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Children’s experiences of welfare in modern Britain: Index

Children’s experiences of welfare in modern Britain
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table of contents
  1. Cover
  2. Half Title
  3. Title Page
  4. Copyright Page
  5. Contents
  6. Acknowledgements
  7. List of figures and tables
  8. List of abbreviations
  9. Notes on contributors
  10. Introduction
    1. Rethinking the history of welfare
    2. Approaches and sources
    3. Rethinking histories of modern Britain
  11. 1. Children’s experiences of the Children’s Friend Society emigration scheme to the colonial Cape, 1833–41: snapshots from compliance to rebellion
    1. The Children’s Friend Society and the Cape colony
    2. Letters home
    3. Scandals and silences
    4. Conclusion
  12. 2. ‘Their mother is a violent drunken woman who has been several times in prison’: ‘saving’ children from their families, 1850–1900
    1. ‘I determined to change my name and deny all knowledge of living relations’: children’s choices and their consequences
    2. ‘I shall always look on the time I spent at Waterlands as being the turning point of my life’: the importance of relationships in intervention
    3. Conclusion
  13. 3. ‘Dear Sir, remember me often if possible’: family, belonging and identity for children in care in Britain, c.1870–1920
    1. Creating an institutional ‘family’
    2. Maintaining family bonds
    3. Children’s responses to family practices
    4. Conclusion
  14. 4. Child philanthropy, family care and young bodies in Britain, 1876–1914
    1. Childhood in the public sphere
    2. Institutional care
    3. Parental and peer care
    4. Conclusion
  15. 5. ‘Everything was done by the clock’: agency in children’s convalescent homes, 1932–61
    1. Privacy
    2. Discipline
    3. Conclusion
  16. 6. ‘The Borough Council have done a great deal ... I hope they continue to do so in the future’: children, community and the welfare state, 1941–55
    1. Essay collections
    2. Desire for reform
    3. Living conditions
    4. Education
    5. Healthcare
    6. Conclusion
  17. 7. Welfare and constraint on children’s agency: the case of post-war UK child migration programmes to Australia
    1. The policy and organizational context of post-war UK child migration to Australia
    2. The nature and effects of constraints upon child migrants’ agency
    3. Learning from children’s experience of constraint in welfare services
    4. Conclusion: thinking about children’s experiences of agency in relation to welfare
  18. 8. ‘The school that I’d like’: children and teenagers write about education in England and Wales, 1945–79
    1. Child-centred buildings
    2. Teachers and power relationships
    3. The curriculum, age and child psychology
    4. Truancy and school refusal
    5. Conclusion
  19. 9. Making their own fun: children’s play in high-rise estates in Glasgow in the 1960s and 1970s
