Goal 1: Kayla will improve her social functioning. • Kayla’s teacher and family coordinator were forthcoming with information pertaining Kayla being registered for school next school term. • Kayla’s teacher informed the QP Kayla’s foster mother did not turn in her permission for her to go on a field trip, in addition they are always sending home documentation about registration, but none of the paperwork is returned to school. • Kayla’s teacher reported, “Kayla is smart and can be a good a helper; however, Kayla does come to school and talk about both of her families and she is glad Kayla feels comfortable with her teachers to share the difficulties she experienced.” • The family care coordinator shared, “no one has registered her for anything she automatically gets a …show more content…
spot in Head Start since she participated in last school term.” • The family care coordinator acknowledged, “there were 3 other programs Kayla could have qualified for, but no one turned in any paperwork on her behalf.” • The family care coordinator shared, “the foster family and the social worker can complete paperwork on behalf of Kayla; however, they received paperwork for summer camp at the last minute for Kayla which was completed by the DSS social worker.” • The family care coordinator informed the QP the deadlines have past and Kayla cannot be enrolled in the other programs.
• The family coordinator commented, “Kayla is 4 and could have possibly went to the More at Four program which is a federal fund preschool program within Durham Public school, but I am not sure they have space available.” • Kayla made slight progress with improving her social functioning, as indicated by Kayla having a spot in the Head Start program; however, Kayla’s foster mother plans to change her educational setting due to the scheduling conflicts. Goal 2: Kayla will comply with the treatment recommendations of her medical and mental health providers. • Kayla’s foster informed the team of Kayla speech issues with pronouncing words, articulation, and understanding her at
times. • Kayla’s teacher stated they do not offer developmental assessments; however, they make recommendations to the parents for them to follow up. • Developmental Therapy Associates, Emerge, Duke, and Kids Sprout Therapy offer intake assessment to assess what the child needs are. • Mrs. Smith introduced herself to the QP and offered to answer any questions needed to proceed with getting services started. • Mrs. Smith informed the QP, “we need a medical referral from a doctor listing the concerns with the child’s speech before they can proceed with the intake or they can fax a form over to the pediatrician office for them to complete if the problem has been discussed with the pediatrician.” • Mrs. Smith shared, “their agency accepts Medicaid, NC HealthChoice, Medcost, Cigna, and Blue Cross Blue Shield. • Mrs. Smith reported, “they offer occupational, speech, handwriting clinic, and pediatric dysphagia.” • Mrs. Smith suggested the QP proceed with making a referral for an assessment to determine if Kayla does have speech because it is ideal to treat the issue while she is young. • Kayla made moderate progress with complying with treatment recommendations, as indicated by gathering information on developmental services to address possible speech issues.
...ices, the medical field, teachers, and administrators could all benefit from reading about Kathy and her family. People who are considering taking part in fostering certification should definitely read Another Place at the Table. The events she walks the reader through are not common events taking place in the traditional family. It would help any professional who may be exposed to the Social Service System to understand the systematic process that a child in foster care experience, the good, and bad. So many professionals are mandatory reports and they know nothing about the system as it relates to the child’s experience. Hearing how these children and the foster homes they occupy could benefit from quality assistance and support would provide improvement to the system.
Person centred care means basing the care and support of a person around them. Looking at things from their perspective, promoting their beliefs, preference, likes and dislikes. They are involved in the development of their support plans, risk assessments and what they want to achieve. They determine what they want and how they want things doing. It promotes their individual needs and what is important to them. We listen to the individual and find out about their wishes and look at ways of carrying this out as safely as possible. We work with the individual, their families and others to empower the individual and to promote independence in their lives and ensure that the individual is supported to maintain their lives as they
By what has been presented Jimmy didn’t seem to have a positive and loving environment. His mum drank and had mental health problems. How did these factors occur? A possible lack of support for bringing up a child alone or Social-economic factors. Another area could be living in an area where people were living below the poverty line. In this instance there wouldn’t be any close ties with other people who live in the area. Being isolated in this instance with no social support from others who live close by may have had an impact on her. Having someone come out either someone she knows well or a social worker is a good social interaction with others. This can help his mum from a point of How are you doing? Do you need additional support?
In this task, P1, P2 AND M1 I am going to explain the role of successful communication and interpersonal interaction in Health and Social Care and discuss the hypotheses of communication and afterward, I will likewise assess the role of effective communication and interpersonal collaboration in Health and Social Care with reference to theories of communication.
