Td Enjoys Caring For Children And Young People In The Sc
Td Enjoys Caring For The Children And Young People In The Schools Wh
T.D. enjoys caring for the children and young people in the schools where she works, but sometimes she is faced with tough situations such as suspected child abuse and neglect, teen pregnancy, and alcohol and drug use among teenagers. She works hard to ensure that the children in her schools receive the best care possible. Questions for the case Several third graders reports having received no breakfast at home for more than a week. T.D. is exercising Advocacy for the students under her care. What type of actions she might be doing to exercise advocacy for the students? discuss the 3 topics listed below for your case: Moral distress is a frequent situation where health care providers should face. Please define and discuss a personal experience where you have faced Moral distress in your practice. Discuss how health promotion relates to morality. Discuss your insights about your own communication strengths and weaknesses. Identify situations in which it may be difficult for you to establish or terminate a therapeutic relationship. 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
Paper For Above instruction
Advocacy in educational settings, particularly for vulnerable children, involves proactive actions that promote the well-being and rights of students. In T.D.'s case, her advocacy actions likely include identifying students with unmet basic needs, such as the third graders who have not received breakfast for over a week, and intervening by collaborating with school social workers, counselors, or community agencies to ensure these children receive nutritional support. Other advocacy measures involve reporting suspected malnutrition or neglect to appropriate authorities, advocating for policy changes within the school to address food insecurity, and creating a supportive environment where students feel safe to disclose their needs. Such actions align with the broader framework of health promotion, which emphasizes addressing social determinants of health to foster holistic child development (World Health Organization, 2013).
Moral distress occurs when individuals recognize the ethically appropriate action but are unable to pursue it due to institutional constraints or conflicting responsibilities (Fisher & Ackerman, 2017). For instance, a personal example of moral distress could involve witnessing a child's continued neglect despite concerns raised with authorities, yet feeling powerless due to bureaucratic limitations or fear of retaliation. Such experiences can lead to feelings of frustration, guilt, and burnout, underscoring the importance of ethical support structures within institutions.
Health promotion is intricately linked to morality, as it involves actions aimed at improving health outcomes while considering ethical principles like beneficence, autonomy, and justice. Promoting health among children in schools requires respecting their rights and ensuring equitable access to resources. Ethical considerations guide practitioners in implementing interventions that respect the dignity of students and acknowledge their social contexts (Nutbeam, 2008).
Communication strengths and weaknesses significantly impact therapeutic relationships. Effective communication fosters trust, facilitates disclosure, and ensures understanding—crucial elements in addressing sensitive issues such as abuse or neglect. Conversely, weaknesses such as difficulty in active listening or conveying empathy can hinder relationship building. Situations that may challenge the establishment or termination of therapeutic relationships include cultural differences, language barriers, or when emotional boundaries are tested during intense disclosures.
In conclusion, advocating for vulnerable students involves a complex interplay of ethical action, effective communication, and understanding personal strengths and limitations. Addressing moral distress requires institutional support and reflection, while health promotion practices must be grounded in ethical principles that respect the rights of children. Developing strong communication skills is essential for establishing trusting bonds necessary for effective intervention and advocacy.
References
Fisher, M. L., & Ackerman, R. (2017). Moral distress in healthcare professionals: Time to address the challenge. Journal of Medical Ethics, 43(10), 655–661.
Nutbeam, D. (2008). The evolving concept of health literacy. Social Science & Medicine, 67(12), 2072–2078.
World Health Organization. (2013). Social determinants of health. https://www.who.int/social_determinants/en/