AF-6476 redo

.docx

School

IoBM *

*We aren’t endorsed by this school

Course

MISC

Subject

Health Science

Date

Nov 24, 2024

Type

docx

Pages

11

Uploaded by DeanWorldSandpiper26

Report
Redo Questions/Answers
Unit 4 4.3 Promoting a Balanced Approach to Risk Management in My Practice Managing risks in paediatric health and social care settings requires deft hands. The need to ensure security is at odds with the desire to foster individual initiative, growth, and development. Looking back on my work, I see the strides I have made in balancing these often conflicting objectives, as well as the areas where I still have room for improvement. I have made great strides in my practice towards balancing client safety and encouraging autonomy and self- actualisation. Here is how I have responded in certain situations where service users have requested potentially risky activities: Encouraging Responsible Risk-Taking: Young people who use these services are interested in trying out risky activities. It is crucial to back their efforts while making sure they are safe. Holistic Risk Assessments: The individual's abilities and the unique dangers of the endeavour are taken into account during the evaluation process. This allows for an individualised plan that puts the client's emotional and physical health first while still respecting their independence. Promoting autonomy: I advocate for allowing service users to take calculated risks, recognising this as a crucial part of their learning and development. This involves preparing them to understand and manage potential risks responsibly. Open Communication: Maintaining open lines of communication is vital. Service users are encouraged to discuss their interests in certain activities and participate in the risk assessment process, fostering a shared responsibility for safety. Areas of Improvement: To further enhance my practice in this area, I will focus on: Training: I am committed to continuous learning and skill development in risk management to support service users in their pursuits better. Feedback Mechanisms: Develop formal feedback channels to gather insights from service users after participating in risky activities, which will inform future risk assessments and decision-making.
Balancing Individual and Collective Needs: I aim to refine my approach to decision- making when a service user's wish to engage in an activity may impact collective security or their long-term well-being. I have improved risk management by conducting in-depth, person-specific assessments and advocating for greater independence. By prioritising open communication and seeking ongoing professional development as per Taylor & Davis, (2020)., I aim to balance service users' safety and their opportunity for personal growth by identifying and addressing gaps in training, feedback mechanisms, and the relative importance of individuals' and groups' needs. 4.4 Balancing Risk and Rights Balancing the rights of children and young people with the risks involved in their activities is a nuanced aspect of health and social care that requires careful consideration and a comprehensive approach. This balance is critical for a senior support worker transitioning into a managerial role, like Patience, who must ensure that the service supports the safety and developmental needs of those in care. Enhanced Decision Making: Effective decision-making in a children's home environment is grounded in a deep understanding of the interplay between risk and rights. Every decision must prioritise the child's safety while respecting their autonomy and dignity. This dual focus ensures that the child's best interests are served, aligning with ethical care standards and legal frameworks that advocate for the child's right to participate in activities conducive to their growth (Brown, 2019). Fostering Trust: Building trust with the children in care involves demonstrating a commitment to their rights, even as they safeguard their well-being. Trust emerges when children see their caregivers as allies who support their exploration and independence within safe boundaries. This trust is foundational to a cooperative and thriving care environment (Taylor & Davis, 2020). Improving Professional Development: For those aspiring to managerial roles like Patience, it is essential to instil an understanding of risk-rights balance among the staff. This focus on professional development ensures that caregivers are equipped to make informed decisions considering the children's developmental needs and the associated safety risks (Smith & Jones, 2018).
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
Promoting Ethical Practice: The ethical dimension of health and social care obliges us to honour the established rights of children. By integrating these rights into our risk management practices, we mitigate ethical violations and protect our institution from potential legal issues. This commitment also upholds the integrity of the services provided (UNICEF, 1989). Empowering Children and Young People: Recognising and respecting the rights of children and young people in decisions that involve risk empowers them. This empowerment is not only about allowing them to experience risk but also involves preparing them through education and gradual exposure to managing risks intelligently. In practice, this could mean engaging in outdoor excursions, cooking sessions, or volunteer work. Each activity carries potential risks, but with proper supervision, clear guidelines, and contingency plans, these experiences become invaluable learning opportunities. Children, for instance, would take part in safety briefings before a camping trip, where they would learn about the area they will be visiting and have open conversations about staying safe while still enjoying their independence. Patience's job in these situations is to ensure everyone involved has done a thorough risk assessment, the staff is adequately trained to supervise the child, and everyone knows what to expect. To further improve the service's approach to balancing risks and rights, Patience must also implement a system for reflecting on these activities after completing them. References: Brown, A. (2019). Balancing Care: Risks and Rights in Child Welfare . Oxford University Press. Smith, J., & Jones, M. (2018). Childcare Ethics: Navigating Rights and Safety . Cambridge University Press. Taylor, R., & Davis, S. (2020). Trust in Care Environments: Building Bonds . Springer. UNICEF. (1989). Convention on the Rights of the Child . United Nations.
