E-Learning Modules - Hampshiredocuments.hants.gov.uk/childrens-services/KIDseLearningModuleTitle... · E-Learning Modules . 1 CONTENTS ... Theories of Child Development ... By the

2014-15

E-Learning Modules

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CONTENTS

Stage 1 Modules .................................................................................................................................................. 3

Your Legal Responsibilities when working with disabled children and young people......................... 3

Child protection .................................................................................................................................... 3

Stage 2 Modules .................................................................................................................................................. 4

Understanding your Roles and Responsibilities .................................................................................. 4

Health and Safety ................................................................................................................................ 4

First Aid................................................................................................................................................ 4

Understanding and Managing Risk ..................................................................................................... 4

Introduction to the Role of Supervisors (For Supervisors Only) .......................................................... 5

Supervision of workers (for supervision only) ...................................................................................... 5

Home visiting (for supervision only) .................................................................................................... 5

Communicating with Children and Young People ............................................................................... 5

Developing Relationship with children and young people ................................................................... 6

Personal care ...................................................................................................................................... 6

Stage 3 modules .................................................................................................................................................. 7

Changing the Perception of Men Working with Children ..................................................................... 7

Person cantered planning.................................................................................................................... 7

Supporting Relationships between Children and young people.......................................................... 7

Responding to accidents, illness and emergencies ............................................................................ 7

Safeguarding – responding to possible abuse .................................................................................... 8

Supporting transitions for frontline staff ............................................................................................... 8

Supporting transition for supervisors ................................................................................................... 8

Keeping records .................................................................................................................................. 9

Keeping records for supervisors .......................................................................................................... 9

Stage 4 Modules ................................................................................................................................................ 10

Theories of Child Development ......................................................................................................... 10

Positive Behaviour Management ....................................................................................................... 10

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Medication and Medical care: children and young people with multiple health requirements .......... 10

Working with disabled young people 14+ .......................................................................................... 10

Life limiting conditions: end of life care, loss and bereavement ........................................................ 11

Working in a team .............................................................................................................................. 11

Interventions in play ........................................................................................................................... 11

Making the most of play ..................................................................................................................... 12

Observing children and young people ............................................................................................... 12

Multi-Agency working for frontline staff ............................................................................................. 12

Multi-agency working for supervisors ................................................................................................ 12

Moving and Handling: children and young people with required equipment and adaptation ............ 13

Working with parents and carers ....................................................................................................... 13

Working with children and young people with autism spectrum disorders ........................................ 13

Professional and personal development ........................................................................................... 14

Project management ......................................................................................................................... 14

Managing people in direct work with children and young people ...................................................... 14

Participation: rights and voices .......................................................................................................... 14

PECS ................................................................................................................................................. 15

Makaton ............................................................................................................................................. 15

British sigh language ......................................................................................................................... 15

Assistive technology .......................................................................................................................... 16

Information sharing ............................................................................................................................ 16

Epilepsy awareness ........................................................................................................................... 16

Providing overnight short breaks ....................................................................................................... 16

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STAGE 1 MODULES

YOUR LEGAL RESPONSIBILITIES WHEN WORKING WITH DISABLED

CHILDREN AND YOUNG PEOPLE

By the end of this module, you will be able to:

1. Understanding the legal requirements that govern you whilst working with children and young people

2. Understanding the implications of the United Nations Declaration of Human Rights and UN Convention on the Rights of the Child (UNCRC) on working practice and attitudinal expectations, including the rights of the disabled child

3. Understand the impact of Every Child Matters (ECM 4. Understand the Common Assessment Framework (CAF 5. Develop approaches around inclusive practice 6. Develop an understanding of inclusion and inclusive play 7. Develop an understanding of separate, segregated, integrated and inclusive provision

CHILD PROTECTION

By the end of this module, you will be able:

1. To develop an understanding of what child protection is and how 'abuse' fits into this 2. Understand the vulnerability of disabled children to abuse 3. To identify categories of abuse 4. To identify signs and (physical or behavioural) indicators of abuse 5. To identify appropriate responses to suspected abuse or disclosure 6. To understand the importance of the child's voice within a safeguarding context 7. To understand requirements for recording, referring and reporting concerns 8. To develop a repertoire of techniques to support children to stay safe

