The main current legislation, guidelines, policies and procedure within UK Home Nation that affect the safeguarding of children and young people are the following: Children Act (1989) and (2004) The Children Act 1989 was created to create rules that childcare for working parents. It mainly promotes and protects the rights, health, and wellbeing of the children. The Children Act 2004 was later created when it was realised that the rules and services that had been set to protect the children were not enough. This act allows children to be given the extra protection that was proven to be necessary, such as the government being able to keep an electronic profile of all children in the UK that includes important details such as their name, address,
This includes organisations across services such as education (statutory, independent and voluntary), health, social services, police and probation services. This is in accordance with the Children Act 1989 and the Children Act 2004, with further revision as a result of Lord Laming’s report in March 2009. For England, Sections 11 and 12 of the Children Act 2004 place a statutory duty on agencies to co-operate to safeguard and promote the welfare of
A child protection worker is assigned. The person who reported the suspicion is interviewed. The child protection worker views CAS records for past or present contact with the child, family and/or the alleged abuser. The child protection worker sees the child to evaluate his/her immediate safety. The child’s parent/caregiver is interviewed by the child protection worker (with police, if suitable), unless the parent/caregiver is the alleged abuser.
In Child labor: A Global view it states “ The United Nations Children’s Fund (UNICEF), International Labour Organization (ILO), the World Bank, and other children’s and human rights groups are working together to develop a strategy to prevent child labor from interfering with the education and childhood of children and from placing children in danger of bonded labor (Human rights Watch, 2003, Siddiqi and Patrinos, 1995; World Bank, n.d. ).” Even thought we have all these programs there is still children that are being taken advantage in the work place today. In an article in The New York Times called When a doorman is under age by Ronda Kaysen, we see the story of a boy who is only 16yrs old and is working a 12 hour shift which is against the law because he is still considered a school age child. In the article it states “New York City does not allow teenagers to quit school until 17. So, he should not work a double shift until 11 p.m. on a school night, and the manager that scheduled him should know this. (Even when school is out of session, 16-year-olds are generally not allowed to work more than an eight-hour shift, according to state labor
28.08 Continuum of Options for Dispute Resolution What happens when there is a problem? School districts should develop local problem resolution procedures. Parents should be encouraged to present concerns with a district representative. The Department should maintain a system that provides accessibility for investigations of complaints. Anyone should be able to make a complaint to the Department.
The author explains that multiple means of data collection must be used to identify students. Additionally, assessments tools used by educators must be reliable and valid. Furthermore, educators need to frequently gather data on students who are considered at risk several times per year in the areas of reading and math. The author further explains that a team of educators should identify evidence-based instructional strategies the general education teacher should apply before making a special education referral for services. Finally, the author states that data should be collected to determine if the student is responding to
The Discipline Code requires schools to create an intervention plan for students who are disruptive and violate the code of conduct. Such interventions may include: counseling, guidance conferences and peer mediation. However, if the tried interventions are not working, teachers have a right, under the state’s “Safe Schools Against Violence in Education (SAVE) law to have a disruptive student removed for a single period, a single day or up to four days (Chancellor’s Regulation A-443) which is found in the “Student Disciplinary Procedures” manual given to parents, children and staff at the start of a school year. The Chancellor’s Regulations state, “when a student engages in behavior which is substantially disruptive of the educational process
More importantly, in this journal Astor, Meyer, et al, inform educators about school violence programs because school social workers can have a huge impact. This journal focuses to prevent violence as much as possible.Meyer explains how, “School social workers have to balance the importance of research and support programs and what 's known as grassroots.” stated by Meyer. Involvement at the school level to create programs that fit the needs of each school. The authors research major trends concerning U.S. school violence and explore areas where workers can improve and make an impact to help reduce violence. Likewise, in America, violence is covered in your basic health education class.
The second type of counseling is psychoeducational group therapy by age; this therapy helps teach children about domestic violence to them change their beliefs that the abuse between their parents is their fault. The third type of counseling is sibling group therapy; this therapy allows siblings to work together to solve problems related to witnessing the abuse as well as allow them to be with people they trust. The fourth type of counseling is child parent psychotherapy which is a 10-week program that is led by a male and female therapist. The group usually begins with an activity and then two major topics are covered; the topics include confronting false beliefs that the children are
A rights-based approach to children accused of committing offences with a procedure-based framework was represented after the implementation of the Act effective form 1 April 2010 (NPF 2010). The Child Justice Act No 75 of 2008 is still in the foundation phase with regards to infrastructural responses. Although some existing prison facilities were converted to cater to the needs of children, the nature of the building complex and character thereof leaves a bitter reminder of the dark past of our nation. Some new facilities have been developed in recent years but much is still to be learned in the successful handling of children in conflict with the