Social Emotional Mental Health School With Challenging Behaviours

Social Emotional Mental Health School With Challenging Behaviours

Introduction- Social Emotional Mental Health School With Challenging Behaviours

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1. Classification of storing resources

The classification of storing resources is important for detecting school resources in the near future. The resources are stored by the organization firstly by year process and finally in the unit process system. Each resource is given a name that follows a standard naming scheme and includes the lecture number and a resource description. This allows the school staff to search what they are finding and cover the specific number of lectures. The staff store their resources in various locations to reduce the loss of data risk in the future (Krishan and Suhag, 2019). This will help to store the staff document and staff portal, students’ documents and portal in a format of google docs and Moodle. Digital resources are very practical for the organization but they contain data loss and data storage, and organize and manage the students and staff files and documents. In the school the physical storage plan is very important for storing the students' data (Wörbelaueretal. 2019). The physical storage can store the non-digital and real data, offline exam sheets and students submitted assessment. Suspension files, which enable precise categorization, labeling, and grouping, are another advantage of filing cabinets.

The method of storing resources in school is using the Google Docs, it will help to limit the file size during slow upload speed and download the connection speed for storing. The school staff will create a document folder of the staff documents, this is basically a primary location of storing the staff's document. The schools utilize box files to archive paper-based materials that are no longer needed on a regular basis. On the starting of each year the school staff are created a new folder to fill the new staff and student document files.

2. Ways of sharing resources

The schools use 4 methods of sharing resources with the learning professionals for utilizing their discussion of resources. The first method is the portal for the staff, that can help the staff to upload any files that they want to share with the colleagues, but don't want the students to see the files they upload. Creating a student portal is the second method to upload and share the resources with the learning professionals. These Resources files are shared between both students and staff. Similar functions are offered by the Moodle method, although it is more difficult to upload large files, and students have complained to the staff that the method is too complicated for them. Staff can only see the resources when they teach the students on a specific course, this factor can be positive and negative for the staff. This will limit the staff resource sharing level but manage the departments controls. The staff utilize these methods as standard procedure with the learning professionals. Therefore, anyone can take their resources without any one permission (Luo and Yee, 2022). There have been times when castoffs have asked directly to share a specific resource. Usually, this is specific code or a database design that is too large to be uploaded using any of the methods above. In these cases, the staff choose to send the resource to the coworker using a combination of email and a memory stick. Teachers can see through their benefit to teach and help every class. The owners can place responsibility among all teachers, and increase their payment. The teachers are sending the lesson through the mail towards the students, this will encourage more teachers to do the same things for providing their lesson. As long as the student asks and doesn't insist, the teacher will be flattered that the student recalled their work, and the student won't rile anyone up (Cheetham and Lever, 2021). The staff need to also use the colleague resources method to share resources with the learning professional. This will help the teacher to protect their document for any kind of changes and insert the name bottom of each Doc page. This will make the resource process slow significantly and the staff also recreate the file for storing the resources at the same time. The teachers will specifically ask the students how they share their task with the teachers. The students send their task files via email and share the doc files to create and collect resources for the teacher.

3 Legal requirements and responsibilities

3.1 Legal requirements and responsibilities for the development

Social emotional mental health schools use some techniques of positive behavior management to encourage people towards their organizations. The organization will implement some strategies to help the children with their difficult social and emotional behavior (Cross and Cross, 2021). A specialized program, such as circle time sessions, anger management sessions, Lego-based therapy, circle of friends, social storytelling, and restorative practice, are helped by the student's questions.

The school's teachers will teach and give opportunities to the students to develop their self-awareness, self-belief, enhance their social skills, students plan and enhance their strength. The legislation that will be used by the school for further development will be the “Mental Health Act 1983” (Nhs.uk, 2022).This act will help the students in getting immediate treatment for their mental health condition. Another leg nations that will be used by the schools for further development will be the “Equality Act 2010” (Gov.uk, 2022). This act will help the students discriminate against on the basis of their genders, sex, religion, etc.

3.2 Use of resources that incorporate equality and diversity

In order to maintain integrated development, the use of resources is very useful for the Social emotional mental health schools. The resources help the organization to protect their data’s, restrictions and organize their schools that incorporate equality and diversity and represent cultural development.

