Understand the importance of ensuring children and young people’s safety and protection in the work setting.
Outcome 3
3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting . When children and young people are left in our care, it is done so with a lot of trust from the parents. As professionals we have a duty to protect children and to care for them in the absence of parents. Parents should feel confident that all the child’s needs are met whether that be physical-emotional-and in all other areas of their development. 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them .
In every setting there should be on display or on view a policy and procedure folder. This is there for parents to look at and for them to see how we support safe working. The policies and procedures are put into place to benefit staff, children, parents/carers and visitors. It is very important for parents to trust who is looking after their children, one of the main areas of gaining trust is having a CRB enhanced disclosure completed, every staff member should be CRB checked, no other persons should be left alone with the children (work experience etc).
There are three types of CRB checks (basic, standard and enhanced), when working with children or vulnerable adults you have a greater degree of contact, this is why you need to have the CRB enhanced disclosure.
The Essay on Positive environments for children and young people
Positive environment A positive environment is one that supports all aspects of the child’s development; staff members/carers can provide the children different ways to extend their developments. By doing activities and guiding the children through their learning, this creates a positive environment for them. Example: Reading and writing activities will help the child or young person’s cognitive ...
This is put into place to protect the children/young people from harm or significant harm. Children need physical contact of some form such as when he/she hurts themselves or if they are upset for any other reason, it’s knowing and understanding when it is appropriate to give the contact. This is usually given when the child is upset, you can then encourage the child to play with you so the child gets distracted from why they were upset. These are the policy and procedures that i looked at within our setting:
Positive behaviour policy and procedure
Safe guarding and child protection procedures
Safer recruitment
Safe working practice
Information sharing policy and procedure
Whistle blowing policy and procedure
3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle-blowers and those whose practice or behaviour is being questioned are protected.
Every school has whistle blowing policies and procedures and these policies are put in place to provide protection for the person against victimisation or reprisals from other members of staff (physical or verbally) when the concerns are genuine and accurate. If a member of staff is the victim of reprisals then an employment tribunal may be able to take action. If any concerns about malpractice or misconduct in a school setting are raised against another member of staff then this should be reported to the safeguarding officer of the school. If concerns are raised then they are certain procedures to follow.
• The whistle blower must think about what is disturbing them and why.
• Concerns should be reported to the relevant person when the time is right.
• Write those concerns down giving background details, names, witness names (if any) dates and places.
The Review on Research Proposal: Depression In Children & Adolescence – A Cause For Concern?
Unhappiness among children and adolescents seems to be rising, but labeling it as depression and prescribing antidepressants are ineffective and possibly harmful, (Timimi, S (2005), isn’t it about time we focus on the underlying reasons? Common misconceptions and responses to hearing that a child is depressed or has depression are, ‘but what do they have to be depressed about?’. ...
• Both parties can be offered help and support if required and all information disclosed for both whistle blower and the accused will be kept confidential and is investigated discreetly (Data Protection Act)
• Preparations for any ramifications that could follow whistle blowing.
If employment is terminated or a person suffers as a result of whistle blowing they are then protected by law under the Public Interest Disclosure Act 1998, this law was brought in to protect whistle blowers from detrimental treatment by their employers.
Although whistle blowing may be a daunting and frightening experience to act upon, the safety and wellbeing of a child may depend on another person’s actions, subsequently all aspects of whistle blowing are to be thought over with the best intentions of children or young people in mind.
3.4 Explain how practitioners can take steps to protect themselves within their everyday practice within the work setting and on off site visits.
A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a school setting a professional can protect themselves by.
• Avoid being alone in a closed room with a child.
• Two members of staff must be present if a child needs to be undressed in the event of an accident.
• If a child is collected late by a parent/carer then two staff members must stay until the child is collected.
• Always be seen to working in an open and transparent way where there is either visual access or an open door, especially in one to one situations.
• Avoid meetings with students in an isolated or private area of a school.
It would be unrealistic to recommend that a member of staff should touch pupils only in emergencies as very few people would agree with that, especially when young children can become so distressed in certain situations and a hug or close contact is needed by the child. Physical prompts, guides and support are necessary in a range of settings appropriate to the age of the child and the circumstances at that time. Schools should provide a clear guidance about when and how touch should be used in order to protect both staff and children.
The Essay on No Child Left Behind Act 2
President Bush quoted, "Clearly, our children are our future... Too many of our neediest children are being left behind" (web). The "No Child Left Behind" Act expands the federal government's role in elementary and secondary education. The NCLB emphasizes accountability and abiding by policies set by the federal government. This law sets strict requirements and deadlines for states to expand the ...
In the case of educational visits, professionals should always carry out a full risk assessment of that visit, under the Health and Safety at work regulations Act 1999 it requires employers to assess the risks of activities, introduce measures to control these risks and inform employees of these measures. Before a trip can be arranged employers must follow the necessary policies and procedures as follows:
• Age, competence, fitness and the standard behaviour of the pupils.
• Any special educational or medical needs of the children.
• Adult to student ratio.
• The competence and qualifications of the accompanying adults.
• Modes of transport and location of visit.
• Emergency procedures.
• Permission from parents.
• Relevant medical or dietary needs of children.
Outcome 5
Understand how to respond to evidence or concerns that a child or young person has been bullied.
6.1 There are four main types of bulling.
Physical abuse (pushing, kicking, pinching, different forms of violence or threats.) Verbal (name calling, insults, sarcasm, spreading rumours, persistent name calling.) Emotional (exclusion, tormenting, ridicule, humiliation.)
Cyber bulling (the use of information and communication technology, particularly mobile phones and the internet. To deliberately upset someone else. Specific types of bulling which can relate to all of the above, such as homophobic or gender based racist or relating to special education needs and disabilities. The effects of this can vary from low self-esteem, depression, withdrawal, sense of isolation, lack of concentration, poor academic achievement, attempt suicide.
