Analysis of a Child This assignment describes and analyses my involvement with a 13-year-old client Joe Smith, who was temporarily supported under section 25 (voluntary) of the Children's (Scotland) Act 1995 to be Looked After and Accommodated by the Local Authority. The process of intervention will be discussed from pre-engagement, assessment and gathering of information to client interaction and networking with other agencies. Using reflection, I will critically analyse how I planned and responded to the needs and risks in regard to Joe, and assess my role and the impact of my intervention. I shall also discuss my learning outcomes and the process of supervision. The theoretical knowledge gained and relevant legislation will be considered to demonstrate how I applied these in my practice. I acted in accordance with agency policies and procedures regarding the client's rights and confidentiality, by asking the family's permission to write about the case. I advised the family that the names would be changed to ensure confidentiality and that access to the assignment would be for course purposes only. (Social Worker Records Groups 1989) I also advised the family that they had a right to read my assignment in accordance with the Data Protection Act (1998) and under section (2) of the Access to Personal Files (Social Work) (Scotland) Regulations 1989 (Mays, 2001, p379) I felt it important to inform and involve the family, as a form of empowerment and to protect the agency and myself and to ensure good practice. (Orme & Coulshed, 1998,p41) Context of Placement The Area Team is situated in the periphery of a large city, whi... ... middle of paper ... ...- [1] Section 3 (1)(b) Children's (Scotland) Act 1995 [2] Section 11 of the Children's (Scotland) Act 1995 [3] Section 54(b) of the C (S) A 1995. [4] Section 52 (2) (a) of the C (S) A 1995. [5] Section 25 (1)(c) (7)(b) of the C (S) a 1995. [6] Section 25 (voluntary) C (S) A 1995 Act. [7] Section 25 voluntary of the C (S) A 1995 to section 73 (4) of the C (S) A 1995 naming the Children's Unit as the place of residence on Joe's Supervision Order. (Looked After and Accommodated Children) [8] Section 17 (3)(a) C (S) A 1995 [9] Section 17 (3) (d) s. 22 (1)(b) of the C (S) A 1995, section 30 of the Education (Scotland) Act 1980 [10] Section 17 (3) (a) of the C (S) A 1995 [11] Two counts of Breach of the Peace. Five counts of Assault involving two male and three female members of staff.
Washington Law Review, Vol. 86, Issue 4 (December 2011), pp. 841-874 Barnum, Jeffrey C. 86 Wash. L. Rev. 841 (2011)
... discussed within the scope of this paper but can be found in parts 3745-81-80 to 3745-81-90 of the Administrative Code (OEPA, n.d).
...tion Act of 1990. I had read this act before and strongly support its existence.
The General Court. "General Laws." : CHAPTER 265, Section 37. 2014. Web. 20 Apr. 2014. .
America”. The Georgetown Law Journal. 80.95 (1991): 95-129. Georgetown Law Library. Web. 16 Jun 2014
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Ricky Brown, Et al, v. State of New York, 89 N.Y.2d 172, 674 N.E.2d 1129, 652 N.Y.S.2d 223, 65 USLW 2355 (1996)
In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.
Norris, J. A., Garinger, G., & Kurtz, N. C. (1979). Selected recent court decisions. American Journal of Law & Medicine, 5(4), 1-2.
People v. Jones, 792 P. 2d 643 - Cal: Supreme Court 1990. Supreme Court of California. 28 June
"Preamble | LII / Legal Information Institute." LII | LII / Legal Information Institute. Web. 26 Sept. 2011. .
102nd Congress. "Thomas Library of Congress." S.268 -- Special Needs Adoption Assistance Act of 1991. 24 Jan. 1991. Web. 2 Mar. 2012.
My hypothesis was to determine the effects of maternal presence versus absence on sibling behavior.
195 F.3d 645 (11th Cir. 1999), and United States v. Pearl, 89 F.Supp.2d 1237 (D.Utah 2000).
Observation is important as the practitioner can find out what the child is interested in and what motivates them to learn alongside their progress and how they behave in certain situations, additionally at the same time it identifies if children need assistance within certain areas of learning or socially (DCSF, 2008). Furthermore the observations check that the child is safe, contented, healthy and developing normally within the classroom or early years setting, over time the observations can be given to parents as they show a record of progress which helps to settle the parent and feel more comfortable about their child’s education. Observations are not only constructive within learning about an individual child, they can be used to see how different groups of children behave in the same situation and how adults communicate and deal with children’s behaviour (Meggitt and Walker, 2004). Overall observations should always look at the positives of what children can complete within education and not look at the negatives and all observations should become a fundamental part of all practitioners work alongside reflection (Smidt, 2009).