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STAGE 2 MODULES

UNDERSTANDING YOUR ROLES AND RESPONSIBILITIES


1. To know about your own role and the aims of the work of the service you are working within and your employer

2. To know about your responsibilities 3. To be aware of the other professionals involved in the children and young people’s support

and care 4. To recognise the limits of your relationship with children and young people 5. To know about challenging behaviours and how these may be presented by the children and

young people you work with 6. To consider strategies for managing unwanted behaviours 7. To explore strategies for encouraging positive behaviour

HEALTH AND SAFETY

By the end of this module, you will:

1. Be aware of own responsibility and the responsibility of others relating to health and safety

2. Have considered health and safety matters specific to disabled children and young people

3. Know about health and safety laws that apply to your working environment 4. Have created a health and safety checklist

FIRST AID


1. To have a basic understanding of paediatric basic life support (BLS) 2. To understand the basic principles of soft tissue injury in adults and children 3. To have a basic knowledge of first aid for the treatment of soft tissue injuries 4. To have a basic knowledge of first aid for the treatment of burn injuries 5. To know when to attempt treatment of a soft tissue injury or burn and when to call for

professional assistance

UNDERSTANDING AND MANAGING RISK


1. Recognise the principle that children and young people have the right to take risks

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2. Know how to use risk assessment procedures to identify whether a child or young person is posing a danger to themselves or others

3. Know how to assess and manage risk 4. Know how to conduct a risk assessment 5. Appreciate the value to children and young people of assessing risk for themselves, as

appropriate to their age and abilities

INTRODUCTION TO THE ROLE OF SUPERVISORS (FOR SUPERVISORS ONLY)


1. Know the key responsibilities of a Supervisor 2. Understand the organisation 3. Understand the key people 4. Know the workers 5. Plan for the first quarter

SUPERVISION OF WORKERS (FOR SUPERVISION ONLY)


1. Understand and get to know your workforce 2. Know how to prepare for a supervision meeting 3. Know how to review short break activity reviews 4. Understand how to assess reflective practices 5. Understand how to prepare for a supervision meeting 6. Know how to follow up a supervision meeting

HOME VISITING (FOR SUPERVISION ONLY)


1. Explain the purpose of the visit 2. Know how to prepare for the visit 3. Be confident to undertake the first visit

COMMUNICATING WITH CHILDREN AND YOUNG PEOPLE


1. Recognise that disability is a form of discrimination 2. Know how to describe disabled people in a positive way 3. Know how to choose words that acknowledge the social model of inclusion 4. Recognise some of the ways the people you work with might communicate

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5. Consider the best ways of communicating with the children and young people you work with

6. Be aware of when and how to use touch to communicate, and when touch is not appropriate

DEVELOPING RELATIONSHIP WITH CHILDREN AND YOUNG PEOPLE


1. Appreciate how a person centred approach affects relationship development 2. Appreciate the importance of valuing all children and young people, their individuality and

differences 3. Know how to establish a rapport with children and young people 4. Recognise the importance of being responsive to children and young people, their

questions, ideas and suggestions, and how to do this 5. Support children and young people in making choices for themselves

PERSONAL CARE


1. Know what is meant by personal care 2. Know how to consider the individual when providing care 3. Be aware of your role, responsibilities and limitations in relation to providing personal care 4. Be comfortable following the principles of personal care

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STAGE 3 MODULES

CHANGING THE PERCEPTION OF MEN WORKING WITH CHILDREN


1. Consider the importance of good role models for children 2. Increase understanding of children’s play and the adult role within this 3. Examine the importance of gender balance in childcare 4. Explore the barriers that may prevent men from entering caring roles 5. Contribute to reducing the social stigma attached to male caring roles

PERSON CANTERED PLANNING


1. Know what is meant by ‘person centred’ 2. Recognise the difference between service centred and person centred 3. Know what good Person Centred Planning (PCP) is and is not 4. Have a basic overview of the 6 main PCP tools 5. Have EXAMPLES of activities you could use in facilitating a plan with someone

