Principles Of Professional Supervision In Health And Social Care

To listen to children/young people and offer support, information and advice in response to their needs.

Social Care Supervision refers to the strategies and body of service done within a social care plant in order to improve on the level of performance of the social care workers. Supervision is a critical idea in any social or structured society in which services of high quality and demand are being offered. Many social health care centers in the world are in need of equitable service delivery programs that will oversee a fruitful service reception by the clients. As such, Social Care Supervision refers to this body of knowledge and strategies used to support and instill hard work, quality delivery of products and services, together with a continuum of good delivery of goods and services to the clients (Gray & Brown 2010, p. 45-85).

1.Understand the principles of inter-professional working within health and social care or children and young people’s setting.

1. Understand how to manage disciplinary processes in relation to health and social care or children and young people's settings

My supervision is always held in a confidential setting, between myself and my Manager. My Manager records details of what has been discussed, targets identified, and achievement target dates to be met by me and my Manager. This is my personal development plan, and helps me to record training received, training identified, and knowledge gained. My supervision is my opportunity to discuss issues I am concerned about. Sometimes prior to my supervision, I write down notes on issues I want to raise, so that I do not forget whilst in my supervision.

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to

Supervision should provide support and knowledge, to allow the growth of the supervisee, ensuring development and training is provided for the supervisee to develop into the role expected of them.

In this assignment I am going to explain the roles and responsibilities of two members of the work force that look after children and young people and evaluate the regulation of care provision for looked after children and young people.

As a home based child-minder the safe supervision of children both in and out of the home is ultimately my complete and main responsibility. When considering the level of supervision required it is important to remember that ’supervision’ can be interpreted into 3 different level types- I.e. the depth of supervision that you adapt, and that safety requirements outlined by Ofsted determines supervision to be adapted at all times of children in my care primarily in the following activity areas;

My responsibilities as a trainee nursery practioner include: providing physical and emotion support and care for the

All people working with children are governed by legislation that is in place to protect your children and the child care provider. In this document I have listed four important legislations that are of particular importance to home based child care providers and noted how I aim to incorporate them into my practice. Child care practitioners also have a regulatory body; in England it is Ofsted. This document gives you a brief description of their supervisory role in child care settings. However, the list of legislation is not comprehensive and nor is the short description of Ofsted’s Role, if you would like more information or would like to discuss

All aspects of my job role are regulated by policies and current legislation. The mandatory training that we attend has been designed to cover all aspects of legislation such as the Children's Act, which provides a Code of Practice to enable us provide the best possible care and support for children and young people. We also have inspections from OFSTED who ensure we are meeting, not only care standards, but also those relating to behaviour and

By giving direct support to my supervise and their performance, will help the worker to achieve in their role, create job satisfaction, maintain standards, increase positive outcomes and high levels of quality care being delivered to the young people.

|Supervisors all have personal habits which lean towards some of the roles or focus's must choose the interaction required for the supervisees learning|

Of the many conflicts that can arise between the authoritative and supervisory roles of a human services professional, one conflict that can occur is when a worker may have questions about how to perform certain tasks, but due to the worker only seeing the professional in a role of authority, they may choose to please the supervisor, may not give voice to her concerns and she may or may not seek information from other sources. Assuming a fully authoritative role undermines the creation of safety in a supervisory relationship and without safety, those seeking supervision will undoubtedly, avoid the unknown and the proper solution may be lost (Bogo & Drill, 2008). The most effective