1. Explain how to engage carers in the planning of services so that children and young people are more likely to achieve positive outcomes
Parental participation Parents, carers and families play a vital part in the development and delivery of services. This will ensure that a service is developed reflecting local needs and hopes and supports families to access the service. Parents and carers are the experts and their child’s primary educator.
2. Explain how partnership working with other agencies can address the needs of children and young people whose carers are users of adult services
Other professionals
Effective partnership amongst care home workers and other professions such as health care workers relies on a recognition that all parties care about the same goal: that of promoting the health of the service user.
Each might take a ‘different path’ to achieving this goal, but this should be the common agenda. Partnership could be enhanced by ensuring the service user was placed at the centre of everything, and that a proactive, ‘whole person’ approach was taken to care. Partnership working is improved when professionals in the care home and health and social care sectors link together to anticipate problems and take a more preventative approach to health.
Linked to this recognition of common goals, effective partnership requires a clear understanding of, and respect for, each other’s roles in the process of care. Assumptions around a lack of knowledge or different perceptions of the status of each sector may hinder this.
Service Users The main impacts on service users is their improved access to services, through speedier and more appropriate referral, and a greater focus on prevention and early intervention. Partnership working can make improvements to the lives of service users through more focused support.
Families Partnership working with families of service users ensures families feel like equal partners within the process.
Partnership working builds a positive and non-judgmental relationship with the family concerned, by ensuring that multi-agency service provision is delivered in a timely and coordinated manner where all involved in the process are empowered to deliver their role optimally. Information sharing with family members ensures they have more knowledge and as such more understanding of service provision. By drawing services together in a coherent partnership we can ensure that the family needs to tell its ‘story' only once. Partnership working may empower families to seek out help and advice if they need it. Partnership working is also about engaging whole families, making sure everyone's opinions are heard and listened to. With a 'whole family' approach, we can ensure we're meeting everyone's needs and that's what makes the lasting difference.
3. Explain how the principles of social pedagogy inform practice to support positive outcomes for children and young people
y concentrating our efforts towards forging authentic relationships with our young people, we can substantially improve their outcomes. We have therefore wholly taken on board the 'Common Third'3 element, which promotes the use of actively creating opportunities for shared learning experiences within and outside of the home.
The Common Third is best explained by visualising an equal triangle with the young person at one point, the pedagogue at the next, and the task being the third point. We are encouraged, then, to translate every available opportunity when working with our young people as a means of building common ground through shared experiences.
This crucial foundation in relationship building has had a massively positive impact in our home, and this has been achieved by providing learning environments where participation becomes almost a natural desire for all involved.
The resulting outcomes of focusing our attention on our relationships sees more and more of our young people having the confidence to develop their personal relationships with family, carers, friends, teachers, health professionals, and others. Equally this gives them a future outreach base, with which they know they can comfortably revisit us and continue to gain support and guidance beyond their time in care.
4. Explain how the practitioner can increase the resilience and self-confidence of children and young people who are experiencing poverty and disadvantage
eg. not discriminating or judging, encouraging, welcoming, providing activities that explore self identity, preferences, other children and adults views and perspectives, you might find that you work in ways that invite, understand and give time so that you support children to try again, overcome & work through difficulties, 'bounce back' from challenging situations, see possibility where poverty and disadvantage may work against them and their hopes/aims/aspirations. By reflecting in this way you can see how what you do/practice has the potential to increase each child's self confidence and resilience so that you enable them to see their value, feel able to try new things, know choice exists, that they have rights, can look for solutions, build friendships, have high expectations and recognise that everyone is different.
5.Analyse why practitioners should act as agents of change in the work
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