Foundations For Safeguarding Children Children And Young People Essay

Foundations For Safeguarding Children Children And Young People Essay In this assignment I will cover what safe guarding means and what legislations have been put into place to support children young people and families. I will also discuss the different types of abuse that children can be affected by. I will also relate to different theories that are linked to child abuse. Safeguarding children legislation and procedures was put into place to avoid child abuse. . Safeguarding is a multi-disciplinary team that work together to reduce the risk of children who dont receive basic child protection, safeguarding aims to prevent the lack of childrens health and development.it also safeguards children from maltreatment and ensures children have a safe, effective environment at home. The safeguarding legislation was bought into place in order to protect children from getting abused. The legislation protects children from the following, Protecting children from mistreatment Preventing impairment of childrens health and development Ensures children are growing up in conditions with provision of safe an effective care. The following means that every child should have the above in order for them fulfil everything they want. On the other hand not all children have the opportunity as they get abused and neglected. 16% of children (1 in 6) experience serious maltreatment by parents, of whom one third experience more than one type of maltreatment. Cawson (2002). This quote shows that not all children have a good life as they are mistreated by parents. There are numerous types of child abuse physical, emotional, sexual and neglect. Physical harm is when an adult intentionally harms a child is physical abuse. This can include hitting, shaking, throwing, poisoning, burning, and slapping. Emotional abuse takes place through verbal cruelty for example continuous verbal attacks sexual abuse is when a child is forced in sexual activity they may not want do. The Persistent failure to meet a childs basic physical and/or psychological needs, likely to result in the serious impairment of the childs health or development. Neglect is when the childs needs are not met for example adequate foods, water, shelter. If these needs are not persistently met children are being neglected. Abraham Maslow also states that the physiological needs to be met in order for a child to move to the next stage of the hierarchy. Child abuse is seen differently within the broad frame work there are different types of action, or inactions that could be measured abusive in their consequences for children. What others may consider as child abuse you may not consider as abuse. Children with repeated, hard to explain, injuries can be affected very seriously. The impact it has on children can be physical, psychological, behavioural and societal consequences. For example damage to a childs growing brain, can obligate to psychological effects such as cognitive delays and emotional difficulties. Child abuse affects a child in many ways as it has a major affect in their life and results in affecting their emotional feelings. There are many theories that link to why child abuse or neglect could take place in a childs life. One of the theories which could link to child abuse could be attachment this is where the child seeks attention from the mother the things this could involve would be crying, or any other way of attraction. Statistics show that Approximately 50,500 children in the UK are known to be at risk of abuse right now. This has been identified by the NSPCC. Research indicates that this is around 50,500 get neglected or abused. http://www.nspcc.org.uk/Inform/research/statistics/prevalence_and_incidence_of_child_abuse_and_neglect_wda48740.html 10/11/2012 After the victoria climbe incident and baby p the government has put a lot of legislations in place in order for them to tackle child abuse, as child abuse has become very common. Below are a few of the legislations which i will look at in depth, Safeguarding Children 2008 Children Act 2004 Every Child Matters 2003 Common Assessment Framework 2006/7 Working Together To Safeguard Children 2007 These legislations are used by all practitioners to work together and ensure every child is safe and loved for. Safeguarding has to be met by all practitioners to prevent any child from abuse or neglect. On the other hand there is a difference between safe guarding as child protection. Child protection is when multi agencies are obligatory to keep the children when they are at harm and to safeguard them. The following people can take action school teachers, school nurse, if it is not an education setting then police, social services and other organisations such as the NSPCC can take responsibility. Safeguarding children is very important in all settings to ensure children are in a safe environment. When working with children all staff have to undertake a CRB check to guarantee that all staff have a clear history and have no offences. If CRB checks are not carried out children could be at risk. All schools have safeguarding procedures in place in order for all the children to be in a safe environment. The common assessment framework was introduced after Lord Laming was appointed in April 2001 to chair a self-governing constitutional Investigation into the circumstances leading to and surrounding the death of Victoria Climbià ©. Victoria had been physically ill-treated by her great aunt Victoria and suffered many injuries. The common assessment framework was put into place in order to assess all children and young people to support earlier intervention, to develop communication amongst practitioners. The reason why victorias case was not dealt with appropriately was because agencies were not working together. This would not