Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3401
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dc.contributor.authorSpratt, Jennifer-
dc.contributor.authorShucksmith, Janet-
dc.contributor.authorPhilip, Kate-
dc.contributor.authorWatson, Cate-
dc.date.accessioned2016-10-26T22:38:02Z-
dc.date.issued2007-07-
dc.identifier.urihttp://hdl.handle.net/1893/3401-
dc.description.abstractThe policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well-being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change.en_UK
dc.language.isoen-
dc.publisherTaylor & Francis (Routledge)-
dc.relationSpratt J, Shucksmith J, Philip K & Watson C (2007) Embedded yet separate: tensions in voluntary sector working to support mental health in state‐run schools, Journal of Education Policy, 22 (4), pp. 411-428.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectmental well-beingen_UK
dc.subjectvoluntary sectoren_UK
dc.subjectinterprofessional workingen_UK
dc.subjectchildren's servicesen_UK
dc.subject.lcshSchool children Mental health-
dc.subject.lcshChildren Services for-
dc.subject.lcshVolunteers-
dc.titleEmbedded yet separate: tensions in voluntary sector working to support mental health in state‐run schoolsen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/02680930701390545-
dc.citation.jtitleJournal of Education Policy-
dc.citation.issn0268-0939-
dc.citation.volume22-
dc.citation.issue4-
dc.citation.spage411-
dc.citation.epage428-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailcate.watson@stir.ac.uk-
dc.citation.date07/06/2007-
dc.contributor.affiliationUniversity of Aberdeen-
dc.contributor.affiliationUniversity of Teesside-
dc.contributor.affiliationUniversity of Aberdeen-
dc.contributor.affiliationProfessional Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Journal Articles

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