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4 Conclusion

We hope that after studying this unit you have gained a greater understanding of children who are separated from their parents or families of origin and of the range of experiences, views and needs they have when living in different settings. Your ability to think carefully about what has happened to children in the past and how experiences might have impacted on them and to base your actions on this understanding can make a significant difference to their present and future. If you work with
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3.2 Types of placement in foster care

The Nottinghamshire Pathfinder Trust (2005) describe the following different types of placement in foster care

  • Short-term placements may be chosen for example, when there are relationship difficulties between parents and children or when the principal carers or parents have serious health problems. Placements can vary from an overnight stay to one of several weeks.

  • Support foster care offers short breaks to parents and ch
    Author(s): The Open University

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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

The following material appears in Understanding youth: perspectives, identities and practices, (edited by Mary Jane Kehily) pu
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3.2 Gender and young people's mental health

The discussion of eating disorders and schooling in Section 2 suggested that gendered relations of power, both in an institution such as a secondary school and in society at large, could contribute to the development of particular health problems for some groups of young people. The article by Evans et al. (2004) presented young people'
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2.4 Applying a critical approach

A critical approach to young people's health sounds fine in the abstract, but what might it mean in practice? How can such a framework help us to make sense of young people's actual experience of physical and mental distress?

To explore these questions, we will look at the apparent increase in the incidence of eating disorders, especially among young women. One of the advantages of this example is that it combines concerns about physical and mental health. This discussion will draw on a
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2.3 Towards a critical framework

Is it possible to construct an alternative framework for understanding young people's health, and if so, what resources might we need to draw on to do so?

A cultural perspective can help us to see constructions of adolescent mental health as interwoven with histories of ‘youth concern’. Recent debates about young people's wellbeing can be seen as an extension of more general anxieties about the state of contemporary childhood (James and Prout, 1997). A Foucauldian analysis wo
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Acknowledgements

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Author

This unit was prepared for TeachandLearn.net by Dr Naima Browne, who is a speciali
Author(s): The Open University

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1 Play, Learning and the Brain

‘Teaching and learning are an odyssey into the neural architecture of the human brain.’

‘A baby is born with over 100 billion brain cells. At birth only 25% of the brain is developed. By age three 90% of the brain is developed.’

(Catherwood, 2000)

‘Brain-based learning’ (BBL) is receiving increasing attention in the popular and professional fields. But what exactly is it? Befo
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Developing Innovative Leaders: The Role of Action Learning part 2 of 2

Yury Boshyk, Global Executive Learning Network

Katherine Hoepfner-Karle, Covidien

Valerie Marsick, Columbia University

Wanda Orlikowski, MIT Sloan


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1.6 Philosophies

In your overall approach to your work with young people, you will be taking on different characters at different times. Being able to identify these, and take on the most appropriate character at any given time, is an important part of working professionally. However, this is not simply a process of assessing the situation and then selecting the most appropriate character to deal with it. Working with people at any age is far less precise and technical than this; it involves referring to our
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