Relevant bibliographies by topics / Children Act 1969

Academic literature on the topic 'Children Act 1969'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Children Act 1969"

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Astington, Janet W. "Children's understanding of the speech act of promising." Journal of Child Language 15, no. 1 (February 1988): 157–73. http://dx.doi.org/10.1017/s0305000900012101.

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ABSTRACTThis study determined what types of speech act 5– to 13-year-olds, and adults, would call Promising by asking questions following stories in which a speaker sometimes violated Searle's (1969) rules, by promising an event outside the speaker's control (PREDICTING) or by promising that a past action had been performed (ASSERTING). By 9 years of age children could distinguish between promising and predicting in terms of the speaker's responsibility for the outcome. 11- and 13-year-olds correctly said the speaker did not promise in cases of predicting, but only a few of them were correct for asserting. Even older children said the speaker did not promise when the promise was unfulfilled. Children do not think of promising as simply a speech act. The adult conception is closer to, but not the same, as Searle's.
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Akerele, Femi. "Adolescent decision-making and the zone of parental control: a missed opportunity for legislative change." Advances in Psychiatric Treatment 20, no. 2 (March 2014): 144–50. http://dx.doi.org/10.1192/apt.bp.112.010538.

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SummaryIssues relating to the consent of individuals under 18 years of age in England and Wales are covered by the Family Law Reform Act 1969, the Children Act 1989, the Mental Health Act 1983 (to some extent) and case law. Legislation on the consent of minors to hospital admission and treatment is complicated and contradictory, leaving clinicians unsure when to rely on the consent of the minor or that of someone with parental responsibility. This article reviews the concept of the zone of parental control (ZPC), introduced in England in 2008. It argues that this concept is too vague and subjective to provide any clear guidance on who can give consent for a minor's admission and treatment.LEARNING OBJECTIVES•Understand the concept of the ZPC and its relevance to clinical practice.•Determine the appropriate legal source of consent or refusal for children and young people.•Consider using formal powers (as against parental consent) with children and young people refusing admission and/or treatment.
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Sangster, Joan. "Misconceptions: Unmarried Motherhood and the Ontario Children of Unmarried Parents Act, 1921-1969 (review)." Canadian Historical Review 89, no. 3 (2008): 403–5. http://dx.doi.org/10.1353/can.0.0078.

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Edmonds, Matthew C. "The Private School Pivot: The Shrouded Persistence of Massive Resistance in the Black Belt and Beyond." History of Education Quarterly 60, no. 4 (November 2020): 455–86. http://dx.doi.org/10.1017/heq.2020.45.

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In 1969, four years after passage of the Voting Rights Act, African Americans in Greene County, Alabama, reclaimed control of local government, becoming the first community in the South to do so since Reconstruction. A half century later, however, Greene County remains an impoverished and largely segregated area with poor educational outcomes, especially for Black children. This essay explores the history of Greene County from 1954 to the recent past, with a particular focus on Warrior Academy, a segregated private school (“segregation academy”) founded by Whites in 1965. As a case study of “school choice” in the context of the “long civil rights movement,” it complicates scholarly definitions of “massive resistance.” Furthermore, it demonstrates the ways in which an emerging “color-blind” conservatism premised on White concerns about “educational quality” thwarted Black efforts to achieve educational equality, even in places where African Americans achieved significant political victories.
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Serenio, Frances Mae A., and Cindy A. Velasquez. "Speech Acts in the Selected and Award Winning Filipino Children Short Stories." Indonesian Journal of EFL and Linguistics 4, no. 1 (May 1, 2019): 15. http://dx.doi.org/10.21462/ijefl.v4i1.89.

