Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops. Outreach and family support is available to families requesting the service both in the home and at the Centre. Parents and Early Life Support Officers engage in a mutual exploration of goals and outcomes with a solution focussed approach. The Supporting Families Team with an emphasis on delivering intervention services work with families where additional support has been identified as being beneficial to those families. Services tend to be bespoke, meeting the individual family need.
Starting to teach kids early about responsibilities, create structure and routine that is consistently reinforced, will help children to grow the habits of becoming more responsible. A primary concept in family systems theory is that the family includes interconnected members, and each member influences the others in predictable and recurring ways (Van Velsor & Cox, 2000). Having open communication within family members and not being isolated is a key tool to maintaining a functional family. Sculpting is a good tool to identify a family’s system dynamics by asking family members to physically position themselves and other family members into a formation that metaphorically represents the family
Functionalism is based on the view that society is a system of interdependent parts held together by a shared culture or value consensus. Item A says, "while the family can provide young people with basic values and some useful practical skills." Functionalists believe that families socialise their children and teach them the values and norms of society and the item supports this as it talks about the family providing values. However, the item goes on to say,"it cannot equip individuals with everything they need in order to become fully functioning members of a large-scale society". This supports the functionalist view that the education system prepares young people for their future work roles.
The benefits of the UK adopting the theory and practice of social pedagogy within, nurseries, the education system and children’s services would mean that children, young people and their families become active participants in their own development. As the principals of social pedagogy deals with the connectedness of human beings; it focuses on the child or young person as an individual who is unique, with different wants and needs from everyone else and supports the child’s over all development. For practitioners of social pedagogue working with children and young people they have a relationship that is based on mutual respect and equality. There is an emphasis put on children’s rights, participation and
I gave the families a chance to give input on the child’s development plans and how well they felt the child’s welfare could be improved. During meetings with the families I gave the child the opportunity to introduce self and the family. I also gave the child the opportunity to participate in discussing and making choices about their own learning outcomes. 1.1.B. Now think of another situation when you were able to treat children, young people, their families and their carers as equals.
Unit 11 Supporting children and families D1) Describe how two different types of social care setting provide support for children and their parent/families Parenting group provide a lot of support they are designed to raise awareness about family issues and they help to build a better relationship between parents and their children’s. At parenting groups they give support to the parents with the concern they have. They help to give better communication skills and they encourage the parents to ask their child how they are feeling. A parenting group can provide families and children with the support, education and advice you need to help you overcome these problems. Parenting groups have experienced staff what will work with the parents and with the child/children helping them to develop strategies to improve your situation.
This includes the well-being of families as a unit and the well-being of individual members – children and teens, young adults, parents and working-age adults, and seniors. As well, this research stream will afford the opportunity to track trends in the status and well-being of vulnerable populations, including people with disabilities, low-income households, newcomers, and so forth. 4. Family Diversity Just as there are important differences in family form and structure, there are also important differences between groups of families based on socio-demographic characteristics such as ethnicity or racial identity, geographic location, or income or employment status. The goal of the Family Diversity research stream is to document the varied experiences of families as well as the opportunities and challenges that groups such as Aboriginal families or same-sex families face.
The responses from family members point to a proactive, not merely reactive, role for social workers. This model supports the integration of a family strengths approach, an ecological approach and a lifespan perspective which takes account of changing needs and the successful resolution of problems. It also acknowledges the importance of partnership-based work, and of an understanding of the effects of chronic poverty on children’s long-term development and parental mental health, and recognises the structural and environmental influences on families. Specific messages for social workers from family members involved in the project include: • Poverty is not just about money – it is about dignity and self-respect for parents and children. • Demonstrate an understanding that ‘neglect’ can be created by society as well as by individuals.
CYP 3.1 3.4 If a child is not following the expected pattern at a suitable rate there are a range of interventions that we can put into place to be able to gain a positive outcome in being able to speed up the rate in which they follow the pattern or we can use it to our advantage to build the individual socially, emotionally, behaviourally and intellectually. Here are some interventions that we can have put into place to create a positive outcome within my current placement: Social Workers Social workers, on the whole, are linked to families and sometimes more specifically to an individual within a family ensuring their safety and security, this may include situations such as their living conditions and school placements. Social workers are put into place when there are flags for concern, positioning the child into a state of vulnerability. The importance of the social worker is immeasurable when creating a strategy to modify a child’s or young person’s development that is not following the expected pattern within the appropriate time frames. So by putting in place a social worker we are able to promote a positive outcome in the sense of additional support and a place to go in a moment of crisis or panic.
2012-000-438 SW-106 TTH 0900-1030 RRL: Social Welfare Policy and its Implications to Social Work Practice There are different meanings of Social Welfare Policy in various textbooks. The following definition is stressed by Colby, Dulmus and Sowers’ (2013): A system of social services and institutions, designed to aid individuals and groups to attain satisfying standards of life and health, and personal social relationships that permit them to develop their full capacities and promote their well-being in harmony with the needs of their families and community. (p.5) As social workers in the future, “the core mission of the social work profession is the promotion of social, economic, and political justice for all people” (Colby et al., 2013, p.1) and President John F. Kennedy stressed that “its emphasis must be directed increasingly toward prevention and rehabilitation…” (Wooley and Peters as cited in Colby et al., 2013, p.4). In order for us to realize this goal social workers must be able to know and examine certain policies and resolutions that are most effective to the client. However, for some people, they question social welfare policy as safety nets or crutches (Theodoulou, n.d.).