Discuss about the Supporting Diversity and Equity.
Every day, the well being and safety of the children in a nation is threatened by child neglect and abuse. Hence, intervening effectively in the lives of neglected and abused children is not the sole responsibility of a professional group or a single agency (Stefon, 2016). It is rather a community concern that must be looked into by every member of the society that is directly or indirectly involved with the social environment of the child (Quigley, 2007). There are several rights of the children as per the Human Rights Act for Children and Young People that must be maintained by the society and the community in order to save the child from neglect and abuse (Child, Naker, Horton, Walakira, & Devries, 2014).
The report has been developed in context to a case study on James a boy studying in the 4th grade at a large high socio-economic suburban school. Hence, the primary aim of the paper is to identify the issue related to the child mental health and well being. The paper also explains several laws that protects the rights of the children and discusses the importance of advocacy for both the children and teachers. Furthermore, the study discusses the policies and supporting issues in mental health and wellbeing. Along with that, the awareness of the complexity involved when responding to children’s behaviours has been discussed with the impact of mental health and well being on the behaviour of the child. Finally, recommendations have been drawn for the teachers to tackle this sort of case of mental trauma among the children and manage a diversified group of children in class.
According to the Human Rights Act for Children and Young People, every child irrespective of their mental health and well being have the right to study together with normal students. On the other hand, it is important for the educational institutions to maintain proper policies for such children to avoid them from child abuse and neglect (Hundeide & Armstrong, 2011). The educational institutions must take necessary steps to treat these types of children together with entire community by taking appropriate safety measures for the normal as well as mental health students. Furthermore, the Human Rights Act for Children and Young People also describes certain policies for the parents for the safety and wellbeing of the child (Hundeide & Armstrong, 2011). Hence, it is the duty of the entire community to safeguard a child from abuse and neglect to help the child in developing a normal behaviour. Advocacy for children is a necessary process of developing normal and social behaviour among the child (Stefon, 2016). On the other hand, it is important for the teacher because the educators must know how to treat a special child among the entire group of pupils (Stefon, 2016). The advocacy for the teachers makes them aware of the social facts and laws that must be maintained while treating and teaching a child (Crosson, 2003). Hence, advocacy for both the children and teachers are an essential factor for taking care of mental health and wellbeing of children.
Mental Health and Wellbeing Policy of Australia promote a positive frame of mind around the citizens of the country to identify the issues attached with the mental illness cases. Relentlessly, the policy has protected the human rights of the people affected from mental ill-health (Knifton & Quinn, 2013). Understandably, the policy standardised Mental Health and Wellbeing has identified the early interventions to deliver high quality services and culture to the people affected from mental health illness (Cooper, 2010). Meanwhile, the Mental Health and Wellbeing Policy of Australian government has underpinned the strategic direction to influence protecting right of the mental ill-health people providing them mental health care support. Thus, the policies towards the mental health consumers can promote significant consumer-centred culture effective participation in the social framework (Mukherji, 2011). In the underlying section, major policy directions of Mental Health and Wellbeing Policy of Australia have been described as follows:
Tactically, Mental Health and Wellbeing Policy of Australia have identified the major issues of the mental ill-health to determine the best set of strategic decision improving their health and social position.
In the given case study, the identified mental ill-health patient is a child of fourth grade. Understandably, in case of responding to the behaviour of the child’s mental illness, some of the major complexity must be recognised to deal with the circumstances. Precisely, the social and emotional factors of young mind must be taken into consideration (“Taking It to the Streets: Teachers as Advocates”, 2009). Herein, the treatment of the young mind must be developed according to the responsive level of the child. Addition to that, the emotional features of the child and influence of the socio-cultural aspects must be identified responding to the mental ill-health situation such as in this particular case (Engdahl, 2010). Moreover, the intervention of family members and the thought process towards the mental ill-health child must be included during the treatment process.
The role of mental health and wellbeing can influence the behaviours of the child to a certain limit. Meanwhile, educators, family members and other social people attached to the mental ill-health patient must take the responsibility to provide such an environment effective for development of the mind of the young child. Apparently, the child must be treated as a normal child to grow the confidence (Knifton & Quinn, 2013). Admittedly, mental health and wellbeing nurtures a positive frame of mind among the children to influence learning and development activities. Instrumentally, such responsive measures can control the aggression, anxiety, and other emotional factors of a mental ill-health student. Decisively, Mental Health and Wellbeing Policy have directed the specific measures and guidelines so that a safer and brighter atmosphere can be given to the mental ill-health students.
In order to attend special students who are facing mental illness the teachers are recommended to take the necessary steps presented herein below:
Conclusion
In response to the circumstances of the given case study, the teachers and parents of James must identify the Mental Health and Wellbeing Policy directed towards him to change his behaviour towards others. Admittedly, the unusual behaviour and deterioration of the mental health condition of James must be taken on a serious note. The teaching staff must identify the issues and cultural aspects of the classroom that can make an adverse impact of the mind of James. On the other hand, the parents of James must take utter responsibility to use the service intervention promoted towards the safety and security of mental ill-health public. Conclusively, such active measures and mental health care intervention can improve the existing condition of James.
References
Bywaters, P., McLeod, E., & Napier, L. (2009). Social work and global health inequalities (1st ed.). Bristol: Policy Press.
Child, J., Naker, D., Horton, J., Walakira, E., & Devries, K. (2014). Responding to abuse: Children’s experiences of child protection in a central district, Uganda. Child Abuse & Neglect, 38(10), 1647-1658. https://dx.doi.org/10.1016/j.chiabu.2014.06.009
Cooper, C. (2010). Mental capital and wellbeing (1st ed.). Chichester, West Sussex, U.K.: Wiley-Blackwell.
Cox, J. (2016). Teaching Strategies that Advocate Your Students. TeachHUB. Retrieved November 2016, from https://www.teachhub.com/teaching-strategies-advocate-your-students
Crosson, C. (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. CHILD ABUSE AND NEGLECT USER MANUAL SERIES. Retrieved from https://www.childwelfare.gov/pubPDFs/educator.pdf
Engdahl, S. (2010). Mental health (1st ed.). Farmington Hills, MI: Greenhaven Press/Gale Cengage Learning.
Hundeide, K. & Armstrong, N. (2011). ICDP approach to awareness-raising about children’s rights and preventing violence, child abuse, and neglect. Child Abuse & Neglect, 35(12), 1053-1062. https://dx.doi.org/10.1016/j.chiabu.2011.09.008
Knifton, L. & Quinn, N. (2013). Public Mental Health (1st ed.). Maidenhead: McGraw-Hill Education.
Mukherji, P. (2011). Understanding children’s challenging behaviour (1st ed.). Cheltenham: Nelson Thornes.
Quigley, A. (2007). Mental health (1st ed.). Detroit: Greenhaven Press.
Stefon, J. (2016). Teachers as Advocates in Special Education. Impatient Optimists. Retrieved November 2016, from https://www.impatientoptimists.org/Posts/2012/06/Teaching-and-Learning-Advocacy-for-our-Students
Taking It to the Streets: Teachers as Advocates. (2009). Ncte.org. Retrieved November 2016, from https://www.ncte.org/magazine/advocacyideas
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