Homeless Veterans Essay

Abstract Homelessness has always existed in the United States, but only in recent years has the issue become a more prevalent and noticeable phenomenon. Homeless veterans began to come to the attention of the public at the same time. News accounts chronicled the plight of veterans who had served their country but were living (and dying) on the streets. The Department of Veterans Affairs estimates about 250,000 veterans are homeless on any given night. (2012, pg. 4) My research will examine how homelessness is impacting our veterans and what interventions are available to homeless veterans. Introduction Whether it is wartime or peacetime, the men and women who serve our country live an unusual life style. Whether it is in the barracks or in the fields, military personnel form close alliances and bonds, which are necessary because they must depend on one another for survival. Once these veterans return home from the Gulf, Iraq or Afghanistan war or even if they just decide to discharge honorably, they face a whole new set of problems. These problems can be as small as reintegrating with their family, finding a job or finding a place to live. An ongoing problem that our veterans learn to cope with is how to deal with combat issues such as physical and mental disabilities. Today’s veterans find that he/she has more difficulty because they are not looked at in the way veterans were looked upon in the past. America’s patriotism has changed. Men were drafted into the military with the promises for a better future because they served their country. The country got behind them because they were fighting a World War. But Vietnam was the turning point for our veterans and upon their return home, they became society’s problem. Many young veterans who returned home were between 18 – 31 years old. Some were physically wounded and some were physically disabled. These veterans were sent home to our veterans hospitals for treatment. There were also those who had mental health issues and some help  was given to them but not enough. Veterans were discharged much too quickly. Where were these veterans to go? Many tried to reintegrate into society by securing housing (apartment or room) and others tried to move back home with their families. However, many veterans faced considerable challenges as a result of their physical disabilities and PTSD (post-traumatic stress disorder). This caused many veterans to become homeless. First, society could not deal with veterans up close and personal and second, another reason was because the war haunted many veterans every day (PTSD). Therefore, for some veterans, they would rather live on the streets because they actually felt safer. According to data from Department of Veterans Affairs office of Inspector General, â€Å" veterans who became homeless after military separation were younger, enlisted with lower pay grades and were more likely to be diagnosed with mental disor ders at the time of separation from active duty.† (2012, pg. 4) Our veterans are our most important resource. We (Americans) do not live in a closed world anymore and when trouble comes to our shores, it is our veterans we depend upon to defend us. Our military is voluntary at this time and society and our government should protect and preserve their lives because without the veterans who would we count on? The military that protects us are strong, well trained, intelligent men and women who are willing to lay their lives on the line for their country. And for that reason, they deserve our respect, our support and our care. The social worker plays a major role in helping the veterans to stay connected to family and their community. The social worker’s role is to help the veteran and his family to access all resources that can be beneficial to the veteran’s recovery and a smoother re-entry back into his/her life. My research will attempt to answer the following questions: How common is homelessness among veterans?  What are the risk factors: gender, age, race and ethnicity, disability and how does it impact housing placement? What interventions are provided to address veteran homelessness? Do female veterans feel more isolated? Literature Reviews: Comparison of Outcomes of Homeless Female and Male Veterans in Transitional Housing Homelessness among female veterans is of national concern but few studies have been conducted on regards to how homelessness among female veterans differs from male veterans. The healthcare of female veterans has become an important priority for the Department of Veterans Affairs (VA) as female veterans represent one of the fastest growing groups of new VA healthcare users. Studies have shown female veterans are less healthy and are in poorer mental health compared to male veterans, which has been attributed to barriers for women in accessing VA health services and allegations that the VA is male-dominated and not attentive enough to the needs of women (MacGregor et al. 2011: Weiss 1995, pg. 705). Homelessness among female veterans is a central issue as the VA strives to end homelessness among all veterans. Although women constitute about 8% of sheltered homeless veteran population, that number is expected to increase and women veterans have been found to be at higher risk of being homeless than their male counterparts (U. S. Department of Housing and Urban Development & U. S. Department of Veterans Affairs 2009, pg. 705). The literature on homeless female veterans is small with only two previous studies identified in a comprehensive review. One study concluded that risk of homelessness is two to four times greater for women veterans (Gamache et al. 2003, pg. 706), and the other study found that compared to homeless male veterans, homeless female veterans are younger, less likely to be employed, more likely to have a major mental illness, but less likely to have a substance abuse use disorder (Leda et al. 1992, pg. 706). A small case-control study also found that sexual assault during military service, being unemployed, being disabled and having physical and mental health were risk factors for homelessness among female veterans (Washington et al. 2010, pg. 706). In the current study, the data used came from multi-site outcome study of homeless veterans enrolled in VA-funded transitional housing services (McGuire et al. 2011, pg. 706), through cross-sectional comparisons of homeless male and female veterans at the time of entry into transitional housing and examining outcomes 12 months after discharge. It is further hypothesized that, due to suggestions that there may be increased barriers for female veterans in accessing VA health services, female veterans would have worse outcomes than their male counterparts after transitional housing. Traumatic Stressor Exposure and Post-Traumatic Symptoms in Homeless Veterans  The Department of Housing and Urban Development (Carlson et al. 2012, pg. 970) recently reported that 13% of all homeless persons were veterans and an estimated 63,000 veterans were homeless on one night in January 2012. High rates of mental health problems have been reported in military and veteran populations. These problems may be related to trauma exposure and contributing to homelessness. Approximately 70% of homeless veterans have substance abuse issues and 45% are diagnosed with mental illness. (Carlson et al. 2012, pg. 970) Combat exposure has been found to increase risk for post-traumatic stress disorder (PTSD), which in turn, is thought to increase risk for homelessness. One study examining the rates of PTSD pre- and post deployment in a combat unit found that rates of PTSD increased from 9.4% to 18%, suggesting that exposure to combat raised the prevalence of PTSD in the unit (Hoge et al. 2004). Military veterans may also have an elevated risk of PTSD as a result of noncombat military stressors, such as dangerous or unstable conditions, witnessing injury, death or atrocities. Military trauma exposure puts individuals at risk for both PTSD and homelessness, but it is less clear whether civi lian trauma exposure increases risk for PTSD and homelessness in veterans. In a study of Vietnam veterans, both PTSD and exposure to combat and other war-related atrocities indirectly increased risk for homelessness, whereas interpersonal violence, and other types of nonmilitary trauma appeared to have direct effects on risk for homelessness (Carlson t al. 2013, pg. 970). A better understanding of the types of trauma that homeless veterans are exposed to could help identify veterans at increased risk for PTSD and homelessness and inform treatment (Carlson et al. 2013, pg. 970). Homeless Veterans of the All-Volunteer Force: A Social Selection Perspective The dramatic increase in urban homelessness in the United States has included large numbers of veterans. As with other Americans, poverty, alcohol, drugs, mental illness and social isolation have been documented as the primary risk factors for homelessness among veterans. As would be expected of an age cohort effect, in 1986 – 1987 the overrepresentation was highest among veterans of ages twenty to th irty-four, and in 1996 the odds of being a homeless veteran were highest among veterans aged thirty-five to forty-four (Tessler et al. 2003, pg.509) In this article, the explanatory factors all derive from a social selection perspective that refers to the idea that individuals with personal  characteristics that would later put them at risk for homelessness were recruited to military service in disproportionate numbers during the early years of the all-volunteer force (AVF). Culturally Competent Social Work Practice with Veterans: An Overview of U. S. Military If social workers are to serve veterans effectively and efficiently, a basic understanding of the United States military is essential. Despite a longstanding and intimate relationship between social workers and veterans, the profession has been criticized for the lack of veteran-specific practitioner resources. The literature has been characterized as providing little practical guidance while universities and professional organizations failed to develop and incorporate the curriculum, information and tools needed to prepare social workers to serve this special population (Savitsky et al. 2009, pg. 863). Recently more information seems to be revolving with additional resources becoming available through social work journals, the development of advanced practice standards for military social workers, as well as academic course and degree specializations focusing on military social worker (Zoroya, 2009, pg. 864). The common theme has been the importance of military cultural competency. The acknowledgment of military culture is complex and not well understood by civilians and continues to impact veterans after discharge. This article presents information in anticipation of a Department of Veteran Affairs funded research project with veterans experiencing homelessness. Also, the article presents a structural and historical overview of the United States military, the propensity to enlist in armed forces, military culture and training methods and outcomes. It concludes with a discussion of implications for social work practice. Generally, military culture differs from the larger society in the United States as it is paternalistic and maintains a strict hierarchy. The military is characterized by a collectivist approach; encouraging interdependency; group orientation and group cohesion. Highly criticized qualities of military culture include misogyny and homophobia. The integration of females into armed forces has been hampered by fear of cohesiveness among males would be undermined. Experience indicates servicewomen are no more vulnerable to stress than servicemen and are able to complete physical tasks required of them. Unfortunately, women are subject to gender-based bias, stereotypes and harassment, both mental and physical. Alarming incidences of sexual  harassment and sexual violence has increased in the military. A 2004 survey indicates 52% of women experienced sexual harassment while serving; 10% did not feel it would do any good and 42% feared they would suffer adverse consequences (Zeiger & Gunderson, 2005. Pg. 867). Although changing with the repeal of Don’t’ Ask, Don’t Tell, the military has been strongly