Are SEN Teaching Assistants in Demand?

With more children being diagnosed with special needs, SEN teaching assistants are needed to help support these children. A SEN teaching assistant supports pupils with physical, behavioural, and learning difficulties. This could be supporting the learning of small groups, one on one with student or you may work in a full classroom at a special SEN school. To become a SEN teaching assistant, you may decide to take a course from traditional college education or a functional skills online course for flexibility.

What are the responsibilities of a SEN teaching assistant?
The responsibilities will vary from which position you decide to take in the education sector. Generally, you will be required to support pupils to understand instructions and understand their schoolwork, you will use your learned skills to encourage the children’s confidence and independence while providing helpful feedback to assist teachers. This may also follow on to the students’ social activities. international home study zone may also be useful to you.

More specific responsibilities could be the following:
working with pupils through care programmes
communicate with parents and professionals to share information
help teachers to maintain pupil records
communicate information to the teacher
create a stimulating environment for the children
take care of the pupils physical, social
emotional welfare
work both in and outside the classroom to support individual learners or groups
prepare learning materials under teacher supervision.
To improve your chances of getting a position as a SEN teaching assistant you will need to make sure you achieved the necessary skills and qualification for the position. If you decide to do this, you need to complete SEN teaching assistant training a you will need to make sure you meet the requirements of the job you apply to.

You will need to be patient, understanding, sensitive, flexible and have excellent verbal communication skills as well as the need to be creative so that you can change your teaching style to suit each individual learner. You can learn this on SEN teaching assistant training.

What hours will I work?
A SEN teaching assistant works from around 30-40 hours. If you work for a school, you most likely work term times which usually starts from September to December, January to March or April and then April to Mid-July.

What can I earn?
The salary for a SEN Teaching Assistant can be around £17,000 in the UK, it can then rise to an average of around £20,000 when you progress in the position. The highest earning SEN teaching assistants earn around £29,000 a year. This can depend on factors such as location, experience, responsibility and how much you already earn.

How do I find a SEN teaching assistant job?
You can use the traditional methods to find SEN teaching assistant jobs such as newspapers and online job sites. It is also worth looking at school websites as schools tend to advertise on by that method. Facebook is also beginning to advertise local jobs in your area, you can find this searching through the Facebook search bar or going to specific Facebook pages and seeing if they were advertising.

Networking Highlights from the USA International Conference!

The USA International Conference brought together professionals from around the world to discuss the latest trends and developments in networking. With exciting presentations, engaging workshops, and insightful discussions, attendees were able to learn, connect, and collaborate with industry experts. From cutting-edge technologies to innovative strategies, Conference in USA provided a platform for networking professionals to share their knowledge and expertise. Here are some highlights from this year’s event that showcase the best and brightest in the networking industry.

Keynote Speakers: Learn from industry experts and thought leaders who shared their insights and expertise during the conference.

Panel Discussions: Engage in discussions on trending topics and issues with panels of experts from various sectors.

Workshops and Training Sessions: Participate in hands-on workshops and training sessions to enhance your skills and knowledge in your field.

Networking Opportunities: Connect with professionals from around the world and build valuable relationships for future collaborations and partnerships.

Product Demonstrations: Explore the latest technologies and innovations through product demonstrations from leading companies in the industry.

Awards Ceremony: Celebrate the achievements of individuals and organizations making a significant impact in their respective fields.

Networking Dinners and Social Events: Enjoy networking dinners and social events to further connect with peers in a more relaxed setting.

Closing Remarks: Reflect on the highlights of the conference and take away key learnings to implement in your own professional endeavors.

USA International Conference was a valuable opportunity for networking and learning. Attendees had the chance to connect with professionals from around the world, share ideas, and gain new insights into their respective fields. The conference provided a platform for collaboration and growth, with many key takeaways that will undoubtedly have a positive impact on the attendees’ careers. Overall, the networking highlights from the USA International Conference showcased the power of building relationships and expanding one’s professional network in order to thrive in today’s global economy.

Psychological factors

1. Discuss the psychological factors associated with pain and, at least, one psychosocial intervention used to treat pain.

Psychological factors related to pain disorder get viewed to play a significant role in the onset, seriousness, exacerbation or maintenance of the pain. Psychological assessment assists in understanding patient’s experience of pain together with any associated pain behavior such as grimacing, postural changes and expressions of face. It also assists in identifying coping strategies that get used by the patient and whether they result in a positive outcome such as distraction and staying busy or adverse outcome such as catastrophising and limitation of activity. The diagnosis of pain disorder with psychological factors gets made when the patient’s reaction is out of proportion to the physical condition and when deficits in psychosocial functioning occur.

The psychological factors associated with pain include (Turk & Gatchel, 2013).

Cognitions: Fear about paralysis and despondency can result in elevated levels of pain.
Emotion: High levels of pain get associated with fear, anxiety, general stress and depression. High levels of these aspects compel individuals to seek medical treatment for the pain.
Behavior: Pain gets associated with low self-esteem as well as marked avoidance
Attention: Giving a particular pain lot of attention can result in elevated intensity.
Interpretation: Pain gets assessed differently by different patients, for instance, an individual who suffered a heart attack may ignore a muscle twitch in the chest.
Expectations: The type of expectation an individual has towards a particular pain may affect the feedback received from pain receptors.
Context: The time when pain is occurring determines the pain felt by a person, for instance, a patient who has got injected with anesthesia in a theater surgery procedure may not feel the pain until later.
Coping approaches: Different approaches get used to minimize pain. They include biofeedback, visualization, positive affirmations, and distraction.
Cognitive-Behavioral Therapy for Pain Management
This psychosocial treatment process involves several phases. The first step in treatment is pain education, where a patient gets explained about pain, how the role of own response towards pain influences pain experience and coping strategies in pain control. The second step involves in one or more coping skills for pain management. The therapist provides an educational rationale, basic instruction as well as guided practice and feedback got each strategy taught. The third step involves home practice with the skills learned from the therapist. The last step of treatment involves assisting patients to establish a program for maintaining their skills practice after the completion of training and for overcoming setbacks and relapses in the coping strategies.

2. Pick two of the five theoretical models of coping with chronic illness and describe in detail. What adherence interventions would be effective in the two models you choose?

Self-Regulation Model
It is a theoretical model of goal-directed behavior that gets applied to understanding people’s ability to cope with the chronic disorder. In this model, the human behavior gets influenced by objectives through which individuals seek to develop particular desired conditions in their lives. Patients use the self-realization process to strive to achieve certain goals. This model gets based on the assumption that patients experience stress when they get hindrances towards achieving their goals and dealing with stress gets conceptualized as efforts at self-regulation based on that adversity. Suffering from a chronic illness is stressful to the extent that it gets viewed to prevent a patient’s goals and their ability to deal successfully with the disease get determined by their capacity to reassess the goals (Suls, Davidson & Kaplan, 2010).

Self-Determination Model
It is a theoretical model based on a broader theory of human motivation and behavior referred to as self-determination theory. The theory assumes that humans have three natural psychological needs namely, autonomy, competence, and relatedness to others and when these needs get met; persons usually experience improved self-motivation, development, and well-being. The theory recognizes that behavioral and affective factors of coping with chronic diseases such as diabetes and hypertension get facilitated by self-management. According to this model, people’s motivations for autonomy and competence are vital in successfully coping with chronic illnesses. Autonomy motivation occurs when individuals experience volition and choice in their illness-related behaviors, whereas competence occurs when patient’s feel that they can control important disease-related outcomes.