How to Reach Hard to Reach Children: Improving Access, Participation and Outcomes

How to Reach ‘Hard to Reach’ Children addresses core underlying difficulties affecting children and young people in the community and in schools, relating to underachievement, disengagement and school avoidance.  It explores the consequences of school exclusion and the practices that can enhance the inclusion of pupils with social, emotional and behavioural needs. The book offers new and creative approaches to promoting multi–agency teamwork in relation to working with looked after children, refugees and asylum seekers and those with challenging behaviour and autism, and their families. 
Its contribution is timely now that the government’s new agenda ‘Every Child Matters’ is becoming a reality. Written by experts who have worked for many years with children and young people in an educational context, the book highlights the views of children, young people and their families.  It gives a powerful insight as to how the government’s five outcomes can be realised by children who are hard to see, hard to find, hard to engage, hard to manage, hard to change or retain within systems set up to help and educate them.
The emphasis throughout the book is of multidisciplinary teamwork, collaboration and the validation of children’s views.  It will show professionals how they can work most effectively for the benefit of children and young people, who are among the most vulnerable in our Society.

Spis treści:

List of Contributors.
Preface.
Introductory Chapter – Every child matters: setting the context for the ‘hard to reach’ (Martin Hughes).
Chapter One. Underachieving pupils, underachieving schools: what pupils have to say (Lynn Turner).
Chapter Two. Impression management: understanding and enabling children’s perception of competence (Stephanie James).
Chapter Three.< /b> Containing the emotional needs of adolescent boys ‘at risk of exclusion’ in mainstream schools (Kathryn Anne Pomerantz).
Chapter Four. What works in reintegration following exclusion: supporting the parts only peers can reach (Jackie Lown).
Chapter Five. ‘Hard to reach’ migrant children (Peter Lloyd Bennett and Jane Reid).
Chapter Six. A seminar approach to multiagency collaboration, team building and therapeutic group problem solving where some attenders might be described as ‘hard to reach’. (Michael Pomerantz)
Chapter Seven. Reaching pupils on the autistic spectrum: parents’ experiences, provision and ‘professional reachability’ (Brian Willis).
Chapter Eight. Exploring joined up solutions for a child with complex needs (Heather Northcote).
Chapter Nine. Exploring the hardest to reach parents in parenting skills programmes (Nicola McGrath).
Chapter Ten. Whose voice is it anyway? (Mary Chilokoa and Jane McKie).
Concluding Chapter. Validating and using children’s views: professional dilemmas about working inside agencies (David Thompson and Jo Holt).
Glossary.
Appendix One. Bibliography of key documents.
Appendix Two. Searching for explanations and responsibilities as to why some clients may be ‘hard to reach’.
Appendix Three. Developing good practice with ‘hard to reach’ children and families.
Index.

Nota biograficzna:
Kathryn Anne Pomerantz, UK. Specialist Senior Educational Psychologist, Derbyshire County Council Educational Psychology Service seconded to the post of ­Co–Course Director MSc Educational Psychology and Doctor of Educational Psychology, The University of Sheffield. Chartered Educational Psychologist. Member of the EdD Educational Psychology Course Sheffield University.
Martin Hughes, UK.  Senior Educational Psychologist, Sheffield City Council. Chartered Educational Psychologist.  Member of the EdD Educational Psychology Course, Sheffield University.
Dr David Thompson, UK.  Senior Lecturer in Educational Psychology, Co–Director EdD Educational Psychology, School of Education, University of Sheffield. Chartered Educational Psychologist. British Psychological Society (Associate Fellow)

Okładka tylna:
How to Reach ‘Hard to Reach’ Children addresses core underlying difficulties affecting children and young people in the community and in schools, relating to underachievement, disengagement and school avoidance.  It explores the consequences of school exclusion and the practices that can enhance the inclusion of pupils with social, emotional and behavioural needs. The book offers new and creative approaches to promoting multi–agency teamwork in relation to working with looked after children, refugees and asylum seekers and those with challenging behaviour and autism, and their families. 
Its contribution is timely now that the government’s new agenda ‘Every Child Matters’ is becoming a reality. Written by experts who have worked for many years with children and young people in an educational context, the book highlights the views of children, young people and their families.  It gives a powerful insight as to how the government’s five outcomes can be realised by children who are hard to see, hard to find, hard to engage, hard to manage, hard to change or retain within systems set up to help and educate them.
The emphasis throughout the book is of multidisciplinary teamwork, collaboration and the validation of children’s views.  It will show professionals how they can work most effectively for the benefit of children and young people, who are among the most v ulnerable in our Society.