Explain principles and values underpinning independent advocacy 2.1 2.2 3. Describe the development of advocacy 3.1 3.2 3.3 4. Be able to explain different types of advocacy support and their purpose 4.1 4.2 4.3 Compare a range of advocacy models Explain the purpose of different advocacy models Identify the commonalities and differences in a range of advocacy models Explain roles and responsibilities within Independent Advocacy Describe the limits and boundaries of an Independent Advocate Describe the skills, attitudes and personal attributes of a good advocate Identify when and who to seek advice from when faced with dilemmas Describe a range of standards which apply to Independent Advocacy Explain how standards can impact on the advocacy role and service 5. Understand the roles and responsibilities of an independent advocate 5.1 5.2 5.3 5.4 6. Understand advocacy standards 6.1 6.2 EVIDENCE MATRIX Candidate name: Registration number: Unit title Ass meth Learning Outcome Assessment criteria (eg 1.1) Learning Outcome Qualification title: Evidence description Portfolio
While Piaget’s cognitive theory consists of four stages (sensorimotor, preoperational, concrete operational, and formal operational) that children go through as they grow, McCrink and Wynn proposed a different theory of cognitive development. They developed a deeper theory suggesting that children are able to understand object permanence at an earlier age, 5-6 months, because they are able to track objects, or at least a very small limited amount at a time (McCrink & Wynn, 2004). This is because infants can remember and file objects in memory of the few objects that exist before them. In addition to object permanence, they can also discern when objects are added or subtracted before them not because
5.5 Adopt a behavior approach to measuring performance including the identification and assessment of competencies. 5.6 Develop competencies that are defined clearly, provide a description of specific behavioral indicators that can be observed when someone demonstrates a competency effectively, provide a description of specific behaviors that are likely to occur when someone doesn’t demonstrate a competency effectively (what a competency is not), and include suggestions for developing them further. 5.7 Develop comparative performance measurement systems such as simple rank order, alternation rank order, paired comparisons, and forced distribution--being aware of the relative advantages and disadvantages of each. 5.8 Develop absolute performance measurement systems such as essays, behavior checklists, critical incidents, and graphic rating scales, and understand their advantages and disadvantages. Chapter Outline Measuring Results and Behaviors Overview Measuring Results Measuring Behaviors Measuring Results • Key Questions o Where should each individual
Jean Piaget conducted research by a clinical method, whereby, to establish his theory, he presented children with problems to solve and watched and recorded A) the ways in which they approached them and B) their reasoning. He did this with varying ages. To him children were not just passive receivers. Piaget’s theory is based primarily upon development. Piaget argued that children’s development occur in the sequence of 4 stages.
Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
(2013). Parent–Child Visits in Foster Care: Reaching Shared Goals and Expectations to Better Prepare Children and Parents for Visits. Child Adolescence Social Work Journal, 237-255. 2. What is the general purpose of the study?
1.1 Explain the function of assessment in learning and development. 1.2 Define the key concepts and principles of assessment. 1.3 Explain the responsibilities of the assessor. 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice. 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners.
2: Affective Factors The three aspects of emotionality that the identified as influences of readiness are: the capacity to experience, express and recollect emotional states. This inability is a n obstruction for readiness in the therapeutic programs. 3: Volitional Factors The volitional factor relates to the ability to choose to engage in treatment. The therapeutic programme needs to be consistent and to have explicit and implicit goals. 4: Behavioral Factors In order to engage in treatment, behavioral and cognitive skills are required.
This is achieved through the actions of the developing person on the world” (Cherry, 2010). Piaget created a theory of cognitive development of children, which breaks down into four different stages: Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operations Stage Piaget’s notion that infants were born with schemes beginning at birth called “reflexes”. Infants begin to use these reflexes to adapt to their environments, and then the schemes are replaced with more constructed schemes. Apart of Piaget’s theory was that what a child processes at a early age are based on actions then as the child gets older the processes later turn to mental operations. Piaget called these processes Assimilation and Accommodation.
Cognitive psychology mid-topic test * 1. Outline the multi-store model of memory. (4) 2. Explain what is meant by elaborative rehearsal. (2) 3.