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Developing your knowledge skills and behaviours within your role in the health and social care sector
After completing your workbook, please email it to your tutor/assessor so they can provide you with full feedback
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Developing your knowledge skills and behaviours within your role in the health and social care sector
After completing your workbook, please email it to your tutor/assessor so they can provide you with full feedback
CHECKLIST FOR ASSESSOR/ TUTOR
Please ensure you have printed and signed your name.
Ensure full feedback is provided to the learner.
Please ensure that this workbook is passed to the centre so that a CPD certificate can be obtained once it has gone through quality assurance.
Please ask for the learner to complete the course evaluation form
Arrange a meeting with the Manager to ensure they re happy with the training provided and that the learners practices have developed and as a result additional responsibilities have now been given to the staff member.
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Enable rights and choices of individuals with dementia whilst minimising risks
Principles for Implementing Duty of Care in Health and Social care
Promote Equality and Inclusion in Health, Social Care
Principles of Safeguarding and Protection in Health and Social Care
14522451618615This workbook is designed to be used as part of your CPD, to enhance and develop your knowledge and skills within your care setting.
Enable rights and choices of individuals with dementia whilst minimising risks.
Purpose and aims:
This is for those who work in health and social-care settings. The unit requires the learner to demonstrate and explain the principles and concepts of effective communication, to meet individuals needs and preferences, in their sector and how they apply relevant legislation and policies such as confidentiality.
Understand Key legislation:
Human Rights Act 1998
Mental Capacity Act 2005
Adults with Incapacity (Scotland) Act 2000
Mental Health Act 2007
The Disability Discrimination Act 1995
Safeguarding Vulnerable Groups Act 2006
Carers (Equal Opportunities) Act 2004
Agreed ways of working: Include policies and procedures where these exist; they may be less formally documented with micro employers
An individual is someone requiring care or support
Carers and others may be: Care worker Family Advocate Colleagues Managers Social worker Occupational Therapist GP Speech and Language Therapist Physiotherapist Pharmacist Nurse Specialist nurse Psychologist Psychiatrist Independent Mental Capacity Advocate Independent Mental Health Advocate Advocate Dementia care advisor Support groups
Best interests: This is an essential aspect of the Mental Capacity Act (2005). To support the financial health, emotional and social well-being of an individual and to take into consideration their past and present wishes and feelings, advance directives, beliefs and values
Key physical and social aspects:
Physical:
Signage Colour Furniture Flooring Technology Room layout Storage Space for personal belongings
Social:
Communication skills Positive approach Relationship centred approach Professional boundaries Abilities focus Whole team approach
Learning outcomes
The learner will: Assessment criteria - the learner can:
Understand the factors that can affect interactions and communication of individuals with dementia Identify the different reasons people communicate
Explain how communication affect relationships in an adult care setting
Activity One- Written Questions
Describe Changes that Might affect a person as they get older:
List at least four changes:
Change How might this affect the person? What support or services could help and how would you access these?
1. 2. 3. 4. Activity Two- Reflective account
Think of two clients you currently support and then write a reflective account on how the ageing process is unique to each of them and the impact this may have had on their lives.
Now consider and describe how a positive approach to ageing can contribute to the Health and Well-being of an individual.
Activity Three Written Questions
Analyse the potential impact of factors associated with ageing on older people to include:
What impact could this have What strategies or support could help and how would you access or implement these?
Physical Emotional Social Environmental Financial Learning outcomes
The learner will: Assessment criteria
The learner can:
Understand attitudes of society to older people Describe the contributions to society made by older people.
Explain what is meant by age discrimination.
Explain how societal attitudes and beliefs impact on older people.
Activity Four Written Questions
Question How might this affect the person?
What contributions to society are made by older people What is meant by Age Discrimination? How do the attitudes and beliefs of others in society impact on older people? Principles for implementing Duty of Care in Health and Social Care settings
Purpose and aims:
The subject is aimed at those who work in health or social care-settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.
