Introduction: In this assignment i will be explaining my own views and attitude againt diversity, and how it could impact on work with young children and young people. Assessment Criteria 2.3 In my own opinion everyone has different kinds of opinions and values than to others. When you work with children from a young age. You start to realize that it's not always needed for you to be aware of them. So say if you act out on these attitudes, it could have a bad effect on the children your working with and other children they might know, and you would not want them to copy your own actions in a result.
They also allow staff to record their findings and review and revise assessments if necessary. Involving the children to help carry out a risk assessment will help they identify what risks there are and the importance of them, which is a fab. Prior to the trip, the school will have to inform parents or guardians of all the necessary details in good time and obtain their consent for their child to go on the school trip. This should be in writing and include at least the location, date and time of departure and arrival, purpose, price and what is required on the trip by the children. The school should have other necessary information of each child going on the trip, including dietary information, allergies, any other medical conditions and also if they suffer from travel sickness.
HSC 3045 In my company we work using the BI.L.D positive behaviour support, as about half of young people with challenging behavior and learning disabilities are subject to physical interventions and restraint. We have intense training provided to us before we begin working in any of the homes and we are given examples of previous restraints, and how to calm the situation down and not needing to use physical interventions, we also have a in-depth procedure to follow if a restraint has taken place to protect the young people and staff involved and we also carry out a key work session with theyoung person afterwards and if needs to we take the young person to the gp to check them over if they request to do so. In my work setting we do not focus on physical restraints we focus on positive behavior and we focus on supporting positive behavior and ways to maintain it. Physical interventions are only ever used as a last resort. All organizations have a responsibility to ensure staff have the right skills to target young peoples negative bahaviour independently without the use of restraint We have a restraint policy and physical restraints can only be used by staff that are c.p.i trained to B.I.L.D standard, we have also recently introduced a restriction of movement policy which allows the staff team to lock certain doors and windows to prevent harm or injury to the young people, and to reduce the risks of them hurting themselves.
We can contact the speech and language therapists if we need guidance on a change in a service user ie not eating oe swallowing well or just because they are struggling to talk. If the was a language barrier i could ask for an interpreter. I could just ask family for their input as they may know more about the service user or know how to communicate with them so we can learn from there ways. Each service user will have theie own care plan and their own PCP this will give us details of the service user, staff can add to this if there is a change or something that they know which others may not know. When you get to know your resdient you will know their communication needs.
We are all responsible for safeguarding children and it is very important that we work together and communicate regularly. If a practitioner is concerned a pre CAF to decide if a full needs assessment is necessary. However some areas ignore the pre CAF The CAF covers a very wide range of needs not just for the child concerned but also their family and more. The CAF (common assessment framework) is a process where practitioners can identify a child's need early and hopefully stop it from reaching crisis point. The CAF is a request for services rather than a referral.
Children may find change very difficult which is why it is important to know the different types of transition. Normal stages of transitions are changes that all children will face, such as; moving class or school, primary to secondary. Less common transitions are personal to the child which other children may not face, such as; family break ups, severe illness or bereavement. The normal stages of transition are predictable as they have a set date but the less common transition are unpredictable as they are sudden. This means that children moving from primary to secondary school have plenty of time to prepare for this change but bereavement leaves no time, just a hole that affects all areas of their lives.
Sometimes this is learned behaviour from home and is hard for young children to understand that you are telling them it is not okay to call names because of someone’s skin colour or how they look . It is important to be consistent and reinforce that it’s not okay and it is very upsetting and hurtful. How would they feel if they were left out. We need to teach our children empathy from an early age and to respect each other regardless of race, age, gender, how we look, where were from. 2.2 Any form of prejudice and discrimination can have a severe negative effect throughout a person’s life.
Under the Data Protection Act, any personal information obtained on children within the school must meet strict confidentiality rules. The purpose of gaining the information must be established. It must be stored so as not to allow any third party access, this should include securing hard copies in a locked office or password protecting information kept electronically. If a parent gives me information about a child, I should ensure this is recorded correctly and following school policies, passing it on to the relevant member of staff as soon as possible. If information needs to be shared with other staff or agencies it must be done through the correct channels, parent consent in most instances will be required.
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 states that all accidents whether it be a staff accident or a child’s accident should be recorded. As part of this regulation all settings should provide an accident report book, most settings have separate books for children and staff. This ensures that other members of staff know of any accident that has happened and that the parents/carers of the child know about the accident, it is important that the child’s parent/carer signs the accident form to say they have seen it and are aware of the incident. Any accident that has happened to a member of staff that result in them being off work for three or more days or more serious accidents and outbreaks of disease should be reported to the Health and Safety Executive and if necessary letters must go out to parents explaining what has happened. Fire Precautions Regulations 1997 states that settings should have regular fire drills and the correct equipment such as fire alarms and fire extinguishers.
WHEN CHILDREN EXPERIENCE TRAUMA: AGUIDE FOR PARENTS AND FAMILIES All parents and caregivers try to protect their children from experiences that cause trauma, but unfortunately, in today’s world this can be difficult to do. Whether on the television, in the schoolyard, or at home, children are likely to be exposed to some level of violence and other kinds of trauma in their early years. However there are many things that parents and families can do to lessen the impact of such experiences. How does trauma affect children? What can parents and families do to lessen the impact of such experiences?