result now as all agencies work together and work as multi-disciplinary teams. This will benefit practitioner as well as keep the child. On the other hand the CAF has its positives and negatives. As they share information it is easier for practitioners to resolve the problem quickly. The CAF is to be used for children who have additional needs in one or more of three areas: Their development and growth Extra learning requirements Family and environmental problems and any precise needs of the parent/ carer. Working together to safeguard children was also put in place after the death of victoria Climbià ©. This legislation focuses on all settings to work together to safeguard children. It also allows families and children to access services that are available to them if they need any help or support. ECM stands for Every Child Matters. Its a green paper which means that it is not yet legislation and hasnt become a white paper. The reason for ECM is to get rid of inequality and improve the life of children that arent well off. This green paper is a follow on from the paper that Laming produced after Victoria Climbies death. Cheminais (2008) writes that there are five outcomes for Every Child Matters. These are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing. By being healthy the child should be physically, emotionally and mentally well. They should have a healthy was of living. An example of this would be eating healthy and exercising. It is not only the childs responsibility to keep themselves healthy but also their parents and anyone that works with them. Staying safe is about being safe from bullying or any harm and injury. This also means having a steady home environment. To enjoy and achieve is to have fun whilst learning and not be doing something that makes them feel uncomfortable, rather be doing something that makes them happy. Making a positive contribution is to be supportive of others but also to have your own opinions. To have confidence and have a positive attitude on the outlook of life. Economics is to do with finance and money. The child should be supported by parents and their home should not have a low income. The child should also be able to have access to good materials and be prepared to work and go in to higher education if they want. Throughout all these five outcomes the child should be supported and guided with the help of parents and other people that care for the child. However this puts more pressure on teachers as they have to take more responsibility. Some teachers do say that their job is to teach the children and not be another parent type figure to them. The role of the teacher is to realise when a child is uncomfortable and to find out why. To notice any abuse or neglect. Practitioners should work with other agencies and share information so that the issue at hand can be dealt with. Teachers must observe the way children play. Smith (2008, p50) writes about the signs of recognising child abuse and neglect. The signs can be the child using toys to act out sexual experiences, drawings of abuse, being afraid of a person or not wanting to go home. The child might develop aggressive behaviour or the opposite, hostile, withdrawn behaviour. They also might have bruising or unexplained injuries and when asked, the child might give a shaky answer or tell a lie. The parent may also lie when brought in to discuss the child. Disguised compliance is another way the parents might make the services and teachers think that things are getting better or are resolved. They will go along with what the authorities say and after a while return to how it was before. The parent or parents only do this as a way of putting up and act. There are techniques in which disclosures of abuse must be dealt with and responded to. Dare and ODonovan (2000) write that when a child discloses in you, you must be calm about it. You shouldnt be shocked or keep asking the child what happened. This will only make them not want to say anything. You must reassure them but also let them know that what they have told you cant be kept confidential. The named member of staff must be told about what has been disclosed in you. The practitioner must know how to record information and where it is kept. The practitioner must also keep in control of their emotions. They will have to deal with parents and the child. Kids First (2009, online) describe how to make a report when calling the social services. Basic details must be given such as the name, age and address of the child as well as their parent or guardians name. The state of the child, for example if any abuse has taken place and if there are injuries. Where the child is being kept whil e the report is being made and if possible say if any harmful substances or objects are being kept at the childs home or anything that could put the child at risk. The points that were in the introduction have been discusses as well as being expanded on. There have been references throughout from both books and online to support the points that were made in this assignment. References Safeguarding Online http://www.birmingham.gov.uk/caf parliament.uk. 2003. House of Commons. [ONLINE] Available at: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf. [Accessed 10 November 12]. Medical news today. 2012. What Is Child Abuse? What Is Child Neglect?. [ONLINE] Available at: http://www.medicalnewstoday.com/articles/241532.php. [Accessed 11 November 12]. Melinda Smith and Jeanne Segal,. 2012. HelpGuide. [ONLINE] Available at: http://www.helpguide.org/mental/child_abuse_physical_emotional_sexual_neglect.htm. [Accessed 07 November 12]. Neglect quote Books Damien Fitzgerald, (2007). Working Together in Childrens Services. 1 Edition. Routledge Jennie Lindon, (2003). Child Protection.2nd Edition. Hodder Education. Barbara Lindon, (2003). Contemporary Child Care Policy and Practice. Edition. Palgrave

