guidelines

The training, support and development (TSD) standards for foster care were developed by CWDC with input from a reference group including practitioners, foster carers, young people, Ofsted, the Fostering Network and BAAF. They were introduced in May 2007 and apply to all approved foster carers in England. The standards provide a national minimum benchmark to set out what all foster carers should know, understand and be able to do within the first 12 months of approval.

The purpose of this guide is to support commissioners and providers of social care services to work effectively with refugees and asylum seekers. Guide published by Social Care Institute for Excellence (SCIE) in June 2010. Review date is June 2013.

This guide shows how to develop inter-agency protocols to support families in which parents have additional needs related to physical and/or sensory impairments, learning disabilities, mental health, drug and alcohol-related problems or serious illnesses. The guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in August 2007.

This guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in February 2006.

This guide focuses on how practitioners and managers can initiate and sustain the participation of adult service users, including older people, in ways that
empower service users and reflect a shared commitment to developing social care services in a more democratic way. The guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in June 2007

This guide lhelps people in the health and social care sector who work with adults with autism to increase their awareness, knowledge and understanding. It is based on research that explores the barriers to services experienced by people with autism. It covers people with autism, whether or not they also have a learning disability. This guide is one of a series published by the Social Care Institute for Excellence (SCIE).

This guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in June 2011. Review date is June 2014.

This guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in June 2011. Review date is June 2014.

Public health guidance: promoting the quality of life of looked-after children and young people. This is NICE and SCIE’s formal guidance on improving the physical and emotional health and wellbeing of looked-after children and young people. SCIE guide 40. This guide is one of a series published by the Social Care Institute for Excellence (SCIE). SCIE guides are one-stop shops for social care practitioners, presenting key findings, current legislation and examples of what is working well to guide and inform practice. Guide published in January 2009.

This workbook is based on practice in Somerset and Bath. Twelve multi-disciplinary teams across Somerset, Bath and North East Somerset completed a series of workshops examining the core elements of practice. The teams spent one hour on each core element to look at identifying good practice, improving practice and feeding back areas for development at an organisational level. Action plans at team and organisational level were developed to implement changes to practice.