Tuning in

Topics: Developmental psychology, Child development, Psychotherapy Pages: 9 (1650 words) Published: October 16, 2014
Tuning in for Direct Observation with Child C

I have decided to use Taylor and Devine’s (1993) model of tuning in which will look at the general category of the client, the specific client, the phase of work and my own feelings. I felt it more appropriate to use this model of tuning in as this is not my initial meeting with Child C.

First Level: General Category of the Client

Child C is a seven year old boy. It is important at this stage of my intervention to be aware of the issues regarding the ways in which our society treats people at such a young age. It is difficult for a child’s voice to be heard; therefore it is essential that I listen and advocate on his behalf if necessary.

It is important that I have a good understanding of the relevant legislation and policies and procedures which relate to Child C.


The Children (NI) Order 1995 underpins all work with children and young people to ensure safe and effective practice.

I recognise the welfare of the children and young people I work with is of paramount consideration. (Article 3)

The Children (NI) Order 1995 recognises that children have the right to be safeguarded from sexual, physical, emotional abuse and neglect.

“It shall be the general duty of every authority to safeguard and promote the welfare of children within its area who are in need; and So far as is consistent with the duty, to promote the upbringing of these children by their families, By providing a range and level of personal social services appropriate to those children’s needs”

United Nations Conventions on the Rights of the Child, Article 2 – seeking the views and wishes of the child.

Data Protection Act (1998) I would advise the child that information from the sessions would be recorded on agency files. Also advising the child that they could access their files at any time. This complies with the NSPCC’s policies, standards and principles.

“Service user should be advised that a system for record keeping exists and the purpose for this” (NSPCC, PSP’s)

Policies and Procedures

NSPCC policies reflect the underpinning of the Children (NI) Order 1995 and the NSPCC NI Elective Principles and Standards

In relation to Child C the following principles and standards must be adhered to in order to ensure good practice.

Principle 3 standard 2 – ‘ Service users are provided with information which allows them to make informed choices about receiving a service’ Principle 4 Standard 3 - ‘ A holistic assessment of the therapeutic needs of the service user is made and is used to inform all work subsequently undertaken’ Principle 4 standard 2 – ‘all service users and particularly children are entitled to therapeutic services which are led by the concerns they bring, proceed at their pace, take account of their level of understanding

Theoretical considerations

Counselling – The counselling should be time limited with clear specific tasks and goals which will try and ensure that child C continues to be motivated and involved. The sessions would be used to discuss and measure how child C is getting on and what he has been able to achieve between sessions.

Child Developmental Theory – working with child C I will require knowledge of child development theory. This could be used to explain some behaviours of child C and also may highlight interventions that would be most appropriate in different situations. The main child development theories are

Psycho Sexual Development – based on the work of Freud.
Erikson’s Life Span Approach – provides another map of development. Piaget - developed a framework for child development based on the cognitive approach to understanding human intelligence. “Piaget sees the child as an organism adapting to his/her environment as well as a scientist constructing his/her own understanding of the world.” (Gross 1996, p626)

Attachment and Bonding – as Child C has been separated from his father, knowledge...
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