They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
Tassoni. P (2007) says that “we need to work as part of a team to provide a quality service for children and their parents”. We also need to work with the parents and show respect towards them and encourage parent’s involvement within the setting. Tassoni says that “early years setting will have a management structure which should clarify practitioner’s responsibilities”. A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks.
By maintaining a good relationship with the parents/carers we will be aware of any problems that may arise with a child and then be able to deal with it appropriately. I have a duty of care to raise any concerns I have with a child to either the Local Safeguarding Board or Police depending on the circumstances as written in my Safeguarding Policy. Protecting children - If equipment is unsafe and I don't deal with it a child could get hurt. * I also carry out daily risk assessments inside & outside my
• 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.
Communication and Professional relationships with children, young people and adults by Sheena Qureshi Unit 2 Know How to Interact With and Respond to Children & Young People This assignment I will be discussing communication at all levels including young children up to adults, the essay will demonstrate how communication is effective and how to interact to overcome all difficulties too. I will also be discussing current legislation, policies and procedures for confidentiality and sharing information, including data protection. 1.1 Describe how to establish respectful, professional relationships with children and young people Communication plays an important role in establishing respectful professional relationships with
This person must take responsibility for training all staff in this area. In our setting we provide safeguarding training to all staff although the Manager takes lead responsibility. Settings should work within the Government's statutory guidance ‘Working Together to Safeguard Children 2013’ and should notify external agencies immediately should any safeguarding issues come to their attention. Suitable People (EYFS 3.9 – 3.13) Settings should make sure that people working in the setting are suitable; for example, checking through the Disclosure and Barring Service (DBS) for any previous history of convictions etc. Staff are expected to disclose any convictions, court orders, cautions, reprimands and warnings that may affect their suitability to work with children.
In this meeting we will be educating parents about the different forms of abuse namely physical, verbal and emotional abuse. This will be discussed with students as well, We will inform the parent/guardian of their child’s participation to make sure the parent is aware of their child’s response should there be a lack of interest or any concerns thereof, we will inform the respective parents or guardians. In the event that a teacher suspects that a child is being abused or any indication of neglect, the teacher will make a note in the learner’s diary to contact the parent. The process is as follows: The child is first identified by the teacher who then addresses it to the school principal. If the principal is in agreement with the teacher, the parent/ guardian will be contacted by the principal.
Teacher are required to follow both school procedures and government guidelines when dealing with children under their care this may include referring the child or family to outside organisations such as medical professionals, social workers or even police. Social services: Social services are the local authority department who deal with family who are in any way in breach of the current legislation and may intervene on behalf of any other organisation if suspicion of harm or neglect is
* 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.
The therapist experiences unconditional positive regard for the client The therapist accepts the person as they are, puts no condition on valuing them, separates the behaviour from the person. When they know they are not being judged, it allows the client to think perhaps they do not have to judge themselves (Rogers, 1975?) 5. The therapist experiences an empathic understanding of the client’s frame of reference and communicates this experience to the client When the client is empathically heard, they get greater understanding of themselves. (Rogers, 1979) 6.