Personal response to the Guest speakers I would like to acknowledge that I am working and living in Regina which is situated on Treaty 4‚ Saskatchewan province‚ and the homeland of the First Nation peoples. The First Nations peoples living in Saskatchewan include the Métis‚ Cree‚ Chipewyan‚ Assiniboine/Dene‚ Blackfeet‚ Sioux‚ Saulteaux‚ and many others. In terms of population distribution‚ As far as I continue to get more information about the Aboriginal peoples of Canada‚ I found it hard to distinguish
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Unit 16 Understand Safeguarding of Children and Young People (for those Working in the Adult Sector) 1. Understand the policies‚ procedures and practises for safe working with children and young people 1.1 Explain the policies‚ procedures and practises for safe working with children and young people A policy is a statement of what an organisation will do to safeguard a child or young person to keep them safe. A procedure will describe the actions the organisation will take to put the actions
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1 Understand the expected pattern of development for children and young people from birth to 19 years. 1.1 Explain the sequence and rate of each aspect of development from birth -19 years: Children’s development is continuous. They can develop at different time because they have different life experiences and that means that they develop at different rate and ways. Development does not mean only the physical growth of the children but also include the skills and knowledge that they are
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Continual professional development is important because it shows that you are thinking of your own career and that you wish to develop and progress in your own career. It also allows you to reflect upon what you have done and how you would improve upon or do differently next time. Part of the development plan is to log all courses that you have attended that will be beneficial so any gaps in knowledge or training can be identified and resolved in the future as wells as helping you when applying for
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Name: Samantha Louise Jones Unit 12: Assessment and planning with children and young people. Unit code: SCMP1 Unit reference number: M/600/9760 QCF Level: 3 Credit Value: 5 Guided learning hours: 35 1. Understand how to place children and young people at the centre of assessment and planning. Current evidence that stands assured regarding effective methods of ensuring participation and engagement of children and young people of all ages and levels of understanding in assessment
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Taking Risks What I Already Known/What I Want to Know While reading Jon Krakauer’s Into Thin Air‚ I began to wonder why individuals take extreme risks. Over the course of this novel‚ a team of highly trained mountain climbers attempts to climb Mount Everest in 1996. Several die‚ get injured‚ and go missing. Death becomes very familiar to the team of climbers. In the book‚ Hall and Hansen get stranded‚ Hansen runs out of supplemental oxygen and cannot continue; Fischer also gets stranded‚ Hansen
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what to say or do next was also harder than I thought. What I learned about myself during the group leadership exercises was that I have a long way to go and a lot to learn before I actually start leading groups on my own. I also learned that leading groups wasn’t only about my own experiences in life and what I know about certain topics‚ but also knowing what to do and say. I can know everything there is to know when it comes to using drugs‚ relapse‚ recovery and what I have experienced in life
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206 Understand the role of the Social Care Worker Task A Ai: Three differences between a working relationship and a personal relationship are: A working relationship is a relationship that remains professional within the workplace where as a personal relationship you may spend time with someone out of work hours. A personal relationship is a relationship in which information sharing is unlimited yet a working relationship information sharing is on a need to know basis with colleagues
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insecurities I had developed and the insecurities that others develop due to their own labels could have easily been prevented by using People First Language. With People First Language‚ a child with disabilities doesn’t have to feel like they are their disability. Their disability doesn’t make them who they are; they have their own identity and shouldn’t be judged by any impairment they may have. In “A Few Words About People First Language‚” Kathie Snow says that “a person’s self-image is tied to the
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Support children and young people’s Health and Safety 1.1) Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. When planning healthy and safe indoor and outdoor activities there are many factors that we need to take into account. For example one of these could be the individual needs of the child. Children need different activities and environments set out differently depending on their age group. We need to make sure
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