Unit 2 AO2 Task Sheet You need to watch a care worker in a care or early years (0 to 8 years) setting during an interaction. Give the name of the practitioner – don’t give actual name and give an overview of the service. Make notes on this interaction and use them for the following Candidates give a detailed and comprehensive explanation of four communication skills used by practitioners in the care setting – this will include detailed discussion of reasons for using each skill; (7 marks) Generally describe the skill first, give general examples of how your practitioner may use the skill, cover what skills you actually observed. Choose 4 from: * tone of voice; * pace of voice; * eye contact; * facial expression; * clarifying; * posture; * paraphrasing; * empathising For each skill; * Describe the skill generally * Give detailed general reasons for using each skill * Describe how your care worker used it * Dive detailed reasons why your care worker used this skill. Candidates show a high level of understanding of how people who use the service are valued and supported by the application of the values of care and appropriate use of communication skills – a wide range of appropriate examples will be given; (8 marks) * Explain how the service users are valued and supported by the care worker through communication * Include examples of interactions (one to one, group, formal or informal) to show how appropriate communication skills provide value and support to service users.
• Describe and evaluate the multi-store model of memory • Outline the working memory model. • Explain one limitation of the working memory model • Outline one strategy for memory improvement • Outline and evaluate research into the effects of age of witnesses on accuracy of eyewitness testimony. • Describe two strategies for improving memory. • Jamie wanted to contact his doctor. He looked up the number in his telephone directory.
(Study guide, p. 98, section 7.2.2.8) Concept Counseling can be defined as a facilitative process during which the counselor, working within the framework of a special relationship, uses specific skills to help young people to help themselves more effectively (Gillis 1997:2). Counseling is the professional guidance of the individual by utilizing psychological methods especially in collecting case history data, using various techniques of the personal interview, and testing interests and aptitudes. If a learner experiences learning problems and encounters significant problems in acquiring reading, writing, comprehension and mathematical skills, and if professional facilities for therapy are not available, teachers may have no option but to help the learners themselves. Support for learning problems can come from friends and family. Counseling for the same problem can come from someone certified to counsel.
Running head: Journal Article - Andragogy Journal Article – Andragogy and Where It Leads Theory and Methods of Educating Adults ABSTRACT Andragogy is the art and science of helping adult learners. It is this premise that will be explored throughout this paper. Andragogy is a learning theory that addresses the special aspects of adult learning. Although, it can be traced back to a German grammar teacher Alexander Kapp in 1833, it was not until it was introduced by Malcolm Knowles’ in 1968 that it became popular theory. Knowles’ concept for andragogy incorporated four assumptions: maturity, allowing a person to move from dependent to self directing learning, adults accumulating experiences that they use as resources for learning, adults learning relying on their social culture and adults learning that is problem centered opposed to subject centered.
