Family Policy.docx
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1. The document discusses family policy in Ireland relating to support for lone parent families. 2. It provides background on family policy and outlines the rationale for payments to support one parent families, addressing concerns about long-term reliance on payments. 3. Recent policy changes introduced activation measures to encourage lone parents to return to work or education. The document evaluates these measures and their impact on one parent families.
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Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
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Discussion Questions
Question 1 (300 words minimum)
Imagine you have been hired as a consultant to support a firm that wishes to expand its operations internationally. Your first assignment is to explain to the CEO and their staff the importance of understanding the difference between domestic expansion and international expansion.
For your initial discussion post, consider the following questions as a basis to your explanation to the CEO:
· Why is foreign investment so different from domestic investment?
· What should C-Level executives consider in expanding internationally, as compared to domestically?
· What types of risk mitigation techniques could you suggest to the executives so that the firm can be successful in the proposed expansion?
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
Question 2
Consider you are a cash manager of a multinational corporation (MNC) based in the United States. One of your responsibilities is to gain the highest yield for your treasury cash. Complete the following:
· Visit the https://www.bloomberg.com/markets/rates-bonds/government-bonds/us webpage and click on a country to review its interest rates.
· Select a country to invest in for one year.
· Describe why you chose that country and your expected yield for the next year.
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
2
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Introduction to Social Work
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Lisa E. Cox
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Carolyn J. Tice
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FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
United Kingdom
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
India
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Singapore 049483
Copyright © 2019 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Cox, Lisa E., author. | Tice, Carolyn J., author. | Long, Dennis D., author.
Title: Introduction to social work : an advocacy-based profession / Lisa E. Cox, Stockton University, Carolyn J. Tice, ...
Recommended
Session 2
This document discusses the historical development of inclusive education and special education. It begins by outlining some key questions about how special education has informed the inclusion debate, the characteristics of inclusion, and what inclusive education may look like in practice. It then provides a timeline of important policies regarding inclusion internationally, nationally, locally, and within schools. The document discusses several major policies in more detail, including the UK's Every Child Matters and the USA's No Child Left Behind. It also discusses the UK's 2011 Green Paper on inclusion and SEN. The document then outlines the main points of the UK's SEN Code of Practice from 2001 regarding areas of need, graduated responses, and individual education plans. Finally, it summarizes five
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This presentation was developed to share the learning form the schools pathway project with SENCos.
It has a nice visual to help you visualise the importance of the relationship between the key working functions, principles and the partnership approach.
Fww slide
The document summarizes the history and mission of Families Worldwide, an organization originally called The Cottage Program International established in 1972. It provides family strengthening programs and resources based on research to help families establish healthy patterns through principles like kindness, commitment, communication, choices, well-being, and spirituality. The organization has helped over 30,000 families globally. It outlines its mission to strengthen families and the solutions for families program and book at its core, as well as inputs, processes, and outcomes of strengthening families and individuals.
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Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Connect the Dots: Building a Movement for Children and Families -- Project LA...
This document discusses building a social movement to promote protective factors for children and families. It provides examples of how individuals, community organizations, and policymakers can collectively work to connect actions that strengthen families. This includes faith-based organizations promoting protective factors, a community dashboard to track outcomes, and advocating for policies that reduce senior poverty through programs like Social Security and Medicare. The overall goal is for diverse stakeholders to take coordinated actions and measure shared outcomes to achieve greater impact in supporting children and families.
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This document discusses establishing positive relationships with families in early childhood education. It covers several key points:
1) The importance of effective communication, creating welcoming environments, and showing genuine interest in families to build relationships.
2) Partnerships with families require mutual respect, understanding different perspectives, communication, shared goals and decision-making.
3) A 5-stage model of communication with families corresponds to Maslow's hierarchy of needs, starting with basic needs and safety, and progressing to belonging, self-esteem, understanding and self-actualization.
4) Ethical codes emphasize listening to families, developing partnerships through shared decision-making and respecting families' rights, culture and privacy. The
Discussion QuestionsQuestion 1 (300 words minimum)Imag
Discussion Questions
Question 1 (300 words minimum)
Imagine you have been hired as a consultant to support a firm that wishes to expand its operations internationally. Your first assignment is to explain to the CEO and their staff the importance of understanding the difference between domestic expansion and international expansion.
For your initial discussion post, consider the following questions as a basis to your explanation to the CEO:
· Why is foreign investment so different from domestic investment?
