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1.3.4 Databases

At a basic level, a database is a collection of information which can be searched. It is a way of storing, indexing, organising and retrieving information. You may have created one yourself to keep track of your references – or your friends' names and addresses. They are useful for finding articles on a topic, and can be used to search for many different types of information.

You may find some of the following databases useful for your topic. They contain different types of informatio
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1.3.3 Books and electronic books

Books are a good source of information. The publishing process (where a book is checked by an editor before publishing, and often reviewed by another author) means that books are reliable sources of information, although they may need to be evaluated for bias. A growing number of books can be found online.

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1.3.1 Introduction

You can find a lot of information about health and lifestyle on the internet.

To find this information you might choose to use:

  • search engines and subject gateways;

  • books and electronic books;

  • databases;

  • journals;

  • encyclopedias

  • statistics

  • internet resources.


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1.2.4 Checklist of common features

  • Is there any online help?

  • Can I do a simple search?

  • Can I look at the information in both short and detailed form?

  • Can I choose where in the record I want my search terms to be found?

  • Can I search for phrases?

  • Can I combine search terms?

  • Can I use truncation?

  • Can I use wildcards?

  • Can I do an advanced search?

  • <
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1.2.3 Basic principles

Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
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1.2.2 Choosing keywords

Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t
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1.1.5 Organising information

How confident are you that you know when it is appropriate to cite references (refer to the work of other people) in your written work?

  • 5 – Very confident

  • 4 – Confident

  • 3 – Fairly confident

  • 2 – Not very confident

  • 1 – Not confident at all

How confident do you feel about producing bibliographies (lists of references) in an appropriate format to accompany you
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Learning outcomes

By the end of this guide you should be able to:

  • conduct your own searches efficiently and effectively;

  • find references to material in bibliographic databases;

  • make efficient use of full text electronic journals services;

  • critically evaluate information from a variety of sources;

  • understand the importance of organising your own information;

  • identify some of the systems available;

  • describe ho
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1.4 Rights

Rights is a word that is used in different ways. Lawyers use it to indicate that a person is entitled to something, for example not to be dismissed unfairly from their job or to sue for damages if they have been sold faulty goods. Others sometimes talk of rights when they are making a moral claim, for example that they ought to be allowed to demonstrate or that a particular law is unjust or unfair. In this unit we use rights primarily in the first sense, i.e. when we are talking about the act
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2.1 Introduction

Before making judgements about the value of play, it is important to be clear about how we define ‘play’. Is play unstructured exploration of the immediate environment? Does participating in a board game count as play? Does a baby's exploration of a treasure basket count as play? Are children playing when they share rude jokes in the playground? Are children playing when they act out a scene from Roman life in assembly? In the next activity you have the opportunity to identify those activ
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1.1 Introduction

In many countries play is widely viewed as an effective way in which children learn, and most curriculum outlines or frameworks make some reference to play. There is reason to think, however, that the concerted focus on raising educational standards throughout the UK has resulted in an increased emphasis on adult-led learning and a loss of ground for play as a child-led learning process, particularly in the middle years of childhood (7–11 years).

A further aspect highlighted by Peter
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References

Abbott, D., Morris, J. and Ward, L. (2001) The Best Place To Be? Policy, Practice And The Experiences Of Residential School Placements For Disabled Children, York, Joseph Rowntree Foundation.
Berridge, D. (1996) Foster Care: A Research Review, London, HMSO.
Bullock, R., Little, M. and Millham, S. (1993) Residential Care for Children: A Review of the Research
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Introduction

This unit is from our archive and it is an adapted extract from Working with children and families (K204) which is no longer in presentation. If you wish to study formally at The Open University, you may wish to explore the courses we offer in this subject area.

You are probably aware that most children live with a parent or parents, with siblings and relatives and
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5 Conclusion

This unit began by analysing some of the ways in which young people's wellbeing has been represented in media and policy discussions. We then moved on to explore current constructions of young people's ‘wellbeing’ and presented an alternative critical, social framework for thinking about the health of young people. We analysed some of the ways in which class, gender and ethnicity help to shape young people's mental health. Finally, we discussed ways in which young people's wellbeing can b
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4.2 The resilience model

In recent years the dominant approach to the promotion of young people's mental and emotional wellbeing has been to seek ways of developing resilience and of putting in place the protective factors that might reduce young people's vulnerability to mental health problems. Although the following statement from the Mental Health Foundation refers explicitly to children, the terms used are similar to those used in recommendations about the emotional wellbeing of young people:

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4.1 Introduction

In the previous section we examined some of the factors that affect young people's chances of experiencing mental health problems. This section continues the focus on mental health but takes a more positive stance, exploring the factors that promote young people's mental health and that might enable them to cope with threats to their emotional wellbeing. However, it will be important to carry forward the conclusions reached in previous sections, about diversity and inequality in young people'
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3.1 Young people's mental health: diversity and inequality

We will now focus on young people's mental and emotional wellbeing, as a way of exploring how social divisions create diverse and unequal health experiences for young people.

Earlier in the unit we cited claims that young people today are experiencing an increase in mental health problems. What is certainly clear is that there has been an increasing concern in the media and elsewhere about young people's mental health, resulting in a range of reports and initiatives.

But ho
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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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2.1 Introduction

In the unit overview we explored some of the images and discourses about young people's health currently in circulation. But what assumptions are being made in these stories about what it means for a young person to be healthy, whether physically or mentally? What kind of model of wellbeing is being used in these discourses, and are there alternative approaches?


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