Unit 10: Support the Well-being and Resilience of Children ...

1 Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF) Specification Issue 1 May 2015 Pearson Education Limited 2015 104 Unit 10: Support the Well-being and Resilience of Children and Young People in Residential Childcare Unit reference number: T/506/7617 QCF level: 3 Credit value: 3 Guided learning hours: 20 Unit summary In this unit you will gain knowledge, understanding and competence relating to supporting the Well-being and Resilience of Children and young people in residential childcare. This includes factors that impact on their Well-being , attitudes and approaches that Support them to develop their Well-being and Resilience and ways of working with key people in order to Support this.

2 The unit will enable you to Support the development of Children and young people s social and emotional identity and self-esteem. This includes why social and emotional identities are important in relation to Well-being and Resilience and how Children or young people can be supported to strengthen their sense of identity and self-esteem. You will also be able to Support Children and young people to develop a positive outlook on their lives and recognise and respond to signs of distress in them. Additional information All of the assessment in this unit should be undertaken in relation to the stage of development and level of understanding of the child or young person concerned.

3 Factors that impact on Well-being Attachment Relationships Emotional security Opportunities for fun and enjoyment Early experiences Health Self esteem Diet Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF) Specification Issue 1 May 2015 Pearson Education Limited 2015 105 Exercise Rest and sleep Prompt medical/dental attention when needed Key people may include Carers Family Friends Others who are important to the individual Social and emotional identity may include elements relating to culture ethnicity sexual orientation faith talents and abilities self-image (including body size, shape and other physical attributes)

4 Community life story work Methods positive role models networks relating to a specific culture or ethnicity Types of behaviour Emotional distress Self-harm Eating disorders Inappropriate sexual activity Use of alcohol or drugs including legal highs Poor lifestyle choices Harm or abuse Bullying (either as victim or perpetrator) Exploitative behaviour (either as victim or perpetrator) Changes in the nature, frequency or intensity of behaviours Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF) Specification Issue 1 May 2015 Pearson Education Limited 2015 106 Learning outcomes and assessment criteria To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit.

5 The assessment criteria outline the requirements the learner is expected to meet to achieve the unit. Learning outcomes Assessment criteria 1 Understand the Well-being and Resilience of Children and young people Explain factors that impact on the Well-being of Children and young people Explain why it is important for Children and young people to develop Resilience Describe attitudes and approaches that Support Children and young people to develop their Well-being and Resilience in a residential childcare setting Describe ways of working with key people to enable them to Support Well-being and Resilience in Children and young people 2 Be able to Support the development of Children and young people s social and emotional identity and self esteem

6 Explain why social and emotional identity are important to the Well-being and Resilience of Children and young people Use a range of methods to encourage Children or young people to be confident in their social and emotional identity Support Children or young people to strengthen their sense of identity and self-esteem through developing new or existing abilities, talents and interests Support Children or young people to recognise and value their own abilities, talents and achievements Explain how planning and decision-making offer a way to develop a child or young person s social and emotional identity and self esteem Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF)

7 Specification Issue 1 May 2015 Pearson Education Limited 2015 107 Learning outcomes Assessment criteria 3 Be able to Support Children and young people to develop a positive outlook on their lives Use a solution focused approach to encourage Children or young people to develop a positive outlook on their lives Support Children or young people to respond positively to challenges and disappointments Support Children or young people to express their feelings, views and hopes Use own actions and interactions to reflect a positive outlook for Children or young people 4 Be able to recognise and respond to signs of distress in Children and young people Explain why Children and young people may communicate distress through behaviour rather than verbally Explain how to recognise when day to day difficulties can amount to mental health concerns that require intervention for the individual child or young person Describe types of behaviour that may indicate distress or are likely to compromise a child or young person s wellbeing Take action to report.

8 Address and record concerns following agreed procedures Support Children or young people to consider choices for positive change in their lives Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF) Specification Issue 1 May 2015 Pearson Education Limited 2015 108 Unit amplification 1 Understand the Well-being and Resilience of Children and young people Factors that impact on the Well-being of Children and young people: social; emotional; physical; economic; health poor attachments; relationship difficulties; discrimination and racism; emotional security; poor health; low self-esteem; poor diet; lack of regular exercise; lack of rest and sleep; poor housing conditions; lack of prompt medical or dental treatment; lack of preventive health measures; opportunities for fun and enjoyment; early experiences; health Why it is important for Children and young people to develop Resilience : for development of self-esteem and positive disposition towards learning; Resilience key to coping with change and transition; development of perseverance and independence; make sense of and cope with challenges and setbacks.

9 Relate to others in positive and appropriate ways Attitudes and approaches that Support Children and young people to develop their Well-being and Resilience in a residential childcare setting: encouraging Children and young people to take part in physical activity or sport; develop hobbies and interests; group activities; discussion groups; promote independence; recognition of choices; promote self-help skills; involving parents and carers in the planning and organisation of activities; recognise and promote skills and abilities of child or young person Ways of working with key people to enable them to Support Well-being and Resilience in Children and young people: actively involve key people in the planning and implementing of a wide range of activities organised for Children and young people; encourage participation and involvement in activities and experiences.

10 Be a good role model Pearson BTEC Level 3 Diploma for Residential Childcare (England) (QCF) Specification Issue 1 May 2015 Pearson Education Limited 2015 109 Information for tutors Suggested resources Books Cairns K Attachment, Trauma and Resilience : Therapeutic Caring for Children (British Association for Adoption and Fostering (BAAF), 2002) ISBN 9781903699102 Cameron R J Achieving Positive Outcomes for Children in Care (SAGE Publications Ltd, 2009) ISBN 9781847874498 Fahlberg V A Child's Journey Through Placement (British Association for Adoption and Fostering (BAAF), 2008) ISBN 9781873868133 Ginsberg K R Building Resilience in Children and Teens: Giving Kids Roots and Wings (American Academy of Pediatrics, 2011) ISBN 9781581105513 Ryan T Life Story Work.