Promoting diversity within a health and social setting Essay Example for Free

Promoting diversity within a health and social setting Essay In this report I am going to outline The Mental Health Act alongside this, the procedures and codes of practise and how both of these aim to promote diversity and assessing the effectiveness of these measures in place. The Mental Health Act aims to safeguard the vulnerable, by ensuring they are treated fairly and equally by services and given permission to health care, for example hospital treatment if required. The term mental illness or a personality disorder is used to describe someone with a mental disorder. The key principles of the act include keeping the service users best interest at heart and if unwise decisions are made by the user, the least restrictive option should be made. The mental health acts helps to promote diversity, because it ensures that the individual themselves will not be taken advantage of and their choices are met with full understanding before a decision has been made. This also makes sure that the person who holds the right to overrule the decision making follows under the act closely. The codes of practise aim to provide rules and regulations on how professionals should behave in a health and social care service. Most importantly, they provide specific standards of practise for each situation. For example, there is a code of practise for nursing and midwifery, known as ‘the nursing and midwifery council’. Another example of how codes of practise provide specific rules for each situation is the including standards of practise specially tailored for social care workers. This is known as the ‘General Social Care Council.’ The standards of practise must comply with the employers and employees responsibilities non- discriminatory practise. These responsibilities include staff promoting choices about service users and the care they receive; promoting a sense of self – concept for each service user; promoting diversity by considering their preferences, the service user’s individual needs and their wishes being taken into consideration of every aspect of their care. These responsibilities help to promote diversity, because it prevents victimisation and respects individual’s different views, with providing equality for all and promoting non – discriminatory practise. Overall, this piece of legislation is effective, because it aims to promote diversity by providing important legislation with lawful regulations that helps to meet service user’s needs. For example, the mental health act ensures the individual focused on if necessary, will be ensured to have informed and respectful decisions made based on their needs and preferences. Codes of practise are effective for aiming to promote diversity, because they provide standards of practise for individual situations, which all consequently aim to promote diversity and help staff and carers to use non – discriminatory practices that respect all individual service user’s needs while also aiming to promote and respect differences within each individual.

