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ASSIGNMENT:

CYPOP14: Support children and young people to have positive relationships

YOUR NAME ………………Rubina Khatun………………….…

YOUR PLACE OF WORK ………Discovery Home…………......

DATE STARTED …………26/12/2015……………………………..

DATE COMPLETED ………27/12/2015……………………………

Declaration of Authenticity:

I declare that this is my own work and that I have not presented the work of any other
person as my own.

Signed : Rubina Khatun Date : 27/12/2015

FINAL ASSESSMENT
ASSESSOR: Signature:

Date Assignment Signed Off :

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THIS PAGE IS INTENTIONALLY LEFT BLANK

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1. Identify the different relationships children and young people may have (AC 1.1)

The different relationships children and young people may have with For Assessor
parental, carer, sibling, family, friendship, emotional or sexual, acquaintance
and professional.

2. Explain the importance of positive relationships for development and wellbeing (AC1.2)

For Assessor
In our respite care we build up our relationship with children and young
person in many ways, we support them to make new relationships. To build
up a positive relationship with young person we need to be a good role
model by being supportive encourage them to speak up by embracing
diversity being positive with them show them how through responsibility by
encouraging them not to be afraid of anybody by the environment.
In our respite care we prepare plan for maintaining health and wellbeing by
taking Gym every week, we provide them health food we encourage them to
eat enough nutrition. We provide them safe environment so that they can
feel in our care. We empower them to become independent by taking them
out in shopping, ask the young person to give hand in setting up dining table.

3. Explain the possible effects of children having restricted, or supervised contact in

order to maintain relationships (AC. 1.3 )

For Assessor

In our respite care there could be both negative and positive effects of
children having restricted or supervised contact in order to maintain
relationships.

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The negative effects could include: identity problems, difficulty forming and
maintaining relationships with the person they have limited contact with and
with others in general, safety risks and emotional impacts - doubt, loss of
confidence, sense of guilt or misplaced responsibility and low self-esteem.

Positive effects could include: support with identity problems, the opportunity
to build and maintain relationships and enabling children and young people
to come to terms with their current situation.
As a support worker we always ensure to identify the problems before it
raised, we always try to maintain our relationship in professional way in
terms to meet their needs and support.

4. Explain how to support children or young people to make new relationships (AC. 2.2)
For Assessor

As a practitioner i would support children to recognise and take action when

they are involved in abusive or exploitative relationships, by trying to boost
their self-esteem and self-confidence. I would ensure that the child/young
person knew that they were not to blame for the situation and that by talking
to someone, they could get the help needed. I would talk to them about what
was right and what was wrong and assure them that they have a right to say
No to anything that makes them feel uncomfortable. I would teach them to
trust their own feelings. I would try to work with the child/young person to
enable them to make sense and understand the abusive nature of their
situation, and together – along with other agencies, come up with a plan to
help them remove themselves from the situation – taking into account the
needs and wishes of the individual child/young person. If the child didn’t feel
comfortable with talking to someone they knew, then I would make them
aware of the child line number that they could call for advice.

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5. Explain why it is important to encourage children or young people to resolve conflict for
themselves if possible (AC 3.1)
For Assessor

It is very important children are encouraged to deal with conflict for

themselves it helps their negotiation skills, social skills, problem solving
skills, promotes greater independence ,boosts their self-esteem and
confidence because they were able to sort things out for themselves.
It also gives children a better understanding of looking at things form another
point of view(empathy) which makes them more responsible for their actions,
gives them a chance of self reflection & promotes greater resilience.
As practitioner we always make sure young person must learn to interpret
others by recognising that everyone has feelings and desires, being
sensitive to others and judging differences.
Young person perspectives is very challenging but if we encouraging them
to identify their emotions and learning how to control their express and act
on them will enable them to become socially responsible. it’s critical that
children exercise choice and decision making powers over their behaviours
in order to strive in later life and prevent problems in future adult life like anti
social behavior.

6Explain how to support a child or young person who is distressed by relationship difficulties
(AC. 3.2)
For Assessor
In our respite care we support our young children to build up positive
relationship. As support worker we make sure the child knows that they can
come and talk to us at any time about anything. We communicate to gain the
child’s trust, show them that they can trust us or learn to trust. If the child
wants to share anything with us we keep it confidential, unless of course it’s
about being neglected or abuse it won’t be confidential. We reassure the
child that we won’t judge them in any way if they make any mistake or if they
unable to do something.

