Unit 4222-320 Support individuals to live at home (HSC 3022) Level: Credit value: UAN: 3 4 Y/601/7903 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals to live at home. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand the principles of supporting individuals to live at home 2.
(HSC 3022) SUPPORT INDIVIDUALS TO LIVE AT HOME Outcome 1 Understand the principles of supporting individuals to live at home 1. Describe how being supported to live at home can benefit an individual Individuals who are supported to remain in their own home can benefit greatly in a number of ways. With the support of family friends and various agencies, it allows them to remain in familiar surroundings and remain part of their community and continue to participate in community life. Individuals are able to take control of the support they receive and the service provider giving that support, which can be to their individual choice and tailored to suit their personal needs and preferences. They are able to decide what they would like to do each day and who they would like to do it with.
HSC 3020 Facilitate person centred assessment, planning, implementation and review |Title |HSC 3020 Facilitate person centred assessment, planning, implementation and review | |Level |3 | |Credit value |6 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand the principles of person centred |Explain the importance of a holistic approach to assessment and planning of care or | |assessment and care planning |support | | |Describe ways of supporting the individual to lead the assessment and planning process| | |Describe ways the assessment and planning process or documentation can be adapted to | | |maximise an individual’s ownership and control of it | |2. Be able to facilitate person centred assessment |Establish with the individual a partnership approach to the assessment process | | |Establish with the individual how the process should be carried out and who else | | |should be
NVQ Unit 74 Support individuals living at home 1.1 Describe how being supported to live at home can benefit an individual More independence, more time spent with loved ones, a greater sense of normality, able to maintain a little more control over daily routine, surrounded by own possessions with memories attached to some, no interruptions or noise from other 'patients or residents' who may be confused, more likely to get visits from friends and family. 1.2 Compare the roles of people and agencies who may be needed to support an individual to live at home People such as support workers or friends and family who can go to support people living at home and help assist with any needs they may have or issues they are struggling
access information and advice to support an individual to move and settle into a new home environment. It would benefit the client if an occupational therapist could do a joint visit with them. This would highlight any addaptations that would be required or any aids to help the client be independant and safe in their new home. 2. provide an individual and others with information about the proposed new home environment. 3. work with the individual and others to plan for the move 4. support the individual to express their feelings about the move and any concerns they may have 5. demonstrate strategies to address concerns.
Since, I have been thinking of different ways of creating environments, seeing children’s strengths, abilities, and communicating with families during this class, I am going to briefly discuss two things I plan to implant in my professional experience. First, I would have a discussion with my supervisor and staff to come together to help enforce more universal design learning our facility. UDL is As I read the statement in “Early Childhood Inclusion: A Summary”, I came up with the conclusion of what the creation of a sense of belonging and membership, positive relationships and reaching full potential means when working with all young children and families. First, I would make sure that my classroom environment accommodates all my students and the parents feel comfortable with their child in the environment also. Throughout my teaching career and working with all children and families I have discovered that the best
This assists and is used as a guideline for teachers to help your child in their development areas. It informs us about the knowledge, skills, values and attitudes the learner has obtained (Davin, R.2013:32). By assessing the learner we are able to identify their learning style and allow us to prepare lessons in such a way that is best suitable to your child’s needs. Frequent assessments made by our teachers also assist parents to develop their children at home. Our teachers are able to provide exercises or activities to parents to practice at home with the learner thus reiterating what is being taught in the classroom.
Teachers who truly value the family’s role in a child’s education, and recognize how much they can accomplish by working with families, can build a true partnership (Dodge, Colker, and Heroman, 2002, pg. 211). The curriculum is based around the theories of: Abraham Maslow (basic needs and learning), Jean Piaget (logical thinking and reasoning), Lev Vygotsky (social interaction and learning), Howard Gardner (multiple intelligences), and Sara Smilansky (play and learning). These theorist help mold the foundation for the curriculum that is used in many classrooms today. The Creative Curriculum enhances social/emotional, physical, cognitive, and language development.
PROVIDING SUPPORT TO MAINTAIN AND DEVELOP SKILLS FOR EVERYDAY LIFE LO1 1.1 Compare methods for developing and maintaining skills for everyday life Within my work setting of the nursing home, we have several ways we help develop skills for everyday life. Within the home we have a physiotherapist, who works with residents to help them get better mobility by helping them move their arms and legs better as an example and encouraging them to attempt the exercises when alone also. Once a resident has improved with their mobility it’s down to the care staff to help encourage them to continue using this daily life skill by encouraging them to be as independent as possible with things they are known they are able to do reporting any problems and development to the physiotherapist. In addition to this, the nursing staffs also help with everyday life by helping with medication needs and treating any wombs or injuries they have. They also help by ensuring any continence needs are met to help them feel more confident in daily life rather than feeling afraid to embrace everyday life due to continence issues.
This essay is going to discuss what is meant by the term social context and how society today and its services benefit families in this term. It will identify relevant skills, principles approaches to the assessment process, explore the stages of this process and how these key services and findings from the article will help benefit the family in a social context. It will explore the findings of Morawska et al 2011 on his research on parenting programmes and culturally diverse families and if the findings from his research were valid. The term social context refers to the social and physical setting in which people live in or where something develops. This can include the culture in which an individual lived or was educated in as well as people or organisations they interact with.