criticized for banning homosexuals from serving opening (Herek & Belkin, 2006. Pg. 867). Reason being it would undermine unit bonds and effectiveness and that privacy could not be provided. Ultimately, it is important to note that the attitudes of heterosexual servicemen and women may not have been as biased against homosexuality as previously thought. The belief that gays be allowed to openly serve in the military had increased in recent years, indicating the obsta cle to integration was not the attitudes of servicemen and women, but of military tradition. Social workers encounter veterans in public and private practice and effectively serving them demands military cultural competency. Social worker must have a foundation of general understanding of the larger military, its basic history and the complimentary roles played by the different branches (Petrovich, 2012. pg. 871). Veterans will have divergent service experiences and their opinions regarding service could vary widely. The more the social worker knows, this will help develop rapport with the clients, facilitate a more individualized understanding of their service history and other relevant areas. In the end, it is likely that veterans experience ambivalence regarding military culture and service experience and some military-oriented traits may be viewed as problematic in civilian life. However it’s important for the veteran and the social worker to explore and interpret these issues with respect the veteran’s sense of affiliation with and attachment to the military (Petrovich, 2012. pg. 872). Thus, a review of the literature has revealed helpful information about: How common is homelessness among veterans? What are the risks factors: gender, age, race, and ethnicity and disability and its impact? What interventions are provided to address this homeless problem among veterans? Do female homeless veterans feel more isolated? This research study will examine the impact of these four research questions  from the most recent data from the Veteran Affairs transitional housing programs. Specifically this study hypothesizes that participants in the different VA-funded transitional housing services will: Is the rate of homelessness increased and/or decreased between homeless female and male veterans? Are there increased barriers for female veterans in accessing VA services, in which female veterans would have worse outcomes than male counterparts after transitional housing? Sampling The research approach that will be utilized for my chosen topic is qualitative research. Qualitative research is flexible; it uses open-ended questions in interviews, participant observations and is often the best fit for diverse and at-risk populations such as homeless veterans whereas quantitative methods involve analysis of numbers; structured surveys, observations and examines existing information/reports. Also, in qualitative research, the research methods are not as dependent upon the sample sizes as in quantitative methods. Methodology Three major forms of VA-funded transitional housing service for homeless veterans will be included in this study: the health care for homeless veterans (HCHV) program; the grant and per diem (GPD) program and the domiciliary care for homeless veteran program (DCHV). The first two programs provide assistance to veterans through contracts with or grants to community service providers while the DCHV provides service directly through the VA staff at the local VA facility. Data were collected for a prospective, naturalistic study to compare these three transitional housing services across five different VA administrative regions (North, South, East, Wets and Mid-West). The study focused on 59 female participants and 1181 males. The female participant were Black (53%) or White (41%) and had a mean age of 43.89 years; while the majority of male participants were Black (59%) or White (35%), and had a mean age of 48.13 years. This information utilizes the variable of value (gender) and the constant (homelessness). Age is variable that can be measured by asking the participants to write down their age in the blank space. Procedures The data collection was conducted from May 2002 through September 2005.  Independent evaluators recruited, consented and conducted baseline and follow-up interviews with veterans in the transitional housing programs. Intake interviews were conducted before entering VA housing program, baseline interviews completed after admission and follow-up interviews were conducted 6 and 12 months after program discharge. Participation rate was very high (99.16%), and each participant gave informed consent. They were paid $10 for baseline interview and $25 for each follow-up interview. Measures When doing the initial intake interview, a paper form would be used to gather information from the participants to document their socio-demographic characteristics, combat exposure, housing and work history, psychiatric diagnoses, brief hospitalization history and a assessment of mental and physical health status. At baseline interview, participants were asked to complete a measure of the social climate of their residential care service. At follow-up interviews, a series of measures were administered to participants to assess: Housing: They were asked how many days in the last 30 days they have slept in different types of places such as housed (room or apartment) somebody else’s apartment; days in an institution (hospital, hotel or jail) and days homeless. Income and Employment: They were asked about their current employment pattern and classified as employed or unemployed; number of days they worked for pay and their employment income in 30 days. Also how much money they received from disability and public assistance. Substance Abuse Status: Alcohol and drug use in the past month. General Physical and Mental Health Status: Medical conditions were assessed with 12 questions that asked participants yes/no whether they had any of 12 common serious medical problems (e.g. hypertension, liver disease, cardiovascular problems, and orthopedic problems). Also includes an 8-item psychiatric composite scale which was used to assess general mental health status. Quality of Life: General quality of life and quality of social life were assessed. Residential Social Climate: At baseline, participants were asked to rate their perceptions of the treatment environment of their residential care program. Findings At intake the female participants were significantly younger; report more  psychiatric symptoms, more likely to be diagnosed with mood disorders, has shorter histories of homelessness and less likely to be working than male veterans. Male participants were reported to have higher risk factors of homelessness due to substance abuse (70%) and PTSD (45%) due to combat exposure. Between one to six months in transitional housing services, both genders were showing improvement on employment income and overall psychiatric scores. At six months, female participants showed some decrease in employment and an increase in their psychiatric scores whereas the male participants continued to show improvements. After a one year period, female participants showed improvement in housing, employment and incomes, substance abuse use and general physical and mental health and quality of life compared to male participants. This suggests that homeless female veterans can benefit as much from transitional housing services as male veterans. Transitional housing programs and shelter have been predominantly male environment focused on serving men, in the VA context. But this study found that, after adjusting for multiple comparisons, there were no differences in how homeless male and female veterans perceived the social climate of their transitional housing program or in their overall clinical benefits. These findings suggests that VA efforts to improve services for women may be successful, but need to continue. Limitations One limitation of this study is the small sample size of homeless female veterans. Also we were not able to differentiate between female veteran who are caring for dependent children and those who were not. Validity is a standard that determines whether an instrument measures what it is supposed to measure and whether it measures it accurately. Accuracy is the key issue. Because of small sampling of female veteran participant, the question of dependent children was a valid observation. Reliability is the second key standard in determining if a measure is satisfactory. Reliability refers to the internal consistency of the measure. Dudley states that the connection between validity and reliability is triangulation. Triangulation is a process of using multiple methods to measure one concept. If it is determined that the results of one measure of the same variable are similar to the results from another measure of the same variable, they are triangulating the findings. They are deemed to be both valid and reliable  because they have similar results. (Dudley, 2011). Bibliography Carlson, Eve B., Garvert, Donn W., Macia, Kathryn S., Ruzek, Josef I., Burling, Thomas A. (2013). Traumatic Stressor Exposure and post-Traumatic symptoms in Homeless Veterans. Military Medicine, Vol. 178, 9:970-973. Dudley, J.R. (2011). Research Methods for Social Work. Second edition. Boston: Pearson Education. Boston, MA: Allyn & Bacon. Gamache, G., Rosenheck, R., & Tessler, R. (2003). Overrepesentation of women veterans among homeless women. American Journal of Public Health, 93(7), 1132-1136. Herek, G. M., & Belkin, A. (2006). Sexual Orientation and Military Service: Prospects for organizational change and individual change in the United States. In T. W. Britt, A. B. Adler, & C. A. Castro (Eds.), Military Life: the Psychology of serving in Peace and Combat (pp. 119-142). Westport, CT: Praeger Security International. Hoge CW, Castro, CA, Messer SC, McGurk D, Cotting DI, Koffman RL. Combat duty in Iraq and Afghanistan, Mental Health Problems, and Barriers to Care. New England Journ al of Medicine; 351(1): 13-22. Leda, C., Rosenheck, R., & Gallup, P. (1992). Mental illness among female veterans. Hospital & Community Psychiatry, 43(10), 1026-1028. MacGregor, C., Hamilton, A. B., Oishi, S. B., & Yano, E. M. (2011). Descriptive, development, and philosophies of mental health service delivery for female veterans in the VA: A qualitative study. Women’s Health Issues, 21(4), S138-S144. McGuire, J. F., Rosenheck, R. A., & Kasprow, W. J. (2011). Patient and program predictors of 12-month outcomes for homeless veterans following discharge from time-limited residential treatment. Administration and Policy in Mental Health and Mental Health Services Research,38, 142-154. Petrovich, James. (2012). Culturally Competent social work Practice with Veterans: an Overview of the U. S. Military. Journal of Human Behavior in the Social Environment, 22:863-874. Routledge: Taylor & Francis Group Savitsky, L., Illingworth, M., & DuLaney, M. (2009) Civilian Social Work: Serving the military and veteran populations. Social Work, 54(4), 327-339. Tessler, Richard, Rosenheck, Robert and Gamache, Gail. (2003). Homeless Veterans of the All-Volunteer Force: A social Selection Perspective. Armed forces & Society, Vol. 29, No. 4, pp. 509-524. Tsai, Jack, Rosenheck, Robert A. and McGuire, James F. (2012). Comparison of Outcomes of Homeless Female and Male Veterans in Transitional Housing. Community Mental Health Journal, 48:705-710. United States Department of Housing and Urban Development, & United States Department of Veterans Affairs. (2009). Veteran Homelessness: A supplemental report to the 2009 annual homeless assessment report to Congress. Washington, DC: US Department of Housing and Urban Development, Office of Community Planning and Development: US Department of Veterans Affairs, National Center on Homelessness Among Veterans. Washington, D. L., Yano, E. M. Mcguire, J. F., Hines, V., Lee, M., & Gelberg, L. (2010).Risk factors for homelessness among women veterans. Journal of health Care for the Poor and Underserved. 21, 81-91. Zeigler, S. L. & Gunderson, G. G. (2005). Moving beyond G. I. Jane: Women and the U. S. Army. New York, NY: University Press of America. Zoroya, G. (2009, October 5). USA Today, p. 4a. More colleges develop classes on how to treat war vets.