SUPPORTING RELATIONSHIPS BETWEEN CHILDREN AND YOUNG PEOPLE


1. Support all children and young people to communicate effectively with others 2. Encourage children and young people to understand other people’s individuality, diversity

and differences 3. Help children and young people to understand and respect other people’s feelings and

points of view 4. Support children and young people to develop group agreements about the way they

interact with others 5. Support children and young people who have been affected by the behaviour of others

Encourage and support children and young people to deal with conflict for themselves

RESPONDING TO ACCIDENTS, ILLNESS AND EMERGENCIES


1. Know how to respond to accidents, sudden illness and emergencies 2. Reflect on common reasons for accidents in a support setting and how these can be best

prevented 3. Learn about the different types of illness that may occur and their symptoms

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4. Know what action should be taken in an emergency 5. Differentiate between actions which require specialist emergency first aid training and

which do not

SAFEGUARDING – RESPONDING TO POSSIBLE ABUSE


1. Know how to respond to possible abuse or neglect 2. Know how to respond to a disclosure of abuse from a child or young person 3. Recognise the importance of “whistle blowing” when necessary to safeguard the well-

being of the child or young person 4. Recognise the importance of the child or young person’s voice in making a disclosure 5. Treat disclosure confidentially 6. Be aware of procedures for reporting and recording suspected abuse

SUPPORTING TRANSITIONS FOR FRONTLINE STAFF


1. Learner will understand the term ‘Transition’ in relation to the children and young people they work with.

2. Learner will be able to furnish examples of transitions in the lives of children and young people including the transition to a universal setting for disabled children and young people, and vice versa

3. Learner will be familiar with the social changes children and young people may encounter and be able to support children and young people in working through these

4. Learner will recognise barriers to participation in every-day life 5. Learner will be familiar with techniques to remove barriers

SUPPORTING TRANSITION FOR SUPERVISORS


1. Understand what is meant by ‘transitions’ in relation to the children and young people you work with, including transition to a mainstream setting for disabled children and young people

2. Support Workers in recognising the significant milestones which mark transition in the lives of the children and young people you work with

3. Be aware of the barriers to participation in play or other activities 4. Help workers develop techniques for recognition and removal of barriers 5. Provide support to remove barriers to participation 6. Enable workers to respond to social changes children and young people face in their lives

and support them through these changes 7. How to support children and young people through transition

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KEEPING RECORDS


1. To understand how effective record keeping can support your work with Disabled children and young people

2. To understand the value of good record-keeping 3. To be able to furnish examples of what is observation, opinion and hearsay 4. To be familiar with the records you use in your role and how to use them 5. To be able to recognise the elements of a well-written record 6. To know how to create an accurate record

KEEPING RECORDS FOR SUPERVISORS


1. To appreciate and be able to demonstrate the value of good record keeping 2. To be able to give examples of what is observation, opinion and hearsay 3. To be able to recognise and convey the elements of a well-written record

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STAGE 4 MODULES

THEORIES OF CHILD DEVELOPMENT


1. Know what child development is 2. Recognise stages of development and how they may vary for individuals 3. Identify the components of key learning theories 4. Appreciate how play contributes to development 5. Know the specific development requirements and expectations of the children and young

people in your care

POSITIVE BEHAVIOUR MANAGEMENT


1. Know what is meant by challenging behaviour 2. Be aware of some of the behaviours associated with specific impairments 3. Be familiar with techniques for managing challenging behaviour 4. Know steps to take to protect yourself and others from challenging behaviour 5. Be able to give five examples of ways in which you can encourage positive behaviour

MEDICATION AND MEDICAL CARE: CHILDREN AND YOUNG PEOPLE WITH

MULTIPLE HEALTH REQUIREMENTS


1. What is meant by “Complex medical needs” 2. Understand the organisation’s policies and procedures regarding medication and

healthcare provision and medical intervention 3. Be familiar with the forms designed for recording the dispensing of medication 4. Know your roles, responsibilities and limitations in relation to personal healthcare

requirements 5. Be familiar with the requirements for the safe storage of medication 6. What is meant by “intimate personal care”

WORKING WITH DISABLED YOUNG PEOPLE 14+


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1. Explain the term ‘multiple health care intervention requirements’ and ‘multiple impairments’

