The school nurse has a key role not only in providing emergency care to students, but also in developing prevention strategies. Many emergencies are avoided in the schools each day because school nurses have assisted in the education of teachers/school staff, parents/guardians and students in prevention and early intervention techniques. Proactive development of individualized health care plans and emergency care plans can also play a key role in prevention. By working collaboratively with school administrators/staff, medical advisors, local EMS agencies, local health care practitioners, and parents/guardians, the school nurse can be instrumental in establishing a comprehensive program of emergency care aimed at reducing student morbidity and mortality. Keeping abreast of practice changes and trends within the field of school nursing is critical.
Journal of Policy, Practice, and Program, 78(6), 793-806. Involving outreach activities for parents and adolescents in Monroe County, New York that was focusing on health crisis services for youths. There was an educational workshop addressing teen depression and suicide. It was to suggest a proactive, preventive educational approach that would include both primary and secondary prevention modalities. Not just helping a problem but it was bringing more awareness to an increasing issue.
Nurturing stage: Birth to 18-24 Months or Autonomy- The major task at this stage is forming bonds of attachment with the baby. Parents attempt to meet the needs of the baby and balance this with other responsibilities involving spouse, jobs, and friends. Authoritative stage: Two to four or five years- Parents nurture, guide, and discipline their child. Parents evaluate their effectiveness in establishing limits, communicating and enforcing rules, and allowing enough freedom for each child to grow and develop. Interpretive Stage: Preschool Years through Adolescence- Parents teach their child about life and help him or her interpret the actions of others such as their teachers and peers.
This allowed our class to become informed on the process of admitting a patient in the field. Our class gained an understanding of the process of providing substance abuse services to clients. We learned the importance of prioritizing a client’s treatment plan. Our insight also included understanding the different treatment stages and familiarizing ourselves with local agencies offering treatment by looking up agencies and resources using 211, the phonebook and the internet. We gained an understanding of peer pressure in adolescents and discussed prevention programs created to teach adolescents the skills needed to make good decisions.
Know who has responsibility to share the concern of what the child disclosed with parents/carer. -- Where there is a suspicion of abuse, parents are informed at the same time as the report is made, unless this increases the risk of harm to the child or additional guidance has been given by the local safeguarding children board, whereby the investigating officers will contact and inform parents, feeding back to the setting within 48 hours of a referral letting the setting know what is happening. The setting continues to support both child and family. -- Where a child makes a disclosure of abuse a designated/named officer shares the concern with parents, makes informed decisions about the need for referral and explains how the procedures work for maintaining each child's confidential file - how all reports and records are kept & updated, the parent's right to access the
AH-3.1 increase the amount of adolescents who can talk to parents about a serious problem. AH-3.2 Increase the amount of adolescents whom have a parent attend a extra after school activity, |person to person based intervention to reduce adolescents risk by improving parenting skills (www.communityguide.org). Talk to your adolescent about
Date: 15th December, 2011 Working with Children, Families and Carers The purpose of this assignment is to critically discuss the system surrounding resistant families and how social work practice has been evolved to cope with the barriers faced by social workers and other professionals in every day practice with resistant families. The assignment will try to navigate the reader through many different skills developed, social work theories, policy and legislation guidelines and finally, this assignment will try to overview the actions which could be taken throughout an intervention with a resistant family. The main area of focus will reflect upon the document Effective practice to protect children living in ‘highly resistant’ families. (C4EO, 2010). It is essential that the term 'Highly Resistant' is defined at this stage as it will give the reader an understanding of its true meaning to professionals involved with working with this group.
Project CONNECT Center for Psychological Services St. John's University Seton Complex 152-11 Union Turnpike Flushing, NY 11367 Agency Contact Samara Montilus, Graduate Assistant Smonte0989@gmail.com Nature and Purpose of Agency Project CONNECT is a research program where parents and children agree to participate and fill out surveys on thoughts, feelings, and behaviors. Project CONNECT teaches children ways to manage their anger and fears and parents how to handle their children when they disobey. Project CONNECT shows families how to talk about stressful events and strives to assist families with getting along with each other, feeling less stressed, and helping children make better choices. Please see www.stjohns.edu/projectconnect
Key Accountabilities RESPONSIBILITIES conducting a series of information and education sessions for young people providing individual support to young people at risk of drug and alcohol abuse ensuring that you maintain confidentiality in relation to your clients at all times, except in instances where notification to DoCS may need to occur (this relates to your responsibilities to children and young people at risk under the Care and Protection Act) obtaining informed consent from your client if you are referring them to another service or sharing information about the client with other workers Maintaining a client centred approach, ie always being aware that the young person is your primary client, even if other family members/carers are involved and have views about what kind of help your client needs. " Provide care co-ordination to clients and their families requiring drug and alcohol services. " Provide clinical assessment/triage and interventions, client centred consultation and leadership in the ongoing review of clinical practice to the local drug and alcohol service " Co-ordinate the provision of additional health and support services for clients of the service as required. " Provide assertive outreach services and home visits as required. " Act as an advocate for client in mainstream services and agencies. "
Educators and parents must address this problem as early as preschool (O’Rourke, 2008). Morine (2009) stated that adults should teach conflict resolution sills to help children manage relationships. Anthony and Lindert (2010) explained that observing, connecting, guiding, and supporting children experiencing relational aggression may be useful for adults who are helping children navigate relational aggression. Additionally, educators should empower bystanders to intervene when they witness bullying behaviors. Children must know that it is important for them to help when their peers are being bullied (Swearer, Turner, Givens, & Pollack, 2008).