Cultural Competency of Nursing Essay

As nurses, we not only need to understand cultural competence, but we also have to be sure not to generalize groups of people. Each client is an individual, and it is important to form a therapeutic relationship so we can care for each specific client. Each client has his/her own needs; just because two people are of the same culture, it doesn’t mean that he/she believes in the same thing. In turn, nurses need to understand their own culture and beliefs before caring for a person of a different culture or beliefs. In our research, we chose four peer-reviewed, scholarly journal articles found though the Lambton College data base (CINAHL). We began with a search of cultural competency and then narrowed the search down through specific cultures which are within the Sarnia Lambton area. Understanding Cultures There are many different cultures throughout Canada; nurses need to be aware of the different practices and beliefs of various cultures. The dominant cultures we find in Sarnia-Lambton are Native American, East Indian and Chinese. Native American Traditional Native Americans place great value on family and spiritual beliefs. They believe that a state of health is an existence, and it is in existence when they are in complete balance with nature. They view illness as a disparity between the ill person and nature or the unearthly. â€Å"Death is a journey to another world, and the spirit never dies† (Plain, 2014). When mourning the dead it is the custom not to speak about them. â€Å"Communication is seen as stopping the dead from travelling to the next world† (Groot – Alberts, 2012, p. 160). East Indian The Muslim culture has a strong spiritual belief: Both life and death are under the control of God. When an ill Muslim patient sees a physician, he/she only want to know the diagnosis; he/she does not want to know any time frames, since life is an act of. In death, Muslim culture is based on reducing the patient’s pain and suffering. Nurses need to allow time for families to pray when working with Muslim patients as they have strong beliefs in religion and a nurse must never try to push their own beliefs on a patient (Saccomano & Abbatiello, 2014, p. 31). Chinese Traditional Chinese culture is unlike Canadian culture: Talking about death or illness is considered a taboo. They do not talk to their healthcare provider about death, because talking about death or illness insinuates that it is going to happen. Instead, they keep silent about it to relieve stress and give hope to the person. Generally, it is the male family member that makes decisions on behalf of the person (Saccomano & Abbatiello, 2014, p.31). Understanding the Client Nurses cannot generalize groups of people; every client is an individual and has the right to be treated as one. It is important to form a good communication to build a relationship between the patient and the nurse. This enables the patient to contribute to their care and the allows the nurse to provide the best care possible. â€Å"It is extremely important to educate, involve the patient, incorporate the family and utilize traditions and beliefs, using effective communication and culture safety mechanisms† (McCracken, 2014, p. 28). â€Å"A nurse must communicate with patients about how he/she would like care performed on him/her and the nurse’s goal is to ensure the patient feels empowered and unique† (McCracken, 2014, p. 28). The patient indicates what is suitable and important for them. At times print materials or non-verbal communication may be more constructive. Conclusion Canada is a diverse, multi-cultural country and the provision of culturally competent care by nurses is important aspect of their practice. Every culture regards health differently depending on their practices and beliefs.  Nurses must examine their own beliefs and prejudices as well as respect and have an awareness of other cultures. â€Å"In delivering nursing care we must allow effective interactions and the development of appropriate responses to persons from diverse cultures, races, and ethnic backgrounds† (Masteral, 2014). Today’s nurses must have cultural awareness in themselves and cultural knowledge of others. References Groot-Alberts, L. (2012). The lament of a broken heart: mourning and grieving in different cultures. Progress in Palliative Care, 20(3), 158-162. Retrieved from www.ebscohost.com McCracken, D. (2014). Nursing in a bicultural society. Kai Tiaki Nursing New Zealand, 20(1), 28-29. Retrieved from www.ebscohost.com Mcgee, P., & Johnson, M. (2014). Developing cultural competence in palliative care. British Journal of Community Nursing, 19(2), 91-93. Retrieved from www.ebscohost.com Saccomano, S., & Abbatiello, G. (2014). Cultural considerations at the end of life. The Nurse Practitioner. 39(2), 24-31. doi: 10.1097/01.NPR.0000441908.16901.2e Zager, S., & Yancy, M. (2011). A call to improve practice concerning cultural sensitivity in advance directives: A review of the literature. Worldviews on Evidence-Based Nursing. doi: 10.111/j.1741-6787.2011.00222.x Masteral, L., (2013) Multicultural Health Care Setting. Retrieved from http://www.studymode.com.html

How to Learn From Your Mistakes: Making Sophomore Year Better

Transitions can be difficult to manage, and starting high school is no exception. There are new friendships to be made, new extracurriculars to juggle, and of course not a small amount of school work to add in the mix as well. Many students have a hard time hitting their stride during ninth grade. The good news is that there is still plenty of time to get yourself back on the right track if you had a tough time during ninth grade. In fact, ninth grade should be thought of as a time to test the waters, and if your tests weren’t successful at least now you have some information to work with as you move forward. It is possible to recover gracefully after a less than stellar ninth grade year. To learn how you can right your wrongs and move forward, don’t miss our top four tips. It’s easy to get caught up in academia and to think of your grades as a measure of your overall success, but you need to keep in mind that grades are simply a very small indicator of your academic success in one single class. They aren’t a measurement of your personal worth or of your overall intelligence. Your grades show how well you performed under very specific conditions in a very specific line of study. In fact, it’s healthier to think of grades as a measurement of how well you played the grading game in each class. Some teachers weigh class participation more heavily than others. Others assign all weekly homework on a Monday and expect it to arrive by 8am on Friday, or else you get a zero. Some teachers even allow you to grade yourself. Whatever the grading process is, you need to learn it in order to participate actively. This year, be sure to review the grading criteria for each class you’re taking, then prioritize your work in each class according to these criteria. You’ve got to play the game if you want to come out with a winning grade. Even so, remember that grades aren’t the end all and be all. Your GPA is only a tiny piece of who you are and there are many, many more important factors such what kind of friend you are and how you treat people you don’t know. In the big picture, grades take a back seat. It’s one thing to accept that grades aren’t as important as other people might make them out to be, but it’s another thing to capitalize on the resources around you to improve your grades as much as is within your power. Just because grades don’t define your worth, that doesn’t mean that you can’t do everything possible to improve them. Start with communication. Reaching out to teachers, guidance counselors, and mentors will go a long way. If you don’t understand a particular concept or point made in class, ask for clarification. If you need extra help, find out where you can get some. If you completely bombed an assignment or test, ask if it’s possible to complete some extra credit. Your teachers want to see you succeed academically, and they are often willing to give you some extra help to get you there. You need to be the one to reach out and ask for it, though. No one will know that you’re struggling if you don’t ask for help. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Another piece of the puzzle is your personal responsibility. There is a lot going on when you start high school, and many students make mistakes along the way. Think back on ninth grade with a self-critical eye. Where did things go wrong? What choices did you make or not make that had an impact on your year? Consider specific aspects of your freshman year to really focus your thinking. Did you prioritize your classwork and give it the time and attention it deserved? Did you choose smart extracurriculars that were engaging and personally relevant? Did you hang out with friends who bring out the best in you and support you when you struggle? These are all personal choices that you need to take responsibility for. If you can identify areas in which you made mistakes, you’re more likely to be able to make better choices in the future. In ninth grade, you were trying out all sorts of different activities. Maybe you took on too many. Maybe you took on ones that you later discovered weren’t very interesting to you. This year, think more carefully about which you choose to continue. There is absolutely no penalty for dropping an extracurricular after ninth grade. During 10th grade, try to focus on about three extracurriculars that you’re truly passionate about. Ideally, one will be some kind of service project or volunteer work. The others should represent your interests and career ambitions. If you stretch yourself too thin, you won’t be able to excel in any single area. Focusing in on just a few extracurriculars that are truly interesting to you will give you the time and energy to really commit yourself fully. If you struggled in ninth grade, don’t worry. You are just like thousands of other students across the country, and in fact, your timing is perfect. Ninth grade is the time to explore options. If you haven’t hit your stride yet, you still have three years of high school left to find it, and colleges are likely to overlook a stumbling point in ninth grade if you can establish an upward grade trend and improve on your choices and performance from there. For more personalized guidance to get you headed in the right direction, consider the benefits of the Near Peer Mentorship Program , which provides access to practical advice on topics from college admissions to career aspirations, all from successful college students.

Film Analysis Paper Movie Review Example | Topics and Well Written Essays - 500 words

Film Analysis Paper - Movie Review Example Some of the key characters of the film are Maximus the gladiator or warrior, portrayed by Russell Crowe. Commodus the young Roman Emperor is well played by Joaquin Phoenix. Apart from them, Connie Nielson did the role of Lucilla a capable daughter of the Emperor. And Oliver Reed and Richard Harris are the other significant actors in the film. The film Gladiator is interconnected with the Roman power and ruling strategies and the life style of the people placed and different categories. Marcus Aurelius who an aged emperor of Rome decides to entrust the power of his kingdom to Maximus who is an efficient and respected General of Rome. But Commodus kills his father Marcus with a suffocating hug and further wants to execute Maximus. Whereas, Commodus fails to kill Maximus who flees from the land while latter’s wife and child are mercilessly killed. While escaping Maximus is captured and taken into slavery where he is trained as gladiator and finally moves to Rome with the motive of defeating all even the emperor. In spite of difficulties and hurdles he accomplishes his dream and dies after becoming victorious. This adventures movie is the fruit and result of the Excellency acting too. The actors remarkably contributed, especially Maximus while portraying the character of general undertook many adventures fights. While on the other end, marvelous performance of Commodus playing a negative role also gained the attention of the viewers. Lucilla and Aurelius and the little kid too demonstrated their talent in making the film a unique in every sense. Movie is widely appreciated for its filming techniques. The remarkable areas of this technique go to the image or camera techniques and the sound effects. Shots from different angles and positions made the film eye catching such as close up, medium, long, parallel, high angle, ground and reverse shots. According to Barsam and Monahan, ‘editing juxtaposes individual shots, orders them into scenes, and

Exemplary Research Essay Example | Topics and Well Written Essays - 1000 words

Exemplary Research - Essay Example These two papers have been used to demonstrate how a management strategy can be built on the basis of intellectual capital for better performance in the goal achievement arena. To begin with, traditionally, organisations have been seen to work on the premise of three basic factors of production – land, labour and capital. These three factors have been hailed as equally important with labour always having occupied a special place of importance. In this regard, the three factors of production were enough to nicely and simply sum up the requirements of an organisation. (Nahapiet et al, 1998) The modern day organisation used four factors of production or four basic categories of resources: land, labour, capital and expertise. With the advent of various technologies and trends like globalisation, there has been a strong emphasis on the growth of manpower development along the lines of securing employees as long term assets in whose hands the growth of company lies. This is where the term expertise comes in. (Lumpkin et al, 1996) Expertise means many things to many people due to the sole reason that it includes a lot of elements that contribute to the organisation strength when it comes to the achievement of goals. This has basically been used in Non governmental organisations, but has recently been added to every corporation’s list of priorities. This brand of expertise gives rise to intellectual capital through a strategic growth and development process of the organisation’s human capital. These two papers deal with the study of intellectual capital as a form of social capital within the corporate sphere in terms of its brand asset relevance aspect. In this respect, it has been realised that intellectual capital needs to be measured to chart and track the course that is being followed by the organisation and the people within it, as far as reaching and achieving goals is concerned. (Nahapiet et al, 1998) Whether it is in the Research

