Assessment unit 1-Communications and professional relationships with children, young people, and adults
Effective communication role in developing positive relationships
Effective communication prevents misunderstandings between individuals. Excellent communication skills promote trust, allows parents and teachers to offer support to children and young adults, helps learners achieve their goals and as a result ensuring a positive relationship,
Principles of relationship building with adults, children, and young people
The principle of building relations is dependent on how comfortable other people are around you., effective communication, care, honesty, support, respect for others and the ability to solve problems early to avoid communication breakdown.
Factors affecting relationships and people communicate
Professional/ social context
No verbal communication is an essential part of communication in both contexts. How one is dressed in both professional and social context will determine the way people will communicate. In a professional setting, people are likely to interact formally. While in a social context, informal language is expected to be used. The vocabulary used during communication is also dictated by whether it is a social or professional environment.
cultural contexts
in cultural context, different culture has different belief systems that influence their gestures, eye contact, and body language used. Communication is also likely to vary from gender to gender. Eye contact may, and use of hand gestures, may be considered rude in certain cultures, especially when people a young person is talking to an adult.
Skills required to communicate with young people and children
To demonstrate effective communication, actively listening to others is required, appropriate body language as well as how we react to what they are saying is essential to ensure continuous communication. Finding the right opportunity to speak is also crucial to avoid misunderstandings.
Adapting communication with children and young people
The age of childlore or young person
Effective communication skills vary from one age to another. Young children are likely to require more reassurance, while young adults may need help when working on personal issues. The vocabulary used during this incidence is also determined by age.
Communication context
In formal settings such as the classroom, the official language is best to ensure that children remain attentive while at playgrounds and dining areas; a teacher may adopt an informal style to build positive relationships with the students. However, in both contexts, a professional care relationship should be displayed.
Communication differences
Teachers should be sensitive to children with communication impairments. Different communication styles should be used according to the child’s individual needs to prevent them from feeling pressured, nervous, or anxious. Children with a speech disorder should be given ample time to speak.
Communication difference between different ages
When communicating with children and young people, clear communication channels should be adopted to avoid confusion. Children also learn from adults, and as a result, unambiguous communication will make it easy for them to learn.
When communicating with adults with communication difficulties, eye contact, and body positioning is crucial to ensure they can hear what we are saying. The use of jargon may be discouraged when speaking to parents with no formal education, and also, a translator may be required when talking to parents speaking a different language.
Adapting communication to meet different communication needs of adults
Speaking with a parent for whom English is an additional language
A translator may be required to ensure that adults with an additional language can understand what you are saying. Speaking clearly and slow is also necessary to ensure that they can follow up.
Speaking to a parent who has a hearing impairment
should use clear language and at raised volumes is crucial when speaking to adults with hearing impairment. Facing the adult when taking may also be required to ensure they can read our lips or if we are using sign language to ensure no communication barriers.
Speaking to parents with informal education
It is crucial to use simple vocabulary when speaking to such adults to ensure effective communication and build a positive relationship.
Managing disagreements
When children are fighting over toys or when they hurt each other when playing games. The teacher may be required to explain the importance of sharing with the children as help them apologize to one another to solve the disagreement.
When young people disagree, this may be a result of poor communication resulting in misinterpretations or feelings of jealousy due to one’s achievements. To manage these situations, both people may be required to discuss the issues to resolve the problem.
When two colleagues disagree, it may be as a result of misinterpretations or feelings resulting from lack of confidence, and as such, offering support may help them to avoid aggressiveness and resolve their issues by adequately communicating.
Legislation and procedures covering disclosure of information, confidentiality, and data protection.
Confidentiality refers to not sharing personal information on medical records, reports, and assessments to other people, not unless requested by the school governing bodies.
Confidentiality procedures ensure that confidential information is not shared other than for the purpose for which such information was collected. They ensure the protection of human rights, and one such confidentiality procedure may require consulting with other colleagues and asking for permission before sharing such information.
Disclosure procedures require that only necessary information should be channeled out and when in doubt, consultations with the line manager should be made. Disclosure procedures allow such information to be shared during medical emergencies or when a child is in an abusive environment.
