Children

The trepidation of aerial bombing gripped Britain as a nation, as uncensored images of Hitler’s Condor Legion reduced the Basque’s holy city of Guernica to rubble . The world recognized Hitler fascist regime, and acknowledged Hitler’s supreme air power and its ability to obliterate cities. This terrified the British public, and alarmed the government; as the First World War experience with the air Zeppelin, still left its stigma on British hearts.

The government had to devise a plan to protect its future generation and army. They called this plan ‘operation pied piper’ ironically named after the rather menacing German folktale. This was the biggest and most concentrated mass movement of people in Britain’s History. In the first four days of this regime ‘in September 1939, nearly 3,000,000 people were transported from towns and cities in danger from enemy bombers to places of safety in the countryside’.

By any measure it was an astonishing event, a logistical nightmare of co-ordination and control . Lord Balfour mentioned: ‘unremitting bombardment of a kind that no other city has ever had to endure,’ it was even predicted that in London alone that civilian causalities would amount to four million alone. Indeed evacuation even on the mainland initially was unsuccessful due to the Phoney War, many children returned to their homes and also difficulties getting billet posts because of the interference with lifestyle.

In mainland Britain it was when Hitler changed his tactics to that of bombing British towns and cities in September 1940 that evacuation was taken more seriously. The British publics response to this regime varied, as many wealthy ‘Britons,’ had the luxury of sending their children to Canada or Australia neutral countries unlikely to be attacked. Whilst the poorer citizens of Britain were indoctrinated into the ideology of evacuation towards the reception zones outside evacuation zones.

Here we must take into account that evacuation was not compulsory, the strong and emotive propaganda used had to sway the principles of the public: for instance if we look at this piece published in 1939 by the ministry of health: ‘don’t do it, mother leave them where they are’ this piece of evidence demonstrates Hitler as a spiritual enemy in returning their children would be seen as playing into the Hitler’s hands. In obvious respect, many mothers’s rejected the government’s response to the apprehension of mass bombardment; many had lost husbands and sons and needed their children there with them for emotional support.

Another essential motive why children were evacuated where for fears of low morale, another essential factor which the British public needed to carry on the struggle against Hitler’s aggression. The evacuation policy applied to pregnant women, children, school teacher’s; and perhaps it is important to mention that some animals from The London zoo. The children were presented to host families or of what some argued the ‘slave auction,’ what studies at the era demonstrated was that these ‘auctions’ would have profound effects which would encourage chronic behaviour, for example ‘bed wetting’.

The humiliating and daunting experiences of the ‘slave auction’ left children feeling empty and dehumanised ‘nobody wanted to be picked last,’ these children were usually poor children who appeared unclean and scruffy. Firstly if we look at this piece, written by the daily mirror a picture caption: ‘aren’t they happy,’ from hindsight we can acknowledge, how the daily mirror has used government propaganda to fai??ade the pessimistic side of evacuees ,with illustrations of children playing on beaches.

In contrast to this image we can look at this piece of evidence an account from an evacuee Terri McNeil: ‘who was locked up in a birdcage and left with a chunk of bread and a bowl of water,’ here we can distinguish the juxtaposition between a government biased view and a first hand witness experience, although only twelve percent of evacuees say that they suffered some sort of mental, physical or sexual abuse, we must note that, sixty years on the experience of evacuation still comes back to haunt people. However, this gave children from inner city slums, the opportunity to experience a life of idyllic atmosphere.

People from different classes clashed, and gave the government and wealthier people a chance to acknowledge the huge gap between the poor and the rich, and idealise with their predicament. More over, evacuees since the Second World War still remember their evacuation as their, ‘adventure;’ understandably those who experienced a good evacuation will cherish their memory, for instance In John Reynard’s case: ‘The countryside was wonderful for a boy from the city: the fields, animals, woodlands, the river and the big house, we called the river ‘Ohio’ wartime code so mother wouldn’t know what we were up to’.

