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Questions:

1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.

1.2 Explain child protection within the wider concept of safeguarding children and young people.

1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people.

1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.

1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.

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2.1 Explain the importance of safeguarding children and young people.

2.2 Explain the importance of a child or young person centred approach.

2.3 Explain what is meant by partnership working in the context of safeguarding.

2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.

3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting.

3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them.

3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.

3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.

4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting.

4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged.

5.1 Explain different types of bullying and the potential effects on children and young people.

5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place.

5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged.

6.1 Explain how to support children and young people’s self-confidence and self-esteem.

6.2 Analyse the importance of supporting resilience in children and young people.

6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.

6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety.

7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone.

7.2 Describe ways of reducing risk to children and young people from:

• social networking

7.2 Describe ways of reducing risk to children and young people from:

• internet use

7.2 Describe ways of reducing risk to children and young people from:

• buying online

7.2 Describe ways of reducing risk to children and young people from:

• using a mobile phone.

 

Answers:

1.1 Outlining present legislation, guidelines along with the policies and procedures within own UK home nation that affect the safeguard of the children and the young people

It has been found that the present legislation is the outcome of The Children Act 1989, which was conveyed into action in order to make sure that all the public who have been working with the children must work jointly. Moreover, they were clear about their roles and responsibility and were well informed about how to take action if any accusations of child abuse were found.   Following the bereavement of the Victoria Climbie in the year 2000, an self-regulating enquiry painted many child abuse cases and found that many young people in the society were at the vulnerable stage and were not being safeguarded. Therefore, the aim of the UK government is to make ensure that the children as well as the young people in the society must stay safe, enjoy the life as well as achieve the best economic growth to contribute best result to the society (Baxter et al. 2013).

 1.2 Explaining child protection within the wider concept of safeguarding children and the young people

Bradford (2012) has said that child fortification is an integral part of the wider work in order to defend as well as endorse the wellbeing of the children and the youthful people in the society. Therefore, it refers to the movement that is undertaken in order to look after those children in the society who have been suffering from any kind of any specific form of abuse and neglect. It also takes into account the protection of the children as well as the young people in the society from any forms of maltreatment as well as preventing any impairment of their health and overall environment. However, in this regards, it has been found that the carriers and the parents who have failed to protect the health and the development of the children are taken to the court and after that, the children are removed from the home and placed in the care home. Some close observations have identified that additional support needs a child, the young person needs a Common Assessment Framework, and this scheme facilitates multi organizations to access as well as adjoin information about the kids (Dodge et al. 2012). 

1.3 Analyzing how national guidelines, policies and the procedures for safeguarding affect day-to-day work with the children and the young people

Faulkner et al. (2012) have said that National Legislation and the guidance largely manipulate the expansion, the confined policies, and the procedure, as this influence daily employment with the children and the youthful people. It can be said that the strategies must cover up the fortification of all the children and the young people beneath the age category of 18 and the content of the policy is required to be revised annually. The LSCB is accountable for making sure all the agencies and the departments that work especially with the children and the young people, must work efficiently and look after the welfare of them. Moreover, it can be said that to make sure that the works are carried out properly, LSCB coordinate with the local committees in order to provide more positive outcome to the society (Fulgosi-Masnjak, Masnjak and Lakovnik 2012).

1.4 Explaining when any why inquiries and the serious case reviews are required and how the sharing of the findings informs practice

Serious case review is required at that point when a suspicious death happens at the settings. In this case, the setting is required to contact with the Local Safeguard Children Board who forever carries on a solemn case reviews into the overall participation of the setting and some other organizations with the adolescent and the family. It has been found that LSCB considers whether a serious case review is requited or not at the point where a child sustains a potentiality serious injury or somber and everlasting mutilation of physical condition as well as expansion throughout any type of abandon and maltreatment. Galinha, I. and Pais-Ribeiro (2012) have said that the reason of severe case reviews carried out under this guidance is to create whether there are lessons to be leant from the case studies about the ways that in which the neighboring specialized and the organization work hand in hand to defend and endorse the welfare of the children and the youthful public of the society. 