Data protection refers to the provision of only relevant information regarding students. It also ensures the confidentiality of such information.
Private information may include a student’s health records, assessment scores, and previous schools’ records.
Before disclosing data to other parties,
Personal data is stored electronically in computers with passwords and files, which are kept in locked cabinets.
Confidential information should only be store when necessary, and when such information is no longer useful, it should be appropriately discarded.
General Data Protection Regulation (GDPR) summary
The General Data Protection Regulation was designed to ensure the protection of data and promote individual privacy. The regulation provides individuals with more rights in regards to how long their data is stored and how such data should be used.
GDPR was enacted to replace the previous legislation. The new law is more comprehensive compared to the previous legislation. GDPR affects all EU nations, while the previous data regulation legislation was not as broad geographically.
Safekeeping of confidential information
Such information is kept private by ensuring that it is not accessible to unauthorized persons either through the use of passwords, file cabinets with password combination, and not sharing such information not unless such information is likely to improve the child’s well-being.
Summarise of the Children’s Act 2014
Children’s Act of 2014 was created to ensure the protection of children’s welfare. The Act was designed to ensure the safety of vulnerable children and ensure individual attention to children with special needs while at the same time offering help to parents and families.
Application of the Children’s Act 2014
They ensure fair treatment of all children despite their backgrounds. Schools also guarantee the protection of vulnerable children to ensure a safe and comfortable environment that promotes growth and development.
Importance of reassuring confidentiality of shared information
Reassuring that confidentiality allows children, young people, and adults to feel safe when sharing crucial information necessary for ensuring their safety and promoting their overall well-being.
Incidences when confidentiality protocols must be breached
Confidentiality protocols can only be breached when a child’s life is at risk as a result of a medical emergency, at risk of harming themselves or when they are exposed to people likely to harm them.
Assessment Unit 2-Schools as organisations
Education structure from early years to post-compulsory education
Summarise entitlement and provision for early years education (0-5 years) in the UK
Early education is a prerogative to all (0-5) years in the UK, and it was created to ensure equal children’s rights in the 2006 children Act. The entitlement provides free education that is paid for by local authorities. The children are entitled to thirty-eight hours annually and thirty hours weekly free care.
Early years education provision
The provision applies to three-year-old and four-year-old. The provision allows free pre-school and nursery.
Types of EYFS service’s available to children.
EYFS services available in the Uk include childminders responsible for taking care of pre-school children, and this may include overnight stays at childminders home for around two hours. Toddlers’ groups are aimed at ensuring that children have fun and develop social skills, and this is usually supervised by adults to ensure children safety
Current curriculum framework
The curriculum framework is based on children learning through playing to promote early learning.
Types schools concerning educational stage(s) and school governance
Independent Schools receive funding from fees, gifts, investments, and charities. These schools may not follow the national curriculum, and its governors determine the admission conditions. Special Educational Needs Schools are set up to cater for students with special needs. A SENCO heads them. Community Schools are owned and ran by local authorities. Admission policies to these schools are dictated by the local authorities. Voluntary Aided Schools are owned and managed by religious groups. Placement of such schools is usually dependent on one’s parents’ application. While Voluntary Controlled Schools are controlled by the local authorities. The local authority is also responsible for teacher employment. State Schools are also run by local authorities, while Academies are not subjected to a lot of local authorities’ rules, and they are set up by private individuals.
Post-16 options for young people and adults
What options are available to children that leave school after 16?
Children within this age group are likely to get employment or advance with their education. However, with more funding on education, more children in this age group are likely to seek education. Other opportunities include apprenticeship and traineeship
Describe the legislation relating to these
The education and skill Act of 2008 provides that children below eighteen years should remain under education.
