Explain How Different Types of Interventions Can Promote...

CYP 3.1 – 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. There are many different types of professionals who can offer support to children who are not following the expected pattern of development, the support is usually coordinated by the schools, SENCO (Special Educational Needs Co-ordinator). If a child starts school with a disability the SENCO will have been informed by the child’s parents prior to the child starting. The child may already be receiving support from a number of professionals. For example a child with a physical disability may well be receiving treatment from a physiotherapist, with exercises given to†¦show more content†¦Educational Psychologist A child will be assessed by an educational psychologist if there are concerns about their intellectual, communication and behavioural development. Assessments can be arranged by the SENCO or independently. The aim of the assessments is to find out why the child is not progressing and what support is needed in order for them to progress. Specific learning difficulties are often identified in this way such as Dyslexia, AHAD, Dyspraxia. Support and targets for the child are then set to help them achieve. The outcome of the assessments may involve the child referred to other professionals e.g. occupational therapist, optometrist, speech and language therapist, psychiatrist. The psychologist will advise the school on how to promote development for example, keeping verbal instructions simple. Keep stories and group activities short to match attention span. Additional Learning Support Additional learning support means giving children extra help or support so they can get the most out of their education and reach their fullest potential. This may mean for example a physically disabled child needs one to one assistance throughout the school day when moving around the school buildings. However it does not just apply to children who have long term difficulties or disabilities. For example a child who has moved school mid year may need additional support for a shortShow MoreRelatedExplain The Sequence And Rate Of Each Aspect Of Development From Birth 19 Years4523 Words   |  19 PagesUnit 1. Assessment Criteria 1.1.1. Explain the sequence and rate of each aspect of development from birth-19 years. At birth a baby relies on sight and touch for their intellectual development, they have limited language, and all information is processed visually, as a baby grows they develop intellectually by participating in imaginative play ie a box becomes a car or train or plane. They will also imitate and explore new behaviours and forms of play, their confidence will grow as they near theRead MoreEssay on Level 3 Childrens and Young Peoples Workforce Assignment 0234376 Words   |  18 Pagesunderstanding of children and young people’s development birth to 19 years. 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The Pact Analysis Essay - 1211 Words

The Pact Analysis Friendship is the support for most great inspiration. Friendship creates peer pressure, both positive and negative, and it is nearly unavoidable in everyday life. The author’s of The Pact were raised in the streets of Newark, New Jersey. They were faced with many dangerous decisions. Despite many tremendous distractions, they were able to apply knowledge gained from friendship and experience to help them through their lives to propel them to where they are today. As a child, I felt that having friends was the most significant cause in who I am today. Throughout my life I have had many friends who have influenced me in numerous ways, but now most of them have become distant acquaintances. Although the majority†¦show more content†¦For some reason, throughout my life I was blessed with people who told me positive things, and I believed them† (11). I can relate to George because he too had many people around him telling him positive things. Growing up is hard to do, and where you live has a lot to do with who you might become. My hometown was diminutive and old-fashioned. I lived in the country, and living in an urban area is contradictory to that of a city. Sam, on of the authors of The Pact, tells how the city is different from the country by saying, â€Å"[t]he sounds of gunshots and screeching cars late at night and before dawn were as familiar to us as the chirping insects must be to people who live in the country†(32). I am able to connect deeply to this quote because I am very familiar to the chirping insects that Sam makes similar to his own experience. While Sam, George, and Rameck were growing up, they were able to witness acts of violence at a first hand glance. Sam, George and Rameck had no choice but to accept this, and because of these experiences they gained knowledge, but not the same knowledge as me. I lived in the suburbs and the land was open and free. 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Main Street Analysis Essay Example For Students