• The resources of data protection can help the schools to protect their student data for future enquiries. It can ensure the school doesn't break any rules against the student
• The organization rule is to investigate how teachers' locus of control, gender, age, and seniority relate to their perceptions of the functions of school rules (Leslie etal. 2019). That is the main cause of the rule-braking system in the schools.
• The resource of copyright can help the schools to claim copyright materials for their assessments and tasks.
• Lack of dedication to gender diversity among executives and leaders; unconscious bias, these restrictions incorporate equality and diversity for Schools.

3.3 Cultural difference and safeguarding issues relating to resources

The Social emotional mental health schools will implement group activities for the students that will increase the students listening, social and problem-solving skills. The teacher can consistently maintain the communication with the student to maintain their communication gaps. The organization will provide various support for the students in order to meet their individual needs.

Bullying, radicalization, sexual exploitation, grooming, instances of self-harm and are examples of safeguarding issues. The school will recognize the issues that student have been faced by bulling and sexual explanation. If the schools don't have a safeguarding system the student might self-harm themselves.

4 Implication of intellectual property rights

The organization will help to develop the student’s ability and give them lessons to behave suitably. The schools produce and make their intellectual property uses and including their copyright. Intellectual property is used to refer to a variety of legal rights that safeguard individuals' original ideas and creative works. Some schools are providing some Mindfulness exercises which can help the pupils to be more calm and more present-oriented and accepting. Intellectual property includes things like copyright, patents, trademarks, and registered designs. The school's teachers will know the students very well to meet their needs (Soares and Martins, 2019). The schools would need to protect their ideas and innovations. That helps to encourage full benefits towards the students' inventions and might focus on the research and development. The schools are incriminating four types of intellectual property copyright to encourage the students. Patent, trademarks, copyright and trade secrets are valuable for the mental disorder students.

 Patents can help the students to cover their educational tools and assessment. This can help the students to building the advance information and technology of communication for making the communication gap with the teacher. That is help the schools develop in the future to commutate with the mental disorder student. The teacher is applied the Trade mark intellectual property in the classes, that is cover the list of goods and service marks of the students. At the end of the trade mark the registration symbol is added, this will help to mark the third parties to trade mark right exists to protecting the data protection legislation’s teacher will render the Copyright for entitle the teachers to crate their economic rights. The form of commercial rights gives the teachers and students authority to govern their used for variety of contexts literary and artistic works. The teacher is use copyright materials from a part of the learning process to give instructing towards the students. Provide the exceptional copyright laws for the student’s education. Social emotional mental health schools will apply Trade secrets for don’t give the registration cost. Trade secrete can cover the students’ unique ideas and it is very cheap and easily obtain by the students.

5. Teaching and learning resources

The importance of using the learning and teaching resources is that it will help in figuring out the problems of the students individually and concentrate on solving the problems of each and every candidate. Society is always trying to criticize the students based on their marks on the examination. As opined by Lawson et al. (2019), challenging behaviour implemented by the society is directly related with the potential changes and physical harm of the candidates and they want to get rid of from the continuous competition that the society brings. The teaching process should need to be concentrated in meeting the needs of the students and meet them with the proper solutions so that they can be able to achieve success in their life. The teachers are required to provide the information clearly and simply as it can be able to play a positive impact in the minds of the students.

The application of the motivational stories into the different classes of the students would make an impact in achieving the proper education and provide sustainable information to those candidates. The communication should need to be developed between the teacher and students and if they faced any kind of obstacles in their study, it should need to be clearly revealed to the students. As narrated by Kamei and Harriott (2021), the five most common problems that are faced by children globally are ‘oppositional defiant disorder’, ‘obsessive compulsive disorder’ and ‘behavioural disorder’ as it makes an impact in disbalancing the mental health in the schools as well. The resources should need to be provided based on assessing the present situation and improvisation of the relationship between the children and teachers. The strategies should need to be developed in such a manner as it can be able to make an impact in incrementing the memorizing ability of the candidates.

