Assessing the development need of children or young people and preparing development plans 1. 1 . Explain the factors that need to be taken into account when assessing development There are a number of factors to consider when carrying out observations. You must take into account the child’s wishes in regards to what they want to do, how they feel emotionally, their ethnic and cultural backgrounds as well as their linguistic capableness.
These are Important aspects when making attempts to observe and understand how the YAP acts and figuring out what triggers associated behavior. Physical disabilities and specific requirements need to be acknowledged in order to meet every YAPS individual needs. When assessing the development of a child you need to take confidentiality into account. You must not leave any sensitive information regarding a child or young person, lying around as this would make their personal Information easily accessible for anyone that may not be cleared to view It.
Confidential documents and information must be secured and locked in the filing cabinet. Confidentiality can be broken and disclosure warranted only if there is a risk against the Yap’s safety and well being. If the information contained within observation reports is not accurate, this can harm the child’s development. It is beneficial to have two members of staff observing the child at the same time as this can produce a more accurate picture and nameless the obsoleteness of Judgmental accounts being taken Into consideration when compiling observation reports. . 2. Assess a child or young person’s development in the following areas: Physical – Does the young person have any disabilities or impairments that may cause sorption to their every day way of living, then devise solutions to ways that may make their life, easier to lead. Communication – Does the YAP communicate verbally or non-verbally? If the YAP is verbal, what is their level of understanding and if they are non-verbal, figure out ways how staff can effectively communicate with the YAP – Such as sign language or picture cards.
Intellectual/Cognitive -? Does the YAP have difficulties processing information and/or prompts? If so, then staff will need to figure out the best way forward when communicating and deciding the level of support the YAP may need. Social, Emotional and Behavioral – Staff will need to assess any behavior that may or may not be associated with their conditions, whether the YAP has trouble expressing themselves and assess their level of social skills to effectively assist In Integrating them Into society.
Moral – Assess the YAP understands of the difference between right and wrong and then compile action plans in order to help the YAP understand moral issues. Example of Assessment of YAP in my setting: Name: DOBB: 00/00/03 GAG is a 12 year old male, diagnosed with Autism and ADD. GAG obtained his placement at Norfolk House due to an increase in behavior associated with his notation, causing a break down in relationship with his previous careers and his primary careers being at their “physical and emotional limits”.
It is believed that Jag’s heightened showing of negative behavior is due to him reaching the age of puberty. GAG has been described as Non-verbal: During this time of assessment, GAG has shown that he is able to understand what is being said to him, but needs time to let what is said, sink in. GAG has also shown that he is able to state clearly what he wants and is also able to respond to simple questions – Staff Actions: Staff, are to continue helping GAG in the development of his speech and verbal functionality.
Staff, are to continue asking questions and engage GAG in conversation at every opportunity. GAG may also benefit with the use of picture cards. GAG is Intelligent and enjoys reading: GAG has shown that he enjoys reading and will read almost anything from books to door signs and can pronounce words very accurately – Staff Actions: Staff are to encourage GAG to read as much as possible and to engage in educational activities. Prompting GAG to read may also be an effective method of redirection when he is showing unwanted behavior.
GAG struggles to process verbal information: GAG has shown that he needs a while to understand what is asked of him. GAG has shown that he does understand what is asked of him but needs time to assess how he goes about starting his tasks – Staff Actions: Staff, are to speak clearly and positively when engaging GAG. Avoid abrupt demands and make requests in the form of “yes” or “no” questions. Staff, are to be patient and allow extra time for GAG to work out what he has to do. It would be ideal to prepare GAG in advance by reminding him of his routines such as personal care and bed times.
GAG has been physically abusive towards, staff, visitors and other young people: GAG has a regular tendency to display unwanted and physical behavior. GAG often punches, kicks, bites and spits at anyone within touching distance. GAG has also shown a tendency to attempt to touch groins saying “I’m going to touch your Wily’. He will say and do this regardless of age or sex – Staff Actions: GAG is to be supervised on a 2:1 basis. Staff are to remain calm at all times, set firm boundaries and remind GAG about the importance of personal space. GAG is to be reminded that touching and hitting people is not acceptable.
