4.1 Explain how different types of transitions can affect children and young people’s development.
There are different types of transitions YP’s can go through
Emotional / intellectual: moving in and out of care, a bereavement, parents splitting up, moving schools, or a type of problem or disaster that is personal to the YP that affects them.
Physical: this can be anything from going through puberty, medical problems or disabilities, moving to a new place or environment.

Growing up a YP will naturally have transition periods during their life time, the major transitions will be developmentally whereas babies they will start to develop new skill such as walking, talking and cognitive skills, so at this stage it is important that parents / carer givers nurture their child and look out for any signs of development that may not be progression such as speech, if a child is neglected at this age or has a disability it can affect them later on in life with behaviour issues, social skills or emotional attachment.
When a child goes through school they will have different transition periods such as nursery to primary from primary to comprehensive, this is big changes for children but something they will naturally go through and be expected to cope with, but for each individual everything will be different as each can be going through different transitions in their life such as puberty and affects each person differently as well as their sexuality as if someone feels they are different to everyone else, they think people won’t understand what they are going through and this can cause emotional distress and depression and this can affect their learning and development. If someone has gone through a bereavement this can again make them depressed and have behaviour issues and act out. Other transitions can be personal to the YP and will affect them differently, adoption, parents mental health, peer groups / peer pressure, illness / disability, moving home and new schools, it is important that parents/ carers, teachers, and any other professionals that work or care for the YP can recognise these transitions to give, care, reassurance, guidance and support through these different types of transitions for the YP to develop the best they can.
A major transition for a YP can be, being placed into care. It is important to build up their self esteem and confidence for them to be able to build positive relationships. As this is a major impact on their life as they could possibly, lose friends, parents, move schools, move far away from where they live, having a constant change of face and never knowing someone long enough to form some sort of relationship.
If a YP is going through these types of transitions it depends on how resilient they are to deal with it, if not these are the common things YP’s can experience.
• Depression
• Becoming withdrawn and socially isolated
• Lack of motivation
• Low self-esteem and confidence
• Lack of independent skills
• Difficulties building friendships and relationships
• Anxiety
• Anti-social behaviour
• Loss of appetite,
• Sleep problems
• Anger and behaviour problems
• Self-harming.

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4.2 Explain the importance of children and young people having positive relationships through periods of transitions.
Children and young people go through many transitions through their young life as they start to become an adult and will learn life skills as they start to grow and through these young years will have guidance and support from families, friends and teachers, which they will know they will have people who they can rely on who can help them through any difficult times and help teach them new life skills ready to deal with adult life as we learn most of what we know as adults through our parents, teachers and peers.
Children in residential care, before they come to us often have been moved to numerous homes, and will never feel they can rely on any one as they will think everyone will leave them at some point so will not form any attachments to anyone. In landsker we try to have a low turnover of staff so that we can have a consistent approach throughout the company and try to engage in activities play and therapeutics to gain a strong and positive relationship, which will then help engage the young person more in their transition periods as they know they can turn to and rely on for support
4.3 Evaluate the effectiveness of positive relationships on children and young people’s development.
Children and young people go through many transitions through their young life as they start to become an adult and will learn life skills as they start to grow and through these young years will have guidance and support from families, friends and teachers, which they will know they will have people who they can rely on who can help them through any difficult times and help teach them new life skills ready to deal with adult life as we learn most of what we know as adults through our parents, teachers and peers.
Children in residential care, before they come to us often have been moved to numerous homes and will never feel they can rely on any one as they will think everyone will leave them at some point so will not form any attachments to anyone. In landsker we try to have a low turnover of staff so that we can have a consistent approach throughout the company and try to engage in activities play and therapeutics to gain a strong and positive relationship, which will then help engage the young person more in their transition periods as they know they can turn to and rely on for support.
LO 5: Understand how assessing, Monitoring and recording the development of children and Young people informs the use of interventions.
5.1 Explain different methods of assessing, recording and monitoring children and Young People’s development. & 5.2 Explain how and in what circumstances different methods for assessing, recording and monitoring children and Young People’s development in the work setting.
