Building Positive Relationships with Children

Building Positive Relationships with Children Jodi Allan Unit 3: Building Positive Relationships Task 1) All children deserve the best start in life, to be provided with endless support which will enable them to fulfill their potential and make the most of their individual talents and abilities as they continue to grow. Between birth to five years, children develop very quickly and their experiences through this time will have a major impact on their future. Enabling a happy, safe and secure childhood along with good parenting and high quality learning, all children will have the start they need for a successful future. The Childcare Act 2006 was introduced as a key piece of legislation and is the first ever Act to be exclusively for early years and childcare (which spans from birth to the 31st August that falls after the child’s 5th birthday). This means that all pre-school childcare providers, including reception classes in primary schools, are all governed by this Act. The legal requirements for any of those operating within the child care setting are in the Ofsted publication , ‘Statutory Framework for the Early Years Foundation Stage’ which sets out the learning and development requirements, welfare requirements, all legal requirements as well as the legal adult to children ratios. The law requires specific duties to be carried out by various authorities, including: Providing an information service for parents; Providing training and advice for providers of child care; Providing working parents with child care as required; Achieving a reduction in equalities in children ages 0-5 through close work with Job Centre Plus, associated partners and the NHS; Providing positive outcomes for any child at risk of poverty; Bridging the inequalities that may exist between children, with particular reference to deprivation. Learning and Development Requirements must be provided by the child care provider and all staff operating under any child care provision and any diversity of children within that provision. All resources are available to providers to ensure everyone required to is able to meet the outcomes, no exceptions. â€Å"The Childcare Act 2006 provides for the Early Years Foundation Stage learning and development requirements to include these 3 elements: The early learning goals-the required knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of 5; The educational programmes- the matters, skills and processes which are required to be taught to young children within the provision; The assessment arrangements for assessing young children to ascertain their achievements†. The six areas covered under the learning goals are: Personal, Social and Emotional Development- A group activity such as Show and Tell encourages a child to speak in front of their peers and for other children to learn to respect and listen to each other. Understanding the World- If the provision has a large diversity of children, encouraging them to bring in something from their home that they are able to share with their peers, such as clothing or food, can help children explore and learn different aspects of their community. Physical Development- A fun outside game, such as an obstacle course for the children to participate in would be a perfect opportunity for them to develop movement and co-ordination, or simple dancing games such as ‘head, shoulders, knees and toes’. Mathematics- Practicing counting, shapes and measures together as a group whenever possible is always a perfect opportunity, eg: How many apple slices can count on your plate? How many letters are in your name? Ensuring there are plenty of images around them for them to look and question over. Literacy- the provision has to ensure there are plenty of books and other reading materials around for children to explore whenever they want to. Group reading time is always positive and helping each child to recognise and write their own names. Expressive Arts and Design- plenty of opportunities for children to explore and express themselves, such as role play, creative media, dance, music, arts and crafts. Providing the right materials so they are available to children all the time is the best way to ensure they can express themselves this way whenever they want to. Task 2) Teaching children from an early age to respect and value individuality enables them to learn that these values are very important within their society and for their future as these values will enable them to be decent young adults. Children learn these values from early on by observing everyday situations and mimicking the adults they interact with. The child care setting should be a positive, safe place for children to learn this respect for one another and should be filled with positive images, toys and electronic equipment that promote individuality and diversity as well as a positive perception of the world around them. The child care setting can easily focus entirely on each individual child by devising a plan which helps promote each child’s individuality and includes the parents or carers to participate in this plan too. This also helps other children to watch and listen to their peers and learn to understand, respect and value each others individuality. This can be a à ¢â‚¬Ëœshow and tell’ chart or ‘achievement days’, where once a month, a child gets given a day where they can bring in anything from outside the child care setting that they have done to show and talk about to their child minder and peers, then after they are finished they are awarded a sticker to put onto the chart next to their name. Name of Child Date Activity Stickers Max 28/09/2014 Brought in yummy cakes