Main Street Analysis Essay Sinclair Lewis makes point of the efforts that Carol produces to reform her new home. These efforts can be perceived by the townspeople as unwelcomed and unsuccessful. Some of Carols ideas are ludicrous, out of proportion and not ready for the slow-moving town. She tries several different approaches to reforming the town from the moment of her arrival. She goes from architectural reform to poetic reform to artistic to introducing liberalism to amusing social functions. All of these tactics she hopes will spring forth a reform movement to beautify and culturalize the town and people. Her initial attempts at bringing the town out of its shell consisted of throwing fun and exciting parties. Such as her Chinese house-warming party on page 66. She plans this social event as a way to bring the people out of their normal funeral parlor routine of sitting in a circle and making small talk. For the moment she is successful, but soon after she implements sledding, skiing and skating outings, p eople begin to recoil back into their normal routines. Again, Carol is frustrated with the progress of the town, and she soon feels rejected by the social elite at the Jolly Seventeen club on page 78. Her attempts to open the minds of the Jolly Seventeen to the issues of the lower class, backfires into a discussion of foreign incompetencies and laziness. Her reputation becomes the antithesis of Gopher Prairie social beliefs and structure. After presumably months of social reclusion, Carol is coerced to attend a meeting of the Thanatopsis club. She is revitalized and excited about this new opportunity she has been given to discuss a favorite topic of English poetry. Assuming an in-depth reading of selected poems and lively discussions will take up the time, she is startled by the biographical and historical information that is shown off as great literary papers. Her idea of starting a dramatics association after a night of charades, becomes such in the weeks to follow. She experience s the overwhelming control of small town politics and agreement with association that is exhibited in the play selection process. Her choice for the leading lady is dictated by the longing for social acceptance and the simple art of sucking up. She ascertains that her vision of the perfect play has been tainted by the unmotivated, unreliable and unscrupulous cast she has assembled. The consistent snide, off-handed remarks and unannounced, unwanted suggestions echo the toils of community theater groups across the present Midwest. Carol has wonderful aspirations and ideas to help awaken the sleepy town of Gopher Prairie, but she is held back by the stiff, stubborn close-mindedness of the small town. The obstacles she encounters are her own self-criticisms. It is quite true that the townswomen gossip about her to no end, but if she could stop and listen, they gossip about each other just as much. She does not comprehend that the common means of conversation in the town are achieved thr ough the criticizing of others. Carol will never attain her dream village if she does not learn how to communicate with, understand and work with the people of Gopher Prairie. Words/ Pages : 524 / 24

Early History of Japan The Battle for the Surrendered Realm

The Meaning of La Nuit in French S

The Meaning of La Nuit in French S La nuit, meaning night or dark(ness), is pronounced nwee. It is a frequently used French  intransitive noun that most often describes that part of the day when its dark, but its quite common, too, to hear it used figuratively, as a symbol of something dark or fearsome. Expressions Given that night is an unavoidable fact of our lives every single day, its natural that la nuit is used in so many idiomatic expressions. Here are a few: Bonne nuit.  - Good night.Il fait nuit. - Its dark.Passer une bonne nuit - to have a good nights sleepUne nuit blanche /  une nuit dinsomnie - a sleepless nightUne nuit bleue - a night of terror / a night of bomb attacksUne nuità ©e - an overnight stayLa nuit porte conseil. - Lets sleep on it.La nuit tous les chats sont gris. (proverb) - All cats are grey in the dark.La nuit tombe.  - Its getting dark.Rentrer avant la nuit  - return before dark / nightfall la nuit tombante, la tombà ©e de la nuit  - at dusk,  at nightfallSe perdre dans la nuit des temps  - to be lost in the mists of timeCest le jour et la nuit  !  - Its like night and day!Une nuit à ©toilà ©e  - a starry nightFaire sa nuit  - sleep through the nightLa nuit de noces  - the wedding nightToute la nuit  - all night longToutes les nuits - every nightLa nuit de la Saint-Sylvestre  - night of New Years EvePayer sa nuit  - to pay for the nightAnimaux  de nuit  - noc turnal animalsPharmacie de nuit - all-night pharmacy, 24-hour pharmacyTravailler de nuit - to work the night shift, to work nights Parts of the Day (le Jour) Lets make the tour of one 24-hour period, beginning in the middle of the night, when  il fait nuit noire,  its pitch-black. Chaque jour (every day) as the sun starts to come up, the day begins to go  through the following stages:   laube (f) - the dawnle matin - the morningla matinà ©e - all morning, the morningla journà ©e - all day long, the day, the daytimele midi - noon, 12 p.m.laprà ¨s-midi (m) - the afternoonle crà ©puscule - dusk, nightfallle soir - the evening, nightla soirà ©e - all evening, eveningla veille  de - the eve ofla nuit - the nightle minuit - midnight, 12 a.m.le lendemain - the next day

