Identify and Support Children and Young People at Risk Nursing Assignment Help

Task
 

Identify and support children and young people at risk
Q1. Working with children and young people requires an understanding of how children develop. Perform some research and complete the table below to outline the first six stages of psychosocial development as described by Erikson. For each stage, you are to: Name each conflict stage. Note the approximate age range at which the child or young person moves through each stage. Summarise the key features (events, experiences or outcomes) of a child or young person’s development at each stage. Outline the potential lasting effects of interruptions to each stage Stage Name. Age Range (approximate). Features and experiences at this stage. Risk of developmental interruption at this stage.
1 Trust vs Mistrust Birth to 12-18 months Trust

• Believing in caregivers
• Trusting that the world is safe
• Knowing that needs will be met
• Mistrust
• Distrusting caregivers
• Fearing the world

Children raised by consistently unreliable, unpredictable parents who fail to meet these basic needs eventually develop an overall sense of mistrust.

• Mistrust can cause children to become fearful, confused, and anxious, all of which make it difficult to form healthy relationships. This, in turn, can lead to poor social support, isolation, and loneliness.
• 2 Autonomy vs Shame and doubt 18 months to 3 years The psychosocial conflict of this stage is Autonomy versus shame and doubt.
• The Major Question: "Can I do things myself or am I reliant on the help of others?"
• Basic Virtue: Will
• Important Event(s): Toilet training
• The conflict that children in this stage face is the growing ability to start doing things themselves or are they reliant on parent and caregivers to do things for them.
• There can be a battle of wills, where the child starts conflicting with their parents.
• If feelings of shame and mistrust manifest, then children’s social and other development will be delayed or impaired and can cause severe problems when that child grows up. They may not be able function in society, may commit crimes or have severe psychological problems.
• 3 Initiative vs Guilt 3-5 years The Psychosocial Conflict of this stage is Initiative versus Guilt
• The Major Question of this stage is: “Am I good or bad?”
• The Basic Virtue: Purpose
• The Important Event(s): Exploration, Play
• The conflict for the child in this stage is initiative versus guilt. Children are learning to take responsibility for what they do, they are learning to plan activities, face challenges and to complete tasks.
• The risk of this stage is that the child does not learn initiative, they have issues with confidence. They may fail tasks, and then feel guilty, instead of being praised for trying.
• They can feel personal failure and may feel that they are bad.
• 4 Industry vs Inferiority 5-12 years The Psychosocial Conflict of this stage is Industry vs. Inferiority
• The Major Question: "How can I be good?"
• The Basic Virtue: Competence
• The Important Event(s): School
• Children in this stage have friends, and school classmates that will influence their thinking and behaviour. They may discover their abilities are either the same, greater, or lesser than other school children. This can lead to feelings of confidence and doing well or inferiority
• During this stage, the child’s social world is expanding.
• The children who fail this stage may struggle with schoolwork, and they may have a harder time developing feeling of sureness.
• Instead, the children may be left with feelings of inadequacy and inferiority.
• This failure of this stage can effect children socially and academically. This can lead to poor academic performance and social anxiety.
• 5 Identity vs Role confusion 12 to 18 years The Psychosocial Conflict of this stage is Identity Versus Confusion
• The Major Question: "Who am I?"
• The Basic Virtue: Fidelity
• The Important Event(s): Social Relationships
• As children transition from childhood to adulthood, they can struggle with things like role confusion, identity confusion. They may feel insecure about themselves and how they fit into society.
• The risk of failure of this stage may lead to difficulties with the adolescent’s identity, their place in the world, and role confusion.
• Role confusion can have lasting consequences on a person's life, including:
• To them having difficulties with commitment.
• To them having worse mental health outcomes.
• To them having a weak sense of self.
• Adolescences who have a lack of self-identity can make it difficult to have confidence in themselves and abilities.
• Intimacy vs Isolation 18 to 40 years
• The Psychosocial Conflict of this stage is Intimacy versus isolation The Major Question: "Will I be loved, or will I be alone?"
• The Basic Virtue: Love
• The Important Event(s): Romantic relationships
• The major conflict at this stage of life centres on forming intimate, loving relationships with other people. Success at this stage leads to fulfilling relationships. Struggling at this stage, on the other hand, can result in feelings of loneliness and isolation.
