Safeguarding Children and Young People with Autistic Spectrum Disorder The aim of this paper is to evaluate the effectiveness of current provisions for safeguarding children and young people with Autism‚ whilst paying attention to proposed and current legislation and reports/ policy initiatives from a UK and Welsh perspectives. The rationale for this paper is because the writer has a nine year old autistic child. All children’s welfare is underpinned by legislation‚ leaving parents and adults
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Page 1 Communication and professional relationships with children young people and adults Good professional relationships can be a rewarding way for two or more people to work together and help each other after moving on to other opportunities. A lack of a professional relationship on the other hand‚ can lead to lost productivity and hard feelings at work. Many people don ’t think that they have the skills necessary to build professional relationship‚ but with a little time and
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is why i believe it is important that there is effective communication in a work setting with children and young people. We communicate to exchange thoughts‚ express feelings and to learn new things. How we transfer this information can be by speech‚ crying‚ using our body language or/and expressions‚ our main goal is to be understood. We communicate to a variety of people in our work setting‚ not only the children we care for but we speak with their parents and family members on a regular basis
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Q 1.1 Identify legislation and codes of practice that relate to handling information in social care settings? A 1.1 Data Protection Act 1998 (amended in 2003) – The Data Protection Act 1998 (amended in 2003) is a UK law that was set up to protect people’s personal information and who the information was shared with. The act also enables people to make sure that their information is being handled correctly. The 1998 Act replaced and consolidated earlier legislation such as the Data Protection
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Natalie Cullen 19/11/12 Supporting and promoting Children and Young People’s positive behaviour Part 1: Behaviour Policy Charles Saer primary school’s behaviour policy is for all who are involved in the school. A few examples of who these people are pupils‚ staff‚ volunteers and school governors and even parents to name just a few. These rules are equal to all. This ensures all who attend the school know what behaviour is expected of them and what behaviour will not be tolerated. The policy
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The first step I would take to support emotional development is ensure that I understand the process of this development in children and how it occurs. I would then promote children’s sense of self by fostering activities that also help children develop self-esteem such as with opportunities to make their own choices‚ express preferences‚ and choose who they would like to play with. Encouraging children to practice and master age-appropriate skills‚ along with communicate with and learn from each
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Discuss the transition faced by the children/young people in your setting. Explain how the children and their parents/ carers are affected by these changes and reflect on the most appropriate ways to respond with reference to workplace policies and procedures. Suggest relevant further sources of information and support for the children‚ young people and their parents/ carers. Introduction This assignment will discuss the transitions faced by children and their parents including horizontal
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PROMOTE CHILDREN AND YOUNG PEOPLE’S POSITIVE BEHAVIOUR UNDERSTAND POLICIES AND PROCEDURES FOR PRMOTING CHILDEN AND YOUNG PEOPLE’S BEHAVIOR 1.1 SUMMARISE THE POLICIES AND PROCEDURES OF THE SETTING RELEVANT TO PROMOTING CHILDREN AND PEOPLE’S POSITIVE BEHAVIOUR When managing pupil’s behavior‚ all staff will need to be aware of school policies. The majority of children/young people do not present challenging behavior‚ and they attend a range of educational settings in environments which are
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and Practice for Children and Young People Discuss the ideology underpinning policy and practice for children and young people and demonstrate an awareness of constructs of childhood and adolescence from either an educational or care perspective. “The idea of belonging and membership‚ being part of a community‚ is a basic human need. It’s one of the principles of our democratic society. We all have the same needs‚ we want to be loved‚ we want to have friends‚ we want to feel that we are making
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understanding the principles and values essential for working with children and young people. 1. Principles and values a. Show how you promote the principles and values essential for working with children; young people their families and their carers. .At Clayfields house all children‚ young people their families and carers are all treated with respect. Families and carers are always updated on children’s or young people’s progress during their time at Clayfields and any deterioration
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