The Common Assessment Framework

The Common Assessment Framework The Common Assessment Framework is used by various professionals and agencies to use one process of sharing information and integrate working on a young person (revise re-word more info) The CAF process is seen as a core element in integrated working and promotes more effective use of time used to assess young people, seen by many as a universal and neutral system used by all agencies. The CAF emerged from the 2003 Green Paper Every Child Matters which marked a policy of the integration of practitioners and services. (Wise, C, Harrison, R, 2005) Requirements before starting the CAF As undertaken the role of a youth worker I chose Candi (my 16 year old daughter who lives with her mother from a previous marriage) as the young person I would like to help fill in the CAF form. In the case of the assessment undertaken for the assignment, it was explained to Candi the purpose and outcome of the assessment and she was not being formally assessed, and that the process was to critically evaluate the CAF and set out the module guide and shown to Candi, although unsure at first, Candi was happy to proceed. I choose Candi as the candidate because of the fact of the young people who I practice with are young offenders and because of their court orders, they identities need to be guarded and a majority of the young people flatly refused to take part. The question is asked of what led to the assessment of the young person which has to clear and an agreed statement by all involved and if any other agencies that are involved with the young person including the young person and families/carers. Key areas of the CAF is to try and engage the young person with families in the process and try and develop a better understanding of the process and indentify the young persons needs at the earliest perceivable stage, however, with most agencies and services, a majority of families are reluctant and wary of sharing information especially if persons have been involved with any agencies and services in the past. This reluctance is why the young person and family must have the full understanding of the whole process and the benefits so the training of the practitioner must be full and up-to-date (revise) however as a youth worker and assessing the young person, the practitioner has to keep own values and standards apart if Im talking to a particular person, it is not a question of trying to lead to my values, but often to try express some different values (Smith, M, 1994) Candi has never been involved with any agencies before or assessed officially by any services before, when asked how she would feel about being formally assessed she said she would feel frightened and very nervous of the process and even with her mother present she would be frightened to say the wrong thing in case of herself or parents into trouble. If there is two or more services involved with the young person, a team would be arranged around the child meeting and then the lead professional would be identified, (reword) however there is a reluctance to become the lead practitioner in the CAF process as that practitioner becomes the bench mark for any further action taken by future agencys or professionals, the reluctance is out of fear of making mistakes from the pressure of lead practitioner. (revise) Current family and home situation While filling this section, Candi felt unsure how to answer the question and looked towards her mother for approval, before giving any personal details about family. This section can difficult for the young person if under 16 and a parent or carer is present, before the assessment is carried out, there are no details of the present family situation whether problems are evident or not, Candi lives as part of a one parent family with her younger sister who is 11 years old and times can difficult with looking after her while her mother works, however some young children come from broken homes with various amount of difficulties or living in childrens home, or with friends which only can build as the young persons anxiety. Agency involvement with young person The assessment process used when carrying out can be very intimidating and very personal, however family or carer support is crucial throughout as personal and private information is obtain, plus information of any agency involvement, doctors, health visitors, connexions and any educational provision and so-forth can to hard to ascertain at the time of the assessment with the young person. Candi found personal details The process of the CAF tries to consider a Varity of ethical issues with over 30 answers to the question of ethnicity which can be a personal and confusing question to ask to ask a young person. So it is preferred to ask the family or young person to self define their ethnicity and no assumptions should be made by the practitioner. (revise) Development of the young person To try and ascertain the development of the young person with worries/needs and strengths/resources a variety of information (revise) involving health, emotional and self esteem with among others which can be difficult to try and collect information about unless if in close contact through personal contact through different circumstances with a more impersonal atmosphere to get to know the young person has a more trusting surrounding. Candi found this section hard to explain, especially about her emotions. Candi did not understand why these questions needed to be asked and their purpose. It was explained emotion needs are important part of a young persons development and any worries or needs had to be ascertained in order to help the young person and not (revise) A majority of young people when asked about the Common Assessment framework and what the process was used for would be unsure unless the young person has been explained what the process can be used to try improve areas of life improvement (revise) and improve personal development, however if explained how it may involve a child protection or safeguarding procedures if certain aspects should arise during the assessment process, which could cause concern to the young person, the young person could not be as forth-coming with personal information about family life in general, and especially if the parent or carer is involved in the process. However, the whole process is for the positive aspiration welfare of the young person. (revise) Parents and carers Information gathered in the section entitled Parents and carers involving information including basic care, emotion warm and boundaries for example can be very personal to the young person and the parent/carer could interfere with any question asked. As with most young people, personal information including emotions can be quite hard to divulge especially if the young person is experiencing life stages including puberty and adolescence. (revise) Family and environmental Family and environmental functions including the well-being of the young person plus resources including education but financial consideration can a delicate subject however can give a valuable insight to family matters. Financial difficulty can cause an array of problems which influence social and personal development of the young person either by not enrolling into further education or by ascendance of parents/carers working unsociable and unpractical hours causing family disruption in the family home.(revise) Candi found this part difficult to fill in considering the relationship with ourselves and her mother being there during the assessment. I felt Candi did not answer the questions totally honestly and to her fullest (revise) Well-being scale Well-being scale of the child/person by the assessor and the well-being scale 0-10 given by the parent/carer is also used too which can regarded as a redundant tool as a number of different factors can influence the scale however a general indication by the parent/carer on their opinion of the young persons well-being however it can never give a true reflection (revise) Improvement and review Improvement and review which includes the views of the parent/carer/young person (revise) Young persons goals Young persons personal goals and general view of assessment (revise) Practitioners goals Practitioners goals and view of assessment (revise) Conclusions, solutions and actions Conclusions, solutions and actions is the table or a chance to indentify key areas for change with recommended actions by the whom and estimated time of action which should have all those involved working towards the same agenda and encourage families to what is happening as easier progress is to be made. Specific goals are to be made either short or long term but still be specific in the review time. The view and thoughts of the young person should be evident throughout the process and capture any comments which are relevant and helpful, adolescence is therefore seen, as youth workers, as a moment of questioning a moment in which young people reflect critically in their sense of self, their beliefs and values (Young, K, 1999 p.28) The CAF process can help identify needs at an early stage and help education authorities achieve better engagement with young person and with school attendance; future academic aspiration and help the young person improve health and family relationships with siblings and parents/carers. Noted on bottom of CAF form is a note of exceptional circumstances and significant harm to the young person which asks the question of following safeguard procedures if at any time the practitioner feels that there is an issue. Those who work with young people have a responsibility to safeguard and promote their welfare (C. Wise Harrison. R, 2005 p33), this is an important issue for any practitioner or person who works with a young and is an important responsibility and requires vigilance (reword) and attention to the young person who may not be fulfilling the needs and development potential. (C. Wise Harrison, R, 2005)

