No matter what social networks they use, teenagers are exposed to the same dangers. Remember that social networks are never related to the actual reality. Instead, they allow you to see what others want you to see. Unfortunately, what you see is usually far from the reality. This is one of the main minuses of online interactions. Plenty of people hide their actual identities behind some screens. At some point, the actual communication goes in the wrong direction. The same rule applies to the actual relationship. Whether you make a new friend or you talk to someone you have not seen in a while, chances are you will be introduced to a completely different person.
Level 5 Diploma Unit 9 Lead practice to achieve positive outcomes for children and young people in residential childcare January 2017
Answer is in essay format
1.1 Explain positive outcomes for children and young people that residential childcare services aim to achieve.
2.1 Establish a culture that focuses on the wellbeing of the child or young person
2.2 Lead child or young person centred assessments to identify support required focussing on strengths and abilities
2.3 Plan provision that meets the identified needs of children or young people
2.4 Implement provision that meets the identified needs of children or young people.
3.1 Analyse how the aims and objectives of the organisation and the nature of the work setting impact on engagement with families
3.2 Cultivate attitudes amongst team members that promote productive engagement with families
3.3 Implement practices that support pro-active liaison and engagement with families
3.4 Support team members to address situations with families where it may be necessary to advocate for the rights of the child or young person.
5.1 Summarise theories about how children and young people learn
5.2 Evaluate the impact of life experiences and other personal factors on the capacity of children and young people to engage with learning and with education
5.3 Support team members to engage children or young people in learning in ways that take account of the child or young person’s
d skills and talents
5.4 Manage the physical environment in ways that encourage learning.
6.1 Evaluate the benefits of leisure activities for children and young people
6.2 Evaluate the importance of unstructured leisure time for children and young people
6.3 Work with others to enable children or young people to choose how they use their leisure time
6.4 Work with others to support children or young people to access leisure activities
You will get marked on your ability to organise your ideas into paragraphs and to extend those ideas. This means that in order to demonstrate your organisational skills and essay writing skills, you must have an introduction, a conclusion and body paragraphs (more than one is a must – only one body paragraph does not show your ability to organise main points into paragraphs so your score will be lower for coherence and cohesion).
Majority of countries nowadays use English as part of their languages as a result of the development in tourism. With English language dominating globally, some people have come to think that, eventually, it will be the only language used in this world. Though, it will bring advantages in communication as a whole, the national identity of a country is also threatened as a consequence.
A leading Public Sector Organization, Ministry of Planning Development & Reform, based in Islamabad requires the services of following professionals in the project titled Development Communication:
Although social networks facilitate the actual communication and provide access to plenty of different sources of information, exaggerating with these communicational ways can bring in a series of negative consequences as it is stated in the social media essay sample. Unfortunately, most of these consequences aggravate proportionally with the excessive use of social networks. Not only they target the emotional development of a teenager, but they also affect the social life in an obvious way – even if the victim does not seem to notice the problem. The bad news is that in many cases, even parents experience difficulties in identifying these dangers.
This essay was originally part of this movement. I originally published it in July 2000. I wrote it, like most of my essays, as part of trying to understand the topic. At that time I'd used Extreme Programming for several years after I was lucky enough to work with Kent Beck, Ron Jeffries, Don Wells, and above all the rest of the Chrysler C3 team in 1996. I had since had conversations and read books from other people who had similar ideas about software process, but had not necessarily wanted to take the same path as Extreme Programming. So in the essay I wanted to explore what were the similarities and differences between these methodologies.
Most people – but especially youngsters and teenagers – should know that relying on virtual communication can be a good idea, but not if done excessively. If exposed to virtual communication incorrectly, they basically take a series of risks. According to a team of British researchers, all these risks target the actual development in multiple stages:
At the same time, it feels like social networks can facilitate the actual relationship, but this is only an illusion. Plenty of teenagers are afraid of making new friends, communicating, making friends and exposing themselves. Although social networks seem to help, they do not. Their effects go in the opposite direction, so they actually enlarge the distance between the affected person and the social environment.
Level 5 Diploma Unit 14 Implement a Positive Relationship Policy in residential childcare
Answer is in essay format
1.1 Critically analyse how socially aware behaviour and positive relationships interlink.
1.2 Explain why the link between behaviour and relationships is relevant to supporting children and young people in residential childcare.
1.3 Explain how strategies can be used to develop socially aware behaviour in children and young people by strengthening relationships.
1.4 Compare the impact on relationships of restorative approaches and other responses to socially unacceptable behaviour.
Be able to develop a positive relationship policy that promotes good behaviour and positive outcomes for children and young people
2.1 Research elements required in a Positive Relationship Policy and the rationale for each.
2.2 Work with children or young people and others to evaluate existing policies relating to positive relationships and behaviour management
2.3 Develop a Positive Relationship Policy that meets legal, ethical and statutory requirements for promoting socially aware behaviour using reflection and findings from the evaluation
2.4 Review systems for risk management and record keeping to ensure they reflect the Positive Relationship Policy
Be able to establish systems to implement the positive relationship policy.
3.1 Review systems for risk management and record keeping to ensure they reflect the Positive Relationship Policy.
3.2 Ensure systems are in place for children or young people to have access to support and the opportunity to feedback after any use of physical intervention or restraint.
3.3 Establish timeframes for regular review of the Positive Relationship Policy and associated systems.
4.1 Evaluate the knowledge and skills team members have for
a.) Building trusting and enduring relationships with vulnerable children and young people.
b.) Supporting children or young people to develop socially aware behaviour.
4.4 Implement systems that allow team members to reflect on their own practice and emotional responses after addressing an instance of negative behaviour.
5.1 Review the impact of the Positive Relationship Policy on relationships and behaviour in settings.
5.2 Propose improvements to the Positive Relationship Policy and systems.
6.1 Explain principles for the use of physical intervention and restraint with young people and children in residential childcare.
6.2 Analyse how understanding of child development and individual needs relate to the use of physical intervention and restraint.
6.3 Analyse how the culture of the setting and the approach to support for socially aware behaviour affect the use of physical restraint.
6.4 Review a range of checks needed to ensure that training in restraint addresses all legal, ethical and statutory requirements.
-Is this positive or negative development ? ( what structure I’ve to follow in this type of question ?) Body para 1 – negative side
Body para 2 – posivite side
It is same as advantage and disadvantage essay or some thing else ?
Hoping for your reply soon as my exam is on 25 Nobember