Social Work With Children: The Educational Perspective.
Blyth, Eric. Miller, Judith.
x, 164 p.
Routledge, Taylor & Francis Group
711 Third Avenue
New York, NY 20017
This text explores the role of social work in the education of children in Great Britain. It begins with a chapter that examines the purposes of education, the origins of compulsory education in Britain, the development of compulsory education, enforcing school attendance, and the rise in welfare aspects of education. Chapter 2 discusses the impact of school, and Chapter 3 describes education reform in Britain. Chapters 4 investigates the interface between social work and the education system, the tasks of the education welfare service, staffing and organization of education welfare services, and contemporary challenges for social work and schooling. The following chapter examines the education of children in public care. It discusses the quality of education provided for children in care, educational outcomes for those in foster and residential care, the education and employment prospects of care recipients, and movements in care and educational outcomes. Social work perspectives on the education of children in care are shared and recommendations for the way forward are highlighted. Children who care for others are discussed in Chapter 6, and Chapter 7 focuses on school attendance, causes and outcomes of truancy, policies on truancy, and strategies for non-attenders. Chapter 8 considers models of disability and analyzes the concepts of special educational need and children with disabilities in need. Final chapters address the education of students with behavioral problems and protecting children from abuse and exploitation. The mandate to prevent, detect, and manage child abuse is explained, as well as the prevalence of abuse in schools, the identification of abused and exploited children, domestic violence and child abuse, women protection and child protection, and strategies for contributing to an interagency strategy. Numerous references.
social workers; education; foster children; academic achievement; school issues; schools; special education; United Kingdom; children with disabilities; interagency collaboration; service integration