Now in this, we can take that he has enjoyed himself with life away from the industrial city. Again in other experiences such as Lillian Evans: ‘we were chosen by a lady. .We were sent round the back door and told to strip off all our clothing, when we refused, our clothes were torn off. We were then forced naked into the kitchen in front of the host’s father and the husband pushed us into a bath containing dettol . After her husband cut off all our hair until we were bald.

His excuse, Children from Liverpool brought lice, scabies and sores into the countryside’ this experience left Lillian mentally scarred . As mentioned above responses to this regime varied. The evacuation of British cities was extremely emotional and unnerving for the children of Britain, but account must be taken for parents and Billet officers and teachers involved in this mass evacuation. Many teachers had been evacuated with their pupils, but it was not always easy to find them classrooms to teach in.

For instance if we look at this log book written by the headmaster: ’57 children were admitted bringing the number on roll up to 206. There is insufficient seating for all the children and some are sitting 3 to a dual desk,’ on the other hand people like Agnes her ‘school got to take over Sizergh castle near Kendel and around sixty girls got to stay in Levens hotel, a smart lake district hotel close by. I ended up sharing the honeymoon suite which had a private bathroom’.

Many described the evacuation as a ‘typical British wartime shamble. ‘ Many people did not except evacuees even though it was compulsory, if we look at Lady Davy reason for not taking evacuees:’ on medical grounds it is not good for her to have ten evacuees in a house with five bedrooms and two living rooms. Because of her public duties, Lady Davy requires more than just her bedroom,’ this was the attitude of a lot of wealthy people.

Billeting officers grew very exhausted and angry, because finding a host for the evacuee grew exasperating, due to social class and attitudes of host family because of status. In all, my overall impression to the attitudes of evacuation is that; social class played a more dominant role in identifying human behaviour towards those of a lesser class, and on a positive note helped the government and those more fortunate to understand peoples plight.

In this,some aspects of evacuation did baffle me, the mistreatment of host families towards evacuees-perhaps this was their way of getting back at the government-Most of the images displayed by the government were biased. Some could argue that the wealthier acted preposterously towards the regime than others of a lesser classer. Who’s to dispute the argument? But reality is more complicated than what some would conclude.

UNIT: TDA 2. 2 SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE. Question 1. TDA 2. 2: LEARNING OUTCOME 2. 4 Describe in detail the actions that you would take response to the following emergency situations in your setting to include: • Fire • Security incidents • Missing children and young people *********************************************************************** EMERGENCY SITUATIONS FIRE: If i discovered a fire on the premises i would immediatly raise the alarm, if i was near to a phone i would also dial 999. On hearing the alarm the head teacher would dial 999 or instruct a member of staff to do so). I would only tackle the fire if possible using the appliance provided if it was a small fire and i knew how to use the appliance provided correctly and safely. On hearing the fire alarm, i would follow the instructions of the teacher in charge. I would calmly assist in gathering all pupils and guiding them out through the nearest fire exit immediatly. If i was the last person out i would ensure i closed all doors behind me.

All persons, staff and pupils would report to the assembly point (in my case it would be the front yard). A register would be taken. The school policy states any absentees an immediate search will be made. The policy also states do not take risks and do not return to the building until authorised to do so. I would closely listen and follow instructions from the head or teacher in charge. I know where all the fire alarms are and fire exits within the school and have read the fire notes that are on the wall in the classroom.

SECURITY INCIDENTS: Any persons entering the school must do so through reception. At reception there is a signing in book any visitors to the school must sign in here. The visitor must indicate time of arrival, name, reason for visit, and if necessary provide i. d. All visitors are required to wear an i. d badge, and must sign out as they depart. If i noticed any unidentified people on the school premises i would challenge them immediately, and report to the teacher or head my concerns.

All door are secure so people cannot enter from outside but they can be opened easily from the inside in the event of emergencies such as a fire. Should there be a security alert within the school i would follow the instructions of the person in charge and ensure all children are in the classroom, where a register would be taken. I would assist in keepin children calm and keeping them in the classroom. nobody would be allowed to enter or leave the building until the head gave permission. MISSING CHILDREN OR YOUNG PEOPLE..

