of the Parliamentary Under Secretary in the Department of Health following the non-accidental death of Rikki Neave, a child on Cambridgeshire's child protection register. The 1997 inspection identified serious deficiencies in the standard of child protection services in Cambridgeshire.
This report presents the findings of research with parents relating to disciplining children. It was carried out between March and August 2002 when consideration was being given to changing the law in relation to physical discipline. The research was designed to provide information about attitudes and behaviours amongst parents in Scotland and had two main components.
Document that sets out a national framework of guidance on how all agencies and professionals should work together to promote children's welfare and protect them from abuse and neglect.
It is aimed at those who work in the health and education services, the police, social services, the probation service, and others whose work brings them into contact with children and families.
It is relevant to those working in the statutory, voluntary and independent sectors. It replaces the previous version of Working Together Under the Children Act 1989, which was published in 1991.
This resource highlights key themes from the Research in Practice publication 'Professionalism, partnership and joined-up thinking: a research review of front-line working with children and families' by Nick Frost, Senior Lecturer at the University of Leeds. This resource provides a useful introduction to the book, which includes more detail about the evidence from which the themes noted here are drawn as well as full references, brief historical and conceptual context, and practice examples.
This review directly addresses the practical implications of multiprofessional and multiagency working on the front line. It draws messages from a diffuse range of literature spanning organisational theories, research and practice to offer guidance to practitioners, team leaders and educators. While relating the evidence to historical, theoretical and current policy contexts, it retains a primary interest in the day-to-day experience of professionals in social care, education, health and other areas, and in trying to improve the outcomes for vulnerable children and families.