...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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...guidelines, policies and procedures within own UK home nation for Safeguarding children and young people. (REF 1.1) The main current legislation for safeguarding children and young people are: - Children Act 1989 - The Children Act (Every child matters) 2004 - Protection of Children Act 1999 - Data protection Act 1998 - Safeguarding vunerable group Act 2006 - Sexual offences Act 2003 - Criminal justice and court services Act 2000 - Equalities Act 2010 - Data protection Act 1998 non-statutory guidance - United Nations Convention on the rights of the child The main current guidelines for safeguarding children and young people are: - Working together to safeguard children The main current policies and procedures for safeguarding children and young people are: - Child Protection Policy Child protection is part of the wider work to safeguard and promote the welfare of children and young people. It refers to the activity that is undertaken to protect specific children who are suffering from any form of abuse or neglect. It also involves protecting children and young people from maltreatment and preventing impairment of a child’s health and development by ensuring children are raised in positive circumstances by providing safe and caring environments. Parents or carers who fail to protect or care for their children could then be taken to court and the child be then removed from the home and placed into care. Wider forms of safeguarding also include; risk assessments...
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...Maria Pavlovski Page 1 Assignment No. 1 Theoretical approaches in the use of counselling skills 1.1 Key characteristics and concepts of: Humanistic theory, The humanistic theory was developed by a group of American psychologists (Maslow, Rogers, Fritz Perls and others) who were disillusioned with the psychoanalytical approach in the 1940’s and 1950’s. Carl Rogers developed the person-centred approach based on the concept that the client was at the centre of the helping process and that they had their own self- healing capacity within themselves. He theorized that by creating a safe, confidential, non-judgemental and un-biased safe environment,and that the counsellor is open and genuine towards the client then the client will use their own wisdom in healing themselves in the way that’s right for them. The Humanistic theory is one of growth and development, it explores creativity, encourages self-awareness and self-development. Maslow theorized that people are always striving towards self-improvement, to grow and develop to their full potential. He called this self-actualization. He also theorized that people are always growing and changing in their life and he called this process actualization. Rogers theorized that people grow up developing behaviour which they feel is expected from them by family and society and that sometimes this behaviour is in conflict...
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...problem, purpose of the study, limitation, delimitation, organization of the study, significance of the study and research question. BACKGROUND OF THE STUDY The objective of the researcher in the preparation of this research project is to help pupils solve problems on addition of fractions with like terms which are often handled badly in the early stages by inexperience teacher. Throughout the researcher’s observation, it has clearly been observed that fraction is one of the mathematics topics children find it difficult to solve. In view of this many school children find it very difficult to understand its concept. Pupils have poor concept of fractions due to the fact that teachers who often handle this topic do so poorly and without the aid of relevant teaching learning materials. The learning of fractions in the widest sense begins before the child goes to school. The child’s first contact with fraction is through everyday use and conservation long before they start schooling. For instance they are told to hare two items with a brother or a sister. With this experience at home the child is informally introduced to fractions before his early years at school. It is upon this knowledge of fraction in the child’s mind that the teacher is to build upon. To achieve this in the preliminary stage, the teachers should place emphasis on understanding the meaning on the concept of fraction. The teachers should also bear in mind that mathematics teaching should be activity oriented. In view...
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...Process Evaluation DRAFT Report School Community Liaison and Security Programme Prepared for the National Committee for Families and Children (NPA M&E Sub-Committee);and Ministry of Education, Youth & Sports John D. Flowers Table of Contents Executive Summary ......................................................................................................................... Error! Bookmark not defined. 1.0 1.2 1.2.1 1.2.2 1.1.3 2.0 2.1 2.2 2.1 2.2 3.0 3.1 3.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3 3.5 3.5.1 3.5.2 3.5.3 3.5.4 3.6 Background ................................................................................................................................................................................ 2 Project Description and Scope .......................................................................................................................................... 3 Purpose of the Consultancy ..................................................................................................................................... 4 Scope ............................................................................................................................................................................ 4 Key Activities and Main Deliverables .................................................................................................................... 4 Evaluation Design and Framework .....................................................................
