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Session 10/13

Page 1/7: Promoting relations work in practical tasks

Promoting relations work in practical tasks

Competences to be exercised:

  • Looking at suggestions for caregiver and child relations development
  • To strengthen the child’s sense of having a personal and physical space as a secure base for relations in the institution.
  •  Work with finding roles and boundaries as members of the institution.
  •  To cooperate with the institution’s network in order to make all parties agree on a mutual understanding of the child’s needs, and   how to help the child function.

Theme of the session:
In session 4: “How to Practice Professional Caregiving” you learned how to practice relations work while you perform daily practical tasks. You also planned how to involve the children in daily tasks and interact with them while doing this. In this session we are looking at how to manage interactions and how to teach the child about limits and roles.

Often, children and youth in care feel that they don’t belong anywhere. They may lack a sense of physical and emotional boundaries and lack understanding of roles and boundaries in the daily life of the institution.

Many children in care have not learned early in life how to act in relations, and how to follow a daily rhythm. They need help to develop a sense of boundaries. What you do and do not talk about, when and where. How do you learn to respect physical and social boundaries? For example, can a child just walk into another child’s room? This is a learning process for the child as well as all other the children and caregivers in the institution.

Within the local network, the child can behave very differently in different settings (for example: many conflicts at home, no conflicts at school, or vice versa). Because of this, the child might be viewed very differently in the network of people responsible for the child (biological parents, teachers, pedagogues). There can be many disagreements on how well the child functions and how it must be met. How can caregivers work to promote agreements within the network on the needs of the child or young person?

 

Aims of the session:

  • To support the social development of the child in its daily interactions.
  • To inspire the caregivers to find new roles and ways of setting limits when a new child from another cultural background enters the institution, so that everybody feels informed and respected.
  • To create a mutual understanding of the child and its needs in the local network.

Please use 15 minutes (or as much time as needed) for summing up what you worked with between the last session and this one:

• Did we succeed in doing what we planned?
• What was easy to do and what was difficult?
• What did we learn from doing what was planned?
• What can we do better next time you work between sessions?

Please remember: it is okay if you experienced problems – this is a new way of working, and it takes some exercise and experimenting before it becomes routine.