    1. High-rise, children and play
    2. Children’s play in Glasgow’s high-rise: Queen Elizabeth Square and Mitchellhill
    3. Where did children want to play?
    4. Memories of ‘living high’ – where did you play?
    5. Conclusion
  20. 10. Teenagers, sex and the Brook Advisory Centres, 1964–85
    1. Clients’ experiences of sexual services: the challenge of finding sources
    2. The Brook Advisory Centre and its clientele
    3. Clients’ lived experiences with the clinic
    4. Clients’ influence over the service
    5. Contraception and the under-sixteens
    6. Conclusion
  21. Postscript: insights for policymakers and practitioners
  22. Index

Index

abortion, 247, 250, 256, 262, 268, 269–70
abuse, 28–9, 39, 43, 44, 45–6, 51, 53, 56, 91, 194, 197, 257
emotional abuse, 130, 142–4, 146, 180, 188, 191, 209–10
physical abuse, 44, 180, 188–9, 190, 191
sexual abuse, 11, 18, 43–4, 61–2, 93–4, 180, 188–9, 191, 193, 215, 251
age
adolescents, 14, 25–6, 33, 69, 116–17, 132–7, 148, 164–5, 177–8, 189, 200, 202, 208–9, 234, 247–59
age-defined expectations, 116–18, 129–35
age-related power, 14–15, 24, 25–6, 145–6, 229–37, 239–43
age-specific welfare, 14, 33, 67, 71, 177–8, 216–17, 267–71
childhood definition, 2, 14, 33–4, 37, 50, 107, 121, 177, 200, 255–6
generation, 24, 107–8, 148–9, 154, 155–6, 171–2, 173, 243–4, 255, 261, 274–5
pre-school children, 14, 21, 230
agency, 23–4, 25, 63–4, 102–3, 120–2, 136–7, 145–6, 175–6, 277–8
attending to children’s voices, 1–5, 15–21, 26, 29, 273–8
collective action, 12–13, 107–8, 110, 130–1
cultures of agency, 13, 104, 183–4, 193, 194–5, 218–19, 255, 265
decision-making, 12–13, 29, 47–8, 55–6, 57–8, 72, 139–41, 230, 249, 260
impact on sense of self, 10, 130–1, 142–3, 189–91, 244
resistance, 12–13, 39–40, 47–8, 67–70, 130–2, 133–4, 136–7, 138–41, 145–6, 188–9, 213–14, 266–7
undermining agency, 13, 47–8, 128, 130, 135–6, 142–4, 146, 176, 186–96, 218–19
Allen, Lady Marjorie of Hurtwood, 226–7
apprenticeship, 27–48, 63–4
autobiography, 100–1, 113–14, 147–8, 185–6, 237–8
birth control, 247–59
aims of service providers, 248–9, 254–5, 265–7
influence of parents, 260–2, 267–70
methods, 262–3
motivations, 251, 254–5, 263–5, 269–70
Bowlby, John, 144, 221–2
Brenton, Edward Pelham, 32, 46
Brook Advisory Centre, 25–6, 247–59
aims, 247, 254–5
characteristics of clients, 255–60
experiences of clients, 260–5
influence of clients on services, 265–7
services for under-sixteens, 267–70
Brook, Helen, 254, 255, 256, 257
bullying, 215–16, 218, 230, 232, 235, 237
charity
aims, 32–3, 50, 52–4, 65–6, 75–6, 176–8, 192–3
child philanthropy, 23, 73–4, 102–9, 112, 121
interactions with the state, 9–10, 123–4, 176–9, 180–1, 247–9
publications and publicity, 35, 67, 73–4, 81–4, 92, 104, 185, 252–3
tactical use, 64, 99–100, 111–13
child development, 218–19, 225–7, 240, 276
impact on parents, 230, 233
impact on state welfare, 183–4, 197, 199, 214–17, 221–2, 229–30, 245–6
child-centred education, 199, 201, 218–19
curriculum, 151–2, 210–14
school buildings, 203–6
school power relationships, 206–10
Children’s Friend Society, 22, 27–48
aims, 28, 32–5
characteristics of children, 32–4
complaints by children, 39–46