Within the care system there are two different routes in to care and these are voluntary care and compulsory care. Voluntary care is when the parent agrees for their child to be placed in to the care system and this care section is under section 76 of the social services and wellbeing act of 2014. Then there is compulsory care and this is when the imposition of a care order is put in place by the authorities. This is under section 31 of the social services and wellbeing act of 2014.
This case study will examine Klara’s biosocial, cognitive, and psychosocial development. The Desired Results Development Profile (DRDP) was utilized to observe Klara’s development. A DRDP is an established tool used to advance the quality of early care and educational programs in California (DRDP). Each domain of the DRDP is analyzed by the measures of, “exploring,” “developing,” “building,” and, “integrating.”
One of the five key principles of care practice is to ‘Support people in having a voice and being heard,’ (K101, Unit 4, p.183). The key principles are linked to the National Occupational Standards for ‘Health and Social Care’. They are a means of establishing and maintaining good care practice. Relationships based on trust and respect should be developed between care receivers and care givers, thus promoting confidence whilst discussing personal matters without fear of reprisal and discrimination.
meeting educational, health, social service, and parental needs. “Head Start also wants to help bring about a greater degree of social competence in these children (Mallory and Goldsmith, 2002).” The program has met a goal of impacting child development and day care services, and the increasing availability of services offered to low-income families and their children (US Department of Health and Human Services, 2002).
“I always knew I wanted to be a teacher,” she stated. Her passion for helping children with special needs was developed at a later age. The reason why Chris decided to be a special education teacher was because of two twin boys in her grade who had special needs. Chris was only in kindergarten at the time, but she recalls that one of these boys did not get to go to school. The other boy, Jimmy, could come to school, but he would have to leave halfway through the school day. Chris was confused and upset about how Jimmy could not be at school and asked her mom about this. The reason why Jimmy and his brother were not at school was because there was no special education program. This moment, even though she was in kindergarten, shaped Chris’s plan for her
I spoke with Tanisha Washington at the operation on 12/14/15. Tanisha said she has worked at the operation for 9 years. Tanisha said she has worked in all the classrooms and had recently became the Assistant Director. Tanisha said the only injury she is aware that has happened at the daycare is when Acelyn fell on the playground and cut her head. Tanisha said she did have a recent phone call from a mother who said her child had been hit by another student while at school and a bruise was left. Tanisha said she spoke with the two girls (Jakayla and Dejah) and discussed with them that game where we hit our friends is not acceptable at daycare. Tanisha said Menkeena Hinson, Jakayla's mom did come by the office the same afternoon to show her the
Kin caregiver’s plan to use identified family and community supports to meet the needs of the Child
At this point Malia was two and a half years old and this is where I began to take issue with the evaluation process.The process was a one day period where up to twelve doctors, psychologists, speech pathologists, audiologists, and occupational therapists each spent thirty minutes with Malia, evaluating her based on standard tests. After six hours with Malia, the professionals gathered together and discussed their conclusions. After their discussion, they called Malia and me in. They told me that their diagnosis for her was "a mild conductive bilateral hearing loss, language disorder and borderline intelligence."That was all the information they gave me, other than to tell me that Malia's pediatrician would receive a report and follow-up accordingly.
Currently, the patient doesn’t seem to be able to break out of the cycle of worry/fear that she is in. It becomes more intense in some situations, but doesn’t seem to let up or she’s able to let it go
Megan came into the room enthusiastically and very willing to communicate. She is a very happy and confident girl who says that she loves school. We had a casual conversation where I explained that I would be doing everything that I could to help her in school. I explained that I needed to find out exactly where she was having difficulties in order to help and to do this we would have to do some tests. Megan agreed to this without hesitation.
...uld not wait to hear all about it. Willow began by saying how much she loved it and could not wait to go back the next day. She told her mom about her new friends Lilly, Riley and Anna. Excitedly she said “Mom, you will never believe it, but I ate ants on a log for a snack!” “But really, it was just celery with peanut butter and raisins on it, and it was awesome!” She was thrilled when asked what she all learned, she told Hazel she could count her numbers, write her name and how to introduce herself to new people. Willow’s eyes lit up when she told her mom that she went down the really tall slide two times. Then Willow said, “I love you, Mommy, for bring me here.” Hazel then realized how much Willow enjoyed day care and thought it was a fabulous idea to send her there. Although parents want their children to stay home, it is important to have them attend a daycare.