By assessing and monitoring the needs of the YP’s on a daily basis, we are able to notice if there are any developmental issues and if they are not progressing to what should be expected of them, whether it be educational, health or behavioural. And over time build up a bigger picture of the YP’ development. There are many ways in which we do this.
Observation: this is done daily by gathering all information about a YP’ and is recorded, this can be done either formally or informally by either just watching how they react or do in certain situation or by engaging with them and seeing how they perform behaviourally or developmentally.
Assessment: with all information gathered, it is analysed against expected patterns for the YP’s development and what they should be achieving.
Planning: from observations and assessments, care plans and other plans and objectives are put in place to best suit the needs for a YP to develop or help change their behaviours.
Evaluation: this is based on the planning objectives to see if they were successful or not and to then go through the process again and set new goals for the YP’s to achieve.
Assessment framework: From every child matters, there is a national framework in UK put in place called the, National assessment framework (CAF) this is an aid in which to help frontline services, which is put in place to identify early the main and any additional needs a child or YP needs.
Standard Measurements: are done by professionals and based on their professional opinions, observations and assessment of the YP, this could be in how they behaviour is or their developmental stages i.e. phycologists, GP, opticians or teachers. Al this information will then be passed on to individual agencies and the carers or parental guardians. To put in place action plans, objectives or any medical needs the YP may need.
In my work setting of Landkser care Greenmeadow house, we have lots of ways we assess record and monitor YP’s development. In a locked cabinet in the office are numerous files where we will record all aspects of a YP’s life depending on what they do that day.
Daily File: The main recording system we use as carers is the daily log, what this is, is questions on a piece of paper with headings of Emotional, health, relationship with staff, relationship with YPs from the house as well as relationship with peers outside house, care plan issues, behaviour management issues, community contact, family contact and therapeutics. We then assess what a YP has been like or done that day and will record all the information onto these daily’s. These are numbered and filed away and ready to be inspected or to be looked at by any other professionals or inspecting body’s. At the end of the month all these daily’s are used to form what is called a Monthly report, where all data is put in, and then given to social worker and family. From this monthly report after 6 months, usually a LAC review will be held for the YP and these monthly reports will be what all the LAC reviews members will go off, and then come up with a plan of action for the next 6 months.
Medical File: This is an important file as it has all the medical needs of a YP, In this file are sub headings for many different aspects of a YP medical needs. Medication, GP, dentist, opticians, CAHMS, monthly Height ; weight and a few others depending on what professionals are seen. When a YP sees a professional, a log needs to be filled in with all the correct information of what happened and if any plan of action is needed as well as any prescribed medication, these will be filled under the correct sub heading to easily recorded and find for future reference and will be used in a monthly report. From all this we can build up a picture of the YP medical needs and if over time there is some pattern, or a health profession thinks there could be something wrong we have logged everything to give as evidence and action plans can be made to best suit the YP. For example, the height and weight chart, we can see from this if any dietary needs are being meet and if we need to change something in diet or meal plans if they are obese or is starting to get obese.
Therapeutic file: When a YP comes to us they undertake therapeutic measures to help them have the tools and skills to cope with what ever it is that they need help with, I’ve had to help YP with anxiety issues so used the anxiety gremlin book to give them the skills in how to deal with anxiety, another YP has anger issues and so we used the Volcano in my tummy with gives activities to do regarding anger, and each YP will come with their own therapeutic needs so when their placement starts with us they are assessed by their social worker, daily records, a questionnaire and first few weeks and months to come up with a PCP (Priority Care Plan) which will outline any therapeutic work that should be done. There are several ways in which we carry out therapeutics from their daily reflectors in the night to ask them how their day has been and what could have been done differently, to BUMP in the road where if a given situation is coming up i.e. family contact, we will talk about different aspects of the contact and how we would like it to go and also what to expect, such as a family member cancelling contact and how they would react to this to give them the skills to be able to deal with this. All this therapeutic work is then written up and details such as how did they respond to this work as well as what was done and filled away, a lead person for therapeutics will look over any work done to make sure the correct work is being done, to also assess if the work being carried out is helping the YP or if it needs to be adapted or changed as well as give constructive criticism to the RCW (residential care workers) who carry it out to help them come up with ways In how to engage the YP’s in therapeutic work so as to get the best out of the session to give the YP’s the skills and tools they need to overcome a certain obstacle.