The Runes of Franks Casket and the Epic of Beowulf Essays -- Epic Beow

Franks Casket and Beowulf  Ã‚   Runic inscriptions have been found not only in Anglo-Saxon poetry but also in archaeologicial discoveries like the Clermont or Franks casket. Runic inscriptions have been discovered on coins and various other objects, the most important being the beautiful Clermont or Franks casket. The top and three of the sides are now in the British Museum, the fourth side is in the Museo Nazionale at Florence. The casket is made of whalebone, and the scenes carved on it represent an episode from the Welandsaga, the adoration of the Magi, Romulus and Remus nursed by the she-wolf and, lastly, a fight between Titus and the Jews. The carving on the Florence fragment is still unexplained. The legends engraved around these episodes are intended to represent the capture of the whale and to elucidate the carving. On linguistic grounds it has been thought probable that the casket was made in Northumbria at the beginning of the eighth century. In several Old English manuscripts runes are found in isolated cases, for instance in Beowulf and in the Durham Ritual. In the riddles of the Exeter Book the occasional introduction of runes sometimes helps to solve the mystery of the enigma, and sometimes increases the obscurity of the passage. Occasionally a poet or scribe will record his name by means of a runic acrostic introduced into the text. Thus, the poems Crist, Juliana, Elene and the Vercelli fragment bear the runic signature of their author, Cynewulf. In the poem Beowulf we see runes used with connotations of magic or charms. Early Englishmen were fully conversant with the Germanic runic alphabet. In Beowulf the hero is in deadly combat with Grendel’s mother in the mere. He is at the point of being killed... ...her to cross the sea in search of the distant country where he had found gold and land, etc.. So runes are seen to be usable, as The Husband’s Message illustrates, in common communication with no overtones of magic. In Beowulf we see the mention of runes used with connotations of magic or charms. Examining historic evidence, we find that early Englishmen used   runes sometimes with connotations of magic and sometimes without such implied meanings. BIBLIOGRAPHY Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977. The Husband’s Message. In The Earliest English Poems, translated by Michael Alexander. New York: Penguin Books, 1991. Collins, Roger and McClure, Judith, editors. Bede: The Ecclesiastical History of the English People; The Greater Chronicle; Bede’s Letter to Egbert. New York: Oxford University Press, 1969.