· What should C-Level executives consider in expanding internationally, as compared to domestically?
· What types of risk mitigation techniques could you suggest to the executives so that the firm can be successful in the proposed expansion?
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
Question 2
Consider you are a cash manager of a multinational corporation (MNC) based in the United States. One of your responsibilities is to gain the highest yield for your treasury cash. Complete the following:
· Visit the https://www.bloomberg.com/markets/rates-bonds/government-bonds/us webpage and click on a country to review its interest rates.
· Select a country to invest in for one year.
· Describe why you chose that country and your expected yield for the next year.
Your initial response should be a minimum of 300 words. Graduate school students learn to assess the perspectives of several scholars. Support your response with at least one scholarly and/or credible resource in addition to the text.
2
3
Introduction to Social Work
Second Edition
4
5
Introduction to Social Work
An Advocacy-Based Profession
Second Edition
Lisa E. Cox
Stockton University
Carolyn J. Tice
University of Maryland
Dennis D. Long
Xavier University
6
FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
E-mail: [email protected]
SAGE Publications Ltd.
1 Oliver’s Yard
55 City Road
London EC1Y 1SP
United Kingdom
SAGE Publications India Pvt. Ltd.
B 1/I 1 Mohan Cooperative Industrial Area
Mathura Road, New Delhi 110 044
India
SAGE Publications Asia-Pacific Pte. Ltd.
3 Church Street
#10-04 Samsung Hub
Singapore 049483
Copyright © 2019 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Cox, Lisa E., author. | Tice, Carolyn J., author. | Long, Dennis D., author.
Title: Introduction to social work : an advocacy-based profession / Lisa E. Cox, Stockton University, Carolyn J. Tice, ...
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School of Social Work and Human Services
Child Welfare
COURSE DESCRIPTION
This course will look at the major historical, ideological, legal, and professional themes that inform child welfare policy.
Issues including current legislation, history of child welfare, foster care, and adoption will be examined. In particular, we will focus on the social construction of mothering, of child neglect and of child abuse.
Contemporary policies and programs for populations disproportionately engaged with child welfare services including Aboriginal children, immigrant and refugee children, and children of single parents will be examined.
Students will be expected to engage in a process of integrating factors of gender, class, disability, race, culture and sexual orientation into their critical analysis of the ideological nature of Child Welfare.
This course does not teach you specifically how to become a worker in child protection, although we will discuss child protection, frameworks and issues of child protection work. Rather, it is intended to give you a perspective on the breadth and scope of Child Welfare work, and the issues that face workers in terms of policy, practice, ideology, and ethical issues. The course will be of interest to any students who will be working with children and families.
LEARNING OUTCOMES
Upon successful completion of this course, students will have:
1)
An understanding of the major historical, ideological, legal and professional themes that inform child welfare policy.
2)
The ability to critically analyze current policy and practice issues in child welfare and their implications for social work practice.
3)
The ability to articulate and integrate one’s personal and professional ethical perspective and its influence on social work practice in child welfare.
4)
The ability to articulate the relationship of child protection, child welfare, structural realities, and the implications for practice.
5)
An understanding of the role of the state in defining and influencing child welfare practices.
6)
The ability to analyze social issues affecting children and families.
7)
An understanding of racism, sexism, and heterosexism in child welfare services.
COURSE EXPECTATIONS
REQUIRED TEXTS
Kufeldt, K. & McKenzie, B. (Eds.) (2011) Child Welfare: Connecting Research, Policy, and Practice. (2
nd
Edition) Waterloo: Wilfred Laurier Press.
COURSEPACK CONTENTS:
STUDENT EVALUATION PROCEDURE
One page Individual Paper Proposal for your Final 10-12 page paper
Assignment #2: Critical Analysis and Child Welfare Paper
Length:
10-12 pages typed, double-spaced. References and title page on additional pages.
An outline of your final paper is required. This only requires a brief (one page) identifying your topic and why you have chosen it, and possible literatures that you will examine to complete the paper
.
TOPIC: Single Parent fathers.
Purpose:
This 10-12 page and double-spaced paper (reference list will be .
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Essay plan and structure DW
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Topic sentence: One approach that has proven effective in supporting international students is providing a blended model of academic support.
Evidence: Pyke et al. (2012) conducted research demonstrating that a blended model combining drop-in and one-to-one consultations, workshops, writing clinics, and intensive academic programs helped students fulfill assessment requirements and maintain retention rates.
