As practitioners working with children and young people, it is our duty and responsibility to safeguard them. There are different types of abuse that children and young people can be subjected to, and it is our responsibility under the law that we protect them where possible from any harm. Sometime this means that we will have to contact the relevant authorities if any type of abuse is suspected, and this will be investigated and procedures put in place to ensure the child is not subject any longer, sometimes this might mean that the child has to be removed from the home and put into care. This can be a very trying time for children and young people, so we need to let them know that we care, and are there to support them, that we can be trusted and if they need to talk about anything that we are available to listen. In our setting we have policies and procedures in place which ensure that certain types of abuse do not happen, and for those who are new they will receive training or information about the policies and procedures, who to contact if we suspect abuse of any sort.
It is essential that the term 'Highly Resistant' is defined at this stage as it will give the reader an understanding of its true meaning to professionals involved with working with this group. The term 'Highly Resistant' is defined by C4EO as: 'Families who do not engage or cooperate with services to protect children at risk of harm, including those who may appear outwardly compliant and families who do not demonstrate positive change despite intervention and support from child protection services'. This term offered is crucial when dealing with a family who may show signs of being a 'resistant' family as this can often lead to more severe and potential problems regarding the safety of the child(ren) as the social worker involved may feel that the lack of engagement and hostility shown towards them is effecting their practice. Example, they may fail to carry out follow up assessments which could leave the child at risk of serious harm. (C4EO, 2010).
The question really is why the parents would be held responsible for the crimes or actions of their children. People who disagree with me will say that since the parents are responsible for the child that they are responsible for the child’s actions. What I say to that is, parents should not be held responsible for their children’s actions and/or crimes because the parents cannot control every decision of their minor children. A parent can teach a child to do the right thing but that does not mean the child will always do the right thing. A parent cannot control everything that their child does.
Children cannot learn in environment that is not safe and teachers cannot teach in one that is not either. Providing safety is one of the most important jobs of a teacher. A variety of strategies can be used by teachers and administrators to assure that classrooms can be safe for all. Guidelines, rules, routines, consistency and knowledge are essential for these strategies to be successful. Without the understanding of each individual facilities policies and protocol, providing safety would be a difficult task.
So if something at work is troubling you enough for you to mention it to your family or friends, please report it straight away. It is natural that you may feel unable to express your concerns out of a feeling of disloyalty, however, such feelings must never result in a potentially illegal or dangerous situation going unreported. This particularly applies where the welfare of children may be at risk: all staff have a duty to report any child protection concerns to their school’s designated person for child protection - make sure you know their name. Remember, it is often the most vulnerable children or young people who are targeted: they need someone like you to safeguard their welfare. Don't think “what if I'm wrong?” - think “what if I’m right?” What is a Whistleblowing Policy?
You must always be aware of yours and the children’s surroundings as it is your vigilance that will keep them safe until they are able to develop the cognitive and physical skills they need to care for themselves. Your duty of care to the children also requires you to be conversant in the settings emergency procedures, as there is no time to stop and read once the alarm has been raised, for example, a missing child. Every minute the child is missing, the higher the risk of them sustaining an injury, or being harmed by someone outside of the setting. In the event of an emergency your duty of care will also extend to the parents/carers aftercare, as they
It stated that courts should not make an order, unless it was deemed that it would be better for the child than not making an order at all, and that the courts should consider the feelings and wishes of the child and to try to maintain the child’s home and family links. The act also introduced ‘parental responsibility’, it defined the rights, duties, powers and responsibilities that parents have by law in relation to their child. It set out details about what local authorities and courts should do to safeguard children. It states that local authorities have the duty to investigate should they believe that a child who lives in their area is suffering or likely to suffer significant harm. Local authorities also have a duty to provide services to help children in need and their families.
Typical wear and tear can also result in a toy that was once deemed sage to become a danger. Caregivers should maintain a frequent check of toys to ensure their continued safety. Caregivers and parents should also be aware of the violence that some toys may present. Violent toys are not developmentally appropriate or safe for children. Toys that include swords or guns should not be available to young children.
The infants are not appropriately considered to participate in such orientation. It can be said that children may want to know “why” at their early ages. However, it can be said that children in foster care may not be able to label such feelings such as anxiety or insecurity because they would not be able to ask questions regarding their environments. Such type of an orientation can provide answers to such questions that children may have for legitimizing their traumatic experiences while creating an opportunity for welfare of a child to affirm the significance and value of children (Colton, et al.,
The importance of early identification of barriers to learning and the provision of early inclusive intervention and appropriate learning support. 1. Introduction Parenting or educating a child with learning barriers may be a daunting task. If the child has not been identified as experiencing a barrier to learning, teachers and parents might mistakenly assume that the child is lazy, demotivated, refuses to listen ,is unwilling to concentrate and uninterested in learning. It may still present a frustrating challenge to parents and teachers who are aware that the child has a barrier to learning, but who do not know how to deal with the situation.