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This document summarizes the services of a Youth Mediation Practitioner for 14 to 18 year olds and their caregivers. The practitioner aims to repair family relationships through mediation, reduce youth homelessness, improve communication and self-esteem, understand conflicts and triggers, and support independent living. Regular family meetings use a restorative approach to find common ground and move in a positive direction. Assessments and support plans are tailored to each family's needs using a multi-agency, solution-focused approach.
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The document discusses the importance of developing life skills like communication, decision making, problem solving, interactive, and movement skills through PDHPE curriculum in primary schools. It states that developing these skills helps students become happy, healthy, and productive members of society. Specifically, it outlines how the curriculum helps students learn decision making, problem solving, communication, interactive, and movement skills.
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belief statement
GardenHills Elementary believes that education is a civil right that requires a collective commitment to social justice and equity. They aim to provide every child with a healthy, safe, engaging, and challenging learning environment where they can develop both strong foundational skills in math and literacy as well as the complex thinking demanded by experts. Effective teaching at GardenHills requires deep content knowledge, strong teaching skills, high expectations, and caring relationships to support student learning from kindergarten through 5th grade.
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Co-parenting requires peaceful communication and coming to consensus on decisions related to raising children. If emotional conflicts make communication difficult, parents must make an effort to separate their feelings about each other from parenting issues. Thinking of the children as the focus and reason for co-parenting can provide motivation to work on communication and develop a clear, child-focused plan for decision making. Having a guide for decision making supports the main goal of co-parenting, which is providing a peaceful, stable environment for children of divorce.
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The document discusses developing positive relationships. It states that the first step is being willing to work at the relationship from the start. Good relationships are beneficial for health and satisfaction. People in supportive relationships help each other practically and emotionally. The document then provides practical ways to develop positive relationships between students, parents, and teachers, such as showing interest, avoiding prejudice, respecting others, and resolving conflicts constructively. It concludes that developing these connections is important for children to feel worth teaching and parents to feel respected.
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AliciaBrownBrochure
Alicia Brown provides individual and group counseling, as well as college planning services. She has over 13 years of experience helping students and families with career exploration, researching colleges, completing applications, and applying for financial aid. Her counseling approach focuses on setting goals and learning coping strategies. Feedback from past clients emphasizes how she helped them through challenging times and made a difference in their lives.
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The document discusses the importance of building collaborative partnerships between educators and families. It believes that partnerships allow educators to gain insight into each child's experiences, culture, and interests to provide a responsive education. When educators and families exchange information and work as genuine partners, it enhances the child's learning by promoting mutual understanding and shared decision making.
Role of the parents in the development of child's education
The document discusses the role of parents in their child's education. It argues that parental involvement depends on two key factors: their view of their role (role construction) and their sense of efficacy or ability to make a difference (personal efficacy). A parent's sense of efficacy depends on underlying beliefs, such as whether they believe achievement is predetermined or due to effort. These foundational beliefs along with feelings of competence influence how involved parents are in their child's education. Schools face the challenge of developing parents' abilities to better support their children's education.
Collaboration presentation
This document discusses collaboration between teachers, parents, and schools. It defines collaboration as working together to produce or create something. Effective collaboration requires empathetic listening, close connection between parties, clearly defined roles and responsibilities, and addressing concerns of all parties. Research shows that 75% of families have little contact with schools. When parents collaborate with schools, student outcomes like assignments, attendance, and success improve. The document provides ways to foster collaboration, such as developing organizations to facilitate open communication and partnerships between schools and families. Approaches include frequent communication, inviting parents to school activities, and providing updates on student progress. Commitment to collaboration between all stakeholders is important for student success.
Understanding the Child Guidance Process
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
BusinessMagazine August 2018 Manufacturer & Business Association
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A quick summary of some of of our programs in our147 year here at Sarah A Reed Children's Center as we celebrate being chosen as this years charity of choice 2018HCS321 201830
This document discusses engaging parents in identifying and solving problems. It addresses patterns of childhood deprivation, population health models, the dual role of workers as helpers and investigators, and building strong worker-client relationships through empathy, optimism, and starting where the client is at. The goal is to take a broad, community-level approach to preventing issues, rather than crisis-driven interventions, by supporting parents as people and forming respectful relationships.
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arvinoor, arvinoor siregar, arvinoor siregar sh, arvinoor siregar sh mh, kasus arvinoor siregar, kasus arvinoor siregar sh, kasus arvinoor siregar sh mharvinoor, arvinoor siregar, arvinoor siregar sh, arvinoor siregar sh mh, kasus arvinoor siregar, kasus arvinoor siregar sh, kasus arvinoor siregar sh
Children Counseling Minal
This document provides guidance for child counseling. It discusses attitudes like positive regard and empathy that counselors should have. It also discusses skills like active listening and nonverbal communication. The document outlines dos and don'ts for counseling children, such as establishing relationships, listening to children, and not making decisions for them or imposing beliefs. It describes age-appropriate tools and methods for different age groups, including play, activities, and discussing interests. The document discusses issues around HIV/AIDS like emotional and social impacts, preparing children for death of a parent, and advocacy. It provides information on maintaining counseling records.
7 Values and Principles for Proper Infant Care
Proper infant care is very essential part of the growing stage of a child. You have to focus on several aspects like building a child's relationship with adults, developmental opportunities, respect the cultural beliefs of different families and protect children from any harm affecting their growth. See these slides to know 7 values and principles for proper infant care.
Tricky conversations with families
Educators can find discussing a concern they may have about a child with families challenging. But being able to openly discuss mental health needs of children is important for growing healthy minds.
