This document discusses the concept of a developmental orientation and how understanding narratives and scripts can help foster one. It explores how we develop narratives from childhood and how they shape our experiences. A developmental orientation focuses on knowing oneself, one's impact in work, and meaningfully integrating theory and practice. Rewriting scripts towards this approach involves considering interpersonal dynamics, prizing everyday interactions, commitment to learning, and embodying a way of being. Understanding narratives around shame, disruption and repair can help reframe relationships between children and adults in residential care settings.
Language of politics cannot be separated from the politics of language. The notion of "Political Discourse" does not remain limited to the "institutional" field of politics (e.g. parliamentary discourse, election campaigns, party programmes, speeches, etc.) but opens to all linguistic manifestations that may be considered to be political, provided that it is convincingly argued what makes them "political". In order to illuminate new and old forms of political discourses inter- and transdisciplinary perspectives and elaborated linguistic methodologies have to complement each other.
Language of politics cannot be separated from the politics of language. The notion of "Political Discourse" does not remain limited to the "institutional" field of politics (e.g. parliamentary discourse, election campaigns, party programmes, speeches, etc.) but opens to all linguistic manifestations that may be considered to be political, provided that it is convincingly argued what makes them "political". In order to illuminate new and old forms of political discourses inter- and transdisciplinary perspectives and elaborated linguistic methodologies have to complement each other.
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Creativity counts in learning for care experienced young peopleCELCIS
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CELCIS Education Conference: In a Scottish Government and ESF-funded initiative called Arts, Creativity and Employability (ACE), Abertay University joined forces with the Articulate Cultural Trust to carry out research.
Supporting post-school transitions through non-linear learning journeys to po...CELCIS
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CELCIS Education Conference 2019: Glasgow Kelvin College shares its approach to supporting vulnerable and disadvantaged learners, with a focus on the Transitions to Learning and Work programme, which provides alternative pathways for young people who have been unable to sustain attendance at school.
Delivering on our Corporate Parenting duties through the establishment of a V...CELCIS
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CELCIS Education Conference: outlining the journey taken by Aberdeen City Council in establishing a Virtual School to support improvement in attainment and achievement of all Looked after Children with a key focus on the use of data and partnership working.
Creating a mental health and wellbeing award: how to get it right for every c...CELCIS
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Curiouser and curiouser: how educational providers can get to know their care...CELCIS
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CELCIS Education Conference: The Hub for Success has been collecting feedback from its partners on how much they know about their care experienced student populations.
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PACE Data Community Workshop. 23rd January 2019. Milestones, measures and aim...CELCIS
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The PACE Community is engaged in driving forward improvement for looked after children, and recently hosted a PACE Data Community Event, Milestones, Measures & Aims. How to incorporate the Data 'ask' into the system which looked at how data can practically be captured and analysed to drive and evidence improvement in achievement of early permanence for our looked after infants, children, and young people.
The aim of the session was to look specifically at the key milestones on the journey to permanence and the data issues that these pose. We learned from examples of how local authority partnership areas have sought to address and overcome particular data issues, and shared general learning from CELCIS resulting from implementation of the PACE programme.
Practice Exchange Workshop: Pre-birth planning, Assessment and âGetting it ri...CELCIS
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The PACE (Permanence and Care Excellence) team at CELCIS hosted a Practice Echange Workshop on 15 November 2018 in Glasgow, with almost 70 delegates attending from local authorities and organisations throughout Scotland. The workshop theme was âPre-birth planning, Assessment and âGetting it right from the startâ, and included a keynote presentation by Alan Sinclair, author of 'Right from the Start', as well as talks by Linda Davidson, examples from practice from Shona Irvine, Helen Runciman and Julia Donaldson and group discussion sessions.
The basis of this event was the Early Years Framework, which was published in 2008 as a ten year plan. Ten years on, we consider what the current landscape looks like in Scotland and reflect on the ambitions of the Early Years Framework, what has been achieved, what best practice might look like and how we can work towards this.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Make a Field invisible in Odoo 17Celine George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
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Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Exploring the script: what might we mean by a developmental orientation
1. Exploring the Script: what
might we mean by a
developmental orientation
RUTH EMOND, UNIVERSITY OF STIRLING
LAURA STECKLEY, UNIVERSITY OF STRATHCLYDE
2. Hope for the session
īĩ How might the idea of script or
narrative help us?
