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.
Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
Title | Contribute to the support of infection prevention and control in social care | Ref | ICO4 | Level | 2 | Credit | 3 | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | 1.Understand infection prevention and control | 1.1 Identify how infections are spread 1.2 Describe how breaking the chain of infection minimises the spread of infection 1.3 Identify individuals who may be more vulnerable to infection. 1.4 Describe how individuals can be supported to minimise the spread of infection 1.5 Identify where you might seek advice when you have concerns about possible or identified infections | 2. Understand the need to ensure infection prevention and control policies and guidelines are applied within different settings | 2.1 Identify how infection prevention and control policies and guidelines can be applied in own work setting 2.2 Identify how infection prevention and control practices may differ across work settings while complying with policies and guidelines | 3. Be able to demonstrate how personal hygiene can help to prevent and control infections | 3.1 Describe how personal hygiene can support the prevention and control of infections 3.2 Demonstrate how own personal hygiene reflects the policies and guidelines of the work setting 3.3 Identify why hand hygiene should be carried out 3.4 Carry out hand hygiene following work setting policies and guidance 3.5 Support others to carry out hand hygiene | 4. Be able to take steps to reduce the likelihood of infection in the work setting | 4.1 Explain how to manage coughing and sneezing to minimise the spread of infection 4.2 Explain how to manage spilled blood and body fluids in line with policies and guidance 4.3 Describe what to do if you are exposed to a risk of
|Title |Understand how to handle information in social care settings | |Ref |37 | |Level |3 | |Credit value |1 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |Understand requirements for handling information in |1.1 Identify legislation and codes of practice that relate to handling information| |social care setting |in social care settings? | | |The following legislations and codes of practices are the main codes that relate to| | |handling information. By following these acts can reduce misconduct of information | | |in the work place. | | |E.g. Data protection act 1998, | | |Freedom of information act 2000, | |
Unit 10- Caring for Children and Young people In this report I will be explaining the factors in 3 case studies which would lead to suspicion of child maltreatment or abuse, I will be also explaining appropriate responses when child maltreatment or abuse is suspected and will be explaining the strategies and methods that can be used to support children and young people and their families where abuse is suspected or confirmed. I will then chose one case study and assess the strategies and methods used to minimise the harm to children, young people and their families where abuse is confirmed referring to current legislation and policies and lastly I will be justifying the responses of the case study where child maltreatment is suspected. Case studies- P3, P4, P5 Case study 1- You work in the baby room of a private day nursery. Your colleague puts a nail-biting solution on to a baby’s thumb to stop her from sucking it. As the solution is to help people from biting their nails it has a bitter taste and each time the baby puts her thumb in her mouth she grimaces and starts to cry.
TMA3: Identity can be threatened for people needing and receiving care services. Using one or more of the situations in Block 2, explain why this is so and what care workers can do to support a sense of self. To answer the question I will discuss how identity can be threatened for children needing and receiving care services. I will look to do this through the case studies in unit five and the potential negative impacts upon children’s identities who are receiving care and how these can be offset using life story work. I will also discuss what life story work is and how life story work can be beneficial in developing a child’s understanding a sense of self.
Unit 516 |Understand safeguarding of children and young people (for those working in the adult sector) | | | Please complete the following: | | | |Task 1 |Criteria ref | |Explain the policies, procedures and practices for safe working with children and young people. |Learning outcome 1.1 | | | | |Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the | | |context of safeguarding |2.1 | | | | |Describe the actions to take if a child or young person alleges harm or abuse in line with | | |policies and procedures of your own setting |2.2 | | | | |Explain the rights that children, young people and their families have in situations where harm or| | |abuse is suspected or alleged.
Understanding the context of supporting individuals with learning disabilities. 1.1 Disability Equality 2001a, Disability Discrimination Act 2005, Equality Act 2010, National Health Service and Community Care Act 1990. 1.2 It safeguards those with learning disabilities from potential harm. They offer legal recourse for people who face discrimination, abuse and stigma. It also informs professionals on best working practice and how to support their service users in the best possible manner.
1711-Protecting Children Manual-10 18/8/06 8:07 AM Page 1 Identifying and responding to child abuse and neglect A Guide for Professionals 1711-Protecting Children Manual-10 18/8/06 8:07 AM Page 2 Contents Foreword 1 The facts about child abuse 2 Key Terms 3 Factors that contribute to abuse and neglect 4 The consequences of abuse and neglect 5 How do I recognise when a child or young person is at risk? Roles and responsibilities 6 11 Reporting child abuse and neglect 13 Information Sharing 15 Making a report to the Department for Community Development 16 What action will the Department for Community Development take if an investigation is needed? Obtaining feedback 19 19 What if I disagree with the Department? 20 Tips on dealing with disclosures 21 Safety checklist 22 Issues that may affect a decision to report 23 Frequently used terms in the Department for Community Development 27 Contact numbers for Department for Community Development offices 29 Services and organisations which can provide help, advice and support 30 1711-Protecting Children Manual-10 18/8/06 8:07 AM Page 1 Foreword Professionals working in a variety of settings, play a vital role in supporting parents to care for their children. As trusted and respected members of the community they often have established relationships with families, giving them valuable insight into the challenges they face.
Know how to manage stress. Guided learning hours It is recommended that 43 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 32. 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.