Additional Information
Book Details
Abstract
Active Social Work with Children with Disabilities provides a comprehensive social worker’s guide to working with children with disabilities, exploring current issues from the perspective of both the social worker and the family. Many people are afraid of working in this field of social work and this book dispels the myths and fears about working with children with disabilities and build the social worker’s confidence in an area that is often left behind within the social work world.
The book will help you to:
- undertake a social work assessment with a child with a disability
- consider the holistic needs of the child and the family
- explore the impact of grief and loss upon the family
- build emotional intelligence and resilience within families.
- communicate with children with disabilities communication techniques.
The new SEND legislation and issues around Safeguarding of Children with Disabilities and Transition to Adult Social Care for the young person are explored, and activities and scenarios help you to critically reflect and explore theory and practice further
Julie began working in residential care in 1992, working within children’s disability before moving to mainstream settings. Having qualified in 1999 she then moved to field Social Work and has worked in a variety of settings including child protection, adoption, looked after children and also had a brief spell working overseas. Julie worked her way through the ranks from Social Worker to Team Manager and has also spent some time working in a hospital setting with adults with complex health and permanent conditions. Julie has mentored Social Workers and delivers training with Angie and is always looking for new learning experiences.
Diana Leshone began working with children and families in 1989 starting in a Family Centre in partnership with Save the Children Fund and the Local authority. Her direct work includes assessments, direct work with children, crisis response, court work, behaviour management including developing and delivering courses, parenting skills, and disabilities. Diana has managed a Resource Centre and a Children’s Centre whilst continuing to have children’s needs in focus. She qualified as a social worker in 2009 and joined a children’s disability team progressing to senior social worker. Diana has delivered training with Julie and is continually looking to share her practice wisdom to others in this field.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Help us to help you! | vi | ||
| Meet the authors | vii | ||
| Acknowledgements | viii | ||
| Introduction | 1 | ||
| ‘Welcome to Holland’ | 2 | ||
| Chapter 1 Legislative frameworks for supporting children with disabilities | 4 | ||
| The Care Act 2014 | 4 | ||
| The Children Act 1989 | 6 | ||
| Children and Families Act 2014 | 7 | ||
| Local offer | 8 | ||
| Graduated approach | 9 | ||
| SENCO | 10 | ||
| Education, Health and Care Plan (EHCP) | 10 | ||
| Chronically Sick and Disabled Persons Act (CSDPA) 1970 | 13 | ||
| The Mental Capacity Act 2005 | 14 | ||
| Advocacy | 16 | ||
| Short Breaks for Carers of Disabled Children Regulations 2011 | 17 | ||
| Overnight short breaks | 18 | ||
| Statutory visits to children having overnight short breaks | 21 | ||
| Personal budgets and direct payments | 22 | ||
| Direct payments | 22 | ||
| Personal budgets | 23 | ||
| Equality Act 2010 | 24 | ||
| Transition to adulthood | 25 | ||
| So what might this transition look like? | 26 | ||
| Supported internships and apprenticeships | 29 | ||
| Supported internship | 29 | ||
| Apprenticeships | 30 | ||
| Benefits advice | 30 | ||
| Taking it further | 32 | ||
| Chapter 2 Exploring processes in practice | 33 | ||
| Children with disabilities – the myths explored | 33 | ||
| Research statistics | 38 | ||
| Safeguarding and promoting the welfare of children | 39 | ||
| What is harm? | 40 | ||
| Categories of abuse | 41 | ||
| Sexual abuse | 41 | ||
| Grooming | 42 | ||
| A note: Talking about sex and relationships | 43 | ||
