ModTwoSlides

Slide1: 

Developed by TAC (a part of CfBT) on behalf of CWDC CWDC Induction Training Programme for level 3/4 children’s workforce practitioners: Generic modules

Overview of Module 2: 

Overview of Module 2 Theme 1 - Human need, learning and development Theme 2 - Attachments, boundary management and child development Theme 3 – Understanding behaviour Theme 4 - Understanding contexts

Slide3: 

Theme 1: Human need, learning and development Module 2

Development of the child and young person: 

Development of the child and young person The study of the processes that underlie an individual’s growth and change in behaviour over time Examines development and change across a broad range of functions including: motor skills, problem solving abilities, conceptual understanding, acquisition of language, moral understanding, and identity formation

Key issues underpinning development: 

Key issues underpinning development There are three main issues to consider in human development:

Maslow’s hierarchy of human needs: 

Maslow’s hierarchy of human needs

Cycles of Development – An Overview: 

Cycles of Development – An Overview

How development is supported and hindered: 

How development is supported and hindered Affirmations provide the child with encouragement and permission to try out tasks Parent/carer stress, personal circumstances etc can mean that affirmations are not given and child might be discouraged/prevented from trying out tasks This can lead to gaps in social and emotional development – which can become apparent through behaviour. ‘Difficult’/’Challenging’ behaviours therefore become indicators of developmental needs From theory to practice: This model encourages adults to consider the developmental needs a child/young person’s behaviour might be indicative of. As a result, support plans and interventions become positively framed

Self-esteem: 

Self-esteem Self esteem is defined in Maslow’s hierarchy as: Competence / achievement Respect Recognition Self-esteem is a very difficult factor to define. In general terms. It involves: Beliefs about ones self that can vary greatly in different people, eg competence/incompetence, able/unable, good person/bad person Associated emotions eg hope/despair, pride/shame

Prochaska and DiClemente’s stages of motivation and change: 

Prochaska and DiClemente’s stages of motivation and change

The importance of play: 

The importance of play Play is how children experience fun and joy Through appropriate play children develop their personalities and a positive sense of self, realise their potential and experience success Play unlocks children's creativity and imagination, and develops reading, thinking and problem solving skills as well as motor skills Through play, children process and manage emotions, and understand and interpret the world around them Play helps children learn relationship and social skills, and develop values and ethics Play provides the foundation for learning including language, reading, thinking and reasoning skills.

Slide12: 

Theme 2: Attachments, boundary management and child development

Attachment theory: 

Attachment theory Attachment theory refers to the special nature of relationships that are very close. Attachment is the psychological tendency to seek closeness to another person, to feel secure when that person is present and to feel anxious when that person is absent. John Bowlby, one of the most influential theorists about attachment, described attachment as an emotional bond that impacts on behaviour “from the cradle to the grave.”

Four main attachment styles : 

Four main attachment styles

Boundary management: 

Boundary management

Aspects of boundary management: 

Aspects of boundary management

Developmental theories: 

Developmental theories There is a vast amount of research and large numbers of theories that underpin developmental psychology. Three theories that may be useful to practitioners are: Piaget’s cognitive development theory Vygotsky’s social learning theory Erikson’s theory of psycho-social development.

Theme 3: Understanding behaviour: 

Theme 3: Understanding behaviour

The iceberg: 

The iceberg

Working to change challenging behaviour: 

Working to change challenging behaviour There are no simple solutions - but there are a range of approaches. The effectiveness of each approach will depend on: An effective, open and honest working relationship Selecting the most appropriate approach. Not every approach will be suitable to use with every child or young person or in every situation. The time available for the work The confidence, ability and training of the practitioner to implement the approach. Approaches must work to change the hidden as well as the observable aspects of behaviour.

Slide21: 

Theme 4: Understanding contexts

Eco-systemic theory: 

Eco-systemic theory

Resiliency: 

Resiliency “Resilience is a universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” (Grotberg, 1995 Resilience is the “capacity to spring back, rebound, successfully adapt in the face of adversity, and develop social, academic, and vocational competence despite exposure to severe stress or simply to the stress that is inherent in today’s world (Henderson and Milstein, 2003: 7)

Activity: 

Activity Think of a child/young person you are working with: How do you think they would complete the 3 statements: I am Other people are Life is How might you help to affirm the positive responses? How could you begin to challenge the more negative responses?