82268
Beschreibung
Mindmap von selinaward, aktualisiert more than 1 year ago
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Erstellt von selinaward
vor mehr als 11 Jahre
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Assessment and intervention
- Most practice across health, social care and education services
involves a process similar to this. It relates very closely to the process
of critical thinking and reflection identified in Learning Guide 7.
- One of the main aims of exploring knowledge, skills and
values is ultimately to improve services for children, a
reflective approach to your own views – and if you are working
with children, your day to day work – can make an important
contribution
- There are many variations on this cycle but they all illustrate
how reviewing an event (what happened?), and analysing and
evaluating it (why did it happen?) can lead to new strategies
and ideas to apply to similar situations in future (what next?)
- There are many variations on this cycle but they all illustrate
how reviewing an event (what happened?), and analysing and
evaluating it (why did it happen?) can lead to new strategies
and ideas to apply to similar situations in future (what next?)
- One of the main aims of exploring knowledge, skills and
values is ultimately to improve services for children, a
reflective approach to your own views – and if you are working
with children, your day to day work – can make an important
contribution
- Some practitioners may only be involved in one or
more of the stages in the ASPIRE model, yet
should be aware of the whole process.
- It is always important in any area of practice to ask questions, such
as: What is the plan for this young person? Who developed it? How
do we know the plan is working? What is the timescale for the plan?
Who is involved in checking that the plan is working? Do we need a
new plan?
- The assessment frameworks emphasise the importance of good
communication and relationships with children, young people and
families, the improvement of services, integrated working,
coordination of input, shared responsibility for outcomes and clear
leadership
- Holly - The ‘My World Triangle’ is only one part of the
‘Getting it right for every child’ approach. The ‘My World
Triangle’ is a framework for gathering information –
analysing it and making an assessment prior to making a
plan is an essential part of an ASPIRE approach.
- It is also helpful in emphasising that
assessment is a process which is dynamic
and changes over time. The subsequent plan
which might be made to support Holly would
be based on the assessment – so it is
important to have as accurate a picture as
possible and keep both the assessment and
subsequent plan under review.
- It is also helpful in emphasising that
assessment is a process which is dynamic
and changes over time. The subsequent plan
which might be made to support Holly would
be based on the assessment – so it is
important to have as accurate a picture as
possible and keep both the assessment and
subsequent plan under review.
- Holly - The ‘My World Triangle’ is only one part of the
‘Getting it right for every child’ approach. The ‘My World
Triangle’ is a framework for gathering information –
analysing it and making an assessment prior to making a
plan is an essential part of an ASPIRE approach.
- The assessment frameworks emphasise the importance of good
communication and relationships with children, young people and
families, the improvement of services, integrated working,
coordination of input, shared responsibility for outcomes and clear
leadership
- It is always important in any area of practice to ask questions, such
as: What is the plan for this young person? Who developed it? How
do we know the plan is working? What is the timescale for the plan?
Who is involved in checking that the plan is working? Do we need a
new plan?
- The required knowledge, skills and values for different groups of
practitioners are reflected in the publication of a range of different
‘professional’ standards. Attempts have also been made to define the
knowledge and skills requirements that span everyone working with children
and young people. ‘Outcomes’ and ‘targets’ (and inspection processes to
measure them) have come to be seen as very important indicators of the
quality of services
- Local authorities, like hospitals, have a vast array of targets that
must be met, which will often result in ‘star ratings’ or ‘league
tables’. Schools have also been subject to league tables
depending on their exam results. League tables of school
inspections and test results are amongst the most commonly
discussed example of measuring outcomes
- Local authorities, like hospitals, have a vast array of targets that
must be met, which will often result in ‘star ratings’ or ‘league
tables’. Schools have also been subject to league tables
depending on their exam results. League tables of school
inspections and test results are amongst the most commonly
discussed example of measuring outcomes
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