Learning to Read Malcolm X

In the book â€Å"Learning to Read,† Malcolm X describes his â€Å"homemade Education. † He started his homemade education because his ability to read and write was hampered, which frustrated him. He educated himself with a dictionary and began painstakingly copying every entry. He began remembering the words and what they meant. Over a period of time he finished copying out the whole dictionary. Malcolm regarded the dictionary as a miniature encyclopedia. As his word base broadened, he found that he could understand what he read.Malcolm read every free moment he had and he would stay up long nights reading until 3 or 4 in the morning. As Malcolm continued to read he gained an extensive interest in History books. He was astounded at the knowledge he obtained about the history of black civilizations throughout the world. However, his reading was not limited to history because he also read about genetics, philosophy, and religion. Malcolm possessed the ability to teach hi mself the English language when one knows how complex it is.His relentless efforts not only bettered his intelligence but also his education on topics such as history, genetics and philosophy. In â€Å"Learning to read†, the tone of Malcolm X’s voice is proud. Malcolm started on the streets as a hustler but later taught himself how to read in which he educated himself on the history of black civilization. With all of the knowledge Malcolm gained from reading, he is proud to have proved Arnold Toynbee wrong. Toynbee stated that Africa was the only continent to produce no history. Malcolm however, states Africa did posses history; it simply was not recorded. In 1857, some of the desperate people from India finally mutinied- and expecting the African Slave trade, nowhere in history recorded anymore unnecessary bestial and ruthless human carnage than the British suppression of the non-white Indian people. † Finally, Malcolm uses his education to boast and dignify his life. He flies around the world to speak to people of his success and it boosts his ego substantially when people think he has gone to school well past 8th grade. It is truly remarkable to teach oneself the English language and Malcolm X is extremely proud of his accomplishments.

U.s. Relations With The Cuban Government - 894 Words

CUBA: Libre Is it a good idea to open relations with the Cuban Government? It has been more than eighty years since a US President has visited Cuba. The two nations have had no diplomatic relations since 1961. One may ask how beneficial for the US to conjoin forces with Cuba? Improving relations with Cuba will benefit American Government because of what it can learn about health care, disaster preparedness, tourism and Trade. On March 20, 2016 President Obama arrived in Havana, Cuba with his family. It has been more than eighty years since a sitting U.S. president has visited Cuba. President Calvin Coolidge was the last President to visit Cuba in 1928. When Fidel Castro (former President of Cuba) came into power in 1959 relations between the two countries devolved into arguments. Cuba is a communist country and the U.S. is a democracy. With these differences it’s hard for both the counties to see eye to eye. Up until now, both countries used Switzerland as a mediator if they needed to tal k. Currently, Cuba has one of the most advanced medical biotechnology industries in the world. They have over 7,000 Scientist and Engineers. The Government of Cuba invests a lot of money into new treatments and medications. According to the World Health Organization, the Cuban biotech industry holds around 1,200 international patents and markets pharmaceutical products and vaccines in more than 50 countries, but not in the United States (Gustin 2015). Cuba has been a leader in theShow MoreRelatedThe Warming Of Relations Between Cuba And The United States1285 Words   |  6 PagesA controversial subject,yet not spoken about enough,the warming of relations between Cuba and the U.S exists only due to the two countries having a rough past with each other. 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