2. Outline the main aspects of the ‘teenage’ life stage and how this applies to disabled teenagers (social, emotional, entering adulthood)

3. Explore specific issues related to being a disabled teenager (e.g. transition between services)

4. Give a basic overview of actions happening around transition planning 5. Highlight issues regarding society’s perspectives of the growth to adulthood of children

and young people with impairments 6. Identify potential tensions between the aspirations of the young person, their parents’

expectations, and societal barriers

LIFE LIMITING CONDITIONS: END OF LIFE CARE, LOSS AND

BEREAVEMENT


1. Understand terminology and types of conditions that may require Palliative care or shorten life

2. Understand the processes and issues children and young people with life limiting or life threatening conditions and their families may face

3. Learn key ways to support children with life limiting and life threatening conditions 4. Understand the functions and manifestations of bereavement and how it may affect

children 5. Gain skills to support other children and young people in dealing with loss 6. Understand how loss, death and working with children and young people with life limiting

or life threatening conditions may affect you as an adult, and how to seek support if necessary

WORKING IN A TEAM


1. To understand the key responsibilities of a team 2. To understand the principles of effective team work 3. To establish an individual’s responsibilities towards the team 4. To define the qualities of a team player 5. To clarify the people who make up a team 6. To understand the lines of reporting 7. To understand the idea of a ‘virtual team’ and the importance of using the ‘staffroom’

facility

INTERVENTIONS IN PLAY


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1. What is play 2. What is meant by 'Intervention' and when is it appropriate, including supporting

participation 3. Creating a play environment where children and young people have a choice, flexibility,

challenge, stimulation and empowerment 4. Why hobbies and play are important in children and young people's learning and

development, and how to encourage these

MAKING THE MOST OF PLAY


1. To understand the term 'play‘ 2. To raise understanding of 'children's right to play‘ 3. To increase awareness of the benefits of play 4. To increase understanding of how children play 5. To understand the term 'loose parts‘ 6. To increase knowledge of the play landscape

OBSERVING CHILDREN AND YOUNG PEOPLE


1. To understand the value and purpose of observing children and young people 2. To understand different reasons for carrying out observations 3. To know about different types of observations that may be carried out and the differences

between them 4. understand how to carry out observations 5. To understand how to evaluate and interpret information from observations 6. To understand how observations can be used to inform practice

MULTI-AGENCY WORKING FOR FRONTLINE STAFF


1. Understand what ‘Multi-Agency working' means, for themselves and for their work environment

2. Know which agencies are involved and how they all work together 3. Understand what the Safeguarding Board is and how it works 4. Understand the roles and responsibilities of each of the agencies involved in the

safeguarding of the child or young person 5. Know how to access the services for the best care for the child or young person

MULTI-AGENCY WORKING FOR SUPERVISORS


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1. Understand the concept of ‘Multi - agency working' 2. Know which agencies are involved and how they all work together 3. Understand their role in the Safeguarding Board 4. Know how to support the Short Breaks worker in accessing the services for the best care

of the children and young people

MOVING AND HANDLING: CHILDREN AND YOUNG PEOPLE WITH

REQUIRED EQUIPMENT AND ADAPTATION


1. Understand legislation and regulations that govern manual handling 2. Understand of the correct procedures for moving and handling 3. Understand and appreciate the importance of safer manual handling and following

procedures in terms of reducing risk to yourself and a child or young person 4. Explore the responsibilities of the short break worker in protecting themselves and the

Disabled child or young person 5. Look at ways that moving and handling can be avoided to minimise risk 6. Complete a Risk Assessments for moving a Disabled children and young people 7. Be familiar with the mechanical aides and equipment to aid moving Disabled children and

young people 8. Understand what is covered in the specialist training for moving and handling

WORKING WITH PARENTS AND CARERS

By the end of this module, you will be able to understand:

1. The role of parents / carers in contributing to children and young people’s well-being 2. The role of Government in contributing to the welfare of Disabled children and young

people 3. Supporting parents / carers in caring for their child 4. Team working with the family 5. Effective communication with parents / carers 6. Consultation with parents/ carers when making decisions about children and young

people

WORKING WITH CHILDREN AND YOUNG PEOPLE WITH AUTISM SPECTRUM

DISORDERS


1. Explain the key elements of how autism presents in relation to the triad of impairment 2. Understand common support methods used to help children on the spectrum 3. Demonstrate understanding of appropriate communication strategies 4. Demonstrate the need/value and importance of good information exchange

