Margaret Scanlon – författare

This book, now available in paperback, explores the development of youth policy and youth work in Ireland from the mid-nineeenth century to the present day. Based on original research, funded by the Irish Research Council for the Humanities and Social Sciences (IRCHSS), it looks at the social construction of youth, the emergence of the early youth movements and the nature and scope of contemporary youth work. Key issues include: the shift from mainstream to targeted provision, the professionalisation of the sector and the increased partnership between the state and voluntary sector. A second major theme is the treatment of young people in industrial and reformatory schools, with particular reference to the findings of the Ryan Report on child abuse (2009). This is the only book which combines an exploration of the history and current scope of youth work and youth policy, and which is based on comprehensive original research. It will be essential reading for lecturers and students in youth work, social sciences, social history and related fields.

Continuing professional development (CPD) has become a defining issue in twenty-first century social work. There is widespread consensus in favour of CPD. But what is it? Are there discernible international trends? What are the barriers to participating in CPD? What do social workers think about and want from CPD? This book seeks to answer these questions.Based on a survey and interviews with social work practitioners, CPD in social work offers a unique insight into the possibilities and challenges of CPD and the issues it presents for newly qualified and experienced social workers in practice. Combining the perspectives of social workers and their managers with international research, assures its global appeal. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers.

Continuing professional development (CPD) has become a defining issue in twenty-first century social work. There is widespread consensus in favour of CPD. But what is it? Are there discernible international trends? What are the barriers to participating in CPD? What do social workers think about and want from CPD? This book seeks to answer these questions.Based on a survey and interviews with social work practitioners, CPD in social work offers a unique insight into the possibilities and challenges of CPD and the issues it presents for newly qualified and experienced social workers in practice. Combining the perspectives of social workers and their managers with international research, assures its global appeal. It offers possible directions for the future of post qualifying social work education, making it essential reading for practitioners, educators, managers and policy-makers.

Over the last few decades, public opinion has been traumatised by revelations of child abuse on a mass scale. It has become the major human rights story of the 21st century in Western society.This ground-breaking book explores the relationship between the media, child abuse and shifting adult–child power relations which,in Western countries, has spawned an ever-expanding range of laws, policies and procedures introduced to address the ‘explosion’of interest in the issue of child abuse.Allegations of child sexual abuse by Roman Catholic clergy in Ireland – and its ‘cover-up’ by Church authorities – have given riseto one of the greatest institutional scandals of modern history. Through in-depth analysis of 20 years of media representationof the issue, the book draws significant insights on the media’s influence and its impact on civil society.Highly topical and of interest and relevance to lecturers and researchers in the areas of childhood studies, sociology ofchildhood, child protection and social work, social and public policy and human rights, as well as policymakers, this book provides animportant contribution to the international debate about child abuse as reflected to the public through the power of the media.

Over the last few decades, public opinion has been traumatised by revelations of child abuse on a mass scale. It has become the major human rights story of the 21st century in Western society.This ground-breaking book explores the relationship between the media, child abuse and shifting adult–child power relations which,in Western countries, has spawned an ever-expanding range of laws, policies and procedures introduced to address the ‘explosion’of interest in the issue of child abuse.Allegations of child sexual abuse by Roman Catholic clergy in Ireland – and its ‘cover-up’ by Church authorities – have given riseto one of the greatest institutional scandals of modern history. Through in-depth analysis of 20 years of media representationof the issue, the book draws significant insights on the media’s influence and its impact on civil society.Highly topical and of interest and relevance to lecturers and researchers in the areas of childhood studies, sociology ofchildhood, child protection and social work, social and public policy and human rights, as well as policymakers, this book provides animportant contribution to the international debate about child abuse as reflected to the public through the power of the media.

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions.This book analyses the ‘left-behind’ phenomenon and shows how education has become the new divide in Western society. It explains how denied educational equality and frustrated opportunity are undermining social cohesion and what we can do about it. It challenges meritocratic thinking and the efficacy of widening participation as a policy for social inclusion.Combining analysis of educational disadvantage at an international level and among Travelling communities with empirical data derived from fieldwork with parents, teachers and students in the European Union (Ireland), this book offers fresh thinking and new hope in relation to young people left behind in the opportunity structure.

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions.This book analyses the ‘left-behind’ phenomenon and shows how education has become the new divide in Western society. It explains how denied educational equality and frustrated opportunity are undermining social cohesion and what we can do about it. It challenges meritocratic thinking and the efficacy of widening participation as a policy for social inclusion.Combining analysis of educational disadvantage at an international level and among Travelling communities with empirical data derived from fieldwork with parents, teachers and students in the European Union (Ireland), this book offers fresh thinking and new hope in relation to young people left behind in the opportunity structure.