Psychosocial Factors Influencing Eric 's Health

Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

I will now talk about each patient needs as they all differ from each other. Nusrat Patel is 19 years old and has learning disability. This means Nusrat has difficulties in keeping knowledge and skills to the expected level of those the same age as her. Nusrat also has epilepsy which is neurological brain disorder when someone has epilepsy, it means they tend to have epileptic seizures, a seizure is a sudden attack of illness. Nusrat has left residential school to receive full time carer from her mum who has stopped working to care for Nusrat. At times this can be stressful so Nusrat attends the community centre on Tuesday and Thursday which allows Nusrat mother to have a break. Maria montanelli is 34 years primary school teacher who is much like Nusrat mother and takes care of her 96 years old mother who has dementia. Dementia is memory loss and difficulties with cognitive development. Being a primary care for her mother Maria feels she not performing at her best ability because of her lack of sleep which occurs when she assists her mother to the toilet several times. The last patient I would like to mention is Alice Fernandez she is 74 years old who recently lost her husband who had lung cancer. Alice doesn't use her pension the right way as she purchases many drinks as an alcoholic and has increased since her husband passed away. She has been prescribed antidepressant tablet by her G.P but made her lethargic this means she's become slow and sluggish.

This is vital for early identification and intervention and a core element to safeguarding and protecting children who are vulnerable, at risk including those who have a disability or additional support needs in line with the Equality Act (2010)

Assessment criteria 3.3- give examples from own practice of supporting children or young people to access and manage risks.

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.

Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

During an initial assessment an individual’s ability and communication methods are established. This is done when an individual arrives into care. Everyone involved in the care of this service user is made aware of their needs and preferences regarding communication and any changes are recognised during reviews and shared with the team to ensure the individual’s needs are met.

Outcome based practice is centred on results for people in the following areas: gains in health, mobility and skills, prevention of deterioration, increases in confidence, engagement and feeling they are in control and finally changes in behaviour. It is assessed and planned

| Describe ways in which care workers can empower Individuals (P3)Explain why it is important to take individual circumstances into account when planning care that will empower an individual, using relevant example from health and social care (P4)Discuss the extent to which individual circumstances can be taken into account when planning care that will empower them, using relevant examples from health and social care (M2)Assess the potential difficulties in taking individual circumstances into account when planning care that will empower an individual, making suggestions for improvement (D2)

Firstly before any legislation that a child is assessed under, an assessment has to be carried out to ascertain the following:

The group will have regard to SEN Code of Practice for Wales (2002)(http://wales.gov.uk) and the Disability Discrimination Act (1995) and equality act 2010 on the Identification, Assessment and Education of Children with Special Educational Needs. This is a statutory requirement

‘Working Together to Safeguard Children’ 2010, (WTtSC 2010) instructs organisations and individuals working with children on how actions such as assessments should be done in accordance with the CA1989 and ensures that professionals understand what their responsibilities and duties are. This specific documentation assisted my understanding of the format in which assessments should be conducted as well as my understanding of multi-professional work surrounding A and his needs. Following guidelines from the Assessment Framework (WTtSC p.44), I was able to establish what A’s specific developmental needs were so they can be addressed during my mentoring sessions. Areas such as his education, family and social relationships and stimulation as well a look at the wider family unit and his environment. This multi-professional meeting was in fact my initial assessment.

Alice needed an assessment of her needs and to have a care plan that is regularly reviewed by professionals. Assessment is the decision making process, based upon the collection of relevant information, using a format set of ethical criteria, that contributes to an overall estimation of a person and her circumstances (Barker, 2004). I was going to get most of the information from Alice. Barker (2009) suggests that wherever possible information should be obtained directly from the person, either in the form of some kind of self report or via observation. Good communication and a systematic approach to data collection are needed for a successful assessment.