Assessment Guidance
Standards may include:
Codes of practice Regulations Minimum Standards National Occupational Standards
What do we mean by duty of care
Duty of care in own work role: accountability for e.g., exercising authority, managing risk, working safely, safeguarding children and young people, monitoring own behaviour and conduct, maintaining confidentiality, storing personal information appropriately, reporting concerns and
allegations, making professional judgements, maintaining professional boundaries, avoiding favouritism, maintaining high standards of conduct outside the professional role
Contribution of duty of care to safeguarding and protection of individuals: safeguarding children and young people e.g. protection from sexual, physical or emotional harm, preserving respect and dignity,
engendering trust; protecting children and young people e.g., safety in the environment, safe use of resources and equipment, prevention from intimidation or humiliation; protecting self-e.g., ensuring against risk of allegation of misconduct or abuse, avoiding risk of accusations of malpractice
Know how to address conflicts or dilemmas that may arise between an individuals rights and the duty of care
Potential conflicts or dilemmas and individuals rights: conflicts/dilemmas eg attitudes, unsafe behaviour such as drug/alcohol abuse, truanting, staying out without permission, aggression and violence, bullying and intimidation, vandalism; individuals rights eg respect for views and actions, safety and security, love and belonging, education, equality
Managing risks: eg implementing policies and codes of practice, acting in individuals best interests, fostering culture of openness and support, being consistent, maintaining professional boundaries, following systems for raising concerns
Support and advice about conflicts and dilemmas: eg line management, training and professional development, health professionals, school/college services, counselling services, mediation and advocacy services
Know how to respond to complaints
Responding to complaints: eg listening to complainant, referring complainant to policy, suggesting that complaint is made in writing, reporting complaint to line manager
Main points of agreed procedures for handling complaints: eg acknowledgement of complaint, stages within procedure, report and recommendations, review and appeals
Learning outcome
The learner will: Assessment criteria
The learner can:
Understand how duty of care contributes to safe practice
Explain what it means to have a duty of care in own work role
Explain how duty of care contributes to the safeguarding or protection of individuals
Activity Five- Learner Explanation
Explain what your duty of care is within the workplace (give 3 examples) include how it affects your role in relation to protecting vulnerable adults?
Explain what your duty of care is within the workplace What is your role in protecting the service user and dealing with the risks?
Example 1 Explain what your duty of care is within the workplace What is your role in protecting the service user and dealing with the risks?
Example 2
Example 3 Learning outcomes
The learner will: Assessment criteria
The learner can:
Know how to respond to complaints
Describe how to respond to complaints
Explain the main points of agreed procedures for handling complaints
Activity Six Case Study
Case Study:
You are a care worker working in a residential home. As you are providing support to Mr C, he becomes upset and tries to explain that he is not happy with the provision of care he receives in general.
Continue this case study explaining exactly what steps you would take to offer Mr C all the support necessary to make a complaint to the home manager.
Include what your organisations policy and procedure is for supporting your client to make his complaint.
Activity Seven Research and Review
Gain a copy of your organisations complaints procedure and then write down the key points that it outlines that would help you advise a client on how to make a complaint if they asked you.
Promote Equality and Inclusion in Health, Social CarePurpose and aims:
This subject develops concepts of inclusion, which are fundamental to working in adult social care settings. This unit is aimed at those who are interested in, are new to or are already working in social care settings with adults.
Assessment Guidance
Effects may include effects on:
The individual
Families or friends of the individual
Those who discriminate
Wider society
An individual is someone requiring care or support
To begin with what do we mean by equality, diversity, and inclusion?
Diversity: differences between individuals and groups e.g., culture, nationality, ability, ethnic origin, gender, age, religion, beliefs, sexual orientation, social class Equality: promotion of individual rights; giving choice and opportunity; respect and fairness; services in response to individual need
Inclusion: individuals at the centre of planning and support; valuing Diversity.
