Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4,5 and 6 must be assessed in a real work environment. Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031 ) Assessment Criteria Outcome 1 Know the importance of risk-taking in everyday life The learner can: 1. identify aspects of everyday life in which risk plays a part 2. outline the consequences for individuals of being prevented or discouraged from taking risks 3. explain how supporting individuals to take risks can enable them to have choice over their lives to:
Promote active support (LD 303) Outcome 1 Understand how active support translates values into person-centred practical action with an individual The learner can 1 compare the characteristics associated with active support and the hotel model in relation to an individual's support The characteristics of active support include drawing the person into their plan of care and really including them in decisions being made about this - person centred planning in other words. It means thinking about the person in a holistic way - so their previous history, spiritual needs, physical needs and family are considered - likes and dislikes. They are encouraged to get involved in activities within the home and promote or maintain their independence. The hotel model on the other hand, is just a 'new' word for institutional care - things done without real consent and for the convenience of the staff (like making people wait for pain relief because the medicine round isn't officially starting for another hour). The hotel model means that people have everything done for them which means they are losing their skills and ability to care for themselves.
2.1 Assess the levels of help an individual would need to participate in a range of new activities 2.2 Use task analysis to break a range of new activities into manageable steps for an individual 2.3 Evaluate different ways of positively reinforcing an individual’s participation in a range of new activities 2.4 Demonstrate positive interaction with an individual to promote successful participation in a range of new activities Levels of help refers to graduated levels of assistance, from simple verbal reminders providing the lowest level of support to actual physical guidance providing the highest level. Assistance should be given flexibly according to the individual’s need for help, and should be focused on encouraging as much independence as possible. Task analysis refers to breaking down tasks into small, manageable steps as in recipes or DIY guides. The size of each step or number of steps for a specific task should vary according
Facilitate person centred assessment, planning, implementation and review Outcome 1 Understand the principles of person centred assessment and care planning The learner can: 1. explain the importance of a holistic approach to assessment and planning of care or support Holistic assessment and planning is the key in developing personalised services.The holistic assessment process allows to talk about a wide range of domains in a person’s life, establishing a deeper understanding of their needs and issues before developing a care plan. The holistic approaches to client care consider and incorporate all aspects of the client’s life, include the following: physiological, psychological, sociocultural and developmental factors affecting the client. 2. describe ways of supporting the individual to lead the assessment and planning process Person Centred Planning is an ongoing process. If it is to be effective it must result in real change for people. The purpose of person centred planning is to enable people to live the lives they want in their communities.
1.1 Compare the characteristics associated with active support and the hotel model in relation to an individual’s support; The hotel model is where support staff does things for people and they become observers in their own lives. Active support is a way of ensuring that people are able to engage and participate in their own support 1.2 Identify practical changes that could be made within a service setting to; Promote individuals independence * Making environments easy to maintain and comfortable for people. Support informed choices * Putting in place communication boards showing information in a way that is understood by the individual Improve quality of life * By making an individual’s choice of activities, food etc. person centred so
Unit 4222-247 Provide active support (LD 203) Level: 2 Credit value: 3 UAN: Y/601/7352 Unit aim The purpose of this unit is to provide the learner with knowledge, understanding and skills to providing active support to increase an individual’s participation in tasks and activities. It is aimed at those whose role includes providing direct support and assistance to individuals. Learning outcomes The learner will: Assessment criteria To do this you must: Portfolio reference Evidence/ Assessment method type Assessment date Understand how active support translates values into person-centred practical action with an individual Explain how the key characteristics of active support differ from the hotel model Define the
LD 303 Diploma 1. Understand how active support translates values into person centred practical action with an individual 1.1 Compare the characteristics associated with active support and the hotel model in relation to an individual’s support The hotel model is where support staff are doing things for people and clients become observers in their own lives, where active support is a way of ensuring people are able to engage and participate in their own support through informed choice. 1.2 Identify practical changes that could be made within a service setting to: promote an individual’s independence support informed choices improve quality of life To support informed choices: communicate using their preferred method; provide information in a format that is relevant & suitable for them eg. Braille, Easy Read, Audio, Large Print, DVD. Support individuals to experience the choices/possibilities available eg.
Name: Andrew Nkala Unit Title: Provide active support Unit sector reference: LD 203 Level: 2 Credit value: 3 Guided learning hours: 27 Unit accreditation number: Y/601/7352 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills to provide active support to increase an individual’s participation in tasks and activities. It is aimed at those whose role includes providing direct support and assistance to individuals. 1 Understand how active support translates values into person-centred practical action with an Individual 1.1 Explain how the key characteristics of active support differ from the hotel model Active Support Characteristic | Hotel Model Characteristic | 1) Service Users participate in doing Activities of everyday life2) Promotes independence3) Promotes choice4) Promotes Well-being of service user | 1) Service users have their daily life activities done for them by care worker/support worker2) Promotes reliance on care worker/ support worker and others.3) Service user has little or no choice4) Makes service user feel useless | 1.2 Define the terms: Active support is a way of helping people with learning disabilities to engage in meaningful activity and relationships as active participants. Instead of doing things for people or to people, it involves working with people to enable them to take part in all the activities of everyday life, no matter how disabled they are. The Hotel Model is were the people with learning disability are treated as guest or patients.
1.1 Explain what reflective practice is Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided the importance of reflective practice is to to focus on what has worked well and what needs to be improved, it enables you to find if a different approach or technique is needed and helps develop self awareness 1.3 Explain how standards inform reflective practice in adult social care Standards may include the Code of practice, regulations , Essential Standards and national occupational standards. these standards inform reflective practise by informing own learning, helping one to think about professional accountability,enabling professional development and providing a way of identifying what is required for good practice 1.4 Describe how own values, belief systems and experiences may affect working practice Own values, belief systems and experiences may affect working practice by preventing conflict with others, fostering understanding of others’ views and perspectives, improving communication with others, favouring those who share your values, belief systems and experiences, not respecting others who do not share your values, belief systems and experiences 2.1 Explain how people may react and respond to receiving constructive feedback people may react by agreeing with the points raised and expressing a desire to improve, they may also ask questions or ask you to expand on exactly what is being said. they may also be defensive or express anxiety 2.2 Explain the importance of seeking feedback to improve practice and inform
Course work covers how to develop effective communication skills, both oral and written, the effects of nonverbal skills and how to refine your listening and hearing skills. Students will learn good customer service/satisfaction skills, how it affects your job/career. Students will explore problem - solving techniques and customer satisfaction. Feb. 8 - Mar. 8 (4 wks.)