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...A STUDY ON DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP <<青年濫藥與家庭關係的研究 青年濫藥與家庭關係的研究>> 青年濫藥與家庭關係的研究 THE FINAL REPORT (FINAL version) February 2011 1 PREFACE The project on the study on “DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP” (“the Study”) is being undertaken by the Centre for Suicide Research and Prevention and the Department of Social Work and Social Administration at the University of Hong Kong (“the Consultant”). The research team comprises the principal investigator (PI), Professor Paul YIP, Director of the Centre for Suicide Research and Prevention and Professor of the Department of Social Work and Social Administration at the University of Hong Kong, and eight co-investigators (Co-Is), Dr. CHEUNG Siu Lan Karen (Demographer), Dr. Sandra Tsang (Social and Family Worker), Dr. Samson Tse (Focus group expert on mental health and drug abuse), Dr. Wong Oi Ling (Family therapist, Family Institute), Prof. Karen Laidler (Sociologist, expertise on assessing drug abuse problem), Dr. Paul Wong (Clinical psychologist), Ms. Frances Law (Social Worker), and Dr. Lilian Wong (Associate Consultant, Department of Pediatrics and Adolescent Medicine, Tseung Kwan O Hospital, Hospital Authority). We would like to thank Mr. Gary Ip, the research assistant of the Department of Social Work and Social Administration, Ms. Garlum Lau, the senior research officer 2 of the Department of Sociology, the participants and NGOs for focus groups and case studies for their kind and valuable...
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...Page 1 PSYCHOLOGY IN THE CONTEXT OF HEALTH AND SOCIAL CARE • What is ‘psychology’ and why is it so important in the context of health and social care? • What do we mean by ‘health’ and why is psychology central to the effective delivery of health and social care? • What are the main approaches to psychological thinking and research? • Who are psychologists and what do they contribute to the promotion of health and well-being? Introduction This chapter emphasizes the importance of psychology in the context of health and social care. For many years, psychology and the other social sciences were viewed by the medical profession as ‘soft sciences’, interesting but unimportant. With the advent of research into the links between physical and mental states in the late twentieth and early twenty-first centuries it is now possible to demonstrate that psychology can make a fundamental difference to physical as well as mental health. In this chapter, we explore the nature of psychology and its relevance to health and social care. We outline the different schools of thought and methods of inquiry in psychology. We seek to distinguish between psychology as an academic discipline and popular notions of psychology, and identify professionals whose practice is mainly concerned with the application of psychology. In order to show how psychology can be applied to health and social care, we introduce a family scenario whose characters appear in examples throughout the book. What is psychology...
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...A STUDY ON DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP 青年濫藥與家庭關係的研究 THE FINAL REPORT (FINAL version) February 2011 1 PREFACE The project on the study on “DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP” (“the Study”) is being undertaken by the Centre for Suicide Research and Prevention and the Department of Social Work and Social Administration at the University of Hong Kong (“the Consultant”). The research team comprises the principal investigator (PI), Professor Paul YIP, Director of the Centre for Suicide Research and Prevention and Professor of the Department of Social Work and Social Administration at the University of Hong Kong, and eight co-investigators (Co-Is), Dr. CHEUNG Siu Lan Karen (Demographer), Dr. Sandra Tsang (Social and Family Worker), Dr. Samson Tse (Focus group expert on mental health and drug abuse), Dr. Wong Oi Ling (Family therapist, Family Institute), Prof. Karen Laidler (Sociologist, expertise on assessing drug abuse problem), Dr. Paul Wong (Clinical psychologist), Ms. Frances Law (Social Worker), and Dr. Lilian Wong (Associate Consultant, Department of Pediatrics and Adolescent Medicine, Tseung Kwan O Hospital, Hospital Authority). We would like to thank Mr. Gary Ip, the research assistant of the Department of Social Work and Social Administration, Ms. Garlum Lau, the senior research officer 2 of the Department of Sociology, the participants and NGOs for focus groups and case studies for their kind and valuable support on this...