Are all managers Human Resource managers

Are all managers Human Resource managers Executive Summary The report discusses the various aspects in relation to the question posed for the assignment All managers are HR managers, agree or disagree? The report is placed in relation to the questions raised for and against the topic, and my thoughts on the question. The report is structured in the form of my quest to answer the questions raised with regard to the topic. The fundamental theories concerning the topic provide some light for the discussion, followed by examination of the current trends in organisations. The other aspects discussed in the paper relate to the managers implementation of HR practices and its relation on employee performance, and thereby the productivity of the organisation. The effects of poor implementation of the HR practices are highlighted to comprehend all the facets of the discussion. The conclusions are based on the aspects from the points of discussion and its relation to the effectiveness of HR implementation by managers. The references which were vital to the development of the paper are included in order to substantiate research done related to the topic. Introduction Are all managers HR managers Agree or disagree? As I read the question for the assignment, I had mixed answers running in my head. Understanding human resources in the literal sense would refer to employees of the organisation, and there would be a person responsible for any particular section of employees, known as the manager. In this view, managers related directly with the employees, and so they needed to be HR managers. However, the Human Resources Department wherever I worked always seemed to be busy as they dealt with all levels of the organisation, be it employees, managers, stakeholders or government, and their paperwork (or rather e-work) seemed unending. If all managers were HR managers, why would there be a necessity of a HR department? Would it mean that all functions done by the Human Resources personnel were done by the managers themselves? Would that be feasible? Would that not restrict the day-to-day operations carried out by the manager? If all managers were not HR managers, would all issues relating to the employees be raised to the HR department? Since managers, in most cases, have a direct relationship with their employees, would they not have to deal with all concerns related to their human resources i.e. employees? What would organisations that do not have an elaborate HR department do? With relation to agreeing or disagreeing with the question for the assignment, the numerous questions for and against it, left me confused. So it was necessary to understand the fundamentals of the keywords managers and HR, given by various scholars in order to take a stand for the topic. Fundamental Views Management Managers Management, according to Henri Fayol (1949) consists of seven functions such as planning, organising, leading, co-ordinating, controlling, staffing and motivating within an organisation in order to accomplish the established goals of the organisation. Figure 1 Manager Roles (Mintzberg 1975) From among these, the four main managerial functions are described as planning, organising, leading and controlling. (Simmering 2010) Figure 2 Functions of Managers (Overton 2007) A manager is an individual with formal authority to make decisions and carry out the four managerial functions in order to achieve the organisational goals and objectives. Within most organisations, there are three levels of management namely top level, middle level and first/line level managers (Management Study Guide 2009). At each management level, managers require certain skills necessary for successful management. Robert Katz identified three skills namely technical, conceptual and human skills that vary as per the management level. (Katz 1974) Conceptual skills refer to the formulation of ideas. Technical skills involve the technique knowledge and proficiency. Human skills refer to the ability to interact and communicate with people effectively. (Pride, Hughes and Kapoor 2008) Figure 3 Management Skills (Overton 2007) Interestingly from the figure above, although technical and conceptual skills vary greatly, human skills remain rather consistent throughout the various levels. Considering that human resources would relate only to the manager-employee interface, it could be then inferred that all managers are HR managers. However, understanding HR functions would be necessary to make the conclusion to the question. Human Resource Definition Functions Human Resource (HR) refers to consideration of employee as the most valuable assets or resources of the organisation. The inherent abilities, acquired knowledge and skills represented by the aptitudes and talents of the people employed in the organisation could be referred to as the human resources of the organisation. (Aswathappa 2008) The strategic and coherent approach to the management of these assets in order to achieve individual behaviour and performance that would enhance the organisations effectiveness is termed as Human Resource Management (HRM).(Oxford University Press, Ed. Jonathan Law. 2009 ) The functions of HRM are broadly classified into two categories namely managerial and operative functions. Managerial functions include planning, directing, organising and controlling while operative functions are related to recruitment, compensation, employee relations and development. (Hales 2005) The vast scope and functions of HR brought doubts about it being incorporated with the operational activities of managers especially line managers. For the purpose of this paper, general managers and deputy managers have been defined as strategic level managers whilst first-line level managers encompass supervisors and departmental heads. Figure 4 HR Functions Current trends Contrary to the traditional views of management, current trends indicate devolution of the HR into line management. (Gratton, et al. 1999) Restructuring the organisational hierarchy to flatter systems within the organisation has arguably contributed to the convergence of HRM and managerial practices. (Whittaker and Marchington 2003) With the global economic crisis, downsizing has become the trend or the need of times, where even HR departments were dissolved as a whole; this would substantiate Whittakers and Marchingtons (2003) finding that HR took second place in comparison to other business sectors of sales and marketing and finance. The introduction of flatter organisations resulting from heavy job-losses could be traced back to the early 80s of Hewlett-Packard. There was an intensification of managerial responsibilities and predominantly people management claimed most of the efforts of the managers. (McGovern, et al. 1997) In the current scenario, the increasing de-layered organisations (Torrington, Hall and Taylor 2004) would overly