Read an extract in a chapter from The CWP and EMHP Handbook called ‘Looking After Yourself’ which gives an insight from practitioners on how they keep their wellbeing in check, and cope with the demands of the job.
For more information on any of the books inside, simply click the title or book cover to view the full book page.
The Comprehensive Guide to Special Education Law by George A. Giuliani is a detailed yet accessible introduction to federal law as it applies to the rights…
Reprinted permission granted from The Autism Notebook Magazine JKP author Vaughn Lauer, PhD shares expert insight on dealing with your IEP and securing services for…
JKP author Camila Batmanghelidjh will be speaking at the Southwark Cathedral Justice and Development Group’s Public Forum on Thursday, May 3rd, on the subject of young people…
“Given the range of experiences that separated children are likely to have had before they arrive in the UK, it seems extraordinary that many will receive a lesser service from statutory services than citizen children. But, as our book shows, those working with separated children have long noted institutional discrimination. Much of this stems from the tensions that exist between immigration control and child welfare and safeguarding. Despite clear domestic policy and procedures, as well as international obligations, many separated children continue to find that their status as subject to immigration control takes precedence over their needs and rights as children.”
“I would like to think that fostering will become less regulated, less “professional” and more like normal parenting. We need to select foster carers who can be “Good Enough” stable parents to children and young people who can sometimes be difficult and demanding. We need to trust them to get on with the task and offer support, back-up and additional services when and if they are needed”
“It is already half term, and the end of the school year seems to be a long way off, as we plunge into a series of cold wet days. However, in terms of Individual Education Plans (IEPs) and statements of SEN the school year is approximately one sixth over. This is time we can never get back, and children with SEN need each half term to really count…”
“Whilst the books are driven by a vision of what the educational experience of students should be, they are also driven by an evidence based analysis of what we actually know about the actual day to day experience of students and their educators.”
“The history of educational policy ‘innovation’ tells us that the most vulnerable and at risk pupils are often ignored or, at best dealt with as an afterthought.”