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By Roger Smith

Values and their program are a continual region of outrage for these inquisitive about paintings with young children and households. This ebook presents a way of figuring out types of social welfare and kid's providers, and touching on those to the demanding situations of perform. Key debates approximately values in kid's providers are pointed out and tested, of their legislative, coverage and perform contexts. The textual content develops a variety of methods to perform, using case examples to demonstrate the demanding situations, and to aid practitioners with the duty of reconciling competing expectancies of their paintings with kids.

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119). Given its oppositional nature, the radical perspective has not been reflected directly in government policies and programmes, although it might be argued that its capacity to provide resistance and promote positive change can be demonstrated by some of the achievements of community-based activists (Holman, 1993, for example). Alternative perspectives? George and Wilding (1994) have most recently extended their typology of welfare philosophies to incorporate two further perspectives which, 19 VALUES AND PRACTICE IN CHILDREN’S SERVICES they argue, have been influential in shaping debates and developments in social welfare, namely ‘greenism’ and ‘feminism’.

This framework demonstrates that it is unwise simply to assume that modes of intervention routinely follow the model adopted; rather, it illustrates the importance of the dynamic interplay between beliefs and practices. A number of other attempts have been made to develop typologies of intervention in child welfare. Frost and Stein (1989) and Smith (1991), for example, have both formulated threefold frameworks. Frost 23 VALUES AND PRACTICE IN CHILDREN’S SERVICES and Stein use terminology which focuses on the nature of intervention with children, using a continuum comprising: ‘child savers’, ‘child welfare’ and ‘child liberators’.

Goldstein and colleagues’ preference in such cases is for the replacement of failing family relationships with alternative families because of the importance of the family setting in offering positive psychological resources to the child. As much as anything else [the child] needs to be accepted, valued and wanted as a member of the family unit consisting of adults as well as other children. , 1973, p. 14) In stressing the importance of the family as a developmental setting for children, the authors do not ignore the possibility of things going wrong, and children being put at risk of harm.

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