|Title |HSC 3038 Work in partnership with families to support individuals | |Level |3 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand partnership working with
A carer or family member can share information with you about how you can best communicate with an individual A.4 Identify three ways of working that help improve partnership working 1. Openness, trust and honesty between partners 2. Agreed shared goals and values 3. Regular communication between each other
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
2. Explain how communication affects relationships in the work setting? To be able to care for a child in an effective way we must have a good, strong relationship with the child, their parents / carers and other professionals that may be connected to the child. This relationship is made stronger by the way in which we communicate and how good our communication is with each other. Some ways that relationships and communication are of importance in the early years are : Sharing & Gaining Information, Settling In / Establish New Relationship’s, Supporting children’s play & learning, Transitions.
Parents / carers have a right to know how their children are managing in school and indeed the sharing of information means that parents / carers can follow the same processes at home should they choose to. Parents / carers are far more involved in the setting now. They may spend time in the setting, share ideas and most importantly, share information about their child with the practitioners. This is especially important in the case of children with Special Needs so that therapies, methods of calming etc can be passed on to the
P7/m4- working in collaboration with other professionals in early years setting. Why work collaboratively. Collaborative work is primarily about good communication between different professionals, colleagues and parents. It means that services and individuals work together in order to provide services, meet families needs and also keep children safe in child protection cases. The death of Victoria climbie an inquiry was held, led by lord Laming.
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.
NMC DOMAINS AND OUTCOMES FOR ALL MENTORS (2006) 1. Establishing effective working relationships Develop effective working relationships based on mutual trust and respect. Demonstrate an understanding of factors that influence how students integrate into practice settings. Provide ongoing and constructive support to facilitate transition from one learning environment to another. 2.
Cognitive-behavioral family therapy (CBFT) is the extension model of CBT, however, it also focuses on the members of a family, considering them to be parts of a cohesive unit, and looking at such factors as interfamilial relationships, communication patterns, and other familial dynamics (Frey, 1999). CBFT offers the possibility of helping not just to the person with the problem, but also to his or her significant others who are also affected by the addictive behavior. One of the most important thing in CBFT is for the therapist to develop a rapport with the client and the family. Upon the initial appointment the therapist may have the client fill out assessment questionnaires such as the Family Beliefs Inventory (Vicent-Roehling & Robins, 1986). Assessment of cognitions can be done in the interview as the therapist questions family members about "chains of thought" (Dattilio & Padesky, 1990).
Your environment needs to be of mutual support and openness. Here are four aspects of relationship building, Practical, Informative, Professional and Emotional (also known as PIPE). if others are comfortable in our company, they will be more likely to communicate effectively. It is also important to be seen as working as part of a team and help each other in any way possible. 2.2 Describe the importance of adult relationships as role models for children and young