that he helped make with his Polish Grandma Evie 30/09/2014 Brought in a beautiful painting she did over the weekend and told us about all of the colours that she used George 1/10/2014 Went on holiday to Spain and brought in photos for us to see! Task 3) Children need consistency and the earlier they are given this the better, as it will benefit their ability to learn about respect and also to distinguish from right and wrong, otherwise they could become very confused in situations when beginning to learn about the outside world. Consistent routines at home and their child care setting helps children to keep calm and feel safe, but . Children need to learn that all actions will have a consequence, whether it is good or bad. This helps the children with establishing good and bad behaviour skills and embedding this in their every day life will promote their knowledge as they grow older. Initially to promote positive behaviour in the child care setting, the aim is to help them to want to be consistent in their own positive behaviour themselves by rewarding such behaviour, slowly making the rewards smaller and then taking them away, this will begin to let them realize that behaving well creates a happier environment for them and their pe ers. This is always a simple and effective way to teach them to not want to behave in a negative manner. Sticker charts, books or handing stickers out are always a popular treat for rewarding children, as well as asking them what activity they would like to do next, or which book they would like to read with the class? High appraisal from staff and peers gives children a positive feeling about themselves and their positive attitude. Negative behaviour must also have consequences, such as time out, but it is also important to sit the child down and discuss the situation to ensure the child isn’t left feeling confused or alone. Talking in a calming tone and keeping eye contact whilst letting the child know how they have made others feel when they have behaved in a negative manner will not only help them want to make positive choices but they will begin to understand empathy as well. Task 4) Conflicts between children and adults are common, particularly within a child care setting. There are various triggers that can create conflict which are listed below, such as the child having unmet needs resulting in them craving extra attention from their parent or teacher which can easily build into a heated conflict. Children find it very hard to be selfless at such a young age and often only see their point of view and find it difficult to understand someone elses views in a conflict situation. Due to their lack of social skills, children can easily escalate a small argument, such as over a toy, into a harsher argument as they don’t have the necessary communication skills to solve a conflict in a positive manner. Some children having a lack of suitable role models can easily give children a biased view in ways in which conflict can be handled and this can be very difficult to mend. Another trigger that can affect conflict is that when children are tired or hungry it can h ave a very suppressing effect on their mood and they may engage in conflicting behaviour. Often at home or any child care setting, a parent or teacher intervenes and solves an argument. Sometimes it’s simple when the conflict is between children and their peers but sometimes a child can create conflict with an adult and dealing with this in a positive way can be very distressing for both the child and the adult, making any reasoning very difficult. Many behavioural Theorists have contrasting views when it comes to whether conflict has a positive or negative effect on a childs development. Some feel that conflict helps to shape a child’s social skills for when they become adults and that learning to solve conflicts in a positive way equips them with the skills to continue this skill in their adult lives. Behavioural Theorist B.F Skinners believes in the system of positive and negative reinforcements. His theory is that reinforcers are used to strengthen both positive an d negative behaviour and that humans of all ages respond to verbal operants such as taking advice, listening to the warnings of others and obeying given rules and laws. His theory suggests that without personally experiencing any negative consequences from disobeying, the child simply knowing what could happen when they decide to pursue negative behaviour will be enough for them to want to make positive choices instead. From this they can begin to learn from each incident for any future conflicts and they will want to repeat positive behaviour willingly. Ways of dealing with conflict in a positive manner could start with sitting down with the child and asking them questions about the conflict in question can make them feel like they do have a say in the situation, especially as some children find authority difficult. Letting a child know there is a positive solution to the conflict can calm them down and get them to sit down and think about the situation properly. Ask them what it i s they are feeling, â€Å"are you angry? But also feeling hurt because you have had to wait for me to come and play?† Tell them how the other person could also be feeling, â€Å"I’m sad that you shouted at me, because I didn’t mean to ignore you, but I was very busy with the rest of the children too.† Ask them what they would now like to do, which would be the best way for everybody, a way for both of you to fix the situation in a positive way for a positive outcome. This strategy can let children feel safe and confident, but they may also see that conflict can most definitely be solved in a positive way.