emphasize the necessity of all managers to integrate the HR functions of recruitment, training, monitor performance and provide appropriate appraisals. (Marcic and Daft 2008) Line managers and Direct interface Theoretically, managers may not be able to incorporate all the functions of HR but line managers have always been the direct control over the human resources under their responsibility. The flatter organisations have not diminished the human skills required as seen in Figure 3, but on the contrary are a necessity to engage in good people practices, which is as important as implementing personnel policies. (Lowe J 1992) The direct relationship of the line managers with the employees favour the implementation of the HR practices by the managers themselves rather than other personnel. (Sisson and Storey 2000) Research conducted by Bath University for CIPD (2009) found that line managers played a pivotal role in implementing HR practices and policies. People management practices such as induction, training, performance appraisal, employee communication; work-life balance and employee recognition were exercised significantly by the line managers. As discussed in the research, the people management processes can be designed by the HR personnel, but would be implemented most effectively by the managers. (Hutchinson and Purcell 2003) In order to assess the immediate effectiveness of the HRM, scholars such as Dyer and Reeves (1995) and Becker et al. (1997) suggested monitoring of employee performance which would be the factor affected directly. Performance and HR In an ultra-competitive marketplace, it would be necessary to maintain a productive and competitive workforce to achieve organisational success. Successful organisations are reliant on managers competence to attain and maintain high levels of individual job performance. (Hosie 2009) Employee performance is maximized through motivation which would be associated with the manager. According to Dyer and Reeves (1995) rigorous selection mechanisms and ample training opportunities along with incentives such as peer pressure to perform, monetary and non-monetary rewards increase employee motivation. Commitment is another factor that would boost employee performance. Organisational commitment is highly dependant on employee assessment of the level of support from the management. (Sharkie 2009) Managers in IBM are expected to be responsible to the development and satisfaction of employees. Surveys, career planning, performance appraisal and compensation utilized by line managers encourage employee commitment to the organisation. (Marcic and Daft 2008) Effective implementation of HR practices in organisations such as in IBM, would lead to greater employee motivation. As discussed by Gillespie and Mann (2004), that the trust subordinates place in the leader is directly proportional to motivation that would lead to better employee performance. Consequences of ineffective application of HR In the decentralisation of HR processes, line managers are often tasked with responsibilities of setting the agenda, dealing with workplace issues and providing direction to employees. As discussed by McGuire, et al. (2006), a conflict between the organisational and individual values of the manager, could lead to a trust deficit between the employees and the manager. (Renwick 2003) Decreased workplace happiness would lead to diminished employee performance, which would cost the organisation heavily in both productivity as well as having to pay higher compensation and insurance claims for the health conditions of employees. (Lyubomirsky, King and Diener 2005) (Hosie 2009) The negative effects of poorly applied HRM practices accentuate the requirement for greater knowledge in HR practices for all managers. It would be possible to design programmes for managers that would enhance the understanding of HR, such as Esprit employed within Hilton (UK) Hotels. However, the two main barriers line managers faced while incorporating their HR role were heavy workloads and short-term job pressures. (Watson, Maxwell and Farquharson 2007) These add to the findings of Renwick (2003) relating to the constraints for managers in effective management of HR such as lack of time, lack of ability or knowledge in HR practices, and distractions from general managerial operations. Other than improper implementation of HRM practices and its complications within the organisation, Earnshaw et al. (2000) found that without HR expertise even large organisations could face legal challenges. This would emphasize the necessity of efficient HR systems and constant guidance by HR specialists. Considering the various factors, as suggested by Jackson and Schuler (2000) a partnership approach through a triad approach of HR specialists, managers and employees would allow effective integration of HR activities into the work of line managers. However, if line managers and HR are to work in partnership to improve organisational performance, a minimum number of experienced HR specialists would be required. (Ulrich 1998) Conclusion The discussions throughout the paper have led to a few conclusions. The functions of HR and managers are not entirely different from each other, but noted by Aswathappa (2008), HR is a managerial function with assists managers with hiring, motivating and maintaining employees within the organisation. Line managers implement most of these HR roles as they are in direct contact with the human resources of the organisation. Effective HR implementation would lead to greater employee motivation and thereby productivity. However, lack of understanding and poor execution of HR practices could cost organisations heavily ranging from employee productivity to legal action. According to Dave Ulrich (1996), HRM encompasses the roles of being an employee champion, administrative agent, a strategic business partner and assisting in change management. HR departments in most organisations are concerned with the former two roles, and in which case, one could conclude that all managers are HR managers. However considering the complete scope and roles of HR, it would not be apt to agree that all managers are HR managers. It could be then, concluded that all managers exercise HR functions irrespective of their department and level considering the high level of human relations. It would be extremely important that they have adequate knowledge in handling HR in order to become effective managers and achieve maximum productivity, which is essential for all organisations across varying industries. HR professionals would have to assist and guide line managers consistently in achieving the strategic goals of the organisation. Effective coaching to line managers on HR practices and policies would allow HR professionals to take on the vital roles of being a strategic business partner and play an effective role in change management. (Gaskell 2007)