Unit 7 1. Understanding the Development of Children and Young People 1.1 Sequence and Rate of Development The developmental timeline describes the typical order in which kids pick up new skills. For example, in physical development, infants typically progress from reflex actions such as sucking and grasping to more intentional movements like reaching and pulling, before developing the gross motor skills required for crawling, standing, and walking. The development of increasingly sophisticated motor skills is a hallmark of childhood and continues into adolescence. Children typically reach these milestones at roughly the same times, but there is a lot of variation. Some children may walk as early as 9 months, while others may not walk until 15 or 16 months. It is natural for people to exhibit such differences, which can be influenced by a wide range of variables like upbringing and personality. Cooing and babbling are usually the first signs of language development, followed by the use of single words, and finally the combination of these words into sentences and complex speech. Hearing capacity, social interaction, and exposure to language are just a few of the variables that can affect a child's rate of language development. In my line of work, it is crucial to be able to tell the difference between sequence and rate. A failure to recognise the individuality of each child's path to development can lead to misguided expectations and interventions. Recognising this difference allows me to provide individualised attention to each child, allowing me to cheer on their development without making unfair comparisons. This method not only helps the kid feel better about themselves, but it also helps find any problems they might have with their development so they can get help right away. 1.2 Analysis of Sequence vs. Rate of Development: Developmental milestones, such as sitting up, crawling, walking, and talking, typically occur in a specific order among children. Children's development can be measured against these markers. However, the rate of development is the pace at which a child achieves these landmarks, and it can vary considerably from one child to the next.
It is crucial that I recognise the difference between sequence and rate. If we did not know the difference, we might misjudge a child's potential by expecting them to conform to a standard that does not apply to their unique path to development. Example: if we assume all children will walk by a certain age, we ignore individual differences and may experience unnecessary worry or inappropriate comparison. As a result, this may slow down the interventions and supports that are essential to their development. However, understanding that growth rates can vary enables individuals to receive tailored care and have their expectations appropriately calibrated. When a child is developing more slowly in some areas, it is important not to put too much pressure on them or their carers. The earlier effective interventions are implemented to help a child in need, the better, and this awareness helps with that. 1.3 Analysis of Deviations in Developmental Patterns Deviations from typical developmental patterns can arise from various biological, environmental, psychosocial, and cultural factors. Negative effects on a child's physical, cognitive, social, and emotional development can result from these differences going unnoticed and unaddressed. Delays in language acquisition, for instance, can be caused by a lack of early stimulation due to environmental factors, which may have knock-on effects on later academic success and self- esteem. Such deviations can have serious consequences for a child's growth and development. Problems with learning, social integration, and overall well-being can arise in children if the underlying causes are not identified and addressed. Biological factors, such as genetic conditions, can have an impact on a child's physical and mental growth, necessitating individualised interventions. Long-term effects of environmental factors on health and development, including diet and exposure to toxins, call for both changes in the natural environment and medical interventions. The importance of psychological support and stable caregiving environments is highlighted by the fact that psychosocial factors, such as trauma or inconsistent caregiving, can disrupt the development of secure attachments and emotional regulation. The need for creating equitable support systems that take into account diverse backgrounds is highlighted by the fact that cultural and socioeconomic factors can limit access to developmental opportunities.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
My practise has been enriched by my in-depth knowledge of child development, which has allowed me to tailor my approach to each child's unique needs and goals. Early and effective interventions can help every child reach his or her full potential by taking into account both typical and atypical patterns of growth and development. This individualised strategy is critical in creating a setting that supports children's emotional and physical well-being, which is crucial to their growth and resilience. References Bowlby, J., 1982. Attachment and loss: retrospect and prospect. American Journal of Orthopsychiatry, 52(4), p.664. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Fromm, E., 1950. Excerpt of Erikson, EH, 1950: Childhood and Society, New York (WW Norton) 1950. Piaget, J. and Cook, M., 1952. The Origins of Intelligence in Children (Vol. 8, No. 5, pp. 18- 1952). New York: International Universities Press. Vygotsky, L.S. and Cole, M., 1978. Mind in society: Development of higher psychological processes. Harvard University Press.