Appalachian Stereotypes Essay -- Appalachia

"Excuse me miss, but you have the cutest little accent," the pizza delivery guy said. "Well, thank you," I replied. "If you don't mind me asking, where are you from? I know that you aren't from around this area with an accent like that." "I am from a little town called Hazard," I replied reluctantly, realizing exactly where this conversation was headed. "Oh, is that where the Dukes of Hazzard are from?" he asks chuckling. "No, that place is Hazzard, Georgia. I live in a little town in southeastern Kentucky." "I bet you all have a lot of barefoot, pregnant people there don't you?" he asks with a discriminating smile. "Well actually we don...." "Huh, I bet you all don't even have paved roads or indoor plumbing," he persisted. "You know what? I don't feel very hungry anymore. Why don't you take that pizza back?" I asked. "Oh, miss, I was just joking with you." This conversation actually took place during my first semester of college. However, being quite accustomed to the questions that I am frequently asked about the place I call home, this conversation somehow made me more upset than usual. This conversation made me realize just how blind society can be towards other groups in society. Different stereotypes are placed on groups for various reasons-race, sex, occupations, and geographical locations-just to name a few. The last of these four different classifications is the one that distinguishes me from most of society. Growing up in Appalachia has made me a minority (different from the rest of society), and also plagued me with many stereotypes. Everyone in society has heard the stereotypes. However, I would like to focus on the how's and why's of them. How they came to be. Why society does perceive... ...ut trying to find your place within society as a minority is even harder. When you go for a job interview and see the person you are being interviewed by shake their head when they hear your accent, you know that you are in trouble. It's the education that is lacking in America. We are known to be this great melting pot. But it isn't until the stereotypes that plague so many Americans come to an end, that we will truly be united as one. Works Cited Asfahani, Magdoline. "Time to Look and Listen." Newsweek Dec. 1996: 18. Billings, Dwight B. "The Road to Poverty: The Making of Wealth and Hardship in Appalachia." Booklist 36 (1999): 38. Norman, Gurney. Kinfolks: The Wilgus Stories. Frankfort: Gnomom Press, 1977. Waller, Altina. "Two Words in the Tennessee Mountains: Exploring the Origins of Appalachian Stereotypes." Journal of Social History 32 (1999): 963.

Health Promotion Proposal Essay

The aim of this study was to develop and evaluate intervention for prevention of depression and substance use in children of depressed parents. Two interventions, one for depression, and one for substance use were used. Based on the results of questionnaires about substance use beliefs, family depression, and coping skills, a program was developed to prevent adolescent depression and substance use by strengthening parenting and family relationships and to make positive changes easier for children. This article is relevant to my proposal, and I will most likely use it later. It uses terminology that should be able to be understood by the targeted audience, and reiterates what past research has found. Hassan, I., & Ali, R. (2011). The association between somatic symptoms, anxiety disorders and substance use. A literature review. Psychiatric Quarterly, 82(4), 315-328. This article focused on the link between somatic symptoms and substance use. Those with anxiety disorders also were substance users, however the study was ambivalent, stating that some depression symptoms may have made the results difficult to discern. The article was confusing to me, and most likely would be difficult for the layperson to decipher as well. It also states that substance use may be a precursor for anxiety which further complicates understanding. This article is not targeted for the audience I would be attempting to reach, and I most likely will not use it in my proposal. It has some information that can be used for reference, however it is not exactly what I would be looking to use in my proposal. Meyer, J. P., Springer, S. A., & Altice, F. L. (2011). Substance abuse, violence, and HIV in women: A literature review of the syndemic. Journal of Women’s Health (15409996), 20(7), 991-1006. This article in a Women’s Health Journal focuses on poor women and th e barriers to medical care that they face. The authors who are medical doctors, certainly knowledgeable on the topic, speak of several issues that poor women have with accessing medical care; however substance use is mentioned as a contributing factor, not actually the main problem. The information seems reliable, with statistics included from a recent survey. Some information from this article may be used for my final proposal. Sheidow, A. J., McCart, M., Zajac, K., & Davis, M. (2012). Prevalence and impact of substance use among emerging