Hi
a warm welcome to the site xx
You need to look at what
you value, what beliefs
you personally have and the experiences that you have that may or maynot affect the way you work.
How would you describe your outlook on life?
Negative? do you feel things will go badly
Optimistic? maybe you're open to a range of possible outcomes
Are you positively focussed? do you find it easy to be keen, motivated, eager to plan, witness and take part.
The
collins handbook lays out guidance for this assessment criteria by category ..
Family background: the make-up of your immediate and extended family and their impact; whether you were an only child or were there many children; sibling rivalry; a mix of genders; the history of your family; whether there was a harsh discipline or permissive attitude.
Environment: the house/flat/caravan you grew up in and its location, within town or rural setting, within a cetain geographical area, or a different country.
Finances: whether you were wealthy or struggled to have your basic needs met.
Education: the ethos of your school; whether single or mixed sex; boarding or day school; inspirational teachers; success academiucally; whether you were bullied; whether you developed special interests.
Religious or spiritual beleif system including if you embraced or rejected this.
Moral influences: values passed onto you as being of central importance to the way you live your life.
Pg 54 - Everyone is influenced and shaped by their unique experience of life.
It can be hard to separate personal and professional responses when you're asked to perform both simultaneously throughout each working day. For the ability to maintain objectivity or be unaffected by personal bias maybe look at your personal views, beliefs, feelings about aspects that you might find relate to daily practice.
Would it help to evaluate & examine them by refelcting on your feelings? ..
eg. if you were asked to write a sentence using your positive/indifferent/negative thoughts on each of the following, what would that single sentence be/ what would it sum up?
...
children's rights? a good idea or bad idea?
...
human rights?
...
ECM and positive outcomes?
... partnership and working together as an internal and external team?
... male / female roles - who stays home to care for children, who goes out to work, who uses different tools, who drives different vehicles, who takes which managerial position
... human appearance - skin colour, eye colour, hair, height, weight, family size/number
... smacking, time-out, other methods for behavioural management
... homosexuality: same sex union, same sex parents
... transgender
... transvestism
... labels
... disability
... sensory impairement - hearing, sight, smell, touch, taste
... infection control
... risk
... individual faiths - prayer, worship, marriage:
religions
... local community
... worldwide networks
... country based culture - language, accent, dress, food, music, art, festivals, weather
... age - does age change
capability?
... pregnancy and age
... welfare, safeguarding, protecting - adults, children, animals
...
academia, training and opportnities to gain knowledge
... lifestyles and lifestyle choices
---- multicultural lifestyle
---- veganism, vegetarianism
---- activism
---- celebrity
---- products, brands
---- homes - a house, flat, caravan, boat, tent
---- traditions, celebrations, annual occurances, observances
... discrimination - how do you react when others discriminate - against others, against you. How do you know when you've discriminated against others or found you've contradicted yourself.
... healthy eating
... substance use - smoking, drugs, alchol
... mental health
... sexual health
Consider the role that you're charged with, the title & description of your job and the responsibilities involved that mean you implement ways for children to achieve positive outcomes during their time with you and as an underpinning expectation for their forevers.
Which of the above do you feel you can whole heartedly support, enjoying all the opportunities available that would promote learning about it.
Which do you accept are an individual's own choice, whilst not your personal choice you respect their rights/right to be safe, express themselves ...
Which do you struggle to understand, challenges your thinking, causes you to feel defensive or makes you feel a need to justify or re-examine your reasoning.
How supportive could you be to someone with views and beliefs that conflict with your own.
How do you think your views, beliefs impact on your practice?
Are you able to separate personal and professional responses?
Are you able to see what difference exists between personal and professional practice - objectivity?
Are you able to overcome strength of personal feeling to safeguard the children in your care and work in partnership with parents and colleagues?
For ideas on methods of relective practice ie. thinking, writing, discussion, enacting or role play -
this thread may help
About corporal punsihment
Duty of care
Safeguarding and child protection
Parent partnerships
Multi-agency working
Promoting equality and diversity
Challenging discrimination
Supporting children's learning and development
Parenting and outcomes for children - JRF styles: pg 13
authoritative (high warmth, positive/assertive control and in adolescence high expectations)
authoritarian (low warmth, high conflict and coercive, punitive control attempts)
permissive (high warmth coupled with low control attempts)
neglectful/disengaged (low warmth and low control)
Self and staff appraisal
Personal development plan
I hope this helps xx
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SCH 32 - 2.3 describe how your own values, belief systems and experiences may affect working practice
SCH 32 2.3 Describe how own values belief systems and experiences affect practice
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