Importance of Education Essay

Education has been regarded as a means toward economic stability and progress. The increases productivity of the workforce is due mainly to the increase in the education and training of the people. The success and development of the country would greatly depend in the productivity of its human resources – which is considered as one of the vital asset of the nation. And to have a good and competent man power resources, quality education and intensive training is necessary for the students to become skilled and productive workers when they become part of the labor force. Individual performance is highly important for an organization as a whole and for the individuals working in it. Individual performance is a core concept within work and organizational psychology. During the past 10 or 15 years, researchers have made progress in clarifying and extending the performance concept (Campbell, 1990). Moreover, advances have been made in specifying major predictors and processes associated with individual performance. Organizations need highly performing individuals in order to meet their goals, to deliver the products and services they specialized in, and ï ¬ nally to achieve competitive advantage. With the ongoing changes that we are witnessing within organizations today, the performance concepts and performance requirements are undergoing changes as well (Ilgen & Pulakos, 1999). Performance, if it is recognized by others within the organization is often rewarded by ï ¬ nancial and other beneï ¬ ts. Performance is a major although not the only prerequisite for future career development and success. In the labor market. Although there might be exceptions, high performers get promoted more easily within an organization and generally have better career opportunities than low performers (VanScotter, Motowidlo, & Cross, 2000). It is said that education is primarily concerned with the opening out to the world of the students so that he can choose his interests and mode of living, and his career. On the other hand, training is primarily concerned with the preparing the participants from certain lines of action, which are delineated by technology and by the organization in which he works. Education is not only limited to the degree an individual can attained however it must be accompanied by character, attitude, behavior and values that would significantly affects or influence his performance and productivity. The most effective method to develop the competence and skills of students is trough hand – on training – the on-the-job training. This process exposes the students to the different fields and learned. Moreover, it allows the students to become familiar and made known with the actual operation of the business and the state-of-the-art of the facilities, equipment and technology used. Many opportunities for development can be found on-the-job. Trainees are able to learn as they contribute to the goals of the firm. Morale, productivity, and professionalism will normally be high in those individuals that employ a sound OJT program. As per required by the CHED, graduating students of Bacolod City College BS Information System must undergo on-the-job training with required time of Three Hundred Fifty hours. This would be a stepping stone for the practicumers to develop themselves to become professionals in their own field of specialization and acquire new learning through gained experiences during trainings. It is very essential component of the learning process, geared towards preparing students future career.

Political and ideological discourse Essay

America is founded upon some deeply disturbing prejudices, which are dangerously implanted in our youth at a young age. The impact is a sick culture, capable of terrible acts of impulse that are inspired by fear and contempt. This is at the core of The Crucible. In many ways, The Crucible, which recounts the awful details of the Salem Witch Trials, still resonates today. The term Witch Hunt is often invoked in modern social, political and ideological discourse to characterize any malicious or unfounded crusade against an innocent party or parties. The narrative of the 1954 Arthur Miller play helps to keep fresh the understanding of that which we are capable of at our worst, our most misguided and our most ignorant. In addition, it cautions against the type of repression which marked the Salem society, elucidating that such unnaturally draconian standards will inevitably cause revolt. Perhaps among the most shocking elements of the play is that which is revealed to the play’s reader in the introduction regarding the extraordinary young age of the girls. Acknowledging them as being barely out of their puberty, this introduction helps to pave the way for the cruel behavior perpetrated by such young aggressors, producing a useful discussion on the cultural impact bore upon our young by a culture that behaves with such virulent fanaticism. This also helps us in our consideration of the realities surrounding the witch trials, with Miller’s telling pairing with some historical notes of interest. These do help us to appreciate the danger tread by Americans in this context and in those modern parallels thereto. To this extent, the shocking detail noted in the introduction relates to the fact that in the years after the witch trials, when the state of Massachusetts had come to fully acknowledge and provide reparations for what had occurred, it did so with precious little remorse. Though it provided a small financial sum to the compensation of the Proctors—with John Proctor already deceased by execution—â€Å"perversely, damages were paid not only to the victims but also to such people as William Good, who was his wife’s accuser, and Abigail Hobbs, a ‘confessed witch’ who became a hostile