Personal Education Plan (PEP): This is done through the school in how to assess their reading writing and other educational needs, and plans put in place for YP’s to achieve certain outcomes, the YP’s will know this as well and have a board in the school to show their progress, as RCW we will have to implement this to give the YP’s the help they need to carry this out, at night times we will settle a YP and ask the to read a book during settling, we will then record this on a daily reading reflector and each week the teacher will look at this and asses on what action to take in their reading development.
Care Plan: These are put in place pre-placement when a child first arrives with us at Greenmeadows and are put in place by social workers and managers to help safeguard as well as promote the interests of different aspects of child’s life i.e. health, family, education needs and placement plans. In the care plans will be pre-placement information to give brief history on what the YP has been through, their current situation, and any action plans and objectives needed to implement the care plan. It is important as RCW, seniors and Managers to read up on this and to also as time goes by add to the care plan, as these will usually be re written every 6 months or sooner. So through our own observations on a daily basis can add any relevant information to the care plan as the needs of the Yp’s change. The care plans will then be assessed to see if we are carrying out the actions put in place.
BMS file (Behaviour Management Strategy): From the care plan, pre placement information and current behavioural issues, that are constantly being observed and assessed daily by each team member, senior and manager, a BMS plan is put in place to help manage and deal with different behavioural issues that arise, as every day can be different and a new behaviour emerges, so as RCW’s we need to be vigilant and spot any new signs of behaviours so as best to deal with them, we do this by writing in the BMS file any new updates, and action plans are then put in place on how best to deal with the behaviour. From constant observation we noticed with a YP in our house that when we told him of a upcoming family contact, he wold get hyper, excited and also his behaviour would drastically change as he would be anxious as well as excited to have family contact, even with BUMPS in the road therapeutics about if contact got cancelled, he couldn’t be able to deal with this and so would have behavioural problems for days. through this observation and recording, we came up with a plan not to tell him of any plans until last minute to best help him deal with this anxiety of contact. Through this we saw less behavioural issues and incidents.
Independent Living Skills file: based on previous and ongoing assessment of the YP this book is full of up to 90 individual skill sets that YP’s should try to reach and attain to best help them when they leave up and go on to be an adult. We are given a tasks each month to give the Yp’s and help them achieve through learning and development and then scored out of 5 on how they done and if more learning is needed or if they are competent enough, it could be from cooking a meal, to tying a shoe lace to how they are able to keep on top of their own hygiene without much help from anyone. We then log, record and file away, we will mark down what level is reached and from this new action plans for their development will be put in place.
Team ; senior meeting / supervisions: these are when we talk about how our own work practise, and are given constructive criticism on how best to achieve certain action plans for the month as this will help us to be better in our work practices to help YP’s achieve their developmental stages, as well as talk about individual YP’s and how we can implement any changes to hep YP’s in an area we all think needs to be improved or if professional help is needed. This is all recorded down and sometimes depending on the information through team meeting and supervisions care plans and BMS are updated.
5.3 Explain how different types of interventions can promote positive outcomes for children and Young People where development is not following the pattern normally expected.
There are many types of interventions that are needed and available to YP’s who need the intervention when their pattern of development is not expected. Early intervention is critical at a YP’s young life as if not picked up can have a long-lasting effect on their mental and physical wellbeing, so it is of vital importance that all health professionals, carers, social workers and parental guardians pick up on any signs or developmental problems early on, so they can get the help they need. The types of intervention are.
Social workers: Social workers will work closely with the family of a YP that may be at risk to assess any needs of the YP or family may need, they then put in place plans for the family to follow in order to help keep the family together. They will also work closely with other professional to get the best help for the YP and will form a professional working relationship with the family so they can also turn to the social workers in times of need. If deemed that the child is at risk the social worker will then take the YP from the home an place in either adoptive, other family or care hoe setting in order to give the best outcome for that YP, even though this may be a hard decision to make taking YP from the family it will be a positive outcome as there would be ground for doing so, such as neglect or abuse which could affect ether physically or mentally the child’s ability to develop.