īĩ Who should a developmental
orientation be for?
īĩ What might a developmental
orientation be like?
3. Developmental orientation in the here and now
īĩ Emotional Regulation
īĩ Speech and Language
īĩ Self efficacy
īĩ Internal working model
īĩ Generativity Vs
Stagnation
īĩ Cortisol levels
īĩ Social Relationships
âĸ sweaty hands
âĸ racing heart
âĸ shaky voice
âĸ self doubt
âĸ imposter syndrome
5. Ways of Understanding âScriptâ
Life is a drama
īĩ Sense of who we are dependent on
the world around us
īĩ Seeking acceptance from the
âaudienceâ
īĩ Given status (part in a play)
īĩ Given role (script)
īĩ There is nothing that canât be
redefined
Being âgivenâ a script
īĩ What meaning we give to events that
happen to us
īĩ Each have unique scripts that shape
how we experience events
īĩ Created in childhood
īĩ Thoughts about as themes â based on
what others have told us about
ourselves or the world, what we can
and canât do.
8. How might it help?
Relationshipsâ developmental orientation is as much to do with us as the
children we serve
Attention - to who we are in the work (our own past and its impact on present)
Appreciation - knowledge is contested and ever growing
Resistance - to deficit-based or pathologising approaches
Meaningful integration - of theory and practice, keeping âthe doingâ from
becoming purely instrumental
Need - knowing, being and doing acting together to be effective
A developmental orientation doesnât really mean anything if it isnât central to
who and how we are as people.
11. Narrative
Noun
1. A spoken or written account of connected events; a
story.
[âĻ ]
1.3 A representation of a particular situation or
process in such a way as to reflect or conform to an
overarching set of aims or values.
Oxford English Dictionary
12. Narrative Instinct
âStories are the means by
which we navigate the world.
They allow us to interpret its
complex and contradictory
signals. We possess a
narrative instinct: an innate
disposition to listen for an
account of who we are and
where we standâ.
(Monbiot, 2017)
13. Narratives: Some considerations
īĩ The micro and the macro
īĩ What we bring â our own
values, beliefs and
experiences
īĩ The narratives around us
īĩ Whoâs telling the story; whoâs
shaping the narrative?
īĩ Who has power; who has
voice?
īĩ Layers of narrative
Personal narratives, public narratives, collective narratives (alternative)
15. Language: An illustrative example in relation
to benefits and the welfare state
In a comparative study of British,
Danish and Swedish newspapers
(1750 each from 2004-2009),
Albrekt Larsen found:
īĩ 10% focused on benefit fraud;
īĩ 19% focused on benefit abuse;
īĩ 43% were negative generally;
âĻin UK tabloid and broadsheets
Chancellor of the Exchequer Spending
Review Statement October 2010
â[âĻ] nor can fraud in the welfare system
be tolerated anymore. We estimate
that ÂŖ5 billion is being lost this way
each year. ÂŖ5 billion that others have
to work long hours to pay in their
taxes. This week we published our
plans to step up the fight to catch
benefit cheatsâĻ.â
(Church Action on Poverty, 2010)
16. īĩ The National Fraud Office Annual
Fraud Indicator of January 2010
states that ÂŖ30.5bn of fraudulent
activity took place in the previous
year in the UK, with benefit fraud
accounting for ÂŖ1.1bn.
īĩ Incidentally, the same source
states that tax fraud accounts for
ÂŖ15.2bn.
(Church Action on Poverty, 2010)
(Citizenâs Advice Scotland,
2013)
17. Public Perceptions Around Benefit
Fraud (Baumberg et al., 2012)
False
Disability
Claims
False
Unemployment
Claims
All out-of-
work benefit
fraud
Average Personâs Perception 30% 35% 25%
Those who thought a majority of
claims were false 16% 20% 14%
Actual figures for False claims/fraud 1.1-1.2% 3.4% 2.0%
19. So what might it mean to re-write the
script towards a more developmental
approach?
īĩ Holding in mind the interplay between layers
īĩ Prizing the everyday
īĩ Maintaining a commitment to continual learning
īĩ Living a commitment to a way of being
20. An example: The Development of Shame,
Guilt & Empathy (Dent & Brown, 2006)
Shame:
īĩ humiliating feeling of worthlessness;
īĩ Internally focused;
īĩ Infants begin to experience shame between 7 â 15 months of age;
īĩ A natural part of development.
