Knowledge, skills and vales for good practice

Knowledge, skills and vales for good practice

1. Respect

   • Young boy recalling his experience of mistreatment from his step family and the consequences resulting in a series of foster placements
     • Social workers did not show him respect because they did not express a genuine interest in learning about his case.
       • For instance, by having to refer to case notes rather than remembering certain details and mis-spelling his name
       • Respect was a key value for this young person, which got overlooked he mentions that small details like the correct spelling of his name
         • All he had left that gave him an identity

2. Non-judgemental

   • Non-judgemental and open-minded
     •  UN Convention on the Rights of the Child (UNCRC) promotes three key areas; participation, protection and provision
       • Audio clips from health visitors, midwives, youth and youth justice workers

3. Good communication

   • Pedagogy of listening (Reggio Emilia) This concept involves listening to children and families to fully understand their questions, ideas and thought.
     • Pedagogy of listening can be very useful when practitioners are assessing the needs of a child with a disability.
       • Goodley and Runswick-Cole interviewing parents with children of various disabilities’
         • Clinical diagnoses were often “useless” because the practitioners were simply labelling children
           • The parents mentioned they felt better guidance was given through support group. which gave them opportunity to talk freely

4. Empowering

   • Empowerment is a key democratic value which involves listening to the needs of the young person and empowering them to find solutions.
     • Davies focuses on values that share power and knowledge with children and young people rather than being an authoritative figure.
       • Zoe who was encouraged to explore and discuss her experience of a family break-up using the metaphor of “Doctor Who and Martha”.
         • 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
           • 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

   • Practitioners working with children and young people promote values which uphold ethical practice.
     • Values should be considered alongside practice codes, principles and rules to ensure ethical practice when making decisions
       • It is important to consider that the decisions being made by practitioners may also be affected by their own personal values, principles and beliefs
         • 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

   • UN Convention on the Rights of the Child (UNCRC) promotes three key areas; participation, protection and provision
     • Mags - traveller lady - fearing hostility and discrimination
       • Social policy can be directly and indirectly influenced by international developments and international comparisons
         • Rights frameworks (such as the UNCRC) address inequalities and discrimination, working towards creating a more inclusive society
   • Civil law and common law
     • Criminal law deals with crimes that were investigated by the police and Crown Prosecution Service is on the harvest the state.
       • Before you can be convicted there must be evidence stating that you are guilty “beyond a reasonable doubt”.
         • Judges, jury and magistrates decide whether cases are guilty or not.
         • The criminal courts can be used to prosecute an individual who is neglectful or abusive towards a child.
         • A local authority can apply to a civil court for care proceedings to ensure that the child is safe.
     • Civil law concerns cases involving disputes between individuals, such as where there is a court order because two parties cannot agree
       • The court decides on the balance of probabilities rather than guilty or not guilty. Examples of civil cases could be disputes between parents
         • Hannah's storey choosing not to have a transplant
           • The courts eventually dropped the case and Hannah was allowed to die with dignity.
         • 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