• People who struggle and fail this stage can struggle with loneliness and isolation.
• This can lead the adults to have few or no friendships, to have a lack
• of intimacy, to have poor romantic relationships.
• ?Loneliness and isolation which can lead to negative health consequences including:
• Cardiovascular disease
• Depression
• Substance misuse
• Stress
• Suicide
• Satisfactory/Not Satisfactory
•  
• Q2. Answer the following questions about the Universal Declaration of Human Rights (UDHR) and the United Nations Convention on the Rights of the Child (CRC).
• Explain the aims and purpose of the Universal Declaration of Human Rights (aim for 200 words). UDHR- The Universal Declaration of Human Rights (UDHR) is a document that acts like a global road map for freedom and equality – protecting the rights of every individual, everywhere.
•  The UDHR urges member nations to promote a number of humans, civil, economic, and social rights, asserting these rights are part of the “foundation of freedom, justice and peace in the world.” It aims to recognize, “the inherent dignity and of the equal and inalienable rights of all members of the human family.
• It declares that human rights are universal – to be enjoyed by all people, no matter who they are or where they live. The Universal Declaration includes civil and political rights, like the right to life, liberty, free speech and privacy.
• UDHR- in six cross cutting themes.
• Dignity and Justice
• Development.
• Environment
• Culture
• Gender
• Participation
• Explain the aims and purpose of the United Nations Convention on the Rights of the Child (aim for 200 words). The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreement setting out the civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities.
• The UN Convention on the Rights of the Child (UNCRC) applies to everyone under the age of 18. Its aim is to recognize the rights of children and ensure that they grow up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity.
• The four core principles of the Convention are:
• non-discrimination
• devotion to the best interests of the child
• the right to life, survival and development
• and respect for the views of the child.
• The Convention protects children's rights by setting standards in health care, education, and legal, civil and social services.
• Identify and provide a brief overview of the four core principles of the United Nations Convention on the rights of the Child. Non-discrimination- One general principle as identified by the committee on the rights of the child is that all children should enjoy their rights and should never be subjected to any discrimination. The obligation to provide equality of opportunities among children is expressed in Article 2, the first paragraph of which reads: "States parties shall respect and ensure the rights set forth in the present convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's parents or legal guardian, race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, poverty, disability, birth or other status."
• Best Interests of the child/children- best interests of the child Children, especially when they are very young, are vulnerable and need special support to be able to enjoy their rights fully. How could children be granted equal rights and at the same time the necessary protection? Part of the answer lies in the principle of the best interest of the child, formulated in Article 3:1. "In all actions concerning children whether undertaken by public or private social welfare institution, courts of law, administrative authorities or legislative bodies, the best interest of the child shall be a primary consideration."
• 3.The right to survival and development- The principle most directly related to children's economic and social rights is formulated in the right to life article. The article goes further than just granting children the right not to be killed; it includes the right to survival and development which is formulated in Article 6:2 and states thus: "State parties shall ensure to the maximum extend possible the survival and development of the child."
• 4.The views of the child- A crucial dimension of the convention is expressed through another principle, the one about respecting the views of the child. In order to know what is actually in the interest of the child it is logical to listen to him or her. The principle is formulated in Article 12:1 which states that "States parties shall assure to the child who is capable of forming his or her own views the rights to express those views freely in all matters affecting the child, the view of the child being given due weight in accordance with the age and maturity of the child.
• Choose two articles from the United Nations Convention on the rights of the Child. Describe how you can support children to ensure the two rights you have chosen are upheld? Article Number: 2
• Action: 1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.
• 2. States Parties shall take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.

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