Unit 204 Outcome 4.1 Explain how the likelihood of abuse may be reduced by; * Working with person centred values A person centred approach is counting and treating everyone with respect. Allowing individuals to make their own choices and decisions, respecting their views will gain their self esteem and will help them recognise their own rights and values which will protect them from being abused. It can also help create relationships between staff and residents so they gain somebody to confide in. * Encouraging active participation This promotes inclusion, making an individual feel some self-worth. Will promote confidence and will also help gain friendships.
(This acknowledges to Jan that ken feels that her time is valuable), I would appreciate if we could talk about a problem that I am having. I believe that Shannon is upset with me, and does not want to speak to me. I was wondering if you told Shannon about Katie and me (trying not to be accusatory, so that Jan will not become defensive), 2. How do you perceive Jan’s effort to convince Ken to forgive her? Based on what you have learned in this chapter, suggest two ways she might more effectively seek Ken’s forgiveness.
In arbitration, both parties must agree to and both parties will choose an impartial third party to hear and decide the dispute (Cheeseman, 2010). Mediation is the process of bringing the parties together with the hope of reaching a solution. It will be difficult to reach an agreement if one party agrees with the process. A mini-trial will occur if either party cannot compromise between arbitration and mediation. A mini-trial is a voluntary private proceeding that the parties volunteer to.
“Mediation is a form of negotiation in which a neutral third party becomes involved to assist in reaching a conclusion of the dispute” (Cheeseman, 2010 p.45). The mediator will act as an impartial intermediary and the mediator will be the instructor of the class. The participation in mediation will be voluntary and the team members will consent to work toward agreement. The University Of Phoenix laws and rules will apply to govern the agreement, the mediation process and any agreement resulting from the mediation. The mediation communication will be confidential and participants should sign the paper to agree with the terms and conditions that will end the controversy.
During the medarb, each side will communicate the dispute and attempt to reach a voluntary agreement. The results of the mediation are not binding but rather presented in good faith and up to the disputing parties to follow. In the event that the dispute is not resolved in a 48-hour period after the beginning of medarb or if the prior mediated agreement was disregarded, the arbitration process will begin. The role of the arbitrator will be assigned to another neutral legal party agreed on by Riordan and the customer. The decision handed down by the arbitrator is final and binding to those in dispute.
Perfect,” “Marsha (the client’s mother),” and so on. Personifying the critic helps the client begin to externalize the self-accusing voice. You want him or her to experience the voice as something coming from outside, rather than as a part of the normal flow of thought. It’s easier to fight something that is perceived as external. It’s also easier to make the critical voice ego dystonic, something the client eventually rejects as “not me.” At the same time that you are identifying and naming the pathological critic, you can also introduce the client to his or her “healthy voice.” The healthy voice is the client’s ability to think realistically.
Evaluation Plan Restorative justice programs have been effective in the use of victim offender mediation processes. But not all the victims and offenders are having their needs met. An evaluation of such programs may help us to further understand why those needs are not being met. Then, we can be able to create or suggest better ways of implementing such a program in other to meet its intended aims and goals. “According to Posavac (2011), “Program evaluation is a methodology to learn the depth and extent of need for a human service and whether the service is likely to be used, whether the service is sufficiently intensive to meet the unmet needs identified, and the degree to which the service is offered as planned and actually does help people in need at a
4.1 Working with person centred values; by using person centred planning values, i get to no the service user in detail, knowing their preferences, their character, their family circle & contacts, therefore I would be aware of changes to the residents & pick up on risks, before they happen. Encouraging active participation; by doing this I am involving the resident & building up a trusting relationship. I encourage the resident to express their needs, and therefore the resident may be more inclined to speak to me if they were concerned about anything. Promoting choice & rights; by doing this with residents I am encouraging them to speak up & voice their concerns. I am also informing them of their rights, empowering them to say to anything they felt was unacceptable.
This power and influence leads to strong communication skills amongst the group. Some techniques that are frequently utilized are unilateral decisions, adversarial proceedings, and negotiations between one another. Occasionally, there are outside factors that may create disruption to the courtroom workgroup goals such as non-cooperation of a witness, non-cooperation of a defendant, evidence being improperly processed, etc. However, more often than not, the courtroom work group’s plan is to establish stable and familiar relationships amongst the group members which are likely to lead to close working relationships. Close working relationships in turn lead to better negotiations, less reliance on formalities, more utilization of informal arrangements, and the creation of cooperative
2.2 Explain where to get additional support and advice about how to resolve such dilemmas Additional support could come from the persons’ family, colleagues, GP, friends or other professionals 3 Know how to respond to complaints 3.1 Describe how to respond to complaints Arrange to talk in private, making sure the individual knows that you may need to pass on information if there is a risk to the safety of themselves or others. When they are speaking, listen calmly and actively, assuring them that you are taking them seriously without judgement or becoming emotional. You are able to offer your support but do not try to answer at this stage and then