Cry, the Beloved Country, by Alan Paton :: Cry, The Beloved Country Essays

Cry the Beloved Country Seeing on Another Level From the day of birth and throughout adulthood, we as humans go through many changes. Kohlberg identifies these changes as stages of moral development that all humans go through. Each person's moral reasoning develops through Kohlberg's mapped out stages. In the novel Cry, the Beloved Country, Alan Paton discuses the life of several defined characters who undergo significant moral changes, all of which are for the better. A man named James Jarvis is a wealthy land owner and a crucial character in Paton's novel. The turning point in the novel comes about by the death of Jarvis's son. Although Jarvis lost his son, this tragedy opens his eyes to a deeper awareness, and Jarvis attains a higher level of moral reasoning. According to Kohlberg's stages he progresses from stage four of (law and order orientation) to the sixth stage of (ethical principles). Before the death of his son, James Jarvis had been a person who found contentment in tending his estate and maintaining a distinct separation from the world around him. He was basically a good man who never bothered to face the controversial issues of the time. At this point in the novel, Jarvis was at Kohlberg's stage four of law and order orientation. When someone is at the fourth stage of moral development they often have a lot of rules. They generally feel orientated towards authority and maintenance of the social order. They often feel we need to maintain the given social order for its own sake. James Jarvis, as introduced in "Book II,"would ponder many questions to himself, a lot about the social order and how it has been maintained. A good example from Paton's novel was a segment of Jarvis thinking of a controversial issue. "Some said there was too little land anyway . . . and that the natives could not support themselves on it, even with the most progressive methods of agri culture. . . Jarvis thought about all the possible outcomes to this debated statement while he finished climbing to the top of a mountain, where he sits on a stone to admire the view." From this we can see that Jarvis has separated himself from the world and only observes from an outside perspective. Even though he does think about many controversial issues, he never bothers to state his opinion and try to make a difference. Cry, the Beloved Country, by Alan Paton :: Cry, The Beloved Country Essays Cry the Beloved Country Seeing on Another Level From the day of birth and throughout adulthood, we as humans go through many changes. Kohlberg identifies these changes as stages of moral development that all humans go through. Each person's moral reasoning develops through Kohlberg's mapped out stages. In the novel Cry, the Beloved Country, Alan Paton discuses the life of several defined characters who undergo significant moral changes, all of which are for the better. A man named James Jarvis is a wealthy land owner and a crucial character in Paton's novel. The turning point in the novel comes about by the death of Jarvis's son. Although Jarvis lost his son, this tragedy opens his eyes to a deeper awareness, and Jarvis attains a higher level of moral reasoning. According to Kohlberg's stages he progresses from stage four of (law and order orientation) to the sixth stage of (ethical principles). Before the death of his son, James Jarvis had been a person who found contentment in tending his estate and maintaining a distinct separation from the world around him. He was basically a good man who never bothered to face the controversial issues of the time. At this point in the novel, Jarvis was at Kohlberg's stage four of law and order orientation. When someone is at the fourth stage of moral development they often have a lot of rules. They generally feel orientated towards authority and maintenance of the social order. They often feel we need to maintain the given social order for its own sake. James Jarvis, as introduced in "Book II,"would ponder many questions to himself, a lot about the social order and how it has been maintained. A good example from Paton's novel was a segment of Jarvis thinking of a controversial issue. "Some said there was too little land anyway . . . and that the natives could not support themselves on it, even with the most progressive methods of agri culture. . . Jarvis thought about all the possible outcomes to this debated statement while he finished climbing to the top of a mountain, where he sits on a stone to admire the view." From this we can see that Jarvis has separated himself from the world and only observes from an outside perspective. Even though he does think about many controversial issues, he never bothers to state his opinion and try to make a difference.

Christopher Columbus :: Christopher Columbus Essays

Christopher Columbus is the most well known explorer by most school age children. When children are young, teachers tell them that Columbus was a very good person, a hero even. To be politically correct though, Christopher Columbus brought death and destruction with him to the Americas. He stole, killed, and tortured the natives. Christopher Columbus was not a true explorer, but he was a conqueror of people.   Ã‚  Ã‚  Ã‚  Ã‚  When Christopher Columbus set out on his voyage (August 3rd, 1492) to find a new route to the Indies there was no way that he could know that it would turn out the way it did. When he landed at the Caribbean Islands (October 12th, 1492), the people there were scared, but still friendly toward him. This next quote is from Columbus’ journal: â€Å"As I saw that they were very friendly to us, and perceived that they could be much more easily converted to our holy faith by gentle means than by force, Weapons they have none, nor are acquainted with them, for I showed them swords which they grasped by the blades, and cut themselves through ignorance, But they seemed on the whole to me, to be a very poor people. They all go completely naked, even the women. I was very attentive to them, and strove to learn if they had any gold. Seeing some of them with little bits of this metal hanging at their noses† As you can see it was very easy for Columbus to take the m over and treat them badly because they had no protection. That is a good example to show how cruel Columbus could act toward people he knew couldn’t fight back. This is one proof of Christopher Columbus being a conqueror.   Ã‚  Ã‚  Ã‚  Ã‚  In the movie we watched in class, it told us how Columbus was just out to get gold and riches. He ordered the natives to proclaim him governor of the lands. Since he was governor he made a law that said the natives had to bring him one bag of gold dust every three months. If they did not give him this gold (simply because their wasn’t that much gold on the islands) he would order to have their hands cut off, and they would bleed to death. If they escaped, then he would hunt them down with dogs. Christopher Columbus also ordered his men to hang and burn some natives that wouldn’t do exactly as he told them.