| Fabricated illness (or induced illness) | 46 | ||
| Prevent agenda | 49 | ||
| Female genital mutilation | 50 | ||
| What happens when someone is concerned about a child? | 50 | ||
| Emergency protection orders | 51 | ||
| Strategy Meetings/Discussions | 53 | ||
| Initial Child Protection Case Conference (ICPCC) | 53 | ||
| Independent Reviewing Officer (IRO) | 54 | ||
| Child Protection Plans | 54 | ||
| Core groups | 55 | ||
| Child protection visits | 56 | ||
| Child in Need explained | 58 | ||
| Child in Need Meetings/Reviews | 60 | ||
| Child in Need Plans | 60 | ||
| Managing complex cases | 60 | ||
| Taking it further | 66 | ||
| Prevent | 66 | ||
| Chapter 3 Managing the emotional impact of disability | 67 | ||
| Grief and loss | 67 | ||
| Recently diagnosed child | 68 | ||
| Siblings | 68 | ||
| Grandparents | 69 | ||
| Death of a child | 69 | ||
| Cycle of change associated with grief and loss | 70 | ||
| The Five Stages | 70 | ||
| The Dual Process Model of grief and loss | 71 | ||
| Advanced care planning | 72 | ||
| Managing difficult conversations when dealing with grief and loss | 74 | ||
| Getting the most out of your conversations | 77 | ||
| Talking to siblings | 78 | ||
| Emotional intelligence | 81 | ||
| Understanding your emotions | 82 | ||
| Resilience | 84 | ||
| Taking it further | 86 | ||
| Chapter 4 The child’s voice: Exploring their world using good communication | 87 | ||
| Why communicate, and how? | 88 | ||
| Getting started | 89 | ||
| Methods of communication when working with children with disabilities | 92 | ||
| Play | 92 | ||
| Illustrations | 94 | ||
| Picture Exchange Communication System (PECS) | 96 | ||
| Objects of reference | 96 | ||
| Makaton | 97 | ||
| Eye gazers (assistive technology) | 97 | ||
| iPad/tablets | 98 | ||
| My key communication | 98 | ||
| Children and young people with a hearing impairment | 98 | ||
| Types of hearing loss | 100 | ||
| Methods for assisting communication for hearing-impaired children | 101 | ||
| Types of hearing aids/technology to support communication | 102 | ||
| Children and young people with a visual impairment | 103 | ||
| Communication and visually impaired children | 105 | ||
| Written information | 107 | ||
| Deaf-blind | 107 | ||
| Dyslexia | 107 | ||
| Dyspraxia (developmental co-ordination disorder) | 108 | ||
| Mental Capacity Act and communication | 109 | ||
| Taking it further | 109 | ||
| Chapter 5 Autism and its impact on communication | 111 | ||
| Autism Act 2009 | 112 | ||
| Diagnosis | 113 | ||
| The functions of the brain typically affected by autism | 114 | ||
| The spectrum | 116 | ||
| The triad of impairments | 117 | ||
| Difficulty with social communication | 117 | ||
| Difficulty with social interaction (relationships) | 119 | ||
| Difficulty with social imagination and understanding | 119 | ||
| Challenging behaviour and meltdowns | 121 | ||
| Hypo- and hyper-sensitivity | 123 | ||
| Examples of sensory problems creating barriers to communication for an autistic child | 123 | ||
| Sight (visually) | 123 | ||
| Hearing (auditory) | 124 | ||
| Touch (tactile) | 124 | ||
| Balance (vestibular) | 124 | ||
| Body position (proprioceptive) | 125 | ||
| Other related factors (body temperature) | 125 | ||
| Sensory processing (central auditory processing disorder) | 125 | ||
| Methods and approaches for developing communication and learning | 127 | ||
| TEACCH approach | 127 | ||
| Spell | 128 | ||
| Scerts | 129 | ||
| PECS | 129 | ||
| Taking it further | 132 | ||
| Chapter 6 Completing your assessment | 133 | ||
| Definition of disability | 133 | ||
| Multi-disciplinary working | 133 | ||
| Social model versus medical model | 135 | ||
| Taking time to research and plan | 138 | ||
| Drawing from parents’ expertise and experience | 139 | ||
| Parents with a learning disability | 140 | ||
| Fabricated or induced illnesses | 141 | ||
| Assessing in reality | 142 | ||
| The Framework for the Assessment of Children in Need and their Families | 143 | ||