Family Nurse Practitioner in Primary Care Assignment

Family Nurse Practitioner in Primary Care - Assignment Example The program was widely opposed by physician and nurses and many people from the nursing profession, their objection was regarding the title of the program as they believed that it is something very ambiguous and such training programs in primary care will easily â€Å"control and devour nursing education and practice† (O’Brien, 2003). With the passage of time, primary care programs for nurses have grown and have been classified into different programs: Women Health Nurse Practitioner, Family Nurse Practitioner, Neonatal Nurse Practitioner, Adult Nurse Practitioner, Pediatric Nurse Practitioner, Acute Care Nurse Practitioner, Geriatric Nurse Practitioner and Psych-Mental Health Nurse Practitioner. A family nurse practitioner is a registered nurse with a Bachelor of Science in Nursing and Masters of Science in nursing degree. A family nurse practitioner is also a qualified and competent member of the healthcare sector, who is ready to fill a sensitive position of family nurse practitioner in primary care to provide services to meet the demands of the society. Family Nurse Practitioners have proven their efficiencies and effectiveness in providing high quality and cost effective health care services and health care consumers have also sensed the importance and value of a good service. A family nurse practitioner has several roles to choose from as a base for her career. FNP is able to serve the population living in both urban and rural areas such as hospitals, public health departments, physician offices, HMOs, community health centers, nursing homes, home health agencies and student health clinics. FNP is capable of providing them health care in acute illness, high blood press ure, headache, diabetes, chronic illness and obesity (Zerwekh. & Claborn., 2004). After the completion of nursing program/studies, nurses have many choices of roles to choose from as a final field to start practice. For a nurse practitioner,

Daddy by Sylvia Plath. How does the language in the poem reveal what Essay

Daddy by Sylvia Plath. How does the language in the poem reveal what you think the poem is all about What is your opinion of that main idea Why do you believe as you do - Essay Example Plath's father died when she was eight, and the poet herself stated that the poem is about a woman (presumably herself) who is plagued by an Electra complex regarding her father that she cannot entirely admit to. The Electra complex is the female equivalent of the Oedipus complex, and involves a girl wanting to make love to her own father. This theme of unrequited love and hatred is reflected within the language of the poem that starts with two seemingly enigmatic lines: "You do not do, you not do/ Any more, black shoe" (Plath, 1-2), and continues with the fact that she has had to wear this "shoe" for thirty years, The "shoe" in this case is apparently Plath's life which, as a reader today knows, she is about to end. The second stanza starts with two lines that are both shocking and yet ironic, as Plath states that "Daddy, I have had to kill you./ You died before I had time." (Plath, 6-7). Plath casts a decidedly modern context upon the age-old conflict between parents and children. In the modern age the father has died before his time and so Plath essentially has to "kill" him through the words of her poetry. The image of Germany and eventually of Nazism appears with the end of the third stanza and the inclusion of "ach, du", which translates to "ah, you". Much of the rest of the poem explores this "daddy as Nazi and Sylvia s Jew" context in a number of ways. She first imagines that her father looks at least a little like Hitler, "and you neat moustache, / and you Aryan eye, bright blue", and continues with the remarkable assertion of a kind of sexual obsession with the man. Thus Plath states: Every woman adores a Fascist, The boot in the face, the brute, Brute heart of a brute like you. According to Plath women are turned on in some manner by the kind of cruelty exhibited by this kind of man. Near to the middle of the poem she states that there is a normality to this vision of "daddy", so he has "ac left in your chin instead of your foot", showing that he looks like a normal human being rather than a cloven-hoofed devil. Plath's previous suicide attempt is linked to her Daddy, as well as the fact that she may have been raped. Her attempt to kill her self at twenty was, according to the poem, an attempt to "get back, back, back to you." The repetition of the word "back" shows how futile the attempt was but how it still is a constant matter within her mind. If Daddy, along with the other poems in the book "Ariel" can be seen as a kind of extended suicide note, then this central part of the poem suggests that part of the reason for her death may have been this longing to be with her father. Of course going backwards in time is possible, so Plath takes the next bets thing, "I thought even the bones would do". As the poem nears an end, Plath starts to compare her father to a vampire, stating that "if I've killed one man, I've killed to." This can be explained by the fact that a vampire, in order to be a vampire, must have once died. Then, if one kills the vampire, he has been killed twice. The last stanza of the poem takes the reader into a vampire novel or film in which the "villagers never liked you" and have put a "stake in you fat black heart". The final line of the poem, "daddy, daddy, you