Learner Workbook EDI Level 2 Award in Awareness of Dementia NAME START DATE END DATE EDI Level 2 Award in Awareness of Dementia About the EDI Level 2 Award in Awareness of Dementia The EDI Level 2 Award in Awareness of Dementia assesses learners’ knowledge and understanding of practices in the care of individuals with dementia. The qualification consists of four mandatory units which assess learners’ general awareness of dementia care issues, their knowledge of person-centred approaches, their understanding of factors that can influence communication and the impact that diversity, equality and inclusion can have on the individual’s experience of dementia. This qualification does not infer competence in a work role but can be used to prepare for employment and as continuing professional development for those who wish to gain knowledge in this specialist area of practice. Contents Unit 1: Dementia Awareness page 3 Unit 2: The Person-centred Approach to the Care and Support of Individuals with Dementia page 24 Unit 3: Factors that can Influence Communication and Interaction with Individuals who have Dementia page 41 Unit 4: Equality, Diversity and Inclusion in Dementia Care page 55 Progression It is anticipated that learners will progress on to the Level 2 Diploma in Health and Social Care or the Level 3 Award in Awareness of Dementia or the Level 2 or 3 Certificate in Dementia Care. 2 © Education Development International, v1 0711 Unit 1: Dementia Awareness EDI Level 2 Award in Awareness of Dementia Unit 1 Dementia Awareness Learning Outcomes and Assessment Criteria Understanding dementia 1.1 Explain what is meant by the term ‘dementia’ 1.2 Describe the key functions of the brain that are affected by dementia 1.3 Explain why depression, delirium and age-related memory impairment may be mistaken for dementia Theoretical models
Diploma Level 2 Health & Social Care Living with Dementia Activity & Worksheet DEM 201: Dementia awareness Level 2 Unit DEM 201 Dementia awareness Credit value: 2 Unit aim The aim of the unit is to enable learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand what dementia is 2. Understand key features of the theoretical models of dementia 3.
Name Chris Bin-luboya 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. (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 what is required for competence in own work role Assessment Criteria The learner can: 1.1.1 Describe the duties and responsibilities of own role My current job role is a care assistant my duties and responsibilities are providing support and assistance to the service users.
Name: Unit HSC: 2002 Unit Title: Provide support for mobility Unit sector reference: HSC 2002 Level: 2 Credit value: 2 Guided learning hours: 14 Unit accreditation number: H/601/9024 Unit purpose and aim This unit is aimed at those who work in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support mobility activities. It covers preparation, support and observations of mobility activities. 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.
Christ the King Aquinas BTEC 90-CREDIT DIPLOMA IN BUSINESS UNIT 2: BUSINESS RESOURCES Assignment Title: Investigating Business Resources Date Set: 11th September 2015 Handing In Dates: 24th September 2015 Assignment Context: The aim of this unit is to develop learner knowledge of the range of human, physical, technological and financial resources required in an organisation, and how management of these resources can impact on business performance. Learning Outcomes After completing this assignment, you should: * Know how human resources are managed * Know the purpose of managing physical and technological resources * Know how to access sources of finance * Be able to interpret financial statements. Assignment 1 — Recruiting and Retaining the Right People Setting the scene You have obtained work experience as an assistant to the Human Resources manager of a national business organisation. The organisation you work for has close links with a local college providing learning resources for its business courses. You have received a brief from the HR manager asking you to produce a booklet/report for the college's business courses.
Goals | Objectives | Tasks/Methods | Evidence/Evaluation | Timeframes | Develop an understanding and capacity of my role as a Social Worker within my current role with Headspace Ipswich (Youth Mental Health) | Explore different frameworks social workers within my field adopt to manage clients within the youth demographic (12-25 yrs.) | Meet with Social Work Practitioners on-site at Headspace to understand their practice frameworkBased on the above, collate findings and develop own practice framework | Work with Headspace Social Workers; Jae and Fiona Debrief, present and develop own framework in conjunction with Qld Health Social Work Supervisor Myfwany Pitcher | Ongoing, each time a Social Worker commences with Headspace Ongoing, complete
Unit Title: Principles of communication in adult social care settings Unit sector reference: PWCS 21 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/2905 Unit purpose and aim The unit introduces the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify different reasons why people communicate 1.2 Explain how effective communication affects all aspects of working in adult social care settings 1.3 Explain why it is important to observe an individual’s reactions when communicating with them Understand why communication is important in adult social care settings Exemplification Reasons may include: expressing and sharing ideas, feelings, needs, wishes and preferences obtaining and receiving information getting to know each other Effective communication can affect: service provision teamwork participation, support and trust empathy and shared understanding recording and reporting Importance of observing an individual’s reactions may include: to understand what an individual is trying to express to meet the individual’s needs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 Understand how to meet the communication and language needs, wishes and preferences of an individual 2.1 Explain why it is important to find out an individual’s communication and language needs, wishes and preferences 2.2 Describe a range of
Summary Introduction: The adult learning theory is very important in the college environment today, with many adults returning to college for various reasons. It is a benefit for both instructors and adult learners to understand the adult learning theories in order to make the adult education experience more successful. Summary of Article 1: Article 1 “Revisiting adult learning theory through the lens of an adult learner,” discusses five different traditional learning theories, "orientations," to learning: behaviorist, humanist, cognitive, social cognitive, and constructivist (Jackson &, 2009). It discusses the meaning of each and gives thorough examples of what each style of learning is (Jackson &, 2009). It also discussed the teacher’s role in adult learning and how important it can be to the learners (Jackson &, 2009).
In the second article by Kenner and Weinerman (2011), they compare traditional students to adult learners. They parallel the difficulties of an adult learner with their environment and the time between their last formal schooling in their life. Kenner and Weinerman (2011) also factor in the many other attributes such as maturity, lifetime goals, and drive. They offer strategies to help and apply to other areas in their lives. They also discuss how educators can take
According to Merriam and Brocket (1997:3), adult education refers to the activities designed for the purpose of bringing about learning among those whose age, social roles, and self perception define them as adults. According to Verner (1962:7), adult Education is the action of an external educational agent in purposefully ordering behaviour into planned systematic experiences that can result in learning for those for whom such an activity is supplemental to their primary role in society, and which involves some continuity in an exchange relationship between the agent and the learner so that the educational process is under constant supervision and direction Behaviourism Philosophy A theory premised on the assumption that human behaviour can be moulded into