Understanding safeguarding for children and their educational experiences : a guide for students, ECTs and school support staff

Many of the problem's children face in relation to their personal lives, educational experiences and attainment are caused by factors that exist outside schools. Yet despite this, all educational establishments and all school staff now have a clear 'duty' and 'responsibility'...

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Bibliographic Details
Main Authors: McGovern, William, (Author), Gillespie, Aidan, (Author), Woodley, Helen, (Author)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2022.
Series: Emerald points.
Subjects:
Educational counseling.
Student affairs services.
Education > Counseling > General.
Education: care & counselling of students.
elektronické knihy
electronic books
ISBN: 9781802627114
Physical Description: 1 online resource (164 pages).

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Table of contents

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020 |a 9781802627114  |q (e-book) 
040 |a UtOrBLW  |b eng  |e rda  |c UtOrBLW 
080 |a 37.04 
100 1 |a McGovern, William,  |e author. 
245 1 0 |a Understanding safeguarding for children and their educational experiences :  |b a guide for students, ECTs and school support staff /  |c Dr. William McGovern (Northumbria University, UK), Dr. Aidan Gillespie (Northumbria University, UK), Dr. Helen Woodley (Northumbria University, UK). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2022. 
264 4 |c ©2022 
300 |a 1 online resource (164 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Emerald points 
504 |a Includes bibliographical references and index. 
505 0 |a Section one. Safeguarding, vulnerability, family functioning -- Chapter 1. Why schools, why now and why safeguarding / Aidan Gillespie, Helen Woodley, and William McGovern -- Chapter 2. Schools and safeguarding: Thinking through spaces and contexts of vulnerability and harm / Jenny Lloyd and Tom Disney -- Chapter 3. Vulnerability or vulnerabilities: Contestation of applied markers of identity / Aidan Gillespie -- Chapter 4. Vulnerability - labels and labelling / Ralph Leighton -- Chapter 5. Understanding need and challenging perceptions of family functioning in relation to parental substance use and misuse / Ruth McGovern and William McGovern Section Two. Enhancing Pupil Engagement and Teaching Practice -- Chapter 6. Complex and hidden lives / Helen Woodley -- Chapter 7. Nobody 'special', the application of a community of practice to arrive at being 'ordinary' within the classroom: A model of diversity / Charmaine Agius Ferrante -- Chapter 8. Teacher agency and negative labelling / Lucy Currie -- Chapter 9. A manifesto for attuned teaching / Cathy Gunning and Rachel Lofthouse -- Chapter 10. Not so textbook: Understanding the school experiences of young carers / Deborah Smart Section Three. Understanding the Nature of Concerns and Risks -- Chapter 11. Understanding how perceptions of children shape perceptions of risk and needs in relation to safeguarding concerns in schools / William McGovern and David Nichol -- Chapter 12. Just a bottle in the park / Alcohol use in Vulnerable Children / Hayley Alderson and Raghu Lingam -- Chapter 13. Illicit substance use, poly use, game playing and increased vulnerability / Alison McInnes and Neil Ventress -- Chapter 14. County lines / Alison Ní Charraighe -- Chapter 15. Food insecurity in school-aged children / Pamela L Graham and Catherine Fenwick. 
520 |a Many of the problem's children face in relation to their personal lives, educational experiences and attainment are caused by factors that exist outside schools. Yet despite this, all educational establishments and all school staff now have a clear 'duty' and 'responsibility' to respond to safeguarding and vulnerability concerns. All school staff are expected to be particularly alert to specific risks and the needs of children in particular groups or sets of circumstances children face in their daily living experiences. In policy documents and academic texts on safeguarding and vulnerability it is relatively easy to identify and define individuals, groups and sub-groups who are deemed to be more at risk. A key gap in the existing literature is that no consideration is given to explain and understand why children and young people find themselves in these positions of risk or vulnerability in the first place. This book fills this gap in the literature, building on current government publications, and collectively supports and compliments the endeavours of schools, universities, trainee teachers/ECTs and school support staff in relation to understanding and meeting the needs of pupils who may be at risk. This is achieved by bringing together subject area experts and academics (teaching and non-teaching) from a range of subject areas to explore three main areas: understanding the concepts of vulnerability, enhancing pupil engagement and teaching practices, and social problems, risk and resilience. This timely and accessible work will be vital reading for academic and professional teaching staff, trainee teachers and ECTs. 
588 0 |a Print version record. 
650 0 |a Educational counseling. 
650 0 |a Student affairs services. 
650 7 |a Education  |x Counseling  |x General.  |2 bisacsh 
650 7 |a Education: care & counselling of students.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Gillespie, Aidan,  |e author. 
700 1 |a Woodley, Helen,  |e author. 
776 0 8 |i Print version:  |z 9781802627107 
776 0 8 |i PDF version:  |z 9781802627091 
830 0 |a Emerald points. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/9781802627091  |y Full text 

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