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|DOI (Digital Object Identifier) Link:||https://doi.org/10.1111/j.1365-2206.2007.00526.x|
|Google Scholar:||Look up in Google Scholar|
This paper presents some findings from a study of the views of 33 parents from a diversity of backgrounds with children between 0 and 12. Twenty-two parents were using family support services. They were asked about their views on 'parenting capacity' based on the dimensions of The Framework for the Assessment of Children in Need and Their Families (Department of Health et al.) which are now incorporated into the Common Assessment Framework used in Every Child Matters (Department for Education and Skills). They were also asked about reading with their children and how this enhanced their parenting capacities. Their responses were analysed using the parenting capacity dimensions of The Framework for the Assessment of Children in Need and Their Families. It became apparent that this common activity (parent/child reading) contributed much to children's development and to the quality of the child/parent relationship. It also enhanced parenting capacity as described in the parenting capacity dimensions. This paper presents that part of the findings which illustrates the creative connections that exist between the activity of parents and children reading together and the parenting capacity dimensions social workers use in assessment and intervention. These findings are relevant to practitioners working within current policy and practice agendas in children's services, which promote multidisciplinary working and non-stigmatizing assessments and interventions.
|Item Type:||Journal Article|
|Copyright Holders:||2008 Blackwell Publishing Ltd|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
|Depositing User:||Katy Gagg|
|Date Deposited:||08 Feb 2010 14:49|
|Last Modified:||04 Oct 2016 18:09|
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