Tag Archive: key

What Works to Enhance Inter-Parental Relationships and Improve Outcomes for Children?

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The Early Intervention Foundation have carried out a review of ‘What works to enhance inter-parental relationships and improve outcomes for children.

Key findings include:

  • The quality of the inter-parental relationship, specifically how parents communicate and relate to each other, is increasingly recognised as a primaryinfluence on effective parenting practices and children’s long-term mental health and future life chances.
  • Parents/couples who engage in frequent, intense and poorly resolved inter-parental conflicts put children’s mental health and long-term life chances at risk.
  • Children of all ages can be affected by destructive inter-parental conflict, with effects evidenced across infancy, childhood, adolescence and adulthood.
  • The context of the wider family environment is an important factor that can protect or exacerbate child outcomes in response to exposure to inter-parental conflict. In particular, levels of negativity and parenting practices can exacerbate or moderate the impact of inter-parental conflict on children.
  • Inter-parental conflict can adversely affect both the mother-child and father-child relationship, with evidence suggesting that the association between inter-parental conflict and negative parenting practices may be stronger for the father-child relationship compared to the mother-child relationship.

http://www.eif.org.uk/

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Ensuring that children’s emotional needs are assessed and identified

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[Mainstream schools] need to have a mechanism of ensuring that children’s emotional needs are assessed and identified…(and) can’t slip through the net. [Taking into account] the most important aspects of children’s development, their emotional needs, rather than where they are on various key stages.  We need to ensure that schools are resourced for providing this range of services. (From: here)

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We are a small school which young people attend while they are a patient. We develop a personalised learning plan with the young person in liaison with teachers at your home school. We cover a wide range of subjects at key stages 3 and 4 and can support young people with key stage 5 subjects if they are already enrolled at college. Pupils are able to sit exams here too.

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Tensions between friends and friendship groups are a key feature of young people’s lives. These are expected and accepted. It’s a learning opportunity.

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We conduct an initial family meeting in which we seek out their hopes, concerns and expectations. We contact allocated key family members prior to ward rounds and get them in care plans and so on. There should be no divide between the family and the professionals.

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Support plans include a record of the key outcomes and targets to be achieved (e.g. improved family functioning, improved household management skills, reduction in antisocial behaviour). From https://www.gov.uk/government/publications/intervening-to-improve-outcomes-for-vulnerable-young-people-a-review-of-the-evidence

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Whilst staying with us young people have their own ensuite bedroom with their own key.

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If young people feel that an incident of restraint is unfair and they are unhappy with it, then they have a right to discuss this with their Key-worker and/or the unit Advocate.

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Mealtimes are key

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“Mealtimes are a key part of our treatment programme.  We know these can be a scary time and we make sure meal times are as comfortable as possible.”

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Children with special educational needs and disabilities

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The new arrangements for children with special educational needs and disabilities (SEND)

The SEND reforms introduced by the Children and Families Act 2014 aim to change this, with a focus on two key themes: greater cooperation between education, health and social care and a greater focus on the outcomes which will make a real difference to how a child or young person lives their life.

For too long, health has been the missing partner in the SEND system. These reforms change that – they implement a holistic approach to supporting children and young people with SEND in all aspects of their life.

The guide below explains the duties and responsibilities of health professionals who deal with children and young people with special educational needs and disability (SEND) and their families.

Download link: 0 to 25 SEND code of practice: guide for health professionals

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