However difficult arrises from the assumption are that these conditions were formed from observers who view child protection from an ideal society namely functionalist view point; because the conditions are not practical in all settings and they appear vague. According to Otway the bureaucratization of social work with children and families gives rise to an approach there is now a concentration of agreements, task completion and skills training instead of therapeutic interventions. This methodology shifts the social workers’ approach from people-oriented to task-oriented. This in child care protection poses
Disabled children have the same rights as any other child to feel safe and be protected from harm. According to ‘Working Together to Safeguard Children’ “Safeguards for disabled children are essentially the same as for non-disabled children. Particular attention should be paid to promoting high standards of practice and a high level of awareness of the risks of harm, and strengthening the capacity of children and families to help themselves.” Disabled children are increasingly vulnerable to abuse and neglect which is why attention should be paid to their well-being. The guidance ‘Safeguarding disabled children – Practice Guidance’ gives professionals advice on the indicators of abuse or neglect. According to ‘Safeguarding disabled children – Practice Guidance’, indicators that a disabled child is being neglected or abused can be, “A bruise in a site that might not be of concern on an ambulant child, such as the shin, might be of concern on a non-mobile child, Not getting enough help with feeding leading to malnourishment, Poor toileting arrangement or Lack of stimulation” The guidance ‘Safeguarding disabled children – Practice Guidance’ is effective as it gives EYPs a view on how to safeguard children with additional needs as they are at an increased risk of neglect and abuse due to their vulnerability.
Also, always learn from the other because you can have more knowledge can be received. Always respect to other professionals, and try to maintain a good atmosphere when having joint work. Last but not least, it is important to interact and collaborate between multi-disciplinary and try to keep children and the families on the spot and aware their needs and work together as a team to provide the best support for them in the early childhood education settings. And remember the main benefit and purpose of working in a multi-disciplinary working, must be better outcomes for children and the families. Multi-disciplinary together break down their worries and achieve their requirement as much as a professional
In regards to the protection of children against abuse some of the standards will be mentioned. The person in charge of any centre was to ensure that the correct number of staff were employed while also having qualifications in the area and experience to meet the needs of the children. This would ensure that staff were qualified and more aware of any signs of abuse that may have been carried out with a child and also the appropriate staffing level would ensure appropriate attention was paid to each child. Another standard was that children in care had access to relatives and friends, which would benefit the child and may have aided them in making a disclosure to someone that they trusted. The entitlement of a child to access health care was another standard established and in cases of abuse children often attend a medical practitioner with signs of abuse, whether intentional or not this will make a medical practitioner aware (Child Care Act
The main purpose of this model is to help in the development of a child and focus on the quality and context of a child’s development. The model contains the structures, relationships and interactions that a child has with the immediate surroundings. It is very crucial for this model to be used as a reference in the development of a child into an adult. The main purpose of the model is to give us a clearer that are associated with the process of a child’s development. This model also helps identify problems that indirectly affect the child, meaning that this problems or obstacles that may come because of the family and peers and how they affect the child’s development.
Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
In social care, we work with some of society’s most vulnerable people. For a practitioner to best support an individual they must first be able to care for themselves. There is huge value in being aware of who we are, our strengths and our areas for improvement. This can directly affect the relationships and experiences we have with ourselves, clients, and our peers in social care practice. For this assignment, I will look at the importance of ‘the self’ and personal and professional development in social care.
Thus, if we were under pressure, try to resolve it as quickly as possible. Similarly, if we see a friend who is under pressure to find ways to help solve the problem. Prevent before severe is the best way. In conclusion, we need to think positive in all situations in our lives. If we can manage and control the pressures we face, we will be able to develop it.
Assessment Administering screening to identify if the person exhibits deficits in communication Administering evaluation and assessments to measure one’s level of communication and prove the eligibility to intervention services Intervention The goal of intervention is to reduce the risk or mitigate the effects of risk factors on a child's development so as to prevent future problems and promote the necessary conditions for healthy development. SLPs have the opportunity to play an important role in the prevention of communication disorders, especially in the field of early intervention. If the patient is determined that they are at risk for deficit the SLPs will develop a plan for services and supports that includes intervention outcomes, approaches, methods, and settings. Collaborate SLPs coordinate with other professionals to attain the maximum goal of the patient. They work as an interdisciplinary team that characteristically work together, communicate consistently, coordinate information and resources, and collaborate with the families to achieve priority