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Children’s literature may be one of the most difficult genres to write, if not the most difficult. The writer has to take into consideration his or her aims in writing the story while focusing on other literary elements such as the theme and the plot at the same time. Not only that, he or she has to put in mind what kind of reaction he wants from his or her reader – whether it be amusement, rejection or wholesome acceptance through learning. The purpose of this study is to identify the different speech acts commonly found in contemporary children’s short stories particularly those which have been awarded as Palanca winners and those from the book entitled Filipino Stories for Filipino children (An Anthology from the UP Integrated School Creative Writing Classes) by Eleanor Eme Hermosa. The study is anchored on John Searle’s (1969) Speech Act Theory. In the analysis, it is found that children’s literature provides a didactic role. Consistent with this function, the speech act structure has observed didactic role found to be primarily informational, assertive, and expressive in nature. In the stories, some of the values that the writers aimed to teach the readers are nationalism, love and pride for parents and siblings, and appreciation for education.
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Beatty, Barbara, and Edward Zigler. "Reliving the History of Compensatory Education: Policy Choices, Bureaucracy, and the Politicized Role of Science in the Evolution of Head Start." Teachers College Record: The Voice of Scholarship in Education 114, no. 6 (June 2012): 1–10. http://dx.doi.org/10.1177/016146811211400607.

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In this article, Edward Zigler, interviewed by Barbara Beatty, talks about a turning point in the history of Head Start that reveals how policy choices, bureaucracy, and science came together when he was told to phase out the program in 1970. New to Washington, Zigler learned that President Richard M. Nixon's domestic policy advisor Daniel Patrick Moynihan, who had put forth the Family Assistance Plan, favored direct support for mothers and families over compensatory preschool education. Zigler saw how both the methodologically flawed 1969 Westinghouse study on the supposed fadeout of Head Start gains and Arthur Jensen's controversial 1969 article on the supposed failure of compensatory education became politicized and influenced arguments about Head Start's future. With President Nixon's veto of the 1971 Child Development Act, Zigler witnessed how competing policies, bureaucracies, and political ideologies could block support for universal child care and comprehensive services for children and families. After many years of consulting to Head Start and research on applied child development, he sees public schools as sites for coordination of social welfare programs that can improve access to high-quality health care, education, child care, and family services, as in his Schools for the 21st Century model.
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Tseng, Mei Hui, and Elizabeth A. Murray. "Differences in Perceptual-Motor Measures in Children with Good and Poor Handwriting." Occupational Therapy Journal of Research 14, no. 1 (January 1994): 19–36. http://dx.doi.org/10.1177/153944929401400102.

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The concept that handwriting is primarily a perceptual-motor act is held by various authors (Chapman & Wedell, 1972; Furner, 1969; Sovick, 1975; Ziviani, Hayes, & Chant, 1990). However, the assumption that poor handwriters would perform less well than good handwriters on perceptual-motor tests has not yet been well researched. The purpose of this study was to examine this assumption as well as the relationship of perceptual-motor abilities to the legibility of handwriting. One hundred forty-three Chinese children in grades 3 through 5 served as subjects. Perceptual-motor tests that measured the abilities proposed to be subskills of handwriting were administered along with a handwriting test. Results showed that poor handwriters scored more poorly than good handwriters on most of the perceptual-motor tests. Regression analysis revealed that among the perceptual-motor measures visual-motor integration, as measured by the Developmental Test of Visual-Motor Integration, and eye-hand coordination, as measured by the Motor Accuracy Test, contributed most to the legibility of handwriting for the total group of handwriters. However, for poor handwriters, results of a stepwise regression analysis revealed that motor planning, as measured by the Finger Position Imitation Test, contributed the most to the legibility of handwriting. In contrast, for good handwriters, visual perception, as measured by the Test of Visual Perceptual Skills, contributed most to the legibility of handwriting.
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I Gusti Ayu Vina Widiadnya Putri, I Dewa Ayu Devi Maharani Santika, and Komang Dian Puspita Candra. "PEMAKNAAN TINDAK TUTUR DIREKTIF GURU PENUTUR ASLI DAN NON PENUTUR ASLI DALAM PEMBELAJARAN BAHASA INGGRIS." SPHOTA: Jurnal Linguistik dan Sastra 11, no. 2 (September 30, 2019): 49–56. http://dx.doi.org/10.36733/sphota.v11i2.1209.

