Guide developed to provide training and learning materials to assist individuals and groups of staff within governmental and non-governmental organisations to develop good practices in relation to promoting the participation of young people who have experienced violence, and to assist members of these organisations in developing participatory projects to combat violence against children.
This guidance was originally produced in 2005 following the reference in the previous good practice guidance – on chat, instant messaging and web based services – to the fact that some interactive services were “moderated” and others were not.
The importance of moderated services was seen within the context of public concern about online spaces, and in particular chatrooms, where children were potentially at risk from undesirable contact or behaviour from adults in order to “groom” and sexually abuse them.
Urgent action is required at national and local level in order that clear policies and systems are in place in every local authority to ensure that family and friends care arrangements are appropriately assessed and supported.
This good practice guide has been developed to assist local authorities in this task. It is informed by:
· Examples of good practice found in policies sent by local authorities in response to the FOI survey.
Preventing suicide at locations of concern forms an important part of a suicide prevention strategy. While the evidence base is slim, and for most of this guidance is no higher than Grade C according to the hierarchy of evidence set out by the Scottish Intercollegiate Guidelines Network (SIGN), there are advantages to taking a consistent approach to reducing the risk of suicide at locations of concern.
A series of seven practice briefings that have been written to help practitioners and managers put 'Getting it right for every child' into practice in their agencies.
Part of the SSSC Practice Learning Qualification suite of learning objects, the learning opportunities in this module are particularly suitable to those tackling Level 9 and Level 10 of the Award.
Section Two, ‘What is Theory?’, helps the student consider his or her own views about theory and how it helps in making judgements in practice. The remainder of the learning object introduces a particular model to assist learners integrate practice with theory: the Theory Circle.
This website includes Learning Objects designed primarily to support the learning of students or candidates undertaking the Practice Learning Qualification (PLQ) or the Practice Learning Qualification (Social Services) (PLQ(SS)), though they can also be used by anyone wishing to increase their understanding of learning in the workplace.
Guide that describes effective ways of recognising and meeting the psychological and emotional needs of people who have experienced homelessness, are sleeping rough or living in insecure accommodation, in particular young people and rough sleepers with histories of complex trauma/personality disorder. It outlines the national policy context, the research evidence which informs developing practice, and explores the issues for service providers and commissioners.
C4EO recognises that not all useful knowledge about what works and why, is to be found in research reports and papers. The centre has gathered together a body of evidence on what makes effective practice which highlights positive change for children and young people.
The National Practitioner Forum was held at the Carnegie Conference Centre on 8 September 2010. Artist Graham Ogilvie captured the discussion points in a series of cartoons