For experiences of shame not to be damaging, infants must experience
disruption repair:
īĩ Re-establishing of harmony and connection in the relationship.
21. Pervasive Shame
Without disruption repair, children are left with
the flooding of feelings of worthless, being to
blame, being bad.
This tends to be intolerable and
unmanageable. Frequent experiences of being
left with uncontainable shame results in
pervasive shame.
īĩ Hostility & aggression
īĩ Shutting down
22. Guilt
Guilt (sometimes referred to as being ashamed):
īĩ Is outwardly focused on feelings about oneâs behaviour towards
others;
īĩ Is linked with the capacity for empathy;
īĩ Develops around 3 years of age.
Children who have pervasive shame are not able to
develop the capacity for guilt
23. Shame & Guilt
Shame ī Disruption repairī Guilt ī all contribute to the
development of a conscience
Shame ī no disruption repair ī Pervasive Shame ī inhibited
ability to feel guilt or empathy
24. Vicious Cycle of Pervasive Shame
Harmful pain-based
behaviour
Child has to
defend against
shame
Carers try to elicit guilt
Pervasive shame
reinforced; child
has to defend
further
Child
with
pervasive
shame
25. Translated to an RCC context: an adult and child caught in
the vicious cycle of pervasive shame. What might be the
scripts?
Child?
īĩ Surface lashing out or shutting
down
īĩ Deeper feelings and beliefs
Adult?
īĩ âProfessional responseâ
īĩ Deeper feelings and beliefs
How might these be influenced by bigger narratives at
organisational and societal levels?
īĩ Practicalities like staffing or shift change
īĩ Expectations around control
īĩ Narratives around abuse, professionalism, children in care.
27. Translated to an RCC context, what might be
the scripts?
Child?
īĩ Why wonât you see me; hear
me?
īĩ Iâm unworthy of being seen,
heard, understood.
Adult?
īĩ I can see youâre
distressed but I donât
know what to do.
īĩ I must get this right
How might these be influenced by bigger narratives at
organisational and societal levels?
īĩ Practicalities like staffing or shift change
īĩ Expectations around control
īĩ Narratives around abuse, professionalism, children in care.
28. So what might it mean to re-write the
script towards a more developmental
approach?
īĩ Holding in mind the interplay between layers
īĩ Prizing the everyday
īĩ Maintaining a commitment to continual learning
īĩ Living a commitment to a way of being
29. References
īĩ Albrekt Larsen, C. (2013). Negative portrayals of welfare recipients in the UK press are in
contrast to the positive stories which dominate Swedish and Danish mass media. Retrieved
from http://blogs.lse.ac.uk/europpblog/2013/11/15/negative-portrayals-of-welfare-recipients-
in-the-uk-press-are-in-contrast-to-the-positive-stories-which-dominate-swedish-and-danish-
mass-media/
īĩ Baumberg, B., Bell, K., & Gaffeny, D. (2012). Benefit stigma in Britian. Retrieved from
https://wwwturn2us-2938.cdn.hybridcloudspan.com/T2UWebsite/media/Documents/Benefits-
Stigma-in-Britain.pdf
īĩ Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human
development. Thousand Oaks, CA: Sage.
īĩ Church Action on Poverty. (2010). Set the record straight, Mr. Cameron [Press release].
Retrieved from http://www.church-poverty.org.uk/news/osbornefrauderror
īĩ Citizen's Advice Scotland. (2013). Myth-busting: The real figures on benefit fraud. Retrieved
from https://www.cas.org.uk/features/myth-busting-real-figures-benefit-fraud
30. References
īĩ Dent, H. R., & Brown, S. (2006). The zoo of human consciousness: Adversity,
brain development and health. In K. S. Golding, H. R. Dent, R. Nissim & L. Stott
(Eds.), Thinking psychologically about children who are looked after and
adopted (pp. 68-97). West Sussex: John
Wiley & Sons, Ltd.
īĩ Lefevre, M. (2015) Integrating the teaching, learning and assessment of
communication with children within the qualifying social work curriculum.
Child & Family Social Work, 20 (2), pp.211-222.
īĩ Monbiot, G. (2017). George Monbiot: How do we get out of this mess? The
Guardian. Retrieved from
https://www.theguardian.com/books/2017/sep/09/george-monbiot-how-de-
we-get-out-of-this-mess