3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
This environment could be achieved when being in a relationship with a person who was very understanding, accepting and genuine. Risk taking can be part of a person centred approach as we would choose to use positive and informed risk taking which would involve building a positive view of the individual, and seeking to learn what a persons skills are and what people like about them. In person centred thinking we also explore the consequences of not taking the risk so that these may be balanced against the consequences of taking the risk. Using an individuals care plan contributes to working in a person centred way as this would be constructed by the client with the support of the care worker so that the client has full control, instead of the support plan being made by the care worker so the client feels as if they have no control of their recovery. Work in a person centred way In order to find out the history, preferences, wishes and needs of an individual I would refer to any previous files held with regards to that person, as well as discussing directly with the client what the preferenes etc.
This environment could be achieved when being in a relationship with a person who was deeply understanding (empathic), accepting (having unconditional positive regard) and genuine (congruent). Risk taking can be part of a person centred approach as we would choose to use positive and informed risk taking which would involve building a positive view of the individual, and seeking to learn what a person’s gifts and skills are and what people admire about them. In person centred thinking we also explore the consequences of not taking the risk so that these may be balanced against the consequences of taking the risk. Using an individual’s care plan contributes to working in a person centred way as this would be constructed by the client with the support of the care worker so that the client has full control over their recovery, instead of the support plan being constructed by the care worker whereby the client feels as if they have no control of their recovery. 2.1-describe how to find out the history, preferences, wishes and needs of an individual If you work in the
Assignment 301 Principles of communication in adult social care settings Assignment overview In this assignment, you will complete tasks to demonstrate your knowledge of the importance of effective communication in adult social care settings, and ways to overcome barriers to meet individual needs, wishes and preferences in communication. You will also address the principles and practices relating to confidentiality. There are two tasks to this assignment. A Short answer questions B Case study Ai Identify four different reasons why people communicate. To give and recive information and instructions To express feeling and needs To establish and maintain relationships To share ideas Aii Explain how effective communication can affect relationships in an adult social care setting between: Colleagues and other professionals Effective communication is essential between colleagues and other professionals, it means that they will be passing on clear, consise, informative and accurate information which will give the professionals the information they need Individuals using the service and their carers Effective communication between a carer and a service user will help to build a meaningful, trustful and respectful relationship.
CU1571 Promote Positive Behaviour Aims The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Credit Level 6 3 Assessment criteria The learner can: 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 1.2 Define what is meant by restrictive interventions 1.3 Explain when restrictive interventions may and may not be used 1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used 1.5 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour 1.6 Describe safeguards that must be in place if restrictive physical interventions are used 2. Understand the context and use of proactive and reactive strategies 2.1 Explain the difference between proactive and reactive strategies 2.2 Identify the proactive and reactive strategies that are used within own work role 2.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used 2.4 Explain the importance of maintaining a person or child centred approach when establishing proactive strategies Learning outcomes The learner will: 1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support 2.5 Explain the importance of reinforcing positive behaviour with individuals 2.6 Evaluate the impact on an individual’s well being of using reactive rather than proactive strategies 3. Be able to promote positive behaviour 3.1 Explain how a range of factors may be associated with challenging behaviours 3.2 Evaluate the effectiveness of proactive
Describe the difference that person-centred thinking can make to individuals and their families. It is a way of identifying who is relevant to an individual and to discover any important issues about their relationship. It feeds into support planning because it focuses on which people to involve in planning and which relationships can be strengthened or supported. 4. Describe examples of person-centred thinking tools.
Byrne and Clore (1970) proposed the reward/need satisfaction model. According to this model, we form relationships with people simply because we find them rewarding, It is suggested that we are rewarded in two ways: operant conditioning (through direct reinforcement) and classical conditioning (through association). Argyle (1992) suggests individuals who are rewarding are liked the most. An example of positive reinforcement may be through non-verbal signals such as smiling; this is a sign of liking. We may also be negatively reinforced by an individual helping us in our ‘time of need’.
According to the As level for Edexcel, Health and social care book, by Neil Moonie, there are two key elements to creating a positive care environment. The first being the responsibility of individual care practitioners to challenge behaviours and practices that discriminate against service users; the second is to understand the role of the organisation. The size, structure and practices of an
Theoretical Orientation Paper Like Rogers, I believe that humans are inherently good. I believe that we all have the potential to succeed and do what makes us happy. I find that we need to dig deep within ourselves and find what makes us fulfilled and strive for that. The more someone tells you what to do, the least likely you are to doing it. Change takes one's own initiative, and ideally, support from those around you.
Overview | This standard outlines the requirements when promoting individuals’ self esteem and sense of identity. This includes working with individuals to identify difficulties associated with their self esteem and sense of identity and supporting them to implement strategies likely to develop more positive self images. It also includes working together to evaluate strategies and the support provided. | Performance criteriaYou must be able to:You must be able to:You must be able to: | Support individuals to identify their strengths and needs relating to self esteem and identity P1 support the individual to identify things that have an impact, positive or negative, on their self-esteem and self image P2 support the individual to identify aspects of their culture and personal history that are important to their identity P3 support the individual to identify the interests, experiences and abilities they have that are important to their self esteem and sense of identity P4 support the individual and key people to communicate concerns about the individual’s self image and self esteem and the impact on their well-being P5 establish with the individual and key people the outcomes that they wish to achieve in relation to self esteem and identity P6 seek support where there are signs that low self-esteem, self image and sense of identity are damaging the individual’s well being in ways that are beyond your expertise to addressSupport individuals to develop more positive self esteem and self image P7 ensure that your own work with the individual always respects their culture and builds upon their identity, experiences, expertise and abilities P8 use naturally occurring opportunities to explore with the individual how they can enhance their self esteem and a positive self-image P9 work with the individual to identify the aspects of their life that