"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.
It is now widely acknowledged that the most vulnerable and at risk children are children whom the current systems of education, care and health (especially mental health) are failing. The problem of dealing with 'at risk' children is also a problem of definition as one service provider s definition might often reflect an entirely different social reality from another's. Bringing years of collaborative expertise across many disciplines to the problem, the authors of How to Reach 'Hard to Reach' Children demonstrate how it is possible for all children to meet the following criteria of staying safe, enjoying and achieving, being healthy, making a positive contribution, and economic well-being.
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)