I get feed back from others in supervisions which is 1-6 with the line manager this helps me to develop and is where I can ask for training. 1 Michael Eilbeck 01/09/132 Principles of personal development in adult social care settings 3.1 A personal development plan is where you make a plan to develop your self to make you better as a person and at your job this can be done during your supervisions where you can ask for training to make you better at your job and to set goals. 3.2 The people who could be involved in your personal development plan process will be me and either your line manager or manager. 3.3 You can get sources of support from the local office, managers, working policies, colleges assessments, local library and the internet. 3.4 The benefits of using a personal development plan is to make me better at my job, make me more confident in what im doing and to make me more flexible at my job.
502.1 ac 1, 502.2 ac1 – What are the regulation, inspection requirements, codes of practice and conduct and standards and guidance relevant to your role and responsibility in relation to managing, and continuous professional requirements as a manager for yourself and staff team? * National Minimum Standards. * Keys Policies and Procedures * Children’s Home Regulations * Care Standards Act 2000 * Children’s Act 2004 * Health and Safety Act 1974 * Every Child Matters 502.1 ac 2 Analyse potential barriers to professional development What can be the impact of work pressure on the service, provision, and individual and team performance? How should you organise your time and resources to maximize your efficiency and effectiveness as a manager? How and where can you access information, resources and support for your learning and development?
She notes four different value positions; ‘liassaz-faire’, ‘state paternalism’, ‘parent’s rights’ and ‘children’s rights’. The latter two are appropriate here. Firstly, she notes that the perspective of ‘parent’s rights’ acts as a belief that the state should positively intervene to adequately provide family support and assistance to enable the child to be brought up in the home. This includes providing accommodation on a voluntary basis for children as a last resort, with significant emphasis on maintaining parental contact and returning home (where
Parents should communicate to manage their child’s academic success. Volunteering and learning at home requires a parent to help the student with homework and other educational activities. Decision making type of involvement is communicating with the student to discuss improvement and student success. Collaborating with the community help influence more families to become involved in their children’s education. All six types of involvement positively impacts educational
HSC 3022 Support individuals to live at home Title HSC 3022 Support individuals to live at home Level 3 Credit value 4 Learning outcomes The learner will Assessment criteria The learner can: 1. Understand the principles of supporting individuals to live at home 1.1 Describe how being supported to live at home can benefit an individual 1.2 Compare the roles of people and agencies who may be needed to support an individual to live at home 1.3 Explain the importance of providing information about benefits, allowances and financial planning which could support individuals to live at home 1.4 Explain how risk management contributes to supporting individuals to live at home 2. Be able to contribute to planning support for living at home 2.1 Identify with an individual the strengths, skills and existing networks they have that could support them to live at home 2.2 Identify with an individual their needs that may require additional support and their preferences for how the needs may be met 2.3 Agree with the individual and others the risks that need to be managed in living at home and ways to address them 3. Be able to work with individuals to secure additional services and facilities to enable them to live at home 3.1 Support the individual and others to access and understand information about resources, services and facilities available to support the individual to live at home 3.2 Work with the individual and others to select resources, facilities and services that will meet the individual’s needs and minimise risks 3.3 Contribute to completing paperwork to apply for required resources, facilities and services, in a way that promotes active participation 3.4 Obtain permission to provide additional information about the individual in order to secure resources, services and facilities 4. Be able to work in partnership to introduce
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand person-centred approaches in adult social care settings PWCS 26 2 4 34 31/07/2015 J/602/3180 Unit purpose and aim This unit introduces the concept of person-centred support as a fundamental principle of social care. 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: 1 Understand personcentred approaches for care and support Assessment Criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person-centred values Exemplification Person-centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership It is important to work in these ways eg: to meet the needs of the individual to provide the best possible quality care service to ensure a good quality of life of the individual to treat the individual as you would want to be treated © OCR 2010 1 Learning Outcomes The learner will: 2 Understand how to implement a personcentred approach in an adult social care setting Assessment Criteria The learner can: 2.1 Describe how to find out the history, preferences, wishes and needs of an individual 2.2 Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support 2.3 Explain how using an individual’s care plan contributes to working in a person-centred way Exemplification An Individual is someone requiring care or support Sources of information to find out the wishes and needs of an individual include asking: the individual family friends other carers other professionals i.e. GP, social worker, nurse referring to documents i.e. care plans,
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. 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 standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
What is HACC? According to www.health.vic.gov.au/hacc website, ‘The Home and Community Care (HACC) Program provides a range of basic support services to frail older people and people with disabilities who are experiencing difficulties in managing daily tasks but who wish to continue living at home. The Program also supports their carers and families. The HACC Program targets its services to those who have the greatest need for them and/or the greatest capacity to benefit from them. Agencies providing services will assess your needs and provide you with information about your choices.
12 Executive Summary The purpose of this report is to provide feedback to the In-Home Supportive Services (IHSS) on the effectiveness of their program. This program offers various services, from monetary help to care provider disposition. This report includes information on what the program excels at and what it is lacking. Data was collected from the interviews conducted with the IHSS participants. The IHSS offices sent the participants letters to inform them about our call to request an interview from them.
This could be in a residential care home, a community care setting or in an individual’s home. The activities stimulate new interests and skills, and are designed specifically to meet individual’s needs. These workers promote social activities within, and outside their care setting. Training/qualifications: Activities co-ordinators will usually have experience of working with vulnerable adults in a residential, community or voluntary setting. Grades A – C in GCSE Maths and English are usually required.