witness. ’† (viii) In addition to this grotesque distortion of a reconciliation, the statement provided by the Governor accompanying this statement of apology would argue nonetheless that the accusers could be forgiven for their atrocities due to the fact that the time and place in question was â€Å"infested with a horrible Witchcraft. † (vii) This would seem a most unyielding apology. These observations lead to a number of questions concerning the play as a whole. Particularly, the fact of this unrepentence causes us to wonder whether Miller’s political enemies recognized the parallels suggested between McCarthyism and the Witch Trials. A second question wonders whether this play might have been made had not the era of McCarthyism begun to impact artists, authors and entertainers, even in spite of the fact that it was based on events more than 200 years passed. A final question as we enter further discussion on this subject questions whether or not—without a loaded intention—Miller’s analogy between the Witch Trials and the anti-communist loyalty trials of the 1950s. The story is presented with some dramatic elements which do not blunt but tend instead to make more relatable the impact of certain characters. The most prominent of distinctions from history is the set of dramatic liberties taken with regard to personal relationships, such as the affair between Proctor and Abigail, which would be a device intended to move forward themes of personal vindictiveness. Additional distinctions are the characterizations which in many contexts, Miller acknowledges, were intended as ‘composite’ sketches of groups of individuals identified by historical record. His characters were fictionalized for the purpose of economy. An additional detail of importance is that many of the character ages were altered in order to create dramatic tensions and possibilities central to the narrative action but distinct from historical accuracy. Ultimately, none of these distinction detract from the imposition of Miller’s message, which is that the danger present in this age would emerge once again in the era of McCarthyism, and perhaps we might argue, again today in the age of terrorism. Namely, we can see that fear of an unseen villain has bred a blind and irrational wave of paranoia and its attendant behaviors, establishing a society deeply vulnerable to exploitation and mob mentality. 2. Ultimately, it is impossible for this reason of mob mentality to place the blame for the horrific series of events upon any one individual. Though some appear as more insidious than others, and where others still will tend to even demonstrate remorse in eventuality, all individuals in the society may be said to play a hand in the disgrace for which Miller’s play accounts. Indeed, as much as the aggressive pursuit shown by some, it would be the spineless docility of others which would allow so many to lose there lives. Indeed, we may be immediately struck by how fast speculation is turned around in the sequence described by Act I. Here, the manipulative young girls escape culpability for deviant behavior by exploiting the primitive instincts of the townsfolk. Miller’s work seems largely fixated upon the easy and willing susceptibility of the Salem townsfolk to such a ploy. The story utilized fast sequence of narrative action in order to demonstrate the stunning quickness with which the Church moves to respond to allegations, eschewing sensible law enforcement or due process to instead begin a series of completely unfounded arrests. Indeed, the arrival of Hale, the specialist on witchcraft, brings with it a gloomy sense of foreboding that seems to target this man with the onus of blame for that which is to occur. With the sentence of death being the outcome to such proceedings as those brought forth, the reader is moved by the remarkably errant posing of Church authority. The courtroom drama which is used in the Third Act of the play is compelling if a little overstated. Here, the genuine hysteria has set in and the outrageous turnabout between first Mary and John toward Abigail and ultimately, Mary and Abigail toward John demonstrates the greatest problem of the play. It is clear that everybody is on trial, which we may denote is likewise how Miller views it. To his perspective, the town is indeed on trial for its behavior. The carnage and extremity of the outcome is perhaps less surprising therefore than something such as the reversal of Hale in the finally act. Initially, the reader views him as a sinister figure but it is clear by this juncture that the forces governing Salem had leapt far beyond his intent or control. The finality of the play here is unforgiving, as the accused are hanged with no redemption. The theme of intolerance as a crime of which the whole town is guilty is presented largely in the descriptions by Miller, who portrayed the Puritans as living in what â€Å"was a barbaric frontier inhabited by a sect of fanatics who, nevertheless, were shipping out products of slowly increasing quantity and value. † (4) Miller would describe them as a people who ‘forbade anything resembling a theater or ‘vain enjoyment. ’ We might therefore argue that the theme of intolerance is best exemplified by the impact which it has on the cruel and hateful children, made so by the puritan society. A contrary indication, given by the kindly Rebecca, notes that â€Å"a child’s spirit is like a child, you can never catch it by running after; you must stand still, and, for love, it will soon itself come back. † (24) Here, we are given an intuition otherwise absent from Salem, and much to the destruction of its people as it drives the neglected children to become ripe with meanness. Indeed, all are guilty, right down to the children who laughed while others died. Works Cited: Miller, A. (1964) The Crucible: A Play in Four Acts. Penguin Books.