Shelly Presentation
The document discusses the importance of building collaborative partnerships between educators and families. It believes that partnerships allow educators to gain insight into each child's experiences, culture, and interests to provide a responsive education. When educators and families exchange information and work as genuine partners, sharing decision making and a commitment to the child's learning, it enhances outcomes for children by supporting their learning and development.
Rationale final
The document discusses the importance of developing life skills like communication, decision making, problem solving, interactive, and movement skills through PDHPE curriculum in primary schools. It states that developing these skills helps students become happy, healthy, and productive members of society. Specifically, it outlines how the curriculum helps students learn decision making, problem solving, communication, interactive, and movement skills.
Relationships And Health
Relationships are important for human connection and well-being. Healthy relationships are built on trust, mutual respect, sharing, and effective communication. Good communication involves listening skills, assertiveness, using "I" statements, asking open questions, and reading nonverbal cues. Relationships require balancing rights and responsibilities between partners to promote equality and prevent abuse of power.
The parent-professional relationship in child protection
This document summarizes the key findings of a study that examined how parents and professionals perceive the influences on their relationships in the context of child protection. It found that parents perceived child protection as positive, while most professionals saw it as negative. Both parents and professionals saw informal verbal communication as a positive influence. While professionals from different disciplines agreed on what helped or hindered relationships, there was no evidence they responded to changes in perceptions. The implications are that divergent views can affect empathy, while convergent views strengthen partnerships if recognized and addressed through training and support.
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Role of the parents in the development of child's education
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BusinessMagazine August 2018 Manufacturer & Business Association
BusinessMagazine August 2018 Manufacturer & Business Association
The parent-professional relationship in child protection
The parent-professional relationship in child protection
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THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docx
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Right help - Right Time, Safeguarding guidance from Birmingham Council
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Inclusive practice
INTRODUCTION
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Living values
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Presentation1YMP
- 1. Youth Mediation Practitioner: Norwich Family Intervention Project A dedicated service for 14 to 18 year old alongside their caregivers
- 2. To actively work with 14 to 18 years olds…………….as well as parents/ caregivers….individually and as a family group setting. ‘The purpose of this dedicated work is around reducing incidences of youth homelessness’.
- 3. Repairing family relationships is the ultimate key This can be achieved through practical and emotional support using mediation and restorative approaches. Taking away the ‘labels’ that can often be attached to individuals. Regardless of race, gender, disability and belief….my aims and objectives are to empower all, have a fairness and equality within the family setting and in the wider community.
- 4. Building effective relationships and communication Tailored support to move toward having less arguments, improving self-esteem and having a greater willingness to accept responsibility for actions and behaviours. Understanding one another and unravelling the overwhelming family conflict.
- 5. Filtering through the ‘Positional’ stuff in order to establish the ‘interest’ There is more to a young person than just a ‘naughty’, ‘unruly’ , ‘abusive’, ‘angry’ and all of the other ‘words’ that young people carry around with them. With careful support our aim is to support families to understand frustration, what causes conflict, inner anxieties, triggers around conflict…… ….in order to move to move forward!!
- 6. Improving a young person’s transition into independent living The aims of the service are to improve a young person’s transition into independent living and to move them on in a planned way when appropriate. Working with parents/ Caregivers and the young person to consider consistent boundaries, mutual respect, living skills and expectations in order to enjoy, achieve and have social resilience .
- 7. Working in a restorative family approach works It is important to promote and work toward a more restorative approach when working with young people and their care-givers. Restorative principles underpin a variety of different practice models and techniques including: Respect, Responsibility, Reflection, working ‘with’, Giving everyone an equal voice, having a fair and consistent process, honesty, inclusive, empowering.
- 8. Finding regular family time and moving away from negative and judgemental perspectives. Supporting a young person and their care-givers around having a mutual understanding of one another, including the difficulties of being a teenager as well as the responsibility and constraints of being a parent. To find some mutual common-ground in which to listen, find regular time, have fun and to work on striving toward a mutual trust. Enabling parents to reflect, adopt a calmer approach even in stressful circumstances and to move away from blame, shame and further disempowering the young person, acting as a ‘positive’ role model to promote emotional , physical development as well as managing self regulation.
- 9. Having regular family meetings Initiating with the family a clear and fair ‘family meeting plan’. Using a restorative approach we may work toward ensuring a high level of support and a high level of control. The young person and family members will have an equal voice in deciding how to move things forward with a view to ‘keep trying’ , ‘praise’, ‘compliments’, and essentially ensuring that positive movement is made in terms of ‘empowerment’, ‘engagement’ and ‘positive results’.
- 10. Keeping Assessments and support plans SMART and using a multi-agency and family centred approach. To offer a specific, measurable, achievable, realistic and timely piece of work with the young person and the family in order to promote empowerment, acknowledge achievements made, have an exit strategy as well as signposting the young person and family to both non statutory and statutory services that may benefit them and further improve and repair family relationships and well-being.
- 11. A Solution Focussed, Signs of Safety approach to moving forward. Active listening and allowing everyone uninterupted time to safely offload in a controlled safe environment is key to moving forward. What is working well? What are we worried about? What are the potential barriers? Develop an action plan that is realistic and timely.
- 12. I welcome all relevant discussions regarding potential referrals to my service. Essential criteria: 14 to 18 years of age. At risk of Homelessness Phil Sherwood:Youth Mediation Practitioner Norwich FIP Norwich City Council Tel: 01603 213593 phillipsherwood@norwich.gov.uk