Unit 512 Lead practice in promoting the well-being and resilience of children and young people
Understand how different approaches to promoting positive well-being and resilience in children and young people.
Explain the importance of well-being for children and young people.
"Child well-being and deprivation represent different sides of the same coin. From a child rights perspective well-being can be defined as the realisation of children’s rights and the fulfilment of the opportunity for every child to be all she or he can be. The degree to which this is achieved can be measured in terms of positive child outcomes, whereas negative outcomes and deprivation point to the denial of children’s rights." Bradshaw et al.
Young people's social and emotional well-being is important in its own right but also because it affects their physical health and can determine how well they will do at school. Good social, emotional and psychological health helps protect young people against emotional and behavioural problems, violence and crime, teenage pregnancy and the misuse of drugs and alcohol (‘Systematic review of the effectiveness of interventions to promote mental well-being in children in primary education’ Adi et al. 2007)
If young people don't have positive outcomes of well being then some young people who have low levels of happiness are much less likely to enjoy being at home with their family or carer, feel safe when with their friends, like the way they look and feel positive about their future. Children unhappy in this way are also more likely to be victimised, have eating disorders or be depressed.
Explain the importance of resilience for children and young people.
Resilience is important because young people who are resilient have the ability to adapt despite experiences of significant risk or trauma. If young people are resilient they will be able to cope better with problems, they will have better health and they will be happier and more fulfilled. They will also be less likely to develop emotional problems like depression or anxiety.
“Resilience: qualities which cushion a vulnerable child from the worst effects of adversity in whatever form it takes and which may help a child or young person to cope, survive and even thrive in the face of great hurt and disadvantage”. Adoption and Fostering, 21, 1997,pp. 12-20
Critically analyse different approaches to promoting well-being and resilience of children and young people.
I researched that ideas about resilience are increasingly being applied to practice from a professor at at Brighton University suggest a framework based on four ‘noble truths’; accepting, conserving, commitment and enlisting. They continue to explore how resilience can be built in five ‘compartments’; basics, belonging, learning, coping and core self. These ideas, and the very pragmatic approach that accompanies them, can be helpful in working with yp from even the most difficult environments and offer a hopeful context for practice. Strongly based on the research evidence, resilient therapy involves a partnership between Child and Adolescent Mental Health Services (CAMHS), academics, social workers, youth workers, nurses, teachers, learning support assistants, the parents and carers young people themselves. As such, it is ideally suited to a whole school, whole system approach that promotes well-being for all and addresses the needs of young people with behavioural, emotional or social difficulties. This appears like a good framework to work with and breaking it down into steps when working with a young person.
In 2009 I went on Resiliency training in Cambridge. I was trained by top psychologist professors from America. We realised that a lot of what we researched or learnt is already what we were putting into practice but didn't label it. We learnt how to put some of what we learnt into practice when supporting young people. There were 5 levels...
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