The Right of Children and Young Person Presidential Decree No. 603 dated December 10‚ 1974 (Bustos‚ et al.‚ 1999) listed down the Rights of Children and Young Person. This was aimed at understanding children better and for the Filipino teacher to be more aware of the children’s rights. The code contained the following provision: To understand and help children better‚ it is important for every Filipino teacher to be cognizant of such rights. The provisions of the Code regarding such rights are
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TDA 2.2 - Safeguarding the Welfare of Children and Young People. 1.1 The Current Key Legislations are as follows - * Children Act 1989 * Education Act 2002 * Sexual Offences Act 2003 * Children Act 2004 - ECM * Health and Safety At Work Act 1974 including e-Safety * Fire Precautions Act 1971 Some of the policies‚ which would be school or Education specific‚ of the above legislations are – * Medication Policy * Data Protection * First Aid Policy * Fire Precaution
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Safeguarding Safeguarding: This means protecting everyone’s right to be safe and stopping abuse. Safeguarding adult principles (Department of health 2013 Statement of government policy on adult safeguarding) Empowerment- presumption of person led decisions and informed consent Prevention- it is better to take action before harm occurs Proportionality- Proportionate and least intrusive response appropriate to the risk presented Partnership- Local solutions through services working with their
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It may be argued that the notion of child abuse is socially constructed‚ in other words the definition changes over time and it may even be different from one culture/country to the next‚ it is ‘a product of a particular culture and context and not an absolutely unchanging phenomenon’ (Corby‚ 1993‚ p.39). For example‚ in the UK in the 1980’s there were four types of abuse‚ in 1988 there were five and in 1991 they were back to four. For example‚ work into child protection emerged in the 1960’s and
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fostering children and young people Standard 2: Understand your role as a foster carer Standard 3: Understand health and safety and safer caring Standard 4: Know how to communicate effectively Standard 5: Understand the development of children and young people Standard 6: Keep children and young people safe from harm Standard 7: Develop yourself Standard 1: Understand the principles and values essential for fostering children and young people 1.1a What
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| The occurrence of child abuse has been a concern for many years and the term ‘safeguarding’ is a procedure which is now used to protect children. The four factors of abuse was identified as‚ physical‚ neglect‚ sexual and emotional. This essay will explore safeguarding‚ concentrating on the sociological model of abuse‚ drawing closely on the views of Bowbly (1978) and Maslow (1975). It will examine the history of safeguarding through analysing previous cases. As well as
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the very minimum upon which every child and young person should be able to depend.Protection of Children in England ‘A progress report 12th March 2009’ | 1. Make a booklet• an outline of current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding of children and young people• an analysis of how national and local guidelines‚ policies and procedures for safeguarding affect day to day work with children and young people• an explanation of how the
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Unit 4222-207 Implement person centred approaches in health and social care 1.1 Person centred values are guides on how individuals are treated. These values are: * Dignity- supporting individuals to maintain emotional control and supporting individuals with sensitive situations. * Respect- recognising an individual’s sense of worth and importance to others. * Privacy- making sure individuals rights is maintained. * Individuality- recognising an individual as an individual.
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PERSON CENTRED SOCIAL CHANGE Introduction The objectives of the role play exercise was to explore ourselves‚ and more so explore myself as a person and as a practitioner (Community development worker) as well as a therapeutic activist. It was to highlight identity work and the different masks that we put on when working with communities and the challenges that this poses to practitioners and clients. It also highlighted power relations and prejudice that are involved when working with people
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However should a parent want to their child to do any extra hours in the early years education they will have to pay for the extra hours that they do. In early year provision Child initiated play is encouraged when supporting very young children‚ this is not in the place of a formal education but works well alongside one. It allows the young children to play with their peers and `learn through play`. It’s been found that this type of learning is very important in young children The early years foundation
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