If i realised a child was missing i would report to the teacher in charge immediately, i would state where and when i last seen the child. I would assist in keeping the children calm and gathering all the children together whilst a search was organised. I would follow instructions from the teacher in charge and assist in the search for the missing child if i was required to do so. The school would be put on lockdown and no one would be allowed to enter or leave the building. If the child was not found on the premises the childs parents/guardians and the police would be contacted.

United Nations convention protection of children’s act- when was the 1st legislation impacted. It was drawn up in 1989, but the United Kingdom decided on 16th December 1991 formally agreed to make sure that every child has the same rights listed in the convention.

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The convention generally defines a child as any human being under the age of 18, unless an earlier age of majority is recognized by a countries law. How legislation effect our work without children. It affects our work as to make sure that all children are treated equally as it’s an obligation to prohibited and eliminate corporals punishment & all other cruel or degrading forms of punishment. Doctors Teachers Social workers Educational staff Speech therapists

The children’s act of 2004- Added to and strengthened was raised to clarify the roles of councils and other agencies in safeguarding & promoting the welfare of children in their area. Section II in the Act places a duty on partners such as the primary care trust (PCT) and the police to make legal arrangements to ensure that functions with regards to needing to safeguard and promote the welfare of children. It also required all children’s services authorities to establish a local safeguarding children board with legislation guidance published in 006. -Every service plays its part. – The children act 2004 was introduced following high-profile enquiries into safeguarding children & young people. – The acts aim where to achieve positive outcomes for the children & young people & their families. 1. Improving & integrating children’s service 2. Promoting early intervention 3. Providing strong leadership 4. Bringing together different professionals in multidisciplinary All agencies working together^ Original children act 1989-

Children’s act sets out what local authorities & courts do to protect children In charge- responsibility Local authorities with the duty to investigate if they have reasonable cause to suspect that a child who lives or is found in their area is suffering or is likely to suffer significant harm. Local authorities were also charged with a duty to provide services e. g. schools children in need. Aims 1. To bring together private & public law in one framework 2. To achieve a better balance between protecting children & enabling parents to challenge state intervention e. . local authorities 3. To encourage greater partnership between statutory authorities & parents 4. To promote the use of voluntary arrangements 5. To restructure the framework of the courts to facilitate the management of family proceedings Lord laming= the laming inquiry is a report of under pendent statutory inquiry following the death of Victoria Climbie 1. 2 Work settings- No matter what setting a child is placed in that whole workforce will have some kind of role to play.

The workforce will be responsible for making sure that the child is in a safe & happy environment they will need to make sure that the health & safety regulations are in order in making sure the child is a healthy & happy child that the child is not being bullied, put in danger or abused in any way by anybody and if the child is being abused by a parent for them to tell a member of staff they can trust and if its a member of staff to go to the next higher person in charge and then if you feel like nothing is getting done you should contact social services.

They are also in charge of making sure that if a child is sick that the child should be removed from where any other child could come in contact and then contact the child’s parents/carers. G. P- A GP’s role is to see children when they are ill or if they have maybe minor injuries. They will usually check the child and do a diagnosis so if the child has any bruises or cuts or if the child attends the GP quite regularly for similar symptoms they then may think there is something more behind the reason and would then maybe involve another person e. g. social services.

Local hospital services- E. g. Accident & emergency units may have children that are brought in for maybe vomiting or injuries on the body the A&E staff may feel these injuries are from something more serious and would then call in social services to look into these problems and then take things further if necessary.

1. Some signs and symptoms of common childhood illnesses are: -Temperature -Runny nose -Sneezing -Vomiting -Diarrhoea -Fever -Aches & pains -Itchy rash -Cough -White spots in mouth -Swollen glands -Cough with whooping sound -Loss of energy.

2. If there are children or young people that are ill or injured you would:

• Check the Child’s injury or try to diagnose the illness through symptoms in case they are contagious or life-threatening.
• You would then separate the child from all other children/young people.
• Then you would inform a senior member of staff who would then take the decision whether to call for medical assistance and parents while the above is going on about the child would need reassuring and comforting. Also, make sure the children that were around the accident are reassured.