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...Social and Emotional Learning 7 5. A Strengths-based Approach 8 6. A sense of Meaning and Purpose 8 7. A Healthy Lifestyle 9 Section 4: International Focus on Student Wellbeing 9 Section 5: Student Wellbeing in the Australian Educational Context 9 5.1: Australian Government National Frameworks in Education 9 5.2 Report on the of the Responses of State and territory and non-government education authorities to the Concept of a National Student Wellbeing Framework 11 5.3 Student Wellbeing in State and Territory Curriculum and Policy Documents 11 Section 6: Whole School Approaches to Student Wellbeing: Issues of School Leadership, Implementation and Sustainability of Student Wellbeing Initiatives 12 Section 1: Project Overview 13 1.1 Introduction 13 1.2 Project Objectives 13 1.3 Methodology 14 Section 2: Student Wellbeing and its Pathways 16 2.1 What is Student Wellbeing? 16 The Definition of Student Wellbeing Used in this Report 21 Explanations of Key Terms in this Definition 21 The Assumptions Underpinning this Definition 22 2.2 The Pathways to Student Wellbeing 22 The seven pathways identified from the research 23 Section 3: The Outcomes of Student Wellbeing and its Pathways 31 3.1 Introduction 31 Productivity 31 Social Inclusion 32 Social...
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...Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2005 Advisory Committee: Professor Sylvia Rosenfield, Chair Assistant Professor Millicent I. Kushner Associate Professor William Strein ©Copyright by Arlene E. Silva 2005...
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...Paper Presented to the Open University System Polytechnic University of the Philippines Maragondon, Cavite _________________________________________ In Partial Fulfillment of the Requirements In Organizational Development and Leadership Effectiveness ________________________ Submitted by: CATHERINE M. SALGADO RENNALYN S. VELARDE AVELINA D. PISCOSO BERLITA B. TANAGON Submitted to: DR. APOLONIO A. DUQUE THE PROBLEM AND ITS BACKGROUND Introduction There is a substantial literature on the relationship between teacher characteristics and student learning. Most prior research on this topic has focused on teachers’ educational background, years of teaching experience and salaries. The results of this work are mixed. While it is clear that certain teachers are more effective than others at increasing student performance, there is considerably less consensus on whether specific, observable teacher characteristics such as education or experience produce higher performance. While most research has focused on general skills, school districts and states often rely on in-service staff development as a way to improve student learning. This on-the-job training seeks to instruct teachers in content as well as pedagogy. Professional development is an extremely widespread practice in U.S. Public Schools. 72 percent of teachers report having engaged in training related to the subject area of their main teaching assignment during the previous 12 months (Parsad...
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...Chapter One: Introduction 1.0 Background of Study Most of us grew up believing in dream big about the future ahead. We believed we could do anything or become anything we wanted with dedication and hard work, but for many in this country the big dream about the future is fading as the gap between rich and poor continues to grow. Children were told that if they studied hard they could “make something of themselves.” While this is still true, the rules have changed and the stakes are higher. Governments have decreased aid for public education and set spending caps. Students today are being faced with “high stakes” testing. We used to worry about scoring high enough on examinations to get into college, but now students take examinations to get out of high school. Some policy makers, during sometime, have suggested a school’s funding will be determined by how well their students perform on the tests. In theory it is wonderful, the schools that do well will be rewarded for their excellence. In practice it will most likely become another opportunity for the rich school districts to succeed and the poor school districts to fail. Revenue caps and high stakes testing appear to be an inevitable part of our future so we must find affordable, effective means for inspiring students and their families to improve student outcome. One way may be parental involvement. Another way might be to teach effective parenting skills which could in turn increase parental involvement in education particularly...
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...of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600 ...................................................................................................45 Grade 7. Contemporary Cultures: 1600 to the Present .................................................................53 Grade 8. South Carolina: One of the United States .....................................................................61 High School Course Standards for Social Studies...
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...……………………………………………………………………... 5 III. Nursing Assessment……………………………………………………………. 8 A. Personal History Patient’s Profile Family and Individual Information Level of Growth and Development Normal Development at Particular Stage The Ill Person at Particular Stage of Patient B. Diagnostic Results…………………………………………………... 16 C. Present Profile of Functional Health Patterns ……………………. 17 Health Perception / Health Management Pattern Nutritional – Metabolic Pattern Elimination Pattern Activity / Exercise Pattern Cognitive / Perceptual Pattern Rest / Sleep Pattern Self – perception Pattern Role Relationship Pattern Sexuality – Reproductive Pattern Coping – Stress Tolerance Pattern Value – Belief System D. Pathophysiology and Rationale………………………………………. 22 Normal Anatomy and Physiology of Affected Organ Schematic Drawing of the Pathophysiology of the Disease The Disease Process and its Effects on Other Organs Classical and Clinical Symptoms of Disease with Rationale IV. Nursing Intervention………………………………………………… …...
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