The three most effective elements that make an impact on the social behaviour of the candidate are the concentration of seeking social interaction. One of the major elements of controlling the emotions of the students as boredom makes an impact on the mental strength of the candidates. As stated by Daunic et al. (2021), the resources are required to be placed to the students in such a manner that the students can be able to develop their skills as well as improving their ability to control their emotions.

A teacher should be a motivational speaker as well as he can be able to improvise his skills in achieving the power of fighting against challenging behaviour. As per views of West et al. (2020), the resources should need to be used for a fixed period of time. The evaluation of the scheme of the various kinds of assessing situations needs to be properly explained to discuss the problems of the students. The evaluation of the resources and the development of the teaching strategies make an impact on the overall performances of the students and controlling the emotions of the students.

Homework 2

1. Statement of policy and inclusive practices

The policy that can be applied for the policy and inclusive practices of maintaining the social emotions and the mental health of the children is the ‘Social- emotional learning policy’. The implementation of the social policy is directly associated with implementing several necessary steps into it. As believed by Yang et al. (2018), the evaluation of stories for the teacher movement should need to be used in such a manner as it can help in managing the promotional aspects of that policy. Teachers should use stories so that they can be able to accumulate the concentration of the students. The fear among the students as the teacher involved the students to work in a particular group so that they can be able to improvise the promotional status of the students (help.open.ac.uk, 2022). Teachers should need to be concentrated on improving the social emotional vocabulary of the students.

2. Policy and regulatory framework for inclusive practices

The main purpose of the ‘Social- emotional learning policy’ is to cultivate friendship among the little coaching facilities that need to be maintained as it can help in managing the emotions and feeling of the students. As per views of Allbright et al. (2019), the implementation of the regulator class meetings and the development of the role of the motivational factors make an impact in improving the sustainable capability into the operational procedures. The expression among the students can be maintained as it makes an impact in evaluating the financial status of the procedures (help.open.ac.uk, 2022). The valuation of the SEL competencies strategies should need to be developed as it can help in measuring the self-awareness, self-management factors, relationship skills and social awareness procedures that can facilitate in improving the relationship skills of the students.

2.1 Explanation about the policy and regulatory framework for inclusive practices

In section 3.2 of the school administration policy, it is clearly mentioned to demonstrate social emotional learning that can facilitate in achieving the stability of the managerial concerns. The charging policy is required to be maintained in such a manner as it can help in evaluating the process of the different factors of the policy. As narrated by Hart et al. (2020), the development of the children protection policy and the maintenance of the crucial factors make an impact in eliminating the social emotion of the students (help.open.ac.uk, 2022). The development of certain policies within the school has facilitated in developing the managerial impact in controlling social emotions of the students. The development of the policies in accordance with the factors that make an impact in managing the strategies to improve the regulatory policies as well (help.open.ac.uk, 2022). The determination of the schedule and the strategies can make an impact in improving the mental stability among the students.

2.2 The visualization of EG policies

The EG policies that are directly associated with maintaining the code of conduct as well asanti-discrimination study policies made an impact in reflecting the right status of improving the student improvisation of the fundamental policies (help.open.ac.uk, 2022). As opined by Valosek et al. (2019), the valuation of the factor and constant focus towards maintaining the development into the procedures of the management. The development of the study strategies that can make an impact in maintaining the structural development into the projection of the policies. The application of the EG policies should need to be directly interconnected with the managerial concentration and improvisation of the potential factors over a relative period of time (www.studying-in-uk.org, 2022). 

2.3 Training foundations code of practices

In the training procedures, the strategies need to be maintained in such a manner as it can help in managing the financial potentiality and the maintenance of the schemes should need to be evaluated in such a manner as it can help in improving the potential aspects of the educational policies. As opined by Gresham et al. (2020), the classification of the managerial schemes and the utilization of the factors should need to be maintained in such a manner that can be considered as adequate in improving the potential factors of the educational policies. The rapt attention towards making development into the managerial concerns should need to be developed in such a manner as it will manage the financial viability and maintaining operational growth into the major areas of the educational practices (help.open.ac.uk, 2022). The evaluation of the prospects and the improvisation of the financial corners should need to be maintained as it helps in managing the strategic factors and growth perspective to improvise the operational issues as well as eliminating the mental issues of the candidates.

