Knowledge, skills and vales for good practice

selinaward
Mind Map by , created over 6 years ago

K218 Working with children, young people and families Mind Map on Knowledge, skills and vales for good practice, created by selinaward on 05/02/2013.

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selinaward
Created by selinaward over 6 years ago
Social Pedagogy
ibiorban
Skills and strategies for practice
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In trouble with the law
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Mapa Mental - Estilos de Aprendizagem
miminoma
Testing for ions
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Law, social policy and practice
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A critical understanding of policy practice and service
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Web of relationships/Social ecological perspective
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Social Pedagogy
selinaward
web of relationships
ibiorban
Knowledge, skills and vales for good practice
1 Respect
1.1 Young boy recalling his experience of mistreatment from his step family and the consequences resulting in a series of foster placements
1.1.1 Social workers did not show him respect because they did not express a genuine interest in learning about his case.
1.1.1.1 For instance, by having to refer to case notes rather than remembering certain details and mis-spelling his name
1.1.1.2 Respect was a key value for this young person, which got overlooked he mentions that small details like the correct spelling of his name
1.1.1.2.1 All he had left that gave him an identity
2 Non-judgemental
2.1 Non-judgemental and open-minded
2.1.1  UN Convention on the Rights of the Child (UNCRC) promotes three key areas; participation, protection and provision
2.1.1.1 Audio clips from health visitors, midwives, youth and youth justice workers
3 Good communication
3.1 Pedagogy of listening (Reggio Emilia) This concept involves listening to children and families to fully understand their questions, ideas and thought.
3.1.1 Pedagogy of listening can be very useful when practitioners are assessing the needs of a child with a disability.
3.1.1.1 Goodley and Runswick-Cole interviewing parents with children of various disabilities’
3.1.1.1.1 Clinical diagnoses were often “useless” because the practitioners were simply labelling children
3.1.1.1.1.1 The parents mentioned they felt better guidance was given through support group. which gave them opportunity to talk freely
4 Empowering
4.1 Empowerment is a key democratic value which involves listening to the needs of the young person and empowering them to find solutions.
4.1.1 Davies focuses on values that share power and knowledge with children and young people rather than being an authoritative figure.
4.1.1.1 Zoe who was encouraged to explore and discuss her experience of a family break-up using the metaphor of “Doctor Who and Martha”.
4.1.1.1.1 It is important for children to explore and find their own solutions for the problems they face. Davies encourages this through the use of dialogue
4.1.1.1.1.1 Davies encourages this through the use of dialogue and role-play which empowers the child to lead the session, rather than being led by the counsellor
5 Establishing a professional relationship
5.1 Practitioners working with children and young people promote values which uphold ethical practice.
5.1.1 Values should be considered alongside practice codes, principles and rules to ensure ethical practice when making decisions
5.1.1.1 It is important to consider that the decisions being made by practitioners may also be affected by their own personal values, principles and beliefs
5.1.1.1.1 These personal values could have a major influence on how practitioners engage with children and young people in practice.
6 Knowledge of legislation and rightsframeworks
6.1 UN Convention on the Rights of the Child (UNCRC) promotes three key areas; participation, protection and provision
6.1.1 Mags - traveller lady - fearing hostility and discrimination
6.1.1.1 Social policy can be directly and indirectly influenced by international developments and international comparisons
6.1.1.1.1 Rights frameworks (such as the UNCRC) address inequalities and discrimination, working towards creating a more inclusive society
6.2 Civil law and common law
6.2.1 Criminal law deals with crimes that were investigated by the police and Crown Prosecution Service is on the harvest the state.
6.2.1.1 Before you can be convicted there must be evidence stating that you are guilty “beyond a reasonable doubt”.
6.2.1.1.1 Judges, jury and magistrates decide whether cases are guilty or not.
6.2.1.1.2 The criminal courts can be used to prosecute an individual who is neglectful or abusive towards a child.
6.2.1.1.3 A local authority can apply to a civil court for care proceedings to ensure that the child is safe.
6.2.2 Civil law concerns cases involving disputes between individuals, such as where there is a court order because two parties cannot agree
6.2.2.1 The court decides on the balance of probabilities rather than guilty or not guilty. Examples of civil cases could be disputes between parents
6.2.2.1.1 Hannah's storey choosing not to have a transplant
6.2.2.1.1.1 The courts eventually dropped the case and Hannah was allowed to die with dignity.
6.2.2.1.2 Jodie and Mary conjoined twins - children's rights were more significance than the rights of the parents and the court was able to override their wish

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