There is no doubt counsellors have to be aware of the complications when it comes to culture (Pederson & Ivey 1993). Within a culture people develop patterns of behaviour that they have learnt. Cultural identity differences can be perceived between themselves and other groups and can also be based on personal preferences i.e. Language, religion, lifestyle, Birthplace or even life experiences. There is a danger that if counsellors minimise cultural differences they are likely to impose the larger multicultural groups similarities upon the smaller multicultural groups and uphold one group as being more important than the other.
A further element is the managerial or normative aspect of supervision and this could explained to some extent as maintaining standards.An awareness of the need to keep up with CPD, personal blind spots and prejudices that affect the the way how both trainee and counselor look at themselves which in turn influence how they see others and the way how they work, so the requirement to contiunaly learn about oneself increases knowledge and understanding which is vitaly important for personal development and growth that will enevitbly enhance thier work with clients. Casework supervision plays an important role as it provides support for the student or practising counselor.They have an
These cultural differences can lead to conflict. Another one of Hofstede's categories has to do with the way national cultures relate to uncertainty and ambiguity, and therefore, how well they may adapt to change. Generally, countries that show the most discomfort with ambiguity and uncertainty include Arab, Muslim, and traditional African countries, where high value is placed on conformity and safety, risk avoidance, and reliance on formal rules and rituals. Trust tends to be vested only in close family and friends. It may be difficult for outsider negotiators to establish relationships of confidence and trust with members of these national cultures.
One key example is early intervention; they are able to intervene with a situation almost immediately depending if the evidence gathered and shared to other professionals shows the Childs safety is being compromised. Helping to promote the safeguarding legislation and “Every Child Matters”- Being safe. This way of working also provides a universal of services to support families who may be struggling with certain things e.g financial issues. Multi agencies are a formal arrangement. Some other benefits of this co-operation between different professionals help to maintain the focus on the child, while in the educational system.
This target will help the child to progress to the next level within their work. The reasons why practitioners need to have effective planning are because it allows them to plan for each child’s individual needs. We plan according to the age and stage of the children, this is because each child works at different levels and rates, this way if the work is too hard for the child and they can’t do it then this can lower their self-esteem and self confidence, the work being too hard they may just give
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
However, some people may find certain aspects of their lives difficult to talk about. It is more important for service users of all aspects of health and social care, because their past in most cases; will have played a big part in making them who they are in their present. This can be the case for many service users of children’s social care, who have been fostered or adopted. This is because the life experiences these service users may have been through can be extremely emotional and difficult to talk about. This is how life story work can enable them to come to terms with the past and discover who they are.
Examples of Ethnocentrism Ethnocentrism is a major reason for divisions amongst members of different ethnicities, races, and religious groups in society. Ethnocentrism is the belief of superiority is one's personal ethnic group, but it can also develop from racial or religious differences. Ethnocentric individuals believe that they are better than other individuals for reasons based solely on their heritage. Clearly, this practice is related to problems of both racism and prejudice. While many people may recognize the problems, they may not realize that ethnocentrism occurs everywhere and everyday at both the local and political levels.
Actively taking part in shaping ones sense of reality due to their past and past experiences. Other factors that affect our present reality include our educational standard, our socio economic status; happenings within the home environment (both emotional and relational); and everyday interactions with our peers which will subsequently affect our behaviors and the way that we perceive the happenings of life. These factors shape our perception because of their deep capacity to emotionally enhance or detract from our experience. Positive and negative reinforcement governs a lot of our ‘learned behaviors’. We take on board that which we are readily immersed in.
Social experience is a must in every child to be able to develop their personality. However, for children to operate successfully in society, they must learn to interact with others in a healthy, positive, and productive manner. In order to prepare children to be successful in adults, it is essential that we as adults encourage social interaction, monitor social skills, and teach healthy ways to interact with other children and with adults. Socialization skills are important not only in school but in all of adult life as well. As I think about the process in which has molded me into the person that I am today, I realize that most of my beliefs were instilled in me at a young age.