Family Intervention

Within my placement setting in Aspire Scotland there are legislation protecting the children and young people ensuring good health, wellbeing and safeguarding. One of the legislations in place is the Regulation of Care Act 2001. The Scottish Social Services Council (SSSC) is a non-departmental public body established by this act From this the SSSC produced the codes of practice which was produced to protect people who use services, raise standards of practice and support workers. The SSSC and Care Commission work closely together to ensure employers and workers understand their responsibilities in relation to the Codes of Practice.

With Reference to the CYP IAPT Core Principles, critically discuss Evidence Based Practice and Routine Outcome Monitoring and the challenges of implementing these within the modality of parenting and within the wider context of practise within the children centres Introduction Studies published by Green, Meltzer, McGinnity, Goodman and Ford in 2004 estimated that 9.6% or nearly 850,000 children and young people aged between 5 -16 had a mental health disorder and it was estimated that a staggering 76% of those CYP with anxiety and depression disorders were not accessing mental health services compared to 35% of adults. As a result of such studies, The children and young people’s improving Access to Psychological Therapies programme (CYP IAPT) was conceived and aimed to transform the delivery of Child and Adolescent Mental Health Services (CHAMS) across England. CYP IAPT has four core principles, Evidence Based Practice (EBP), Routine Outcome Monitoring (ROM), Participation, and Reflective Practice. This essay will focus on the two principles of EBP and ROM and will consider the challenges of implementing these within the modality of parenting and within the wider context of practise within the children centres.

The Children and Young People (Scotland) Bill is proposed in the Scottish Parliament to introduce aspects of the GIRFEC Practice Model as a joined up approach to children’s services across Scotland. • June 2012: A second version of A Guide to getting it Right for Every Child is published, with no substantial change to the Practice Model. • June 2010:

As a result, in the White Paper Excellence in Schools (1997), the government acknowledged that children benefit from early years education and planned to broaden their expansion in Early Years Development Partnership and Plans (Bassery et al,

(Outcome 2: Children are connected with and contribute to their

According to the federal bureau of investigation crime rates have significantly dropped since 2010. There has been a plethora of efforts to make the current averages plummet, such as G.R.E.A.T., Comprehensive whole child intervention and prevention program, Truancy reduction program, School resource officer program, Scared straight program, etc. The core focus of this paper is to analyze these programs and their results to see whether or not these programs are effective in preventing and suppressing gang involvement. While also pointing out a few implications, and possibly recommendations for future research. Koffman et al.

Also, strategies like, accountability, choice, early intervention can effectively improve

The roles and responsibilities of different agencies and practitioners working to with children and young people.  The role of Local Safeguarding Children Boards (LSCB’s)  The process to

This may be for a short period of time or until they are an adult. It stands a challenge for professionals and a commitment is required when planning to meet positive outcomes for the child. For this type of research, obtaining different results from a multiple-choice questionnaire, face-to-face interviews and surveys for all the children will provide data to support children retaining their identity and establishing positive contact with adults and professionals. To illustrate, collecting all this data at the earliest possible stage, will enable vulnerable children to participate in relevant interventions like therapy sessions, CAMHS etc.

This is to make sure that the quality of the services provided is adequate for every individual child and young person. Throughout the inspection information will be gathered based on the practice they are observing as well as what they learn from the pupils using the service. The evidence gathered along with other information will be used to make a proffesional judgement on the services given and then it will be published in an OFSTED report. This report will contain the quality of provision in the National Curriculum subjects and aspects of childcare, social care, education as well as learning and skills. OFSTED will also act as a regulator in checking that staff, premises and the services provided are suitable to care and educate children and potenially at risk young people.

Many would believe children learn and develop best when the ‘key worker’ system is implemented within a provision and when practitioners sustain a positive relationship and work in partnership with parents and carers. This is of importance as a positive relationship where the parents and carers can trust and respect one another, helps to provide an enabling environment for the children. Working in partnership benefits practitioners just as equally as it benefits parents. Parents and carers are the most important people and role models within children lives, however majority of parents have no choice but to work and that’s where our role of early years’ practitioners falls into place. Is it important to remember that parents and practitioners

With this concise goal in mind Save the Children has an effective financial and monitoring team who visit and assess the different projects. Save the Children is fully accredited by Department of Foreign Affairs and Trade which indicated that Australia development funding are professional managed and has the best outcomes in the field of development (Childern, 2015). By monitoring and evaluating the effectiveness of their entire program Save the Children are constantly working to maximize the impact they have on children in need throughout the

Quality in the Early Years is based on the respected educational goals and practice of the cultural communities making up a society. A definition of quality in the early years differs by the perspectives of each of the settings stakeholders (Huntsman, 2008). It comprises of a range of things that change between and depends entirely on the needs of each individual. Today in Ireland early year’s educators in settings throughout the country are increasingly more challenged to provide quality services that meet both the requirements and expectations of each child attending their settings and also their families (CECDE, 2006). Early Childhood Education and Care (ECEC) has in many countries become a policy priority.

For attending the YAP’s group session (young active parents group), my aims included the following: • To increase my awareness on the importance of communication for young families. • To gain an understanding of early support workers role. • To gain knowledge of how young families are supported by the YAP service, which aids their growth and development as parents. • To have an understanding of the support mechanism the early years support worker brings. • To gain an understanding of the difficulties of being a young mum.

As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.