Martin Luther Essay Example | Topics and Well Written Essays - 500 words - 1

Martin Luther - Essay Example The paper is a summary of Martin Luther’s lecture when he was accorded a Nobel peace award. Martin Luther recognises the many problems confronting humankind in the contemporary world. In the lecture, technological and scientific progress has resulted into intellectual growth, development of machines, spaceships and airplanes. Despite the magnanimous growth, the glaring truth points to poverty, consuming the society at an alarming rate. The confusion between the internal and external realms has left people prioritizing external conditions while giving limited attention to the internal aspects. Luther associates the relentless problems to moral and spiritual lag resulting from ethical infantilism leading to war, poverty and injustice. Some of the major struggles include the fight for racial prejudice, which is gradually engulfing American society. In the spate of mixed racial adjustments in United States, racial change and civil right development are inevitable. In the words of Alfred North quoted by Luther, there is no any other time to solve world problems. The hills of expression and freedom of explosion in the contemporary world makes it easy to accomplish the objectives; however, isolation is a great enemy. The lecture furthermore compares America to a continuing story in the bible where the oppressed do not suffer the same fate for a lifetime. In as much as the frantic attention to the Negro attracts attention, Luther also mentions the Black brothers in Caribbean, South America, all of which have assisted in the fight towards social justice and peace. Martin Luther indicates that the feeling of deliberation is also shared in the sanction for colonial dominance in Africa and Asia. Some of the changes evident in America include equality in public schools and constitutional respect for civil rights. Additionally, he mentions the recent presidential election where an overwhelming change

Anglo American Plc report Essay Example | Topics and Well Written Essays - 1750 words

Anglo American Plc report - Essay Example The five major categories of financial ratios are liquidity, financial leverage, asset efficiency, profitability, and market values (Peavler, 2013). The purpose of this report is to analyze the financial performance of the company Anglo American Plc by performing ratio analysis. Trend Analysis Anglo American A trend analysis of some key financial indicators of Anglo American is illustrated below. 2012 (millions) 2011 (millions) % change Sales 28761 30580 -5.94% Gross profit 2768 13237 -79.09% Expenses 30449 21141 44.03% Interest payable 798 695 14.82% Net profit before tax 138 10599 -98.70% Total assets 79369 72422 9.56% Total liabilities 35582 29253 17.79% Capital and reserves 37657 39092 -3.67% Advantages ratio analysis Ratio analysis is a tremendous analytic tool that can be used to evaluate the financial performance of an enterprise. One of the virtues of this type of analysis is that any person with access to the internet can extract the financial statements of a company to real ize the analysis. The basic formulas used as input in ratio analysis mostly utilize data from the financial statements of the company. The use of ratio analysis can help people instantly check weather a company is sound financially (Bott, 2013). Another advantage of ratio analysis is that the ratios can be compared against the performance of other companies or the industry. Financial ratios can also be compared against the financial ratio results of previous years. The ratio analysis performed on Anglo American in this paper includes the use of 21 different ratios. Ratio Analysis Anglo American The net margin of Anglo American in 2012 was -2.1%. Net margin measures the absolute profitability of a company. It is calculated dividing net profit by total sales. A negative net margin result is an unfavorable outcome. This ratio was chosen because it shows the profitability of the firm. In 2012 Anglo American obtained an earnings per share (EPS) metric of -$1.19. The company’s EPS went down by $3.91 since the previous fiscal year. Earnings per share is the portion of a company’s profit allocated to each outstanding share of common stock (Investopedia, 2013). EPS was selected because this metric influences the buying decisions of investors. The return on assets (ROA) of the company in 2012 was -0.8%. ROA is calculated by dividing net income by total assets. The reason I selected this ratio is because it shows how effective a company has been at generating profits from its assets. The efficiency of the company is an important aspect of the operations to measure. Anglo American achieved a return on equity (ROE) in 2012 of -1.4%. This metric measures the extent to which financial leverage is working towards benefiting the company. The formula to calculate return on equity is net income divided by total equity. ROE was used in this analysis because this metric demonstrates the ability of the firm to generate income from its equity. The debt ratio of the com pany is calculated dividing total debt by total assets. Anglo American had a debt ratio in 2012 of 0.45: 1. This ratio shows how well prepared the company is to pay off its long term debt. Anglo American does not seem to have overextended its debt position. The debt ratio was used in the analysis due to the fact that this ratio evaluates the long term solvency of the firm. Typically companies are in trouble when the debt ratio is too

Logic Application Essay Example | Topics and Well Written Essays - 500 words

Logic Application - Essay Example Now I know the sum of my cards: my cards’ sum value is either 14 or 18. From this question we realize we have the five odd numbers, that is, 1, 3, 5, 7, and 9. The ones that I can see are 1, 3, and 7. Because there are five odd numbers, then among my cards I must have 5 and 9. It has to be noted that the card numbers have to be between 1 and 9. Now that I know I have two odd numbers that is 5 and 9. I also know that my sum is either 14 or 18. Furthermore, the games rules are that I have three cards whose value is between 1 and 9 (Harris, 2000). The following steps shows my third cards Since I have three cards then obviously the sum of my cards has to be more than 14. If the sum is more than 14 then it can only be 18 indicating my third card’s value is 4. Therefore, my cards are 4, 5, & 9. Using information revealed by Andy’s question, I realized that the sum value of my cards is either 14 or 18. Using information from Belle question, I realized that I have two odd numbers 5 and 9. The sum value of these two cards is 14 and since I have a third card then the total sum value is 18 indicating my third card to be 4. Therefore, my cards are 4, 5, &

Disputes settlement mechanisms Dissertation Example | Topics and Well Written Essays - 15750 words

Disputes settlement mechanisms - Dissertation Example The World Trade Organisation (WTO) is significant in resolving international trade disputes.This Research work deals with the various Trade Dispute Settlement mechanisms adopted at the international level and concentrates upon their current status, with a special focus on the WTO mechanisms. The literature review analyses the effectiveness of the WTO trade dispute mechanism, in resolving international trade disputes. The main focus of this research pertains to the WTO dispute settlement mechanisms among nations. This sort of research is important in order to assess and analyse the various dispute settlement mechanisms available to member nations, involved in disputes.The research approach adopted in this dissertation is the qualitative method. The findings from this research suggest that the dispute settlement mechanism of WTO is ineffective. The main conclusions drawn from this work are; power imbalance among members and non – binding nature of the decisions are some of the i mportant reasons for ineffective dispute settlement mechanisms of WTO. The dispute resolution system is influenced by power imbalances between the disputants, and this requires to be corrected. A major drawback with this dispute resolution system is the protracted nature of the process. This causes untold damage to a developing country engaged in litigation with a developed country. It would be in the fitness of things to reduce this time to a minimum. TABLE OF CONTENTS ABSTRACT 1 Chapter 1 3 Introduction 3 Overview of the Dispute Settlement Understanding 10 Chapter II 17 Methodology 17 Introduction 17 Purpose of the Study 17 Research Questions 18 Statement of the Problem 18 Organisation of the Study 18 Research Methodology 19 Chapter III 21 Literature Review 21 Case Law 52 Chapter IV 56 Discussion and Analysis 56 Chapter V 61 Conclusions and Recommendations 61 References 66 Books 66 Journal Articles 67 Case law 68 Websites 68 Other Sources 71 International Trade Disputes Settlement Mechanisms Chapter 1 Introduction The World Trade Organisation (WTO) plays an important role in global trade. It resolves trade disputes and constitutes a forum for international trade negotiations. Furthermore, the WTO monitors international trade policies and regulates trade agreements between parties. Its secretariat is located in Geneva, Switzerland, and this organisation boasts of 153 nations as members, as on the 23rd of July 2008.1 WTO establishes a forum for trade related discussions and it supervises international trade policies and regulates trade agreements. Nearly a fourth of the disputes between the members of the WTO are settled by means of mediation and negotiation. In order to address situations, wherein mediation and negotiation prove to be futile, the WTO introduced the Dispute Settlement Mechanism.2 The Regional Trade Agreements (RTAs) play an important role in international trade. This mechanism involves less time and expenditure, in comparison to the dispute se ttlement mechanism of GATT. 3 This principle was established under the Public International Law of the Charter of the United Nations.4 The RTAs do not permit a member to block the commencement of disputes, establishment of a panel or the adoption of a report by the panel. The drafters of the RTA had included the more important aspects of the WTO’s Dispute Settlement Understanding. Although this dispute settlement mechanism had a number of advantages, the parties were found to be unwilling to resort to this mechanism. Instead, they resorted to the procedure under the WTO, as it adopted previous decisions under the concept of stare decisis. The precedence system ensures certainty in the decision making process, and there is no such practice under the RTA system. Thus, the disputing parties exhibit a greater willingness to approach the WTO forum rather than that of the RTA.5 The disputing parties would prefer to have the option to appeal against the decision of the dispute resol ution mechanism. This facility is not available under the RTA mechanism. In addition,

Stereotypes in Gender Essay Example | Topics and Well Written Essays - 2250 words