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This study aims to describe the meaning of the directive illocutionary speech acts used by Native Speakers and Non-Native Speakers in teaching English at the Denpasar Children Center School. The data sources of this study are the utterance of native speaker and non-native speaker. Data obtained by using observation method with uninvolved conversation observation technique and record techniques. Data containing illocutionary speech acts then analyzed descriptively qualitatively based on theories of speech act proposed by Searle (1969) and Leech (1974) about meaning. The results showed that the directive speech acts used by native speakers and non-native speakers were requirements, requestives, questions, prohibitive, permissives and advisories. The meanings of directive speech acts spoken by native speakers and non-native speakers are analyzed from the context of the conversation. The meaning of speech acts for the native speaker tends to be connotative and sometimes contains affective meaning. Whereas the meaning of speech acts of non-native speaker tend to use a combination of connotative, denotative, and affective meanings.
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Sahib Mehdi Muhammed, Wafaa, Fatima Khudhair Hasson, and Ameera Hussein Thalab. "Iraqi Parents‘ Instructions to Their Teens: A Pragma-Stylistic Approach." Arab World English Journal 1, no. 1 (July 1, 2022): 75–88. http://dx.doi.org/10.24093/awej/kust.6.

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Parents are supposed to be responsible for the education of their children. However, other sources of information participate in this challenging mission. Technological advancements, media, friends, and schoolmates have a significant effect on how our sons think or behave. Hence, it becomes crucial for parents to consider how to approach or deal with them. The way parents give instructions to sons concerning their daily routines of educational, moral, and health care practices is of great importance. This paper aims to find out how educated Iraqi parents give instructions to their sons. The study identifies the pragma-stylistic devices that characterize Iraqi parental instructions. It attempts to specify which speech act is most dominant in parental instructions and if politeness strategies are adhered to or not. Twenty Iraqi parents who have a degree in the English language participated in this research work. A questionnaire of ten different scenarios concerning some basic daily instructions that are often likely to be given to sons or daughters who are between the age of 12 to 16 is delivered to those parents. The responses to this questionnaire are scrutinized in terms of the pragma-stylistic perspective following Black (2006) by activating three pragmatic theories, namely; Searle’s (1969) theory of speech acts, Brown and Levinson’s (1987) theory of politeness as well as Culpeper’s (1996) theory of impoliteness. It is found that educated Iraqi parents prefer the indirect way of giving instructions to their teens concerning the daily practices regardless of the importance of these instructions in life. Analysis reveals that most Iraqi parents use the speech act of advising when giving daily instructions to their teens. Direct instructions are rare. If found, they are softened with polite expressions.
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CHUNN, DOROTHY E. "Lori Chambers, Misconceptions: unmarried motherhood and the Ontario Children of Unmarried Parents Act, 1921–1969. (Toronto: The Osgoode Society for Canadian Legal History/University of Toronto Press, 2007.) Pages xi+258. £35.00." Continuity and Change 23, no. 2 (August 2008): 374–76. http://dx.doi.org/10.1017/s0268416008006863.

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Dissertations / Theses on the topic "Children Act 1969"

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Murray, Jeff. "Applications by children under the Children Act 1989 : children 'divorcing' parents." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31096.

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The Children Act 1989 recognized for the first time, in statutory form, that children can apply, with the leave of the court, for orders relating to their upbringing including an order relating to where he or she might wish to reside. This ability has led to the suggestion that children can 'divorce' their parents. This work considers these changes in two parts. Part I contains a theoretical examination of the relationship between children and the law. It is argued that children, like all human beings and because they are human beings, are radically autonomous (are ends in themselves) and thereby are the holders of strong (ontological) rights which provide the moral basis for law. It is posited that it is the responsibility of the superior courts to uphold the ontological rights of citizens (including children) and to ensure that all human beings are treated as ends in themselves. Attitudes to children in law are, however, at present predicated on welfare concerns which are underpinned by the philosophy of paternalism which sits in contradistinction to the proposition that children be treated as ends in themselves. This is true both in various mainstream theoretical analyses of how the law should look at children and, as is shown in Part II, in past and current practice of how the law has and is looking at children. In Part II the theoretical position advanced in Part I is used to assess whether the Children Act itself and its interpretation in the courts accords with the strong rights thesis. It is argued that as the Children Act is predicated on welfare and not autonomy that it does not accord with this thesis and it is suggested that the courts in considering the new legal rules are doing so paternalistically; a position which is ontologically indefensible.
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Perry, Mary. "Planning for looked after children under the Children Act 1989." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/31351.