Then if you have the authority you would fill out an accident or medical report. 2. 3 Some of the circumstances when children and young people may require urgent medical attention: -Unconsciousness -Injury to the head -Vomiting -Unable to breath -Broken bones -Allergic reaction -Continuing high temperature -Continuing diarrhoea 2. 4 Fires- First make sure that all children evacuate the building safely always try to close doors & windows but do not leave any children unattended, when safely away from the building then do a role check to double check all children are safe & present.

You would then dial 999 and ask for the fire brigade when they respond state in a clear voice that your work setting is on fire giving them the precise address, do not hang up the phone until they have repeated the address to you then stay in a safe place with the children reassuring comfort in them. Security incidents- The first thing you would do would be to check the identity of the person trying to gain access. Refuse access of anyone you are unsure of. If they have a legitimate reason for entering make sure they sign-in on the visitor’s record and sign out when they leave.

Never leave them alone with any child/young person at any time, unless they have the authority to be left alone. If there is any suspicious behaviour or the person refuses to leave the premises then the police must be called in case it poses any danger to children or staff. Missing children or young people- 1. You would identify the child that is missing 2. You would then find out where the child was last seen 3. You would then conduct a search within the work setting and if unable to locate the child you would then inform a senior of staff and raise the alarm 4.

The next step would be to inform the police and parents 5. You would also maybe start an organised search around the local area and parks. 3. 1 Identify the characteristics of different types of child abuse- -Undernourished -Lack of cleanliness -Bruises & cuts/self harm -Clothes that are dirty, have holes and are too small to wear -Uneducated -Constant hunger -Withdrawn -Delayed development -Poor social relationships -Low self esteem -Try to be perfect at everything & then over react when someone criticises them -Lack of medical attention Sexual knowledge that is inappropriate for a child of a young age 3. 2 Describe the risks and possible consequences of children/young people using internet, mobile phones and other technologies- When children/ young people are using the internet unsupervised they could log on to something that is for adults only which means they could be exposed to something they shouldn’t be. They could also be bullied on the internet e. g. social networks or by texts calls on mobile phones which could eventually cause them to get depressed and harm themselves or even commit suicide.

The internet could also out them in danger as they could think they are talking to someone their age but maybe a man or woman who they may arrange to meet with which could have serious consequences. There are also games which have violent scenes in which could end up hurting someone else thinking its ok as its just a game and could end up getting them into serious trouble. The consequences to these are they could end up: 1. Putting themselves in danger 2. Commiting suicide 3. Seriously hurting someone else. Getting put away/taken away from family 5. Being kidnapped 6. Being sexually abused 3. 3 The actions you would take in response to evidence or concerns that a child/young person has been abused, harmed (self-harm) or bullied or maybe at risk of these things. If a child comes to you in secrecy to tell you something, you should first never ever promise to keep it a secret or that you won’t tell anyone, as this could upset the child who would end up never trusting you or anyone again.

As a carer you have to understand the principles of the confidentiality boundaries and know when it is necessary to share them, having to tell someone you would go straight to your line manager who then would take the responsibility or making sure that the child protection policy will then be put in place to protect the child. If you see nothing is done you would then go to your line manager and tell them again and make sure you make notes including days & times in case nothing is done again. If nothing has still not been done about it then go to someone who you could trust, maybe someone who may have higher authority than you.

It wouldn’t be good practice to go to social services yourself as you might not know the full story. 3. 4 The actions you would take in response to concerns that a colleague may be failing to comply with safeguarding procedures harming, abusing or bullying a child or young person- If you suspect a member of staff is involved you would talk to another senior member of a staff who works in your setting but if you feel you cant trust them then go to another member of staff you can trust but make sure the information you give is accurate and acted upon e. . if a child is overweight and has a cleanliness issue, and a member of staff won’t interact with them and calls them sarcastic names you would then tell the member of staff who you trust who would then take the appropriate action to have this dealt with by contacting the right safeguarding agency for that issue. 3. 5 The principles and boundaries of confidentiality and when to share them- Confidentiality is very important in safeguarding the children and in doing this you have to follow rules & regulations within the workplace.