Stereotypes in Gender - Essay Example The very fact that the women gave birth made it someway mandatory that they take care of the children. The women’s terrain got defined inside her house. Â  When children grow up, it is the environmental conditioning that works strongly to establish this stereotype. Parents set examples, not because they intend to, but as a normal trend of daily activities and behavior. The child watches the father managing the office and the mother taking care of the cooking or the new baby. Girls usually take their mothers as their role models and boys go after their fathers. According to Dr. Benjamin Spock, people are likely to appreciate girls cuteness and boys achievements. Similar gender identification is followed even in schools where a preschooler is taught to distinguish between the man and the woman through the length of the hair or the dress they are wearing. Even gifts given to children support this distinction; girls are traditionally given dolls, while boys are given cars or sports items. Advertisers target their goods at the gender-specific audience and try to influence spending in separate male and female domains. Researcher Krisanne Bursik conducted a study about ego development at Suffolk University in Boston and compared the results to gender-related traits; of the 209 undergrads that she studied, she found that students who had higher levels of ego development were more likely to express non-traditional gender role traits. Male students, those who had less-developed egos viewed high levels of traditional masculinity as the ideal. She noted that in these men, "gender role conflict may occur for men when rigid, sexist or restrictive gender roles, learned during socialization, result in the personal restriction, devaluation, or violation of others or self." Â  

Types Of Learning Styles Essay Example for Free

Types Of Learning Styles Essay There are three different types of learning styles. By taking a learning styles quiz, I found out that I am an auditory learner. This means I do best learning by hearing and listening. Now knowing that I am an auditory learner I can discover new techniques that will help me be more attentive and I can expand myself as a learner. First, discovering new techniques as an auditory learner to be more attentive is easy. I was not surprised when I saw the list of usual things auditory learns do. I felt as if the learning style I was assigned to fit me perfectly. I am one who will hum or talk to themselves or others when bored, acquire knowledge by reading aloud, or sit where they can hear but needn’t pay attention to what is happening in front. These are all things I do daily without even thinking about it. For example, every morning in my first period history class I will be typing the notes my teacher writes on the board but also working on other homework or looking things up. I need not to see what my teacher is doing. If just keep my ears open and listen, I believe I comprehend just as well as someone who sits in the front row and has all their attention focused on the teacher. I know that I am automatically immune to already doing some of these techniques, but I also know there are more tips that I can incorporate in my daily life to further myself for my future. Next, expanding myself as an auditory learner can greatly help me in the near future. I can become a better reading by reading aloud as much as I can. Hearing myself say things aloud will help me remember a lot better than silent reading to myself. I can also become a better writer by repeating things after I have written them down on paper. If I read what I have written aloud, I will get a better view on if the right words are being used correctly in that specific sentence. Also I will get to hear if that sentence, paragraph, or even full essay sounds like I’m doing well and staying on track. I tend to veer off subject sometimes, so I know that verbal repetition will be helpful for any upcoming school courses or even scholarships that I will need to write essays for. Verbalization is the key and in my situation knowing my key factor is going to help me expand my study skills and comprehension in school. All in all, I have become aware of what different changes I can make for myself. Taking the learning styles quiz and realizing that I am an auditory learner helped me realize how I can better myself throughout my learning years. I can discover new techniques that will help me be more attentive and I can expand myself as a learner and for that I am grateful.

