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Communication skills for working with children and young people: introducing social pedagogy
- Author:
- PETRIE Pat
- Publisher:
- Jessica Kingsley
- Publication year:
- 2011
- Pagination:
- 176p.
- Place of publication:
- London
- Edition:
- 3rd ed.
Effective communication is a crucial part of building relationships and encouraging children's emotional and intellectual development. This practical guide is designed to help anyone working with children build relationships that can form the basis of real communication. Topics covered include; non-verbal communication, attentive listening, empathy, the part played by questions, working constructively with conflict and criticism, and communicating in groups. The book also draws on ideas found in social pedagogic theory and practice, such as communicating with the head, hands and heart and how to differentiate between the personal, the professional and the private in interactions. Exercises, topics for personal reflection or group discussion, and suggestions for observations are included throughout. Chapters include: interpersonal communication and social pedagogy; preverbal communication; careful listening; being an encouraging listener; feedback; reflecting feelings; communications about self; questions; messages about power, messages about equality; conflict - when criticised; conflict- confronting problems; communicating in groups and meetings; confidentiality; and interpersonal communication in children's services.
Foster care: a role for social pedagogy?
- Author:
- PETRIE Pat
- Journal article citation:
- Adoption and Fostering, 31(1), Spring 2007, pp.73-80.
- Publisher:
- Sage
Social pedagogy, still an unfamiliar concept in Britain, is concerned with education in its widest sense, encompassing but going much beyond formal school-based learning. This article reports on studies of social pedagogy in four countries conducted at the Thomas Coram Research Unit and discusses potential benefits of the social pedagogic approach for fostering in England. It is argued that this would fit well with developing English policy towards children and children in care and can bridge the tensions inherent in foster care, combining a personal, relational approach with an insistence on reflection.
The potential of pedagogy/education for work in the children's sector in the UK
- Author:
- PETRIE Pat
- Journal article citation:
- Social Work in Europe, 8(3), 2001, pp.23-25.
- Publisher:
- Russell House
This article discusses the potential of pedogogy for social work in the children's sector in the UK. Provides details of a survey if out-of-school services in the European Union, work on children's services in Sweden, a project on homework in six European countries; the changing role of the school in Sweden, France and the USA and on-going work on the reorganisation of education in England, Scotland and Sweden.
Play and care out of school
- Author:
- PETRIE Pat
- Publisher:
- Stationery Office
- Publication year:
- 1994
- Pagination:
- 252p.,bibliog.
- Place of publication:
- London
Research study looking at out of school services, particularly play and day care services. For background material it draws on research findings from a study carried out at the Thomas Coram Research Unit during 1991-92. The research also examines fifteen different services, each with its own values, goals, organisation and practice. Providers, venues, and the underlying values of each service were looked at, as well as the characteristics of the children themselves.
School-age childcare and local government in the nineteen nineties
- Author:
- PETRIE Pat
- Journal article citation:
- Local Government Policy Making, 17(3), December 1990, pp.6-12.
- Publisher:
- University of Birmingham. Institute of Local Government Studies
Discusses employment patterns of mothers, and the influence of new Children Act on the provision of care for school age children, the diversity of play-care schemes and issues of quality.
Communicating with children and adults: interpersonal skills for those working with babies and children
- Author:
- PETRIE Pat
- Publisher:
- Edward Arnold
- Publication year:
- 1989
- Pagination:
- 70p., illus., bibliog.
- Place of publication:
- London
Covers all aspects of communication, demonstrating the central position of interpersonal skills in nursery work.
Pedagogy: a holistic, personal approach to work with children and young people, across services: European models of practice, training, education and qualification: update 2009
- Authors:
- PETRIE Pat, et al
- Publisher:
- University of London. Institute of Education. Thomas Coram Research Unit
- Publication year:
- 2009
- Pagination:
- 13p., bibliog.
- Place of publication:
- London
Developed in mainland Europe, ‘social pedagogy’ is a distinctive way of working with children and the basis for policy and practice development. The concept can include child care and early years, youth work, parenting and family support services, secure units for young offenders, residential care and play work. Until the end of the twentieth century, local and national policy in England was mostly based on clear boundaries between the fields of education, childcare and social care. However, with the recent administrative reorganisation of responsibility for children's services, the concept of social pedagogy may now become relevant for children's services provision in England. This report gives an overview of the approach.
Working with children in care: European perspectives
- Authors:
- PETRIE Pat, et al
- Publisher:
- Open University
- Publication year:
- 2006
- Pagination:
- 186p.
- Place of publication:
- Maidenhead
This book is written against the background of the gross social disadvantage suffered by most looked-after children in England. It compares European policy and approaches – from Belgium, Denmark, France, Germany and the Netherlands – to the public care system in England. Drawing on research from all six countries, the authors analyze how different policies and practice can affect young people in residential homes. A particular focus is on the unique approach offered by social pedagogy, a concept that is commonly used in continental Europe. The book compares young people's own experiences and appraisals of living in a residential home, and the extent to which residential care compounds social exclusion. Based upon theoretical and empirical evidence, it offers solutions for current dilemmas concerning looked-after children in the United Kingdom, in terms of lessons learned from policy and practice elsewhere, including training and staffing issues.
Disabled children at the interface: co-operative action between public authorities and the reduction of social exclusion
- Authors:
- PETRIE Pat, et al
- Publisher:
- University of London. Institute of Education
- Publication year:
- 2003
- Pagination:
- 39p.
- Place of publication:
- London
This volume reports a research study that investigates how different local agencies work together - or fail to do so - in their approach to disabled children and their families. The challenge lies in keeping the whole child in view, the child who is more than a patient, pupil or social work client, and more than the sum of these parts. The study takes a broad view of local policy and practice. Key areas covered include: emerging trends in interagency working; difficulties in interagency work and some solutions; and case studies illustrating the lived experience of children and parents as they are affected by interagency work or its failure.
Pedagogy: a holistic, personal approach to work with children and young people, across services: European models for practice, training, education and qualification
- Authors:
- PETRIE Pat, et al
- Publisher:
- University of London. Institute of Education. Thomas Coram Research Unit
- Publication year:
- 2004
- Pagination:
- 12p.
- Place of publication:
- London
The research identified the following key principles of pedagogic practice: a focus on the child as a whole person, and support for the child’s overall development; the practitioner should see herself/himself, as a person, in relationship with the child or young person; while they are together, children and staff are seen as inhabiting the same life space, not as existing in separate, hierarchical domains; as professionals, pedagogues are encouraged to constantly reflect on their work and to bring both theoretical understandings and self-knowledge to the process; pedagogues are also practical; their training prepares them to share in many aspects of children’s daily lives, such as preparing meals and snacks, or making music and building kites; when working in group settings, children’s associative life is seen as an important resource: workers should foster and make use of the group; pedagogy builds on an understanding of children’s rights that is not limited to procedural matters or legislated requirements; there is an emphasis on team work and on valuing the contributions of other people: families, community and other professionals.