For over a decade and with the best of intentions, the U.K. government has spent millions attempting, but largely failing, to improve personal, social and educational outcomes for children and young people in public care. In this book, the authors explain why the problems of this highly vulnerable group have resisted such effort, energy and expenditure and go on to show how achieving positive outcomes for children in care is possible when the root causes of failure are tackled.
Topic covered include: The power of parenting; The impact of parental rejection on emotional development; Support for the adaptive emotional development of children and young people; Practical advice on introducing the ‘Authentic Warmth’ approach into existing childcare organisations; Future issues in childcare
This book is essential reading for carers, commissioners, policymakers, support professionals, designated teachers and students of social work.
Chapter 6: The Education Dimension
The Education Dimension
I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a student humanized or de-humanized.
Having made a strong argument concerning central government's overemphasis on increasing the educational attainments of looked-after children in the first two chapters of this ...