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41
The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
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This document provides an overview of a web-based training module on family centered practices in early intervention. It was developed by three collaborating partners with input from various state organizations. The training aims to define family, describe the philosophy of family centered practices, consider personal values and biases, identify key features of family centered practices, and explain the rationale for implementing these practices. It includes a video example, learning activities for reflection, and covers topics like culture, effective relationships, family definitions, and the principles and characteristics of family centered services. The overall goal is to help participants understand and apply a family centered approach in their work.
Unit 2: Communication - Parental Involvement Presentation
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An ethical code in education is important for several reasons. It provides educators with guidelines to assist in professional decision making, addresses personal and community values, and helps resolve potential conflicts between ethical and legal concerns. An ethical code makes teachers aware of obligations, provides a common standard to evaluate actions, and clarifies limits of intervention. It also aligns school and teacher values with community expectations and requires high moral standards from educators. Establishing an ethical code reduces the possibility of ethical conflicts and supports educator actions by proving they acted within limitations.
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Case Studies Assignment Ethics in the Social Sciences.docx
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COURSE DESCRIPTION
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Issues including current legislation, history of child welfare, foster care, and adoption will be examined. In particular, we will focus on the social construction of mothering, of child neglect and of child abuse.
Contemporary policies and programs for populations disproportionately engaged with child welfare services including Aboriginal children, immigrant and refugee children, and children of single parents will be examined.
Students will be expected to engage in a process of integrating factors of gender, class, disability, race, culture and sexual orientation into their critical analysis of the ideological nature of Child Welfare.
This course does not teach you specifically how to become a worker in child protection, although we will discuss child protection, frameworks and issues of child protection work. Rather, it is intended to give you a perspective on the breadth and scope of Child Welfare work, and the issues that face workers in terms of policy, practice, ideology, and ethical issues. The course will be of interest to any students who will be working with children and families.
LEARNING OUTCOMES
Upon successful completion of this course, students will have:
1)
An understanding of the major historical, ideological, legal and professional themes that inform child welfare policy.
2)
The ability to critically analyze current policy and practice issues in child welfare and their implications for social work practice.
3)
The ability to articulate and integrate one’s personal and professional ethical perspective and its influence on social work practice in child welfare.
4)
The ability to articulate the relationship of child protection, child welfare, structural realities, and the implications for practice.
5)
An understanding of the role of the state in defining and influencing child welfare practices.
6)
The ability to analyze social issues affecting children and families.
7)
An understanding of racism, sexism, and heterosexism in child welfare services.
COURSE EXPECTATIONS
REQUIRED TEXTS
Kufeldt, K. & McKenzie, B. (Eds.) (2011) Child Welfare: Connecting Research, Policy, and Practice. (2
nd
Edition) Waterloo: Wilfred Laurier Press.
COURSEPACK CONTENTS:
STUDENT EVALUATION PROCEDURE
One page Individual Paper Proposal for your Final 10-12 page paper
Assignment #2: Critical Analysis and Child Welfare Paper
Length:
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.
TOPIC: Single Parent fathers.
Purpose:
This 10-12 page and double-spaced paper (reference list will be .
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Essay plan and structure DW
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Topic sentence: One approach that has proven effective in supporting international students is providing a blended model of academic support.
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41
The
School Leader’s Tool
for Assessing And improving school culture
By chRistopheR R. WagneR
O
nce thought of as a soft approach to school improvement
efforts, school culture has finally amassed the depth of
research necessary to qualify as a mainstay in a school
leader’s annual improvement plans. Every school has a
culture, and every school can improve its culture.
And school culture may be the missing link—a link that has much
more to do with the culture of the school than it does with elaborate
curriculum alignment projects, scrimmage tests, and the latest buzz-
word reform efforts—in the school improvement conundrum (Wag-
ner & Hall-O’Phalen, 1998). Several authors and researchers (Levine
& LeZotte, 1995; Sizer, 1988; Phillips, 1996; Peterson & Deal, 1998;
Frieberg, 1998) agree and refer to school climate, and more specifically
to school culture, as an important but often-overlooked component of
school improvement.
