Whilst all Safeguarding Bedfordshire and Bedfordshire Domestic Abuse class based training is suspended during COVID19, we will continue to share learning and development resources for those who work or volunteer with children, young people, families and/ or vulnerable adults in Bedfordshire.
Whilst all Safeguarding Bedfordshire and Bedfordshire Domestic Abuse class based training is suspended during COVID19, we will continue to share learning and development resources for those who work or volunteer with children, young people, families and/ or vulnerable adults in Bedfordshire.
Domestic abuse can both directly and indirectly disrupt the relationship between a parent and their child (Humphreys et al, 20061; Buchanan, 20182). Abuse can happen in any relationship, and both males and females can be abused or be abusers.
This publication, from Barnado’s, presents findings from a survey of children and young people to identify their experiences of lockdown and what they will need to support their mental health and wellbeing coming out of the coronavirus crisis.
Practitioners in adult social care have an important role in ensuring that people living with dementia and the people close to them receive support in order to lead good lives. With recent reports of people living with dementia being disproportionately impacted by coronavirus (COVID-19) it has become an even greater priority to support people with dementia, their carers and practitioners working with them.
NSPCC Learning has published a news story highlighting new resources to help bridge the gap between neuroscience and frontline practice. The resources are based on research carried out by University College London (UCL) looking at how children’s brains adapt to abusive or neglectful environments in ways that help in the short term but increase risk of mental health problems in the future. The resources include an animation, guidebook and set of videos about childhood trauma and brain development.
Best Beginnings, Home-Start UK and the Parent-Infant Foundation have published a report looking at the impact of the coronavirus crisis on babies and their parents of all backgrounds across the UK. Findings from 5,474 respondents to a survey include: 68% of parents felt the changes brought about by COVID-19 were affecting their unborn baby, baby or young child; 34% of respondents believed that their baby’s interaction with them had changed during the lockdown period; 61% of parents shared significant concerns about their own mental health; and in the post natal period only 11% of parents of under twos saw a health visitor face-to-face.
After months of lockdown, suddenly pupils will be dealing with new school rules, routines, classrooms, classmates, teachers and, in some cases, even new schools.
For many, these changes will inevitably create anxiety, especially given the ongoing threat of COVID-19 and new school social distancing and hygiene measures. More so again if they, or another family member, has been shielding until recently.
To make their transition easier, here are seven things to consider if your child is returning – or preparing to return – to the classroom.
After months of lockdown, suddenly pupils will be dealing with new school rules, routines, classrooms, classmates, teachers and, in some cases, even new schools. To make their transition easier, here are seven things to consider if your child is returning – or preparing to return – to the classroom.
