Description
‘Cameron and Maginn join a growing library of recent essential texts rethinking and redefining our understanding of the words ‘Children in Public Care.’ Here is a genuine journey of discovery for new thinking from diverse disciplines previously untapped by the English tradition of residential child care theory and practice. We are presented with a fresh contemporary well-researched and referenced theory of practice providing the clarity of purpose necessary for all working with Children in Care. Their new perspectives will confirm and challenge in equal measure even those who previously may have thought they have read widely in this area. They have enhanced the body of established knowledge making the whole stronger still. Their distinction of ‘caring’ and ‘parenting’ is significant. It allows us to see that we have neglected the ‘parenting’ necessary in the ‘caring.’ Parenting here is a verb not a noun and is not left on the page but to be taken into daily life’ – Jonathan Stanley, Manager of the, National Centre for Excellence in Residential Child Care and Children’s Residential Network, National Children’s Bureau. ‘A long overdue text book for those involved in working with children and young people in residential care in the UK, bringing together psychology and social care into an early pedagogic child care model in this country. “Pillars of Parenting” sets out a systematic structure to improve the quality of ‘professional parenting’ children need; through specific research based psychology, training and supervision and an expert clinical overview. This dynamically focused and purposeful care can start to deliver happier more resilient children, feeling genuinely loved and cared for – even when they are in public care’ – Pamela McConnell, Founder of Five Rivers Child Care, an independent social enterprise for children in care. For over a decade and with the best of intentions, the U.K. government has spent millions attempting, but largely failing, to improve personal, social and educational outcomes for children and young people in public care. In this book, the authors explain why the problems of this highly vulnerable group have resisted such effort, energy and expenditure and go on to show how achieving positive outcomes for children in care is possible when the root causes of failure are tackled. Topic covered include: the power of parenting; the impact of parental rejection on emotional development; support for the adaptive emotional development of children and young people; practical advice on introducing the ‘Authentic Warmth’ approach into existing childcare organisations; and, future issues in childcare. This book is essential reading for carers, commissioners, policymakers, support professionals, educational psychologists, designated teachers and students of social work.
