A Placement Portfolio - Essay Example

A Placement Portfolio Table of Contents Table of Contents 2 Organisational Overview: Place2Be 3 Client Group Being Serviced 4 History of Place2Be 6 Organisational Philosophy 7 Referral and Assessment 9 Legal Requirements 11 Further Training for Volunteer Student Counsellors 12 Supervision of Volunteer Student Counsellor 17 References 18 Organisational Overview: Place2Be In the modern day context, individuals and families are often observed to face serious problems that restrict them from satisfying the basic needs of their children which in turn leads the young minds towards vulnerability. In such circumstances, the assistance of some external agencies can be observed as quite necessary which could provide valuable advice and counseling support to the vulnerable children’s behavior and emotions (EveryChild, 2012; UNESCO, 2012). Correspondingly, in the modern community setting, the need for such external agencies can be examined in order to improve the parent-children relationship as well as the relationship between children among the peer group. At the same time, children who have been facing problems due to instability in family aspects are often de-motivated which further hampers their self-confident by a significant extent (Crowther & Cowen, 2011). Hence, taking these issues in concern, agencies such as Place2Be aims at offering valuable services to the vulnerable children in order to enhance their confidence and provide them with a prosperous and peaceful environment where they can enjoy their childhood in peace and accomplish their dreams. Place2Be operates as a national charity that provides emotional support to vulnerable children in schools as well as their parents and school staffs. In other words, the agency is an integrated school-based service provider that offers smooth access to counseling and other relevant services. The agency firmly supports children with behavioral as well as emotional problems who often get deprived of receiving necessary help from statutory services. Furthermore, the agency also provides effective training and advice to the tutors and other staffs working in schools with the vision to assist them in reducing stress within the workplace and simultaneously rendering greater competency to deal with children’s psychological needs (Place2Be, n.d.). Client Group Being Serviced Place2Be primarily focuses on effectively resolving the challenges faced by children with this community. The agency offers counseling services to support children who are examined as more vulnerable to threats leading them towards involving in serious acts. Furthermore, the agency with its efficient counseling provided by the qualified and experienced counselor intends to enable children in becoming more confident in friendship and family relationship and thereby achieve the goals that can ensure them to enjoy their childhood and put their dedicated efforts towards learning (Department of Health and Welfare, 2012). In order to effectively meet the various challenges faced by school children, the agency addresses and supports the vulnerable children whose emotional and behavioral incompetencies influence their learning capacity to a large extent and disrupts the learning of other pupils as well. The agency offers various services which majorly comprise the following facilities. One to one counseling Weekly one-to-one sessions Trained counselor tailor sessions according to each child's needs Therapeutic approaches to encourage children to freely express themselves Place2 Talk Lunchtime drop-in-service with a counselor Open to talk Group work The agency also provides short-term group tasks on specific issues such as: Transition into secondary schools Bereavement Friendship Self-esteem Source: (Place2Be, n.d.) At the same time, the agency also attempts to engage the parents of the vulnerable children throughout the process of improving their children's life. In doing so, the agency seeks substantial supports and intends to work in partnership with the children's parents. Correspondingly, the agency offers dedicated counseling services to the parents and the guardians including the grandparents. The agency also provides valuable counseling to parents aiming at sharing their feelings and resolving problems effectively which can render a better environment to the children. However, as in such circumstances, it has often been observed that unstable family environment is caused due to personal issues, the agency maintains the high degree of confidentiality of the parent's feelings. In this regard, the agency offers various services to the parents and the guardians where they can: Talk about their concerns and worries with qualified parent counselor Receive practical advice on a broad range of parenting issues Address specific problems such as challenges or any violent behavior deciphered by their child at home Effectively deal with their past experiences Gain insights into new ways of managing life and making the family relationship stronger. In addition to the children and their parents, the agency also firmly recognizes the role of teachers and school staffs in shaping the behavior and resolving the problems faced by the school children. With this concern, the agency offers adequate consultation and helps teachers and school staffs so that they can develop practical approaches and behavioral traits to efficiently support children in