This feasibility study sought to examine how best to conceptualise and evaluate how decision-making in children’s lives takes due account of their views, with particular attention to processes related to Part I of the Children (Scotland) Act 1995 and the implications for compliance with the UN Convention on the Rights of the Child (UNCRC).
The Centre for Research on Families and Relationships (CRFR) at the University of Edinburgh was commissioned by the Scottish Government Rural and Environment Analytical Services to identify and review literature related to social change in fishing communities in Scotland over the past fifteen years, with particular reference to the role of ‘fishing families’ and of inward and outward migration.
All of us who work with families carry into our work a whole set of beliefs and values about family life and how children should be cared for. This learning object is designed to make you aware of these personal values and how they might impact on your practice. This learning object explores the way that personal values can effect the way you deal with families and seeks to help make practitioners aware of the impact and implications that this can have. You will be asked to capture your initial thoughts relating to 3 case study images depicting different aspects of family life.
Moraene (Mo) Roberts has worked with the charity ATD Fourth World for many years and has worked with many families in poverty. Her experiences and insights into the issues of poverty and social exclusion provides a very useful overview of the issues facing families living in poverty and some key lessons for practitioners who are in contact with these families. The interview lasts approximately 20 minutes.
The Lilias Graham Trust is a charity which provides a unique Residential Support and Assessment Service for families with children. It helps parents understand their children's needs and enable them to meet those needs. Attachment-based play therapy is closely aligned with intensive support and experiential learning for parents in day-to-day parenting and nurturing tasks with their children. Parents’ own needs are acknowledged and supported in this process.
This report is part of a series by Action for Children on the overriding importance of intervening as early as possible to support the most vulnerable children and their families. The deprivation these families experience is deeper and more complex than poverty alone, and the belief at the heart of this work is therefore that fiscal help alone will not stop their problems from being passed on through the generations.
This study used five in depth case studies using documentary analysis, interviews and structured case response methods. The study aimed to consider the impact of the move towards integrated children's service arrangements on how social care services for deaf children and their families are delivered and whether these arrangements create opportunities or threats to identify, assess and meet social care needs. Although good practice was identified, there were concerns about the quality, availability and appropriateness of social care services.
This report uses data from the Families and Children Study to investigate the characteristics of families that include a disabled adult and/or child. Questions posed by this research include, for instance, how do disability and caring responsibilities relate to families' ages, size, ethnic origins and so on? How far does disability cluster together within families, given that worklessness appears often related to ill-health?
It is now increasingly understood that there are different types of knowledge, all of which contribute to the ability of members of the children's workforce to do their jobs well. Understanding the types of knowledge that are available, and having access to this knowledge is an important aspect for anybody who is working with families that are living in poverty.
Report of a research project which studied the development of character capabilities contributing to life chances and the factors influencing their development. It concludes that the early years are the critical years in this regard and that parents are, consequently, the principal character builders in society.