It is beneficial to attempt redirection when GAG shows negative behavior. If GAG shows heightened displays of physical and abusive behavior, staff, are to lock down the unit and ensure other young people are safe before applying safe holds. GAG has a tendency to smear faces on walls: GAG has shown that he likes to smear whilst in the bathroom and in his bedroom – Staff Actions: Staff, are to supervise GAG from outside the door when he is in the bathroom and encourage him to get on with what he needs to do. GAG has displayed that he likes to tell staff that he is “wiping pod’.
It is at this point hat staff, need to remind GAG that it is unacceptable, that any mess he makes, he will have to clean up and staff will ask him to leave the bathroom. If GAG continues to show this behavior, then staff are to let him know they are entering the room to assess what he is doing and help him clean himself. It is important that staff are able to intervene due to the risk that this can have on Jag’s health. Observation is a method of gathering information by systematically watching and noting what children do and say. There are different types of observations.
Anecdotal Records – This type of observation is used to record behavioral and verbal espouses of children during specifics times. Anecdotal records can help a care-giver understand why a child reacts a certain way, how they react, and interact within a specific time frame. Collected over a period of time, these observations can provide a picture of specific behaviors in the social or intellectual context and as they attain new learning skills. You record time, place, activity and a child’s conversation and actions. Most observations are written in narrative note form, about anything significant.
Checklists – A checklist is utilized based upon observations of the child in heir day-to-day activities within the childcare setting. Items observed can include such things as social development, such as interaction and sharing. Checkpoint rubric values may include: age appropriate, awkward, problems with social development. Time Samples – This type of observation follows a child over a period of time throughout a day. The time is written and a care provider will observe and record the task at hand and what a child is doing and saying at five-minute intervals. Does a child stay on task, or does his attention wander?
You can compare a child’s behavior taking time samples at different points of the day. Event Observations – Event observations are used to study cause and effect of behaviors. You will find these particularly useful when looking at a child’s social skill development. As an example, when two children are at play you will watch and record the time, the antecedent event, the behavior. Event observations provide examples of children’s behaviors in order to see developing patterns and to best address these behaviors. Check lists and tick charts – Used by health visitors during routine check – ups.
Good for checking where a child is in their different areas of development, while doing activities. Filming or photos – You will need to get the parents/careers permission. Good for evidence to go with their progress charts. Sound recordings – Good for recording the child’s speech and language development. 1. 4. Develop a plan to meet the development needs of a child or young person in the work setting A plan can include: Child’s name, date of birth or age. The aim of the plan (why a plan is needed, what it hopes to achieve for the child). Activities ideas. Encouraging child or young person.
What resources and equipment are needed to support the YAP? Risk assessment. What information parents, careers and the child provide to support a plan. Location – if indoors, outdoors, home, setting. Role and responsibilities for social careers involved with the activity. How long the plan stays in operation. 2. Be able to promote the development of children or young people 2. 1 . Implement the development plan for a child or young person according to own role and In order to give a young person the best possible care that can be provided, it is important to have a team of staff that hold a variety of experience and opinions.
It is with multiple team members, that new ideas and methods can be introduced to providing affective care for the young person. With a variety of staff from all walks of life and cultural backgrounds, care plans can be put in place to promote social development and increase the persons understanding of social inclusion. It is also important to work alongside colleagues as observation can become a lot easier. It means that team members may pick up on other behaviors that young people show, that other team members may have missed.
My own role is to ensure that all aspects of the young person’s needs are met, to record and monitor progress and development, ensure that care plans and risk assessments are put in place and irked by, to promote independence, positive contributions, ensure the child is safeguarded and encourage them to learn important life skills. My own experiences in life and personal background allow me to make my own contributions and apply input into the planning of care for young people. 2. 2.
Evaluate and revise the development plan in light of implementation Once plans are put in place and the outcomes of Every Child Matters have been considered and met (Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution, Achieve Economic Wellbeing) then efforts can be made to implement a personal development Lana for a service user or young person. It is important to make sure that all staff, family and social workers involved in the care of the young person agree on methods of implementation and that any outside agencies that may be required to assist in the maintenance of young person’s state of health, are considered.
It is also important to insure that once a care plan is put in place, that the information contained within the report is accurate, that it is amended when needed or when certain behaviors change as the young person matures for example; that methods of control are updated. . 3. Explain the importance of a person – centered and inclusive approach and give examples of how this is implemented in own work Any plan involving a child or young person should be composed with focus on their needs.