Effects of discrimination: direct discrimination; indirect discrimination; institutional discrimination; individuals being treated less favourably than others; lack of opportunity; prejudice and injustice; harassment; stereotyping; labelling; delay in development; loss of self-esteem
Promoting equality: policies and procedures in workplace setting; inclusive practices and procedures; challenging discrimination; promoting rights; empowering; removing barriers e.g., to physical access, to effective communication; improving participation; promoting dignity and respect; individuals at the centre of planning and delivery of services
Supporting diversity: valuing differences between individuals; using positive images of individuals from diverse groups; celebrating differences
Learning outcomes
The learner will: Assessment criteria
The learner can:
Understand the importance of diversity,
equality and inclusion Explain what is meant by
diversity
equality
inclusion
Describe the potential effects of discrimination
Explain how inclusive practice promotes equality and supports diversity
Activity Eight - Written questions
Written Questions: Candidate Answers:
WQ9:
What you understand by the terms:
Diversity
Equality
Inclusion
Discrimination
WQ10:
What effect could discrimination have on service uses?
WQ11:
Describe how you promote inclusive practice within your workplace Activity Nine - Case Study
A service user at your workplace is not happy about part of the care they received because they feel that they have discriminated against.
Describe what you would do to support the service user in a way that will promote change.
Principles of Safeguarding and Protection in Health and Social Care
Purpose and aims:
This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged.
What is Abuse?
Definitions, Predisposing Factors and Signs and symptoms
Abuse of vulnerable adults is behaviour, which causes harm or distress to the vulnerable person either temporarily or over a period. In some cases, abuse may have happened a long time ago and only recently been disclosed.
Abuse of vulnerable people can be physical, psychological, financial, sexual, or social. It is not always intentional and may be caused by neglect.
Strangers may also abuse vulnerable adults. Abuse may occur in a variety of settings inside the persons own home, in a day centre, hospital or residential home.
A vulnerable adult may also abuse another vulnerable adult.
An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care
Factors may include:
a setting or situation the individual.
The actions to take constitute the learners responsibilities in responding to allegations or suspicions of abuse.
They include actions to take if the allegation or suspicion implicates:
A colleague Someone in the individuals personal network The learner The learners line manager Others
A setting where there is no formal duty of care includes adult health or social care settings
Local systems may include:
employer/organisational policies and procedures multi-agency adult protection arrangements for a locality
Person centred values include:
Individuality Rights Choice Privacy Independence Dignity Respect Partnership
Active participation is a way of working that recognises an individuals right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient
Unsafe practices may include poor working practices resource difficulties operational difficulties.
Learning outcomes
The learner will: Assessment criteria
The learner can:
Know how to recognise signs of abuse
Define the following types of abuse:
physical abuse
sexual abuse
emotional/psychological abuse
financial abuse
institutional abuse
self-neglect
neglect by others
Identify the signs and/or symptoms associated with each type of abuse
Describe factors that may contribute to an individual being more vulnerable to abuse
Activity Ten- Learner Explanation
Explain what your duty of care is within the workplace (give 3 examples) include how it affects your role in relation to protecting vulnerable
adults?
Explain The following types of abuse Explain the signs and symptoms that can indicate this type of abuse What would make a service user more vulnerable to this type of abuse?
Physical abuse
Explain The following types of abuse Explain the signs and symptoms that can indicate this type of abuse What would make a service user more vulnerable to this type of abuse?
Sexual Abuse
Emotional/psychological abuse
Financial abuse
Explain The following types of abuse Explain the signs and symptoms that can indicate this type of abuse What would make a service user more vulnerable to this type of abuse?
Institutional abuse
Self-neglect
Neglect by others Learning outcomes
The learner will: Assessment criteria
The learner can:
Understand the national and local context of safeguarding and protection from abuse Identify national policies and local systems that relate to safeguarding and protection from abuse
Explain the roles of different agencies in safeguarding and protecting individuals from abuse
Identify reports into serious failures to protect individuals from abuse
Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse
Activity Eleven - Written questions
Written Questions: Candidate Answers:
WQ12:
What are the national polices and local systems that relate to the safeguarding and protection from abuse of your clients? WQ13:
What are the roles of different agencies in safeguarding and protection from abuse. (Give at least four examples)
