Champion equality, diversity and inclusion

Learners who attempt to achieve the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) come from a range of leadership backgrounds including: Registered Managers Managers Assistant managers Deputy managers Senior care/support workers/supervisors Co-ordinators Team leaders Health and social care and children and young people’s services also [...]

Supporting People Experiencing Mental ILL Health

Knowing about factors related to Mental ill health as well as Physical health, can contribute to promoting the wellbeing of individuals. Experiencing mental ill health may involve having to face personal transitions, that are not necessarily shared or understood by members of the family or significant people in their support network. Such transitions include: family [...]

Supervised Child Contact

Supervised child contact usually takes place when a child has or is likely to suffer harm. Supervised contact should ensure the safety of a child or children having contact; it also assists in building and sustaining positive relationships between a child and members of their non-resident family.   Potentially, supervised child contact can be intrusive, [...]

The Fostering Network the State of the Nation’s foster care survey (2016)

The Fostering Network the State of the Nation’s foster care survey (2016) - What foster carers think and feel about fostering is now available. The Fostering Network research involved in total 2,530 foster carers from across the UK completed the survey online: 1,942 of these fostered in England, 359 in Scotland, 122 in Wales and [...]

TSD 2.3 (a & b) Promoting Child Contact

Importance of child contact when promoting relationships with parents and others  Child contact refers to all relationship links between a child and their families of origin and friends, regardless of the form and frequency of these links. This may include overnight stays, telephone calls, exchange of letters or photographs or indirect links through third parties. [...]

Training Support and Development Standard 3.4 (Promoting positive behaviour)

Promoting principles for supporting the behaviour development in children and young people whilst meeting the Training Support and Development Standards. In terms of promoting positive relationships and socially aware behaviour the following methods are sometimes useful in supporting behaviour management and working in line with the Training Support and Development Standards: Using positive reinforcement strategies; [...]

HELPING CHILDREN COPE WITH A DEATH

In terms of helping children cope with death - children tend to react differently to death than adults. Their response will depend on: What type of relationship they had with the person who has died. Death of a Mother for example, maybe much harder than the death of an Uncle. Age and level of understanding [...]

Sexual health safeguarding guidance and information related to children and young people

Some Legislative Framework, guidance and standards related to sexual health and foster care: Fostering Services Regulations (England) 2011: Regulation 13 (3) – Behaviour management and children missing from the parent’s home Fostering Services National Minimum Standards 2011, 4.1 - Children’s safety and welfare is promoted in all fostering placements. Children are protected from abuse and [...]

Unaccompanied Asylum Seeking Children research and guidance information

Main Legislative Framework and Guidance The Children Act 1989 places a responsibility upon Local Authorities to safeguard and promote the welfare of children and young people living in their area. When children in need are identified, an assessment of their needs should be undertaken. A major factor for unaccompanied asylum seeking children is that the [...]

Health and social care training and the use of reflective functioning

Reflective functioning is  described by various researchers to involve both a self-reflective and interpersonal components in which an individual grasps the complex interplay between their own feelings and those of others. One way of trainers/teachers manifesting the characteristics of reflective thinking is through models of training and/or teaching delivery.  For health and social care training [...]

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