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加拿大通信学论文代写:安全的基地

孩子需要一个安全的基地,探索世界。森从业者也需要一个安全的基础知识,已获得通过培训和实践。也许有一个人需要重视他们知道什么,并对他们的知识有信心。同时要意识到,他们的专业精神依赖于不断地更新工作实践和技能,通过工作培训和继续教育,并意识到,总是有新的东西要学习或共享。森的专业人士现在和将来都需要能够利用他们所拥有的专业技能,而不是被他们所支配。如果他们是安全的,他们知道,可以说,这应该使他们有信心挑战自己的思维,并开放给其他多机构专业人士的不同角度。因此可以说,如果森的专业人士来挑战自己和他人通过合作对话他们也需要情绪化自己考W(1962)。该法案要求诚实善良,该领导和文化,信任可以建立关系。Harris,B.(2004)描述了信任关系大致发生在三个维度,基于概念的“情感”。这些尺寸的有效总计达在组织内员工第一次感觉自己的价值的条件下,使他们觉得自己的能力和需要的舒适;第二,通过支持性的关系在组织内他们反思实践,在与同事的对话,然后他们一起工作来创造改变和改进的设置,或组织的支持,有信心。显然,为了建立有效和信任的关系森团队成员需要了解自己,有信心与他人分享更多。如果多机构工作能够为孩子和他们的家庭提供更好的服务,这种文化变革的过程是必不可少的。

加拿大通信学论文代写:安全的基地

It has been said Bowlby, J. (1988) that children need a secure base from which to explore the world. SEN practitioners also need a secure base in the knowledge that has been acquired though training and practice. Perhaps there is a need for an individual to value what they know and be confident about their knowledge. At the same time to be aware that their professionalism relies on constant updating of working practice and skills via work training and further education, and being aware that there is always something new to be learnt or shared. SEN Professionals now and in the future need to be able to draw on the professional skills that they have, but not to be dominated by them. If they are secure in what they know it could be said that this should enable them to have the confidence to challenge their own thinking and to be open to the different perspectives of other multi-agency professionals. Therefore it can be said that If SEN professionals are to challenge themselves and others through collaborative dialogue they would also need to be emotionally contained themselves Bion, W. (1962). This act requires good honest SENCo leadership and a culture where trusting relationships can be built. Harris, B. (2004) described trusting relationships as broadly taking place within three dimensions, based in conceptions of ‘emotionality’. Effectively these dimensions add up to conditions in which staff first experience a sense of their own value within an organization, in which they feel comfortable about their own abilities and needs; second that through supportive relationships within the organization they reflect upon practice, in dialogue with colleagues, and thirdly they work together to create change and improvement in the setting, or organization, confident of support. Clearly, in order to build effective and trusting relationships SEN team members would need to understand themselves and to have the confidence to share more with others. This process of cultural change is essential if multi-agency working is going to be able to provide better services to children and their families alike.

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