2.4 Occupations standards of teachers

The occupational standards of the teachers should need to be associated with the necessary factors and the managerial context to improve the educational policies over a fixed period of time. As opined by Farrington et al. (2019), the development of the viability and improvisation of the sustainable managerial context would need to be developed as it can make an impact towards managing potentiality into the study policies. The constant focus towards maintaining the issues and developing the managerial context made a sustainable impact in managing the primary issues in association with the educational procedures in the UK.

2.5 Discussion of boundaries of implementing the inclusive practices

The boundaries of implementing the policies to maintain the inclusive practices is that it helped in managing the potential issues as well as identifying the major concerns of the health care. The purpose of implementing socio economic learning strategies need to be maintained in such a manner as it helped in developing the educational standards as well as the educational managerial policies. Classification of the managerial concerns and development of the relative strategies would make an impact towards achieving requisite strategies and maintaining the improvement into the healthcare concerns globally (studying-in-uk.org, 2022). Constant focus on managing the healthcare corners would make a n impact in maintaining socio-emotional mental health into the study programmers and eliminating the challenging behaviour into the educational policies.

Reference list

Journals

Allbright, T.N., Marsh, J.A., Kennedy, K.E., Hough, H.J. and McKibben, S., 2019. Social-emotional learning practices: Insights from outlier schools. Journal of Research in Innovative Teaching & Learning, 12(1), pp.35-52.

Daunic, A.P., Corbett, N.L., Smith, S.W., Algina, J., Poling, D., Worth, M., Boss, D., Crews, E. and Vezzoli, J., 2021. Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioural disorders. Journal of School Psychology, 86, pp.78-99.

Farrington, C.A., Maurer, J., McBride, M.R.A., Nagaoka, J., Puller, J.S., Shewfelt, S., Weiss, E.M. and Wright, L., 2019. Arts Education and Social-Emotional Learning Outcomes among K-12 Students: Developing a Theory of Action. University of Chicago Consortium on School Research.

Gresham, F., Elliott, S., Metallo, S., Byrd, S., Wilson, E., Erickson, M., Cassidy, K. and Altman, R., 2020. Psychometric fundamentals of the social skills improvement system: social–emotional learning edition rating forms. Assessment for Effective Intervention, 45(3), pp.194-209.

Hart, S.C., DiPerna, J.C., Lei, P.W. and Cheng, W., 2020. Nothing lost, something gained? Impact of a universal social-emotional learning program on future state test performance. Educational researcher, 49(1), pp.5-19.

Kamei, A. and Harriott, W., 2021. Social emotional learning in virtual settings: Intervention strategies. International Electronic Journal of Elementary Education, 13(3).

Lawson, G.M., McKenzie, M.E., Becker, K.D., Selby, L. and Hoover, S.A., 2019. The core components of evidence-based social emotional learning programs. Prevention Science, 20(4), pp.457-467.

Valosek, L., Nidich, S., Wendt, S., Grant, J. and Nidich, R., 2019. Effect of meditation on social-emotional learning in middle school students. Education, 139(3), pp.111-119.

West, M.R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R.H. and Rice, A.B., 2020. Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2), pp.279-303.

Yang, C., Bear, G.G. and May, H., 2018. Multilevel associations between school-wide social–emotional learning approach and student engagement across elementary, middle, and high schools. School Psychology Review, 47(1), pp.45-61.

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Luo, Y. and Yee, K.K., 2022. Research on Online Education Curriculum Resources Sharing Based on 5G and Internet of Things. Journal of Sensors, 2022.

Cheetham, F. and Lever, J.B., 2021. People, power and politics: Developing a public sector sharing economy. Geoforum, 126, pp.244-252.

Cross, T.L. and Cross, J.R., 2021. A school-based conception of giftedness: Clarifying roles and responsibilities in the development of talent in our public schools. In Conceptions of giftedness and talent (pp. 83-98). Palgrave Macmillan, Cham.

Leslie, L.M., 2019. Diversity initiative effectiveness: A typological theory of unintended consequences. Academy of Management Review, 44(3), pp.538-563.

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