If a child or YAPS age and abilities permit, they must always be involved when making decisions that affect their lives. Giving them the opportunity to choose and make their own decisions, for example, which activities they would like to take part in, what they would like to do in the future and helping them set realistic and achievable goals in order for self progression. Having the ability to choose for themselves gives them more self confidence, independence and a motivation to learn. Person centered planning puts a person with a disability at the centre of their personal plans.
It takes into consideration the opinions and wishes of their family and friends, what they need or want to learn over time and what it is they want to achieve in life now and in the future. After these factors are noted, the plan is then put in place to act on the personal development of the YAP. For example, when a young person with a disability leaves school and begins to take the transition out into the world, it is crucial to bevels of disability are often shaped very differently to that of their peers who do not have a disability.
A common problem that may arise is that the YAP and their parents are expected to choose a disability service provider and generally, they may be fitted into activities and programs which have been designed for other young people with other needs. This is perhaps the most important reason why it is vital that individuals and their families are given opportunities to develop their own picture of a desirable future and take some control of their destiny as individual, personally focused plans an help build a picture of the most effective methods of growth and development. 2. 3.
Listen to Children or Young People and communicate in a way that encourages them to feel valued Good listening is one of the most important skills we as careers must perfect. We want to strengthen our relationships with children, and one of the best ways to do this is through active and caring listening. Our undivided attention to what our children are saying tells them that they are important to us. It shows that we value them as individuals and that their lives are important to us. Good listening also acts s a way of teaching them how to be good listeners through modeling these skills.
When in a position that a young person or child wants to talk, it is important that you be prepared to drop what you are doing, even if it is not a convenient time for you do to so. A child or teenager can often take a long time to build up the courage to talk about certain issues that may be troubling them so it is important not to miss the opportunity to connect with them through active listening. When conversing with the young person, show an interest in what they are saying and be attentive, this is done y maintaining eye contact so forget about other unimportant things happening around you, Just listen.
Do not interrupt the young person when they are speaking. Sometimes, as careers, we want to Jump into a conversation with an opinion or a solution before letting the young person finish what they are saying. By being an active listener, we can help the young person work through their issues without actually solving the problem for them. Give the child active feedback and respond with body language, such as nodding, and verbal responses such “l see”. Facial expressions, body language and gestures play a big part in how we communicate tit young people and us, as careers should be actively adapting to the situation at hand.
A simple example of this would be to pull a sad face if the young person is feeling sad. This is will show the young person that you understand how they are feeling and allows them to relate the expression or thoughts they are experiencing. Once the young person has finished talking, ask clarifying questions, which enables you to fully understand what they are saying. If they are displaying emotions they don’t fully understand, then it is beneficial for you to name the emotion that they may e feeling, as this can help them to better understand their own emotions and deal with any problems they may be experiencing.
The key is to show respect to the young persons and teach them the art of showing respect to others. It is also important to follow up on these conversations. If you wait a couple of days and ask the young person how things have panned out for them, this shows that you were listening and care enough to ask how things are going for them today. Their lives and the services that they receive according to their age and abilities Making choices is like any other skill. If it is not practiced then it will not develop. The choices given should match the skill level and individual ability of the young person.
There is an endless list of possibilities in regards to the choices young people can make but a few examples would be: “Do you want to wear your sweater or a jacket? ” If it is cold outside, you don’t give the choice of not wearing a warm top but you give them the option or choice, of which one they would like to wear. Also, if it is approaching bed time, ask the young person if they would like to brush their teeth or have a shower first, this lets them know that bed time is approaching, but it still gives hem some choice in regards to how their routine pans out.
Giving young people choices, allows them to gain some power over their lives which, in turn, allows them to feel empowered and confident. If a child or young person feels like they have no control or say over what happens in their life, this can leave them feeling helpless and even angry. When a child actively makes a choice, it is important to praise them and show enthusiasm for their decisions. This can help a young person develop their self-esteem and encourage them to continue making correct choices and their own. 3. E able to support the provision of environments and services that promote the development of children or young people 3. . Explain the features of an environment or service that promotes the development of children and young people Features of an environment or service that promotes the development of children: Safe, stimulating and attractive, well organized – environment should be safe and free from hazards, well decorated, clean and look attractive. The child or YAP should feel at home, safe, comfortable and included. In my setting, we always check for hazards, maintain the home and ensure it is a welcoming and healthy environment. It is paramount the YAPS individual needs are met.