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This thesis examines practice in planning for looked after children after the implementation of the Children Act 1989. It is a case study of policy and practice in looking after children, and outcomes in terms of looked after careers, in one local authority between 1991 and 1997. A systemic approach is taken in which social work practice is seen as an interactive process, and decisions about children are 'situated actions'. This means that social work practice has to be considered within the context of the law (the Children Act and associated Guidance and Regulations), policy interpretations of the law made locally, and the circumstances of the children and families themselves. Looked after career patterns and outcomes, and patterns of social work practice in planning for children, are described and examined and related to the policy aims of the Act. The thesis concludes that the Act has led to some changes but local policy interpretations of the Act were influential and some aspects of the Act were not encouraged in written policy. 'Drift' as experienced by children in public care in the seventies and eighties was no longer evident and social work processes introduced by the Regulations played a role in planning for children. But the thesis concludes that the paradigm shift that was required by focusing practice on 'social needs' as opposed to 'problems' had not been sufficiently recognised in the implementation of the Act. Social workers and their managers were still relying on pre-Children Act ways of thinking and conceptualising client' situations and some new processes had been grafted onto old ways of thinking.
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Woodhouse, Sarah. "The implementation of the concept of voluntary partnership under the Children Act 1989." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336698.

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Neill, Donna. "Non-complaining and children in the care system : a socio-legal study of the Children Act 1989, s.26." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689595.

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Situated within a theoretical framework devised by Keith Hawkins, combined with thematic understandings of street-level bureaucrats (SLBs) and their impact on decision-making as developed by Lipsky, this thesis examines why children in care rarely complain about the service they receive from local authorities in England. The gap for this research can be seen more generally in complaints literature which is yet to explore fully the barriers to complaining. I conducted semi-structured interviews with care leavers in order to develop themes which informed the interview questions for four professional groups: Social Workers, Complaints Managers, Advocates, and Independent Reviewing Officers. The data collected from both interview phases has been analysed within Keith Hawkins' framework, and with reference to Lipsky's understanding of front-line policy-making, to develop a greater understanding of professional decision-making processes and the construction of relationships between social care practitioners and looked after children. Looked after children experience care through the relationships they develop with practitioners within a complex framework of procedures and processes. In this context, looked after children are assimilated within a bureaucratic system which influences how they understand the world around them, themselves and their rights. This thesis will show that the care system can discourage looked after children from complaining when things go wrong for a variety of reasons including: the creation of a culture of fear, complexity of processes, lack of advocacy services, lack of information, diversion of grievances, resolution of grievances outside of complaints processes, and lack of trust in professionals and systems.
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Ferris, Katy. "An analysis of the complaints review panel under part III of the Children Act 1989 and NHS & Community Care Act 1990." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434533.

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Jordan, Helen. "The complaints procedure operating under the Children Act 1989 : a study of the complaints procedure operating in six Social Services Departments." Thesis, University of Sheffield, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264439.

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Moloney, Lawrence, and l. moloney@latrobe edu au. "JUDGEMENTS AS SOCIAL NARRATIVE: AN EMPIRICAL INVESTIGATION OF APPEAL JUDGEMENTS IN CLOSELY CONTESTED PARENTING DISPUTES IN THE FAMILY COURT OF AUSTRALIA 1988 � 1999." La Trobe University. Institute for Education, 2002. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070411.144416.