It is important to understand that if a child or adult tells you something you should only tell the necessary people/person that needs to know. You should never discuss any information about the children outside your setting or to another member of staff unless a need to know basis. Any of the information on the children should always be locked away and only be shown to the appropriate people who need to see e. g. parents, OFSTED, make sure the cupboards are always locked for no one else to see. If anyone who is unauthorized sees the information, this could cause some serious consequences.

They are many issues in our lives that can have an impact on children/young people, this could be Social factors Illness/disability- this can cause a child/children to miss out on a large chuck of the education and struggle to achieve due to them taking frequent visits to the hospital or that they have to stay at home most of the time. It may cause them to miss out on activities such as sports, which could leave them feeling isolated and full of resentment and may cause them to have behavioural problems.

It can also cause people to misjudged them as lacking intelligence and therefore given challenge, leading to boredom and perceived disruptive behaviour If the child is the carer of parents with illness/disability this can lead to emotional difficulties, they may struggle to understand the role reversal they are experiencing, view themselves as being more mature than their peers which can result in them struggling to form friendships and may become resentful at missing out on the childhood and present challenging behaviour.

They may suffer anxiety whilst away from home and worry about their parents, resulting failure to engage in their education.  Poor parental supervision/neglect- children need routine, guidance, love, boundaries, positive discipline etc. Without these they will be constantly in conflict at school because they do not know or understand acceptable boundaries. They may be unaware of dangers they can face in life. They may have distorted view of their own abilities and may believe they are allowed to do what they want because they were never prevented.

They believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self harm. Lack of boundaries could result in them becoming involved in crime and anti-social behaviour. Neglect could lead to health problems through malnutrition. They may struggle to form social relationships because of their lack of personal hygiene. Poor clothing could lead to bulling and teasing, causing them to be withdrawn and become isolated. Offending or anti-social behaviour- children who breaks the law may run the risk of being excluded from school or their family being evicted from their social housing accommodation a child could be taken into care for various reasons such as a parent could be imprison, this could cause a child to be emotional stress. The child may perceive the behaviour as normal or acceptable. It may result in them making some bad person choice and would result in them suffering a disruptive education and struggle to form long term stable friendships * Addictions- the impact on addictions can be varied.

They can suffer health problems. If their mother had a drug or alcohol problem during pregnancy. They may suffer from neglect, abuse /violence. If they have younger siblings they may find themselves responsible for their care and therefore may suffer stress and feel isolated. They may feel scared and find it difficult to speak to people for fear of getting in trouble or going into care. They may ultimately find themselves in care if the addiction results in their parents being unable to care for them.

They may become involved in crime to support their family. At school they may be disruptive or withdrawn, have mood swings and outbursts of violence. Bereavement and parent’s separation- this can leave a child feeling very insecure and frightened. They may become quiet and withdrawn. They may become very emotional, clingy and tearful or become violent and abusive. They may feel angry, let down and abandoned. Their work and concentration at school may suffer as a result of any stress and worry they may be feeling. They may suffer poverty as a result of a fall in the household income and also suffer a dramatic change in lifestyle that leave them confused.

Cultural Factors

Religious beliefs and customs- children may have to attend a school associated with their religion, and may therefore receive a less balanced education. They may struggle to understand other people‘s religion or lifestyle choices, especially if it goes against what they are taught. They may become confuse or isolated and struggle to interact with the wider community. They may also experience or witness abuse on the grounds of their religious beliefs and customs, leaving them not only confused and isolated but fearful.

Ethnic beliefs and customs- children may have different form of clothing, customs which could lead to them being teased or bullied. Their culture ma view interaction between men and women, women and women or men and men in a different way and the children will struggle to recognise what is acceptable at school as it differs from home. This could cause them to come into conflict with school rules or to be perceived as a trouble maker.

