Promote children’s well-being and resilience
Overview
Who is this unit for?
This unit is for those who support the care, learning and development of children or young people. This unit may be suitable for those who have a pastoral and/or learning support role within a school setting.
What is this unit about?
This unit is about helping children or young people to develop self-reliance, self-esteem and emotional resilience. It is concerned with how practitioners provide an emotional environment that supports, affirms and values children and young people and helps them to manage their own feelings and their relationships with others.
This unit contains four elements:
1. Enable children to relate to others
2. Provide a supportive and challenging environment
3. Enable children to take risks safely
4. Encourage children's self-reliance, self-esteem and resilience
Performance criteria
You must be able to:
Enable children to relate to others
P1 demonstrate respect and value for children/young people's views, opinions and feelings
P2 encourage children/young people to consider the feelings of others P3 encourage children/young people to share and cooperate in joint
activities
P4 help children/young people to identify the boundaries of acceptable and unacceptable behaviour
P5 reflect and acknowledge positive aspects of children/young people's behaviour and interactions
P6 recognise developmentally appropriate behaviour
P7 demonstrate respect and value for children/young people's capabilities and strengths
P8 positively value diversity and demonstrate acceptance of similarities and differences
Provide a supportive and challenging environment
P9 provide a calm and accepting environment which allows children/young people to experience and express their feelings safely
P10 encourage children/young people to try new activities and experiences P11 positively reward children/young people's efforts and achievements P12 support children/young people in managing failure and disappointment P13 help children/young people to predict, recognise and accept the
consequences of their actions
P14 help children/young people support each other through challenging activities and achievements
P15 demonstrate acceptance and respect for children/young people's individuality
P16 demonstrate honesty and openness in interactions with children/young people
Enable children to take risks safely
P17 carry out risk assessment in line with organisational policy, without limiting opportunities to extend and challenge children/young people's skills
P18 demonstrate awareness of the capabilities and competence of individual children/young people
P19 allow children/young people to set their own limits within the framework of risk assessment
P20 encourage children/young people to assess risks to themselves and others from their activity and behaviour
P21 intervene in situations where children/young people are at risk of harm P22 clearly agree boundaries and limits with children/young people and the
reasons for
P23 help children/young people manage and monitor their own behaviour and that of others
P24 supervise children/young people according to legislation and accepted policy and practice in the setting
Encourage children’s self-reliance, self-esteem and resilience
P25 engage with and provide focused attention to individual children/young people
P26 communicate with children/young people openly and honestly in ways that are not judgmental
P27 praise specific behaviour that you wish to encourage
P28 direct any comments, whether positive or negative, towards the demonstrated behaviour, not the individual child/young person
P29 treat children/young people with respect and consideration as individual people in their own right
P30 help children/young people to choose realistic goals that are challenging but achievable
P31 show empathy to children/young people by demonstrating understanding of their feelings and point of view
P32 encourage children/young people to take decisions and make choices P33 work with colleagues and other professionals as required, to encourage
children/young people's self-esteem and resilience
Knowledge and Understanding
You need to know and understand:
K1 how to carry out risk assessment that takes all reasonable precautions without restricting opportunities for development; how organisational policy can support this
K2 factors that affect resilience in children and young people
K3 how you might support children and young people's resilience, according to the child or young person's age, needs and abilities
K4 the link between children and young people's ability to relate to others and their emotional well-being and resilience
K5 the concept of an emotionally safe environment that allows children and young people to express their feelings freely
K6 the importance of trust, openness and honesty in practitioners' relationships with children and young people
K7 how you can help children and young people understand, express and manage their feelings
K8 why it is important for children and young people to challenge and test their abilities and the relationship between this and self-esteem
K9 how you can encourage and support children and young people to test and stretch their skills and abilities; how you help them manage success and failure in ways that do not damage their self-esteem
K10 what is meant by focused attention, why this is important to children and young people's self-esteem and how you provide such attention
K11 the importance of not judging children and young people; why comments should be directed at behaviour rather than the individual and the link between this and children and young people's resilience and positive self-esteem
K12 how you demonstrate empathy and understanding to children and young people, including the language and expressions you might use
K13 how you recognise and manage your own negative feelings, e.g. lack of confidence and feelings of inadequacy
Scope/range
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Affirmation
positive encouragement and confirmation of ability or value as a person
Challenge
experiment and test the extent and limits of one's ability
Children and young people
children or young people with whom you work, unless otherwise stated
Empathy
the ability to see things from another person's perspective and gain insight into their feelings
Emotional competence
the ability to understand, manage and express the social and emotional aspects of one's life in ways that enable the development of life skills
Resilience
the ability to withstand normal everyday disappointments, hurts and assaults on one's confidence without it affecting self-esteem
Risk assessment
the assessments that must be carried out in order to identify hazards and find out the safest way to carry out certain tasks and procedures
Self-esteem
self-confidence; taking comfort in one's self as a valued person
Self-reliance
personal autonomy and independence, ability to solve own
Well-being
physical and mental good health, resulting in a positive outlook and feelings of happiness
Links To Other NOS
TDASTL20 Develop and promote positive relationships
Origin of this unit
This unit is taken from the National Occupational Standards in Children’s Care, Learning and Development where it appears as CCLD 308.
This unit is underpinned by the principles and values for the National Occupational Standards in Children’s Care Learning and Development.