- Title Pages
- Acknowledgements
- List of contributors
- Introduction
- Introduction to Part One
-
One Café scientifique and the art of engaging publics -
Two Social science in the city™: reflections on public engagement - Introduction to Part Two
-
Three ‘Grab and go’: some sociological musings on the 2011 ‘disturbances’ -
Four 1976–the moral necessity of austerity -
Five The Occupy movement -
Six ‘Brave new world’: how will the government respond to the social care challenge of an ageing population? -
Seven Road wars: contesting paradigms of road safety, public space and well-being -
Eight Restorative justice, community action and public protection -
Nine Chew ‘em up or throw ‘em up? Disorganised responses to interpersonal(ity) disorder and social disease -
Ten Resilience - Introduction to Part Three
-
Eleven Social Science And Severely Troubled Children –Working In Partnership, Working In And On Relationship -
Twelve The Professional Impact of Social Science In The City™ -
Thirteen Sharing worlds: managing complex community relationships in challenging times -
Fourteen Talking About Personal Experience and Its Relationship to Social Inequality Across the Generations -
Fifteen Social research, community engagement and learning through partnerships: a collaborative project -
Sixteen A Student's Reflections on Engaging in Social Science - Conclusions: Managing Public Engagement
- Index
Social Science And Severely Troubled Children –Working In Partnership, Working In And On Relationship
Social Science And Severely Troubled Children –Working In Partnership, Working In And On Relationship
- Chapter:
- (p.179) Eleven Social Science And Severely Troubled Children –Working In Partnership, Working In And On Relationship
- Source:
- Public engagement and social science
- Author(s):
Anne-Marie Cummins
Jem Thomas
- Publisher:
- Policy Press
This chapter explores the role of publically engaged social science in the development of a new Foundation Degree in Therapeutic Child Care, jointly developed by the University of the West of England and the Mulberry Bush School in Oxford. It discusses the development of the collaboration, the social-scientific ideas that informed it, the impact of the degree on the school and its work and the lessons that can be drawn about publically engaged partnership between the social sciences and residential and therapeutic child care.
Keywords: Publically engaged social science, Therapeutic child care, Collaboration, Social sciences, partnership
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- Title Pages
- Acknowledgements
- List of contributors
- Introduction
- Introduction to Part One
-
One Café scientifique and the art of engaging publics -
Two Social science in the city™: reflections on public engagement - Introduction to Part Two
-
Three ‘Grab and go’: some sociological musings on the 2011 ‘disturbances’ -
Four 1976–the moral necessity of austerity -
Five The Occupy movement -
Six ‘Brave new world’: how will the government respond to the social care challenge of an ageing population? -
Seven Road wars: contesting paradigms of road safety, public space and well-being -
Eight Restorative justice, community action and public protection -
Nine Chew ‘em up or throw ‘em up? Disorganised responses to interpersonal(ity) disorder and social disease -
Ten Resilience - Introduction to Part Three
-
Eleven Social Science And Severely Troubled Children –Working In Partnership, Working In And On Relationship -
Twelve The Professional Impact of Social Science In The City™ -
Thirteen Sharing worlds: managing complex community relationships in challenging times -
Fourteen Talking About Personal Experience and Its Relationship to Social Inequality Across the Generations -
Fifteen Social research, community engagement and learning through partnerships: a collaborative project -
Sixteen A Student's Reflections on Engaging in Social Science - Conclusions: Managing Public Engagement
- Index