experiences of children, 35–9
Christian Brothers, 188, 193
Church of England Advisory Council on Empire Settlement, 182, 187
class, 14–15
ideas about class distinction, 23, 104–7, 214–15
structural inequality in resources, 21, 110–12, 182, 208, 211–12, 233–4, 244–6, 276–7
clothing, 38, 44, 45, 184, 201, 207–9
consent, 19–21, 33–4, 39–40, 53–4, 80–8, 94–5, 182, 233–4, 252–3, 256, 267–71
contraception. See birth control
convalescent home, 23–4, 123–46
aims, 123–4
characteristics of children, 123, 126
discipline, 137–44
privacy in the toilet, 129–32
privacy while bathing, 132–5
psychological privacy, 135–7
death of child, 55–6, 115
delinquency
experience, 38, 39–40, 46, 53–4, 57–9, 63–4, 70, 231–2
ideas of reform, 32–3, 49–50, 250–1
disability, 16, 23, 103, 116–20, 277
intellectual disability, 117–18
physical disability, 116–17, 118–20
discipline
in convalescent home, 128, 137–44
by employer, 41–2, 44, 45–6, 47–8
by parents, 141–2
in residential institution, 6, 32–3, 68–70
at school, 141–2, 203, 209–10
diversity, 22, 28–9, 48, 59, 65, 72, 88, 91, 92–3, 195–6, 276–7
Dr Barnado’s, 22–3, 73–98, 177–8, 274
aims, 75–6, 78–80
contact with family, 54, 81–3
emigration, 73–4, 82–3, 92, 177–8, 182
relationships with staff, 89
education, 2, 24–5, 197–219
educational inequality, 161–7, 173, 180, 182, 191, 200–1, 207–8
elementary (later primary) school, 36, 41, 52, 116–17, 144, 161–2, 197–8, 202, 203, 204, 209–10, 211–12, 216–17
independent school, 69, 144, 162–3, 165–7
secondary school, 116–18, 149–51, 161–7, 198, 204–9, 210–11, 212–16, 217–18
special school, 11, 16, 117–18, 217–18
emigration, 22, 24, 27–48, 175–96
aims of assisted migration programmes, 32–5, 176–8
characteristics of emigrants, 32–5, 177–8, 182
contact with family, 36–9, 82–3, 86–7, 95–7, 187
experiences after emigration, 36–46, 70–1, 73–5, 89, 95–7, 186–94
return migration, 39–40, 41, 42–3, 47, 95–7
Empire and Commonwealth, 22, 32
Australia, 32, 175–96
Canada, 73–4, 82–3, 86–7, 89, 92, 95–7, 176–7
Cape Colony (later South Africa), 27–48
Mauritius, 32
New Zealand, 177, 184
South Africa, 70
Southern Rhodesia (later Zimbabwe), 177, 182
employment
paid work, 27–8, 57, 70, 91–2, 93–4, 177–8, 182, 187–8, 190, 218
regulation of child labour, 8, 32–46
unpaid domestic work, 11, 114–15, 117, 119–20, 243
unpaid institutional work, 184, 186, 193
essays written by children, 17, 24–5, 149–53, 199–202, 233–4
ethics, 19–21
expertise, 2–3, 5–6, 10–12, 112–13, 117–18, 147, 202, 214–16, 225–7, 267–9, 274
Fairbridge Society, 178, 179, 182, 187–8, 193, 194
family, 2–3, 22–3, 49–72, 73–98, 99–122, 132–3, 138
interaction while living apart, 37–9, 40, 42–3, 47–8, 76, 80–8, 109–10, 144, 146, 187, 189, 191
model for other relationships, 33–4, 74, 77, 88–90, 102, 115–16
wider family, 36, 57, 62–4, 95, 115–16
father
criminal record, 56–7, 61–2
death or absence, 59–60, 63, 83–4, 114
disability, 94
employment, 36, 58–9, 63, 114
interaction with child, 37, 43, 63, 94–5, 106–7, 116, 118–19
step-father, 60–3
fertility
fertility decline, 103
teenage pregnancy, 250, 268
First World War, 155–6
flats, 14, 160–1, 221–46
building programmes, 159, 223–5, 227–9
experiences of residents, 229–44