Economical Factors

Education- children whose parents have had poor education or lack numeracy and literacy skills can or may struggle at school, their parents may show little or no interest in their education and as a result they themselves may also lose interest and starts miss behaving in class or follow in the wrong crowd of friend which will lead to them failing in their education and struggle to get employment as an adult .

Poverty- this can result from low income, unemployment, parental separation, illness or disability, addictions, or criminal activities. Children may suffer malnutrition or a poor diet as a result of their parents being unable to afford quality food. This could result in lack of concentration or poor performance at school. They could also suffer other health related issues. They may be the subject of bullying as a result of their clothing or because they do not have the latest ‘must have’ accessories. They will probably miss out on further education due to the costs involved, or as a result of the need to find employment to help support the family.

Poor housing- One of the side effects of poverty is poor housing. People on low income are often dependent on local authority housing. This may result in overcrowding, for example being housed in a bedsit or home with insufficient bedrooms. This means the child has no privacy, or personal space. They may struggle with homework and course work because of the lack of a quiet space in which to complete it. The housing provided may be of a poor quality – suffering damp or be in disrepair. This could have a detrimental effect on the child’s health – causing asthma or frequent colds and coughs.

It will probably be in a less desirable area or could be in an area with social disorder problems. This may result in the children becoming isolated, as their parents may be fearful of letting them out to play or they may themselves become involved in anti-social behaviour and criminal activities. Although dealt with separately, many of these factors are interconnected; unemployment or low income can lead to poor housing. Poor housing can lead to health problems, which can lead to frequent school absences.

They will not only affect the child’s present lifestyle and health, but also their future, right through to adulthood. This pattern could then continue into the lives of their children. Without support and intervention, they and their families could find themselves trapped in a cycle of disadvantage. The EYFS states that every child matters and that they should all be given opportunity to achieve the every child matter five learn goals outcome and that practitioners should place emphasises so that they may be able to achieve on every level of the five learning goals.

This means that as professionals that we help and encourage the children to be healthy, by giving them healthy meals/snacks at appropriate times. We encourage the children to drink water. Help them to cope with everyday life such as personal stress, help to build their self esteem. Encourage them in the right direction about their physical, mental, emotional, sexual health and to avoid drug taking.

a. Explain the importance of safeguarding children and young people It is important to safeguard children and young people as without this protection their future could be negatively affected. Their health and development could be impaired as its possible they could withdraw from family and peers which would affect them emotionally and also developmentally fall behind with educational milestones (if school is missed).

Children and young people need to be protected from neglect and abuse and have a safe environment in which to grown up in with parents, teachers and any other close adult being approachable and accessible if needed, when/if any problem or concerns were to arise. This is all crucial in a child’s upbringing as the care they receive through their childhood will contribute to the success of the child’s ability to reach their full potential into adulthood. . Explain the importance of a child or young person centred approach It is important to use a centred approach when safeguarding children. As this will give you the first hand opinion and facts from the child including feelings and wishes about their current situation and their future. This will make the organisations response more accurate and appropriate to meet the specific needs of the child or young person.

It is important therefore to develop a trusting relationship with the child or young person as this will make it easier to discuss their wishes and concerns, which will give the professionals the opportunity to involve the child or young person where possible in decision making about current intervention if necessary and any future action, as ‘the unknown’ will undoubtedly be a worry to the child so hopefully making them aware step by step will make the process less daunting and give a more accurate diagnosis to the problem.

The David Family Case Family Theory: In my reading about the structural model I recalled Munich because like myself his first concern was problem focused within the context of the family structure (Goldenberg 2000). “‘ have always felt that if a child is having constant escalating behaviors of tantrums after the age of four there has to be a problem within the family structure. And so in hearing from therapist of who would many times in the past visit only with children and not the parents of families.

This would really sound an alarm with me but since I lacked the understanding in the mental field I would asked the question of their knowledge in child development and the family as the root of guiding a child’s first developmental years. I also remember reading about Munchies work and his vast array of experiences for example; Munich his practiced in pediatrics, his time volunteered in the army as a Doctor during Israel’s war in 1948, he was a child psychiatrist in the United States working with families in poverty and those who had multiple problems, disconnected structures and displaced children from the Holocaust.

