It is widely believed that the relationships parents have with their children are strongly related to the children’s outcomes (DCSF 2010). Hence, working in partnership with parents helps to meet the needs of children effectively as they play a fundamental role in their well-being, also share the same goal as professionals in safeguarding children (Davis 2011). Moreover, the key aspect of partnership with parents is to strengthen parental capacity, as it can have a major impact on the child’s wellbeing as a number of factors affect parenting capacity, which makes it difficult for parents to address the needs of their child and require support (Walker 2008). Therefore, partnership is significant as agencies can determine what support they might need and help struggling parents, it is also easier for parents to access appropriate service from the relevant agencies which saves time (Foley and Rixon 2014). It also reduces parental anxieties by being in partnership as they are aware of what is going on and are able to express any concerns with a key worker, rather than having to go through many assessments with various professionals which can be very stressful (Dominelli 2009).
Thus a major focus of the strength perspective in child welfare is collaboration between the social worker and the family to define the problems, developing goals and strategies for resolving the problems, and identifying desired outcomes (GlenMaye & Early, 2000). With the goal of balancing deficit-based assessments with strength-based assessments, ASFA charged the child welfare system (CWS) with both ensuring children’s physical safety, as well as providing evidence of positive outcomes. Positive outcomes included protecting
Early intervention can act as a stepping stone to preschool, where some children are put on IEPs and others are not. Teachers should make every effort to implement certain early intervention strategies, such as recognizing each family’s unique contributions to their child’s education, to create the best possible classroom environment. Lastly, a family’s positive outlook can be maintained through early intervention when they are fully aware of the importance of their partnership with early intervention providers as well as meaningful to the family as a cohesive unit. Early intervention providers have the power to make a difference in a family’s life and should not be taken lightly by all parties involved in the early intervention
Lavoie states that the most important thing we can do as parents is to give our kid’s roots and wings. Love, support, and a place to call home as well as the necessary push to explore and grow as an individual will help our kids
The ASCA National Model is an important tool that supports school counselors and defines their specific role in the school counseling program. The ASCA National Model (2012) provides guidelines for a comprehensive counseling program and defines focus, student standards, and professional competencies. The ASCA National Model unifies school counselors with one vision and voice motivated by improving student success. The purpose of this paper is to reflect on my total program experience, field experience, and how these experiences align with the ASCA National
Big Brothers Big Sisters is an organization that tries to impact the youth across the country by giving them a positive role model that helps guide them in the right direction. In their mission, Big Brothers Big Sisters states that it is their goal to “provide children facing adversity with strong and enduring, professionally supported one-to-one relationship that change their lives for the better, forever.” A child who participates in the program is called a “little” and they are given a “big”, and this “big” is supposed to influence their life in a positive way by creating a strong and lasting support system. It is important for children in low socioeconomic environments and single parent homes to have someone to encourage their passions
In the article, Joint Attention- Making Eye Contact a Reinforcer, J. Castellani outlines the importance of joint attention. Castellani goes on to highlight a few examples of ways a parent can build this social reinforcement. Research has linked joint attention to future development of skills, including symbolic abilities, language abilities, and general social-cognitive processes. Joint attention is an essential foundation skill and holds the potential of a significant breakthrough in interventions for children with autism. (("Joint Attention - Making Eye Contact a Reinforcer - Behavior Analysts Tampa: ABA Therapy, Autism, Behavior Problems, ADHD/Learning Disabilities," n.d.) The article outlines that the first step of joint attention is
The “Buddy System,” another strategy taught to us early on, essentially enforces the same concept and is a trusted method for keeping our children safe. This being said, what is preventing us from practicing this system long after our grade school graduation? Peering deeper into the rulebook written by Robert Fulghum, the realization that its seemingly elementary lessons are, in fact, of great value is made. These teachings have proven to produce a society with an increased respect for morals, responsibility, and loyalty. Perhaps we should all choose to view the world through more innocent
Response to Ramona Yes, I agree. As a support system, when we are fostering resilience in young children requires strengthening the family, the community, as well as children’s own personal resources. Resilience research indicates that during the early childhood years, it is important for children to have good quality of care and opportunities for learning, adequate nutrition, and community support for families, to facilitate positive development of cognitive, social and self-regulation skills. As a result, young children with healthy attachment relationships and good internal adaptive resources are very likely to get off to a good start in life, well equipped with the human and social capital for success as they enter school and society. References
Finally, the authors point out that these accountability strategies are necessary in a comprehensive school counseling program to deliver services to students and initiate program evaluation and enhancement. This is particularly important with the No Child Left Behind Act (NCLB) of 2001. Assessing these students’ outcomes has prevailed in the expectation for schools and school professionals such as counselors. Having available data results from these programs will allow for further evaluation and adjustments as
Head Start programs advocate for the education of children. They stress their school readiness program by claiming it enhances children 's social and cognitive development, through the provision of educational, health, nutritional, social and other services. Head Start also advocates for the idea of family support. This program supports this idea by providing services for eligible adults and families including health and nutrition programs, mental health programs, parenting programs, relationship programs, and financial education programs. Head Starts also has a strong dedication in building a healthy community.
In the nursery I am in there are SEN policies and procedures to be based on a range of legislations to help guide us to meet specific needs of the child. Legislation in the UK prohibits discrimination in education and supports inclusive education. The UK also has obligations under international human rights law to provide inclusive education for all children.CSIE (2013) Legislation and guidance for inclusive education. http://csie.org.uk/inclusion/legislation.shtml ( Other policies would be relevant to the SEN policy. Sometimes these would include Equal opportunities, health and safety and child protection.
How will EIBI help preschoolers be more successful in regular classrooms. 4. Should it be mandatory for EIBI to be used in daycare and pre- school for children with Autsim. Part 3: Methodology The purpose of the qualitative study is to determine if an (EIBI) would be successful in helping 2-4 year olds children with autism in a daycare center. The results will determine if the use of (EIBI) in a daycare setting will successfully benefit 2- 4 years old toddlers.
Byrd, R., & Hays, D. G. (2013). Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design. Professional School Counseling, 17(1), 20-31. Authors Rebekah Byrd and Danica G. Hays researched the benefits of training school counselors with Safe Space. The goal was to use this training to increase knowledge, awareness, and the skills counselors may need to work with LGBTQ youth and then attempt to quantify the program’s effectiveness.