adults with serious mental health conditions. Psychiatric Rehabilitation Journal, 35(3), 235-243. This article is about adults and how they function in society while being impacted by substance use and serious mental health issues. It is an analysis of the correlation between adults who are impacted and those who are not, and reviews what the ensuing consequences are for those adults moving forward into adulthood. The authors of this article have a wide range of experience in this topic and psychotherapy. As peer reviewed journals and the most recent data was used, making it a reliable, trustworthy source. I will use information obtained from this article for my proposal. Greenfield, L., & Wolf-Branigin, M. (2009). Mental health indicator interaction in predicting substance abuse treatment outcomes in nevada. American Journal of Drug & Alcohol Abuse, 35(5), 350-357. This article reviews the indictors for predicting the outcome of substance use treatment in Nevada. Upon reviewing admission and discharge data, indicators of co-occurring disorders were a DSM diagnosis of mental health, alcohol, or other drug abuse, and a mental health agency referral. A large sample size was used to affirm reliability, with those under 18, and those entering detoxification removed for further validity as only adults were to participate. The study found that those who had at least one mental health indicator reported higher instances of substance use. The authors are experienced doctors on the topic of addictions, and Lawrence Greenfield has written at least two publications on the topic. I will use information from this article in my proposal. Wright, E., McGuiness, T., Moneyham, L. D., Schumacher, J. E., Zwerling, A., & Stullenbarger, N. (2012). Opioid abuse among nurse anesthetists and anesthesiologists. AANA Journal, 80(2), 120-128. This is an interesting article that informs the audience about the prevalence of opiod abuse among healthcare providers. This is an important fact to consider, as anesthesiologists have a higher risk for addiction, namely because of accessibility. This article is important to research since substance use in the general population is tracked, but substance use in anesthesiologists is difficult to trace due to legal ramifications and under reporting. The authors who are nurses and CRNA’s know first hand how prevalent the issue is. They include FAAN nurses and other well established nurses who do a great job in addressing the pertinent issues of substance use in anesthesiologists. The fact that healthcare providers are the focus of the article means that I will not use much information from within this source. Morgan, M. L., Brosi, W. A., & Brosi, M. W. (2011). Restoring older adults’ narratives about self and substance abuse. American Journal of Family Therapy, 39(5), 444-455. Discusses the older population and the challenges they face including substance abuse. It informs the audience of the assumptions that complicate the diagnosis and treatment of substance abuse for older adults. The authors of this article appear credible, and the article is recent which gives thanks to Dr Sara Smock for her input. Dr Smock is Assistant Professor at Texas Tech University. The article will be useful for some information in my proposal as the community does include the older population as well the young adults. Osborne, V. A., & Benner, K. (2012). Utilizing screening, brief intervention, and referral to treatment: Teaching assessment of substance abuse. American Journal of Public Health, 102(7), e37-8. The article gives a detailed review of a study that used screening, intervention, and treatment referral with social work students. The students received training on each of these methods used to assess alcohol and substance use. It goes on to describe how the study evaluated the student’s perceptions about alcohol and substance use pre and post training. The authors both hold doctorates and are well versed in social work, and each written publications on substance abuse. Although the results of the study provide important conclusions regarding the benefit of screening by social workers, it is geared more towards social workers or social work students. I will not use this source in my proposal. Office of national drug control policy evidence-based principles for substance abuse prevention- Retrieved from https://www.ncjrs.gov/ondcppubs/publications/prevent/evidence_based_eng.html This article describes Evidence-Based Principles aimed at preventing substance abuse. The Office of National Drug Control Policy is required to create and fulfill research based prevention for substance abuse in the community and other settings. Interventions included targeting specific populations at high or low risk for abuse; using methods proven to work, intervening at transitional stages in people’s lives in the home, school, workplace, etc., and evaluating the program’s effectiveness by ensuring goals have been reached. No author was named, however the references used for prevention interventions were from reliable