Inclusive Education Essay Example for Free

Inclusive Education Essay In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach. By critiquing the journal – Early Years: An International Research Journal, I will show knowledge and understanding of other professional roles in early years under pinned by theory I have researched. My own understanding of inclusive practice in early years is that All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development. (Early Years Statutory Framework, 2014, 1.15) The journal focuses on 52 early years practitioners from England, their experience of interprofessional working, woven together and their level of confidence and competence also different settings such as children’s centres, preschool settings and private settings as well as community preschool as it has been the fore front of government policy in UK since the inquiry into Victoria Climbie I have focused on three prime aspects from the journal: training, communication with multiagencies and support which I think is key regarding my own reflection of my practice as well as the impact on my thinking approach. The writers of the journal are Jane Payler and Jan Georgeson (2009) but nowhere in the journal are their qualifications and backgrounds cited. It is unclear that the writers are professional s or have had any practical experience in early years. It does not tell you where the settings are located and which back ground the children and families are from. I believe if all this information was given it may have been clear to the readers why we believe that research done in the deprived area has a  huge impact on their achieving when it comes to budget training and skills. If it was a deprived area they might be struggling with the funds, resources and support. On page b385 it states that they sent the questionnaires out but I believe all the methods used had weaknesses as it does not say anywhere what language they were using and what sort of questions were asked. Throughout the journal the writers praise the efforts that are made from the children’s centre in terms of working with inter professionals. As a reader I felt they were biased towards the children centre as throughout their article they have mentioned several times about how well children centres are doing, in comparison to preschool and private nurseries. Even the tables indicate that the children’s centres are performing at the top and preschool and private settings are nowhere near their achievement and successes. On page 387 of the journal it states that during her research it clearly showed that the children’s centres showed a secure understanding of procedure as well as confidence in approaching other agencies. The first aspect explored was training needs. The Journal article states that â€Å"the survey done was completed by 52 early years practitioners who were either undergoing, or had recently completed training for early years professional status.† Due to the level of education, it is clear to me why most of them were confident when working with outer agencies and writing reports according to the NutBrown review of early education and childcare qualifications interim report (March 2012) â€Å"Getting qualifications right will help to ensure that women and men enter the profession with the skills and experiences they need to do the best work with young children and their families. Well taught courses and learning routes that lead to reliable qualifications can help early year’s practitioners to improve their skills, knowledge and understanding, constantly developing in their roles.â€Å" This has made me reflect on my own training in regards to what I need to attend in terms of inclusive education and its importance as it is clearly shows in the journal on pg381 that the staff members with high qualifications and training were more confident in approaching and writing IEPS (Individual Educational Plan). As I was reading the journal one thing which really drew my attention was that it talked about the staff training being inconsistent. In some places staff seemed confident and in some places they were not. My  self being an early year’s practitioner and working in a private sector I can relate to the problems as staff are expected to go on training in their own time. Working within the Borough of Hounslow I have experienced first-hand cuts that have definitely been made in regards to training. According to the Guardian published in 2011 heading â€Å"The government is putting training out of reach of those who need it most in early years’’. (Th e Guardian, 2011) It goes on further to state thatâ€Å" From August colleges and training providers, in the main, will receive only half the cost of courses’’. This results in training being harder to gain. In order to go onto training you now have to firstly go onto a waiting list. Not only has that had an impact on your practice but also a staff member’s confidence with dealing with any situation which that training may have addressed. Another issue is that we now, as a setting, have to pay for the training. If a setting is low on funds the training cannot take place and so the staff members, as well as, children, parents and the setting, miss out. Covering the staff on training and courses exacerbates the situation.† It is also shown on page 390 of the journal that due to the cuts the speech and language therapist who will come to the setting one day fortnightly was reduced to once a week which impacts on the children having to refer somewhere else and not having an inc lusive service. I have been affected by this last year as I was told that there was no money left in Hounslow borough to give out for inclusion support staff which resulted on my having to use the staff I had already to support the child’s need . Despite the above and reflecting on my own practice, I believe early years practitioners do the best when it comes to identifying a child with a need, as they are the primary carers after the parents. In my belief, other agencies might have the qualifications but we as practitioners are the ones who identify the problem and so refer them on. As stated in the new EYFS (2014 3.20) â€Å"providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer equality, learning and development that continually improves.† The second aspect which came to my attention was the different level of support throughout the children’s centre, preschool and private nursery. It was astonishing to see that the children’s centres were given the most support and due to this it is not a surprise that they were the most confident in approaching the  outside agencies and writing reports. This is clear due to their inter links with the outside agencies. According to the article they state that in every child’s centre in London they have family support, speech and language therapists as well as health visitors who are designated to each children’s centre. Due to that reason, I believe that they have far more support including regular meetings, interactions and support; however, private nurseries and preschools do not get that support and rely on communication based on letters as well as emails and phone calls, which is not always reliable and as effective as meetings. From my own experience I have noticed that once you identify a concern with a child’s speech and language, the referral takes over six months to completely get a response from a speech and language therapist. In Hounslow alone there is a long waiting list of children waiting to be seen by a speech and language therapist. Due to this, it is no doubt in my mind that having an in-house speech and language therapist or to even have a type of training in order to help and support children with their need as now out of? â€Å"Children coming to school are in need of some sort of speech and language support’’. (I CAN Talk Series – Issue 6) This has challenged my thinking and approach I would definitely like in my setting, as a manager, ascend a staff member to see how the speech and therapist works so they can come back and continue with the therapist approach. It was described by one of the practitioners that sitting with a child whilst seen by the therapist helped her to support the child page 389. I would love to be able to do so in my setting. I can support children with some support while the child is waiting to be seen by the speech and language therapist. Once the child has been seen by the speech and language therapist I make sure I have the copy of the recommendations and advice made by the therapist, so I can use the same strategies used by the therapist. According to I CAN, an organisation that helps children to communicate, ‘‘In some parts of the UK, particularly in areas of poverty over half of children start school with speech, language and communication needs.’’ â€Å"That means 2 to 3 students in every classroom have significant communication difficulties.’’ (I CAN Talk Series – Issue 6) One of the other aspects which came to my attention was that throughout the article it is c lear to me that there has been effective communication within the children‘s centre as there have been professional  staff on site; therefore all communication is face to face especially with speech and language therapists. Whereas private and other settings do not have this capacity and funds so all the communication involving outside agencies is on paper. It is clearly shown in figure 1 page387 that the children’s centres were 100 % on target when it comes to face to face contact with outside agencies. Other settings like independent preschools where I am employed are only doing 75% of face to face contact when it comes to communication and although it’s only 75% contact it is effective within that percentage. I agree with this as my own private setting has to rely on emails, phone calls and paper. This is also clearly stated in the journal on page 387. On page 395 it tells you about the need of the effective inter professionals practice in early years and their belief that it will be possible once the two year old check for disadvantaged children is extended. Since the 2 year check has been introduced I have experienced more regular contact with the health visitor. I have experienced di fferent types of response when it comes to effective communication. As in the document one part needs to be done by the practitioner one by the parents and one need to be done by the health visitor regarding any concern with the child. Some health visitors will be very particular in writing about the child’s health and on other hand some health visitors will write little information concerning the child and leave it as ‘no concerns’. Conclusion: The article helped me to reflect on my practice and identify key issues that impact and challenge my thinking and approach. For me, inclusion is not simply the toleration of all pupils, but the active provision of opportunities for all to feel good about themselves and to have the chance to flourish, whatever their individual needs and potential barriers to learn might be. Whatever difficulties may arise in dealing with the outside agencies ,distance between the professionals and resources and funds available as a particular I believe we have a legal duty to make sure we do the best when it comes to equality and diversity (inclusive and inclusion). In my setting and practice I have made sure that I provide and implement a clear policy and procedure to promote equality and support to every child in need as up held by the legal frame work in EYFS 3.66. It was also clearly stated in the journal on page 389 that settings doing their best when it comes to competence in developing their knowledge and network for inter-professionals over a period  of time were based on their knowledge and greater experience of integrated provision. Effective working practice with outside agencies should occur whatever the contact is, face to face or remote. As a practitioner it is our responsibility to make sure the child is covered within the inclusion policy. The second part of my assignment will be focusing on communication and the importance of communication in settings between other agencies, staff and parents/guardians. The word â€Å"communication† comes from the Latin word â€Å"communis,† meaning â€Å"to share.† (Communication studies). I believe sharing is a very important element when working within your practice, with parents and outside agencies. Personally I believe communication â€Å"is the act of conveying information for the purpose of creating a shared understanding. And includes verbal, non-verbal and electronic means† (Communication studies) According to Pietroni (1992) â€Å"We should not underestimate the many factors that challenge working relationships between professionals. Most fundamental is communication.† â€Å"To achieve better integration of services and organisation, The Children’s Act 2004 required local authorities to enter into partnership arrangements with parents who, in turn, carried reciprocal duties to cooperate.† -Aubrey Carol. â€Å"As suggested by the Laming Report, the Common Assessment Framework(CAF) was introduced as a standardised approach to assessing children’s additional needs. CAF supports the identification of a child’s additional needs which are not currently being met at the earliest possible stage.