Touch in educational and child care settings: dilemmas and responses

2.50
Hdl Handle:
http://hdl.handle.net/2173/74233
Title:
Touch in educational and child care settings: dilemmas and responses
Authors:
Piper, Heather; Smith, Hannah
Citation:
British educational research journal, 2003, vol. 29, no. 6, pp. 879-894
Publisher:
Routledge
Publication Date:
Dec-2003
URI:
http://hdl.handle.net/2173/74233
DOI:
10.1080/0141192032000137358
Additional Links:
http://www.tandf.co.uk/journals/titles/01411926.asp
Abstract:
This article considers the touching, or rather, not touching, of children and young people in professional settings. Some have argued that many schools and other childcare environments are becoming 'no touch' zones. Formal guidelines in the UK are centrally concerned with 'child protection' issues, and 'force and control', and as such appear more reactive than proactive. From the authors' exploratory studies it has emerged that this is an area where fear and confusion (resulting from a moral panic) have tended to replace a response that is primarily concerned with the caring needs of children. The authors regard this as an area that can no longer be left to chance and suggest that future policy should be informed by research that takes account of the complexities as discussed throughout.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in British Educational Research Journal, published by and copyright Routledge.
Keywords:
Touching; Ethics; Child protection
ISSN:
0141-1926; 1469-3518

Full metadata record

DC FieldValue Language
dc.contributor.authorPiper, Heather-
dc.contributor.authorSmith, Hannah-
dc.date.accessioned2009-07-16T15:06:06Z-
dc.date.available2009-07-16T15:06:06Z-
dc.date.issued2003-12-
dc.identifier.citationBritish educational research journal, 2003, vol. 29, no. 6, pp. 879-894en
dc.identifier.issn0141-1926-
dc.identifier.issn1469-3518-
dc.identifier.doi10.1080/0141192032000137358-
dc.identifier.urihttp://hdl.handle.net/2173/74233-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in British Educational Research Journal, published by and copyright Routledge.en
dc.description.abstractThis article considers the touching, or rather, not touching, of children and young people in professional settings. Some have argued that many schools and other childcare environments are becoming 'no touch' zones. Formal guidelines in the UK are centrally concerned with 'child protection' issues, and 'force and control', and as such appear more reactive than proactive. From the authors' exploratory studies it has emerged that this is an area where fear and confusion (resulting from a moral panic) have tended to replace a response that is primarily concerned with the caring needs of children. The authors regard this as an area that can no longer be left to chance and suggest that future policy should be informed by research that takes account of the complexities as discussed throughout.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.tandf.co.uk/journals/titles/01411926.aspen
dc.subjectTouchingen
dc.subjectEthicsen
dc.subjectChild protectionen
dc.titleTouch in educational and child care settings: dilemmas and responsesen
dc.typeArticleen
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