Written for professionals working with children and young people who require support, assessment, or intervention at home or in school, this interdisciplinary book explores everything from the legislative background and foundations of ideas in the social sciences, to dealing with children's distress, fear, or special needs in professional practice. This book is an excellent resource for those who either work with children in CAMHS settings, social work, youth work, counseling, psychology, general education and special educational needs, or who are undertaking professional training in any of the above fields.
Chapter 2: Thinking about Young People and Childhood
Thinking about Young People and Childhood
‘Our science is not knowledge … it can achieve neither truth nor probability’ (Popper 1966: 228). In so far as this conclusion is accepted – and Popper's argument, strictly following as it does the canons of deductive logic, is compelling – scientists are denied the last possibility of claiming their own motives to be purely and simply those of gaining genuine scientific knowledge or truth. (Tolman, 1994: 28)
There have often been moments during work with a young person when the organization of a session according to an individualized account of a particular psychopathology (‘psychopathology is a term for those practices which … have flourished in a search for diseases of the mind’ (Billington, ...