Every child or young person is unique and will have their own needs and interests. In my setting, individual interests are taken into account when planning activities. Policies and procedures should be followed and understood by all members of staff. In my setting all members of staff follow policies and procedures which can be located in the office. Providing appropriate risk and challenges – risks must be taken with the safety of the child and YAP taken into priority. In my setting, every child has an individual, risk assessment put n place that is followed at all the times.
Risk assessments cover all environments that the young person may encounter such as risk involved when in the kitchen or when out in public, such as wandering off. Involving parents and other professionals, where needed, in to child care setting. 3. 2. Demonstrate how own work environment or service is organized to promote the development of children or young people At Character Trust Care, we have extensive policies and procedures that are put in place to ensure that the young people that we work with, experience a professional and effective service.
Policies and indications to staff on how to behave when working with young people, in order for them to grow as individuals rather than reflections of the staff themselves. As a team, we are always taking part in training in order for the service users to receive the best possible care and we monitor all aspects of the young person’s development. We also have tutors visit the unit in order for those young people that are unable to go to school, receive an education. We constantly encourage young people to take part in activities that may interest them and help them to pursue goals.
Each young person has their own file, which is locked and stored in the office. This file will contain all relevant information in regards to the YAP. The file is used to monitor the young person’s development and will contain information such as health visits, risk assessments, care plans, regular height and weight checks, money and possession management, incidents and sanction history, medical information and records of contact with friends and family in order to promote a healthy relationship with their family and peers.
The home itself is decorated nicely so the YAPS can feel at ease and t home and contains resources such as a sensory room for those YAPS that may feel that they need to relax, an arts and crafts room for creative expression, comfortable lounges with TV’s and other forms of stimulation. The YAP will also have their own room, which they are responsible for, as this promotes the importance of privacy and independence. 4. Understand how working practices can impact on the development of children and young people 4. . Explain how own working practice can affect children and young people’s development Own working practice can affect children and young people’s development when: Negative: Using inappropriate verbal or non verbal language Not listening and understanding the children as well as your colleagues. Not communicating with colleagues about the child’s need, which can affect a child’s well being and their care could suffer as a result. Reluctance to maintain and update qualifications can affect children.
All social careers involved in the care of young people, must update qualifications as well as make efforts to continuously improve their knowledge about child care. Positive: When using appropriate verbal and non verbal language, especially with disabled hillier, it can help the YAPS to understand what people are saying to them. For example; using Megaton (sign language), Pecs (picture cards) or Braille. Well organized development plan that helps to meet all of the child’s personal needs and methods in how to avoid unnecessary risks, etc.
Effective communication with parents, colleagues, managers and other professionals to share information about the child’s needs in order maintain and improve his or her well being. Early identification and intervention regarding development needs or difficulties, helps to choices and encouraging them to make their own decisions. For example; which activity they would like to do. This gives them more self confidence and motivation to learn. Listening, meeting child wishes. When people are listening to child and meeting their wishes, it develops child self esteem. 4. 2.
Explain how institutions, agencies and services can affect children and young people’s development Speech and language therapists: improve the child’s language skills. Child psychologists: assist in diagnosis and treating autism, ADD, behavioral problems, anger management, eating disorders, dyslexia, low self esteem and help tackle issues such as self harming. SENSE (special educational needs coordinator): SENSE is a member of staff in an education setting, who is responsible for helping and advising other teachers on the best interventions for the particular child involved.
Their role is to create an individual education plan for the child – a written document that confirms the child’s strengths and the areas of development and to identify the areas that the child is having difficulty with and where extra support is needed. Health visitor: is a qualified and registered nurse or midwife who has undertaken further training in child health, health promotion, public health and education. Cascade: is the first charity in the I-J established, specifically to prevent bullying and child sexual abuse.
NSP: is the leading I-J charity, which helps to stop children abuse. Social worker: a person employed by the local authority to support vulnerable children and their families. This may include children with disabilities as well as children on the child protection register. Physiotherapist: the role of a Physiotherapist is to assess and work with children who have a movement disorder, illness or disability that means the child has little or no movement. Through roving physical intervention, the Physiotherapist aims to help the child reach their full potential.