Assessing School Culture
School culture consists of “the beliefs, attitudes, and behaviors which
characterize a school” (Phillips, 1996, p. 1). School culture is the
shared experiences both in school and out of school (traditions and
celebrations) that create a sense of community, family, and team
membership. People in any healthy organization must have agree-
ment on how to do things and what is worth doing. Staff stability and
common goals permeate the school. Time is set aside for schoolwide
recognition of all school stakeholders. Common agreement on cur-
ricular and instructional components, as well as order and discipline,
are established through consensus. Open and honest communication
is encouraged and there is an abundance of humor and trust. Tangible
support from leaders at the school and district levels is also present.
PREVIEW
School culture affects
everything that happens
in a school, including
student achievement.
A simple survey allows
schools to evaluate three
main aspects of school
culture: professional
collaboration, affiliative
collegiality, and self-
determination/efficacy.
Christopher R. Wagner
[email protected]
Wagner is a past president
of the Minnesota Association
of Secondary School Principals
and a professor in the Depart-
ment of Educational Admin-
istration, Leadership and
Research at Western Kentucky
University.
PL December 2006 41
NASSP MeMbers ONLY
Access tO sAviNgs
What Is Access?
Access is a group discount program created specially for
NASSP members. The Access logo shown on the back
of your new membership card is honored at more than
120,000 locations, saving you up to 50% on purchases you
make every day.
How Does It Work?
1. Find offers from education-supporting merchants in your area.
Log in to the members-only portion of the NASSP Web site using the ID number on your mem-
bership card and password. Then, browse the online savings directory of participating merchants by
entering the city or Zip code where you are—or plan to .
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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- 1. Family Policy BA. (Ord) Social Care. Year 1 Module: Social Policy in Context. Assessment brief: You are beings asked to evaluate a key aspect of policy relating to this area. To do this, you are required to write a 500 word evaluation as follows: 1. FAMILY POLICY: “Evaluate the activation measures introduced to support lone parent families back to work as a family policy in Irish Society”. In doing so discuss: Background to family policy: What is family policy? What is the aim of family policy? What recent policy framework aims to influence the position of families in Irish society? Introducing the position of OPF in Ireland today: What is the position of One Parent Family in Ireland today? Rationale for the payments: What is the background to payments for One Parent Family? Why were they introduced? What concerns emerged about One Parent Family payments? What are the recent changes and rational for changes to One Parent Family payments? Analyse: What are the consequences of the changes for OPFs? Think about their aim and the reality for some OPF. Evaluate: Evaluate the effectiveness of these activation measures as a family policy. Identify what recommendations have been made to how this policy approach is pursued and administered, why and by whom? What does this tell you about the policy making process and what factors influence how social policies are designed and delivered. Conclusion. Examples of resources to use for writing this essay: • Crosse, R. and Millar, M (2015) ‘Parenting alone in contemporary Ireland’ in O’Doherty, C. and Jackson, A. (Eds.) Learning on the Job. Cork: Oak Tree Press, pp.184-204. • Department of Social, Community and Family Affairs (2006) Government Discussion Paper: Proposals for Supporting Lone Parents, Dublin: Department of Social, Community and Family Affairs • Fahey, T. (2006) ‘Family and family policy’ in Healy, S., Reynolds, B. and Collins, M. (eds.) Social Policy in Ireland. Principles, Practice and Problems, (2nd ed.) Dublin: Liffey Press,pp. 385-402 or • Kiely, G. (1999) ‘The family and social policy’ in Kiely, G., O’Donnell, A., Kennedy, P. and Quin, S. (eds.) Irish Social Policy in Context, Dublin: UCD Press, pp. 254-267 • Kiernan, K. (2017) ‘One Family presentation to Joint Committee on Social Protection Supporting Lone Parents into work or education’ available from https://www.oireachtas.ie/parliament/media/committees/socialprotection/Opening- statement-from-One-Family-on-issues-facing-lone-parents-12-January-2017.pdf • Millar, M and Crosse, R. (2016) Lone Parents and Activation, What Works and Why: A Review of the International Evidence in the Irish Context. The UNESCO Child and Family Research Centre, National University of Ireland, Galway. Executive Summary only Websites: Citizens information website for details on current payments to OPF
- 2. http://www.citizensinformation.ie/en/social_welfare/social_welfare_payments/social_welf are_payments_to_families_and_children/one_parent_family_payment.html Pre-budget submission by One Family https://onefamily.ie/wp-content/uploads/2017/07/One- Family_Pre-Budget-Submission-2018.pdf One family website: https://onefamily.ie/#Family #Policy