1.5 Explaining how the processes used by own work setting or service comply with the legislation that covers data protection, handling of the information and sharing

At my present work setting, all the information and data are kept safe from the pupils and the information are safeguarded with the help of the password protection and the people who are in charge of that can only access this. In this case, school plays one of the major roles, as the school determines that the gathered data must be accurate and relevant. The school needs to make sure that the information is updated properly and for that reason, they communicate with the parents properly. MacDonald, Kreutz and Mitchell (2012) have said that sharing information is the solution for enhancing beneficial outcomes for all the children and this is highly essential to facilitate early intervention and the prevention of work in order to safeguard the children. Therefore, it can be said that a policy of the school must be used as one of the proper guidelines at the point of sharing or handling information.

 

2.1 Explaining the importance of safeguarding children and the young people

Mathews (2012) has stated that it is highly important to safeguard the children and the young people of the society, as no one in this world deserves to be treated badly or abused physically, verbally, sexually as well as emotionally. All the young people and the children must live a life without fear and they are likely to grow up with proper confidence among the society. Nansen et al. (2012) have explained in his task that children with disability are three times more probable to undergo mistreatment and negligence and in this case, the society is required to protect them.

2.2 Explaining the importance of a child or young people centered approach

The importance of a person-centered approach is that one needs to shed the entire focus on a particular person along with his/her requirements. Moreover, this approach is important, as every child in the society are different and they require different attention and care. It has been found that the National framework of Every Child Matters was established to hold up the amalgamation of several services in order to guarantee that every child in the society can easily achieve the five Every Child Matters outcomes. It has been observed that the children like to take part in the decision-making process and this help them to grow a sense of belonging in the family and society. Moreover, it can be stated that it is required to listen to them, as it helps to find out that what they are thinking as well as feeling over a matter (Ridge 2011).

2.3 Explaining partnership working in the context of safeguarding

It can be stated that the importance of partnership working in safeguarding along with some other professionals generally starts with government legislation through local working.  In UK, each professional and the agency will have different roles and responsibilities that ensure that all the children get help from health, education and the social welfare along with the voluntary sector, so that they can lead a positive life. Rose (2012) has opined that police, health, visitor, hospital, society, family, friends and many more have the responsibility to safeguard the children and the young people is the society and thus they are required to work hand in hand and communicate properly.

2.4 Describing the roles and responsibilities of different organizations at the time of children or young people abuse

It can be said that every bureau who make contact with the children must share some concerns that a young person is being ill-treated with the other professionals and with the Local Safeguarding Children Board or LSCB. The local authority of UK has the lawful responsibility to go behind any complaint as well as concern regarding child abuse and then get involved with the friends and the family where the child is being abused. The police need to follow up any complaint or concern regarding infant ill-treatment. In some serious cases, police take away the child for 72 hours in order to keep the children safe. Apart from that, the Local Safeguarding Children Board is also responsible in this case. Apart from that, the National Society for the Prevention of Cruelty to Children or NSPCC and some other agencies like health care professionals, probation officers, teachers and other school staffs, nursery staffs have different roles and responsibilities to play in this manner (Sanfilippo, Neubourg and Martorano 2011).

 

3.1 Importance to ensure that children and young people are protracted from harm within work setting

Solley and Lyttle (2012) have said that it is obvious to notice that all the children must be protected from any harm within the work setting. In this regard, it is highly important that all the members must undergo a Criminal Record Bureau Check from the teachers to the cleaners. However, it can be said that all the practitioners are required to promote the well-being of every child and this comprises the chances to have fun, converse and socialize with each other inside the surroundings.

3.2 Explaining policies and procedures that are in place to protect children and the young people and adults who work with them

In every organization, there are some important policies as well as procedures that the workforce is required to follow and within the education system, there is no difference and the policies are to protect both the young and the adults in the workplace. Education Act 2002, Children Act 2004 and Childcare 2000, Human Rights 1998, Health and Safety Executives are some of the policies that tend to protect the young people and the children along with the adults in the workplace (Walker and John 2012).

3.3 Evaluation of concerns of the poor practitioners and the role of the whistleblower

The whistle blowing policy demonstrates that it is highly committed towards openness, accountability and probability. This particular policy provides a voice to the concerned employees and others who are well aware of the malpractices and feel that someone is not doing their job in the specified areas (Walker and John 2012).

