Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim 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. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification 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 © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
Notes on the Exemplar Please note that: • • • The original portfolio work has been reformatted and condensed to reduce the file size and document downloading time. The portfolio exercises are original candidate work and may contain grammatical errors and spelling mistakes. Some items may have been removed altogether, please refer to the notes by the Principal Moderator for specific references. Principal Moderator’s Notes on the Exemplar: Edexcel OSCA Training Exercise Portfolio 2011/12 Health and Social Care: Communication and Values Introduction In this portfolio I will demonstrate my knowledge of communication and the care value base, while analysing each of my interactions. The client groups/settings that I will choose from are: early years elderly specific needs the ill In comparing and contrasting my interactions with different client groups and their settings, I will be able to identify how we communicate with other's changes depending on the client group.
Understand the Context of Supporting Individuals with Learning Disabilities 1. Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1.1 Identifying the polices and the legislation that promote inclusion, the human rights of a person with learning disabilities of their citizenship and equal life chances, (National Health Service and Community Care Act 1990), (Disability Discrimination Act 2005), (Disability Equality Duty 2006). The individuals with learning disabilities should be treated with dignity, respect and have the same rights as everyone else. The approach for individual with learning disability for the 21st century (Department of Health 2001a). 1.2 These legislation are set to protect the vulnerable from abuse, prejudice or any form of harassment and labelling individuals or stereotyping them.
Dale Robinson homework E/50121960.CT235 - CT235/CU235 - Introduction to Duty of Care in Health, Social Care or Children’s and Young People’s Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1. Understand the implications of duty of care 1.1 Define the term ‘duty of care’ (0/9) 1.2 Describe how the duty of care affects own work role (0/9) 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care an individual’s rights (0/9) 2.2 Explain where to get additional support and advice about how to resolve such dilemmas (0/9) 3 Know how to respond to complaints 3.1 Describe how to respond to complaints (0/9) 3.2 Identify the main points of agreed procedures for handling complaints E/50121960.CU1517 - CU1517 - Introduction to Equality and Inclusion in Health, Social Care or Children's and Young People's Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1 Understand the importance of equality and inclusion 1.1 Explain what is meant by: 1.1.i Diversity (0/9) 1.1.ii Equality (0/9) 1.1.iii Inclusion (0/9) 1.1.iv Discrimination (0/9) 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting (0/9) 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination (0/9) 2 Be able to work in an inclusive way 2.1 Identify which
unit 3 When working with the general public, those who reside in a care setting and with colleagues it is essential to enforce safe working. As a home we aim to protect all who engage with us, in order to promote equality and diversity we must firstly understand the policies and procedures which are set in place for us to adhere to. A few of the main points to the human rights act is to protects individuals, and their right to freedom of expression, the right to liberty and security and the right to education; we as a home must empower individuals to take action and ‘whistle blow’ if needed to reduce any development of discrimination against someone’s individuality. All which come into contact with vulnerable adults have a duty of care to safeguard and promote their wellbeing. “The Mental Capacity Act is designed to protect and empower individuals who may lack the capacity to make their own decisions about their care and treatment it is a law that applies for those ages 16 plus.
4222-245 1.1 The legislation that has been put in place to promote human rights, inclusion, and equal life chances of people with learning difficulties is the human rights act. The Act sets out the fundamental rights and freedoms that individuals in the UK have access to. They include: • Right to life • Freedom from torture and inhuman or degrading treatment • Right to liberty and security • Freedom from slavery and forced labour • Right to a fair trial • No punishment without law • Respect for your private and family life, home and correspondence • Freedom of thought, belief and religion • Freedom of expression • Freedom of assembly and association • Right to marry and start a family • Protection from discrimination in respect of these rights and freedoms • Right to peaceful enjoyment of your property • Right to education • Right to participate in free elections 1.2 I would like to believe that the policies and procedures that are in place are known by the people with learning difficulties and their families to know they have the same rights as everyone else. This helps to reduce the chance of discrimination although vulnerable people such as people with learning difficulties are more susceptible to be a victim of abuse. 2.1 A condition giving rise to learning difficulties, especially when not associated with physical disability.
Transmission of values is a process where health and social care workers administer the different care values to ensure each client receives a high standard of care. Transmitting the ten care values is essential to care workers as they look after a range of clients, such as children, disabled and elderly people, and each client has different needs so it is important that their needs are met with the help of the care values. The values will create a setting which promotes rights and they will guide good quality care. It is the care workers duty to carry out the values at a high standard, as this will then make the client feel empowered and confident with their care provider. (Moonie, 2005, page 96).
Unit 7 Understand person-centred approaches in health and social care 1.1 This puts the person cared for at the centre of what happens with them, it promotes choice, uniqueness, privacy, dignity and respect and its right under UK law. 1.2 It will promote self esteem, independence and is good practice within the company. 1.3 In life we all take risks in our everyday living and when we are supporting a client we have to let them take these choices to but were it can put them in danger we have to support them to make the correct choice through information and explaining how it has not worked in the past. 1.4 Care plans will be tailored to their individual needs like there likes and dislikes and is tailored to their particular needs and it is a legal requirement. 2.1 You can do this by talking and listening to the person being cared for.
Unit 22 ‘Supporting Individuals with learning disabilities’ By Zaib Akram Understand the Legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. The Equality Act is the most substantial piece of equality legislation for numerous years. It simplifies, and strengthens the law; also, the equality act provides people a lot more protection from biased discrimination and makes it easier for employers and companies to recognise their responsibilities. This piece of legislation sets new values for those who offer public services to treat everyone equally with self-worth and respect. Disability has a broad meaning; it is defined as ‘a physical or mental impairment that has substantial and long term adverse effect on the ability to carry out normal day to day activities’ (Equality Act 2010).
Running head: Lifelong Learning Lifelong Learning Gregory Blakeman Grand Canyon University Abstract This essay looks at the diagnosis of developmental disabilities, early intervention, and educational programs for the young exceptional learner. Transition programs and procedures for the young with disabilities will also be considered. Strengths and weaknesses for assessment and intervention used in special education are noted. Finally, proposals for improvement and expectations are also pointed out. Introduction Lifelong learning should be the goal of everyone.