Assignment 207 Understand person centred approaches in adult social care settings Assignment composition Assignment overview In this assignment you will demonstrate your knowledge of person-centred care. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. Tasks There are three tasks to this assignment. A Information leaflet B Short answer questions C Case studies This is a summary of the evidence required for the unit.
Knowles notes the adult learner is “self-directed, takes responsibility for their own actions and resist having information arbitrarily imposed on them” (Knowles, 1984, p. 88). Practitioners use a variety of techniques to amalgamate the adult learner and encourage a higher success rate of completion. According to Merriam’s article, “Adult Learning Theory for the Twenty-First Century assisting the progress of learning is at the core of every educator’s agenda. Two observations she notes characterizing adult learning currently are “that there is increased attention to the various contexts where learning takes place, and learning is a multidimensional phenomenon, not just a cognitive activity” (Merriam, pg. 94).
Name Chris Bin-luboya Unit SHC: 22 Introduction to personal development in health, social care or children’s and young people’s settings Unit Title: Introduction to personal development in health, social care or children’s and young people’s settings Unit sector reference: SHC 022 Level: 2 Credit value: 3 Guided learning hours: 23 Unit accreditation number: L/601/5470 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these. Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand what is required for competence in own work role Assessment Criteria The learner can: 1.1.1 Describe the duties and responsibilities of own role My current job role is a care assistant my duties and responsibilities are providing support and assistance to the service users.
: reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the importance of mobility Assessment Criteria The learner can: 1.1.1Define mobility Give an example from your work place: 1.1.2 Explain how different health conditions may affect and be affected by mobility Give an example from your work place: 1.1.3 Outline the effects that reduced mobility may have on an individual’s wellbeing Give an example from your work place: 1.1.4 Describe the benefits of maintaining and improving mobility Give an example from your work place: 2) Be able to prepare for mobility activities Assessment Criteria The learner can: 2.2.1 Agree mobility activities with the individual and others Give an example from your work place: 2.2.2 Remove or minimise hazards in the environment before beginning a mobility activity Give an example from your work place: 2.2.3 Check the suitability of an individual’s clothing and footwear for safety and mobility Give an example from your work place: 2.2.4 Check the safety and cleanliness of mobility equipment and
The final part of the unit will enable learners to consider current practice, including a person-centred approach. This unit will consolidate learning from Unit 2: Equality, Diversity and Rights in Health and Social Care by contextualising knowledge and understanding. As individuals with additional needs may be particularly vulnerable, Unit 11: Safeguarding Adults and Supporting Independence will have particular relevance, particularly for those wishing to work with individuals with
It has also given the providers evidence that the support being provided is supporting them to achieve in life what they want. ASCOT (Adult Social Care Outcomes Toolkit) – This has been developed by the Personal Social Service Research Unit (PSSRU). The tool measures improvement in the outcome of clients and relates this to the use of the service. Its measures the following: • Changes over time • Current and expected situation in the absence of a service • Expected gain from service use • Capacity of
13 A. Investigate work based problems and suggest solution in your chosen organisation 13 B. Examine a range of methods and styles to successfully communicate the problems and solutions at different levels within the context of effective time management 13 References 15 Task 1. A.Discuss the benefits of self-managed learning to individuals and organisations and evaluate the different approaches involved Definition: According to Cunningham(1992), self-managed learning is a process in which the person who is learning, an adult, chose the learning outcomes, decide the ways of
Summary Introduction: The adult learning theory is very important in the college environment today, with many adults returning to college for various reasons. It is a benefit for both instructors and adult learners to understand the adult learning theories in order to make the adult education experience more successful. Summary of Article 1: Article 1 “Revisiting adult learning theory through the lens of an adult learner,” discusses five different traditional learning theories, "orientations," to learning: behaviorist, humanist, cognitive, social cognitive, and constructivist (Jackson &, 2009). It discusses the meaning of each and gives thorough examples of what each style of learning is (Jackson &, 2009). It also discussed the teacher’s role in adult learning and how important it can be to the learners (Jackson &, 2009).
(Merriam, 2007). Adult education can be any kind of learning that adults could be engaged in besides schooling attained traditionally and any basic learning that can fulfil lifelong basic needs. When talking about adult education, it is that kind of philosophy which is cantered on what adults are assumed to be able and to like to learn. Adults could be capable and have interest of being responsible in this process of learning so that the kind of learning they are engaged in meets their needs. Usually, what affects adults learning are demographics, globalization and technology therefore one’s needs and wants to learning, availability of chances and the way one learns are the driving factors to adult education.
Part of being an effective educator involves understanding how adults learn best (Lieb, 1991). Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn. Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the teacher and learner. Andragogy as a study of adult learning originated in Europe in 1950's and was then pioneered as a theory and model of adult learning from the 1970's by Malcolm Knowles an American practitioner and theorist of adult education, who defined andragogy as "the art and science of helping adults learn" (Zmeyov 1998; Fidishun 2000).