3.4 practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. 
The significant elements of the practitioner’s role in protecting themselves are stated as follows:

To avoid being alone in the closed room

Two or more members must be present with the children

Avoid meeting with students in isolated place

4.1 possible signs, symptoms, indicators and behaviors that may cause concern in the context of safeguarding.

There are various signs of safeguarding.  Safeguard is the major issues in the society. Sometimes the signs of the safeguarding are not obvious. A child might get fear to tell someone about his problems. The effect of child abuse is long term such as physical abuse, emotional abuse, sexual abuse and neglect. There are some possible signs of the physical abuse such as injuries that can occur in the body. Sometimes, children do not want to participate in the gaming or swimming due to that fear of abuser. The possible sign of emotional abuse is depression and aggression. Sleep or speech disorder of the child may occur after the emotional harassment. This kind of safeguarding sign may be helpful to rescue child from their imbalanced life. Safeguarding issues are more concern with the stress of children in the society (Boulton 2013).

 

4.2 the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting. 

If a child is being harassed in the society, the changeable behavior of that child could help other to signify the problem. The prime action that needs to be taken is to get involved in interacting with the child and discuss about his problem. Most of the time, it is very tough to interact with the child as they get fear of abuser in the society. Health organization and others charitable association make campaign for safeguard issues. It is very important for the parents of the child to engage more time with them so that they could understand their inner problems and other issues. In case of adult’s safeguard issues, it could be noticed easily in comparison with child. Through the engagement proper social development program, the child abuse system or the safe guard issues could be demolish from the society (Bown 2010).

4.3 The rights that children, young people and their careers have in situations where harm or abuse is suspected or alleged.

The proper training provides the knowledge to handle the difficult situation in the society. All children and the young people have a right to be protected. The policy must be about the safety and protection to all children and young people in the society (Brownfeld 2012). Safeguard policy must be concerned about the societal problem among young students and children.

5.1 different types of bullying and the potential effects on children and young people. 

There are different types of bullying such as physical bullying, verbal bullying, and cyber bullying, sexual bullying prejudicial bullying. Physical bullying is the most obvious form of it. Physical bullies can be stronger and aggressive. It causes major changes in Childs attitudes and other behavior of the child. Physical bullies include kicking, hitting, and punching to the child or adults to hurt their feelings. Unlike the other form of bullies, physical bully can be identified easily. In case of verbal bullies, it includes the words or the statements that hurt or abuse the children in the society (Fernback and Papacharissi 2013). Relational aggression or bullying refers to the emotional harassment to the child. In general, girls are more tend to use relational bullying than boys in the society.  Cyber bully causes by the internet users. Cyber bullies may have the reason to harm indirectly as they do not have the courage to make comment face to face.

5.2 The policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place. 

The policies and the procedures are the first step of to prevent the safeguard issues. The primary requirement of the organization is to make effective communication among the children and adults so that they could understand their inner issues. Different communication can make huge impact on the process of safeguarding in the society. Training and awareness is the second option of the process. All workers should follow the effective training to prevent the safeguard issues. Specific training session may provide the proper outline of the problem. Monitoring and supervision on the abused person is the most important part of the safeguard process as the mental state of the child could be affected badly. Information sharing to each other causes major effect in the preventing process of safeguard issues. The proper Plan and opportunities of sharing information should include the responsibilities of the agency (Gallagher 2010).

 

5.3 How to support a child or young person and/or their family when bullying is suspected or alleged. 

Poor academic achievement encourages the bullying. Effective interaction with the close people such as parent, family members could help the children to avoid these issues. Most of the time, It is obvious that victim do not want to disclose their problem in the societal people. They got the fear of abuser.  Children often do not want to go to the school and hence, the schoolteachers and the parents of the children should involve them in collecting the proper reason of it. In case of adults, they feel major depression for this issue. Social engagement helps in sharing the information among their friends and family. Low self-esteem and lack of confidence re the significations for adults who face safeguard issue. Therefore, the Friends of the victim have to help them in reducing the shyness and share their issues that have affected their lives in many ways (Lowry 2014).

6.1 How to support children and young people’s self-confidence and self-esteem

Proper way of interaction with the children is needed in order to understand their problems. It is the prime duty of the children to look at the eyes of the children when talking. To understand a problem, they should go down their level so that they could understand the issues. The Children must be allowed for expressing their creativity. It helps to enhance the level of self-confidence and self-esteem (Schiavone 2015).

