3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
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
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.
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. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
The tasks below will help you to become more familiar with them.Task 1 - [1.1,1.2]Outline the current legislation, guidelines, policies and procedures that affect the safeguarding of children and young people. Include how child protection within the wider concept affects the safeguarding of children and young people.Task 2 - [1.3] Analyse how national and local guidelines,policies and procedures for safeguarding affect the day to day work with pupils in school. For example - child protection , risk assessment Task 3 - [1.4]Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Task 4 - [1.5] Provide an explanation on the processes used by own work setting -
The Biological approach believes that everything has a cure for example drug therapy can be used for someone who has depression by giving them antidepressants. The biological perspective allows us to explore the human brain and investigate the affects of this therapy through MRI and PET scans. This can be used in social practice as it can lead to treatment of others to support children or young people, for example identifying developmental delays and problems based on the scientific theory, for example in a school motor abilities are tested to make sure they have no delays, if they do witness delays this can be treated and the correct therapies given. This psychological approach links to health practice. Cognitive behaviour therapy has
HSC 024 Title Unit Accreditation Ref Level Credit value Principles of safeguarding and protection in health and social care A/601/8574 2 3 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 1.2 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 Explain the actions to take if there are suspicions that an individual is being abused Explain the actions to take if an individual alleges that they are being abused Identify ways to ensure that evidence of abuse is preserved 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 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse 1.3 2. Know how to respond to suspected or alleged abuse 2.1 2.2 2.3 3. Understand the national and local context of safeguarding and protection from abuse 3.1 3.2 3.3 3.4 4. Understand ways to reduce the likelihood of abuse 4.1 4.2 1 5.
3.4 Summarise the types of risks that may be involved in assessment in own area of practice. 3.5 Explain how to minimise risks through the planning process. 4.1 Explain the importance of involving the learner and others in the assessment process. 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process. 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.
Unit 4222-265 Causes and spread of infection (ICO2) Level: Credit value: UAN: 2 2 H/501/7103 Unit aim This unit is to enable the learner to understand the causes of infection and common illnesses that may result as a consequence. To understand the difference between both infection and colonisation and pathogenic and non pathogenic organisms, the areas of infection and the types caused by different organisms. In addition the learner will understand the methods of transmission, the conditions needed for organisms to grow, the ways infection enter the body and key factors that may lead to infection occurring. Learning outcomes There are two learning outcomes to this unit. The learner will: 1.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Causes and spread of infection IC02 2 2 20 H/501/7103 Unit purpose and aim This unit is to enable the learner to understand the causes of infection and common illnesses that may result as a consequence. To understand the difference between both infection and colonisation and pathogenic and non pathogenic organisms, the areas of infection and the types caused by different organisms. In addition the learner will understand the methods of transmission, the conditions needed for organisms to grow, the ways infection enter the body and key factors that may lead to infection occurring. Learning Outcomes The learner will: 1 Understand the causes of infection Assessment Criteria The learner can: 1.1 Identify the differences between bacteria, viruses, fungi and parasites 1.2 Identify common illnesses and infections caused by bacteria, viruses, fungi and parasites 1.3 Describe what is meant by ‘infection’ and ‘colonisation’ 1.4 Explain what is meant by ‘systemic infection’ and ‘localised infection’ 1.5 Identify poor practices that may lead to the spread of infection Exemplification © OCR 2010 1 Learning Outcomes The learner will: 2 Understand the transmission of infection Assessment Criteria The learner can: 2.1 Explain the conditions needed for the growth of micro-organisms 2.2 Explain the ways an infective agent might enter the body 2.3 Identify common sources of infection 2.4 Explain how infective agents can be transmitted to a person 2.5 Identify the key factors that will make it more likely that infection will occur Exemplification Assessment This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment principles. This unit may be assessed using any method, or combination of methods, which clearly demonstrates that the