CBT 2 Abstract Objective: Childhood psychic trauma affects several areas of the brain which in relation causes behavioral problems. Traumatized children who are victims of physical or sexual abuse, neglect or other traumatic event is generally evaluated and supervised by therapist who provides trauma focused treatment. I will be providing information on realistic strategies used for managing dysfunctional emotions and behavior problems which is broken down by the trauma focused evidence base treatment also referred to as (EBT) used for children who are highly distress. Methods: Cognitive therapy looks to help children defeat difficulties. Treatment planning includes a balance of both trauma and behavioral focal point, working on ongoing behavioral problems and behavioral crises, modify distorted thinking so that families could have the knowledge to transfer, and children can learn how to talk through their experiences.
Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse. They include actions to take if the allegation or suspicion implicates: A colleague Someone in
Untreated symptoms can snowball and lead to the development of sometimes severe secondary problems such as social, academic and occupational difficulties, addictions, poor self-esteem, suicide attempts, self-harm (cutting or burning oneself) and the like. Secondary problems can be prevented or minimized when children's symptoms are brought under control. Problems listed can cause problems along the line monetary wise, in regards to different treatment methods ranging from treatment to tutoring. As stated earlier, that benefit will be to catch symptoms early and confer with a doctor with your concerns. Research Question What are the effects of ADHD on learning?
I have also outlined some of the key concepts and techniques employed when using C.B.T., its educational nature and its strengths and limitations. “If we wish to change the sentiments, it is necessary before all to modify the idea which has produced (them), and to recognise either that it is not correct in itself or that it does not touch our interests. – Paul Dubois”. (Beck 1976, page 213). PHILOSOPHICAL PRINCIPLES & KEY CONCEPTS Aaron T. Beck developed his approach known as Cognitive Behavioural Therapy as a result of his work and observations with depressed clients.
WORK BOOK- (HSC 24) (HSC 24)-Principles of Safeguarding and Protection in Health and Social Care.Unit aim:This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or allegedCredit value-3Level 2This workbook covers the following elements:Learning outcomes:There are five learning outcomes to this unit-1. Know how to recognise signs of abuse.2. Know how to respond to suspected or alleged abuse.3.
• When abuse is reported, Essex County Council and its partner agencies for example, Essex Police, NHS and the voluntary services will take joint action to ensure vulnerable people are safeguarded from further abuse, and their risks are managed appropriately. A vulnerable adult is any person aged 18 or over who: This booklet will cover: • What makes a person vulnerable • What is meant by abuse • Who abuses people, and where it takes place • What you can do if you are worried that somebody is being abused • The steps you can take to protect yourself from harm • What happens when we are informed that someone has been abused. 1. is or maybe in need of a community care service by reason of mental, physical or learning disability, age or illness. And who 2. is, or maybe, unable to take care of him or herself or unable to protect him or herself against significant harm or serious exploitation. They may include: • People with a mental health problem or mental illness ( including dementia ) • People with a physical disability • People with a sensory impairment • People with a learning disability • People who are frail and/or experiencing a temporary illness What is abuse?
Included in the policies and proceedures the organsiation needs to be aware of dangers, carrying out risk assessment, respecting the individuals right to make risky choices ( after you have done all that is possible to dissuade them), take actions to keep individuals safe and log and report any dangers or problems. Aiv HOW THE DUTY OF CARE CONTRIBUTES TO SAFEGAURDING OF INDIVIDUALS By understanding the duty of care reporting any suspicions you may have about abuse or neglect of any person you are providing care for. By understanding that your responsibilities contribute to the protection of people, by acting responsibly and in a timely manner to ensure people are safeguarded. If you have
Unit 205 (HSC 024) Principles of safeguarding and protection in health and social care Assessment Task links to learning outcomes 1, 2, 3,4 and 5, assessment criteria 1.1: 1.2: 1.3: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 3.4: 4.1: 4.2: 5.1: 5.2: and 5.3: Outcome 1: Know how to recognise signs of abuse You need to write paragraphs which fully: 1.1: Define the following types of abuse how a working relationship is different from a personal relationship 1.2: Identify the signs and/or symptoms associated with each type of abuse. Indicators of an abusive relationship often include the misuse of power over another person and are most likely to be found in situations where one person has power over another. For example, where one person is dependent on another for their physical care or due to power relationships in society, (such as, between a professional worker and a service user, a man and a woman or a person of the dominant race/culture and a person of an ethnic minority. Abuse can be a one-time event or happen over a period of time, it can consist of physical, verbal or psychological. There can be acts of neglect or a vulnerable person could be persuaded into financial or sexual transaction that they have not consented to or are unable to consent.
Analyse critically the barriers to recognising and acting upon concerns that a child may be suffering, or is at risk of suffering, significant harm. The purpose of this essay is to analyse critically the barriers to recognising and acting upon concerns that a child may be suffering, or is at risk of suffering, significant harm. The writer will aim to achieve this by drawing on key findings and themes to; defining what is meant by safeguarding, discussing the social construction of childhood and abuse, the barriers to recognition and acting upon concerns. For the purpose of the reader the terms child abuse and maltreatment will be interchangeable throughout this essay. Child well-being indices that include measures of poverty, health, education, behaviour and relationships according to Bradshaw (2006) suggest that children and young people in the United Kingdom (UK) are doing poorly by comparison with their counterparts in European and other developed countries around the world.
The third stage is evaluation. In this stage, an individual is supposed to explain the good and the bad things they witnessed in the incident. The fourth stage is the analysis stage where an individual points out the factors that affected the outcome, including those that were helpful and those that were a hindrance . The fifth stage is where the individual reframes the incident and reaches a conclusion. In this stage, the individual has to state any alternative approaches or actions that could have been applied, explain if the negative events could have been avoided or what could have been done to improve positive events.