† (How children learn, Pg. 59) As an early years professional it is very important that I use communication effectively regardless of the type of setting, the ability to communicate effectively is crucial for developing positive relationships with children, young people and their families, colleagues and other professionals. Not only does it pave the way for a happy working environment but it is also a core unit of study for most children and young people especially when working with inclusion. In my setting I am the manager and the SENCO. I believe we are at the stage of norming as described by Tuckman in his performing team development models. Consensus largely forms among the team, our team responds well to reinforcement by a leader. Roles and responsibilities are clearly defined and important decisions are discussed and agreed upon by the entire team. Smaller decisions may be delegated to  individuals or small teams within a group not only to empower the members of staff but to ensure each staff member understands how to handle decision making and help them to gain experience. Our team also discusses and develops our processes and working styles and are always adapting and evolving in parallel to new research and studies. There is overall respect for team leaders and leadership is shared by the team. Leader facilitates and enables (similar to the Situational Leadership Participating mode). Working beside staff is very important to make sure we have an effective chain of communication which is strong and healthy. In support of this â€Å"Good communication practices need to be built into the policies and procedures of a setting† (Communication studies: what is communication) In our setting we make sure we work alongside parents as they are the â€Å"first educators† (Early Years Foundation Stage – EYFS, 2.2.) To help children achieve their full potential we make sure that practitioners investigate the experiences families and children receive when they attend our setting. Their feedback is essential to us as it helps us to further improve and meet the needs of parents more successfully. As part of gaining insight into the experiences of children and parents in our setting we send out surveys and questionnaires for parents to express their opinion through, this is especially effective if the parent does not feel comfortable expressing their opinion face to face with a member of staff. In addition to this our setting has an open door policy where every morning members of st aff are available to talk to; our staffs are multilingual and can communicate with a vast range of parents. We also have a text and email system in place for the parents who are working and don’t have time to complete surveys or get in touch with the staff. All these systems are in place to ensure effective communication. Coffee mornings are also in place and provide greater opportunities for parents to discuss their feelings in an informal atmosphere. Some settings invite parents to attend a short nursery rhyme performance and a chat about their experiences of the setting. We, at our setting take the ethos of â€Å"parents as partners†. Research tells us that the parents have the most influence over child development and so practitioners will serve children better by working in partnership with the parents. Practitioners also need to be mindful of the parents’ readiness to engage. There are many factors that should be considered when communicating or  attempting to communicate with parents such as communication barriers. Some of these barriers include time constrain ts regarding parents working hours, story time and language issues and if the parent may have special needs. Another communication barrier is if the engagement may be difficult due to family issues (such as a new baby, caring for a relative, domestic violence, health issues, and unusual working patterns.) It is only by understanding parents and valuing their input that practitioners will be able to acknowledge their readiness to engage with the setting. Strong and positive communication and relationships between staff, parents and children will help to develop an atmosphere of trust and comfort. Some children may receive additional support from agencies for their communication development. It is essential that practitioners work in partnership with these agencies to maximize the benefit for the child as it also states in EYFS â€Å"When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.† (EYFS, 2.2) Our setting works closely alongside outside agencies and take the multi-agency approach to make sure we provide the best care to the children. We also follow EYFS guide lines which states in i.16 â€Å"Close working between early year’s practitioners and parents is vital for the identification of children’s learning needs and to ensure a quick response to any area of particular difficulty. Parents and families are central to a child’s wellbeing and practitioners should support this important relationship by sharing information and offering support for extending learning in the home†. To make sure this is happening effectively we have implemented a key person system. Each child has a key person allocated before they start at the setting; it is established before the child starts the setting and on the basis of the initial meeting on induction day and the information gathered from paperwork. An example of this in practice is during introduction staff members meet all the parents and the children. If during the meeting we identify any information about the child’s specific needs such as speech/language/physical issues and the parents need e.g. parents first language is not English, the key person is chosen to suit the need of the child’s /parents so they have better communication and feel more comfortable and at ease. Parents can feel confident in communication with staff members and between their children and staff. The role of the key  person is too gather as much information as possible before the child starts the setting so that the settling in time can be arranged according to the child’s needs and interest. On the child’s first day the key person sets the activity of the child according to the child’s perceived interest and ability to ensure comfort and a sense of safety for the child. In addition to this the key person is responsible for noting and observing the activities of the child. After the initial meeting of the child and pare nts the SENCO of the setting (me) sit down and asses and evaluate any issues or concerns. An example of this is a child who attended my setting and during the induction day the mother had mentioned that the child is shy and an introvert. However upon observing the child during induction activities I learnt that the child may be more than just shy or anti-social. I came to this conclusion as I had noticed the child avoided eye contact and would only play with one toy, a toy car in which he would move it up and down in a continuous pose. The child also flapped their hands as a result of excitement. After the introduction I sat with my staff and talked about the day and mentioned the particular child. I then allocated myself as the child’s key person. I felt I had more rapport with the child and insight than any other member of staff. I then shared my thoughts and observations I had made during the day and offered some solutions and plans of action. During the first few weeks of the child attending the setting I conducted many observations and also got in touch with m y local SENCO and shared my concern over the phone. We then collectively arranged a day for her to come and observe the child. I double checked and ensured there was no further help I could provide and did all that was possible for the child e.g. the child enjoyed sticking doodles wherever he could and so I made a little post-box in each corner of the classroom and moved any hazards such as televisions as he loved sticking notes on the screens of television and computers. I also maintained daily contact with the mother and even asked her if it was possible to come earlier to pick him up as he became very upset when seeing other parents pick up their children. And made the mother aware of the assistance I was receiving from my local SENCO. I explained how it was vital to contact my area SENCO as they could provide advice which would further help me to support her child to the best of my ability. On the mothers agreement permission my area SENCO visited me and observed the child  she later introduced herself to the mother, she explained her role and what she could do for her child. We arranged a meeting to discuss the concern we have as a team and our plans to set up a IEP so that we are to help and support the child on confirming the date we made sure that all the people involved are available such as the mother, area SENCO and myself the setting SENCO. We explained everything to the mother for example what an IEP is and what we were trying to accomplish with it. My role was to arrange a support worker who would work alongside the child to support his needs. On our meeting day we all sat down together with all staff members who were going to support the child. Everyone shared their thoughts individually and expressed their opinions. In the end we set up IEP targets to help the child develop skills and improve, these targets were made in shared agreement. Each individual involved was given a copy of the IEP targets, this ensured that all staff members involved in relation to the child was aware of the child’s difficulties and aware of processes to help overcome them and that we all were all shared same vision to establish positive relation, both with each other and what’s best for the child. I personally believe â€Å"A trusting relationship between the practitioner and parents begins with the initial contact and it is crucial that from the start, parents appreciate that staff value their knowledge and understanding of their child.† (Working in partnership with parents, EYFS Principle) â€Å"a professional and honest approach by all staff will be the baseline in building the feeling of trust† as also reinforced in the government good practice guide as well as in Working Together to Safeguard Children, 2013 states â€Å"all professionals contribute to whatever actions are needed to safeguard and promote a childs welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;† according to the report published a HM inspector in 2007 talks about working together with professionals and has stated that it is important that we as a practitioner enable ‘’parents to play a stronger role as partners in their child’s learning and development.† The staff also share the IEP so all the other staff are also aware of what is our common goals as a team as I believe it is very important to work as an effective team and to have the common goals. For me teamwork is like an oil that makes the team work. It can enable smoother movement towards targets, can prolong forward momentum, and can help teams to overcome  obstacles. In my setting I make sure when I communicate to my staff, parents and professionals I perform as an adult as a model of Berne’s transactional analysis theory. As I believe if you talk like a child you will get a reaction like a child so it is very important that you make sure you come across as someone you want to be, as an adult or someone representing an accounting function or model. We need to be communicating like an adult. To make sure the staff is confident in doing the targets I arrange for the staff to go on training to be able to support the child as it is vital to me to make a â€Å"quality lea rning experience for children and this requires a quality workforce†¦ providers should regularly consider the training and development needs of all staff members to ensure that they offer a quality learning experience for children that continually improve† (Department of Education 2012). We also have professionals come to our setting to train the staff on the IEP targets such as bucket time. Intensive interaction and especial time in the setting â€Å"the staff trained that share their experience and knowledge with less experienced staff, in order to ensure that continuing professional development takes place†. (EYE VOLUME 14) The professionals who train the staff come to the setting to work with the key person to see if they are using the training effectively. I have regular contact with the professional through phone, email, and through paper. We have regular interaction with the outside agency and termly meetings in which the child’s progress and next steps to take are addressed. During the meetings the child’s transition is also discussed as it is very important to make sure the child moves to the next setting with all the support and the hard work achieved by us at our setting is implemented and continued. I sat with the mum and the area SENCO to explain to mum the options she has to choose from as in the end it’s what she wants for the child that is important.as it is clearly stated in the SEN code of practice working in partnership with parents 2.2 â€Å"parents too have a vital role to play in supporting their child’s education.† They hold key information and have a critical role to play in their children’s education. It continues to state that parents have â€Å"knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.† So I believe it is very important that professionals (schools, LEAs and other agencies) actively seek to work with parents and value the contribution they make. It  is my belief that â€Å"The work of professionals can be more effective when parents are involved and account is taken of their wishes, feelings and perspectives on their children’s development.â €  In the document it continues stating â€Å"When practitioners are friendly and have a genuine interest in the children, parents come to like and trust them, and mutual respect can flourish.† According to B Sandra who is the consultant and director of Early Years gives some recommendation on effective communication according to her recommendation we need to give full attention to the person who we were communication, we need to be aware of our body language, need to resist any ways to interrupt. We need to take account of individual need and be flexible in the way they communicate and be ready to ask for help when required, be honest about what we know and what we don’t know, one of the other recommendation is that we need to be sensitive to culture differences as in some cultures direct eye contact is class as been rude in other culture satin cultures certain gestures are classed as rude.so care is needed when communication. While communication with a person with English as a additional needs we need to use photos, and visual aid. Someone with hearing aid needs to be communicating visual aid as well as use of British sigh language to make sure effective communication is taking place. To conclude my assignment I believe that a happier, healthier and better-informed workforce leads to a better setting. And that engaging your workforce with the right kind of communication, delivered regularly and efficiently through appropriate channels and means can make a big difference to all involved, for example you, your staff, child, parents and outside agencies.