Concrete experience (action/actual practice) Concrete experience (action/actual practice) Active Experimentation (Exploring/revising approaches) Active Experimentation (Exploring/revising approaches) Reflective observation (analysing) Reflective observation (analysing) Abstract conceptualisation (sense-making) Abstract conceptualisation (sense-making) Mollie Owen 12A P1 - Explain key influences on the personal learning processes of individuals. Theories of ageing There are 4 theories of learning which are: - Seeing - Hearing - Movement - Touching/feeling Two of the theories related to learning from experience are Honey and Mumford’s learning cycle and Kolb’s experiential learning cycle. Source – Health And Social
Title: Understand and enable interaction and communication with individuals with dementia Level: 2 Credit value: 1 This unit has 2 learning outcomes: Learning outcomes | Assessment criteria | 1 Be able to communicate with individuals with dementia | 1.1 Describe how memory impairment can affect the ability of an individual with dementia to use verbal language | | 1.2 Gather information from others about an individual’s preferred methods of communicating to enhance interaction | | 1.3 Use information about the communication abilities and needs of an individual with dementia to enhance interaction | | 1.4 Use a person centred approach to enable an individual to use their communication abilities | | 1.5 Demonstrate how interaction is adapted in order to meet the communication needs of an individual with dementia | 2 Be able to apply interaction and communication approaches with individuals in dementia | 2.1 List different techniques that can be used to facilitate positive interactions with an individual with dementia | | 2.2 Use an individual’s biography/history to facilitate positive interactions | | 2.3 Demonstrate how the identity and uniqueness of an individual has been reinforced by using their preferred methods of interacting and communicating | Unit Specification Part 2, Assessment Arrangements Outline of unit content | Facilitating a basic awareness and encouraging positive interactions with people with dementia | Outline of proposed learning activities/approach to delivery | A mix of lecture, whole group, small group, discussion, feedback and activities | Outline of resources/bibliography (as appropriate) | Supporting notes provided | Assessment methods/tasks | Assessment evidence for each learning outcome | QuestionnaireGroup ExerciseInteractive Activity Exercise/ Role Play | LO 2.1, LO 1.2, LO 1.3, LO 2.2LO 1.1,
[pic] Level 2 Diploma in Health and Social Care Adults (4222-21) Unit 4222-240 Understand the factors that can influence communication and interaction with individuals who have dementia (DEM 205) |Outcome 1 - Understand the factors that can influence communication and interaction with |Evidence Reference | |individuals who have dementia | | |Assessment Criteria | | | | | | | | |The learner can: | | | | | | | |
DEM 313 Equality, diversity and inclusion in dementia care practice |Title |DEM 313 Equality, diversity and inclusion in dementia care practice | |Level |3 | |Credit value |4 | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | | | | |1. Understand that each individual’s experience of |1.1 Explain why it is important to recognise and respect an individual’s heritage | |dementia is unique | | | |1.2 Compare the experience of dementia for an individual who has acquired it as an | | |older person with the experience of an individual who has acquired it as a younger | | |person | | |
Title: Understand and enable interaction and communication with individuals with dementia Level: 2 Credit value: 1 This unit has 2 learning outcomes: Learning outcomes | Assessment criteria | 1 Be able to communicate with individuals with dementia | 1.1 Describe how memory impairment can affect the ability of an individual with dementia to use verbal language | | 1.2 Gather information from others about an individual’s preferred methods of communicating to enhance interaction | | 1.3 Use information about the communication abilities and needs of an individual with dementia to enhance interaction | | 1.4 Use a person centred approach to enable an individual to use their communication abilities | | 1.5 Demonstrate how interaction is adapted in order to meet the communication needs of an individual with dementia | 2 Be able to apply interaction and communication approaches with individuals in dementia | 2.1 List different techniques that can be used to facilitate positive interactions with an individual with dementia | | 2.2 Use an individual’s biography/history to facilitate positive interactions | | 2.3 Demonstrate how the identity and uniqueness of an individual has been reinforced by using their preferred methods of interacting and communicating | Unit Specification Part 2, Assessment Arrangements Outline of unit content | Facilitating a basic awareness and encouraging positive interactions with people with dementia | Outline of proposed learning activities/approach to delivery | A mix of lecture, whole group, small group, discussion, feedback and activities | Outline of resources/bibliography (as appropriate) | Supporting notes provided | Assessment methods/tasks | Assessment evidence for each learning outcome | QuestionnaireGroup ExerciseInteractive Activity Exercise/ Role Play | LO 2.1, LO 1.2, LO 1.3, LO 2.2LO 1.1,
Specific Needs of the Older Person Introduction This assignment will explore the subject of Dementia, its physiological and psychological changes that occur. It will look at the therapeutic interventions available and the needs of the person in relation to the illness. It will be outlining the issues for a person who suffers with the chronic illness and discuss the role of the carer and the multidisciplinary team in assisting the person with dementia and exploring the care settings available as well as highlighting what practices need to be implemented including the help required concerning their activities of daily living. This report will be supported by references throughout with various sources of information gathered from books, handouts and websites. What is Dementia?