In case of adults, organization should reward them to encourage their workability. Proper responsibilities in the organization engage them in building self-esteem. Organization should give the reasonable feedback to the employees to update their knowledge. They have many discussions and the management should listen to them to provide proper help. Self-esteem develops at the early age (Watkins 2009).  Self-esteem and the confidence of the children could be boost up by giving the sincere praise and recognition.

6.2 The importance of supporting resilience in children and young people

Resilience means being independent in the society. It is very important part of safeguard as it helps in reversing the bullying process on children and young people. It is a life skill and it helps children in many ways. The process will boost up their confidence to stand up on their own. It engages them in realizing their values of life. The process is helpful in preventing the self-harming and committed suicide. If the children are independent, they could understand better facts of the problem (Schiavone 2015). The resilience children will have better health and they will be and more fulfilled in their domestic lives. They can develop some emotional problems like anxiety, depression and mental agony. Hence, the normal life of the young people could be damaged. The strong relationship with the people in the society will allow young students to improve their social skills and responsibilities. The social organization and welfare committee can understand their problem by giving greater positive observation on them.

6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety. 

Children need to learn how to protect them in difficult situation. The proper decision making ability among the children could help them in preventing such issues. They need to aware of the strangers who could harm them. Sometimes, children do not want to interact with unknown person. The duty of the parent is to make them aware of sudden problem that could affect them mentally or physically. The proper guidance and training help in measuring the effect of the issues. The children and young people should be guided with the important number so that they could inform their relatives in difficult situation. It is important to communicate openly in the society. The transparent process of communication helps to engage in daily activity (Lane 2011).

6.4 The ways of empowering children and young people to make positive and informed choices that support their well being and safety. 

When we deal with the children and young people, it is our duty to support them to get help in difficult situation. There are different ways to help children and young students to get rid of their issues for their social and personal lives. The process that enhances the process is taking turns, being patients and no pushing. Some children take more time to understand the task and complete within the time boundary. If someone has some conflict, we must resolve that if possible.

7.1 The risks and possible consequences for children and young people of being online and of using a mobile phone

In modern era, children are more aware of the online social sites and mobile phone than their basic needs. Sometimes, it causes the negative impact on the personal lives. The children and young people have been using mobile phone and internet to get the updated information of the world. It might be beneficial but sometimes, it could causes exposing them in social platform. It could create the social threats and safety issues to them. It is the process to harm the victim indirectly (Gallagher 2010). 

7.2 Describe ways of reducing risk to children and young people from:

• social networking 

Social networking sites have been the part of the people daily routine. In every age group, it is the popular medium to interact with others. Sometimes, it has some darker effect on children’s life. The information of the users is at the risk as the information could be hacked at any point of time. Therefore, the important information and data of the users might be leaked among the societal people. This process could damage the future o the children or the young students.

7.2 Describe ways of reducing risk to children and young people from:

• internet use

There are the different ways of reducing risk to children from internet usage. The parents or the family members could filter out the sexual images and monitors children activity and block sites that are in appropriate. It is important to encourage the students to be aware about the risk of internet.

7.2 Describe ways of reducing risk to children and young people from:

• buying online 

There is a risk of hacking computer and shares the data to larger community. This can be reduced by using the firewall. A firewall can help the users to protect their personal data. There is a risk of young persons of fraud when buying an product online. The card details of the customers could be hacked by the hackers and hence, it is important for them to purchase product from trusted sites. They need to use secure payment system (PayPal).

7.2 Describe ways of reducing risk to children and young people from:

• using a mobile phone.

There is a risk to their health while using mobile phone. Usage of mobile phone, hands free, loud speakers or blue tooth enhances the chance of cancer and tumor. If the phone is used few inches away from the ear, the chances of illness could be reduced. Parent and the family members should not allow their children to use mobile phone regularly (Cuzman 2014).

 

References

Baxter, J., Gray, M., Hand, K. and Hayes, A., 2013. Parental joblessness, financial disadvantage and the wellbeing of parents and children. Canberra: Dept. of Families, Housing, Community Services and Indigenous Affairs.

Boulton, M., 2013. High school pupils’ understanding of peer counselling and willingness to use it for different types of bullying. Pastoral Care in Education, 32(2), pp.95-103.

