ASSIGNMENT代寫

新西蘭assignment代寫 私立學校

2020-11-30 15:17

鮑登豪斯學校與主流學校相比有一個重要的優勢,因為學生可以有針對性地接受專業干預。如果需要,他們可以立即獲得CAMHS的建議和其他心理服務。鮑登豪斯學校有一個專門的情感健康干預小組;這包括一個現場合格的治療顧問、CAHMS顧問、心理健康急救人員和培養人員。主流學校沒有資源提供所有這些服務,尤其是當學生處于危機之中時。馬斯洛(1979)需求層次的第二級是安全需求,僅次于生理需求。除非學生感到安全,否則他們無法學習。SEMH的學生通常有一個高度覺醒的狀態,這導致他們經常高度警覺。一旦他們感到安全,他們就更有能力學習。Bowden House School,致力于“一致的原則,靈活的實踐”。隨后,學生們都會受到公平對待,但不一定是平等的,這取決于他們的需求水平。主流的中學比較死板死板,不能總是滿足處于危機中的學生的即時需求。這兩所學校的教職員都與學生建立了有意義的關系,但專業課程更靈活,教職員的專業知識能滿足學生的需求。在主流學校,一個處于危機中的孩子襲擊了另一個學生;學校的政策很死板,學生被排除在外。在專業設置中,靈活的實踐將允許其他選擇,取決于學生的需要。當學生有非常復雜的需求時,Bowden House學校對學生使用限制性物理干預。主流中學不會有訓練有素的工作人員對SEMH學生進行這種行為干預,所以一旦學生的行為螺旋式上升,造成更多的傷害或破壞,因為工作人員沒有辦法安全地約束學生來降低事態的惡化。
新西蘭assignment代寫 私立學校
Bowden house School has an important advantage over the mainstream setting as students can get targeted and provided with specialist interventions. They can have immediate access to advice from CAMHS and other psychological services if required. Bowden House School has a specific emotional wellbeing intervention team; this includes an onsite qualified therapeutic councillor, CAHMS councillor, mental health first aiders and nurture staff.  The mainstream school does not have the resources to offer all these services, especially when a student is in crisis.   Maslow’s (1979) hierarchy of needs second level, after physiological needs, are safety needs. The student will not be in a position to learn unless they feel safe. Students with SEMH usually have a heightened state of arousal which leads to them being constantly hypervigilant.  Once they feel safe, they are more able to learn.  Bowden House School, works towards ‘consistent principles, flexible practice’.  Subsequently students are all treated fairly but not necessarily equally, dependent on their level of need.  The mainstream secondary school is more rigid and inflexible, therefore cannot always meet the immediate needs of a student in crisis. Staff at both schools build meaningful relationships with the students but the specialist provision has more flexibility and staff expertise to meet their needs.  A child in crisis at the mainstream school assaults another student; the school policy is inflexible, and the student is excluded.  In a specialist setting flexible practice will allow other options, dependent on the student’s needs.  Bowden House School uses restrictive physical intervention with students when required as the students have very complex needs. The mainstream secondary would not have the trained staff to use this behaviour intervention with SEMH students so again once the students behaviour spirals with more damage, injury or destruction as the staff have no way of safely restraining the student to deescalate the situation.
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