overcoming their problems (Department of Health, Social Services and Public Safety, 2012). History of Place2Be Benita Refson, a professional counselor of adolescents, founded Place2Be in 1994 in the UK. Her experience as a counselor working with adolescents gave her the passion to establish the agency. She identified that majority of the children's problems are required to be resolved without any delay after its identification so as to restrict such hindrances towards the children's growth and thereby assist the pupil to view their life with joy and hope rather than being ridden with complications, fear, and challenges. The agency, since its start-up years, has already commenced 5 schools in London and currently provides its services to more than 174 schools engaging a wide-ranging student group comprising around 64,000 students every year (Place2Be, n.d.). Organisational Philosophy Place2Be believes that during the formative years, the external environmental changes cause a huge impact on the long-term development of the children in relation to their psychological as well as physical health. Thus, the agency intends to prevent the downward spiral situation which often begins in the childhood days of an individual and gradually gain momentum through adolescence. Through its philosophy, the agency also considers poor behavioral traits, low academic achievements, drug addictions and involvement in crimes as the major outcomes that may arise when children’s psychological problems remain unaddressed. Accordingly, the agency emphasizes on addressing the various problems of children that might have been contributing to their stressful attitude and likewise prevents them from indulging in such unhealthy practices (Dolera, 2013). The mission of the agency is to promote the well-being and prospects of various children as well as their families by offering them access to therapeutic and emotional support in schools with the use of proven models backed up by relevant research and training. Consequently, Place2Be have been established for addressing these problems often faced by children with a firm vision to develop a better community. The vision of the agency is thus defined to lead the world towards the direction where every child is able to avail the opportunity to grow-up healthy, witnessing minimum problems (Place2Be, n.d.) Focusing on these goals, the organization has established some core values which are intended towards safeguarding the rights of every child within the community and offering them with best possible services for the smooth accomplishment of the determined objectives. The core values of the agency hereby include perseverance of children’s rights, integrity within the society, compassion towards children’s healthy growth and creativity to render better prospects to the community (Place2Be, n.d.). Referral and Assessment The agency works with children, parents, teachers and school staffs, in order to effectively act upon the children's development, need as well as to efficiently solve emotional and behavioral problems faced by them (Whitaker & et. al., 2004). The agency, in its course of functioning and satisfying the various requirements needed for accomplishing the goals related to children welfare, emphasizes on making assessments in four major domains, i.e. the vulnerable children, their parents, the teachers and the other school staffs. Accumulatively, the assessment of these four domains tends to aid the agency in effectively identifying the needs of children within the community and hence, provides with a well-defined structure for the systematic address of the problems identified. It is worth mentioning in this context that the agency attempts to make effective assessments with due consent. In doing so, the agency further seeks that the consent should be in written, explicit and informed manner. Additionally, the consent should reveal the conditions where the information related to family, children or their feelings can be shared as well as the condition restricting or limiting the disclosure of information can be explained rationally. Subsequently, the agency records the consents of the referrers obtained on common assessment forms. Furthermore, the agency also intends to record the time for which the information shall be retained and the date when the information shall be destroyed to maintain confidentiality as well as to keep recording the necessary updated information. It is in this context that the agency seeks explicit consents if it intends to share the information with other agencies (Safeguarding Children, 2009). The agency also states that children can be referred by children themselves, or their teachers, their parents or carers and agencies attached to their schools. The agency is hereby responsible towards ensuring that consent is obtained from the referrer to disclose his/her identity to the family or other professionals. While taking referral, the agency intends to extract as much as information about the background of the information provider which may include their Full name Family address Identity of those with parental responsibilities Names and dates of birth Ethnicity and first language Any special needs of children or parents Causes of concern including details of any sources Child’s current locations Referrer’s relationship with child Information relating to parental knowledge Source: (Safeguarding Children, 2009) Legal