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Floor 3 94, St. Stephens Green Dublin 2 Email: ssinfo@health.irlgov.ie Web: issi.ie

Floor 3 94, St. Stephens Green Dublin 2 Email: ssinfo@health.irlgov.ie Web: www.issi.ie. Fit to Practice Educating Professionals. Presented by: Mich éle Clarke Chief Inspector: SSI.

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Floor 3 94, St. Stephens Green Dublin 2 Email: ssinfo@health.irlgov.ie Web: issi.ie

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  1. Floor 3 94, St. Stephens Green Dublin 2 Email: ssinfo@health.irlgov.ie Web: www.issi.ie Fit to Practice Educating Professionals Presented by: Michéle Clarke Chief Inspector: SSI

  2. Report of Joint Committee on Social Care ProfessionalsAudit of staff qualificationsChildren’s Residential Centres(October 2001)Residential Centres for People with Disability(April 2002)

  3. Professional Qualification • National Diploma in Childcare (HETAC/DIT) • Diploma in Applied Social Studies (HETAC/DIT) • Diploma in Social Care (HETAC/DIT) • Diploma in Applied Social Studies – Social Care (DIT) • National Diploma in Applied Social Studies (Disabilities) The Open Training College (HETAC)

  4. Associate Degrees • Degrees and Masters in Psychology and in Social Science

  5. Other 3rd Level Qualifications • Certificate level (HETAC/DIT) in Applied Social Studies, Youth and Community Studies • Teaching • Nursing

  6. Professionally Qualified 54.9% Not Professionally Qualified 45.1%

  7. Childcare • Professionally qualified 44% • Ass. Degree 10% • Other 3rd level 19% • Pre 3rd 9% • Other 4% • No Qualification 14% • Total 100%

  8. Social Services Inspectorate • Established 1999 • Standards: Children's Residential Centres and Foster Care • Inspections completed to date: 83 Reports published: 65 • Annual Reports: 3

  9. Inspection Findings • 174 children’s residential centres (102 are health board centres) • Majority have 4 to 5 children • 36 cater for one child only • Young children

  10. Positive Inspection Findings • Relationships • Primary Care • Health • Education • Recreation • Safeguarding • Contact with families

  11. Need to Improve • Assessment • Assessment impact on practice • Planning outcomes • Working with families (siblings) • Reasons for care status and impact • Working with troubled and troubling children

  12. Social Care Work • Client group • Significant others • Teams, organisations and networks • Legislation, regulation, international convention, best practice • Professional developments

  13. Standards • Standards of knowledge • Standards of skills and practice • Standards of ethics, values and self-development • Standards of integration of knowledge, skills and values

  14. Knowledge • Normal psychological development • Attachment and loss • Specific profile of children in care • Impact of poverty/addiction on families • Why children come into care • Safeguarding and child protection • Legislation and regulation • Social policy and service delivery issues

  15. Skills • Relationship building • Working across disciplines and networks • Working with family members • Planning • Direct work with child

  16. Ethics Values Self Development • Human rights • Non-discrimination • Non-judgemental • Insight • Boundaries • Judgement

  17. Integration • Applying attachment theory or bereavement stages to day to day practice • Human rights to practice, advocating on behalf of child’s right for an education • Understanding own role in child’s behaviour

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