sources such as The National Institute on Drug Abuse and the US Dept of Education. The focus of this article is relevant to my proposal; therefore I will use this source in my final proposal. Community-based substance abuse prevention. (2010). Retrieved from http://www.asapcenter.org/documents/Supporting%20Community-Based%20Substance%20Abuse%20Prevention.pdf This site provided information about a community health program in Cincinnati called The Health Foundation of Greater Cincinnati. To fulfill its goal of substance abuse prevention, and assist community groups, a center was created to provide training and grants for community groups. The article discusses and stresses the importance of prevention for all people, young and old, and the financial implications prevention has. The information from this article should be clear to lay persons, and will be useful for my proposal. References: Mason, W. W., Haggerty, K., Fleming, A., & Casey-Goldstein, M. (2012). Family intervention to prevent depression and substance use among adolescents of depressed parents. Journal Of Child & Family Studies, 21(6), 891-905. Hassan, I., & Ali, R. (2011). The association between somatic symptoms, anxiety disorders and substance use. A literature review. Psychiatric Quarterly, 82(4), 315-328. Meyer, J. P., Springer, S. A., & Altice, F. L. (2011). Substance abuse, violence, and HIV in women: A literature review of the syndemic. Journal Of Women’s Health (15409996), 20(7), 991-1006. Sheidow, A. J., McCart, M., Zajac, K., & Davis, M. (2012). Prevalence and impact of substance use among emerging adults with serious mental health conditions. Psychiatric Rehabilitation Journal, 35(3), 235-243. Greenfield, L., & Wolf-Branigin, M. (2009). Mental health indicator interaction in predicting substance abuse treatment outcomes in nevada. American Journal of Drug & Alcohol Abuse, 35(5), 350-357. Wright, E., McGuiness, T., Moneyham, L. D., Schumacher, J. E., Zwerling, A., & Stullenbarger, N. (2012). Opioid abuse among nurse anesthetists and anesthesiologists. AANA Journal, 80(2), 120-128. Morgan, M. L., Brosi, W. A., & Brosi, M. W. (2011). Restoring older adults’ narratives about self and substance abuse. American Journal of Family Th erapy, 39(5), 444-455. Osborne, V. A., & Benner, K. (2012). Utilizing screening, brief intervention, and referral to treatment: Teaching assessment of substance abuse. American Journal of Public Health, 102(7), e37-8. Office of national drug control policy evidence-based principles for substance abuse prevention- Retrieved from https://www.ncjrs.gov/ondcppubs/publications/prevent/evidence_based_eng.html Community-based substance abuse prevention. (2010). Retrieved from http://www.asapcenter.org/documents/Supporting%20Community-Based%20Substance%20Abuse%20Prevention.pdf

Diabetic Ketoacidosis An Acute Complication Of...

Diabetic Ketoacidosis Background Diabetic Ketoacidosis (DKA) is an acute complication of uncontrolled glucose levels characterized by reduced levels of insulin and presence of ketones. It is a medical emergency and results can be detrimental if left untreated. DKA is commonly seen in patients with type 1 diabetes mellitus (type 1 DM). However, critically ill patients with type 2 diabetes mellitus (type 2 DM) such as trauma, surgery or infection, are also at risk for DKA (Ignatavicius Workman, 2013). Patients with type 1 DM are predisposed to DKA if their underlying conditions are not diagnosed early and in some cases, they may experience similar signs and symptoms without actually developing DKA. Comorbidities involving parts of†¦show more content†¦Likewise, patients with type 2 DM are resistant to/lack the insulin hormone (Sole et al. 2013). There is also the free activity of lipase, an enzyme responsible for the breakdown of triglycerides into fatty acids and glycerol. This enzyme is founding ad ipose cells due to clustering and increased production of fatty acids leading to an output of ketone from the liver (Grossman Porth, 2014). As ketone levels rise, so does bicarbonate levels leading to metabolic acidosis which is characterized by rapid breathing otherwise known as Kussmaul respirations, a fruity breath, and in some cases increase in lactic acid (Sole et al. 2013). In addition to the disorders in the metabolism, patients with DKA experience a condition known as Hyperglycemia-Induced Osmotic Diuresis characterized by the intracellular and extracellular shift of increased glucose levels in the blood, and leads to electrolyte imbalance, increased serum osmolality, and dehydration. Affected electrolytes include sodium, potassium, magnesium, calcium, and phosphorus. Hypokalemia occurs as a result of absorption of potassium from cell to skeletal muscle (Gosmanov, Gosmanova, Dillard-Cannon 2014). These changes may cause a false elevation of serum potassium levels (Sole et al. 2013). Furthermore, dehydration becomes worse as the body tries to compensate for fluid shifts from the intracellular to the intravascular spaces leading to a decrease in glomerular filtration rate, decreased