Organised in schools in terms of roles and responsibilities –
School Governors are responsible for managing the school by developing and implementing policies to run the school while Head Teachers are responsible for the implementation of governors’ directives., Senior Management Team works alongside headteachers when implementing new policies in schools and in ensuring effective day-to-day school operations., Safeguarding Officer work alongside families gathering information necessary to ensure children rights are safeguarded, Teachers are in charge of classrooms, and they are responsible for teaching students based on their individual needs, SENCOs work in special education schools and are responsible for special education needs development. Support Staff such as caretakers and caterers are responsible for offering support services that ensure the smooth running of schools while Teaching Assistants act according to teachers’ guidelines in order to support learning in schools.
Role of external professionals in school
Educational psychologist offers help to the relevant SENCo when dealing with pupils with special needs. Speech and language therapists work with children with communication and speech challenges to ensure positive learning outcomes. A physiotherapist may be in charge of offering special needs children with appropriate exercise necessary for physical development. School nurse is in charge of medical emergencies occurring within schools. The behavior support team works alongside SENCO to observe children and afterward make an assessment according to the child’s behavior. Education welfare officer is in charge of promoting children’s safety through safety passements at school and home while the School improvement partner works with school headteachers and governors, offering crucial advice necessary for effective school running.
Ethos, mission, aims, and values of the school
Ethos refers to the behavioral culture in schools. Mission refers to the schools’ purpose while the school aims are engraved on what the school plans on achieving. School values are intertwined with the school ethos, and they reflect the school belief system.
These factors are communicated through the school website, newsletters, school open-days, school agreements, school meetings, and prospectus. School agreements are very effective when communicating school ethos.
Laws and codes of practice affecting work in schools
The2010 equality legislation was designed to ensure equal treatment of all children. The SEND 2015 Act offers support to needs identifies in children with special needs. The General Data Protection Regulation was designed to ensure the protection of data and promote individual students’ privacy. The General Data Protection Regulation was designed to ensure the protection of data and promote individual privacy.
Roles of regulatory bodies in the education sector
Health and Safety Executive evaluate and supervise the legislative framework within schools. Teaching Regulations Agency is responsible for regulating teachers. OFSTED is in charge of monitoring and regulating the education provision of young people and children within schools while the Independent Schools Inspectorate is in charge of independent monitoring schools.
Policies and procedures in schools.
Schools have procedures and policies to guarantee that all involved parties in schools are able to form clear guidelines to ensure children’s safety and health environments exist. Each school is required to state the aim and purpose of their policies as well as employee responsibilities towards the policies.
Staff policies may involve performance and grievance. Policies affecting pupils may involve anti-bullying, while policies relating to parental engagement may be related to Homework. Policies guarding diversity and inclusion ensure equal opportunities for all students. Teaching and learning policies involve marking and assessment guidelines.
Schools are responsible for ensuring that policies adhered to. They are also involved in regularly updating the policies such policies are then evaluated by staff members and then rectified by school governing bodies before implementation. Policies are communicated through the internet, local education authorities, school newsletters, and parent-school meetings.
National and Local Government role
The National government role involves the provision of quality education to children by coming up with effective education policies. They are also in charge of curriculum development and providing quality services to all children without discrimination.
Schools work according to children, families. And young people national policies. An example of such a policy is Every Child Matters framework, which has an impact on the provision of young people and children’s rights. Schools may also develop other policies that promote the national requirements
Other organization includes statutory organisations such as the police, social services, probation, and court services. They work together with schools in incidences when sharing crucial information is necessary to promote the overall well-being of students. Private organisations may be in charge of offering, after school tutoring, guidance, and counseling
Assessment Unit three-Child and Young Person Development
Sequence and rate of development from birth –19 years
The sequence and rate of children’s development are categorised into the following aspects Physical, intellectual, language, emotional, social, and moral.
Physical development at birth to 6 months is very rapid, and at six months-1 years, they develop sitting skills. At 1-3 years, children develop full motor abilities, and at this stage, confidence is crucial to their development. At 4-7 years, children develop refined skills, and as a result, they become more independent. Towards 8-12yers, children begin to develop their hobbies, and at this stage, they are likely to show early signs of puberty. 13-19 years old children start to mature physically while others are likely to reach full maturity at this age group.