Requirements The agency firmly abides by the various legislation passed by the UK government in protecting the rights of children within the community. It is worth mentioning in this context that the agency supports and works in accordance with the children’s laws enacted in the UK in order to effectively address the problems faced by the minors within the modern day society and create a situation where these children are free to lead their lives in the most prosperous way. For instance, the Children Act 2008 was enacted by the government in order to make some vital reforms in the statutory framework for the children’s care system in the UK. This particular Act was further incorporated to ensure that efforts of various social groups, such as Place2Be and other government programmes would result in high-quality care and support availed to the children. The Act also lays down provisions in order to enable local authorities to delegate their functions relating to children’s well-being and safety to social service providers. It is in this context that the Act requires social service providers to register under the Care Standards Act 2000. The Act also places general responsibilities of the secretary of state to promote the welfare of children in the UK. Furthermore, the Act requires that functions performed by the social welfare service providers to be treated as the functions of the local authority. In relation to this, the Act states that local authorities shall be equally liable for the activities performed by the service providers concerning children welfare (Crown, 2008). Additionally, the Children Act 1989 lays down certain guidelines for the local authorities, private agencies, and courts for matters relating to the protection and welfare of children. The Act also states that all the members of the commune can effectively assist towards protecting and promoting the well-being of children (NSPCC, 2011). Contextually, the Act ensures that appropriate training is available to all the staffs associated with schools or agencies such as Place2Be, with a duty towards effective protection of children rights. The Act thereby requires that social workers or the agencies should set clear priorities towards ensuring the adequate well-being of the children which needs to be explicitly stated in the strategic policy papers. Furthermore, the agencies should have clear and transparent accountability policies to compel with its tasks on safeguarding and promoting the well-being of children. Agencies hereby should also ensure safe staff and volunteer recruitment customs as along with the maintenance of updated and accurate records of the decision making actions (NSPCC, 2011). Further Training for Volunteer Student Counsellors The professional qualifications offered by Place2Be can be suitable for that student interested in: Enhancing their communication skills for working with children Progressing their through higher level of counseling training Applying for a position of a volunteer counselor within Place2Be Pursuing career as a children's counselor The training strategies of the agency are incorporated within the legal framework and are based the principle of protecting the children welfare. Contextually, the agency is committed to delivering superior quality training programmes that can support the student volunteers in their aim towards safeguarding and promoting the welfare of children in order to ensure effectiveness throughout the service delivering process. It is worth mentioning in this context that the agency believes that effective training programmes rendered to student volunteers can efficiently safeguard the welfare of the children by promoting A shared understanding roles and responsibilities Improved communication between professionals and students working with children Improved assessment and decision-making process Source: (Place2Be, n.d.) With this concern, the agency offers four levels of training courses for the development of counseling skills of the volunteers. These levels are presented below. Level 1- Taster Day: Counselling Children Workshop The Taster Day provides volunteer student counselors with an opportunity to experience Place2Be training and enables them to get an idea about the basic requirements for becoming an efficient children's counselor. The Taster Day is also determined as an entry point for all the professional qualification courses. Level 2- Award in Counselling Skills for Working with Children The level 2 courses intend towards equipping the students with basic counseling and therapeutic plat skills for performing the tasks of children welfare. The course enables the students to: Gain skills and knowledge regarding the techniques in order to improve communication and self-awareness necessary for the students when working with children Develop understanding children’s developmental needs with the application of effective attachment theory Gain insights about the range of creative strategies for supporting the children Source: (Place2Be, n.d.) Level 3 - Certificate in Counselling Skills for Working with Children The level 3 certificate course offered by Place2Be allows students to enhance their counseling and therapeutic skills for caring children and young people or adolescents. The course thereby facilitates students to qualify for placement in primary or secondary schools as a volunteer counselor. Stating precisely, the certificate course