Information given by parents or carers to nursery staff can’t be passed on to third parties. Personal issues will remain confidential to the people involved. 3. Sometimes there are situations when confidential information has to be shared if it has to do with a child, the parent’s permission should be given unless a child’s safety is at risk. Such as, if a child needs additional support from other professionals, you would help this child by contacting the certain professionals, if you suspect a child to be in a situation that risks their safety, an adult has disclosed information that may raise concerns over their ability to carry out daily duties in the setting.
Explain the term ‘confidentiality’ 1. Confidentiality means being told something in confidence, not sharing information about people/children without their knowledge and agreement, and ensuring that written and electronic information cannot be accessed or read by people who have no reason to see it. Confidentiality is important because: • Children may not trust a teacher/support worker who does not keep information confidential, this could cause the child to feel upset if they knew the teacher/support worker told others about the child problem, it could also make the child not trust in the teacher/support worker and the child could keep other things to their self that need to be sorted out. • Children may not feel valued or able
Explain the factors that need to be taken into account when assessing Development. Assessing children and young people has to be done sensitively and accurately. There are a number of factors that have to be considered. CONFIDENTIALITY: Before you can carry out an observation on a child, you must get gain permission from parents or those responsible for the child. Most parents are happy for there children to be observed, although they would not want any other parents or people who have no involvement with the child to read any reports.
Unit 304 2.1 While working in care, the aim is to give the best possible standard of care to service users, but sometimes there can be a conflict beetween the individual’s or their family’s wishes and rights and the duty of care. In this case the most important thing is to decide whether the person is aware of the risks and consequences of the decision and has the capacity to make the decision. Before taking best interest decisions I have to make sure that the person definitely lacks the capacity. The person or their next of kin has an overall right and responsibility in decision making for issues relating their care, and I need their consent to deal with certain issues. When a dilemma arises, my responsibility is to support individuals or their families to make informed choices.
So say if you act out on these attitudes, it could have a bad effect on the children your working with and other children they might know, and you would not want them to copy your own actions in a result. Everyone from child to adult that we may meet on a day to day basis could have a different opinion to mine, and are more than likely will have different values and mind sets. When you are around children of your own or other parents children, you have to be in control of the things you are saying and the actions you are taking, because children can take so much information and tend to copy what an adult says and does, as most children will see there family and other adults as a role model. Like me for example, i act almost the same age as the children i work with, but yet at the same time i act a mature age to show them what they should and should not say and be careful of what i am saying to the children when with them in class. If we go and show bad attitude and show that we are negative to certain people around them.
If parents refuse permission then the school would not be able to pass on the information even if it involves a behavioural specialist working with a child who has special needs. There is a legislation to protect this right and there are severe
1.4 Identify barriers to partnership working. There are some potential difficulties for partners. Misunderstanding of the reasons for the partnership and a lack of commitment to the partnership can cause barriers. Other recognised barriers are: • No clear boundary between partners' responsibilities • Reluctance to share information and data with other partners • Lack of time available to commit to the partnership, particularly in the early Stages • Misconceptions or previous negative experiences of partnership working • Potential conflicts in philosophies of the partners • Lack of training among partners on substantive issues and partnership
Micromanagement like this puts employees in a threatened state and unable to perform their best. Additionally, while the reward system may have appeared functional, it ultimately was very poorly designed. Employees felt incentivized to simply “impress” their superiors, which did not necessarily correlate with actual performance. Further, the assessment cloaked evaluations as a part of career development counseling, creating a conflict of interest for the auditor collecting performance information from the employees. Finally, the evaluation system failed to require managers to provide feedback to their reports, inhibiting an environment of learning or growth.
Staff need to treat all children and young people in the same way because if children think they are being treated differently to each other it can cause resentment towards the other children aswell as the staff and could cause conflicts between them both. Being consistent with rules and boundaries allows children and young people to think about their behaviour and what the consequences will be before they act. It will allow them to make decisions based on seeing the experiences of others and what they have seen when others have or have not followed the rules. If they see someone adhering to the rules and being give praise or a reward for doing so but then that same praise or reward is not given to them for the same thing, they may feel as though they are not valued and may cause them to act differently in the future by not adhering to the rules.
It should not involve pressure against a joint, holding by the neck, hair, fingers or any sexual area. Planned Intervention - using evidence from observations, assessments, care plans and risk assessments. A planned intervention may be ensuring that a member of staff sits with a service user at group times to support, facilitate and moderate their behaviour towards the other service users. Emergency intervention – actions taken to diffuse/deflect unpredicted events. Seclusion which prevents a person from leaving a room of their own free will, may be deemed a