1.1 Explain the function of assessment in learning and development. 1.2 Define the key concepts and principles of assessment. 1.3 Explain the responsibilities of the assessor. 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice. 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners.
It ensures that what is done is in accordance with what is important to that person. Outcome 1.3 Describe the difference that person centred thinking can make to individuals and their families Helps people work out what they want in their lives and make them feel stronger and more confident. Clarify what support people need to pursue aspirations. Bring people
Everyone has the desire to seek approval and acceptance, Positive reinforcement is the process whereby desirable behaviour is encouraged by presenting a reward at the time of occurrence of such behaviour. Through reinforcing positive behaviour you are encouraging that individual to seek attention through positive methods rather than unacceptable methods (such as challenging behaviour). Also by focusing on prompting positive behaviour can also have the effect on yourself rather than feeling angry and frustrated due to behaviours you promote that calm, relaxed positive behaviour. 2.6 Evaluate the impact on an individual’s wellbeing of using reactive rather than proactive strategies. Using reactive rather than proactive concentrates on the negatives of a behaviour rather than positivity, this would more than likely cause animosity towards staff, emotions would be high for a majority of the time and the individual could become distressed for large periods of time, the support from staff would not be positive making the individual feel isolated and alone, causing more anger and more than likely more behaviours.
Describe how the duty of care affects own work role Learning Outcome 2: Understand support available for addressing dilemmas that may arise about duty of care Assessment Criteria 2.1. Describe dilemmas that may arise between the duty of care and an individual’s rights 2.2. Explain where to get additional support and advice about how to resolve such dilemmas Learning Outcome 3: Know how to respond to complaints Assessment Criteria 3.1. Describe how to respond to complaints 3.2. Identify the main points of agreed procedures for handling complaints 3.3.
1.3 Describe the links between risk-taking and responsibility, empowerment and social inclusion The link is offering individuals the opportunity to achieve their goals and dreams of their own choice which empowers the individuals. The person in the support role is responsible for identifying the risks and hazards that come with the chosen activity and decided how the risks could be reduced or the activity adapted to make it less hazardous. 2.1 Explain the process of developing a positive person centred approach to risk-assessment Giving the individual every
Describe why it is important to follow the agreed care plan. Describe actions to take where any concerns with the agreed care plan are noted. Identify the pressure area risk assessment tools which are used in own work area. · · · · Explain why it is important to use risk assessment tools. Outcome 4 Understand the use of materials, equipment and resources available when undertaking pressure area care.
3. Be able to evaluate own performance Use of feedback to evaluate own performance and inform development: feedback from others can develop own knowledge, skills and understanding and may include: identifying areas for improvement, increasing my capacity for problem solving, helping me to understand others` perspectives. 4. Be able to agree a personal development plan Sources of support: formal, informal, supervision, appraisal, within the organisation, beyond organisation Work with others to review and prioritise own learning: individual,
Theories about the possible function or what the person gets from the problem behaviour are formed with alternative behaviour and strategies to increase positive behaviours being identified along with ways to decrease negative behaviours resulting in the development of a behaviour support plan. Following implementation of the support plan regular evaluation is needed to ensure effectiveness and modification due to changes in behaviour or any other factors that may affect behaviour.Modelling, prompting,
It involves a combination of teamwork, quality improvement, which is continually evaluated, and process and outcome measurement. Based upon the social model of disability and empowerment, this approach has been hailed as a better option to the needs-led assessment, and research supports this. Three dimensions of the model have been put forward as being: Outcomes - Involving change, such as those that focus on developing self confidence, or skills which enable self care. Outcomes - Maintaining quality of life, occasionally referred to as maintenance outcomes-based Outcomes - Associated with the process of receiving services, or those which involve being valued and listened to in the care process. Critically Review Approaches To Outcome Based Practice One of the problems is that the identification of “needs” is highly subjective.
1.3 Explain why it is important to observe individuals’ reactions when communicating with them. A person’s reaction will indicate how clear and successful your communication