Impact of policy on practice

Impact of policy on practice In order to maintain confidentiality the names used in this piece of work have been anonymised. The purpose of this assignment is to demonstrate the knowledge and understanding of the impact that policy and specifically Child Protection (CP) policy has made on professional practice. I will identify and analyse an incident associated with child protection in practice which will enable a discussion to debate appropriate local, national and international perspectives. I will also consider the impact of policy on other professionals involved in the event. Furthermore I will use PEST analysis as a framework to explore the impact of policy on practice. Pest analysis is described by Mindtools, 2009 as a simple, useful and widely-used tool that helps you understand the big picture of your Political, Economic, Socio-Cultural and Technological environment. It is used by business leaders worldwide to build their vision of the future and likewise can be used by practitioners to attain best practice to achieve positive outcomes for individuals. The practice placement that is the focus of this assignment is a mixed senior school of predominantly working class white students aged 11 18. The incident that occurred was discussed between a female pupil known as Beth Jones aged 12 years and a student social worker (SSW). While in a 1:1 mentoring session Beth disclosed that her mother Elaine Jones had pushed her down the stairs in her home that morning. Beth was traumatised and stated that she was fearful to return to her home that day. Recently, the views within the UK concerning the status of children have been wide-ranging and this has had some impact on policy and practice. At a socio-cultural level children are now viewed as having the capabilities to engage in building and constructing their own lives and opinions have swayed towards autonomy of women and in particular of children. In todays society, through the emergence of feminist writers especially on issues such as patriarchy and domestic violence, children are viewed as independents rather than being the property of men. This has been reinforced through changes in the political economy of welfare where societys perceptions of children have transformed towards children being independent service users whose wishes and preferences have been given greater importance. (Armstrong, et al 1991). The introduction of the Human Rights Act 1998 also ensures that children now have legal rights. (WHO, 1998). The term Gillick competent is used to describe a child under the age of 16 who is judged to be of a sufficient understanding and intelligence to be capable of making up his own mind on the matter requiring decision (Smith, 1996 p52) thus enabling young people like Beth to be heard. The practice implication for this is that when taking into consideration the opinions and wishes of the child, it must first be established what those wishes and views are and then whether those wishes and views are to be considered, or acted on, based on whether the child is deemed to have a full enough understanding of the implications of their decisions. Every child living in this country is entitled to protection from abuse regardless of his or her background. With the help of the Children Act 1989, and the recommendations made by Lord Laming, (Every Child Matters, 2004), child services within the UK have been given the power to act when they feel a child is being abused. Victoria Climbià © aged 8 died from 128 injuries at the hands of her carers in February 2000. The investigatory inquiry into her death conducted by Lord Laming discovered many instances where professionals including line managers had failed to fulfil their roles and numerous flaws where professional networks had failed to protect Victoria during the last months of her life. Laming criticised the lack of professionalism and cooperation between agencies (Laming, 2003 S.1.30) the Laming Enquiry, lay the foundations for the Every Child Matters Green Paper published in 2003. In the U.K. the Children Act 1989 aimed to introduce key changes for practice by focusing on principles such as paramountcy of the child, partnership and parental responsibility as well as child protection and family support and the rights of the family against the rights of the child. This has lead to increasing pressures on social workers who have to prove that they have been empowering, anti oppressive and supportive to those involved in their cases. Within the U.K. these policies afford children considerable rights as individuals and these are considered primarily before those of the parents in child protection cases. This has led to a predominantly rights-based legal approach where social workers hold considerable amounts of power. (Archard el al 2002). Farnfield (1998, p53) talks about children as consumers and the difficulty which many social workers have in balancing the rights of the parents with the rights of the child. Given the drive towards working in partnership with parents in childcare and inclusion of all relevant parties when working within a social care field, it may be difficult, when working with families, to remain focussed on the issue of whom the client is and whose interests are best being served by any particular course of action. Trevithick (2005, p229) discusses a particular case where she was having difficulty in establishing a good relationship with parents in a child protection case. The issue of having the agenda of protecting the children was identified as a stumbling block in the establishment of a rapport with the parents. Brayne and Martin (1999) however argue that, from a legal perspective, in child protection cases the primary client must always be the child. This is borne-out by the policy document Working Together to Safeguard Children which states that professionals should: work co-operatively with parents unless this is inconsistent with the need to ensure the childs safety. This is also compatible with the ethos of child centred practice in placing the child first. Article 19 of the UN convention on the rights of the child states governments should ensure that children are properly cared for and protect them from violence, abuse and neglect by their parents or anyone else who looks after them. The Human Rights Act 1998 is linked to the implementation of no-smacking policies and states that every child has the right not to suffer ill treatment or cruel, unusual punishment.'(Flynn, 2004. p.41). As Beth disclosed to the SSW that she has been physically abused, the SSW refers the disclosure to the Child Protection officer. In line with the Data Protection Act 1998 the information is kept confidential as it is not necessary that any other member of staff need to know about the case at that time. As a result of the deaths of Jessica Chapman and Holly Wells in 2004 the Bichard Report was published and made recommendations about how information is shared and stored.Child protection information on a pupil is filed in a separate area to the school file a nd can only be accessed by the child protection officer and shared with other professionals in a need to know basis a positive impact of policy to protect confidentiality of vulnerable children. Undoubtedly the most significant development in childcare policy in Britain over the past twenty-five years has been the preoccupation with child abuse (Alcock et al 1998). Also it can be suggested that this increase in concern can be seen in all major European countries and constitutes a major key issue in this area of social policy. This concern has not only been emphasised through the formal and legal frameworks of society but also by the general public. As stated above the rise in concern with child abuse has been evident from the late 60s and early 70s. It is from then that child abuse has become identified as a social problem (Alcock et al 1998) mainly through high-publicised cases of child abuse victims. The high profile case of Maria Colwell who died in 1973 after serious injuries were inflicted upon her at her home whilst under the supervision of social services demonstrates this point effectively. Even today 30 years on this case is still being analysed and discussed. When identifying the key issues within child protection it is important to consider the concept of balance. This is a main concern for all countries who find themselves victims of either jumping in too quickly with overzealous assumptions, or on the other hand holding off too long and in the end delaying intervention until in some cases it is too late. Any major piece of legislation develops in response to a variety of influences. (Hill, M. and Aldgate, J. 1996). In the U.K. for example, the Childrens Act 1989 was the result of a number of influential factors. One of the biggest influences, which have already been mentioned, is that of the wave of child abuse tragedies that occurred over the years. The public inquiries and the amount of media attention that arose because of these cases shed light upon the inadequacies of practice and previous policies. Cases such as Jasmine Beckford and Kimberley Carlisle and the Orkney and Cleveland inquiries impacted public perceptions and professional practice and shaped the responses of the U.K.s policies to the problem of child abuse. The social reaction prompted those in power to reassess their protection schemes and to readdress the issues of evidenced based practice within their policy changes. According to Alcock et al. these high publicised inquiries, led to the promulgation of extensive procedural guidance at central and local levels to social welfare and other agencies designed to avoid repetition of tragedy and scandal (Alcock et al 1998). Back to the scenario with Beth, after discussion with the child protection officer, a decision is made to make a referral to social services. Policy states that any disclosure of physical abuse results in steps that must be taken to protect the child. This may produce an emergency protection order as she is deemed to be at risk of harm if she returns to her mothers care. A social workers main aim in the U.K. is to guarantee young people like Beths right to protection from harm and if necessary will battle with parents and other agencies to fulfil this. In comparison, Europe and specifically France, children have not been accorded as many individual rights independently of their family. Their position is a result of the traditional state and family perspective. The French policies have adapted to this cultural opinion and have enforced that child protection work should be focused on the family and that children should be considered not as an individual but as part of the family. Traditionally the focus is that the parents are superior to the children giving them the rights of decisions, protection and care. This is the view of French society where their main concern is keeping the birth family together and taking risks is acceptable. It can be suggested that in France a humanistic model (Parton ,cited in Armstrong et al 1991) is followed to a certain degree. The countrys view that social factors are very likely to be involved in child abuse cases is evident in their policies, which apply preventative, counselling and therapeutic app roaches. Examples of this can include the forcing of families to co-operate at the intervention stage, which is unheard of in Britain. One of the main concerns of this system is the fact that in most cases the Childrens Judge does not hear the childs wishes and views, and if they are heard they are poorly represented. In the U.K. as stated the protective attitude of society is reflected in their policies that recognise the state as having direct responsibility for protecting children when the parents have failed. If Beth were in France she would not be given an independent voice and a right to immediate protection without a full family investigation. The protective U.K. system appears to have disadvantages, Cooper proves this point by highlighting that in France there has never been any highly publicised cases of abuse as in Britain; therefore there has never been a lack of confidence in social work. The positive aspect of French child protection policy is a constructive public perception which eases tensions within the social worker and family relationship and also encourages co-operation of the family. It was also found that French social workers have a, consistent, trusting professional relationship at the centre of their professional aims whereas in the U.K. social workers are mainly concerned with whether parents are guilty or innocent and with the task of collecting evidence this impacts on UK social workers as they are on the receiving end of accusations and abuse and stereotypical blame. (Cooper, A. 1994 p59-67). Effective communication is essential for organisations to be successful. It is the process by which information is exchanged between one group or person and another, by computer, telephone, letter, meetings, text, fax or face to face. The deaths of Holly Wells and Jessica Chapman in August 2002 sparked the Bichard enquiry into child protection procedures in the Humberside Police and Cambridgeshire Constabulary in the light of the trial and conviction of Ian Huntley for the murder of the two young girls. He had previously been suspected of committing sexual assaults on at least eight occasions and at the age of 21 Ian Huntley had sexual relationships with at least three 15-year-old girls for whom social services were aware but failed to communicate this information to the police. If the police had been aware of this information, this may have shown up when vetting checks were being carried out on Huntley and may have stopped him from getting a job at the school that the girls had atte nded. In December 2003 the Humberside Police said the main reason for this was because of the Data Protection Act. Information about dealings with Ian Huntley had not been available to them during vetting checks. This inquiry also stated that the problem was due to the police not having been told about this legislation regarding information about the person being vetted. A report stated that police officers were nervous about breaching the legislation, partly at least because too little was done to educate and reassure them about its impact. Michael Bichard labelled it an inelegant and cumbersome piece of legislation and the judiciary stated that better guidance is needed on the collection, retention, deletion, use and sharing of information, so that police officers, social workers and other professionals can feel more confident in using information properly. This simply indicates the importance of effective communication. The information system may have been used to its full potent ial if the officers had been aware of the limits of the Data Protection Act. Ian Huntleys date of birth had been entered into the system incorrectly. If this information had been entered correctly then they would have been aware of his past behaviour. This would effectively stop him working in the school and the girls trusting him as a safe adult. The PNC (Police National Computer) only checked against the name Ian Nixon (an alias) and not Ian Huntley. An Information system can fail completely without accurate information from the end user, highlighting the systems reliance on good communication with its users. (Bichard Inquiry, 2004). The Children Act 2004 empowered the Secretary of State for Education to create a database (or databases) of everyone in England who is aged under 18. In July 2007, the regulations that will bring this first national database of children into being were passed by Parliament. The government has announced that the database will be called ContactPoint. It was originally known as the Information-Sharing Index, but re-branded in February 2007 because of negative publicity about information sharing. ContactPoint is effectively a file-front that serves the whole range of agencies that may be involved with a child. It is intended to provide a complete directory of all children from birth, together with a list of the agencies with which s/he is in contact. It will not hold any case records, but will enable practitioners to indicate their involvement with a family and contact each other in order to share information. It will also show whether an eCAF (an in-depth personal profile under the Comm on Assessment Framework) has been carried out and is available for sharing. A response from teachers in local schools have indicated that agencies are finding the procedure confusing with long waiting times for an initial reply for services. Another negative criticism of this policy as stated by Searing, 2007 the danger is that once social work has become more closely aligned with an inter-agency system of surveillance and monitoring of families most people will be less open and trusting towards social workers and this will make their job more difficult thus further negative impact on the social worker role. The Governments response to the Laming Enquiry was almost immediate with the production of the Green Paper Every Child Matters 2004. In conjunction with Every Child Matters (ECM) is The Children Act 2004, which is in addition to the original Act 1989. The Act encompasses several components based on recommendations from the Laming Report and is responsible for promoting a partnership between agencies working with children including health, education and social care in a more cohesive manner (Allen, 2008). According to Smith the Children Act 1989 (CA, 1989) simplified all pre-existing legislation in relation to children and families. It imposed new duties on local authorities relating to the identification and assessment of children in need, and gave all Local Authorities new responsibilities for looked after children. The introduction of the Act also provided the Court with Emergency Protection Orders to protect children at risk of harm which replaced the Place of Safety Orders. Smith (2001) argues that the Children Act was particularly relevant because for the first time it placed more emphasis upon the importance of inter-agency collaborative working as a means of responding to the needs of both children and their families. This policy provided immediate protection to Beth, initiated within the school environment and in collaboration with social services, a good example of interagency working. If Beth had not been listened to or taken seriously she would be at risk of further abuse and may not disclose further abuse due to lack of support. It is important that professionals and agencies co-operate and work together in child protection cases so that all the relevant and correct information is available, and accurate in order to help and support the child. In recent cases, specifically that of Victoria Climbie, this was not done and therefore Victoria was put at further harm, and subsequently died when she could have been saved if the agencies had worked effectively and shared information. This is why the Every Child Matters legislation came about, to try and prevent this in the future. Children at risk need coordinated help from health, education, social services and other agencies, including youth justice services. These professionals are required to work together in order to protect the children and keep them safe, and to help bring to justice the perpetrators of crimes against children. As a result of Every Child Matters, now children known to more than one agency will have a single named professional to lead their c ase. This has proved to be an effective tool in Beths scenario as guidance enables the professionals within the school to take action immediately to protect her as she was placed on an emergency protection order. Even though the policy is over five years old, when applied effectively stops a child falling through the net. Policy has shaped the care for this service user and had a significant impact on her outcome. References Allen, N. (2008) Making Sense of the Children Act 1989, 4th ed. West Sussex: John Wiley Sons. Alcock, P. Erskine, A. and May, M. (1998) The Students Companion to Social Policy Blackwell Publishers Armstrong, H. and Hollows, A. (1991) in Hill, M. (Ed) Social Work and the European Community: the Social Policy and Practice Contexts. London: Jessica Kingsley Publishers, 142-161 Brayne, H. Martin, G (1999) Law for Social Workers (6ed). London: Blackstone Bichard, M. Sir. (2004 April 21), The Bichard Inquiry An Independent Inquiry arising from the Soham murders, (The Bichard Inquiry), Available: http://www.bichardinquiry.org.uk/, (Accessed: May 2009). Children Act 1989- Section 47. Children Act 1989 (c.41). www.hmso.gov.uk/acts/acts1989/Ukpga w19 March 2009. Cooper, A. (1994) In Care or En Famille? Child Protection, the Family and the state in France and England. Social Work in Europe. Volume1No.1. Davies, M. (2002 p107) Companion to Social Work. (2nd). London: Blackwell. (Data Protection Act 1984 and 1998). DfES (2006) What to do if youre worried a child is being abused. Summary. Crown Copyright. Department of Health, Home Office, Department for Education and Employment, 1999 Every Child Matters (2003) Every Child Matters (2005) Background to Every Child Matters (http://www.everychildmatters.co.uk/aims/background [Accessed online: 17/01/2009] Farnfield, S (1998) The rights and wrongs of social work with children and young people in Cheetham, J. and Kazi, M.A.F (eds.) The Working of Social Work. London: Jessica Kingsley Flynn, H. (2004) Protecting Children. Heinemann. Hill, M and Aldgate, J (1996) The Children Act 1989 and Recent Developments in Research in England and Wales, in Hill, M. and Aldgate, J. (Eds.) Child Welfare Services: Developments in Law, Policy, Practice and Research, London: Jessica Kingsley Publishers Lord Laming.2003. The Victoria Climbie inquiry. Crown London http://www.mindtools.com/pages/article/newTMC_09.htm Searing, H (2008). The Crisis in Social Work: The Radical Solution. Available at http://www.radical.org.uk/barefoot/crisis.htm (Accessed May 2009) Smith P (1999) Support for Children and Families: Trevithick, P. (2005) Social Work Skills.2nd ed. Berkshire: Open University Press. World Health Organisation (WHO) Bibliography Burton S., (1997) When Theres a Will Theres a Way: Refocusing Child Care Practice A Guide for Team Managers London: National Childrens Bureau London Borough of Greenwich and Greenwich Health Authority (1987) The Kimberley Carlile Report Cleveland Report (1988) Report of the Inquiry into child abuse in Cleveland 1987 London: HMSO General Assembly of the United Nations (1989) The Convention on the Rights of the Child. Adopted by the General Assembly of the United Nations on 20 November 1989. (UN Convention) http://www.unicef.org/crc/text.htm Parton, N. (1996) Social Work, Risk and the Blaming System in N. Parton (ed.) Social Theory, Social Change and Social Work, London: Routledge Kegan Paul. Trotter, C. (2004) Helping Abused Children And Their Families, London.