Understand how to reflect on practices in adult social care. 1.1. Explain what reflective practice is? Reflective practice is a process to help evaluate your work. It provides opportunities to learn from your experience and develop your working practice.
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 outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
LD 201 Task One You have been asked to contribute to an induction day for new staff. You are to prepare a presentation about the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. It must include the following: 1.1 A list of the legislations and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. 1.2 An explanation of how this legislation and policies influence the day-to-day experiences of individuals with learning disabilities and their families. Task Two You have been asked to prepare three handouts for new staff attending an induction.
Details of the relationship between the unit and relevant national standards This unit is linked to HSC 216 and CHS 6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. 178 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) DRAFT Unit HSC 2003 Provide support to manage pain and discomfort Assessment Criteria Outcome 1 Understand approaches to managing pain and discomfort The learner can: 1. explain the importance of a holistic approach to managing pain and discomfort 2. describe different approaches to alleviate pain and minimise discomfort 3. outline agreed ways of working that relate to managing pain and discomfort. Outcome 2 Assist in minimising individuals’ pain or discomfort The learner can: 1. describe how pain and discomfort may affect an individual’s wellbeing and communication 2. encourage an individual to express feelings of discomfort or pain 3. encourage an individual
1.2 Explain how effective communication affects all aspects of working in adult social care settings. The learner can. In my job I have to communicate with people all the time from my resident, family and friends, colleagues, and other working professionals. Its important that the information passed on is clear concise and accurate and informative this reduces the possibility of mistakes. 1.3 explain why it is important to observe individual’s reactions when communicating with them.
Infants and parents are seen together so that their patterns of interaction can be considered. To a trained eye, play is a powerful form of communication, which may express how children feel and the difficulties they may be experiencing. The relationship between the child and the therapist is central to treatment. Qualifications Entry requirements and training Training in child and adolescent psychotherapy in the UK is offered at training schools accredited by two organisations: The Association of Child Psychotherapists (ACP); and the UK Council for Psychotherapy (UKCP). Entry to accredited training is at graduate (honours degree or equivalent) level and those wishing to train must already have substantial experience of working with infants, children, young people or families.
Unit 206 Understand the role of the social care worker Level: 2 Credit value: 1 NDAQ number: A/602/3113 Unit aim This unit is aimed at those who are interested in, or new to working in social care setting. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand working relationships in social care settings.
Understanding the Context of Supporting Individuals with Learning Disabilities LD 201 1.1 I will identify the polices and legislation designed to promote inclusion, human rights of individuals with learning disabilities and of their citizenship and equal life chances i.e. National Health Service and Community Care Act 1990; Disability Discrimination Act 2005; Equality Act 2010; Disability Equality Duty 2006. Procedures and Polices of the organisational kind are; Department of Health 2001a (A new strategy for Learning Disability for the 21st Century i.e. valuing people. 1.2 The influence that legislation and policies have on the day-to-day experiences of an individual with a learning disability and of their families is as follows i.e.
Article Analysis I: Parent–Child Visits in Foster Care: Reaching Shared Goals and Expectations to Better Prepare Children and Parents for Visits. 1. Record a full reference citation in APA format. Nesmith, A. (2013).
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,