Analysis of Child Development Research Essay

The purpose of the study was to compare the outcomes of youth in long-term foster care with a group of children who entered into foster care and were subsequently adopted before reaching the age of 7 (Vinnerljung & Hjern 2011). Previous research conducted by Bohman and Sigvardsson found that at the age of 15, foster children who had been adopted performed as well in school as their peers who had never entered foster care. Children who were still in foster care had poorer grades and more behavioral problems. This gave the first implication that differences in child rearing environments are a strong factor in the positive or negative development of a child. The study consisted of a sample of 3,951 Swedish children born between 1972 and 1981. Each child entered care before the age of 7, and they were tested periodically until age 26. Of these children, 899 were adopted before the age of 7, and 3,062 grew up in foster care for more than 12 years (before aging out of the program at the ag e of 18). Adopted children spent an average of 1.6 years in foster care before adoption, while long-term foster care children spent an average of 16 years in care. The control group consisted of (consensus) data collected from 900,418 children who were never adopted or in foster care. These groups were adjusted for confounding variables, such as parental mental health problems and substance abuse before and/or after birth, as well as for age at entry into care. The outcomes were measured by an intelligence test that consisted of four subtests: logical, spatial, verbal, and technical capabilities. The scores ranged from 1-9, with 5 being average and a higher score indicating a higher cognitive competence. Both experimental groups had weaker outcomes compared to the control population, but foster children measured lower than adopted children in school performance, educational achievement, self-support capability, and cognitive competence. Children who were adopted at ages 4-6 showed improvements in cognitive ability over time, and by their late teens typically scored closely to their non-adopted or fostered peers. Negative outcomes were found to be far more likely for those in long-term foster care, regardless of gender, while adopted children had more favorable outcomes for school performance, cognitive test scores, educational achievement, and reliance on public welfare. Foster children had, on average, lower grades and cognitive abilities. Half of fostered boys had very low or incomplete grades from primary school, compared to 1/3 of adopted boys and 1/5 of the control population boys. For girls, the data was 1/3, 1/6, and 1/12. Attrition rates for grades at the age of 16 were the following: 13.4% for long-term foster care children, 4.3% for adopted children, and 2.4% for non-fostered or adopted children. By the age of 25, around 30% of fostered boys and 25% of fostered girls had only received a primary education. This is three times that of the control population, and twice that of the adoptees. Similarly, more fostered children were dependent on welfare at age 25 than children of the control group or adopted children. PAPER TWO: Developmental outcomes after five years for foster children returned home, remaining in care, or adopted Similar to the first, this study compared the developmental outcomes of children who entered into foster care as infants and either returned home, were adopted, or remained in foster care long-term. The first years of a child’s life are critical for proper development, particularly because younger children are more easily influenced and have the highest levels of brain plasticity (Llyod & Barth, 2011). Furthermore, previous research has suggested that young children in foster care are at a developmental risk compared to their peers. It is possible, then, that either reunification or adoption might alleviate these risks. The sample consisted of 353 children who were initially tested at 13 months, then again at 18, 36, and 66 months. The assessments were conducted with the child and the child’s current caregiver (whether that be biological parent, adoptive parent, or foster parent). The child’s status at 66 months determined their group designation of adopted, reunited/in-home, or fostered. All of the sampled children had to have at least one allegation of maltreatment. Maltreatment was divided into type (physical, emotional, neglect), to adjust for confounding factors. Many different tests were used to assess cognitive and behavioral delays in the children. These included: the Vineland Adaptive Behavior Scales Screener (which screens for problems in adaptive behavior and daily living skills), the Pre-school Language Skills (which assess developmental domain of language), the Kaufman Brief Intelligence Test (which assess cognitive development in children over 4 years), the Woodcock-Johnson III tests of achievement (which assess educational outcomes of children at least 5 years old), and the Child Behavior Checklists (which assess behavior problems in children ages 2 and older). Far fewer children in the adopted group were classified at high developmental risk. This group also scored significantly higher on cognitive stimulation and caregiver responsiveness. The foster care group had the lowest means in cognitive and language skills, but the highest scores in adaptive behavior. On these measures, adopted children and children who were returned to their homes scored relatively close to one another. There were no significant differences among groups in different poverty rates. In conclusion, reunification and adoption generally led to more positive outcomes, while long-term foster care typically resulted in poor developmental outcomes. These findings further suggest that adoptive placement specifically leads to improved social competence, language skills, and reading skills, but lower adaptive behavior development, while reunification mainly leads to better language development, math skills, and reading skills. PAPER THREE: Developmental, Cognitive, and Neuropsychological Functioning in Preschool-aged Foster Children: Associations with Prior Maltreatment and Placement History This study differs slightly from the first two by investigating the physical and cognitive developmental differences