By Derek Kirton

This e-book deals an authoritative evaluate of kid care coverage and perform within the united kingdom. The e-book displays the complexity and contested nature of children’s wishes, rights, and pursuits and relationships among kinfolk and nation. It analyzes suitable debates and examine and highlights perform concerns and dilemmas. Readers also are directed to resources of additional info on subject matters they might desire to discover in additional intensity. on the finish of every bankruptcy, there's counsel for additional examining, assets for perform and questions for dialogue.

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Since the imposition of direct rule in 1972, child care services in Northern Ireland have been delivered through combined Health and Social Services Boards (now Trusts). As Kelly and Pinkerton (1996) argue, there has been less political commitment to the welfare state and relatively greater reliance on the family and religious institutions. Crucially, given the history of sectarian division and conflict, child care in Northern Ireland is also shaped by ‘the contested legitimacy of the state’ (Pinkerton, 2003).

However, many children’s initiatives have given at best a marginal role to social care services. Despite any such reservations, however, government investment in child social care has been significant. Initially, much of this was to be delivered through the Quality Protects programme (named Children First in Wales) (DH, 1998a) which ran from 1999 to 2004. Its objectives focused especially on improving the life chances of children in need and looked after children, supporting disabled children and their families, actively involving children and carers, training the workforce and making the best use of resources.

However, the latter may encourage engagement with families, be more empowering and able to promote change (Shemmings and Shemmings, 2001). Elements of the two approaches to assessment can of course be combined, although given their different assumptions, this must be done with care. As Holland (2004) argues, it is important that, irrespective of the approach taken, workers remain open to changing their assessment in the light of further evidence or dialogue. Assessment as process As Holland notes, the Assessment Framework is primarily focused on garnering qualitative information through interview (and for younger children, methods such as play or drawing), supplemented by observation and the construction of genograms and ecomaps.

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