The media plays a valuable role in informing the public about HIV and AIDS. However, some terms which can be misleading about HIV/AIDS, or degrading to HIV-positive people, are not helpful. This factsheet discusses how vital it is that the National AIDS Trust's texts and presentations support the objectives of the 'Are you HIV prejudiced?' campaign by not using stigmatising language and terminology.
The first part of the guidance sets out what is currently known about the extent of parental problem drug use and the impact on children. The second tackles the complex area of confidentiality and offers advice to agencies about when, and how, to share information. Part 3 outlines what agencies need to ask of families when they present with drug problems.
Poor information sharing has been identified as a contributory factor in a number of catastrophic child protection cases.
The aim of this code is to improve practice by giving staff clear guidance on when and how to share information legally and professionally about children at risk of harm.
For children to be effectively protected it is essential that everyone accepts responsibility for the welfare of children. For this to be effective within education, it means that everyone must be aware of child protection arrangements, alert to the needs of children and clear about their own contributions to the system.
Document providing guidance on how to promote the social and emotional well-being of young people in secondary education and intended for those with a responsibility for young people in secondary education.
UK Government guidance outlining the types of bullying which might occur in FE colleges and the steps which can be taken to both prevent bullying happening and respond effectively when it does happen.
Scottish Government guidance to councils and their community planning partners on how to improve outcomes for looked after children and young people and care leavers, through better fulfilling their corporate parent function.
Manual published by the Scottish Government for the training of Children's Panel members. It provides information about the system, the relevant legislation and good practice, and is intended to widen the understanding of panel members about children's circumstances and enable them to make sound, well-informed decisions.
The third Evaluation Guide in the EIU Evaluation series, it outlines three broad types of evaluation design; observational/descriptive, before and after, and comparative. It briefly discusses research methods for each of these designs and give examples from the drugs field.
Guide written to help managers of children's services understand how to calculate unit costs and see how they relate to the work of social services departments and the realities of children's needs.