between foster children and children living with their biological parents. Typically, younger foster children display higher rates of developmental and mental health problems, which are often associated with maltreatment, multiple placements in foster care, and younger age at initial placement (Pears & Fisher, 2004). However, the majority of children receiving social and mental health services are over the age of 6, despite the fact that most children in foster care are between the ages of 2-5 years. Likewise, studies show that around 60% of the preschoolers entering foster care receive no treatment for developmental delays. The sample consists of two groups of children: the first consisting of 99 3-6 year old foster children, and the second of 54 non-maltreated, same-age, comparable SES children living with their biological families. There were no major differences in mean child age, gender, or ethnicity between the two groups. Height, weight, and head circumference were used to measure physical growth over time. Neuropsychological function was tested with the Developmental Neuropsychological Assessment, which includes 11 subscales in five domains: visuospatial processing (visual and spatial information processing), memory and learning, sensorimotor function, language, and attention/executive function. Cognitive function was measured with the Weschler Preschool and Primary Scales of Intelligence-Revise. Auditory comprehension and expressive communication were measured with the Preschool Language Scale-Third Edition. Executive function was further measured with two different tasks: the stroop task, where, when a card with a sun on it is held up, the child must say day, and when a card with a moon on it is help up, the child must say night; and the card sort task, where the child must first sort cards according to the shape on the card, and then according to the color of the shape on the card. Height for age was positively associated with memory and language in both groups, although the correlation was slightly stronger in the foster group. Foster children were, in general, shorter and lighter, and had smaller head circumferences than same-aged children in the control group. Children in the control group scored higher than foster children in visuospatial functioning, language, and general cognitive functioning. There was a moderately positive correlation between the age at which a child was first placed into foster care and the child’s executive function. Children placed in foster care before the age of 2 scored significantly lower on visuospatial processing, and children with more than the average number of placements had lower scores on executive functioning. IMPLICATIONS AND POSSIBLE INTERVENTIONS All three of the studies show that children placed in long-term foster care typically have more developmental delays and behavioral issues than children who are adopted, reunited with their biological families, or never enter foster care in the first place. A general conclusion can be made in that foster children need higher quality care and support from their foster parents, caseworkers, and doctors. The negative educational trends found by Vinnerljung and Hjern (2011) suggest that foster children received less satisfactory support in their schoolwork than adopted children. Foster parents and caseworkers could benefit from lessons in how to interpret a child’s behavior, nurture the child, and create a supportive learning environment for the child. This is especially important for younger children. Limited caseloads for social workers would allow for workers to concentrate on children and spend more time ensuring that they are receiving proper care. It is also clear that foster children would benefit from more early intervention services. Early development, as discussed by Lloyd and Barth (2011), is rapid and easily influenced by environment and quality of caregivers. Intervention services could prevent developmental delays, and lessen preexisting ones. Currently, resources within the system are limited, and largely consumed by older foster children. This is assumed to be because as children age, they become a larger threat to themselves (by displaying instances of self harm, suicide, increased violence, etc.), and thus, are referred to mental health specialists. However, most of these behaviors stem from existing conditions present at a younger age, and would be more easily controlled if addressed at the younger age. It would then also be important that these children receive consistent, satisfactory health care. Screenings for developmental delays and other behavioral problems would increase the ability to catch these problems early on, and treat them when the child is still young, and potentially easier to help. As well, because foster children are constantly changing homes, it would be important to maintain records of these screenings, so that the information is always readily available to caregivers, caseworkers, and doctors. This will ensure that the child is always receiving appropriate care. All three studies show the negative association between long-term foster care and a child’s development, even with skilled caregivers and placement stability. Working toward the preservation of families and the avoidance of placement in foster care may benefit the child developmentally. If necessary, the child may be removed from the home for a period of time, but there should be increased efforts made to reunite child and parent. Increased programing for parents (rehab programs, teaching about early childhood development, etc.) could increase such potential. References Llyod, C., & Barth, R. (2011). Developmental outcomes after five years for foster children returned home, remaining in care, or adopted. Children and Youth Services Review, 33(8), 1383-1391. doi:10.1016/j.childyouth.2011.04.008 Pears, K. & Fisher, P. (2004). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: Associations with prior maltreatment and placement history. Journal of Developmental & Behavioral Pediatrics, 26(2), 112-122. Vinnerljung, B., & Hjern, A. (2011). Cognitive, educational and self support outcomes of long- term foster care versus adoption: A Swedish national cohort study. Children and Youth Services Review, 33(10), 1902-1910. doi:10.1016/j.childyouth.2011.05.016

