Also parents had to give a description of the capability of that child and if they did know then the professionals were unable to help. In my opinion this is a much better way of working together as all families can be helped in the best way. The “Department of Education” also outlines that the “Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way”. Department of education (Accessed 20.12.12) they go one to say about the ways in which this co-operation is best fitted in this work ethic. One key example is early intervention; they are able to intervene with a situation almost immediately depending if the evidence gathered and shared to other professionals shows the Childs safety is being compromised.
We are all responsible for safeguarding children and it is very important that we work together and communicate regularly. If a practitioner is concerned a pre CAF to decide if a full needs assessment is necessary. However some areas ignore the pre CAF The CAF covers a very wide range of needs not just for the child concerned but also their family and more. The CAF (common assessment framework) is a process where practitioners can identify a child's need early and hopefully stop it from reaching crisis point. The CAF is a request for services rather than a referral.
All children can now receive state education up until the age of 18, meaning they are better educated and can achieve much higher in adulthood, whilst experiencing a longer period of youth. All of these changes have improved the experience of childhood and cause Functionalists to believe that things are getting better. However, Marxist and Feminist sociologists disagree, claiming that the march of progress view is too positive. They believe that a child’s experience of childhood depends on their class, ethnicity and gender, and that Functionalists overlook the inequalities between these factors. This is called the ‘conflict’ view.
Panels are usually made up of different agencies and these panels determine the access that is available between settings. These panels aim to support the early identification of children’s needs, monitor children’s progress, ensure a child’s needs are identified and assessed quickly and referred to the appropriate setting. They also coordinate provision through the development of partnership with parents, settings and different agencies and support inclusion in mainstream early years settings. It’s important to identify the need for additional support as early as possible. Without it the children will not get the help they need at the right time and this could have an affect on the child’s well being.
Ethic in Action, Section I Angel M Perez Liberty University COUN 501-B33 Counselor Professional Identity, Function and Ethics Abstract This paper serves to provide information reflecting the author’s understanding of the ethics and State and/or Federal laws pertinent to the mental health professional. Segment One will address teen pregnancy, Section to will cover “Big Brother” (self-awareness), and Section Three speak to cultural issues regarding ethics and effective counseling. Segment One: Teen Pregnancy In response to the client in the video, Ethics in Action (Version 1.2, 2003) concerning teen pregnancy, before the client proceeds any further concerning
Kips Bay Boys & Girls Club Castle Hill Center At the Kips Bay Boys & Girls Club, they seek to improve and enhance the quality of life for all young people, with special emphasis on those who need us most between ages 6-18. Health Belief Model The Health Belief Model (HBM) is based on the theory that a person’s willingness to change their behaviors is primarily due to the following factors. Using the Health Belief model I have created what I believe to be an effective STD health education program for teenagers of Southeast, Bronx, by addressing the factors that affect a teenager’s willingness to change their health behavior. Perceived Susceptibility: People will not change their behaviors unless they believe that they are at risk. For example, teenagers that don’t think they are at risk for acquiring Chlamydia from unprotected intercourse and multiple sex partners are unlikely to use condoms.
We could make more effective plans for their care and education whilst monitoring there welfare to show their skills and ideas. It is always important to have positive relationships because if we didn't there could be a danger that information could be withheld or passed on incorrectly this could result in the child not being given the support they require ending up in a delayed development . In our setting we must always create a good working relationship as it benefits all children and everyone involved, good relationships always create a positive environment where children can settle and relax easily. If we can build good relationships with every parent this is always a positive thing as parents will share information easier and take an interest in what their child is learning. It always helps to have good positive relationships with all staff as we can support each other and enjoy our
Upon reading chapter twelve concerning contraception and abortion, my opinion in the matters has been altered for the more positive approach. After gaining more knowledge on ways to have safe sex as well as alternative ways of becoming sterilized, I feel that it is not a bad topic to discuss with our younger generation. When I was a teen, taking a daily pill was something I could never do. I wish I had the options that are available today. These options include and Intrauterine device (IUD) “small objects of various shapes that are inserted into the uterus” (Rathus, et al., 2011, p.367) and injectable contraceptives such as “Lunelle and Depo-Provera” (Rathus, et al., 2011, p.367).
Abstinence Only Education Sexual education has evolved over the last twenty years and much has been debated over how sex should be taught in schools across the nation. Those in favor of comprehensive sexual education argue that teenagers are going to have sex because they are unable to control their sexual urges and should be taught from a “safe-sex” approach (Eske, 2003). According to the Abstinence Educator’s Network (AEN) teaching abstinence only education encourages teenagers to take control over their sexual urges and abstain from sexual activity that could put them at risk for sexually transmitted diseases, un-planned pregnancy, and emotional distress. Research shows that abstinence only education can be an effective teaching method to prevent teenagers from engaging in sexual activity. Kathleen Tsubata is the co-director of the Washington AIDS International Foundation and is the author of Abstinence-Only Programs Benefit Youth.
Now a day's, there are many forms of Sex Education. Three main forms of sex education being debated on are: Abstinence-Only Programs which are programs that exclusively focus on refraining from all sexual behaviors. For example, they do not necessarily put a condition on when a person might choose to no longer be abstinent. To clarify, Abstinence-Only-Until-Marriage Programs are programs which are focused exclusively on refraining from all sexual behaviors outside of the context of a heterosexual marriage. And finally, there’s Comprehensive Sexuality Education which are Sexuality educational programs that build a foundation of knowledge and skills relating to human development, relationships, decision-making, abstinence, contraception, and disease prevention.