To collect their data Hodges and Tizard used various self-report measures, interviews, and assessment scales, with the participants themselves (adolescents) and their parents and teachers. The participants in the study were all aged 16 and had all been in institutional care until at least two years of age. At this age most of the children had either been adopted or restored to biological parents. The study focused on 31 ex-institutional children. A comparison group was also studied.
Vulnerable Population’s Demographics Abuse comes in many different forms. It can be physical, mental, sexual, and psychological or just plain neglect. The abuse usually is at the hands of loved ones or caretakers. Many children suffer from one form of abuse or another in their young life. Some suffer throughout their whole young adult life and only get away from it when they are grown and move out of the house.
Attachment Patterns associated with Abuse from Infants to Adulthood There are many factors and considerations that go into raising a healthy child. From infancy to young adulthood, parents are usually the sole caregivers. As infants, one depends utterly on his parents for everything, especially mothers in most cases. In more recent years, however, children are increasingly being raised by other caregivers, such as nannies, daycare workers, or other family members. Possible reasons for this may be due to both parents of the child working, divorce or, considering the worst case scenario, the result of neglect or abuse within the family unit.
CCLD MU 2.2.3 Know how to support children and young people experiencing transitions 3.1 - Describe the different transitions children and young people may experience. Transitions can be categorised as Emotional Illness of a member of the family Living with the illness of a family member. Changing friends Foster parents Death of a family member Coming out as lesbian or gay Separation from parents New step-parents New siblings Physical: Starting nursery Starting primary school Moving house Living in a new country Intellectual Starting secondary school Changing school Moving through year groups Entering care First exams Change of class teacher Change of head teacher Movement around school Transitions within classes Supply teacher Physiological Diagnosis of Illness Diagnosis of disability Puberty First sexual experience 3.2 - Explain how to give adult support for each of these transitions. * Take time to listen. Children and young people may have concerns during transition.
The financial cost of a domestic adoption starts even before one is chosen to be the adoptive parents. In a domestic adoption, there are pre-adoption expenses due to an agency, a lawyer or the person that is searching for a child to adopt. A home study is required by most states in order to be considered eligible to adopt. Foreign adoptions also have similar pre adoption expenses before the adoption process truly begins. In a typical agency adoption, the fee includes the home study, placement fees, the matching of a child to a family and some post adoption counseling may be involved.
The inrotduction of new staff was done over a months so CA could get use to them and vicer versa. [pic] [pic] [pic] [pic] [pic] [pic] [pic] Describe the different transitions children and young people may experience and how to give adult support for each one. At least six different transitions should be explored in your reply. (explain that ther are a lot of transitions in a child’s life and the differ depending on the childs needs) a change of carer: ca had to experance this when I took over and when another support worker took over me. This has to be done very carefully inorder not to damage
Transitions are the movements, passages or changes from one position, state, stage, subject or concept to another. These changes can be gradual or sudden, and last for differing periods of time. There are different type of transitions that needs to be understood for better care and support to the children and young people * Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents * Physical: moving to a new home, class or school * Intellectual: moving from one type of organisation to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university * Physiological: going through puberty or a long-term medical condition. Children and young people can face many types of transition. Most common transitions experienced in between 0-19 years includes Babies weaning- Young children should not be experiencing sudden changes in their regular diet.
Navneet Kaur (Neetu) Identify transitions that only some children and young people may experience e.g. bereavement. Starting nursery, Illness of a member of the family, changing friends Starting primary school, death of a family member, coming out as lesbian or gay Starting secondary school, Separation from parents, Diagnosis of Illness Changing school, new siblings, Diagnosis of disability, Moving house Moving through year groups, Puberty, New step-parents, Foster parents’ First exams, living in a new country, Change of class teacher, Change of head teacher , Movement around school , Supply teacher, living with the illness of a family member, serious accident ,Child abuse, language
Karly bunt 26.5.14 CU1510 3.1 Describe the different transitions children and young people may experience. Physical transitions * Children attend a setting for the first time * Move within the setting * New living arrangements * Young people who leave school Physiological transitions * Puberty * Long term medical conditions * Experiencing an impairment Emotional transitions * Bereavement * Entering care * Leaving care * Breakdown of the family unit Smaller transitions * Daily handover care from parent to practitioner * The changeover of staff * Transitions of lessons in primary school * Transitions between lessons, rooms and teachers in secondary school 3.2 Explain how to give adult support for each of these transitions -Explaining what's going on - Discussing what is happening - providing activities that help to distraction, focus and give opportunities for communication, language and literacy - Have routines that reassure children of what's next - organise visits that help children be familiar with places they'll be attending 4.1 Explain how a work setting can encourage children and young people’s positive behaviour - Set realistic goals for children and young people - reinforcing positive behaviour - modelling positive behaviour - Rewards Example below * Tangible rewards (real items that physically exist) - Stickers - Certificates - Stamps - Work displayed * Intangible rewards (Not physical items, but something a child can experience) - Praise - Smiles - Cuddles - A ‘thankyou’ - Round of applause 4.3 Reflect on own role in promoting positive behaviour in children and young people It is important that adults model positive behaviour as children naturally learn some of their own behaviour from what they see happening around them. Treating people
Because every child with ASD may show different types of symptoms, a family may need to choose from the available treatments, therapies, and programs based on the child’s needs. The treatment plan for your child may come from each of these categories. The behavior and development programs address social skills, attention, sleep, play, anxiety, parent interaction, challenging behaviors, and other activities. “Early intensive behavioral intervention” programs use specially trained clinicians who work with parents and young children for up to 25 hours every week. Education and Learning Programs are offered in schools or other learning centers.