7. Explain how to support a child or young person to end relationships that are making them
unhappy (AC. 3.3)
For Assessor
As a support worker if a child had a relationship that was making them
unhappy, I would support them to end the relationship by listening to what

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they had to say. I would praise them for coming to me for help. Support,
advice and reassurance, which in turn, would help boost their self-esteem
and self-confidence and hopefully help them feel ‘stronger’ in communicating
with the other person and making the other person aware of how they felt.
I would keep confidentiality, where appropriate – so they felt they could trust
me.
I would talk through with them, the good and bad points in the relationship,
so they could look at it from both angles. I would then encourage them to try
and leave the relationship in a respectful way, as further down the line; they
may want to be with them again.
If the other person was making them unhappy because they were asking
them to do things that were against the law or things that made them feel
unsafe, then I would also talk about what sort of trouble they could get into
and the consequences that could arise from this if they continued with the
relationship.
I would also remind the child/young person that it was ok to end the
relationship for a while if they were not happy with the direction in which it
was going, in order to give themselves space to think about what they
wanted to do about the relationship problem, however its big or small.

8. Describe the circumstances that would result in a relationship causing concern and
the actions that should follow (AC. 3.4)

For Assessor
The Circumstances that would result in a relationship causing concern would
be any type of abuse. For example-

Physical abuse – Signs and symptoms

• If a child has unexplained recurring injuries or burns.

• Bruising in unusual places. E.g. inner arms and thighs.
• If a child wears long sleeved clothes for example, to cover injuries – even
in hot weather.
• If the child refuses to get undressed for p.e at school
• Patches of hair missing
• If the child continues to run away from home, time after time.
• Fear of being examined at the doctors.
• If they are aggressive towards themselves and other people.
• Have a fear of physical contact – shrinking back if touched

Sexual abuse - Signs and symptoms

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• Knowledge or behaviour that is not appropriate to the child’s age.

• Medical problems. E.g. Severe itching or pain in the genitals.
• The child may be depressed, attempt suicide, run away from home or self-
harm.
• Personality may change. E.g. become insecure or clingy.
• May have difficulty in walking or sitting.
• Change in behaviour. E.g. Regression
• Loss of appetite or compulsive eating
• Becoming isolated or withdrawn
• Unable to concentrate
• Have a fear of someone they know well.

Emotional abuse – Signs and symptoms

• Delayed development.
• Sudden speech problems. E.g. stammering
• Low self-esteem
• Fear of new situations
• Becoming withdrawn or aggressive.
• Neurotic behaviour. E.g. Hair twisting or self-harm.

Neglect – Signs and symptoms

• Constantly hungry
• Poor personal hygiene
• Constantly tired
• Poor state of clothing. E.g. dirty/smelly or wearing the same clothes for
several days.
• Unusual thinness or loss of weight.
• Medical problems that are left untreated.
• The child may have no social relationships.

As a care setting, the actions we would take if we were concerned about a

relationship would be:

The child’s key person would make a dated record of the details of the
concern and then discuss this with the designated safeguarding officer in the
setting. The information would then be stored on the child’s personal file.
If the child makes a disclosure then we would listen to the child and give
reassurance that we will take action,
The member of staff would make a signed and dated record of the child’s
name, address, age of the child, date and time of the observation or
disclosure, an objective record of the observation or disclosure, the exact
word spoken by the child and the names of any other people present at the
time.
Parents would be informed first, unless the allegation was made against
them. The appropriate authorities would then be informed/contacted.

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9. Explain how to support children or young people to recognise and take action when
they are involved in abusive or exploitative relationships (AC.3.5 )

For Assessor

As support worker I would support children to recognise and take action

when they are involved in abusive or exploitative relationships, by trying to
boost their self-esteem and self-confidence. I would ensure that the
child/young person knew that they were not to blame for the situation and
that by talking to someone, they could get the help needed. I would talk to
them about what was right and what was wrong and assure them that they
have a right to say No to anything that makes them feel uncomfortable. I
would teach them to trust their own feelings.
I would try to work with the child/young person to enable them to make
sense and understand the abusive nature of their situation, and together –
along with other agencies, come up with a plan to help them remove
themselves from the situation – taking into account the needs and wishes of
the individual child/young person.

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LEARNER EXTRA EVIDENCE SHEET - [Please write the Name of the Assignment Here]

This sheet can be used for Oral Questioning and Professional Discussion
Question/Discussion Learner’s Response

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Assignment No ___ – [Please write the Name of the Assignment Here]

LEARNER FEEDBACK (to be done by Assessor)

Assessor Name : Signature : Date:

EXTRA EVIDENCE REQUIRED? YES NO

PLEASE SIGN to confirm you have read your feedback sheet.

Learner Signature………………………………………… Date……………………..

LEARNER’S FEEDBACK
(Learner needs to provide feedback about the assignment namely; what have they
learnt from this unit/assignment, what could have been done better)