enables students to: Acquire knowledge of counseling skills for efficiently working with children Gain substantial knowledge that enables them to apply new knowledge within the context of schools, peer groups, and home environment Gain insights about the counseling theory focusing primarily on attachment theory Source: (Place2Be, n.d.) Level 4 - Postgraduate Diploma and Master in Counselling Children in Schools The Postgraduate Diploma and Masters Course in Counselling Children are intended to equip the learners to counsel children in any kind of environmental setting. On the successful completion of the course, the student will Gain professional qualification with respect to counseling children in their school environment Learn how to work therapeutically with children during difficult circumstances by engaging their parents, other family members, and teachers as well as staffs from their schools Enhance skills as a creative and reflective counseling practitioner Deepen the understanding of one’s own professional context Develop own philosophy as a counselor for children Source: (Place2Be, n.d.) Supervision of Volunteer Student Counsellor The agency constantly engages in supervising the performances of volunteer student counselors as soon as they join the agency which is continued during their association with Place2Be. Such supervision practices within the agency provide an opportunity for volunteer student counselors to work out their problems in order to obtain better knowledge regarding the agency operations and further establish a sound relationship with the supervisors. At the same time, in due course of time, supervisors are able to identify the strengths and weaknesses of the volunteer student counselors. An effective supervision policy within the agency further attempts to help the supervisors to work in areas where the students are not very strong and praise them in circumstances where they perform exceptionally well to develop the entire process as highly efficient. Contextually, the agency provides supervisory assistance to the learners that are indeed very supportive and professional (The University of Kansas, 2013). The agency with its effective training supervision intends to create the ethos that value working together, respect diversity, promote equality and confirm a child-centered service plan (Equality and Diversity UK Ltd, 2012). References Crown, 2008. Children and Young Persons Act 2008. Summary and Background. [Online] Available at: http://www.legislation.gov.uk/ukpga/2008/23/pdfs/ukpgaen_20080023_en.pdf [Accessed January 25, 2013]. Crowther, K. & Cowen, G., 2011. Effective Relationships with Vulnerable Parents to Improve Outcomes for Children and Young People: Final Study Report. Facilitators in The Development Of Effective Relationships With Parents. [Online] Available at: http://www.actionforchildren.org.uk/media/1109148/effective_relationships_with_vulnerable_parents_to_improve_outcomes_for_children_and_young_people.pdf [Accessed January 25, 2013]. Dolera, T. R. B., 2013. Student Teaching Portfolio. Scribd. [Online] Available at: http://www.scribd.com/doc/51907302/Student-Teaching-Portfolio-pdf [Accessed January 25, 2013]. Department of Health, Social Services and Public Safety, 2012. Improving and safeguarding Social Wellbeing. Overview of the Strategy. [Online] Available at: http://www.dhsspsni.gov.uk/swstrategy.pdf [Accessed January 25, 2013]. Department of Health and Welfare, 2012. The standard for Child Well-Being. Family Involvement and Consent for Medical Care in Out-of-Home Cases. [Online] Available at: http://healthandwelfare.idaho.gov/Portals/0/Children/AdoptionFoster/Child_Well_Being_Standard.pdf [Accessed January 25, 2013]. EveryChild, 2012. Making Social Work. Five Functions of Social Work. [Online] Available at: http://wearelumos.org/sites/default/files/research/MakingSocialWorkWork.pdf [Accessed January 25, 2013]. Equality and Diversity UK Ltd, 2012. Embedding Equality and Diversity into Everyday Practice. Equality and Diversity UK. [Online] Available at: http://www.equalityanddiversity.co.uk/samples/sample-embedding-equality-and-diversity-into-everyday-practice.pdf [Accessed January 25, 2013]. NSPCC, 2011. An Introduction to Child Protection Legislation in the UK. The Children Act 1989. [Online] Available at: http://www.nspcc.org.uk/inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953.pdf [Accessed January 25, 2013]. Place2Be, No Date. Making a Lifetime of Difference to Children in Schools. Our Story. [Online] Available at: http://www.place2be.org.uk/ [Accessed January 25, 2013]. Safeguarding Children, 2009. Section 2: Agency Roles and Responsibilities. Shared Responsibilities. [Online] Available at: http://www.safeguardingchildren.co.uk/section-2-procedures.html [Accessed January 25, 2013]. The University of Kansas, 2013. Providing Supervision for Staff and Volunteers. The Community Tool Box. [Online] Available at: http://ctb.ku.edu/en/tablecontents/sub_section_main_1146.aspx [Accessed January 25, 2013]. UNESCO, 2012. Social Work. Problems in Families. [Online] Available at: http://www.unesco.org/education/mebam/module_3.pdf [Accessed January 25, 2013]. Whitaker, T. & et. al., 2004. If you’re Right for the Job, It’s the Best Job in the World. National Association of Social Workers. [Online] Available at: http://www.socialworkers.org/practice/children/naswchildwelfarerpt062004.pdf [Accessed January 25, 2013]. Read More