Better and Practice
Better and Practice
1.Describe the duties and responsibilities of your own work role
* Following all policies and procedures at all times.
* Keeping the boys safe from harm and abuse.
* Follow care plans and behaviour support plans.
* Keep the health and safety of the house and the surroundings.
* Keeping the house clean and tidy.
* Supporting the boys to independence.
* Cooking and shopping.
* Giving the relevant medication.
* Writing the correct paperwork / daily logs.
* Attending training.
* Promoting Every Child Matters – being safe, health, enjoy & achieve, economic wellbeing.
* To be consistent and professional at all times.
2.Explain expectations about own role as expressed in relevant standards
* Every Child Matters – keeping the child safe at all times. * Being healthy – promoting healthy eating / regular exercise. * Make a positive contribution – supporting the child to a good education, being hygienic, maybe personal care, giving community access to give them a better life. * Enjoy and Achieve – making sure every child gets to enjoy their life by achieving good things. This could be in education and outings; this makes the child happy. * Economic Wellbeing.
3.Explain the importance of reflective practice in continuously improving the equality of service provided
Reflective practice means to reflect on things that happen in everyday practice. By reflecting on things that happen, we can improve the care for the child by reviewing strategies to make them better, as they did not work before. This can then benefit the children as it can promote independence and performance of the young people.
Reflecting on practice enables all relevant factors to be taken into account. When reflecting, we can think what can work and what might work. This again can better the service and provide equality; by reflecting, regular services can improve for the better.
4.How do you reflect on your practice?
In everyday practice, using a journal to reflect is a good idea. This is easy to look back on what happens and come up with new ideas of working. By using a journal, we will not forget anything as it is all written down.
In the workplace, we can use daily diaries as a journal to reflect on our practice to improve our working.
We can analyse our practice, for example, write down what went well and what did not. We can then write this down in the communication book with suggestions of what to do, eg, today I gave (name) supper before a shower. Please do not do this again as we had an incident.
We can always have an open mind and look for alternatives, eg one of the boys does not like crisps, but we found out he likes Walker’s Squares. This was by trying alternatives.
Also when reflecting, I think of things from other people’s view, for example, when going on an outing and not liking busy places, would I like to go in Tesco on a Saturday? By reflecting like this, I can also make a good decision based on this.
By also thinking about consequences, it is also a good way to reflect, eg, if a boy slams doors all the time, is taking him somewhere with doors, eg, McDonalds a good idea? He could smash glass or cause injury to the public, so this would be a bad idea. If the boy likes McDonalds, an alternative could be to take him through the drive through.
5.Explain how your values and beliefs and experiences may affect working with individuals and MDS members
Values and beliefs can affect work positively and negatively. This is because what you think is right may not be right in the eyes of other people and this may cause conflict.
Experiences between each other could be different, for example, taking a child out on the bus when anxious can cause them to calm and another person could have an opposite experience and think their right. This could affect working negatively if both parties do not agree.
Culture between individuals can affect the way of working.
These experiences between individuals can give staff self-awareness and can lead to consistency and respect between individuals.
Values and beliefs can let staff be creative and try new things as we are trying out other individual’s beliefs. This is a positive effect of an experience. An example of this is trying out a cultural difference, eg, giving milk before bed calms a child; I didn’t think this would work, but trying it made me realise it did.
6.How do you evaluate own knowledge performance and understanding against relevant standards?
We can evaluate our own knowledge through self-evaluation. We can do this in our supervisions with other management or alone.
If we follow the roles and responsibilities in our job role, we should meet the standards that are in place, as they are in place to meet these. We can reflect upon our practice to make sure we are meeting these and if not we can then decide what to do to meet these, eg, Every Child Matters standard we follow is keeping healthy if children are putting on weight, we can change activity planners to do more exercise and meals to more healthier options.
7.How do you seek feedback and how do you use this in your personal development?
You can seek feedback from work colleagues and managers at the workplace or from teachers and supervisors at the school place. By using this feedback positively, we can reflect upon this to make working better for the child. For example, the manager has a supervision and asks you to be positive whilst working with a young person, as this will stop incidents happen. By doing this, the workplace will be better for other staff members as less incidents will happen. The young person will then be less anxious due to no incidents.
By using feedback, we can be aware of our strengths, for example, a staff member says to you “you do (name)’s bath time routine really well”. This positive feedback develops confidence, competence and motivation and, for example, would make me want to do bath time routine more and do this confidently.
By getting feedback, we can identify areas for improvement, eg, somebody says you need to learn to cook, we can then ask for help or training from our manager.
10.How do you work with others to review and prioritise your own learning and development opportunities?
By having supervisions, we can review our practice with our line manager and we can prioritise opportunities in this, eg, in supervision we can tell our manager about training we feel we need and she can tell us what is available and if there is any suitable job opportunities coming up.
We can use our reflective journal to review our learning and reflect upon this.
We can shadow more experienced colleagues which can develop our learning and may help us to get better job opportunities in the future.
By acting as a mentor for new staff by letting them shadow us, we can show off our qualities to management which could help us develop into better jobs in the future.
11.How does learning affect practice?
Within our company, we receive regular training in all areas of our job. These training sessions are formal lessons.
On the job training where managers observe our practice. In our team meetings, we get research activities such as our manager will ask us to research bullying for the next meeting.
All these types of learning helps to better our practice by learning and trying new approaches.
We can apply theories to practical and see if they work. This should help better the care for the children and young people.
Regular training sessions keep staff up-to-date on new policies and procedures.
12.How does reflective practice lead to improved ways of working?
By reflecting on our work while supporting children and young people, we can think what does work, what doesn’t work and what could work. By thinking like this in all areas of our job, it could improve ways of working, as we are always thinking of things that we could do better.
An example of this in our workplace is a boy who came into our care and we all tried new ways of working with him to stop incidents, injuries to staff and to help him sleep. All staff reflected and talked as a group about what works and what doesn’t.
We all tried new things and routines and have come together as a team and decided to not give the boy food after tea as he doesn’t sleep and to take him out from 6pm to 7pm, then have bedtime routine. By our staff team coming together and reflecting, we now have improved our way of working, causing less incidents and no stress and better sleep for the young person.
13.How do you record progress in relation to personal development?
In regards to the person above, we record his sleep on sleep charts and incidents we record in incident books. On a Monday morning, these are taken to the school to the behaviour management specialist who review all this information regularly.
In other cases of personal development planning, we have evidence of achievements, eg, our boys bring home certificates of achievement from the school, for example, pupil of the week and this is kept for them to show their achievements.
New goals are set in meetings at the school, for example, a new goal for one of our boys is to ‘use a zebra crossing’ and we evidence this by taking photographs to add to activity planners.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 6 January 2017
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