Standard 1: understanding the principles and values essential for working with children and young people.
1. Principles and values
a. Show how you promote the principles and values essential for working with children; young people their families and their carers.
.At Clayfields house all children, young people their families and carers are all treated with respect. Families and carers are always updated on children’s or young people’s progress during their time at Clayfields and any deterioration in their behaviour or health will be notified to carers and families. Young people and children are always treated with respect as we call them by the name they want to be called, offer culturally food for them, we always ask young people to do their job rather than tell them to.
All young people at Clayfields are treated as equals. At Clayfields we use an incentive scheme which is reliant upon a points system (see appendix 2). Each young person has a chance to gain or lose points through out the day which is based upon behaviour, interaction with young people and staff, participation in activities and behaviour at meal time. These points will be added up at the end of the week and based upon scores they can receive rewards.
We treat all young people, families and carers as individuals. Young people are individually assessed using risk assessments (see appendix 1), behaviour management plan, health assessments etc. This means that all young people have their own care plan that is specific to them and isn’t a generalisation as a young person/child in their position.
b. Know the service standards or codes of practice concerning principles and values relevant to your work.
Principles and values relevant to my work are in the Codes of Practice. For the worker it is a right to training, opportunities for personal development, and support through supervision, target setting that is realistic and attainable, good employment practice and a safe working environment. The right to complain and the knowledge how to do so.
For the young person the right to have own physical needs met, the right to be informed of their rights, the right to education, the right to choose, the right to participate, the right to be safe, the right to have rules that are negotiable, clear and overt. the rights to understand the procedure for complaints and to access Voice, Childline etc.
Other agencies:- Child and Adolescent mental Health Service, Voice, Social Work Teams, YOT Teams, GP, dentist, parent and families, carers, POW, Outreach Workers, Drama therapist, Animal Assisted Therapy, Education, Childline.
2. Equality, inclusion and anti-discriminatory practice
show how you include people and act fairly
During and activity in the gym young people disagreed on the activity and it became a little heated. Therefore to solve this problem I asked the young people what they wanted to do. Not all young people asked for the same activity so I offered to split session in two and do one activity for half the session and another activity for the other half. This made sure that all young people felt included as I took all young peoples thoughts on bored therefore all young people felt included and were happy to compromise.
B Support and respect people’s differences in your day-to-day work.
1. In Clayfields house we do a running records (see appendix 3) which scores each individual young person for and incentive scheme, treating them as individuals. 2. At the end of each shift at Clayfields each staff member is allowed to voice any opinion or concern openly without being open to criticism and the opinion or concern will be discussion professionally. 3. A behaviour management plan is created for each young person who comes to Clayfields. This plan allows us to treat that child or young person as an individual. This plan gives us a guide on how the young person does and doesn’t like to be treated. E.g. “young person...
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