Christian Philosophy Of Education, Evangelism, And...

According to Schultz (2003) a Kingdom-focused education must be built on the following four points: Jesus Christ, A Biblical Philosophy of Education, Evangelism, and Discipleship. The most appropriate place for Kingdom education to start is in the family where children are taught that â€Å"only salvation in Christ can perfect a person† (Schultz, 2003, p.19). Because Kingdom education is rooted in development of a personal relationship with Christ it exists as a present reality and not a future physical kingdom (Schultz, 2003). The development of this relationship with Christ is a lifelong process that starts at birth and â€Å"continues 24 hours a day, 7 days a week† (Schultz, 2003). Parents bear the primary responsibility for this education in Christ and must be supported by born-again teachers who are also able â€Å"to teach children the gospel message† (Schultz, 2003, p.31). A proper Biblical Philosophy of Education enables students to be â€Å"transf ormed into the image of Christ† and â€Å"be fully equipped to serve Christ in everyday life† (Schultz, 2003, p. 39). The ultimate goal of Kingdom education is to develop a God-centered worldview that empowers learners to â€Å"think and act according to God’s ways† (Schultz, 2003, p. 49). Practicing a Christian Philosophy of education requires that a teacher’s actions are in accord with their words because â€Å"95% of the time students will reject the content and accept the conduct† (Schultz, 2003, p. 53). Schultz (2003) provided BiblicalShow MoreRelatedAnalysis Of The Book The Great Commission 1735 Words   |  7 PagesThe Great Commission to Worship Todd Bush Liberty University EVAN 525-B08: Contemporary Evangelism May 29, 2016 Abstract The question may be asked, â€Å"what is the essence of being a Great Commission Worshipper?† David Wheeler and Vernon Whaley provides subtle element of what the significance is to being a Great Commission Worshipper – a man absolutely and similarly dedicated to evangelism and worship – and an otherworldly procedure that is formational, transformational, social, missionalRead MoreCritique on Kingdom Education Essay893 Words   |  4 PagesKingdom Education Summary Kingdom education is a process that begins with a child accepting Christ as their Lord and Savior and continues with the goal of that child reaching maturity in Christ. As such, evangelism and discipleship are part of a kingdom education that will train children to know God and have a biblical worldview. This worldview is taught through Bible stories, but is also incorporated into every subject and into educational methods that reflect a biblical philosophy. UltimatelyRead MoreEssay on Disciple Making Plan3353 Words   |  14 Pagesnot a specific area of town that focuses on any one of these cultural groups. Thus, the integration of all these people is desired for the church’s population. We already have ages in this body ranging from very young children with little to no Christian influences to a widowed wife of a former pastor. There are teenaged young people that have come from time to time. The majority of who has been in regular attendance has been mid-thirties to young fifties. The senior pastor has expressed his desireRead MoreSda Manual Essay101191 Words   |  405 PagesVersion. Copyright  © 1973, 1978, 1984, International Bible Society. Used by permission of Zondervan Bible Publishers. Bible texts credited to RSV are from the Revised Standard Version of the Bible, copyright  © 1946, 1952, 1971, by the Division of Christian Education of the National Council of the Churches of Christ in the U.S.A. Used by permission. Texts credited to RV are from The Holy Bible, Revised Version, Oxford University Press, 1911. Printed in U.S.A. 09 08 07 06 5 4 3 2 1 ISBN 0-8280-1947-9