facilities, 25, 159, 225–7, 229–30, 238
food, 36–7, 38, 138–9, 140–1, 213
foster care, 6, 52, 63–4, 81–2, 84–5, 115, 184–5, 192–3
free school meals, 9–10, 111, 147–8, 198–9
gender, 14–15
bodies and sexuality, 32–3, 57, 132–3, 134–5, 178, 259–60, 263, 267–8, 270
impact of inequality, 38, 201, 206, 207–8, 234–7, 241–3
normative gendered roles, 69, 118–20, 200–1, 210–11, 212, 232
Gilligan, Carol ‘Listening Guide’, 126–8, 145
health, 2, 5–6, 121, 123–46
health inequality, 167–8
mental health, 142–4, 145, 183–4, 193, 194–5, 197, 199, 205–6, 214–18
physical health, 27–8, 41–2, 55–6, 104–11, 112, 123–5, 138, 141, 145, 167–71, 173, 198–9
sexual health, 191, 247–71
holiday, 80, 85–6, 89, 111–12
hospital, 155, 168–9, 170–1
children’s hospital, 104–7, 108–9
isolation hospital, 109–10
Poor Law infirmary, 110–11
housing, 25, 221–46
building programmes, 156–9, 160–1, 172–3, 223–4, 225, 227–9
domestic facilities, 129, 132–3, 159–60
estate facilities, 224–7, 229–30, 238
immigration
children with African heritage, 207
children with South Asian heritage, 207
children with West Indian heritage, 207, 212–14
industrial and reformatory school, 22, 49–72
aims, 49–50, 65–6
characteristics of children, 53–4
children’s experiences before admission, 54–64
discipline, 68–70
relationships with staff, 65–8, 70–1
instability, 2–3, 53, 66, 69–72, 88–97, 114–16
institutional care, 65–71, 74, 111–12, 123–46, 175–96
ideal of ‘child rescue’, 30–4, 49–53, 75–6, 78–80, 125–6, 176–8
intersectional oppression, 3, 10, 14–15, 22, 25, 29, 71–2, 120–1, 200–1, 206–10, 275–7
Jephcott, Pearl, 222–3, 227, 231, 232–4, 236, 237–8
letters written by children, 17, 29–30, 35, 37, 38–9, 52, 66–7, 85–7, 88–9, 101–2, 121–2, 185, 187, 253–4
library, 151–2, 170, 203
local government, 8–10, 24, 25, 111, 123–4, 147–73, 235–7, 249, 276
Area Health Authority, 254–5
Camberwell Borough Council, London, 160–1
Cambridgeshire Local Education Authority, 203–4
Glasgow Corporation, 223–5, 228–30, 232, 234–7, 242, 244–6
Inner London Education Authority, 217
London County Council, 160–1, 225
Oxfordshire Local Education Authority, 204
West Ham Borough Council, London, 158
long-term impact of welfare, 4–5, 50–1, 66–72, 88–97, 145–6, 185–6, 189–91, 195–6, 243–4, 274–5
Maizels, Joan, 226
Mass Observation, 17, 149–51, 160, 162–3, 168
mixed economy of welfare, 9, 100, 111, 121, 145, 248–9
mother
criminal record, 55–7
death or absence, 63–4, 84, 94, 114
disability, 57, 84
employment, 36, 85, 100, 110, 112, 239, 260
interaction with child, 21, 36–7, 38, 39–40, 42, 43, 51, 55–7, 61–4, 83–4, 85–7, 93–4, 107–8, 109–10, 132–3, 134, 215, 216–17, 226, 239, 260–2, 269–70
step-mother, 60–1, 63, 94–5
National Health Service, 8, 123–4, 171, 247–9, 254–5
establishment, 19, 148, 167–9, 173
impact on healthcare, 145, 171
National Society for the Prevention of Cruelty to Children, 104
newspapers and magazines, 39–40, 46, 73–4, 77, 89, 92, 153–4, 252–4, 268–9
writing by children, 17, 73–4, 89–90, 101–2, 121–2, 185, 206, 207, 264
oral history, 16–17, 20–1, 126–8, 145, 185–6, 237–8, 243–4
parent
criminal record, 51–2, 54, 58
parental rights, 33–4, 51, 76, 182, 207
peers, 3, 145–6, 183, 277
collective action, 13, 23–4, 69, 102, 116–22, 130–2, 139–41, 203