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The thesis is divided into two sections. Section 1 explores the psycho-social and legal constructions of family, parenting and children that have influenced judicial decision-making in parenting disputes following separation and divorce. Particular attention is paid, first, to the circumstances surrounding the shift from paternal to maternally-based presumptions about the parenting of children; and second, to the more recent and somewhat puzzling shift to a presumption of gender neutrality. The extent to which fault has continued as a less overt decision-making criterion is also considered. In Section 2, judgements in recent closely contested parenting cases in the Family Court of Australia are analysed as contemporary socio-legal narratives. A systematic, in-depth examination of a heterogeneous sample of publicly accessible cases revealed that gender-based assumptions continue to dominate judicial thinking about parenting and family structure. In particular, it was found that outcomes that favoured mothers correlated with perceived evidence of conformity to a maternal stereotype of self-sacrifice on behalf of the child(ren). Outcomes favouring fathers usually resulted from situations in which mothers were judged to fall short of these stereotyped expectations. Fathers� roles, even in cases in which their applications were successful, generally continued to be equated with breadwinning and support. Their capacities as nurturers to their children were either not mentioned or treated with scepticism. In the light of the findings, tensions between continuing gender-based roles in families, public attitudes to parenting and preferred family structure, and recent changes in our scientific knowledge base regarding gender and parenting are reviewed. Implications of the persistence of the breadwinning/nurturing dichotomy both within the Australian culture and family court judgements are discussed. Particular attention is drawn to the impact of the confused circumstances in which gender-neutral parenting principles came about in the 1970s.
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Luggya, Daniel. "A case study of stakeholders' perceptions of the management implications of the discipline provisions of the 1996 Schools Act in a rural Eastern Cape high school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1006156.

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South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
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Lynch, Nessa, and n/a. "The rights of the young person in the New Zealand youth justice family group conference." University of Otago. Faculty of Law, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090728.105833.

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The youth justice family group conference (FGC) is a statutory decision making process whereby the young person, their family/whanau, state officials and the victim of the offence come together to decide on a response to offending by that young person. The FGC is an integral part of the youth justice system, involving thousands of young people and their families each year. There is a considerable amount of literature available on the youth justice FGC, most notably in regard to the purported restorative justice nature of the process. However, for a legal process which involves so many young people on a daily basis, there is little information available on the due process rights of young people in the FGC. This thesis seeks to remedy this gap in the research knowledge. Firstly, this thesis establishes the theoretical framework for the rights of the young person in the youth justice system. The historical context and theoretical justification for these rights is considered, and the benchmarks for rights coming from international and national human rights standards are identified. A key theoretical issue is the application of rights to the FGC. It is argued that although the FGC differs in format from the adversarial criminal process, it remains a state process involved in resolving a breach of the criminal law, and thus the young person's rights should be safeguarded. Secondly, this thesis evaluates legislation, policy and practice relating to the rights of the young person in the FGC. Three key areas of rights are considered: legal assistance, how the offence is proved, and outcomes of the FGC. Reference is made to practice examples derived from observation of the FGC in two centres in New Zealand. Finally, as the FGC is certain to remain an integral part of the youth justice system, recommendations are made as to how legislation and practice could be improved to better safeguard the rights of young people in this process.
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Wild, Charles Richard. "Could the integration and development of teachers' pastoral role into the childcare framework provide a key to rebalancing child protection work so as to prioritise Section 17 and Part III of the Children Act 1989?" Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/3423/.

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The hypothesis underpinning this research study suggests that the integration of schools into the childcare framework could provide a key to re-balancing child protection work so as to prioritise the Children Act's family support provisions. It is the researcher's contention that an essential element in this re-balancing process would be the development of a more effective early detection system. In this respect, it is proposed that the educational establishment could fulfil this role given its unique position to gather information and to liaise with other agencies at a community level. Whilst this position has been recognised to a limited extent, the education service could be utilised to a far greater extent to reinforce the philosophy of the 'Framework for the Assessment of Children in Need and their Families' and as such Part III of the Children Act. A brief summary of the implications and considerations to arise from an analysis of the research data is as follows: Information concerning children in need is available within schools, though the utilisation of this information varied considerably between schools. Liaison can successfully take place between schools and other agencies at a community level. Greater clarification is required in terms of the scope a Child Protection Liaison Teacher's duties/responsibilities in order to address the variation in practice indicated by the sample. Consequently, formalisation in terms of guidance documentation, training and/or the personnel undertaking the role of CPLT is required. Greater support and training of teaching staff in general is also required if schools are to be integrated into the childcare framework. Whilst schools could undertake the early detection role proposed by the hypothesis a great deal will nevertheless depend upon how that information is subsequently utilised, i.e. in order to identify children in need or to pursue the current practice of risk assessment.
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Books on the topic "Children Act 1969"

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Chambers, Anne Lorene. Misconceptions: Unmarried motherhood and the Ontario Children of Unmarried Parents Act, 1921 to 1969. Toronto: Published for the Osgoode Society for Canadian Legal History by University of Toronto Press, 2007.

