Daily Positive Success
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A new progress sheet has been created with the addition of a "Daily Positive Success" section at the bottom. Students are asked to record something positive they did each day to help improve self-esteem. The document provides guidance on giving constructive praise through appreciative feedback rather than evaluative praise, describing a student's accomplishments and expressing appreciation to allow them to feel proud of their own efforts.
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- Interventions for managing risk must be necessary to protect safety, and proportional to the actual level of risk, rather
Cwc Training Pack
This document provides an introduction and overview for a two-day training pack on communicating with children during assessments of their needs. The training aims to improve practitioners' competence and confidence in involving children in the assessment process. It was developed based on evidence that children's voices are often absent from assessments, despite guidelines requiring their participation. The pack contains 16 sessions with exercises, presentations, and handouts to help practitioners understand child development, barriers to communication, tools for assessment, and techniques for accurately representing children's views and needs. The overall goal is for assessments to be more child-centered and for decisions to truly reflect children's perspectives.
Inge Origins
1. John Bowlby and Mary Ainsworth jointly developed attachment theory, drawing on concepts from multiple disciplines. Bowlby formulated the basic tenets, emphasizing the importance of the child's relationship with their mother.
2. Ainsworth contributed innovative methods for empirically testing Bowlby's ideas and expanding the theory. She developed the concepts of the attachment figure as a secure base and the role of maternal sensitivity in developing attachment patterns.
3. The article traces the developmental history of ideas that became central to attachment theory, including Bowlby and Ainsworth's early influences and careers, their independent work that later integrated into attachment theory, and new directions the theory is taking.
Cwc Children200612 1
The document summarizes several research studies that sought to understand children's perspectives on various topics. Children reported that they are most likely to first confide in family members rather than professionals. They described social workers as lacking understanding, imposing their own views, and not maintaining confidentiality. Children wanted professionals who are good listeners, available, non-judgmental, have a sense of humor, and maintain trust and confidentiality. Many children felt their voices were not heard in court proceedings. Being in care was described as confusing and lonely by some children, though others felt happy. Children wanted reliable professionals who keep promises and take the time to listen to them.
010 Holding Safely Ten
The document outlines 10 areas of danger and concern related to physically restraining children:
1) Neck holds, prone restraint, seated holds, supine restraint, basket holds, and pain compliance are highlighted as carrying risks of injury or death.
2) Obstructing a child's mouth or nose and certain seated holds that restrict breathing are also dangerous and should never be used.
3) Prone restraint and medication a child is taking can increase risks and require careful risk assessment in each situation.
Service providers and individual staff are responsible for only using restraint methods that are safe and appropriate for the situation.
Cwc Children200612 5
Attachment refers to the affectionate bond between individuals that provides emotional closeness and endures over time and space. It offers a safe base and supports psychological, physical, cognitive, and moral development from infancy through adulthood. Attachment behaviors signal a child's need for care and protection. Patterns of attachment include secure, ambivalent, avoidant, and disorganized. While concepts of attachment are universal, aspects vary across cultures. A lack of attachment can cause difficulties relating to others, developing social skills, caring for others, and following rules. Separation and loss involve stages of shock, denial, anger, bargaining, sadness, and eventually resolution.
Cwc Children200612 2
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
Cwc Children200612 6
1) The document discusses how to properly represent children's voices and perspectives in assessments. It notes that often children's views are absent, minimized, or given less weight than adult perspectives.
2) Examples are given of ways children's voices have been silenced or their views misrepresented in reports by not directly quoting them, portraying them as minor characters, or making presumptions about what they might say.
3) The document provides guidance on best practices for ensuring children's voices are included, such as acknowledging information gaps about the child, putting information in context, and directly consulting with the child.
Cwc Handout2 Pedagogy Paper
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
Cwc Children200612 4
An ecological perspective views child development as being shaped by the interaction between the child's needs, the parents' ability to meet those needs, and wider environmental factors over time. These environmental factors include the macrosystem of government policies, the exosystem such as parents' employment conditions, and the links between microsystems like home and school. A child's development is influenced not just by their family, but also by societal attitudes, the availability of community resources, and other external stressors and supports that impact parents' ability to care for their children effectively. An ecological approach recognizes that addressing social problems requires confronting their societal and systemic roots, not just treating individuals.
Cwc Handout4 Passports
Personal Communication Passports provide a practical way to communicate key information about children with communication disabilities across transitions in an accessible format. The passports draw together complex information about a child's communication abilities, preferences, and needs in a clear and positive way. This helps ensure staff and others can consistently interact with and support the child. Evaluation found passports to be more effective than traditional records at conveying accurate personalized information. The passports focus on empowering children and improving communication, rather than just listing problems. They provide guidance on each child's unique communication and how to include their views.
Ncercc Conf Proceedings 2008
This document provides a summary of the proceedings from the National Centre for Excellence in Residential Child Care's annual conference.
The conference examined leadership and management in residential child care through various presentations and seminars. Positive leadership and management are essential for providing high-quality care for children, while maintaining the child-centered approach. The conference explored research on leadership, developments in measuring outcomes for children, and how outcomes are viewed internationally. Topics included social pedagogy, restorative justice, leaving care, mental health issues, and workforce planning - all highly relevant to residential child care.
007 Holding Safely Seven
This document discusses ways that experiences with physically restraining children can provide learning opportunities. It emphasizes that after a restraint, time should be given to the restrained child, those involved, and managers to reflect. The child should have a chance to discuss their perspective and feelings, and identify alternative behaviors. Staff should also have time to reflect on how to improve practice and build a culture of open discussion. The overall goal is for all parties to learn from what happened and develop plans to handle similar situations differently in the future.
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Daily Positive Success
- 1. Daily Positive Success - New Blank Progress Sheet Attached is a New Blank Progress Sheet. I have only played around with this a little bit but I have made a subtle change of adding a 'Daily Positive Success' to the bottom of the progress sheet. Throughout the day can you please think of something appropriate to put in this section. It is very important that you read the note below and that positive comments are framed appropriately. Praise with feedback and an explanation is by far, a more constructive way to phrase things. I have deleted the old blank sheets and replaced them with this one. Please make sure that the admission dates are added to the Progress Sheet. This will help our young people with their self esteem and will focus them on completing positive tasks, gestures, giving positive comments to others etc. Evaluative Vs Appreciative Praise Haim Ginott ‘Teacher and Child’ Praising children to the hilt for not very much can be counter productive and encourages dependency. True feelings of self worth come from within. We need to encourage children to be more in control of how they feel. This we can help bring about with the right type of empowering praise. Evaluative Praise is top-down. It is the teacher as a superior patting the child on the head and saying well done, you are very clever/ well behaved/ terrific. Appreciative Praise is different as it combines detailed feedback on what the child has done plus a statement of appreciation. This then allows the child to pat herself on the back and feel good. E.g. ‘Marcia, aged twelve, helped the teacher rearrange the books in the class library. The teacher avoided personal praise (“You did a good job. You are a hard worker. You are a good librarian.”) Instead, she described what Marcia accomplished: “The books are all in order now. It’ll be easy for the children to find any book they want. It was a difficult job. But you did it. Thank you”. The teacher’s words of recognition allowed Marcia to make her own inference. “My teacher likes the job I did. I am a good worker”.