friendship, 74, 89–90, 91, 92, 97, 135–6, 186–7, 188–9, 206, 249, 251, 260–1, 262, 263
isolation from peers, 6, 116–19, 143–4, 146, 186–7, 188, 189–90
power hierarchies, 141, 234–43
social pressure and shame, 132, 142–3
philanthropy. See charity
Phillipson Memorial Orphanage for Boys, Newcastle-upon-Tyne, 112
play, 25, 130–2
adult-created outdoor playground, 204, 222, 227–8, 229–30, 234, 238–41, 242–3
adult-organized club or society, 186–7, 232
adult-organized indoor play, 226, 236
expert concerns about play, 183–4, 222, 225–7
imaginative play, 139–40, 236–7, 242
outdoor roaming, 69, 135–7, 222, 226–7, 229, 241–4
team games, 234–6, 237, 241–2
unintended spaces, 231–2, 234, 241–2
pocket money, 38, 80, 105, 183–4
politics
children’s engagement, 148, 150–1, 153–4, 165, 171–2, 202
children’s rights, 14, 218–19, 256, 273–8
impact on children, 71–2, 99, 218–19, 254–5, 267–9
Poor Law, 21, 33, 65, 108, 110–11, 179
poverty, 21, 32, 36–7, 49–50, 58–9, 109–10, 114–15, 148, 182
unemployment, 155, 157–8, 159
pregnancy, 63
outside of marriage, 62, 63, 247, 251, 261–2, 264, 266, 268
Princess Mary Village Homes, Surrey, 49–72
privacy, 128–37, 204, 206, 243, 277
psychology
child guidance, 10–11, 214–18
child psychology, 144, 183, 226
educational psychology, 197, 199, 214–18
psychiatry, 215–16
psychoanalysis, 215–16
race and ethnicity, 25, 34–5, 39–41, 43, 44–5, 46, 200–1, 207–8, 212–14, 277
radio, 150, 252–3
religion, 41, 182, 207, 270
Catholic institutions, 178, 179, 182, 187, 193
Christian institutions, 32–3, 123–4
Protestant institutions, 65–6, 75, 182, 187
road safety, 230–1, 234
Royal Philanthropic School, Surrey, 49–72
school. See education
school medical inspections, 111, 124–5, 198–9
Second World War, 148–50, 156–7, 167–8
Sen, Amartya, ‘capability approach’, 3, 10, 249
sexual experience, 251, 255–60, 267–8
sibling, 27–8, 37, 42, 44, 55–6, 73, 94–7, 117, 118, 120, 241–2
silence, 13, 18–19, 44–6, 47–8, 111–12, 202–3, 214–18, 274–5
Sisters of Nazareth, 182
social work, 8, 100, 179, 214–16, 257
staff, 3, 277
medical staff, 108–10, 129–44, 249, 260–3, 265–71
residential institution, 65–71, 88–94, 186, 187, 188–9, 191, 194
teachers, 200–1, 206–10, 215–16
state, 2–3, 8–10, 24, 147–73, 192–3, 274–8
Australian Commonwealth government, 178–9, 180–1, 192–3
Beveridge Report (1942), 10, 148, 155
Curtis report (1946), 179, 181, 183–5, 186, 192–3, 194–5
Education Act (1944), 148, 165, 167, 197–8
government inquiry and inspection, 8–9, 40, 46, 181, 184–5, 187
impact of policy making, 53–4, 111, 145, 197–9, 218–19, 248–9
Ministry of Education, 205
Ministry of Health, 158, 214
Ministry of Housing and Local government, 159–60, 225
Ministry of Works and Planning, 157
Scottish Office, 224–5
state planning, 153–6, 158–9, 222
Sunday school, 27, 112
teenager. See age;adolescents
The Foundling Hospital, 32, 80–1, 275
The National Children’s Home, 112
The Waifs and Strays Society (later The Children’s Society), 22–3, 73–98, 275
aims, 75–6, 78–9
contact with family, 54, 83–7
emigration, 86–7, 94–7, 182
relationships with staff, 89, 90, 93–4
shame of institutional care, 92

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