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dc.contributor.authorJopling, Michael
dc.contributor.editorZimmermann, David
dc.contributor.editorFickler-Stang, Ulrike
dc.contributor.editorDietrich, Lars
dc.contributor.editorWeiland, Katharina
dc.date.accessioned2019-05-15T09:58:36Z
dc.date.available2019-05-15T09:58:36Z
dc.date.issued2019-03-01
dc.identifier.citationJopling, M. (2019) Vulnerable children at school: Lessons from England, in Zimmerman, D., Fickler-Stang, U., Dietrich, L., and Weiland, K. (eds.) Professionalisierung für Unterricht und Beziehungsarbeit mit psychosozial beeinträchtigten Kindern und Jugendlichen. Bad Heilbrunn: Klinkhardt, pp. 158-168.en
dc.identifier.urihttp://hdl.handle.net/2436/622353
dc.description.abstractThis chapter examines how changes to policy and practice in England since 2010 have affected how schools work with other agencies to support „vulnerable” children, young people and families. It begins by reviewing how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years and the difficulties involved in defining vulnerability. Research findings from two reforms, which were both designed to improve provision for vulnerable families, are then discussed in detail. Four factors af-fecting their success are highlighted: being family-centred and strengths-based; adopting a non-judgemental approach; communication, consistency and coordination; and mediation between family and school. The chapter concludes by advocating a shift towards addressing the multiple, ‘empirical realities’ of vulnerable children and their families, rather than viewing them as failing, and incorporating such a perspective into the education and professionalization of teachers and other professionals. Changes to policy and practice in England since 2010 have affected how support for those who are commonly referred to as „vulnerable” children, young people and families. After a review of how vulnerability has become a ubiquitous term in policy, practice and theory in England and elsewhere in recent years, this chapter uses re-search findings from two reforms (involving but not centred on schools), which were intended to improve provi-sion for vulnerable families, to draw out some of the lessons for practice and policy.en
dc.formatapplication/PDFen
dc.language.isoenen
dc.publisherKlinkhardten
dc.relation.urlhttps://www.klinkhardt.de/verlagsprogramm/2291.htmlen
dc.subjectprofessionalisationen
dc.subjectvulnerabilityen
dc.titleVulnerable children at school: lessons from Englanden
dc.typeChapter in booken
dc.date.updated2019-05-03T11:55:59Z
pubs.edition1st edition
pubs.place-of-publicationBad Heilbrunn
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW090519MJen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2020-03-01en
dc.source.booktitleProfessionalisierung für Unterricht und Beziehungsarbeit mit psychosozial beeinträchtigten Kindern und Jugendlichen.
dc.source.beginpage158
dc.source.endpage168
refterms.dateFCD2019-05-09T15:01:55Z
refterms.versionFCDAM


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