Intellectual development
From birth to 6 months, children are able to recognise repetitive words, and at six months-1 years, they are able to recognise objects. Children at the age of 1-3 years learn by imitating adults. At this age, their imagination grows through imaginative play. At around4-7 years, children develop an understanding of instructions. They also become more curious and develop an interest to read. Children at 8-12yers are able to play more complex games and understand other people’s perspectives, and at 13-19 years, they develop their creativity and start thinking about future outcomes.
Language development
From birth to 6 months, Children begin to recognise familiar voices within their surroundings. At six months-1 year, they are able to respond to smiles and make noise at this stage. At 1-3 years old, children are able to make syllables such as voicing their mother’s name. At 4-7 years children develop vocabularies, and at 8-12yers they have an advanced vocabulary with the ability to read and write, and this continues with an increased language command in each and every year
Emotional, social, and moral development
At birth, children cry when communicating their emotional needs. They then develop an emotional attachment to their parents and caregivers with time, and more emotional connections develop with the years. Their moral development in their early years is dependent on imitating adults until the age they are able to follow simple instruction and understand right and wrong.
Sequences of development and rate of development
Sequence refers to the order in which development occurs. For example, a child’s physical development may start with the child rolling over, sitting up, followed by walking and running while another child may start development by sitting up, then walk followed by running and miss out on crawling and rolling over. Despite the fact that the child missed out on certain aspects of development, such as crawling, his/her development pattern still proceeds as expected. The rate refers to the speed or time limit at which development occurs. The rate at which one child may start walking may be different from another child.
Sequence and rate of development are crucial when identifying whether a child may be in need of help. They are also both useful when determining if a child is in need of special needs education in order to cater to his/her development needs. The varying rate of development also aids the teacher when preparing for children at different development stages.
Personal Factors Affecting Development
After birth, there are numerous personal factors with the ability to affect development in young people as well as children. Some of these factors include; challenges arising from disability, health status
Health
Individual health status may be affected by factors arising from the environment as well as genetics. Conditions such as anemia, bronchitis, cancer, and poor nutrition which is likely to result in both physical and mental growth retardation. Conditions such as cerebral palsy affect children’s physical development.
Physical disability and sensory impairment
Sensory impairment, such as loss of hearing, is likely to affect a child’s ability to communicate. Visual impairment is also likely to affect a child’s development by restricting their ability to observe and learn from other children as well as their surroundings. Physical disability may arise from diseases such as spina bifida; this condition impairs a child’s spinal cord development during the development of the fetus. Consequently resulting in partial legs or complete paralysis. These disabilities restrict children to movement a crucial factor in development.
Learning difficulties
Children facing learning difficulties are likely to need additional support to facilitate their development. Difficulty in learning is likely to result in a slow growth rate in individuals, and as a result, they are likely to develop esteem issues among their peers, socialising problems are also likely to affect development because without socialising children are unable to observe and learn from their peers and as a result affecting their development.
Motivation
When children start attending school, their innate motivation is replaced by a wish to fit into peer groups and impress their teachers by performing well. Failure to perform according to these new motivation factors is likely to result in a loss in interest and, as a result, negatively affecting their development.
External Factors Affecting Development
Socio-economic background.
Poverty and wealth are likely to affect the education a child has access to and, as a result affecting a child’s development. A privileged life allows children to leisure activities and education that is likely to develop their cognitive and physical skills while a poor family is likely to leave under conditions that are likely to result to stress, poor nutrition and lack of motivation and as a result affecting an individual’s physical and cognitive development.
Family environment
A child growing in a happy family is likely to learn social skills as well as other development factors that contribute to their social and cognitive development. On the other hand, children in unhappy facilities are also likely to be unhappy and as a result, affecting their social development
Education
Education in children begins after birth before institutional education. Children brought up in an engaging environment are likely to develop their physical and cognitive skills at an early age compared to children who are exposed to an isolated environment. Homeschooling may also affect a child’s social development due to limited peer interactions despite the high cognitive development, which results in the high attention given to such children.
Language
Children whose mother tongue is not English are likely to have a hard time learning like the other children. Such children may require special aids, such as the use of diagrams to help them learn. In addition, the language may also act as a social barrier when interacting with other children as a result of affecting their social development.
