P1: Explain the requirements for two different careers in the health sector. Job description Child and adolescent psychotherapists offer psychoanalytic treatment to children and young people with emotional or behavioural difficulties, including: * * depression * anxiety * development delay * phobias * aggression * gender dysphoria * consequences of child abuse * self-harming * learning difficulties and disabilities * eating disorders * Psychosomatic disorders Child and adolescent psychotherapists are skilled in the assessment and treatment of children and young people, and are trained to carefully observe them and respond to what they might be communicating through their behaviour and play. They tailor their approach to the individual child and work in an age-appropriate way. Younger children, for example, may play with the toys provided or draw, whilst teenagers might talk about their feelings. Infants and parents are seen together so that their patterns of interaction can be considered.
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
Name …………………………………………………………………. Unit SHC: 22 Introduction to personal development in health, social care or children’s and young people’s settings Unit Title: Introduction to personal development in health, social care or children’s and young people’s settings Unit sector reference: SHC 022 Level: 2 Credit value: 3 Guided learning hours: 23 Unit accreditation number: L/601/5470 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these. Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence.
Details of the relationship between the unit and relevant national standards This unit is linked to HSC 216 and CHS 6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. 178 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) DRAFT Unit HSC 2003 Provide support to manage pain and discomfort Assessment Criteria Outcome 1 Understand approaches to managing pain and discomfort The learner can: 1. explain the importance of a holistic approach to managing pain and discomfort 2. describe different approaches to alleviate pain and minimise discomfort 3. outline agreed ways of working that relate to managing pain and discomfort. Outcome 2 Assist in minimising individuals’ pain or discomfort The learner can: 1. describe how pain and discomfort may affect an individual’s wellbeing and communication 2. encourage an individual to express feelings of discomfort or pain 3. encourage an individual
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people I deal with also understand these codes of practice. Other responsibilities are the Data Protection 1998, Safeguard Vulnerable Groups Act 2006, Every Child Matters and The Copyright Act.
Unit 53: Unit code: Unit reference number: QCF level: Credit value: Guided learning hours: Provide Support to Manage Pain and Discomfort HSC 2003 K/601/9025 2 2 15 Unit summary This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills to provide support for managing pain and discomfort. It covers approaches to pain management, assistance in minimising pain and discomfort and monitoring, recording and reporting on the management of pain and discomfort. Assessment requirements This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work situation.
SUMMARY OF LEARNING OUTCOMES To achieve this unit a learner must: 1. Understand psychological approaches to study 2. Be able to apply psychological approaches to health and social care. HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe the application of behaviourist perspectives in health and social care P2 explain the value of the social learning approach to health and social care P3 describe the application of psychodynamic perspectives in health and social care P4 describe the value of the humanistic approach to health and social care service provision P5 explain the value of the cognitive perspective in supporting individuals P6 describe the application of biological perspectives in health and social care To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to: M1 analyse the contribution of different psychological perspectives to the understanding and management of challenging behaviour M2 analyse the contribution of different psychological
Education is important with this form of treatment so clients can recognize how different factors affect the course of the disease and what they can do to manage these factors (Steinkuller and Rheineck 342). Family therapy is also a means of treatment where family members as well as the client see a mental health provider to find solutions and ways to deal with the disorder. Family involvement provides structure and could increase adherence to treatment leading to delays or reductions in relapses (Steinkuller and Rheineck 342). Interpersonal and social rhythm therapy involves stabilizing social and circadian rhythms based on the hypotheses that unstable daily routines result in increased bipolar episodes in individuals prone to them (Steinkuller and Rheineck 349). Social rhythm therapy recognizes the need for regular sleep/wake cycles, regulation of meals, exercise, sleep and plans for keeping rhythms stable when disruptions occur.
ESSAY HND/C HEALTH AND SOCIAL CARE – YEAR1 UNDERSTANDING SPECIFIC NEEDS INTRODUCTION In this Essay, I am going to talk about individuals with learning difficulties. The aims and objectives of the assignment are as followed: * To define, percept and analyse the challenging behaviours of people with disabilities * Talk about some of their methods of working – * I will state the organisational implications such as its legal, professional standards and codes of practice * When writing my conclusion, I will include all references and bibliography that I will used when researching. What is learning disabilities? A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those
Unit Title: Introductory awareness of sensory loss Unit sector reference: SS MU 2.1 Level: 2 Credit value: 2 Guided learning hours: 16 Unit accreditation number: F/601/3442 Unit purpose and aim The purpose of this unit is to provide the learner with introductory knowledge about sensory loss. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 Understand the factors that impact on an individual with sensory loss and steps that can be taken to overcome these 1.1 Describe how a range of factors have a negative and positive impact on individuals with sensory loss 1.2 Identify steps that can be taken to overcome factors that have a negative impact on individuals with sensory loss 1.3 Explain how individuals with sensory loss can be disabled by attitudes and beliefs 1.4 Identify steps that could be taken to overcome disabling attitudes and beliefs Factors could include: Communication Information Familiar layouts and routines Mobility 2 Understand the importance of effective communication for individuals with sensory loss 2.1 Outline what needs to be considered when communicating with individuals with: sight loss hearing loss deafblindness 2.2 Describe how effective communication may have a positive impact on the lives of individuals with sensory loss Sensory Loss could include: Sight loss Hearing loss Deafblindness © OCR 2010 Exemplification 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.3 Explain how information can be made accessible to individuals with sensory loss 3 Know the main causes and 3.1 Outline the main causes of conditions of sensory loss sensory loss 3.2 Explain the difference between congenital acquired sensory loss 3.3 State what percentage of the general population is likely to have sensory loss 4 Know how to recognise when an individual may be