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Working with Children and Young People

Ethical Debates and Practices Across Disciplines and Continents


Edited By Anne Campbell and Pat Broadhead

This book provides an interdisciplinary perspective on working with young people, focusing on education, health and social work, and draws on projects and perspectives from the United Kingdom, the United States, Canada and Australia. The volume highlights the ethical challenges and dilemmas as these and other services are integrated and addresses how ethical practices are confronted and shared across disciplines.
The first section looks at professional practice; the second foregrounds children’s and young people’s voices and is especially concerned with children and young people as co-researchers. Subjects addressed within the text include sex education, health education, custodial care, confidentiality and gaining consent, ethical issues around ICT and researching with vulnerable populations.
The book is intended for both scholars and practitioners. It places examples in clearly articulated theoretical frameworks as well as considering professional principles and practice.


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Anne Campbell and Doug Martin 3 Every Child Matters: New ethical challenges arising in schools 37


Anne Campbell and Doug Martin 3 Every Child Matters: New ethical challenges arising in schools This chapter looks at the ethical implications for schools and for school staf f in becoming multi-professional and integrated. It details the substan- tial legislation that is forcing policy changes arising from the Every Child Matters agenda in England (DfES 2003). One of the biggest challenges arising from recent workforce reform is that of creating and sustaining ef fective multi-professional or integrated teams and the unification of professionals and practices of those who are concerned with children and young people. These professionals are now expected to plan, work, think and problem-solve in much closer collaboration than previously and this is forcing substantial changes on schools. These newly emerging, integrated roles should benefit from oppor- tunities for working together to develop formal policies and procedures that guide their multi-professional team work (Anning et al. 2006) and help build new kinds of professional identity recognised as necessary for integrated working. The building of services ‘around’ the child and the family (Sloper 2004) presents new ethical challenges with regard to con- fidentiality, the protection of children, and in relation to children’s and parents’ rights. Abbott (2005) notes that education as a broad agency, was finding it challenging to work in multi-disciplinary ways, in relation to children and families in dif ficulties. In the last ten years an increasing number of other professionals have moved in to work in schools in support of the curriculum, such as Higher Learning...

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