Skills and strategies for practice

Skills and strategies for practice

1. Assessment and intervention

   • Assessement can be something that initiates a processes-ASPIRE
     • Specify
     • Planning
     • Intervention
       • is never neutral
       • can have both good and bad outcomes
       • can create difficulties
       • may provide opportunities in which power may be abused
       • has become more policy-driven
       • early intervention in children’s lives has become commonplace
     • Review
     • Evaluation
   • should reoccur as the process is underway
   • clear processes
   • thought-through rationales
   • understanding of underlying factor

2. Power and practice

   • who is assessing who’ and for what reason
   • Individual's power
     • resilience, or the power to be
       • capacity to withstand unexpected trials and events
       • defensive power,
     • agency or the power to do
       • Offenive power
     • Forms
       • over others
       • power to influence
       • political power.
     • can be used positively to combat discrimination and inequalities.
   • Focault
     • power relations
       • creates resistance.
     • has described the emergence of the ‘disciplinary society’, one focused on the surveillance of citizens and the regulation of all aspects of their behaviour.
   • children can often experience power relations in different ways to adults.
   • a key strategy in rights-based practice for children and young people is the UNCRC
   • Power is context-dependent, and views about who has power at a particular time and at a particular place can be disputed
   • Power is always relative and its distribution will change
   • Power is always relative and its distribution will change
   • Abuses of power
     • institutional abuse

3. Values (seen by youth in care)

   • Right to your own opinion and the right to speak.
   • trust, respect, dealing with anger, honesty, and listening and thinking before decisions are made

4. Advocacy

   • promote social inclusion, equality and social justice
   • address the power imbalances
   • reduce abuses of power.

5. Professional power

   • can be highly influential when it comes to making decisions about interventions
   • paternalized by institutional power.
     • adhere to codes of practice
     • subject to regulation and inspection
     • expected to work to national standards.

6. clear communication, good relationships and integrated working

7. Multi-agency collaboration:

   • influenced by:
     • lack of a common operational language
     • real differences in views of what should be done
   • Common Assessment Framework
     • key component of ‘Every Child Matters
     • every child needs the support to :
       • be healthy
       • stay safe
       • enjoy and achieve
       • make a positive contribution
       • achieve economic wellbeing
     • The Children Act 2004
     • identify childrenwith special needs
     • Consent from the family is required to begin a CAF.
       • they are fully involved throughout the process
     • Team around the Child
     • tool for assessing, of a child’s needs and finding a way to accommodate those needs so that there are positive outcomes
       • ecological approach
       • My World Triangle’
         • introduces a mental map that helps practitioners understand a child or young person's whole world
         • framework for gathering information – analysing it and making an assessment prior to making a plan is an essential part of an ASPIRE approach

Imagens e arquivos do mapa