|Title |HSC 3038 Work in partnership with families to support individuals | |Level |3 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand partnership working with families |Analyse the contribution of families to the care and/or support of individuals | | |Identify factors that may affect the level of involvement of family members in care | | |and/or support | | |Describe dilemmas or conflicts that may arise when working in partnership with | | |families to support individuals | | |Explain how the attitudes of a worker affect partnership working with families | |2. Be able to establish and maintain positive |2.1 Interact with family members in ways that respect their culture, experiences | |relationships with families |and expertise | |
Promote active support (LD 303) Outcome 1 Understand how active support translates values into person-centred practical action with an individual The learner can 1 compare the characteristics associated with active support and the hotel model in relation to an individual's support The characteristics of active support include drawing the person into their plan of care and really including them in decisions being made about this - person centred planning in other words. It means thinking about the person in a holistic way - so their previous history, spiritual needs, physical needs and family are considered - likes and dislikes. They are encouraged to get involved in activities within the home and promote or maintain their independence. The hotel model on the other hand, is just a 'new' word for institutional care - things done without real consent and for the convenience of the staff (like making people wait for pain relief because the medicine round isn't officially starting for another hour). The hotel model means that people have everything done for them which means they are losing their skills and ability to care for themselves.
HSC 3022 Support individuals to live at home |Title |HSC 3022 Support individuals to live at home | |Level |3 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |Understand the principles of supporting individuals to |Describe how being supported to live at home can benefit an individual | |live at home |Compare the roles of people and agencies who may be needed to support an | | |individual to live at home | | |Explain the importance of providing information about benefits, allowances and | | |financial planning which could support individuals to live at home | | |Explain how risk management contributes to supporting individuals to live at | | |home | |Be able to contribute to planning support for living at| Identify with an individual the strengths, skills and existing networks they | |home
Aviii) List three different ways your own learning and development might be supported 1) Staff meetings 2) Appraisal and performance reviews 3) In house training/online learning Aix) List four different ways that a personal development plan may benefit your learning and development. 1) Would help to build confidence therefore improve working relationships 2) Give you a clear understanding of your work role 3) Lets you know where your weaknesses are so you would be able to broaden and deepen your knowledge. 4) Reflection to look back on all you have achieved
Holistic assessment and planning is the key to developing personalised services. The holistic assessment process allows one to talk about a wide range of domains in a person’s life, establishing a deeper understanding of their needs and issues before developing a care plan. At Princess Alexandra when a resident comes into the home and the care staff are putting the resident’s care plan together they work with the resident to find out what they like and what their needs are and ways that the staff can meet their needs. It looks at the things a resident did at home and tries to incorporate these ways into everyday life now that they are in a care home. For example if a resident liked to have a bath every morning then it is up to the staff to try and incorporate this into the person’s daily care plan.
- Coventry City Council including social care look at promoting self directed support to enable a person who needs support to be in control of the way they live their life. They can also provide social care assessments in order to continue to live at home with appropriate support, and support with a personal budget which will be means based following an assessment of needs. 2. Describe the impact that personalisation has on the process of commissioning social
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals to live at home HSC 3022 3 4 25 Y/601/7903 Unit purpose and 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 The learner will: 1 Understand the principles of supporting individuals to live at home Assessment Criteria The learner can: 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 2.1 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 Exemplification An individual is someone requiring care or support 2 Be able to contribute to planning support for living at home Others may include: family friends advocates others who are important to the individual’s wellbeing Needs may include: Personal Physical Financial 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: living at home and ways to address them Exemplification Social Environmental Safety 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
|summary/general accountability | |Responsible for providing nurturing and caring home-like environment for youth between the ages of 0 and 18 through constant support and | |praise and with proper parental role modeling using the Therapeutic Model of care. | |ESSENTIAL DUTIES AND RESPONSIBILITIES | |Administrative | |Assist with the preparation of annual budget,
2 Principles of Personal Development in Adult Social Care Settings 1.1 Identify standards that influence the way adult social care job roles are carried out 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work 2.3 Describe how feedback from others has developed own knowledge, skills and understanding 3.1 Define the term ‘personal development plan' 3.2 Identify who could be involved in the personal development plan process 3.3 Identify sources of support for own learning and development 3.4 List the benefits of using a personal development plan to identify ongoing improvements in own knowledge and understanding 5 Introduction to Duty of Care in Health, Social Care or Children and Young People's Settings 1 Understand the meaning of duty of care 1.1 Define the term ‘duty of care' 1.2 Describe how the duty of care affects own work role 2.2 Explain where to get additional support and advice about how to resolve such dilemmas 3.2 Explain the main points of agreed procedures for handling complaints 6 Understand the Role of the social care worker 1.1 Explain how a working relationship is different from a personal relationship 1.2 Describe different working relationships in social care settings 2.1 Describe why it is important to adhere to the agreed scope of the job role 2.3 Explain the importance of full and up-to-date details of agreed ways of working 3.1 Explain why it is important to work in partnership with others 3.2 Identify ways of working that can help improve partnership working 3.4(a) Explain how and when to access support and advice about: partnership working 3.4(b) Explain how and when to access support and advice about: resolving conflicts 9 Understand How to Handle Information in Social Care Setting 1.1 Identify the legislation that relates to the recording, storage and sharing of
Engage in personal development in health, social care or children’s and young people’s settings. 1.1 Describe the duties and responsibilities of own work role. My duties and responsibilities at W.I.L.L are to support adults with learning disabilities and autism to live in their own home and within their community, based on their individual needs and wishes, enabling them to have control of their lives, and ensuring all paperwork is clear and concise and is in line with the company’s guild lines and making sure I follow support plans what are in place. My responsibilities are governed by relevant legislation of the GSCC code of practise for support workers. W.I.L.L’s policies and procedures are built around these legislations and code of practice, which in turns defines my job description.