If progress is being made, we need to continue to encourage them and congratulate their progress. Identifying strengths and abilities in the individual that contribute to them dealing with the issue is essential and accepting the individual's values is paramount (even if we may not agree with them). Active listening skills need to be used when supporting an individual. While working with an individual who was trying to stop substance use we worked together to identify the triggers and when the individual relapsed we discussed what had happened and what they would need to do or avoid doing in order to succeed. Although it can be difficult to understand or accept when an individual we are supporting relapses, we have to remain impartial and remember , above all, that we are only human.
Unit 137 OUTCOME 4.3 BY DEBRA PRICE Children and young people need to trust adults in order for them to be able to answer their questions. The answers should always be answered honestly, and in some instances children will ask many questions as they come to terms as to what may be happening to them. This can be very difficult as adults like to see children happy rather than upset adults do not always listen to children correctly and acknowledge their feelings. Listening to children is critical as we can then learn what they are thinking and how they feel, they could be feeling resentful or have feelings of anger and disappointment, children should be encouraged to speak openly without feeling they have to hold back e.g. “you don’t mean that” attitude .
The performance of | | |the child depended on how the learning situation is perceived by the child in question and whether he is given the | | |optimal help by me in understanding what was expected of him. | | |In page 18 of Margret Donaldson’s book (Children’s Mind), she argued that communication is in two ways and for a | | |communication to be effective each participants needs to try understanding what the other knows already. In this | | |activity the child appeared to have more ideas about the said activity and due to this, he is able to communicate with | | |me throughout the activity showing interest and enthusiasm about what he wanted to do. As a practitioner, I listened | | |carefully and take on board what the child wanted to do. Through this, we were able to come up with an idea for the |
Where necessary I adapt my style of communication and use appropriate communication systems that meet the child’s needs and abilities. Children of a young age will have different levels of requirements and attention that that of an older child. When children start in our Reception classes they need lots of support and reassurance in order for them to adjust to the school environment and develop their independence. When communicating with younger children
5. Identify and define child development principles, theories, and stages. 6. Apply a systems framework to examine the dynamics of the biophysical, affective, social, psychological, cultural, and cognitive domains of child development. Program Competencies Addressed in this Course: The following competencies are addressed in this course: * It is expected that this course will contribute to student competence to analyze and critique the range of social structures and systems such as health, legal, and economic that affect family
Also if there ever come a time when I have to deal with a child when they are being rude, I would have to be patient with the child and also try to get the child to trust me. Although when I go into my field, I would like to learn how to better understand each individual child's problem and learn how to deal with it. My major has been a huge part of my life on how I would better myself as well as being a great early childhood development
The Life Story has a huge impact on encouraging children to speak up, as they often find it difficult to let out their feelings in difficult situations. Tony Ryan and Rodger Walker stated ‘Life Story Work gives children a structured and understandable way of talking about themselves’. It enables them to use different ways to express themselves and feel confident. The most vulnerable children are those who are left in Foster Care
While other therapies are being developed, tested and researched, (CBT) has evidence based research in being effective due to the flexibility of its interventions and the ease of adjustment to co-join other therapies to (CBT). According to research done by Leslie Swanson, cognitive behavior therapy techniques such as relaxation, restructuring, and re-scripting therapy aided in helping patients with PTSD to overcome insomnia, sleep disorders, and nightmares, which are common symptoms with PTSD (Swanson, 2009). More importantly, research identifies cognitive behavior therapy as a highly effective therapy to treat individuals who suffered from moderate depression (296.22) and have a dual diagnosis of substance abuse (Ruwaard, 2009, 215). (CBT) has also gained respect as a preferred therapy for helping those who abuse and are addicted to drugs. Kirby and Marlowe suggest that CBT has shown substantial gain in the field of substance abuse, due to its person centeredness and brief treatments.
Perspectives on Coping and Resilience brings together the above mentioned disciplines and their relevance within individual, group and community resilience building. This paper will review and build upon the writings of Pulla, Shatte and Warren (2013) and a variety of extended authors whilst highlighting key areas of children and emotional stability, gender issues, trauma and violence. Approach Keywords: Coping, Resilience, Social Work, Human Services, Emotional Stability, Bouncing Back, Strengths Introduction: Pulla, Shatte & Warren (2013, pp. 12-13) clearly link the resilience of an individual, group or system to its ability to interact with and adapt to the present environment, along with the production of strengths to cope with the stress and adversity experienced within a crisis. This ability to ‘bounce back’ - in biological, psychological and social terms – relies on an understanding of risk factors which have the ability to hinder successful adaptation and maintenance of typical functioning within changing circumstances and environments (Wu, Feder & Mathe, 2013).
The Importance of Resilience in Terms of the Welfare of Children and How This Underpins Broader Principles of Safeguarding. The aim of this essay is to examine how children build resilience and why resiliency is important in terms of their welfare as well as discussing the principles of safeguarding and how the two go hand in hand. It will also look at the factors that can interrupt the development of resilience and how children that haven’t built resilience struggle to rise above adversity, manage stress and may even put themselves at risk. Resilience is a life skill. It’s about being able to stand on your own two feet, being independent or taking back power or control.