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PROFESSIONAL AND PERSONAL DEVELOPMENT


1. Get feedback from children and young people and adults about their work 2. Understand why personal development is important and how to put it into practice in their

work 3. Identify at least one area of work where it would be useful to have more training and why

it is important to continuously improve your work 4. Know what reflective practice is and how to complete a reflective sheet for assessment 5. Understand the purpose of staff supervision in your work environment 6. Understand how your work may affect you personally, and how to get support in dealing

with this 7. Work with your manager to agree and follow a personal development plan 8. Understand the methods you could use to improve your work

PROJECT MANAGEMENT


1. Understand the concept of project management 2. Understand the characteristic of projects, what makes them successful and what causes

them to fail 3. Understand the different phases of the project life cycle 4. Get familiar with core project management tools and skills 5. Understand the skills required when managing projects and project teams

MANAGING PEOPLE IN DIRECT WORK WITH CHILDREN AND YOUNG

PEOPLE


1. Understand various management models and know how to apply them 2. Know the basics of systems for operational planning 3. Know the basics of staff recruitment and retention 4. Understand what’s involved in staff supervision and appraisals 5. Develop an understanding of how to promote positive relationships 6. Understand how to manage innovation and change 7. Know what is meant by reflective practice

PARTICIPATION: RIGHTS AND VOICES

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1. Consider the right of children and young people to have their voice heard in matters that affect them

2. Know how to help children and young people protect themselves in challenging or potentially difficult situations

3. Give children and young people the tools and the space to express themselves 4. Know a range of tools to give children and young people to evaluate services and

contribute to planning the services they receive 5. Recognise the importance of clear communication with children and young people

PECS


1. Explain what PECS is 2. Give an overview of the theory behind the system 3. Outline why and how PECS can support the development of communication skills 4. Provide a basic overview of how the system is taught to children and young people

including the six phases of PECS use 5. Outline how workers may be involved in using PECS 6. Explain the difference between PECS and other picture-symbol communication methods

Outline where further information can be found about PECS

MAKATON


1. Understand the background of Makaton and what Makaton is 2. Gain some knowledge about different communication strategies for working with children

who have communication difficulties 3. Basic understanding of how Makaton uses signs and symbols 4. How Makaton can support the development of communication 5. Where to find further information

BRITISH SIGH LANGUAGE


1. Learn the history and background of BSL 2. Understanding deafness and hearing impairment 3. Understand and try out finger spelling 4. Begin to communicate effectively with deaf children and young people 5. Understand the difference between British Sign Language and other communication

systems such as Makaton

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ASSISTIVE TECHNOLOGY


1. What is assistive technology 2. What is meant by the term “accommodation” 3. What is meant by the term “adaptation” 4. Types of assistive technology 5. Applications of assistive technology 6. Who would benefit from assistive technology and when

INFORMATION SHARING


1. Identify what integrated working is and how it relates to information sharing 2. Know what is meant by ‘confidential information’ 3. Have an overview of CAF in relation to information sharing 4. Recognise the role of lead professional 5. Know what information sharing protocols are

EPILEPSY AWARENESS


1. Gain a basic an understanding of epilepsy 2. Recognise types of treatment available 3. Recognise types of seizures associated with epilepsy 4. Recognise warning signs of seizures 5. Know how to deal with a seizure and reduce trigger factors

PROVIDING OVERNIGHT SHORT BREAKS


1. Understand the role and duties of Short Break Workers providing overnight care 2. Understand the responsibilities and boundaries of workers providing overnight care 3. Understand the disabled child or young person’s requirements when providing overnight

care 4. Know how to provide a positive experience of overnight care to disabled children and

young people 5. Know how to create and use an overnight care checklist

Documents

E-Learning Modules - Hampshiredocuments.hants.gov.uk/childrens-services/KIDseLearningModuleTitle... · E-Learning Modules . 1 CONTENTS ... Theories of Child Development ... By the