Geographical factors
Where a child’s life has an influence on their development, an environment with playgrounds, community centers are likely to influence the child’s talent and, as a result, affecting his/her development. The environment may also affect the child’s health and ability to play due to factors such as weather conditions.
Development theories
Piaget’s theory focuses on children’s ability to make sense of their world based on their experiences and how they learn from their experiences. Piaget argues that a child’s cognitive development is related to their logical and causal thinking. He further acknowledges that children have individual needs. The four main stages of cognitive development according to this theory are sensorimotor which occurs between birth and two-year, preparation stage which occurs between eighteen months to seven years, concreate operations, and finally, formal operation in today’s practice educators use Piaget’s theory in classrooms when gauging a child’s cognitive abilities. Results obtained from such practices allow educators to develop learning programs and activities best suited to the child’s learning ability. The application of Piaget’s theory in the national curriculum is likely to result in a more child-centered educational approach.
Albert Bandura’s theory argues that children learn from observing others. Bo Bo doll experiment revealed that children imitate what they see. From this theory, it is clear that children also acquire knowledge through environmental interactions. In current practice, educators use quiet communications and calmly behave when settling disagreements on school premises. Use of inappropriate language and behavior such as staff alcohol drinking is also banned from schools as pupils are likely to copy how the staff reacts to these issues. In modern practice, Albert’s theory is also evident in a classroom where children are expected to learn by listening to their teachers.
BF Skinner’s theory is founded on the fact that a child’s actions are based on his/her behavior consequence in the environment. Skinner argues that the best way to encourage learning is through positive reinforcement. Negative reinforcement may be used to discourage unwanted outcomes in children, and this may involve the use of threats. In modern practice, the BF Skinner theory is evident when children are rewarded. Negative reinforcement is seen when children are given time out or detention for negative behavior in schools
Methods of monitoring children
Observation may be used to monitor children and young adults’ developments. A sociogram may be used to record interpersonal relationships.
Assessment frameworks are used to assess whether the child is in need, how those needs can be met, and what those needs are. Assessment frameworks are used by the SENCO and teacher.
Factor affecting development patterns
Disability, emotional factors, environment, culture, learning difficulties, and communication influence patterns of development. Disability has the potential to affect the various aspect of growth. However, early support has the ability to minimize the impact caused by disability. Emotions such as low confidence are likely to demotivate children, consequently affecting development.
Effects of disability on development
Physical disability is likely to affect children’s attitudes and how children interact with their peers. When children with disabilities become isolated or withdrawn, their behavioral development is likely to be negatively affected. The low expectation in children with disabilities is likely to result in under-estimations among disabled children and, as a result, limiting their abilities, and this consequently reduces their growth rate. Stereotyping Is likely to make them feel segregated from their peers. Stereotyping will result in low esteem; this will result in a delay in their social and emotional development. Disabled children are also likely to be less motivated to interact with peers or learn because of the difficulties they face when performing simple tasks and, as a result, getting disparaged,, and this may consequently affect their development.
Types of interventions promoting positive outcomes where development is not following the expected pattern
Social workers offer support to children based on their home environment. Social service workers may also be contacted by schools when the school administration is worried about the child’s home environment.
Youth justice is usually called to intervene when a child is sentenced. They are consulted to determine where the youth should be placed as this can easily influence behavior
A health visitor may visit the child home to access the environment under which the child is growing. Such assessments are useful when discerning health factors capable of affecting the child’s development negatively.
A psychiatrist is consulted when the child is facing psychological challenges. The psychiatrist may then carry out an assessment to establish the child’s needs. The assessment also enables the psychiatrist to understand what is happening to the concerned child and what is the remedy to the solutions.
Early identification of speech, language and communication delays and disorders and potential risks of late recognition
Early identification of these factors allows children access to support necessary for improving their skills. Early language delay identification allows specials to provide for the child’s needs and other the child the best possible support in order to prevent frustrations as this may affect their development.
