Social Pedagogy and Social Work

Lowis is a Senior Lecturer at the University of Central Lancashire (UCLan), where she teaches Social Work, Social Policy and Community Care programmes. Lowis' previous employment background has mainly been located within working with children and young people in a social work capacity. Lowis has an interest in working with young people leaving care and especially within the youth justice system, and in developing various projects for young people. Her interest in social work training led her into teaching where she taught at the UCLan Burnley Campus before moving to the main campus in Preston. Ali is a Senior Lecturer at the University of Central Lancashire (UCLan), where she teaches on a number of programmes including social work and social pedagogy. Ali has spent a number of years working with people with learning disabilities within practice, policy, research and advocacy. She has been involved with a partnership project with the Department of Health, Skills for Care (North West) and Social Care Institute for Excellence (SCIE) to design and support the development of personalisation teaching resources for social work programmes in the Higher Education Sector.

Introduction Chapter 1: What is Social Pedagogy and How Does It Link to Social Work? Chapter 2: Social Pedagogical Key Thinkers Chapter 3: Social Pedagogy Concepts Chapter 4: The Development of Social Pedagogy in Children, Young People and Families Social Work Chapter 5: Adopting social pedagogical approaches in working with adults Chapter 6: Participation Chapter 7: Social Pedagogy and risk: Have you done a risk assessment? Conclusion

Outstanding. The only text to explore the theory, principles and practice of Social Pedagogy and modern day Social Work. An engaging and inspiring read for students, practitioners and educators, bringing together decades of research that will shape future social work practice and leave readers thinking, "I want to do this!" -- Jon Old This is, in my opinion, a good book. The pursued objectives are clear and viable, and the content is well structured from a pedagogical point of view. It also strikes the right balance between theory and practice, given that the theoretical perspectives it provides are linked continuously throughout the text with the daily work of professionals in practice. In this sense, one might say that it constitutes a manual of social pedagogy for social workers. -- Xavier Ucar