Health care professionals: Over the course of a young person’s life there are many people that a child will see that could identify any problems, the first people YP’s would see are the doctors/GP, Nurse and health visitors in the first few years of a YP’s life, they will have exams at every certain point in first few years to test their hearing sight and speech to make sure they are developing the way they should be, and these professionals will then make a report or refer to specialist doctors if they feel a YPs development is not what it should be, if it is undetected in these first few years and a child enters school the teachers can assess how their speech and communication is through lessons, they could then refer if they believe a child is behind in their speech language or communication to a specialist speech therapist who would then put a plan in place to help that YP.
A Parent could also go to the GP and ask for help if they believe their child is having problems with their speech or If the child comes under a social worker, a social worker could see if a child is having problems with speech or communication and then refer them to specialists, if a YP end up in a care home, that child will have what is called a LAC (looked after child) review in which would sit the house manager, social workers, teachers social workers and key workers every 6 months, where they would discuss all aspects of a child’s development including their speech and communication and a plan would then be drawn up to help that YP, using all these agencies and teams give a positive outcome for the YP and helps the YP’s as there are a lot of ways in which any form of speech or communication problems can be identified and plans put in place to help.
Behaviour support Team: These are Specialist teachers, teaching assistants welfare officers, councillors and psychologists with specialist training to give help to parents / carers to help children in school who experience social, emotional and behavioural difficulties. As there is usually a reason why a YP will have these problems through either speech delay, literacy difficulties or medical conditions, so these groups of people will give effective support and try to promote positive behaviour, they can also develop and review school polices to help support YP’s.
SENco: Special Educational Needs Co-ordinator are people who will assist YP’s who are SEN (Special Educational Needs) and will work closely with teachers, education psychologists or other professionals to try develop ways of overcoming barriers to a YP’s learning and that they receive effective teaching through assessing the child’s needs and setting targets for improvement. They will also make sure a school implements the SEN code policy within schools to make sure schools promote the inclusion of all pupils with disabilities or special needs.
Education Psychologists: They work in schools and will look closely at a child’s learning and carry out different strategies and tasks to enhance a YP learning, and through either directly working with a YP and giving guidance and assessing their progress and give counselling or work indirectly by engaging with the YP teachers, parents/carers or other professionals. They will write up reports to be given to individual specialists who will then help the YP based on these reports.

5.4 Evaluate the importance of accurate documentation regarding the development of children and Young People.
At Greenmeadows we have lots of paper work for each child from when they first arrive with us and information from social workers is past on, this information is then a reference on how we as carers in their first few weeks will try to work from, so it is important that the social worker has given us UpToDate information on a YP, as in past we had information saying a YP,s behaviour was a certain way and what they had recently done but then found out that the information was many months out of date so in first few days and weeks we were unaware of these changes and if we had known them sooner we could have prevented incidents occurring within the home so it is important that we get UpToDate information as soon as possible to best give the YP the care and support they need.
Record keeping is a key and very important role in my job role as it gives all the information about a YP behaviour and development, and through logging things such as medical notes, therapeutics, daily’s, life story work and independent living skills we can asses on a daily basis and plan for future activity and learning, as well as evaluate our own work practices to see what things work and don’t work. As a YP stays with us their behaviour and development changes almost daily, so it is important we track this progress to see if they are following the plans and strategies put in place as well as developing to where they should be. As mentioned a YP’s behaviour and development changes daily as well as their care plans and BMS (behaviour management strategy) so in my job role it is important to log all details accurately and as soon as possible, as we have 3 and sometimes more days off in a row as we work 24 hour shifts, and anything can change during this time, so with accurate logging, we can read up and make sure we are following the correct care plans and BMS.
It is also a legal requirement for accurate logging of any information to the YP such as daily’s which are numbered, medical notes, care plans, BMS, which will be inspected by local authorities and internal regs.

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