How multi-agency teams work together to support language and communication
Different teams work together in order to support children with communicating problems. The team may include a speech therapist, an autism advisory teacher, and the SENCo. An autism advisory teacher works alongside the school teacher to enable him/her to come up with the best support for the autistic child. While a SENCo is responsible for ensuring that different professionals involved in speech support work together to support the child.
How play and activities support development
Children are involved in dramatic plays through playing with puppets. Such plays involve making the puppet talk, and this is particularly useful in helping children develop language. Games also offer a great communication platform for children, and this allows them an opportunity to actively interact with each other through speaking. When pictures are used to support communication in children, communication is made easier as children are able to relate words to meaning.
Effects of transitions on development
Emotional transition results from a child’s experience in life. Factors such as bereavement resulting from the loss of a loved one may result in aggression, withdrawal, regression in addition to other behavioral problems. Physical transition mainly results from a change in geographical location. Movement results in loss of already formed relationships. For example, a change in school may result in frustrations arising from difficulty in settling in the new schools and, as a result having new negative behavioral problems. Intellectual transition is evident when children transition to new learning frameworks. Children are likely to be anxious when transitioning from early years education framework to the national curriculum due to the new system of education, and as a result, they are likely to withdraw from learning activities. A psychological transition occurs as a result of long-term medical conditions or physical body growth. Factors such as puberty are likely to negatively affect their behavior due to hormonal imbalances and mood swings.
Effect of positive relationships during periods of transition
Positive relationships make it easy for children to deal with transitions. Support enables them to feel secured about other important aspects of their lives, and in addition, positive relationships also reassure children about their welfare by creating platforms for them to communicate the challenges they are facing.
Assessment Unit four- Safeguarding the well-being of children and young people
Current legislation, guidelines, policies, and procedures within the own UK
The Children Act 2004 operates on the guidelines that every Child Matter and all children should be safe and healthy as well as have access to other factors facilitating overall well-being.
Child protection within the wider concept of safeguarding young people
Child protection is aimed at protecting and preventing children from abuse, promoting children’s development and health to ensure positive development outcomes. Protection ensures a safe environment for children to ensure the provision of equal opportunities.
Circumstances when inquiries and serious case reviews are required
Incidences involving children exposure to abusive environments that may cause death or injury. Children’s safety inquiries should be made, and, in the event that violation of these rights is evident. The child may be put under child protection by social services and children protection welfare.
Processes used by own work setting with legislation covering data protection, information handling
Beneficial information sharing helps in achieving positive outcomes in children. Professional are therefore required to use proper channels to share such information Data obtained may be crucial when introducing intervention and preventive measures crucial for safeguarding children. Care should also be taken to protect such information from going public, as this may have a negative impact on the child.
Importance of safeguarding children and young people
safeguarding children ensures that their health is not compromised as well as their overall well-being. Safeguarding young people also ensures that they are able to enjoy their human rights. Safeguarding ensures that children live free from abuse, neglect, and harm
Young person-centered approach
A person-centered approach prevents young persons from feeling isolated when making a decision that affects them.
Explain what is meant by partnership working in the context of safeguarding
Partnership working entails different bodies working together to ensure young people’s rights are protected.
Roles and responsibilities of the different organisations involved in children protection
Agencies involved may include the police, social services, schools, and local safeguarding children board. Police are involved in arresting and investigating violators of children’s rights. Schools work alongside all these organisations by providing crucial information and evidence to ensure young people’s rights are safeguarded.
Important to ensure children and young people are protected within the work setting.
Young people are likely to be unaware of harm within their environment, and as such, they are a venerable group requiring assistance when safeguarding their rights. Teachers and other organisations are therefore required to work together to ensure young people’s safety.
Policies and procedures protecting adults, children and young people.
Procedures and Policies not only safeguard young people and children and but also adults working with theme-Safety policies ensure that children’s well-being is protected. The procedure for physical contact prevents children from being sexually harassed. Procedure on the supervision of Children provides that children should be supervised at all times to ensure their safety. Informing colleagues of whereabouts ensures that when a teacher is working with children or young individuals, he/ she informs college about their whereabouts, especially when visiting young people’s homes.
