'It's a Big Ask When Your Job Is to Teach Children to Read, Write and to Count': The Experiences of School Staff in Early Help and Child Protection

Autor/in	Richards, Clare
Titel	'It's a Big Ask When Your Job Is to Teach Children to Read, Write and to Count': The Experiences of School Staff in Early Help and Child Protection
Quelle	In: Pastoral Care in Education, 36 (2018) 1, S.44-56 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2017.1422003
Schlagwörter	Semi Structured Interviews; Social Work; Elementary School Teachers; Preschool Teachers; Child Safety; Faculty Development; Educational Opportunities; Child Abuse; Disclosure; Referral; Child Neglect; Early Intervention; Agency Cooperation; Caseworkers; Feedback (Response); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Soziale Arbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsangebot; Bildungschance; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Ausland; Großbritannien
Abstract	Considers the experiences of designated safeguarding staff in primary aged schools (4-11 years). The study used semi-structured interviews to explore with professionals their experiences of "multi-agency" working to safeguard "children", of factors in making decisions around "reporting" concerns to statutory "social work" services and their role in delivering "early help" services in one region of the U.K. Professionals raised concerns about their understanding of decisions made by "social workers", but nevertheless said that these decisions affected their future reporting of "safeguarding" concerns. Professionals raised concern about how current "safeguarding" processes triage concerns around "neglect", and as the effect was cumulative, felt that it could be minimised or overlooked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01