The ethical considerations when working with 11-18 year old children is these LAC have experience interference in their childhood which has led them to be taken into the care system. Their vulnerably and complex issues will have to be taken into consideration and these issues need to be taken into consideration throughout the whole study. The sensitivity of these children sharing parts of their life experiences and talking about the local authority whom make decisions about their future needs empathy. The young people having to talk negatively after meetings may be a restricted or worried. So, the location for these young people to discuss their views after meetings need to also be taken into consideration so they do not give misleading or inadequate
Respect the differing needs that parents and carers themselves may have, such as a disability or communication and linguistic barriers. Recognise the need for flexibility in the timing and structure
According to the world health organisation 50 percent of mental illnesses begin by the age of 14, that’s why there are organisation such as the kids helpline dedicated to helping and counselling young people(Kids Helpline, 2016). The Kids Helpline is a free, 24 hour counselling service for young individuals between the age the 5-25, within this organisation 's kids are able to talk to experienced and trained counsellors who offer sessions though the phone, email and over the web (Kids Helpline, 2016) (appendix 1). These experienced counsellors all together respond to 4,500 calls a day, in regards to a range of issues that young people are having (kids helpline, 2016). The organisation 's main aim is to “empower young people by assisting them to develop and create positive relationships” they have helped millions of children and is a critical organisation in relation to kids physical, mental and social well being (Kids Helpline, 2016).
4. Acknowledge children as competent learners and build active communities of engagement and inquiry. – the carer is not acknowledging that the child is a competent learner and building an active environment, 5. Sensitive to the vulnerabilities of children and families and respond in
When a child is going through a difficult time such as a family break up it is important to put the child’s needs first because if you don’t the child may not be able to achieve their full potential. A way to do this is by having a child centred practice and planning around a child, so that the routine fits around the child and their individual needs are planned for. In my placement the practitioners would plan out what they are going to do, while making sure individual needs are taken into consideration. It is important to work closely with other professionals when planning for transitions because they would be able to help provide the appropriate support the child will need, this can be done by working in partnership with professionals that can help with that transition and coming up with a plan or routine to follow to support the child.
Ongoing Support Following a disclosure by a child, it is important that the staff member continues in a supportive relationship with the child in the following ways: • Maintaining a positive relationship with the child. • Keeping lines of communication open by listening carefully to the child. • Continuing to include the child in the usual
In March of 2015 the New York City’s Administration for Children Services
Instead, the children are turned over to Human Services and the Department of Health’s supervision. Many are looking for an escape from worsening economic condition. President Barack Obama and Canadian Prime Minister
In order to contribute a positive relationship it is essential to demonstrate and model an effective communication skill when dealing with children which means that considering both how the practitioner approach other people and responding the children. It is effectively more likely to communicate information to one another if having a positive relationship. Effective communication plays an important role in developing positive relation with children, young people and adults. It is also essential that the practitioner is interested in development of the children by using effective communication skills, building a positive relationship, approaching and responding in appositive manner, making feel comfortable or supporting which it’s required.
In 2012 the Cooperative Children’s
During my time in placement I have observed a young person with Additional Needs moving to further education in a college. As a result of this, all practitioners that worked with the young person had to maintain positive and support them during her transition. This is an example of the Social Learning theory that if people are negative around children and young people, they will imitate the behaviour. Bandura's theory emphasises the importance that children and young people should be shown positive behaviour in order for it to be imitated as children and young people see practitioners and other adults as role models. This theory has influenced the transition I observed in my placement as the practitioners were communicating positively with
Maintaining confidentiality has been massively important with all the service users I have worked with, both adults and children alike as BASW (2012) guidelines stipulate that information should not be disclosed without the service user’s consent. One example within my practice where this become evident, was child J.B. This particular child felt sad and unable to discuss feelings surrounding the mother’s absence for fear of upsetting the carers who refused to have the mother’s name mentioned in their presence. With the child’s permission, I attempted to help break down this barrier by explaining to the carers, as the main source of comfort, the importance of them listening to the child’s thoughts. By me highlighting the point of putting the child needs first, the carers have now started to acknowledge and encourage the child to off-load his thoughts and feelings to help him understand his
The 1983 Amendments to EHA (PL 98-199), the 1990 Amendments to EHA (PL 101-476), and the IDEA Amendments of 1997 (PL 105-17) supported initiatives for transition services from high school to adult living. Because of these mandates, each student’s Individualized Education Program (IEP) must include a transition plan for identifying appropriate employment and other post-school adult living objectives for the student. This plan may include referring the student to appropriate community agencies and linking the student to available community resources, including job placement and other follow-up services. The IEP must also specifically designate who is responsible for each transition activity. The 1997 Amendments to IDEA go on to specify that transition planning should begin at age 14.
but it is still a very good idea for practitioners to know how to spot any issues and deal with these appropriately. If short terms issues are not dealt with and these are allowed to build then longer term effects can become apparent. Long terms effects to transition may impact massively on a child’s life and could leave psychological scars for future years. Because of this it is important that a child
The transition from Primary school to Post-Primary school is a difficult time for anyone involved. It is one of the most drastic changes that students will ever encounter in the educational career. The transition is typically filled with anticipation and anxiety about homework, teachers, peers, academic rigor, school rules, getting lost, and many more factors. For the typical student, it is a whirlwind of emotion and anxiety. For students with special needs, these worries become even more prominent for the pupils and their parents.