Additional learning support teams: the education services will provide a range of services in and out of school which will help children and young people with specific educational needs; this may include specialist teaching assistants or home tutors. 5. Be able to support children and young people’s positive behavior. 5. 1 . Demonstrate how they work with children and young people to encourage positive behavior In my work setting, it is not unusual to find myself working with a young person with challenging behavior.
In order to promote positive behavior, behavior management plans, tailored to the needs of the individual young person are put in place, revised and updated when necessary. Boundaries need to be set so the young person understands what behavior is expected of them. Methods of maintaining positive behavior can range from using reward charts for following routine and showing good behavior to enforcing sanctions in response to negative behavior.
The very last resort for promoting positive behavior would be physical intervention, which is only used in the event of the young person becoming a risk to homeless or those around them. 5. 2. Evaluate different approaches to supporting positive behavior Providing an motivation. Some young people may become Jealous or misinterpret this as a reward and misbehave to gain similar treatment. It may cause more work in terms of future efforts when dealing with negative behavior. Tactical ignoring of negative behavior: the child learns that they will only receive attention for positive behavior.
This is because some young people may use negative behavior as a way of gaining attention. You need take this into consideration when applying planned ignoring as nouns people that may use negative behavior as a way of getting attention may not always respond to this method. Distraction: used to take the child’s mind off of their initial trigger for negative behavior. Child may not respond to this and therefore the situation could escalate. Positive reinforcement: encouraging children to repeat positive behavior can help most of the time.
If used too frequently or not frequently enough, it can lose its meaning and the young person could lose the incentive to show positive behavior. Rewards can also work well. It is important to time when o give praise Just in case you miss the opportunity to do so, as the young person can feel ignored. Rules and boundaries: are put in place to remind the young person what is expected of them and that there are lines that are not acceptable to cross, this may help for the child to remember their good behavior.
Physical intervention: it is the last step and should be used only if there is danger for the child’s safety and well being. 6. Be able to support children and young people experiencing transitions 6. 1 . Explain how to support children and young people experiencing different types of transition For some children times of transition and change can be particularly difficult. Reducing difficulties during change by even a small amount can make a big difference, too many children.
The transitions that children and young people face can be: Emotional: affected by personal experiences, for example bereavement or the divorce or separation of parents Physical: moving to a new home, class or school Intellectual: moving from one type of organization to another, for example from nursery to school, primary school to secondary school, secondary school to college or college to university Physiological: going through puberty or a long-term medical notation.
When a child goes through transition, he needs a lot of support from managers, social careers and family members. Everyone needs to support children through the big changes in their lives. In my setting we always speak with children about their transition process, ask how they are feeling, explain all the processes and keep them up to date of what is going to happen. In my setting we provide services for children between 8 and 18 years old.
Supporting them on their transition depends on their age: Age 8-12: In this age group children start to express strong feelings about changing settings. It is important that they can see the positive aspects of any change. If possible the parents/careers should try and get their child to go to the same setting as their friends or encourage new friendships by getting to know the child’s new friends and their parents/careers. If the parents of the child have separated, it would be helpful to let the school know.
As the child could become withdrawn, upset and feel that it is their fault. If the teachers know the change in the child’s behavior and understand the reasons. Age 12-19: In this age group the children find it easier to change settings. When changing to a new secondary school, he parents/careers and child can visit different schools on their open days and discuss with the child which school they would prefer to go to. A change in the child’s life, like a grandparent dying, can affect the child.
Some children may become withdrawn, sad. Talking to the child and getting the child to talk to you about how they are feeling mat release some of the grief they are feeling. Some children may go on to further education and visit colleges and university with their parents/careers and discuss their options. 6. 2. Demonstrate provision of structured opportunities for children or young people o explore the effects of transition on their lives Encourage children and young people to talk about changes that may affect their lives.
It is important that parents and careers talk about change and transition in a positive way, read and/or tell stories that have transition as a subject matter and highlight the positive aspects of the story. Another good way of showing the effects of transition on a young person’s life would be to take part in tasks such as role play, which will encourage young people to understand the factors involved in big changes to their lives.