| Continuing care assessments | 144 | ||
| Impact on parent/carers | 145 | ||
| Sibling focus | 148 | ||
| Points for further consideration prior to assessment | 148 | ||
| An example of a genogram | 150 | ||
| Developing your analysis | 152 | ||
| Taking it further | 153 | ||
| Chapter 7 Exploring behaviour management techniques and strategies | 154 | ||
| Key factors that contribute to behaviours | 155 | ||
| Pitching it at the right level | 156 | ||
| Adapting the general behaviour principles | 158 | ||
| Mapping resources within | 160 | ||
| Social barriers and impact | 161 | ||
| Strategies, techniques and programmes to support | 163 | ||
| Drawing on strengths | 165 | ||
| Camhs as a key partner | 168 | ||
| Risk assessing and family safety planning | 170 | ||
| Taking it further | 173 | ||
| Chapter 8 Giving consideration to values, ethics, race and anti-discriminatory practice | 174 | ||
| Equality and access | 174 | ||
| Positive rephrasing | 176 | ||
| Influential recording | 178 | ||
| Voice and views of the child | 179 | ||
| Inclusion | 179 | ||
| Fear of the unknown | 180 | ||
| Double discrimination | 180 | ||
| Cultural care and law | 184 | ||
| Language | 185 | ||
| Taking it further | 187 | ||
| Chapter 9 Accessing support and resources | 188 | ||
| Occupational therapists | 188 | ||
| Disabled Facilities Grant | 189 | ||
| Risk assessments | 192 | ||
| Safe areas | 193 | ||
| Specialist equipment | 193 | ||
| Attend meetings | 194 | ||
| Children and family hubs | 194 | ||
| Portage | 195 | ||
| Support from dogs | 195 | ||
| Direct payment support | 197 | ||
| Family fund | 197 | ||
| Mencap | 198 | ||
| Patient advice liaison service (PALS) | 198 | ||
| Carers’ assessments | 198 | ||
| Emergency carer’s plan | 199 | ||
| Family group conference (FGC) | 199 | ||
| Securing services – resource panel | 200 | ||
| Continuing care | 202 | ||
| Referral to social care | 204 | ||
| Taking it further | 206 | ||
| General/miscellaneous support services and resources | 206 | ||
| Carer and sibling support websites | 207 | ||
| Palliative care/end of life support | 207 | ||
| Activities | 208 | ||
| Further reading | 209 | ||
| Chapter 10 Exploring a family perspective | 210 | ||
| How the information was collated | 210 | ||
| The family perspective | 210 | ||
| Children and young people’s voice | 219 | ||
| Some perspectives from other sources | 220 | ||
| ‘Welcome to Holland’ | 220 | ||
| ‘Welcome to Holland’ (Part 2) | 221 | ||
| Chapter 11 Taking it further | 222 | ||
| Chapter 1: Legislative frameworks for supporting children with disabilities | 222 | ||
| Case scenarios: Assessing | 222 | ||
| Scenario 1: Differing perspectives | 222 | ||
| Scenario 2: Having too much fun? | 223 | ||
| Chapter 2: Exploring processes in practice | 223 | ||
| Safeguarding children quiz | 223 | ||
| William | 224 | ||
| Chapter 3: Managing the emotional impact of disability | 226 | ||
| Testing your emotional intelligence and resilience | 226 | ||
| Chapter 4: The child’s voice: exploring their world using good communication | 227 | ||
| Scenario: Liam, Liam, Liam… | 227 | ||
| Liam’s dentist appointment | 227 | ||
| Chapter 5: Autism and its impact on communication | 228 | ||
| Scenario: Brad does not like clothes | 228 | ||
| Scenario: An older child’s worrying behaviour | 228 | ||
| Chapter 6: Completing your assessment | 229 | ||
| Scenario: Keeping siblings in focus | 229 | ||
| Chapter 7: Exploring behaviour management techniques and strategies | 230 | ||
| Scenario: Leaving on a jet plane | 230 | ||
| Joe continued – ADD | 231 | ||
| Chapter 8: Giving consideration to values, ethics, race and anti-discriminatory practice | 231 | ||
| Scenario: When parents struggle too | 231 | ||
| Chapter 9: Accessing support and resources | 232 | ||
| Scenario: Risk assessing | 232 | ||
| Chapter 10: Exploring a family perspective | 233 | ||
| The qualities of good and bad social workers | 233 | ||
| Glossary | 235 | ||
| References | 242 | ||
| Websites | 249 | ||
| Index | 251 |