Unit 8 3. Be able to develop and implement programmes with children or young people requiring developmental support 3.2 Circumstances Requiring Referrals: A referral is required in a few crucial circumstances. The requirement for specialised medical care is a significant factor. Some children's symptoms or conditions may be outside the scope of care we can provide here. It is only after a thorough evaluation and the realisation that the child needs specialised intervention that a referral is made. Referrals are also necessary when it comes to educational support. Involving educational psychologists or special education services is crucial when a child is having academic difficulties or displaying signs of learning difficulties. This step is taken with the understanding that early intervention can significantly alter the child's educational trajectory and provide them with the necessary tools to succeed. Finally, safety concerns are among the most pressing and persuasive arguments favour referral. A referral to child protective services is made immediately upon suspicion or discovery of abuse, neglect, or domestic violence. In this context, protecting children from harm is paramount, so the referral process is initiated quickly. 3.3 Managing Referrals There are many moving parts involved in overseeing these referrals. The referring organisation must coordinate with the receiving organisation to make this work. This coordination is essential to guarantee that the child receives consistent care and that no critical details are lost during the handoff. Having open lines of communication is crucial to this procedure. It is crucial to give the client and the secondary organisation a thorough explanation of why the referral was made. The privacy and confidentiality of the child and their family must be protected during this exchange of information. It is also essential to include the patient's loved ones or primary carers in the referral procedure. They must be aware of the referral's context and its intended results. The family's participation
not only helps keep everyone on the same page but also better equips them to help their child as the intervention progresses. The referral process is complete with the follow-up phase. Care providers should follow up with children and adolescents to determine whether the referral was helpful and whether they are satisfied with the services they are receiving. The information gleaned from this follow-up about the external agency and the referral process can be invaluable. In a health and social care setting, referrals are an essential part of providing comprehensive care. It calls for a sensitive balancing act of expert judgement, client-centred knowledge, and dedication to the client's long-term health and happiness. As a child advocate, I aim to handle each referral delicately, always keeping the child's best interests in mind. References Cameron, A., & Lart, R. (2003). Factors promoting and obstacles hindering joint working: A systematic review of the research evidence . Journal of Integrated Care, 11(2), 9-17. Davis, H., & Meltzer, L. (2007). Working with Children in Need: Integrated Assessments . Jessica Kingsley Publishers. Gilbert, R., Kemp, A., Thoburn, J., Sidebotham, P., Radford, L., Glaser, D., & MacMillan, H. L. (2009). Recognising and responding to child maltreatment . The Lancet, 373(9658), 167- 180. Katz, I., & Pinkerton, J. (2003). Evaluating family support: Thinking internationally, thinking critically . Wiley. Mittler, P. (2000). Working towards inclusive education: Social contexts . David Fulton Publishers. 5. Be able to lead and promote support for children experiencing transitions 5.1 Using Evidence-Based Practice to Support Children and Young People Experiencing Transitions Children and young adults go through many transitions as they mature into adulthood. They face many emotional challenges as they adjust to new situations, such as starting a new school,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
  • Access to all documents
  • Unlimited textbook solutions
  • 24/7 expert homework help
reaching puberty, or dealing with changes in family dynamics. In my position, I have witnessed firsthand how these changes can cause our young charges to experience anxiety, stress, and uncertainty. My strategy for helping people through changes like these is grounded in EBP (evidence-based practise). Clinical knowledge, the latest research, and patient priorities all come together in evidence-based practise to inform healthcare decisions. Using EBP, I am able to better understand each child or young person, which is essential for developing tailored interventions. When it comes to helping kids deal with the stress of change, cognitive-behavioral strategies have been a mainstay of my work. They will be given the tools they need to adapt to their new environment with the help of this evidence-based method. I also stress the value of including kids and teens in planning and carrying out their own care. This participatory approach not only enhances engagement but also ensures that the interventions resonate more deeply with their personal experiences and preferences. In my line of work, EBP also relies heavily on constant monitoring and evaluation. Care for my clients is always geared towards the best possible outcomes for them because I regularly evaluate the efficacy of interventions and make adjustments based on my findings. By using evidence- based practise (EBP), I hope to give kids and teens the methodical and practical help they need during times of change, helping to guarantee that the interventions they receive are based in sound research and are continually adapted to their developing requirements. 5.3 Reflecting on the Implementation of Evidence-Based Practice during Transitions for Children and Young People While working with children and adolescents in times of change, I have witnessed the benefits and difficulties of using evidence-based practise (EBP). Decisions I make in my practise are now based on evidence-based practise principles rather than guesswork or precedent. This method has helped me provide a stable level of care no matter what the circumstance is for the young people I work with by allowing me to develop individualised interventions. However, there are difficulties associated with EBP implementation. Keeping my options open has been a major challenge for me. I have learned that it is important to follow evidence-based practises, but it is just as important to adapt to the diverse and rapidly evolving requirements of children and youth in transition.
It can also be difficult to get the hands on the most recent studies. Dedication and ongoing education are necessities for keeping up with the latest research and applying its findings to real- world care delivery. What's more, what is reliable in one society or culture may not be so in another. To ensure that EBP is applicable and useful for each child or young person, it is essential to take into account their unique cultural and personal context. EBP is an effective tool for facilitating changes, but it must be used with care. Combining the rigour of EBP with the adaptability to each child's unique circumstances has been the key to my practice's success