Within each employee’s PDP a person centred approach should be applied to address any barriers they have to learning and the plan should be adopted to best suit their needs, to build their confidence and to encourage their enthusiasm and commitment to lifelong learning. Skills for Care leadership and management strategy (SfC 2006a) defines the necessity for Health & Social Care organisations to implement CPD systems to ensure the individual and the organisation effectively implements CPD. The following table indicates the requirements that Skills for Care
Person Centred Planning is based on an explicit set of beliefs and values concerning people with disabilities, services and communities. At the heart of all the planning approaches is the belief that every single individual has their own life to lead, a life that is right for them. Outcome1.2 Define person centred thinking, person centred planning and person centred reviews Person-centred planning is a way of trying to find out the needs of a disabled individual in order to improve their life. It usually involves sitting down with their friends and family and helping them attain what they need. It ensures that what is done is in accordance with what is important to that person.
Learning Outcome: 1 Explain the importance of a holistic approach to assessment and planning of care or support. The holistic approach is paramount in driving forward the way service users are assessed and implementing the planning for a robust care and support package. The work Holistic derivers from Holism which translated means the look at the whole person. So the holistic approach rather than focusing on a specific problem eg ( Agina ) would take into account aspects gat effect an individual. These aspects can be broken down into five key areas as follows:- 1) SOCIAL: this could be the relationship an individual has with someone/group or identity that individual is isolated/lonely or maybe is a loner and prefers to be on own.
Learners will investigate the term ‘consent’ in a social care context and develop an understanding of its importance when initiating care practice, actions or activities. The unit also provides advice on dealing with situations where consent is not readily available. Learners will consider the concept of active participation, the benefits of this and also ways of reducing barriers to enable full participation by all users of the service. Issues concerning informed choices are considered, together with the balance of risk taking and assessing when empowering individuals to exercise their rights to choice. The unit examines the links between wellbeing, self-esteem and individual identity.
care plans, reports and other records. 2.2 To take these factors in to account when planning to care and support a certain service user you have to make sure there wishes and preferences are correct and the care is all about how they would like to do it and how they wouldn't. Best way to do this would be to discuss this before going in to the service users home for care. 2.3 Using the individual care plan contributes to person centred care is that fact that everything we are doing to the service user and in their home is
1 CHAPTER 1 Introduction to communication in health, social care or children’s and young people’s settings (SHC 21) AC What you need to know 1.1 Identify the different reasons people communicate 1.2 Explain how effective communication affects all aspects of your work 1.3 Explain why it is important to observe an individual’s reactions when communicating with them AC What you need to do 2.1 Show how to find out an individual’s communication and language needs, wishes and preferences 2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences 2.3 Show how and when to seek advice about communication 3.1 Identify different barriers to effective communication 3.2 Demonstrate ways to reduce barriers to effective communication 3.3 Demonstrate ways to check that that communication has been understood ▶ be able to meet the communication and language needs, wishes and preferences of individuals 3.4 Identify sources of information and support or services to enable more effective communication ▶ be able to reduce barriers to communication 4.1 Explain the term ‘confidentiality’ ▶ be able to apply principles and practices relating to confidentiality at work. 4.2 Demonstrate confidentiality in day-to-day communication in line with agreed ways of working 4.3 Describe situations where information normally considered to be confidential may need to be passed on 4.4 Explain how and when to seek advice about confidentiality Assessment of this unit This unit introduces you to the central importance of communication in health and social care work. It focuses on the reasons why people communicate in health or social care settings, the methods they use and the importance of ensuring that communication in care settings is
In the mini-lecture by Dr. Sue he states, “MCT can be defined as both a helping role and process that uses modalities and defines goals, consistent with the life experiences and cultural values of clients.” He also states that MCT involves broadening the role that counselors plays and therefore need to play multiple roles that involve not only the traditional role but systems intervention as well. It is important to avoid a blind application of techniques to all situations and all populations. Another important role is building a therapeutic alliance using empathy, positive regard, respect, warmth and genuineness, self-disclosure, management of counter transference and agreement on goals between the counselor and client (Sue & Sue, 2013) What is the significance of a client's social and cultural context within MCT? Multicultural therapy balances the individualism approach with the collective approach and acknowledges families, significant others, communities and cultures (Sue & Sue, 2013). In MCT the client’s social and cultural background is of importance.
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. Learning outcomes 2 and 3 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 55 Unit 4222-307 Promote good practice in handling information in health and social care settings (HSC 038) Assessment Criteria Outcome 1 The learner can: 1. identify legislation and codes of practice that relate to handling information in health and social care 2. summarise the main points of legal requirements and codes of practice for handling information in health and social care. Understand requirements for handling information in health and social care settings Outcome 2 The learner can: 1. describe features of manual and electronic information storage systems that help ensure
Unit 511 Develop professional supervision practice in health and social care or children and young people’s settings (LM2c) M/602/3187 1 - Understand the purpose of professional supervision in health and social care or children and young people’s work setting:- 1.1 Analyse the principles, scope and purpose of professional supervision: As providers off care in the community we are required to undergo supervision and meet particular standards and requirements. Policies and Procedures are to be followed and we are all accountable for our work. Supervision is an ideal format to establish a person’s performance, reflect and monitor any issues or concerns. For example, Morrison (2005) suggests that there should be underpinning beliefs to Supervision, some of which are:- - Supervision is an important relationship between employer and employee. - Supervision is about reflection as well as action - Supervision must attend to both process and content - Good supervisors bring about change - Supervising is a complex and demanding task that requires training - Supervisors should be a role model for their staff.
These evaluations can show the different steps that implement community in the center by the mental health division connecting with a fully functional consultation and education division. The evaluation can reveal the control of skills and expertise that assist in the intervention aspect to achieve short or long-term goals for each client. Through record keeping, surveys, questionnaires, and statistical data collection the director can prove to the executive director and the board that this program is capable of further development to help the organization and extend the client