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Marian, Brandon, ed. Safeguarding children with the Children Act 1989. London: Stationery Office, 1999.

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Masson, J. M. Children Act 1989: With annotations. London: Sweet & Maxwell, 1990.

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Great Britain. Department of Health. Children Act 1989: Implementation news. London: Department ofHealth, 1991.

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Great Britain. Department of Health. Children Act 1989: Implementation news. London: Departmentof Health, 1990.

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Caroline, Gibson, and Great Britain, eds. The 1989 Children Act explained. London: Stationery Office, 2000.

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Britain, Great, ed. Children, the new law: The Children Act 1989. Bristol: Family Law, 1990.

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Kent, Paul. Guide to the Children Act 1989. Wallington: Community Care, 1990.

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Feldman, Linda. Children Act 1989: A practical guide. London: Longman, 1990.

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Harris, P. M. Children Act 1989: A procedural handbook. 2nd ed. London: Butterworths, 1995.

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Book chapters on the topic "Children Act 1969"

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Davies, Paula, and Paven Basuita. "The Children Act 1989." In Family Law, 293–311. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-57552-4_10.

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Burton, Frances. "Children Act 1989 (1989 c. 41)." In Core Statutes on Family Law, 98–154. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-54510-7_39.

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Standley, Kate. "The Children Act 1989 and Wardship." In Family Law, 188–204. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14655-0_13.

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Bridgeman, Jo. "The Children Act 1989 and Responsibilities for Children’s Medical Treatment." In Medical Treatment of Children and the Law, 26–45. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021. |Includes bibliographical references and index.: Routledge, 2020. http://dx.doi.org/10.4324/9780429244636-2.

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Parton, Nigel. "The Children Act 1989: Reconstructing the Consensus." In Governing the Family, 147–92. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21441-9_6.

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Colton, Matthew, Charlotte Drury, and Margaret Williams. "Working with Children in Need Under the Children Act 1989." In The Social Construction of Community Care, 230–40. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14107-4_17.

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Boss, Peter. "Policy developments—the Children and Young Persons Act 1963." In Exploration into Child Care, 63–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003370758-4.

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Jeffree, Pauline. "Child abuse and child protection under the Children Act 1989." In The Practice Nurse, 125–40. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-6874-6_13.

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Jones, Ray. "A Drama in Two Parts: Part I—The 1989 Children Act and Children’s Social Services." In A History of the Personal Social Services in England, 211–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46123-2_9.

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10

"Children Act 1989." In Hershman & McFarlane Children Act Handbook 2021/22. Bloomsbury Publishing Plc, 2021. http://dx.doi.org/10.5040/9781526521644.0005.

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Reports on the topic "Children Act 1969"

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Lloyd, Cynthia B. Fertility, Family Size, and Structure: Consequences for Families and Children. Population Council, 1993. http://dx.doi.org/10.31899/pgy1993.1000.

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In 1989 the Population Council began a research project on the consequences of high fertility at the family level and its implications for the next generation. Since its inception, the project has been supported by Swedish SIDA and has involved the collaboration of researchers from selected developing countries. In countries where there has been limited research on this topic, such as India, Mali, Nigeria, Pakistan, and Senegal, the Population Council provided funding for new studies or for analysis of existing data with the potential for producing insights on this topic. In instances where relevant research was already underway, the Council provided informal support through membership in the research network, which has held several meetings since the initiation of the project. The seminar held on June 9-10, 1992, was intended to convene these researchers to present and discuss the results of their research. The two-day meeting brought together 29 experts to discuss the 14 papers printed in these proceedings.
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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).
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