Language Acquisition and Development

A huge variation in the rate of vocabulary and language development can be observed   in children , and parents/caretakers should not expect all children to develop at the same rate .The development of speech is dependent on the environment that the child is brought up in especially the social interactions the child has with the members of the household. A child who is spoken to often and is exposed to the daily routine of the house/ neighborhood develops its own interpretation and relation between words and actions. Kids typically try to use the type of communication conventional in their community for example a child brought up in a active Spanish household may start waving its arms to communicate before actually forming the words when it sees the people in its orbit doing so. A child brought up in a silent household may not speak early as it has negligible exposure to the use of verbal or non verbal communication. The Motor function development in the child also impacts the rate of speech development. Children who are read to often or encouraged to speak are seen to make better effort at communication rather than those children left to their own devices. It is also found that children of working parents, who are left in day care, adopt the speech mannerisms they are exposed to in the day care center. There are instances when children develop speech when they find they are not getting what they want or need and vice versa. There also needs to be allowances made such as the health of the child and its behavior patterns.   The development of speech is also dependent on the interest displayed by the child in learning and participating in activities like play or reading.   Therefore we can see that children develop at different rates depending on their environment and internal biological development. The exposure that a child is given compounded with the pace of motor functions impact the age of speech for different children. References Wegner, Lynn (2007).Screening for Speech and Language Delay in Preschool Children: More Answers Are Needed. Pediatrics. 533-534. Nelson, Heidi D., Nygren, Peggy, Walker, Miranda, & Panoscha, Rita (2007). Screening for Speech and Language Delay in Preschool Children: Systematic Evidence Review for the US Preventive Services Task Force. Pediatrics, 298-319. Wertsch, James 1985. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.   

Benefits Of A Public Health System Essay

Benefits Of A Public Health System Essay One year ago, I was given a life changing opportunity to intern at San Ignacio Community Hospital in San Ignacio, Belize. Each day brought something new: a man limping towards the emergency room with a deep shin laceration after a machete fight, mothers and their children waiting to be evaluated by a pediatrician for the first time, and numerous teen women who would soon be in delivery with no previous prenatal care. Patients traveled miles by foot, bike, or taxi to be seen at the hospital every day and we worked until all were cared for. Consequently, I witnessed how a public health system functions in a rural, considerably underserved community. Throughout my time in San Ignacio, I worked with a variety of health care professionals from different backgrounds while researching the country’s greatest health challenges. At a population of slightly over 300,000, and almost half living in poverty, Belize does not yet have the economics to provide the level of health care that is accessible just a three and a half hour plane ride north. However, while working with patients affected by Belize’s most common diseases, I learned that many of the conditions could be avoided with preventive measures such as annual screenings, vaccinations, health education, and access to primary care. While my team and I regularly brainstormed constructive ideas, we were with limited resources and time. Therefore, my desire to study the country’s public health system grew, and the want to return and improve the patients’ quality of life was instilled in me. Although my interest in public health significantly increased during my time abroad, it began long before interning in San Ignacio and has continued to grow since my return. As an undergraduate ear. .ation curriculums will train me to evaluate underserved populations along with complex global health issues and provide solutions to such issues through program design, policy development, and interventions to progress health care. Additionally, the concentration’s international practice experience will prepare me to work proficiently in invigorating circumstances and apply what I learn directly to the field. As a St. Louis native, I would thoroughly enjoy furthering my education in my hometown. It would be an honor to do so at such a renowned institution well known for its research, affiliation with distinguished health organizations, and contribution to global health. Receiving my master of public health at St. Louis University will undoubtedly lead me to a rewarding and purposeful career that will not only improve my own life, but more importantly, someone else’s.