Ways of reporting poor practice while ensuring whistleblowers and those involved are protected.
The whistleblower practice policy ensures that any malpractice is reported. Reports may be made on child abuse, threats affecting children, and anything likely to violate the school or nursery procedures and policies. When whistleblowers identify such malpractices, the school managers should be responsible for ensuring their protection against the accused. The accused may then be questioned and offered an opportunity to address the issues under concern. Appropriate action is then taken to ensure that policies and procedures are upheld.
Steps were taken by practitioners to protect themselves within their everyday practice
Practitioners may protect themselves by following the policies and procedure guidelines during their everyday practices. To protect themselves, they may avoid being in enclosed rooms with children alone. They may also protect themselves by adhering to children and young people well being
Indicators and behaviors that cause concern when safeguarding children
Indicators of physical abuse may include bruises, burns, fractures, and scares, while emotional indicators may include low self-esteem, delayed development, and attention-seeking behavior. Children affected with sexual abuse are, on the other hand, likely to have recurrent urinary tract infections, inappropriate knowledge about sex, and lack of trust.
Actions are taken when a young person alleges harm or abuse in line with policies and procedures of their own setting
The young person should be offered support without criticism; a written report of the alleged harm should also be done with date and time when the report was made.
Such individuals have the right to avoid constant questioning and vigorous medical conditions, especially when they do not want such exercises.
Types of bullying and the potential effects
Physical bullying may involve physical acts of violence, such as kicking. Emotional bullying takes place through verbal abuse, and they are intended to make the child feel bad about themselves. Bulling is likely to result in poor academic performance, psychological torture, and a sense of low self-confidence
Policies and procedures followed in response to bullying
Schools should adopt a no-tolerance policy towards bullying. When children experience bullying in schools, their parents should be called to schools and be informed about what is happening in order to help solve the underlying issues.
Supporting a child and their family when bullying is suspected
Young persons should be encouraged to focus on their strengths, and this will help them develop resilience. The family may also be encouraged to encourage and talk to their children about their school life in order to offer them support.
Support young people’s self-confidence and self-esteem
Positive reinforcement is very crucial for young people’s confidence and self-esteem. Adults are therefore required to avoid negative criticism when children are performing tasks, and in addition, good role models are likely to influence children’s confidence and esteem.
Importance of supporting resilience in children
Resilience enables children to cope with life challenges. When children are able to adapt to stressful situations, they are likely to refrain from harming themselves, and they are also likely to help each other when coping with bad experiences.
Importance of equipping children with strategies to protect themselves
Working with young people enables them to get the necessary information to ensure they don’t fall prey to predators when they are using social media platforms and the internet. It also empowers them to identify when their well-being is compromised.
empowering young people to make positive choices that support their well-being
Children may be empowered to make informed decisions by educating them on the dangers of using online platforms. They may also be educated on ways of identifying what is right and wrong in order to identify when their well-being is violated.
Risks and possible consequences for young people being online and using mobile phones
Children may be exposed to sexual predators when using the internet. When children send images over the internet using their phones, such images may end being used for unintended reasons and, as a result putting the child risk of bullying among other internet risks.
Ways of reducing risk in young people when social networking, using the internet and using a mobile phone
Talking to young adults and children about trusting others may help reduce their vulnerability and help them make more informed decisions when using the internet. Such information may caution children against giving out personal information and agreeing to meet people from the internet in private destinations.
Reference
Mekovec, R. and Peras, D., 2019. Implementation of the General Data Protection Regulation: Case of Higher Education Institution. International Journal of e-Education, e-Business, e-Management and e-Learning
Miretzky, D., 2004. The communication requirements of democratic schools: Parent-teacher perspectives on their relationships. Teachers College Record, 106(4), pp.814-851
Patrick, Josh 2013, How Children and Young People’s Development Is Influenced by a Range of Personal Factors, Livestrong.com (2013), accessed 13th October 2013, available at https://www.hellomotherhood.com/article/217996-factors-affecting-early-child-development/