• Transitions in Children
    Identify risk and resilience factors for the young person concerned as they go through the process of transitions. You should evaluate how the legal framework can support the young person’s transition. The young person this case study is about is a young boy named Tom; he is one years old and is currently...
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  • Childcare
    nvq level 2 Unit title: Child and young person development Unit number: TDA 2.1 Unit level: 2 2.1 Describe with examples the kinds of influences that affect children and young people’s development including: a) background b) health c) environment. 2.2 Describe with examples the importance...
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  • Prince - Depression in Elderly & Risk Factors
    moderate association between SHORT-CARE pervasive depression and the number of life events experienced over the previous year. Personal illness, bereavement and theft were the most salient events. There was a stronger, graded, relationship between the number of social support deficits (SSDs) and depression...
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  • CHILD AND YOUNG PERSON DEVELOPMENT
    UNIT 1 CHILD AND YOUNG PERSON DEVELOPMENT 1.2 DESCRIBE WITH EXAMPLES ASPECTS OF DEVELOPMENT Development is a holistic process and each child is unique and will develop in his own way and at different rates. The period 0 to 3 years is a fast physical development. A baby does not...
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  • Identify Transitions
    M7 Identify the transitions experienced by most children and young people. Most children may experience transitions; transitions can be long term or short term. Some transitions that most children may experience are likely to be, starting school or changing from one school to another. Some families...
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  • Child Development Stages
    Unit 201 Child and young person development Outcome 3: Understand the potential effects of transitions on children and young people 3.1 Identify the transitions experienced by most children and young people 3.3 Describe with examples how transitions may affect children and young people’s behaviour...
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  • -Psychosocial-Children
    Aspects of HIV/AIDS: Children and Adolescents Kristin L. Close, LMSW Objectives 1. Identify psychosocial factors that affect children and adolescents infected with human immunodeficiency virus (HIV)/AIDS and how these factors relate to general chronic illness. 2. Identify sources of stigma and...
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  • Supporting Teaching and Learning in Schools Level 3
    a. Explain how children and young people’s development is influenced by a range of personal factors. The range of personal factors can be influenced in both the positive and negative with regards to a child’s or young person’s development these can include:- The social situation i.e. where and how...
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  • Level 2
    Outcome 3 1. Identify the translations experienced by most children and young people * Moving nursery/school – E.g. From one nursery to another o from primary to secondary school. * Moving house – E.g. To a new area. The child/young person must settle and adapt to the new area. * New sibling/family...
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  • Bereavement
    i LOSING A LOVED ONE: A LITERATURE REVIEW OF BEREAVEMENT AND RESILIENCE Megan R. Moran 81 pages April 2011 This review summarizes the existing literature related to assessment and measurement, foundations of behavior, applications to therapy, special populations, relevant ethical and ...
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  • 2.1 child and young person development
    L Scenario or case study D Learner’s own products M Task set by CACHE E Learner log N Questions and answers F Activity plan or planned activity O Assessment method devised by Centre G Observation of CYP or adults by the learner Assessment plan H Portfolio...
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  • Ptsd: a Focus on Civilians and Grief
    Psychology Major, Department of Psychology. Email: brian.wong@live.marshall.edu PTSD 2 When one hears that someone is grieving a loss, they may think that a loved one died. Many do not know that in order for one to grieve, the loss does not have to involve a death. A similar idea applies...
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  • Child Development
    example a child may be intellectual but not be able to tie his shoe laces. This is not because the child is incapable of tying his shoes lace but that he has not had to practice the physical skill. Another example is a child needs to wear glasses for school (physical) and other children tease him for wearing...
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  • Tda2.1 Child and Young Person Development
    TDA 2.1 Child and young person development TDA 2.1 Child and young person development. 1.1 Describe expected pattern of children and young people’s development from birth to 19 years. Birth to one year New-born babies can: * see faces as fuzzy shapes * grasp an object...
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  • child and young peoples development
    Describe the expected pattern of children and young people’s development from birth to 19 years. As a teaching assistant it is important to acknowledge different aspects of child development. Babies and children may reach significant milestones at different ages, for example some babies will learn to crawl...
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  • Child and Young Person Development
    Assessment Task – TDA 2.1 Child and Young Person Development Task 2 2.1. Describe with examples the kinds of influences that affect children and young people’s development, including: * Background * Health * Environment Background Children will come from a diverse range of backgrounds...
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  • Child Development
    Identify the transitions experienced by most children and young people Describe with example how transitions may affect children and young people’s behaviour and development The transition experienced by most children and young people are: • Arrival of a new...
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  • transition faced by the children/young people
    Discuss the transition faced by the children/young people in your setting. Explain how the children and their parents/ carers are affected by these changes and reflect on the most appropriate ways to respond with reference to workplace policies and procedures. Suggest relevant further sources of information...
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  • Tda Child Development
    TDA 2.1 CHILD AND YOUNG PERSON DEVELOPMENT Learning outcome: 1.1 Describe the expected pattern of children and young people’s development from birth to 19 years, to include: a) Physical development b) Communication and intellectual development c) Social, emotional and behavioural development ...
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  • Death and Dying Exam 3
    Nursing 464—Exam 3 Death in the Lives of Adults (Class 11) * I. Parental Bereavement * Introduction * Erickson, adulthood- Generativity vs. Stagnation: A child’s death is opposed to the nurturing psychosocial task of adulthood * Death of a child represents the untimely...
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