Be able to contribute to reviewing support for living at home Guided learning hours It is recommended that 25 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 343. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care & Development. Assessment This unit must be assessed in accordance with Skills for Care & Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment.
Goals | Objectives | Tasks/Methods | Evidence/Evaluation | Timeframes | Develop an understanding and capacity of my role as a Social Worker within my current role with Headspace Ipswich (Youth Mental Health) | Explore different frameworks social workers within my field adopt to manage clients within the youth demographic (12-25 yrs.) | Meet with Social Work Practitioners on-site at Headspace to understand their practice frameworkBased on the above, collate findings and develop own practice framework | Work with Headspace Social Workers; Jae and Fiona Debrief, present and develop own framework in conjunction with Qld Health Social Work Supervisor Myfwany Pitcher | Ongoing, each time a Social Worker commences with Headspace Ongoing, complete
Leadership for Health and Social Care and Children and Young People’s Services Unit 2 Promote professional development Assessment Learning outcomes 2, 3,and 4 require assessment in the workplace Assessment methodology Work place assessment - assessment criteria 2.1, 2.2, 3.1, 3.2,3.3,4.1, 4.2, 4.3, 4.4 Work product/documents – assessment criteria 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4 Consider any training or qualifications that can be submitted as recognised prior learning for this unit Supervision Training from Surrey County Council training. Appraisal Training for Managers Written questions 1.1 Explain the importance of continually improving knowledge and practice I continually improve my knowledge and practise to ensure that I follow all Health and Social Care Legislation, Care Quality Standards and Guidelines set out by the Government for good practise. I attend training to improve my knowledge and skills to enable myself to progress in my career and to improve the service I work for which inturn will improve the service that the children receive. As a Coordinator I Supervise 12 support workers directly in all aspects of their job roles. I have attended supervision training which enabled me as a supervisor to improve my Line Management skills.
Unit 201 Understand employment responsibilities and rights in health, social care or children and young people’s settings 2 3 R/602/2954 Level: Credit value: UAN number: Unit aim This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 2. Understand agreed ways of working that protect own relationship with employer 3.
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
Unit Title: Principles of communication in adult social care settings Unit sector reference: PWCS 31 Level: 3 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: R/602/2906 Unit purpose and aim The unit develops knowledge of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in an adult social care settings Understand why effective communication is important in adult social care settings Exemplification Reasons may include: expressing and sharing ideas, feelings, needs, wishes and preferences obtaining and receiving information forming relationships getting to know each other Effects of communication may include: encouraging participation discouraging support and trust creating equality creating inequality promoting empathy and shared understanding discouraging empathy and shared understanding 2 Understand how to meet the communication and language needs, wishes and preferences of an individual © OCR 2010 2.1 Compare ways to establish An individual is someone the communication and requiring care or support language needs, wishes and preferences of an individual 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Describe the factors to consider when promoting effective communication 2.3 Describe a range of communication methods and styles to meet individual needs 2.4 Explain why it is important to respond to an individual’s reactions when communicating Exemplification
SHC 32 Personal Development v1.10 Title Engage in personal development in health, social care or children’s and young people’s settings Level THREE Credit value 3 Learning outcomes Assessment criteria The learner will The learner can: 1 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as Understand what is required for competence in own work role expressed in relevant standards 2 Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 4 Be able to agree a personal 4.1 Identify sources of support for planning and development plan reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development Additional information about the unit NOS ref CCLD 304 GCU 6 GEN 12 HSC 33 GEN 13 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS Unit purpose and This unit is aimed at those who work in health or aims social care settings or with children or young
ERR Title Understand employment responsibilities and rights in health, social care or children’s and young people’s settings Unit Accreditation Ref R/602/2954 Level 2 Credit value 3 Learning outcomes The learner will: Assessment criteria The learner can: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 1.1 List the aspects of employment covered by law 1.2 List the main features of current employment legislation 1.3 Outline why legislation relating to employment exists 1.4 Identify sources and types of information and advice available in relation to employment responsibilities and rights 2. Understand agreed ways of working that protect own relationship with employer 2.1 Describe the terms and conditions of own contract of employment 2.2 Describe the information shown on own pay statement 2.3 Describe the procedures to follow in event of a grievance 2.4 Identify the personal information that must be kept up to date with own employer 2.5 Explain agreed ways of working with employer 3. Understand how own role fits within the wider context of the sector 3.1 Explain how own role fits within the delivery of the service provided 3.2 Explain the effect of own role on service provision 3.3 Describe how own role links to the wider sector 3.4 Describe the main roles and responsibilities of representative bodies that influence the wider sector 4. Understand career pathways available within own and related sectors 4.1 Explore different types of occupational opportunities 4.2 Identify sources of information related to a chosen career pathway 4.3 Identify next steps in own career pathway 5.
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
MSc Occupational Therapy Module Title OT6041: Occupational Analysis Module Co-ordinator Dr. Nancy Salmon Student number 0405531 Student Year 2013/14 Word Count 1511words Submission Date 24th September 2013 Occupational Analysis Occupational therapy focuses on helping people to participate in daily life activities they find meaningful. ‘The goal of activity analysis is to understand as much as possible about an activity, including the particular skills required to do it competently and it’s relation to participation in the world at large’ (Cynkin 1995). Activity analysis also looks at the activity demands and performance skill. Activity demands include aspects such as the objects typically used, the space and social demands of the activity, and the specific skills required to carry it out (AOTA 2008). Aspects of occupational Therapy’s Domain: (Commission on Practice (2008) Occupational Therapy Practice Framework: Domain and Process, 2 ed.)