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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The Concerns of Obesity in Children and Young People Introduction Fat adults are fat because they eat too much fatty food and do not get enough exercise. Fat children are healthy and cute. Fat teenagers are not. Fat people are funny. Fat people can lose weight if they really wanted to. These are just a few common perceptions the public have of people who are over their ideal body weight. What most people do not know is that being overweight or obese carry with it a myriad of health
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Working with Children & Young People with Autism The Austrian psychologist Dr Leo Kanner first used the term autism in 1943‚ but it wasn’t until 1996 that the phrase Autistic Spectrum Disorder was coined by Dr Lorna Wing to identify a whole range of disorders affecting the development of social interaction‚ communication and social imagination‚ know as the Triad of Impairments. The spectrum includes classic autism‚ asperger syndrome‚ childhood disintegrative disorder and pervasive development
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Unit 02 – Safeguarding the welfare of children and young people 1. Using the headings provided‚ briefly describe the key points of each of the following guidelines and legislation. (1.1) and analyse how these guidelines affect the day to day work with young children (1.3) The Children act 1989 The aim of this act is to simplify the laws that are already in place‚ which protect children and young people in the UK. It was seen as a “serious shake up” of children’s rights and protection‚ and also
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516 1.1) The policies‚ procedures and practices for safe working with children and young people all stem from the murders of Holly Wells and Jessica Chapman by Ian Huntley. From this horrific act of evil the Safeguarding Vulnerable Group Act 2006 was born (see evidence ‘6’ – 520 1.3). Another public enquiry was set up to address the failure of the law after the death of Victoria Climbié. Within this enquiry‚ Lord Laming called for changes to be made in child protection policies. From this there was
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and creative learning in young children 1.1 The difference between creativity and creative learning is that creativity is more about the traditional arts and using fine motor skills e.g. cutting and drawing. Creative learning is about children using their mind to solve problems e.g. making an information booklet; this will help with problem solving skills. In my placement we do creativity and creative learning by giving the children chance to express their feelings e.g. giving the children paper
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------------------------------------------------- Understanding safeguarding of children and young people For those working in the adult sector Unit 516 Understand safeguarding of children and young people (for those working in the adult sector) 1 Understand the Policies‚ Procedures and Practices for safe working with children and young adults Firstly before any legislation that a child is assessed under‚ an assessment has to be carried out to ascertain the following: * Gathering of information
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Understanding safeguarding of children and young people ( for those working in the adult sector ) 1:1 Some of the Policies and procedures along with practices include : The Children Act 1989 allocated duties to local authorities‚ courts‚ parents and other agencies in the United Kingdom‚ to ensure children are safeguarded and their welfare is promoted. Its focus is on the idea that children are best cared for within their own families; however‚ it also makes provisions for instances
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relationships between children‚ young people and adults. We are all more likely to communicate information with one another if we have positive relationships. Using good communication creates a positive environment for all pupils‚ staff and parents; from which everyone benefits. However positive relationships are not achieved over night or by chance as they take time to develop and require certain aspects to maintain the positivity. By creating positive relationships‚ children/pupils feel safer‚ more
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Module 1 Pathway module 094 Level 3 _ Supporting children and young people to have positive relationships As a child grows and develops through different stages of their lives‚ they will encounter a range of people with whom they may form relationships. Sadly‚ not all of these relationships will be positive and the child may need support to deal with conflicts or to end the relationships that are causing them harm. Task 1 Complete the spider chart below to show the different relationships
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