This paper reflects on a project which involved the authors working in partnership with a working group of looked after children and young people established by a small unitary local authority to develop a pledge defining what support, services and care looked after children can expect from them. The authors aimed to develop an approach which ensured that the young people's voices were heard and also that the well-being of those involved as participants remained at the centre of the process throughout. We argue that Honneth's theory of recognition, which identifies three forms of recognition as important to ensure that human beings feel assured of their dignity or integrity -in brief love, rights and solidarity -offers a useful framework for achieving this. The main principles which emerged were: (i) building the research around the young people's existing relationships, (ii) respecting the group's decisions and (iii) honouring the views expressed.
Purpose -This paper aims to describe and analyse the development of a teaching module that introduces undergraduate students to the core skills required to develop and manage a welfare organisation. It makes particular reference to social enterprise. Design/methodology/approach -The paper explores the political and educational context which inspired this initiative and the theoretical basis for the approach used. A particular focus is placed on the entrepreneurial aspects of the development. It moves on to describe the delivery of the module to the first cohort of students and includes their assessment of the learning and an evaluation of how they performed the assessment task. Findings -Students were very positive about the content of the module; the teaching style employed and reported that it had inspired them to be entrepreneurial. Practical implications -Students who are now paying large sums in fees may well be motivated to enrol on courses that are practice based or enhance professional development through engaging with "real world" issues. Such courses equip them with the skills and knowledge they need to boost their chances of pursuing a career in an area that fits their personal motivations, values and interests. Originality/value -The paper addresses the real life experience of delivering enterprise skills training to social policy students, a group not traditionally associated with this type of approach. The paper will be of interest to students, academics and practitioners in the fields of contemporary welfare delivery and management who are interested in developing entrepreneurship skills training in higher education and workplace settings.
This article focuses on the role of splitting and projective identification as active dynamics in the development and maintenance of cultural and racial prejudice and illustrates ways in which attention to splitting and projective identification in the group setting can decrease prqjudice and promote community building.
The participation of children and young people in social care decision-making in England is now widely accepted, supported by statute and enhanced by specific practice guidance. Drawing on data from 24 semistructured interviews with young people, local politicians, managers and front-line workers in three English social services departments, this paper explores the theoretical basis of young people's participation in the local policy process. In particular, a typology devised by Levin is used to explain what types of power each stakeholder group can exercise. Levin describes three types of power: power to do , literally what an individual is actually able to do; power over , the power of a group over another group; and power to achieve , the power to realise one's will. This paper concludes that the mechanisms used to facilitate participation and the culture of the organizations where participation takes place are important factors in the process, and that a clearer understanding of power could be used to help agencies improve their policy-making.
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