PROVIDE INFORMATION AND ADVICE TO YOUNG PEOPLE
1.1
|
The importance of providing accurate and up to date information and advice to children and young people.
| |
Young people should have accurate and up-to-date information about the range of opportunities available to them along with appropriate career information, advice and guidance (IAG) and any information to help support their decision-making process.
Read moreAll young people are entitled to the support that they need to move into a positive and sustained destination. All young people will have frequent opportunities to discuss their learning with an adult who can act as a mentor, helping them to set appropriate goals for the next stage in learning and provide suitable Information, Advice and Guidance when required. Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey[1]
Providing accurate and up to date information will help the children and young people in planning for future education and employment e.g. selection of exam subjects, education pathways, training schemes/working and learning, apprenticeships, employment, work experience, voluntary work.
Accurate and up to date information is also important for it will have financial implications e.g. benefits, maintenance allowances, education grants and loans, sponsorships, bursaries, internships.
Children and young people also need information about types of contracts in work e.g. short-term, fixed term, part time, full time, temporary, permanent and about pay and working conditions e.g. minimum wage, shift patterns, working environments, holiday and sickness arrangements; signposting to current support agencies or professionals e.g. careers advisers, Connexions, Job Centres, advice and guidance centres,
Admissions officers [2] All this information is important to children and young people to know for they should be aware of what they are going to meet when out of school.
1.2 Explain your role and others in providing impartial information and advice to children and young people.
| ||
.4
|
Practitioners are considered professionals who undergone training and studies as to how children or young people behave, think and respond. They have a well grasp about someone's capacity, especially children, to handle information or pieces of advice. A practitioner's role does not start in giving the information or advice right away. It is also part of their responsibility to assess a child's behaviour, aptitude and attitude. And once done, the practitioners filter the information that they think they could give based on the result of the assessments to someone, in this case to children. They would also need to make some observations right after the information is given as to how a child is digesting what he or she has learned[3].
From the assessment and observation is only when the practitioner can be able to give impartial information. The role of practitioners in providing impartial information and advice is to support the children and young people in making informed choices, protect them from exploitation. It is also to support them in preparing for employment for example helping the know how to write curriculum vitae, learn interview skills and personal presentation. Also to provide them with impartial information and advice in signposting for personal issues and relationships for example counselling, health services, advocacy and legal help and importantly personal safety[4]. | |
3.1
|
2.4.Explain approaches to managing situations when the child and young person’s choices are different to those of their carers (give examples).
A practitioner is often faced with challenging situations where he finds that a child’s choices are different from those of their carer. It is important to recognise that young people have a right to participate in the key decisions that affect their lives. Article 12 of the united nations convention on the rights of the child states that children and young people should have the opportunity to express their views on matters that concern them and to have those views taken into account when decisions are made[5].
In this situation the practitioner in managing choices different from those of carers will have to make sure that he uses listening skills, encouraging explanation for choices, offering realistic alternatives, mediating, diffusing arguments, negotiating, showing diplomacy and understanding, signposting to relevant support and information for all parties [6].
3.1.Explain why it is important to provide opportunities for children and young people to make informed choices.
This is important for it will help them to develop confidence, self-esteem and an understanding of their own capabilities, strengths and weaknesses. This will also help them to become independent thinkers, to experience failure safely and learn from it. It will help them to learn problem solving and to learn to accept consequences, to learn about diversity and peoples differing views and needs.
This will Provide opportunities for self-expression, debate, role play, encourage children and young people to question, give individuals some responsibility, give rewards and consequences[7]. | |
It is important that practitioners should provide children and young people opportunities for informed choices:
· When a child or young person is given an opportunity to make informed choice, this empowers child or young person with sense of ownership, independence and control.
· This help in building in the child or young person confidence and self-esteem.
· This presents measurable and realistic goals for the child or young person.
· It supports appropriate career planning from the choices available for example, full-time education, apprenticeships, higher education and employment
· This also helps the practitioner to check that the young person has understood the range of available options. This can be done by asking questions, repeat, summarise, ask for clarification, make lists, use mind maps and/or flow diagrams, set out actions and targets with deadlines, ask young person to write down main points of meeting, check understanding via support personnel where there are physical or sensory needs or language differences. It can also be done by record interaction following organisational procedures and legal requirements for example data protection and confidentiality [8]
©2014 All rights Reserved