Bown, C., 2010. Canada's Anti-dumping and Safeguard Policies: Overt and Subtle Forms of Discrimination. The World Economy, 30(9), pp.1457-1476.

Bradford, H., 2012. The Well-being of Children under Three. Hoboken: Taylor and Francis.

Brownfeld, P., 2012. London's policies towards British volunteers for the International Brigades: an attempt to safeguard her precarious diplomacy. International Journal of Iberian Studies, 15(1), pp.14-29.

Cuzman, O., 2014. Life power and art safeguard. Front. Microbiol., 5.

Dodge, R., Daly, A., Huyton, J. and Sanders, L., 2012. The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), pp.222-235.

Duy, B., 2013. teachers' attitudes toward different types of bullying and victimization in turkey. Psychol. Schs., 50(10), pp.987-1002.

Faulkner, S., Wood, L., Ivery, P. and Donovan, R., 2012. It Is Not Just Music and Rhythm . . . Evaluation of a Drumming-Based Intervention to Improve the Social Wellbeing of Alienated Youth. Children Australia, 37(01), pp.31-39.

Fernback, J. and Papacharissi, Z., 2013. Online privacy as legal safeguard: the relationship among consumer, online portal, and privacy policies. New Media & Society, 9(5), pp.715-734.

Fulgosi-Masnjak, R., Masnjak, M. and Lakovnik, V., 2012. Perceived Subjective Wellbeing of Parents of Children with Special Needs. Journal of Special Education and Rehabilitation, 13(1-2).

Galinha, I. and Pais-Ribeiro, J., 2012. Cognitive, affective and contextual predictors of subjective wellbeing. International Journal of Wellbeing, 2(1), pp.34-53.

Gallagher, B., 2010. Understanding child abuse. Child Abuse Rev., 10(2), pp.75-80.

Grapes, B., 2010. Child abuse. San Diego, CA: Greenhaven Press.

Hozman, O., 2014. safeguard. Front. Microbiol., 5.

Lane, J., 2011. Recent regulatory actions focused on policies and procedures designed to safeguard material, nonâ€Âpublic information. Journal of Investment Compliance, 12(4), pp.44-47.

Lowry, L., 2014. Gossamer. Boston [Mass.]: Houghton Mifflin.

MacDonald, R., Kreutz, G. and Mitchell, L., 2012. Music, health, and wellbeing. Oxford: Oxford University Press.

Mathews, G., 2012. Happiness, culture, and context. International Journal of Wellbeing, pp.299-312.

Nansen, B., Chakraborty, K., Gibbs, L., MacDougall, C. and Vetere, F., 2012. Children and Digital Wellbeing in Australia: Online regulation, conduct and competence. Journal of Children and Media, 6(2), pp.237-254.

Puhl, R., Luedicke, J. and King, K., 2014. Public attitudes about different types of anti-bullying laws: Results from a national survey. Journal of Public Health Policy, 36(1), pp.95-109.

Ridge, T., 2011. Supporting Children? The Impact of Child Support Policies on Children's Wellbeing in the UK and Australia. J. Soc. Pol., 34(1), pp.121-142.

Rose, R., 2012. Life story therapy with traumatized children. London: Jessica Kingsley Publishers.

Sanfilippo, M., Neubourg, C. and Martorano, B., 2011. The impact of social protection on children.

Schiavone, T., 2015. Child Abuse in American Storytelling. Child Abuse & Neglect.

Solley, H. and Lyttle, C., 2012. Health-related behaviours and wellbeing in children aged 10–13 years. Br J School Nurs, 7(7), pp.333-338.

Volk, A., Craig, W., Boyce, W. and King, M., 2012. Adolescent risk correlates of bullying and different types of victimization. International Journal of Adolescent Medicine and Health, 18(4).

Walker, P. and John, M., 2012. From public health to wellbeing. Basingstoke: Palgrave Macmillan.

Watkins, H., 2009. Child abuse. Detroit: Greenhaven Press.

Yen, C., Liu, T., Yang, P. and Hu, H., 2015. Risk and Protective Factors of Suicidal Ideation and Attempt among Adolescents with Different Types of School Bullying Involvement. Archives of Suicide Research, 19(4), pp.435-452.

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