Health Professional They will examine children whose injuries they think are non-accidental. If abuse is suspected the health professional will then alert the children’s social care. NSPCC They are the only third sector organisation who can take action when children are at risk of abuse and they also provide support to children and families and a helpline for people to call if they are worried about a child and they also raise awareness of abuse through advertising. Wigan Local Safeguarding Children’s Board These have particular roles and responsibilities to oversee the work of other agencies. The board is made up of experts from a range of children’s services.
The purpose of this unit is to assess the learner’s knowledge required to understand the safeguarding of children and young people. These workers do not work directly with children, but need to know how to recognise and respond to abuse and/or neglect should they come across it in the course of their work with adults. 1. Understand the policies, procedures and practices for safe working with children and young people 2. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed In 2006 the government released Working Together to Safeguard Children, which set out the ways in which organizations and individuals should work together to safeguard and promote the wellbeing of children.
In my future perfession, there are many issues. The Social Worker can be experience pychiatric as well as emotional stress. CPS social workers are responsible for accessing, identifying and documenting cases of abuse or neglect among children and finding the appropriate services to enhance child welfare. Education Portal’s decription of a CPS Social Worker is as follows: “CPS social workers must be able to identify immediate threats made to a child and provide arrangements that comply with state and federal laws and agency procedures. These duties may include, but are not limited to: providing counseling and support services to children and parents.
I put together the following plan: (2.2) (3.5) * Consult with my line manager the way forward * Contact the Team teach trainer to understand what other methods we could use e.g. de- escalation techniques and arrange re training for the team (3.2) * Contact other managers within xxx to attend training and buy into the de escalation techniques. * Contact schools to see how they used Team Teach in crisis (this is a word I will later change to “incident” as again I understand that crisis does not necessarily explain what has happened) (3.2) * Arrange a team meeting to discuss with the team the way forward offer ideas and suggestions and receive input and feedback. (2.1) (3.1) (3.2) 3.6 The aim of this is to always look for the best possible outcomes for the young people in the
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.
Understand child and young person development CYP 3.1- 3.1 to 5.2 Observation Observations can be taken during the session indoors and outdoors. They record what the child is doing in subjective way. It’s the most appropriate to use this method when the child’s development is causing concern. Information from colleagues and carers Parents/carers who know the child and colleagues expertise are invaluable, especially when planning for social and academic success for children with special educational needs and disabilities. If we are concerned about a child’s development it’s good to ask and share information.
Code of Ethical Conduct Essay The National Association for the Education of Young Children (NAEYC) has spent years developing and supporting early childhood education and has developed a model of ethics on which early childhood educators can rely. Caring for and educating young children is an awesome responsibility filled with challenging moments and difficult choices. Preschool and kindergarten teachers, as well as day care providers, are faced with many issues and situations that can challenge their consciences. The goal of NAEYC’s Code of Ethical Conduct is to inform, not prescribe, answers in tough decisions that teachers and other early childhood professionals must make as they work with children and families. The strategy inherent in the code is to promote the application of core values, ideals, and principles to guide decision making about ethical issues.
• Operating a safeguarding children allegations and complaints procedure and provide training for all NCMA employees so that they are aware of their specific responsibilities as either a “non-designated” or “designated” staff member. • Providing access (and, where applicable, training) to information, advice and guidance on our safeguarding children allegations and complaints procedure for casual workers, sub-contractors, key volunteers and trustees to understand their responsibilities. • Supporting good practice in home-based childcare in relation to safeguarding children by campaigning at a local level for access to safeguarding children training, including access to ongoing training on the Local Safeguarding Children Board’s (LSCB) procedures. • In England and Wales maintaining relationships with Ofsted and the Care and Social Services Inspectorate Wales (CSSIW) in relation to responding to concerns. • Having complaints procedures.
* The role of Local Safeguarding Children boards. * The process to be followed when there are concerns about a child * The action to be taken to safeguard and promote the welfare of child experiencing risk or harm. * The important principles to followed when working with children and families, * Training requirements for effective child protection. Above taken from: https://www.education.gov.uk/publications/eOrderingDownload/00305-2010DOM-EN.pdf This act is supported in my school in the “safeguarding policy”. It states that “all staff are required to read chapters 1 & 2 of working together to safeguard children and to understand the principles in order to perform their roles effectively.
They created the Blue Ribbon for Kids because creating awareness about the issue to increase the simple knowledge in a community and normalize the stigma associated with parents seeking help and support. For the Blue Ribbons for Kids initiative, that means strengthening community support for parents and educating people about how to prevent child maltreatment. You can help prevent child abuse by joining organizations like this. They teach you many things about child abuse, by telling you what to look for when a child is being abused and they have festivals to help stop child abuse. Joining an Organization such as this helps prevent child abuse.