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Understand the principles and values that underpin work with parents

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This is essential because while practitioners are equipped with sufficient knowledge and expertise, it is also important for the knowledge and opinions of the parents to be considered in the process. Thus, both parties working in collaboration are able to devise an efficient and effective plan for the children (Smith, 2004). Another value embedded into the system includes the adoption of a strengths-based approach. It is vital for all parents to be respected and the process being non-judgmental regarding the parents’ abilities to rear and provide for their child.

The programme aims to emphasise and reflect upon each parent’s strengths, expertise, and knowledge, and work on enhancing these capabilities (Smith, 2004). The services should all be inclusive and easily accessible to the parents as another principle of the Work with Parents project. This means that the services should be specifically tailored to meet the requirements of different cultures, genders, and specific lifestyles. Hence, the programmes should include no discrimination and should aim to understand and relate to the specific needs of different families. Thus, the programme should be able to conform to the specific circumstances posed by every family (NOSWWP, 2012).

It is also highly emphasised in the principles of the National Occupational Standards that workers should be highly aware and conscious of good practice, and it must thus cater to the needs of the families with the utmost skill and competence. They must apply their skills, knowledge, and training in order to provide high-quality parental support (NOSWWP, 2012). While the main principles of the Work with parents programme have been briefly outlined, the Work with Parents National Occupational Standards underpins and defines fifteen specific principles which govern the programme.

The first principle outlines the rights of the child as highlighted and described by the UN Convention on the Rights of the Child (1989), which was approved in the UK in the year 1991. The second principle highlights the need for practitioners to work in partnership with parents and in accordance with the wishes and demands of the parents involved. It also emphasises the need for practitioners to give parents a sense of independence and autonomy while working with their children (NOSWWP, 2012).

The third principle acknowledges the supreme knowledge of parents regarding the unique circumstances of their child and assigns them the role of primary educator for their children.

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