His heart to volunteer and research these problematic issues revealed to me his passion and heart for the family as a unit. In my personal experience as an Early Childhood Specialist working with families with children of trauma I often found myself being approached by clinicians who were working with young children yet lacked to understand the details of the early developmental domains. I wondered if they understood temperament, parenting styles or the developmental milestones like, social/emotional patterns, independence, problem solving or attachment and bonding.

Clinicians would see toddlers displaying very angry levels of behavior not recognizing they were frustrated simply because they were delayed in their speech, disengaged with their parents, or in a reign land that developed psychological stresses. So as I reviewed the David case I first observed that the structural of the family system; that being, mom, dad and children who had been interrupted by time the hierarchy currently being the grandparents, and the parental roles. This was the root in the context of this families transaction patterns that needed to be changed according to Munchies major thesis of the structural model (peg. 94). This theory looks into the relationships, the organization of the family structure having to due with family roles, rules within this system, boundaries’ and wholeness. It also emphasizes on the wholeness of the family system, the influence the family hierarchical organization and the interdependent functioning of its subsystem’s for the wellbeing if each individual that consist of the whole family system. In this theory enmeshment is common and the family system is functioning at a dysfunctional level for the lack of boundaries, for inhibiting individual autonomy, and for disruptions in the parental subsystem.

This theory reminds me of a sports; for example, baseball in expressing my complete understanding of this theory I will relate it to this sport. In the game of baseball it does consist of organization of each individuals place in order to function successfully as a whole team. The pitcher and the catcher are like the parents in the family. If they lack to understand their roles and that of their team-members then the whole game will be disorganized and interrupted by a loss and results in very angry, frustrated and confused emotions. What to do? What interventions will the coach implement?

In my case what will I implement according to my chosen theory? Alignment, Power, and Coalitions: The David family came to therapy due to their enmeshed family. The parents were having problems in their relationships with their seven and eight year old children who were throwing full blown tantrums consistently, some examples of this manifestation where the children hitting their heads on the walls or vomiting also not listening to their parents instructions and expressing anger at their parents by physically kicking them during these escalating behaviors.

As Munich puts it,” this alternated the patterns in the Davit’s family structure they went without consideration which caused deviation from any established family rules such as; mandarins’, a lack hierarchy, the interdependent functioning, and the wholeness of the family system (Goldenberg 2000). ” The results became the resistance of the children making a healthy family connection with their parents. This is how my back- round training in child development will aid me as a future clinician.

If the child lacks to build a trusting and secure relationships with their parents becoming that secure base in order for the child to become a healthy separated individual then a sense of loss and fear will result therefore displaying itself as in the Davit’s hillside’s case. As a therapist I would first look into the family strengths, in this case the David family taking the step to seek out therapy without it being forced upon them due to an outside report such as D. S. S. I would praise them for taking the first step then observe the spousal, parental and siblings subsystems in this family.

In observing this at the first session I could recognize that as the mother expressed her emotions the children and father displayed empathy as they all tried to comfort the mother. The father stepped in and gave instructions to the children who followed wrought it revealed that they did have some understanding for father’s hierarchy in this role. This was a psychosomatic family that was enmeshed yet their quick response to comfort the mother here also revealed that they were not disengaged. That showed me that they would be willing to negotiate differences.

Within this family it was clear that alignments were off and needed to be put back together by joining its forces by positive activities that engaged in quality time spent. It was the long parental working hours in the Davit’s family that disrupted the emotional and psychological connections that members should make with one another. This was the power that was displaced here and instead because of the work demand was given over to the grandparents which caused stressed in the children producing escalating behaviors towards parents.

In my understanding the grandparents where the third party alliances between the parent and children which Munich refers to as the coalitions. The grandparents became the dominant part of this family that detoured the power from the parents as the children cried out for their grandparents rather than parents during a place that seemed foreign to them. This resulted in conflicts that placed added stressed on the family systems. Intervention: The David family needs to be realigned, new boundaries’ must be set in place and reframing must be worked into this family system.

I will use the vignette as an example therapy session and how I would guide it using Munchies structural therapy. Children are anxious and wondering the office asking to go home crying for their grandparents, they seek each other for comfort rather than parents, parents become embarrassed. Children engage with therapist asking to play with toys, mother becomes emotional children and husband respond. I would greet all by name shaking each individual’s hands and then ask mom and dad what they would eke to play with their children today.

Knowing that the children are engaging with me as their therapist and interested in my toys this would be used as my intervention tools in order to have the family enact a typical family conflict. Upon children calling out crying for their grandparents I would first validate their state of disconnectedness from grandparents yet redirect them by saying, ” look today mommy and daddy wants your time to play with them and they want to play with some of my toys. Children cry say no and began hugging each other rather than parents I would then start to realign the family roles by guiding children towards arenas for comfort rather than depending on each other when parents are available. I would do this by having kneel at children’s level asking them for permission to comfort them. As mother becomes anxious and emotional and father instructs children to leave mommy alone upon them trying to comfort her, I would intervene by saying to children, “k well mommy and daddy need some time while you both decide on a game to play with them but then Daddy would love for you both to help comfort your mommy. This will model time and respect given to the hierarchy of the family that being mom and dad yet allow children time for individual mime for choice and space. This would also allow parents to see the importance of setting proper structure, roles, and respectful boundaries’ in place. My hope would be to have the family engage in its normal family conflicts. I would do this by either playing a game relating to the last conflict such as the children not wanting to go to bed or take a bath.

My session would go something like this. “Children play a game of wants, dodos and don’t, I would ask each individual to tell me what you want to today, what you will do today and what you don’t you want to do today? This would e done for each family member (with specific instructions in the beginning that whatever don’t want to be done everyone must laugh at the end for them, then try doing those don’t by adding something fun. In this case you don’t want to take a bath but how can you make it fun? The past tantrums could be realigned by making boundaries’ fun thereby inventing new boundaries’ and replacing them with parental time with children that will help airframe the family structure. The past rules in the David family consisted of the grandparents filling in the place of parents, the parents jack to consider the importance of time spent with their children gave up their parental power as that secure base and trusting relationship with their children.

My hope is that the engagements of family time spent together would build each individuals self-esteem and confidence as time and energy is being reciprocated here. References Goldenberg, 1. , Goldenberg, H. (2000). Family Therapy An Overview. ; . United States. Headwords, a division of Thomas Learning. Figure Captions Figure 1 . Caption of figure [Figures – note that this page does not have the manuscript header and page number]

1. This activity contributes 5% of the course work (Group Assignment).
2. Form a group of 4 to 5 people.
3. Apply the calculation for fundamentals of material balance for reactive systems.
4. Calculate the parameter required for the combustion process. Scenario You have been assigned by the Department of Environment (DOE) to measure SO 2 emission from a small industrial power plant.

You have withdrawn and analyzed a gas sample from the boiler stack and obtain the following composition: 75. 66% NO, 10. 24% CA, 8. 27% H2O, 5. 75% 02 and 0. 0825% ASS. On the next day, you show these figures to the plant superintendent and he insists that the analysis must be incorrect since the fuel was a natural gas containing methane and ethane and no sulfur. Then, you ask the superintendent if they ever burn another fuel and he replies that they sometimes use fuel oil. However, the plant log shows that they were wrong no doing so when the measurement was made.

1. Draw and label a Lockhart of this process.
2. Perform a degree of freedom analysis and state any assumptions you made.
3. Calculate the mole ratio of carbon to hydrogen in the fuel and use the result to prove that the fuel could not have been the natural gas.
4. Suppose the combustion products are released directly into the environment. Determine whether it complies with the Malaysian Ambient Air Quality Standard (AMASS). State any assumptions you made. (10 MARKS) A. Technical Report Draft a technical report addressed to the Process Engineer on your team’s evaluation of the power plant.